TEST BANK FOR BUSINESS COMMUNICATION ESSENTIALS A SKILL BASED APPROACH 7TH EDITION by QuentinAxel

Business Communication Essentials, 7e (Bovee/Thill) Chapter 1 Understanding Business Communication in Today's Workplace 1) How does communication affect the leadership process? A) The higher in the organization one moves, the more employees one has to handle communication issues. B) The lower in the organization one is, the more one is judged on communication skills. C) The lower in the organization one is, the more often one's work is reviewed for accuracy and attention to basic communication conventions. D) The higher in the organization one moves, the more time one spends on the task of communicating. E) The higher in the organization one moves, the less time one spends on the task of communicating. Answer: D Explanation: D) If you launch a company or move into an executive role in an existing organization, you can expect communication to consume the majority of your time. Top executives spend most of their workdays communicating, and businesspeople who can't communicate well don't stand much chance of reaching the top. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork 2) Which of the following communication skills is least likely to be a major advantage for a recent college graduate in the workplace? A) Computer skills B) Writing skills C) Listening skills D) Speaking skills E) Adjusting communications skills to any given situation Answer: A Explanation: A) Employers sometimes express frustration at the poor communication skills of many employees—particularly recent college graduates who haven't yet learned how to adapt their communication styles to a professional business environment. If you learn to write well, speak well, listen well, and recognize the appropriate way to communicate in any situation, you'll gain a major advantage that will serve you throughout your career. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork

3) Which of the following best describes the process of communication? A) Transferring of information between senders and receivers B) Using digital media to convey data C) Providing inspiration to others D) Agreed upon meaning E) Selling an idea to those who may need it Answer: A Explanation: A) Communication is the process of transferring information and meaning between senders and receivers using a variety of methods and resources. It may or may not inspire others, and meaning may not be agreed upon. The essence of communication is sharing in a way that benefits both the sender and the receiver. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 4) Which of the following best supports the need for effective communication in a person's career? A) The more technical the position, the less likely the employee will need to communicate outside of the organization. B) The higher in the organization an employee is, the more likely the employee will need to communicate effectively both internally and externally to the organization. C) The higher in the organization an employee is, the less likely the employee will need to communicate effectively both internally and externally to the organization. D) Top executives spend very little of the workday communicating with others. E) Top executives spend more time listening than communicating. Answer: B Explanation: B) As one moves into leadership position, more time is consumed by the communication process, including written, verbal listening skills. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

5) Which of the following is the result of using an effective communication process in an organization? A) An effective communication process slows down the problem-solving time, allowing for better analysis of options before decisions are made. B) An effective communication process hampers employee satisfaction and increases employee turnover. C) An effective communication process increases timely, reliable information, leading to "information overload" during the decision making process. D) An effective communication process is more costly than other communication processes. E) An effective communication process provides the ability to influence others and their perceptions both in the workplace and in the greater community. Answer: E Explanation: E) Effective communication allows for timely and reliable information, allowing for greater influence in the workplace and community. Effective communication often saves time and resources and allows for a better decision making process. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 6) Which of the following least supports the purpose of communication? A) Providing data B) Providing information C) Providing inspiration D) Providing control E) Providing insight Answer: D Explanation: D) The essence of communication is sharing–providing data, information, insights, and inspiration in an exchange that benefits both you and the people with whom you are communicating. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork

7) In which of the following fields would the ability to share complex ideas about a project be critical? A) Engineering B) Sales C) Human resources D) Entrepreneurial start ups E) Independent contractors Answer: A Explanation: A) While strong communication skills in any field is often critical to success, the ability to present complex ideas in a clear and easy to understand manner is most important in technical fields such as engineering and finance. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 8) Giving opinions and vague impressions allows the reader to form their own opinion about the validity of information provided. Answer: FALSE Explanation: Use concrete language, specific detail and information that is clear, convincing, accurate and ethical. When an opinion is called for, present compelling evidence to support your conclusion. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Written and oral communication 9) Strong communication skills provide an opportunity to stand out from the competition. Answer: TRUE Explanation: The ability to write, speak well, and listen well and the ability to recognize the appropriate way to communicate in any situation will help create a major advantage throughout one's career. Learning Obj.: LO 1.1: Define communication and explain the importance of effective business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Written and oral communication

10) An audience-centered approach means focusing on what? A) The corporation's needs B) The sender's needs C) Technology use D) The audience's needs E) Time Answer: D Explanation: D) Successful communication is based on providing information based on the audience's needs and level of understanding, not the sender's needs and level of understanding. If the audience does not understand accept a message, the communication has failed, regardless of the sender's needs to communicate. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Reflective thinking 11) Crafting a message to generate a specific response from an audience requires the use of what type of information? A) Practical B) Factual C) Concise D) Clear E) Persuasive Answer: D Explanation: D) Clarifying expectations and responsibilities will generate a specific response from a specific audience, and should clearly state what is expected from them. This is different than a persuasive message that explains the benefits of the desired response. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Reflective thinking

12) Using concrete and specific language and including evidence to support a conclusion is an example of what type of information? A) Practical B) Factual C) Concise D) Clear E) Persuasive Answer: B Explanation: B) Using concrete language, specific detail, and information that is clear, convincing, accurate and ethical helps support factual information in any communication. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Reflective thinking 13) When developing a recommendation for action that might be construed negatively by stakeholders, what technique should be incorporated in the communication? A) Practical and useful information only B) Factual information that supports the opinion C) Conciseness to save people's time D) Clearly identified concepts E) Persuasive techniques Answer: B Explanation: B) Even when an opinion is called for, presenting compelling evidence to support the opinion is necessary. When presenting information that may be considered negative, an objective, fact based argument will aid in objectivity in the decision-making process. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Analytical Thinking

14) Performing at a high level and conducting oneself with purpose and pride is an example of what? A) Ethical behavior B) Strong communication skills C) Being a team player D) Ethics E) Professionalism Answer: E Explanation: E) Professionalism is the quality of performing at a high level and includes making meaningful contributions. Distinct traits of professionalism include striving to excel, being dependable and accountable, being a team player, demonstrating etiquette, making ethical decisions and maintaining a positive outlook. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork 15) Professionalism includes knowing how to contribute to a larger cause, and includes ________. A) Being positive B) Being ethical C) Being a team player D) Being dependable E) Being respectful Answer: C Explanation: C) Professionalism includes being a team player, which includes contributing to a larger cause and making others around them better. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork

16) A communicator's ability to listen, understand and meet the needs of the reader is an example of what type of communication? A) Audience-centered B) Etiquette based C) Digital D) Chain of command E) Ethical Answer: A Explanation: A) Audience-centered communication focuses on the understanding and meeting the needs of the reader and listener. Audience centered communication involves elements such as the sender's ability to listen, style of writing and speaking and the ability to maintain positive work relationships. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Interpersonal Relations and teamwork 17) Which of the following represents the expected norms of behavior in a particular situation? A) Ethics B) Professionalism C) Being a team player D) Etiquette E) Communication Answer: D Explanation: D) Etiquette is an important element of an audience-centered communication and is different than ethics in that ethics represent moral values, and etiquette is an expected behavior, such as using email communications that are well written, spell checked, etc. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Interpersonal Relations and teamwork

18) Digital information fluency is often expected of employees by employers. Answer: TRUE Explanation: Given the importance of communication in business, employers expect employees to be competent at a wide range of communication tasks. Recognizing information needs, using efficient search techniques and using gathered information ethically is often referred to as digital information fluency. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Information Technology 19) Audience-centered communication is based on objective, fact based information, not etiquette or other social norms. Answer: FALSE Explanation: An important element of audience-centered communication is etiquette, the expected norms of behavior in a particular situation. Etiquette is as important to effective communication as objective, fact based information. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 20) Describe what the six distinct traits of professionalism are. Answer: The trait of being the best includes striving to excel and be the best at everything one does. It is important to excel at every level to build a strong career. The trait of being dependable includes keeping promises and meeting commitments. It is important to learn from mistakes and take responsibility for errors. The trait of being a team player includes knowing how to contribute to a larger cause and making others around them better. The trait of being respectful includes knowing good business etiquette, showing respect for those around them. Respecting others is not only good etiquette, it is essential for one's career. Being ethical includes working to avoid personal ethical lapses and weighing options carefully when facing ethical dilemmas. Being positive includes believing in what one is doing and the ability to get the job done. This includes finding and solving problems instead of complaining about them. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork

21) Discuss ways in which mobile technology is challenging the way in which businesses communicate. Answer: Employees are having an increasingly difficult time disengaging from the workplace, while also having more flexibility in meeting personal and professional obligations. Mobile technology reduces operating costs through telecommuting and other nontraditional work models. Mobile use often occurs in environments with multiple distractions and barriers to successful communication. The use of text messaging has changed the way some users write, allowing for potential miscommunication between the sender and receiver. Also, privacy and security issues must be considered when using technology. Learning Obj.: LO 1.2: Explain what it means to communicate as a professional in a business context. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 22) The motivation for writing a business message will help determine and shape which of the following? A) Audience reaction to the message B) Audience acceptance to the message C) Audience understanding of the message D) The effectiveness of the message E) The nature of the idea Answer: D Explanation: D) Whether a communication effort will ultimately be effective begins when the sender has an idea, and depends on the nature of the idea and the motivation for sending it. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication

23) When a communicator expresses an idea with words or images, they are doing which of the following? A) Encoding the idea as a message B) Writing the idea into a message C) Sharing the idea as a message D) Transmitting the idea to the audience E) Developing the idea they want to communicate in the message Answer: A Explanation: A) When someone puts an idea into a message, he or she is encoding it, or expressing it in words or images. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 24) The method used to share an idea with an audience is called what? A) Channel B) Encoding C) Medium D) Decoding E) Delivery Answer: C Explanation: C) The medium is the delivery method used to shape the communication. It can include anything from a phone call to an instant message to a slideshow presentation. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

25) When using a PowerPoint presentation to develop a sales message, the communicator is using PowerPoint as which of the following? A) Random noise B) Channel C) Delivery system D) Medium E) Encoding device Answer: B Explanation: B) The channel is the system used to deliver the message, which is different than the medium, which is the form a message takes. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 26) The ability of the receiver to determine the main idea of the message is known as what? A) Encoding B) Channel C) Medium D) Reading E) Decoding Answer: E Explanation: E) When receiving a message, the receiver needs to extract the idea from the message, a step known as decoding. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

27) Evaluating the effectiveness of a message is most often accomplished in which stage of the Communication Process Model? A) The sender has an idea. B) The sender produces the message in a transmittable medium. C) The audience receives the message. D) The audience decodes the message. E) The receiver provides feedback. Answer: E Explanation: E) When the receiver provides feedback, the sender can evaluate the effectiveness of the communication effort. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Reflective thinking 28) The influence of culture, thinking styles and moods can have the greatest impact on what step of the Communication Process Model? A) Encoding the message B) Transmitting the message C) Decoding the message D) Responding to the message E) Providing feedback Answer: C Explanation: C) Extracting the meaning of a message is a highly personal process that is influenced by culture, experience, learning and thinking styles, hopes, fears and even temporary moods. Audiences tend to extract the meaning they expect to get from a message, even if it is the opposite of what the sender intended. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Reflective thinking

29) During what step of the Communication Process Model does the receiver's motivation and ability to remember to act on a message become most important? A) When providing feedback B) When responding to the message C) When receiving the message D) When decoding the message E) When selecting the message Answer: B Explanation: B) Whether a receiver responds as the sender hopes depends on the receiver remembering the message long enough to act on it, being able to act on it and being motivated to respond. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 30) A communication method/model that is open to all who wish to participate is considered which of the following? A) Communication Process Model B) Web based Communication Model C) We Talk, You Listen Model D) Social Communication Model E) Broadcasting Model Answer: D Explanation: D) The social communication model is interactive, conversational and usually open to all who wish to participate. Audience members are no longer passive recipients of messages but active participants in a conversation. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

31) Which of the following would be an example of an effective use of the Social Communication Model? A) Using email to send interoffice memos B) Sharing information on a blog C) Using instant messaging to update team members on the status of a project D) Using virtual meetings E) Town hall meetings for new product launches Answer: C Explanation: C) A sender in social media environments initiates a conversation by sharing information. This information is often revised and reshaped by participants as they share it and comment on it. The communication should be available to all those who wish to participate, not just those invited to participate. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication 32) Which of the following is an advantage of using the Social Communication Model in shaping messages? A) People can take pieces of the communication based on interest. B) The message is well controlled by the sender. C) There is less information overload as users only take what is of most use to them. D) There is increased productivity and increased employee engagement. E) Conversational threads are easier to respond to. Answer: A Explanation: A) Potential problems with the Social Communication Model include information overload, fragmented attention, security risks, distractions that hurt productivity and the need to monitor and respond to numerous conversational threads. The advantage is that people can take information that is of greatest interest to them, and disregard the rest. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Information Technology

33) Which of the following is one of the most common uses of social media among U.S. businesses? A) Starting conversation threads to end users B) Communicating with stakeholders C) Allowing employees to voice concerns D) Monitoring online discussions about a company E) Increasing the publishing mindset amongst employees Answer: D Explanation: D) Social media have given customers and other stakeholders a new voice. One of the most common uses of social media is the monitoring of online discussion forums about the company or its brands. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology 34) When a receiver offers a smile when reading a message, the sender can be assured the message has been well received. Answer: FALSE Explanation: Nonverbal signals such as gestures and facial expressions can have many different meanings and must be decoded carefully. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking 35) The potential for failure in the Communication Process Model can happen anywhere during the process. Answer: TRUE Explanation: The communication process can fail at any point in the process based on both the sender and the receiver's motivation and needs during the process. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking

36) Discuss ways and examples of how Social Media has changed the way businesses interact with employees and stakeholders. Answer: Audience members are no longer passive recipients of messages but active participants in a conversation. Social media have given customers and other stakeholders a voice they did not have in the past, and businesses are listening to that voice. In fact, one of the most common uses of social media among U.S. businesses is monitoring online discussions about a company and its brands. Inside companies, social media make it easier for employees to voice concerns and frustrations, increasing the changes that managers will address problems that are getting in the way of people doing their jobs. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking 37) Describe the Communication Process Model and identify potential areas that might cause a failure in the communication process. Answer: The Communication Process Model begins with the sender having an idea. There is the potential for failure in this step if the idea is merely a complaint, or the sender does not fully understand the goal of their message. The second step of the model is encoding the idea as a message. Encoding is based on the sender's beliefs and culture and may not be applicable to the receiver. The third step of the process is producing the message. The potential for error is in not considering what is most appropriate for the audience and their preferences. The fourth step of the process is transmitting the message. The potential for communication breakdown could be the result of technology errors, information overload or a lack of understanding on the part of the receiver. The fifth step of the process is when the audience receives the message. The audience must find value in the message, and find a way to assign value to it. Next, the audience decodes the message. Decoding is done based on the audience's beliefs and values, which may be different from the senders. The seventh step is the receiver's response to the message. The potential for failure in this step is the receiver's ability to remember, act or being motivated to respond. The last step in the process is providing feedback. Feedback can be misinterpreted, incomplete or decoded incorrectly. Learning Obj.: LO 1.3: Describe the communication process model and explain how social media are changing the nature of business communication. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Analytical Thinking

38) What percent of Internet users access the web at least some of the time with a mobile device? A) 50 percent B) 60 percent C) 70 percent D) 80 percent E) 90 percent Answer: D Explanation: D) Globally, roughly 80 percent of Internet users access the web at least some of the time with a mobile device. For millions of people around the world, a mobile device is their primary way, if not their only way, to access the Internet. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Information Technology 39) Which of the following task is the most common non-voice use of smartphones? A) Reading B) Writing C) Email D) Web browsing E) Blogging Answer: C Explanation: C) Email and web browsing rank first and second in terms of the most common non-voice uses of smartphones, and more email messages are now opened on mobile devices than on PCs. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Information Technology

40) Which of the following is a primary result of the change in the nature of communication as a result of mobile technology? A) Spelling and grammar skills have improved. B) The relationship between senders and receivers has been altered. C) There are fewer opportunities to create new business. D) There are fewer communication challenges between the sender and receiver. E) Businesses place less emphasis on writing skills. Answer: B Explanation: B) The use of mobile devices has resulted in a change in the nature of communication, including an altering of the relationship between the sender and receiver, while creating opportunities, new challenges and the forcing of professionals to learn new communication skills. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 41) Which of the following best explains the concept of the "mobile first" approach? A) Using mobile devices as a primary means of communication B) Using mobile devices to replace face-to-face meetings C) Requiring employees to be accessible outside of work using mobile technology D) Designing websites specifically for optimum viewing on smartphones and tablets E) Eliminating tradition phone systems in favor of mobile systems Answer: D Explanation: D) Some companies now take a mobile-first approach, in which websites are designed specifically for smartphones and tablets. Some offer apps for more interactive and mobile friendly experience than a conventional website can offer. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology

42) The ability to send vast amounts of data instantly, constantly, and globally, and the expanding role of social media is referred to as what? A) Radical connectivity B) Mobile first C) Publishing D) Wearable technologies E) Location aware content Answer: A Explanation: A) Nicco Mele coined the term radical connectivity in reference to the vast amounts of data instantly available. Mobile plays an expanding role by keeping people connected 24/7. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Information Technology 43) Which of the following is a disadvantage of mobile connectivity? A) Mobile connectivity can blur the boundaries of personal and professional time and space. B) Mobile connectivity gives employees less flexibility in meeting personal obligations. C) Mobile connectivity increases operating costs. D) Mobile connectivity does not support nontraditional work models. E) Mobile connectivity limits multitasking efforts. Answer: A Explanation: A) The disadvantages of mobile connectivity include blurring the boundaries of personal and professional time and space, preventing people from fully disengaging from work during personal and family time. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Information Technology

44) Which of the following is true when formatting messages for mobile devices? A) Messages should contain more graphics to aid in readability. B) Messages should be short with several web links embedded in them. C) Messages should be written in a traditional format to aid in understanding. D) Messages should be based on location-aware technology. E) Messages should be formatted differently to make reading easier on mobile devices. Answer: E Explanation: E) Mobile form factors present challenges for creating and consuming content. Email messages need to be written and formatted differently to make them easier to read on mobile devices. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Information Technology 45) Why would an organization develop a policy prohibiting the use of personal devices at the worksite? A) To limit the employee's ability to spend time on personal business B) To encourage employees to use corporate owned equipment C) To encourage the use of equipment that has met corporate security standards D) To limit access to corporate networks and data E) To encourage accessibility for customers and clients Answer: C Explanation: C) Mobile devices create several security and privacy concerns for end users and corporate technology managers alike. These devices don't always have the rigorous security controls that corporate networks need and users don't always use them in secure ways. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Information Technology

46) Which of the following is true regarding about mobile connectivity in the workplace? A) Mobile connectivity increases decision making time as more research becomes available. B) Mobile connectivity allows for additional research to be conducted during meetings. C) Mobile communication limits quality customer service. D) Mobile communication decreases accuracy of crisis communication efforts. E) Mobile communication requires more engaging experiences for users. Answer: B Explanation: B) Mobile connectivity can accelerate decision making and problem solving by providing information to the right people at the right time. If more information is needed, mobile connectivity allows additional research on the spot. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Information Technology 47) Companies who take a mobile first approach to communication often develop websites that are designed for optimum viewing on smartphones and tablets. Answer: TRUE Explanation: Increasingly, users expect websites to be mobile friendly and tend to avoid sites that are not. As mobile access overtakes computer based access, companies take a mobile first approach in which websites are designed for optimum viewing on smartphones and tablets. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Application AACSB: Information Technology 48) Globally, roughly 65 percent of Internet users access the web at least some of the time with a mobile device. Answer: FALSE Explanation: Globally, roughly 80 percent, not 65 percent of Internet users access the web at least some of the time with a mobile device. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Information Technology

49) Today, more email messages are opened on a mobile device than on PCs. Answer: TRUE Explanation: Email and web browsing rank first and second in terms of the most common nonvoice uses of smartphones, and more email messages are now opened on mobile devices than on PCs. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Information Technology 50) Because of the ability to multitask, mobile users become more productive and focused on their work. Answer: FALSE Explanation: Because mobile users are often multitasking, they don't give full attention to the information on their screens. Mobile use often occurs in environments with multiple distractions and barriers to successful communication. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Application AACSB: Information Technology 51) Companies who limit the use of mobile technology, both internally and externally, stand the best chance of capitalizing on the way people communicate. Answer: FALSE Explanation: Companies must understand and use mobile technology to best capitalize on the way people communicate both internally and externally to the organization. Learning Obj.: LO 1.4: Outline the challenges and opportunities of mobile communication in business. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

52) Which of the following should be included in a well-developed, ethical communication? A) Copyrighted material B) Someone else's creative product, but only in your own words C) All relevant information, even if it may be negative D) Visual aids that emphasize some information while minimizing other information E) Statistics and other relevant data that support the reason for the communication Answer: C Explanation: C) Ethical messages should include all relevant information, be true in every way and not deceptive in any way. Unethical communication distorts the truth or manipulates the audience or data. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Ethical understanding and reasoning 53) Which of the following best describe transparency in a communication? A) Providing all relevant data B) Not plagiarizing information C) Stealth marketing D) Providing only information that supports the decision you want made E) Choosing the best alternative when issues are not clear cut Answer: A Explanation: A) Transparency refers to a sense of openness, of giving all participants in a conversation access to the information they need to accurately process the messages they are receiving. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Ethical understanding and reasoning

54) Which of the following takes place when choosing among alternatives that are not clear cut, but that are ethical and valid? A) Ethical lapse B) Stealth marketing C) Transparency D) Distortion E) Ethical dilemma Answer: E Explanation: E) An ethical dilemma involves choosing among alternatives that are not clear cut. Conflicting alternatives can be both ethical and valid, not necessarily wrong, but with consequences for several parties. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Ethical understanding and reasoning 55) Which of the following best describes an ethical lapse? A) Choosing among alternatives that are not clear cut B) Making an unethical choice C) Recruiting people to promote a product without disclosing the true nature of the communication D) Not giving all participants in a conversation access to the information needed to process information E) Promoting transparency in a conversation Answer: B Explanation: B) Unlike a dilemma, an ethical lapse is a clearly unethical choice. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Ethical understanding and reasoning

56) Which of the following is not needed to ensure ethical business communications? A) Ethical individuals B) Ethical company leadership C) Appropriate policies D) A code of ethics E) Structures that support ethical decision making Answer: D Explanation: D) Ensuring ethical business communication requires ethical individuals, ethical company leadership, and appropriate policies and structures to support ethical decision making. While a code of ethics supports ethical decision making, the code of ethics is not a required component. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Ethical understanding and reasoning 57) When writing a report that includes all relevant information about a topic, even if it is negative, ensures what type of communication? A) Lengthy B) Professional C) Ethical D) Plagiarized E) Meaningful Answer: C Explanation: C) Ethical reports are reports that include all necessary information, true in every sense, needed to make a sound business decision. Information should not be distorted, one sided, plagiarized or manipulated, and all essential information should be there. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Ethical understanding and reasoning

58) Which of the following best describes the concept of ethics? A) Protecting information entrusted to your care B) Security measures in software and hardware C) Undistorted data D) Accepted principles of conduct that govern behavior E) A code of conduct Answer: D Explanation: D) Ethics are the accepted principles of conduct that govern behavior within a society. There are many things that can be done to promote an ethical work environment such as security, a code of conduct, and using undistorted data in communications. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Ethical understanding and reasoning 59) When numeric data is exaggerating to promote one idea, or omitted to minimize the consequence of the data, what type of unethical activity is taking place? A) Distorting visuals B) Misrepresenting numbers C) Selective misquoting D) Plagiarism E) Omitting essential information Answer: B Explanation: B) Exaggerating any data, or omitting any data is unethical, but exaggerating or omitted numeric data is an example of misrepresenting numbers. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Ethical understanding and reasoning

60) Social media has increased the sense of openness in conversation and access to information, often referred to as what? A) Transparency B) Stealth marketing C) Plagiarism D) Ethical lapse E) Diversity Answer: A Explanation: A) The widespread use of social media has increased the attention given to the issue of transparency, which refers to a sense of openness, giving all participants in a conversation access to the information needed to accurately process the messages they are receiving. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Ethical understanding and reasoning 61) Ethics are the accepted principles of conduct that govern behavior within a society. Answer: TRUE Explanation: Ethics are accepted principles that govern behavior within a society, and are often supported by laws. Corporate ethics may also include issues that are legal under law, but still not appropriate for the business. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Ethical understanding and reasoning 62) Stealth marketing is illegal. Answer: FALSE Explanation: Stealth marketing is not illegal, but many, including the Federal Trade Commission feel it is unethical. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Ethical understanding and reasoning

63) A corporate code of ethics provides employees with explicit ethics policies and procedures for all potential workplace issues. Answer: FALSE Explanation: A corporate code of ethics will not provide policies and procedures for ALL potential workplace issues. Rather, a code of ethics will serve as a guideline, offering policies and structures to support ethical decision making. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Application AACSB: Ethical understanding and reasoning 64) Discuss why only presenting data that supports a recommendation, when negative data might be relevant, is considered unethical. Answer: Data is used to make decisions within the organization. When numbers and statistics are manipulated, exaggerated, altered or omitted, a decision might be made that would not be appropriate given the entire set of data. Manipulating data to influence a decision could have long-term effects on the organization. The widespread use of social media has increased the attention given to the issue of transparency—giving all participants and stakeholders access to information needed to accurately process the messages they are receiving. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Ethical understanding and reasoning 65) Discuss why stealth marketing is unethical. Answer: Stealth marketing is a practice used by some companies to promote a product or idea. Companies recruit people to promote products to friends and other contacts in exchange for free samples or other rewards without requiring them to disclose the true nature of the communication. The Federal Trade Commission asserts that these techniques are deceptive because they don't give their targets the opportunity to raise their instinctive defenses against the persuasive powers of marketing messages. Stealth marketing allows a reward or benefit to be given to someone for the promotion of the product, without the general public being made aware of the promotion. Stealth marketing can be done using "likes", on social media sites, etc. Learning Obj.: LO 1.5: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical choices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Ethical understanding and reasoning

66) What is the competitive advantage of a diverse workforce? A) A shared systems of beliefs B) Increased communication opportunities C) Increased cultural competency D) A broader understanding of diverse markets E) Better utilization of skill sets Answer: D Explanation: D) Smart business leaders recognize the competitive advantages of a diverse workforce that offers a broader spectrum of viewpoints and ideas, helps companies understand and identify with diverse markets, and enables companies to benefit from a wider range of employee talents. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Diverse and multicultural work environments 67) Which of the following best describes the characteristics and experiences that define each of us as individuals? A) Diversity B) Culture C) Cultural context D) Social behavior E) Practical intelligence Answer: A Explanation: A) Throughout one's career, employees will interact with people from a variety of cultures, people who differ in race, age, gender, sexual orientation, national and regional attitudes and beliefs, family structure, religion, native language, physical and cognitive abilities, life experience, and educational background. Although the concept is often narrowly framed in terms of ethnic background, a broader and more useful definition of diversity includes "all the characteristics and experiences that define each of us as individuals". Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Diverse and multicultural work environments

68) When developing communication that ensures the message can be sent and understood across a variety of cultures, the sender is practicing what? A) Stereotyping B) Cultural competency skills C) Exemplary social custom skills D) Practical intelligence E) Ethnocentrism Answer: B Explanation: B) Cultural competency is an appreciation for cultural differences that affect communication and the ability to adjust one's communication style to ensure that efforts to send and receive messages across cultural boundaries are successful. It requires a combination of attitude, knowledge, and skills. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Diverse and multicultural work environments 69) The pattern of physical cues, environmental stimuli and implicit understanding that affect a communication is known as what? A) Social customs B) Ethnocentrism C) Practical intelligence D) Cultural context E) Diversity Answer: D Explanation: D) Every attempt at communication occurs within a cultural context, the pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning between two members of the same culture. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Diverse and multicultural work environments

70) The goal of communication in a high context culture is what? A) To use visual cues to convey meaning B) To exchange information C) To focus on results D) To build relationships E) To ensure a legal decision making process Answer: D Explanation: D) In low-context cultures, businesspeople tend to focus on the results of the decisions they face, a reflection of the cultural emphasis on logic and progress. In comparison, higher-context cultures emphasize the means or the method by which a decision will be made. Building or protecting relationships can be as important as the facts and information used in making the decisions. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork 71) Which of the following would be least helpful when developing ethical messages in an international work environment? A) Seek mutual ground B) Send and receive messages without judgment C) Have the legal department ensure the validity of a contract D) Send messages that are honest E) Show respect for cultural differences Answer: C Explanation: C) While a manager from a U.S. company would tend to view a signed contract as the end of the negotiating process, with all the details hammered out, his or her counterpart in many Asian cultures might view the signed contract as an agreement to do business–and only then begin to negotiate the details of the deal. Legal issues vary by country, and this is least likely to ensure an ethical message. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Diverse and multicultural work environments

72) The tendency to judge all other groups according to the standards of one's own group is called what? A) Stereotyping B) Discrimination C) Bias D) Culture E) Ethnocentrism Answer: E Explanation: E) Ethnocentrism is the tendency to judge all other groups according to the standards, behaviors, and customs of one's own group. When making such comparisons, people often decide that their own group is superior. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Diverse and multicultural work environments 73) Which of the following would be most helpful when working with people from other cultures? A) Communicating based on your own cultural norms so as not to confuse others B) Recognizing your own cultural biases C) Assuming others are as culturally aware as you D) Stereotyping to increase basic understanding of the culture E) Explaining the advantages of your way of thought Answer: B Explanation: B) Recognizing our own cultural biases and working to minimize those will improve the communication process. Communication should be meaningful to the audience, and that audience may or may not be as culturally aware. Avoid stereotyping and be prepared to change habits and thoughts. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Diverse and multicultural work environments

74) When developing a communication for those who may not be comfortable with your language, what could make the communication easier to understand for the receiver? A) Industry jargon B) Words with several meanings C) Long paragraphs D) Limited transitions E) Short, plain words Answer: E Explanation: E) Short, plain and easy to understand words will help the communication process. Avoid words with several meanings, jargon and long paragraphs. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Diverse and multicultural work environments 75) When speaking with someone whose native language is not your own, what could make the communication process easier for the receiver? A) A written text of your main ideas B) Speaking louder C) Watch for a smile or nod of the head to signal understanding D) Detailed information about issues that may be difficult for the receiver to understand E) Short, plain words Answer: E Explanation: E) Recognizing our own cultural biases and working to minimize those will improve the communication process. Words should be pronounced clearly, stop at distinct punctuation points and develop one point at a time. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Diverse and multicultural work environments

76) At the end of a meeting with those of other cultures, what habit can help ensure understanding? A) Clarifying what will happen next B) Being straightforward and direct C) Assuming the listener is less knowledgeable than you D) Using industry specific slang and jargon E) Avoiding lengthy transitions Answer: A Explanation: A) At the end of a conversation, be sure that you and the other person(s) agree on what has been said and decided. This habit is important for any group or team, regardless of culture, in aiding understanding. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Diverse and multicultural work environments 77) Which of the following will aid in the effective communication process across cultures? A) Learn how to communicate respect in various cultures B) Understand that all members of each culture have certain practices that are true across all cultural members C) Control the communication to ensure the message is shaped to your needs D) Teach others how to communicate well in your cultural context E) Identify differences in others and aid in their need to minimize those differences Answer: A Explanation: A) Recognizing our own cultural biases and working to minimize those will improve the communication process. Communication should be meaningful to the audience, and that audience may or may not be as culturally aware. Avoid stereotyping and be prepared to change your habits and thoughts. Since you cannot change others, it is important that you recognize your own cultural limitations and learn how to communicate respect for other cultures. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Diverse and multicultural work environments

78) When developing a mentor relationship with senior executives to improve communication and equity in the workplace, which of the following could likely improve the process? A) Understanding that men find it easier to bond with other men B) Understanding that women find it easier to bond with other women C) Understanding that male executives are concerned about developing relationships that may appear inappropriate D) Understanding the perception of assertiveness is a negative quality in men E) Understanding the perception of assertiveness is a negative quality in women Answer: E Explanation: E) According to research by Linda Babcock of Carnegie Mellon University, both men and women tend to accept disparity between men and women, viewing assertiveness as a positive quality in men but a negative quality in women. Changing these perceptions could go a long way toward improving communication and equity in the workplace. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Diverse and multicultural work environments 79) When increasing the diversity of a workforce, which of the following can increase the talent base of those with disabilities? A) Assistive technologies B) Mentoring C) Stereotyping D) Repetitive tasks E) A code of conduct Answer: A Explanation: A) As with other elements of diversity, success starts with respect for individuals and sensitivity to differences. Employers can also invest in a variety of assistive technologies that help create a vital link for thousands of employees with disabilities, giving them opportunities to pursue a greater range of career paths and giving employers access to a broader base of talent. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Diverse and multicultural work environments

80) For entry level professional positions, what is the ratio of men to women? A) 20 percent B) 30 percent C) 40 percent D) 50 percent E) 60 percent Answer: D Explanation: D) Although the ratio of men and women in entry-level professional positions is roughly equal, the percentage of management roles held by men increases steadily the further one looks up the corporate ladder. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Diverse and multicultural work environments 81) Which cultural group within the workplace prefers communicating with short digital messages? A) Millennials B) Generation X C) Generation Y D) Baby boomers E) Senior level executives Answer: C Explanation: C) Generation Y workers (those born between 1981 and 1995) have a strong preference for communicating via short digital messages, but baby boomers (born between 1946 and 1964) and Generation X workers (1965 to 1980) sometimes find these brief messages abrupt and impersonal. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Interpersonal Relations and teamwork

82) Which of the following would not be an example of nonverbal communication? A) Space B) Dress C) Facial expression D) Jargon E) Vocal inflection Answer: D Explanation: D) Jargon is words unique to a work group, or culture and is considered a verbal communication tool. Vocal inflection is considered a nonverbal tool because the inflection, not the words, provides the meaning. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork 83) Diversity can be defined as all the characteristics and experiences that define each of us as individuals. Answer: TRUE Explanation: Who we are as individuals makes each of us unique and diverse from other subcultures within the organization. Diversity can include military experience, parental status, marital status, thinking style, field of expertise, age, etc. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Interpersonal Relations and teamwork 84) Cultural competency is a shared system of symbols, beliefs, attitudes, values, expectations and norms for behavior. Answer: FALSE Explanation: Cultural competency is an appreciation for cultural differences that affect communication and the ability to adjust one's communication style to ensure that efforts to send and receive messages across cultural boundaries are successful. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Interpersonal Relations and teamwork

85) In high context cultures, the primary role of communication is to build relationships, not exchange information. Answer: TRUE Explanation: In high-context cultures, the rules of everyday life are rarely explicit; instead, as individuals grow up, they learn how to recognize situational cues (such as gestures and tone of voice) and how to respond as expected. The primary role of communication in high-context cultures is building relationships, not exchanging information. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Diverse and multicultural work environments 86) When speaking, women emphasize content and outcomes and place higher premium on relationship maintenance. Answer: FALSE Explanation: When communicating, men place more emphasis on content and outcomes and women place higher premium on relationship maintenance. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Diverse and multicultural work environments 87) Stereotyping is the tendency to judge all other groups according to the standards, behaviors and customs of one's own group. Answer: FALSE Explanation: Ethnocentrism is the tendency to judge all other groups according to the standards, behaviors and customs of one's own group. Stereotyping is assigning a wide range of generalize attributes to an individual on the basis of membership in a particular group, without considering the individual's unique characteristics. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Diverse and multicultural work environments

88) Identify at least five diverse groups in an organization and identify communication skills and tools that might work best when communicating with those in a diverse or multicultural setting. Answer: Types of diversity might include any of the following: people from a variety of cultures, people who differ in race, age, gender, sexual orientation, national and regional attitudes and beliefs, family structure, religion, native language, physical and cognitive abilities, life experience, and educational background. For any of those identified, skills that would improve communications with those would include seeking mutual ground, sending and receiving messages without judgment, sending messages that are honest and respecting cultural differences. Tools that might improve the communication process might include technology such as mobile devices, different styles of technology use, overlooking dress customs, being aware of days or times meetings are scheduled, telecommuting, and using assistive technologies. Communication would be more effective if ethnocentrism and stereotyping is avoided, understanding that not everyone thinks alike, and tolerating ambiguity, superficial factors, and recognizing cultural bias in oneself. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Diverse and multicultural work environments 89) When writing for diverse or multicultural audiences, how can the sender make the communication more meaningful for the audience? Answer: Written communication can be made more meaningful for the audience through the use of plain language and short, precise words that say exactly what is meant. Avoid words with multiple meanings. As much as possible, choose words that have only one obvious meaning in the context you're using them. For example, "assess" can mean to analyze a situation, but it can also mean to impose a penalty or a fee. Concepts should be clear and supported by specific terms and concrete examples. Cite numbers carefully, using figures (such as 27) instead of spelling them out (twenty-seven). Avoid slang and be careful with technical jargon and abbreviations. Slang and other nonstandard usages can be difficult or impossible for your audience to translate. Be brief. Construct sentences that are short and simple and use short paragraphs. Each paragraph should stick to one topic. Use transitions generously. Help readers follow your train of thought. Learning Obj.: LO 1.6: Explain how cultural diversity affects business communications and describe the steps you can take to communicate more effectively across cultural boundaries. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Diverse and multicultural work environments

90) Which of the following is least likely to improve communication efforts? A) Developing a corporate presence on all available social media sites B) Using technology to aid in communication, not replace it C) Being proficient with basic features and functions of technologies D) Disregarding information that is not useful E) Speaking with coworkers face to face whenever practical Answer: A Explanation: A) Use the filtering features of your communication systems to isolate highpriority messages that deserve your attention. Be wary of following too many blogs, Twitter accounts, and social networking feeds, and other sources of recurring messages. Focus on the information you truly need to do your job. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 91) To best maintain productive relationships with customers and suppliers, what type of communication tool is often most important? A) Blogs B) Face to face meetings C) Twitter feeds D) LinkedIn E) Emails Answer: B Explanation: B) Even the best technologies can hinder communication if they are overused. Speaking with people over the phone or in person can take more time and effort, and can sometimes force you to confront unpleasant situations directly, but it is often essential for solving tough problems and maintaining productive relationships. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork

92) Because of the increase in the use of technology, which of the following might help in determining what communications to work on first? A) The date and time the message was received B) The information that best supports blogs and social networking feeds C) The filtering feature that identifies high priority items D) The attachment icon that indicates additional important information E) The sender name feature to identify internal and external messages Answer: C Explanation: C) As a sender, make sure every message you send is meaningful and important to your receivers. As a recipient, take steps to control the number and types of messages you receive. Use the filtering features of your communication systems to isolate high-priority messages that deserve your attention. Also, be wary of following too many blogs, Twitter accounts, and social networking feeds, and other sources of recurring messages. Focus on the information you truly need to do your job. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork 93) Which of the following is not a result of information overload? A) Inability to differentiate between useful and useless information B) Inability to think deeply about complex situations C) Lower productivity D) Inability to respond to every message received E) Increase in employee stress Answer: D Explanation: D) The overuse or misuse of communication technology can lead to information overload, in which people receive more information than they can effectively process. Information overload makes it difficult to discriminate between useful and useless information, inhibits the ability to think deeply about complex situations, lowers productivity, and amplifies employee stress. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Information Technology

94) Which of the following is true regarding the use of technology on the job? A) Technology use can make up for a lack of essential skills. B) Technology is an aid to communication. C) Technology can ensure the message is read by the receiver. D) Technology can replace the need for face to face communication. E) Technology can ensure messages are well designed and accurate. Answer: B Explanation: B) Technology is an aid to communication, not a replacement for it. Technology can't think for you, make up for a lack of essential skills, or ensure that communication really happens. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Information Technology 95) Which of the following is an advantage to written communication? A) Technology will correct errors in the message. B) Written communication can happen in real time. C) Written communication encourages quicker response time in the receiver. D) Written communication allows more time for receivers to understand and translate the message. E) Written communication can be longer and more detailed as the receiver will only read the communication when they have time. Answer: D Explanation: D) Oral communication can be more difficult for audiences because it happens in real time and in the presence of other people. In some situations, written communication will be more successful because it gives the recipient the opportunity to translate in private and at his or her own pace. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Information Technology

96) Technology should be used as a replacement for face to face communication whenever possible. Answer: FALSE Explanation: To communicate effectively, you need to keep technology in perspective; use technological tools productively, guard against information overload, and disengage from the computer frequently to communicate in person. Technology is an aid to communication, not a replacement for it. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Information Technology 97) When a receiver can no longer determine what information is useful and what is useless, or think deeply about complex situations, they are suffering from information overload. Answer: TRUE Explanation: The overuse or misuse of communication technology can lead to information overload, in which people receive more information than they can effectively process. Information overload makes it difficult to discriminate between useful and useless information, inhibits the ability to think deeply about complex situations, lowers productivity, and amplifies employee stress both on the job and at home. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Information Technology 98) When there is a need to confront a difficult situation at the workplace, it is best to use email, allowing the sender time to think through and shape their message appropriately. Answer: FALSE Explanation: Speaking with people over the phone or in person can take more time and effort, and can sometimes force you to confront unpleasant situations directly, but it is often essential for solving tough problems and maintaining productive relationships. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Information Technology

99) Identify a communication plan that would enhance communications between an organization and stakeholders. Answer: To communicate effectively, you need to keep technology in perspective; use technological tools productively, guard against information overload, and disengage from the computer frequently to communicate in person. A communication plan that enhances the relationship between the organizations and stakeholders might include blogs, Facebook pages and other social media sites that allow interaction between the organization and the stakeholders. Additionally, stakeholders have specific goals in their relationship with an organization, and communication plans must support those relationships. A key issue in any organizational communication plan is security and privacy for the stakeholders, so a plan must also address these issues. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge 100) When faced with the need to communicate with staff located in several work sites and several countries, what types of technology could be used to enhance meeting capabilities? Answer: Consideration must be given to cultural issues and norms, and to availability of, and use of, various technology tools. Mobil communication tools and other technology tools allow greater flexibility in meeting needs of a widely scattered workforce. Discussion should include use of emails and attached reports that can be translated with translation software. Technology that allows face to face meetings allow for better understanding because of the ability to read and gauge non-verbal signals. Mobile technology allows greater flexibility as to time of day and location of meetings. Learning Obj.: LO 1.7: List four general guidelines for using communication technology effectively. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge

Business Communication Essentials, 7e (Bovee/Thill) Chapter 2 Collaboration, Interpersonal Communication, and Business Etiquette 1) Which of the following is not an aspect of interpersonal communication? A) Productive meetings B) Active listening C) Clearly identifiable agendas D) Nonverbal communication E) Business etiquette Answer: C Explanation: C) Communication skills needed in order to work well in team settings and on important interpersonal communication skills that will help you on the job: productive meetings, active listening, nonverbal communication, and business etiquette. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Written and oral communication 2) Collaboration is best described as what? A) Active listening B) Groupthink C) Clearly agreed upon agendas D) Working together on complex challenges E) Dependent on strong nonverbal communication skills Answer: D Explanation: D) Collaboration—working together to meet complex challenges—has become a core job responsibility for roughly half the U.S. workforce. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Interpersonal Relations and teamwork

3) Approximately what percentage of the U.S. workforce has positions that require collaboration as a core job responsibility? A) 20 percent B) 30 percent C) 40 percent D) 50 percent E) 60 percent Answer: D Explanation: D) Collaboration—working together to meet complex challenges—has become a core job responsibility for roughly half the U.S. workforce. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Application AACSB: Interpersonal Relations and teamwork 4) Participative management allows employees at any level of the organization to do what? A) Solve long-term problems B) Allow long-term problem solving teams to flourish C) Allow effective virtual teams D) Increase effectiveness of new member orientation E) Create job security Answer: E Explanation: E) When teams are successful, they can improve productivity, creativity, employee involvement, and even job security. Teams are often at the core of participative management, the effort to involve employees in the company's decision making. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork

5) Which of the following is a benefit of a successful team? A) Diversity of views B) Groupthink C) Multiple agendas D) Low cost E) Limited peer pressure Answer: A Explanation: A) Bringing a variety of perspectives can improve decision making—as long as these diverse viewpoints are guided by a shared goal. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 6) Which of the following is a disadvantage of working in a team? A) Limited knowledge B) Diversity of views C) Limited acceptance of a solution D) Lower performance levels E) Cost Answer: E Explanation: E) Aligning schedules, arranging meetings, and coordinating individual parts of a project can eat up a lot of time and money. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork

7) To maintain harmony in a group, some team members may withhold unpopular opinions. This is known as what? A) Collaboration B) Non performance C) Groupthink D) Hidden agendas E) Participative management Answer: C Explanation: C) Groupthink occurs when peer pressures cause individual team members to withhold contrary or unpopular opinions and to go along with decisions they don't really believe in. The result can be decisions that are worse than the choices the team members might have made individually. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 8) When faced with potentially unpopular choices, having a team develop potential solutions and implementation methods can result in what? A) Increased information B) Increased acceptance C) Higher performance levels D) Lower costs E) Hidden agendas Answer: B Explanation: B) Those who participate in making a decision are more likely to support it and encourage others to accept it. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork

9) Activities that support incompatible goals to those of the group are referred to as what? A) Groupthink B) Participative management C) Multitasking D) Hidden agendas E) Increased diversity of views Answer: D Explanation: D) Some team members may have a hidden agenda—private, counterproductive motives, such as a desire to take control of the group, to undermine someone else on the team, or to pursue an incompatible goal. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork 10) Which of the following is generally true when referring to groups? A) Group meetings are costly in terms of time and coordination B) Team members will work harder to support the goals of a group than individual projects C) Group members are more accepting of contrary opinions D) Groups are often ineffective E) Groups have limited access to research data and other essential information Answer: A Explanation: A) Aligning schedules, arranging meetings, and coordinating individual parts of a project can eat up a lot of time and money. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork

11) Which of the following is considered the most important factor in determining how well a team will perform? A) A shared sense of purpose B) The right mix of creative talent C) Full engagement of team members D) Strong communication skills E) Clear objectives Answer: D Explanation: D) Effective teams share a number of traits, including a clear objective, a shared sense of purpose, full engagement from all team members, procedures for reaching decisions by consensus, and the right mix of creative and technical talents for the tasks at hand. While all these traits contribute to team success, the single most important factor is how well the team members communicate. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork 12) The two most common reasons cited for unsuccessful teamwork are a lack of trust and what? A) Groupthink B) Hidden agendas C) Incompatible technology D) Poor communication E) Time Answer: D Explanation: D) Two of the most common reasons cited for unsuccessful teamwork are a lack of trust and poor communication. A lack of trust can result from team members being suspicious of one another's motives or ability to contribute. Poor communication can also result from basic differences in conversational styles. For example, some people expect conversation to follow an orderly pattern in which team members wait their turn to speak, whereas others might view conversation as more spontaneous and are comfortable with an overlapping, interactive style. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork

13) Interpersonal communication skills will impact all areas except which? A) Productive meetings B) Active listening C) Writing skills D) Nonverbal communication E) Business etiquette Answer: C Explanation: C) Focusing on the communication skills you need in order to work well in team settings and on important interpersonal communication skills that will help you on the job will impact areas including the ability to hold productive meetings, active listening, nonverbal communication, and business etiquette. Writing skills can be less impacted by interpersonal communication, unless writing as a group. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 14) Whether the interaction takes place online or in person, creating and fostering positive relationships with colleagues, customers, and others can make or break your career. Answer: TRUE Explanation: Eliza Browning's observation about Facebook and LinkedIn reflects the importance of interpersonal communication in today's business environment. Whether the interaction takes place online or in person, creating and fostering positive relationships with colleagues, customers, and others can make or break your career. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork 15) A team is a group of two or more people with a shared mission and responsibility for a goal. Answer: TRUE Explanation: A team is a unit of two or more people who share a mission and the responsibility for working to achieve their goal. Businesses use a wide variety of teams, from short-term problem-solving teams to permanent committees that sometimes become formal parts of the organization structure. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Interpersonal Relations and teamwork

16) When a collaborator is located off site, the most productive way of working with that person would be to require attendance at regularly scheduled meetings with the rest of the team. Answer: FALSE Explanation: Some teams meet and work together in person, whereas others are virtual teams, whose members work in different locations and interact through one or more electronic channels. Communication skills are particularly important with virtual teams, because the physical separation can complicate everything from helping new members get oriented to capturing the knowledge a team accumulates over time. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 17) Describe how conflict within a team can improve the performance of the team. Answer: Many teams experience conflict in the course of their work, but conflict isn't necessarily bad. Conflict can be constructive if it forces important issues into the open, increases the involvement of team members, and generates creative ideas for solving a problem. Even teams that have some friction can excel if they have effective leadership and members who are committed to positive outcomes. Conflict can stem from many areas including missed deadlines, hidden agendas, and groupthink. To counter potential areas of conflict, each team member must be allowed to develop their ideas without criticism, and have an opportunity to present those ideas. Technology can increase participation by using virtual meetings or collaborative writing sites. Teams must use the principles of participative management and all team members are held accountable for their actions, or inactions. The key to successful groups lies in strong communication skills by all members of the group. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Interpersonal Relations and teamwork

18) Discuss the advantages of working in teams, and identify and discuss tools to improve communication with team members. Answer: When teams are successful, they can improve productivity, creativity, employee involvement, and even job security. Teams are often at the core of participative management, the effort to involve employees in the company's decision making. One advantage of successful teamwork is increased information and knowledge. By pooling the experience of several individuals, a team has access to more information in the decision-making process. Another advantage of successful teamwork is an increased diversity of views. Bringing a variety of perspectives can improve decision making–as long as these diverse viewpoints are guided by a shared goal. Teams also have an increased acceptance of a solution. Those who participate in making a decision are more likely to support it and encourage others to accept it. Effective teams have higher performance levels and can be better than top-performing individuals at solving complex problems. To improve team interaction, trust and communication skills are essential. A lack of trust can result from team members being suspicious of one another's motives or ability to contribute. Poor communication can also result from basic differences in conversational styles. For example, some people expect conversation to follow an orderly pattern in which team members wait their turn to speak, whereas others might view conversation as more spontaneous and are comfortable with an overlapping, interactive style. Conflict can be constructive if it forces important issues into the open, increases the involvement of team members, and generates creative ideas for solving a problem. Even teams that have some friction can excel if they have effective leadership and members who are committed to positive outcomes. Learning Obj.: LO 2.1: List the advantages and disadvantages of working in teams and describe the characteristics of effective teams. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Interpersonal Relations and teamwork

19) Which of the following is an advantage of collaborative writing? A) Each member has to accomplish fewer tasks. B) Each member has different expertise to contribute. C) Each member can focus on accuracy and detail so no errors are missed. D) Each member can rely on another member if their schedule gets busy. E) Each member can change another members work to ensure unified ideas. Answer: B Explanation: B) In any collaborative effort, team members coming from different backgrounds may have different work habits or priorities: A technical expert may focus on accuracy and scientific standards; an editor may be more concerned about organization and coherence; and a manager may focus on schedules, cost, and corporate goals. To collaborate effectively, everyone involved must be flexible and open to other opinions, focusing on team objectives rather than on individual priorities. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork 20) When writing collaboratively, what should each team member focus on supporting? A) Individual areas of expertise B) Individual priorities C) Team objectives D) Organization and coherence E) Writing styles and work habits Answer: C Explanation: C) To collaborate effectively, everyone involved must be flexible and open to other opinions, focusing on team objectives rather than on individual priorities. Most ideas can be expressed in many ways, so avoid the "my way is best" attitude when working with others. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork

21) In order to save time and frustration, what should be agreed upon before beginning a collaborative process? A) Skill sets B) Project goals C) Leadership roles D) Writing style E) Due dates Answer: B Explanation: B) Project goals should be discussed and agreed on before you start. Starting without a clear idea of what the team hopes to accomplish inevitably leads to frustration and wasted time. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork 22) When one or more writer can change the document text of a group member, what type of software tool is more likely being used? A) Adobe Acrobat B) PDF file C) Spell check D) Change tracking E) Commenting Answer: D Explanation: D) The simplest tools are software features such as commenting (which lets colleagues write comments in a document without modifying the document text) and change tracking (which lets one or more writers propose changes to the text while keeping everyone's edits separate and reversible). The widely used Adobe Acrobat electronic document system (PDF files) also has group review and commenting features, including the option for live collaboration. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge

23) Which of the following is the generic name for software that helps organize and control website content for groups? A) Enterprise systems B) Workflow systems C) Cloud management systems D) Content management systems E) Intranet systems Answer: D Explanation: D) Collaborating on website content often involves the use of a content management system, which organizes and controls website content and can include features that help team members work together on webpages and other documents. These systems range from simple blogging systems on up to enterprise systems that manage web content across an entire corporation. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 24) Which of the following is least helpful to effective collaborative writing? A) Selecting collaborators carefully B) Establishing clear processes C) Agreeing on project goals before you start D) Taking time to bond before starting the collaboration E) Writing as a group Answer: D Explanation: D) The actual composition is the only part of developing team messages that does not usually benefit from group participation. Brainstorming the wording of short pieces of text, particularly headlines, slogans, and other high-visibility elements, can be an effective way to stimulate creative word choices. However, for longer projects, it is usually more efficient to plan, research, and outline together but assign the task of writing to one person or divide larger projects among multiple writers. If you divide the writing, try to have one person do a final revision pass to ensure a consistent style. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

25) Technologies that allow people to share files, review message threads, and work on documents simultaneously are known as what? A) Virtual offices B) Shared workspace C) Cloud computing D) Social intranets E) Collaboration platforms Answer: E Explanation: E) Teams and other work groups can also take advantage of a set of broader technologies often referred to as groupware or collaboration platforms. These technologies let people communicate, share files, review previous message threads, work on documents simultaneously, and connect using social networking tools. These systems help companies capture and share knowledge from multiple experts, bringing greater insights to bear on tough challenges. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology 26) Websites that are accessible only to employees are what type of systems? A) Clouds B) Extranets C) Intranets D) Wikis E) On demand Answer: C Explanation: C) Shared workspaces are online "virtual offices" that give everyone on a team access to the same set of resources and information. You may see some of these workspaces referred to as intranets (restricted-access websites that are open to employees only) or extranets (restricted sites that are available to employees and to outside parties by invitation only). Many intranets have now evolved into social networking systems that include a variety of communication and collaboration tools, from microblogging to video clip libraries. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology

27) Websites that are accessible only to employees and select parties external to the organization are known as what? A) Clouds B) Extranets C) Intranets D) Wikis E) On demand Answer: B Explanation: B) Shared workspaces are online "virtual offices" that give everyone on a team access to the same set of resources and information. You may see some of these workspaces referred to as intranets (restricted-access websites that are open to employees only) or extranets (restricted sites that are available to employees and to outside parties by invitation only). Many intranets have now evolved into social networking systems that include a variety of communication and collaboration tools, from microblogging to video clip libraries. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology 28) Which of the following improve response times and collaboration efforts when using mobile collaboration? A) Clouds B) Intranets C) Fixed-web collaboration systems D) Social intranets E) Unified communication Answer: E Explanation: E) An important aspect of mobile collaboration and mobile communication in general is unified communication, which integrates such capabilities voice and video calling, voice and video conferencing, instant messaging, and real-time collaboration software in a single system. By minimizing or eliminating the need to manage multiple communication systems and devices, unified communication promises to improve response times, productivity, and collaboration efforts. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Information Technology

29) When providing feedback, focusing comments on the message, not the person who created it, is an example of what? A) Verifying understanding B) Keeping feedback impersonal C) Being specific D) Focusing on controllable behavior E) Discussing improvements rather than flaws Answer: B Explanation: B) Constructive feedback, sometimes called constructive criticism, focuses on the process and outcomes of communication, not on the people involved. Feedback should be focused on the message, and be impersonal in nature. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Reflective thinking 30) The goal when giving feedback should focus on the outcomes of the communication. This type of feedback is often called what? A) Constructive feedback B) Destructive feedback C) Criticism D) Collaboration E) Unified communication Answer: A Explanation: A) Constructive feedback, sometimes called constructive criticism, focuses on the process and outcomes of communication, not on the people involved. In contrast, destructive feedback delivers criticism with no effort to stimulate improvement. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Written and oral communication

31) Groupware allows users to work on documents simultaneously and connect using social networking tools. Answer: TRUE Explanation: Mobile devices add another layer of options for collaborative writing and other communication projects, particularly when used with cloud computing. Today's mobile systems can do virtually everything that fixed-web collaboration systems can do, from writing on virtual whiteboards to sharing photos, videos, and other multimedia files. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Information Technology 32) When writing collaboratively, it is often more effective to writing as a group, ensuring all collaborators are following the same format. Answer: FALSE Explanation: The actual composition is the only part of developing team messages that does not usually benefit from group participation. Brainstorming the wording of short pieces of text, particularly headlines, slogans, and other high-visibility elements, can be an effective way to stimulate creative word choices. However, for longer projects, it is usually more efficient to plan, research, and outline together but assign the task of writing to one person or divide larger projects among multiple writers. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Interpersonal Relations and teamwork 33) Today's mobile systems can do virtually everything fixed-web collaboration systems can do. Answer: TRUE Explanation: Mobile devices add another layer of options for collaborative writing and other communication projects, particularly when used with cloud computing. Today's mobile systems can do virtually everything that fixed-web collaboration systems can do, from writing on virtual whiteboards to sharing photos, videos, and other multimedia files. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Information Technology

34) Identify eight ways to ensure successful collaboration. Answer: To ensure successful collaboration, collaborators should be selected carefully. Whenever possible, choose a combination of people who together have the experience, information, and talent needed for each project. There should be agreed upon goals before starting to ensure a clear idea of what the team hopes to accomplish. The team should be allowed time to bond and get to know each other before starting, and individual responsibilities should be clarified, so each member be in agreement. There should be a process established so everyone knows how the work will be managed from start to finish. Collaborators should avoid writing as a group. The actual composition is the only part of developing team messages that does not usually benefit from group participation. Brainstorming the wording of short pieces of text, particularly headlines, slogans, and other high-visibility elements, can be an effective way to stimulate creative word choices. However, for longer projects, it is usually more efficient to plan, research, and outline together but assign the task of writing to one person or divide larger projects among multiple writers. If you divide the writing, try to have one person do a final revision pass to ensure a consistent style. Tools and equipment must be compatible across the team, and there should be regularly scheduled meetings to ensure each member is accomplishing what they are supposed to be. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 35) Describe how a content management system could be used effectively for groups who work in different locations. Answer: Collaborating on website content often involves the use of a content management system, which organizes and controls website content and can include features that help team members' work together on webpages and other documents. These systems range from simple blogging systems on up to enterprise systems that manage web content across an entire corporation. Many systems include workflow features that control how pages or documents can be created, edited, and published. Teams and other work groups can also take advantage of a set of broader technologies often referred to as groupware or collaboration platforms. These technologies let people communicate, share files, review previous message threads, work on documents simultaneously, and connect using social networking tools. Mobile devices add another layer of options for collaborative writing and other communication projects, particularly when used with cloud computing. Today's mobile systems can do virtually everything that fixedweb collaboration systems can do, from writing on virtual whiteboards to sharing photos, videos, and other multimedia files. Mobility lets workers participate in online brainstorming sessions, seminars, and other formal or informal events from whatever location they happen to be in at the time. Learning Obj.: LO 2.2: Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge 17 Copyright © 2016 Pearson Education, Inc.

36) Which of the following is the least beneficial aspect of holding meetings? A) Social interaction B) Team building C) Low cost D) Problem solving E) Idea development Answer: C Explanation: C) To a large degree, your ability to contribute to the company—and to be recognized for your contributions—will depend on your meeting skills. Well-run meetings can help companies solve problems, develop ideas, and identify opportunities. Meetings can also be a great way to promote team building through the experience of social interaction. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork 37) When planning a meeting, the leader should do which of the following? A) Set and share the agenda B) Keep the meeting on track C) Follow agreed upon rules D) Encourage participation E) Close effectively Answer: A Explanation: A) When planning a meeting, the leader should set and share the agenda. During the course of the meeting, the leader keeps the meeting on track, follows rules, encourages participation and closes effectively. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork

38) To ensure all members actively participate in a meeting, what should a leader do? A) Tweet questions about the topic B) Ask for opinions from nonparticipants C) Follow Robert's Rules of Order D) Explain areas of knowledge to the group E) Distribute an agenda ahead of time Answer: B Explanation: B) When planning a meeting, the leader should set and share the agenda. During the course of the meeting, the leader keeps the meeting on track, follows rules, encourages participation and closes effectively. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork 39) When recording meeting minutes, which of the following would be most helpful for attendees? A) A list of those who were invited but didn't attend B) A list of comments from each participant C) All major decisions reached D) Discussion points E) A list of those who attended Answer: C Explanation: C) Typical elements include a list of those present and a list of those who were invited but didn't attend, followed by the times the meeting started and ended, all major decisions reached at the meeting, all assignments of tasks to meeting participants, and all subjects that were deferred to a later meeting. In addition, the minutes objectively summarize important discussions, noting the names of those who contributed major points. Major decisions reached and assignments of tasks will be most helpful for attendees after the meeting. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Analytical Thinking

40) One advantage of virtual meetings is what? A) Less time spent in actual meetings B) Opportunity for hardware and software upgrades C) The ability to multitask during the meeting D) Increased access to a wider pool of expertise E) Ability to limit those who are in attendance Answer: D Explanation: D) Replacing in-person meetings with virtual meetings can dramatically reduce costs and resource usage, reduce wear and tear on employees, and give teams access to a wider pool of expertise. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Information Technology 41) Realistic conferences in which participants thousands of miles apart almost seem to be in the same room is an example of what? A) Instant messaging B) Webinars C) Virtual whiteboards D) Idea campaigns E) Telepresence Answer: E Explanation: E) Telepresence enables realistic conferences in which participants thousands of miles apart almost seem to be in the same room. The ability to convey nonverbal subtleties such as facial expressions and hand gestures makes these systems particularly good for negotiations, collaborative problem solving, and other complex discussions. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology

42) If a firm wanted to conduct a training session for employees at multiple facilities simultaneously, what type of meeting tool should be used? A) Conference calls B) Virtual whiteboards C) Webinars D) Idea campaigns E) Telepresence Answer: E Explanation: E) The most sophisticated web-based meeting systems combine the best of realtime communication, shared workspaces, and videoconferencing with other tools, such as virtual whiteboards, that let teams collaborate in real time. Such systems are used for everything from spontaneous discussions among small groups to carefully planned formal events such as press conferences, training sessions, sales presentations, and webinars (web-based seminars). Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Information Technology 43) Which of the following is an advantage of virtual meetings? A) There is more opportunity for visual data. B) Nonverbal communication skills are easier to read. C) Participants are more engaged in the topic. D) Participants can collaborate in real time. E) Less planning is needed. Answer: D Explanation: D) The most sophisticated web-based meeting systems combine the best of realtime communication, shared workspaces, and videoconferencing with other tools, such as virtual whiteboards, that let teams collaborate in real time. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology

44) When setting up a meeting, anyone who might have insight on the issue should be invited to the meeting. Answer: FALSE Explanation: Invite everyone who really needs to be involved, and don't invite anyone who doesn't. For decision-making meetings, for example, invite only those people who are in a direct position to help the meeting reach its objective. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Information Technology 45) Formal meetings often use parliamentary procedures to maintain order in the decision making process. Answer: TRUE Explanation: The larger the meeting, the more formal you'll need to be to maintain order. Formal meetings often use parliamentary procedure, a time-tested method for planning and running effective meetings. The best-known guide to this procedure is Robert's Rules of Order. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 46) At the end of a meeting, decisions and actions to be taken should be summarized and participants should understand and agree on the outcomes. Answer: TRUE Explanation: At the conclusion of a meeting, verify that the objectives have been met. If they have not, arrange for follow-up work as needed. Either summarize the decisions reached or list the actions to be taken. Make sure all participants understand and agree on the outcome. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge

47) Telepresence is one of the simplest forms of virtual meeting. Answer: FALSE Explanation: Instant messaging (IM) and teleconferencing are the simplest forms of virtual meetings. Videoconferencing lets participants see and hear each other, demonstrate products, and transmit other visual information. Telepresence enables realistic conferences in which participants thousands of miles apart almost seem to be in the same room. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology 48) Discuss the steps in setting up a team meeting. Answer: The first step in preparing for a meeting is to make sure the meeting is really necessary. If a meeting is truly necessary, clarify your purpose. Most meetings are one of two types: Informational meetings involve sharing information and perhaps coordinating action. Decisionmaking meetings involve analysis, problem solving, and in many cases, persuasive communication. Whatever your purpose, make sure it is clear and specific—and clearly communicated to all participants. Participants should be carefully selected. Invite everyone who really needs to be involved, and don't invite anyone who doesn't. For decision-making meetings, for example, invite only those people who are in a direct position to help the meeting reach its objective. Choose the time and place. Online meetings are often the best way (and sometimes the only way) to connect people in multiple locations or to reach large audiences. For on-site meetings, review the facility and the seating arrangements. Finally, set and share the agenda. People who will be presenting information need to know what is expected of them, nonpresenters need to know what will be presented so they can prepare questions, and everyone needs to know how long the meeting will last. In addition, the agenda is an important tool for guiding the progress of the meeting. Learning Obj.: LO 2.3: List the key steps needed to ensure productive team meetings and identify the most common meeting technologies. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Interpersonal Relations and teamwork

49) What percentage of top executives say that listening is the most important skill in getting things done in the workplace? A) 40 percent B) 50 percent C) 60 percent D) 70 percent E) 80 percent Answer: E Explanation: E) Your long-term career prospects are closely tied to your ability to listen effectively. In fact, some 80 percent of top executives say that listening is the most important skill needed to get things done in the workplace. Plus, today's younger employees place a high premium on being heard, so listening is becoming even more vital for managers. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Reflective thinking 50) The primary goal of content listening is to what? A) To understand and retain information B) To understand the logic of the argument C) To determine the speakers intentions and motives D) To understand the speakers feeling E) To verify key points and look for a summary of a message Answer: E Explanation: E) The primary goal of content listening is to understand and retain the information in the speaker's message. With this type of listening, you ask questions to clarify the material but don't argue or judge. Try to overlook the speaker's style and any limitations in the presentation; just focus on the information. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Application of knowledge

51) When listening for the strength of the evidence, what type of listening is being engaged in? A) Content B) Critical C) Active D) Empathic E) Effective Answer: B Explanation: B) The goal of critical listening is to understand and evaluate the meaning of the speaker's message on several levels: the logic of the argument, the strength of the evidence, the validity of the conclusions, the implications of the message for you and your organization, the speaker's intentions and motives, and the omission of any important or relevant points. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 52) When allowing a speaker to release emotions that result in a calm and clear approach to the subject, what type of listening is being engaged in? A) Content B) Critical C) Empathic D) Active E) Effective Answer: C Explanation: C) The goal of empathic listening is to understand the speaker's feelings, needs, and wants so that you can appreciate his or her point of view, regardless of whether you share that perspective. By listening in an empathic way, you help the individual release emotions that can prevent a calm, clear-headed approach to the subject. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

53) When eliminating filters and biases to understand what a speaker is saying requires what type of listening skill? A) Content B) Critical C) Empathic D) Active E) Effective Answer: D Explanation: D) No matter what mode they are using at any given time, effective listeners try to engage in active listening, making a conscious effort to turn off their own filters and biases to truly hear and understand what the other party is saying. They ask questions or summarize the speaker's message to verify key points and encourage the speaker through positive body language and supportive feedback. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 54) People typically listen at no better than what efficiency rate? A) 10 percent B) 25 percent C) 48 percent D) 50 percent E) 68 percent Answer: B Explanation: B) Listening is a far more complex process than most people think–and most of us aren't very good at it. People typically listen at no better than a 25 percent efficiency rate, remember only about half of what's said during a 10-minute conversation, and forget half of that within 48 hours. Furthermore, when questioned about material they've just heard, they are likely to get the facts mixed up. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

55) During which stage of the listening process does the listener analyze the quality of the information? A) Receiving B) Decoding C) Remembering D) Evaluating E) Responding Answer: D Explanation: D) During the evaluation phase, listeners analyze the quality of the information. After evaluation, the listener will react based on the situation and the nature of the information. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Reflective thinking 56) During which phase of the listening process will the listener's culture pose the biggest challenge? A) Receiving B) Decoding C) Remembering D) Evaluating E) Responding Answer: B Explanation: B) Decoding involves assigning meaning to sounds, according to your own values, beliefs, ideas, expectations, roles, needs, and personal history. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Concept AACSB: Reflective thinking

57) When minimizing potential barriers to successful listening, which of the following factors is least often in the control of the listener? A) Interruptions B) Multitasking C) Phone reception D) Distractions E) Checking mobile devices Answer: C Explanation: C) Good listeners look for ways to overcome the many potential barriers to successful listening. Some factors you may not be able to control, such as conference room acoustics or poor phone reception. However, you can control other factors, such as not interrupting speakers, not multitasking when someone is talking to you, and not creating distractions that make it difficult for others to pay attention. And don't think that you're not interrupting just because you're not talking. Such actions as sighing or checking your watch can interrupt a speaker and lead to communication breakdowns. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Application AACSB: Application of knowledge 58) When a listener molds a message to their own ideas, they are using what type of skill? A) Selective listening B) Defensive listening C) Selective perception D) Passive listening E) Multitasking Answer: C Explanation: C) Selective perception leads listeners to mold messages to fit their own conceptual frameworks. Listeners sometimes make up their minds before fully hearing the speaker's message, or they engage in defensive listening–protecting their egos by tuning out anything that doesn't confirm their beliefs or their view of themselves. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

59) Tuning out information that does not support one's core belief system is an example of what? A) Misinterpretation B) Passive listening C) Selective perception D) Defensive listening E) Selective listening Answer: D Explanation: D) Selective perception leads listeners to mold messages to fit their own conceptual frameworks. Listeners sometimes make up their minds before fully hearing the speaker's message, or they engage in defensive listening—protecting their egos by tuning out anything that doesn't confirm their beliefs or their view of themselves. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 60) Which of the following is considered one of the most common barriers to effective listening? A) Misinterpretation B) Passive listening C) Selective perception D) Defensive listening E) Selective listening Answer: E Explanation: E) Selective listening is one of the most common barriers to effective listening. If your mind wanders, you may stay tuned out until you hear a word or phrase that gets your attention once more. But by that time, you'll be unable to recall what the speaker actually said; instead, you'll remember what you think the speaker probably said. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

61) To improve listening skills, one should ________. A) Limit nonverbal feedback to the speaker B) Listen with the same style regardless of the situation C) Listen passively D) Limit note taking so as not to be distracted E) Mentally paraphrase key points Answer: E Explanation: E) To be an effective listener, one should mentally paraphrase key points to maintain attention level and ensure comprehension. Note taking, passive listening, limited nonverbal feedback and listening with the same style regardless of the situation are hallmarks of ineffective listening. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 62) Effective listening increases the level of trust between organizations and between individuals. Answer: TRUE Explanation: Effective listening strengthens organizational relationships, alerts the organization to opportunities for innovation, and allows the organization to manage growing diversity both in the workforce and in the customers it serves. Effective listening is also vital to the process of building trust between organizations and between individuals. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

63) When focusing on information and not speaking style, the listener is engaging in critical listening. Answer: FALSE Explanation: Effective listeners adapt their listening approaches to different situations. The primary goal of content listening is to understand and retain the information in the speaker's message. With this type of listening, you ask questions to clarify the material but don't argue or judge. Try to overlook the speaker's style and any limitations in the presentation; just focus on the information. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 64) The act of assigning a meaning to sounds based on your own values and beliefs is called decoding. Answer: TRUE Explanation: Decoding is the act of assigning meaning to sounds, according to your own values, beliefs, ideas, expectations, roles, needs, and personal history. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 65) Identify and discuss strategies for effective listening. Answer: Effective listeners are active listeners. To improve listening skills, the listener can take notes when applicable, and make eye contact with the speaker, when appropriate. Staying focused on the speaker and content will also improve listening skills. The listener should mentally paraphrase key points and give nonverbal cues in response to the topic. The listening style should be adjusted for the situation. Questions or points of disagreement should be saved until an appropriate time. The listener should overlook stylistic difference and focus on the message. Distinctions should be made between main points and supporting details. Finally the listener should look for opportunities to learn during the listening process. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

66) Where is the listening process most likely to fail? Answer: To listen effectively, you need to successfully complete five steps: Receiving, which is physically hearing the message and recognizing it as incoming information; decoding, or assigning meaning to sounds, according to your own values, beliefs, ideas, expectations, roles, needs, and personal history; remembering, or storing the information for future processing; evaluating, which is analyzing the quality of the information; and responding which includes reacting based on the situation and the nature of the information. If any one of these steps breaks down, the listening process becomes less effective or even fails entirely. As both a sender and a receiver, you can reduce the failure rate by recognizing and overcoming a variety of physical and mental barriers to effective listening. Learning Obj.: LO 2.4: Describe the listening process and explain how good listeners overcome barriers at each stage of the process. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge 67) The process of sending and receiving information without the use of written or spoken language is called what? A) Listening B) Selective perception C) Nonverbal communication D) Selective participation E) Process communication Answer: C Explanation: C) Nonverbal communication is the process of sending and receiving information, both intentionally and unintentionally, without using written or spoken language. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Application AACSB: Application of knowledge

68) When nonverbal signals do not match the spoken word, what happens to the validity of the communication? A) The communication is weakened. B) The communication becomes irrelevant. C) The communication becomes strengthened. D) The communication takes on a whole new meaning. E) The communication fails. Answer: A Explanation: A) Nonverbal communication is the process of sending and receiving information, both intentionally and unintentionally, without using written or spoken language. Nonverbal signals play a vital role in communication because they can strengthen a verbal message (when the nonverbal signals match the spoken words), weaken a verbal message (when nonverbal signals don't match the words), or replace words entirely. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 69) When a coworker from Japan makes little to no eye contact with you during a conversation, what can you infer? A) The Japanese coworker is untrustworthy. B) The Japanese coworker is being polite. C) The Japanese coworker does not like you. D) The Japanese coworker is rude. E) The Japanese coworker is bored or disinterested. Answer: B Explanation: B) As with other areas of nonverbal expressions, facial signals can vary widely from culture to culture. For instance, maintaining eye contact is usually viewed as a sign of sincerity and openness in the United States, but it can be viewed as rude in Japan. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

70) During a small group meeting, where will coworkers find most of the meaning of the message? A) Most of the meaning will come from the words spoken. B) Most of the meaning will come from the accuracy of the handouts. C) Most of the meaning will come from nonverbal cues. D) Most of the meaning will come from the list of those invited to the meeting. E) Most of the meaning will come from the visual aids such as PowerPoints. Answer: C Explanation: C) Nonverbal signals play a vital role in communication because they can strengthen a verbal message (when the nonverbal signals match the spoken words), weaken a verbal message (when nonverbal signals don't match the words), or replace words entirely. For example, you might tell a client that a project is coming along nicely, but your forced smile and nervous glances will send an entirely different message. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 71) Placing a hand on a coworkers shoulder while discussing a project could be understood as a nonverbal signal for what? A) Confusion B) Empathy C) Teamwork D) Control E) Friendliness Answer: D Explanation: D) Touch can be used to assert authority, imply intimacy, and send other nonverbal messages. Touch is an important way to convey warmth, comfort, and reassurance–as well as control. Touch is so powerful, in fact, that it is governed by cultural customs that establish who can touch whom and how in various circumstances. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

72) When conducting a presentation, it is important to control the pace and pitch of your speaking voice to prevent what type of appearance? A) The appearance of being unprepared B) The appearance of being unconcerned C) The appearance of being unfamiliar with materials D) The appearance of being superior E) The appearance of being nervous or fearful Answer: E Explanation: E) Voice carries both intentional and unintentional messages. A speaker can intentionally control pitch, pace, and stress to convey a specific message. Unintentional vocal characteristics can convey happiness, surprise, fear, and other emotions. For example, fear often increases the pitch and the pace of your speaking voice. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 73) Touch is a nonverbal communication method that varies from culture to culture. When working in the U.S., what might the best practice be regarding touching others in the workplace? A) Only use touch to convey warmth. B) Only use touch to offer congratulatory wishes. C) Only use touch with same-sex coworkers. D) Only use touch with those of the same cultural background. E) When in doubt, don't touch. Answer: E Explanation: E) A manager might be comfortable using hugs to express support or congratulations, but his or her subordinates could interpret those hugs as a show of dominance or sexual interest. Touch is a complex subject. The best advice: When in doubt, don't touch. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Application of knowledge

74) Being late for a meeting sends what type of nonverbal message to the group? A) The message will vary based on the beliefs of the group. B) The message will be that your time is more important than theirs. C) The message will be that you are overworked and have too much to do. D) There will not be any nonverbal message attached to being late for a meeting. E) The message will be that the subject matter of the meeting is not important. Answer: A Explanation: A) Like touch, time and space can be used to assert authority, imply intimacy, and send other nonverbal messages. For instance, some people try to demonstrate their own importance or disregard for others by making other people wait; others show respect by being on time. Expectations and interpretation regarding time vary by culture, or whoever is in the group meeting. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Reflective thinking 75) All nonverbal signals mean the same thing, regardless of cultural background. Answer: FALSE Explanation: Paying special attention to nonverbal signals in the workplace will enhance your ability to communicate successfully. Moreover, as you work with a diverse range of people in the global marketplace, you'll also need to grasp the different meanings of common gestures, expressions, and other signals in various cultures. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 76) Listening is a type of nonverbal communication. Answer: FALSE Explanation: Broad categories of nonverbal communication include facial expression, gestures and postures, vocal characteristics, personal appearance, touch, and time and space. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

77) Physical appearance is a nonverbal signal that can be controlled by the communicator. Answer: TRUE Explanation: People respond to others on the basis of their physical appearance, sometimes fairly and other times unfairly. Although an individual's body type and facial features impose limitations, most people are able to control their appearance to some degree. Grooming, clothing, accessories, piercings, tattoos, hairstyle–you can control all of these. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Application of knowledge 78) As a junior member of an organization, how could you shape the nonverbal signals you send during a presentation to avoid the appearance of being "entry level" or "inexperienced"? Answer: A junior member of an organization should be especially aware of the nonverbal signals being sent, and should plan and prepare to control them. Being aware of facial expressions from the audience can allow for a modification of a presentation if the audience appears to be bored or loosing focus. Additionally, eye contact might convey sincerity and warmth on the part of the speaker. Gestures and postures should be strong and meaningful. Handshakes, posture, fidgeting or checking a watch or phone will send a negative signal. Presentations should be well-practiced to improve vocal characteristics. Work to control tone, pitch, pace and other fluctuations that might convey inexperience or nervousness. In order to be viewed as professional, a junior member of the organization should look like a professional. Grooming, clothing, accessories, piercings, tattoos and hairstyle can all be controlled and should be adjusted to the cultural beliefs of the audience. Touch can convey warmth, such as a firm handshake, but other touching would not be appropriate during the meeting. Being aware of time and space is an important part of professionalism. Meetings should start on time and personal space should be respected. Learning Obj.: LO 2.5: Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Interpersonal Relations and teamwork

79) In terms of phone use, good etiquette suggests which of the following as being most important? A) Speaking softly so others in the work space are not disturbed B) Don't waste time identifying yourself—it is no longer necessary with caller I.D. C) Allow calls to go to voicemail whenever possible to keep a record of calls D) Identify yourself when answering the phone before asking how you can be of help E) Using voice mail instead of other means for messaging Answer: D Explanation: D) Answer promptly and with a smile so that you sound welcoming. Identify yourself and your company (some companies have specific instructions for what to say when you answer). Establish the needs of your caller by asking, "How may I help you?" Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 80) When leaving a voice mail, what information is least important for the recipient of the voice mail? A) Reason for calling B) Your name C) Your phone number D) Your email address E) Best time to reach you Answer: D Explanation: D) If you do leave a voicemail message, make it as brief as possible. Leave your name, number (don't assume the recipient has caller ID), reason for calling, and times you can be reached. State your name and telephone number slowly so the other person can easily write them down; repeat both if the other person doesn't know you. If the message could have been emailed, there would be no need for the phone call. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

81) When conducting a business meeting over a meal, when is the best time to begin the meeting? A) When waiting for drinks B) Before ordering food C) When waiting for food D) During the course of the meal E) After the entrée plates have been removed Answer: E Explanation: E) Leave business documents under your chair until entrée plates have been removed; the business aspect of the meal doesn't usually begin until then. Remember that business meals are a forum for business, period. Don't discuss politics, religion, or any other topic that's likely to stir up emotions. Don't complain about work, don't ask deeply personal questions, avoid profanity, and be careful with humor—a joke that entertains some people could easily offend others. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 82) When conducting a meeting over a meal, which of the following would be the most appropriate topics of conversation? A) Politics B) Wine knowledge C) Family D) Religion E) Use of technology Answer: E Explanation: E) Remember that business meals are a forum for business, period. Don't discuss politics, religion, or any other topic that's likely to stir up emotions. Don't complain about work, don't ask deeply personal questions, avoid profanity, and be careful with humor–a joke that entertains some people could easily offend others. Topics should be neutral and not emotionally or personally based. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge

83) When upset with someone or something at the workplace, the best place to vent your frustrations is where? A) In an anonymous email B) On your Twitter feed C) On the corporate blog D) At home E) At after work social setting Answer: D Explanation: D) The anonymous and instantaneous nature of online communication can cause even level-headed people to lose their tempers and go after others. However, most electronic devices have systems that allow others to see who is posting messages. Vent frustrations at home or with others not tied to the company, until a calm and professional plan of action can be developed. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 84) When communicating with someone using electronic media, and you wish to ask a nonrelated question or introduce a nonrelated issue, what is the best way to introduce the topic? A) Through a new message B) In a new paragraph in the original message C) By highlighting the new topic in color D) By changing the subject line of the email E) By using a clear opening line to indicate change Answer: A Explanation: A) If you want to change the subject of an online conversation, start with a new message or thread. Placing the new topic in the current conversation will minimize the importance of the topic, and it may be overlooked. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Written and oral communication

85) Because of the prevalence of instant messaging and emails, which of the following should be considered when writing a text or email for work? A) Coworkers will understand jargon and acronyms. B) Emoticons will enhance the meaning of your message. C) Messages must be answered immediately. D) Spelling, punctuation and capitalization are important for professionalism. E) Spelling, punctuation and capitalization rules have changed and do not affect how others view your level of professionalism. Answer: D Explanation: D) Follow basic expectations of spelling, punctuation, and capitalization. Sending careless, acronym-filled messages that look like you're texting your high school buddies makes you look like an amateur. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Application AACSB: Written and oral communication 86) Which of the following indicates poor etiquette on the part of the sender? A) Multitasking while using IM or other tools B) Clearly indicating opinion so it doesn't appear as fact C) Asking if this is a good time for an IM chat D) Starting a new message for a new topic E) Not using "reply all" when responding to communications Answer: A Explanation: A) Avoid multitasking while using IM or other tools. You might think you're saving time by doing a dozen things at once, but you're probably making the other person wait while you bounce back and forth between IM and your other tasks. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology

87) Which of the following is the most respectful use of mobile technology while at work? A) Making personal calls during work hours on your personal cell phone B) Remembering that your phone habits may not be acceptable to others in the workplace C) Texting a response to a phone message during a meeting D) Leaving a meeting to take a call E) When with others, texting a caller to indicate you are not available to talk Answer: B Explanation: B) In general, older employees, managers, and customers are less tolerant of mobile device use than are younger people, so don't assume that your habits will be universally acceptable. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 88) Which of the following is true about mobile devices in the workplace? A) If using a personally owned device, the employer cannot dictate use. B) If an employer provides a mobile device to an employee, the employee can use it for personal use as well as business use. C) Employers have the right to dictate mobile device usage policies. D) Most employers understand that employees can multitask and simultaneously take care of personal as well as professional issues with a mobile device. E) Most employees understand that taking care of personal issues on a mobile device can be disruptive to the work area, and should practice proper etiquette by stepping into a hallway or other non-work area to conduct personal business. Answer: C Explanation: C) From doing simple web searches to dictating entire memos, these systems may be convenient for users, but they can create distractions and annoyances for other people. As with other public behaviors, think about the effect you have on others before using these technologies. Note that expectations and policies regarding mobile device use vary widely from company to company. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

89) Voice recognition systems have created new issues for the workplace, including what? A) The expectation that employees will not be late as they have access to directions B) The creation of distraction and annoyance for others C) The expectation that dictated information will be accurate when transferred to text D) The expectation that receivers will be able to respond immediately to any inquiry E) The assumption that everyone else has access to the same technology Answer: B Explanation: B) Virtual assistants, such as the Siri voice recognition system in Apple iPhones, raise another new etiquette dilemma. From doing simple web searches to dictating entire memos, these systems may be convenient for users, but they can create distractions and annoyances for other people. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Information Technology 90) In which of the following areas is proper etiquette is less essential? A) Online B) With mobile devices C) In social settings D) In the workplace E) In after work activities not related to the job Answer: E Explanation: E) The four key areas in which good etiquette is essential include when using online technologies, when using mobile devices, in social work related settings such as conferences and meetings held during meals and in the physical workplace. If after work activities are not related to the job, then proper use of mobile devices and other etiquette issues would be less important. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Application AACSB: Application of knowledge

91) When using the phone, what should be relied on to convey confidence and professionalism? A) The ability to multitask while on the phone B) The ability to send links to the audience to support information conveyed while conversing C) The ability to use tone of voice to convey meaning D) The ability to block out distractions E) The ability to keep calls short and to the point Answer: C Explanation: C) IM and other text-based tools have taken over many exchanges that used to take place over the phone, but phone skills are still essential. Because phone calls lack the visual richness of face-to-face conversations, you have to rely on your attitude and tone of voice to convey confidence and professionalism. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Application AACSB: Application of knowledge 92) When determining appropriate dress for the workplace, what should the underlying goal of the style of dress be? A) Earning a reputation for your skills, not for what you wear B) Appearing casual and approachable C) Conforming to others D) Changing the attitude of those who are not as stylish E) Impressing customers and managers with your awareness of trends in the industry Answer: A Explanation: A) Although it isn't always thought of as an element of etiquette, your personal appearance in the workplace sends a strong signal to managers, colleagues, and customers. It's not a question of mindlessly conforming or surrendering your individuality; it's a question of showing respect for an organizational culture that is bigger than you. If you're not sure, dress modestly and simply–earn a reputation for what you do, not for what you wear. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

93) Which of the following is not an aspect of workplace etiquette? A) Behaviors B) Position C) Habits D) Nonverbal communication E) Technology Answer: B Explanation: B) Workplace etiquette includes a variety of behaviors, habits, and aspects of nonverbal communication. Etiquette should be practiced in all areas of behaviors, habits, nonverbal communication skills and technology use. Use of proper business etiquette should not be dictated based on position within the organization. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 94) Which of the following is least dependent of mutual respect and consideration among participants? A) Teamwork B) Meetings C) Listening D) Productivity E) Technology Answer: E Explanation: E) You may have noticed a common thread running through the topics of successful teamwork, productive meetings, effective listening, and nonverbal communication: They all depend on mutual respect and consideration among all participants. Poor etiquette can drive away customers, investors, and other critical audiences–and it can limit your career potential. Technology is not affected by etiquette, but the use of technology is. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Application of knowledge

95) From a customer's standpoint, product and client knowledge is more important than etiquette. Answer: FALSE Explanation: Poor etiquette can drive away customers, investors, and other critical audiences– and it can limit your career potential. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Application of knowledge 96) Personal appearance is considered to be an element of professional business etiquette. Answer: TRUE Explanation: Although it isn't always thought of as an element of etiquette, your personal appearance in the workplace sends a strong signal to managers, colleagues, and customers. Pay attention to the style of dress where you work and adjust your style to match. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Application of knowledge 97) To convey a sense of etiquette during a meeting, it is more polite to text and email than it is to answer a mobile phone. Answer: FALSE Explanation: Texting and emailing during a meeting sends a message that the meeting is less important than the text or email being sent. Mobile devices should only be used to support the meeting, in ways such as note taking, etc., or put away. In the event there is a call that must be answered, explain to the presenter ahead of time that you might have to step out to take a call. Make the call short. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Information Technology

98) Because business meetings that are conducted over meals are less formal, and often after regular work hours, it is appropriate to offer personal information over drinks. Answer: FALSE Explanation: Remember that business meals are a forum for business, period. Don't discuss politics, religion, or any other topic that's likely to stir up emotions. Don't complain about work, don't ask deeply personal questions, avoid profanity, and be careful with humor–a joke that entertains some people could easily offend others. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 99) Discuss how business etiquette affects the potential for success in teamwork, productive meetings, listening and nonverbal communication. Answer: You may have noticed a common thread running through the topics of successful teamwork, productive meetings, effective listening, and nonverbal communication: They all depend on mutual respect and consideration among all participants. Nobody wants to work with someone who is rude to colleagues or an embarrassment to the company. Moreover, shabby treatment of others in the workplace can be a huge drain on morale and productivity. Poor etiquette can drive away customers, investors, and other critical audiences–and it can limit your career potential. Workplace etiquette includes a variety of behaviors, habits, and aspects of nonverbal communication. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Application of knowledge

100) Discuss how personal appearance in the workplace conveys a sense of business etiquette. Answer: Although it isn't always thought of as an element of etiquette, your personal appearance in the workplace sends a strong signal to managers, colleagues, and customers. Pay attention to the style of dress where you work and adjust your style to match. Observe others and don't be afraid to ask for advice. It's not a question of mindlessly conforming or surrendering your individuality; it's a question of showing respect for an organizational culture that is bigger than you. If you're not sure, dress modestly and simply–earn a reputation for what you do, not for what you wear. Grooming is as important as attire. Pay close attention to cleanliness and avoid using products with powerful scents, such as perfumed soaps, colognes, shampoos, and aftershave lotions. Many people are bothered by these products, and some are allergic to them. Learning Obj.: LO 2.6: Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

Business Communication Essentials, 7e (Bovee/Thill) Chapter 3 Planning Business Messages 1) Audiences are least likely to pay attention to ideas that are what? A) Simple B) Compelling C) Emotional D) Unexpected E) Complex Answer: E Explanation: E) Brothers Chip and Dan Heath devoted years to solving this puzzle and concluded that audiences are more likely to pay attention to and care about ideas that are simple, concrete, credible, unexpected, and emotional, and they are more likely to act on ideas that are presented in a compelling story. Every business message can be improved by making it simple, concrete, and credible, and many can be improved through the careful use of surprise, emotion, and storytelling. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 2) To save the audience time when reading and responding to a communication, the communication should be what? A) Timely B) Electronic C) Efficient D) Detailed E) Written Answer: C Explanation: C) Messages that are designed to be efficient make the best use of the writer's time and the audience's time. All necessary detail should be included while unnecessary information should be excluded. No matter what kind of information you need to convey, your goal is to craft a message that is effective (it meets your audience's needs and gets your points across) and efficient (it makes the best use of your time and your audience's time). Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

3) When a message meets the audience's needs and gets the point across, it is considered to be what? A) Timely B) Effective C) Efficient D) Detailed E) Verbal Answer: B Explanation: B) No matter what kind of information you need to convey, your goal is to craft a message that is effective (it meets your audience's needs and gets your points across) and efficient (it makes the best use of your time and your audience's time). Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 4) The three-step writing process includes ________. A) Planning, writing, proofreading B) Planning, drafting, writing C) Planning, writing, completing D) Writing, editing, proofreading E) Drafting, writing, proofreading Answer: C Explanation: C) The three-step writing process begins by analyzing the situation and defining your purpose during the planning phase, committing thoughts to words in the writing phase and completing the message by making sure the message is clear, concise and correct. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

5) Selecting the right combination of media and channels for producing and delivering a message takes place during what step of the writing process? A) Drafting B) Proofreading C) Planning D) Completing E) Writing Answer: C Explanation: C) To plan any message, first analyze the situation by defining your purpose and developing a profile of your audience. When you're sure about what you need to accomplish with your message, gather information that will meet your audience's needs. Next, select the right combination of media and channels for producing and delivering your message. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 6) During the planning phase of the writing process, a writer should do all of the following except what? A) Check for conciseness B) Limit the scope C) Select an approach D) Outline content E) Define the main idea Answer: A Explanation: A) Conciseness is checked during the completing phase of the three-step writing process. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

7) Choosing strong words, creating effective sentences and developing coherent paragraphs take place during what part of the writing process? A) Drafting B) Proofreading C) Planning D) Completing E) Writing Answer: E Explanation: E) After you've planned your message, adapt your approach to your audience with sensitivity, relationship skills, and style. Then you're ready to compose your message by choosing strong words, creating effective sentences, and developing coherent paragraphs. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 8) During what phase of the writing process does the writer check for clarity, conciseness and correctness? A) Drafting B) Proofreading C) Planning D) Completing E) Writing Answer: E Explanation: E) After writing your first draft, revise your message to make sure it is clear, concise, and correct. Next produce your message, giving it an attractive, professional appearance. Proofread the final product to ensure high quality and then distribute your message. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

9) When using the three-step writing process, how much of the available writing time should be set aside for planning? A) 20 percent B) 30 percent C) 40 percent D) 50 percent E) 60 percent Answer: D Explanation: D) The more you use the process, the easier and faster writing will become for you. You'll also get better at allocating your time for each step. As a general rule, for anything beyond short and simple messages, set aside roughly 50 percent of your available time for planning, 25 percent for writing, and 25 percent for completing. Using half your time for planning might seem excessive, but careful planning—particularly for lengthy or difficult writing projects—can save you lots of time and trouble in the long run and lead to better results. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 10) When using the three-step writing process, how much of the available writing time should be set aside for the actual writing? A) 15 percent B) 25 percent C) 45 percent D) 65 percent E) 85 percent Answer: B Explanation: B) The more you use the process, the easier and faster writing will become for you. You'll also get better at allocating your time for each step. As a general rule, for anything beyond short and simple messages, set aside roughly 50 percent of your available time for planning, 25 percent for writing, and 25 percent for completing. Using half your time for planning might seem excessive, but careful planning—particularly for lengthy or difficult writing projects—can save you lots of time and trouble in the long run and lead to better results. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

11) When proofreading a message, the focus of the proofreading should be what? A) Producing a high quality message B) Choosing strong words C) Conveying subject knowledge by using impressive sounding words D) Determining the channel and media for delivering the message E) Limiting the scope Answer: A Explanation: A) After writing your first draft, revise your message to make sure it is clear, concise, and correct. Next produce your message, giving it an attractive, professional appearance. Proofread the final product to ensure high quality and then distribute your message. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 12) Ensuring the message has an attractive, professional appearance takes place in which step of the writing process? A) Drafting B) Proofreading C) Planning D) Completing E) Writing Answer: D Explanation: D) After writing your first draft, revise your message to make sure it is clear, concise, and correct. Next produce your message, giving it an attractive, professional appearance. Proofread the final product to ensure high quality and then distribute your message. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

13) The scope of a business message includes what? A) Background information on the topic B) A determination of relevant information to be included in the message C) The format for producing the message D) A list of all those who will be receiving the message E) A list of key terminology Answer: B Explanation: B) The scope of a message is a thoughtful consideration of what information must be included in the message to make it meaningful to the audience, and the omission of information that will not aid in meaning or understanding. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication 14) The three-step writing process is most effective in what type of business writing? A) Emails B) Short memos C) Long reports D) External communications E) All written communications Answer: E Explanation: E) Any written work should follow the three-step writing process, regardless of length of message, who the message is going to, or how the message will be transmitted. The three steps in this process should be applied to a wide variety of business messages. The more you use the process, the easier and faster writing will become for you. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication 15) Spending more time in the planning phase of the writing process leads to better results. Answer: TRUE Explanation: Using half your time for planning might seem excessive, but careful planning– particularly for lengthy or difficult writing projects–can save you lots of time and trouble in the long run and lead to better results. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 7 Copyright © 2016 Pearson Education, Inc.

16) Identifying strong words to convey the meaning of the message takes place in the planning process. Answer: FALSE Explanation: After you've planned your message, adapt your approach to your audience with sensitivity, relationship skills, and style. Then you're ready to compose your message by choosing strong words, creating effective sentences, and developing coherent paragraphs. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 17) Determining how to deliver a message takes place in the completing process. Answer: FALSE Explanation: After you've planned your message, adapt your approach to your audience with sensitivity, relationship skills, and style. Then you're ready to compose your message by choosing strong words, creating effective sentences, and developing coherent paragraphs. Determining the media and channels for producing and delivering the message takes place in the planning process. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 18) Writing an effective business message includes using strong, familiar words, creating effective sentences, and developing coherent paragraphs. Answer: TRUE Explanation: After you've planned your message, adapt your approach to your audience with sensitivity, relationship skills, and style. Then you're ready to compose your message by choosing strong words, creating effective sentences, and developing coherent paragraphs. Determining the media and channels for producing and delivering the message takes place in the planning process. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Application AACSB: Written and oral communication

19) Discuss the goals of any communication you might need to craft at the workplace, and describe actions that can be taken to achieve that goal. Answer: No matter what kind of information you need to convey, your goal is to craft a message that is effective (it meets your audience's needs and gets your points across) and efficient (it makes the best use of your time and your audience's time). Following the three-step writing process will help you meet this goal. In the planning phase, the purpose for writing, and an audience analysis should be done. When you determine what you want to accomplish with this message, information should be gathered. Channel and medium should be determined, main ideas defined, the scope should be determined and the approach identified. When writing the message, sensitivity, relationship skills and writing style should be based on the audience. Strong words, effective sentences and coherent paragraphs should be used. After the final draft, the message should be revised to ensure it is clear, concise and correct, and that it is attractive and professional in appearance. Then the writing should be proofread before it is distributed. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 20) Describe the proofreading process and discuss what should be done to ensure effective proofreading. Answer: Proofreading is not a one step process. To help the proofreading process, the document should be reviewed several times, with a specific focus for each proofreading attempt. During the first round of proofreading, the message should be revised to make sure it is clear, concise and correct. Unnecessary words and phrases should be eliminated. Attention should be paid to jargon or buzz words that the audience may not be familiar with. Everything in the message should add to the meaning of the message. Next, the message should be considered in terms of appearance. The message should be attractive and professional in appearance. If the message is being sent via the computer, formatting and appearance need special consideration. The message should also be proofread to make sure the message is free of misspelled or misused words, grammar and punctuation is correct and consistent. Only then is the message ready to distribute. Learning Obj.: LO 3.1: Describe the three-step writing process and explain why it will help you create better messages in less time. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

21) Connecting the sender's needs with the audience needs is called what? A) Purpose B) Scope C) Limitation D) Objective E) Audience profile Answer: A Explanation: A) Analyzing the situation gives you the insights necessary to meet your own needs as a communicator while also meeting the information needs of your recipients. A successful message starts with a clear purpose that connects the sender's needs with the audience's needs. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 22) Which of the following identifies the specific purpose of a message? A) To inform the audience B) To define why you are writing C) To persuade the audience to act D) To foster collaboration E) To initiate a conversation Answer: B Explanation: B) All business messages have a general purpose: to inform, to persuade, to collaborate, or to initiate a conversation. A specific purpose goes one step further and identifies exactly why you are writing, for example to inform or persuade the audience on a specific topic. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Challenging Classification: Application AACSB: Written and oral communication

23) Which of the following is an example of a specific purpose for a communication? A) "Let's set up a meeting next week to discuss staffing." B) "I would like to set up a meeting Tuesday at 10:00 to get approval to hire an addition to staff." C) "I would like to talk to you about our staffing shortage." D) "Are you free to meet on Tuesday for a while?" E) "I would like to hire a few more people. When are you free to talk?" Answer: B Explanation: B) Within the scope of that general purpose, each message also has a specific purpose, which identifies what you hope to accomplish with your message. The more precisely you can define your specific purpose, the better you'll be able to fine-tune your message to achieve your desired outcome. Requesting a specific data and time for the meeting, and giving the reasons for the meeting allows the receiver to plan a better response to the message. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 24) When preparing to send a message, what should be determined? A) Will anything change as a result of the message? B) Is the purpose realistic? C) Is the time right? D) Is the purpose acceptable to the organization? E) Is the message clear and meaningful? Answer: E Explanation: E) A clear and meaningful message considers whether the message will change anything, if the message is realistic, if the time is right and if the purpose is acceptable. If any of these elements are missing, then the message may not be meaningful to the audience. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

25) Considering the company's business objectives and policies can dictate what? A) If the message is clear and meaningful B) If the purpose is cost effective for the organization C) If the time is right for the message D) If the purpose of the message is realistic E) If the message will change anything in the organization Answer: D Explanation: D) Your companies business objectives and policies, and even laws that apply to your industry, may dictate whether a given purpose is acceptable. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 26) Before sending a message that may contribute to information overload, what should the sender consider? A) If the message is clear and meaningful B) If the purpose is acceptable to the organization C) If the time is right for the message D) If the purpose of the message is realistic E) If the message will change anything in the organization Answer: A Explanation: A) Make sure you don't contribute to information overload by sending messages that won't change anything. Complaining about things you have no influence over is a good example of a message that probably shouldn't be sent. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

27) If you expect your audience to be skeptical about your information, how can you minimize the potential for skepticism? A) State conclusions and recommendations up front, then offer supporting evidence. B) Offer complete details. C) Offer a summary of each main point. D) Introduce conclusions gradually with more proof. E) Use oral communication instead of written communication. Answer: D Explanation: D) The way you organize a message should depend on the reaction you expect to get from your audience. If you expect a favorable response, you can state conclusions and recommendations up front and offer minimal supporting evidence. If you expect skepticism or resistance, you can introduce conclusions gradually and with more proof. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Reflective thinking 28) When considering your audience, whose concerns should be addressed first? A) Less influential members B) Managers C) Peers D) The writer E) Key decision makers Answer: E Explanation: E) For some messages, certain audience members might be more important than others. Don't ignore the needs of less influential members, but make sure you address the concerns of the key decision makers. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

29) When determining audience composition, which of the following factors will have the least impact on your writing style? A) Technology B) Culture C) Age D) Experience E) Attitude Answer: A Explanation: A) When determining audience composition, look for similarities and differences in culture, language, age, education, organizational rank and status, attitudes, experience, motivations, biases, beliefs, and any other factors that might affect the success of your message. While skill in the use of technology or type of technology can be a factor, technology considerations can be easier to determine than other differences. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 30) Conducting an audience analysis involves all of the following except which? A) Identifying the primary audience B) Developing an audience profile C) Determining audience composition D) Gauging audience members' level of understanding E) Forecasting probable reaction Answer: B Explanation: B) Before audience members will take the time to read or listen to your messages, they have to be interested in what you're saying. They need to know the message is relevant to their needs—even if they don't necessarily want to read or see your message. The more you know about your audience members, their needs, and their expectations, the more effectively you'll be able to communicate with them. Conducting an audience analysis is the same as developing an audience profile. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Challenging Classification: Concept AACSB: Reflective thinking

31) After determining a clear and meaningful purpose for a communication, what is the next step in planning the communication? A) Understanding the needs of the audience B) Writing the communication C) Refining the topics to be covered in the communication D) Developing the first draft of the communication E) Determining the channel and medium for the communication Answer: A Explanation: A) When you are satisfied that you have a clear and meaningful purpose and that now is a smart time to proceed, your next step is to understand the members of your audience and their needs. Drafting, writing and refining the writing should not happen until a thorough understanding of audience needs are developed. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 32) Every communication effort takes place in a particular situation, meaning you have a specific message to send to a specific audience under a specific set of circumstances. Answer: TRUE Explanation: Every communication effort takes place in a particular situation, meaning you have a specific message to send to a specific audience under a specific set of circumstances. Analyzing the situation gives you the insights necessary to meet your own needs as a communicator while also meeting the information needs of your recipients. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Reflective thinking 33) Before an audience will take the time to read or listen to a message, they have to be interested in the subject matter. Answer: TRUE Explanation: Before audience members will take the time to read or listen to your messages, they have to be interested in what you're saying. They need to know the message is relevant to their needs–even if they don't necessarily want to read or see your message. The more you know about your audience members, their needs, and their expectations, the more effectively you'll be able to communicate with them. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

34) When using email, audience size and geography location no longer matters in the shaping of the message. Answer: FALSE Explanation: A message aimed at 10,000 people spread around the globe will likely require a different approach than one aimed at a dozen people down the hall. Additionally, each receiver has different informational needs that should be considered. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Reflective thinking 35) The higher in the organization a message goes the more formal and detailed the message should become. Answer: FALSE Explanation: In general, for internal communication, the higher up the organization your message goes, the fewer details people want to see, however, the writing style becomes more formal. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Reflective thinking 36) Describe the steps a writer might take when they have an audience who is skeptical or resistant to an idea. Answer: When an audience is skeptical or resistant to an idea, care must be taken with the communication. The writer needs to carefully consider the audience, level of knowledge and likely reaction. The writer should clearly identify the specific purpose for writing, and consider what might make the audience skeptical or resistant. The writing should work to address those issues. Conclusions should be introduced gradually, and each should be supported with proof. The distribution method must also be carefully considered—a written document might provide the audience with more of an opportunity to study the information than a verbal communication. A skeptical writing will look for reasons to dismiss the idea, so careful attention to detail such as numbers, spelling and grammar is critical. Before sending the message, the writer needs to determine what will change as a result of the communication, if the purpose is realistic, if the time is right and who the audience is composed of. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

37) When determining expectations and preferences of the audience, what issues should be considered and how would a writer prepare to address those expectations and preferences? Answer: Using the planning sheet identified in figure 3.2 will help in determining the expectation of the audience. To best meet audience expectations and preferences, the writer must consider how the audience takes in information. Some audience members are visual, some are auditory. Additionally, some are less comfortable with various technology functions than others. The writer must consider all these issues during the planning phase of the writing process. Another area of expectation or preference is based on the knowledge the audience member has about the reason for writing. If the audience is unfamiliar with the background information, they may want to know that information. If this is an ongoing conversation, perhaps no background information is needed. Also, knowledge of industry specific jargon and buzzwords can add or detract from the communication, based on audience preferences. Taking a few minutes to forecast the probable reaction can aid in addressing points that are most important to the audience. Learning Obj.: LO 3.2: Explain what it means to analyze the situation when planning a message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 38) After conducting an audience analysis, what is the next step in the writing process? A) Gathering information B) Writing the communication C) Refining the topics to be covered in the communication D) Developing the first draft of the communication E) Determining the channel and medium for the communication Answer: A Explanation: A) When you have a clear picture of your audience, your next step is to assemble the information you will include in your message. For simple messages, you may already have all the information at hand, but for more complex messages, you may need to do considerable research and analysis before you're ready to begin writing. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

39) When deciding what types of information to gather, determining what information the audience needs to move forward is an example of what? A) Audience perspective B) Community input C) Knowledge-management systems D) Asking the audience for input E) Document revision Answer: A Explanation: A) When considering the audience's perspective, the writer puts themselves in the audience's position. What are these people thinking, feeling, or planning? What information do they need in order to move forward? If you are initiating a conversation in a social media context, what information will stimulate discussion in your target communities? Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 40) Following social media sites and online discussions is a way to accomplish which of the following tasks? A) Considering the audience's perspective B) Listening to the community C) Reading reports D) Using knowledge management systems E) Asking the audience for input Answer: B Explanation: B) For almost any subject related to business these days, chances are there is a community of customers, product enthusiasts, or other people linked through social media who engage in online discussions. Find them and listen to what they have to say. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

41) Collecting experiences and insights of employees in an organization is best accomplished with which of the following? A) News releases B) Blogs C) Knowledge management systems D) Marketing reports E) Customer surveys Answer: C Explanation: C) Annual reports, financial statements, news releases, blogs and microblogs by industry experts, marketing reports, and customer surveys are just a few of the many potential sources. Find out whether your company has a knowledge-management system, a centralized database that collects the experiences and insights of employees throughout the organization. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 42) If you are unsure of what audience members need from your message, which of the following might be the most effective way to find out? A) News releases B) Blogs C) Talk with supervisors D) Ask the audience for input E) Conduct surveys Answer: D Explanation: D) If you're unsure what audience members need from your message, ask them if at all possible. Admitting you don't know but want to meet their needs will impress an audience more than guessing and getting it wrong. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

43) Equally as important as delivering the right quantity of information, is the delivery of what? A) Supplemental data B) Visual aids C) Background research information D) Survey results E) Quality information Answer: E Explanation: E) After you have defined your audience's information needs, your next step is to satisfy those needs completely. In addition to delivering the right quantity of information, you are responsible for verifying the quality of that information. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 44) Reviewing your own assumptions and conclusions for validity also ensures what? A) That the information is accurate B) That the quantity of the information is appropriate C) That the information is relevant D) That the information is ethical E) That the information well written Answer: A Explanation: A) Inaccuracies can cause a host of problems, from embarrassment and lost productivity to serious safety and legal issues. Be sure to review any mathematical or financial calculations. Check all dates and schedules. Examine your own assumptions and conclusions to be certain they are valid. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking

45) If information is obscured or omitted, what can be the result for the communication? A) The communication becomes inaccurate. B) The communication becomes unethical. C) Pertinent information is missing. D) The quantity of the information suffers. E) The reader is more likely to support your argument. Answer: B Explanation: B) By working hard to ensure the accuracy of the information you gather, you'll also avoid many ethical problems in your messages. However, messages can also be unethical if important information is omitted or obscured. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 46) Focusing on information that concerns your audience the most will increase the chances of what? A) Accurate information B) Ethical messages C) Effective messages D) Quality messages E) Positive messages Answer: C Explanation: C) Some points will be more important to your audience than others. By focusing on the information that concerns your audience the most, you increase your chances of sending an effective message. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

47) Which of the following is least likely to satisfy the audience's informational needs? A) Accurate information B) Ethical information C) Pertinent information D) Quality information E) Background information Answer: E Explanation: E) After you have defined your audience's information needs, your next step is to satisfy those needs completely. In addition to delivering the right quantity of information, you are responsible for verifying the quality of that information. Information should be accurate, ethical and pertinent. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Reflective thinking 48) During what part of the writing process does the writer ensure the accuracy of the information? A) Defining the purpose B) Developing an audience profile C) Gathering the information D) Uncovering the audience's needs E) Providing required information Answer: E Explanation: E) After you have defined your audience's information needs, your next step is to satisfy those needs completely. In addition to delivering the right quantity of information, you are responsible for verifying the quality of that information. When providing information, the information should be accurate, ethical and pertinent. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

49) During what part of the writing process does the writer consider what background information should be included in the writing? A) Defining the purpose B) Developing an audience profile C) Gathering the information D) Uncovering the audience's needs E) Providing required information Answer: C Explanation: C) Ask your audience for input. If you're unsure what audience members need from your message, ask them if at all possible. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 50) A knowledge management system would best be utilized when? A) When defining the purpose B) When developing an audience profile C) When gathering information D) When determining audience needs E) When determining required information Answer: C Explanation: C) When you have a clear picture of your audience, your next step is to assemble the information you will include in your message. For simple messages, you may already have all the information at hand, but for more complex messages, you may need to do considerable research and analysis before you're ready to begin writing. A knowledge-management system is a centralized database that collects the experiences and insights of employees throughout the organization. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

51) To best gauge how employees and stakeholders are responding to a change in the business, the most current information will be found where? A) Annual reports B) Marketing reports C) Customer surveys D) Blogs and microblogs E) News releases Answer: D Explanation: D) Annual reports, financial statements, news releases, blogs and microblogs by industry experts, marketing reports, and customer surveys are just a few of the many potential sources of information that might encapsulate how employees and stakeholders respond to change. Blogs and microblogs can provide data in almost real-time. Annual and other reports, statements, surveys and news releases can provide information up to the day and time the data was collected, not released. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking 52) When using social media to investigate how people are feeling or what they are thinking, what type of information should be posted on the media site? A) Information that will stimulate discussion B) Information that has already received positive feedback elsewhere C) Information that is tightly controlled by the media host D) Information that is highly controversial E) Information that is ethical and accurate Answer: A Explanation: A) All information should be ethical and accurate, but that alone will not measure how people think or feel. Well developed and insightful information that engages the audience will encourage users to share feelings and insights. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking

53) After developing a clear picture of the audience, the next step is to gather necessary information. Answer: TRUE Explanation: When you have a clear picture of your audience, your next step is to assemble the information you will include in your message. For simple messages, you may already have all the information at hand, but for more complex messages, you may need to do considerable research and analysis before you're ready to begin writing. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 54) Communities of customers, product enthusiasts or others linked through social media who engage in online discussions are good sources of information from the community. Answer: TRUE Explanation: For almost any subject related to business these days, chances are there is a community of customers, product enthusiasts, or other people linked through social media who engage in online discussions. Find them and listen to what they have to say. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 55) The quantity of information delivered is often more important than the quality of the information. Answer: FALSE Explanation: In addition to delivering the right quantity of information, you are responsible for verifying the quality of that information. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

56) A message could become unethical if important information is omitted. Answer: TRUE Explanation: By working hard to ensure the accuracy of the information you gather, you'll also avoid many ethical problems in your messages. However, messages can also be unethical if important information is omitted or obscured. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 57) Discuss how to ensure the information you provide to your audience is quality information, using relevant examples. Answer: After you have defined your audience's information needs, your next step is to satisfy those needs completely. In addition to delivering the right quantity of information, you are responsible for verifying the quality of that information. Is the information accurate? Inaccuracies can cause a host of problems, from embarrassment and lost productivity to serious safety and legal issues. Be sure to review any mathematical or financial calculations. Check all dates and schedules. Examine your own assumptions and conclusions to be certain they are valid. Is the information ethical? By working hard to ensure the accuracy of the information you gather, you'll also avoid many ethical problems in your messages. However, messages can also be unethical if important information is omitted or obscured. Is the information pertinent? Some points will be more important to your audience than others. By focusing on the information that concerns your audience the most, you increase your chances of sending an effective message. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Application AACSB: Written and oral communication

58) Discuss the advantages and disadvantages of five methods used to gather information and gain insight before beginning research efforts. Answer: The first method is considering the audience's perspectives. Doing so will allow you to determine what people are thinking, feeling and/or planning. Failure to do so may result in information that is not relevant to the needs of the audience, thereby wasting their time and yours. Various community forums provide current, almost real time information on a variety of topics. Information learned on these sites needs to be carefully considered to make sure it provides valid messages, not paid-for solicitations, and that it is relevant to the topic at hand. It can also be very time consuming to examine several sights. The third method of gathering information is by talking with supervisors, colleagues or customers. These groups may have insight as to the information you need, or where to find the information. Additionally, they might have insights about your audience that you may not find elsewhere. Fourth, reading reports and other company documents can be a great source of background information. A knowledge management system collects the experiences and insights of employees throughout the organization. However, information in these reports is only accurate up until the data was collected, not released, so information might be out of date or inaccurate. The last source of information is the audience you are writing the communication for. Asking thoughtful questions that allow you to best meet their needs saves both you and the audience time and will help to produce better work. However, on occasion, the audience may not have a clear understanding of what they really want from the information, so this could be a starting place, with the potential for other research tools to be used. Learning Obj.: LO 3.3: Describe the techniques for gathering information for simple messages and identify three attributes of quality information. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 59) Which of the following is a disadvantage of the oral, in-person combination of channel and medium? A) There is limited opportunity for immediate feedback. B) There is no permanent, verifiable record of the communication. C) Misunderstanding are frequent and difficult to solve. D) There are limited and vague nonverbal cues. E) There is limited opportunity to express emotion and feelings in a coherent manner. Answer: B Explanation: B) The oral, in-person combination of channel and medium allow for immediate feedback, a chance to resolve misunderstandings, rich nonverbal cues and the opportunity to express the emotion behind the message, but it does not provide a permanent, verifiable record of the communication, unless recorded. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 27 Copyright © 2016 Pearson Education, Inc.

60) Which channel and medium combination allows flexibility of multiple formats and channels but can be limited in terms of reach and capability? A) Written, printed B) Written, digital C) Visual, printed D) Visual, digital E) Oral, digital Answer: B Explanation: B) The written, digital combination of channel and medium allows flexibility of multiple formats and channels, from microblogs to wikis. However, reach and capability can be limited. For example you can only Tweet with those who follow you on Twitter. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 61) Which channel and medium combination takes longer to create and distribute but allows the sender to avoid immediate interactions? A) Written, printed B) Written, digital C) Oral, printed D) Visual, digital E) Oral, digital Answer: A Explanation: A) The written, printed combination of channel and medium can minimize distortion, used to avoid immediate interaction and deemphasize inappropriate emotional components but lack the rich nonverbal cues provided by oral media. They also take more time and resources to create and distribute and can require special skills to prepare and produce. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

62) Although expensive to print, which combination can convey complex ideas and relationships quickly? A) Written, printed B) Visual, digital C) Oral, printed D) Visual, printed E) Oral, digital Answer: D Explanation: D) The visual, printed combination of channel and medium can convey complex ideas and relationships quickly and is often less intimidating than blocks of text. Simple charts and graphs are easy to integrate in the text. They require more time to create and can be expensive to print. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 63) Which of the following is an advantage of being in the same physical space while communicating? A) Lower cost B) Less formality C) Nonverbal feedback D) Less preplanning E) Better interpretation of business trends Answer: C Explanation: C) Being in the same physical space is a key distinction, because it enables the nuances of nonverbal communication more than any other media-channel combo. These nonverbal signals can carry as much weight in the conversation as the words being spoken. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

64) How can a video component improve live phone conversations? A) Distractions are minimized B) Visual aids can be utilized C) Nonverbal communication can be observed D) Professionalism is more obvious E) More people can participate in the conversation Answer: C Explanation: C) Oral medium via digital channels includes any transmission of voice via electronic means, both live and recorded, including telephone calls, podcasts, and voicemail messages. Live phone conversations offer the give-and-take of in-person conversations and can be the best alternative to talking in person. However, without a video component, they can't provide the nuances of nonverbal communication. Podcasts can be a good way to share lectures, commentary, and other spoken content. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Information Technology 65) Which of the following is more formal in tone? A) Podcasts B) Webinars C) Memos D) Letters E) Proposals Answer: E Explanation: E) Memos are brief printed documents traditionally used for the routine, day-today exchange of information within an organization. Letters are brief written messages sent to customers and other recipients outside the organization. Reports and proposals are usually longer than memos and letters, although both can be created in memo or letter format. These documents come in a variety of lengths, ranging from a few pages to several hundred, and are usually fairly formal in tone. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Written and oral communication

66) Which of the following would be an appropriate use of digital medium? A) When you want to make a formal impression B) When you are legally required to provide information in print C) When you want to stand out from the flood of electronic messages D) When you want to introduce yourself to a customer or client E) When you need a permanent, unchangeable or secure record Answer: D Explanation: D) While it's still a useful format, printed documents have been replaced by digital alternatives in many instances. However, there are several situations in which you should consider a printed message over electronic alternatives, including when you want to make a formal impression, when you are legally required to provide information in printed form, when you want to stand out from the flood of electronic messages and when you need a permanent, unchangeable, or secure record. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 67) Which of the following combinations is used most often on the job today? A) Written medium, digital channel B) Visual medium, print channel C) Visual medium, digital channel D) Oral medium, digital channel E) Written medium, print channel Answer: E Explanation: E) Most business communication efforts will involve written medium, digital channel with everything from 160-character tweets to website content to book-length reports distributed as portable document format (PDF) files. Business uses of written, digital messages keeps evolving as companies look for ways to communicate more effectively. For example, email has been a primary business medium for the past decade or two, but it is being replaced in many cases by a variety of other digital formats. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Written and oral communication

68) A visual printed message most often acts as what? A) A replacement for text B) Supporting material in printed documents C) A guide to printed reports D) A replacement for interactive digital components E) A supplement to interactive digital components Answer: B Explanation: B) Photographs and diagrams can be effective communication tools for conveying emotional content, spatial relationships, technical processes, and other content that can be difficult to describe using words alone. You may occasionally create visual, printed messages as standalone items, but most will be used as supporting material in printed documents. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking 69) Which of the following is an advantage of combining visuals with supporting text? A) Today's audiences are bombarded with messages, so anything that communicates quickly is welcome. B) Visuals along are less effective at describing complex ideas, making supporting text essential. C) Visuals often show parts and relationships that make up the whole, and supporting text is used to fill in the gaps. D) Diagrams and symbols must be explained to other cultures to ensure understanding. E) Visual images can offer explanations and text can be used to identify essential elements of the visual. Answer: A Explanation: A) Messages that combine powerful visuals with supporting text can be effective for a number of reasons. Today's audiences are pressed for time and bombarded with messages, so anything that communicates quickly is welcome. Visuals are also effective at describing complex ideas and processes because they can reduce the work required for an audience to identify the parts and relationships that make up the whole. Also, in a multilingual business world, diagrams, symbols, and other images can lower communication barriers by requiring less language processing. Finally, visual images can be easier to remember than purely textual descriptions or explanations. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking

70) Which of the following is an advantage when using mobile devices for business communication? A) Portability and flexibility B) Screen size C) Resolution D) Bandwidth, speed and connectivity E) Operational costs Answer: A Explanation: A) Mobile devices can be used to create and consume virtually every digital form of oral, written, and visual media. Thanks to the combination of portability and the flexibility enabled by a wide array of business-focused apps, mobile devices have become a primary tool in business communication. Screen size, resolution, bandwidth and connectivity, and operational costs can be disadvantages of the system. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Information Technology 71) When using mobile technology, increasing the size of buttons and text entry fields can help which of the following areas? A) Portability and flexibility B) Screen size and resolution C) Input technologies D) Speed and connectivity E) Data usage costs Answer: C Explanation: C) Even for accomplished texters, typing on mobile keyboards can be a challenge. In addition, even with a stylus, selecting items on a touchscreen can be more difficult than doing so on a PC screen using a mouse. If your website content or other messages and materials require a significant amount of input activity from recipients, try to make it as easy as possible for them. Even simple steps such as increasing the size of buttons and text-entry fields can help. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Information Technology

72) Which of the following is a nonverbal signal that affects the style and tone of the message? A) Media richness B) Formality C) Media and channel limitations D) Urgency E) Audience preferences Answer: B Explanation: B) Your media choice is a nonverbal signal that affects the style and tone of your message. For example, a printed memo or letter is likely to be perceived as a more formal gesture than an IM or email message. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Reflective thinking 73) Which method of communication is considered to have the greatest media richness? A) Instant messages B) Texting C) Phone calls D) Emails E) Face to face Answer: E Explanation: E) The richest medium is face-to-face communication; it's personal, it provides immediate feedback (verbal and nonverbal), and it conveys the emotion behind a message. At the other extreme are the leanest media, such as texting and IM–those that communicate in the simplest ways, provide no opportunity for audience feedback, and aren't personalized. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

74) When determining what channel and media to use for a communication, what type of concerns may be generated when sensitive or private communications are needed? A) Costs B) Audience preference C) Security D) Urgency E) Formality Answer: C Explanation: C) Your company may have restrictions on the media and channels that can be used for certain types of messages, but even if it doesn't think carefully whenever your messages include sensitive information. Never assume that your email, IM, and other digital communications are private. Many companies monitor these channels, and there is always the risk that networks could get hacked or that messages will be forwarded beyond their original recipients Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 75) A media that is leaner would be used for what types of messages? A) Non-routine or complex messages B) Messages that transfer simple information C) Messages that attempt to humanize your presence D) Messages that communicate caring E) Messages to gain commitment Answer: B Explanation: B) In general, use richer media to send non routine or complex messages, to humanize your presence throughout the organization, to communicate caring to employees, and to gain employee commitment to company goals. Use leaner media to send routine messages or to transfer information that doesn't require significant explanation. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

76) When referring to channel and medium, medium is the system used to deliver the message. Answer: FALSE Explanation: The medium is the form a message takes and the channel is the system used to deliver the message. The distinction between the two isn't always crystal clear, and some people use the terms in different ways, but these definitions are a good way to think about the possibilities for business communication. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 77) Most media can only be distributed through one channel, so you have to select the channel and medium combination carefully. Answer: FALSE Explanation: Most media can be distributed through more than one channel, so whenever you have a choice, think through your options to select the optimum combination. For example, a brief written message could be distributed as a printed letter or memo, or it could be distributed through a variety of digital channels, from email to blogging to social networking. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 78) Media choices can be divided into oral, written and visual media. Answer: FALSE Explanation: The simplest way to categorize media choices is to divide them into oral (spoken), written, and visual. Each of these media can be delivered through digital and non-digital channels, which creates six basic combinations. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

79) Being in the same physical space is a key distinction in oral medium, in-person combination. Answer: TRUE Explanation: The oral medium, in-person combo involves talking with people who are in the same location, whether it's a one-on-one conversation over lunch or a more formal speech or presentation. Being in the same physical space is a key distinction, because it enables the nuances of nonverbal communication more than any other media-channel combo. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

80) Discuss the advantages and disadvantage of using a combination of a written medium and a digital channel of communication. Answer: Advantages include the following: • Allow writers to plan and control their messages • Can reach geographically dispersed audiences • Offer a permanent, verifiable record • Minimize the distortion that can accompany oral messages • Can be used to avoid immediate interactions • Deemphasize any inappropriate emotional components • Give recipients time to process messages before responding (compared to oral communication) • Messages can be delivered quickly • Can reach geographically dispersed audiences • Flexibility of multiple formats and channels, from microblogs to wikis • Flexibility to structure messages in creative ways, such as writing a headline on Twitter and linking to the full message on a blog • Ability to link to related and more in-depth information • Can increase accessibility and openness in an organization through broader sharing • Enable audience interaction through social media features Ease of integrating with other media types, such as embedded videos or photos Disadvantages include: • Can be limited in terms of reach and capability (e.g., on Twitter you can reach only those people who follow you or search for you) • Require Internet or mobile phone connectivity • Vulnerable to security and privacy problems • Are easy to overuse (sending too many messages to too many recipients) • Create privacy risks and concerns (exposing confidential data; employer monitoring; accidental forwarding) • Entail security risks (viruses, spyware; network breaches) • Create productivity concerns (frequent interruptions; nonbusiness usage) Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking

81) When faced with the need to convey complex ideas and relationships quickly, what combination of channel and medium would be most effective? Why? Answer: Visual/printed medium and channel would be most effective. Visual aids can convey complex ideas and relationships quickly, and are less intimidating than long blocks of text. Visual mediums can reduce the burden on the audience of figuring out how the message and the concept fit together. Simple charts and graphs are easy to create in spreadsheets and other software, and integrate in to the report. The potential downfall of this combination is the need for artistic skill and technical skills needed to create the visual. The development of the visual can require more time to create than the equivalent amount of text, and large, high-quality visuals can be expensive to print. Learning Obj.: LO 3.4: Identify the six basic combinations of media and channels and highlight the unique challenges of communication on mobile devices. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking 82) Which of the following is not affected by good organization of a message? A) The audience's understanding of the message B) The acceptance of the message C) The time the writer spends crafting the message D) The time the audience spends reading the message E) The technology used to produce the message Answer: E Explanation: E) Good organization helps the audience understand and accept the message. Good organization saves your audience time in understanding information and saves the writer time and creative energy in producing the message. The technology used is not affected by organization of the message. In longer documents and presentations, you may need to unify a mass of material with a main idea that encompasses all the individual points you want to make. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

83) The overall subject of a message is called what? A) Unifier B) Main idea C) Handle D) Topic E) Organizational cue Answer: D Explanation: D) The topic of your message is the overall subject, and your main idea is a specific statement about that topic. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 84) Generating as many ideas as you can without stopping to criticize or organize them is called what? A) Storyteller's tour B) Questions and answer chain C) Journalistic approach D) Brainstorming E) Mind mapping Answer: D Explanation: D) Working alone or with others, generates as many ideas and questions as you can, without stopping to criticize or organize. After you capture all these pieces, look for patterns and connections to help identify the main idea and the groups of supporting ideas. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

85) When attempting to distill major thoughts from unorganized information, what approach might be most effective? A) Question and answer chain B) Journalistic approach C) Mind mapping D) Brainstorming E) Storyteller's tour Answer: B Explanation: B) The journalistic approach asks who, what, when, where, why, and how questions to distill major thoughts from unorganized information. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 86) Which of the following creates a visual aid indicating the relationship between ideas? A) Storyteller's tour B) Questions and answer chain C) Journalistic approach D) Brainstorming E) Mind mapping Answer: E Explanation: E) You can generate and organize ideas by using a graphic method called mind mapping. Start with a main idea and then branch out to connect every other related idea that comes to mind. You can find a number of mind-mapping tools online. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

87) The length and level of detail in a communication is indicated by what? A) Mind mapping B) Storyteller's tour C) Limitations D) Scope E) Format Answer: D Explanation: D) The scope of your message is the range of information you present, the overall length, and the level of detail–all of which need to correspond to your main idea. Limit your scope to the minimum amount of information needed to convey your main idea. Look for ways to distill your supporting points so that you have a smaller number with greater impact. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 88) After you have defined the main idea and supporting points, what is the next step in the planning sequence? A) Determining the approach B) Committing thoughts to words C) Selecting the channel D) Selecting the medium E) Outlining content Answer: A Explanation: A) After you've defined your main idea and supporting points, you're ready to decide on the sequence you will use to present your information. When you know your audience will be receptive to your message, use the direct approach: Start with the main idea (such as a recommendation, conclusion, or request) and follow that with your supporting evidence. When your audience will be skeptical about or even resistant to your message, you generally want to use the indirect approach: Start with the evidence first and build your case before presenting the main idea. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

89) To determine the best approach to organizing your message, which of the following is least likely to affect the choice? A) Audience's likely reaction B) Unique circumstances of the message C) The type of message D) The amount of time available to develop the message E) Unique circumstances of the audience Answer: D Explanation: D) To choose between these two alternatives, analyze your audience's likely reaction to your purpose and message. Always consider the unique circumstances of each message and audience situation. The type of message also influences the choice of the direct or indirect approach. In the coming chapters, you'll get specific advice on choosing the best approach for a variety of different communication challenges. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 90) When using an indirect approach, the message should start with what? A) Evidence B) The main idea C) Recommendations D) Conclusions E) Requests Answer: A Explanation: A) When your audience will be skeptical about or even resistant to your message, you generally want to use the indirect approach: Start with the evidence first and build your case before presenting the main idea. A direct approach starts with main ideas such as recommendations, conclusions or requests. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

91) When determining scope, how many major supporting points should be included? A) One B) As many as necessary C) One for each main idea D) Five E) No more than six Answer: E Explanation: E) In addition to limiting the overall scope of your message, limit the number of major supporting points to a half dozen or so—and if you can get your idea across with fewer points, all the better. Listing 20 or 30 supporting points might feel as though you're being thorough, but your audience is likely to view such detail as rambling and mind numbing. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 92) Which of the following is least likely to limit the scope of a message? A) Overall length B) Level of detail C) Number of key points D) Range of information E) Time allowed for presentation Answer: C Explanation: C) The scope of your message is the range of information you present, the overall length, and the level of detail—all of which need to correspond to your main idea. The length of some business messages has a preset limit, whether from a boss's instructions, the technology you're using, or a time frame such as individual speaker slots during a seminar. However, even if you don't have a preset length, limit your scope to the minimum amount of information needed to convey your main idea. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

93) What is the most common presentation structure used in television commercials and other advertisements? A) Indirect format B) Storyteller's technique C) Direct format D) Mind mapping E) Limited scope Answer: B Explanation: B) You've already been on the receiving end of thousands of business stories. Storytelling is one of the most common structures used in television commercials and other advertisements. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Application AACSB: Application of knowledge 94) What part of the classic storytelling technique builds the audience's interest by increasing tension? A) Preview to the story B) Introduction to the story C) Middle of the story D) End of the story E) Follow up to the story Answer: C Explanation: C) The beginning of the story presents someone whom the audience can identify with in some way, and this person has a dream to pursue or a problem to solve. The middle of the story shows this character taking action and making decisions as he or she pursues the goal or tries to solve the problem. The storyteller's objective here is to build the audience's interest by increasing the tension: Will the "hero" overcome the obstacles in his or her path and defeat whatever adversary is keeping him or her from away from her goal? The end of the story answers that question and usually offers a lesson to be learned about the outcome as well. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

95) Careful organization can help the writer arrange points that can soften the blow of unwelcome news. Answer: TRUE Explanation: Careful organization also helps you select and arrange your points in a diplomatic way that can soften the blow of unwelcome news or persuade skeptical readers to see your point of view. In contrast, a poorly organized message can trigger negative emotions that prevent people from seeing the value of what you have to say. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 96) The main idea is a specific statement about the overall subject of the message. Answer: TRUE Explanation: The topic of your message is the overall subject, and your main idea is a specific statement about that topic. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 97) An indirect approach is best when your audience will be receptive to your message. Answer: FALSE Explanation: When your audience will be skeptical about or even resistant to your message, you generally want to use the indirect approach. When you know your audience will be receptive to your message, use the direct approach. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

98) Major supporting points should be backed up with evidence and examples. Answer: TRUE Explanation: After you've defined the main idea and identified major supporting points, you're ready to back up those points with examples and evidence that help audience members understand, accept, and remember your message. Choose your examples and evidence carefully. You want to be compelling and complete but also as concise as possible. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 99) Discuss key components of organizing the content of a written communication. Answer: Organizing the communication starts by determining the main idea. The main idea helps you establish the goals and general strategy of the message, and it summarizes (1) what you want your audience members to do, think, or feel after receiving the message and (2) why it makes sense for them to do so. Everything in your message should either support the main idea or explain its implications. When the main idea has been identified, major points should be stated. Support your main idea with the major points that clarify and explain your ideas in more concrete terms. When you're describing a process, the major points are usually steps in the process. When you're describing an object, the major points often correspond to the parts of the object. When you're giving a historical account, major points represent events in the chronological chain of events. If your purpose is to persuade or to collaborate, select major points that develop a line of reasoning or a logical argument that proves your central message and motivates your audience to act. Finally, provide examples and evidence that support those points and help audience members understand, accept and remember your message. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking

100) Identify when an indirect approach to providing information would be most effective, providing an example that highlights each step in the process. Answer: When your audience will be skeptical about or even resistant to your message, you generally want to use the indirect approach: Start with the evidence first and build your case before presenting the main idea. Note that taking the indirect approach does not mean avoiding tough issues or talking around in circles. It simply means building up to your main idea in a logical or sensitive way. An indirect approach begins with a neutral statement that acts as a transition to the bad news or with a statement or question that captures the audience's attention. The body of the message gives reasons that justify the negative answer, either stated or implied. The message body can also be used to arouse interest in the subject and build the audience's desire to comply. The indirect approach ends with a courteous close or a request for action. Learning Obj.: LO 3.5: Explain why good organization is important to both you and your audience and explain how to organize any business message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking

Business Communication Essentials, 7e (Bovee/Thill) Chapter 4 Writing Business Messages 1) Which of the following sentences best displays the "you" attitude? A) As soon as you tell us the size you want, we can ship your order. B) What size do you need? C) We can't process your order without knowing the size. D) You didn't indicate a size so we can't process the order until you do. E) Please fill out the enclosed card indicating color and size, and your order will ship immediately. Answer: E Explanation: E) By not placing blame on the customer for failure to indicate size, the "you" attitude is being used. Using the "you" attitude means emphasizing what the writer can do for the audience without assigning blame. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 2) Which of the following is an example of language that does not contain a bias based on gender? A) The company hired four new salesmen. B) The typical executive spends four hours of his day in meetings. C) When I met with the nurse, she told me to stay home another day. D) The new director of operations is Mrs. John Smith. E) The average worker spends 20 hours per week on emails. Answer: E Explanation: E) Words such as salesmen, his, she and titles that indicate marital status (Mrs. John Smith) are all examples of gender bias. Phrases such as "average worker" and eliminate gender clues before "email" makes a statement bias free. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

3) Which of the following could result from the use of euphemisms? A) Euphemisms often convey disrespect or rudeness. B) Negative news is conveyed in a negative way. C) There is a risk that the truth might be obscured. D) Euphemisms can trigger negative connotations. E) Euphemisms usually offend the listener. Answer: C Explanation: C) It's easy to push euphemisms too far and wind up sounding ridiculous–or worse yet, obscuring the truth. Even if it is unpleasant, people respond better to an honest message delivered with integrity than they do to a sugar-coated message that obscures the truth. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 4) Which of the following is least likely to be representative of age bias? A) Young and energetic B) Three years of experience C) Entry level D) Senior E) Mature Answer: B Explanation: B) Requiring someone to be young, entry level, senior or mature is an indication of age. Requiring an objective amount of experience, which can be acquired at any age, is least likely to indicate an age bias. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Reflective thinking

5) What will best motivate an audience member to take a particular action identified in a communication? A) Their understanding the consequences of not taking the action B) Using a courteous tone that requests immediate action C) Using basic manners such as "please" and "thank you" D) Their understanding of how taking the desired action will benefit them E) Copying a senior leadership member in the communication Answer: D Explanation: D) If you're trying to persuade audience members to perform a particular action, point out how doing so will benefit them. Taking the "you" attitude would not involve threats based on lack of action. All business messages should use basic good manners such as "please" and "thank you". Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 6) By referring to a new employee as "young and energetic," what kind of bias is being used? A) Gender bias B) Age bias C) Racial bias D) Disability bias E) Ethnicity bias Answer: B Explanation: B) Bias-free language avoids words and phrases that unfairly and even unethically categorize or stigmatize people in ways related to gender, race, ethnicity, age, disability, or other personal characteristics. Using words such as "young and energetic" are indicative of age. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

7) When developing a written communication, which of the following is true? A) Written communication uses the "you" attitude less often than oral communication. B) Written communication requires more tact than oral communication. C) Written communication allows the writer to adjust the message based on the audience's reaction. D) Written communication is typically less formal. E) Written communication provides the opportunity for better feedback. Answer: B Explanation: B) Written messages and most forms of digital communication generally require more tact than oral communication. When you're speaking to someone live, you can soften your words by your tone of voice and facial expressions. Plus, you can adjust your approach according to the feedback you get. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 8) Which of the following best describes bias-free language? A) Bias-free language is often unethical. B) Bias-free language makes the user sound prejudiced. C) Bias-free language avoids words and phrases that unfairly stigmatize people. D) Bias-free language supports the stereotypes and prejudices that it reflects. E) Bias-free language communicates from the audience's point of view and generally supports the audience's interests and preferences. Answer: C Explanation: C) Bias-free language avoids words and phrases that unfairly and even unethically categorize or stigmatize people in ways related to gender, race, ethnicity, age, disability, or other personal characteristics. Contrary to what some might think biased language is not simply about "labels." To a significant degree, language reflects the way people think and what they believe, and biased language may well perpetuate the underlying stereotypes and prejudices that it represents. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Reflective thinking

9) Which of the following uses bias-free language? A) Despite Ms. Curtis's disability, she does a good job. B) Ms. Curtis's disability does not prevent her from doing a good job. C) For a disabled person, Ms. Curtis does a good job. D) Ms. Curtis's employee evaluations rank among the top five in the company. E) Ms. Curtis is disabled, but she does a good job nonetheless. Answer: D Explanation: D) Physical, cognitive, sensory, or emotional impairments should never be mentioned in business messages unless those conditions are directly relevant to the subject. If you must refer to someone's disability, put the person first and the disability second. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Reflective thinking 10) Writing in terms of your audience's interests and preferences is an example of what? A) Good etiquette B) "You" attitude C) Reflective writing D) Bias-free language E) Credibility Answer: B Explanation: B) Adopting the "you" attitude means speaking and writing in terms of the audience's wishes, interests, hopes, and preferences. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 11) If an audience does not immediately understand how a message pertains to them, they are less likely to pay attention to the message. Answer: TRUE Explanation: Audiences tend to greet incoming messages with a selfish question: "What's in this for me?" If your target readers or listeners don't think a message applies to them, or if they don't think you are being sensitive to their needs, they won't pay attention. You can improve your audience sensitivity by adopting the "you" attitude, maintaining good standards of etiquette, emphasizing the positive, and using bias-free language. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 5 Copyright © 2016 Pearson Education, Inc.

12) Oral communication generally requires more tact than written messages. Answer: FALSE Explanation: Written messages and most forms of digital communication generally require more tact than oral communication. When you're speaking to someone live, you can soften your words by your tone of voice and facial expressions. Plus, you can adjust your approach according to the feedback you get. However, if you inadvertently offend someone in writing or in a podcast, for example, you usually don't get the immediate feedback you would need in order to resolve the situation. In fact, you may never know that you offended your audience. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 13) A euphemism is a word that conveys meaning without carrying negative connotations. Answer: TRUE Explanation: Look for appropriate opportunities to use euphemisms, or milder synonyms that convey your meaning without carrying negative connotations. However, take care when using euphemisms. It's easy to push the idea too far and wind up sounding ridiculous–or worse yet, obscuring the truth. Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Application of knowledge

14) Discuss the meaning of bias-free language and identify four areas when bias generally occurs. Provide examples of biased and bias free language for each area. Answer: Contrary to what some might think biased language is not simply about "labels." To a significant degree, language reflects the way people think and what they believe, and biased language may well perpetuate the underlying stereotypes and prejudices that it represents. Gender is one area of bias. Words like "chairman, man-made, salesman" are biased in nature. Words like executive, chairperson, professional, sales person would be more appropriate. Women should be referred to as Ms. unless they have indicated another preference or have a title such as Dr. Words like "he" or "she" should be eliminated and changed to "they" were appropriate. Bias based on race and ethnicity includes assigning stereotype or identifying people by race. Age bias, and including age when irrelevant, can be eliminated by not using words that indicate a general age. Youth, mature, senior, old can indicate a general age group and should be avoided. Disability bias includes putting the disability before the person. Generally, the person's disability does not need to be mentioned when referring to the person, unless the disability is the focus of conversation (buying special equipment to make a job easier for a person). Learning Obj.: LO 4.1: Identify the four aspects of being sensitive to audience needs when writing business messages. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 15) The measure of a person's believability is known as what? A) Qualifications B) Credibility C) Endorsement D) Credentials E) Objectivity Answer: B Explanation: B) Audience responses to your messages depend heavily on your credibility, which is a measure of your believability and is based on how reliable you are and how much trust you evoke in others. With audiences who don't know you and trust you already, you need to establish credibility before they'll accept your messages. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Reflective thinking

16) When dealing with an emotional issue, the ability to distance yourself from the emotional aspect of the issue is called what? A) Credibility B) Honesty C) Objectivity D) Expertise E) Confidence Answer: C Explanation: C) Being objective shows that you can distance yourself from emotional situations and look at all sides of an issue. Decisions are more likely to be fair and impartial when objective. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Application of knowledge 17) When you let the audience know that you understand what is important to them by using the "you" attitude, what characteristic of credibility is being displayed? A) Honesty B) Objectivity C) Awareness of audience needs D) Endorsements E) Sincerity Answer: C Explanation: C) Awareness of audience needs means that directly or indirectly, your audience members know that you understand what's important to them. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

18) When the audience considers performance levels, what do they look for? A) Endorsements from experts B) Evidence you can get the job done C) Education and special training in the field D) An understanding of what is important to them E) Confidence Answer: B Explanation: B) Demonstrating impressive communication skills is not enough; people need to know they can count on you to get the job done. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 19) Education, past successes and research are all examples of what credibility building characteristic? A) Objectivity B) Sincerity C) Endorsements D) Professionalism E) Credentials, knowledge, and expertise Answer: E Explanation: E) Credentials, knowledge, and expertise. Audiences need to know that you have whatever it takes to back up your message, whether it's education, professional certification, special training, past successes, or simply the fact that you've done your research. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

20) Helping the company build and maintain positive relationships with stakeholders is an aspect of what? A) Professionalism B) Protecting the company's image C) Communication style D) Sincerity E) Relationship building Answer: B Explanation: B) Establishing your credibility and projecting your company's image are two vital steps in building and fostering positive business relationships. You represent your company and therefore play a vital role in helping the company build and maintain positive relationships with all of its stakeholders. Most successful companies work hard to foster a specific public image, and your external communication efforts need to project that image. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 21) When representing the organization to stakeholders, what communication style is most important? A) One that projects the company's public image B) Direct C) Indirect D) One that best displays credentials and expertise E) One that is performance based Answer: A Explanation: A) When you communicate with anyone outside your organization, it is more than a conversation between two individuals. You represent your company and therefore play a vital role in helping the company build and maintain positive relationships with all of its stakeholders. Most successful companies work hard to foster a specific public image, and your external communication efforts need to project that image. As part of this responsibility, the interests and preferred communication style of your company must take precedence over your own views and personal communication style. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

22) Which of the following will best help a new employee establish credibility with customers? A) Understanding the company's history B) Establishing qualifications and areas of expertise C) Being aware of communication skills D) Bragging about previous records and successes E) Using hyperbole when discussing past achievements Answer: B Explanation: B) Audiences need to know that you have whatever it takes to back up your message, whether it's education, professional certification, special training, past successes, or simply the fact that you've done your research. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 23) Which of the following is true for employees who represent a company to stakeholders and other members of the public? A) Communication style should be relaxed. B) Communication style should be reflective of the person communicating. C) Communication should be scripted without deviation. D) Communication should be handled consistently regardless of audience. E) Communication should be based on predetermined guidelines set up by the organization. Answer: E Explanation: E) Many organizations have specific communication guidelines that show everything from the correct use of the company name to preferred abbreviations and other grammatical details. Specifying a desired style of communication is more difficult, however. Observe more experienced colleagues to see how they communicate, and never hesitate to ask for editorial help to make sure you're conveying the appropriate tone. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

24) A statement on your behalf by someone who is accepted as an expert by the audience is called what? A) Qualification B) Image enhancement C) Euphemism D) Credential E) Endorsement Answer: E Explanation: E) An endorsement is a statement on your behalf by someone who is accepted by your audience as an expert. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Application of knowledge 25) Successful communication relies on a positive relationship between the sender and the receiver. Answer: TRUE Explanation: Successful communication relies on a positive relationship between sender and receiver. Establishing your credibility and projecting your company's image are two vital steps in building and fostering positive business relationships. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Application of knowledge 26) After you have established credibility, you need to spend time convincing people that you are a trustworthy source of information. Answer: FALSE Explanation: When you do establish credibility, communication becomes much easier because you no longer have to spend time and energy convincing people that you are a trustworthy source of information and ideas. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Application of knowledge

27) Sincerity is best displayed when specific qualities that warrant praise are pointed out. Answer: TRUE Explanation: When you offer praise, don't use hyperbole, such as "You are the most fantastic employee I could ever imagine." Instead, point out specific qualities that warrant praise. Identifying specific attributes is more sincere than generalities. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Easy Classification: Concept AACSB: Application of knowledge 28) The interest and preferred communication style of your company takes precedence over your own views and personal communication style. Answer: TRUE Explanation: Most successful companies work hard to foster a specific public image, and your external communication efforts need to project that image. As part of this responsibility, the interests and preferred communication style of your company must take precedence over your own views and personal communication style. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Discuss the challenges and importance of business communications Difficulty: Moderate Classification: Application AACSB: Application of knowledge

29) Identify and discuss several ways to build, maintain or repair credibility. Answer: When you do establish credibility, communication becomes much easier because you no longer have to spend time and energy convincing people that you are a trustworthy source of information and ideas. To build, maintain, or repair your credibility, emphasize the following characteristics: • Honesty. Demonstrating honesty and integrity will earn you the respect of your audiences, even if they don't always agree with or welcome your messages. • Objectivity. Show that you can distance yourself from emotional situations and look at all sides of an issue. • Awareness of audience needs. Directly or indirectly, let your audience members know that you understand what's important to them. • Credentials, knowledge, and expertise. Audiences need to know that you have whatever it takes to back up your message, whether it's education, professional certification, special training, past successes, or simply the fact that you've done your research. • Endorsements. An endorsement is a statement on your behalf by someone who is accepted by your audience as an expert. • Performance. Demonstrating impressive communication skills is not enough; people need to know they can count on you to get the job done. • Confidence. Audiences need to know that you believe in yourself and your message. If you are convinced that your message is sound, you can state your case confidently, without sounding boastful or arrogant. • Sincerity. When you offer praise, don't use hyperbole, such as "You are the most fantastic employee I could ever imagine." Instead, point out specific qualities that warrant praise. Learning Obj.: LO 4.2: Explain how establishing your credibility and projecting your company's image are vital aspects of building strong relationships with your audience. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 30) The overall impression a message makes is called what? A) Active voice B) Style C) Intimacy D) Tone E) Sincerity Answer: D Explanation: D) Your style creates a certain tone, or overall impression, in your messages. The right tone depends on the nature of your message and your relationship with the reader. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

31) The words you choose and how you use those words helps to create what aspect of a communication? A) Active voice B) Style C) Intimacy D) Tone E) Sincerity Answer: B Explanation: B) Your communication style involves the choices you make to express yourself: the words you select, the manner in which you use those words in sentences, and the way you build paragraphs from individual sentences. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 32) In general, most business messages are written using what type of tone? A) Conversational B) Casual C) Abstract D) Formal E) Objective Answer: A Explanation: A) The conversational tone is used in most business communication–plain language that sounds businesslike without being stuffy at one extreme or too laid-back and informal at the other extreme. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

33) Which of the following is true regarding texting? A) Acronym-filled language is appropriate for coworkers. B) Casual, acronym-filled language is not appropriate on the job. C) Casual language is appropriate for internal messages. D) Text writing is a more efficient use of company time and resources. E) Casual, acronym language is only appropriate when communicating with a mobile device. Answer: B Explanation: B) The casual, acronym-filled language friends often use in text messaging, IM, and social networks is not considered professional business writing. Yes, it is an efficient way for friends to communicate—particularly taking into account the limitations of a phone keypad— but if you want to be taken seriously in business, you simply cannot write like this on the job. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 34) Which of the following is most likely to create a conversational tone in a business message? A) Text words B) Pompous language C) Plain language D) Intimacy E) Humor Answer: C Explanation: C) An important aspect of creating a conversational tone is using plain language (or plain English specifically when English is involved). Plain language presents information in a simple, unadorned style that allows your audience to easily grasp your meaning—language that recipients "can read, understand and act upon the first time they read it." In addition, plain language can make companies more productive and more profitable because people spend less time trying to figure out messages that are confusing or aren't written to meet their needs. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

35) Obscure word or phrases that are meant to impress others are generally considered what? A) Text language B) Passive language C) Humorous language D) Obsolete or pompous language E) Insincere language Answer: D Explanation: D) Most companies now shy away from such dated phrases as "attached please find" and "please be advised that." Similarly, avoid using obscure words, stale or clichéd expressions, and complicated sentences whose only intent is to impress others. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 36) Producing a document that allows the audience to easily grasp the meaning the first time they read it requires what type of language choices? A) Passive B) Pompous C) Active D) Sincere E) Plain Answer: E Explanation: E) Plain language presents information in a simple, unadorned style that allows your audience to easily grasp your meaning–language that recipients "can read, understand and act upon the first time they read it." You can see how this definition supports using the "you" attitude and shows respect for your audience. In addition, plain language can make companies more productive and more profitable because people spend less time trying to figure out messages that are confusing or aren't written to meet their needs. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

37) To make a communication more direct and easier to read, what writing style should be used? A) Active voice B) Passive voice C) Sincere language D) Obsolete language E) Plain language Answer: A Explanation: A) Using the active voice often makes your writing more direct, livelier, and easier to read. Passive voice is not wrong grammatically, but it can be cumbersome, lengthy, and vague. In most cases, the active voice is the better choice. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 38) When would a writer choose to use a passive voice? A) When placing blame or giving credit B) When creating an impersonal tone C) When there is a need for strong sentence structure D) When there is a need for writing that is direct and lively E) When there is a desire to make the writing easier to read Answer: B Explanation: B) Passive voice is not wrong grammatically, but it can be cumbersome, lengthy, and vague. In most cases, the active voice is the better choice. Nevertheless, using the passive voice can help you demonstrate the "you" attitude in some situations such as creating an impersonal tone in a message. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

39) When diplomacy is called for, what writing style would be most appropriate? A) Active voice B) Intimacy C) Passive voice D) Obsolete language E) Conversational tone Answer: C Explanation: C) Using the passive voice can help you demonstrate the "you" attitude in some situations such as creating an impersonal tone in a message. Using the passive voice is more diplomatic than the active voice. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 40) In general, the higher the message goes in the organization, the more formal the tone. Answer: TRUE Explanation: The tone of your business messages can range from informal to conversational to formal. If you're in a large organization and you're communicating with your superiors or with customers, the right tone will usually be more formal and respectful. However, that same tone might sound distant and cold in a small organization or if used with close colleagues. Part of the challenge of communicating on the job is to read each situation and figure out the appropriate tone to use. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 41) To create an objective tone, avoid personal pronouns. Answer: TRUE Explanation: Use a passive voice when you want to be diplomatic about pointing out a problem or an error, when you want to point out what's being done without taking or attributing either the credit or the blame, and when you want to avoid personal pronouns (I and we) in order to create an objective tone. Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Application AACSB: Application of knowledge

42) Discuss six methods a writer can use to create a conversational tone in a business message. Answer: A writer needs to understand the difference between texting and writing. The casual, acronym-filled language friends often use in text messaging, IM, and social networks is not considered professional business writing. Second, the writer should avoid dated and pompous language. Avoid using obscure words, stale or clichéd expressions, and complicated sentences whose only intent is to impress others. The writer should avoid preaching and bragging. If the obvious needs to be pointed out, it should be placed in the middle of the paragraph. Intimacy should be used carefully. Business messages should generally avoid intimacy, such as sharing personal details or adopting a casual, unprofessional tone. However, when you have a close relationship with audience members, such as among the members of a close-knit team, a more intimate tone is sometimes appropriate and even expected. Fifth, be careful with humor. Humor can easily backfire and divert attention from your message. Avoid humor in formal messages and when you're communicating across cultural boundaries. Lastly, use plain language. An important aspect of creating a conversational tone is using plain language (or plain English specifically when English is involved). Plain language presents information in a simple, unadorned style that allows your audience to easily grasp your meaning—language that recipients "can read, understand and act upon the first time they read it". Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication 43) Develop a scenario where a passive voice would be appropriate to use, identifying reasons for using the passive voice. Answer: The passive voice should be used with care. Using the active voice often makes your writing more direct, livelier, and easier to read. Passive voice is not wrong grammatically, but it can be cumbersome, lengthy, and vague. In most cases, the active voice is the better choice. Nevertheless, using the passive voice can help you demonstrate the "you" attitude in some situations, including when you want to be diplomatic about pointing out a problem or an error, when you want to point out what's being done without taking or attributing either the credit or the blame and when you want to avoid personal pronouns (I and we) in order to create an objective tone. There are several situations where a passive voice helps focus the message on the audience (for example—The shipment was lost; Seven engineers were recruited last month; The high rate of failures on the final assembly line is being investigated.). Learning Obj.: LO 4.3: Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Written and oral communication

44) When should you begin to compose the first draft of a business message? A) When subject matter is determined B) When audience is identified C) When research is complete D) When you have determined how to adapt to a specific audience E) As soon as the writing effort is assigned to you. Answer: D Explanation: D) After you have decided how to adapt to your audience, you're ready to begin composing your message. As you write your first draft, let your creativity flow. Don't try to draft and edit at the same time, and don't worry about getting everything perfect. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 45) Errors of grammar of usage may result in which of the following? A) An opportunity for a rewrite B) There are no consequences if the idea is well developed C) The need to impress the reader with other aspects of professionalism D) A better understanding of jargon and buzzwords E) The loss of credibility with the audience Answer: E Explanation: E) Starting at the word level, successful writers pay close attention to the correct use of words. If you make errors of grammar or usage, you lose credibility with your audience— even if your message is otherwise correct. Poor grammar suggests to readers that you lack professionalism, and they may choose not to trust you as an unprofessional source. Moreover, poor grammar may imply that you don't respect your audience enough to get things right. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

46) Words that are broad and encompass a category of ideas are called what? A) Abstract words B) Concrete words C) Clichés D) Buzzwords E) Denotative words Answer: A Explanation: A) An abstract word expresses a concept, quality, or characteristic. Abstractions are usually broad, encompassing a category of ideas, and are often intellectual, academic, or philosophical. Love, honor, progress, tradition, and beauty are abstractions, as are such important business concepts as productivity, quality, and motivation. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 47) To develop a strong business message, which word choices should be avoided? A) Jargon B) Abstractions C) Strong words D) Familiar words E) Buzzwords Answer: B Explanation: B) Abstractions tend to cause more trouble because they are often "fuzzy" and can be interpreted differently, depending on the audience and the circumstances. The best way to minimize such problems is to balance abstract terms with concrete ones. State the concept, and then pin it down with details expressed in more concrete terms. Save the abstractions for ideas that cannot be expressed any other way. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

48) Words that express thoughts clearly tend to be what types of words? A) Jargon B) Concrete words C) Strong, precise words D) Abstract words E) Nouns Answer: C Explanation: C) Choose strong, precise words. Choose words that express your thoughts clearly, specifically, and strongly. If you find yourself using many adjectives and adverbs, chances are you're trying to compensate for weak nouns and verbs. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 49) To aid the understanding on the part of the audience, what types of words should be used? A) Clichés B) Strong, precise words C) Familiar words D) Jargon E) Buzzwords Answer: C Explanation: C) You'll communicate best with words that are familiar to both you and your readers. Moreover, trying to use unfamiliar words can lead to embarrassing mistakes. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

50) Which of the following is a term or phrase associated with a cultural change? A) Abstract words B) Concrete words C) Clichés D) Buzzwords E) Jargon Answer: D Explanation: D) Buzzwords, newly coined terms often associated with technology, business, or cultural changes, are more difficult to handle than clichés because in small doses and in the right situations, they can be useful. The careful use of a buzzword can signal that you're an insider, someone in the know. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 51) Which of the following is a specialized language for a particular profession or industry? A) Abstract words B) Concrete words C) Clichés D) Buzzwords E) Jargon Answer: E Explanation: E) Jargon, the specialized language of a particular profession or industry, has a bad reputation, but it's not always bad. Using jargon is usually an efficient way to communicate within the specific groups that understand these terms. After all, that's how jargon develops in the first place, as people with similar interests develop ways to communicate complex ideas quickly. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

52) Words or phrases that are so common they have lost their power to communicate are called what? A) Abstract words B) Concrete words C) Clichés D) Buzzwords E) Jargon Answer: C Explanation: C) Although familiar words are generally the best choice, avoid clichés—terms and phrases so common that they have lost some of their power to communicate. Buzzwords, newly coined terms often associated with technology, business, or cultural changes, are more difficult to handle than clichés because in small doses and in the right situations, they can be useful. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 53) Which of the following are most open to interpretation by the audience, based on their experiences? A) Abstract words B) Concrete words C) Clichés D) Buzzwords E) Jargon Answer: A Explanation: A) Abstractions tend to cause more trouble because they are often "fuzzy" and can be interpreted differently, depending on the audience and the circumstances. The best way to minimize such problems is to balance abstract terms with concrete ones. State the concept, and then pin it down with details expressed in more concrete terms. Save the abstractions for ideas that cannot be expressed any other way. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

54) Poor grammar suggests to readers that you lack professionalism. Answer: TRUE Explanation: If you make errors of grammar or usage, you lose credibility with your audience— even if your message is otherwise correct. Poor grammar suggests to readers that you lack professionalism, and they may choose not to trust you as an unprofessional source. Moreover, poor grammar may imply that you don't respect your audience enough to get things right. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 55) All nouns used in a business message are concrete words. Answer: FALSE Explanation: The nouns in your business messages can vary dramatically in their degree of abstraction or concreteness. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 56) The specialized language of a particular profession or industry is known as clichés. Answer: FALSE Explanation: Jargon, the specialized language of a particular profession or industry, has a bad reputation, but it's not always bad. Using jargon is usually an efficient way to communicate within the specific groups that understand these terms. Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

57) Identify a list of 20 potentially weak words, phrases, clichés, buzzwords and jargon, and develop stronger, more meaningful alternatives for each. Answer: These are options identified in the text but many other options can be used as well. Potentially Weak Words and Phrases

Stronger Alternatives (effective usage depends on the situation) Accelerate, amplify, augment, enlarge, escalate, Increase (as a verb) expand, extend, magnify, multiply, soar, swell Curb, cut back, depreciate, dwindle, shrink, Decrease (as a verb) slacken Large, small (use a specific number, such as $100 million) Admirable, beneficial, desirable, flawless, Good pleasant, sound, superior, worthy Abysmal, corrupt, deficient, flawed, inadequate, Bad inferior, poor, substandard, worthless We are committed to providing . . . We provide . . . It is in our best interest to . . . We should . . . Unfamiliar Words Familiar Words Ascertain Find out, learn Consummate Close, bring about Peruse Read, study Circumvent Avoid Unequivocal Certain Clichés and Buzzwords Plain Language An uphill battle A challenge Writing on the wall Prediction Call the shots Lead Take by storm Attack Costs an arm and a leg Expensive A new ballgame Fresh start Fall through the cracks Be overlooked Think outside the box Be creative Run it up the flagpole Find out what people think about it Eat our own dog food Use our own products Mission-critical Vital Disintermediate Get rid of Green light (as a verb) Approve Architect (as a verb) Design Space (as in, "we compete in the XYZ space") Market or industry Blocking and tackling Basic skills Trying to boil the ocean Working frantically but without focus Human capital People, employees, workforce Tasks that are easy to complete or sales that are Low-hanging fruit easy to close Pushback Resistance 27 Copyright © 2016 Pearson Education, Inc.

Learning Obj.: LO 4.4: Describe how to select words that are not only correct but also effective. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 58) Which of the following is not a basic sentence structure? A) A passive sentence B) A simple sentence C) A compound sentence D) A complex sentence E) A compound-complex sentence Answer: A Explanation: A) Sentences come in four basic varieties: simple, compound, complex, and compound-complex. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 59) Which of the following has two main clauses and expresses two or more thoughts of equal importance? A) A passive sentence B) A simple sentence C) A compound sentence D) A complex sentence E) A compound-complex sentence Answer: C Explanation: C) A compound sentence has two main clauses that express two or more independent but related thoughts of equal importance, usually joined by and, or, or but. In effect, a compound sentence is a merger of two or more simple sentences (independent clauses) that are related. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

60) Which of the following has an independent clause and one or more subordinate thoughts? A) A passive sentence B) A simple sentence C) A compound sentence D) A complex sentence E) A compound-complex sentence Answer: D Explanation: D) A complex sentence expresses one main thought (the independent clause) and one or more subordinate thoughts (dependent clauses) related to it, often separated by a comma. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 61) Which of the following has two main clauses, at least one of which contains a subordinate clause? A) A passive sentence B) A simple sentence C) A compound sentence D) A complex sentence E) A compound-complex sentence Answer: E Explanation: E) A compound-complex sentence has two main clauses, at least one of which contains a subordinate clause. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

62) How many main clauses in a simple sentence? A) One B) Two C) Three D) Four E) Five Answer: A Explanation: A) A simple sentence has one main clause (a single subject and a single predicate), although it may be expanded by nouns and pronouns serving as objects of the action and by modifying phrases. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 63) Creating a document that uses primarily simple sentences will result in a document with which of the following attributes? A) Thoughts will be properly expressed. B) The writing will sound choppy. C) The sentence structure will be tiring to read. D) The document will be easy to understand and follow. E) The relationships between ideas will be easy to identify. Answer: B Explanation: B) Strive for variety and balance using all four sentence types. If you use too many simple sentences, you won't be able to properly express the relationships among your ideas, and your writing will sound choppy and abrupt. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

64) What can be done to draw attention to the important ideas in the document? A) Use compound-complex sentences. B) Use simple words to describe the idea. C) Give the important ideas more space. D) Use phrases in the writing such as "this is important." E) Place the noun(s) before the verb(s). Answer: C Explanation: C) In every message, some ideas are more important than others. You can emphasize key ideas through your sentence style. One obvious technique is to give important points the most space. When you want to call attention to a thought, use extra words to describe it. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 65) To downplay an idea, the writer should do what? A) Make the idea the subject of the sentence. B) Place the idea at the end of the sentence. C) Fill the sentence with multiple, contrasting ideas. D) Place the idea in the middle of the sentence. E) Devote more words to explaining the idea. Answer: D Explanation: D) If you want to emphasize the idea expressed in the dependent clause, put that clause at the end of the sentence (the most emphatic position) or at the beginning (the second most emphatic position). If you want to downplay the idea, position the dependent clause within the sentence. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

66) Which of the following is a complex sentence? A) Madrid has many museums and art galleries. B) The city is well known for its nightlife, and its cafes are popular with tourists and locals alike. C) Though bullfighting is censured by some, its popularity in Madrid continues unabated. D) Madrid is a historical and cultural center in Spain. E) The nightlife of Madrid is deservedly famous, but classical music still finds firm followers. Answer: C Explanation: C) A complex sentence has a main clause and a clause dependent to it. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style a ffects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 67) A simple sentence can be expanded by nouns and pronouns serving as objects of the action. Answer: TRUE Explanation: A simple sentence has one main clause (a single subject and a single predicate), although it may be expanded by nouns and pronouns serving as objects of the action and by modifying phrases. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 68) A writer should strive for variety and balance by using all four sentence types. Answer: TRUE Explanation: Strive for variety and balance using all four sentence types. If you use too many simple sentences, you won't be able to properly express the relationships among your ideas, and your writing will sound choppy and abrupt. At the other extreme, a long series of compound, complex, or compound-complex sentences can be tiring to read. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

69) A series of simple sentences can be tiring and confusing to read. Answer: FALSE Explanation: Strive for variety and balance using all four sentence types. If you use too many simple sentences, you won't be able to properly express the relationships among your ideas, and your writing will sound choppy and abrupt. At the other extreme, a long series of compound, complex, or compound-complex sentences can be tiring to read. Learning Obj.: LO 4.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 70) The sentence that introduces a topic in a paragraph is called what? A) Topic sentence B) Unifying sentence C) Coherency D) Support sentences E) Transitions Answer: A Explanation: A) Most effective paragraphs deal with a single topic, and the sentence that introduces that topic is called the topic sentence. This sentence, usually the first one in the paragraph, gives readers a summary of the general idea that will be covered in the rest of the paragraph. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 71) When a topic needs to be explained or expanded, what can be used? A) Follow up paragraphs B) Support sentences C) Compound-complex sentences D) Transitions E) Unifying sentences Answer: B Explanation: B) In most paragraphs, the topic sentence needs to be explained, justified, or extended with one or more support sentences. These sentences must be related to the topic and provide examples, evidence, and clarification. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 33 Copyright © 2016 Pearson Education, Inc.

72) Which of the following sentence types tends to be the most specifically related to the subject? A) Topic sentences B) Support sentences C) Simple sentences D) Transitional sentences E) Unifying sentences Answer: B Explanation: B) Support sentences are all more specific than the topic sentence. Each one provides another piece of evidence to demonstrate the general truth of the main thought. Also, each sentence is clearly related to the general idea being developed, which gives the paragraph its unity. A paragraph is well developed when it contains enough information to make the topic sentence convincing and interesting and doesn't contain any unneeded or unrelated sentences. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 73) To relate one thought to another, what writing technique should be used? A) Topic sentences B) Unified paragraphs C) Transitions D) Complex sentences E) Bullet points Answer: C Explanation: C) Transitions connect ideas by showing how one thought is related to another. They also help alert the reader to what lies ahead so that shifts and changes don't cause confusion. In addition to helping readers understand the connections you're trying to make, transitions give your writing a smooth, even flow. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

74) Which of the following is the least effective way to incorporate a transition? A) Use words that are frequently paired. B) Echo a word or phrase from a previous paragraph. C) Use a pronoun that refers to a precious noun. D) Begin a new paragraph. E) Use connecting words. Answer: D Explanation: D) Depending on the specific need within a document, transitional elements can range in length from a single word to an entire paragraph or more. You can establish transitions in a variety of ways including using connecting words echoing a word or phrase from previous paragraphs, use a pronoun that refers to a noun used previously, used words that are frequently paired. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 75) Words such as "similarly", "likewise" and "still" indicates what type of transition? A) Additional detail B) Comparison C) Cause and effect D) Illustration E) Condition Answer: B Explanation: B) Some transitions serve as mood changers, alerting the reader to a change in mood from the previous material. Comparison is shown with words such as similarly, here again, likewise, in comparison, still. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

76) When showing how a general idea is broken into specific categories, how should a paragraph be developed? A) Using problem and solution B) Using classification C) Using cause and effect D) Using comparison or contrast E) Using illustration Answer: B Explanation: B) A paragraph that shows how a general idea is broken into specific categories uses the technique of classification. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 77) What technique for paragraph development focuses on the reasons for something? A) Problem and solution B) Classification C) Cause and effect D) Comparison or contrast E) Illustration Answer: C Explanation: C) A paragraph that focuses on the reasons for something illustrates the cause and the effect of that cause. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

78) Which of the following is an advantage of using transitions? A) Transitions allow for simple sentences. B) Transitions represent common ties in unrelated thoughts together. C) Transitions allow the reader to follow point by point. D) Transitions result in unified paragraphs. E) Transitions make the writing more believable and professional. Answer: C Explanation: C) Consider using a transition whenever it might help the reader understand your ideas and follow you from point to point. You can use transitions inside paragraphs to tie together related points and between paragraphs to ease the shift from one distinct thought to another. In longer reports, a transition that links major sections or chapters is often a complete paragraph that serves as a summary of the ideas presented in the section just ending and/or as a mini-introduction to the next section. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking 79) A transition that indicates a time sequence would use which of the following choices? A) That is, as I mentioned earlier B) After, when, meanwhile C) In this case, for instance D) Yet, conversely, nevertheless E) Because, accordingly, as a result Answer: B Explanation: B) A time sequence can be expressed by words such as formerly, after, when, meanwhile, sometimes. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Challenging Classification: Application AACSB: Application of knowledge

80) A paragraph that uses examples or demonstrates a main idea uses what technique for paragraph development? A) Illustration B) Comparison or contrast C) Cause and effect D) Classification E) Problem and solution Answer: A Explanation: A) An illustration is a story or example that supports the general idea of the paragraph. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Application AACSB: Application of knowledge 81) Unified paragraphs present ideas in a logically connected way. Answer: TRUE Explanation: Paragraphs organize sentences related to the same general topic. Readers expect every paragraph to be unified–focusing on a single topic–and coherent–presenting ideas in a logically connected way. By carefully arranging the elements of each paragraph, you help your readers grasp the main idea of your document and understand how the specific pieces of support material back up that idea. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 82) Transitions can be developed using illustration, cause and effect or problem and solution. Answer: TRUE Explanation: Transitions connect ideas by showing how one thought is related to another. They also help alert the reader to what lies ahead so that shifts and changes don't cause confusion. In addition to helping readers understand the connections you're trying to make, transitions give your writing a smooth, even flow. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

83) A well written paragraph will contain a variety of ideas. Answer: TRUE Explanation: Most effective paragraphs deal with a single topic, and the sentence that introduces that topic is called the topic sentence. This sentence, usually the first one in the paragraph, gives readers a summary of the general idea that will be covered in the rest of the paragraph. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 84) Discuss key elements to consider when organizing a coherent paragraph. Answer: Paragraphs organize sentences related to the same general topic. Readers expect every paragraph to be unified–focusing on a single topic–and coherent–presenting ideas in a logically connected way. By carefully arranging the elements of each paragraph, you help your readers grasp the main idea of your document and understand how the specific pieces of support material back up that idea. Well organized paragraphs start with a topic sentence followed by support sentences. New ideas get new paragraphs that may be connected with transitions. Paragraphs can be then developed using illustration, comparison/contrast, cause/effect, classification and problem/solution. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge 85) Identify the five ways to develop paragraphs and discuss when each method would be most beneficial. Answer: Paragraphs can be developed using illustration which would give examples that demonstrate the general idea of the paragraph. They can also be developed using comparison and contrast. This method uses similarities or differences to develop the topic. The third method of paragraph development is cause and effect, which focuses on the reasons for something. Fourth, classification shows how a general idea is broken into specific categories. Finally, using the problem and solution technique allows the writer to present a problem and then discuss the solution. Learning Obj.: LO 4.6: Define the three key elements of a paragraph and list five ways to develop coherent paragraphs. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

86) Which of the following will not improve readability of a message on a mobile device? A) Linear organization B) Only including priority information C) More detailed levels of information D) Shorter subject lines E) Shorter paragraphs Answer: C Explanation: C) Mobile users often lack the patience or opportunity to read lengthy messages or documents, so keep it short. In some cases, this could require you to write two documents, a shorter executive summary for mobile use and a longer supporting document that readers can access with their PCs if they want more details. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 87) Using linear organization in writing allows which of the following benefits to readers on mobile devices? A) Information flows from top to bottom to simplify reading. B) The most important information is first followed by addition layers of detail. C) An executive summary is offered with more detail available on a PC. D) Embedded links to additional information if desired E) Less intimidating paragraphs Answer: A Explanation: A) With small mobile device screens, a complicated organization requires readers to zoom in and out and pan around to see all these elements at readable text sizes. This makes reading slower and raises the odds that readers will get disoriented and lose the thread of the message because they can't see the big picture. To simplify reading, organize with a linear flow from the top to the bottom of the message or article. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

88) Using an inverted pyramid allows a writer to take advantage of what mobile message writing technique? A) Using linear organization B) Prioritizing information C) Writing shorter and more-focused documents D) Using shorter subject lines E) Using shorter paragraphs Answer: B Explanation: B) Prioritize the information based on what you know about their needs and put that information first. Use the inverted pyramid style favored by journalists, in which you reveal the most important information briefly at first and then provide successive layers of detail that readers can consume if they want. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 89) When writing for mobile devices, what arrangement of ideas is easier for the audience? A) Passive B) Active C) Direct D) Cause and effect E) Indirect Answer: C Explanation: C) Prioritize the information based on what you know about their needs and put that information first. Use the inverted pyramid style favored by journalists, in which you reveal the most important information briefly at first and then provide successive layers of detail that readers can consume if they want. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

90) Identifying the most important information first then providing successive layers of support is referred to as what? A) Linear organization B) Inverted pyramid C) Executive summary D) Micro rests E) Indirect approach Answer: B Explanation: B) Use the inverted pyramid style favored by journalists, in which you reveal the most important information briefly at first and then provide successive layers of detail that readers can consume if they want. Note that you may need to avoid using the indirect approach if your message is complicated, because it will be more difficult to readers to follow your chain of reasoning. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 91) When the writer needs to create a lengthy message they know will be read on the mobile device, which of the following will be most effective for the audience? A) Linear organization B) Inverted pyramid C) Executive summary D) Micro rests E) Indirect approach Answer: C Explanation: C) Mobile users often lack the patience or opportunity to read lengthy messages or documents, so keep it short. In some cases, this could require you to write two documents, a shorter executive summary for mobile use and a longer supporting document that readers can access with their PCs if they want more details. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Application of knowledge

92) Which of the following best describes the subject line for a document that will be read on a mobile device? A) Unnecessary B) Shorter C) More detailed D) Needed only when the audience isn't expecting the communication E) Needed only if the audience does not know the sender Answer: B Explanation: B) Mobile devices, particularly phones, can't display as many characters in a single line of text as the typical computer screen can. A good rule of thumb is to keep subject lines and headlines to around 25 characters. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Application of knowledge 93) Which of the following best describes a micro rest? A) A short document with more extensive information available on a PC B) A document with short paragraphs C) A document with embedded links to detailed information D) A document that uses an inverted pyramid format E) A document that is sent using an instant messaging function Answer: B Explanation: B) Shorter paragraphs are less intimidating and let readers take frequent "micro rests" as they move through a document. Because far less text is displayed at once on a mobile screen, keep paragraphs as short as possible so readers don't have to swipe through screen after screen before getting to paragraph breaks. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

94) On average, how many characters should be in the subject line when using a mobile device? A) None B) Less than 10 C) 10 to 20 D) 25 E) As many as needed to attract the interest of the audience Answer: D Explanation: D) A good rule of thumb is to keep subject lines and headlines to around 25 characters. This doesn't give you much text to work with, so make every word count and make sure you start with the key words so readers can instantly see what the subject line or heading is about. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 95) When writing for a mobile device, how should paragraph length be adjusted? A) There is no need for adjustment—the audience can swipe through screens as needed. B) There is no need for adjustment—the audience can view the document later on a PC, if desired. C) Paragraphs should be used sparingly—bullet points are easier to read and identify on a mobile device. D) Paragraphs should be shorter—the audience should not have to swipe through screens to find the end of the paragraph. E) Paragraphs should be longer—each paragraph must contain enough detail for the audience to fully understand the message. Answer: D Explanation: D) In addition to structuring a message according to discrete blocks of information, paragraphs have a visual role in written communication as well. Shorter paragraphs are less intimidating and let readers take frequent "micro rests" as they move through a document. Because far less text is displayed at once on a mobile screen, keep paragraphs as short as possible so readers don't have to swipe through screen after screen before getting to paragraph breaks. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Application of knowledge

96) When writing for mobile devices, the design and layout of the message should be modified. Answer: TRUE Explanation: One obvious adaptation to make for audiences using mobile devices is to modify the design and layout of your messages to fit smaller screen sizes and different user interface features. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 97) Because of the small screen size, messages designed to be read on mobile devices should include specific and detailed information. Answer: FALSE Explanation: Mobile users often lack the patience or opportunity to read lengthy messages or documents, so keep it short. In some cases, this could require you to write two documents, a shorter executive summary for mobile use and a longer supporting document that readers can access with their PCs if they want more details. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 98) Discuss changes to the format of a communication when the writer knows the communication will be read on a mobile device. Answer: Because readers cannot see multiple screens at one time, or easily move around to different areas of the document, linear organization should be used. With small mobile device screens, a complicated organization requires readers to zoom in and out and pan around to see all these elements at readable text sizes. The lack of linear organization makes reading slower, and raises the odds that readers will get disoriented and lose the thread of the message because they can't see the big picture. To simplify reading, organize with a linear flow from the top to the bottom of the message or article. Information should be prioritized with the use of the inverted pyramid, in which you reveal the most important information briefly at first and then provide successive layers of detail that readers can consume if they want. Mobile users often lack the patience or opportunity to read lengthy messages or documents, so keep it short. In some cases, this could require you to write two documents, a shorter executive summary for mobile use and a longer supporting document that readers can access with their PCs if they want more details, allowing for a shorter and more-focused message on the mobile device. Subject lines and headings should be kept to around 25 characters to keep the information from taking up multiple lines. Finally, short paragraphs will allow for micro rests in the reading process. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Application of knowledge 45 Copyright © 2016 Pearson Education, Inc.

99) Discuss why micro-rests are important when creating a document for a mobile device. Answer: Small screens make it difficult for readers to scan the page to find the information they want most. Readers can quickly get disoriented and lose the thread of the message because they can't see the big picture. Additionally, mobile devices, particularly phones, can't display as many characters in a single line of text as the typical computer screen can. Reading is more difficult on small screens, and consequently users' ability to comprehend what they read on mobile devices is lower than it is on larger screens. Short, specific blocks of information are less intimidating and allow the reader to take "micro rests". Micro rests give the reader a few seconds to comprehend the information they just read. The rests also allow the eyes to take a break, and allow for greater focus and comprehension as the reading continues. Micro rests also minimize the need to swipe to new screens. Short and meaningful paragraphs that are visually appealing and that are designed to help readability will make the communication as easy to read as possible. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Synthesis AACSB: Analytical Thinking 100) Discuss how topic sentences, headings and subheadings can be used in a blog. Answer: Like any other document with heading and subheadings, subheadings in a blog allow the reader to more easily move through the document, or identify individual aspects of the document they may be most interested in. The post title or headline can serve as the topic sentence for the entire article. The subheadings in the article are often complete sentences with implied subjects and convey the key message of each paragraph that follows. Each paragraph before the subheading expands on the topic expressed in its subheading, offering examples and more detailed information. Learning Obj.: LO 4.7: List five techniques for writing effective messages for mobile readers. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Synthesis AACSB: Analytical Thinking

Business Communication Essentials, 7e (Bovee/Thill) Chapter 5 Completing Business Messages 1) When proofreading, which of the following should be accomplished on the first round of proofreading? A) Spelling and grammar B) Overall tone C) Ensuring overall goals are accomplished D) Clarity E) Conciseness Answer: C Explanation: C) Start with the "big picture," making sure that the document accomplishes your overall goals, before moving to finer points such as readability, clarity, and conciseness. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 2) Which of the following can help determine the scope of the revision process? A) The medium and nature of the message B) The audience and the medium used C) The audience and the nature of the message D) Available time and skill level E) Available time and location of the audience Answer: A Explanation: A) The scope of the revision task can vary somewhat, depending on the medium and the nature of your message. For informal messages to internal audiences, particularly when using short-message tools such as IM and email, the revision process is often as simple as quickly looking over your message to correct any mistakes before sending or posting it. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

3) When revising for digital formats, what should receive special attention during the revision process? A) Audience needs B) Audience location C) Headings and subheading D) Spelling, grammar and clarity E) Use of compatible technology Answer: D Explanation: D) Don't fall into the common trap of thinking you don't need to worry about grammar, spelling, clarity, and other fundamentals of good writing when you use digital formats. These qualities can be especially important with digital, particularly if these messages are the only contact your audience has with you. Poor-quality messages create an impression of poorquality thinking, and even minor errors can cause confusion, frustration, and costly delays. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 4) After proofreading to ensure overall goals are accomplished, what should the second round of proofreading consider? A) Deadlines B) Spelling and grammar C) Overall tone D) Audience location E) Clarity and conciseness Answer: E Explanation: E) Particularly with important messages, try to plan your work schedule so that you can put your first draft aside for a day or two before you begin the revision process. Start with the "big picture," making sure that the document accomplishes your overall goals, before moving to finer points such as readability, clarity, and conciseness. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

5) When evaluating the content of the message, what should the proofreader consider? A) Who will actually read the message B) That the message is accurate, relevant and complete based on audience needs C) That the message contains all the major ideas the writer wanted to include D) Spelling and grammar are correct E) First impression of the document for the audience Answer: B Explanation: B) When you begin the revision process, focus on content, organization, and tone. Today's time-pressed readers want messages that convey important content clearly and quickly. To evaluate the content of your message, make sure it is accurate, relevant to the audience's needs, and complete. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 6) When evaluating the organization of the message, which of the following is least important? A) All points are covered and in a logical and convincing order. B) The most important ideas have the most emphasis. C) Points are not repeated unnecessarily. D) Details are grouped in a logical manner. E) The message is accurate and relevant based on the reader's needs. Answer: E Explanation: E) When you are satisfied with the basic content of your message, review its organization to ensure all your points covered in the most logical and convincing order, the most important ideas receive the most space and greatest emphasis, points are not repeated unnecessarily and details are grouped together logically. Accuracy and relevance should be considered when evaluating for content. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge

7) When evaluating a message to ensure the writing is formal enough to meet the audience's expectations, what should be considered? A) Content B) Organization C) Tone D) Clarity E) Details Answer: C Explanation: C) Consider whether you have achieved the right tone for your audience. Is your writing formal enough to meet the audience's expectations without being too formal or academic? Is it too casual for a serious subject? Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 8) Which section(s) of a message have the greatest impact on the audience? A) Visual aids B) Beginning and end C) First appearance D) Headings and subheading E) Subject line Answer: B Explanation: B) Spend a few extra moments on the beginning and end of your message; these sections usually have the greatest impact on the audience. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

9) When editing the work of someone else, which of the following will have the least influence on the document? A) Target audience B) Purpose of the document C) The editors writing style D) Conciseness of the document E) Organization of the document Answer: C Explanation: C) Unless you've specifically been asked to rewrite something in your own style, keep in mind that your job is to help the other writer succeed at his or her task, not to impose your writing style. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 10) When evaluating the writing of someone else, what must be considered that one does not typically consider when editing their own work? A) Informational needs of the audience B) "You" attitude C) Readability D) Conciseness of the writing E) Intent of the writer Answer: E Explanation: E) Before you dive into someone else's work, recognize the dual responsibility that you have. First, unless you've specifically been asked to rewrite something in your own style, keep in mind that your job is to help the other writer succeed at his or her task, not to impose your writing style. Second, make sure you understand the writer's intent before you begin suggesting or making changes. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

11) When working on revisions for someone else's work, what should happen to the writing style? A) The writing style should reflect the person working on the revision. B) The writing style should reflect the original writer. C) The writing style should conform to the needs of the audience. D) The writing style should be a new style that incorporates the styles of the original writer and the person making revisions. E) The writing style should be dictated by the message in the document. Answer: B Explanation: B) Before you dive into someone else's work, recognize the dual responsibility that you have. First, unless you've specifically been asked to rewrite something in your own style, keep in mind that your job is to help the other writer succeed at his or her task, not to impose your writing style. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 12) Which of the following is true when determining the correct tone for a document? A) The tone should meet the audience's expectations. B) The tone should be based on the writers relationship with the audience. C) The tone should reflect the personality of the writer. D) The tone should be academic. E) The tone should be formal. Answer: A Explanation: A) Consider whether you have achieved the right tone for your audience. Your writing should be formal enough to meet the audience's expectations without being too formal or academic. Consider whether it is too casual for a serious subject. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 13) The secret to simplicity in a business communication is revision. Answer: TRUE Explanation: The secret to simplicity is careful revision—transforming a rambling, unfocused message into a lively, direct message that gets attention and spurs action. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 6 Copyright © 2016 Pearson Education, Inc.

14) When beginning the process of proofreading, it is best to start as soon as the document is complete and the information is fresh in the writer's mind. Answer: FALSE Explanation: Particularly with important messages, try to plan your work schedule so that you can put your first draft aside for a day or two before you begin the revision process. Doing so will allow you to approach the material with a fresh eye. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 15) When editing someone else's work, it is important to understand the writer's intent before suggesting changes. Answer: TRUE Explanation: Before you dive into someone else's work, recognize the dual responsibility that you have. First, unless you've specifically been asked to rewrite something in your own style, keep in mind that your job is to help the other writer succeed at his or her task, not to impose your writing style. Second, make sure you understand the writer's intent before you begin suggesting or making changes. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

16) Discuss the role of proofreading, grammar, spelling, clarity and other fundamentals of good writing in a document, including digital documents. Answer: Successful communicators recognize that the first draft is rarely as tight, clear, and compelling as it needs to be. Careful revision improves the effectiveness of your messages and sends a strong signal to your readers that you respect their time and care about their opinions. Grammar, clarity and other qualities can be especially important with digital, particularly if these messages are the only contact your audience has with you. First, poor-quality messages create an impression of poor-quality thinking, and even minor errors can cause confusion, frustration, and costly delays. Second, assume that anything you write for digital channels will be stored forever and could be distributed far beyond your original audience. Don't join the business professionals who have seen ill-considered or poorly written messages wind up in the news media or as evidence in lawsuits or criminal cases. The secret to simplicity is careful revision—transforming a rambling, unfocused message into a lively, direct message that gets attention and spurs action. Learning Obj.: LO 5.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 17) After proofreading for content, organization and tone of the message, what should be the next step in the proofreading process? A) Proofreading to ensure the document meets the needs of the audience B) Proofreading for tone C) Proofreading to improve readability D) Proofreading to read for spelling and grammar E) Proofreading for overall feel of the document Answer: C Explanation: C) After confirming the content, organization, and tone of your message, make a second pass to improve readability. Most professionals are inundated with more reading material than they can ever hope to consume, and they'll appreciate your efforts to make your documents easier to read–and easier to skim for the highlights when they don't have time to read in depth. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

18) Making it easier for the audience to skim a message for highlights is done by improving what? A) Conciseness B) Clarity C) Tone D) Readability E) Headings Answer: D Explanation: D) Most professionals are inundated with more reading material than they can ever hope to consume, and they'll appreciate your efforts to make your documents easier to read–and easier to skim for the highlights when they don't have time to read in depth. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 19) Which of the following is not a method for improving readability? A) Using meaningful subject lines B) Varying sentence length C) Using short paragraphs D) Include lists and bullets E) Use effective headings and subheadings Answer: A Explanation: A) Four powerful techniques for improving readability are varying sentence length, using shorter paragraphs, replacing narrative with lists, and adding effective headings and subheadings. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

20) Which of the following is an advantage to using short sentences? A) Short sentences can be processed quickly. B) Short sentences are useful for showing relationships among ideas. C) Short sentences are best in showing complex ideas. D) Short sentences are best when listing a number of related points. E) Short sentences are useful when summarizing information. Answer: A Explanation: A) Short sentences can be processed quickly and are easier for nonnative speakers and translators to interpret. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 21) Which of the following is an advantage to using sentences that are 15 to 25 words long? A) Medium length sentences can be processed quickly. B) Medium length sentences are useful for showing relationships among ideas. C) Medium length sentences are best in showing complex ideas. D) Medium length sentences are best when listing a number of related points. E) Medium length sentences are useful when summarizing information. Answer: B Explanation: B) Short sentences can be processed quickly and are easier for nonnative speakers and translators to interpret. Medium-length sentences are useful for showing the relationships among ideas. Long sentences are often the best way to convey complex ideas, to list a number of related points, or to summarize or preview information. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

22) Which of the following would work best to summarize or preview information? A) Short sentences B) Medium length sentences C) Long sentences D) Heading E) Bullet points Answer: C Explanation: C) Long sentences are often the best way to convey complex ideas, to list a number of related points, or to summarize or preview information. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 23) Which of the following is a disadvantage of using too many short sentences? A) Short sentences can lack punch. B) Short sentences can lack informative power. C) Short sentences are harder to understand. D) Short sentences are harder to skim for key points. E) Short sentences make writing feel disconnected. Answer: E Explanation: E) Too many short sentences in a row can make your writing feel choppy and disconnected. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

24) Which of the following is a disadvantage of using too many sentences of 15-25 words in length? A) Sentences this length can lack punch. B) Sentences this length can lack informative power. C) Sentences this length are harder to understand. D) Sentences this length are harder to skim for key points. E) Sentences this length make writing feel disconnected. Answer: A Explanation: A) Medium sentences, those that are 15-25 words in length, can lack the punch of short sentences and the informative power of longer sentences. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 25) Which of the following is true regarding short paragraphs? A) Paragraphs should be between 100 and 300 words. B) Short paragraphs are easier to read than long ones. C) Short paragraphs look unprofessional and choppy. D) Short paragraphs do not need transitions E) Short paragraphs provide a smooth flow of information. Answer: B Explanation: B) Large blocks of text can be visually daunting, particularly on screen, so keep your paragraphs as short as possible. Unless you break up your thoughts somehow, you'll end up with lengthy paragraphs that will intimidate even the most dedicated reader. Short paragraphs, roughly 100 words or fewer (this paragraph has 78 words), are easier to read than long ones, and they make your writing look inviting. You can also emphasize ideas by isolating them in short, forceful paragraphs. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

26) Which of the following is least helpful when improving readability? A) Adding effective headings B) Varying sentence length C) Using shorter paragraphs D) Conducting an audience analysis E) Replacing narrative with lists Answer: D Explanation: D) Four powerful techniques for improving readability are varying sentence length, using shorter paragraphs, replacing narrative with lists, and adding effective headings and subheadings. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 27) Using one-sentence paragraphs allows what advantages? A) One-sentence paragraphs make the writing look inviting B) One-sentence paragraphs can isolate individual ideas C) One-sentence paragraphs can add emphasis to an important concept D) One-sentence paragraphs can be used to transition topics E) One-sentence paragraphs can be used in lists Answer: C Explanation: C) Use one-sentence paragraphs only occasionally and only for emphasis. Also, if you need to divide a subject into several pieces in order to keep paragraphs short, use transitions to help your readers keep the ideas connected. Too many one-sentence paragraphs look choppy and incomplete. One-sentence paragraphs are different than lists. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

28) Which of the following is least effective when creating lists? A) A sequence of ideas B) Listing key points C) Using the list to simplify complex subjects D) Using numbers instead of bullets E) Parallelism Answer: D Explanation: D) When creating a list, you can separate items with numbers, letters, or bullets (any kind of graphical element that precedes each item). However, bullets are generally preferred over numbers, unless the list is in some logical sequence or ranking or specific list items will be referred to later. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 29) Using a list can be more effective than conventional sentences and paragraphs because lists allow the writer to do what? A) Slow down the reading process B) Minimize the impact of controversial information C) Require careful review of key points D) Increase the depth of the document E) Simplify complex subjects Answer: E Explanation: E) Lists can show the sequence of your ideas, heighten their impact visually, and increase the likelihood that readers will find your key points. In addition, lists help simplify complex subjects, highlight the main points, enable skimming, and give readers a visual break. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

30) Which of the following tells the reader about the content of the section that follows? A) Heading B) Subheading C) Major heading D) Descriptive heading E) Informative heading Answer: A Explanation: A) A heading is a brief title that tells readers about the content of the section that follows. They show readers at a glance how the material is organized, they call attention to important points, and they highlight connections and transitions between ideas. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 31) Which of the following indicates subsections within a major section of a document? A) Heading B) Subheading C) Major heading D) Descriptive heading E) Informative heading Answer: B Explanation: B) Subheadings indicate subsections within a major section; complex documents may have several levels of subheadings. Headings and subheadings help in three important ways: They show readers at a glance how the material is organized, they call attention to important points, and they highlight connections and transitions between ideas. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

32) Which of the following identifies subject matter without suggesting anything more? A) Heading B) Subheading C) Major heading D) Descriptive heading E) Informative heading Answer: D Explanation: D) Descriptive headings, such as "Cost Considerations," simply identify a topic without suggesting anything more. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 33) Which of the following gives the reader some context and may point to a conclusion offered in the section? A) Heading B) Subheading C) Major heading D) Descriptive heading E) Informative heading Answer: E Explanation: E) Informative headings, such as "Redesigning Material Flow to Cut Production Costs," give the reader some context and may point toward any conclusions or recommendations that you offer in the section. Well-written informative headings are self-contained, which means readers can skim just the headings and subheadings and understand them without reading the rest of the document. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

34) In order to improve readability, what should be avoided? A) Keeping sentences uniform in length B) Using bullets to organize information C) Writing short paragraphs D) Using lists to clarify points E) Adding headings and subheadings Answer: A Explanation: A) Varying sentence length is a good way to maintain reader interest and control the emphasis given to major and minor points. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 35) Informative headings give the reader context and may point to a conclusion or recommendation. Answer: TRUE Explanation: Informative headings, such as "Redesigning Material Flow to Cut Production Costs," give the reader some context and may point toward any conclusions or recommendations that you offer in the section. Well-written informative headings are self-contained, which means readers can skim just the headings and subheadings and understand them without reading the rest of the document. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 36) A well written heading allows the reader to understand the heading without reading the support material. Answer: TRUE Explanation: Well-written informative headings are self-contained, which means readers can skim just the headings and subheadings and understand them without reading the rest of the document. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

37) Long paragraphs are generally more effective than lists. Answer: FALSE Explanation: In some instances, a list can be more effective than conventional sentences and paragraphs. Lists can show the sequence of your ideas, heighten their impact visually, and increase the likelihood that readers will find your key points. In addition, lists help simplify complex subjects, highlight the main points, enable skimming, and give readers a visual break. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 38) Discuss the advantage and disadvantages of short, medium and long sentences. Answer: Varying sentence length is a good way to maintain reader interest and control the emphasis given to major and minor points. Look for ways to combine a mixture of sentences that are short (up to 15 words or so), medium (15-25 words), and long (more than 25 words). Each sentence length has advantages. Short sentences can be processed quickly and are easier for nonnative speakers and translators to interpret. Medium-length sentences are useful for showing the relationships among ideas. Long sentences are often the best way to convey complex ideas, to list a number of related points, or to summarize or preview information. Of course, each sentence length has disadvantages as well. Too many short sentences in a row can make your writing feel choppy and disconnected. Medium sentences can lack the punch of short sentences and the informative power of longer sentences. Long sentences are usually harder to understand than short sentences because they are packed with information; they also harder to skim when readers are just looking for key points in a hurry. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

39) Discuss four techniques to improve the readability of a message. Answer: Four powerful techniques for improving readability are varying sentence length, using shorter paragraphs, replacing narrative with lists, and adding effective headings and subheadings. Varying sentence length is a good way to maintain reader interest and control the emphasis given to major and minor points. Look for ways to combine a mixture of sentences that are short (up to 15 words or so), medium (15-25 words), and long (more than 25 words). Large blocks of text can be visually daunting, particularly on screen, so keep your paragraphs as short as possible. Unless you break up your thoughts somehow, you'll end up with lengthy paragraphs that will intimidate even the most dedicated reader. Short paragraphs, roughly 100 words or fewer (this paragraph has 78 words), are easier to read than long ones, and they make your writing look inviting. In some instances, a list can be more effective than conventional sentences and paragraphs. Lists can show the sequence of your ideas, heighten their impact visually, and increase the likelihood that readers will find your key points. In addition, lists help simplify complex subjects, highlight the main points, enable skimming, and give readers a visual break. Headings and subheadings help in three important ways: They show readers at a glance how the material is organized, they call attention to important points, and they highlight connections and transitions between ideas. Learning Obj.: LO 5.2: List four techniques you can use to improve the readability of your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication 40) Which of the following is true for writing concise sentences? A) All relative pronouns should be eliminated from sentences to minimize confusion. B) Using infinitives to replace phrases is grammatically incorrect. C) Longer words usually make a sentence easier to read and understand. D) Double modifiers are easy to understand and make a sentence more concise. E) The subject and predicate of a sentence should be placed as close together as possible. Answer: E Explanation: E) The subject and predicate of a sentence should be placed as close together as possible so that readers don't have to read the sentence twice to figure out who did what. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

41) Which of the following is the most effective way to shorten a sentence? A) Avoid redundancies B) Avoid using commas C) Use the passive voice instead of the active D) Use camouflaged verbs E) Use hedging sentences Answer: A Explanation: A) In some word combinations, the words tend to say the same thing. Eliminate the redundant word(s). Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 42) What is the goal when editing for clarity? A) Ensuring parallelism B) Ensuring readers understand the intended meaning after reading a sentence once C) There is a variety of sentence lengths D) The most important ideas have the most room E) Narratives are replaced with lists wherever possible Answer: B Explanation: B) Make sure that every sentence conveys the meaning you intend and that readers can extract your intended meaning without needing to read the sentence more than once. To ensure clarity, look closely at your paragraph organization, sentence structure, and word choices. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

43) When editing for clarity, what aspects of the writing should be carefully considered? A) The type(s) of headings used B) Whether lists use bullets or numbers, and are parallel in nature C) The length of paragraphs, and the inclusion of paragraphs with various lengths D) The content, organization and tone of the message are as professional as possible E) The message is as clear and concise as possible Answer: E Explanation: E) After you've reviewed and revised your message for readability, your next step is to make sure your message is as clear and as concise as possible. To ensure clarity, look closely at your paragraph organization, sentence structure, and word choices. Can readers make sense of the related sentences in a paragraph? Is the meaning of each sentence easy to grasp? Is every word clear and unambiguous? Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 44) When imposing parallelism in writing, what should a writer pay special attention to? A) Making definitive statements about a topic B) Expressing similar ideas with the same grammatical structure C) Breaking up overly long sentences D) Modifying nouns and verbs with modifiers E) Keeping the subject and predicate of a sentence as close together as possible Answer: B Explanation: B) Making your writing parallel means expressing two or more similar ideas using the same grammatical structure. Doing so helps your audience understand that the ideas are related, are of similar importance, and are on the same level of generality. Parallel patterns are also easier to read. You can impose parallelism by repeating a pattern in words, phrases, clauses, or entire sentences. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

45) Breaking up long sentences is an example of what type of proofreading? A) Revising for clarity B) Revising for conciseness C) Revising for tone D) Revising for organization E) Revising for readability Answer: B Explanation: B) When revising for conciseness, make sure every sentence conveys the meaning you intend and that readers can extract your intended meaning without needing to read the sentence more than once. If you find yourself stuck in a long sentence, you're probably trying to make the sentence do more than it can reasonably do, such as expressing two dissimilar thoughts or peppering the reader with too many pieces of supporting evidence at once. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Application AACSB: Application of knowledge 46) A hedge sentence avoids what type of writing issue? A) Overly long sentences B) Parallelism C) Absolute or definitive statements D) Dangling modifiers E) Long noun sequences Answer: C Explanation: C) Hedging means pulling back from making an absolutely certain, definitive statement about a topic. Granted, sometimes you have to write "may" or "seems" to avoid stating a judgment as a fact. However, when you hedge too often or without good reason, you come across as being unsure of what you're saying. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Application AACSB: Application of knowledge

47) Phrases such as "the above mentioned," "the former," "the latter," and "the aforementioned" are examples of what? A) Camouflaged verbs B) Reworded noun sequences C) Dangling modifiers D) Hedge sentences E) Awkward references Answer: E Explanation: E) Try to avoid vague references such as "the above-mentioned," "as mentioned above," "the aforementioned," "the former," "the latter," and "respectively." Awkward references require the reader to stop reading and replace the reference with the appropriate word. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 48) What is the goal when editing for conciseness? A) To impose parallelism B) To make sure the document is as clear and easy to read as possible C) To make sure the document is grammatically correct D) To shorten the message by removing unnecessary words E) To make sure the overall feel of the document is appropriate for a given audience Answer: D Explanation: D) Many of the changes you make to improve clarity also shorten your message by removing unnecessary words. The next step is to examine the text with the specific goal of reducing the number of words you use. Readers appreciate conciseness and are more likely to read your documents if you have a reputation for efficient writing. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

49) Which of the following will improve the clarity of a document? A) Rewriting hedge sentences B) Deleting unnecessary words and phrases C) Replacing long words and phrases D) Eliminating redundancies E) Rewriting "it is" or "there are" starters Answer: A Explanation: A) Replacing long words and phrases, eliminating redundancies, recasting "it is" or "there are" starters and deleting unnecessary words and phrases are part of editing for conciseness. Eliminating hedge sentences are part of editing for clarity. To ensure clarity, look closely at your paragraph organization, sentence structure and word choices. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 50) Phrases such as "future plans" "refer back" and "basic fundamentals" are all considered what? A) Unnecessary words and phrases B) Long words and phrases C) Redundancies D) Double modifiers E) Correct usage Answer: C Explanation: C) In some word combinations, the words say the same thing. These are considered to be redundancies. For instance, "visible to the eye" is redundant because visible is enough without further clarification; "to the eye" adds nothing. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

51) Which of the following will improve the conciseness of the document? A) Replacing long words and phrases B) Replacing awkward references C) Uses a variety of sentence structures D) Changing verbs into nouns E) Using a variety of sentence structures for similar ideas Answer: A Explanation: A) Many of the changes you make to improve conciseness also shorten your message by removing unnecessary words. Examine the text with the specific goal of reducing the number of words you use. Readers appreciate conciseness and are more likely to read your documents if you have a reputation for efficient writing. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 52) Use the word "can" instead of the phrase "you have the capability" to make your sentence more concise and avoid what? A) Parallelism B) A "you" statement C) Wordy phrases D) Too many pronouns E) Hedging Answer: C Explanation: C) Some combinations of words have one-word equivalents that are more efficient. Make your documents tighter by removing unnecessary words, phrases, and sentences. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

53) Clarity can be improved by looking closely at paragraph organization, sentence structure, and word choices. Answer: TRUE Explanation: To ensure clarity, look closely at your paragraph organization, sentence structure, and word choices. Can readers make sense of the related sentences in a paragraph? Is the meaning of each sentence easy to grasp? Is every word clear and unambiguous (meaning it doesn't have any risk of being interpreted in more than one way)? Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 54) Improvements in conciseness will also result in improvements in clarity. Answer: FALSE Explanation: Many of the changes you make to improve clarity also shorten your message by removing unnecessary words. The next step is to examine the text with the specific goal of reducing the number of words you use. Readers appreciate conciseness and are more likely to read your documents if you have a reputation for efficient writing. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 55) A reputation for efficient writing will encourage readers to read your documents. Answer: TRUE Explanation: Readers appreciate conciseness and are more likely to read your documents if you have a reputation for efficient writing. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

56) Discuss techniques for making documents more concise, and provide ineffective and effective examples of each. Answer: Delete unnecessary words and phrases. To test whether a word or phrase is essential, try the sentence without it. If the meaning doesn't change, leave it out. Ineffective/effective examples include: "for the sum of/for", "in the near future/soon", and "due to the fact that/because". The second technique is replace long words and phrases. Short words and phrases are generally more vivid and easier to read than long ones. Ineffective/effective examples include: "During the preceding year, the company accelerated productive operations/ Last year the company sped up operations", "He went to the library for the purpose of studying/ He went to the library to study" and "The employer increased salaries so that she could improve morale/ The employer increased salaries to improve morale". Third, eliminate redundancies. In some word combinations, the words say the same thing. For instance, "visible to the eye" is redundant because visible is enough without further clarification; "to the eye" adds nothing. Other examples include: "important essentials/ essentials" and "modern, up-to-date equipment/ modern equipment". Finally, recast "It is/There are" starters. If you start a sentence with an indefinite pronoun such as it or there, odds are the sentence could be shorter and more active. For instance, "We believe . . ." is a stronger opening than "It is believed that . . . ." Other examples are described in Table 5.2. Learning Obj.: LO 5.3: Describe the steps you can take to improve the clarity of your writing and give four tips on making your writing more concise. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication 57) Which of the following is true for creating readable lists? A) Long sentences should be used to increase the likelihood that readers will find the key points B) Use one-sentence paragraphs for emphasis C) Skimming is more difficult with bulleted lists D) Introductions are avoided as lists enable skimming E) Using parallelism makes it easier for readers to skim through lists Answer: E Explanation: E) Lists help simplify complex subjects, highlight the main points, enable skimming, and give readers a visual break. Make your lists easy to read by making all the items parallel and keeping individual items as short as possible. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

58) Graphical elements that precede each item in a list are known as what? A) Headings B) Subheadings C) Buttons D) Bullets E) Captions Answer: D Explanation: D) When a list is developed, each item in the list can contain a number, if appropriate. More often, there is a graphical element called a bullet. The bullet can take a variety of shapes such as circles, squares or dashes, but all are called bullets. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 59) In business writing, what is the highest number of typefaces most documents should contain? A) One B) No more than two C) No more than three D) No more than four E) As many as needed to add creativity and readability to the document Answer: B Explanation: B) For most documents, you shouldn't need more than two typefaces, although if you want to make captions or other text elements stand out, you can use another font. Using more typefaces can clutter a document and produce an amateurish look. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Application AACSB: Written and oral communication

60) How does design affect readability? A) The visual design sends a nonverbal message that influences the perception of the audience. B) The visual design increases the amount of white space to improve readability. C) The visual design will minimize the variety of typefaces used within the document. D) The visual design lends contrast or emphasis to the type. E) The visual design will allow for "chunking" of data for mobile distribution. Answer: A Explanation: A) First, depending on how they are used, design elements can increase or decrease the effectiveness of your message. Thoughtful, reader-focused design makes messages easier to read, whereas poorly chosen design elements can act as barriers that impede communication. Second, the visual design sends a nonverbal message to your readers, influencing their perceptions of the communication before they read a single word. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication 61) When designing for readability, what design elements should be considered to achieve effective design? A) Consistency, conciseness, restraint and detail B) Consistency, balance, restraint and detail C) White space, margins, detail and type style D) Consistency, balance, restraint and readability E) Balance, restraint, conciseness and use of mobile devices Answer: B Explanation: B) To achieve an effective design, pay careful attention to the following design elements: consistency, balance, restraint and detail. Throughout each message, be consistent in your use of margins, typeface, type size, spacing, color, lines, and position. Balance is an important but sometimes subjective design issue. Strive for simplicity. Pay attention to details that affect your design and thus your message. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication

62) When designing for printed messages, what design elements should be considered to achieve effective design? A) Consistency, conciseness, restraint and detail B) Consistency, balance, restraint and detail C) White space, margins, typeface and type style D) Consistency, balance, restraint and readability E) Balance, restraint, conciseness and use of mobile devices Answer: C Explanation: C) Even without special training in graphic design, you can make your printed messages more effective by understanding the use of some key design elements: white space, margins and line justification, typefaces, and type styles. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication 63) Using similar margins, typeface, spacing, color, lines and position in all of your documents will result in what? A) Restraint B) Balance C) Consistency D) White space E) Detail Answer: C Explanation: C) Throughout each message, be consistent in your use of margins, typeface, type size, spacing, color, lines, and position. In most cases, you'll want to be consistent from message to message as well; that way, audiences who receive multiple messages from you recognize your documents and know what to expect. Style sheets and themes can be a big help here. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

64) If a document has too many design elements, what readability tool is missing? A) Restraint B) Balance C) Consistency D) White space E) Detail Answer: A Explanation: A) Strive for simplicity. Don't clutter your message with too many design elements, too many colors, or too many decorative touches. Restraint, or limiting the use of design elements, will keep the document visually appealing. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 65) To make pages and screens feel less intimidating and easier to read, what should be used generously? A) Graphic designs B) Line justification C) Typeface variety D) Headings and subheadings E) White space Answer: E Explanation: E) Any space free of text or artwork is considered white space. (Note that "white space" isn't necessarily white.) These unused areas provide visual contrast and important resting points for your readers. White space includes the open area surrounding headings, margins, paragraph indents, space around images, vertical space between columns, and horizontal space between paragraphs or lines of text. To increase the chance that readers will read your messages, be generous with white space; it makes pages and screens feel less intimidating and easier to read. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

66) Which of the following creates a document with a denser, heavier look? A) White space B) Typeface variety C) Justified margins D) Ragged margins E) Graphic designs Answer: C Explanation: C) Justified type needs to be used with care and is not a good choice for most routine business documents. First, it creates a denser look because the uniform line lengths decrease the amount of white space along the right margin. Second, it produces a more formal look that isn't appropriate for all situations. Third, unless it is formatted with skill and attention, justified type can be more difficult to read because it can produce large gaps between words and excessive hyphenation at the ends of lines. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 67) The physical design of letters, numbers and text characters are referred to as what? A) Graphic designs B) Typeface C) Justified margins D) Ragged margins E) White space Answer: B Explanation: B) Typeface refers to the physical design of letters, numbers, and other text characters. (Font and typeface are often used interchangeably, although strictly speaking, a font is a set of characters in a given typeface.) Typeface influences the tone of your message, making it look authoritative or friendly, businesslike or casual, classic or modern, and so on. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

68) Type modifications such as boldface, italics, underlining and color represent what design element? A) Graphics B) Typeface C) Improved readability D) Type style E) Balance Answer: D Explanation: D) Type style refers to any modification that lends contrast or emphasis to type, including boldface, italic, underlining, and color. For example, you can boldface individual words or phrases to draw more attention to them. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 69) When is it most appropriate to use italics in a printed document? A) In headings B) In subheadings C) At the start of each paragraph D) To draw attention to a key concept or phrase E) To identify names of published works Answer: E Explanation: E) Italic type has specific uses as well, such as highlighting quotations and indicating foreign words, irony, humor, book and movie titles, and unconventional usage. Use any type style in moderation. For instance, underlining or using all-uppercase letters can interfere with the reader's ability to recognize the shapes of words, improperly placed boldface or italicized type can slow down your reader, and shadowed or outlined type can seriously hinder legibility. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication

70) When formatting for mobile devices, which of the following should be included? A) Complex graphics B) A variety of typefaces C) Multiple screens D) Minimal white space E) Simple formats Answer: E Explanation: E) Format simply. Avoid anything that is likely to get in the way of fast, easy reading, including busy typefaces, complex graphics, and complicated layouts. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 71) When formatting for mobile devices, which of the following will aid the reading in identifying key points in the communication? A) Italics B) Larger fonts C) Blank lines D) Vertical layout E) Embedded links Answer: C Explanation: C) White space is always helpful, but it's critical on small screens because you are trying to get to the point of every message as quickly as possible. Keep your paragraphs short (46 lines) and separate them with blank lines so the reader's eyes can easily jump from one point to the next. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 72) When designing for mobile devices, it is best to minimize use of white space. Answer: FALSE Explanation: White space is always helpful, but it's critical on small screens because you are trying to get the point of every message as quickly as possible. Keep your paragraphs short (4-6 lines) and separate them with blank lines so the reader's eyes can easily jump from one point to the next. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 34 Copyright © 2016 Pearson Education, Inc.

73) The typeface used in a document can influence the tone of a message. Answer: TRUE Explanation: Typeface refers to the physical design of letters, numbers, and other text characters. (Font and typeface are often used interchangeably, although strictly speaking, a font is a set of characters in a given typeface.) Typeface influences the tone of your message, making it look authoritative or friendly, businesslike or casual, classic or modern, and so on. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 74) A flush left, ragged right type creates a more formal look to a document. Answer: FALSE Explanation: In contrast to justified type, flush-left, ragged-right type creates a more open appearance on the page, producing a less formal and more contemporary look. Spacing between words is consistent, and only long words that fall at the ends of lines are hyphenated. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 75) Discuss aspects of production quality. Answer: The production quality of your message—the total effect of page or screen design, graphical elements, typography, and so on—plays an important role in its effectiveness. A polished, inviting design not only makes your document easier to read but also conveys a sense of professionalism and importance. Design affects readability in two important ways. First, depending on how they are used, design elements can increase or decrease the effectiveness of your message. Second, the visual design sends a nonverbal message to your readers, influencing their perceptions of the communication before they read a single word. To increase the chance that readers will read your messages, be generous with white space; it makes pages and screens feel less intimidating and easier to read. Typeface refers to the physical design of letters, numbers, and other text characters. (Font and typeface are often used interchangeably, although strictly speaking, a font is a set of characters in a given typeface.) Typeface influences the tone of your message, making it look authoritative or friendly, businesslike or casual, classic or modern, and so on. Type style refers to any modification that lends contrast or emphasis to type, including boldface, italic, underlining, and color. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Challenging Classification: Application AACSB: Written and oral communication 35 Copyright © 2016 Pearson Education, Inc.

76) Explain the four principles of effective design. Answer: Consistency: Throughout each message, be consistent in your use of margins, typeface, type size, spacing, color, lines, and position. In most cases, you will want to be consistent from message to message as well; that way, audiences who receive multiple messages from you recognize your documents and know what to expect. Balance: Balance is an important but sometimes subjective design issue. One document may have a formal, rigid design in which the various elements are placed in a grid pattern, whereas another may have a less formal design in which elements flow more freely across the page–and both could be in balance. Like the tone of your language, visual balance can be too formal, just right, or too informal for a given message. Restraint: Strive for simplicity. Don't clutter your message with too many design elements, too many colors, or too many decorative touches. Detail: Pay attention to details that affect your design and thus your message. For instance, extremely wide columns of text can be difficult to read; in many cases a better solution is to split the text into two narrower columns. Learning Obj.: LO 5.4: List four principles of effective design and explain the role of major design elements in document readability. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 77) When inspecting a document for quality, what activity is the writer doing? A) Designing B) Formatting C) Inserting white space D) Proofreading E) Ensuring consistency Answer: D Explanation: D) Proofreading is the quality inspection stage for your documents. It is your last chance to make sure your document is ready to carry your message–and your reputation–to the intended audience. Even a small mistake can doom your efforts, so take proofreading seriously. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

78) Which of the following is not a consideration when proofreading a document? A) Writing errors B) Design mistakes C) Layout errors D) Production issues E) Audience analysis Answer: E Explanation: E) Even a small mistake can doom your efforts, so take proofreading seriously. Look for two types of problems: (1) undetected mistakes from the writing, design, and layout stages and (2) mistakes that crept in during production. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 79) When proofreading for writing errors, attention should be paid to which of the following? A) Incorrect typefaces B) Web link issues C) Ink color D) Word choices E) Computer glitches Answer: D Explanation: D) Production errors can include anything from computer glitches such as incorrect typefaces to problem web links to problems with the ink used in printing. Word choices in the document are not production issues, they are writing issues. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

80) Reading backwards and reading with your finger under a word help the proofreading process by using what? A) A focus on high priority items B) Distance C) Additional time D) Vigilance E) Perception tricks Answer: E Explanation: E) To keep from missing errors that are "in plain sight," try perception tricks such as reading pages backward, placing your finger under each word and reading it silently, covering everything but the line you're currently reading, or reading the document aloud. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 81) Which of the following will result in less effective proofreading? A) Reading through the document quickly, several times B) Blocking out distractions and read small amounts of material at a time C) Allowing time to pass between finishing the writing of the document and proofreading the document D) Double checking names, titles, dates, and numbers E) Reading aloud Answer: A Explanation: A) Go through the document several times, focusing on a different aspect each time. For instance, look for content errors the first time and layout errors the second time. Quick proofreading is not careful proofreading. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

82) Which of the following will allow a reader to stay focused while proofreading? A) Take enough time to thoroughly read the document. B) Read small sections in each sitting. C) Proofread immediately after completing the document. D) Focus on high priority items first. E) Make multiple passes. Answer: B Explanation: B) Block out distractions and focus as completely as possible on your proofreading. Avoid reading large amounts of material in one sitting and try not to proofread when you're tired. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 83) When proofreading, each round of proofreading should focus on what? A) Overall impression B) Spelling and grammar C) Something different each time D) Audience perception E) Readability issues Answer: C Explanation: C) Make multiple passes. Go through the document several times, focusing on a different aspect each time. For instance, look for content errors the first time and layout errors the second time. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

84) When writing as a group, which of the following is true regarding proofreading? A) Proofreading becomes easier as each team member proofreads the work of other team members B) Proofreading becomes easier as each team member proofreads with a different focus C) Proofreading becomes more difficult as each team member uses a different set of proofreading rules D) Proofreading becomes more difficult as different software packages are not always compatible E) Proofreading is generally done by one person who looks for all errors, without consideration for who wrote each section Answer: D Explanation: D) Make multiple passes. Go through the document several times, focusing on a different aspect each time. For instance, look for content errors the first time and layout errors the second time. Be especially vigilant with multiple writers and multiple computers, as information will not always transfer correctly. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 85) When proofreading, a reader should look for mistakes in design and layout in addition to production errors. Answer: TRUE Explanation: Look for two types of problems: (1) undetected mistakes from the writing, design, and layout stages and (2) mistakes that crept in during production. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 86) To help find errors "in plain sight" the proofreader should stay focused and vigilant. Answer: FALSE Explanation: To keep from missing errors that are "in plain sight," try reading pages backward, placing your finger under each word and reading it silently, covering everything but the line you're currently reading, or reading the document aloud. These are called perceptual tricks. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge

87) One way to improve the proofreading process is to proofread the writing after a period of time has passed since completing the writing process. Answer: TRUE Explanation: Get some distance. If possible, don't proofread immediately after finishing the document. Let your brain wander off to new topics and then come back fresh later. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Application of knowledge 88) Making limited use of white space in and around the text can dramatically improve readability on mobile screens. Answer: TRUE Explanation: Even simple changes such as revising with shorter paragraphs, choosing cleaner typefaces, and making generous use of white space in and around the text can dramatically improve readability on mobile screens. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 89) A document that is online must be printed to use effective proofreading techniques. Answer: FALSE Explanation: Many business documents are now "marked up" using such technological tools as revision marks in Microsoft Word and comments in Adobe Acrobat. No matter what the medium, however, careful revision is key to more effective messages. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

90) Discuss six tips for effective proofreading. Answer: To be most effective, proofreading should be a methodical procedure in which you look for specific problems. Make multiple passes. Go through the document several times, focusing on a different aspect each time. For instance, look for content errors the first time and layout errors the second time. Use perceptual tricks. To keep from missing errors that are "in plain sight," try reading pages backward, placing your finger under each word and reading it silently, covering everything but the line you're currently reading, or reading the document aloud. Focus on high-priority items. Double-check names, titles, dates, addresses, and any number that could cause grief if incorrect. Get some distance. If possible, don't proofread immediately after finishing the document. Let your brain wander off to new topics and then come back fresh later. Stay focused and vigilant. Block out distractions and focus as completely as possible on your proofreading. Avoid reading large amounts of material in one sitting and try not to proofread when you're tired. Take your time. Quick proofreading is not careful proofreading. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 91) Discuss examples of problems that might have occurred during the production of a document. Answer: Look for two types of problems: (1) undetected mistakes from the writing, design, and layout stages and (2) mistakes that crept in during production. For the first category, you can review format and layout guidelines in Appendix A (including standard formats for letters and memos) and brush up on writing basics with the Handbook of Grammar, Mechanics, and Usage at the end of the book. The second category can include anything from computer glitches such as incorrect typefaces to problem web links to problems with the ink used in printing. Be particularly vigilant with complex documents and complex production processes that involve teams of people and multiple computers. Strange things can happen as files move from computer to computer, especially when lots of separate media elements are involved. Learning Obj.: LO 5.5: Explain the importance of proofreading and give six tips for successful proofreading. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

92) When a large file needs to be sent to the reader, what factor will help determine the delivery method? A) Cost B) Location C) Audience convenience D) Time E) Security Answer: C Explanation: C) Make sure your audience can conveniently access the material you send. For instance, sending huge files may be fine on a fast office network, but receiving such files can be a major headache for remote colleagues trying to download them over slower wireless networks. Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 93) When determining delivery of a document, which of the following should take nonverbal communication into consideration? A) Cost B) Location C) Convenience D) Time E) Security Answer: A Explanation: A) When determining delivery of a document, the sender should consider what type of feedback will be important to them. The cost of the delivery will affect the ability to receive nonverbal feedback. Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

94) Which of the following will be most affected by deadlines and due dates? A) Cost B) Location C) Convenience D) Time E) Security Answer: D Explanation: D) How soon does the message need to reach the audience? Don't waste money on overnight delivery if the recipient won't read a report for a week. Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 95) Some companies may have restrictions on distribution methods based on what? A) Cost B) Location C) Convenience D) Time E) Security and privacy Answer: E Explanation: E) For the most sensitive messages, your company will probably have restrictions on distribution (including who is allowed to receive certain messages and the channels you can use to distribute them). Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 96) To encourage the audience to view attachments, they should be attached as a PDF file. Answer: TRUE Explanation: Most computer users are wary of opening attachments these days, particularly word processor files (which are vulnerable to macro viruses and other risks). As an alternative, you can convert your documents to PDF files using Adobe Acrobat or an equivalent product. Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

97) When determining how to distribute a message, you should choose the method that is most convenient for the audience. Answer: FALSE Explanation: Cost and convenience must be carefully balanced. Cost isn't a concern for most messages, but for multiple copies of lengthy reports or multimedia productions, it might well be. Weigh the cost and the benefits before you decide. Be sure to consider the nonverbal message you send regarding cost as well. Overnight delivery of a printed report could look responsive in one instance and wasteful in another, for example. Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 98) When determining delivery of a message, a general rule of thumb is "the sooner the better." Answer: FALSE Explanation: How soon does the message need to reach the audience? Don't waste money on overnight delivery if the recipient won't read a report for a week. Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 99) Describe concerns with distributing messages using digital communications. Answer: The convenience offered by digital communication needs to be weighed against security and privacy concerns. For the most sensitive messages, your company will probably have restrictions on distribution (including who is allowed to receive certain messages and the channels you can use to distribute them). In addition, most computer users are wary of opening attachments these days, particularly word processor files (which are vulnerable to macro viruses and other risks). As an alternative, you can convert your documents to PDF files using Adobe Acrobat or an equivalent product. Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

100) Discuss issues to consider when distributing your message. Answer: Cost isn't a concern for most messages, but for multiple copies of lengthy reports or multimedia productions, it might well be. Weigh the cost and the benefits before you decide. Be sure to consider the nonverbal message you send regarding cost as well. Overnight delivery of a printed report could look responsive in one instance and wasteful in another, for example. Make sure your audience can conveniently access the material you send. For instance, sending huge files may be fine on a fast office network, but receiving such files can be a major headache for remote colleagues trying to download them over slower wireless networks. How soon does the message need to reach the audience? Don't waste money on overnight delivery if the recipient won't read a report for a week. The convenience offered by digital communication needs to be weighed against security and privacy concerns. For the most sensitive messages, your company will probably have restrictions on distribution (including who is allowed to receive certain messages and the channels you can use to distribute them). In addition, most computer users are wary of opening attachments these days, particularly word processor files (which are vulnerable to macro viruses and other risks). As an alternative, you can convert your documents to PDF files using Adobe Acrobat or an equivalent product. Learning Obj.: LO 5.6: Discuss the most important issues to consider when distributing your messages. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

Business Communication Essentials, 7e (Bovee/Thill) Chapter 6 Crafting Messages for Digital Channels 1) How does social media best increase the power of stakeholders? A) By controlling the number of "likes" for a product B) By increasing the transparency of the organization C) By allowing links to be sent to social groups D) By limiting control of the organization over their website E) By only trusting those who use social media Answer: B Explanation: B) Empowered stakeholders can use the amplifying power of social media to help companies that appear to be acting in their best interests and harm companies that are not. Social media also have the potential to increase transparency, with more eyes and ears to monitor business activities and to use the crowd's voice to demand accountability and change. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 2) Which of the following social media tools would be the most appropriate way to send a longer message or a document to the audience? A) Blogging B) Podcasting C) Information sharing sites D) Social networks E) Wikis Answer: E Explanation: E) Individuals and companies have a broad range of options for sending brief messages (from one or two sentences up to several pages long), including the following: social networks, information and content sharing sites, email, instant messaging (IM), text messaging, blogging and microblogging, and podcasting. Two other key media, websites and wikis, which are used for longer messages and documents. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

3) Which social media is best for mimicking conversation? A) Instant messaging B) Blogging C) Podcasts D) Content sharing sites E) Websites Answer: A Explanation: A) IM is a great example of a written medium that mimics spoken conversation. And just as you wouldn't read a report to someone sitting in your office, don't use conversational modes to exchange large volumes of information or to communicate with more than a few people at once. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 4) Using comments and critiques on a social media site can be an effective way to do which of the following? A) Exchange large volumes of data B) Build a personal social media brand C) Explain new or unfamiliar systems D) Provide reference materials E) Develop a company history Answer: B Explanation: B) One of the most powerful aspects of social media is the opportunity for interested parties to express opinions and provide feedback, whether it's leaving comments on a blog post or reviewing products on an e-commerce site. Sharing helpful tips and insightful commentary is also a great way to build your personal brand. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

5) Telling readers where to find information on an unfamiliar system can be considered which of the following compositional modes? A) Narrative B) Reference materials C) Summaries D) Orientations E) Conversations Answer: D Explanation: D) The ability to help people find their way through an unfamiliar system or subject is a valuable writing skill and a talent that readers greatly appreciate. Unlike summaries (see next item), orientations don't give away the key points in the collection of information but rather tell readers where to find those points. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 6) Which of the following compositional modes is often used by marketing and sales departments to attract interest? A) Narratives B) Tutorials C) Teasers D) Status updates E) Conversations Answer: C Explanation: C) Teasers intentionally withhold key pieces of information as a way to pull readers or listeners into a story or other document. Teasers are widely used in marketing and sales messages, such as a bit of copy on the outside of an envelope that promises important information on the inside. In digital media, the space limitations and URL linking capabilities of Twitter and other microblogging systems make them a natural tool for the teaser approach. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

7) One of the appeals of social media is what? A) The feeling of conversation B) Less need to traditional writing conventions C) The ability to create large volumes of content inexpensively and quickly D) Being able to say whatever you want on social media without anyone knowing who you are E) The high level of control over the message Answer: A Explanation: A) One of the great appeals of social media is the feeling of conversation, of people talking with one another instead of one person talking at everyone else. As more and more people gain a voice in the marketplace, companies that try to maintain the old "we talk, you listen" mindset are likely to be ignored in the social media landscape. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 8) Which of the following is true when creating content for social media? A) Companies can develop posts without fear of criticism from the public. B) Spelling and grammar are not as important. C) All posts are honest and trustworthy because it is easier to verify information. D) Employees can be fired for content on personal media sites. E) Clever, witty headlines attract a larger audience than short, bland headlines. Answer: D Explanation: D) Because of careless messages, individuals and companies have been sued because of Twitter updates, employees have been fired for Facebook wall postings, vital company secrets have been leaked, and business and personal relationships have been strained. Remember that you share the responsibility of keeping your company's and your customers' data private and secure. Assume that every message you send in any digital medium will be stored forever and might be read by people far beyond your original audience. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

9) Which of the following links social networking to a physical corporate presence? A) Augmented reality B) Location-based services C) Mobile blogging D) Cloud based services E) Mobile podcasting Answer: B Explanation: B) Location-based social networking links the virtual world of online social networking with the physical world of retail stores and other locations. As mobile web use in general continues to grow, location-based networking promises to become an important business communication medium because mobile consumers are a significant economic force—through the purchases they make directly and through their ability to influence other consumers. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 10) Which of the following can increase audience interaction and engagement on a corporate website? A) Gamification B) Augmented reality C) Wearable technology D) Mobile blogging E) Cloud based services Answer: A Explanation: A) The addition of game-playing aspects to apps and web services, known as gamification, can increase audience engagement and encourage repeat use. Examples include Foursquare's "check-in" competitions and Bunchball's Nitro competitions for sales teams. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

11) Which of the following can be used to conduct on-the-job training by providing content as workers perform tasks? A) Gamification B) Wearable technology C) Augmented reality D) Mobile podcasting E) Mobile blogging Answer: C Explanation: C) Augmented reality includes superimposing data on live camera images can help mobile consumers learn about companies and services in the immediate vicinity, for example. Other potential business uses include on-the-job training, in which training content is provided as workers are learning or performing various tasks. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 12) To create audience-focus message, companies structure messages to include teasers, orientations and summaries. Answer: TRUE Explanation: The amount of content accessed from mobile devices (with the challenges they present in terms of screen size and input mechanisms) continues to rise. Faced with such behavior, communicators need to be more careful than ever to create audience-focused messages and to consider restructuring messages using more teasers, orientations, and summaries. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 13) Stakeholders can use social media to harm companies. Answer: TRUE Explanation: Empowered stakeholders can use the amplifying power of social media to help companies that appear to be acting in their best interests and harm companies that are not. Social media also have the potential to increase transparency, with more eyes and ears to monitor business activities and to use the crowd's voice to demand accountability and change. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

14) Generally speaking, companies are willing to use any communication tool that consumers are likely to use. Answer: TRUE Explanation: Businesses use many of the same tools you use for personal communication. Generally speaking, companies are quick to jump on any communication platform where consumers are likely to congregate or that promise more efficient internal or external communication. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 15) Writing for social media required the same skill set as writing for traditional media. Answer: FALSE Explanation: No matter what media or compositional mode you are using for a particular message, writing for social media requires a different approach than traditional media. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Application AACSB: Information Technology 16) Discuss how the increased use of Social Media has changed the way stakeholders consume information from an organization, and the change in the relationship between stakeholders and the organization. Answer: More consumers adopt social and mobile media and businesses experiment with the best ways to integrate these media and to adapt their internal and external communication practices. Social media such as Facebook are digital media-channel combinations that empower stakeholders as participants in the communication process by allowing them to share content, revise content, respond to content, or contribute new content. For instance, many people now rely heavily on content sharing through social media tools to get information of personal and professional interest. Additionally, many consumers and professionals frequently engage in "content snacking," consuming large numbers of small pieces of information and bypassing larger documents that might require more than a few minutes or even a few seconds to read. Moreover, the amount of content accessed from mobile devices (with the challenges they present in terms of screen size and input mechanisms) continues to rise. Faced with such behavior, communicators need to be more careful than ever to create audience-focused messages and to consider restructuring messages using more teasers, orientations, and summaries. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Synthesis AACSB: Information Technology 7 Copyright © 2016 Pearson Education, Inc.

17) Discuss how the use of social media has changed internal communications in organization. Answer: Social media are also revolutionizing internal communication, breaking down traditional barriers in the organizational hierarchy, promoting the flow of information and ideas, and enabling networks of individuals and organizations to collaborate on a global scale. Increasingly, employees expect the leaders in their organizations to be active in social media. In one recent study, more than 80 percent of U.S. employees agreed that "CEOs who engage in social media are better equipped than their peers to lead companies in a Web 2.0 world." Moreover, roughly the same percentage are more likely to trust companies whose leadership teams engage with stakeholders via social media, and they would prefer to work for such companies as well. Learning Obj.: LO 6.1: Identify the major digital channels used for brief business messages and describe the nine compositional modes needed for digital media. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 18) Networks that focus on a particular function or audience are known as what? A) Private networks B) Clouded networks C) Public, specialized networks D) Public, general-purpose networks E) Private, general-purpose networks Answer: C Explanation: C) Whereas Facebook and Google+ serve a wide variety of personal and professional needs, other networks focus on a particular function or a particular audience. The most widely known of these is LinkedIn, with its emphasis on career- and sales-related networking. Other networks address the needs of entrepreneurs, small business owners, specific professions, product enthusiasts, and other narrower audiences. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

19) When are social networks most effective? A) When the network is dedicated to a specific specialty B) When the network has filtering capability C) When the networks allow all participants to give and receive information D) When the networks provide meaningful user content controlled by the organization E) When the networks provide meaningful user content without company input Answer: C Explanation: C) Regardless of the purpose and audience, social networks are most beneficial when all participants give and receive information, advice, support, and introductions–just as in offline social interaction. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 20) Using the network to find pockets of expertise in the organization is an example of what? A) Using networks to build communities B) Using networks to integrate a workforce C) Using networks to understand target markets D) Using networks to extend the organization E) Using networks to foster collaboration Answer: E Explanation: E) Networks can play a major role in collaboration by identifying the best people, both inside the company and in other companies, to collaborate on projects; finding pockets of knowledge and expertise within the organization; giving meeting or seminar participants a way to meet before an event and to maintain relationships after an event; accelerating the development of teams by helping members get to know one another and to identify individual areas of expertise; and sharing information throughout the organization. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

21) People who engage in similar work, interests or share enthusiasm for an activity are referred to as what? A) Brand socializers B) Target market C) Communities of practice D) Business partners E) Networked organizations Answer: E Explanation: E) Social networks are a natural tool for bringing together communities of practice, people who engage in similar work, and communities of interest, people who share enthusiasm for a particular product or activity. Large and geographically dispersed companies can benefit greatly from communities of practice that connect experts who may work in different divisions or different countries. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 22) Communities of interest formed around a specific product are referred to as what? A) Brand socializers B) Sentiment analyst C) Target markets D) Brand communities E) Teasers Answer: D Explanation: D) Communities of interest that form around a specific product are sometimes called brand communities, and nurturing these communities can be a vital business communication task. A majority of consumers now trust their peers more than any other source of product information, so formal and informal brand communities are becoming an essential information source in consumer buying decisions. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

23) Which of the following measures how effectively a company engages with online stakeholders? A) Sentiment analysis B) Cold calling C) Brand socialization D) Content marketing E) Socialization Answer: C Explanation: C) According to one recent survey of company executives, socialization now accounts for more than half of a company or brand's global reputation. Brand socialization is a measure of how effectively a company engages with its various online stakeholders in a mutually beneficial exchange of information. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 24) Using language analysis software to track public opinion is an example of what? A) Recruitment B) Sentiment analysis C) Social customer service D) Networking E) Social media complexity Answer: B Explanation: B) A number of tools now exist to gather market intelligence from social media more or less automatically. For example, sentiment analysis is an intriguing research technique in which companies track social networks and other media with automated language-analysis software that tries to take the pulse of public opinion and identify influential opinion makers. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

25) How can social media help a company find a subject matter expert? A) By accessing professional networks B) By cold calling C) By connecting with other virtual organizations D) By facilitating community hubs E) By maintaining a consistent online personality Answer: A Explanation: A) Companies use social networks to find potential employees, short-term contractors, subject-matter experts, product and service suppliers, and business partners. A key advantage here is that these introductions are made via trusted connections in a professional network. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 26) To increase content marketing, which of the following social media development tactics would be most effective? A) Anchor your presence in your online hub. B) Join existing conversations. C) Offer valuable content to members of the online community. D) Choose the best compositional mode for each message. E) Maintain a consistent personality. Answer: C Explanation: C) People don't join social networks to be sales targets, of course. They join looking for connections and information. Content marketing is the practice of providing free information that is valuable to community members but that also helps a company build closer ties with current and potential customers. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

27) To best respond to rumors or misinformation in the marketplace, what social media strategy would be most effective? A) Join existing conversations. B) Use content marketing. C) Choose a new compositional mode. D) Increase the use of community building. E) Change your online personality. Answer: A Explanation: A) Search for online conversations that are already taking place. Answer questions, solve problems, and respond to rumors and misinformation. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 28) Connecting various links to a corporation's online personality can be accomplished using what? A) Social media B) A central hub C) LinkedIn D) A specific media personality E) User generated content Answer: B Explanation: B) Although it's important to join those conversations and be visible where your stakeholders are active, it's equally important to anchor your presence at your own central hub–a web presence you own and control. This can be a combination of a conventional website, a blog, and a company-sponsored online community, for example. Use the hub to connect the various pieces of your online "self" (as an individual or a company) to make it easier for people to find and follow you. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

29) Which of the following should be consistent regardless of what social media tool is being utilized? A) Website address B) Graphics C) Content D) Appearance E) Personality Answer: E Explanation: E) Each social network is a unique environment with particular norms of communication. For example, as a strictly business-oriented network, LinkedIn has a more formal "vibe" than Facebook and Google+, which cater to both consumers and businesses. However, while adapting to the expectations of each network, be sure to maintain a consistent personality across all the networks in which you are active. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 30) Which of the following is most likely to improve internal communications? A) Integrating company workforces B) Choosing the best compositional mode for each network C) Offering valuable content to online communities D) Anchoring the corporate presence in a hub E) Facilitating external community building Answer: A Explanation: A) Just as public networks can bring friends and family together, internal social networks can help companies grow closer, including helping new employees navigate their way through the organization, finding experts, mentors, and other important contacts; encouraging workforces to "jell" after reorganizations or mergers; and overcoming structural barriers in communication channels, bypassing the formal communication system to deliver information where it is needed in a timely fashion. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

31) Social networks are online services that help people and organizations form connections. Answer: TRUE Explanation: Social networks, online services that help people and organizations form connections and share information, have become a major force in both internal and external business communication in recent years. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Concept AACSB: Information Technology 32) Brand socialization is a measure of how often consumers engage with a corporate website. Answer: FALSE Explanation: According to one recent survey of company executives, socialization now accounts for more than half of a company or brand's global reputation. Brand socialization is a measure of how effectively a company engages with its various online stakeholders in a mutually beneficial exchange of information. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 33) Content marketing is the practice of providing online information to other business for a fee. Answer: FALSE Explanation: Content marketing is the practice of providing free information that is valuable to community members but that also helps a company build closer ties with current and potential customers. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

34) Describe three types of social networks and how they are used. Answer: One type of network is a public, general-purpose network. Facebook is the largest such network, although Google+ is gaining ground rapidly and is attracting many companies and brands. Additionally, regionally focused networks have significant user bases in some countries, such as China's Renren and Kaixin001. A second type of network is a public, specialized network. Whereas Facebook and Google+ serve a wide variety of personal and professional needs, other networks focus on a particular function or a particular audience. The most widely known of these is LinkedIn, with its emphasis on career- and sales-related networking. Other networks address the needs of entrepreneurs, small business owners, specific professions, product enthusiasts, and other narrower audiences. Last, there are private networks. Some companies have built private social networks for internal use. For example, the defense contractor Lockheed Martin created its Unity network, complete with a variety of social media applications, to meet the expectations of younger employees accustomed to social media and to capture the expert knowledge of older employees nearing retirement. Learning Obj.: LO 6.2: Describe the use of social networks in business communication. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 35) Sites in which users contribute most of the content are referred to as what? A) User-generated content sites B) Content curation sites C) Community Q&A sites D) Blogs E) Hubs Answer: A Explanation: A) YouTube, Flickr, Yelp, and other user-generated content (UGC) sites, in which users rather than website owners contribute most or all of the content, have become serious business tools. On YouTube, for example, companies post everything from product demonstrations and TV commercials to company profiles and technical support explanations. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

36) The key to making a user-generated content site effective is what? A) Consistent addition of new information B) Links to corporate websites C) Valuable and easy-to-use data D) Video E) Access by invitation only Answer: C Explanation: C) As with other social media, the keys to effective user-generated content are making it valuable and making it easy. First, provide content that people want to see and share with colleagues. Second, make material easy to find, consume, and share. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 37) Allowing a company to organize all its videos in one place, making it easy for visitors to get automatic video updates is an example of what? A) Firehouse effect B) Community sites C) User generated content D) Promotional messaging E) Branded channeling Answer: E Explanation: E) A branded channel on YouTube lets a company organize all its videos in one place, making it easy for visitors to browse the selection or subscribe to get automatic updates of future videos. Sharing features let fans share videos through email or their accounts on Twitter, Facebook, and other platforms. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

38) Which of the following will send subscribers regular updates on a chosen topic? A) Content curation B) Newsfeeds C) Branded channeling D) User-generated content sites E) Community sites Answer: B Explanation: B) Newsfeeds from blogs and other online publishers can be a great way to stay on top of developments in any field. However, anyone who has signed up for more than a few RSS feeds has probably experienced the "fire hose effect" of getting so many feeds so quickly that it becomes impossible to stay on top of them. Moreover, when a highly active publisher feeds every new article, from the essential to the trivial, the reader is left to sort it all out every day. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 39) Which of the following is a disadvantage to signing up for RSS feeds? A) The sites are curated. B) The sites support the corporate mission. C) The sites only collect data on specific areas of interest. D) The sites require the reader to sort through the feeds to determine valuable information. E) The sites use materials that are republished instead of original works. Answer: D Explanation: D) When a highly active publisher feeds every new article, from the essential to the trivial, the reader is left to sort it all out every day. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

40) Which of the following is a disadvantage to curation sites? A) Curation sites have the potential to reshape audience behavior. B) Curation sites can include extensive shared expertise in a variety of fields. C) Curation sites allow anyone in the community to share experiences. D) Curation sites require tight control over the message. E) Curation sites have little regulation regarding content ownership. Answer: E Explanation: E) New curation tools, including Pinterest and Scoop.it, make it easy to assemble attractive online magazines or portfolios on specific topics. Although it raises important issues regarding content ownership and message control, curation has the potential to bring the power of community and shared expertise to a lot of different fields; ultimately, it could reshape audience behavior and therefore the practice of business communication. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 41) Community Q&A sites can be used to do which of the following? A) Build a personal brand B) Increase content curation C) Increase membership in newsfeeds D) Promote a branded YouTube channel E) Post video clips on products Answer: A Explanation: A) Community Q&A sites include dedicated customer support communities. Responding to questions on Q&A sites can be a great way to build your personal brand, to demonstrate your company's commitment to customer service, and to counter misinformation about your company and its products. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

42) Which of the following acts as a type of reference material site for users? A) User-generated content sites B) Branded channels C) Content curation sites D) Community Q&A sites E) Email feed sites Answer: D Explanation: D) Keep in mind that when you respond to an individual query on a community Q&A site, you are also "responding in advance" to every person in the future who comes to the site with the same question. In other words, you are writing a type of reference material in addition to corresponding with the original questioner, so keep the long timeframe and wider audience in mind. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 43) Social networks can be specifically designed to allow members to share content, in addition to information and networking opportunities. Answer: TRUE Explanation: Social networks allow members to share information and media items as part of the networking experience, but a variety of systems have been designed specifically for sharing content. The field is diverse and still evolving, but the possibilities can be divided into usergenerated content sites, content curation sites, and community Q&A sites. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Concept AACSB: Information Technology 44) A website where owners contribute most of the content is considered a user generated content site. Answer: FALSE Explanation: YouTube, Flickr, Yelp, and other user-generated content (UGC) sites, in which users rather than website owners contribute most or all of the content, have become serious business tools. On YouTube, for example, companies post everything from product demonstrations and TV commercials to company profiles and technical support explanations. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Application AACSB: Information Technology 20 Copyright © 2016 Pearson Education, Inc.

45) Curation tools are used to develop online portfolios on specific topics. Answer: TRUE Explanation: New curation tools, including Pinterest and Scoop.it, make it easy to assemble attractive online magazines or portfolios on specific topics. Although it raises important issues regarding content ownership and message control, curation has the potential to bring the power of community and shared expertise to a lot of different fields; ultimately, it could reshape audience behavior and therefore the practice of business communication. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Concept AACSB: Information Technology 46) Explain how a community Q&A site can have lasting and long-term implications for an organization. Answer: Community Q&A sites, on which visitors answer questions posted by other visitors, are a contemporary twist on the early ethos of computer networking, which was people helping each other. Community Q&A sites include dedicated customer support communities such as those hosted on Get Satisfaction and public sites such as Quora and Yahoo! Answers. Responding to questions on Q&A sites can be a great way to build your personal brand, to demonstrate your company's commitment to customer service, and to counter misinformation about your company and its products. Keep in mind that when you respond to an individual query on a community Q&A site, you are also "responding in advance" to every person in the future who comes to the site with the same question. In other words, you are writing a type of reference material in addition to corresponding with the original questioner, so keep the long timeframe and wider audience in mind. Learning Obj.: LO 6.3: Explain how companies and business professionals can use information and content sharing websites. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

47) Which of the following is an advantage of using email? A) Millions of users are comfortable with it. B) It is easy to send any type of message. C) Users can generate long message chains. D) Users can send messages to several users at once, ensuring anyone with potential interest in the topic can be included. E) It is the most effective communication tool available for project management updates and discussions. Answer: A Explanation: A) Over the years, email began to be used for many communication tasks simply because it was the only widely available digital format for written messages and millions of users were comfortable with it. Email is not usually the best choice for conversational communication (IM is better) or project management discussions and updates. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 48) Which of the following is a disadvantage of using email? A) Email is universal. B) Email messages can include emoticons for added depth of meaning. C) Email allows for instantaneous responses. D) Email allows users to be selective about who they send a message to. E) Email allows for low value messages to be sent to multiple recipients. Answer: E Explanation: E) In addition to the widespread availability of better alternatives for many communication purposes, the indiscriminate use of email has lowered its appeal in the eyes of many professionals. In a sense, email is too easy to use—it's too easy to send low-value messages to multiple recipients and to trigger long message chains that become impossible to follow as people chime in along the way. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

49) Which of the following is best for private, short to medium length messages? A) Microblogs B) Instant messaging C) Podcasts D) Wikis E) Emails Answer: E Explanation: E) Email is still the best medium for many private, short- to medium-length messages, particularly when the exchange is limited to two people. Unlike with microblogs or IM, for instance, midsize messages are easy to compose and easy to read on email. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 50) Which of the following is true regarding email? A) It is secure. B) It is private. C) It is non-instantaneous. D) It is difficult to use for midsized messages. E) It is content specific. Answer: C Explanation: C) Email's non-instantaneous nature is an advantage when used properly. Email lets senders compose substantial messages in private and on their own schedule, and it lets recipients read those messages at their leisure. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

51) Analyzing the needs of the audience and the situation takes place during what stage of the email development process? A) Planning B) Writing C) Completing D) Revising E) Responding Answer: A Explanation: A) Even with fairly short messages, spend a moment or two on the message planning tasks, analyzing the situation, gathering necessary information for your readers, and organizing your message. You'll save time in the long run because you will craft a more effective message on the first attempt. Your readers will get the information they need and won't have to generate follow-up messages asking for clarification or additional information. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Concept AACSB: Information Technology 52) Companies often have formal email policies that would include all of the following except what? A) Using email services for personal messages B) Sending confidential information C) Sending objectionable material D) Opening attachments E) Who can be copied on emails Answer: E Explanation: E) Many companies now have formal email policies that specify how employees can use email, including restrictions against using company email service for personal messages, sending confidential information, or sending material that might be deemed objectionable. In addition, many employers now monitor email, either automatically with software programmed to look for sensitive content or manually via security staff actually reading selected email messages. Regardless of formal policies, though, every email user has a responsibility to avoid actions that could cause trouble, from opening virus-infected attachments to sending inappropriate photographs. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Application AACSB: Information Technology

53) When writing email messages, which of the following best describes when the expectation of quality writing is higher than for personal email? A) The email is being sent to someone in a greater position of authority than the writer. B) The email is being sent outside of the organization. C) The email could be used as evidence in a lawsuit. D) The email could be used as a permanent record. E) Email messages on the job should always be of higher quality than personal email. Answer: E Explanation: E) When you approach email writing on the job, recognize that business email is a more formal medium than you are probably accustomed to with email for personal communication. The expectations of writing quality for business email are higher than for personal email, and the consequences of bad writing or poor judgment can be much more serious. For example, email messages and other digital documents have the same legal weight as printed documents, and they are often used as evidence in lawsuits and criminal investigations. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 54) Which part of the email often determines the audience's decision to read an email? A) Subject line B) Sender C) Attachment identification D) Overall appearance E) Spelling and grammar Answer: A Explanation: A) The email subject line might seem like a small detail, but it is actually one of the most important parts of an email message because it helps recipients decide which messages to read and when to read them. To capture your audience's attention, make your subject lines informative and compelling. Go beyond simply describing or classifying your message; use the opportunity to build interest with keywords, quotations, directions, or questions. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

55) Email is considered what type of medium? A) Portable B) Instant C) Rich D) Expressive E) Lean Answer: E Explanation: E) As a lean medium, email can present challenges when you need to express particular emotional nuances, whether positive or negative. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Synthesis AACSB: Information Technology 56) Which of the following is true about emoticon use for business communications? A) Emoticons should only be used for internal communications. B) Emoticons should be avoided in all professional communications. C) Emoticons can soften the impact of negative messages. D) Emoticons can add depth and meaning to email messages. E) Emoticons can be used for internal and external messages very effectively. Answer: B Explanation: B) Recently, though, an increasing number of professionals seem to be using them, particularly for communication with close colleagues, even as other professionals continue to view them as evidence of lazy or immature writing. In the face of these conflicting perspectives, the best advice is to use caution. Avoid emoticons for all types of external communication and for formal internal communication, and avoid those bright yellow graphical emoticons (and particularly animated emoticons) in all business communication. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

57) A file that automatically includes your name, title, company and contact information at the end of an email is referred to as what? A) Emoticon B) Email signature C) Personalization D) Subject field E) Courtesy copy code Answer: B Explanation: B) Take advantage of your email system's ability to include an email signature, a small file that automatically includes such items as your full name, title, company, and contact information at the end of your messages. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 58) When revising and proofreading an email message, what considerations should be made? A) The message should be inviting and open the opportunity for dialog. B) The font should be easily readable, in black on a white background. C) The message should include colored text to highlight important information. D) The message should be copied to all those who may need the information. E) The subject line should be intriguing. Answer: B Explanation: B) Particularly for important messages, taking a few moments to revise and proofread might save you hours of headaches and damage control. Also, favor simplicity when it comes to producing your email messages. A clean, easily readable font, in black on a white background, is sufficient for nearly all email messages. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

59) Email became a widely used communication tool because it offered the advantages of speed and efficiency. Answer: TRUE Explanation: Email has been an important communication tool for many companies for several decades, and in the beginning it offered a huge advantage in speed and efficiency over the media it frequently replaced (printed and faxed messages). Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Concept AACSB: Information Technology 60) Email is considered to be a casual form of communication. Answer: FALSE Explanation: When you approach email writing on the job, recognize that business email is a more formal medium than you are probably accustomed to with email for personal communication. The expectations of writing quality for business email are higher than for personal email, and the consequences of bad writing or poor judgment can be much more serious. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 61) Emoticons should be added to email messages that contain bad news in order to "soften the blow" of the message. Answer: FALSE Explanation: Avoid emoticons for all types of external communication and for formal internal communication, and avoid those bright yellow graphical emoticons (and particularly animated emoticons) in all business communication. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

62) Discuss the advantages and disadvantages of email use in the workplace. Answer: Email has been an important communication tool for many companies for several decades, and in the beginning it offered a huge advantage in speed and efficiency over the media it frequently replaced (printed and faxed messages). In addition to the widespread availability of better alternatives for many communication purposes, the indiscriminate use of email has lowered its appeal in the eyes of many professionals. In a sense, email is too easy to use—it's too easy to send low-value messages to multiple recipients and to trigger long message chains that become impossible to follow as people chime in along the way. In fact, frustration with email is so high in some companies that managers are making changes to reduce or even eliminate its use for internal communication. However, email still has compelling advantages that will keep it in steady use in many companies. First, email is universal. Anybody with an email address can reach anybody else with an email address, no matter which systems the senders and receivers are on. Second, email is still the best medium for many private, short- to medium-length messages, particularly when the exchange is limited to two people. Unlike with microblogs or IM, for instance, midsize messages are easy to compose and easy to read on email. Third, email's non-instantaneous nature is an advantage when used properly. Email lets senders compose substantial messages in private and on their own schedule, and it lets recipients read those messages at their leisure. Learning Obj.: LO 6.4: Describe the evolving role of email in business communication and explain how to adapt the three-step writing process to email messages. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

63) Which of the following is a good use of instant messaging in the workplace? A) Presence awareness B) Customer service C) Security D) Crisis management E) Process monitoring Answer: A Explanation: A) Business-grade IM systems offer a range of capabilities, including basic chat, presence awareness (the ability to quickly see which people are at their desks and available to IM), remote display of documents, video capabilities, remote control of other computers, automated newsfeeds from blogs and websites, and automated bot (derived from the word robot) capabilities in which a computer can carry on simple conversations. Text messaging has a number of applications in business as well, including marketing (alerting customers about new sale prices, for example), customer service (such as airline flight status, package tracking, and appointment reminders), security (for example, authenticating mobile banking transactions), crisis management (such as updating all employees working at a disaster scene), and process monitoring (alerting computer technicians to system failures, for example). Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Synthesis AACSB: Information Technology 64) Which of the following is a benefit to IM use? A) Better security features B) Rapid response C) User authentication D) Logging messages for later use E) Compatibility between systems Answer: B Explanation: B) The benefits of IM include its capability for rapid response to urgent messages, lower cost than phone calls and email, ability to mimic conversation more closely than email, and availability on a wide range of devices. In addition, because it more closely resembles oneon-one conversation, IM doesn't get misused as a one-to-many broadcast method as often as email does. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

65) Which of the following is a potential drawback to IM? A) Longer response times on urgent messages B) Higher data usage costs C) Availability of user authentication D) The ability to mimic a one on one conversation E) Limited number of compatible devices Answer: C Explanation: C) The potential drawbacks of IM include security problems (computer viruses, network infiltration, and the possibility that sensitive messages might be intercepted by outsiders), the need for user authentication (making sure that online correspondents are really who they appear to be), the challenge of logging messages for later review and archiving (a legal requirement in some industries), incompatibility between competing IM systems, and spim (unsolicited commercial messages, similar to email spam). Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 66) IM systems designed for large scale corporate use are called what? A) Branded messaging sites B) Presence awareness sites C) Community Q&A sites D) Enterprise instant messaging sites E) Content curation sites Answer: D Explanation: D) With the growth of enterprise instant messaging (EIM), or IM systems designed for large-scale corporate use, many of potential drawbacks of IM are being overcome. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

67) Which of the following is true in regards to instant messaging? A) IM is more secure than email. B) IM doesn't get misused as a one-to-many broadcast method as often as email does. C) IM takes longer to plan, write and send than email. D) IM is universally accepted in corporate communications. E) IM is typically used internally to the organization and is rarely used for customers and other important audiences. Answer: B Explanation: B) Because it more closely resembles one-on-one conversation, IM doesn't get misused as a one-to-many broadcast method as often as email does. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 68) When using IM for business, which of the following is true? A) IM takes longer to plan than other social media messages. B) IM in business is more formal than IM for personal use. C) Companies encourage the use of acronyms to save time. D) Autocorrect functions will take care of spelling and grammatical issues. E) IM reduces the likelihood of inconvenient interruptions. Answer: A Explanation: A) Except for simple exchanges, take a moment to plan IM "conversations" in much the same way you would plan an important oral conversation. A few seconds of planning can help you deliver information in a coherent, complete way that minimizes the number of individual messages required. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Concept AACSB: Information Technology

69) Which of the following behavior issues are least likely to affect the use of IM in business? A) Mixing personal and business messages B) Constant interruptions C) Increased security and privacy concerns D) The risk of being out of the loop during conversations E) Having to rely on other people's typing abilities Answer: C Explanation: C) To use IM effectively, keep in mind some important behavioral issues when relying on this medium: the potential for constant interruptions, the ease of accidentally mixing personal and business messages, the risk of being out of the loop (if a hot discussion or an impromptu meeting flares up when you're away from your PC or other IM device), and the frustration of being at the mercy of other people's typing abilities. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 70) Which of the following is the least effective and efficient management of IM? A) Sending an email message instead of immediately answering an IM B) Being available to IM at all times while at work C) Not sending confidential information over an IM D) Not using IM to send personal messages while at work E) Not using IM for important but impromptu meetings if everyone is not available Answer: B Explanation: B) Unless a meeting is scheduled or you're expected to be available for other reasons, make yourself unavailable when you need to focus on other work. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Synthesis AACSB: Information Technology

71) Which of the following is the most effective use of IM in a professional setting? A) Assuming the IM is secure B) Using IM for lengthy, complex messages C) Having multiple IM conversations at the same time D) Leaving a physical meeting to respond to IM E) Making yourself unavailable for IM when you need to focus on other work Answer: E Explanation: E) Unless a meeting is scheduled or you're expected to be available for other reasons, make yourself unavailable when you need to focus on other work. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Concept AACSB: Information Technology 72) IM is available as a function embedded in online meeting and collaboration systems. Answer: TRUE Explanation: Computer-based instant messaging (IM), in which users' messages appear on each other's screens instantly, is used extensively for internal and external communication. IM is available in both stand-alone systems and as a function embedded in online meeting systems, collaboration systems, social networks, and other platforms. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 73) Instant messaging is less susceptible to computer viruses and other security problems than other forms of social media. Answer: FALSE Explanation: The potential drawbacks of IM include security problems (computer viruses, network infiltration, and the possibility that sensitive messages might be intercepted by outsiders), the need for user authentication (making sure that online correspondents are really who they appear to be), the challenge of logging messages for later review and archiving (a legal requirement in some industries), incompatibility between competing IM systems, and spim (unsolicited commercial messages, similar to email spam). Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

74) When planning an instant message, the message should be planned according to the rules of oral conversation instead of written conversation. Answer: TRUE Explanation: Except for simple exchanges, take a moment to plan IM "conversations" in much the same way you would plan an important oral conversation. A few seconds of planning can help you deliver information in a coherent, complete way that minimizes the number of individual messages required. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Concept AACSB: Information Technology 75) Describe ways to make IM more efficient and effective. Answer: Be courteous in your use of IM; if you don't need an answer instantly, you can avoid interrupting someone by sending an email or other type of message instead. Unless a meeting is scheduled or you're expected to be available for other reasons, make yourself unavailable when you need to focus on other work. If you're not on a secure system, don't send confidential information using IM. Be extremely careful about sending personal messages–they have a tendency to pop up on other people's computers at embarrassing moments. Don't use IM for important but impromptu meetings if you can't verify that everyone concerned will be available. Don't use IM for lengthy, complex messages. Try to avoid carrying on multiple IM conversations at one time, to minimize the chance of sending messages to the wrong people or making one person wait while you tend to another conversation. Follow all security guidelines designed to keep your company's information and systems safe from attack. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

76) Apply the three-step writing process to instant messaging. Answer: Although instant messages are often conceived, written, and sent within a matter of seconds, the principles of the three-step process still apply, particularly when communicating with customers and other important audiences. Except for simple exchanges, take a moment to plan IM "conversations" in much the same way you would plan an important oral conversation. A few seconds of planning can help you deliver information in a coherent, complete way that minimizes the number of individual messages required. As with email, the appropriate writing style for business IM is more formal than the style you may be accustomed to with personal IM or text messaging (see Figure 6.6). Your company might discourage the use of IM acronyms (such as FWIW for "for what it's worth" or HTH for "hope that helps"), particularly for IM with external audiences. The only task in the completing stage is to send your message. Just quickly scan it before sending, to make sure you don't have any missing or misspelled words and verify that your message is clear and complete. Learning Obj.: LO 6.5: Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 77) When incorporating blogs into a corporate social media stream, what role can blogs take in support of the media plan? A) Blogs can be used to clarify information. B) Blogs can act as the hub for the multiple threads in the social media plan. C) Blogs can act as the "complaint department" for the social media plan. D) Blogs can limit word-of-mouth marketing efforts by customers. E) Blogs can allow consumers to become subject matter experts. Answer: B Explanation: B) Blogs can be great tools in clarifying information, crisis communication, and marketing efforts, but to support the media plan in the best way possible, blogs should act as the central hub of the company's social media plan. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Application AACSB: Information Technology

78) The use of mobile blogs can aid in the use of which of the following areas? A) Project management and team communications B) Company news C) Customer support D) Recruiting E) Policy issues and discussions Answer: B Explanation: B) Using blogs is a good way to keep project teams up to date, particularly when team members are geographically dispersed. For instance, the trip reports that employees file after visiting customers or other external parties can be enhanced vividly with mobile blogs, or moblogs. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 79) By monitoring the blogosphere, companies hope to find ways to do what? A) Increase recruitment efforts B) Enhance policy discussion C) Conduct market research D) Improve crisis communications E) Increase customer support Answer: E Explanation: E) Customer support blogs answer questions, offer tips and advice, and inform customers about new products. Also, many companies monitor the blogosphere (and Twittersphere), looking for complaints and responding with offers to help dissatisfied customers. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

80) Using blogs to release up to the minute information on an issue is an example of what? A) Market research B) Media relations C) Crisis communications D) Company news E) Team communications Answer: C Explanation: C) Using blogs is a convenient way to provide up-to-the-minute information during emergencies, correct misinformation, or respond to rumors. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 81) Using blogs to explain how to use a product is an example of what? A) Word-of-mouth marketing B) Customer education C) Employee engagement D) Brainstorming E) Community building Answer: C Explanation: C) Blogs can enhance communication across all levels of a company, giving lower-level employees a voice that might not otherwise have and giving senior executives better access to timely information. This allows for increased employee engagement. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

82) Which of the following is the least effective use of a blog? A) Community building B) One way communication C) Influencing traditional news coverage D) Word-of-mouth marketing E) Market research Answer: B Explanation: B) Blogs are a potential solution whenever you have a continuing stream of information to share with an online audience—and particularly when you want the audience to have the opportunity to respond. Here are some of the many ways businesses are using blogs for internal and external communication. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 83) Which of the following can be a challenge when setting up a blog? A) Accurately defining your target audience B) Preventing viral marketing C) Increasing employee engagement D) Monitoring the blogosphere E) Finding long-term content Answer: A Explanation: A) Except with team blogs and other efforts that have an obvious and well-defined audience, defining the target audience for a blog can be challenging. You want an audience large enough to justify the time you'll be investing but narrow enough that you can provide a clear focus for the blog. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

84) When defining a subject area for a blog, what is being determined? A) Audience B) Scope C) Purpose D) Limitations E) Access Answer: B Explanation: B) Defining the scope of your blog can be a bit tricky. You want to cover a subject area that is broad enough to offer discussion possibilities for months or years but narrow enough to have an identifiable focus. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Concept AACSB: Information Technology 85) When developing a blog, which of the following is most effective? A) A writing style that supports the organization's image B) A writing style that is formal and objective C) A writing style that is comfortable and personal D) A writing style that is best suited for the target audience E) A writing style that supports rebroadcasting on IMs and emails Answer: C Explanation: C) Use a comfortable, personal writing style. Blog audiences don't want to hear from your company; they want to hear from you. Bear in mind, though, that comfortable does not mean careless. Sloppy writing damages your credibility. Successful blog content also needs to be interesting, valuable to readers, and as brief as possible. In addition, although audiences expect you to be knowledgeable in the subject area your blog covers, you don't need to know everything about a topic. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

86) When blogging, which of the following should take place during the planning stage of the writing process? A) Evaluating the content and readability B) Proofreading to correct errors C) Post using the blogging system's tools D) Adding a newsfeed option E) Identifying the scope Answer: E Explanation: E) Completing messages for your blog is usually quite easy. Evaluate the content and readability of your message, proofread to correct any errors, and post using your blogging system's tools. If you're using any contemporary blogging system, it should offer a newsfeed option so that your audience can automatically receive headlines and summaries of new blog posts. Really Simple Syndication (RSS) is the most common type of newsfeed. The scope is identified in the planning stage. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 87) The difference between blogging and microblogging is what? A) Intended audience B) Writing style C) Length D) System security E) Use of emoticons Answer: C Explanation: C) A microblog is a variation on blogging in which messages are sharply restricted to specific character counts. Twitter is the best known of these systems, but many others exist. Some companies have private microblogging systems for internal use only; these systems are sometimes referred to as enterprise microblogging or internal micromessaging. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

88) Microblogs are used in meetings and presentations by acting as what? A) Live data streams B) Video connectivity C) Backchannels D) Crowdsourcing E) Enterprise systems Answer: C Explanation: C) Microblogs are frequently used for providing company updates, offering coupons and notice of sales, presenting tips on product usage, sharing relevant and interesting information from experts, announcing headlines of new blog posts (see Figure 6.8), and serving as the backchannel in meetings and presentations. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 89) Blogs are online journals. Answer: TRUE Explanation: Blogs, and online journals that are easier to personalize and update than conventional websites, have become a major force in business communication. Millions of business-oriented blogs are now in operation, and blogs have become an important source of information for consumers and professionals alike. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Easy Classification: Concept AACSB: Information Technology 90) Good business blogs are generated by the organization and do not provide for reader interaction. Answer: FALSE Explanation: Not all blogs invite comments, although most do, and many bloggers consider comments to be an essential feature. Blog comments can be a valuable source of news, information, and insights. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

91) When team members are geographically dispersed, blogs can be an effective tool in keeping all team members updated. Answer: TRUE Explanation: Using blogs is a good way to keep project teams up to date, particularly when team members are geographically dispersed. For instance, the trip reports that employees file after visiting customers or other external parties can be enhanced vividly with mobile blogs, or moblogs. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 92) When adapting the three-step writing process to blogging, what important issues should be considered? Answer: Except with team blogs and other efforts that have an obvious and well-defined audience, defining the target audience for a blog can be challenging. You want an audience large enough to justify the time you'll be investing but narrow enough that you can provide a clear focus for the blog. A business blog needs to have a business-related purpose that is important to your company and to your chosen audience. Moreover, the purpose has to "have legs"—that is, it needs to be something that can drive the blog's content for months or years—rather than focus on a single event or an issue of only temporary interest. For instance, if you're a technical expert, you might create a blog to give the audience tips and techniques for using your company's products more effectively—a never-ending subject that's important to both you and your audience. This would be the general purpose of your blog; each posting would have a specific purpose within the context of that general purpose. Finally, if you are not writing an official company blog but rather blogging as an individual employee, make sure you understand your employer's blogging guidelines. Defining the scope of your blog can be a bit tricky. You want to cover a subject area that is broad enough to offer discussion possibilities for months or years but narrow enough to have an identifiable focus. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

93) Explain the meaning of "tagging" in a blog and discuss the advantage of using it. Answer: Make your material easier to find by tagging it with descriptive words. Your readers can then click on these "content labels" to find additional posts on those topics. Tags are usually displayed with each post, and they can also be groups in a tag cloud display, which shows all the tags in use on your blog. When tagging, the writer can embed further links in the blog. These links can lead the audience into other sections of the website, where content can be aimed at a variety of activities such as sales, marketing, recruitment, product information, community relations etc. The use of tagging supports the idea of providing a small section of information designed to stimulate interest, then allowing the reader to further explore the information in more detail if interested. This allows the reader to have some control of the volume and types of information they receive. Learning Obj.: LO 6.6: Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Synthesis AACSB: Information Technology 94) The recording of audio or video files and distributing them online is called what? A) Backchanneling B) Crowdsourcing C) Enterprise microblogging D) Podcasting E) Internal micromessaging Answer: D Explanation: D) Podcasting is the process of recording audio or video files and distributing them online via RSS subscriptions, in the same way that blog posts are automatically fed to subscribers. Podcasting combines the media richness of voice or visual communication with the convenience of portability. Learning Obj.: LO 6.7: Explain how to adapt the three-step writing process for podcasts. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology

95) One of the biggest advantages of an audio podcast over other types of social media is what? A) The hands free/eyes free aspect of the message B) The ability to move through the message to find critical data C) The ability to retrieve the data when needed D) The ability to access the data over a variety of technology E) The ease of setting up the podcast Answer: A Explanation: A) Podcasting combines the media richness of voice or visual communication with the convenience of portability. Audiences can listen or watch podcasts on a blog or website, or they can download them to phones or portable music players to consume on the go. Particularly with audio podcasts, the hands-off, eyes-off aspect makes them great for listening to while driving or exercising. Learning Obj.: LO 6.7: Explain how to adapt the three-step writing process for podcasts. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 96) During the planning phase of podcasting, which of the following is the least important consideration? A) Distribution B) Podcasting channel C) Blog compatibility D) Sustainability of the topic E) Audience Answer: C Explanation: C) Although it might not seem obvious at first, the three-step writing process adapts quite nicely to podcasting. First, focus the planning step on analyzing the situation, gathering the information you'll need, and organizing your material. One vital planning step depends on whether you intend to create podcasts for limited use and distribution (such as a weekly audio update to your virtual team) or to create a podcasting channel with regular recordings on a consistent theme, designed for a wider public audience. As with planning a blog, if you intend to create a podcasting channel, be sure to think through the range of topics you want to address over time to verify that you have a sustainable purpose. Learning Obj.: LO 6.7: Explain how to adapt the three-step writing process for podcasts. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

97) When organizing the content for a podcast, which of the following become especially important? A) Previews and transitions B) Backchanneling C) Podcast channel D) Scheduling E) Distribution Answer: A Explanation: A) As you organize the content for a podcast, pay close attention to previews, transitions, and reviews. These steering devices are especially vital in audio recordings because audio lacks the "street signs" (such as headings) that audiences rely on in print media. Moreover, scanning back and forth to find specific parts of an audio or video message is much more difficult than with textual messages, so you need to do everything possible to make sure your audience successfully receives and interprets your message on the first try. Learning Obj.: LO 6.7: Explain how to adapt the three-step writing process for podcasts. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology 98) Which of the following helps to ensure an effective podcast? A) Reading from a script B) Having a clear beginning, middle and end C) Speaking without the use of notes D) Including a text copy of the podcast on the blog site E) Using the commenting feature to support the backchannel Answer: B Explanation: B) One of the attractions of podcasting is the conversational, person-to-person feel of the recordings, so unless you need to capture exact wording, speaking from an outline and notes rather than a prepared script is often the best choice. However, no one wants to listen to rambling podcasts that take several minutes to get to the topic or struggle to make a point, so don't try to make up your content on the fly. Effective podcasts, like effective stories, have a clear beginning, middle, and end. Learning Obj.: LO 6.7: Explain how to adapt the three-step writing process for podcasts. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Application AACSB: Information Technology

99) Podcasts are considered to be media rich communication tools. Answer: TRUE Explanation: Podcasting is the process of recording audio or video files and distributing them online via RSS subscriptions, in the same way that blog posts are automatically fed to subscribers. Podcasting combines the media richness of voice or visual communication with the convenience of portability. Audiences can listen or watch podcasts on a blog or website, or they can download them to phones or portable music players to consume on the go. Particularly with audio podcasts, the hands-off, eyes-off aspect makes them great for listening to while driving or exercising. Learning Obj.: LO 6.7: Explain how to adapt the three-step writing process for podcasts. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Moderate Classification: Concept AACSB: Information Technology 100) Compare and discuss the completing step for podcasts and written communication. Answer: One of the attractions of podcasting is the conversational, person-to-person feel of the recordings, so unless you need to capture exact wording, speaking from an outline and notes rather than a prepared script is often the best choice. However, no one wants to listen to rambling podcasts that take several minutes to get to the topic or struggle to make a point, so don't try to make up your content on the fly. Effective podcasts, like effective stories, have a clear beginning, middle, and end. The completing step is where podcasting differs most dramatically from written communication, for the obvious reason that you are recording and distributing audio or video files. Particularly for more formal podcasts, start by revising your script or thinking through your speaking notes before you begin to record. The closer you can get to recording your podcasts in one take, the more productive you'll be. Most personal computers, smartphones, and other devices now have basic audio recording capability, including built-in microphones, and free editing software such as Audacity is available online. These tools can be sufficient for creating informal podcasts for internal use, but to achieve the higher production quality expected in formal or public podcasts, you'll need additional pieces of hardware and software. These can include an audio processor (to filter out extraneous noise and otherwise improve the audio signal), a mixer (to combine multiple audio or video signals), a better microphone, more sophisticated recording and editing software, and perhaps some physical changes in your recording location to improve the acoustics. Learning Obj.: LO 6.7: Explain how to adapt the three-step writing process for podcasts. Learning Outcome: Explain how to create brief messages for different electronic media Difficulty: Challenging Classification: Application AACSB: Information Technology

Business Communication Essentials, 7e (Bovee/Thill) Chapter 7 Writing Routine and Positive Messages 1) When developing a message, which of the following will contribute to the impact of the message? A) Assuming the audience has experience with the subject matter B) Organizing and clarifying all essential information C) Using words and phrases designed to impress the audience D) Using subject specific and complex language whenever possible E) Writing for the most senior member of the organization who may read the message Answer: B Explanation: B) Treat audience members as an intelligent human being, but someone who doesn't have the same level of experience with the subject matter. From there, organize and write the messages in a way that clarifies all the essential information and doesn't try to impress or obscure with complicated language. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 2) Which of the following is not considered a routine and positive message? A) Technical support B) Rejecting suggestions and proposals C) Replies to routine business matters D) Good news announcement E) Thank you notes Answer: B Explanation: B) Much of your daily business communication will involve routine and positive messages, including routine requests for information or action, replies on routine business matters, and positive messages such as good-news announcements and goodwill messages, from product operation hints and technical support to refunds and ordering glitches. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

3) In a good news message the opening of the message should contain what? A) Reasons for your decision B) Explanation of your request C) A clear statement of the request D) Request for specific action E) Justification for the message Answer: C Explanation: C) Like all other business messages, routine requests have three parts: an opening, a body, and a close. Using the direct approach, open with your main idea, which is a clear statement of your request. Use the body to give details and justify your request, then close by requesting specific action. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 4) When preparing a routine request, what approach is most appropriate to use? A) Persuasive B) Indirect approach C) Bulleted facts D) Direct approach E) Social media Answer: D Explanation: D) Like all other business messages, routine requests have three parts: an opening, a body, and a close. Using the direct approach, open with your main idea, which is a clear statement of your request. Use the body to give details and justify your request, then close by requesting specific action. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

5) Which of the following shows the best use of tone when writing a routine request? A) "I need a copy of the budget." B) "Send me the latest version of the budget." C) "Can I have the budget by Tuesday?" D) "I need you to email the budget immediately." E) "Please send me a copy of the budget." Answer: E Explanation: E) Pay attention to tone. Instead of demanding action ("Send me the latest version of the budget spreadsheet"), show respect by using words such as please and I would appreciate. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 6) When determining the format for a message, a direct approach would work best under which conditions? A) The audience will likely comply. B) The audience might be upset with the news. C) The audience has little time to read an explanation before reading the news. D) The audience will probably not agree with the news. E) The audience has little understanding of the reason for writing. Answer: A Explanation: A) Assume that your audience will comply. Because the request is routine, you can generally assume that your readers will comply when they clearly understand the reason for your request. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 7) Which of the following will improve the likelihood of getting the desired response? A) Ask the audience for their feelings on the topic. B) State exactly what you want. C) Explain to the audience what you are working on and ask for their help. D) Tell the audience how the information will be used. E) Tell the audience who the information will be forwarded to. Answer: B Explanation: B) Be specific. State precisely what you want. For example, if you request the latest market data from your research department, be sure to say whether you want a 1-page summary or 100 pages of raw data. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 3 Copyright © 2016 Pearson Education, Inc.

8) In a direct request, where is the request explained in detail? A) In the opening line of the communication B) In the opening paragraph of the communication C) In the body of the communication D) Repeated several times throughout the entire communication E) At the close of the communication Answer: C Explanation: C) Use the body of your message to explain your request, as needed. Make the explanation a smooth and logical outgrowth of your opening remarks. If complying with the request could benefit the reader, be sure to mention that. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 9) Which of the following is the best way to handle multiple requests when responding to requests from a reader? A) Send a new message for each request. B) Use a new paragraph in the body of the message for each request. C) Discuss the most important request first in the body of the message. D) Put all the requests in one long paragraph. E) List the request on an additional page. Answer: C Explanation: C) If you have multiple requests or questions, ask the most important questions first and deal with only one topic per question. If you have an unusual or complex request, break it down into specific, individual questions so that the reader can address each one separately. This consideration not only shows respect for your audience's time but also gets you a more accurate answer in less time. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

10) Telling the audience about relevant deadlines and how you can be reached should be done in which section of the direct formatted message? A) Opening paragraph B) Immediately after the explanation of what you want C) In the body of the message D) In the closing paragraph of the message E) In the paragraph above the close that explains information relating to your request Answer: D Explanation: D) Close your message with three important elements: (1) a specific request that includes any relevant deadlines, (2) information about how you can be reached (if it isn't obvious), and (3) an expression of appreciation or goodwill. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 11) What should you do when developing a routine request or a positive message? A) Slowly build up to the request or main idea B) Not assume that your audience will comply C) Demand action to ensure compliance D) Be non-specific when stating what you want E) State precisely what you want Answer: E Explanation: E) You should begin routine requests by placing your initial request up front, where it stands out and gets the most attention. Of course, getting right to the point should not be interpreted as license to be abrupt or tactless. You should pay attention to tone. Instead of demanding action, soften your request with words such as "please" and "I would appreciate." Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

12) How should a routine request begin? A) With a clear statement of request B) With a buffer that builds up to the main request C) With a justification for the request D) With an attention-getting statement, fact or question E) With the phrase "thank you" or similar words of appreciation Answer: A Explanation: A) Making requests is a routine part of business. In most cases, your audience will be prepared to comply. Therefore, using the direct approach, open with your main idea, which is a clear statement of your request. Use the body to give details and justify your request, then close by requesting specific action. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 13) When deciding to use a routine request format, which of the following should you do? A) Use a demanding tone to ensure compliance. B) Assume that your audience will comply. C) Avoid spelling out exactly what you want. D) First offer a justification for the request. E) Use the phrase "thank you in advance." Answer: B Explanation: B) Making requests is a routine part of business. In most cases, your audience will be prepared to comply, as long as you're not being unreasonable. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 14) When making a routine request, what should the writer do in the body of the message? A) Put the most important request at the end. B) Explain and justify the request. C) Address all topics in one question. D) Offer apologies for any inconvenience caused. E) Include contact information. Answer: B Explanation: B) Use the body of your message to explain your request. Make the explanation a smooth and logical outgrowth of your opening remarks. If complying with the request could benefit the reader, be sure to mention that. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 6 Copyright © 2016 Pearson Education, Inc.

15) How should multiple requests or questions in one message be addressed? A) Address all topics in one question. B) Offer apologies for any inconvenience caused. C) Start with the most important question. D) Do not assume the audience will comply. E) Avoid asking too many questions of the reader. Answer: C Explanation: C) Use the body of your message to explain your request. The most important question or request should be first, working back to the least important. To help expedite the response to your request, ask only questions that are central to your main request. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 16) What should be done when explaining and justifying the routine request in the body of the message? A) Address multiple topics in one question. B) Offer apologies for the inconvenience. C) Put the most important question last. D) Offer incentive for the audience to comply. E) Break down complex requests into specific questions. Answer: E Explanation: E) If you have an unusual or complex request, break it down into specific, individual questions so that the reader can address each one separately. This consideration not only shows respect for your audience's time but also gets you a more accurate answer in less time. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

17) What should the close of a routine request include? A) A sincere apology for the inconvenience caused B) An explanation or justification for the request C) The phrase "Thank you in advance" to ensure compliance D) Information about how you can be reached E) Questions that will help the organization of the message Answer: D Explanation: D) Request messages should be closed with a request for some specific action, information about how you can be reached, and an expression of appreciation. Concluding your note with "Thank you" or "Thanks for your help" is fine, although "Thank you in advance" is considered stuffy and presumptuous. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 18) The close of the routine request should include what? A) A sincere apology for the inconvenience caused B) Explanations and justifications for the request C) The phrase "thank you in advance" to ensure compliance D) A specific request that includes any relevant deadlines E) Questions that will help you organize the message Answer: D Explanation: D) Close your message with three important elements: (1) a specific request that includes any relevant deadlines, (2) information about how you can be reached (if it isn't obvious), and (3) an expression of appreciation or goodwill. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 19) When writing a routine request, it is always good manners to thank the reader in advance for their cooperation. Answer: FALSE Explanation: Conclude your message by sincerely expressing your goodwill and appreciation. However, don't thank the reader "in advance" for cooperating; many people find that presumptuous. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

20) An effective use of a routine message would be to supply product operation support. Answer: TRUE Explanation: Much of your daily business communication will involve routine and positive messages, including routine requests for information or action, replies on routine business matters, and positive messages such as good-news announcements and goodwill messages, from product operation hints and technical support to refunds and ordering glitches. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 21) Most audiences will comply with a routine message if they feel the writer is not being unreasonable. Answer: TRUE Explanation: Making requests is a routine part of business. In most cases, your audience will be prepared to comply, as long as you're not being unreasonable or asking people to do something they would expect you to do yourself. By applying a clear strategy and tailoring your approach to each situation, you'll be able to generate effective requests quickly. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 22) With a direct approach the writer opens with details and justification of the request, moves to the actual request and ends by requesting specific action. Answer: FALSE Explanation: Using the direct approach, open with your main idea, which is a clear statement of your request. Use the body to give details and justify your request, then close by requesting specific action. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

23) Unusual or complex requests should be broken down into individual and specific questions. Answer: TRUE Explanation: If you have multiple requests or questions, ask the most important questions first and deal with only one topic per question. If you have an unusual or complex request, break it down into specific, individual questions so that the reader can address each one separately. This consideration not only shows respect for your audience's time but also gets you a more accurate answer in less time. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 24) Discuss effective strategies for writing routine business requests. Answer: Like all other business messages, routine requests have three parts: an opening, a body, and a close. Using the direct approach, open with your main idea, which is a clear statement of your request. Use the body to give details and justify your request, then close by requesting specific action. Begin routine requests by placing your initial request first; up front is where it stands out and gets the most attention. Pay attention to tone. Soften your request with words such as please. Assume that the audience will comply. State precisely what you want. Use the body of your message to explain your request. If complying with the request could benefit the reader, be sure to mention that. You can also use the body to ask questions that will help you organize the message and help your audience identify the information you need. Place the most important question or request first, ask only relevant questions, and deal with only one topic per question. Close your message with three important elements: (1) a specific request that includes any relevant deadlines, (2) information about how you can be reached (if it isn't obvious), and (3) an expression of appreciation or goodwill. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Application AACSB: Written and oral communication

25) Explain how to develop a strong close for a routine request. Answer: Close your message with three important elements: (1) a specific request that includes any relevant deadlines, (2) information about how you can be reached (if it isn't obvious), and (3) an expression of appreciation or goodwill. For example: "Please send the figures by April 5 so that I can return first-quarter results to you before the April 15 board meeting. I appreciate your help." Conclude your message by sincerely expressing your goodwill and appreciation. However, don't thank the reader "in advance" for cooperating; many people find that presumptuous. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 26) Discuss how to develop the body of the routine requests and the benefits of a well-developed message. Answer: Making requests is a routine part of business. In most cases, your audience will be prepared to comply, as long as you're not being unreasonable or asking people to do something they would expect you to do yourself. By applying a clear strategy and tailoring your approach to each situation, you'll be able to generate effective requests quickly. Use the body of your message to explain your request, as needed. Make the explanation a smooth and logical outgrowth of your opening remarks. If complying with the request could benefit the reader, be sure to mention that. If you have multiple requests or questions, ask the most important questions first and deal with only one topic per question. If you have an unusual or complex request, break it down into specific, individual questions so that the reader can address each one separately. This consideration not only shows respect for your audience's time but also gets you a more accurate answer in less time. Learning Obj.: LO 7.1: Outline an effective strategy for writing routine business requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 27) Which of the following is a common use of a routine message? A) Making claims and requesting adjustments B) Refusing to make a recommendation C) Determining fault for a missed deadline D) Developing a marketing pitch E) Asking for a pay increase during difficult economic times Answer: A Explanation: A) The most common types of routine messages are asking for information or action, asking for recommendations, and making claims and requesting adjustments. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 11 Copyright © 2016 Pearson Education, Inc.

28) Which of the following is a common element in a request for information or action? A) Your position within the organization B) What will happen if the reader doesn't supply the information C) What you want to know or what you want the reader to do D) Who is being copied on the request E) How you want the response to be formatted Answer: B Explanation: B) Routine requests can have up to three basic elements: What you want to know or what you want your readers to do, why you're making the request (not required in all cases), and why it may be in your readers' interest to help you (not applicable in all cases). Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 29) When seeking a recommendation before awarding a contract, what type of information is least likely to be needed from an applicant? A) Information on skills B) Information on abilities C) Information on integrity D) Information on credit worthiness E) Information on character Answer: D Explanation: D) For example, before extending credit or awarding contracts, jobs, promotions, or scholarships, companies often ask applicants to supply references. Companies ask applicants to list references who can vouch for their ability, skills, integrity, character, and fitness for the job. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

30) Requests for recommendations are generally organized using what approach? A) Question and answer B) Direct C) Indirect D) Persuasive E) Free form Answer: B Explanation: B) Requests for recommendations and references are routine, so you can organize your inquiry using the direct approach. Open your message by clearly stating why the recommendation is required (if it's not for a job, be sure to explain its purpose) and that you would like your reader to write the letter. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 31) Which of the following is a key point when providing sources for recommendations? A) The indirect approach for requests should be used. B) Avoid stating why the recommendation is required. C) Always ask permission before using someone as a reference. D) Always offer to pay the person for their time in writing the reference. E) Avoid pressuring the receiver by mentioning a deadline. Answer: C Explanation: C) Before you volunteer someone's name as a reference, ask permission to do so. Some people don't want you to use their names, perhaps because they don't know enough about you to feel comfortable writing a letter or because they or their employers have a policy of not providing recommendations. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

32) When developing a routine request for a recommendation, what should go in the body of the message? A) Why the writer wants the position B) An expression of appreciation C) Information the recipient needs to write the recommendation D) Any deadlines that might be important E) The purpose of the needed recommendation Answer: C Explanation: C) Use the body of the request to list all the information the recipient would need to write the recommendation, including the full name and address or email address of the person to whom the recommendation should be sent. Consider including an updated résumé if you've had significant career advancement since your last contact. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 33) When making a claim to a company, what is the purpose of the message? A) To ask for a settlement of the claim B) To write a formal complaint C) To suggest how a product or service could be improved D) To provide a goodwill gesture, allowing the company to improve the product E) To ask for a resolution to a problem before further steps are required Answer: A Explanation: A) If you're dissatisfied with a company's product or service, you can opt to make a claim (a formal complaint) or request an adjustment (a settlement of a claim). In either case, it's important to maintain a professional tone in all your communication, no matter how angry or frustrated you are. Keeping your cool will help you get the situation resolved sooner. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

34) When asking for an adjustment from a company, what is being asked for? A) The settlement of a claim B) An opportunity to file a formal complaint C) An opportunity to suggest how a product or service could be improved D) A resolution to a problem before further steps are required E) A discount on a product or service Answer: A Explanation: A) If you're dissatisfied with a company's product or service, you can opt to make a claim (a formal complaint) or request an adjustment (a settlement of a claim). In either case, it's important to maintain a professional tone in all your communication, no matter how angry or frustrated you are. Keeping your cool will help you get the situation resolved sooner. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 35) When writing for a claim or adjustment, what should be included in the opening paragraph? A) Specific explanations of the reason for the claim B) An offering of supporting documentation such as receipts C) A request for specific action D) A statement of the problem E) The remedy being sought Answer: D Explanation: D) Open with a clear and calm statement of the problem along with your request. In the body, give a complete, specific explanation of the details. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 36) When writing for a claim or adjustment, what should be included in the closing paragraph? A) Specific explanation of reason for the claim B) An offering of supporting documentation such as receipts C) A request for specific action D) A statement of the problem E) The remedy being sought Answer: C Explanation: C) In your close, politely request specific action or convey a sincere desire to find a solution. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 15 Copyright © 2016 Pearson Education, Inc.

37) Which of the following should a writer do when developing routine requests for recommendation? A) Use the direct approach for the request B) Avoid stating why the recommendation is required C) Offer to write the letter and have the referee sign it D) Offer to pay for the favor of writing recommendation E) Avoid pressuring the receiver by mentioning a deadline Answer: A Explanation: A) Requests for recommendations and references are routine, so you can organize your inquiry using the direct approach. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 38) What should be accomplished in the opening of a request for a recommendation? A) The deadline for sending the letter should be mentioned. B) The reader's memory of the relationship he/she had with the person referred should be triggered. C) The full name and address of the person to whom the letter should be sent should be obvious. D) An offer to pay for the service rendered should be included. E) A neutral buffer statement or statements should be included. Answer: B Explanation: B) Requests for recommendations and references are routine, so you can organize your inquiry using the direct approach. Open your message by clearly stating why the recommendation is required and that you would like your reader to write the letter. If you haven't had contact with the person for some time, use the opening to trigger the reader's memory of the relationship you had, the dates of association, and any special events that might bring a clear and favorable picture of you to mind. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

39) What should the opening of a request for recommendation do? A) Contain a sincere apology for the trouble caused B) Clearly state why the recommendation is required C) Include an offer to pay for the service rendered D) Include the full name and address of the person to whom the letter should be sent E) Contain a neutral buffer statement or statements Answer: B Explanation: B) Requests for recommendations and references are routine, so you can organize your inquiry using the direct approach. Open your message by clearly stating why the recommendation is required and that you would like your reader to write the letter. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 40) Which of the following should be included in the body of a request for a recommendation? A) The full name and address of the person to whom the letter should be sent B) A deadline for recommendation C) An offer to pay for the service rendered D) A sincere apology for the trouble caused E) An expression of appreciation Answer: A Explanation: A) Use the body of a request for recommendations to list all the information the recipient would need in order to write the recommendation, including the full name and address of the person to whom the letter should be sent. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Application AACSB: Written and oral communication

41) How should a request for a recommendation close? A) With the full name and address of the person to whom the letter should be sent B) With a complete career summary C) With a website link for viewing a résumé D) With a statement that triggers the reader's memory of the relationship you had E) With an expression of appreciation Answer: E Explanation: E) When writing a request for recommendation, close your message with an expression of appreciation. When asking for an immediate recommendation, you should also mention the deadline. Always be sure to enclose a stamped, preaddressed envelope as a convenience to the other party. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 42) If a recommendation is needed quickly, where should that information be indicated? A) In the opening paragraph B) In the explanation section C) In the justification section D) In the close E) In a post script Answer: D Explanation: D) When writing a request for recommendation, close your message with an expression of appreciation. When asking for an immediate recommendation, you should also mention the deadline. Always be sure to enclose a stamped, preaddressed envelope as a convenience to the other party. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

43) When making claims or requesting adjustments, you should do what? A) Avoid revealing your contact information. B) Use the indirect approach. C) Always maintain a professional tone. D) Leave the specific course of action to the reader. E) Warn the reader of the consequences of inaction. Answer: C Explanation: C) If you're dissatisfied with a company's product or service, you can opt to make a claim or request an adjustment. In either case, it's important to maintain a professional tone in all your communication, no matter how angry or frustrated you are. Keeping your cool will help you get the situation resolved sooner. In most cases, and especially in your first message, assume that a fair adjustment will be made and use a direct request. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 44) When making claims or requesting adjustments, which of the following would be the most effective? A) Warn the reader of the consequences of inaction. B) Apologize for the inconvenience caused. C) Clearly convey your anger and frustration. D) Be professional, no matter how angry or frustrated you are. E) Use the indirect approach. Answer: D Explanation: D) If you're dissatisfied with a company's product or service, you can opt to make a claim or request an adjustment. In either case, it's important to maintain a professional tone in all your communication, no matter how angry or frustrated you are. Keeping your cool will help you get the situation resolved sooner. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

45) When making claims or requesting adjustments, what should be included in the opening? A) An apology for the inconvenience caused B) A straightforward statement of the problem C) A neutral buffer statement D) An expression of your anger and frustration E) A complete and specific explanation of the details of the problem Answer: B Explanation: B) If you're dissatisfied with a company's product or service, you can opt to make a claim or request an adjustment. In most cases, and especially in your first message, assume that a fair adjustment will be made and use a direct request. Open with a straightforward statement of the problem. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 46) Which of the following should be included in the body of your routine message when making claims or requesting action? A) An expression of your anger and frustration B) A warning to the reader of the consequences of inaction C) An apology for the inconvenience caused D) A request specific action E) Complete and specific explanation of the details Answer: E Explanation: E) In the body of a request making a claim or requesting adjustments, you should give a complete, specific explanation of the details; provide any information an adjuster would need to verify your complaint. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

47) Which of the following is a guideline for making effective claims or requesting adjustments? A) Always close with a sincere apology for the inconvenience caused. B) Clearly convey your anger and frustration through your message. C) Avoid giving a detailed explanation of your claim in the message. D) Be prepared to back up your claim with relevant documents. E) Warn the reader of the consequences of non-compliance. Answer: D Explanation: D) When sending messages making claims or requesting adjustments, be prepared to back up your claim with invoices, sales receipts, canceled checks, dated correspondence, and any other relevant documents. Send copies and keep the originals for your files. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 48) Even simple requests should contain extensive reasons and justifications for the request. Answer: FALSE Explanation: For simple requests, using the direct approach gets the job done with a minimum of fuss. In more complex situations, you may need to provide more extensive reasons and justification for your request. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 49) Routine requests should always indicate why it is in the reader's best interest to comply with the request. Answer: FALSE Explanation: Routine requests can have up to three basic elements: What you want to know or what you want your readers to do, why you're making the request (not required in all cases), and why it may be in your readers' interest to help you (not applicable in all cases). Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

50) Asking for a claim is the same as asking for a settlement to a problem. Answer: FALSE Explanation: If you're dissatisfied with a company's product or service, you can opt to make a claim (a formal complaint) or request an adjustment (a settlement of a claim). In either case, it's important to maintain a professional tone in all your communication, no matter how angry or frustrated you are. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 51) When seeking a letter of recommendation, the body of the request should list all the information the recipient would need to write the recommendation, including the full name and address or email address of the person to whom the recommendation should be sent. Answer: TRUE Explanation: Use the body of the request to list all the information the recipient would need to write the recommendation, including the full name and address or email address of the person to whom the recommendation should be sent. Consider including an updated résumé if you've had significant career advancement since your last contact. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 52) Letters of recommendation are used primarily by job applicants. Answer: FALSE Explanation: The need to inquire about people arises often in business. For example, before extending credit or awarding contracts, jobs, promotions, or scholarships, companies often ask applicants to supply references. Companies ask applicants to list references who can vouch for their ability, skills, integrity, character, and fitness for the job. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

53) What are the points to be kept in mind when developing a message asking for a recommendation? Answer: Before you volunteer someone's name as a reference, ask permission to do so. Some people don't want you to use their names, perhaps because they don't know enough about you to feel comfortable writing a letter or because they or their employers have a policy of not providing recommendations. Requests for recommendations and references are routine, so you can organize your inquiry using the direct approach. Open your message by clearly stating why the recommendation is required and that you would like your reader to write the letter. If you haven't had contact with the person for some time, use the opening to trigger the reader's memory of the relationship you had, the dates of association, and any special events that might bring a clear and favorable picture of you to mind. Use the body of the request to list all the information the recipient would need in order to write the recommendation, including the full name and address of the person to whom the letter should be sent. Consider including an updated résumé if you've had significant career advancement since your last contact. Close your message with an expression of appreciation. When asking for an immediate recommendation, you should also mention the deadline. Always be sure to enclose a stamped, pre-addressed envelope as a convenience to the other party. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 54) Discuss the ways in which organizations use letters of recommendation. Answer: The need to inquire about people arises often in business. For example, before extending credit or awarding contracts, jobs, promotions, or scholarships, companies often ask applicants to supply references. Companies ask applicants to list references who can vouch for their ability, skills, integrity, character, and fitness for the job. Before you volunteer someone's name as a reference, ask permission to do so. Some people don't want you to use their names, perhaps because they don't know enough about you to feel comfortable writing a letter or because they or their employers have a policy of not providing recommendations. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

55) Discuss strategies for writing letters for claims and adjustments. Answer: If you're dissatisfied with a company's product or service, you can opt to make a claim (a formal complaint) or request an adjustment (a settlement of a claim). In either case, it's important to maintain a professional tone in all your communication, no matter how angry or frustrated you are. Open with a clear and calm statement of the problem along with your request. In the body, give a complete, specific explanation of the details. Provide any information the recipient needs to verify your complaint. In your close, politely request specific action or convey a sincere desire to find a solution. And, if appropriate, suggest that the business relationship will continue if the problem is solved satisfactorily. Be prepared to back up your claim with invoices, sales receipts, canceled checks, dated correspondence, and any other relevant documents. Send copies and keep the originals for your files. If the remedy is obvious, tell your reader exactly what you expect from the company, such as exchanging incorrectly shipped merchandise for the right item or issuing a refund if the item is out of stock. In some cases, you might ask the recipient to resolve a problem. However, if you're uncertain about the precise nature of the trouble, you could ask the company to make an assessment and then advise you on how the situation could be fixed. Supply your contact information so that the company can discuss the situation with you, if necessary. Learning Obj.: LO 7.2: Describe three common types of routine requests. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 56) Which of the following would not be a goal when responding to routine replies from others? A) Explain why you can comply with the request. B) Communicate the information needed. C) Answer all questions. D) Provide all necessary details. E) Leave the reader with a good impression of you and your company. Answer: A Explanation: A) When you are responding positively to a request, sending routine announcements, or sending a positive or goodwill message, you have several goals: to communicate the information or the good news, answer all questions, provide all required details, and leave your reader with a good impression of you and your firm. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

57) When is it appropriate to use the direct approach for routine messages? A) When the reader may not be interested in what you have to say B) When you want to save the reader time C) When you have something to offer the reader D) When the readers will be interested in what you have to say E) When you are composing a message that will stay internal to the organization Answer: D Explanation: D) Readers receiving routine replies and positive messages will generally be interested in what you have to say, so use the direct approach. Place your main idea (the positive reply or the good news) in the opening. Use the body to explain all the relevant details, and close cordially, perhaps highlighting a benefit to your reader. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 58) Routine, positive messages include what type of information in the opening paragraph? A) Reason for writing B) How the audience will benefit from complying to the request C) All relevant details D) A neutral buffer E) An introduction to the writer Answer: A Explanation: A) Place your main idea (the positive reply or the good news) in the opening. Use the body to explain all the relevant details, and close cordially, perhaps highlighting a benefit to your reader. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

59) Opening statements should be what? A) Detailed B) Brief and to the point C) Neutral D) Hedge sentences E) Apologetic Answer: B Explanation: B) By opening with the main idea or good news, you prepare your audience for the details that follow. Make your opening clear and concise. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 60) When developing an opening statement for routine messages, what should the writer consider? A) The most important thing the writer wants to convey B) The most important thing the audience wants to know C) The level of detail needed D) The potential reaction of the audience E) What channel and medium should be used to convey the message Answer: B Explanation: B) The best way to write a clear opening is to have a clear idea of what you want to say. Before you begin, ask yourself, "What is the single most important message I have for the audience?" Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

61) When having to convey negative information in a routine message, what should the writer do? A) Stress only the most positive information B) Refer to the negative information in general and nonspecific terms C) Put the negative information in as positive terms as possible D) Avoid explaining the negative information E) Use an indirect approach Answer: C Explanation: C) If the routine message is mixed and must convey mildly disappointing information, put the negative portion of your message into as favorable a context as possible. Emphasize how the audience can benefit from the change. However, if the negative news is likely to be a shock or particularly unpleasant for the reader, you'll want to use the indirect approach. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 62) To soften the blow of a negative response in a direct message, what should the writer include in the body of the message? A) Specific identification of the negative news B) The option to seek other solutions C) Specific reason that lead to the decision D) As much detail as possible E) Emphasize how the decision can benefit the audience Answer: E Explanation: E) A better way to format negative news is to be as positive as possible and emphasize how the audience can benefit from the change. However, if the negative news is likely to be a shock or particularly unpleasant for the reader, you'll want to use the indirect approach. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

63) How should routine replies and positive replies close? A) With a sincere apology for the trouble caused B) With an expression of appreciation or goodwill C) With a detailed explanation of the request D) With a mention of the consequences of non-compliance E) With information about the negative aspects of the request, if any Answer: B Explanation: B) Your message is more likely to succeed if it leaves your readers with the feeling that you have their best interests in mind. You can accomplish this by highlighting a benefit to the audience or by expressing appreciation or goodwill. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 64) If follow up action is needed in response to a routine message, identify who will do what and when in the body of the message. Answer: FALSE Explanation: The close of routine replies and positive messages is usually short and simple, because you're leaving things on a neutral or positive note and not usually asking for the reader to do anything. Often, a simple thank you is all you need. However, if follow-up action is required or expected, use the close to identify who will do what and when that action will take place. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 65) If negative news is likely to be a surprise to the reader, an indirect approach should be used. Answer: TRUE Explanation: The more complete description is less negative and emphasizes how the audience can benefit from the change. However, if the negative news is likely to be a shock or particularly unpleasant for the reader, you'll want to use the indirect approach. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

66) When dealing with disappointing information, it is best to be blunt. Answer: FALSE Explanation: If your routine message is mixed and must convey mildly disappointing information, put the negative portion of your message into as favorable a context as possible. If the news will come as a shock to the audience, use an indirect format. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 67) Details in a routine message should be written in the same tone as the opening. Answer: TRUE Explanation: Use the body to expand on the opening message so that readers get all the information they need. As you provide the details, maintain the supportive tone established in the opening. This tone is easy to continue when your message is entirely positive. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 68) The best way to start an opening is to determine the single most important thing to say. Answer: TRUE Explanation: The best way to write a clear opening is to have a clear idea of what you want to say. Before you begin, ask yourself, "What is the single most important message I have for the audience?" Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

69) Outline an effective strategy for writing routine replies and positive messages. Answer: Readers receiving routine replies and positive messages will generally be interested in what you have to say, so you will usually use the direct approach. Place your main idea (the positive reply or the good news) in the opening. Use the body to explain all the relevant details, and close cordially, perhaps highlighting a benefit to your reader. By opening with the main idea or good news, you prepare your audience for the details that follow. Make your opening clear and concise. Use the body to explain your point completely so that your audience won't be confused or doubtful about your meaning. As you provide the details, maintain the supportive tone established in the opening. However, if the routine message is mixed and must convey mildly disappointing information, put the negative portion of your message into as favorable a context as possible. However, if the negative news is likely to be a shock or particularly unpleasant for the reader, you will want to use the indirect approach. Your message is more likely to succeed if it leaves your readers with the feeling that you have their best interests in mind. You can accomplish this by highlighting a benefit to the audience or by expressing appreciation or goodwill. If follow-up action is required, clearly state who will do what next. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 70) Discuss a strategy for using routine and direct messages for negative news, including examples. Answer: Starting with the main idea. By opening with the main idea or good news, you prepare your audience for the details that follow. Make your opening clear and concise. Use the body to expand on the opening message so that readers get all the information they need. As you provide the details, maintain the supportive tone established in the opening. This tone is easy to continue when your message is entirely positive. However, if your routine message is mixed and must convey mildly disappointing information, put the negative portion of your message into as favorable a context as possible: Instead of "No, we no longer carry the Sportsgirl line of sweaters", use "The new Olympic line has replaced the Sportsgirl sweaters you asked about. Olympic features a wider range of colors and sizes and more contemporary styling". The more complete description is less negative and emphasizes how the audience can benefit from the change. However, if the negative news is likely to be a shock or particularly unpleasant for the reader, you'll want to use the indirect approach. The close of routine replies and positive messages is usually short and simple, because you're leaving things on a neutral or positive note and not usually asking for the reader to do anything. Often, a simple thank you is all you need. However, if follow-up action is required or expected, use the close to identify who will do what and when that action will take place. Learning Obj.: LO 7.3: Outline an effective strategy for writing routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 30 Copyright © 2016 Pearson Education, Inc.

71) Which of the following is least likely to be considered a routine or positive message? A) Answers to routine requests B) Denial of claims and adjustments C) Recommendations D) Routine informational messages E) Good-news announcements Answer: B Explanation: B) Most routine and positive messages fall into six categories: answers to routine requests, grants of claims and requests for adjustment, recommendations, routine informational messages, good-news announcements, and goodwill messages. Granting a claim or request for adjust in good news, the denial is not. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 72) A well written response to a request for information or action will do what for the writer? A) Positively influence the reader's perception of the writer and the organization B) Negatively influence the reader's perception of the writer and the organization C) Allow the writer to explain the benefits of working with their firm D) Encourage customer satisfaction E) Reinforce the organizations commitment to excellence Answer: A Explanation: A) A prompt, gracious, and thorough response will positively influence how people think about you and the organization you represent. When you're answering requests from a potential customer or other decision maker, look for subtle and respectful ways to encourage a decision in your favor. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

73) Before responding to a customer complaint, what should first be considered? A) How upset the customer is B) How often that particular customer complains C) How easy it is to rectify the issue D) Relationship with the customer E) Company policy for handling customer complaints Answer: E Explanation: E) Your specific response to a customer complaint depends on your company's policies for resolving such issues and your assessment of whether the company, the customer, or some third party is at fault. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 74) When responding to a customer complaint, the best course of action is what? A) Promise the customer complete satisfaction. B) Explain how you plan to resolve the issue. C) Apologize profusely. D) Promise the issue will never happen again. E) Indicate to the customer exactly who is to blame. Answer: B Explanation: B) Your specific response to a customer complaint depends on your company's policies for resolving such issues and your assessment of whether the company, the customer, or some third party is at fault. In general, take the following steps: Acknowledge receipt of the customer's claim or complaint, sympathize with the customer's inconvenience or frustration, take (or assign) personal responsibility for setting matters straight, explain precisely how you have resolved, or plan to resolve, the situation, take steps to repair the relationship and follow up to verify that your response was correct. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

75) When granting the claim when the customer is at fault, what should be included in the body of the letter? A) An apology B) A clear indication of what the customer did wrong C) A clear indication of how the customer can avoid a similar issue in the future D) The discouragement of similar claims in the future E) Contact information so the customer can discuss further concerns Answer: D Explanation: D) In general, take the following steps: Acknowledge receipt of the customer's claim or complaint, sympathize with the customer's inconvenience or frustration, take (or assign) personal responsibility for setting matters straight, explain precisely how you have resolved, or plan to resolve, the situation, take steps to repair the relationship and follow up to verify that your response was correct. The response should in no way indicate the customer did something wrong, and the response should discourage similar claims in the future. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Challenging Classification: Application AACSB: Written and oral communication 76) What is the goal of a letter of recommendation? A) To verify dates of employment B) To verify salary C) To verify the nature of your relationship with the candidate D) To verify the candidate has the characteristics necessary for the job E) To verify the candidate is eligible to work at the organization Answer: D Explanation: D) If you decide to write a letter of recommendation or respond to a request for information about a job candidate, your goal is to convince readers that the person being recommended has the characteristics necessary for the job, assignment, or other objective the person is seeking. A successful recommendation letter contains a number of relevant details include the nature of your relationship with the candidate and other facts and evident relevant to the candidate. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Challenging Classification: Application AACSB: Written and oral communication

77) Updating someone on projects or the status of an order is an example of what type of routine communication? A) Goodwill messages B) Answers to routine requests C) Claims and adjustment requests D) Good-news announcements E) Routine informational messages Answer: E Explanation: E) Many messages involve sharing routine information, such as project updates and order status notifications. Use the opening of these routine messages to state the purpose and briefly mention the nature of the information you are providing. Provide the necessary details in the body and end your message with a courteous close. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 78) A policy change is an example of what type of message? A) Goodwill messages B) Answers to routine requests C) Claims and adjustment requests D) Good-news announcements E) Routine informational messages Answer: E Explanation: E) Some routine informative messages may require additional care. For instance, policy statements or procedural changes may be good news for a company, perhaps by saving money. However, it may not be obvious to employees that such savings may make additional employee resources available or even lead to pay raises. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

79) If a reader may not view a message as positive, what should be included in the body of the message? A) An explanation of what will happen if the action is not taken B) An explanation of potential benefits to the reader C) An explanation of potential benefits to the writer D) An explanation of the nature of the information being provided E) An explanation of the reasons for the decision to be followed by the decision Answer: B Explanation: B) In instances in which the reader may not initially view the information positively, use the body of the message to highlight the potential benefits from the reader's perspective. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 80) Which of the following are specialized documents used to share relevant information with the news media? A) Press releases B) Direct to consumer news releases C) Social media releases D) External releases E) Internal releases Answer: A Explanation: A) External good-news announcements are often communicated in a news release, also known as a press release, a specialized document used to share relevant information with the news media. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

81) Which of the following would be the most appropriate format for content of a news release? A) Background information followed by solution B) Background information followed by a series of alternatives C) Good news followed by details D) A series of alternatives followed by good news E) Good news followed by a variety of alternatives Answer: C Explanation: C) In most companies, news releases are usually prepared or at least supervised by specially trained writers in the public relations department. The content follows the customary pattern for a positive message: good news followed by details and a positive close. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 82) News releases that communicate directly with the customers and other audiences and include network links are called what? A) Press releases B) Direct to consumer releases C) Social media releases D) Blog releases E) World wide web releases Answer: C Explanation: C) Many companies now view a press release as a general-purpose tool for communicating directly with customers and other audiences, creating direct-to-consumer news releases. Many of these are considered social media releases, because they include social networking links, "Tweetables" (Twitter-ready statements that can be shared on Twitter at the click of a button), and other sharable content. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

83) Messages written to foster positive relationships with audiences are called what? A) Social media releases B) Goodwill messages C) Condolence messages D) Good-news announcements E) Congratulatory messages Answer: B Explanation: B) All business messages should be written with an eye toward fostering positive relationships with audiences, but some messages are written specifically to build goodwill. You can use these messages to enhance your relationships with customers, colleagues, and other businesspeople by sending friendly, even unexpected, notes with no direct business purpose. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 84) Writing a message that includes information readers might find helpful and using content and tone to provide an element of entertainment is best accomplished in what type of message? A) Direct messages B) Indirect messages C) Persuasive messages D) Good news messages E) Goodwill messages Answer: E Explanation: E) In addition to creating messages for a specific goodwill reason, you can craft almost any routine message in a way to build goodwill. Two ways to do this are by providing information that your readers might find helpful and by using the content and tone of your message to provide an element of entertainment. For example, if you send monthly billing statements to customers, you can include tips on how to save money by using your products in a more efficient manner. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

85) Which of the following would be the most common reason to send a congratulatory message to a coworker? A) Wedding B) Birth of a child C) Graduation D) Success in a nonbusiness competition E) A significant business achievement Answer: E Explanation: E) One prime opportunity for sending goodwill messages is to congratulate individuals or companies for significant business achievements–perhaps for being promoted or for attaining product sales milestones. Other reasons for sending congratulations include highlights in people's personal lives, such as weddings, births, graduations, and success in nonbusiness competitions. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 86) Which of the following routine messages is most likely to end up as part of an employee's permanent record? A) A letter of recommendation B) A congratulatory message C) A message of appreciation D) A message of condolence E) A message fostering goodwill Answer: C Explanation: C) An important leadership quality is the ability to recognize the contributions of employees, colleagues, suppliers, and other associates. Your praise does more than just make the person feel good; it encourages further excellence. A message of appreciation may also become an important part of someone's personnel file, so provide specific information wherever possible. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

87) Which of the following represents a brief personal message after the death of a loved one? A) A letter of recommendation B) A congratulatory message C) A message of appreciation D) A message of condolence E) A message fostering goodwill Answer: D Explanation: D) Condolence letters are brief personal messages written to comfort someone after the death of a loved one. You may have occasion to offer condolences to employees or other business associates (when the person has lost a family member) or to the family of an employee or business associate (when that person has died). Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 88) When preparing a message of condolence, which of the following sets of principles should the writer follow? A) Short, simple and sincere B) Short, timely and appropriate C) Simple, sincere and appropriate D) Sincere, direct and timely E) Direct, timely and short Answer: A Explanation: A) These messages can feel intimidating to write, but they don't need to be. Follow these three principles: short, simple, and sincere. You don't need to produce a work of literary art; the fact that you are writing sends a message that is as meaningful as anything you can say. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

89) Which of the following is a guideline for granting claims and requests for adjustment when your company is at fault? A) Do not provide detail for how you plan to resolve the situation. B) Specifically assign blame to someone else in the organization. C) Start from the assumption that the information the customer provided is correct. D) Imply that the customer is at fault. E) Avoid taking or assigning personal responsibility for setting matters straight. Answer: C Explanation: C) Most routine responses to claims and adjustments when your company is at fault should take your company's specific policies into account and address the following points: acknowledge receipt of the customer's claim or complaint; sympathize with the customer's inconvenience or frustration; take (or assign) personal responsibility for setting matters straight; explain precisely how you have resolved, or plan to resolve, the situation; take steps to repair the relationship; and follow up to verify that your response was correct. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 90) What should be done when granting claims and requests for adjustment when your company is at fault? A) You should specifically assign blame to someone else in the organization. B) You should take steps to repair the relationship. C) You should start with the assumption that the information the customer provided is incorrect. D) You should imply that the customer is at fault but you are willing to help anyway. E) You should avoid taking or assigning personal responsibility for setting matters straight. Answer: B Explanation: B) Most routine responses to claims and adjustments when your company is at fault should take your company's specific policies into account and address the following points: acknowledge receipt of the customer's claim or complaint; sympathize with the customer's inconvenience or frustration; take (or assign) personal responsibility for setting matters straight; explain precisely how you have resolved, or plan to resolve, the situation; take steps to repair the relationship; and follow up to verify that your response was correct. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

91) What should be avoided when granting claims and requests for adjustment when your company is at fault? A) Blaming anyone in the organization by name B) Going into the details of how you plan to resolve the situation C) Starting with the assumption that the information the customer provided is correct D) Openly sympathize with the customer's situation E) Take or assign personal responsibility for setting matters straight Answer: A Explanation: A) When granting claims and requests for adjustment when your company is at fault, you should maintain professional demeanor by avoiding some key negative steps: Don't blame anyone in your organization by name, don't make exaggerated apologies that sound insincere, don't imply that the customer is at fault, and don't promise more than you can deliver. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 92) When attempting to write a positive message, what should the writer take care to do? A) Thank the reader "in advance" for cooperating B) Avoid offering additional services C) Avoid trite saying that you may have heard or read D) Avoid volunteering information about the request E) Avoid placing the bad news first Answer: C Explanation: C) When writing positive messages, avoid trite, obvious statements. Avoid clichés such as "Please feel free to…" Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

93) Which of the following should be followed when writing recommendation letters? A) Omit any negative information. B) Only verify dates of employment and job titles. C) Never collaborate with the former employee in developing the letter. D) Understand your company's policy on letters of recommendation to avoid legal complications. E) Never offer to provide a personal reference. Answer: D Explanation: D) When writing recommendation letters, release information only to people who have written authorization from the former employee. Take great care to avoid a lawsuit either for including too much negative information or for omitting negative information. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 94) When a response to a request for information is straightforward, a direct approach should be used. Answer: TRUE Explanation: Every professional answers requests for information or action from time to time. If the response is straightforward, the direct approach is appropriate. A prompt, gracious, and thorough response will positively influence how people think about you and the organization you represent. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 95) How you respond to a customer complaint often depends on your company's policies for resolving this type of issue. Answer: TRUE Explanation: Your specific response to a customer complaint depends on your company's policies for resolving such issues and your assessment of whether the company, the customer, or some third party is at fault. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

96) It is generally safe to write positive letters of recommendation for former employees. Answer: FALSE Explanation: Employees have sued employers and individual managers for providing negative information or refusing to provide letters of recommendation, and employers have sued other employers for failing to disclose negative information about job candidates. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 97) The opening of routine messages can be used to state the purpose and nature of information being provided. Answer: TRUE Explanation: Many messages involve sharing routine information, such as project updates and order status notifications. Use the opening of these routine messages to state the purpose and briefly mention the nature of the information you are providing. Provide the necessary details in the body and end your message with a courteous close. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 98) Personal messages such as condolence letters and congratulatory letters are never appropriate in the workplace. Answer: FALSE Explanation: Condolence letters are brief personal messages written to comfort someone after the death of a loved one. You may have occasion to offer condolences to employees or other business associates (when the person has lost a family member) or to the family of an employee or business associate (when that person has died). One prime opportunity for sending goodwill messages is to congratulate individuals or companies for significant business achievements– perhaps for being promoted or for attaining product sales milestones. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

99) Discuss guidelines for writing letters of condolence to coworkers. Answer: Condolence letters are brief personal messages written to comfort someone after the death of a loved one. Follow these three principles: short, simple, and sincere. Open a condolence message with a simple expression of sympathy, such as "I am deeply sorry to hear of your loss" or "I am sorry for your loss." How you continue from there depends on the circumstances and your relationships with the deceased and the person to whom you are writing. For example, if you are writing to the husband of a colleague who recently died and you have never met him, you might continue with "Having worked with Janice for more than a decade, I know what a kind and caring person she was." Such a statement accomplishes two goals: explaining why you in particular are writing and letting the recipient know that his loved one was appreciated in the workplace. You can conclude with a simple statement such as "My thoughts are with you during this difficult time." If appropriate for the situation and your relationship, you might also include an offer of assistance. "Please call if there is anything I do for you." As you decide what to include in the message, keep two points in mind. First, make it a personal expression of sympathy, but don't make the whole message about you and your sense of loss. Second, don't offer "life advice," and don't include trite sayings that you may have heard or read. At this point, soon after the loss, the recipient doesn't want your advice, only your sympathy. Also, don't bring religion into the discussion unless you have a close personal relationship with the recipient and religion is already a part of your relationship. Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication

100) Discuss and give examples of using routine messages to build goodwill. Answer: All business messages should be written with an eye toward fostering positive relationships with audiences, but some messages are written specifically to build goodwill. You can use these messages to enhance your relationships with customers, colleagues, and other businesspeople by sending friendly, even unexpected, notes with no direct business purpose. In addition to creating messages for a specific goodwill reason, you can craft almost any routine message in a way to build goodwill. Two ways to do this are by providing information that your readers might find helpful and by using the content and tone of your message to provide an element of entertainment. Goodwill messages include congratulatory messages, messages of appreciation and messages of condolence. One prime opportunity for sending goodwill messages is to congratulate individuals or companies for significant business achievements–perhaps for being promoted or for attaining product sales milestones. Other reasons for sending congratulations include highlights in people's personal lives, such as weddings, births, graduations, and success in nonbusiness competitions. You may congratulate business acquaintances on their own achievements or on the accomplishments of a spouse or child. An important leadership quality is the ability to recognize the contributions of employees, colleagues, suppliers, and other associates, and sending messages of appreciation. Your praise does more than just make the person feel good; it encourages further excellence. A message of appreciation may also become an important part of someone's personnel file. Condolence letters are brief personal messages written to comfort someone after the death of a loved one. You may have occasion to offer condolences to employees or other business associates (when the person has lost a family member) or to the family of an employee or business associate (when that person has died). Learning Obj.: LO 7.4: Describe six common types of routine replies and positive messages. Learning Outcome: Describe strategies for developing routine and positive messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

Business Communication Essentials, 7e (Bovee/Thill) Chapter 8 Writing Negative Messages 1) Which of the following is not one of the five goals when delivering bad news? A) Repair business relationships. B) Convey the bad news. C) Maintain as much goodwill as possible. D) Maintain a good image for the organization. E) Eliminate the need for future correspondence on the matter. Answer: A Explanation: A) When you need to deliver bad news, you have five goals: (1) to convey the bad news, (2) to gain acceptance for it, (3) to maintain as much goodwill as possible with your audience, (4) to maintain a good image for your organization, and (5) if appropriate, to reduce or eliminate the need for future correspondence on the matter. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 2) After developing a clear purpose, what is the next step in preparing to write the negative message? A) Being upfront and honest with those you need to send the message to B) Sharing the unwelcome news C) Writing a message that is sensitive and honest D) Gathering information the audience needs to understand and accept the message E) Choosing the channel and the medium Answer: D Explanation: D) To minimize the damage to business relationships and to encourage the acceptance of your message, plan carefully. With a clear purpose and your audience's needs in mind, gather the information your audience will need in order to understand and accept your message. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

3) When delivering bad news to employees, which of the following would be the most appropriate channel of delivery? A) Social networking site B) Email C) In person D) Via telephone E) Formal written documents Answer: C Explanation: C) Selecting the right combination of medium and channel is critical. For instance, experts advise that bad news for employees be delivered in person whenever possible, both to show respect for the employees and to give them an opportunity to ask questions. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 4) When delivering negative news using the direct approach, what does the message open with? A) Neutral buffer B) Bad news C) Reasons for the decision D) Plan of action E) Positive statement aimed at maintaining a good relationship Answer: B Explanation: B) A negative message using the direct approach opens with the bad news, proceeds to the reasons for the situation or decision, offers any additional information that may help the audience, and ends with a positive statement aimed at maintaining a good relationship with the audience. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

5) When delivering negative news using the direct approach, which of the following would comprise the body of the message? A) Neutral buffer B) Bad news C) Information that may help the audience D) Reasons for the bad news, then the news E) Positive statement aimed at maintaining a good relationship Answer: C Explanation: C) A negative message using the direct approach opens with the bad news, proceeds to the reasons for the situation or decision, offers any additional information that may help the audience, and ends with a positive statement aimed at maintaining a good relationship with the audience. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 6) When delivering negative news using the direct approach, how should the message end? A) With a positive statement aimed at maintaining a good relationship with the audience B) With a reminder of the bad news C) With advice on how to prevent negative issues from arising in the future D) With a neutral close E) With a plan of action Answer: A Explanation: A) A negative message using the direct approach opens with the bad news, proceeds to the reasons for the situation or decision, offers any additional information that may help the audience, and ends with a positive statement aimed at maintaining a good relationship with the audience. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

7) When using the indirect approach to deliver negative news, what does the message open with? A) Neutral buffer B) Bad news C) Reasons for the decision D) Plan of action E) Positive statement aimed at maintaining a good relationship Answer: A Explanation: A) The indirect approach opens with a buffer then builds up the reasons behind the bad news before presenting the bad news itself. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 8) When using the indirect approach to convey negative news, what should be in the middle, or body of the message? A) Neutral buffer B) Bad news C) Information that may help the audience D) Reasons for the bad news, then the news E) Positive statement aimed at maintaining a good relationship Answer: D Explanation: D) The indirect approach opens with a buffer then builds up the reasons behind the bad news before presenting the bad news itself. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 9) Writing negative news with sensitivity and clarity helps the reader do what? A) Understand the message B) Accept the message C) Increase their desire to improve D) Take the message personally E) Respond to the message appropriately Answer: B Explanation: B) By writing clearly and sensitively, you can take some of the sting out of bad news and help your reader accept the decision and move on. If your credibility hasn't already been established with an audience, clarify your qualifications so recipients won't question your authority or ability. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 4 Copyright © 2016 Pearson Education, Inc.

10) All content in the negative message should be what? A) Factual, impersonal and objective B) Factual, positive and clear C) Clear, complete and concise D) Objective, complete and concise E) Personal, complete and concise Answer: C Explanation: C) The need for careful attention to detail continues as you complete your message. Revise your content to make sure everything is clear, complete, and concise–bearing in mind that even small flaws are likely to be magnified in readers' minds as they react to the negative news. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 11) When writing a negative message, wording should be as positive as possible. Answer: TRUE Explanation: This kind of communication etiquette is always important, but it demands special care with negative messages. Moreover, you can ease the sense of disappointment by using positive words rather than negative, counterproductive ones. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 12) Delaying the delivery of the bad news can be illegal. Answer: TRUE Explanation: Produce clean, professional documents and proofread carefully to eliminate mistakes. Finally, be sure to deliver messages promptly; withholding or delaying bad news can be unethical, even illegal. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

13) When writing a bad news message, wording should convey the sense of bad news by emphasizing negative phrasing. Answer: FALSE Explanation: When you use language that conveys respect and avoids an accusing tone, you protect your audience's pride. This kind of communication etiquette is always important, but it demands special care with negative messages. Moreover, you can ease the sense of disappointment by using positive words rather than negative, counterproductive ones. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 14) Discuss how to determine if a direct or indirect format should be used when conveying bad or negative news. Answer: To help decide which approach to take in a particular situation, ask yourself the following questions: Do you need to get the reader's attention immediately? If the situation is an emergency, or if someone has ignored repeated messages, the direct approach can help you get attention quickly. Does the recipient prefer a direct style of communication? Some recipients prefer the direct approach no matter what, so if you know this, go with direct. How important is this news to the reader? For minor or routine scenarios, the direct approach is nearly always best. However, if the reader has an emotional investment in the situation or the consequences to the reader are considerable, the indirect approach is often better, particularly if the bad news is unexpected. Will the bad news come as a shock? The direct approach is fine for many business situations in which people understand the possibility of receiving bad news. However, if the bad news might come as a shock to readers, use the indirect approach to help them prepare for it. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

15) List and discuss the five goals to keep in mind when delivering bad news. Answer: When you need to deliver bad news, you have five goals: (1) to convey the bad news, (2) to gain acceptance for it, (3) to maintain as much goodwill as possible with your audience, (4) to maintain a good image for your organization, and (5) if appropriate, to reduce or eliminate the need for future correspondence on the matter. Accomplishing all five goals requires careful attention to planning, writing, and completing your message. Conveying bad news requires developing a communication that lets the audience know what the bad news is in the most positive terms possible. While the audience does not have to like the negative news, they need understand the reasons for the bad news and have a clear understanding of how to improve the situation, if possible. Maintaining good will includes ending on a possible note, although not an artificially cheerful one. Don't assume a person or firm will no longer want to do business with yours, or that an order is cancelled because it cannot be shipped for another two weeks. Remind the audience, in positive terms, what you can do for them, instead of what you cannot. All messages should maintain the image of the organization in the most positive and professional light possible. Sometimes the message needs to have a response from the audience, but often there is no need for a response. Don't encourage communication that will not change things by closing with trite statements such as "if you have any questions, feel free to contact me at…." Your reader should understand the decision is fair, and final. Learning Obj.: LO 8.1: Apply the three-step writing process to negative messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 16) In addition to making the message as short as possible, what is the advantage to using a direct format for bad news messages? A) The direct format increases understanding. B) The direct format increases acceptance. C) The direct format clearly identifies the bad news so fewer assumptions are made. D) The direct format saves the reader time. E) The direct format saves the writer time. Answer: D Explanation: D) Depending on the circumstances, the message may also offer alternatives or a plan of action to fix the situation under discussion. Stating the bad news at the beginning can have two advantages: (1) It makes a shorter message possible, and (2) it allows the audience to reach the main idea of the message in less time. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

17) What does the introductory paragraph in a direct format bad news message do for the reader? A) It softens the blow of the bad news. B) It offers a neutral buffer. C) It explains why the decision was made before telling the reader what the decision is. D) It explains the credentials of the writer. E) It shares the bad news. Answer: E Explanation: E) If you've chosen the direct approach to convey bad news, use the introductory paragraph of your message to share that information. To avoid being overly blunt, you can open with a neutral or positive statement that establishes common ground with reader, then transition into the news. If necessary, remind the reader why you're writing. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 18) To avoid being too blunt, a direct format bad news message should include which of the following in the opening paragraph? A) A statement that establishes common ground with the reader B) The credentials of the writer C) The bad news in the most positive terms possible D) Why the decision was made E) A neutral buffer Answer: A Explanation: A) To avoid being overly blunt, you can open with a neutral or positive statement that establishes common ground with reader, then transition into the news. If necessary, remind the reader why you're writing. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

19) When writing negative news, what should follow the direct opening? A) A sincere apology B) The negative news C) A neutral buffer D) An explanation of who you are E) An explanation of why the news is negative Answer: E Explanation: E) In most cases, follow the direct opening with an explanation of why the news is negative. The extent of your explanation depends on the nature of the news and your relationship with the reader. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 20) Which of the following would be the most likely reason to include a detailed explanation of why the news is negative when writing a direct message for bad news? A) The reasons are confidential. B) The reasons are complicated. C) The reasons are not important to the reader. D) The reader is an important customer. E) There is no need to worry about the long-term relationship with the audience. Answer: D Explanation: D) The extent of your explanation depends on the nature of the news and your relationship with the reader. For example, if you want to preserve a long-standing relationship with an important customer, a detailed explanation could well be worth the extra effort such a message would require. However, you will encounter some situations in which explaining negative news is neither appropriate nor helpful, such as when the reasons are confidential, excessively complicated, or irrelevant to the reader. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

21) Which of the following would be most appropriate when closing a direct format message with negative news? A) Offer a sincere apology. B) Offer contact information in the event the reader wants to further discuss the issue. C) Provide reasons for the news. D) Offer an alternative solution. E) End on a cheerful, positive note that minimizes the impact of the negative news. Answer: D Explanation: D) After you've explained the negative news, close the message in a manner that respects the impact the negative news is likely to have on the recipient. If appropriate, consider offering your readers an alternative solution if you can and if doing so is a good use of your time. Look for opportunities to include positive statements, but avoid creating false hopes or writing in a way that seems to suggest that something negative didn't just happen to the recipient. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 22) Which of the following is the most appropriate apology when writing a negative news message? A) "I am sorry you had a problem with this product, and please know this issue will never happen again." B) "If this issue has created any problems for you, we are sorry." C) "I am sorry to hear of your difficulties with this product." D) "I am sorry to hear of your difficulties, as we sell millions of these products a year and no one else has expressed any concern with them." E) "I am sorry if anyone had difficulties with this product." Answer: C Explanation: C) If you do apologize, make it a real apology. Don't say "I'm sorry if anyone was offended" by what you did—this statement implies that you're not sorry at all and that it's the other party's fault for being offended. For example, when Target's information systems were infiltrated in a hacking attack that exposed the personal data of tens of millions of customers, CEO Gregg Steinhafel's apology to customers included the statement, "I know this breach has had a real impact on you, creating a great deal of confusion and frustration." Note that he did not say "if this breach caused you any confusion or frustration." Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

23) Which of the following is true of including an apology in a message? A) Apologizing is the same as admitting mistake. B) Apologizing could have significant legal consequences. C) Apologizing allows the writer to express sympathy without accepting blame. D) Apologies should always be made when expressing negative news. E) Apologies should only be used when a long-term business relationship needs to be salvaged. Answer: C Explanation: C) The best general advice in the event of a mistake or accident is to immediately and sincerely express sympathy and offer help, if appropriate, without admitting guilt; then seek the advice of your company's lawyers before elaborating. A straightforward, sincere apology can go a long way toward healing wounds and rebuilding relationships. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 24) When writing a direct format bad news message, reasons for the decision or news should always be provided. Answer: FALSE Explanation: If you want to preserve a long-standing relationship with an important customer, a detailed explanation could well be worth the extra effort such a message would require. However, you will encounter some situations in which explaining negative news is neither appropriate nor helpful, such as when the reasons are confidential, excessively complicated, or irrelevant to the reader. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 25) An apology can be simply an expression of sympathy that something negative has happened. Answer: TRUE Explanation: To some people, an apology simply means an expression of sympathy that something negative has happened to another person. At the other extreme, it means admitting fault and taking responsibility for specific compensations or corrections to atone for the mistake. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

26) When closing a negative message that has been developed in a direct format, the close of the message should remind the reader why they should continue to do business with your firm in the future. Answer: FALSE Explanation: After you've explained the negative news, close the message in a manner that respects the impact the negative news is likely to have on the recipient. If appropriate, consider offering your readers an alternative solution if you can and if doing so is a good use of your time. Look for opportunities to include positive statements, but avoid creating false hopes or writing in a way that seems to suggest that something negative didn't just happen to the recipient. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 27) Discuss the advantages of using direct format for negative news messages, and how to develop a strong opening paragraph for this format. Answer: A negative message using the direct approach opens with the bad news, proceeds to the reasons for the situation or decision, and ends with a positive statement aimed at maintaining a good relationship with the audience. Depending on the circumstances, the message may also offer alternatives or a plan of action to fix the situation under discussion. Stating the bad news at the beginning can have two advantages: (1) It makes a shorter message possible, and (2) it allows the audience to reach the main idea of the message in less time. If you've chosen the direct approach to convey bad news, use the introductory paragraph of your message to share that information. To avoid being overly blunt, you can open with a neutral or positive statement that establishes common ground with reader, then transition into the news. If necessary, remind the reader why you're writing. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

28) Discuss the reasons why a writer should, or should not; include an apology when using the direct format for a negative news message. Answer: Should you apologize when delivering bad news? The answer isn't quite as simple as one might think, partly because the notion of apology is hard to pin down. To some people, it simply means an expression of sympathy that something negative has happened to another person. At the other extreme, it means admitting fault and taking responsibility for specific compensations or corrections to atone for the mistake. Some experts contend that a company should never apologize, even when it knows it has made a mistake, as the apology might be taken as a confession of guilt that could be used against the company in a lawsuit. However, several states have laws that specifically prevent expressions of sympathy from being used as evidence of legal liability. The best general advice in the event of a mistake or accident is to immediately and sincerely express sympathy and offer help, if appropriate, without admitting guilt; then seek the advice of your company's lawyers before elaborating. If you do apologize, make it a real apology. Don't say "I'm sorry if anyone was offended" by what you did–this statement implies that you're not sorry at all and that it's the other party's fault for being offended. For example, when Target's information systems were infiltrated in a hacking attack that exposed the personal data of tens of millions of customers, CEO Gregg Steinhafel's apology to customers included the statement, "I know this breach has had a real impact on you, creating a great deal of confusion and frustration." Note that he did not say "if this breach caused you any confusion or frustration." Recognize that you can express sympathy with someone's plight without suggesting that you are to blame. For example, if a business customer damaged a product through misuse and suffered a financial loss as a result of not being able to use the product, you can say something along the lines of "I'm sorry to hear of your difficulties." This demonstrates sensitivity without accepting blame. Learning Obj.: LO 8.2: Explain how to use the direct approach effectively when conveying negative news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication

29) Why would an indirect approach be better to use when the audience will be disappointed with the news? A) An indirect approach is better at obscuring the bad news. B) An indirect approach eases the blow of the news and helps the reader accept the news. C) An indirect approach is more ethical than a direct approach for dealing with bad news. D) An indirect approach is better at limiting responsibility on the part of the organization. E) An indirect approach allows the opportunity for an apology in the body of the message. Answer: B Explanation: B) The indirect approach helps readers prepare for the bad news by outlining the reasons for the situation before presenting the bad news itself. However, the indirect approach is not meant to obscure bad news, delay it, or limit your responsibility. The purpose of this approach is to ease the blow and help readers accept the news. When done poorly, the indirect approach can be disrespectful and even unethical. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 30) How should a message that was developed using the indirect approach open? A) With a neutral buffer B) With an introduction to the writer C) With an apology for the news D) With reasons for the news E) With a statement of the news Answer: A Explanation: A) Messages using the indirect approach open with a buffer, a neutral, noncontroversial statement that is closely related to the point of the message but doesn't convey the bad news. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

31) Which of the following is least effective in an opening buffer? A) A sincere apology B) Assurance for the reader that they have your attention C) An understanding of the reader's needs D) An introduction to the general subject matter E) Establishing common ground with the reader Answer: A Explanation: A) Messages using the indirect approach open with a buffer, a neutral, noncontroversial statement that is closely related to the point of the message but doesn't convey the bad news. Depending on the circumstances, a good buffer can express your appreciation for being considered, assure the reader of your attention to the request, indicate your understanding of the reader's needs, introduce the general subject matter, or simply establish common ground with your readers. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 32) Which of the following helps to create an effective buffer in a message with negative news? A) A statement to minimize the reader's concerns B) A statement that is relevant and sincere C) A statement that diverts attention from the problem D) A statement that makes the reader think the message is actually good news instead of negative news E) A statement that includes flattery or irrelevant information Answer: B Explanation: B) A good buffer also needs to be relevant and sincere. In contrast, a poorly written buffer might trivialize the reader's concerns, divert attention from the problem with insincere flattery or irrelevant material, or mislead the reader into thinking your message actually contains good news. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

33) When including writing a buffer that includes information that is favorable to the reader, what type of buffer is being used? A) Agreement B) Appreciation C) Good news D) Understanding E) Fairness Answer: C Explanation: C) Sometimes a negative message contains both good news and bad news. In that case, stating the good news in the opening buffer starts the message on a more favorable note. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 34) Using a statement in the buffer such as "So that you can more easily find the printer with the features you need, we are enclosing a brochure that describes all the Epson printers currently available" is an indication of what? A) Cooperation B) Fairness C) Good news D) Understanding E) Resale Answer: D Explanation: D) A buffer such as this demonstrates that you understand the reader's goals and needs. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

35) Which part of an indirect format message serves as a transition to the purpose of the message? A) The apology B) The news C) The reasons for the news D) The buffer E) The explanation of company policy Answer: D Explanation: D) An effective buffer serves as a transition to the next part of your message, in which you build up the explanations and information that will culminate in your negative news. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 36) What is the goal of explaining the reasons for the decision before providing the decision? A) The readers are less likely to see the bad news in the middle of the paragraph. B) The reader can follow the line of reasoning and is ready for the news. C) The reader has time to calm down during the reading process when they know bad news is coming. D) This writing style helps the writer better organize their thoughts, allowing them to soften the blow of the bad news. E) This writing style allows the writer to minimize their responsibility for the news. Answer: B Explanation: B) An ideal explanation section leads readers to your conclusion before you come right out and say it. The reader has followed your line of reasoning and is ready for the answer. By giving your reasons effectively, you help maintain focus on the issues at hand and defuse the emotions that always accompany significantly bad news. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

37) When giving reasons for the decision, how should they be ordered? A) Most negative first B) Most controversial first C) Most positive first D) Most general first E) Most detailed first Answer: C Explanation: C) By giving your reasons effectively, you help maintain focus on the issues at hand and defuse the emotions that always accompany significantly bad news. An effective way to do this is to start with positive or neutral points and move through progressively negative points. Provide enough detail for the audience to understand your reasons but be concise. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 38) What should immediately follow the reasons for the decision when writing a bad news message using the indirect format? A) A neutral buffer B) The bad news C) Contact information in the event the reader wants more information D) Information on what the reader can do to avoid similar bad news in the future E) An alternative to the bad news Answer: B Explanation: B) By giving your reasons effectively, you help maintain focus on the issues at hand and defuse the emotions that always accompany significantly bad news. An effective way to do this is to start with positive or neutral points and move through progressively negative points. Provide enough detail for the audience to understand your reasons but be concise. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

39) When providing the bad news, which of the following would do least to minimize the potential negative feelings from the bad news? A) Devote as little space to the actual bad news as possible. B) Devote as little time to the explanation of the bad news as possible. C) Use specific and concrete terms to ensure understanding of the bad news. D) Subordinate the news within a complex or compound sentence. E) Place the bad news in the middle of the paragraph. Answer: C Explanation: C) By giving your reasons effectively, you help maintain focus on the issues at hand and defuse the emotions that always accompany significantly bad news. An effective way to do this is to start with positive or neutral points and move through progressively negative points. Provide enough detail for the audience to understand your reasons but be concise. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 40) Which of the following is least effective at conveying negative information as clearly and kindly as possible? A) Embed the bad news in the middle of the paragraph. B) Suggest you might reverse the decision if circumstances change. C) Emphasize what you can do rather than what you cannot do. D) Imply the bad news instead of specifically stating the news. E) Minimize the space devoted to the news. Answer: B Explanation: B) If appropriate, use a conditional (if or when) statement to imply that the audience could have received, or might someday receive, a favorable answer under different circumstances ("When you have more managerial experience, you are welcome to apply for any openings that we may have in the future"). Such a statement could motivate applicants to improve their qualifications. However, you must avoid any suggestion that you might reverse the decision you've just made or any phrasing that could give a rejected applicant false hope. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

41) When ending a message using the indirect format, what should be emphasized to the reader? A) They should contact you if they have questions B) The decision can be reversed and is open to discussion C) Respect for the reader regardless of the decision D) Suggestions on how to improve the readers success in future endeavors E) The bad news Answer: C Explanation: C) As in the direct approach, the close in the indirect approach offers an opportunity to emphasize your respect for your audience, even though you've just delivered unpleasant news. Express best wishes without ending on a falsely upbeat note. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 42) When ending an indirect message, a statement such as "I trust our decision is satisfactory" does what for the reader? A) Avoids an uncertain conclusion B) Helps to manage future correspondences C) Expresses optimism D) Opens the opportunity for further discussion E) Shows the writer's sincerity Answer: D Explanation: D) Whatever type of conclusion you use, follow these guidelines: Avoid an uncertain conclusion, manage future correspondence, encourage additional communication only if you're willing to discuss your decision further, express optimism, if appropriate and be sincere. Avoid clichés that are insincere in view of the bad news. If you can't help, don't say, "If we can be of any help, please contact us." Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

43) A good buffer needs to trivialize the reader's concerns. Answer: FALSE Explanation: A good buffer needs to be relevant and sincere. In contrast, a poorly written buffer might trivialize the reader's concerns, divert attention from the problem with insincere flattery or irrelevant material, or mislead the reader into thinking your message actually contains good news. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 44) It is appropriate to imply bad news rather than specifically state the news. Answer: TRUE Explanation: Also, by implying the bad news, you may not need to actually state it, thereby making the bad news less personal. However, make sure your audience understands the entire message—including the bad news. If an implied message might lead to uncertainty, state your decision in direct terms. Just be sure to avoid overly blunt statements that are likely to cause pain and anger. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 45) An effective buffer serves as a transition to the explanation and information section of the indirect message. Answer: TRUE Explanation: An effective buffer serves as a transition to the next part of your message, in which you build up the explanations and information that will culminate in your negative news. An ideal explanation section leads readers to your conclusion before you come right out and say it. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

46) Discuss the methods to develop an effective conclusion to a bad news message. Answer: Whatever type of conclusion you use, follow these guidelines: Avoid an uncertain conclusion. If the situation or decision is final, avoid statements such as "I trust our decision is satisfactory," which imply that the matter is open to discussion or negotiation. Manage future correspondence. Encourage additional communication only if you're willing to discuss your decision further. If you're not, avoid wording such as "If you have further questions, please write." Express optimism, if appropriate. If the situation might improve in the future, share that with your readers if it's relevant. However, don't suggest the possibility of a positive change if you don't have insight that it might happen. Be sincere. Avoid clichés that are insincere in view of the bad news. If you can't help, don't say, "If we can be of any help, please contact us. "Keep in mind that the close can have a lasting impact on your audience. Even though they're disappointed, leave them with the impression that they were treated with respect. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

47) When developing a statement of the bad news in an indirect formatted message, what techniques can be used to present the bad news as kindly and clearly as possible? Answer: After you've thoughtfully and logically established your reasons and readers are prepared to receive the bad news, you can use three techniques to convey the negative information as clearly and as kindly as possible. First, make sure you don't overemphasize the bad news: Minimize the space or time devoted to the bad news–without trivializing it or withholding important information. In other words, don't repeat it or belabor it. Subordinate bad news within a complex or compound sentence ("My department is already shorthanded, so I'll need all my staff for at least the next two months"). Embed bad news in the middle of a paragraph or use parenthetical expressions ("Our profits, which are down, are only part of the picture"). Keep in mind that it's possible to abuse this notion of deemphasizing bad news. For instance, if the primary point of your message is that profits are down, it would be inappropriate to marginalize that news by burying it in the middle of a sentence. State the negative news clearly, and then make a smooth transition to any positive news that might balance the story. Second, if appropriate, use a conditional (if or when) statement to imply that the audience could have received, or might someday receive, a favorable answer under different circumstances. Avoid any suggestion that you might reverse the decision you've just made or any phrasing that could give a rejected applicant false hope. Third, emphasize what you can do or have done rather than what you cannot do. Also, by implying the bad news, you may not need to actually state it, thereby making the bad news less personal. However, make sure your audience understands the entire message–including the bad news. If an implied message might lead to uncertainty, state your decision in direct terms. Just be sure to avoid overly blunt statements that are likely to cause pain and anger. Learning Obj.: LO 8.3: Explain how to use the indirect approach effectively when conveying negative news and explain how to avoid ethical problems when using this approach. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

48) Which of the following would generally be written using a direct format? A) Refusing social networking recommendation requests B) Refusing requests for recommendations C) Refusing requests for claims and adjustments D) Rejecting suggestions and proposals E) Refusing routine requests Answer: E Explanation: E) When you are unable to meet a routine request, your primary communication challenge is to give a clear negative response without generating negative feelings or damaging either your personal reputation or the company's. The direct approach works best for most routine negative responses because it is simpler and more efficient. The indirect approach works best when the stakes are high for you or for the receiver, when you or your company has an established relationship with the person making the request, or when you're forced to decline a request that you might have accepted in the past. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 49) When making an internal announcement that is unexpected and of a negative nature, which of the following would not be an appropriate step in presenting the information to the audience? A) Open with a buffer that established mutual ground. B) Advance the reasoning for the decision. C) Announce the change or the bad news. D) Close with as much positive information as appropriate under the circumstances. E) Post a blog thread and allow employees to discuss the changes using social media. Answer: E Explanation: E) Except in the case of minor changes, the indirect approach is usually the better choice. Follow the steps outlined for indirect messages: open with a buffer that establishes some mutual ground between you and the reader, advance your reasoning, announce the change, and close with as much positive information and sentiment as appropriate under the circumstances. Starting a blog to discuss the changes may result in additional upset and negative feelings. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

50) When you need to refuse a routine request that you accepted in the past, what should be the focus of the message? A) Maintaining the working relationship B) Softening the bad news by indicating the issue is still under consideration C) Limiting alternatives so as not to mislead the audience D) Implying that other assistance might be available, even if it isn't E) Implying that other information might be available, even if it isn't Answer: A Explanation: A) The indirect approach works best when the stakes are high for you or for the receiver, when you or your company has an established relationship with the person making the request, or when you're forced to decline a request that you might have accepted in the past. Manage your time carefully; focus on the most important relationships and requests. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 51) Which of the following is a goal when handling bad news about transactions? A) Stating your reasons as carefully as possible B) Stating your reasons as positively as possible C) Stating the bad news as clearly as possible D) Explaining how you plan to resolve the situation as clearly as possible E) Avoiding details about the situation as much as possible Answer: D Explanation: D) Bad news about transactions is always unwelcome and usually unexpected. When you send such messages, you have three goals: (1) modify the customer's expectations, (2) explain how you plan to resolve the situation, and (3) repair whatever damage might have been done to the business relationship. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

52) When the customer has no established expectation, which of the following should be the focus of the bad news message? A) Resetting the expectations that are assumed by the writer B) Explaining how you plan to resolve the problem C) An apology D) An explanation of what went wrong E) Information on the situation Answer: E Explanation: E) If you haven't done anything specific to set the customer's expectations–such as promising delivery within 24 hours–the message simply needs to inform the customer of the situation, with little or no emphasis on apologies. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 53) When developing bad news messages about transactions, what do many firms include in an attempt to repair the relationship? A) An element of apology B) An explanation of what the customer should now expect C) An explanation of what is being done to resolve the situations D) An offer of a discount on future orders E) An explanation of what type of performance can be expected in the future Answer: D Explanation: D) To help repair the damage to the relationship and encourage repeat business, many companies offer discounts on future purchases, free merchandise, or other considerations. Even modest efforts can go a long way to rebuilding a customer's confidence in your company. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

54) What is the purpose of offering free merchandise or other considerations when a firm has bad news regarding transaction? A) To salvage as much of the original order as possible B) To encourage a new order to replace the current transaction C) To rebuild the customer's confidence in your company D) To encourage the placement of an even larger order E) To bundle the shipment with the previous transaction for an even greater cost savings Answer: C Explanation: C) To help repair the damage to the relationship and encourage repeat business, many companies offer discounts on future purchases, free merchandise, or other considerations. Even modest efforts can go a long way to rebuilding a customer's confidence in your company. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 55) When refusing a claim or request for adjustment, what should be the goal of the indirect format message? A) Explaining to the audience how to prevent similar issues in the future B) To avoid accepting responsibility while not blaming the customer C) To start a dialog with the customer on potential solutions D) To demonstrate why you cannot comply E) To minimize the potential for legal action by the reader Answer: B Explanation: B) Customers who make a claim or request an adjustment tend to be emotionally involved, so the indirect approach is usually the better choice when you are denying such a request. Your delicate task as a writer is to avoid accepting responsibility for the unfortunate situation and yet avoid blaming or accusing the customer. To steer clear of these pitfalls, pay special attention to the tone of your letter. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

56) To avoid defamation charges, which of the following would be the best practice? A) Resist the temptation to call someone dishonest or incompetent B) Only make charges of dishonesty in writing C) Only make charges of dishonesty verbally, eliminating the record of the charges D) Use language that creates the biggest impact on the person's reputation E) Make the charges anonymously on social media Answer: A Explanation: A) If you deal with enough customers over a long-enough period of time, chances are you'll get a request that is particularly outrageous. You may even be convinced that the person is not telling the truth. However, you must resist the temptation to call the person dishonest or incompetent. If you don't, you could be sued for defamation, a false statement that damages someone's reputation. Written defamation is called libel; spoken defamation is called slander. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 57) To successfully sue for defamation, what must be proven? A) The language used was purposely abusive. B) The language injures the person's reputation. C) The information was accurate and fact based. D) Anger or malice was the inspiration for the message. E) The message was approved by the company's legal advisors. Answer: B Explanation: B) To successfully sue for defamation, the aggrieved party must prove (1) that the statement is false, (2) that the language injures the person's reputation, and (3) that the statement has been communicated to others. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

58) To avoid accusations of defamation, which of the following would be most appropriate? A) Use words that sound confident and convincing. B) Use vague information that is open to interpretation. C) Only use abusing language verbally, never in writing. D) Emphasize a desire for a good relationship in the future. E) Consult the company's legal advisers before sending out any message that conveys bad news. Answer: D Explanation: D) To avoid accusations of defamation, avoid using any kind of abusive language or terms that could be considered defamatory. Provide accurate information and stick to the facts. Never let anger or malice motivate your messages. Consult your company's legal advisers whenever you think a message might have legal consequences. Communicate honestly and make sure you believe what you're saying is true. Emphasize a desire for a good relationship in the future. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 59) Written statements that are false and damage someone's reputation are considered defamation. Answer: TRUE Explanation: Defamation is a false statement that damages someone's reputation. Written defamation is called libel; spoken defamation is called slander. To successfully sue for defamation, the aggrieved party must prove (1) that the statement is false, (2) that the language injures the person's reputation, and (3) that the statement has been communicated to others. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication

60) Being verbally abused by a customer is an example of defamation. Answer: FALSE Explanation: Keep in mind that nothing positive can come out of antagonizing a customer, even one who has verbally abused you or your colleagues. If you don't, you could be sued for defamation, a false statement that damages someone's reputation. (Written defamation is called libel; spoken defamation is called slander.) To successfully sue for defamation, the aggrieved party must prove (1) that the statement is false, (2) that the language injures the person's reputation, and (3) that the statement has been communicated to others. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication 61) Customers who make requests for claims or adjustments tend to be more emotionally involved in the outcome of the request. Answer: TRUE Explanation: Customers who make a claim or request an adjustment tend to be emotionally involved, so the indirect approach is usually the better choice when you are denying such a request. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 62) Discuss how to best address the needs of the customer when denying a claim or request for an adjustment. Answer: Customers who make a claim or request an adjustment tend to be emotionally involved, so the indirect approach is usually the better choice when you are denying such a request. Your delicate task as a writer is to avoid accepting responsibility for the unfortunate situation and yet avoid blaming or accusing the customer. To steer clear of these pitfalls, pay special attention to the tone of your letter. Demonstrate that you understand and have considered the complaint carefully, and then rationally explain why you are refusing the request. Close on a respectful and action-oriented note. Always be sure to respond quickly. With so many instantaneous media choices at their disposal, some angry consumers will take their complaints public if they don't hear back from you within a few days or even a few hours. Learning Obj.: LO 8.4: Describe successful strategies for sending negative messages on routine business matters. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

63) Why is the indirect format usually a better choice when sending negative employment messages? A) Recipients tend to have an emotional stake in the message. B) There is less control over the message in other formats. C) Indirect formatted messages regarding employment are more sensitive than face to face conversations. D) Indirect formatted messages regarding employment are quicker to write. E) A direct format can be taken as a personal slight and a threat to the applicants future. Answer: A Explanation: A) As a manager, you will find yourself in a variety of situations in which you have to convey bad news to individual employees or potential employees. Recipients have an emotional stake in these messages, so taking the indirect approach is usually advised. In addition, use great care in choosing your medium for each situation. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 64) Which of the following negative employment messages can sometimes be handled by simply ignoring the issue? A) Request for recommendations B) Refusing social networking recommendation requests C) Rejecting job applicants D) Giving negative performance reviews E) Terminating employment Answer: B Explanation: B) Social networks give you a bit more flexibility when it comes to responding to these requests. One option is to simply ignore or delete the request. Of course, if you do know a person, ignoring a request could create an uncomfortable situation, so you will need to decide each case based on your relationship with the requester. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

65) When refusing to send information about employees, which of the following is the best way to handle the message? A) The message should be direct. B) The message should be detailed, but direct. C) The message should be brief and direct. D) The message should be detailed and objective. E) The message should be detailed and indirect. Answer: C Explanation: C) Managers may get requests for recommendations from other employers and from past employees. When sending refusals to other employers who have requested information about a former employee of yours, your message can be brief and direct. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 66) When refusing an applicant's direct request for a recommendation, which of the following is the best format? A) The message should be detailed and indirect. B) The message should imply the refusal, suggest an alternative and use a polite close. C) The message should directly state the refusal, suggest an alternative and use a close that encourages questions if necessary. D) The message should be brief and direct. E) The message should be brief and indirectly imply the refusal. Answer: B Explanation: B) When refusing an applicant's direct request for a recommendation, the message should tactfully avoid hurting the reader's feelings. It can include positive comments about the reader's recent activities, imply the refusal rather than specifically state it, suggest an alternative, and use a polite close. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

67) Which of the following is more likely to lead to a discrimination lawsuit? A) Direct format letters B) Refusing to write letters of recommendation C) Indirect format letters D) Rejecting job applicants E) Refusing to provide social networking recommendations Answer: D Explanation: D) Application rejection messages are routine communications, but saying no is never easy, and recipients are emotionally invested in the decision. Moreover, companies must be aware of the possibility of employment discrimination lawsuits, which have been on the rise in recent years. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 68) Which of the following is the best format when rejecting a job applicant? A) Provide detailed explanations for the company's decision. B) Soften the sting of rejection by offering to reconsider the application at some point in the future. C) Avoid sharing any explanations for the company's decision. D) Provide detailed explanation about the qualifications of the person who was hired. E) Use an indirect format that implies future consideration. Answer: C Explanation: C) Expert opinions differ on the level of information to include in a rejection message, but the safest strategy is to avoid sharing any explanations for the company's decision and to avoid making or implying any promises of future consideration. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

69) Which of the following would be the best option when rejecting an applicant? A) Use an opening buffer that emphasizes which skills the organization could use. B) Personalize the message by using the applicant's name. C) Convey the news using blunt and personalized language. D) Explain exactly why the applicant was rejected. E) Explain exactly why another candidate was chosen over the applicant. Answer: B Explanation: B) Personalize the message by using the recipient's name. "Dear Applicant" can make it sound as though you never bothered to read the application. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 70) Which of the following is not a function of the performance review process? A) Clarifying job requirements B) Documenting evidence of performance C) Announcing salary increases for the coming year D) Establishing a plan of action to ensure continued performance E) Communicating organizational values Answer: C Explanation: C) Performance reviews are designed to clarify job requirements, give employees feedback on their performance relative to those requirements, and establish a personal plan of action to ensure continued performance in the future. Performance reviews also help companies set organizational standards and communicate organizational values. In addition, they document evidence of performance in the event that disciplinary action is needed or an employee later disputes management decisions regarding pay or promotions. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

71) What is the most effective way to avoid negative surprises during a performance evaluation? A) Make sure an employee understands job requirements. B) Tie salary increases to performance reviews. C) Tie promotions to performance reviews. D) Tie performance to organizational values. E) Provide consistent and regular feedback on performance. Answer: E Explanation: E) The worst possible outcome in an annual review is a negative surprise, such as when an employee has been working toward different goals than the manager expects or has been underperforming throughout the year but didn't receive any feedback or improvement coaching along the way. To avoid negative surprises, managers should provide regular feedback and coaching as needed throughout the year if employee performance falls below expectations. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 72) To ensure the performance review is objective and well planned, which of the following steps should be taken? A) Document performance issues as they happen. B) Evaluate each employee based on their needs, skills and abilities. C) Use a personal and sincere tone. D) Focus on areas of weakness that need improvement. E) Use the job description that best matches the performance level. Answer: A Explanation: A) Document performance problems in detail as they happen. You will need this information to write an effective appraisal and to support any decisions that need to be made about pay, promotions, or termination. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

73) One-on-one conversations are viewed as more sensitive than written forms of communication. Answer: TRUE Explanation: Email and other written forms let you control the message and avoid personal confrontation, but one-on-one conversations are often viewed as more sensitive and give both sides the opportunity to ask and answer questions. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 74) When preparing a written termination notice, the written document should be presented in person if possible. Answer: TRUE Explanation: Deliver the termination letter in person if at all possible. Arrange a meeting that will ensure privacy and freedom from interruptions. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 75) When preparing for a performance review, it is important to make sure the job description is accurate and up to date. Answer: TRUE Explanation: Keep job descriptions up to date. If a job evolves over time in response to changes in the business, the employees' current activities may no longer match an outdated job description. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

76) Discuss steps to follow when developing a termination message. Answer: Termination messages should always be written with input from the company's legal staff, but there are general writing guidelines to bear in mind. The reasons for termination, whether it is the employee's performance or a business decision unrelated to performance, should be clearly presented. The reasons should be presented in a way that cannot be construed as unfair or discriminatory. Follow company policy, contractual requirements, and applicable laws to the letter. Avoid personal attacks or insults of any kind. Ask another manager to review the letter before issuing it. An objective reviewer who isn't directly involved might spot troublesome wording or faulty reasoning. Deliver the termination letter in person if at all possible. Arrange a meeting that will ensure privacy and freedom from interruptions. Any termination is clearly a negative outcome for the employee, but careful attention to content and tone in the termination message can help the employee move on gracefully and minimize the misunderstandings and anger that can lead to expensive lawsuits. Learning Obj.: LO 8.5: Describe successful strategies for sending negative employment-related messages. Learning Outcome: Describe strategies for developing negative messages Difficulty: Challenging Classification: Application AACSB: Written and oral communication 77) When announcing negative organizational news, how should the writer determine the correct format of the message? A) The organization should develop boilerplate messages for a variety of scenarios and then choose the most appropriate. B) The organization should determine which format best matches the specific situation. C) The organization should use a plan that is fair and consistent. D) The organization should present the information in the most positive way possible. E) The organization should determine what information can be safely kept from public consumption. Answer: B Explanation: B) When making negative announcements, match your approach to the situation. For example, in an emergency such as product tampering or a toxic spill, get to the point immediately and make sure all affected parties get the information they need. Consider the unique needs of each group. When a company or facility closes, for instance, employees need time to find new jobs, customers may need to find new suppliers, and community leaders may need to be prepared to help people who have lost their jobs. Learning Obj.: LO 8.6: List the important points to consider when conveying negative organizational news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

78) By giving affected groups as much time as possible to prepare and respond, what type of strategy is being used to minimize the negative announcement? A) Matching the approach to the situation B) Considering the unique needs of each group C) Minimizing the element of surprise D) Allowing enough time to plan and manage the response E) Being open and transparent Answer: C Explanation: C) Minimize the element of surprise whenever possible. Give affected groups as much time as possible to prepare and respond. Learning Obj.: LO 8.6: List the important points to consider when conveying negative organizational news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 79) When developing a bad news message regarding organizational news, what should be done to minimize long-term financial implications? A) Be open and transparent. B) Seek expert advice. C) Use multiple channels to reach affected audiences. D) Look for positive angles. E) Match your approach to the situation. Answer: B Explanation: B) Seek expert advice. Many significant negative announcements have important technical, financial, or legal elements that require the expertise of lawyers, accountants, or other specialists. Learning Obj.: LO 8.6: List the important points to consider when conveying negative organizational news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

80) How can negative situations in an organization affect leadership skills? A) Leaders can provide staff the opportunity to practice communication skills. B) Leaders can use negative situations as opportunities to minimize organizational impact. C) Leaders can use negative situations to renegotiate with suppliers and vendors. D) Leaders can use negative situations to reshape or reinvigorate the organization. E) Leaders can use negative situations to identify encouraging and level headed employees for future leadership positions. Answer: D Explanation: D) Negative situations give you an opportunity to excel as a communicator and as a business leader. Inspirational leaders try to seize such situations as opportunities to reshape or reinvigorate the organization, and they offer encouragement to those around them. Learning Obj.: LO 8.6: List the important points to consider when conveying negative organizational news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 81) Conveying negative organizational news should always be done in an indirect format. Answer: FALSE Explanation: When making negative announcements, match your approach to the situation. For example, in an emergency such as product tampering or a toxic spill, get to the point immediately and make sure all affected parties get the information they need. Consider the unique needs of each group. When a company or facility closes, for instance, employees need time to find new jobs, customers may need to find new suppliers, and community leaders may need to be prepared to help people who have lost their jobs. Learning Obj.: LO 8.6: List the important points to consider when conveying negative organizational news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

82) Conveying negative organizational news should only be done on social media sites that allow for little audience feedback. Answer: FALSE Explanation: When making negative announcements, match your approach to the situation. For example, in an emergency such as product tampering or a toxic spill, get to the point immediately and make sure all affected parties get the information they need. Consider the unique needs of each group. When a company or facility closes, for instance, employees need time to find new jobs, customers may need to find new suppliers, and community leaders may need to be prepared to help people who have lost their jobs. Learning Obj.: LO 8.6: List the important points to consider when conveying negative organizational news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 83) Negative situations provide an opportunity to excel as a communicator. Answer: TRUE Explanation: Negative situations give you an opportunity to excel as a communicator and as a business leader. Inspirational leaders try to seize such situations as opportunities to reshape or reinvigorate the organization, and they offer encouragement to those around them. Learning Obj.: LO 8.6: List the important points to consider when conveying negative organizational news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Application AACSB: Written and oral communication

84) Discuss best practices when making negative announcements about organizational news. Answer: When making negative announcements, match your approach to the situation. For example, in an emergency such as product tampering or a toxic spill, get to the point immediately and make sure all affected parties get the information they need. Consider the unique needs of each group. When a company or facility closes, for instance, employees need time to find new jobs, customers may need to find new suppliers, and community leaders may need to be prepared to help people who have lost their jobs. Minimize the element of surprise whenever possible. Give affected groups as much time as possible to prepare and respond. If possible, give yourself enough time to plan and manage a response. Make sure you're ready with answers to potential questions. Look for positive angles but don't exude false optimism. Laying off 10,000 people does not give them "an opportunity to explore new horizons." It's a traumatic event that can affect employees, their families, and their communities for years. The best you may be able to do is thank people for their past support and wish them well in the future. Seek expert advice. Many significant negative announcements have important technical, financial, or legal elements that require the expertise of lawyers, accountants, or other specialists. Use multiple channels to reach out to affected audiences. Provide information through your normal communication network, such as your company website, Facebook page, and Twitter account, but also reach out and participate in conversations that are taking place elsewhere in the social media landscape. Be open and be transparent. Mark Price, managing director of the UK grocery chain Waitrose, puts it perfectly: "We recognize that we have to be increasingly open and transparent. You can't close down businesses now; you can't bunker up if there's a problem. You've got to go the other way." Learning Obj.: LO 8.6: List the important points to consider when conveying negative organizational news. Learning Outcome: Describe strategies for developing negative messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication

85) Which of the following can become a benefit of the social media environment for the organization? A) Online rumors B) False information C) Attacks on the company's reputation D) Customers who feel they have been treated unfairly E) Suggestions for product improvement Answer: E Explanation: E) For all the benefits they bring to business, social media and other communication technologies have created a major new challenge: responding to online rumors, false information, and attacks on a company's reputation. Customers who believe they have been treated unfairly like these sites and tools because they can use the public exposure as leverage. Many companies appreciate the feedback, too, and many actively seek out complaints to improve their products and operations. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 86) Because rumors and criticism can spread around the world in a matter of minutes, how should companies handle comments on social media sites? A) Companies should respond on a case by case basis. B) Companies should respond only to positive comments. C) Companies should respond only to negative comments. D) Companies should consult the legal department and other experts before responding to comments. E) Companies should respond using the direct format for messages. Answer: A Explanation: A) False rumors and both fair and unfair criticisms can spread around the world in a matter of minutes. Responding to rumors and countering negative information requires an ongoing effort and case-by-case decisions about which messages require a response. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

87) One way to minimize negative comments on social media is to do what? A) Allow users to post comments on the company's Facebook page B) Engage with stakeholders as a long-term strategy C) Respond promptly to all negative comments, whenever possible D) Allow users to start online discussions on company sponsors sites E) Ignore negative comments and only engage with stakeholder comments that are positive Answer: B Explanation: B) The most important step in responding to negative information has to be done before the negative information appears, and that is to engage with communities of stakeholders as a long-term strategy. Companies that have active, mutually beneficial relationships with customers and other interested parties are less likely to be attacked unfairly online and more likely to survive such attacks if they do occur. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 88) The best way to increase credibility and survive online attacks is to do what? A) Monitor conversations B) Evaluate all negative messages C) Respond appropriately D) Take legal action E) Engage stakeholder before negative information appears Answer: E Explanation: E) Companies that have active, mutually beneficial relationships with customers and other interested parties are less likely to be attacked unfairly online and more likely to survive such attacks if they do occur. In contrast, companies that ignore constituents or jump into "spin doctoring" mode when a negative situation occurs don't have the same credibility as companies that have done the long, hard work of fostering relationships within their physical and online communities. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

89) Which of the following would allow a company to monitor what stakeholders are saying about the company on social media sites? A) Facebook "likes" B) Automated reputation analysis C) Twitter feeds D) Blog threads E) Stock prices Answer: B Explanation: B) Monitor the conversation. If people are interested in what your company does, chances are they are blogging, tweeting, podcasting, posting videos, writing on Facebook walls, and otherwise sharing their opinions. Use automated reputation analysis and other technologies to listen to what people are saying. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 90) What should be done before responding to comments made on social media sites? A) Use an automated reputation analysis to better gauge consumer reaction. B) Respond based on a predetermined public relations plan. C) Evaluate the source, the tone and the content, and then choose a response that fits. D) Use anonymous responses to counteract the negative information, and then post a company response that supports the anonymous response. E) Contact the writer privately to determine the real source of discontent, and then post an appropriate response. Answer: C Explanation: C) When you encounter negative messages, resist the urge to fire back immediately. Instead, evaluate the source, the tone, and the content of the message, and then choose a response that fits the situation. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

91) When you encounter negative messages, what would the appropriate reaction be? A) Engage early B) Engage often C) Monitor the conversation D) Evaluate the negative message E) Respond appropriately Answer: C Explanation: C) Evaluate negative messages. When you encounter negative messages, resist the urge to fire back immediately. Instead, evaluate the source, the tone, and the content of the message and then choose a response that fits the situation. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 92) Which population group is most likely to spread incorrect information? A) Public affairs B) Trolls C) The misguided D) Unhappy customers E) Ragers Answer: C Explanation: C) The Public Affairs Agency of the U.S. Air Force groups senders of negative messages into four categories, including "trolls" (those whose only intent is to stir up conflict), "ragers" (those who are just ranting or telling jokes), "the misguided" (those who are spreading incorrect information), and "unhappy customers" (those who have had a negative experience with the Air Force). Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

93) Those who have had negative experience with an organization are known as what? A) Public affairs B) Trolls C) The misguided D) Unhappy customers E) Ragers Answer: D Explanation: D) The Public Affairs Agency of the U.S. Air Force groups senders of negative messages into four categories, including "trolls" (those whose only intent is to stir up conflict), "ragers" (those who are just ranting or telling jokes), "the misguided" (those who are spreading incorrect information), and "unhappy customers" (those who have had a negative experience with the Air Force). Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 94) After assessing a negative message, a quick response should be made based on what? A) Automated reputation analysis feedback B) A public relations plan C) Stakeholder feedback D) Advice from experts such as the legal department E) Comments from the online community Answer: B Explanation: B) After you have assessed a negative message, quickly make the appropriate response based on an overall public relations plan. In addition to replying promptly, make sure your response won't make the situation even worse. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

95) When attempting to rectify a situation and reach a reasonable solution, which of the following groups should be responded to? A) Public affairs B) Trolls C) The misguided D) Unhappy customers E) Ragers Answer: D Explanation: D) After you have assessed a negative message, quickly make the appropriate response based on an overall public relations plan. The Air Force, for instance, doesn't respond to trolls or ragers, responds to misguided messages with correct information, and responds to unhappy customers with efforts to rectify the situation and reach a reasonable solution. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 96) When responding to those who post incorrect information, which of the following groups are being responded to? A) Public affairs B) Trolls C) The misguided D) Unhappy customers E) Ragers Answer: C Explanation: C) After you have assessed a negative message, quickly make the appropriate response based on an overall public relations plan. Respond to misguided messages with correct information, and respond to unhappy customers with efforts to rectify the situation and reach a reasonable solution. Trolls are those who like to stir up conflict, ragers are those who are just ranting, the misguided are those who spread incorrect information and unhappy customers are those who have had a negative experience. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

97) To prevent a public relations problem, which of the following might be the best way to respond to a critic who posts negative information about the company? A) Assess the message for flaws. B) Threaten legal action unless the post is removed. C) Contact the writer privately to attempt to resolve the situation. D) Monitor feedback about the complaint before making a decision. Answer: C Explanation: C) Respond to unhappy customers with efforts to rectify the situation and reach a reasonable solution. In addition to replying promptly, make sure your response won't make the situation even worse. For example, taking legal action against critics, even if technically justified, can rally people to their defense and create a public relations nightmare. In some instances, the best response can be to contact a critic privately (through direct messaging on Twitter, for example) to attempt a resolution away from the public forum. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 98) Unhappy customers use social media to voice complaints to a larger audience than just the organization. Answer: TRUE Explanation: For all the benefits they bring to business, social media and other communication technologies have created a major new challenge: responding to online rumors, false information, and attacks on a company's reputation. Customers who believe they have been treated unfairly like these sites and tools because they can use the public exposure as leverage. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 99) The most important step in responding to negative information on social media is to respond as soon as the negative comment appears. Answer: FALSE Explanation: The most important step in responding to negative information has to be done before the negative information appears, and that is to engage with communities of stakeholders as a long-term strategy. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 48 Copyright © 2016 Pearson Education, Inc.

100) Identify four steps to take when responding to rumors and encountering negative information on social media. Answer: Engage early, engage often. The most important step in responding to negative information has to be done before the negative information appears, and that is to engage with communities of stakeholders as a long-term strategy. Companies that have active, mutually beneficial relationships with customers and other interested parties are less likely to be attacked unfairly online and more likely to survive such attacks if they do occur. Second, monitor the conversation. If people are interested in what your company does, chances are they are blogging, tweeting, podcasting, posting videos, writing on Facebook walls, and otherwise sharing their opinions. Use automated reputation analysis and other technologies to listen to what people are saying. Evaluate the negative messages. When you encounter negative messages, resist the urge to fire back immediately. Instead, evaluate the source, the tone, and the content of the message and then choose a response that fits the situation. Finally, respond appropriately. After you have assessed a negative message, quickly make the appropriate response based on an overall public relations plan. In addition to replying promptly, make sure your response won't make the situation even worse. Keep mind that positive reputations are an important asset and need to be diligently guarded and defended. Everybody has a voice now, and some of those voices don't care to play by the rules of ethical communication. Learning Obj.: LO 8.7: Describe an effective strategy for responding to negative information in a social media environment. Learning Outcome: Describe strategies for developing negative messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication

Business Communication Essentials, 7e (Bovee/Thill) Chapter 9 Writing Persuasive Messages 1) Which of the following is an essential element of persuasive messages? A) Trust B) Marketing C) Sales D) Value E) Action Answer: A Explanation: A) Whether you're trying to convince people to help fund your new business via Kickstarter, asking your boss for a raise, or promoting a concert, trust is an essential element of persuasion. If people don't believe in you, they won't believe in what you're promoting. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 2) Which of the following best describes the goals of persuasion? A) Attempting to get the audience to purchase your product B) Attempting to change an audience's attitudes, beliefs or actions C) Presenting the audience with a choice D) Using a neutral buffer to attract the people to the product E) Using the indirect format to have people change their minds now, or at some point in the future Answer: B Explanation: B) Persuasion—the attempt to change an audience's attitudes, beliefs, or actions. Because persuasive messages ask audiences to give something of value (money in exchange for a product, for example) or take substantial action (such as changing a corporate policy), they are more challenging to write than routine messages. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Reflective thinking

3) Which of the following is true for persuasive messages? A) The messages must be competitive. B) The message must be based on positive social outcomes. C) The message must be compelling. D) The message must use lively words and phrases. E) The message must be highly visual. Answer: C Explanation: C) In today's information-saturated business environment, having a great idea or a great product is no longer enough. Every day, untold numbers of good ideas go unnoticed and good products go unsold simply because the messages meant to promote them aren't compelling enough to be heard above the competitive noise. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 4) Steps in planning successful persuasive messages include what? A) Planning, writing, completing B) Neutral buffer, reasons, decision, courteous close C) Reasons for the message, supporting data, courteous close D) Analysis, gathering information, selecting channel and medium, organizing E) Analysis, audience, selecting channel and medium, writing Answer: D Explanation: D) Creating successful persuasive messages in these challenging situations demands careful attention to all four tasks in the planning step, starting with an insightful analysis of your purpose and your audience, gathering information, selecting the channel and medium and organizing the information. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

5) Messages that try to convince the audience to consider then purchase products and services are called what? A) Direct messages B) Indirect messages C) Business messages D) Persuasive business messages E) Marketing and sales messages Answer: E Explanation: E) You'll explore two types of persuasive messages: persuasive business messages (those that try to convince audiences to approve new projects, enter into business partnerships, and so on) and marketing and sales messages (those that try to convince audiences to consider and then purchase products and services). Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 6) When planning a persuasive message, which of the following is the least important consideration when considering the audience? A) Who is my audience? B) Where is my audience located? C) How will the culture of the audience influence the message? D) How might the audience resist? E) What does the decision maker consider most important? Answer: B Explanation: B) The best persuasive messages are closely connected to your audience's desires and interests. Consider these important questions: Who is my audience? What are my audience members' needs? What do I want them to do? How might they resist? Are there alternative positions I need to examine? What does the decision maker consider to be the most important issue? How might the organization's culture influence my strategy? Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

7) The age, gender, income, education and other quantifiable characteristic of people are called what? A) Demographics B) Target market C) Culture D) Psychographics E) Attributes Answer: A Explanation: A) To understand and categorize audience needs, you can refer to specific information, such as demographics—the age, gender, occupation, income, education, and other quantifiable characteristics of the people you're trying to persuade. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 8) Personality, attitudes, lifestyle and other psychological characteristics of an audience are known as what? A) Demographics B) Target market C) Culture D) Psychographics E) Attributes Answer: D Explanation: D) Psychographics include personality, attitudes, lifestyle, and other psychological characteristics. When analyzing your audiences, take into account their cultural expectations and practices so that you don't undermine your persuasive message by using an inappropriate appeal or by organizing your message in a way that seems unfamiliar or uncomfortable to your readers. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

9) Before attempting to change someone's attitudes, beliefs or actions, what must be understood? A) Demographics B) Psychographics C) Motivation D) Desires E) Culture Answer: C Explanation: C) If you aim to change someone's attitudes, beliefs, or actions, it is vital to understand his or her motivation–the combination of forces that drive people to satisfy their needs. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 10) To encourage a positive response to your persuasive message, which of the following would be most effective? A) Use industry specific words and phrases. B) Send the message as high up the organizational chain of command as possible. C) Send the message in a variety of ways including email, blogs and print. D) Use positive and polite language regardless of audience. E) Establish credibility by using technical jargon and buzzwords. Answer: D Explanation: D) Encourage a positive response to your persuasive messages by (1) using positive and polite language, (2) understanding and respecting cultural differences, (3) being sensitive to organizational cultures, and (4) taking steps to establish your credibility. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

11) Which of the following would not encourage a positive response to your message? A) Using positive and polite language B) Understanding cultural differences C) Being sensitive to organizational cultures D) Establishing your credibility E) Explaining why previous choices were poor choices Answer: E Explanation: E) Encourage a positive response to your persuasive messages by (1) using positive and polite language, (2) understanding and respecting cultural differences, (3) being sensitive to organizational cultures, and (4) taking steps to establish your credibility. However, take care not to inadvertently insult your readers by implying that they've made poor choices in the past and that you're here to save them from their misguided ways. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 12) Explaining your reasons and building interest before asking for a decision or action is an example of what? A) An indirect approach to persuasive messages B) An attempt to understand the psychographics of the audience C) An attempt to understand what motivates the audience D) A direct approach to persuasive messages E) An attempt at audience analysis Answer: C Explanation: C) The nature of persuasion is to convince people to change their attitudes, beliefs, or actions, so most persuasive messages use the indirect approach. That means you'll want to explain your reasons and build interest before asking for a decision or for action–or perhaps even before revealing your purpose. However, in some instances, such as when you have a close relationship with your audience and the message is welcome or at least neutral, the direct approach can be effective. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

13) Which of the following has the greatest impact on the effectiveness of persuasive messages in the workplace? A) Social culture B) Organizational culture C) Social media D) Customer and client relationships E) Emotional culture Answer: B Explanation: B) Just as social culture affects the success of a persuasive message, so too does the culture within an organization. For instance, some organizations handle disagreement and conflict in an indirect, behind-the-scenes way, whereas others accept and even encourage open discussion and sharing of differing viewpoints. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 14) Which of the following is least likely to encourage a positive response to a persuasive message? A) Positive and polite language B) Respecting cultural differences C) Using industry specific terminology D) Being sensitive to organizational cultures E) Establishing your credibility Answer: C Explanation: C) Encourage a positive response to your persuasive messages by (1) using positive and polite language, (2) understanding and respecting cultural differences, (3) being sensitive to organizational cultures, and (4) taking steps to establish your credibility. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

15) To convince a skeptical audience, which of the following should be done? A) Use emotional manipulation. B) Display expertise in the subject matter. C) Provide objective evidence. D) Allow time for research. E) Include a benefit for quick decision making. Answer: C Explanation: C) If you are trying to persuade a skeptical or hostile audience, you must convince them you know what you're talking about and that you're not trying to mislead them. One way to do so is to provide objective evidence for the claims and promises you make. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 16) Emphasizing beliefs, attitudes and background experiences is one way to establish what? A) Credibility B) Objectiveness C) Subject matter expertise D) Common ground E) Fairness Answer: D Explanation: D) If you are trying to persuade a skeptical or hostile audience, you must convince them you know what you're talking about and that you're not trying to mislead them. Establish common ground by emphasizing beliefs, attitudes, and background experiences you have in common with the audience. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

17) When completing a persuasive message, which of the following helps determine the distribution process? A) Design elements B) Social media C) Location of audience D) Distribution method of competitors E) Audience expectation and your purpose Answer: E Explanation: E) When you evaluate your content, try to judge your argument objectively and try not to overestimate your credibility. When revising for clarity and conciseness, carefully match the purpose and organization to audience needs. If possible, ask an experienced colleague who knows your audience well to review your draft. Your design elements must complement, not detract from, your argument. In addition, meticulous proofreading will identify any mechanical or spelling errors that would weaken your persuasive potential. Finally, make sure your distribution methods fit your audience's expectations as well as your purpose. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 18) During the completion process for the persuasive message, which of the following matches the purpose and organization to the needs of the audience? A) Revising for clarity and conciseness B) Having an experienced colleague who knows the audience review the draft C) Using design elements that compliment your argument D) Meticulous proofreading E) Matching the distribution method to fit the audience's expectation Answer: E Explanation: E) When revising for clarity and conciseness, carefully match the purpose and organization to audience needs. If possible, ask an experienced colleague who knows your audience well to review your draft. Your design elements must complement, not detract from, your argument. In addition, meticulous proofreading will identify any mechanical or spelling errors that would weaken your persuasive potential. Finally, make sure your distribution methods fit your audience's expectations as well as your purpose. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

19) Persuasive messages are often unexpected and unwelcome. Answer: TRUE Explanation: Persuasive messages are difficult to write because such messages are often unexpected or even unwelcome. For instance, some people don't mind promotional email messages for products they're interested in; others resent every piece of commercial email they receive. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 20) Most persuasive messages use an indirect approach. Answer: TRUE Explanation: The nature of persuasion is to convince people to change their attitudes, beliefs, or actions, so most persuasive messages use the indirect approach. That means you'll want to explain your reasons and build interest before asking for a decision or for action—or perhaps even before revealing your purpose. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Application AACSB: Written and oral communication 21) The direct approach can effectively be used for persuasive messages. Answer: TRUE Explanation: In some instances, such as when you have a close relationship with your audience and the message is welcome or at least neutral, the direct approach can be effective. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 22) A persuasive message that seems appropriate in the culture of the organization is likely to be appropriate in other organizations. Answer: FALSE Explanation: Be sure to understand cultural expectations. For example, a message that seems forthright and direct in a low-context culture might seem brash and intrusive in a high-context culture. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

23) If you are not well known to your audience, the message should rely more on the strength of your reputation, allowing the audience to learn more about you as an expert. Answer: FALSE Explanation: If you are a highly regarded technical expert with years of experience, you might use the direct approach in a message to top executives. In contrast, if you aren't well known and therefore need to rely more on the strength of your message than the power of your reputation, the indirect approach will probably be more successful. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 24) Discuss important considerations in the completion stage of developing a persuasive message. Answer: The pros know from experience that details can make or break a persuasive message, so they're careful not to skimp on this part of the writing process. For instance, advertisers may have a dozen or more people review a message before it's released to the public. When you evaluate your content, try to judge your argument objectively and try not to overestimate your credibility. When revising for clarity and conciseness, carefully match the purpose and organization to audience needs. If possible, ask an experienced colleague who knows your audience well to review your draft. Your design elements must complement, not detract from, your argument. In addition, meticulous proofreading will identify any mechanical or spelling errors that would weaken your persuasive potential. Finally, make sure your distribution methods fit your audience's expectations as well as your purpose. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

25) Identify and discuss methods to persuade an audience that is skeptical or hostile. Answer: When you are trying to persuade a skeptical or hostile audience, you must convince them you know what you're talking about and that you're not trying to mislead them. Use simple language to avoid suspicions of fantastic claims and emotional manipulation. Provide objective evidence for the claims and promises you make. Identify your sources, especially if your audience already respects those sources. Establish common ground by emphasizing beliefs, attitudes, and background experiences you have in common with the audience. Be objective and present fair and logical arguments. Display your willingness to keep your audience's best interests at heart. Persuade with logic, evidence, and compelling narratives, rather than trying to coerce with high-pressure, "hard-sell" tactics. Whenever possible, try to build your credibility before you present a major proposal or ask for a major decision. That way, audiences don't have to evaluate both you and your message at the same time. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

26) Identify and discuss key steps when planning persuasive messages. Answer: Creating successful persuasive messages in these challenging situations demands careful attention to all four tasks in the planning step, starting with an insightful analysis of your purpose and your audience. First, analyze the situation. In defining your purpose, make sure you're clear about what you really hope to achieve. The best persuasive messages are closely connected to your audience's desires and interests. To understand and categorize audience needs, you can refer to specific information, such as demographics (the age, gender, occupation, income, education, and other quantifiable characteristics of the people you're trying to persuade) and psychographics (personality, attitudes, lifestyle, and other psychological characteristics). When analyzing your audiences, take into account their cultural expectations and practices so that you don't undermine your persuasive message by using an inappropriate appeal or by organizing your message in a way that seems unfamiliar or uncomfortable to your readers. Once your situation analysis is complete, you need to gather the information necessary to create a compelling persuasive message. Media and channel choices are always important, of course, but these decisions are particularly sensitive with persuasive messages because such messages are often unexpected or even unwelcome. The nature of persuasion is to convince people to change their attitudes, beliefs, or actions, so most persuasive messages use the indirect approach. However, in some instances, such as when you have a close relationship with your audience and the message is welcome or at least neutral, the direct approach can be effective. Encourage a positive response to your persuasive messages by (1) using positive and polite language, (2) understanding and respecting cultural differences, (3) being sensitive to organizational cultures, and (4) taking steps to establish your credibility. When you evaluate your content, try to judge your argument objectively and try not to overestimate your credibility. When revising for clarity and conciseness, carefully match the purpose and organization to audience needs. If possible, ask an experienced colleague who knows your audience well to review your draft. Your design elements must complement, not detract from, your argument. In addition, meticulous proofreading will identify any mechanical or spelling errors that would weaken your persuasive potential. Finally, make sure your distribution methods fit your audience's expectations as well as your purpose. Learning Obj.: LO 9.1: Apply the three-step writing process to persuasive messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge

27) Which of the following are designed to elicit a preferred response in a nonsales situation? A) Persuasive business messages B) Persuasive marketing messages C) Sales and marketing messages D) Direct messages E) Indirect messages Answer: A Explanation: A) Unless your career takes you into marketing and sales, most of your persuasive messages will consist of persuasive business messages, which are those designed to elicit a preferred response in a nonsales situation. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 28) Within the three-step writing process, which of the following is not part of the four essential strategies for persuasive messages? A) Framing your arguments B) Analyzing the audience C) Balancing emotional and logical appeals D) Reinforcing your position E) Anticipating objections Answer: B Explanation: B) Within the context of the three-step process, effective persuasion involves four essential strategies: framing your arguments, balancing emotional and logical appeals, reinforcing your position, and anticipating objections. These concepts apply as well to marketing and sales messages. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

29) Using the AIDA model will help in which essential strategy for persuasive messages? A) Framing your arguments B) Analyzing the audience C) Balancing emotional and logical appeals D) Reinforcing your position E) Anticipating objections Answer: A Explanation: A) Many persuasive messages follow some variation of the indirect approach to frame the argument. One of the most commonly used variations is called the AIDA model, which organizes your message into four phases. Using the AIDA approach will help frame the message to best fit the receiver. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 30) What does AIDA stand for, when referring to persuasive messages? A) Action, interest, demand, attention B) Attention, interest, desire, action C) Attention, interpersonal, demand, action D) Action, interest, desire, attention E) Action, interpersonal, demand, attention Answer: B Explanation: B) AIDA refers to attention, interest, desire and action. Your first objective is to encourage your audience to want to hear about your problem, idea, or new product–whatever your main idea is. Provide additional details that prompt audience members to imagine how the solution might benefit them. Help audience members embrace your idea by explaining how the change will benefit them and answering potential objections. Suggest the specific action you want your audience to take. Include a deadline, when applicable. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

31) Which step of the AIDA plan encourages the audience to hear about your main idea? A) Action B) Interest C) Interpersonal D) Desire E) Attention Answer: E Explanation: E) Your first objective is to encourage your audience to want to hear about your problem, idea, or new product–whatever your main idea is. Be sure to find some common ground on which to build your case. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 32) Which step of the AIDA plan includes detail that prompts the audience to imagine how the solution might benefit them? A) Action B) Interest C) Demand D) Desire E) Attention Answer: B Explanation: B) In the interest section, provide additional details that prompt audience members to imagine how the solution might benefit them. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

33) Which step in the AIDA allows the writer to explain how the change will benefit the audience and answers potential objections? A) Interpersonal B) Interest C) Demand D) Desire E) Attention Answer: D Explanation: D) The desire section helps audience members embrace your idea by explaining how the change will benefit them and answers potential objections. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 34) Which section of the AIDA plan would include any deadlines that might be applicable? A) Action B) Interest C) Demand D) Desire E) Attention Answer: A Explanation: A) The action section suggests the specific action you want your audience to take. Include a deadline, when applicable. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

35) Which of the following best describes a limitation of the AIDA plan? A) AIDA is built on long-term relationships. B) AIDA is built around a single event. C) AIDA demands a decision from the audience. D) AIDA is a multidirectional method. E) AIDA is a conversational approach. Answer: B Explanation: B) AIDA is a unidirectional method that essentially talks at audiences, not with them. Second, AIDA is built around a single event, such as asking an audience for a decision, rather than on building a mutually beneficial, long-term relationship. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Application AACSB: Application of knowledge 36) Which of the following are based on the feelings or sympathies of the audience? A) Persuasive messages B) AIDA formatted messages C) Emotional appeals D) Direct appeals E) Logical appeals Answer: C Explanation: C) Persuasive business messages combine emotional appeals (which call on feelings and sympathies) and logical appeals (which call on reason, using analogy, induction, or deduction). Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

37) Most persuasive business messages rely on what? A) Analogy B) Emotion C) Induction D) Deduction E) Logic Answer: E Explanation: E) Many marketing and sales messages rely heavily on emotional appeals, but most persuasive business messages rely more on logic. A logical appeal uses one of three types of reasoning: analogy, induction and deduction. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication 38) Which of the following allows the writer to borrow from something familiar to explain something unfamiliar? A) Attention getting devices B) Analogy C) Circular reasoning D) Cause and effect E) Reinforcement Answer: B Explanation: B) With analogy, you reason from specific evidence to specific evidence, in effect "borrowing" from something familiar to explain something unfamiliar. For instance, to convince management to add chat room capability to the company's groupware system, you could explain that it is like a neighborhood community center, only online. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

39) Working from specific evidence to a general conclusion is an example of what? A) Analogy B) Induction C) Circular reasoning D) Deduction E) Cause and effect Answer: B Explanation: B) With inductive reasoning, you work from specific evidence to a general conclusion. To convince your boss to change a certain production process, you could point out that every company that has adopted it has increased profits. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 40) Working from a generalization to a specific conclusion is an example of what type of reasoning? A) Analogy B) Induction C) Circular reasoning D) Deduction E) Cause and effect Answer: D Explanation: D) With deductive reasoning, you work from a generalization to a specific conclusion. To persuade your boss to hire additional customer support staff, you might point to industry surveys that show how crucial customer satisfaction is to corporate profits. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

41) Being sure there is plenty of evidence before drawing conclusions will prevent what? A) Inductions B) Hasty generalizations C) Circular reasoning D) Mistaken assumptions E) Faulty analogies Answer: B Explanation: B) Every method of reasoning is vulnerable to misuse. To avoid hasty generalizations, make sure you have plenty of evidence before drawing conclusions. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 42) Trying to support a claim by restating the claim in different words is called what? A) Cause and effect B) Generalization C) Circular reasoning D) Mistaken assumptions E) Faulty analogies Answer: C Explanation: C) Circular reasoning is a logical fallacy in which you try to support your claim by restating it in different words. The statement "We know temporary workers cannot handle this task because temps are unqualified for it" doesn't prove anything because the claim and the supporting evidence are essentially identical. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

43) When reinforcing your position, you should pay special attention to what? A) The logic of the arguments B) Emotional appeal C) Potential objections D) Word choices E) Message format Answer: D Explanation: D) Can you find more powerful words to convey your message? In addition to examining individual word choices, consider using metaphors, anecdotes and other figures of speech. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 44) When developing a persuasive message, when should audience objections be addressed? A) As soon as the objection is mentioned B) When all objections have been voiced C) Before they become objections D) After the product or service has been delivered E) As the audience absorbs the message Answer: C Explanation: C) Anticipate likely objections and address them before your audience can bring them up. By doing so, you can remove these potentially negative elements from the conversation and keep the focus on positive communication. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication

45) Which of the following is a common mistake in persuasive communication? A) Failing to anticipate objections B) Using emotional appeals C) Presenting all sides of the issue before explaining the advantages of your position D) Involving the audience in the design of the solution E) Failing to look at the message from the audience's perspective Answer: E Explanation: E) When you believe in a concept or project you are promoting, it's easy to get caught up in your own confidence and enthusiasm and thereby fail to see things from the audience's perspective. When putting together persuasive arguments, avoid these common mistakes. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Synthesis AACSB: Written and oral communication 46) Which of the following is a common mistake in persuasive communication? A) Pressuring someone to make a decision B) Using the process of give and take C) Connecting with the audience at an emotional level D) Using vivid language E) Thinking that persuasion is a one-time opportunity Answer: A Explanation: A) Don't push. No one likes being pressured into making a decision, and communicators who take this approach can come across as being more concerned with meeting their own goals than with satisfying the needs of their audiences. In contrast, a "soft sell" is more like a comfortable conversation that uses calm, rational persuasion. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

47) Building a relationship with your audience at the right emotional level will help the writer avoid which common mistake in persuasive communication? A) Using a hard sell B) Resisting compromise C) Relying solely on great arguments D) Assuming persuasion is a one-shot effort E) Convincing the audience to say "yes" in one step Answer: C Explanation: C) Great arguments are important, but connecting with your audience on the right emotional level and communicating through vivid language are just as vital. Sometimes a wellcrafted story can be even more compelling than dry logic. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 48) Employees who are forced into accepting a decision or plan are generally more likely to react positively to the motivation. Answer: FALSE Explanation: Even if you have the power to compel others to do what you want them to do, persuading them is more effective than forcing them. People who are forced into accepting a decision or plan are less motivated to support it and more likely to react negatively than if they're persuaded. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 49) The AIDA plan will work for direct as well as indirect message formats. Answer: TRUE Explanation: The AIDA model is tailor-made for using the indirect approach, allowing you to save your main idea for the action phase. However, it can also work with the direct approach, in which case you use your main idea as an attention-getter, build interest with your argument, create desire with your evidence, and emphasize your main idea in the action phase with the specific action you want your audience to take. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

50) During the attention phase of the persuasive message, the writer should find some common ground on which to build their case. Answer: TRUE Explanation: Your first objective when developing the attention step of the AIDA plan is to encourage your audience to want to hear about your problem, idea, or new product–whatever your main idea is. Be sure to find some common ground on which to build your case. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 51) AIDA is a unidirectional method that essentially talks at audiences, not with them. Answer: TRUE Explanation: With either the direct or indirect approach, AIDA and similar models do have limitations. AIDA is a unidirectional method that essentially talks at audiences, not with them. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 52) Deductive reasoning works from specific evidence to a general conclusion. Answer: FALSE Explanation: With deductive reasoning, you work from a generalization to a specific conclusion. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

53) Discuss how to apply the AIDA model when framing your persuasive arguments. Answer: Many persuasive messages follow some variation of the indirect approach. One of the most commonly used variations is called the AIDA model, which organizes your message into four phases. Your first objective is to encourage your audience to want to hear about your problem, idea, or new product–whatever your main idea is. Provide additional details that prompt audience members to imagine how the solution might benefit them. Help audience members embrace your idea by explaining how the change will benefit them and answering potential objections. Suggest the specific action you want your audience to take. Include a deadline, when applicable. The AIDA model is tailor-made for using the indirect approach, allowing you to save your main idea for the action phase. However, it can also work with the direct approach, in which case you use your main idea as an attention-getter, build interest with your argument, create desire with your evidence, and emphasize your main idea in the action phase with the specific action you want your audience to take. AIDA is a unidirectional method that essentially talks at audiences, not with them. AIDA is built around a single event, such as asking an audience for a decision, rather than on building a mutually beneficial, long-term relationship. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication 54) Discuss guidelines for reinforcing your position when developing a persuasive message. Answer: After you've worked out the basic elements of your argument, step back and look for ways to bolster the strength of your position. Are all your claims supported by believable evidence? Would a quotation from a recognized expert help make your case? Next, examine your language. Can you find more powerful words to convey your message? For example, if your company is in serious financial trouble, talking about fighting for survival is a more powerful emotional appeal than talking about ensuring continued operations. As with any other powerful tool, though, use vivid language and abstractions carefully and honestly. In addition to examining individual word choices, consider using metaphors and other figures of speech. If you want to describe a quality-control system as being designed to detect every possible product flaw, you might call it a "spider web" to imply that it catches everything that comes its way. Similarly, anecdotes (brief stories) can help your audience grasp the meaning and importance of your arguments. Instead of just listing the number of times the old laptop computers in your department have failed, you could describe how you lost a sale when your computer broke down during a critical sales presentation. Beyond specific words and phrases, look for other factors that can reinforce your position. When you're asking for something, your audience members will find it easier to grant your request if they stand to benefit from it as well. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication

55) Identify four common mistakes in persuasive communication and discuss how to avoid them. Answer: When you believe in a concept or project you are promoting, it's easy to get caught up in your own confidence and enthusiasm and thereby fail to see things from the audience's perspective. When putting together persuasive arguments, avoid these common mistakes. The first mistake is using a hard sell. Don't push. No one likes being pressured into making a decision, and communicators who take this approach can come across as being more concerned with meeting their own goals than with satisfying the needs of their audiences. In contrast, a "soft sell" is more like a comfortable conversation that uses calm, rational persuasion. The second mistake is resisting compromise. Successful persuasion is often a process of give-andtake, particularly in the case of persuasive business messages, where you don't always get everything you asked for in terms of budgets, investments, and other commitments. The third common mistake is relying solely on great arguments. Great arguments are important, but connecting with your audience on the right emotional level and communicating through vivid language are just as vital. Sometimes a well-crafted story can be even more compelling than dry logic. The fourth common mistake is assuming that persuasion is a one-shot effort. Persuasion is often a process, not a one-time event. In many cases, you need to move your audience members along one small step at a time rather than try to convince them to say "yes" in one huge step. Learning Obj.: LO 9.2: Describe an effective strategy for developing persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 56) What is the goal of opening with an attention getting device? A) You attract the reader's attention. B) You generate interest on the part of the audience. C) You gain credibility. D) You show readers that you understand their concerns. E) You start to change attitudes and beliefs. Answer: D Explanation: D) Open with an attention-getting device and show readers that you understand their concerns. Use the interest and desire sections of your message to demonstrate that you have good reason for making such a request and to cover what you know about the situation: the facts and figures, the benefits of helping, and any history or experience that will enhance your appeal. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

57) Which of the following is a common use of a persuasive message? A) To increase supplier obligations B) To discourage non-routine results C) To enforce more efficient operating procedures D) When requiring cooperation from other departments E) When requesting action Answer: E Explanation: E) Throughout your career, you'll have numerous opportunities to write persuasive messages within your organization–for example, when suggesting more efficient operating procedures, asking for cooperation from other departments, pitching investors on a new business idea, or requesting adjustments that go beyond a supplier's contractual obligations. The bulk of your persuasive business messages will involve requests for action. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 58) Which section of the persuasive request for action indicates what you know about the situation being written about? A) Your goal statement B) The interest and desire sections C) The attention getting device D) The logical appeal E) The demand for action Answer: B Explanation: B) Open with an attention-getting device and show readers that you understand their concerns. Use the interest and desire sections of your message to demonstrate that you have good reason for making such a request and to cover what you know about the situation: the facts and figures, the benefits of helping, and any history or experience that will enhance your appeal. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

59) In addition to gaining credibility, what should be your goals when writing the interest and desire sections of the persuasive request for action? A) Make the readers believe that helping you will solve a significant problem. B) Show the readers you understand their concerns. C) Demonstrate that you have good reason for making the request. D) Show how much you know about the situation by using facts and figures to support the argument. E) Develop an easy to follow course of action. Answer: A Explanation: A) Use the interest and desire sections of your message to demonstrate that you have good reason for making such a request and to cover what you know about the situation: the facts and figures, the benefits of helping, and any history or experience that will enhance your appeal. Your goals are (1) to gain credibility (for yourself and your request) and (2) to make your readers believe that helping you will indeed help solve a significant problem. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Application AACSB: Written and oral communication 60) How can you maximize the changes of a positive response in the close of a persuasive request for action? A) Use the AIDA plan B) Identify a specific and easy to follow course of action for the audience to take C) Use the direct format D) Include several attention getting devices E) Gain credibility Answer: B Explanation: B) Close with a request for some specific action, and make that course of action as easy to follow as possible to maximize the chances of a positive response. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

61) Asking the audience to reexamine long-held opinions is one of the goals of what? A) Persuasive claims B) Persuasive adjustments C) Persuasive presentation of ideas D) Persuasive requests for action E) Sales and marketing Answer: C Explanation: C) You may encounter situations in which you simply want to change attitudes or beliefs about a particular topic, without asking the audience to decide or do anything–at least not yet. The goal of your first message might be nothing more than convincing your audience to reexamine long-held opinions or to admit the possibility of new ways of thinking. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 62) Which of the following is not necessary when writing a persuasive message for a claim or request for adjustment? A) Complete review of the facts B) A positive tone C) Specific facts and data D) A direct format E) A confident tone Answer: D Explanation: D) The key ingredients of a good persuasive claim are a complete and specific review of the facts and a confident and positive tone based on your right to be satisfied with every transaction. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

63) Which of the following would least likely encourage the reader of a message for a claim to grant the claim? A) Showing the reader how the organization is responsible for the problem B) Appealing to the reader's sense of fair play C) Appeal to the reader's sense of moral responsibility D) Being calm and reasonable E) Allowing the reader to choose the most appropriate resolution Answer: E Explanation: E) Give your reader a good reason for granting your claim. Show how the individual or organization is responsible for the problem, and appeal to your reader's sense of fair play, goodwill, or moral responsibility. Explain how you feel about the problem, but don't get carried away and don't make threats. People generally respond most favorably to requests that are calm and reasonable. Close on a respectful note that reflects how a successful resolution of the situation will repair or maintain a mutually beneficial working relationship. The reader should know what the sender considers a fair and reasonable solution before determining their course of action. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 64) When closing a persuasive message for a claim or adjustment, what should be included in the message? A) How a successful resolution will repair or maintain a mutually beneficial working relationship B) Contact information, including time when to best reach you C) An idea of the potential consequences of not coming to a mutually beneficial solution D) A specific statement of how you would like to see the issue resolved E) A complete and specific review of the facts Answer: A Explanation: A) People generally respond most favorably to requests that are calm and reasonable. Close on a respectful note that reflects how a successful resolution of the situation will repair or maintain a mutually beneficial working relationship. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

65) Most persuasive messages are requests for action. Answer: TRUE Explanation: The bulk of your persuasive business messages will involve requests for action. In some cases, your request will be anticipated, so the direct approach is fine. In others, you'll need to introduce your intention indirectly, and the AIDA model or a similar approach is ideal for this purpose. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 66) The indirect approach is the most appropriate method to use when developing any request for action. Answer: FALSE Explanation: The bulk of your persuasive business messages will involve requests for action. In some cases, your request will be anticipated, so the direct approach is fine. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 67) When considering persuasive claims and requests for adjustments, most claims are routine and use the direct approach. Answer: TRUE Explanation: Most claims are routine messages and use the direct approach discussed in Chapter 7. However, consumers and business professionals sometimes encounter situations in which they believe they haven't received a fair deal by following normal procedures. These situations require a more persuasive message. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

68) When writing about a claim or adjustment, it is often most effective to show the reader how the company is responsible for the issue and clearly identify steps that will be taken if they don't honor the claim or adjustment. Answer: FALSE Explanation: Give your reader a good reason for granting your claim. Show how the individual or organization is responsible for the problem, and appeal to your reader's sense of fair play, goodwill, or moral responsibility. Explain how you feel about the problem, but don't get carried away and don't make threats. People generally respond most favorably to requests that are calm and reasonable. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 69) A persuasive message for a claim or adjustment should appeal to the reader's sense of fair play, goodwill or moral responsibility. Answer: TRUE Explanation: Give your reader a good reason for granting your claim. Show how the individual or organization is responsible for the problem, and appeal to your reader's sense of fair play, goodwill, or moral responsibility. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

70) Describe key steps in writing a persuasive claim and request for an adjustment. Answer: The key ingredients of a good persuasive claim are a complete and specific review of the facts and a confident and positive tone based on your right to be satisfied with every transaction. Begin persuasive claims by outlining the problem and continue by reviewing what has been done about it so far, if anything. The recipient might be juggling numerous claims and other demands on his or her attention, so be clear, calm, and complete when presenting your case. Be specific about how you would like to see the situation resolved. Next, give your reader a good reason for granting your claim. Show how the individual or organization is responsible for the problem, and appeal to your reader's sense of fair play, goodwill, or moral responsibility. Explain how you feel about the problem, but don't get carried away and don't make threats. People generally respond most favorably to requests that are calm and reasonable. Close on a respectful note that reflects how a successful resolution of the situation will repair or maintain a mutually beneficial working relationship. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 71) Describe how to write a persuasive message when requesting action from an organization. Answer: The bulk of your persuasive business messages will involve requests for action. In some cases, your request will be anticipated, so the direct approach is fine. In others, you'll need to introduce your intention indirectly, and the AIDA model or a similar approach is ideal for this purpose. Open with an attention-getting device and show readers that you understand their concerns. Use the interest and desire sections of your message to demonstrate that you have good reason for making such a request and to cover what you know about the situation: the facts and figures, the benefits of helping, and any history or experience that will enhance your appeal. Your goals are (1) to gain credibility (for yourself and your request) and (2) to make your readers believe that helping you will indeed help solve a significant problem. Close with a request for some specific action, and make that course of action as easy to follow as possible to maximize the chances of a positive response. Learning Obj.: LO 9.3: Identify the three most common categories of persuasive business messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

72) Which of the following encourages potential buyers to make a purchase decision immediately? A) Persuasive messages B) Direct messages C) Indirect messages D) Marketing messages E) Sales messages Answer: E Explanation: E) Marketing messages usher potential buyers through the purchasing process without asking them to make an immediate decision. Sales messages take over at that point, encouraging potential buyers to make a purchase decision then and there. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 73) Which of the following focuses on things such as encouraging customers to visit websites for more information on a topic? A) Marketing messages B) Claim or adjustment messages C) Sales messages D) Persuasive presentations of ideas E) Requests for action Answer: A Explanation: A) Marketing messages focus on such tasks as introducing new brands to the public and encouraging customers to visit websites for more information, whereas sales messages make an explicit request for people to buy a specific product or service. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

74) A message designed to make an explicit request for people to buy something is called what? A) Marketing messages B) Claim or adjustment messages C) Sales messages D) Persuasive presentations of ideas E) Requests for action Answer: C Explanation: C) Marketing messages focus on such tasks as introducing new brands to the public and encouraging customers to visit websites for more information, whereas sales messages make an explicit request for people to buy a specific product or service. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 75) When planning a marketing or sales message, which is the first step of the process? A) Identifying the product or service to sell B) Analyzing the competition C) Identifying key selling points D) Assessing audience needs E) Anticipating objections Answer: D Explanation: D) As with every other business message, successful marketing and sales messages start with an understanding of audience needs. Depending on the product and the market, these can range from a few functional considerations (such as the size, weight, and finish of office paper) to a complicated mix of emotional and logical issues (all the factors that play into buying a house, for example). Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

76) Which of the following is not a step to be considered during the planning stage of marketing and sales messages? A) Assessing audience needs B) Analyzing the competition C) Determining key selling points D) Anticipating purchase objections E) Determining channel and medium Answer: E Explanation: E) Everything you've learned about planning messages applies in general to marketing and sales messages, but the planning steps for these messages have some particular aspects to consider as well. During the planning phase, audience needs should be assessed, competition analyzed, key selling points should be determined and potential objections should be anticipated. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 77) Which of the following is considered a selling point, not a benefit? A) The most attractive features of the product B) User experiences when purchasing the product C) User gains from purchasing the product D) Emotional response to purchasing the product E) The practical use of the product Answer: A Explanation: A) Selling points are the most attractive features of a product, whereas benefits are the particular advantages purchasers can realize from those features. In other words, selling points focus on what the product does. Benefits focus on what the user experiences or gains. Benefits can be practical, emotional, or a combination of the two. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication

78) Which of the following is the most effective way at handling audience objections when crafting a sales or marketing message? A) Emphasize the emotional benefit of the product. B) Identify the objections up front and address as many as you can. C) Craft a personal message that indicates key selling points. D) Analyze the audience to determine why they are interested in the product. E) Make the message unique to the product and the company. Answer: B Explanation: B) Marketing and sales messages usually encounter objections, and, as with persuasive business messages, the best way to handle them is to identify these objections up front and address as many as you can. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 79) Which of the following would not attract the reader's attention in a sales or marketing message? A) A piece of interesting news B) An appeal to emotion C) A unique solution to a common problem D) Music, animation or video E) An appeal to a sense of financial value Answer: D Explanation: D) All of these are ways to get the reader's attention, however channel and medium have to be considered. Using animation, music or videos are effective attention getters, but don't work when the audience has to read the message. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Application AACSB: Written and oral communication

80) When marketers use evocative images or music, what step in the AIDA plan is being developed? A) Attention B) Interest C) Action D) Desire E) Interactivity Answer: A Explanation: A) Words aren't the only attention-getting devices. Depending on the medium, marketers can use evocative images, music, animation, or video. "Cutting through the clutter" to get the audience's attention is one of the biggest challenges with marketing and sales messages. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 81) Using the technique of "paying off" the promise made in the headline is generally best accomplished during what step of the AIDA plan? A) Attention B) Interest C) Action D) Desire E) Interactivity Answer: B Explanation: B) After catching the reader's or viewer's attention, your next step is to build interest in the product, company, or idea you are promoting. A common technique is to "pay off" the promise made in the headline by explaining how you can deliver those benefits. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

82) When expanding the explanation of how a product or service will benefit the audience, what step of the AIDA plan is being developed? A) Attention B) Interest C) Action D) Desire E) Interactivity Answer: D Explanation: D) Now that you've given the audience some initial information to start building their interest, the next step is to boost their desire for the product by expanding on your explanation of how it will benefit them. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 83) When writing promotional messages for social media sites, how does the process change? A) Listening becomes less essential. B) The emphasis shifts to encouraging and participating in online conversations. C) An emotional, conversational tone becomes more effective. D) Champions and fans control the content of the message. E) Messages should be controversial to create excitement and interaction. Answer: B Explanation: B) In the social media landscape, consumers are more apt to look for product information from other consumers, not the companies marketing those products. Consequently, your emphasis should shift to encouraging and participating in online conversations. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

84) When using blogs and websites to provide the information customers need, what social media guideline is being utilized? A) Facilitating community building B) Listening as much as talking C) Initiate and responding to conversations with the community D) Integrating conventional marketing strategies at the right time in the right place E) Being real Answer: C Explanation: C) Initiate and respond to conversations within the community. Through content on your website, blog postings, social network profiles and messages, newsletters, and other tools, make sure you provide the information customers need in order to evaluate your products and services. Use an objective, conversational style; people in social networks want useful information, not "advertising speak." Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 85) What can using Q&A sites or providing brief answers posted on the social media site, do for the organization? A) Allow the organization to respond to conversations within the community B) Identify and support product champions C) Allow the organization to provide information people want D) Integrate conventional marketing techniques E) Facilitate community building Answer: C Explanation: C) Provide information people want. Whether it's industry-insider news, in-depth technical guides to using your products, or brief answers to questions posted on community Q&A sites, fill the information gaps about your company and its products. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

86) Which of the following is the most common form of content marketing in the mobile arena? A) Text ads B) Search engine results C) Mobile-optimized video D) Google ads E) Facebook ads Answer: C Explanation: C) Mobile advertising is already a multibillion-dollar business, with nearly 70 percent of that spent on Google ads and Facebook ads. The types of marketing and sales messages created for mobile audiences range from short, simple text ads that search engine results to mobile-optimized video–the most common form of content marketing in the mobile arena. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Synthesis AACSB: Written and oral communication 87) When creating advertising for mobile devices, what should marketers do to make their ad more effective? A) Place additional promotions on smartphone apps B) Use Facebook ads C) Keep promotional messages interactive D) Keep promotional messages fast and straightforward E) Include several embedded links within the website Answer: D Explanation: D) If you are involved with creating mobile marketing or sales messages, keep two essential points in mind. First, like all mobile messages, promotional messages need to be kept short and simple. Second, the mobile experience needs to be fast and straightforward. Mobile users are often time-constrained, and they will quickly abandon websites that don't load quickly or are confusing to navigate. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

88) What percentage of smartphone users access shopping related information on their device? A) 50 percent B) 60 percent C) 70 percent D) 80 percent E) 90 percent Answer: D Explanation: D) Smartphone owners tend to use their devices for many shopping-related tasks, from searching for product reviews, finding stores and service businesses, looking for coupons and other promotions, and doing in-store price comparisons. In fact, some 80 percent of smartphone-equipped consumers use their devices to get shopping-related information. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 89) How do effective business people view persuasion? A) As a way to manipulate the audience B) As a negative force for the marketplace C) As a way to increase profit D) As a way to align the audiences interest with the organizations E) As a positive force in the marketplace Answer: E Explanation: E) The word persuasion has negative connotations for some people, especially in a marketing or sales context. However, effective businesspeople view persuasion as a positive force, a way to align their own interests with what is best for their audiences. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Ethical understanding and reasoning

90) In the United States, which of the following organizations monitors corporate activities as they relate to truth in advertising? A) The Federal Trade Commission B) The Internal Revenue Service C) The Truth in Advertising Agency D) FEMA E) The Federal Bureau of Investigation Answer: A Explanation: A) In the United States, the Federal Trade Commission (FTC) and other federal, state, and local authorities can penalize advertisers that violate standards for truthful advertising and other regulations. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Ethical understanding and reasoning 91) The use of a person's name, photograph or other identity without permission is considered what? A) A violation of a binding contract B) Bait and switch advertising C) Invasion of privacy D) Misleading customers E) Deceptive claims Answer: C Explanation: C) In most cases, you can't use a person's name, photograph, or other identity without permission. Doing so is considered an invasion of privacy. You can use images of people considered to be public figures as long as you don't unfairly imply that they endorse your message. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Concept AACSB: Ethical understanding and reasoning

92) Which of the following is not considered deceptive by the FTC in regards to advertising? A) Statements that have the potential to mislead reasonable customers B) A money back guarantee C) Implying claims without actually making them D) Omitting important information that might shape the purchase decision E) An untrue statement Answer: B Explanation: B) The FTC considers messages to be deceptive if they (a) include statements that are likely to mislead reasonable customers and the statements are an important part of the purchasing decision, (b) fail to include important information, or (c) imply deceptive claims without actually making them. According to the FTC, offering a money-back guarantee or providing letters from satisfied customers is not enough; you must still be able to support your claims with objective evidence such as a survey or scientific study, however, this is not considered deceptive advertising. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Ethical understanding and reasoning 93) Which of the following is a legal aspect of promotional communication and subject to guidelines of the FTC? A) You can use any person's image as long as you don't imply they are endorsing your product. B) Marketing and sales messages are not considered binding contracts. C) Marketing messages aimed at children under the age of 13 are subject to special rules. D) Marketing messages can imply deceptive claims but cannot make an outright statement of the claim if it is untrue. E) Offering a money-back guarantee is considered support for a claim. Answer: C Explanation: C) Marketing messages and websites aimed at children are subject to special rules. For example, online marketers must obtain consent from parents before collecting personal information about children under age 13. To use an image of a person, they have to be public figures. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Application AACSB: Ethical understanding and reasoning

94) Marketing messages nearly always compete with messages from other companies who are trying to reach the same audience. Answer: TRUE Explanation: Give your reader a good reason for granting your claim. Show how the individual or organization is responsible for the problem, and appeal to your reader's sense of fair play, goodwill, or moral responsibility. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 95) The visual design of a product is considered a benefit of a product. Answer: FALSE Explanation: Selling points are the most attractive features of a product, whereas benefits are the particular advantages purchasers can realize from those features. In other words, selling points focus on what the product does. Benefits focus on what the user experiences or gains. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Challenging Classification: Application AACSB: Written and oral communication 96) Conventional marketing and sales message are often prepared using the AIDA model. Answer: TRUE Explanation: Conventional marketing and sales messages are often prepared using the AIDA model or some variation of it. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication

97) "Cutting through the clutter" to get the audience's attention is one of the biggest challenges with marketing and sales messages. Answer: TRUE Explanation: Depending on the medium, marketers can use evocative images, music, animation, or video. "Cutting through the clutter" to get the audience's attention is one of the biggest challenges with marketing and sales messages. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 98) When writing promotional messages for social media, the AIDA model does not require modification. Answer: FALSE Explanation: In the social media landscape, consumers are more apt to look for product information from other consumers, not the companies marketing those products. Consequently, your emphasis should shift to encouraging and participating in online conversations. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Easy Classification: Application AACSB: Written and oral communication

99) How has social media affected the writing of promotional messages and the AIDA plan? Answer: The AIDA model and similar approaches have been successful with marketing and sales messages for decades, but in the social media landscape, consumers are more apt to look for product information from other consumers, not the companies marketing those products. Consequently, your emphasis should shift to encouraging and participating in online conversations. Facilitate community building by giving customers and other audiences an opportunity to connect with you and one another, such as on your Facebook page or through members-only online forums. Listen at least as much as you talk. Listening is just as essential for online conversations as it is for in-person conversations. Initiate and respond to conversations within the community. Through content on your website, blog postings, social network profiles and messages, newsletters, and other tools, make sure you provide the information customers need in order to evaluate your products and services. Use an objective, conversational style; people in social networks want useful information, not "advertising speak." Provide information people want. Identify and support your champions. In marketing, champions are enthusiastic fans of your company and its products. Champions are so enthusiastic they help spread your message (through their blogs, for instance), defend you against detractors, and help other customers use your products. Be real. Trying to tack social media onto a consumer-hostile business is likely to fail as soon as stakeholders see through the superficial attempt to "be social." In contrast, social media audiences respond positively to companies that are open and conversational about themselves, their products, and subjects of shared interest. Integrate conventional marketing and sales strategies at the right time and in the right places. AIDA and similar approaches are still valid for specific communication tasks, such as conventional advertising and the product promotion pages on your website. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

100) Describe how mobile devices have changed marketing communications. Answer: Mobile advertising and mobile commerce (sometimes referred to as m-commerce) are two of the hottest developments in marketing communications. Mobile advertising is already a multibillion-dollar business, with nearly 70 percent of that spent on Google ads and Facebook ads. The types of marketing and sales messages created for mobile audiences range from short, simple text ads that search engine results to mobile-optimized video–the most common form of content marketing in the mobile arena. Companies are putting so much emphasis on mobile marketing because mobile devices now play such a big role in consumer buying behavior. Smartphone owners tend to use their devices for many shopping-related tasks, from searching for product reviews, finding stores and service businesses, looking for coupons and other promotions, and doing in-store price comparisons. In fact, some 80 percent of smartphoneequipped consumers use their devices to get shopping-related information. If you are involved with creating mobile marketing or sales messages, keep two essential points in mind. First, like all mobile messages, promotional messages need to be kept short and simple. Second, the mobile experience needs to be fast and straightforward. Mobile users are often time-constrained, and they will quickly abandon websites that don't load quickly or are confusing to navigate. Learning Obj.: LO 9.4: Describe an effective strategy for developing marketing and sales messages, explain how to modify this approach for social media, and identify steps you can take to avoid ethical lapses in marketing and sales messages. Learning Outcome: Describe the strategies for developing persuasive business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

Business Communication Essentials, 7e (Bovee/Thill) Chapter 10 Understanding and Planning Reports and Proposals 1) Which of the following offers data and other information in the report, without analysis or recommendation? A) Indirect reports B) Long reports C) Proposals D) Analytical reports E) Informational reports Answer: E Explanation: E) Informational reports offer data, facts, feedback, and other types of information, without analysis or recommendations. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Easy Classification: Concept AACSB: Reflective thinking 2) Which of the following offers both information and analysis? A) Indirect reports B) Long reports C) Proposals D) Analytical reports E) Informational reports Answer: D Explanation: D) Analytical reports offer both information and analysis and can also include recommendations. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Easy Classification: Concept AACSB: Reflective thinking

3) Which of the following presents persuasive recommendations? A) Indirect reports B) Long reports C) Proposals D) Analytical reports E) Informational reports Answer: C Explanation: C) Proposals present persuasive recommendations to internal or external audiences, often involving investments or purchases. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Easy Classification: Concept AACSB: Reflective thinking 4) Which of the following explains why you are preparing the report and what you plan to cover in the body of the report? A) Opening statement B) Statement of purpose C) Infinitive phrase D) Work plan E) Executive dashboard Answer: B Explanation: B) Pay special attention to your statement of purpose, which explains why you are preparing the report and what you plan to deliver. The most useful way to phrase your purpose statement is to begin with an infinitive phrase (to plus a verb), which helps pin down your general goal (to inform, to identify, to analyze, and so on). Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

5) A detailed list of tasks to be accomplished while writing a report is called what? A) Opening statement B) Statement of purpose C) Analytics D) Work plan E) Executive dashboard Answer: D Explanation: D) You will want to prepare a work plan for most reports and proposals in order to make the best use of your time. For simpler reports, the work plan can be an informal list of tasks and a simple schedule. However, if you're preparing a lengthy report, particularly when you're collaborating with others, you'll want to develop a more detailed work plan. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 6) During the planning phase of the writing process, which of the following will help you prioritize informational needs and focus on the most important questions? A) Statement of purpose and audience needs B) Work timeline C) Executive dashboard D) Analytics matrix E) Statement of purpose Answer: A Explanation: A) Obtaining the information needed for many reports and proposals requires careful planning, and you may even need to do a separate research project just to acquire the data and information you need. To stay on schedule and on budget, be sure to review both your statement of purpose and your audience's needs so that you can prioritize your information needs and focus on the most important questions. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

7) A graphical presentation of key performance parameters is called what? A) Executive dashboard B) Analytics matrix C) Channel and medium D) Intranet graphics E) Wikis Answer: A Explanation: A) Executives in many corporations now expect to review many reports via their in-house intranets, sometimes in conjunction with an executive dashboard, a customized graphical presentation of key performance parameters. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 8) When your audience will be receptive or open minded to the data in your report, which approach is most effective? A) Persuasive B) Direct C) Analytical D) Indirect E) Proposals Answer: B Explanation: B) The direct approach is often used for reports because it is efficient and easy to follow. When your audience is likely to be receptive or at least open-minded, use the direct approach: Lead with a summary of your key findings, conclusions, recommendations, or proposal, whichever is relevant. This "up-front" arrangement saves time and makes the rest of the report easier to follow. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

9) If the audience is unsure about your credibility or is not ready to accept your main idea, which approach is the best choice? A) Executive dashboard B) Direct C) Analytical D) Indirect E) Proposals Answer: D Explanation: D) If the audience is unsure about your credibility or is not ready to accept your main idea without first seeing some reasoning or evidence, the indirect approach is a better choice because it gives you a chance to prove your points and gradually overcome audience reservations. To enable the use of AIDA-style persuasion, unsolicited proposals in particular often use the indirect approach. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 10) Which approach would be most effective when writing an unsolicited proposal? A) AIDA B) Direct C) Analytical D) Indirect E) Proposals Answer: D Explanation: D) To enable the use of AIDA-style persuasion, unsolicited proposals in particular often use the indirect approach. Bear in mind, though, that the longer the document, the less effective the indirect approach is likely to be. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Reflective thinking

11) The three-step writing process is easily adapted to reports and makes larger projects easier by using a methodical and efficient approach to planning, writing and completing. Answer: TRUE Explanation: Try to view every business report as an opportunity to demonstrate your understanding of your audience's challenges and your ability to contribute to your organization's success. The three-step process is easily adapted to reports and, in fact, makes these larger projects easier to produce by ensuring a methodical, efficient approach to planning, writing, and completing. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Written and oral communication 12) The direct approach begins with a summary of your key findings, conclusions and recommendations. Answer: TRUE Explanation: When your audience is likely to be receptive or at least open-minded, use the direct approach: Lead with a summary of your key findings, conclusions, recommendations, or proposal, whichever is relevant. This "up-front" arrangement saves time and makes the rest of the report easier to follow. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 13) Every report should be viewed as an opportunity to demonstrate your understanding of your audience's challenges and your ability to contribute to your organization's success. Answer: TRUE Explanation: Try to view every business report as an opportunity to demonstrate your understanding of your audience's challenges and your ability to contribute to your organization's success. The three-step process is easily adapted to reports and, in fact, makes these larger projects easier to produce by ensuring a methodical, efficient approach to planning, writing, and completing. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

14) Identify and discuss issues to consider when selecting the channel and medium for a report or proposal. Answer: In addition to the general media and channel selection criteria discussed in Chapter 3, consider several points for reports and proposals. First, for many reports and proposals, audiences have specific media requirements, and you might not have a choice. For instance, executives in many corporations now expect to review many reports via their in-house intranets, sometimes in conjunction with an executive dashboard, a customized graphical presentation of key performance parameters. Second, consider how your audience members want to provide feedback on your report or proposal. Do they prefer to write comments on a printed document or edit a wiki article? Third, will people need to be able to search through your document or update it in the future? Fourth, bear in mind that your choice of medium and channel sends a message. For instance, a routine sales report dressed up in expensive multimedia will look like a waste of valuable company resources. Learning Obj.: LO 10.1: Adapt the three-step writing process to reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 15) What is the first step in effective research? A) Conduct a Google search to see what information is available. B) Plan the research. C) Manage information efficiently. D) Locate the data and information needed. E) Apply each finding to the report or proposal. Answer: B Explanation: B) Effective research involves a lot more than simply typing a few terms into a search engine. Save time and get better results by using a clear process starting with planning your research. Planning is the most important step of any research project; a solid plan yields better results in less time. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

16) Summarizing information, drawing conclusions and developing recommendations are steps in which aspect of supporting your message with reliable research? A) Locating the data needed B) Processing the data C) Applying the findings D) Managing the information E) Planning the research Answer: C Explanation: C) You can apply your research findings in three ways: summarizing information, drawing conclusions, and developing recommendations. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 17) The first step in planning research is what? A) Accessing a knowledge information system B) Generating questions that will constitute research areas C) Conducting primary research D) Developing a problem statement E) Identifying information needed Answer: D Explanation: D) Start by developing a problem statement that defines the purpose of your research—the decision you need to make or the conclusion you need to reach at the end of the process. Next, identify the information you need to make that decision or reach that conclusion. You can then begin to generate the questions that will constitute your research. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

18) Which of the following will most likely prevent an ethical lapse while researching? A) Using only data that supports your purpose B) Being vague about what you want to do with the end results C) Only using data that can be found online D) Quoting all sources E) Respecting the intellectual property rights of the data Answer: E Explanation: E) To avoid ethical lapses, respect your sources' intellectual property rights (the ownership of unique ideas that have commercial value in the marketplace). Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Ethical understanding and reasoning 19) Which of the following is a source of primary research? A) Interviews B) Reports C) Websites D) Newspapers E) Books Answer: A Explanation: A) Research done previously for another purpose is considered secondary research; sources for such research information include magazines, newspapers, public websites, books, and other reports. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

20) When beginning the process of locating data, which of the following is frequently the best place to start? A) Corporate websites B) Secondary research C) Knowledge management systems D) Executive dashboards E) Primary research Answer: B Explanation: B) Research done previously for another purpose is considered secondary research; sources for such research information include magazines, newspapers, public websites, books, and other reports. You want to start with secondary research because it can save you considerable time and money for many projects. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 21) Which of the following is an example of secondary research? A) Surveys B) Interviews C) Reports D) Studies E) Executive dashboards Answer: C Explanation: C) Primary research involves the collection of new data through surveys, interviews, and other techniques. Research done previously for another purpose is considered secondary research; sources for such research information include magazines, newspapers, public websites, books, and other reports. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

22) Which of the following is least important when evaluating potential sources? A) Is the information accurate? B) Is the information objective? C) Is the information unique? D) Is the information current? E) Is the information verifiable? Answer: C Explanation: C) Nontraditional information sources often lack the editorial boards and fact checkers commonly used in traditional publishing. You cannot assume that the unique information you find in blogs and other sources is accurate, objective, and current. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 23) Finding out how sources conduct fact checking will help ensure what? A) The information is independently verified. B) The material was designed to support the outcome. C) The source used proper methods to collect its data. D) The source has a reputation for honesty and reliability. E) The author is credible. Answer: D Explanation: D) Does the source have a reputation for honesty and reliability? Try to find out how the source accepts articles and whether it has an editorial board, conducts peer reviews, or follows fact-checking procedures. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

24) To accurately interpret a source's point, what information do you need to know? A) The source's reputation for reliability B) What the purpose of the material is C) Whether or not the material can be independently verified D) If the author is credible E) If the source is potentially biased Answer: E Explanation: E) Is the source potentially biased? To interpret an organization's information, you need to know its point of view. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 25) Which of the following is completed before using research results? A) Identifying direct quotes B) Verifying critical facts and figures C) Paraphrasing research D) Summarizing textual information E) Drawing conclusions Answer: B Explanation: B) You probably won't have time to conduct a thorough background check on all your sources, so focus your efforts on the most important or most suspicious pieces of information. And if you can't verify critical facts or figures, be sure to let your readers know that. After you've collected and verified your data and information, the next step is to transform this raw material into the specific content you need. This step can involve quoting, paraphrasing, or summarizing textual material; drawing conclusions; and making recommendations. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking

26) Reproducing material exactly as you found it is called what? A) Summarizing B) Paraphrasing C) Quoting D) Secondary reporting E) Primary reporting Answer: C Explanation: C) Quoting a source means you reproduce the material exactly as you found it (giving full credit to the source, of course). Use direct quotations when the original language will enhance your argument or when rewording the passage would reduce its impact. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 27) Which of the following is the best way to maximize the impact of secondary material in your writing? A) Summarizing B) Paraphrasing C) Quoting D) Secondary reporting E) Primary reporting Answer: B Explanation: B) You can often maximize the impact of secondary material in your own writing by paraphrasing it: restating it in your own words and with your own sentence structures. Paraphrasing helps you maintain consistent tone while using vocabulary that's familiar to your audience. Of course, you still need to credit the originator of the information, but you don't need quotation marks or indented paragraphs. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

28) How can a writer apply research to a document while maintaining a consistent tone and making the data meaningful to the audience? A) Use an executive dashboard B) Use quotes C) Paraphrase D) Use a knowledge management system E) Summarize the data Answer: C Explanation: C) You can often maximize the impact of secondary material in your own writing by paraphrasing it: restating it in your own words and with your own sentence structures. Paraphrasing helps you maintain consistent tone while using vocabulary that's familiar to your audience. Of course, you still need to credit the originator of the information, but you don't need quotation marks or indented paragraphs. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 29) What can be done when the writer wants to include the ideas of the research but leave out specific details and less important concepts of the research? A) Use an executive dashboard B) Use quotes C) Paraphrase D) Use a knowledge management system E) Summarize the data Answer: E Explanation: E) Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original by leaving out details, examples, and less important information. Like quotations and paraphrases, summaries also require complete documentation of sources. Summarizing is not always a simple task, and your audience will judge your ability to separate significant issues from less significant details. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

30) When research is presented as your own, what ethical issue is taking place? A) Selective misquoting B) Plagiarism C) Data manipulation D) Incomplete information E) Inclusion of biased material Answer: B Explanation: B) Plagiarism is presenting someone else's words as your own, such as copying material from an online source and dropping it into a report without giving proper credit. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Synthesis AACSB: Ethical understanding and reasoning 31) A logical interpretation of facts and other information is called what? A) Summary B) Data manipulation C) Conclusion D) Paraphrasing E) Recommendation Answer: C Explanation: C) A conclusion is a logical interpretation of facts and other information. In addition to being logically sound, a conclusion should be based only on the information provided or at least referred to in the report. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

32) Suggesting what to do about the information gathered is done through which of the following? A) Summary B) Data manipulation C) Conclusion D) Paraphrasing E) Recommendation Answer: E Explanation: E) Whereas a conclusion interprets information, a recommendation suggests what to do about the information. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 33) Research should begin by developing a problem statement that defines why you are conducting the research. Answer: TRUE Explanation: Start by developing a problem statement that defines the purpose of your research– the decision you need to make or the conclusion you need to reach at the end of the process. Next, identify the information you need to make that decision or reach that conclusion. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 34) Primary research includes sources such as magazine, public websites, books and other reports. Answer: FALSE Explanation: Research done previously for another purpose is considered secondary research; sources for such research information include magazines, newspapers, public websites, books, and other reports. In contrast, primary research involves the collection of new data through surveys, interviews, and other techniques. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 16 Copyright © 2016 Pearson Education, Inc.

35) Using too many quotes creates choppy writing that gives the impression that all you did was piece together the work of others. Answer: TRUE Explanation: Be careful with direct quotes: Using too many creates a choppy patchwork of varying styles and gives the impression that all you've done is piece together the work of other people. When quoting sources, set off shorter passages with quotation marks and set off longer passages (generally, five lines or more) as separate, indented paragraphs. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 36) Discuss strategies to conduct effective research needed to support your message. Answer: Effective research involves a lot more than simply typing a few terms into a search engine. Start by developing a problem statement that defines the purpose of your research–the decision you need to make or the conclusion you need to reach at the end of the process. Next, identify the information you need to make that decision or reach that conclusion. Save time and get better results by using a clear process. First, plan your research. Planning is the most important step of any research project; a solid plan yields better results in less time. Second, locate the data and information you need. Your next step is to figure out where the data and information are and how to access them. Third, process the data and information you located. The data and information you find probably won't be in a form you can use immediately and may require statistical analysis or other processing. Next, apply your findings. You can apply your research findings in three ways: summarizing information, drawing conclusions, and developing recommendations. Finally, manage information efficiently. Many companies are trying to maximize the return on the time and money invested in business research by collecting and sharing research results in a variety of computer-based systems, known generally as knowledge management systems. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

37) Define plagiarism and discuss how to properly use information gathered from research. Answer: Plagiarism is presenting someone else's words as your own, such as copying material from an online source and dropping it into a report without giving proper credit. After you've collected your data and information, the next step is to transform this raw material into the specific content you need. This step can involve quoting, paraphrasing, or summarizing textual material; drawing conclusions; and making recommendations. Quoting a source means you reproduce the material exactly as you found it (giving full credit to the source, of course). Use direct quotations when the original language will enhance your argument or when rewording the passage would reduce its impact. However, be careful with direct quotes: Using too many creates a choppy patchwork of varying styles and gives the impression that all you've done is piece together the work of other people. When quoting sources, set off shorter passages with quotation marks and set off longer passages (generally, five lines or more) as separate, indented paragraphs. You can often maximize the impact of secondary material in your own writing by paraphrasing it: restating it in your own words and with your own sentence structures. Paraphrasing helps you maintain consistent tone while using vocabulary that's familiar to your audience. Of course, you still need to credit the originator of the information, but you don't need quotation marks or indented paragraphs. Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original by leaving out details, examples, and less important information. Like quotations and paraphrases, summaries also require complete documentation of sources. Summarizing is not always a simple task, and your audience will judge your ability to separate significant issues from less significant details. Learning Obj.: LO 10.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 38) To research facts and statistical information regarding countries, politics or the labor force, what type of resource should be used? A) Almanacs and other statistical resources B) Business books C) Government publications D) Newspapers and periodicals E) Online databases Answer: A Explanation: A) Almanacs are handy guides to factual and statistical information about countries, politics, the labor force, and so on. One of the most extensive is the Statistical Abstract of the United States (available online and in print). Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 18 Copyright © 2016 Pearson Education, Inc.

39) When seeking information in specific areas such as business, technology or law, which of the following would be the best resource? A) The business librarian B) Databases C) Government publications D) Almanacs and statistical resources E) Directories Answer: B Explanation: B) Databases offer vast collections of computer-searchable information, often in specific areas such as business, law, science, technology, and education. Some of these are available only by institutional subscription, so the library may be your only way to gain access to them. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 40) Websites such as Google and Bing use what technique to help boost rankings in results? A) Human editors B) Monitoring algorithms C) Search engine optimization techniques D) Hidden Internet E) Metasearch engines Answer: C Explanation: C) The most familiar search tools are general-purpose search engines, such as Google and Bing, which scan millions of websites to identify individual webpages that contain a specific word or phrase and then attempt to rank the results from most useful to least useful. Website owners use search engine optimization techniques to help boost their rankings in the results, but the ranking algorithms are kept secret to prevent unfair manipulation of the results. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Information Technology

41) Which of the following is an advantage of using a conventional search engine for research? A) No human editors rank search results. B) Each search engine uses a different search technique. C) Users can access a web directory to evaluate websites. D) Search engines are easy and powerful. E) Search engines can identify all relevant data quickly. Answer: D Explanation: D) For all their ease and power, conventional search engines have three primary shortcomings: (1) no human editors are involved to evaluate the quality or ranking of the search results; (2) various engines use different search techniques, so they often find different material; and (3) search engines can't reach all the content on some websites (this part of the Internet is sometimes called the hidden Internet or the deep Internet). Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Information Technology 42) Which of the following use human editors to categorize and evaluate websites, blogs and podcasts? A) Metasearch engines B) Deep Internet C) Online databases D) Web directories E) Research librarians Answer: D Explanation: D) A variety of tools are available to overcome these weaknesses of generalpurpose search engines, and you should consider one or more of them in your business research. Web directories, such as the Open Directory Project, use human editors to categorize and evaluate websites. A variety of other directories focus on specific media types, such as blogs or podcasts. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Information Technology

43) Which of the following formats search terms for use on a broad range of search engines? A) Monitoring algorithms B) Online databases C) Boolean searches D) Enterprise search engines E) Metasearch engines Answer: E Explanation: E) Metasearch engines help overcome the differences among search engines by formatting your search request for multiple search engines, making it easy to find a broader range of results. With a few clicks, you can compare results from multiple search engines to make sure you are getting a broad view of the material. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Information Technology 44) Which of the following offer access to newspapers, journals, digital copies of books and other sources often not available with standard search engines? A) Online databases B) Metasearch engines C) Monitoring algorithms D) Boolean searches E) Enterprise search engines Answer: A Explanation: A) Third, online databases help address the challenge of the hidden Internet by offering access to newspapers, magazines, journals, digital copies of books, and other resources often not available with standard search engines. Some of these databases offer free access to the public, but others require a subscription. Also, a variety of specialized search engines now exist to reach various parts of the hidden Internet. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Information Technology

45) The ability to subscribe to newsfeeds from blogs, follow people on Twitter and set up alerts on search engines is accomplished using what? A) Metasearch engines B) Online monitoring tools C) Hashtags D) Keyword searches E) Boolean searches Answer: B Explanation: B) One of the most powerful aspects of online research is the ability to automatically monitor selected sources for new information. The possibilities include subscribing to newsfeeds from blogs, following people on Twitter and other microblogs, setting up alerts on search engines and online databases, and using specialized monitors such as TweetBeep and TweetDeck to track tweets that mention specific companies or other terms. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Easy Classification: Concept AACSB: Information Technology 46) Which of the following allows the user to define a query with greater precision by using operators such as AND, OR or NOT? A) Forms-based searches B) Hashtags C) Natural language searches D) Boolean searches E) Keyword searches Answer: D Explanation: D) A Boolean search lets you define a query with greater precision, using such operators as AND (the search must include two terms linked by AND), OR (it can include either or both words), or NOT (the search ignores items with whatever word comes after NOT). Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Easy Classification: Concept AACSB: Information Technology

47) Which of the following search tools allow the user to search based on all key words entered? A) Forms-based searches B) Hashtags C) Natural language searches D) Boolean searches E) Keyword searches Answer: E Explanation: E) Search engines, web directories, and databases work in different ways, so make sure you understand how to optimize your search and interpret the results for each tool you're using. With a keyword search, the engine or database attempts to find items that include all the words you enter. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Easy Classification: Concept AACSB: Information Technology 48) Which of the following search tools allows the user to ask questions in everyday English? A) Forms-based searches B) Hashtags C) Natural language searches D) Boolean searches E) Keyword searches Answer: C Explanation: C) Natural language searches let you ask questions in everyday English. Formsbased searches help you create powerful queries by simply filling out an online form. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Easy Classification: Concept AACSB: Information Technology

49) Which of the following will create the least effective search results? A) Try variations of your terms. B) Only consider the first page of results. C) Think about the best way to search before you begin. D) Use fewer search terms for more results, use more search terms for fewer results. E) Review search and display options. Answer: C Explanation: C) Look beyond the first page of results. Don't assume that the highest-ranking results are the best sources for you. For example, materials that haven't been optimized for search engines won't rank as highly (meaning they won't show up in the first few pages of results), but they may be far better for your purposes. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Information Technology 50) Search engines that will search all computers on a company's network are called what? A) Social tagging search engines B) Bookmarking search engines C) Research and content manager search engines D) Enterprise search engines E) Desktop search engines Answer: D Explanation: D) Other powerful search tools include desktop search engines that search all the files on your personal computer, enterprise search engines that search all the computers on a company's network, research and content managers such as Zotero, social tagging or bookmarking sites such as Reddit, and media curation sites such as Pinterest and Scoop.it. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Information Technology

51) Search engines that will search all the files on your personal computer are called what? A) Social tagging search engines B) Bookmarking search engines C) Research and content manager search engines D) Enterprise search engines E) Desktop search engines Answer: E Explanation: E) Other powerful search tools include desktop search engines that search all the files on your personal computer, enterprise search engines that search all the computers on a company's network, research and content managers such as Zotero, social tagging or bookmarking sites such as Reddit, and media curation sites such as Pinterest and Scoop.it. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Information Technology 52) Which of the following is not a reason sources have to be documented? A) Documenting sources adds interest for the reader. B) Documenting sources is ethical. C) Documenting sources gives credit to the person who created the original material. D) Documenting sources shows the audience you have sufficient support for the message. E) Documenting sources allows the reader to explore the topic in more detail, if they desire to do so. Answer: A Explanation: A) Documenting your sources serves three important functions: It properly and ethically credits the person who created the original material, it shows your audience that you have sufficient support for your message, and it helps readers explore your topic in more detail, if desired. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Challenging Classification: Application AACSB: Ethical understanding and reasoning

53) Which of the following does NOT need to be documented? A) Ideas you have paraphrased B) Common knowledge information C) Information you have summarized D) Material you have directly quoted E) Song lyrics Answer: B Explanation: B) Documentation is necessary for books, articles, tables, charts, diagrams, song lyrics, scripted dialogue, letters, speeches–anything you take from someone else, including ideas and information you've re-expressed through paraphrasing or summarizing. However, you do not have to cite a source for knowledge that's generally known among your readers. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Challenging Classification: Application AACSB: Ethical understanding and reasoning 54) Publications that provide information on specific professions and industries are called trade journals. Answer: TRUE Explanation: Libraries offer access to a wide variety of popular magazines, general business magazines, trade journals (which provide information about specific professions and industries), and academic journals (which provide research-oriented articles from researchers and educators). Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 55) Metasearch engine directories use human editors to categorize and evaluate websites. Answer: FALSE Explanation: Web directories, such as the Open Directory Project, use human editors to categorize and evaluate websites. A variety of other directories focus on specific media types, such as blogs or podcasts. Metasearch engines help overcome the differences among search engines by formatting your search request for multiple search engines, making it easy to find a broader range of results. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

56) Anything you take from someone else, including ideas and information you've re-expressed through paraphrasing or summarizing, must include a documented source. Answer: TRUE Explanation: Documentation is necessary for books, articles, tables, charts, diagrams, song lyrics, scripted dialogue, letters, speeches–anything you take from someone else, including ideas and information you've re-expressed through paraphrasing or summarizing. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 57) There are two types of search tools available on the Internet, one that lets you actively search for existing information and one that lets you monitor selected sources of new information. Answer: TRUE Explanation: The Internet can be a tremendous source of business information, provided you know where to look and how to use the tools available. Roughly speaking, the tools fall into two categories: those you can use to actively search for existing information and those you can use to monitor selected sources for new information. (Some tools can perform both functions.) Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

58) Discuss ways to better define and improve search results. Answer: Search engines, web directories, and databases work in different ways, so make sure you understand how to optimize your search and interpret the results for each tool you're using. With a keyword search, the engine or database attempts to find items that include all the words you enter. A Boolean search lets you define a query with greater precision, using such operators as AND (the search must include two terms linked by AND), OR (it can include either or both words), or NOT (the search ignores items with whatever word comes after NOT). Natural language searches let you ask questions in everyday English. Forms-based searches help you create powerful queries by simply filling out an online form. To make the best use of any search tool, keep the following points in mind: Think before you search. The neatly organized results you get from a search engine can create the illusion that the Internet is an orderly warehouse of all the information in the universe, but the reality is far different. The Internet is an incomplete, unorganized hodge-podge of millions of independent websites with information that ranges in value from priceless to utter rubbish. After you have identified what you need to know, spend a few moments thinking about where that information might be found, how it might be structured, and what terms various websites might use to describe it. Read the instructions and pay attention to the details. A few minutes of learning can save hours of inefficient search time. Review the search and display options carefully so you don't misinterpret the results; some of these settings can make a huge difference in the results you see. Try variations of your terms, such as adolescent and teenager or management and managerial. Use fewer search terms to find more results; use more search terms to find fewer results. Look beyond the first page of results. Don't assume that the highest-ranking results are the best sources for you. For example, materials that haven't been optimized for search engines won't rank as highly (meaning they won't show up in the first few pages of results), but they may be far better for your purposes. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

59) Discuss the shortcomings of traditional search engines and identify and discuss alternatives. Answer: For all their ease and power, conventional search engines have three primary shortcomings: (1) no human editors are involved to evaluate the quality or ranking of the search results; (2) various engines use different search techniques, so they often find different material; and (3) search engines can't reach all the content on some websites (this part of the Internet is sometimes called the hidden Internet or the deep Internet). A variety of tools are available to overcome these weaknesses of general-purpose search engines, and you should consider one or more of them in your business research. First, web directories, such as the Open Directory Project, use human editors to categorize and evaluate websites. A variety of other directories focus on specific media types, such as blogs or podcasts. Second, metasearch engines help overcome the differences among search engines by formatting your search request for multiple search engines, making it easy to find a broader range of results. With a few clicks, you can compare results from multiple search engines to make sure you are getting a broad view of the material. Third, online databases help address the challenge of the hidden Internet by offering access to newspapers, magazines, journals, digital copies of books, and other resources often not available with standard search engines. Some of these databases offer free access to the public, but others require a subscription. Also, a variety of specialized search engines now exist to reach various parts of the hidden Internet. Learning Obj.: LO 10.3: Explain the role of secondary research and describe the two major categories of online research tools. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 60) Which of the following primary research tracks the behavior of website visitors? A) Surveys B) Observations C) Research and content managers D) Interviews E) Experiments Answer: B Explanation: B) The two most common primary research methods for report writing are surveys and interviews. Other primary techniques are observations (including tracking the behavior of website visitors) and experiments (in special situations such as test marketing), but they're less commonly used for day-to-day business research. Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Information Technology

61) To ensure a survey is reliable and valid, which of the following should be avoided? A) Clear instructions B) Short answers C) Leading questions D) Numbers and facts E) Short surveys Answer: C Explanation: C) Avoid leading questions that could bias your survey. If you ask, "Do you prefer that we stay open in the evenings for customer convenience?" you'll no doubt get a "yes." Instead, ask, "What time of day do you normally do your shopping?" Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking 62) Which of the following is needed to ensure accurate responses that reflect the feelings of the entire population? A) Sampling bias B) Leading questions C) Validity D) Representative samples E) Online surveys Answer: D Explanation: D) When selecting people to participate in a survey, the most critical task is getting a representative sample of the entire population in question. For instance, if you want to know how U.S. consumers feel about something, you can't just survey a few hundred people in a shopping mall. Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking

63) Capturing the opinions of only those who visit specific websites is an example of what? A) Sampling bias B) Leading questions C) Validity D) Representative samples E) In-depth interviews Answer: A Explanation: A) The online surveys you see on many websites potentially suffer from the same sampling bias: They capture only the opinions of people who visit the sites and who want to participate, which might not be a representative sample of the population. Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking 64) What is the most effective way to get a yes or no response in an interview? A) Leading questions B) Closed questions C) Sampling D) Surveys E) Open-ended questions Answer: B Explanation: B) Ask closed questions to elicit a specific answer, such as yes or no. However, don't use too many closed questions in an interview, or the experience will feel more like a simple survey and won't take full advantage of the interactive interview setting. Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking

65) When trying to understand why a person feels the way they do about a particular subject, what type of primary research technique should be used? A) Leading questions B) Closed questions C) Sampling D) Surveys E) Open-ended questions Answer: E Explanation: E) Ask open-ended questions to solicit opinions, insights, and information. Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking 66) Getting in-depth information straight from an expert, customer, or other interested party can be a great method for collecting primary information. Answer: TRUE Explanation: Getting in-depth information straight from an expert, customer, or other interested party can be a great method for collecting primary information. Interviews can have a variety of formats, from email exchanges to group discussions. Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking 67) Open-ended questions are used to elicit a specific answer, such as yes or no. Answer: FALSE Explanation: Ask open-ended questions to solicit opinions, insights, and information. Ask closed questions to elicit a specific answer, such as yes or no. Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Analytical Thinking

68) A survey is reliable when it measures what it was designed to measure. Answer: FALSE Explanation: Surveys can provide invaluable insights, but only if they are reliable (would produce identical results if repeated under similar conditions) and valid (measure what they're supposed to measure). Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 69) Discuss ways to ensure a survey is reliable and valid. Answer: Surveys can provide invaluable insights, but only if they are reliable (would produce identical results if repeated under similar conditions) and valid (measure what they're supposed to measure). To conduct a survey that generates reliable and valid results, you need to choose research participants carefully and develop an effective set of questions. To develop an effective survey questionnaire, provide clear instructions to make sure people can answer every question correctly. Don't ask for information that people can't be expected to remember, such as how many times they went grocery shopping in the past year. Keep the questionnaire short and easy to answer; don't expect people to give you more than 10 or 15 minutes of their time. Whenever possible, formulate questions to provide answers that are easy to analyze. Numbers and facts are easier to summarize than opinions, for instance. Avoid leading questions that could bias your survey. If you ask, "Do you prefer that we stay open in the evenings for customer convenience?" you'll no doubt get a "yes." Instead, ask, "What time of day do you normally do your shopping?" Avoid ambiguous descriptors such as "often" or "frequently." Such terms mean different things to different people. Avoid compound questions such as "Do you read books and magazines?" When selecting people to participate in a survey, the most critical task is getting a representative sample of the entire population in question. Learning Obj.: LO 10.4: Explain the role of primary research and identify the two most common forms of primary research for business communication purposes. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

70) When developing information for a website, which of the following is an important consideration? A) Web reading is quicker than reading from paper. B) Web readers will click through several website links for the information they want. C) Web readers don't start the reading process at the beginning of the message. D) Web readers have limited access to multiple communication functions while on the website. E) Websites have very targeted audiences. Answer: C Explanation: C) The web is a nonlinear, multidimensional medium. Readers of online material move around in any order they please; there often is no beginning, middle, or end. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Compose and shape business messages Difficulty: Challenging Classification: Synthesis AACSB: Information Technology 71) Which of the following provide information that employees and managers use to take action and respond to changes? A) Informational reports B) Due diligence reports C) Planning proposals D) Feasibility reports E) Analytical reports Answer: A Explanation: A) Informational reports provide the feedback that employees, managers, and others need to make decisions, take action, and respond to changes. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Find and evaluate data to support business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 72) Which of the following is an example of an analytical report? A) Reports to assess opportunities B) Reports to monitor and control operations C) Reports to implement policies and procedures D) Reports to demonstrate compliance E) Reports to document progress Answer: A Explanation: A) Reports that document progress, demonstrate compliance, monitor and control operations and reports to implement policy and procedures are all types of informational reports. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 34 Copyright © 2016 Pearson Education, Inc.

73) When writing a report to inform a supervisor on the progress of a project, what type of report is being created? A) Personal activity report B) Operating report C) Policies and procedures report D) Compliance report E) Progress report Answer: E Explanation: E) Supervisors, investors, and customers frequently expect to be informed of the progress of projects and other activities. Progress reports range from simple updates in memo form to comprehensive status reports. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 74) What type of report would report on experiences while at a business conference? A) Personal activity report B) Operating report C) Policies and procedures report D) Compliance report E) Progress report Answer: A Explanation: A) Personal activity reports provide information regarding an individual's experiences during sales calls, industry conferences, and other activities. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

75) Which method of topical organizations organizes information based on a chain of events, from oldest to newest? A) Comparison B) Importance C) Sequence D) Chronology E) Categorically Answer: D Explanation: D) Chronological organization is organizing a chain of events in order from oldest to newest or vice versa. Sequential organization organizes based on steps or stages in a process or procedure. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Compose and shape business messages Difficulty: Challenging Classification: Concept AACSB: Application of knowledge 76) Discussing the advantages and disadvantages between items uses what type of organizational format? A) Category B) Chronology C) Comparison D) Importance E) Sequence Answer: C Explanation: C) Comparisons show similarities and differences (or advantages and disadvantages) between two or more entities. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

77) Websites often act as what type of report? A) Analytical B) Informational C) Due diligence D) Interactive E) Planning Answer: B Explanation: B) Many websites, particularly company websites, function as informational reports, offering sections with information about the company and its history, products and services, executive team, and so on. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 78) Plans establish expectations and guidelines to direct future action. Answer: TRUE Explanation: Plans establish expectations and guidelines to direct future action. Among the most important of these are business plans, operating reports and personal activity reports. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 79) Most informational reports use the indirect format. Answer: FALSE Explanation: In most cases, the direct approach is the best choice for informational reports because you are simply conveying information. However, if the information is disappointing, such as a project being behind schedule or over budget, you might consider using the indirect approach to build up to the bad news. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

80) When formatting information for an audience who will access the data on mobile devices, a mobile-first approach should be used. Answer: TRUE Explanation: If you know that a sizable percentage of your target audience will access your site with mobile devices, take a mobile-first approach: design the site to work with tablets and smartphones, and then make sure it functions well on conventional computer screens as well. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Information Technology 81) What special considerations should be kept in mind when organizing report content for a website? Answer: Many websites, particularly company websites, function as informational reports, offering sections with information about the company and its history, products and services, executive team, and so on. Web readers are demanding. If they can't find what they're looking for in a few minutes, most site visitors will click away to another site. Reading online can be difficult. Studies show that reading speeds are about 25 percent slower on a monitor than on paper. Reading from computer screens can also be exhausting and a source of physical discomfort. The web is a nonlinear, multidimensional medium. Readers of online material move around in any order they please; there often is no beginning, middle, or end. In addition, many websites have to perform more than one communication function and therefore have more than one purpose. Each of these individual purposes needs to be carefully defined and then integrated into an overall statement of purpose for the entire website. Moreover, many websites also have multiple target audiences, such as potential employees, customers, investors, and the news media. You need to analyze each group's unique information needs and find a logical way to organize all that material. If you know that a sizable percentage of your target audience will access your site with mobile devices, take a mobile-first approach: design the site to work with tablets and smartphones, then make sure it functions well on conventional computer screens as well. Plan your site structure and navigation before you write. Let your readers be in control by creating links and pathways that let them explore on their own. Help online readers scan and absorb information by breaking it into self-contained, easily readable chunks that are linked together logically. Learning Obj.: LO 10.5: Explain how to plan informational reports and website content. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

82) Which of the following has the purpose of helping the audience understand information, or to explain information? A) Operating reports B) Informational reports C) Planning reports D) Analytical reports E) Unsolicited reports Answer: D Explanation: D) The purpose of analytical reports is to analyze, to understand, or to explain–to think through a problem or an opportunity and explain how it affects an organization and how the organization should respond. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 83) Which of the following reports will help an organization assess opportunities? A) Failure analysis report B) Troubleshooting report C) Feasibility reports D) Justification reports E) Due diligence report Answer: E Explanation: E) Reports to assess opportunities. Every business opportunity carries some degree of risk and requires a variety of decisions and actions to capitalize on the opportunity. You can use analytical reports to assess both risk and required decisions and actions. For instance, market analysis reports are used to judge the likelihood of success for new products or sales. Due diligence reports examine the financial aspects of a proposed decision, such as acquiring another company. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Challenging Classification: Concept AACSB: Analytical Thinking

84) Which of the following will help an organization solve a problem? A) Market analysis reports B) Due diligence reports C) Failure analysis reports D) Feasibility reports E) Justification reports Answer: C Explanation: C) Managers often assign troubleshooting reports when they need to understand why something isn't working properly and how to fix it. A variation, the failure analysis report, studies events that happened in the past, with the hope of learning how to avoid similar failures in the future. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Challenging Classification: Concept AACSB: Analytical Thinking 85) When writing an analytical report and you expect the audience to be skeptical, which of the following would work best? A) Focusing on conclusions B) Focusing on raw data C) Focusing on the recommendations D) Focusing on logical arguments E) Focusing on market analysis Answer: D Explanation: D) When readers are potentially skeptical or hostile, consider using the indirect approach to logically build toward your conclusion or recommendation. If you guide readers along a rational path toward the answer, they are more likely to accept it when they encounter it. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking

86) Which of the following allows the audience to see how each step in the report adds up to the conclusion? A) Focusing on raw data B) Focusing on the recommendations C) The 2 + 2 = 4 approach D) The yardstick approach E) Focusing on market analysis Answer: C Explanation: C) When focusing on logical arguments, if you guide readers along a rational path toward the answer, they are more likely to accept it when they encounter it. The two most common logical approaches are known as the 2 + 2 = 4 approach, in which you convince readers by demonstrating that everything adds up to your conclusion, and the yardstick approach, in which you use a number of criteria to decide which option to select from two or more possibilities. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking 87) When focusing on recommendations in an analytical report, what should be done as soon as the need for action has been introduced by describing the problem or opportunity? A) Summarize your recommendations. B) List the recommendations required to achieve the desired benefits. C) Explain each step fully. D) Introduce benefits that can be achieved if the recommendations are adopted. E) Introduce a cost analysis of the desired benefits. Answer: D Explanation: D) First, establish the need for action in the introduction by briefly describing the problem or opportunity. Next, introduce the benefit(s) that can be achieved if the recommendation is adopted, along with any potential risks. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking

88) Which of the following is a potential drawback to starting with conclusions in an analytical report? A) The analytical report must be written using the direct approach. B) The main idea is communicated to quickly for most audiences. C) There may be the impression that you have thoroughly researched the information presented. D) There may be the impression that you have oversimplified the situation. E) It may be more difficult to find the evidence to support the analysis. Answer: D Explanation: D) Even if audiences trust your judgment, they may have questions about your data or the methods you used. Moreover, starting with a conclusion may create the impression that you have oversimplified the situation. To give readers the opportunity to explore the thinking behind your conclusion, support that conclusion with solid reasoning and evidence. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking 89) When your analysis is complete, the analytical report should present your thinking in a compelling and persuasive manner. Answer: TRUE Explanation: You're doing more than simply delivering information–you're also analyzing a situation and presenting your conclusions. When your analysis is complete, you need to present your thinking in a compelling and persuasive manner. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 90) When your audience wants to know what to do about a given situation, the focus of the analytical report should be on the conclusion. Answer: FALSE Explanation: A slightly different approach is useful when your readers want to know what they ought to do in a given situation (as opposed to what they ought to conclude). The actions you want your readers to take become the main subdivisions of your report, and should be addressed prior to the conclusion. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge

91) Explain why writing analytical reports are more challenging than writing informational reports, and how to determine which approach to use when writing the informational report. Answer: Writing analytical reports presents a greater challenge than writing informational reports, for three reasons. First, you're doing more than simply delivering information–you're also analyzing a situation and presenting your conclusions. Second, when your analysis is complete, you need to present your thinking in a compelling and persuasive manner. Third, analytical reports often convince other people to make significant financial and personnel decisions, and these reports carry the added responsibility of the consequences of such decisions. When planning reports for audiences that are likely to accept your conclusions–either because they've asked you to perform an analysis or they trust your judgment–consider using the direct approach, focusing immediately on your conclusions. This structure communicates the main idea quickly, but it does present some risks. A slightly different approach is useful when your readers want to know what they ought to do in a given situation (as opposed to what they ought to conclude). The actions you want your readers to take become the main subdivisions of your report. When structuring a report around recommendations, use the direct approach, as you would for a report that focuses on conclusions. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Compose and shape business messages Difficulty: Moderate Classification: Application AACSB: Application of knowledge 92) Explain how to develop a report when the reader is potentially skeptical or hostile. Answer: When readers are potentially skeptical or hostile, consider using the indirect approach to logically build toward your conclusion or recommendation. If you guide readers along a rational path toward the answer, they are more likely to accept it when they encounter it. The two most common logical approaches are known as the 2 + 2 = 4 approach, in which you convince readers by demonstrating that everything adds up to your conclusion, and the yardstick approach, in which you use a number of criteria to decide which option to select from two or more possibilities. Learning Obj.: LO 10.6: Identify the three most common ways to organize analytical reports. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

93) Which of the following presents solutions for potential customers and requests purchase decisions? A) Internal proposals B) External proposals C) Investment proposals D) Grant proposals E) Sales proposals Answer: E Explanation: E) Investment proposals request funding from outside investors, grant proposals request funds from government agencies and other sponsoring organizations, and sales proposals present solutions for potential customers and request purchase decisions. Learning Obj.: LO 10.7: Explain how to plan proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 94) Which of the following are prepared at the request of external parties? A) Sales proposals B) Solicited proposals C) Unsolicited proposals D) Internal proposals E) External proposals Answer: B Explanation: B) The most significant factor in planning a proposal is whether the recipient has asked you to submit a proposal. Solicited proposals are generally prepared at the request of external parties that require a product or a service, but they may also be requested by such internal sources as management or the board of directors. Learning Obj.: LO 10.7: Explain how to plan proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

95) When an external party invites a firm to bid on a contract, and includes strict guidelines in the request, what has been generated? A) Sales proposal B) Internal proposal C) Request for proposal D) Unsolicited proposal E) Investment proposal Answer: C Explanation: C) Some organizations prepare a formal invitation to bid on their contracts, called a request for proposals (RFP), which includes instructions that specify exactly the type of work to be performed or products to be delivered, along with budgets, deadlines, and other requirements. In most cases, organizations that issue RFPs also provide strict guidelines on what the proposals should include, and you need to follow these guidelines carefully in order to be considered. Learning Obj.: LO 10.7: Explain how to plan proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 96) What approach is often most effective when the audience is not expecting a proposal? A) Sales proposal B) Persuasive approach C) RFP D) Direct approach E) Indirect approach Answer: E Explanation: E) Unsolicited proposals offer more flexibility but a completely different sort of challenge because recipients aren't expecting to receive them. In fact, your audience may not be aware of the problem or opportunity you are addressing, so before you can propose a solution, you might first need to convince your readers that a problem or an opportunity exists. Consequently, the indirect approach is often the wise choice for unsolicited proposals. Learning Obj.: LO 10.7: Explain how to plan proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

97) When responding to a RFP, what type of information should be included? A) How you will meet the needs of the firm making the request B) How long it will take you to accomplish the request C) Who made the request D) The long-term goal of the request E) How the recipient will benefit from the RFP Answer: A Explanation: A) Some organizations prepare a formal invitation to bid on their contracts, called a request for proposals (RFP), which includes instructions that specify exactly the type of work to be performed or products to be delivered, along with budgets, deadlines, and other requirements. Other companies then respond by preparing proposals that show how they would meet those needs. In most cases, organizations that issue RFPs also provide strict guidelines on what the proposals should include, and you need to follow these guidelines carefully in order to be considered. Learning Obj.: LO 10.7: Explain how to plan proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 98) Solicited proposals offer more flexibility in how to approach the audience. Answer: FALSE Explanation: Unsolicited proposals offer more flexibility but a completely different sort of challenge because recipients aren't expecting to receive them. In fact, your audience may not be aware of the problem or opportunity you are addressing, so before you can propose a solution, you might first need to convince your readers that a problem or an opportunity exists. Learning Obj.: LO 10.7: Explain how to plan proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 99) The most important factor in planning a proposal is whether or not the recipient is expecting the proposal. Answer: TRUE Explanation: The most significant factor in planning a proposal is whether the recipient has asked you to submit a proposal. Solicited proposals are generally prepared at the request of external parties that require a product or a service, but they may also be requested by such internal sources as management or the board of directors. Learning Obj.: LO 10.7: Explain how to plan proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

100) Discuss the difference in the planning process for solicited and unsolicited proposals. Answer: The most significant factor in planning a proposal is whether the recipient has asked you to submit a proposal. Solicited proposals are generally prepared at the request of external parties that require a product or a service, but they may also be requested by such internal sources as management or the board of directors. Some organizations prepare a formal invitation to bid on their contracts, called a request for proposals (RFP), which includes instructions that specify exactly the type of work to be performed or products to be delivered, along with budgets, deadlines, and other requirements. Other companies then respond by preparing proposals that show how they would meet those needs. Unsolicited proposals offer more flexibility but a completely different sort of challenge because recipients aren't expecting to receive them. In fact, your audience may not be aware of the problem or opportunity you are addressing, so before you can propose a solution, you might first need to convince your readers that a problem or an opportunity exists. Consequently, the indirect approach is often the wise choice for unsolicited proposals. Regardless of its format and structure, a good proposal explains what a project or course of action will involve, how much it will cost, and how the recipient and his or her organization will benefit. Learning Obj.: LO 10.7: Explain how to plan proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

Business Communication Essentials, 7e (Bovee/Thill) Chapter 11 Writing and Completing Reports and Proposals 1) When drafting a proposal, which of the following will identify the problem you intend to solve or the opportunity you want to pursue? A) Background or statement of the problem B) Scope C) Introduction D) Problem/purpose E) Body Answer: C Explanation: C) The introduction of a proposal identifies the problem you intend to solve. The introduction of the report establishes the context. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 2) When adapting your message to your audience, which of the following can be seen as trivializing an important issue? A) Being overly informal B) Using an indirect approach C) Being overly formal D) Using a direct approach E) The use of slang and jargon Answer: A Explanation: A) If you know your readers reasonably well and your report is likely to meet with their approval, you can generally adopt an informal tone. To make your tone less formal, speak to readers in the first person, refer to them as you, and refer to yourself as I (or we if there are multiple report authors). Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Written and oral communication

3) Which of the following will make your writing more formal? A) Using pronouns B) Using objective writing C) Using humor D) Colorful adjectives E) Including personal opinions Answer: B Explanation: B) To make your tone more formal, use the impersonal journalism style: Emphasize objectivity, avoid personal opinions, and build your argument on provable facts. Eliminate all personal pronouns (including I, you, we, us, and our). Avoid humor, and be careful with your use of similes, metaphors, and particularly colorful adjectives or adverbs. However, you don't need to make the writing monotonous. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 4) Which of the following would you find in the introduction section of a report, but not in the introduction section of a proposal? A) Background or statement of the problem B) Solution C) Scope D) Purpose E) Report organization Answer: D Explanation: D) The introduction section of a proposal includes the background or statement of the problem, solution, scope, and report organization. A report contains those elements plus authorization, purpose, definitions if needed, and limitations. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

5) Which of the following presents relevant information and support for your recommendations or conclusion? A) Introduction B) Report organization C) Close D) Body E) Sources and methods Answer: D Explanation: D) The body of the report presents relevant information and supports your recommendations or conclusions. The body of a proposal gives complete details on the proposed solution and describes anticipated results. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 6) Which of the following would include a plan to describe how you will accomplish the work to be done? A) Introduction to a report B) Introduction to a proposal C) Body of a report D) Body of a proposal E) Methods and approaches Answer: D Explanation: D) The body of a proposal includes facts and evidence to support the conclusions, a proposed approach to the work and a work plan that describes how you'll accomplish what must be done (unless you're providing a standard, off-the-shelf item). Explain the steps you'll take, their timing, the methods or resources you'll use, and the person(s) responsible. State when work will begin, how it will be divided into stages, when you'll finish, along with a statement of qualifications and costs. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

7) Which of the following is accomplished in the introduction? A) The presentation of information gathered during your investigation B) A summary of key points C) Benefits to the reader D) It brings all the action items together in one place. E) It helps the reader understand the context of the report by tying it to a problem or assignment. Answer: E Explanation: E) At a minimum, an effective introduction accomplishes these four tasks: It helps the reader understand the context of the report by tying it to a problem or an assignment. It introduces the subject matter and indicates why it is important. It previews the main idea (if you're using the direct approach). It establishes the tone and the writer's relationship with the audience. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 8) Which section of a report explains why the subject matter is important? A) The introduction B) The body C) The conclusions and recommendations D) The close E) The work plan Answer: A Explanation: A) At a minimum, an effective introduction accomplishes these four tasks: It introduces the subject matter and indicates why it is important. It previews the main idea (if you're using the direct approach). It establishes the tone and the writer's relationship with the audience. It helps the reader understand the context of the report by tying it to a problem or an assignment. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

9) Which of the following established the tone and the writer's relationship with the audience? A) The introduction B) The body C) The conclusions and recommendations D) The close E) The work plan Answer: A Explanation: A) At a minimum, an effective introduction accomplishes these four tasks: It establishes the tone and the writer's relationship with the audience. It introduces the subject matter and indicates why it is important. It previews the main idea (if you're using the direct approach). It establishes the tone and the writer's relationship with the audience. It helps the reader understand the context of the report by tying it to a problem or an assignment. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 10) Which of the following presents, and interprets the information gathered during the investigation and supports the recommendations or conclusions? A) The introduction B) The body C) The tone D) The close E) The work plan Answer: B Explanation: B) The body presents, analyzes, and interprets the information gathered during your investigation and supports your recommendations or conclusions. The length and content of the body can vary widely based on the subject matter. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

11) Which of the following is a function of the closing section of a business report? A) It helps the reader understand the context of the report. B) It ties the report to a problem or assignment. C) It summarizes your key points. D) It ensures the needs of the reader have been met. E) It ensures each section is accurate, complete and logical. Answer: C Explanation: C) The close has three important functions: it summarizes your key points, it emphasizes the benefits to the reader and it brings all the action items together in one place. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 12) Which of the following allow(s) readers to follow the structure of the document and determine key points of your message? A) Review sections B) Preview sections C) Transitions D) Headings and subheadings E) The introduction Answer: D Explanation: D) Help today's time-pressed readers find what they're looking for and stay on track as they navigate through your documents. First, write clear headings and subheadings that let readers follow the structure of your document and help them pick up the key points of your message. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

13) What can be used to show how one thought is related to another? A) Review sections B) Preview sections C) Transitions D) Headings and subheadings E) The introduction Answer: C Explanation: C) To help today's time-pressed readers find what they're looking for and stay on track as they navigate through your documents, use plenty of transitions to tie together ideas and show how one thought is related to another. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 14) Which of the following is designed to help readers get ready for new information? A) Review sections B) Preview sections C) Transitions D) Headings and subheadings E) The introduction Answer: B Explanation: B) Include preview sections to help readers get ready for new information and review sections after a body of material to summarize key points. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

15) The most important factor in planning a proposal is what? A) The tone B) The approach C) Whether the proposal was solicited D) The organization E) The content Answer: C Explanation: C) All of the guidelines for writing reports apply to proposals as well, but these persuasive messages also have some unique considerations. The most important factor is whether the proposal is solicited or unsolicited, because this can affect your organization, content, and tone. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Application of knowledge 16) Which of the following is least likely to strengthen a proposal? A) Research the competition B) Relate the product or service to the reader's unique needs C) Demonstrate that the proposal is appropriate and feasible for the audience D) Identify key components of the Request for Proposal (RFP) E) Provide concrete examples Answer: D Explanation: D) Strategies to strengthen your argument include demonstrating your knowledge, providing concrete information and examples, researching the competition so you know what other proposals your audience is likely to read, demonstrating that your proposal is appropriate and feasible for your audience, and relating your product, service, or personnel to the reader's unique needs. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

17) Which of the following would be the most appropriate approach when planning a proposal? A) The direct approach B) The cause and effect approach C) The indirect approach D) The formal/objective approach E) The persuasive approach Answer: E Explanation: E) The general purpose of any proposal is to persuade readers to do something, so your writing approach should be similar to that used for persuasive messages, perhaps including the use of the AIDA model to gain attention, build interest, create desire, and motivate action. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 18) Where in a business report would the writer spell out exactly what should happen next and provide a schedule with specific task assignments? A) In the restatement of qualifications B) In the motivating action section of the close C) In the conclusions and recommendation sections of the body D) In the review of arguments in the close E) In the work plan section of the body Answer: B Explanation: B) When closing a business report, the close can be organized in one of three ways: using a direct approach, an indirect approach, or motivating action approach. When using the motivating action approach, spell out exactly what should happen next and provide a schedule with specific task assignments. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking

19) Focusing on the content of your longer business documents helps ensure complete, correct information. Answer: TRUE Explanation: Focusing on the content of your longer business documents is not only natural but necessary, because doing so helps ensure complete, correct information. However, once you have the technical content in place, you need to stand back and view the document from the perspective of your audience–the people you expect to read and act on the information. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Written and oral communication 20) When communicating with other cultures, humor and casual language is usually most effective. Answer: FALSE Explanation: Take into account that communicating with people in other cultures often calls for more formality in reports, both to respect cultural preferences and to reduce the risk of miscommunication. Informal elements such as humor and casual language tend to translate poorly from one culture to another. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Written and oral communication 21) Readers will prejudge the quality of your products, services or capabilities based on the quality of your proposal. Answer: TRUE Explanation: Make sure your proposal is error-free, visually inviting, and easy to read. Readers will prejudge the quality of your products, services, or capabilities by the quality of your proposal. Errors, omissions, and inconsistencies will work against you–and might even cost you important career and business opportunities. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Written and oral communication

22) Proposals should be based on what you can do for the reader, and should not be compared to what the competition can do. Answer: FALSE Explanation: Research the competition so you know what other proposals your audience is likely to read. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Written and oral communication 23) How visually inviting and readability is often the first thing the reader notices about the proposal. Answer: TRUE Explanation: Make sure your proposal is error-free, visually inviting, and easy to read. Readers will prejudge the quality of your products, services, or capabilities by the quality of your proposal. Errors, omissions, and inconsistencies will work against you–and might even cost you important career and business opportunities. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 24) The preview section of a report is used to summarize key points made in the body of the material. Answer: FALSE Explanation: Preview sections to help readers get ready for new information and review sections after a body of material to summarize key points. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Easy Classification: Concept AACSB: Written and oral communication

25) Discuss the importance of adapting your writing to your audience and explain how to make a report more, or less, formal. Answer: Reports and proposals can put heavy demands on your readers, so the "you" attitude is especially important with these long messages. In general, try to strike a balance between being overly informal (which can be perceived as trivializing important issues) and overly formal (which can put too much distance between writer and reader). If you know your readers reasonably well and your report is likely to meet with their approval, you can generally adopt an informal tone. To make your tone less formal, speak to readers in the first person, refer to them as you, and refer to yourself as I (or we if there are multiple report authors).To make your tone more formal, use the impersonal journalism style: Emphasize objectivity, avoid personal opinions, and build your argument on provable facts. Eliminate all personal pronouns (including I, you, we, us, and our). Avoid humor, and be careful with your use of similes, metaphors, and particularly colorful adjectives or adverbs. However, you don't need to make the writing monotonous. For example, you can still create interest by varying the types of sentences to create a pleasing rhythm. Take into account that communicating with people in other cultures often calls for more formality in reports, both to respect cultural preferences and to reduce the risk of miscommunication. Informal elements such as humor and casual language tend to translate poorly from one culture to another. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Written and oral communication

26) Compare the necessary elements in the introduction of a report to those of a proposal. Answer: In a report, the introduction establishes the context, identifies the subject, previews main ideas (if using the direct approach), and establishes tone and reader relationship. Necessary elements include authorization, who authorized the report, if applicable. The problem/purpose section explains the reason for the report's existence and what the report will achieve. The scope describes what will and won't be covered in the report. Background information reviews historical conditions or factors that led up to the report. Sources and methods discuss the primary and secondary sources consulted and methods used. Definitions are a list of terms and their definitions, including any terms that might be misinterpreted. Terms may also be defined in the body, explanatory notes, or glossary. Limitations discuss factors beyond your control that affect report quality (but do not use this as an excuse for poor research or a poorly written report). Report organization identifies the topics to be covered and in what order. In a proposal, the introduction identifies the problem you intend to solve or the opportunity you want to pursue. Elements include a background or statement of the problem that briefly reviews the situation at hand, establishes a need for action, and explains how things could be better. In unsolicited proposals, convince readers that a problem or an opportunity exists. The solution briefly describes the change you propose, highlighting your key selling points and their benefits to show how your proposal will solve the reader's problem. The scope states the boundaries of the proposal—what you will and will not do. Report organization orients the reader to the remainder of the proposal and calls attention to the major divisions of thought. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Challenging Classification: Application AACSB: Application of knowledge

27) Describe strategies to strengthen your argument when writing a proposal. Answer: The general purpose of any proposal is to persuade readers to do something, so your writing approach should be similar to that used for persuasive messages, perhaps including the use of the AIDA model to gain attention, build interest, create desire, and motivate action. To strengthen your argument, demonstrate your knowledge, provide concrete information and examples, research the competition so you know what other proposals your audience is likely to read, demonstrate that your proposal is appropriate and feasible for your audience and relate your product, service, or personnel to the reader's unique needs. Moreover, make sure your proposal is error-free, visually inviting, and easy to read. Readers will prejudge the quality of your products, services, or capabilities by the quality of your proposal. Errors, omissions, and inconsistencies will work against you–and might even cost you important career and business opportunities. Consider using proposal-writing software if you and your company need to submit proposals as a routine part of doing business. These programs can automatically personalize proposals, ensure proper structure (making sure you don't forget any sections, for instance), organize storage of all your boilerplate text, integrate contact information from sales databases, scan RFPs to identify questions (and even assign them to content experts), and fill in preliminary answers to common questions from a centralized knowledge base. Learning Obj.: LO 11.1: List the topics commonly covered in the introduction, body, and close of informational reports, analytical reports, and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 28) When drafting content for a website, which of the following will help improve the message? A) Write a message for the internal, local audience. B) Start with general information and use embedded links to add depth and detail. C) Develop a concise, skimmable format. D) Use catchy headings and thought provoking summaries that lure readers further into the website. E) Use links that force readers to click through the web to find relevant data. Answer: C Explanation: C) Present your information in a concise, skimmable format. Effective websites use a variety of means to help readers skim pages quickly, including lists, use of color and boldface, informative headings, and helpful summaries that give readers the option of learning more if they choose to do so. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Information Technology

29) Because readers can be skeptical of online content, which of the following will help increase the trust level? A) Content that is updated on a regular basis B) Content that uses bold headings and colorful links to improve readability C) Content that has been adapted to a global audience D) Content that is accurate, current, complete and authoritative E) Content that has an extensive history that can be viewed Answer: D Explanation: D) Because readers can be skeptical of online content, take special care to build trust with your intended audiences. Make sure your content is accurate, current, complete, and authoritative. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 30) How can companies write for a global audience while containing the cost of translation? A) Add links to content in multiple languages. B) Develop a new website in each language needed. C) Write in the original language and allow for links to translation software sites. D) Write detailed content in the languages of global community members and use the original language for major sections such as the homepage and navigational tabs. E) Localize the homepage for the global audience and keep detailed content in the original language. Answer: E Explanation: E) As much as possible, adapt your content for a global audience. Translating content is expensive, so some companies compromise by localizing the homepage while keeping the deeper, more detailed content in its original language. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Synthesis AACSB: Information Technology

31) How should a website be formatted to keep it compelling and reader-oriented? A) Use the inverted pyramid. B) Use the direct approach. C) Use a persuasive model. D) Use the indirect approach. E) Use the AIDA model. Answer: A Explanation: A) In an environment that presents many reading challenges, compelling, readeroriented content is a key to success. Wherever you can, use the inverted pyramid style, in which you cover the most important information briefly at first and then gradually reveal successive layers of detail—letting readers choose to see those additional layers if they want to. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 32) To improve readability in a website, which of the following would be most effective? A) Vague headings B) Lists C) Pictures D) Links to other content E) Large fonts and type size Answer: B Explanation: B) Present your information in a concise, skimmable format. Effective websites use a variety of means to help readers skim pages quickly, including lists, use of color and boldface, informative headings, and helpful summaries that give readers the option of learning more if they choose to do so. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Information Technology

33) When developing links to other content, which of the following will help create the most compelling links that improve the readability of the site? A) Links that support content skimming but not navigation B) Cute, catchy phrases C) Links that clearly identify where a link will take the reader D) Using a list to present all links in one location E) Links that support navigation but not content skimming Answer: C Explanation: C) Write effective links that serve for both site navigation and content skimming. Above all, clearly identify where a link will take readers. Don't resort to cute wordplay that obscures the content, and don't force readers to click through and try to figure out where they're going. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Easy Classification: Concept AACSB: Information Technology 34) When developing a wiki, which of the following allows contributors to practice their writing without fear the writing will be published? A) The pyramid B) Discussion section C) Templates D) Sandboxes E) Scratchpad Answer: D Explanation: D) Take advantage of the sandbox, if available; this is a "safe," non-published section of the wiki where team members can practice editing and writing. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Concept AACSB: Information Technology

35) When editing a wiki, which of the following is least likely to ensure a well edited work? A) Letting go of traditional authorship, recognition and control B) Encouraging all team member's to improve each other's work C) Using templates and other formatting options to make sure content matches other contributors D) Using the sandbox to practice editing and writing E) Using the inverted pyramid to outline content and thoughts Answer: E Explanation: E) The inverted pyramid style allows the writer to cover the most important information briefly at first and then gradually reveal successive layers of detail–letting readers choose to see those additional layers if they want to. It is not an editing tool. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Information Technology 36) The basic principles used to create a strong report can easily be adapted to create well developed website content. Answer: TRUE Explanation: Major sections on websites, particularly those that are fairly static (unlike, say, a blog) function in much the same way as reports. The skills you've developed for report writing adapt easily to this environment. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Easy Classification: Application AACSB: Information Technology 37) Writing an online blog uses the same principles as writing a traditional report. Answer: FALSE Explanation: Major sections on websites, particularly those that are fairly static (unlike, say, a blog) function in much the same way as reports. Blogs are more fluid documents and are handled a bit differently. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Information Technology

38) When developing content for a website, the writer should start with vague or general information and move to more specific information by using embedded links. Answer: FALSE Explanation: In an environment that presents many reading challenges, compelling, readeroriented content is a key to success. Wherever you can, use the inverted pyramid style, in which you cover the most important information briefly at first and then gradually reveal successive layers of detail–letting readers choose to see those additional layers if they want to. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Information Technology 39) When using a wiki to do collaborative writing, each user should be encouraged to improve all members work. Answer: TRUE Explanation: Using wikis is a great way for teams and other groups to collaborate on writing projects, from brief articles to long reports and reference works. Let go of traditional expectations of authorship, including individual recognition and control and encourage all team members to improve each other's work. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Information Technology 40) Wikis can be used effectively in an organization with appropriate guidelines, editorial oversight and strong security policies. Answer: TRUE Explanation: If you are creating a new wiki, think through your long-term purpose carefully, just as you would with a new blog or podcast channel. Doing so will help you craft appropriate guidelines, editorial oversight, and security policies. For instance, the PlayStation development team at Sony uses a wiki to keep top managers up to date on new products; because this information is highly confidential, access to the wiki is tightly controlled. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Information Technology

41) Discuss steps involved in developing a new wiki and compare those steps to steps that should be taken when adding material to an existing wiki. Answer: If you are creating a new wiki, think through your long-term purpose carefully, just as you would with a new blog or podcast channel. Doing so will help you craft appropriate guidelines, editorial oversight, and security policies. For instance, the PlayStation development team at Sony uses a wiki to keep top managers up to date on new products; because this information is highly confidential; access to the wiki is tightly controlled. If you are adding a page or an article to an existing wiki, figure out how this new material fits in with the existing organization. Also, learn the wiki's preferred style for handling incomplete articles. For example, on the wiki that contains the user documentation for the popular WordPress blogging software, contributors are discouraged from adding new pages until the content is fairly complete and accurate. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Easy Classification: Application AACSB: Information Technology 42) Discuss how to adapt writing for a website. Answer: Major sections on websites, particularly those that are fairly static (unlike, say, a blog) function in much the same way as reports. The skills you've developed for report writing adapt easily to this environment. Because readers can be skeptical of online content, take special care to build trust with your intended audiences. Make sure your content is accurate, current, complete, and authoritative. As much as possible, adapt your content for a global audience. Translating content is expensive, so some companies compromise by localizing the homepage while keeping the deeper, more detailed content in its original language. In an environment that presents many reading challenges, compelling, reader-oriented content is a key to success. Wherever you can, use the inverted pyramid style, in which you cover the most important information briefly at first and then gradually reveal successive layers of detail—letting readers choose to see those additional layers if they want to. Present your information in a concise, skimmable manner. Effective websites use a variety of means to help readers skim pages quickly, including lists, use of color and boldface, informative headings, and helpful summaries that give readers the option of learning more if they choose to do so. Write effective links that serve for both site navigation and content skimming. Above all, clearly identify where a link will take readers. Don't resort to cute wordplay that obscures the content, and don't force readers to click through and try to figure out where they're going. Make your website a "living" document by regularly adding fresh content and deleting content that is out of date or no longer relevant to your target audience. Over time, websites can accumulate many pages of outdated information that get in the way and send a negative message about the company's efforts to stay on top of user needs. Learning Obj.: LO 11.2: Identify six guidelines for drafting effective website content and offer guidelines for becoming a valuable wiki contributor. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Information Technology 20 Copyright © 2016 Pearson Education, Inc.

43) When communicating with multilingual audiences, what effect do visual aids create in a document? A) Visual aids can replace text and aid in communication. B) Visual aids can add color and lighten the look of the communication. C) Visual aids can be a distraction when the audience is focused on translation of text. D) Visual aids can lead to misunderstanding in the interpretation of the content. E) Visual aids can distract from the formatting of the document. Answer: A Explanation: A) Well-designed visual elements can enhance the communication power of textual messages and, in some instances, even replace textual messages. Generally speaking, in a given amount of time, effective images can convey much more information than text. Using pictures is also a helpful way to communicate with multilingual audiences. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 44) The ability to create an effective visual aid, or effectively interpret the meaning of a visual aid is called what? A) Visual competency B) Visual literacy C) Axis awareness D) Design awareness E) Data visualization Answer: B Explanation: B) Given the importance of visuals in today's business environment, visual literacy–the ability (as a sender) to create effective images and (as a receiver) to correctly interpret visual messages–has become a key business skill. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

45) Using visual parallelism through the use of color, shape, size, position or typeface is an example of what? A) Balance B) Simplicity C) Consistency D) Emphasis E) Convention Answer: C Explanation: C) Think of consistency as visual parallelism, similar to textual parallelism that helps audiences understand and compare a series of ideas. You can achieve visual parallelism through the consistent use of color, shape, size, texture, position, scale, or typeface. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 46) When seeking to emphasize similarities, using colors that have subtle differences are an example of what? A) Emphasis B) Balance C) Simplicity D) Contrast E) Consistency Answer: D Explanation: D) To emphasize differences, depict items in contrasting colors, such as red and blue or black and white. To emphasize similarities, make color differences more subtle. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

47) When incorporating balance in a report or website, which of the following is achieved? A) An emphasis on similarities and differences B) Generally accepted rules and conventions C) A dominant element of design being identified as most important D) Elements that are arranged symmetrically around a central point or axis E) Visual parallelism Answer: D Explanation: D) Visual balance can be formal, in which the elements in the images are arranged symmetrically around a central point or axis, or informal, in which elements are not distributed evenly, but stronger and weaker elements are arranged in a way that achieves an overall effect of balance. Formal balance tends to feel calming and serious, whereas informal balance tends to feel dynamic and engaging. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge 48) Which of the following is represented by the most visually dominant design element? A) The most controversial information B) The most complex information C) The most positive information D) The most colorful information E) The most important information Answer: E Explanation: E) Audiences usually assume that the dominant element in a design is the most important, so make sure that the visually dominant element really does represent the most important information. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge

49) Identifying which colors have appropriate meaning based on culture is a matter of what? A) Convention B) Emphasis C) Simplicity D) Consistency E) Balance Answer: A Explanation: A) Just as written communication is guided by spelling, grammar, punctuation, and usage conventions, visual communication is guided by generally accepted rules or conventions that dictate virtually every aspect of design. In every culture, for instance, certain colors and shapes have specific meanings. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 50) When incorporating simplicity into graphics, which of the following is important to remember? A) Generally accepted rules or conventions should dictate every aspect of design. B) Decorative elements can clutter documents without adding any relevant information. C) Formal balance is needed to create a calm and serious feel. D) Contrasting colors should be used. E) Parallelism should be used for color, texture and scale. Answer: B Explanation: B) When you're designing graphics for your documents, limit the number of colors and design elements and take care to avoid chartjunk–decorative elements that clutter documents without adding any relevant information. Think carefully about using some of the chart features available in your software, too. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Challenging Classification: Application AACSB: Application of knowledge

51) Which of the following would best present detailed textual information? A) Charts B) Graphs C) Tables D) Pictures E) Flowcharts Answer: C Explanation: C) For certain kinds of information, the decision is usually obvious. If you want to present a large set of numeric values or detailed textual information, for example, a table is the obvious choice in most cases. Also, certain visuals are commonly used for certain applications; so, for example, your audience is likely to expect line charts and bar charts to show trends. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 52) Which of the following best represents information found in a table? A) Movement of data over a period of time B) The cumulative effect of data C) The systematic arrangement of data in columns and rows D) Showing parts of the whole E) Extracting broad meaning from giant masses of data Answer: C Explanation: C) When you need to present detailed, specific information, choose a table, a systematic arrangement of data in columns and rows. Tables are ideal when your audience needs information that would be either difficult or tedious to handle in the main text. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge

53) When wanting to show trends over time, what type of visual aid would be most effective? A) Pie chart B) Table C) Bar chart D) Line chart E) Surface chart Answer: D Explanation: D) A line chart illustrates trends over time or plots the relationship of two variables. In line charts that show trends, the vertical, or y, axis shows the amount, and the horizontal, or x, axis shows the time or other quantity against which the amount is being measured. You can plot just a single line or overlay multiple lines to compare different entities. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 54) A bar chart is best used to show what? A) How the parts of a whole are distributed B) A sequence of events from start to finish C) The change in the composition of something over time D) Trends E) How quantities compare over time Answer: E Explanation: E) A bar chart portrays numbers with the height or length of its rectangular bars, making a series of numbers easy to grasp quickly. Bars can be oriented horizontally or vertically (in which case they are sometimes referred to as column charts). Bar charts are particularly valuable when you want to show or compare quantities over time. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge

55) Which of the following is an advantage of data visualization techniques? A) Data visualization allows the reader to extract broad meaning from giant masses of data. B) Data visualization allows the reader to clarify individual data points. C) Data visualization can limit the number of data points being used. D) Data visualization represents only numeric data. E) Data visualization limits complex relationships among data points. Answer: A Explanation: A) A diverse class of display capabilities known as data visualization work to overcome all drawbacks of other visual aids. In some instances, data visualization is less about clarifying individual data points and more about extracting broad meaning from giant masses of data or putting the data in context. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 56) When wanting to use a visual representation of sequential relationships, what visual aid might be most effective? A) Maps B) Flowcharts C) Infographics D) Organization charts E) Data visualization Answer: B Explanation: B) A flowchart illustrates a sequence of events from start to finish; it is indispensable when illustrating processes, procedures, and sequential relationships. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge

57) Which of the following is best accomplished by using an organizational chart? A) Showing geographic distribution of data B) Structured narrative C) Showing how functions interrelate D) Identifying tag cloud groupings E) Organizing "big data" Answer: C Explanation: C) As the name implies, an organization chart illustrates the positions, units, or functions in an organization and the ways they interrelate. Organization charts can be used to portray almost any hierarchy, in fact, including the topics, subtopics, and supporting points you need to organize for a report. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 58) Which of the following is a type of visual aid that conveys both data and concepts? A) Maps B) Geographic information systems C) Photographs D) Infographics E) Diagrams Answer: D Explanation: D) Infographics are a special class of diagrams that can convey data as well as concepts or ideas. In addition, they contain enough visual and textual information to function as independent, standalone documents. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

59) Which of the following is an advantage of using infographics to convey information? A) Infographics can convey technical topics such as how to repair a machine. B) Infographics can be combined with databases to become extremely powerful visual reporting tools. C) Infographics can be paired with geographic distribution data to replace traditional mapping technology. D) Infographics can portray any hierarchy needed to organize a report. E) Infographics can show interconnected processes and can replace conventional reports. Answer: E Explanation: E) Broadly speaking, there are two types of infographics, those that are stylized collections of charts or graphs and those that have a structured narrative. The second type takes full advantage of the visual medium to tell stories or show interconnected processes. These infographics can be powerful communication tools, even to the point of replacing conventional reports. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge 60) When wanting to incorporate a visual that offers function and decorative value, what can be most effective? A) Photographs B) Animation C) Video D) Infographics E) Drawings Answer: A Explanation: A) Photographs offer both functional and decorative value, and nothing can top a photograph when you need to show exact appearances. However, in some situations, a photograph can show too much detail, which is one reason repair manuals frequently use drawings instead of photos, for instance. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Challenging Classification: Concept AACSB: Application of knowledge

61) When developing a visual aid for a promotional presentation, which of the following might be most effective at reaching the widest audience? A) Photographs B) Animation C) Video D) Infographics E) Drawings Answer: C Explanation: C) The combination of simple digital video recording and video-sharing websites such as YouTube has spurred a revolution in business video applications in recent years. Product demonstrations, company overviews, promotional presentations, and training seminars are among the most popular applications of business video. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 62) Which of the following allows companies to present videos as an integrated collection in a customized user interface? A) Infographics B) Geographic information systems C) "Big Data" systems D) Branded channels E) Tag cloud systems Answer: D Explanation: D) Branded channels on YouTube allow companies to present their videos as an integrated collection in a customized user interface. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

63) Which of the following is not true when using a design template for designing visuals? A) Design templates promote consistency across the organization. B) Design templates save time by eliminating repetitive decision making. C) Design templates ensure better designs. D) Design templates ensure consistency in color palettes, typeface and layouts. E) Design templates are appropriate for all types of messages, from informal internal messages to those written to influential outsiders. Answer: E Explanation: E) The style and quality of your visuals communicate a subtle message about your relationship with the audience. A simple sketch might be fine for a working meeting but inappropriate for a formal presentation or report. On the other hand, elaborate, full-color visuals may be viewed as extravagant for an informal report but may be entirely appropriate for a message to top management or influential outsiders. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 64) Which of the following provides a short description that identifies the content and the purpose of a visual aid? A) Title B) Caption C) Summary paragraph D) Legend E) Tag Answer: A Explanation: A) Write effective titles, captions, and legends to complete the integration of your text and visuals. A title provides a short description that identifies the content and purpose of the visual. A caption usually offers additional discussion of the visual's content and can be several sentences long, if appropriate. A legend helps readers "decode" the visual by explaining what various colors, symbols, or other design choices mean. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

65) What is accomplished by adding a caption to a visual aid? A) A short description is provided that identifies the content of the visual. B) An additional discussion of the visuals content is included. C) A short description of the purpose of the visual is included. D) An explanation of various colors and symbols is provided. E) An explanation of the significance of the visual is provided. Answer: B Explanation: B) A caption usually offers additional discussion of the visual's content and can be several sentences long, if appropriate. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 66) What is the purpose of providing a legend with a visual aid? A) A short description is provided that identifies the content of the visual. B) An additional discussion of the visuals content is included. C) A short description of the purpose of the visual is included. D) An explanation of various colors and symbols is provided. E) An explanation of the significance of the visual is provided. Answer: D Explanation: D) A legend helps readers "decode" the visual by explaining what various colors, symbols, or other design choices mean. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

67) When considering the ethics of a visual aid, which of the following will help ensure there is no ethical lapse? A) Provide only relevant background information on the visual aid. B) Minimize irrelevant data. C) Include enough information to allow readers to understand your point. D) Design visuals in such a way that they can be reshaped and manipulated to support a logical argument. E) Include visuals aids that are not open to individual interpretation. Answer: E Explanation: E) To avoid ethical lapses in your visuals, consider all possible interpretations, provide enough background information for readers to interpret your visuals correctly, and don't hide or minimize visual information that readers need in order to make informed judgments. Most important, make sure your visuals are honest–that they don't intentionally or unintentionally distort the truth. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 68) When placing a visual aid in a text, where should the visual be placed? A) Before the text that describes the visual aid B) At the end of the document C) In the List of Illustrations D) After the text that describes the visual aid E) As close to the text that describes the visual aid as possible Answer: E Explanation: E) Position your visuals so that your audience won't have to flip back and forth (in printed documents) or scroll (on screen) between visuals and the text that discusses them. If space constraints prevent you from placing visuals close to relevant text, include pointers such as "Figure 2 (on the following page)" to help readers locate the image quickly. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

69) Which of the following would be the least effective way to integrate a visual aid in the text? A) Use elaborate, full color visuals that are easy to find and identify. B) Position the visual so the audience won't have to flip back and forth in the printed document. C) Use word pointers to help the reader locate the image quickly. D) Refer to the visual by number in the text of the report. E) Use titles, captions and legends. Answer: A Explanation: A) Elaborate, full-color visuals may be viewed as extravagant for an informal report but may be entirely appropriate for a message to top management or influential outsiders. This is a design issue, not an integration issue. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Application AACSB: Application of knowledge 70) Visual elements are an effective way to replace text. Answer: TRUE Explanation: Well-designed visual elements can enhance the communication power of textual messages and, in some instances, even replace textual messages. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 71) Formal balance in visual elements tends to feel dynamic and engaging. Answer: FALSE Explanation: Formal balance tends to feel calming and serious, whereas informal balance tends to feel dynamic and engaging. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

72) The most dominant visual element should include the most important information. Answer: TRUE Explanation: Audiences usually assume that the dominant element in a design is the most important, so make sure that the visually dominant element really does represent the most important information. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 73) Visual aids do not generally need to be supported by documentation. Answer: FALSE Explanation: Make sure your visuals are properly documented. Most important, make sure your visuals are honest–that they don't intentionally or unintentionally distort the truth. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 74) Discuss ways to ensure visual aids are honest and ethical. Answer: Be sure to check your visuals carefully for accuracy. Check for mistakes such as typographical errors, inconsistent color treatment, confusing or undocumented symbols, and misaligned elements. Make sure that your computer hasn't done something unexpected, such as arranging chart bars in an order you don't want or plotting line charts in confusing colors. Make sure your visuals are properly documented. Most important, make sure your visuals are honest– that they don't intentionally or unintentionally distort the truth. Finally, step back and consider the ethical implications of your visuals. Visuals are easy to misuse, intentionally or unintentionally. To avoid ethical lapses in your visuals, consider all possible interpretations, provide enough background information for readers to interpret your visuals correctly, and don't hide or minimize visual information that readers need in order to make informed judgments. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

75) Describe how organizations benefit from data visualization tools. Answer: Conventional charts and graphs are limited in several ways: Most types can show only a limited number of data points before becoming too cluttered to interpret, they often can't show complex relationships among data points, and they can represent only numeric data. As computer technologies continue to generate large amounts of data that can be combined and connected in endless ways, a diverse class of display capabilities known as data visualization work to overcome all these drawbacks. In some instances, data visualization is less about clarifying individual data points and more about extracting broad meaning from giant masses of data or putting the data in context. Data visualization has become an important tool for companies working with big data, a term used to describe massive collections of data from a variety of sources piling up at high speeds. Interactive apps let users "drill down" into data sets to find details or look at data collections from a variety of perspectives. In addition to displaying large data sets and linkages within data sets, other kinds of visualization tools combine data with textual information to communicate complex or dynamic data much faster than conventional presentations can. For example, a tag cloud shows the relative frequency of terms, or tags (content labels), in an article, a blog, a website, survey data, or another collection of text. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

76) Identify and discuss the six principles of effective visual communication. Answer: 1) Consistency can be thought of as visual parallelism, similar to textual parallelism that helps audiences understand and compare a series of ideas. You can achieve visual parallelism through the consistent use of color, shape, size, texture, position, scale, or typeface. 2) Contrast is used to emphasize differences, depict items in contrasting colors, such as red and blue or black and white. To emphasize similarities, make color differences more subtle. 3) Visual balance can be formal, in which the elements in the images are arranged symmetrically around a central point or axis, or informal, in which elements are not distributed evenly, but stronger and weaker elements are arranged in a way that achieves an overall effect of balance. Formal balance tends to feel calming and serious, whereas informal balance tends to feel dynamic and engaging. 4) When designing for emphasis, remember that audiences usually assume that the dominant element in a design is the most important, so make sure that the visually dominant element really does represent the most important information. 5) Convention is as critical in visual communication as it is in written communication. Just as written communication is guided by spelling, grammar, punctuation, and usage conventions, visual communication is guided by generally accepted rules or conventions that dictate virtually every aspect of design. In every culture, for instance, certain colors and shapes have specific meanings. 6) Simplicity is important. When you're designing graphics for your documents, limit the number of colors and design elements and take care to avoid decorative elements that clutter documents without adding any relevant information. Think carefully about using some of the chart features available in your software, too. Many of these features can actually get in the way of effective visual communication. For example, three-dimensional bar charts, cones, and pyramids can look appealing, but the third dimension usually adds no additional information and can be visually deceiving as well. Learning Obj.: LO 11.3: Discuss six principles of graphic design that can improve the quality of your visuals and identify the major types of business visuals. Learning Outcome: Summarize the steps involved in planning, selecting, and producing a visual business communication Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

77) After finishing the draft, what are the next steps in completing reports and proposals? A) Revising, rewriting, editing and proofreading B) Revising, producing, proofreading and distributing C) Revising, planning, writing and completing D) Determining channel and medium, and distributing E) Evaluating organization, style and tone Answer: B Explanation: B) As with shorter messages (Chapter 5), when you have finished your first draft, you need to perform four tasks to complete your document: revise, produce, proofread, and distribute. The revision process is essentially the same for reports as for other business messages, although it may take considerably longer, depending on the length and complexity of your documents. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 78) What is the goal of evaluating the organization, style and tone of a message? A) To improve readability B) To produce efficient writing that is easy to skim C) To make sure content is clear, logical and reader oriented D) To make sure there is a variety of sentence lengths E) To make sure your credibility is not affected by errors Answer: C Explanation: C) As with shorter messages (Chapter 5), when you have finished your first draft, you need to perform four tasks to complete your document: revise, produce, proofread, and distribute. The revision process is essentially the same for reports as for other business messages, although it may take considerably longer, depending on the length and complexity of your documents. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Challenging Classification: Concept AACSB: Application of knowledge

79) Which of the following will improve the style and tone of the writing? A) Varying sentence length B) Using short paragraphs C) Making sure content is logical D) Using lists and bullets E) Adding headings and subheadings Answer: C Explanation: C) Evaluate your organization, style, and tone to make sure your content is clear, logical, and reader oriented. Then work to improve the report's readability by varying sentence length, keeping paragraphs short, using lists and bullets, and adding headings and subheadings. Remember that even minor mistakes can affect your credibility. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 80) When writing for an online audience, how should a document be developed? A) Paragraphs should be kept short. B) Lists and bullets should be used wherever possible. C) Headings and subheadings should be limited. D) Writing should be efficient and skimmable. E) Style and tone should be general to reach a wider audience. Answer: D Explanation: D) Tight, efficient writing that is easy to skim is always a plus, but it's especially important for impatient online audiences. Review online content carefully; strip out all information that doesn't meet audience needs and condense everything else as much as possible. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

81) When reviewing online content, what should be done to increase audience satisfaction with the website? A) Bright, colorful graphics should be incorporated. B) Detailed information should be included via embedded links. C) Spell check should be used to be sure there are no spelling errors. D) All visuals should be under one major link. E) Condense information as much as possible. Answer: E Explanation: E) Review online content carefully; strip out all information that doesn't meet audience needs and condense everything else as much as possible. Audiences will gladly return to sites that deliver quality information quickly—and they'll avoid sites that don't. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 82) After assembling the final draft of an online report or proposal, what should be done during the next phase of proofreading? A) Look for inconsistencies in data and other information. B) Look for errors. C) Look for missing components. D) Make sure visual aids are positioned correctly. E) Make sure all links work and files are active. Answer: E Explanation: E) After assembling your report or proposal in its final form, review it thoroughly one last time, looking for inconsistencies, errors, and missing components. Don't forget to proof your visuals thoroughly and make sure they are positioned correctly. For online reports, make sure all links work as expected and all necessary files are active and available. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

83) When responding to a request for proposal, what should be included that is typically not included in a report? A) Title fly B) Synopsis C) Letter of transmittal D) Appendixes E) Résumé of key players Answer: E Explanation: E) For external proposals, résumés can convince readers that you have the talent to achieve the proposal's objectives. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Application of knowledge 84) Which of the following can be found on the title fly page of a report? A) Title of the report B) Names of the writers C) Titles of the writers D) Date of submission E) Who the report is being written for Answer: A Explanation: A) Some formal reports open with a plain sheet of paper that has only the title of the report on it, although this is certainly not necessary. A title page typically includes the report title, name(s) and title(s) of the writer(s), and date of submission; this information can be put on the cover instead. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

85) Which section of a solicited proposal will provide a preview of the contents? A) Letter of transmittal B) Introduction C) Copy of the RFP D) Table of contents E) Executive summary Answer: B Explanation: B) Synopsis or executive summaries are less common in formal proposals than in reports. In an unsolicited proposal, your letter of transmittal will catch the reader's interest. In a solicited proposal, the introduction will provide an adequate preview of the contents. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 86) Which of the following shows the location and hierarchy of the information in the report? A) Appendixes B) Executive summary C) Table of contents D) Letter of transmittal E) Index Answer: C Explanation: C) The table of contents list all section headings and major subheadings to show the location and hierarchy of the information in the report. The list of illustrations includes the illustrations are particularly important, and you want to call attention to them. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

87) A one page overview that describes a report's most important points is called what? A) Executive summary B) Table of contents C) Index D) Synopsis E) Appendix Answer: D Explanation: D) One of the most important elements to consider is an introductory feature that helps time-pressed readers either have a sense of what's in the document or even get all the key points without reading the document. A synopsis, sometimes called an abstract, is a brief overview (one page or less) of a report's most important points. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 88) When writing an abstract or synopsis for a report that follows the direct approach, what type of phrasing should be used? A) Persuasive B) Abstract C) Objective D) Descriptive E) Informative Answer: D Explanation: D) The phrasing of a synopsis can be informative (presenting the main points in the order in which they appear in the text) if you're using the direct approach or descriptive (simply describing what the report is about, without "giving away the ending") if you're using the indirect approach. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge

89) A fully developed mini version of a report designed for the reader who lacks the time to read the entire document is called what? A) Abstract B) Synopsis C) Appendix D) Table of contents E) Executive summary Answer: E Explanation: E) As an alternative to a synopsis or an abstract, a longer report may include an executive summary, a fully developed mini version of the report, for readers who lack the time or motivation to read the entire document. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 90) Which section of a proposal summarized the problem you intend to solve, along with your solution? A) Introduction B) Body C) Executive summary D) Synopsis E) Close Answer: A Explanation: A) Just as with reports, the text of a proposal is composed of an introduction, a body, and a close. The introduction presents and summarizes the problem you intend to solve and your solution. It highlights the benefits the reader will receive from the solution. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Application of knowledge

91) When writing a proposal, where would a persuasive call to action be best placed? A) Introduction B) Body C) Executive summary D) Synopsis E) Close Answer: E Explanation: E) The close emphasizes the benefits readers will realize from your solution and ends with a persuasive call to action. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Application of knowledge 92) Where would the reader of a proposal find complete details of the proposal? A) Introduction B) Body C) Executive summary D) Synopsis E) Close Answer: B Explanation: B) The body explains the complete details of the solution: how the job will be done, how it will be broken into tasks, what method will be used to do it (including the required equipment, material, and personnel), when the work will begin and end, how much the work will cost, and why your company is qualified (for external proposals). Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Application of knowledge

93) When given the opportunity to personally deliver a proposal, what should be stressed when meeting the audience? A) How the job will be done B) When the work will begin and end C) Why the readers are receiving the proposal D) Why your company is qualified to do the work E) How much the work will cost Answer: C Explanation: C) If you've prepared the document for a single person or small group in your office or the local area, delivering it in person will give you the chance to personally "introduce" the report and remind readers why they're receiving it. The body explains the complete details of the solution: how the job will be done, how it will be broken into tasks, what method will be used to do it (including the required equipment, material, and personnel), when the work will begin and end, how much the work will cost, and why your company is qualified (for external proposals). Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Application of knowledge 94) Minor mistakes in a long report or proposal will generally not affect your credibility as a writer. Answer: FALSE Explanation: Evaluate your organization, style, and tone to make sure your content is clear, logical, and reader oriented. Then work to improve the report's readability by varying sentence length, keeping paragraphs short, using lists and bullets, and adding headings and subheadings. Remember that even minor mistakes can affect your credibility. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 95) Tight, efficient writing is especially important for online audiences. Answer: TRUE Explanation: Work to improve the report's readability by varying sentence length, keeping paragraphs short, using lists and bullets, and adding headings and subheadings. Remember that even minor mistakes can affect your credibility. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 46 Copyright © 2016 Pearson Education, Inc.

96) When digitally distributing a proposal, the file should be a Word file, unless otherwise requested. Answer: FALSE Explanation: For digital distribution, unless your audience specifically requests a word processor file, provide documents as portable document format (PDF) files. Using Adobe Acrobat or similar products, you can quickly convert reports and proposals to PDF files that are easy to share online. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business proposals Difficulty: Moderate Classification: Application AACSB: Application of knowledge 97) Before sending out a digital copy of a report, you should verify the on-screen display of the report, including all graphics, links and other elements. Answer: TRUE Explanation: If your company or client expects you to distribute your reports via cloud storage, a web-based content management system, a shared workspace, or some other online location, double-check that you've uploaded the correct file(s) to the correct location. Verify the on-screen display of your reports after you've posted them, making sure graphics, charts, links, and other elements are in place and operational. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 98) One of the most important elements to consider when writing a report is an introductory feature that helps time-pressed readers either gets a sense of what's in the document or even get all the key points without reading the document. Answer: TRUE Explanation: A synopsis, sometimes called an abstract, is a brief overview (one page or less) of a report's most important points. The phrasing of a synopsis can be informative (presenting the main points in the order in which they appear in the text) if you're using the direct approach or descriptive (simply describing what the report is about, without "giving away the ending") if you're using the indirect approach. As an alternative to a synopsis or an abstract, a longer report may include an executive summary, a fully developed "mini" version of the report, for readers who lack the time or motivation to read the entire document. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Application of knowledge 47 Copyright © 2016 Pearson Education, Inc.

99) When completing and distributing reports and proposals, what should be adjusted to improve online viewing? Answer: Tight, efficient writing that is easy to skim is always a plus, but it's especially important for impatient online audiences. Review online content carefully; strip out all information that doesn't meet audience needs and condense everything else as much as possible. Audiences will gladly return to sites that deliver quality information quickly–and they'll avoid sites that don't. For online reports, make sure all links work as expected and all necessary files are active and available. For digital distribution, unless your audience specifically requests a word processor file, provide documents as portable document format (PDF) files. Using Adobe Acrobat or similar products, you can quickly convert reports and proposals to PDF files that are easy to share online. PDFs are generally considered safer than word processor files, but they can also be used to transmit computer viruses. If your company or client expects you to distribute your reports via cloud storage, a web-based content management system, a shared workspace, or some other online location, double-check that you've uploaded the correct file(s) to the correct location. Verify the on-screen display of your reports after you've posted them, making sure graphics, charts, links, and other elements are in place and operational. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Synthesis AACSB: Information Technology 100) Discuss the use of introductory elements that allow readers to get a feel for a document without reading the entire work. Answer: One of the most important elements to consider is an introductory feature that helps time-pressed readers either get a sense of what's in the document or even get all the key points without reading the document. A synopsis, sometimes called an abstract, is a brief overview (one page or less) of a report's most important points. The phrasing of a synopsis can be informative (presenting the main points in the order in which they appear in the text) if you're using the direct approach or descriptive (simply describing what the report is about, without "giving away the ending") if you're using the indirect approach. As an alternative to a synopsis or an abstract, a longer report may include an executive summary, a fully developed "mini" version of the report, for readers who lack the time or motivation to read the entire document. Learning Obj.: LO 11.4: Summarize the four tasks involved in completing business reports and proposals. Learning Outcome: Apply the writing process when writing business reports Difficulty: Moderate Classification: Application AACSB: Information Technology

Business Communication Essentials, 7e (Bovee/Thill) Chapter 12 Developing Oral and Online Presentations 1) The first step in planning a presentation is what? A) Analyzing the situation B) Gathering information C) Selecting the channel D) Selecting the media E) Organizing the information Answer: A Explanation: A) Planning presentations is much like planning other business messages: You analyze the situation, gather information, select the best media and channels, and organize the information. Gathering information for presentations is essentially the same as it is for written communication projects. The other three planning tasks have some special applications when it comes to oral presentations. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 2) When planning a presentation, which step of the process involves defining the purpose and developing an audience profile? A) Selecting the channel B) Analyzing the situation C) Organizing the information D) Gathering information E) Selecting the media Answer: B Explanation: B) As with written communications, analyzing the situation involves defining your purpose and developing an audience profile. The purpose of most of your presentations will be to inform or to persuade, although you may occasionally need to make a collaborative presentation, such as when you're leading a problem-solving or brainstorming session. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

3) When conducting an audience analysis for a presentation, which of the following will allow you to gauge the audience's level of experience? A) Whether the audience has any biases that might work against you B) Why audience members are attending the presentation C) What the audience already knows about the subject D) What supporting information will help the audience accept and respond to the message E) The audience's general attitude toward the topic Answer: C Explanation: C) To gauge the audience's experience, analyze whether everybody has the same background and level of understanding. Determine what the audience already knows about the subject. Consider whether the audience is familiar with the vocabulary you intend to use. Analyze what the audience expects from you. Think about the mix of general concepts and specific details you will need to present. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Challenging Classification: Application AACSB: Application of knowledge 4) When conducting an audience analysis for a presentation, which of the following will allow you to gauge the audience's probable reaction? A) Each audience member's background and level of understanding B) What the audience already knows about the subject C) Whether the audience is familiar with the vocabulary you intend to you D) Possible objections or questions E) The mix of general concepts and specific details you need to present Answer: D Explanation: D) To gauge the audience's probable reaction, determine why the audience is attending the presentation, their general attitude toward the topic, the supporting information they might need, their potential biases and try to anticipate objections or questions. By anticipating possible objections or questions, those can be better addressed during the presentation. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Challenging Classification: Application AACSB: Application of knowledge

5) Which of the following is an online presentation that people can view live, or download to view later? A) Twebinar B) Screencast C) Video conference D) Prezi E) Webcast Answer: E Explanation: E) Presentations can be live, in-person presentations to webcasts (online presentations that people either view live or download later from the web), screencasts (recordings of activity on computer displays with audio voiceover), or twebinars (the use of Twitter as a backchannel). Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Information Technology 6) Which of the following best describes a linear presentation? A) Linear presentations build the message point by point and end with a conclusion following logical steps. B) Linear presentations are given before a live audience with a question and answer opportunity. C) Linear presentations use a backchannel such as Twitter. D) Linear presentations show complicated relationships between multiple ideas. E) Linear presentations are best developed with interactive slide software such as Prezi. Answer: A Explanation: A) Linear presentations are like printed documents in the sense that they are outlined like conventional messages and follow a predefined flow from start to finish. The linear model is appropriate for speeches, technical and financial presentations, and other presentations in which you want to convey your message point by point or build up to a conclusion following logical steps. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge

7) Which of the following presentation structures allow the presenter the option to move between topics and level of detail in no particular order? A) Webcasts B) Nonlinear presentations C) Podcast D) Back channeling E) Linear presentations Answer: B Explanation: B) A nonlinear presentation doesn't flow in any particularly direction but rather gives the presenter the option to move back and forth between topics and up and down in terms of level of detail. Nonlinear presentations can be useful when you want to be able to show complicated relationships between multiple ideas or elements, to zoom in and out between the "big picture" and specific details, to explore complex visuals, or to have the flexibility to move from topic to topic in any order. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 8) Which of the following will help develop a clear idea of the main idea you want to share with the audience? A) Lists with bullet points B) Surveying the audience C) Writing a one sentence summary that links the purpose to the audience frame of reference D) Determine time limits E) Prepare the slide deck with one idea on each slide Answer: C Explanation: C) A successful presentation starts with a clear idea of the main idea you want to share with your audience. Start by composing a one-sentence summary that links your subject and purpose to your audience's frame of reference. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge

9) To keep the audience's attention and convince them your message is relevant, what should be incorporated through the planning process? A) Interactive slides B) Engaging video C) An opportunity for questions and answers D) A consistent use of the "you" attitude E) Limiting the scope to 3 main ideas Answer: D Explanation: D) By focusing on your audience's needs and using the "you" attitude, you help keep their attention and convince them your points are relevant. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 10) To ensure your presentation will hold the audience's attention and fit within the time frame allotted, which of the following should be considered? A) Time of day the presentation will be given B) Purpose of the presentation C) Anticipated questions D) Key points E) Scope Answer: E Explanation: E) Limiting your scope is important with any message, but it's particularly vital with presentations, for two reasons. First, for most presentations, you must work within strict time limits. Second, the longer you speak, the more difficult it is to hold the audience's attention levels, and the more difficult it is for your listeners to retain your key points. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

11) Which of the following is not a factor when determining how much information is given the scope of the presentation? A) Number of members in the audience B) Time needed for the introduction C) Demonstrations D) Questions E) Videos Answer: A Explanation: A) Be sure to factor in time for introductions, coffee breaks, demonstrations, question-and-answer sessions, and anything else that takes away from your speaking time. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Easy Classification: Concept AACSB: Application of knowledge 12) When planning a presentation on routine information that is 10 minutes or less, which approach should be used? A) Nonlinear B) Direct C) Storytelling D) Persuasive E) Indirect Answer: B Explanation: B) If you have 10 minutes or less, consider organizing your presentation much as you would a letter or other brief message: Use the direct approach if the subject involves routine information or good news and use the indirect approach if the subject involves bad news or persuasion. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Reflective thinking

13) When planning a presentation to seek collaboration, how should information be organized? A) By comparison B) By importance C) Based on conclusions and recommendations D) Using broad categories E) Based on the sequence of events Answer: C Explanation: C) If your purpose is to analyze, persuade, or collaborate, organize your material around conclusions and recommendations or around a logical argument. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 14) When developing a speaking outline, which of the following should be left out? A) Numbered cards or pages B) Delivery cues C) Condensed points D) Bibliography and source notes E) Highlighted key words and phrases Answer: C Explanation: C) A simple speaking outline that provides all the cues and reminders they need in order to present their material. Start with the planning outline and then strip away anything you don't plan to say directly to your audience. Condense points and transitions to key words or phrases. Add delivery cues, such as places where you plan to pause for emphasis or use visuals. Arrange your notes on numbered cards or use the notes capability in your presentation software. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Reflective thinking

15) Which of the following is not a step in the planning of a presentation? A) Inviting audience members B) Choosing your approach C) Limiting the scope D) Defining the main idea E) Analyzing the situation Answer: A Explanation: A) Planning presentations is much like planning other business messages: You analyze the situation, gather information, select the best media and channels, and organize the information. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Reflective thinking 16) Presentations require the speaker to think on their feet, grasp complex business issues and handle challenging situations—all attributes needed for promotions. Answer: TRUE Explanation: Presentations, delivered in person or online, offer important opportunities to put all your communication skills on display, including research, planning, writing, visual design, and interpersonal and nonverbal communication. Presentations also let you demonstrate your ability to think on your feet, grasp complex business issues, and handle challenging situations—all attributes that executives look for when searching for talented employees to promote. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 17) A Prezi is a dynamic, nonlinear presentation tool suitable for technical discussions and speeches. Answer: FALSE Explanation: The linear model is appropriate for speeches, technical and financial presentations, and other presentations in which you want to convey your message point by point or build up to a conclusion following logical steps. A Prezi works best for nonlinear presentations. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 18) Working within time constraints can help you focus on the most essential points of your message that are important to the audience. 8 Copyright © 2016 Pearson Education, Inc.

Answer: TRUE Explanation: Approaching time constraints as a creative challenge can actually help you develop more effective presentations. Limitations can force you to focus on the most essential message points that are important to your audience. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 19) The scope of the presentation will be defined by the key points you want to make. Answer: FALSE Explanation: Limiting your scope is important with any message, but it's particularly vital with presentations, for two reasons. First, for most presentations, you must work within strict time limits. Second, the longer you speak, the more difficult it is to hold the audience's attention levels, and the more difficult it is for your listeners to retain your key points. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 20) A great way to capture and keep the audience's attention is to integrate storytelling wherever possible. Answer: TRUE Explanation: No matter what the length, look for opportunities to integrate storytelling into the structure of your presentation. The dramatic tension (not knowing what will happen to the "hero") at the heart of effective storytelling is a great way to capture and keep the audience's attention. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

21) Discuss how to choose and develop your approach when planning presentations. Answer: With a well-defined main idea to guide you and a clear idea about the scope of your presentation, you can begin to arrange your message. If you have 10 minutes or less, consider organizing your presentation much as you would a letter or other brief message: Use the direct approach if the subject involves routine information or good news and use the indirect approach if the subject involves bad news or persuasion. Plan your introduction to arouse interest and to give a preview of what's to come. For the body of the presentation, be prepared to explain the who, what, when, where, why, and how of your subject. In the final section, review the points you've made and close with a statement that will help your audience remember the subject of your speech. Longer presentations are often organized more like reports. If the purpose is to motivate or inform, you'll typically use the direct approach and a structure imposed naturally by the subject: comparison, importance, sequence, chronology, geography, or category. If your purpose is to analyze, persuade, or collaborate, organize your material around conclusions and recommendations or around a logical argument. Use the direct approach if the audience is receptive and the indirect approach if you expect resistance. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 22) Discuss the steps in preparing a detailed planning outline and how to convert it to a simpler speaking outline. Answer: An outline helps you organize your message, and it serves as the foundation for delivering your speech. Prepare your outline in several stages. State your purpose and main idea and then use these elements to guide the rest of your planning. Organize your major points and sub points in logical order, expressing each major point as a single, complete sentence. Identify major points in the body first, then outline the introduction and close. Identify transitions between major points or sections, and then write these transitions in full-sentence form. Prepare your bibliography or source notes; highlight those sources you want to identify by name during your talk. Choose a compelling title. Make it brief, action oriented, and focused on what you can do for the audience. When converting the planning outline to a speaking outline, follow these steps: Start with the planning outline and then strip away anything you don't plan to say directly to your audience. Condense points and transitions to key words or phrases. Add delivery cues, such as places where you plan to pause for emphasis or use visuals. Arrange your notes on numbered cards or use the notes capability in your presentation software. Learning Obj.: LO 12.1: Highlight the importance of presentations in your business career and explain how to adapt the planning step of the three-step process to presentations. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge

23) When preparing your message for your audience, which of the following will have the least effect on the adaptation process? A) The size of the audience B) The scope of the presentation C) The subject of the presentation D) The purpose of the presentation E) The venue for the presentation Answer: B Explanation: B) The size of your audience, the venue (in person or online), your subject, your purpose, your budget, and the time available for preparation all influence the style of your presentation. If you're speaking to a small group, particularly people you already know, you can use a casual style that encourages audience participation. A small conference room, with your audience seated around a table, may be appropriate. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 24) The section of the presentation that established your credibility and prepares listeners for insights you have to share is called what? A) The purpose B) The scope C) The introduction D) The attention-getting device E) The preview of the message Answer: C Explanation: C) A good introduction fires up the audience's interest in your topic, establishes your credibility, and prepares your listeners for the information and insights you have to share. That's a lot to accomplish in the first few minutes, so plan plenty of time to develop the words and visuals you'll use to get your presentation off to a great start. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge

25) Which of the following will help build your credibility with the audience? A) Ask a question that will get the audience thinking B) Unite the audience around a common goal C) Share an intriguing or unexpected detail D) Tell them how they will benefit from listening to you E) Tell a compelling story Answer: D Explanation: D) If someone else will introduce you, he or she can present your credentials. If you will be introducing yourself, keep your comments brief, but don't be afraid to mention your accomplishments. Your listeners will be curious about your qualifications, so tell them briefly who you are, why you're there, and how they'll benefit from listening to you Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 26) Summarizing the main idea of the presentation during the introduction is a way to do what? A) Arouse interest B) Validate your qualifications C) Connect ideas that will be presented later in the presentation D) Remind the audience what is going to be most important E) Preview the message Answer: E Explanation: E) In addition to getting the audience's attention and establishing your credibility, a good introduction gives your audience a preview of what's ahead. Your preview should summarize the main idea of your presentation, identify major supporting points, and indicate the order in which you'll develop those points. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge

27) The majority of the presentation time should be devoted to what? A) The introduction B) Arousing interest C) Discussing the main points in your outline D) The question and answer section E) Establishing credentials and qualification Answer: C Explanation: C) The bulk of your presentation is devoted to a discussion of the main points in your outline. No matter what organizational pattern you're using, your goals are to make sure that the organization is clear and that you hold the audience's attention. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 28) When developing the presentation, which of the following allows you to show how ideas are related? A) Transitional words B) Lists C) Headings D) Design clues E) Visual aids Answer: A Explanation: A) In written documents, you can show how ideas are related with a variety of design clues: headings, paragraph indentions, white space, and lists. However, with oral communication–particularly when you aren't using visuals for support–you have to rely primarily on spoken words to link various parts and ideas. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge

29) To link major sections of a presentation, what should be used? A) One or two transitional words B) Complete sentences or paragraphs C) A summary of what has been said and what is to come D) A questions and answer session E) A new handout or other visual aid Answer: B Explanation: B) For the links between sentences and paragraphs, use one or two transitional words. To link major sections of a presentation, use complete sentences or paragraphs, such as, "Now that we've reviewed the problem, let's take a look at some solutions." Every time you shift topics, be sure to stress the connection between ideas by summarizing what's been said and previewing what's to come. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 30) During the body of the presentation, which of the following would best help keep your audience's attention? A) Show the audience how their needs support the thesis of the presentation. B) Introduce new, difficult to understand subjects so the audience feels they are learning something new. C) Anticipate and answer questions before they are asked. D) Use visual aids sparingly to as not to create a distraction. E) Provide a handout with detailed information before the beginning of the presentation so the audience can take notes and highlight areas of concern. Answer: C Explanation: C) Anticipate—and answer—likely questions as you move along so people don't get confused or distracted. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge

31) Which part of the presentation reminds the audience what you want listeners to do or think? A) Introduction B) Final remarks C) When you end with clarity and confidence D) When you restate your main points E) During the presentation close Answer: E Explanation: E) The close of a speech or presentation has two critical jobs to accomplish: making sure your listeners leave with the key points from your talk clear in their minds and putting your audience in the appropriate emotional state. Use the close to succinctly restate your main points, emphasizing what you want your listeners to do or to think. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 32) Which of the following will help hold the audience's attention during the presentation? A) Putting your audience in the appropriate emotional state B) Restating your main points C) Assigning tasks to audience members with due dates D) Bolstering the audiences confidence in you and your message E) Illustrating the main ideas with visuals Answer: E Explanation: E) Illustrating your ideas with visuals that enliven your message helps you connect with audience members, and helps them remember your message more effectively. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 33) Which of the following is an advantage of illustrating your ideas with visual aids? A) The message is easier to remember. B) You add a level of credibility to the presentation. C) You allow audience members to connect with each other. D) Visuals allow the audience members to stay on track with the main idea of the presentation. E) Visual aids promote the speaker as an authority figure. Answer: A Explanation: A) Illustrating your ideas with visuals that enliven your message helps you connect with audience members, and helps them remember your message more effectively. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 15 Copyright © 2016 Pearson Education, Inc.

34) In the presentation close, how do you confirm expectations about actions or decisions that will follow the presentation? A) With a final introduction B) Using strong final remarks C) Ending with clarity and confidence D) Restating your main points E) By announcing the presentation close Answer: C Explanation: C) If you've been successful with the introduction and body of your presentation, your listeners now have the information they need, and they're in the right frame of mind to put that information to good use. Now you're ready to end on a strong note that confirms expectations about any actions or decisions that will follow the presentation. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 35) During the close, how do you bolster the audience's confidence in you and your message one last time? A) With a final introduction B) Using strong final remarks C) Ending with clarity and confidence D) Restating your main points E) By announcing the presentation close Answer: C Explanation: C) Now you're ready to end on a strong note that confirms expectations about any actions or decisions that will follow the presentation—and to bolster the audience's confidence in you and your message one final time. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 36) The smaller the group you are presenting to, the more causal the presentation style. Answer: TRUE Explanation: If you're speaking to a small group, particularly people you already know, you can use a casual style that encourages audience participation. A small conference room, with your audience seated around a table, may be appropriate. Use simple visuals and invite your audience to interject comments. Deliver your remarks in a conversational tone, using notes to jog your memory if necessary. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 16 Copyright © 2016 Pearson Education, Inc.

37) If you expect any action to occur as a result of your speech, be sure to identify who is responsible for doing what, and when. Answer: TRUE Explanation: If you expect any action to occur as a result of your speech, be sure to identify who is responsible for doing what. List the action items and, if possible within the time you have available, establish due dates and assign responsibility for each task. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Easy Classification: Application AACSB: Application of knowledge 38) If you've been successful with the introduction and body of your presentation, your listeners now have the information they need, and the close can become casual and minimal. Answer: FALSE Explanation: If you've been successful with the introduction and body of your presentation, your listeners now have the information they need, and they're in the right frame of mind to put that information to good use. Now you're ready to end on a strong note that confirms expectations about any actions or decisions that will follow the presentation–and to bolster the audience's confidence in you and your message one final time. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 39) By repeating key ideas often, you improve the chance that the audience will hear your message the way you intended it to be heard. Answer: TRUE Explanation: Repetition of key ideas, as long as you don't overdo it, greatly improves the chance that your audience will hear your message in the way you intended. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Reflective thinking

40) Identify and discuss ways to arouse interest in the audience when attempting to get the attention of the audience. Answer: Some subjects are naturally more interesting to some audiences than others. If your presentation involves the health, wealth, or happiness of your listeners, most people will be interested, regardless of how you begin. With other subjects, though, you need to use some imagination to pull people in. There are six ways to arouse audience interest. One way is to unite the audience around a common goal. You could tell a compelling story that illustrates an important and relevant point. If your entire presentation is structured as a story, of course, you'll want to keep the interest high by not giving away the ending yet. A third way is to pass around an example or otherwise appeal to listeners' senses. Ask a question that will get your audience thinking about your message. Share an intriguing, unexpected, or shocking detail. The sixth way to arouse interest is to open with an amusing observation about you, the subject matter of the presentation, or the circumstances surrounding the presentation–but make sure any humorous remarks are relevant, appropriate, and not offensive to anyone in the audience. Regardless of which technique you choose, make sure you can give audience members a reason to care and to believe that the time they're about to spend listening to you will be worth their while. Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 41) Discuss ways to ensure the presentation ends with a strong close. Answer: The close of a speech or presentation has two critical jobs to accomplish: making sure your listeners leave with the key points from your talk clear in their minds and putting your audience in the appropriate emotional state. Use the close to succinctly restate your main points, emphasizing what you want your listeners to do or to think. You could repeat your specific recommendations and then conclude with a memorable statement to motivate your audience to take action. Repetition of key ideas, as long as you don't overdo it, greatly improves the chance that your audience will hear your message in the way you intended. End on a strong note that confirms expectations about any actions or decisions that will follow the presentation–and to bolster the audience's confidence in you and your message one final time. If the audience reached agreement on an issue covered in the presentation, briefly review the consensus, you expect any action to occur as a result of your speech, be sure to identify who is responsible for doing what. List the action items and, if possible within the time you have available, establish due dates and assign responsibility for each task. Make sure your final remarks are memorable and expressed in a tone that is appropriate to the situation. Whatever final message is appropriate, think through your closing remarks carefully before stepping in front of the audience. You don't want to wind up on stage with nothing to say but "Well, I guess that's it." Learning Obj.: LO 12.2: Describe the tasks involved in developing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

42) Which of the following is a disadvantage when using visual aids in a presentation? A) Visual aids can detract from the audience's interest in your presentation. B) Visual aids can replace the spoken word. C) Visual aids can add to much variety to the presentation, making the presentation look disjointed and choppy. D) Visual aids can contain too much information, causing the audience to read the visual instead of listening to the speaker. E) Visual aids make it hard for the audience to remember information. Answer: D Explanation: D) Slides and other visuals can improve the quality and impact of your presentation by creating interest, illustrating points that are difficult to explain in words alone, adding variety, and increasing the audience's ability to absorb and remember information. Visual aids that contain too much information create a distraction for the audience, and can result in the loss of attention for the speaker. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 43) Which of the following work best when developing nonlinear presentations? A) Microsoft PowerPoint B) Apple Keynote C) Whiteboards D) Google Documents E) Prezi Answer: E Explanation: E) Most business presentation visuals are created using Microsoft PowerPoint, Apple Keynote, or Google Documents for linear presentations and Prezi for nonlinear presentations. Presentation slides and "Prezi's" are easy to edit and update; you can add sound, photos, video, and animation; they can be incorporated into online meetings, webcasts, and webinars (a common term for web-based seminars); and you can record self-running presentations for trade shows, websites, and other uses. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

44) One way to improve the power of your visual aids and your presentation in general is to do what? A) Keep things simple. B) Alternate between tradition media and new media such as Prezi's. C) Develop a presentation that works both in person, and on webinars. D) Work on performance skills. E) Be passionate about your topic, and convince your audience to be passionate about it as well. Answer: A Explanation: A) Both linear and nonlinear presentations can be an effective communication medium and an experience that is satisfying, and sometimes even enjoyable, for presenter and audience alike. Start with the mindset of simplicity (clear ideas presented clearly) and authenticity (talking with your audience about things they care about, rather than talking at them or trying to be a "performer"), and you'll be well on your way to becoming an effective presenter. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 45) When creating free-form slides, which of the following will help add uniformity and cohesion? A) Bullet points B) Color and font selection C) Titles D) Using the same template E) Authenticity Answer: B Explanation: B) The free-form slides in the bottom row don't follow a rigid structure. However, free-form designs should not change randomly from one slide to the next. Effectively designed slides should still be unified by design elements such as color and font selections. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

46) When developing a slide presentation for a multi lingual audience, what type of slide presentation might work best? A) Linear B) Prezi C) Free form D) Nonlinear E) PowerPoint Answer: C Explanation: C) The free-form slides in the bottom row don't follow a rigid structure. However, free-form designs should not change randomly from one slide to the next. Free form slides combine visual and textual messages to convey the point about listening without criticizing. This complementary approach of pictures and words is a highlight of free-form design. The element of pictures could help a multi lingual audience who may not understand some concepts presented by words. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Challenging Classification: Synthesis AACSB: Reflective thinking 47) Which of the following is an advantage to using structured slides? A) Structured slides are quick and easy to prepare. B) Structured slides limit the amount of complex data that can be conveyed on one slide. C) Structured slides can be supported by detailed handouts. D) Structured slides have a uniform appearance from slide to slide. E) Structured slides can hold a lot of text in each slide. Answer: A Explanation: A) Structured slides have the advantage of being easy to create; you simply choose an overall design scheme for the presentation, select a template for a new slide, and start typing. If you're in a schedule crunch, going the structured route might save the day because at least you'll have something ready to show. Given the speed and ease of creating them, structured slides can be a more practical choice for routine presentations such as project status updates. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Challenging Classification: Concept AACSB: Application of knowledge

48) Which of the following is a disadvantage of free form slides? A) Free form slides must have complementary information in the text and the visual. B) Free form slides limit the amount of information delivered at any one time. C) Free form slides do not identify priorities or connections in data. D) Free form slides tend to be dynamic. E) Free form slides require the presenter to convey more of the presentation content and rely on the slide less. Answer: E Explanation: E) Structured slides have the advantage of being easy to create; you simply choose an overall design scheme for the presentation, select a template for a new slide, and start typing. If you're in a schedule crunch, going the structured route might save the day because at least you'll have something ready to show. Given the speed and ease of creating them, structured slides can be a more practical choice for routine presentations such as project status updates. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 49) When designing effective slides, which of the following should be avoided? A) Using the slide to replace your words B) Using the slides to highlight only key points C) Using the slides to summarize a message D) Using the slides to signal major shifts in thought E) Using the slides to illustrate concepts Answer: A Explanation: A) Effective text slides supplement your words and help the audience follow the flow of ideas. Use text to highlight key points, summarize and preview your message, signal major shifts in thought, illustrate concepts, or help create interest in your spoken message. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Easy Classification: Concept AACSB: Application of knowledge

50) When wanting to improve the retention of information on the slide, or stimulate a variety of emotions, what design element should be incorporated? A) Background designs B) Color C) Artwork D) Typeface variety E) Animation Answer: B Explanation: B) Color is a critical design element that can grab attention, emphasize important ideas, create contrast, influence acceptance of your ideas, improve retention, and stimulate a variety of emotions. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 51) What size font is appropriate for most on-screen presentation slides? A) 10 to 12 point B) 16 to 18 point C) 20 to 24 point D) 28 to 36 point E) 36 to 48 point Answer: D Explanation: D) Use both uppercase and lowercase letters, with generous space between lines of text, and limit the number of fonts to one or two per slide. Choose font sizes that are easy to read from anywhere in the room, usually between 28 and 36 points, and test them in the room if possible. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge

52) Which of the following refers to motion directly related to your message? A) Slide transitions B) Decorative animation C) Functional animation D) Hyperlinks E) Slide builds Answer: C Explanation: C) Functional animation involves motion that is directly related to your message, such as a highlight arrow that moves around the screen to emphasize specific points in a technical diagram. Such animation is also a great way to demonstrate sequences and procedures. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 53) To demonstrate sequences and procedures, which of the following should be used? A) Slide transitions B) Decorative animation C) Functional animation D) Hyperlinks E) Slide builds Answer: C Explanation: C) Functional animation involves motion that is directly related to your message, such as a highlight arrow that moves around the screen to emphasize specific points in a technical diagram. Such animation is also a great way to demonstrate sequences and procedures. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

54) Which of the following should be used to make key presentation points appear on the same slide, but only one at a time? A) Slide transitions B) Decorative animation C) Functional animation D) Hyperlinks E) Slide builds Answer: E Explanation: E) Slide builds control the release of text, graphics, and other elements on individual slides. With builds, you can make key points appear one at a time rather than having all of them appear on a slide at once, thereby making it easier for you and the audience to focus on each new message point. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 55) Which of the following should be used to complement, but not replace, your textual presentation? A) Hyperlinks B) Audio and visual clips C) Mobile devices D) Slide transitions E) Slide builds Answer: B Explanation: B) Multimedia elements offer the ultimate in active presentations. Using audio and video clips can be a great way to complement your textual message. Just be sure to keep these elements brief and relevant, as supporting points for your presentation, not as replacements for it. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

56) Which of the following is a safe and conservative color often used for the background of electronic presentations? A) Green B) White C) Blue D) Yellow E) Red Answer: C Explanation: C) Blue is considered to be peaceful, soothing, tranquil, cool and trusting, and is often used as a background for electronic business presentations (usually dark blue); safe and conservative. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Easy Classification: Concept AACSB: Application of knowledge 57) Which of the following is often used to represent profit in the United States, but not in other countries? A) Green B) White C) Blue D) Yellow E) Red Answer: A Explanation: A) Green is considered assertive, prosperous, envious, and relaxed. It is used as a highlight and accent color (green symbolizes money in the United States but not in other countries). Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Easy Classification: Concept AACSB: Application of knowledge

58) Which of the following allows you to instantly change the flow of your presentation in response to audience feedback? A) Slide builds B) Hyperlinks C) Prezi's D) Audio clips E) Video clips Answer: B Explanation: B) A hyperlink instructs your computer to jump to another slide in your presentation, to a website, or to another program entirely. Using hyperlinks is also a great way to build flexibility into your presentations so that you can instantly change the flow of your presentation in response to audience feedback. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 59) Slides improve the quality of a presentation by increasing the audience's ability to absorb and remember information. Answer: TRUE Explanation: Slides and other visuals can improve the quality and impact of your presentation by creating interest, illustrating points that are difficult to explain in words alone, adding variety, and increasing the audience's ability to absorb and remember information. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 60) Structured slides convey visual and textual message. Answer: FALSE Explanation: Effectively designed slides should still be unified by design elements such as color and font selections and combines visual and textual messages to convey the point. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

61) Slide after slide of dense, highly structured bullet points with no visual relief can put an audience to sleep. Answer: TRUE Explanation: The primary disadvantage of structured design is that mind-numbing effect Garr Reynolds describes, caused by text-heavy slides that all look alike. Slide after slide of dense, highly structured bullet points with no visual relief can put an audience to sleep. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 62) Effective slides should be standalone documents that can be read on their own, without a presenter. Answer: FALSE Explanation: Another reason for ineffective slides is the practice of treating slide sets as standalone documents that can be read on their own, without a presenter. (The emergence of websites such as SlideShare might be contributing to this, too, by making it so easy to share slide sets.) These "slideument" hybrids that try to function as both presentation visuals and printed documents don't work well as either. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 63) Discuss how to integrate mobile devices in presentations. Answer: Smartphones and tablets offer a variety of ways to enhance presentations for presenters as well as audience members. For example, you can get around the problem of everyone in the audience having a clear view of the screen with systems that broadcast your slides to tablets and smartphones. In fact, these systems can eliminate a conventional projection system entirely; everyone in the audience can view your slides on their mobile devices. You can also broadcast a live presentation to mobile users anywhere in the world. Each time you advance to a new slide, it is sent to the phone or tablet of everyone who is subscribed to your presentation. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

64) Describe how to create functional animation for a presentation. Answer: Functional animation involves motion that is directly related to your message, such as a highlight arrow that moves around the screen to emphasize specific points in a technical diagram. Such animation is also a great way to demonstrate sequences and procedures. In contrast, decorative animation, such as having a block of text cartwheel in from off-screen or many instances of the zooming and panning capabilities in Prezi, needs to be used with great care. These effects don't add any functional value, and they easily distract audiences. Slide transitions control how one slide replaces another, such as having the current slide gently fade out before the next slide fades in. Subtle transitions like this can ease your viewers' gaze from one slide to the next, but many of the transition effects now available are little more than distractions and are best avoided. Slide builds control the release of text, graphics, and other elements on individual slides. With builds, you can make key points appear one at a time rather than having all of them appear on a slide at once, thereby making it easier for you and the audience to focus on each new message point. A hyperlink instructs your computer to jump to another slide in your presentation, to a website, or to another program entirely. Using hyperlinks is also a great way to build flexibility into your presentations so that you can instantly change the flow of your presentation in response to audience feedback. Multimedia elements offer the ultimate in active presentations. Using audio and video clips can be a great way to complement your textual message. Just be sure to keep these elements brief and relevant, as supporting points for your presentation, not as replacements for it. Learning Obj.: LO 12.3: Describe the six major design and writing tasks required to enhance your presentation with effective visuals. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 65) Which of the following should be completed before you begin to complete the production efforts for the presentation? A) Finalizing slides B) Determining linear or nonlinear formatting C) Creating handouts D) Choosing the presentation method E) Practicing delivery Answer: A Explanation: A) With a first draft of your presentation in hand, revise your slides to make sure they are readable, concise, consistent, and fully operational (including transitions, builds, animation, and multimedia). Complete your production efforts by finalizing your slides, creating handouts, choosing your presentation method, and practicing your delivery. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge

66) Which of the following can be used to verify the flow and consistency of your slide show? A) Navigation slides B) Slide build C) Slide sorter D) Slide titles E) Slide transitions Answer: C Explanation: C) Electronic presentation software can help you throughout the editing and revision process. For example, the slide sorter view (different programs have different names for this feature) lets you see some or all of the slides in your presentation on a single screen. Use this view to add and delete slides, reposition slides, check slides for design consistency, and verify the operation of any effects. Moreover, the slide sorter is a great way to review the flow of your story. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Moderate Classification: Application AACSB: Application of knowledge 67) Which of the following introduces your presentation, much like the cover on a report? A) Agenda B) Program details C) Navigation slides D) Title slides E) Handouts Answer: D Explanation: D) You can make a good first impression with one or two title slides, the equivalent of a report's cover and title page. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Describe steps for developing oral and online presentations Difficulty: Easy Classification: Application AACSB: Application of knowledge

68) Which of the following would include information the audience might need such as a hashtag or Wi-Fi log in information? A) Presentation outline B) Program details C) Navigation slides D) Title slides E) Handouts Answer: B Explanation: B) Agenda and program detail slides communicate the agenda for your presentation and any additional information the audience might need such as hashtags and Wi-Fi log-in information. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Easy Classification: Application AACSB: Application of knowledge 69) Which of the following highlights the upcoming section of the presentation? A) Presentation outline B) Program details C) Navigation slides D) Title slides E) Handouts Answer: C Explanation: C) To tell your audience where you're going and where you've been, you can use a series of navigation slides. A simple way to do this is to repeat your agenda slide at the beginning of each major section in your presentation, with the upcoming section highlighted in some way. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Easy Classification: Application AACSB: Application of knowledge

70) Which of the following can include informational and supporting detail that the audience can review on their own time? A) Copies of the slide show B) Web links C) Presentation outline D) Handouts E) Agendas Answer: D Explanation: D) Handouts–any printed materials you give the audience to supplement your talk– should be considered an integral part of your presentation strategy. Handouts can include detailed charts and tables, case studies, research results, magazine articles, and anything else that supports the main idea of your presentation. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 71) When delivering a presentation, which method of speaking is generally the most effective and easiest? A) Reading from a script B) Memorizing the speech C) Reading from the slide deck D) Speaking from notes E) Improvisational discussions Answer: D Explanation: D) Speaking from notes (rather than from a fully written script) is nearly always the most effective and easiest delivery mode. This approach gives you something to refer to as you progress while still allowing for plenty of eye contact, a natural speaking flow, interaction with the audience, and improvisation in response to audience feedback. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Easy Classification: Concept AACSB: Application of knowledge

72) Which of the following limits audience interaction but might be needed when information must be conveyed in an exact manner? A) Reading from a script B) Memorizing the speech C) Reading from the slide deck D) Speaking from notes E) Improvisational discussions Answer: A Explanation: A) Reading a speech is necessary in rare instances, such as when delivering legal information, policy statements, or other messages that must be conveyed in an exact manner. However, for all other business presentations, reading is a poor choice because it limits your interaction with the audience and lacks the fresh, dynamic feel of natural talking. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Reflective thinking 73) Which of the following is not an advantage of practicing your presentation? A) Practice boosts your confidence. B) Practice helps ensure understanding by the audience. C) Practices gives you a more professional demeanor. D) Practice allows you to test your visual aids. E) Practice allows you to test the equipment. Answer: B Explanation: B) Practicing your presentation is essential. Practice boosts your confidence, gives you a more professional demeanor, and lets you verify the operation of your visuals and equipment. A test audience can tell you if your slides are understandable and whether your delivery is effective, but does not guarantee your audience will understand the message. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Reflective thinking

74) Which of the following could be considered a back-up plan for the speaker, ensuring a more professional demeanor and increased confidence when things go wrong? A) Anticipating likely questions and objections B) Correctly pronouncing all the words you plan to use C) Being prepared to make a complete presentation if you don't have access to your slides D) Being able to present the material in a natural, confident voice E) Keeping your timing on track Answer: C Explanation: C) A well prepared speaker will anticipate questions and objections and know how to pronounce all words in the presentation. Practice allows the speaker to increase confidence and present in a natural voice, while keeping the timing on track. When technical difficulties happen, such as not being able to access slides, being prepared to make the complete presentation without the slides will allow the speaker to remain confident and professional. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking 75) When presenting to people from other cultures, which of the following will help ensure the information is presented in a professional and appropriate manner and is understood by the audience? A) Fewer, more detailed slides B) Handouts that include summary information C) Slides that are bright and colorful to help maintain the audiences interest D) Dimming the lights so the audience can focus on the nonverbal meanings of the message E) Using an interpreter to suggest changes to the content and appearance of the presentation Answer: E Explanation: E) When you deliver a presentation to people from other cultures, you may need to adapt the content of your presentation. It is also important to take into account any cultural differences in appearance, mannerisms, and other customs. Your interpreter or host will be able to suggest appropriate changes for a specific audience or occasion. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Reflective thinking

76) Practicing your presentation boosts your confidence, gives you a more professional demeanor, and lets you verify the operation of your visuals and equipment. Answer: TRUE Explanation: Practicing your presentation is essential. Practice boosts your confidence, gives you a more professional demeanor, and lets you verify the operation of your visuals and equipment. A test audience can tell you if your slides are understandable and whether your delivery is effective. A day or two before you're ready to step on stage for an important talk, make sure you and your presentation are ready. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Easy Classification: Concept AACSB: Application of knowledge 77) Being prepared to read a speech is the most effective delivery method when the speaker is nervous and concerned about leaving out important information. Answer: FALSE Explanation: Reading a speech is necessary in rare instances, such as when delivering legal information, policy statements, or other messages that must be conveyed in an exact manner. However, for all other business presentations, reading is a poor choice because it limits your interaction with the audience and lacks the fresh, dynamic feel of natural talking. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 78) Practicing a presentation is critical, as making a mistake or forgetting something during the presentation can make the speaker seem unprepared and lacking in confidence. Answer: FALSE Explanation: Practicing a presentation is critical to the success of the presentation. However, if a mistake is made, how the speaker handles the mistake will help the speaker look professional and confident, or not. Practicing allows the speaker to move through problems in the presentation with grace and confidence. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge

79) When completing the presentation, the first draft of your presentation should make sure your slides are readable, concise, consistent, and fully operational (including transitions, builds, animation, and multimedia). Answer: TRUE Explanation: With a first draft of your presentation in hand, revise your slides to make sure they are readable, concise, consistent, and fully operational (including transitions, builds, animation, and multimedia). Complete your production efforts by finalizing your slides, creating handouts, choosing your presentation method, and practicing your delivery. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Application of knowledge 80) Discuss methods to finalize slides when completing the presentation. Answer: Electronic presentation software can help you throughout the editing and revision process. For example, the slide sorter view (different programs have different names for this feature) lets you see some or all of the slides in your presentation on a single screen. Use this view to add and delete slides, reposition slides, check slides for design consistency, and verify the operation of any effects. Moreover, the slide sorter is a great way to review the flow of your story. In addition to using content slides, you can help your audience follow the flow of your presentation by creating slides for your title, agenda and program details, and navigation: Title slide(s) allow you to make a good first impression with one or two title slides, the equivalent of a report's cover and title page. Agenda and program details slides communicate the agenda for your presentation and any additional information the audience might need such as hashtags and Wi-Fi log-in information. Navigation slides tell your audience where you're going and where you've been, you can use a series of navigation slides. A simple way to do this is to repeat your agenda slide at the beginning of each major section in your presentation, with the upcoming section highlighted in some way. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

81) Identify and discuss six goals to have when practicing your delivery. Answer: Practicing your presentation is essential. Practice boosts your confidence, gives you a more professional demeanor, and lets you verify the operation of your visuals and equipment. A test audience can tell you if your slides are understandable and whether your delivery is effective. A day or two before you're ready to step on stage for an important talk, make sure you and your presentation are ready. Goals to consider include being able to present your material naturally, without reading your slides. Second, could you still make a compelling and complete presentation if you experience an equipment failure and have to proceed without using your slides at all? Is the equipment working, and do you know how to work it? The fourth goal is to make sure your timing is on track, including all introductory and closing material, leaving enough time for questions. Fifth, be sure you can pronounce all the words you plan to use, and finally, anticipate and be prepared to answer likely questions and objections. Learning Obj.: LO 12.4: Outline three special tasks involved in completing a presentation. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Application of knowledge 82) Which of the following is not considered an important aspect of delivery? A) Audience analysis B) Overcoming anxiety C) Handling questions responsively D) Using the backchannel E) Presenting online Answer: A Explanation: A) Audience analysis should have been completing in the planning stage. Four important aspects of delivery are overcoming anxiety, handling questions responsively, embracing the backchannel, and giving presentations online. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Application of knowledge

83) When getting ready to deliver a presentation, which of the following can be used to create positive energy? A) Music B) Anxiety C) Lighting D) Knowledge E) Eye contact Answer: B Explanation: B) Even seasoned pros get a little nervous before a big presentation—and that is a good thing. Nervousness is an indication that you care about your audience, your topic, and the occasion. Use presentation techniques to help you convert anxiety into positive energy. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Application of knowledge 84) To minimize worrying about perfection, what should the presenter focus on? A) Practice B) Subject matter C) Connecting with listeners D) Breathing E) Memorizing the opening line Answer: C Explanation: C) Stop worrying about being perfect. Successful speakers focus on making an authentic connection with their listeners, rather than on trying to deliver a note-perfect presentation. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Application of knowledge

85) Which of the following will make you appear to be sincere and confident, while allowing you to get positive reinforcement from the audience? A) Visualizing success B) Knowing your subject C) Remembering to breathe D) Maintaining eye contact E) Concentrating on the message and audience, not on yourself Answer: D Explanation: D) Maintain eye contact with friendly audience members. Eye contact not only makes you appear sincere, confident, and trustworthy but can give you positive feedback as well. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 86) Which of the following is an indirect benefit of allowing the audience to ask questions? A) Questions shorten the amount of time you have to speak. B) Questions give the audience an opportunity to show their grasp of the main ideas of the presentation. C) Questions can deflect the information being provided in the presentation. D) Questions allow the speaker to gain important insight to the audience. E) Questions can break up the monotony of a long presentation. Answer: D Explanation: D) Whether you take them during a formal question-and-answer (Q&A) period or as they come up during your presentation, questions are often one of the most important parts of a presentation. They give you a chance to obtain important information, to emphasize your main idea and supporting points, and to build enthusiasm for your point of view. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

87) What is the best course of action when asked a difficult or complex question? A) Ask for clarification. B) Give a simple, direct answer. C) Ask audience members to weigh in on the subject. D) Give a vague answer and move on to the next question or new topic. E) Offer to get a complete answer as soon as possible, after the presentation. Answer: E Explanation: E) If you are asked a difficult or complex question, avoid the temptation to sidestep it. Offer to meet with the questioner afterward if the issue isn't relevant to the rest of the audience or if giving an adequate answer would take too long. If you don't know the answer, don't pretend you do. Instead, offer to get a complete answer as soon as possible. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Application of knowledge 88) A line of communication created by the audience to connect with others inside or outside the room is called what? A) Backchannel B) Internet C) Texting D) Live blogging E) Podcasts Answer: A Explanation: A) Using Twitter and other electronic media, audience members often carry on their own parallel communication during a presentation via the backchannel, which presentation expert Cliff Atkinson defines as "a line of communication created by people in an audience to connect with others inside or outside the room, with or without the knowledge of the speaker." Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

89) Which of the following is a benefit of the backchannel? A) Information can be verified immediately by the audience. B) Listeners can spread the message to a much larger audience, immediately. C) Audience members have more leverage. D) Backchannels can keep presentations from spinning out of control. E) There is more control over the feedback during and after the presentation. Answer: B Explanation: B) On the plus side, listeners who are excited about your message can build support for it, expand on it, and spread it to a much larger audience in a matter of seconds. You can also get valuable feedback during and after presentations. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 90) Creating a website or a Twitter hashtag can be used to do what? A) Integrate social media into the presentation process B) Monitor and asking for feedback C) Review comments to improve the presentation D) Establish expectations with the audience E) Give the presentation online Answer: A Explanation: A) Integrate social media into the presentation process. For example, you can create a website for the presentation so that people can access relevant resources during or after the presentation, create a Twitter hashtag that everyone can use when sending tweets, or display the Twitter stream during Q&A so that everyone can see the questions and comments on the backchannel. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

91) To include responses to backchannel comments, what can be incorporated into the presentation? A) Twitter hashtags B) Question and answer sessions C) Twitter breaks D) Breakout sessions E) Discussion sessions Answer: C Explanation: C) Using a free service such as Tweet Deck, which organizes tweets by hashtag and other variables, you can monitor comments from people in the audience. To avoid trying to monitor the backchannel while speaking, you can schedule "Twitter breaks," during which you review comments and respond as needed. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 92) What is the chief advantage of online presentations? A) There is no live audience. B) There are fewer opportunities for questions and answers. C) Information can be back channeled to all interested parties. D) It is easier and less expensive to gather an entire team at a moment's notice. E) Nonverbal communication feedback is enhanced. Answer: D Explanation: D) Online presentations offer many benefits, including the opportunity to communicate with a geographically dispersed audience at a fraction of the cost of travel and the ability for a project team or an entire organization to meet at a moment's notice. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

93) Which of the following will improve an online presentation? A) Display complex information on one slide and leave it on the screen for as long as possible. B) Do not allow any questions until all audience members have had a chance to synthesis the material. C) Allow the use of as many different types of viewing technology as possible. D) Send copies of presentation slides ahead of time. E) Minimize the use of nonverbal feedback. Answer: D Explanation: D) Consider sending preview study materials ahead of time. Doing so allows audience members to familiarize themselves with any important background information. Also, by using a free service such as SlideShare, you can distribute your presentation slides to either public or private audiences, and you can record audio narrative to make your presentations function on their own. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking 94) What can be done to minimize the loss of nonverbal feedback from the audience during the online presentation? A) Consider the experience from the audience member's viewpoint. B) Keep your presentation as simple as possible. C) Send preview materials ahead of time. D) Incorporate "human moments" as often as possible. E) Ask for feedback via a backchannel frequently. Answer: E Explanation: E) Ask for feedback frequently. You won't have as much of the visual feedback that alerts you when audience members are confused, and many online viewers will be reluctant to call attention to themselves by interrupting you to ask for clarification. Setting up a backchannel via Twitter or as part of your online meeting system will help in this regard. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking

95) What can be done to make sure a remote audience can see what you really want them to see? A) Allow plenty of time for everyone to get connected and familiar with the screen they are viewing. B) View the presentation from the audience's perspective during a practice session. C) Incorporate the backchannel for feedback. D) Keep the presentation as simple as possible. E) Send slides to all audience members as soon as possible. Answer: B Explanation: B) Consider the viewing experience from the audience members' point of view. Will they be able to see what you think they can see? For instance, webcast video is typically displayed in a small window on-screen, so viewers may miss important details. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Application of knowledge 96) The most important aspect of any presentation is getting the audience to receive, understand, and embrace your message. Answer: TRUE Explanation: Don't get lost in the technology. Use these tools whenever they'll help, but remember that the most important aspect of any presentation is getting the audience to receive, understand, and embrace your message. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking 97) If asked a question you don't know the answer to, it is often best to make up a short response. Answer: FALSE Explanation: If you are asked a difficult or complex question, avoid the temptation to sidestep it. Offer to meet with the questioner afterward if the issue isn't relevant to the rest of the audience or if giving an adequate answer would take too long. If you don't know the answer, don't pretend you do. Instead, offer to get a complete answer as soon as possible. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking

98) When practicing a presentation, one way to increase your confidence is to visualize success. Answer: TRUE Explanation: Visualize mental images of yourself in front of the audience, feeling confident, prepared, and able to handle any situation that might arise. Remember that your audience wants you to succeed, too. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Concept AACSB: Analytical Thinking 99) Discuss the risks and rewards of using a backchannel during presentations. Answer: Many business presentations these days involve more than just the spoken conversation between the speaker and his or her audience. Using Twitter and other electronic media, audience members often carry on their own parallel communication during a presentation via the backchannel, which presentation expert Cliff Atkinson defines as "a line of communication created by people in an audience to connect with others inside or outside the room, with or without the knowledge of the speaker." Chances are you've participated in a backchannel already, such as when texting with your classmates or live-blogging during a lecture. The backchannel presents both risks and rewards for business presenters. On the negative side, for example, listeners can research your claims the instant you make them and spread the word quickly if they think your information is shaky. The backchannel also gives contrary audience members more leverage, which can lead to presentations spinning out of control. On the plus side, listeners who are excited about your message can build support for it, expand on it, and spread it to a much larger audience in a matter of seconds. You can also get valuable feedback during and after presentations. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Synthesis AACSB: Analytical Thinking

100) Discuss ways to overcome anxiety when preparing to give a presentation. Answer: Even seasoned pros get a little nervous before a big presentation—and that is a good thing. Nervousness is an indication that you care about your audience, your topic, and the occasion. These techniques will help you convert anxiety into positive energy: • Stop worrying about being perfect. Successful speakers focus on making an authentic connection with their listeners, rather than on trying to deliver a note-perfect presentation. • Know your subject. The more familiar you are with your material, the less panic you'll feel. • Practice, practice, practice. The more you rehearse, the more confident you will feel. • Visualize success. Visualize mental images of yourself in front of the audience, feeling confident, prepared, and able to handle any situation that might arise. Remember that your audience wants you to succeed, too. • Remember to breathe. Tension can lead people to breathe in a rapid and shallow fashion, which can create a lightheaded feeling. Breathe slowly and deeply to maintain a sense of calm and confidence. • Be ready with your opening line. Have your first sentence memorized so you don't have to improvise your opening. • Be comfortable. Dress appropriately but as comfortable as possible. Drink plenty of water ahead of time to hydrate your voice (bring a bottle of water with you, too). • Take a three-second break if you need to. If you sense that you're starting to race, pause and arrange your notes or perform some other small task while taking several deep breaths. Then start again at your normal pace. • Concentrate on your message and your audience, not on yourself. When you're busy thinking about your subject and observing your audience's response, you tend to forget your fears. • Maintain eye contact with friendly audience members. Eye contact not only makes you appear sincere, confident, and trustworthy but can give you positive feedback as well. • Keep going. Things usually get better as you move along, with each successful minute giving you more and more confidence. Learning Obj.: LO 12.5: Describe four important aspects of delivering a presentation in today's social media environment. Learning Outcome: Discuss techniques for delivering an effective presentation Difficulty: Moderate Classification: Application AACSB: Application of knowledge

Business Communication Essentials, 7e (Bovee/Thill) Chapter 13 Building Careers and Writing Résumés 1) Many companies judge recruiting success based on quality of hire, which is a term that expresses what? A) A measure of how closely new employees meet the company's needs B) A measure of the performance of the new employee C) A measure of the effectiveness of the hiring process D) A measure of the quality of applicants who applied through employee referral E) A measure of the candidate's perceived ability to fit organizational culture Answer: A Explanation: A) Recognize that companies take risks with every hiring decision—the risk that the person hired won't meet expectations and the risk that a better candidate has slipped through their fingers. Many companies judge the success of their recruiting efforts by quality of hire, a measure of how closely new employees meet the company's needs. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Concept AACSB: Reflective thinking 2) When determining how to present yourself to target employers, an effective exercise that helps you develop a résumé is what? A) Writing a list of skills and abilities B) Writing the story of you C) Keeping a list of all potential employers you want to contact D) Determining which stepping stone opportunities will be most effective E) Developing an organizational plan Answer: B Explanation: B) You might find it helpful to think about the "story of you," the things you are passionate about, your skills, your ability to help an organization reach its goals, the path you've been on so far, and the path you want to follow in the future. Writing your story is a valuable planning exercise that helps you think about where you want to go and how to present yourself to target employers. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

3) In addition to having the ability to perform the job, what do employers look for in a potential new hire? A) How much money the candidate is asking for B) Ability to start as soon as possible C) Understanding of professionalism D) Past job experience E) Timeliness Answer: C Explanation: C) Hiring managers consider more than just your ability to handle the job. They want to know if you'll be reliable and motivated—if you're somebody who "gets it" when it comes to being a professional in today's workplace. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 4) Understanding what customers and competitors do is a vital step in what? A) Thinking like an employer B) Finding the ideal opportunity C) Writing the story of you D) Researching industries E) Translating potential into specific solutions for the employer Answer: D Explanation: D) Learning more about professions, industries, and individual companies is a vital step in your job search. It also impresses employers, particularly when you go beyond the easily available sources such as a company's own website. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

5) Explaining how your general potential fits the specific needs of a position is done how? A) Using industry jargon and buzzwords B) Researching companies and industries on job boards C) Networking D) Visiting trade shows E) Customizing the résumé to each specific opening Answer: E Explanation: E) As a job candidate, customizing your résumé to each job opening is an important step in showing employers that you will be a good fit. From your initial contact all the way through the interviewing process, in fact, you will have opportunities to impress recruiters by explaining how your general potential translates to the specific needs of the position. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 6) Making informal connections with mutually beneficial business contacts is referred to as what? A) Networking B) Job shopping C) Résumé building D) Sourcing E) Interviewing Answer: A Explanation: A) Networking is the process of making informal connections with mutually beneficial business contacts. Networking takes place wherever and whenever people talk: at industry functions, at social gatherings, at alumni reunions—and all over the Internet. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

7) To learn more about an industry and meet people who work in that industry, which of the following would be most helpful? A) Career fairs B) Trade shows C) Job-search websites D) Career placement office at a university E) Interviewing Answer: B Explanation: B) Participate in student business organizations, especially those with ties to professional organizations. Visit trade shows to learn about various industries and rub shoulders with people who work in those industries. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 8) For a new entrant to the work force, which of the following would indicate an ability to problem solve and manage projects? A) Job-search websites B) A well written résumé C) Volunteering D) Membership in a student business organization E) Membership in a professional organization Answer: C Explanation: C) Don't overlook volunteering; you not only meet people but also demonstrate your ability to solve problems, manage projects, and lead others. You can do some good while creating a network for yourself. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

9) Which of the following is true regarding the use of a candidate's public network site? A) Public network sites that are set to "private" cannot be accessed by an employer. B) Public network sites can only be accessed by an employer with the candidate's permission. C) Public network sites are often searched for background information on a candidate, even without the candidate's permission. D) Public network sites should be shut down before beginning the interview process. E) Public network sites should only be used for networking purposes. Answer: C Explanation: C) Be aware that your online network reflects on who you are in the eyes of potential employers, so exercise some judgment in making connections. Also, many employers now contact people in a candidate's public network for background information, even if the candidate doesn't list those people as references. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 10) Which of the following can a career center offer to a soon-to-be college graduate? A) Help in identifying errors on the résumé B) Help in identifying misspellings on the résumé C) Help in minimizing unprofessional tweets D) Help in job search techniques E) Help in accessing an organizations website Answer: D Explanation: D) Your college career center probably offers a wide variety of services, including individual counseling, job fairs, on-campus interviews, and job listings. Counselors can advise on career planning and provide workshops on job search techniques, résumé preparation, job readiness training, interview techniques, self-marketing, and more. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

11) One way to minimize the chance of a candidate being considered careless or disrespectful is to do what? A) Visit career services B) Have a fixed and well planned career path C) Catch errors before the résumé is sent D) Include extensive references E) Ask for information that can be found on the organization's website Answer: C Explanation: C) While you're making all these positive moves to show employers you will be a quality hire, take care to avoid the simple blunders that can torpedo a job search, such as not catching mistakes in your résumé, misspelling the name of a manager you're writing to, showing up late for an interview, tweeting something unprofessional, failing to complete application forms correctly, asking for information that you can easily find yourself on a company's website, or making any other error that could flag you as someone who is careless or disrespectful. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 12) If your online profile does not match what is on a résumé, you won't be invited for an interview. Answer: TRUE Explanation: Assume that every employer will conduct an online search on you, because most do. They want to know what your LinkedIn profile looks like and whether you've posted anything career-damaging on Twitter, YouTube, or other sites. If they don't like what they see or if what they see doesn't match what they read on your résumé, you won't be invited for an interview. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

13) Personal Twitter feeds will not affect the professional interview process. Answer: FALSE Explanation: Assume that every employer will conduct an online search on you, because most do. They want to know what your LinkedIn profile looks like and whether you've posted anything career-damaging on Twitter, YouTube, or other sites. If they don't like what they see or if what they see doesn't match what they read on your résumé, you won't be invited for an interview. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 14) The career counseling services offered by a college can help with interview techniques. Answer: TRUE Explanation: Counselors can advise on career planning and provide workshops on job search techniques, résumé preparation, job readiness training, interview techniques, self-marketing, and more. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 15) When seeking candidates, most employers will begin their search on large job board sites such as Monster.com and Craigslist. Answer: FALSE Explanation: When it comes to finding the right opportunities for you, the easiest ways are not always the most productive ways. The major job boards such as Monster and classified services such as Craigslist might have thousands of openings, but thousands of job seekers are looking at and applying for these same openings. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

16) When seeking candidates, most employers will begin with employee recommendations, making networking an important tool in the job search. Answer: TRUE Explanation: Networking is more essential than ever, because the vast majority of job openings are never advertised to the general public. To avoid the time and expense of sifting through thousands of applications and the risk of hiring complete strangers, most companies prefer to ask their employees for recommendations first. The more people who know you, the better chance you have of being recommended for one of these hidden job openings. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 17) Discuss ways to "think like an employer" during the interview process. Answer: Recognize that companies take risks with every hiring decision–the risk that the person hired won't meet expectations and the risk that a better candidate has slipped through their fingers. Many companies judge the success of their recruiting efforts by quality of hire, a measure of how closely new employees meet the company's needs. Your perceived ability to perform the job is an essential part of your potential quality as a new hire. However, hiring managers consider more than just your ability to handle the job. They want to know if you'll be reliable and motivated–if you're somebody who "gets it" when it comes to being a professional in today's workplace. It also impresses employers, particularly when you go beyond the easily available sources such as a company's own website. "Detailed research, including talking to our customers, is so rare it will almost guarantee you get hired," explains the recruiting manager at Alcon Laboratories. In addition to learning more about professions and opportunities, this research will help you get comfortable with the jargon and buzzwords currently in use in a particular field, including essential keywords to use in your résumé. An important aspect of the employer's quality-of-hire challenge is trying to determine how well a candidate's attributes and experience will translate into the demands of a specific position. As a job candidate, customizing your résumé to each job opening is an important step in showing employers that you will be a good fit. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

18) Discuss the value of networking and effective networking practices. Answer: Networking is the process of making informal connections with mutually beneficial business contacts. Networking is more essential than ever, because the vast majority of job openings are never advertised to the general public. To avoid the time and expense of sifting through thousands of applications and the risk of hiring complete strangers, most companies prefer to ask their employees for recommendations first. The more people who know you, the better chance you have of being recommended for one of these hidden job openings. Branch out by identifying people with similar interests in your target professions, industries, and companies. Read news sites, blogs, and other online sources. Follow industry leaders on Twitter. You can also follow individual executives at your target companies to learn about their interests and concerns. Be on the lookout for career-oriented Tweetups, in which people who've connected on Twitter get together for in-person networking events. Connect with people on LinkedIn and Facebook, particularly in groups dedicated to particular career interests. Remember that networking is about people helping each other, not just about other people helping you. Pay close attention to networking etiquette: Try to learn something about the people you want to connect with, don't overwhelm others with too many messages or requests, be succinct in all your communication efforts, don't give out other people's names and contact information without their permission to do so, never email your résumé to complete strangers, and remember to say thank you every time someone helps you. Finally, be aware that your online network reflects on who you are in the eyes of potential employers, so exercise some judgment in making connections. Also, many employers now contact people in a candidate's public network for background information, even if the candidate doesn't list those people as references. Learning Obj.: LO 13.1: List eight key steps to finding the ideal opportunity in today's job market. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 19) If you apply to a company that does not accept résumés from applicants, why should you still develop a résumé? A) To add to an e-portfolio B) To improve a social media site C) To identify important information for a social networking profile D) To replace the online application form E) To prepare for the interview Answer: E Explanation: E) Even if you apply to a company that doesn't want to see résumés from applicants, the process of developing your résumé will prepare you for interviewing and preemployment testing. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 9 Copyright © 2016 Pearson Education, Inc.

20) What is the purpose of preparing a résumé? A) To present a compelling story about yourself B) To avoid pre-employment testing C) To shorten the question and answer phase of the interview D) To provide as much information as possible before the interview E) To direct potential employers to your on-line media sites Answer: A Explanation: A) Developing a résumé is one of those projects that really benefits from multiple planning, writing, and completing sessions spread out over several days or weeks. You are trying to summarize a complex subject (yourself!) and present a compelling story to strangers in a brief document. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 21) When determining what format your résumé should take, which is the most important consideration? A) Length of the résumé B) What is most effective for your audience C) Which format is easiest for you D) Which format is the most trendy and in style right now E) Which format will allow the most links to other sources of data Answer: B Explanation: B) Developing a résumé is one of those projects that really benefits from multiple planning, writing, and completing sessions spread out over several days or weeks. You are trying to summarize a complex subject (yourself!) and present a compelling story to strangers in a brief document. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

22) Which of the following is the true function of the résumé? A) To compel employers to hire you B) To compel employers to set up an interview with you C) To highlight skills and abilities needed to progress on the career ladder D) To impress the employer with industry specific buzzwords and jargon E) To list all your skills and abilities Answer: B Explanation: B) Planning an effective résumé starts with understanding its true function–as a brief, persuasive business message intended to stimulate an employer's interest in meeting you and learning more about you. In other words, the purpose of a résumé is not to get you a job but rather to get you an interview. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 23) Which of the following best describes how an employer will view the résumé? A) The purpose of the résumé is to list all your skills and abilities. B) A good résumé will get you the job you want. C) Recruiters don't need that much information about you at the initial screening stage and they probably won't read the résumé. D) Your résumé will be carefully and thoroughly read. E) The more information you present about yourself in the résumé, the better, so add as much detail as possible. Answer: C Explanation: C) In most cases, your résumé needs to make a positive impression within a few seconds; only then will someone read it in detail. Moreover, it will likely be screened by a computer looking for keywords first–and if it doesn't contain the right keywords, a human being may never see it. Recruiters don't need that much information about you at the initial screening stage, and they probably won't read it. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

24) What steps can be taken in the planning phase of the writing process to best target your résumé to the reader and their informational needs? A) Include as much jargon and industry specific buzzwords as possible. B) Repeat all the terminology the company used in the advertisement. C) Bold important phrases and concepts. D) Research the profession, industry, company and managers you will send the résumé to. E) Develop a blog to add depth and detail to the résumé. Answer: D Explanation: D) As you conduct your research on various professions, industries, companies, and individual managers, you will have a better perspective on your target readers and their information needs. Learn as much as you can about the individuals who may be reading your résumé. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 25) A document in academic professions that includes detailed and personal information about a candidate, used in many countries outside of the United States, is called what? A) Blog B) LinkedIn profile C) Résumé D) Curriculum Vitae E) Social media page Answer: D Explanation: D) Your curriculum vitae, the term used instead of résumé in academic professions is used in many countries outside the United States. Résumés and CVs are essentially the same, although CVs can be much more detailed and include personal information that is not included in a résumé. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

26) Which of the following would be least appropriate to include on a résumé? A) Dates of employment B) Duties and accomplishments from previous jobs C) Educational accomplishments D) Academic awards and scholarships E) Date of high school graduation Answer: E Explanation: E) Gather all the pertinent personal history you can think of, including all the specific dates, duties, and accomplishments from any previous jobs you've held. Compile all your educational accomplishments, including formal degrees, training certificates, professional and technical certifications, academic awards, and scholarships. Dates of high school graduation should not be included on the résumés as it potentially violates the Age Discrimination in Employment Act. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Application AACSB: Application of knowledge 27) Which of the following can be used to show leadership skills and work habits when a college graduate has limited work experience? A) Academic awards B) Classes taken C) Presentations given D) High school achievements and awards E) Offices held in clubs or professional organizations, including volunteer work Answer: E Explanation: E) Gather information about school or volunteer activities that might be relevant to your job search, including offices you have held in any club or professional organization, presentations given, and online or print publications. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

28) Which of the following is the most common way to organize information on a résumé? A) Functionally B) By order of importance C) Using links to websites D) Using a combination of several formats E) Chronologically Answer: E Explanation: E) The chronological approach is the most common way to organize a résumé, and many employers prefer this format because it presents your professional history in a clear, easyto-follow arrangement. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Application AACSB: Application of knowledge 29) When using a chronological format for the résumé, where should a recent college graduate with little work experience include information on academic qualifications? A) After the experience section B) On a separate page C) Scattered throughout the discussion of skills and abilities D) At the end of the page E) Before work experience Answer: E Explanation: E) In a chronological résumé, the work experience section dominates and is placed immediately after your contact information and introductory statement. If you're just graduating from college and have limited professional experience, you can vary this chronological approach by putting your educational qualifications before your experience. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

30) When listing jobs on a chronological résumé, how should the jobs be listed? A) Most recent first B) Most important first C) Most relevant first D) Oldest first E) Longest held first Answer: A Explanation: A) Develop your work experience section by listing your jobs in reverse chronological order, beginning with the most recent one and giving more space to the most recent positions you've held. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 31) When discussing positions held, what information should be included for each position? A) Name of employer, dates worked and salary B) Name of employer, job title and dates worked C) Name of employer, job title and reasons for leaving D) Name of employer, reasons for leaving and salary E) Name of employer, dates worked and reasons for leaving Answer: B Explanation: B) Develop your work experience section by listing your jobs in reverse chronological order, beginning with the most recent one and giving more space to the most recent positions you've held. For each job, start by listing the employer's name and location, your official job title, and the dates you held the position (write "to present" if you are still in your most recent job). Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

32) Which of the following résumé types emphasizes skills and capabilities, rather than employers and academic experience? A) Chronological B) Combination C) Functional D) Traditional E) Online Answer: C Explanation: C) A functional résumé, sometimes called a skills résumé, emphasizes your skills and capabilities, identifying employers and academic experience in subordinate sections. This arrangement stresses individual areas of competence rather than job history. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 33) When wanting to stress areas of competence rather than job history, which of the following résumé formats should be used? A) Online B) Traditional C) Chronological D) Functional E) Combination Answer: D Explanation: D) A functional résumé, sometimes called a skills résumé, emphasizes your skills and capabilities, identifying employers and academic experience in subordinate sections. This arrangement stresses individual areas of competence rather than job history. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

34) When wanting to minimize a lengthy period of unemployment, what type of résumé would work best? A) Online B) Traditional C) Combination D) Chronological E) Functional Answer: E Explanation: E) The functional approach has three benefits: (1) Without having to read through job descriptions, employers can get an idea of what you can do for them; (2) you can emphasize earlier job experience through the skills you gained in those positions; and (3) you can deemphasize any lengthy unemployment or lack of career progress. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 35) Which of the following is an important consideration before choosing to use a functional résumé? A) Functional résumés often lack evidence of job experience. B) Most managers prefer functional résumés. C) Functional résumés can highlight academic qualifications. D) Functional résumés minimize specific job skills gained in previous positions. E) Functional résumés are the most common résumé format used today. Answer: A Explanation: A) Because the functional résumé can obscure your work history, many employment professionals are suspicious of it. Moreover, it lacks the evidence of job experience that supports your skills claims. If you don't believe the chronological format will work for you, consider the combination résumé instead. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

36) Which of the following résumé formats allows a user to highlight capabilities and education without raising concerns that there might be issues to hide in the past? A) Functional B) Combination C) Traditional D) Online E) Chronological Answer: B Explanation: B) A combination résumé meshes the skills focus of the functional format with the job history focus of the chronological format. The chief advantage of this format is that it allows you to highlight your capabilities and education when you don't have a long or steady employment history, without raising concerns that you might be hiding something about your past. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 37) What can be done on the résumé to minimize the impact of frequent job changes? A) Highlight other accomplishments. B) Stress academic qualifications. C) Group similar work under one job heading. D) Use volunteer work to fill in the gaps in the work history. E) Leave off dates of employment. Answer: C Explanation: C) If you've had a number of short-term jobs of a similar type, such as independent contracting and temporary assignments, you can group them under a single heading. Also, if past job positions were eliminated as a result of layoffs or mergers, find a subtle way to convey that information. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

38) Which of the following can be used on the résumé to overcome gaps in work history? A) Itemize each position held in detail. B) Focus exclusively on experience and skills that relate to the position. C) Include information regarding salary and reasons for leaving positions. D) Group all work experience under a single heading. E) Highlight volunteer, education or community work that take place during those gaps in employment. Answer: E Explanation: E) Mention relevant experience and education you gained during employment gaps, such as volunteer or community work. In the case of inexperience, mention related volunteer work and membership in professional groups. List relevant course work and internships. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 39) When determining whether to write a scannable résumé, an online résumé, or a plain text PDF file, what step in the writing process is being considered? A) Choosing the channel and medium B) Adapting to your audience C) Producing the message D) Distributing the message E) Analyzing the situation Answer: A Explanation: A) Choose Media and Channels. Start with a traditional paper résumé and develop scannable, plain text, PDF, and social/online versions, as needed. Consider other formats as supplements. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Challenging Classification: Synthesis AACSB: Reflective thinking

40) Researching the target audience takes place during what phase of the writing process? A) Planning B) Writing C) Completing D) Revising E) Distributing Answer: A Explanation: A) Research the target industries and companies so you know that they are looking for in new hires; learn about various jobs and what to expect; learn about the hiring manager if possible, all when gathering information during the planning phase of résumé writing. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 41) Writing a résumé will help you prepare for interviewing and pre-employment testing. Answer: TRUE Explanation: Even if you apply to a company that doesn't want to see résumés from applicants, the process of developing your résumé will prepare you for interviewing and pre-employment testing. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 42) When developing a strong résumé, the planning, writing and completing process should all be done at one time. Answer: FALSE Explanation: Developing a résumé is one of those projects that really benefits from multiple planning, writing, and completing sessions spread out over several days or weeks. You are trying to summarize a complex subject (yourself!) and present a compelling story to strangers in a brief document. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

43) In a chronological résumé, the work experience section typically dominates the résumé. Answer: TRUE Explanation: In a chronological résumé, the work experience section dominates and is placed immediately after your contact information and introductory statement. The chronological approach is the most common way to organize a résumé, and many employers prefer this format because it presents your professional history in a clear, easy-to-follow arrangement. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Application AACSB: Application of knowledge 44) Volunteer work should never be included on a résumé to cover periods of unemployment. Answer: FALSE Explanation: Mention related volunteer work and membership in professional groups. List relevant course work and internships. Mention relevant experience and education you gained during employment gaps, such as volunteer or community work. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Application AACSB: Application of knowledge 45) A functional résumé allows the writer to emphasize skills instead of employment. Answer: TRUE Explanation: A functional résumé, sometimes called a skills résumé, emphasizes your skills and capabilities, identifying employers and academic experience in subordinate sections. This arrangement stresses individual areas of competence rather than job history. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Application AACSB: Application of knowledge

46) Identify and discuss when to use each of the three main types of résumés. Answer: Although there are a number of ways to organize a résumé, most are some variation of chronological, functional, or a combination of the two. The right choice depends on your background and your goals. In a chronological résumé, the work experience section dominates and is placed immediately after your contact information and introductory statement. The chronological approach is the most common way to organize a résumé, and many employers prefer this format because it presents your professional history in a clear, easy-to-follow arrangement. If you're just graduating from college and have limited professional experience, you can vary this chronological approach by putting your educational qualifications before your experience. A functional résumé, sometimes called a skills résumé, emphasizes your skills and capabilities, identifying employers and academic experience in subordinate sections. This arrangement stresses individual areas of competence rather than job history. The functional approach has three benefits: (1) Without having to read through job descriptions, employers can get an idea of what you can do for them; (2) you can emphasize earlier job experience through the skills you gained in those positions; and (3) you can deemphasize any lengthy unemployment or lack of career progress. However, you should be aware that because the functional résumé can obscure your work history, many employment professionals are suspicious of it. A combination résumé meshes the skills focus of the functional format with the job history focus of the chronological format. The chief advantage of this format is that it allows you to highlight your capabilities and education when you don't have a long or steady employment history, without raising concerns that you might be hiding something about your past. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

47) Discuss the importance of audience analysis when planning the résumé. Answer: Planning an effective résumé starts with understanding its true function–as a brief, persuasive business message intended to stimulate an employer's interest in meeting you and learning more about you. In other words, the purpose of a résumé is not to get you a job but rather to get you an interview. As you conduct your research on various professions, industries, companies, and individual managers, you will have a better perspective on your target readers and their information needs. Learn as much as you can about the individuals who may be reading your résumé. Many professionals and managers are bloggers, Twitter users, and LinkedIn members, for example, so you can learn more about them online even if you've never met them. Any bit of information can help you craft a more effective message. Gather all the pertinent personal history you can think of, including all the specific dates, duties, and accomplishments from any previous jobs you've held. Compile all your educational accomplishments, including formal degrees, training certificates, professional and technical certifications, academic awards, and scholarships. Also, gather information about school or volunteer activities that might be relevant to your job search, including offices you have held in any club or professional organization, presentations given, and online or print publications. You probably won't use every piece of information you come up with, but you'll want to have it at your fingertips. Learning Obj.: LO 13.2: Explain the process of planning your résumé, including how to choose the best résumé organization. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 48) According to studies, how often were inaccuracies discovered in résumés that were tested for honesty? A) 30 percent of the time B) 40 percent of the time C) 50 percent of the time D) 60 percent of the time E) 70 percent of the time Answer: B Explanation: B) Estimates vary, but one comprehensive study uncovered lies about work history in more than 40 percent of the résumés tested. And dishonest applicants are getting bolder all the time—going so far as to buy fake diplomas online, pay a computer hacker to insert their names into prestigious universities' graduation records, and sign up for services that offer phony employment verification. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

49) How often are job offers withdrawn when fraud or lies are found on a résumé? A) 60 percent of the time B) 70 percent of the time C) 80 percent of the time D) 90 percent of the time E) 100 percent of the time Answer: D Explanation: D) More than 90 percent of companies that find lies on résumés refuse to hire the offending applicants, even if that means withdrawing formal job offers. Given the networked nature of today's job market, lying on a résumé could haunt you for years–and you could be forced to keep lying throughout your career to hide the misrepresentations on your original résumé. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 50) What should be done in a résumé to increase your chances of securing an interview? A) The résumé should include industry jargon. B) The résumé should show how your capabilities meet the demands and expectations of the position and organization. C) The résumé should include several pages of data that supports claims made on the actual résumé. D) The résumé should include links to social media sites that confirm your skills and abilities. E) The résumé should include only information that relates to the specific position being applied for. Answer: B Explanation: B) The importance of adapting your résumé to your target readers' needs and interests cannot be overstated. In a competitive job market, the more you look like a good fit—a quality hire—the better your chances of securing interviews. Address your readers' business concerns by showing how your capabilities meet the demands and expectations of the position and the organization as a whole. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

51) Which of the following is an essential element in adapting your résumé to each position being applied for? A) List all skills and abilities possible. B) List references that can support your claims. C) Use the same terminology as the employer uses to describe accomplishments. D) Use standard language that will generate results when on an applicant tracking system. E) Use visual elements to highlight areas of interest to the employer. Answer: C Explanation: C) An essential step in adapting your résumé is using the same terminology as the employer uses to describe job responsibilities and professional accomplishments. With the rise of automated applicant tracking systems, matching your language to the employer's will help you get past the keyword filters these systems use to rank incoming résumés. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 52) When writing the résumé, which of the following writing styles is most effective? A) Make liberal use of the word "I" B) Use an indirect writing style C) Use complex and detailed sentences that sound most impressive D) Use short and direct phrases E) Use whole sentences that focus on the reader's needs Answer: D Explanation: D) Write your résumé using a simple and direct style. Use short, crisp phrases instead of whole sentences and focus on what your reader needs to know. Avoid using the word I, which can sound both self-involved and repetitious by the time you outline all your skills and accomplishments. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

53) To create active statements that show results, which of the following should be included? A) Small details whenever possible B) General claims C) Action verbs D) Claims that express your ability to be a team player E) Quantified results to the most important claims Answer: E Explanation: E) Providing specific supporting evidence is vital, but make sure you don't go overboard with small details. Carefully select the most compelling evidence so that your message is clear and immediate, and use quantified results to support those claims. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 54) Which of the following is an example of an active statement in a résumé? A) Assisted in implementing new campus dining program that balances student wishes with cafeteria capacity B) I won a trip to Europe for opening the most new customer accounts in my department C) I was in charge of customer complaints and all ordering problems D) Responsible for developing a new filing system E) Excellent team player and detail oriented Answer: A Explanation: A) Whenever you can, quantify the results so that your claims don't come across as empty puffery. Don't just say that you're a team player or detail oriented—show that you are by offering concrete proof. Providing specific supporting evidence is vital, but make sure you don't go overboard with small details. Carefully select the most compelling evidence so that your message is clear and immediate. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

55) How do most recruiters search for résumés that are most likely to match the requirements of a particular job? A) Using a keyword summary B) Using keyword searches C) Using an online search engine such as google D) Using hard copies of résumés E) Using employee referrals Answer: B Explanation: B) The majority of résumés are now subjected to keyword searches in an applicant tracking system or other database, in which a recruiter searches for résumés most likely to match the requirements of a particular job. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 56) To increase the likelihood of a résumé generating "hits" in an applicant tracking system, what should be incorporated? A) Multiple pages B) Infographics C) Keywords and phrases used by the employer D) Symbols such as numbers and ampersands E) New Times Roman font Answer: C Explanation: C) Résumés that don't match the requirements closely may never be seen by a human reader, so it is essential to use the words and phrases that a recruiter is most likely to search on. (Although most experts used to advise including a separate keyword summary as a standalone list, the trend nowadays is to incorporate your keywords into your introductory statement and other sections of your résumé.) Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

57) Which of the following word types are most likely to be read and identified by an applicant tracking system? A) Verbs B) Action verbs C) Proper nouns D) Nouns E) Adjectives Answer: D Explanation: D) In contrast to the action verbs that catch a human reader's attention, keywords that catch a computer's attention are usually nouns that describe the specific skills, attributes, and experiences an employer is looking for in a candidate. Keywords can include the business and technical terms associated with a specific profession, industry-specific jargon, names or types of products or systems used in a profession, job titles, and college degrees. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 58) Which of the following should not be included in the contact information section of your résumé? A) Temporary address B) Cell phone number C) Land line number D) Work email address E) URL to a personal webpage or e-portfolio Answer: D Explanation: D) If the only email address you have is through your current employer, get a free personal email address from one of the many services that offer them. It's not fair to your current employer to use company resources for a job search, and doing so sends a bad signal to potential employers. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

59) In the Introductory statement, identifying a specific job you want is an example of what? A) Qualifications summary B) Targeted search C) Career summary D) Keyword search summary E) Career objective Answer: E Explanation: E) A career objective identifies either a specific job you want to land or a general career track you would like to pursue. Some experts advise against including a career objective because it can categorize you so narrowly that you miss out on interesting opportunities, and it is essentially about fulfilling your desires, not about meeting the employer's needs. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 60) Offering the employer a brief view of your key qualifications can be done in which section of the résumé? A) Summary of Qualifications B) Career summary C) Work History D) Accomplishments E) Career Objective Answer: A Explanation: A) A qualifications summary offers a brief view of your key qualifications. The goal is to let a reader know within a few seconds what you can deliver. You can title this section generically as "Qualifications Summary" or "Summary of Qualifications," or, if you have one dominant qualification, you can use that as the title. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

61) If you have unique, strong or important qualifications, but don't have a lot of work experience, what should be included in the résumé? A) Career Objective B) Summary of Qualifications C) Career Summary D) Work History E) Accomplishments Answer: B Explanation: B) Consider using a qualifications summary if you have one or more important qualifications but don't yet have a long career history. Also, if you haven't been working long but your college education has given you a dominant professional "theme," such as multimedia design or statistical analysis, you can craft a qualifications summary that highlights your educational preparedness. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 62) For a manager who has demonstrated the ability to manage increasingly larger and more complex business operations, what should be included in the résumé? A) Career Objective B) Summary of Qualifications C) Career Summary D) Work History E) Accomplishments Answer: C Explanation: C) A career summary offers a brief recap of your career with the goal of presenting increasing levels of responsibility and performance. A career summary can be particularly useful for managers who have demonstrated the ability to manage increasingly larger and more complicated business operations–a key consideration when companies look to hire upper-level executives. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

63) Which of the following is often the strongest selling point for recent college graduates, and should be highlighted on a résumé? A) Career Summary B) Work Experience C) Volunteer Activities D) Education E) Honors and Awards Answer: D Explanation: D) If you're still in college or have recently graduated, education is probably your strongest selling point. Present your educational background in depth, choosing facts that support your professional theme. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Concept AACSB: Application of knowledge 64) To show how your past can contribute to an employer's future, what should be included in the résumé? A) Overall G.P.A. B) Honors and Awards C) Work and Volunteer Experience D) Extracurricular Activities E) High School Answer: C Explanation: C) Like the education section, the work experience section should focus on your overall theme in a way that shows how your past can contribute to an employer's future. Use keywords to call attention to the skills you've developed on the job and to your ability to handle responsibility. Emphasize what you accomplished in each position, not just the generic responsibilities of the job. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

65) What should be the focus of the Work Experience section of the résumé? A) Responsibilities of the job B) Job title C) Reason for leaving the position D) What was accomplished in each position E) Volunteer efforts Answer: D Explanation: D) Use keywords to call attention to the skills you've developed on the job and to your ability to handle responsibility. Emphasize what you accomplished in each position, not just the generic responsibilities of the job. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 66) How should jobs be listed in the Work Experience section of the résumé? A) Most important first B) Military service first C) Grouped by full time, part time, internships and temporary jobs D) Chronologically E) Reverse chronological order Answer: E Explanation: E) List your jobs in reverse chronological order, starting with the most recent. Include military service and any internships and part-time or temporary jobs related to your career objective. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

67) In the Work Experience section of the résumé, what positions should receive the largest write up? A) The position that is most closely related to the target position B) The position that you enjoyed the most C) The position where you feel you learned the most D) The position with a title that indicates leadership and managerial potential E) The position you worked at the longest Answer: A Explanation: A) Devote the most space to the jobs that are most recent or most closely related to your target position. If you were personally responsible for something significant, be sure to mention it. Facts about your skills and accomplishments are the most important information you can give a prospective employer, so quantify them whenever possible. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 68) In the Activities and Achievements section of the résumé, what types of activities or achievements should generally be included? A) Membership in political organizations B) Activities that indicate leadership and teamwork C) Activities for religious organizations D) Activities that include personal data E) All volunteer efforts Answer: B Explanation: B) This optional section can be used to highlight activities and achievements outside of a work or educational context–but only if they make you a more attractive job candidate. Consider including community service activities that suggest leadership, teamwork, communication skills, technical aptitude, or other valuable attributes. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

69) Which of the following can safely be included in a résumé? A) Information on physical characteristics B) Information on gender and sexual orientation C) Information on volunteer work at a not-for-profit organization D) Information on political affiliation E) Salary history Answer: C Explanation: C) In nearly all instances, your résumé should not include any personal data beyond the information described in the previous sections. When applying to U.S. companies, never include any of the following: physical characteristics, age, gender, marital status, sexual orientation, religious or political affiliations, race, national origin, salary history, reasons for leaving jobs, names of previous supervisors, names of references, Social Security number, or student ID number. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 70) On your résumé, which of the following can often be a valuable asset to an employer? A) Names of references B) Marital status C) Military experience D) National origin E) Names of previous supervisors Answer: C Explanation: C) In nearly all instances, your résumé should not include any personal data beyond the information described in the previous sections. When applying to U.S. companies, never include any of the following: physical characteristics, age, gender, marital status, sexual orientation, religious or political affiliations, race, national origin, salary history, reasons for leaving jobs, names of previous supervisors, names of references, Social Security number, or student ID number. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

71) Which of the following is the best way to handle the need for references when applying for a position? A) Indicate "References Available Upon Request" on the résumé. B) Include a list of references and contact information on a second page of the résumé. C) Include references only if you need to fill up extra white space in the résumé. D) Prepare a list of references and their contact information for the interview, but not the résumé. E) Prepare a list of people you have worked for in the past, along with their contact information, and use only previous employers as references. Answer: D Explanation: D) The availability of references is assumed, so you don't need to put "References available upon request" at the end of your résumé. However, be sure to have a list of several references ready when you begin applying for jobs. Prepare your reference sheet with your name and contact information at the top. For a finished look, use the same design and layout you use for your résumé. Then list three or four people who have agreed to serve as references. Include each person's name, job title, organization, address, telephone number, email address (if the reference prefers to be contacted by email), and the nature of your relationship. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 72) A Social Security number should always be included on a résumé. Answer: FALSE Explanation: When applying to U.S. companies, never include any of the following: physical characteristics, age, gender, marital status, sexual orientation, religious or political affiliations, race, national origin, salary history, reasons for leaving jobs, names of previous supervisors, names of references, Social Security number, or student ID number. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Application AACSB: Application of knowledge

73) Employers generally look positively on applicants who are active and concerned members of the community. Answer: TRUE Explanation: Because many employers are involved in their local communities, they tend to look positively on applicants who are active and concerned members of their communities as well. Consider including community service activities that suggest leadership, teamwork, communication skills, technical aptitude, or other valuable attributes. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Application AACSB: Application of knowledge 74) The Work Experience section of the résumé should include generic responsibilities of the job and volunteer work. Answer: FALSE Explanation: Like the education section, the work experience section should focus on your overall theme in a way that shows how your past can contribute to an employer's future. Use keywords to call attention to the skills you've developed on the job and to your ability to handle responsibility. Emphasize what you accomplished in each position, not just the generic responsibilities of the job. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 75) Your Grade Point Average (GPA) does not have to be included on the résumé, or you can include just the GPA in your major field of study. Answer: TRUE Explanation: Whether you list your grade point average depends on the job you want and the quality of your grades. If you don't show your GPA on your résumé–and there's no rule saying you have to–be prepared to answer questions about it during the interview process because many employers will assume that your GPA is not spectacular if you didn't list it on your résumé. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

76) Your email address should be personalized and be an extension of your personality. Answer: FALSE Explanation: If your personal email address is anything like precious.princess@something.com or PsychoDawg@something.com, get a new email address for your business correspondence. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 77) Discuss important points to remember when planning to write a résumé. Answer: First, the résumé should be honest. Estimates vary, but one comprehensive study uncovered lies about work history in more than 40 percent of the résumés tested. More than 90 percent of companies that find lies on résumés refuse to hire the offending applicants, even if that means withdrawing formal job offers. Second, the résumé should be adapted to the needs of the audience. The importance of adapting your résumé to your target readers' needs and interests cannot be overstated. In a competitive job market, the more you look like a good fit–a quality hire–the better your chances of securing interviews. Address your readers' business concerns by showing how your capabilities meet the demands and expectations of the position and the organization as a whole. An essential step in adapting your résumé is using the same terminology as the employer uses to describe job responsibilities and professional accomplishments. If you are applying for business positions after military service or moving from one industry to another, you may need to "translate" your experience into the language of your target employers. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

78) Identify the writing style that should be used when composing a résumé, and discuss ways to implement this writing style. Answer: Write your résumé using a simple and direct style. Use short, crisp phrases instead of whole sentences and focus on what your reader needs to know. Avoid using the word I, which can sound both self-involved and repetitious by the time you outline all your skills and accomplishments. Instead, start your phrases with strong action verbs. Providing specific supporting evidence is vital, but make sure you don't go overboard with small details. Carefully select the most compelling evidence so that your message clear and immediate. The majority of résumés are now subjected to keyword searches in an applicant tracking system or other database, in which a recruiter searches for résumés most likely to match the requirements of a particular job. Résumés that don't match the requirements closely may never be seen by a human reader, so it is essential to use the words and phrases that a recruiter is most likely to search on. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

79) Identify and discuss key essential sections of a résumé, and information that specifically should be excluded from the résumé. Answer: Name and contact information is generally the heading of the résumé and should include name, address, email, phone numbers and the URL of your personal webpage or social media site. A brief introductory statement can follow your name and contact information but is optional. If you're still in college or have recently graduated, education is probably your strongest selling point. Present your educational background in depth, choosing facts that support your professional theme. Whether you list your grade point average depends on the job you want and the quality of your grades. The next section can be called "Work Experience," "Professional Experience," or "Work and Volunteer Experience," if you have limited work experience and want to bolster that with volunteer experience. Like the education section, the work experience section should focus on your overall theme in a way that shows how your past can contribute to an employer's future. Use keywords to call attention to the skills you've developed on the job and to your ability to handle responsibility. Emphasize what you accomplished in each position, not just the generic responsibilities of the job. The Activities and Achievements section can be used to highlight activities and achievements outside of a work or educational context–but only if they make you a more attractive job candidate. In nearly all instances, your résumé should not include any personal data beyond the information described in the previous sections. When applying to U.S. companies, never include any of the following: physical characteristics, age, gender, marital status, sexual orientation, religious or political affiliations, race, national origin, salary history, reasons for leaving jobs, names of previous supervisors, names of references, Social Security number, or student ID number. The availability of references is assumed, so you don't need to put "References available upon request" at the end of your résumé. Learning Obj.: LO 13.3: Describe the tasks involved in writing your résumé and list the sections to consider including in your résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Challenging Classification: Application AACSB: Application of knowledge 80) When revising the résumé, what should be emphasized? A) Format B) Channel and medium C) Scannability D) Distribution methods E) Clarity and conciseness Answer: E Explanation: E) Revising your résumé for clarity and conciseness is essential. Recruiters and hiring managers want to find key pieces of information about you, including your top skills, your current job, and your education, in a matter of seconds. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 39 Copyright © 2016 Pearson Education, Inc.

81) When determining a design strategy for your résumé, what considerations should influence your design decision? A) The audience, your goals, and your resources B) Your goals, your resources, and current trends C) Your headings, your embedded links, and your audience D) The resources of the organization, the applicant tracking system used, and your field of expertise E) The audience, included data and availability of infographics Answer: A Explanation: A) As with every type of business message, keep your audience, your goals, and your resources in mind. Don't choose a style just because it seems trendy or flashy or different. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 82) For most business opportunities, what design elements will help recruiters pick out the key pieces of information needed quickly and efficiently? A) Easy to read layout, use of white space and clear typefaces B) Easy to read layout, bold graphical elements and clear typefaces C) Bold graphical elements, multiple typefaces and color D) Bold graphical elements, multiple fonts and use of white space E) Use of white face, multiple typefaces and bold graphical elements Answer: A Explanation: A) Most business résumés use a classic, conservative design. They should feature simplicity, an easy-to-read layout, effective use of white space, and clear typefaces. Recruiters can pick out the key pieces of information in a matter of seconds. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

83) Flexibility and multimedia capabilities are an advantage in what type of document? A) Printed traditional résumés B) PowerPoint to supplement a résumé C) Online résumés D) PDF file résumés E) Electronic plain text file résumés Answer: B Explanation: B) Some applicants create PowerPoint or Prezi presentations, videos, or infographics to supplement a conventional résumé. Two key advantages of a presentation supplement are flexibility and multimedia capabilities. For instance, you can present a menu of choices on the opening screen and allow viewers to click through to sections of interest. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 84) Which of the following résumé formats are likely to be incompatible with traditional applicant tracking systems and screening habits of recruiters? A) PDF file résumés B) Online résumés C) Infographic résumés D) Microsoft Word file résumés E) Printed scannable résumés Answer: C Explanation: C) A well-designed infographic could be an intriguing element of the job-search package for candidates in certain situations and professions because it can definitely stand out from traditional résumés and can show a high level of skill in visual communication. However, infographics are likely to be incompatible with most applicant tracking systems and with the screening habits of most recruiters, so while you might stand out with an infographic, you might also get tossed out if you try to use an infographic in place of a conventional résumé. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

85) A résumé that is specially formatted to be compatible with optical scanning systems is called what? A) Plain-text file résumé B) Traditional résumé C) Word file résumé D) Scannable résumé E) Social media résumé Answer: D Explanation: D) A scannable résumé differs from the traditional format in two major ways: it should always include a keyword summary, and it should be formatted in a simpler fashion that avoids underlining, special characters, and other elements that can confuse the scanning system. If you need to produce a scannable résumé, search online for "formatting a scannable résumé" to get detailed instructions. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 86) To create an online résumé that preserves the formatting of the résumé and is less vulnerable to viruses, what type of résumé should be created? A) Infographic résumé B) Scannable résumé C) Plain text file résumé D) Word file résumé E) PDF résumé Answer: E Explanation: E) The advantages of creating PDFs are that you preserve the formatting of your résumé (unlike pasting plain text into an email message) and you create a file type that is less vulnerable to viruses than word-processer files. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

87) What can be used to expand the information provided in the traditional résumé? A) E-portfolios B) PDF files C) Scannable résumés D) Embedded links E) Word files Answer: A Explanation: A) A variety of online résumé formats, variously referred to as e-portfolios, interactive résumés, or social media résumés, provide the opportunity to create a dynamic, multimedia presentation of your qualifications. You can expand on the information contained in your basic résumé with links to projects, publications, screencasts, online videos, course lists, blogs, social networking profiles, and other elements that give employers a more complete picture of who you are and what you can offer. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 88) When proofreading a résumé, what is the goal for the headings? A) Correct punctuation B) Parallelism C) Attention getting devices D) Support for the material that follows E) Visual enhancement Answer: B Explanation: B) Check all headings and lists for clarity and parallelism, and be sure your grammar, spelling, and punctuation are correct. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge

89) How should your online presence be viewed when applying for a job? A) As supplemental information B) As private and immaterial to a potential employer C) As a career management tool D) As a replacement for the traditional résumé E) As a way to provide information the employer cannot legally ask about but still wants to know Answer: C Explanation: C) Remember that your online presence is a career-management tool. The way you are portrayed online can work for you or against you, and it's up to you to create a positive impression. Take advantage of social networking. Use whatever tools are available to direct people to your online résumé, such as including your URL in your Twitter profile. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 90) When emailing a résumé to a potential employer, where should job ad number or reference number be included? A) At the top of the email B) Under the contact information on the résumé C) In the cover letter that goes with the résumé D) In the subject line of the email E) In the attachment to the email Answer: D Explanation: D) Some employers want applicants to include the text of their résumés in the body of an email message; others prefer an attached Microsoft Word or PDF file. If you have a reference number or a job ad number, include it in the subject line of your email message. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Concept AACSB: Application of knowledge

91) When determining how to distribute your résumé, what should be the primary consideration? A) Access to formatting packages B) Access to employer email addresses C) Format of the actual résumé D) The latest trend in résumé distribution E) The wishes of the potential employer Answer: E Explanation: E) How you distribute your résumé depends on the number of employers you target and their preferences for receiving résumés. Employers usually list their requirements on their websites, so verify this information and follow it carefully. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Concept AACSB: Application of knowledge 92) A dynamic, multimedia presentation of your qualifications is called what? A) A social media résumé B) A résumé C) An attention-getting device D) PDF résumés E) Scannable résumés Answer: A Explanation: A) A variety of online résumé formats, variously referred to as e-portfolios, interactive résumés, or social media résumés, provide the opportunity to create a dynamic, multimedia presentation of your qualifications. You can expand on the information contained in your basic résumé with links to projects, publications, screencasts, online videos, course lists, blogs, social networking profiles, and other elements that give employers a more complete picture of who you are and what you can offer. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

93) For a candidate with less than five years of experience, the ideal length for a résumé is generally one page. Answer: TRUE Explanation: Revising your résumé for clarity and conciseness is essential. Recruiters and hiring managers want to find key pieces of information about you, including your top skills, your current job, and your education, in a matter of seconds. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Application AACSB: Application of knowledge 94) Large blocks of texts will help draw attention to your qualifications on the résumé. Answer: FALSE Explanation: Make subheadings easy to find and easy to read. Avoid big blocks of text, and use lists to itemize your most important qualifications. Color is not necessary by any means, but if you add color, make it subtle and sophisticated. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Application AACSB: Application of knowledge 95) Including a photo in a résumé could provide cues about age, ethnicity and gender of a candidate. Answer: TRUE Explanation: For print or electronic documents that you will be submitting to employers or job websites, the safest advice is to avoid photos. The reason is that seeing visual cues of the age, ethnicity, and gender of candidates early in the selection process exposes employers to complaints of discriminatory hiring practices. In fact, some employers won't even look at résumés that include photos, and some applicant tracking systems automatically discard résumés with any kind of extra files. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

96) Photos are expected for social media résumés and other online formats where you are not actively submitting a résumé to an employer. Answer: TRUE Explanation: Some employers won't even look at résumés that include photos, and some applicant tracking systems automatically discard résumés with any kind of extra files. However, photographs are acceptable and expected for social media résumés and other online formats where you are not actively submitting a résumé to an employer. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 97) An online résumé can replace a traditional résumé during an interview. Answer: FALSE Explanation: During the application process, don't expect or ask employers to retrieve a résumé from a website. Submit your résumé using whatever method and medium each employer prefers. If employers then want to know more about you, they will likely do a web search on you and find your site, or you can refer them to your site in your résumé or application materials. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 98) Discuss the importance of having a printed copy of a résumé for an interview, even if the application was made online. Answer: Even though most of your application activity will take place online, having a copy of a conventional printed résumé is important for bringing to job fairs, interviews, and other events. Many interviewers expect you to bring a printed résumé to the interview, even if you applied online. The résumé can serve as a note-taking form or discussion guide, and it is tangible evidence of your attention to professionalism and detail. When printing a résumé, choose a heavier, higher-quality paper designed specifically for résumés and other important documents. White or slightly off-white is the best color choice. Avoid papers with borders or backgrounds. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

99) Discuss the advantages and disadvantages of creating a social media résumé and résumés with video and infographics to supplement a traditional résumé. Answer: A variety of online résumé formats, variously referred to as e-portfolios, interactive résumés, or social media résumés, provide the opportunity to create a dynamic, multimedia presentation of your qualifications. You can expand on the information contained in your basic résumé with links to projects, publications, screencasts, online videos, course lists, blogs, social networking profiles, and other elements that give employers a more complete picture of who you are and what you can offer. Remember that your online presence is a career-management tool. The way you are portrayed online can work for you or against you, and it's up to you to create a positive impression. Take advantage of social networking. Use whatever tools are available to direct people to your online résumé, such as including your URL in your Twitter profile. During the application process, don't expect or ask employers to retrieve a résumé from a website. Submit your résumé using whatever method and medium each employer prefers. If employers then want to know more about you, they will likely do a web search on you and find your site, or you can refer them to your site in your résumé or application materials. For print or electronic documents that you will be submitting to employers or job websites, the safest advice is to avoid photos. The reason is that seeing visual cues of the age, ethnicity, and gender of candidates early in the selection process exposes employers to complaints of discriminatory hiring practices. In fact, some employers won't even look at résumés that include photos, and some applicant tracking systems automatically discard résumés with any kind of extra files. However, photographs are acceptable and expected for social media, and some applicants create PowerPoint or Prezi presentations, videos, or infographics to supplement a conventional résumé. Two key advantages of a presentation supplement are flexibility and multimedia capabilities. A video résumé can be a compelling supplement as well, but be aware that some employment law experts advise employers not to view videos, at least not until after candidates have been evaluated solely on their credentials. The reason for this caution is the same as with photographs. In addition, videos are more cumbersome to evaluate than paper or electronic résumés, and some recruiters refuse to watch them. Infographics are likely to be incompatible with most applicant tracking systems and with the screening habits of most recruiters, so while you might stand out with an infographic, you might also get tossed out if you try to use an infographic in place of a conventional résumé. In virtually every situation, an infographic should complement a conventional résumé, not replace it. In addition, successful infographics require skills in graphical design, and if you lack those skills, you'll need to hire a designer. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Challenging Classification: Synthesis AACSB: Reflective thinking

100) What are the most important considerations to remember when proofreading a résumé, and how do you ensure a well written résumé? Answer: Employers view your résumé as a concrete example of your attention to quality and detail. Your résumé doesn't need to be good or pretty good–it needs to be perfect. Although it may not seem fair, just one or two errors in a job application package are enough to doom a candidate's chances. Your résumé is one of the most important documents you'll ever write, so don't rush or cut corners when it comes to proofreading. Check all headings and lists for clarity and parallelism, and be sure your grammar, spelling, and punctuation are correct. Double-check all dates, phone numbers, email addresses, and other essential data. Ask at least three other people to read it, too. As the creator of the material, you could stare at a mistake for weeks and not see it. Learning Obj.: LO 13.4: Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Learning Outcome: Explain how to plan, write and complete a résumé and an application letter Difficulty: Easy Classification: Concept AACSB: Application of knowledge

Business Communication Essentials, 7e (Bovee/Thill) Chapter 14 Applying and Interviewing for Employment 1) How long should you wait before following up on a résumé submission? A) One to two weeks after the close date B) Before the close date C) Only when invited to do so by the organization D) After the second submission of a résumé E) On the close date Answer: A Explanation: A) Adhere to whatever instructions the employer has provided. If the job posting lists a close date, don't call or write before then, because the company is still collecting applications and will not have made a decision about inviting people for interviews. Wait a week or so after the close date. If no close date is given and you have no other information to suggest a timeline, you can generally contact the company starting a week or two after submitting your résumé. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 2) When sending a résumé to a potential employer, what should be included with the résumé? A) An application letter B) URL links C) A list of references D) Samples of your work E) A self-addressed stamped envelope for feedback Answer: A Explanation: A) Whenever you mail, email, hand-deliver, or upload your résumé, you should include an application letter, also known as a cover letter, to let readers know what you're sending, why you're sending it, and how they can benefit from reading it. (Even though this message is often not a printed letter anymore, many professionals still refer to it as a letter.) Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

3) Taking the initiative to write to a company even though they haven't announced a job opening is called what? A) Cold calling B) Prospecting C) Application letters D) Cover letters E) Canvassing Answer: B Explanation: B) The best approach for an application letter depends on whether you are applying for an identified job opening or are prospecting–taking the initiative to write to companies even though they haven't announced a job opening that is right for you. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 4) When sending an unexpected résumé, what should be researched before sending the communication? A) Hiring manager's field of expertise B) What the organization does C) Qualities the company would seek in the type of position you wish to apply for D) Correct address to send the résumé E) Whether the company prefers a traditional résumé or an emailed résumé Answer: C Explanation: C) Writing a prospecting letter is more challenging because you don't have the clear target you have with a solicited letter, and the message is unexpected. You will need to do more research to identify the qualities that a company would probably seek for the position you hope to occupy. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Application of knowledge

5) To write an effective application letter, which of the following should be included? A) Salary requirements B) Details about your work experience C) Fact-based data only D) An understanding of the company and its marketplace E) Relevant data from the résumé Answer: D Explanation: D) Clearly identify the opportunity you are applying for or expressing interest in. Show that you understand the company and its marketplace. Don't just repeat information from your résumé; use the conversational tone of the letter to convey additional professional and personal qualities and your reasons for wanting this particular job. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 6) What type of format should be used for an application letter? A) Direct B) Indirect C) Traditional D) Online E) Persuasive Answer: E Explanation: E) The opening paragraph of your application letter must accomplish two essential tasks: (1) explaining why you are writing and (2) giving the recipient a reason to keep reading by demonstrating that you have some immediate potential for meeting the company's needs. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

7) When sending a solicited application letter, what should be included in the opening paragraph? A) Where you heard about the job opening B) A catchphrase opening that shows ingenuity and imagination C) Questions to demonstrate your understanding of the organization's needs D) A reference to activities, achievements or changes that have been publicized about the company E) A list of your strongest skills that will benefit the organization Answer: A Explanation: A) The opening paragraph of your application letter must accomplish two essential tasks: (1) explaining why you are writing and (2) giving the recipient a reason to keep reading by demonstrating that you have some immediate potential for meeting the company's needs. You should identify where you discovered the job opening and describe what you have to offer the organization. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 8) What should be included in the middle section of your application letter? A) Where you heard about the job opening B) Your strongest selling points and their potential benefit to the organization C) A description of your understanding of the job requirements D) The name of a person known to and highly regarded by the reader E) Solutions to the organizations problems Answer: B Explanation: B) The middle section of your letter presents your strongest selling points in terms of their potential benefit to the organization, thereby building interest in you and creating a desire to interview you. Be specific and back up your assertions with convincing evidence. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

9) In additional to core job duties, the middle section of the solicited application letter should contain what type of information? A) Who you know in the organization B) Where you heard about the job opening C) Personal characteristics that apply to the targeted position D) Salary requirements E) Potential start date Answer: C Explanation: C) In a solicited letter, be sure to discuss each major requirement listed in the job posting. If you are deficient in any of these requirements, stress other solid selling points to help strengthen your overall presentation. Don't restrict your message to just core job duties, either. Also highlight personal characteristics that apply to the targeted position, such as your ability to work hard or handle responsibility. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 10) In the action section of the AIDA plan, what should be included in an application letter? A) Salary range B) References C) Personal characteristics that apply to the targeted position D) A request for an interview E) Date you will follow up for an interview Answer: D Explanation: D) The final paragraph of your application letter has two important functions: to ask the reader for a specific action (usually an interview) and to facilitate a reply. Offer to come to the employer's office at a convenient time or, if the firm is some distance away, to meet with its nearest representative or arrange a telephone or Skype interview. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

11) Which of the following would be the least effective question to ask when following up on the submission of a résumé? A) Has a hiring decision been made yet? B) Can I provide any additional information regarding my qualifications for the position? C) What is the company's timeframe for filling this position? D) Can you tell me what to expect next in terms for the hiring process? E) Can you tell me who has been hired and what their qualifications are? Answer: E Explanation: E) When you follow up by email or telephone, you can share an additional piece of information that links your qualifications to the position (keep an eye out for late-breaking news about the company, too) and ask a question about the hiring process as a way to gather some information about your status. A follow-up message can demonstrate that you're sincerely interested in working for the organization, persistent in pursuing your goals, and committed to upgrading your skills. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 12) Employers will reconsider applicants who came close but didn't get the job. Answer: TRUE Explanation: If you don't land a job at your dream company on the first attempt, don't give up. You can apply again if a new opening appears, or you can send an updated résumé with a new unsolicited application letter that describes how you have gained additional experience, taken a relevant course, or otherwise improved your skill set. Many leading employers take note of applicants who came close but didn't quite make it and may extend offers when positions open up in the future. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

13) An application letter should indicate how you can benefit from working at a particular organization. Answer: FALSE Explanation: Whenever you mail, email, hand-deliver, or upload your résumé, you should include an application letter, also known as a cover letter, to let readers know what you're sending, why you're sending it, and how they can benefit from reading it. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 14) A poorly written application letter can prompt the employer to skip reading your résumé, even if you are a perfect fit for a position. Answer: TRUE Explanation: Take the same care with your application letter that you took with your résumé. A poorly written application letter can prompt employers to skip over your résumé, even if you are a good fit for a job. Staffing specialist Abby Kohut calls the application letter "a writing-skills evaluation in disguise" and emphasizes that even a single error can get you bounced from contention. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 15) An application letter should be used to repeat important information from the résumé. Answer: FALSE Explanation: Don't just repeat information from your résumé. Use the conversational tone of the letter to convey additional professional and personal qualities and your reasons for wanting this particular job. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

16) Identify the purpose of each section of the application when using the AIDA approach to persuasive messages. Answer: When getting attention, the opening paragraph of your application letter must accomplish two essential tasks: (1) explaining why you are writing and (2) giving the recipient a reason to keep reading by demonstrating that you have some immediate potential for meeting the company's needs. When building interest and increasing desire, the middle section of your letter presents your strongest selling points in terms of their potential benefit to the organization, thereby building interest in you and creating a desire to interview you. Be specific and back up your assertions with convincing evidence. The motivating action in the final paragraph has two important functions: to ask the reader for a specific action (usually an interview) and to facilitate a reply. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 17) What should be considered when following up after submitting a résumé? Answer: Deciding if, when, and how to follow up after submitting your résumé and application letter is one of the trickiest parts of a job search. First and foremost, keep in mind that employers continue to evaluate your communication efforts and professionalism during this phase, so don't say or do anything to leave a negative impression. Second, adhere to whatever instructions the employer has provided. If a job posting says "no calls," for example, don't call. Third, if the job posting lists a close date, don't call or write before then, because the company is still collecting applications and will not have made a decision about inviting people for interviews. Wait a week or so after the close date. If no close date is given and you have no other information to suggest a timeline, you can generally contact the company starting a week or two after submitting your résumé. When you follow up by email or telephone, you can share an additional piece of information that links your qualifications to the position (keep an eye out for late-breaking news about the company, too) and ask a question about the hiring process as a way to gather some information about your status. Whatever the circumstances, a follow-up message can demonstrate that you're sincerely interested in working for the organization, persistent in pursuing your goals, and committed to upgrading your skills. Learning Obj.: LO 14.1: Explain the purposes of application letters and describe how to apply the AIDA organizational approach to them. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

18) What is the purpose of an interview? A) To exchange information B) To verify information given in the résumé C) To find the best talent to fill a job opening D) To find the right match for your goals and capabilities E) To maximize salary potential Answer: A Explanation: A) An employment interview is a meeting during which both you and the prospective employer ask questions and exchange information. The employer's objective is to find the best talent to fill available job openings, and your objective is to find the right match for your goals and capabilities. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 19) What is the job candidate's goal during an interview? A) To exchange information B) To verify information given on the résumé C) To fill a job opening D) To find the right match for the candidate's goals and capabilities E) To maximize salary potential Answer: D Explanation: D) An employment interview is a meeting during which both you and the prospective employer ask questions and exchange information. The employer's objective is to find the best talent to fill available job openings, and your objective is to find the right match for your goals and capabilities. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

20) What is the employer's objective during an interview? A) To exchange information B) To verify information given on the résumé C) To find the best talent to fill a job opening D) To find the right match for the candidate's goals and capabilities E) To minimize salary demands Answer: C Explanation: C) An employment interview is a meeting during which both you and the prospective employer ask questions and exchange information. The employer's objective is to find the best talent to fill available job openings, and your objective is to find the right match for your goals and capabilities. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 21) During the interview process, who is most likely to get the job? A) The candidate with the best skills B) The lowest priced candidate C) The candidate with the most experience D) The candidate who is best prepared E) The candidate who is most flexible Answer: D Explanation: D) Start your preparation and research early; the best job offers usually go to the best-prepared candidates. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

22) Which stage of the interview process allows an organization to filter out applications that are not a good fit for the position? A) Screening stage B) Selection stage C) Face to face interview stage D) Final evaluation stage E) Group interview stage Answer: A Explanation: A) Employers start with the screening stage, in which they filter out applicants who are unqualified or otherwise not a good fit for the position. Screening can take place on your school's campus, at company offices, via telephone (including Skype or another Internet-based phone service), or through a computer-based screening system. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Concept AACSB: Application of knowledge 23) Which stage of the interview process helps the organization identify top candidates from all those who qualify? A) Screening stage B) Selection stage C) Group interview stage D) Final evaluation stage E) Unstructured interview stage Answer: B Explanation: B) The second stage of interviews, the selection stage, helps the organization identify the top candidates from all those who qualify. During these interviews, show keen interest in the job, relate your skills and experience to the organization's needs, listen attentively, and ask insightful questions that show you've done your research. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Concept AACSB: Application of knowledge

24) What is the objective in the final stage of the interview process? A) To eliminate unqualified candidates B) To determine which candidate is the best fit C) To sell the candidate on the advantages of the organization D) To allow the candidate to meet people they will be working with E) To discuss salary and benefit requirements Answer: C Explanation: C) In some instances, you may be invited back for a final evaluation, often by a higher-ranking executive. The objective of the final stage is often to sell you on the advantages of joining the organization. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 25) Asking a series of questions in a predetermined order is done in what type of interview? A) Screening interview B) Panel interview C) Open ended interview D) Structured interview E) Behavioral interview Answer: D Explanation: D) In a structured interview, the interviewer (or a computer program) asks a series of questions in a predetermined order. Structured interviews help employers identify candidates who don't meet basic job criteria, and they allow the interview team to compare answers from multiple candidates. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

26) Which type of interview allows a line of questioning based on the candidates answers to previous questions? A) Working interview B) Panel interviews C) Structured interviews D) Situational interviews E) Open ended interviews Answer: E Explanation: E) In an open-ended interview, the interviewer adapts his or her line of questioning based on the answers you give and any questions you ask. Even though it may feel like a conversation, remember that it's still an interview, so keep your answers focused and professional. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 27) Which interview format is the most common? A) Structured interviews B) One-on-one interviews C) Panel interviews D) Group interviews E) Final interviews Answer: B Explanation: B) Although one-on-one interviews are the most common format, some employers use panel or group interviews as well. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Application AACSB: Reflective thinking

28) Which type of interview is designed to observe how candidates interact with each other? A) Panel interviews B) Behavioral interviews C) Group interviews D) Stress interviews E) Working interviews Answer: C Explanation: C) In a group interview, one or more interviewers meet with several candidates simultaneously. A key purpose of a group interview is to observe how the candidates interact. Group interviews can be tricky, because you want to stand out while coming across as a supportive team player. Be sure to treat your fellow candidates with respect, while looking for opportunities to demonstrate the depth of knowledge you have about the company and its needs. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 29) When asked to relate specific incidents and experience from your past, what type of interview is taking place? A) Situational B) Working C) Panel D) Behavioral E) Stress Answer: D Explanation: D) Interviewing techniques also vary based on the types of questions you are asked. Perhaps the most common type of interview these days is the behavioral interview, in which you are asked to relate specific incidents and experiences from your past. In contrast to generic questions that can often be answered with "canned" responses, behavioral questions require candidates to use their own experiences and attributes to craft answers. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

30) Which type of interview has been found to better predict success on the job than the traditional interview? A) Stress B) Open ended C) Panel D) Group E) Behavioral Answer: E Explanation: E) In contrast to generic questions that can often be answered with "canned" responses, behavioral questions require candidates to use their own experiences and attributes to craft answers. Studies show that behavioral interviewing is a much better predictor of success on the job than traditional interview questions. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 31) What is the advantage of email and IM interviews? A) Email and IM interviews include nonverbal cues that support your message. B) Responses can be edited before being sent. C) You can have notes and other relevant data to pull support from. D) You don't have to wear interview clothes. E) Email and IM interviews are more casual and relaxed than other types of interviews. Answer: B Explanation: B) Email and IM are also sometimes used in the screening stage. Although you have almost no opportunity to send and receive nonverbal signals with these formats, you do have the major advantage of being able to review and edit each response before you send it. Maintain a professional style in your responses, and be sure to ask questions that demonstrate your knowledge of the company and the position. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

32) Which of the following types of online interviews minimize the risk of employment discrimination lawsuits? A) Open ended B) Job simulation C) Structured questionnaires D) Tests E) Video Answer: B Explanation: B) Online interviews can range from simple structured questionnaires and tests to sophisticated job simulations that are similar to working interviews. These simulations help identify good candidates, give applicants an idea of what the job is like, and reduce the risk of employment discrimination lawsuits because they closely mimic actual job skills. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 33) In addition to being able to handle the responsibilities of the position, what else do employers look for? A) A candidate who will be a good fit for the organization B) A candidate with a lower starting salary C) A candidate who has extensive experience in a similar position D) A candidate who can be easily trained E) A candidate who is flexible Answer: A Explanation: A) Interviews give employers the chance to go beyond the basic data of your résumé to get to know you and to answer two essential questions. The first is whether you can handle the responsibilities of the position. The second essential question is whether you will be a good fit with the organization and the target position. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

34) Which type of pre-employment test measures a candidate's ability to analyze, use and remember information? A) Integrity test B) Job knowledge test C) Cognitive test D) Substance test E) Language proficiency test Answer: C Explanation: C) Cognitive tests measure a variety of attributes involved in acquiring, processing, analyzing, using, and remembering information. Typical tests involve reading comprehension, mathematics, problem solving, and decision making. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 35) Which of the following pre-employment test measures the knowledge and skills needed to succeed in a particular position? A) Cognitive test B) Language proficiency test C) Job knowledge and skills test D) Personality test E) Integrity test Answer: C Explanation: C) Job knowledge and job skills tests measure the knowledge and skills required to succeed in a particular position. An accounting candidate, for example, might be tested on accounting principles and legal matters (knowledge) and asked to create a simple balance sheet or income statement (skills). Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

36) Verifying your education and conducting an online search of a candidate is part of what type of pre-employment test? A) Integrity test B) Personality test C) Cognitive test D) Substance test E) Background check Answer: E Explanation: E) In addition to testing, most companies conduct some sort of background check, including reviewing your credit record, checking to see whether you have a criminal history, and verifying your education. Moreover, you should assume that every employer will conduct a general online search on you. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 37) Most applicants are interviewed several times before a job offer is made. Answer: TRUE Explanation: Most employers interview an applicant multiple times before deciding to make a job offer. At the most selective companies, you might have a dozen or more individual interviews across several stages. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 38) The first stage of the interview process is called the selection stage, where candidates to be interviewed are selected. Answer: FALSE Explanation: Employers start with the screening stage, in which they filter out applicants who are unqualified or otherwise not a good fit for the position. The next stage of interviews, the selection stage, helps the organization identify the top candidates from all those who qualify. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 18 Copyright © 2016 Pearson Education, Inc.

39) Employers often use a variety of interview media to cut interview expenses. Answer: TRUE Explanation: Expect to be interviewed through a variety of media. Employers trying to cut travel costs and the demands on staff time now interview candidates via telephone, email, instant messaging, virtual online systems, and videoconferencing, in addition to traditional face-to-face meetings. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 40) When preparing for a video interview, dressing is less important as the interviewer will only see your face and top of your shirt. Answer: FALSE Explanation: Prepare for a video interview as you would for an in-person interview–including dressing and grooming–and take the extra steps needed to become familiar with the equipment and the process. If you're interviewing from home, arrange your space so that the webcam doesn't pick up anything distracting or embarrassing in the background. During any video interview, remember to sit up straight and focus on the camera. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

41) Discuss why employers use pre-employment testing and what types of testing are most popular. Answer: In an effort to improve the predictability of the selection process, many employers now conduct a variety of pre-employment evaluations and investigations. Pre-employment assessments are a complex and controversial aspect of workforce recruiting. For instance, even though personality testing is widely used, some research suggests that commonly used tests are not a reliable predictor of job success. Integrity tests attempt to measure how truthful and trustworthy a candidate is likely to be. Personality tests are designed to gauge such aspects as attitudes toward work, interests, managerial potential, dependability, commitment, and motivation. Cognitive tests measure a variety of attributes involved in acquiring, processing, analyzing, using, and remembering information. Typical tests involve reading comprehension, mathematics, problem solving, and decision making. You may be asked to take a reading or writing test. Job knowledge and job skills tests measure the knowledge and skills required to succeed in a particular position. A majority of companies perform some level of drug and alcohol testing. Many employers believe such testing is necessary to maintain workplace safety, ensure productivity, and protect companies from lawsuits, but others view it as an invasion of employee privacy. In addition to testing, most companies conduct some sort of background check, including reviewing your credit record, checking to see whether you have a criminal history, and verifying your education. Moreover, you should assume that every employer will conduct a general online search on you. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking

42) Discuss what employers look for during the interview process. Answer: Interviews give employers the chance to go beyond the basic data of your résumé to get to know you and to answer two essential questions. The first is whether you can handle the responsibilities of the position. Naturally, the more you know about the demands of the position, and the more you've thought about how your skills match those demands, the better you'll be able to respond. The second essential question is whether you will be a good fit with the organization and the target position. All good employers want people who are confident, dedicated, positive, curious, courteous, ethical, and willing to commit to something larger than their own individual goals. Companies also look for fit with their individual cultures. Just like people, companies have different "personalities." Some are intense; others are more laid back. Some emphasize teamwork; others expect employees to forge their own way and even to compete with one another. Expectations also vary from job to job within a company and from industry to industry. An outgoing personality is essential for sales but less so for research, for instance. Learning Obj.: LO 14.2: Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Application of knowledge 43) How can you best prepare for potential questions that will be asked during the interview? A) Research the organization, industry and competitors and relate your personal experience to support what the organization does. B) Research the hiring manager and relate your personal experience to support what is most important to the hiring manager. C) Prepare a list of events from your life and use them to better explain what is important to you. D) Identify areas of interest in your life and use short, direct answers to support your personal areas of interest. E) Research the organization and hiring managers and develop answers they most likely want to hear. Answer: A Explanation: A) Employers expect serious candidates to demonstrate an understanding of the company's operations, its markets, and its strategic and tactical challenges. Making this effort demonstrates your interest in the company, and it identifies you as a business professional who knows the importance of investigation and analysis. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Synthesis AACSB: Reflective thinking

44) After researching the organization, the industry and the market, what is the next step in preparing for the interview? A) Ensuring the appropriate business attire is cleaned and pressed B) Thinking about and planning responses for potential questions you will be asked C) Thinking about additional information you need to know from the organization D) Practicing the interview E) Preparing to arrive at the interview Answer: B Explanation: B) Planning ahead for the interviewer's questions will help you handle them more confidently and successfully. In addition, you will want to prepare insightful questions of your own. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Synthesis AACSB: Reflective thinking 45) When asked to tell the interviewer something about you, the best response would be to talk about what? A) Where you want to be five years from now B) What you liked and disliked about previous jobs or assignments C) The story of you D) Your strengths and weaknesses E) Your decision making process for this position Answer: C Explanation: C) One good strategy is to briefly share the "story of you" - quickly summarizing where you have been and where you would like to go–in a way that aligns your interests with the company's. Alternatively, you can focus on a specific skill you know is valuable to the company, share something business-relevant that you are passionate about, or offer a short summary of what colleagues or customers think about you. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Reflective thinking

46) In order to determine whether you might be happy on a job, what might an employer ask? A) Where do you want to be five years from now? B) Tell me about yourself. C) What is the hardest decision you've ever had to make? D) What didn't you like about previous jobs you've held? E) How do you spend your free time? Answer: D Explanation: D) The interviewer is trying to predict whether you'll be an unhappy or difficult employee. Describe something that you didn't like in a way that puts you in a positive light, such as having limited opportunities to apply your skills or education. Avoid making negative comments about former employers or colleagues. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Reflective thinking 47) When responding to an interviewer's questions, what types of response will be most memorable for the interviewer? A) Short and direct statements B) Detailed fact based statements C) Responses that show humor D) Responses that are vague and require follow-up questions E) Responses that are brief stories Answer: E Explanation: E) As you prepare answers, look for ways to frame your responses as brief stories (30 to 90 seconds) rather than simple declarative answers. Cohesive stories tend to stick in the listener's mind more effectively than disconnected facts and statements. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

48) What can a job candidate do to steer the discussion to areas that allow them to present qualifications to the best advantage? A) Ask insightful and thoughtful questions B) Prepare a list of information and look for ways to present it when answering questions C) Begin the interview by explaining to the interviewer why you are right for the position D) Provide supplemental material to better explain your qualifications E) Limit your questions of the interviewer, showing that you have thoroughly researched the organization and are well prepared Answer: A Explanation: A) The questions you ask are just as important as the answers you provide. By asking insightful questions, you can demonstrate your understanding of the organization, steer the discussion into areas that allow you to present your qualifications to best advantage, and verify for yourself whether this is a good opportunity. Plus, interviewers expect you to ask questions and look negatively on candidates who don't have any questions to ask. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge 49) To minimize the stress of the interview, what should a candidate focus on during the interview? A) How to help the organization succeed B) How to minimize weaknesses C) Relaying information that presents the candidate in the best possible light D) Having well-rehearsed responses for "stock" questions E) What effect the candidate's answers will have on potential salary and benefits Answer: A Explanation: A) Interviewing is stressful for everyone, so some nervousness is natural. However, you can take steps to feel more confident. Start by reminding yourself that you have value to offer the employer, and the employer already thinks highly enough of you to invite you to an interview. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge

50) Which of the following is/are enhanced by having the impression of poise, good manners, and good judgment? A) Salary offers B) The perception of competence and confidence C) The perception of research ability D) The perception of teamwork E) The perception of strengths Answer: B Explanation: B) The questions you ask are just as important as the answers you provide. By asking insightful questions, you can demonstrate your understanding of the organization, steer the discussion into areas that allow you to present your qualifications to best advantage, and verify for yourself whether this is a good opportunity. Plus, interviewers expect you to ask questions and look negatively on candidates who don't have any questions to ask. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 51) A candidate's ability to understand unspoken "rules" of a situation is best represented through what? A) The candidate's thoroughness in researching the organization B) The candidate's display of personal characteristics like warmth and professionalism C) The candidate's presentation of a professional image D) The candidate's ability to ask meaningful and thoughtful questions E) The candidate's ability to make small talk with strangers at the workplace Answer: C Explanation: C) Clothing and grooming are important elements of preparation because they reveal something about a candidate's personality, professionalism, and ability to sense the unspoken "rules" of a situation. Your research into various industries and professions should give you insight into expectations for business attire. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge

52) Which of the following is the most common mistake made by candidates during an interview? A) Not being dressed appropriately B) Not being prepared with questions to ask the employer C) Not being prepared to answer questions asked by the employer D) Being late for the interview E) Answering calls or texting during the interview Answer: E Explanation: E) Turn off your mobile phone; in a recent survey of hiring professionals, answering calls or texting while in an interview was identified as the most common mistake job candidates make during their interviews. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Concept AACSB: Application of knowledge 53) Which of the following enhances the meaning of your responses and can help support the appearance of professionalism? A) Your nonverbal behavior B) Your manner of dressing C) Your use of filler words such as "uh" and "um" D) Your time management skills E) Supplemental material brought to the interview Answer: A Explanation: A) In addition to reviewing your answers, evaluate your nonverbal behavior, including your posture, eye contact, facial expressions, and hand gestures and movements. Do you come across as alert and upbeat or passive and withdrawn? Pay close attention to your speaking voice as well. Nonverbal behavior enhances or detracts from the spoken word and adds meaning to what is being said. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Synthesis AACSB: Reflective thinking

54) If some aspect of your appearance or background makes you uneasy, how can you offset it during the interview? A) By displaying a superior, know-it-all attitude during the interview B) By focusing on how you can help the organization succeed C) By displaying minimal interest in the job, allowing the interviewer to try to "sell" you on the position D) By using evasive answers that will allow the interviewer to ask more detail oriented questions E) By focusing your responses on what past employers have done wrong and how they could improve Answer: B Explanation: B) If some aspect of your appearance or background makes you uneasy, correct it if possible or offset it by emphasizing positive traits such as warmth, wit, intelligence, or charm. Instead of dwelling on your weaknesses, focus on your strengths. Instead of worrying about how you will perform in the interview, focus on how you can help the organization succeed. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Application AACSB: Reflective thinking 55) Which of the following identify the three stages of the interview process? A) Planning, conducting and follow-up B) Opening, middle and close C) Warm-up, questions and answers, and close D) Opening, questions and answers, and follow-up E) Planning, questions and answer, and follow-up Answer: C Explanation: C) The next step is to get familiar with the three stages of every interview: the warm-up, the question-and-answer session, and the close. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

56) During the interview, it would be appropriate to ask the interviewer about their experiences in the profession or industry. Answer: TRUE Explanation: If an interviewer lists membership in a particular professional organization, you might ask whether the organization is a good forum for people to learn about vital issues in the profession or industry. This question gives the interviewer an opportunity to talk about his or her own interests and experiences for a moment, which builds rapport and might reveal vital insights into the career path you are considering. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 57) Most businesses today have a casual dress policy, therefore a pair of slacks and a button down shirt is appropriate for most interviews. Answer: FALSE Explanation: Clothing and grooming are important elements of preparation because they reveal something about a candidate's personality, professionalism, and ability to sense the unspoken "rules" of a situation. Your research into various industries and professions should give you insight into expectations for business attire. If you're not sure what to wear, ask someone who works in the same industry or even visit the company at the end of the day and see what employees are wearing as they leave the office. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

58) An interview should be considered a two way conversation and the questions the candidate asks are as important as the answers they provide. Answer: TRUE Explanation: Remember that an interview is a two-way conversation: The questions you ask are just as important as the answers you provide. By asking insightful questions, you can demonstrate your understanding of the organization, steer the discussion into areas that allow you to present your qualifications to best advantage, and verify for yourself whether this is a good opportunity. Plus, interviewers expect you to ask questions and look negatively on candidates who don't have any questions to ask. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 59) When asked about long-term goals, your response should focus solely on your goals, and not the goals of the organization. Answer: FALSE Explanation: This question tests (1) whether you're merely using this job as a stopover until something better comes along and (2) whether you've given thought to your long-term goals. Your answer should reflect your desire to contribute to the employer's long-term goals, not just your own goals. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

60) Discuss what employers look for during an interview. Answer: Interviews give employers the chance to go beyond the basic data of your résumé to get to know you and to answer two essential questions. The first is whether you can handle the responsibilities of the position. Naturally, the more you know about the demands of the position, and the more you've thought about how your skills match those demands, the better you'll be able to respond. The second essential question is whether you will be a good fit with the organization and the target position. All good employers want people who are confident, dedicated, positive, curious, courteous, ethical, and willing to commit to something larger than their own individual goals. Companies also look for fit with their individual cultures. Employers expect serious candidates to demonstrate an understanding of the company's operations, its markets, and its strategic and tactical challenges. You've already done some initial research to identify companies of interest, but when you're invited to an interview, it's time to dig a little deeper. Making this effort demonstrates your interest in the company, and it identifies you as a business professional who knows the importance of investigation and analysis. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

61) Discuss ways to polish your interview style and present a professional image during the interview. Answer: Competence and confidence are the foundation of your interviewing style, and you can enhance them by giving the interviewer an impression of poise, good manners, and good judgment. In addition to reviewing your answers, evaluate your nonverbal behavior, including your posture, eye contact, facial expressions, and hand gestures and movements. Do you come across as alert and upbeat or passive and withdrawn? Pay close attention to your speaking voice as well. If you tend to speak in a monotone, for instance, practice speaking in a livelier style, with more inflection and emphasis. And watch out for "filler words" such as uh and um. Many people start sentences with a filler without being conscious of doing so. Clothing and grooming are important elements of preparation because they reveal something about a candidate's personality, professionalism, and ability to sense the unspoken "rules" of a situation. Professional appearance includes a neat, "adult" hairstyle, limited jewelry, no visible piercings other than one or two earrings (for women only) and no visible tattoos. For more formal environments, a conservative business suit (for women, that means no exposed midriffs, short skirts, or plunging necklines) in dark solid color or a subtle pattern such as pinstripes; white shirt and understated tie for men; coordinated blouse for women. For less formal environments, smart-looking "business casual," is appropriate, including a pressed shirt or blouse and nice slacks or a skirt. Shoes should be stylish but professional-looking (no extreme high heels or casual shoes), hands should be cleaned with trimmed fingernails, and avoid wearing perfume, cologne or aftershave. Makeup for women should be subtle and all candidates should practice exemplary personal hygiene. Learning Obj.: LO 14.3: List six tasks you need to complete to prepare for a successful job interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

62) Which of the following is the most important stage during the interview process? A) Planning B) Opening C) Warm-up D) Questions and answers E) Follow-up Answer: C Explanation: C) Of the three stages, the warm-up is the most important, even though it may account for only a small fraction of the time you spend in the interview. Studies suggest that many interviewers make up their minds within the first 20 seconds of contact with a candidate. Don't let your guard down if the interviewer engages in what feels like small talk; these exchanges are every bit as important as structured questions. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 63) Which of the following is especially important during the first stage of the interview process? A) Appearance B) Timeliness C) Confidence D) Body language E) Word choice Answer: D Explanation: D) Body language is crucial at this point. Stand or sit up straight, maintain regular but natural eye contact, and don't fidget. When the interviewer extends a hand, respond with a firm but not overpowering handshake. Repeat the interviewer's name when you're introduced ("It's a pleasure to meet you, Ms. Litton"). Wait until you're asked to be seated or the interviewer has taken a seat. Let the interviewer start the discussion, and be ready to answer one or two substantial questions right away. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

64) According to some studies, how soon is the decision on whether or not to pursue a candidate made? A) Within 1 hour of contact with the candidate B) Within 45 minutes of contact with the candidate C) Within 20 minutes of contact with the candidate D) Within 5 minutes of contact with the candidate E) Within 20 seconds of contact with the candidate Answer: E Explanation: E) Studies suggest that many interviewers make up their minds within the first 20 seconds of contact with a candidate. Don't let your guard down if the interviewer engages in what feels like small talk; these exchanges are every bit as important as structured questions. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 65) Which part of the interview consumes the greatest amount of time? A) The warm up stage B) The opening stage C) The question and answer stage D) The closing stage E) The follow-up stage Answer: C Explanation: C) Questions and answers usually consume the greatest part of the interview. Depending on the type of interview, the interviewer will likely ask about your qualifications, discuss some of the points mentioned in your résumé, and ask about how you have handled particular situations in the past or would handle them in the future. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Application AACSB: Application of knowledge

66) When a recruiter asks a question that is difficult to answer, what might the recruiter really be looking for? A) The candidate's ability to construct a logical approach to problem solving B) The candidate's ability to evade uncomfortable situations C) The candidate's ability to discuss hard issues D) The candidate's ability to draw attention away from themselves and refocus on safer or easier topics E) The candidate's ability to deflect a question by countering with a question of their own Answer: A Explanation: A) Think through the implications of the question. For instance, the recruiter may know that you can't answer a question and only wants to know how you'll respond under pressure or whether you can construct a logical approach to solving a problem. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 67) When responding to questions, what should a candidate look for to determine how the response was received? A) Follow-up questions from the interviewer B) Positive body language from the interviewer C) Note taking from the interviewer D) Positive verbal responses from the interviewer E) Progression on the list of questions from the interviewer Answer: B Explanation: B) Paying attention when the interviewer speaks can be as important as giving good answers or asking good questions. The interviewer's facial expressions, eye movements, gestures, and posture may tell you the real meaning of what is being said. Be especially aware of how your answers are received. Does the interviewer nod in agreement or smile to show approval? If so, you're making progress. If not, you might want to introduce another topic or modify your approach. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

68) Which of the following is a potentially illegal question from an employer? A) Did you graduate from high school? B) Are you available to work weekends? C) Have you ever been arrested? D) Are you legally eligible to work in the United States? E) Are you over 18? Answer: C Explanation: C) A variety of federal, state, and local laws prohibit employment discrimination on the basis of race, ethnicity, gender, age (at least if you're between 40 and 70), marital status, religion, national origin, or disability. An employer can legally ask about a conviction, but not an arrest. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 69) When asked a potentially illegal question, which of the following would be the best response? A) Refuse to answer the question B) File a complaint with the EEOC C) End the interview D) Try to determine why the question was asked E) Politely explain to the employer that the question is illegal and should not be asked Answer: D Explanation: D) If an interviewer asks a potentially unlawful question, consider your options carefully before you respond. You can answer the question as it was asked, you can ask tactfully whether the question might be prohibited, you can simply refuse to answer it, or you can try to answer "the question behind the question." For example, if an interviewer inappropriately asks whether you are married or have strong family ties in the area, he or she might be trying to figure out if you're willing to travel or relocate–both of which are acceptable questions. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Concept AACSB: Reflective thinking

70) Which of the following should be emphasized during the close of the interview? A) Your potential start date B) Your salary requirements C) When a hiring decision will be made D) A critique of how well you did during the interview E) Your value to the organization Answer: E Explanation: E) Like the warm-up, the end of the interview is more important than its brief duration would indicate. These last few minutes are your final opportunity to emphasize your value to the organization and to correct any misconceptions the interviewer might have. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 71) During the close of the interview, what should a candidate do to ensure the interviewer has accurate and meaningful information? A) Clarify any misconceptions the interviewer might have B) Ask the interviewer if they have additional questions C) Ask the interviewer how well they understood potentially difficult information D) Have a list of potential questions prepared about the organization E) Have potential questions prepared about the next step in the interview process Answer: A Explanation: A) These last few minutes are your final opportunity to emphasize your value to the organization and to correct any misconceptions the interviewer might have. Be aware that many interviewers will ask whether you have any more questions at this point, so save one or two from your list. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking

72) Which of the following is an indication that the interview is winding down, but not over? A) The interviewer summarizes the discussion. B) The interviewer asks if you have questions. C) The interviewer explains the next step in the process. D) The interviewer looks at their watch or a clock. E) The interviewer tells you they are out of time. Answer: B Explanation: B) At the end of the interview, a candidate is usually asked if they have any questions. The candidate should have one or two. After those have been answered, the candidate should be able to tell when the interviewer is trying to conclude the session. He or she may ask whether you have any more questions, check the time, summarize the discussion, or simply tell you that the allotted time for the interview is up. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 73) Which of the following would be a good final question during the interview process? A) Did I get the job? B) When can I expect an offer? C) When will a decision be made? D) How much does this job pay? E) Is there anything I can work on to do better on the next interview? Answer: C Explanation: C) When you get the signal, be sure to thank the interviewer for the opportunity and express your interest in the organization. If you can do so comfortably, try to pin down what will happen next, but don't press for an immediate decision. . If no job offer is made, the interview team may not have reached a decision yet, but you may tactfully ask when you can expect to know the decision. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

74) When is the best time to discuss salary requirements? A) When setting up the interview B) When first arriving at the interview C) After the interview is over D) When asked if you have any additional questions E) When the job offer is made Answer: E Explanation: E) If you receive an offer during the interview, you'll naturally want to discuss salary. However, let the interviewer raise the subject. If asked your salary requirements during the interview or on a job application, you can say that your requirements are open or negotiable or that you would expect a competitive compensation package. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 75) Which of the following is not a consideration during the salary negotiation process? A) What competitors are paying B) Market demand for your skills C) The strength of the job market D) The company's financial health E) What benefits in addition to salary are included Answer: A Explanation: A) How far you can negotiate depends on several factors, including market demand for your skills, the strength of the job market, the company's compensation policies, the company's financial health, and any other job offers you may be considering. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

76) When there is the potential for multiple interviews what can be done during the interview process to ensure jobs and companies are not being confused? A) Ask the interviewer to clarify what position is being considered. B) Keep a notebook or database with relevant information on each job. C) Treat each interview as a new, independent experience. D) Ask the interviewer what they know about you so you don't repeat information. E) Never refer to the interviewer or company by name so you don't accidently use the wrong name. Answer: B Explanation: B) Maintain a notebook or simple database with information about each company, interviewers' answers to your questions, contact information for each interviewer, the status of follow-up communication, and upcoming interview appointments. Carefully organized notes will help you decide which company is the right fit for you when it comes time to choose from among the job offers you receive. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Concept AACSB: Reflective thinking 77) Which of the following is the least important information to track during the course of the job search? A) Contact information for each interviewer B) Information about each company C) Salary range for each position D) Interviewers answers to your questions E) Status of follow-up communication Answer: C Explanation: C) Maintain a notebook or simple database with information about each company, interviewers' answers to your questions, contact information for each interviewer, the status of follow-up communication, and upcoming interview appointments. Carefully organized notes will help you decide which company is the right fit for you when it comes time to choose from among the job offers you receive. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Application AACSB: Application of knowledge

78) Small talk made during the warm up stage of the interview is as important as the structured questions asked during the question and answer stage of the interview. Answer: TRUE Explanation: Studies suggest that many interviewers make up their minds within the first 20 seconds of contact with a candidate. Don't let your guard down if the interviewer engages in what feels like small talk; these exchanges are every bit as important as structured questions. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 79) During the close of the interview, it would be appropriate to read off a list of potential questions you have prepared for the interviewer. Answer: FALSE Explanation: Whenever you're asked if you have any questions, or whenever doing so naturally fits the flow of the conversation, ask a question from the list you've prepared. Since the interview is conducted as a conversation, reading questions off a list would appear unprofessional. Have a list prepared and know what is on the list. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Reflective thinking 80) If a job offer is made and you need time to think about the offer, it is acceptable to thank the interviewer and ask for some time to consider the offer. Answer: TRUE Explanation: If this is your second or third visit to the organization, the interview may end with an offer of employment. If you have other offers or need time to think about this offer, it's perfectly acceptable to thank the interviewer for the offer and ask for some time to consider it. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

81) If an offer of employment is not made after a second or third interview, it is safe to assume an offer will not be made. Answer: FALSE Explanation: If no job offer is made, the interview team may not have reached a decision yet, but you may tactfully ask when you can expect to know the decision. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 82) When considering the salary being offered, what benefits could be negotiated? Answer: How far you can negotiate depends on several factors, including market demand for your skills, the strength of the job market, the company's compensation policies, the company's financial health, and any other job offers you may be considering. Remember that you're negotiating a business deal, not asking for personal favors, so focus on the unique value you can bring to the job. The more information you have, the stronger your position will be. If salary isn't negotiable, look at the overall compensation and benefits package. You may find flexibility in a signing bonus, profit sharing, retirement benefits, health coverage, vacation time, and other valuable elements. Other negotiable benefits include car and cell phone allowances, flexible start times and the ability to telecommute. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Synthesis AACSB: Application of knowledge

83) Discuss potentially discriminatory topics during the interview and ways to respond to potentially discriminatory questions that may be asked by the interviewer. Answer: A variety of federal, state, and local laws prohibit employment discrimination on the basis of race, ethnicity, gender, age (at least if you're between 40 and 70), marital status, religion, national origin, or disability. Interview questions designed to elicit information on these topics are potentially illegal. If an interviewer asks a potentially unlawful question, consider your options carefully before you respond. You can answer the question as it was asked, you can ask tactfully whether the question might be prohibited, you can simply refuse to answer it, or you can try to answer "the question behind the question." For example, if an interviewer inappropriately asks whether you are married or have strong family ties in the area, he or she might be trying to figure out if you're willing to travel or relocate—both of which are acceptable questions. Only you can decide which is the right choice based on the situation. Even if you do answer the question as it was asked, think hard before accepting a job offer from this company if you have alternatives. Was the off-limits question possibly accidental (it happens) and therefore not really a major concern? If you think it was intentional, would you want to work for an organization that condones illegal or discriminatory questions or that doesn't train its employees to avoid them? If you believe an interviewer's questions to be unreasonable, unrelated to the job, or an attempt to discriminate, you have the option of filing a complaint with the U.S. Equal Employment Opportunity Commission or with the agency in your state that regulates fair employment practices. Learning Obj.: LO 14.4: Explain how to succeed in all three stages of an interview. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge 84) When a company contacts an applicant during any phase of the interview process, how soon should the candidate respond before they risk losing the opportunity? A) Within the same business day B) Within 24 hours C) Within 2 business days D) Within 72 hours E) Within the same week Answer: B Explanation: B) Any time you hear from a company during the application or interview process, be sure to respond quickly. Companies flooded with résumés may move on to another candidate if they don't hear back from you within 24 hours. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Application AACSB: Application of knowledge

85) Which of the following is not a reason to stay in contact with a prospective employer after an interview? A) If one position doesn't work out, the employer may know someone else who is hiring. B) To convey to the employer that you really want the job C) Follow-up communication is an opportunity to demonstrate strong communication skills. D) To remind the employer that you are actively looking for a position and waiting for the decision E) To display a sense of business etiquette Answer: A Explanation: A) Staying in contact with a prospective employer after an interview shows that you really want the job and are determined to get it. Doing so also gives you another chance to demonstrate your communication skills and sense of business etiquette. Following up brings your name to the interviewer's attention once again and reminds him or her that you're actively looking and waiting for the decision. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 86) How soon should a thank you note be sent to the interviewer after the interview? A) Within 24 hours B) Within 2 days C) Within 3 days D) Within one business week E) Thank you notes only need to be sent to the hiring manager. Answer: B Explanation: B) Send a follow-up message within two days of the interview, even if you feel you have little chance of getting the job. These messages are often referred to as "thank-you notes," but they give you an important opportunity to go beyond merely expressing your appreciation. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

87) When sending a thank you note, what type of media is most acceptable? A) PDF file B) Hand written on quality stationary C) Telephone D) Email E) Word attachment Answer: D Explanation: D) Email is usually acceptable for follow-up messages, unless the interviewer has asked you to use other media. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Application AACSB: Application of knowledge 88) Which of the following should be included when sending a thank you note to a potential employer? A) A small token of appreciation B) A review of how you plan to improve weaknesses C) Reasons why you are a good choice for the position D) Additional questions that may have arisen since the interview E) A list of references that can confirm your skills and abilities Answer: C Explanation: C) You can use the message to reinforce the reasons you are a good choice for the position, modify any answers you gave during the interview if you realize you made a mistake or have changed your mind, and respond to any negatives that might have arisen in the interview. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Application AACSB: Application of knowledge

89) If you have received a job offer from another firm and don't want to accept before you have an answer from the first firm, what might be an appropriate action? A) Delay the second firm as long as possible B) Call the first firm and demand an immediate decision C) Use the offer as leverage for a higher starting salary D) Send a message of inquiry explaining the situation E) Accept the offer and quit if the first offer comes through Answer: D Explanation: D) A message of inquiry (which can be handled by email if the interviewer has given you his or her email address) is particularly appropriate if you've received a job offer from a second firm and don't want to accept it before you have an answer from the first. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 90) If you receive a job offer while other offers are still pending, which of the following would be least appropriate when asking for a time extension? A) Explain your continued interest in the job B) Provide specific reasons why you need more time to reach a decision C) Ask for more time to consider the offer D) Assure the reader you will respond by a specific date E) Explain why the pending offer is more intriguing Answer: E Explanation: E) If you receive a job offer while other interviews are still pending, you can ask the employer for a time extension. Open with a strong statement of your continued interest in the job, ask for more time to consider the offer, provide specific reasons for the request, and assure the reader that you will respond by a specific date. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

91) When you receive a job offer you want to accept, how soon should you reply? A) Immediate B) By the close of business the day the offer was made C) Within 48 hours D) Within 3 days E) Within 5 days Answer: E Explanation: E) When you receive a job offer you want to accept, reply within five days. Begin by accepting the position and expressing thanks. Identify the job you're accepting. In the next paragraph, cover any necessary details. Conclude by saying that you look forward to reporting for work. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 92) Which of the following is generally not included in a letter of acceptance? A) An acceptance of the position B) A reminder of why other firms were interested in you C) An expression of thanks D) An identification of the job being accepted E) Necessary details such as start date and salary Answer: B Explanation: B) When you receive a job offer you want to accept, reply within five days. Begin by accepting the position and expressing thanks. Identify the job you're accepting. In the next paragraph, cover any necessary details. Conclude by saying that you look forward to reporting for work. As always, a positive letter should convey your enthusiasm and eagerness to cooperate. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge

93) If you have to decline an offer of employment, what can you do to leave the door open for future opportunity? A) Call and explain why you are not taking the job B) Call the company and explain why you don't want to work for them C) Write a sincere, tactful letter declining the job D) Write a sincere letter stating what would have made the offer more appealing E) Call and explain why the other company is a better company Answer: C Explanation: C) After all your interviews, you may find that you need to write a letter declining a job offer. Use the techniques for negative messages. Open warmly, state the reasons for refusing the offer, decline the offer explicitly, and close on a pleasant note that expresses gratitude. By taking the time to write a sincere, tactful letter, you leave the door open for future contact. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Application AACSB: Application of knowledge 94) After receiving an offer of employment, how should the resignation at the current employer be handled? A) Explain to the current employer why you are leaving. B) Tell the current employer what company made you an offer and how much they are paying you. C) Write a letter using the format for negative messages stating your decision to leave and your last day on the job. D) Wait until 3 days before the new job begins to give notice. E) Write a message using a positive format indicating what the company can do to better retain employees. Answer: C Explanation: C) If you get a job offer while employed, you can maintain good relations with your current employer by writing a thoughtful letter of resignation to your immediate supervisor. Follow the advice for negative messages and make the letter sound positive, regardless of how you feel. Say something favorable about the organization, the people you work with, or what you've learned on the job. Then state your intention to leave and give the date of your last day on the job. Be sure you give your current employer at least two weeks' notice. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Application AACSB: Application of knowledge

95) A job offer is a legally binding contract. Answer: TRUE Explanation: Be aware that a job offer and a written acceptance of that offer can constitute a legally binding contract, for both you and the employer. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Concept AACSB: Application of knowledge 96) A written acceptance to a job offer is a legally binding contract. Answer: TRUE Explanation: Be aware that a job offer and a written acceptance of that offer can constitute a legally binding contract, for both you and the employer. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Concept AACSB: Application of knowledge 97) A letter of resignation should include information on what the organization could do to improve. Answer: FALSE Explanation: Follow the advice for negative messages and make the letter sound positive, regardless of how you feel. Say something favorable about the organization, the people you work with, or what you've learned on the job. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Easy Classification: Concept AACSB: Application of knowledge

98) Follow-up messages provide a candidate with another chance to demonstrate communication skills and sense of business etiquette. Answer: TRUE Explanation: Staying in contact with a prospective employer after an interview shows that you really want the job and are determined to get it. Doing so also gives you another chance to demonstrate your communication skills and sense of business etiquette. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Application AACSB: Application of knowledge 99) Explain the importance of following up with an organization after the interview. Answer: Staying in contact with a prospective employer after an interview shows that you really want the job and are determined to get it. Doing so also gives you another chance to demonstrate your communication skills and sense of business etiquette. Following up brings your name to the interviewer's attention once again and reminds him or her that you're actively looking and waiting for the decision. Any time you hear from a company during the application or interview process, be sure to respond quickly. Companies flooded with résumés may move on to another candidate if they don't hear back from you within 24 hours. Send a follow-up message within two days of the interview, even if you feel you have little chance of getting the job. These messages are often referred to as "thank-you notes," but they give you an important opportunity to go beyond merely expressing your appreciation. You can use the message to reinforce the reasons you are a good choice for the position, modify any answers you gave during the interview if you realize you made a mistake or have changed your mind, and respond to any negatives that might have arisen in the interview. Email is usually acceptable for follow-up messages, unless the interviewer has asked you to use other media. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Moderate Classification: Synthesis AACSB: Application of knowledge

100) Discuss the six types of post interview messages and key points to make each meaningful. Answer: A thank you note should be sent within two days of the interview, even if you feel you have little chance of getting the job. These messages give you an important opportunity to go beyond merely expressing your appreciation. You can use the message to reinforce the reasons you are a good choice for the position, modify any answers you gave during the interview if you realize you made a mistake or have changed your mind, and respond to any negatives that might have arisen in the interview. A message of inquiry can be sent if you're not advised of the interviewer's decision by the promised date or within two weeks. A message of inquiry is particularly appropriate if you've received a job offer from a second firm and don't want to accept it before you have an answer from the first. If you receive a job offer while other interviews are still pending, you can ask the employer for a time extension. Open with a strong statement of your continued interest in the job, ask for more time to consider the offer, provide specific reasons for the request, and assure the reader that you will respond by a specific date. Fourth, when you receive a job offer you want to accept, reply within five days. Begin by accepting the position and expressing thanks. Identify the job you're accepting. In the next paragraph, cover any necessary details. Conclude by saying that you look forward to reporting for work. As always, a positive letter should convey your enthusiasm and eagerness to cooperate. Fifth, you may find that you need to write a letter declining a job offer. Open warmly, state the reasons for refusing the offer, decline the offer explicitly, and close on a pleasant note that expresses gratitude. By taking the time to write a sincere, tactful letter, you leave the door open for future contact. Finally, if you get a job offer while employed, you can maintain good relations with your current employer by writing a thoughtful letter of resignation to your immediate supervisor. Follow the advice for negative messages and make the letter sound positive, regardless of how you feel. Say something favorable about the organization, the people you work with, or what you've learned on the job. Then state your intention to leave and give the date of your last day on the job. Be sure you give your current employer at least two weeks' notice. Learning Obj.: LO 14.5: Identify the most common employment messages that follow an interview and explain when you would use each one. Learning Outcome: Explain how to prepare for, conduct yourself during, and follow up after an interview. Difficulty: Challenging Classification: Synthesis AACSB: Application of knowledge

Business Communication Essentials, 7e (Bovee/Thill) Appendix A Format and Layout of Business Documents 1) The quality of paper is measured by A) length and width. B) weight and cotton content. C) color and texture. D) style of letterhead and corporate logo. Answer: B Explanation: B) Generally speaking, the heavier the paper and the greater its cotton content, the greater the quality the paper has. Cotton gives paper strength and texture, and it doesn't yellow over time like pure wood pulp paper. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Easy Classification: Concept AACSB: Written and oral communication 2) The proper sequence for the standard parts of a letter is A) heading, date, inside address, salutation, body, complimentary close, signature block. B) date, heading, inside address, salutation, body, typewritten name, complimentary close. C) salutation, date, heading, inside address, body, complimentary close, signature block. D) inside address, heading, date, salutation, body, complimentary close, typewritten name. Answer: A Explanation: A) This sequence is the standard arrangement. If you are using company letterhead, you can skip the heading. The use of letterhead indicates to your recipient that you are officially representing the company. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 3) Which of the following is a salutopening? A) Dear Professor Milford: B) Dear Esteemed Professor Milford,It has come to our attention that you are interested in joining our research team in Winslow, Arizona. We think you can be a good fit! C) Attention: Professor J. J. Milford Thank you, Professor Milford, for your prompt response. D) Attention: Professor J. J. Milford Answer: C Explanation: C) A "salutopening" combines a salutation with an opening. The first line of the salutopening addresses the recipient directly, omitting "Dear". This is followed by a second line that briefly begins the body of the letter. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Written and oral communication

4) If you include an attention line in a business letter, you should place it A) at the first line of the inside address. B) below the salutation. C) two lines below the complimentary close. D) below the company name. Answer: D Explanation: D) Place the attention line on the first line of the inside address and put the company name on the second. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 5) When is an enclosure notation required in a business letter? A) All business letters require enclosure notations. B) When the letter is typed by one person to express the sentiments of another person C) When the letter is sent in printed form rather than electronic form D) When the letter includes other documents Answer: D Explanation: D) Enclosures include any additional documents or items that you are sending with the main letter. Additional items might include such things as résumés, photos, brochures, and schedules. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Application AACSB: Written and oral communication 6) The letter format in which all parts begin at the left margin is called A) block. B) modified block. C) simplified block. D) mixed block. Answer: A Explanation: A) In block format, all paragraphs and sections are flush left with no indentation. New paragraphs are identified by skipping a line between paragraphs. Modified block format is similar to block format, except the date and bottom sections are not flush left. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

7) To meet the needs of U.S. Postal Service equipment, envelopes used for bulk mailings A) are never made of colored paper. B) are addressed in capital letters. C) include all mailing instructions below the address area. D) change based on envelope size. Answer: B Explanation: B) In addition to all capital letters, mass mail envelopes omit punctuation, and place all mailing instructions above the address area. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 8) The top of a memo usually includes headings for A) to, from, date, subject. B) department, date, subject. C) attention, to, from, date. D) subject, to, date. Answer: A Explanation: A) In a written memo, the TO supplies the recipient's address, the FROM is the sender's address, and the SUBJECT functions like the subject line of an email. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 9) In memos, a courtesy title A) should always be used. B) is never appropriate. C) is required if you are discussing confidential matters. D) should be used only if you would use one in a face-to-face encounter with the reader. Answer: D Explanation: D) A courtesy title such as Mr. or Dr. is required in a memo only when your relationship with the recipient is on a formal level. As a rule, if you use a courtesy title when you say hello to the person in the hallway, use the same title in a memo. Learning Outcome: Describe best practices in team and interpersonal communication Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

10) When preparing a formal report that will be bound, leave at least a A) uniform 2-inch margin on all sides. B) 2-inch margin at the top and bottom and a 1-inch margin on the sides. C) 1-inch margin on three sides and a 1 1/2-inch margin on the bound side. D) uniform 1 1/2-inch margin on all sides. Answer: C Explanation: C) The bound side of the page needs extra margin space because it will be accommodating the binding itself. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 11) Letterhead stationery commonly includes the company's URL. Answer: FALSE Explanation: Letterhead includes all identifiers of a company, including its name, address, telephone and fax numbers, website URL, general email address, and social media URLs. Learning Outcome: Plan and prepare business messages Difficulty: Easy Classification: Concept AACSB: Written and oral communication 12) In business documents, abbreviations such as U.S.A. and M.B.A. must always contain periods. Answer: FALSE Explanation: Periods in common abbreviations may be omitted or not. Spaces between letters are never used. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 13) "Feb. 10, 2015" is the correct way to type the date in a letter. Answer: FALSE Explanation: The name of the month should be written out in full. A comma should always be placed between the day and the year. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

14) If you are writing a business letter to someone you know well, it is acceptable to use his or her first name in the salutation. Answer: TRUE Explanation: The salutation depends entirely on your relationship with the recipient. If you feel comfortable with a first name, don't hesitate to use it. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 15) Insert three blank lines between the complimentary close and the sender's typed name. Answer: TRUE Explanation: The blank lines are placed between the complimentary close and the sender's name to allow space for the sender's signature. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 16) The second page of a letter includes a heading that is different from the heading of the first page. Answer: TRUE Explanation: The second page heading contains the name of the person or organization receiving the letter, the page number, the date, and possibly a reference number. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 17) In the simplified letter format, commas follow both the salutation and the complimentary close. Answer: FALSE Explanation: The simplified format does not use a salutation or a complimentary close. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

18) No. 10 envelopes used in U.S. businesses measure 8 1/2 inches in length to accommodate standard letters. Answer: FALSE Explanation: No. 10 envelopes are slightly greater in length than 8 1/2 inches to allow a standard folded 8 1/2 inch wide letter to fit comfortably inside of them. No. 10 envelopes are 9 1/2 inches in length. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 19) A memo should always contain a complimentary close and a signature. Answer: FALSE Explanation: Memos are designed to be shorter and less formal than letters. Memos can go unsigned, since the sender's name appears at the top. In many cases, the sender will initial the bottom of the memo for a personal touch. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 20) A page number should be at the top of every page in a formal report. Answer: FALSE Explanation: Don't number the first page of a report. Assign lowercase roman numerals to prefatory pages. Begin the official numbering system (usually Arabic numerals) with the first page of body of the report. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

Business Communication Essentials, 7e (Bovee/Thill) Appendix B Documentation of Report Sources 1) The Chicago humanities documentation style requires you to use A) the author-date system. B) the author-page number system. C) footnotes or endnotes. D) full citations within the text itself. Answer: C Explanation: C) The Chicago humanities style requires either footnotes to appear at the bottom of the page or endnotes to appear at the end of the document. Those references are listed in standard bibliographic style. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 2) The purpose of a superscript in text is to let the reader know A) to read the marked line more carefully. B) how many sources the author consulted. C) that the report is scholarly. D) to look for source information. Answer: D Explanation: D) The superscript number shows that the source of the information is being cited, in either a footnote or an endnote. The number of the superscript identifies the source that corresponds to the text you are reading. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 3) A content note A) offers additional information or provides a cross-reference. B) documents direct quotes. C) documents paraphrased passages. D) documents visual aids. Answer: A Explanation: A) A content note provides relevant information that was not included in the main body of the text. For example, a content note might inform the reader about a colorful or controversial author who was mentioned in the text of the report. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

4) In the Chicago humanities style, the bibliography A) lists only those works actually cited in the text. B) lists works in the order cited in the text. C) can include annotations. D) omits any type of annotation. Answer: C Explanation: C) If the reader is relying on the bibliography as a reading guide, annotations are often helpful. Annotations comment on individual works in the bibliography. For example, an annotation might state, "This source is an excellent place for people who want to find out more about this topic to begin their research." Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 5) Entries for the bibliography for a report following the Chicago style A) alphabetize magazine articles by the name of the magazine, if no author is cited. B) use quotation marks around the titles of articles from newspapers and journals. C) capitalize only the first words of titles of books and articles. D) use only the name of the principal author, followed by "et al." to represent any other authors. Answer: B Explanation: B) According to the Chicago style, put names of newspaper and magazine articles in quotations. Italicize the names of journals, newspapers, and books. Learning Outcome: Plan and prepare business messages Difficulty: Challenging Classification: Concept AACSB: Written and oral communication 6) The American Psychological Association (APA) style uses ________ to document report sources in text. A) the author-date system B) the author-page number system C) superscripts and footnotes or endnotes D) full citations within the text itself Answer: A Explanation: A) The American Psychological Association recommends the author-date system of documentation. To document in-text sources, insert the author's last name and the date inside parentheses following the cited material: e.g., (Miller, 1998). Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

7) When citing journal articles using the APA style, A) use quotation marks around the title. B) capitalize only the first word of the title. C) you do not need to include the volume number. D) include only the first page of the article. Answer: B Explanation: B) Capitalize only the first word of the article's title. In addition, capitalize the first word to follow an internal colon in the title. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 8) When preparing the list of references in the APA style, A) include all the works you consulted, even if you didn't actually cite them anywhere in the text. B) include full information on any personal communications or interviews you conducted in your research. C) include only those works that you specifically cited in the text. D) include cites for further reading and research opportunities. Answer: C Explanation: C) The APA style includes a "References" section that lists only those works cited in the text of the report. If you consulted a text but did not cite it in the report, don't list it. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 9) The MLA style uses ________ to document sources in the text of a report. A) the author-date system B) the author-page reference system C) superscripts and footnotes or endnotes D) full citations within the text itself Answer: B Explanation: B) To document report sources in text using MLA style, insert the author's last name and a page reference inside parentheses following the cited material: e.g., (Schanne 57). Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

10) According to the MLA Style Manual, in the list of works cited, A) the date comes immediately after the author's name. B) electronic sources are not included. C) the titles of books and periodicals are put in quotation marks. D) all the main words are capitalized in the titles of books and articles. Answer: D Explanation: D) The MLA Style Manual recommends putting quotation marks around titles of periodical articles and capitalizing those titles as if they were book titles. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 11) You should always use APA style for documentation in your reports, even if your employer or client normally uses a different form. Answer: FALSE Explanation: Use the style required by your employer or client, even if it differs from standard formats. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 12) Unlike source notes, content notes may supplement your main text with comments and/or cross-references. Answer: TRUE Explanation: Content notes provide additional information that was not appropriate for the main body of the text but may be relevant to some readers. For example, when listing the price for a piece of equipment you intend for the company to purchase, you might use a content note to list the prices of alternative equipment that you decided against using. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 13) The functions of footnotes and endnotes are identical; the only difference between the two is their placement. Answer: TRUE Explanation: Both types of notes perform the same function. Endnotes can be less intrusive than footnotes because they appear at the end of the document or section. Footnotes can be helpful if the reader wants instant access to information about the source, without having to flip the page. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 14) There is no difference between endnotes and a bibliography. 4 Copyright © 2016 Pearson Education, Inc.

Answer: FALSE Explanation: There are important differences between the two. Endnotes appear in the order in which sources appear in the text. Typical bibliographies are arranged in alphabetical order and may be categorized by subject, date, or author. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 15) If a newspaper article doesn't have an author, your citation begins with the title of the newspaper. Answer: FALSE Explanation: If the author of an article is anonymous, the title of the article should come first. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 16) If you use unpublished materials, such as doctoral dissertations or public speeches, as information resources, you do not need to cite them in your report. Answer: FALSE Explanation: Unpublished works should be listed like published works, with the author's name first, followed by additional information such as "Unpublished doctoral dissertation." Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 17) The American Psychological Association style uses the author-date system. Answer: TRUE Explanation: The American Psychological Association recommends the author-date system of documentation. The dates distinguish between different publications because the same person may have authored multiple articles with different publication dates. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

18) In APA style, titles of articles are put in quotation marks and all important words are capitalized. Answer: FALSE Explanation: In APA style, only capitalize the first word of an article, and don't enclose the title with quotation marks. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 19) If you use MLA style, your in-text citations include the author's last name and a page reference. Answer: TRUE Explanation: The MLA style emphasizes locating a reference within a specific source. Thus, if Clifton had written an 870-page book on a topic, you would cite different facts from the book by listing the author's name and the specific page number on which the fact, opinion, or data appeared. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 20) The Modern Language Association of America recommends compiling the list of references after you've written your report. Answer: FALSE Explanation: The MLA Style Manual recommends preparing the list of works cited first so that you will know what information to include for in-text parenthetical citations. Learning Outcome: Plan and prepare business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication

Business Communication Essentials, 7e (Bovee/Thill) Appendix C Correction Symbols 1) When "Log" is noted on a piece of work, what is the flaw in the work? A) A word is misspelled. B) There is an incorrect citation. C) There is a problem with the logic. D) The message should be tailored to the reader. Answer: C Explanation: C) "Log" is short for logic, and indicates an issue in this area. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Concept AACSB: Written and oral communication 2) What is the problem with this sentence? "We can give him a small raise, he deserves it." A) Comma splice B) Sentence fragment C) Dangling modifier D) Nothing Answer: A Explanation: A) A sentence with a comma splice uses a comma to separate two independent clauses. To correct a comma splice, insert a period and make two sentences: We can give him a small raise. He deserves it. You can also use a semicolon to correct a comma splice: We gave him a small raise; he deserves it. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 3) Which one of the following punctuation marks is used to separate a dependent clause at the beginning of a sentence from the rest of the sentence? A) Semicolon B) Colon C) Comma D) Dash Answer: C Explanation: C) Here is an example of a comma separating a dependent clause from the main clause of a sentence: Although we were late, the game was still going on. The dependent clause, although we were late, cannot stand on its own as an independent sentence. The main clause, the game was still going on, can stand on its own, so it is an independent sentence. The comma separates the two clauses and forms a complete sentence. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 1 Copyright © 2016 Pearson Education, Inc.

4) Which of the following symbols indicate the need to review the assignment instructions? A) Rev B) Assign C) Obv D) Dir Answer: B Explanation: B) Assign is short for assignment, and indicates the need to review the instruction for the assignment. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 5) When using the "you attitude," what should be emphasized? A) The needs of the writer B) The active voice C) Tone D) The needs of the reader Answer: D Explanation: D) The "you attitude" indicates the need to rewrite to emphasize the reader's needs. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 6) If there is an agreement issue, what should agree with the noun? A) Subject B) Verb C) Adjective D) Pronoun Answer: D Explanation: D) When there is an agreement issue, make the subject and verb or the noun and pronoun agree. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

7) What does it mean when an abbreviated word is circled, as part of a correction symbol? A) The word should be spelled out. B) The word needs punctuation. C) The word is used incorrectly. D) The word should be replaced with a better word. Answer: A Explanation: A) When an abbreviation (such as COD) is circled, the word should be spelled out (such as "cash on delivery"). Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 8) When asked to rewrite something as a complete sentence, what is most likely the problem? A) There is a dangling modifier. B) There is a sentence fragment. C) There is a nonrestrictive clause or phrase. D) There is an incorrect preposition. Answer: B Explanation: B) A sentence fragment would require the rewriting into a complete sentence. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 9) Which of the following helps show connections between points? A) Subordinate clauses B) Adjectives C) Transitions D) Direct approach Answer: C Explanation: C) Transitions help show connections between points. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

10) If an idea is marked as being incomplete, what should happen to that idea? A) It should be eliminated. B) It should be cited. C) It should be indicated as a personal point of view. D) It should be developed further. Answer: D Explanation: D) Incomplete ideas should be developed further to allow the audience to better understand the message. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 11) If writing is marked with "Red," the writer should increase the number of times the point is explained. Answer: FALSE Explanation: "Red" indicates the information is redundant and the writer should reduce the number of times this point is made. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 12) "P" indicates the need for correct punctuation. Answer: TRUE Explanation: A "P" is used to indicate the need for correct punctuation. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 13) The abbreviation WD indicates a wrong word has been used. Answer: FALSE Explanation: A "WW" is used to indicate a wrong word that needs to be replaced with another word. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

14) Words such as it is, there are, there is, this is, and these are should be avoided at the beginning of a sentence. Answer: TRUE Explanation: Words such as it is, there are, there is, this is, and these are can be considered expletive and should be avoided at the beginning of a sentence. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 15) A comma splice is used to separate clauses. Answer: FALSE Explanation: A comma splice should be replaced with a period or semicolon to separate clauses. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 16) Language that contributes to gender stereotypes should be avoided. Answer: TRUE Explanation: Sexist words, indicated by SX, contribute to gender stereotypes and should be avoided. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 17) To avoid attributing blame, writing should use the direct approach, indicated by "Dir." Answer: FALSE Explanation: "Dir" indicates the need for a direct approach. Writing that attributes credit or blame to any individual or group should be depersonalized, indicated with "Depers". Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 18) When using a direct order, the good news goes first. Answer: TRUE Explanation: With good news, the direct order should be used by giving the good news first. The indirect order gives reasons first, then the news. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication

19) Most business documents are written using very formal language. Answer: FALSE Explanation: Business documents generally use a conversational, yet professional, writing style and avoid overly formal language. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication 20) Longer sentences and transitional phrases will help eliminate choppy sentences. Answer: TRUE Explanation: Choppy sentences can be eliminated by using longer sentences and more transitional phrases. Learning Outcome: Revise, complete and distribute business messages Difficulty: Moderate Classification: Application AACSB: Written and oral communication