Test Bank & Solution Manual for Communication for Business and the Professions Strategies and Skills by Ace Test Banks

Test Bank & Solution Manual for Communication for Business and the Professions Strategies and Skills

richard@qwconsultancy.com

1|Pa ge

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 1: Communication Foundations LO 1.1 Identify the forms and types of communication, and describe the communication process Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Communication is generally defined as: A. any behaviour which is received by another. B. knowledge, feelings and thoughts that are encoded. C. verbal and nonverbal behaviours perceived by another. D. human experiences transmitted via a channel. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: C 2. Meaning is primarily given to messages by: A. the originator of the message. B. the receiver of the message. C. both originator and receiver in equal proportions. D. feedback between originator and receiver. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B

3. Communication is effective only when: A. individuals are open to receiving messages from others. B. it makes connections with others. C. individuals are good listeners. D. it achieves the intended outcome. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: D 4. Employers expect their employees to communicate in: A. an informative, persuasive manner that promotes goodwill. B. a strong and aggressive manner that differentiates them from competitors. C. a controlling and reactive manner. D. a creative, spontaneous and indirect manner. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A 5. The outcome of effective two-way communication outside an organisation is: A. short-term relationships built on profit margins. B. long-term relationships built on collegiality. C. long-term relationships built on trust and goodwill. D. short-term relationships built on mutual benefit and risks. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: C 6. What are the different types of communication? A. Intrapersonal, interpersonal, public and mass B. Individual, group, intranational and international C. Employee, employer, media and online D. Verbal, nonverbal and graphic Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A 7. When communicating, the encoding of the message is initially done by: A. the sender of the message. B. the medium used to capture the message. C. the receiver of the message. D. an interplay between sender, receiver and the medium selected. 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A 8. Every communicator brings to their communication with others: A. knowledge, skills and attitudes. B. verbal and graphic techniques. C. their current experience of communication. D. a unique combination of cultural conditioning, skills, attitudes and experiences. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: D 9. Interpretation of the same message may vary between individuals depending on their perceptions because they are influenced by: A. discrimination against women. B. the personalities of the sender and receiver. C. experience, attitudes, beliefs and a range of required skills or expectations. D. the communication skills of the sender. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: C 10. In any communication, feedback is: A. essential. B. able to be withheld or hidden. C. useful but not critical. D. unavoidable. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A 11.

Which of the following statements regarding feedback is correct? A. Feedback is always intentional. B. Feedback reduces continuity in communication. C. Feedback prevents senders from measuring the effectiveness of their communication. D. Feedback increases the amount of time needed to send the message. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: D 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

12.

The purpose of feedback is to: A. assist in the development of effective working relationships. B. increase the accuracy of the message in the communication climate. C. improve the communication skills of the receiver. D. achieve agreement between all parties. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 13.

Communication channels are: A. journals, books and magazines. B. means or techniques used to signal or convey a message. C. visual, verbal and nonverbal. D. radio and television programs. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 14.

Within an organisation, messages are sent and received: A. primarily through emails. B. primarily through formal communication channels. C. primarily through formal channels. D. through a combination of all the above channels. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: D 15 The context of communication refers to: A. the presence at the communication event of individuals previously associated with it. B. physical, social and gender conditions. C. physical, social-psychological and temporal conditions. D. the past background to the communication event. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: C 16.

Communication barriers are likely to lead to: A. harmonious relationships. B. misunderstanding. C. encoded communication. 4

D. clear understanding of the messages. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 17.

Communication barriers are often caused by: A. the sender or the receiver. B. the appropriate choice of words. C. a suitable channel. D. receiver attention. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A ‘The message received is not necessarily the same as the message sent’ refers to the general impact on communication of: A. less than adequate feedback. B. communication barriers. C. poor choice of communication channels. D. ignoring the importance of context. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 18.

19.

Senders and receivers are able to communicate more effectively in terms of different cultural diversities by: A. understanding different rules for the use of humour, irony and courtesy. B. perceiving the intended message. C. understanding their own cultural filter and accepting other cultural filters. D. identifying dimensions in the context. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: C

20. Empathy refers to: A. being supportive, non-judgemental and assertive. B. the ability to understand how the other person feels. C. supporting the other’s point of view and giving feedback. D. recognising and responding to the rational aspect in messages. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 21.

In view of the gap between intent and effect, communication should not be taken for granted because: A. the message sent is often quite different from the message received. B. barriers arise when the sender assumes that the receiver will automatically understand the message. C. we can learn more from listening than talking. D. we can recognise different kinds of unspoken messages. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A Based on DeVito’s (1989) model of context, the temporal dimension A. contains the tangible or concrete items in the environment. B. means the roles, norms and mores of the society. C. consists of different languages, relationships and authority to achieve the different communication purposes. D. describes the time in history as well as the position of the communication in the sequence of events. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: D 22.

23.

Effective business communication bridges the different perspectives of individuals: A. within an organisation. B. nationally and globally. C. outside an organisation. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: D 24.

The difficulty for professionals is to communicate in a way that achieves a balance between A. control, motivation, relationship and efficiency. B. male and female employees. C. clients and company. D. consumers and investors. Difficulty: Moderate 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A

True/False: Identify whether the statement is True or False. 25.

Communication is best defined as human experiences transmitted by the spoken word via a channel. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 26.

Experience cannot be transmitted as experience—it must first be translated into something else. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A 27.

Business communication is different from academic or literary writing and speaking. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A 28.

The purpose of an audience-centred approach is to provide ideas and give feedback to enhance understanding. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 29.

The receiver hears, reads or looks in order to encode the message. A. True 7

B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 30.

An appropriate channel suits the communication purpose, the needs of the sender, the message and receiver. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A 31.

Most of the time, the message received is the same as the message sent. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Communication abilities Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: B 32.

Time factors such as the present, transitory or temporary nature of the context within which the communication occurs make up the temporal dimension. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Communication abilities Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 33. Discuss the differences between, and challenges for, both public and mass communication. Give examples to illustrate your arguments. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: Answers will vary.

34. Discuss the following statement and provide supporting reasons or evidence for your main ideas: ‘Something other than the intended message is received because noise or interference interrupts the intended message’. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: Answers will vary. 35. Discuss the term ‘technologically mediated business communication’. Give examples of how technology assists or hinders the communication process and provide examples to support your main ideas. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: Answers will vary. 36. ‘The communication process can be controlled’. Critically discuss this statement and present a defensible conclusion. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: Answers will vary. 37. Discuss the impact of the communication channel on effective communication. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.1 Identify the forms and types of communication, and describe the communication process Answer: Answers will vary.

LO1.2 Differentiate between communication theories Multiple choice: Choose the one alternative that best completes the statement or answers the question In Berlo’s model, the channel of communication is related to: A. five elements: the source, encoder, message, decoder and receiver. B. the five senses: sight, hearing, touch, smell and taste. C. the five language skills: listening, speaking, reading, writing and vocabulary. D. none of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: B 38.

39.

A communication model is a representation of the main elements in the message flow process which has been: A. simplified. B. specified. C. theorised. D. communicated. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: A 40.

The primary difference between the transmission and helical models of communication is: A. channel of communication. B. direction of communication. C. source of communication. D. effect of communication. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO1.2 Differentiate between communication theories Answer: B What is a feature of Berlo’s process model of communication? A. It is a comprehensive code of verbal communication. B. The system supports verbal communication. C. It does not consider barriers to communication. D. The sender is paramount. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: C 41.

Dance’s helical spiral depicts communication as: A. a static process that evolves in an individual from birth. B. an inherited process which is innate in an individual from birth. C. a dynamic process that evolves in an individual from birth. D. a dynamic process that emerges in an individual at the current point in time. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: C 42.

43.

The key to understanding meaning in communication is: A. diversity of communication. B. situational context. C. relationship and authority. D. the purpose of communication. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO1.2 Differentiate between communication theories Answer: B Foulger’s ecological model of communication: A. focuses on relationships. B. suggests channels are fundamental to communication success. C. relies on feedback. D. is language oriented. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: A 44.

True/False: Identify whether the statement is True or False. 45.

The purpose of communication models and diagrams is to explain and classify every feature in the communication process. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: B 46.

Effective communication works only within rules, norms and values, and takes place within current practices and formal and informal communication channels. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: A 47.

Communication is a two-way process and takes place in many situations, for many reasons and with the possibility of many interpretations. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: A 48.

Although senders of a message should always be aware of the gap between intent and effect of communication, if the communication fails it is usually the receiver’s faulty interpretation that is to blame. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO1.2 Differentiate between communication theories Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 49. ‘Good communicators are born, not made’. Discuss this view with reference to the writers and theorists cited in Chapter 1, providing examples to support your arguments. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: Answers will vary. 50. From the range of communication theories addressed in Chapter 1, locate the one that has most appeal for you. How do the insights offered in this theory explain effective communication? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO1.2 Differentiate between communication theories Answer: Answers will vary.

LO 1.3 Discuss factors impacting on business communication today Multiple choice: Choose the one alternative that best completes the statement or answers the question 51.

Employees need to avoid prejudice and discrimination at work because: A. it is illegal. B. organisations are increasingly global in their operations. C. it is difficult to build positive relationships and collaborate if this exists. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: D 52.

Changes in technology and legislation: A. require an organisation to adapt to influences beyond its control. B. are constant factors in any organisation’s planning. C. can be anticipated. D. can be managed. Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: A 12 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

53.

Workplace diversity in an organisational setting is best defined as: A. heterogeneity in the employee, customer and management stakeholder groups. B. a global approach to management. C. communicating across cultures. D. working to avoid misunderstandings. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: A

True/False: Identify whether the statement is True or False. 54.

A more efficient organisation is one with a flat management hierarchy. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: A 55.

Effective use of communication technologies reduces the need for face-to-face meetings in an organisational context. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: A 56.

Social network services are primarily web-based and offer various ways for users to interact: discussion groups, messaging, chat rooms, email, videos, blogging and file sharing. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: A 57.

Typically, an organisation is a collection of people who all have similar backgrounds, life and career experiences. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: B

58.

Leaders and managers with the capacity to communicate effectively are able to work effectively with people. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: A 59.

One of the biggest emerging challenges for local, national and global business is the need to look after the interests of business owners. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: B 60.

Words generally convey the same meanings to individuals from other cultures. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 1.3 Discuss factors impacting on business communication today Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 61. Discuss the influence that diversity and inclusion has on an organisation’s reputation. Draw on concepts discussed in Chapter 1 and provide examples to support your views. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO1.3 Differentiate between communication theories Answer: Answers will vary.

LO 1.4 Discuss the principles of ethical communication. Multiple choice: Choose the one alternative that best completes the statement or answers the question 62.

According to Lehman and Dufrene (2011), the purpose of ethics is to A. deal with customers quickly. B. get away with unlawful or improper behaviour. C. be guided by principles of right and wrong in making decisions. 14

D. be good at the technical side of the job. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO1.4 Discuss the principles of ethical communication Answer: C 63.

Appropriate ethical behaviour is important in business because: A. organisations conducting business in an ethical way enhance their prospects of survival and growth. B. there is a community expectation that businesses will act in a courteous way. C. surveys show that business ethics and good, ethical communications are less valued. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication Answer: A 64.

Ethics can be defined as: A. criminal legislation. B. organisational ownership. C. cultures of staff. D. community-based standards of right and wrong. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication. Answer: D 65

. Marion is applying for a management position at a marketing agency. On her resume, she over emphasises the marketing-related work she did at her previous job, and she rounds all of her university grades up to the next whole number. What common ethical trap is Marion engaging in? A. The false necessity trap B. The doctrine-of-relative filth trap C. The rationalisation trap D. The self-deception trap Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication Answer: D 66

. Which theory related to ethical decision making has, as a weakness, the notion that ‘what is good for some people may not be good for others’? A. Utilitarian approach B. Theory of rights C. Theory of justice and fairness D. Virtue approach Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication Answer: A 15 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

True/False: Identify whether the statement is True or False. 67.

The standards of ethical practice should vary dependent on whether an organisation is private, government or non-profit. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication Answer: B 68.

Illegal and unethical behaviour are identical and have the same ramifications for an organisation. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication Answer: B 69.

Ethical constraints affect the way we think about what is wrong and the way business is conducted. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication Answer: A A justification based on the belief that no other choice exists is known as ‘the false necessity trap’. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication Answer: A 70.

Essay: Write your answer in the space provided or on a separate sheet of paper. 71. Lehman and Dufrene (2011) believe that identifying ethical issues in workplace situations can be difficult. What are three common obstacles, or traps, to ethical decision making and how do they impact a decision maker in the workplace? Difficulty: Complex Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 1.4 Discuss the principles of ethical communication Answer: Answers will vary. 16 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 2: Interpersonal communication LO 2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Humiliating others can be the outcome when behaving: A. assertively. B. aggressively. C. submissively. D. confidently. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: B 2. Providing an option for alternative acceptable behaviour is a feature of: A. a two-part ‘I’ message. B. a three-part ‘I’ message. C. a four-part ‘I’ message. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: C

3. The purpose of listening is to: A. store, classify and label information. B. be attentive, interpretative and sympathetic. C. calculate time, effort and the process of communication. D. receive sensation, catch information and transmit information. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: A 4. Assertive behaviour is: A. balancing the needs of an individual and others with whom that individual is communicating. B. balancing the rights of an individual and others with whom that individual is communicating. C. focusing on the concerns of an individual and others with whom an individual is communicating. D. promoting the rights of an individual and others with whom an individual is communicating. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: B 5. The communication within a society is regulated by its: A. attitudes, beliefs, values and norms. B. dialects. C. body language. D. media. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: A 6. Individuals share and conform to attitudes, beliefs, values and norms, and follow the group’s patterns of behaviour in order to: A. be influenced socially. B. make their perceptions, attitudes and actions accepted. C. belong to the group as they interact and communicate. D. learn the meaning of nonverbal behaviours. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: C 7. Acknowledging cultural differences: A. is necessary to send and receive nonverbal messages. 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. means disregarding cultural factors. C. makes it harder to interpret the message. D. is the first step towards bridging cultural differences. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: D 8. Consideration by a person communicating for the thoughts, needs, experiences, culture and goals of a different person while still retaining their own integrity is known as: A. assertive orientation. B. other orientation. C. aggressive orientation. D. submissive orientation. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: B 9. Devaluing the contribution of others is a characteristic of: A. aggressive behaviour. B. assertive behaviour. C. submissive behaviour. D. nonverbal behaviour. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: A The assertive ‘I statement’ is best indicated in which statements? A. ‘I feel you don’t respect me when…, What do you think I am? From now on you can…’ B. ‘When you…, I feel…, what I would like you to do in future is…’ C. ‘You mustn’t treat me like this… You make me feel like…, I want you to…from now on’ D. ‘I have had enough of this treatment where you…, what I want you to do is…, I am disappointed in you behaving this way where you…’ Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: B 10.

True/False: Identify whether the statement is True or False.

11.

Aggressive and assertive behaviour can both be successful at achieving desired goals. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: A 12.

The most effective way to start an assertive statement is for the speaker to inform the receiver of the behaviour that has caused the problem. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: B Successful ‘I’ statements interpret another person’s conduct. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: B 13.

Essay: Write your answer in the space provided or on a separate sheet of paper. 14.

Describe the benefits of using assertive behaviour as opposed to aggressive behaviour when trying to achieve an outcome. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: Answers will vary. 15.

According to DeVito (2011), there are five behaviours that are other-oriented. List three of the five behaviours and, for each one, explain why it lends itself to otherorientation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO2.1 Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other orientation Answer: Answers will vary.

LO 2.2 Explain the roles and different aspects of nonverbal communication Multiple choice: Choose the one alternative that best completes the statement or answers the question. 16.

How the receiver interprets a message is greatly impacted by: A. their intimate relationships. B. the field of business involved. C. the whimsical nature of the message. D. nonverbal communication. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: D 17.

Our reactions to nonverbal communication: A. are transparent to others. B. impact on our liking or disliking of the person communicating. C. send a clear message. D. convey a range of cues and signals.

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 18.

Types of nonverbal communication are: A. personal or impersonal. B. personal, common or universal. C. common, special or very special. D. random or systematic. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 19.

Personal nonverbal communication is overtly transmitted through: A. the level of conscious awareness. B. appearance and clothing. C. experiences. D. emotional responses and body language. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

20.

Cultural nonverbal communication is: A. dependent on nationality. B. less visible. C. learnt unconsciously.

D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: C 21.

According to Morris et al (1979), universal nonverbal communication: A. does not exist—we are all different and culture emphasises differences. B. is a combination of learned and innate behaviour. C. is the display of emotions that are part of our biological heritage. D. crosses national and linguistic boundaries. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: D 22.

Body-language signals can be: A. only learned behaviour. B. only innate behaviour. C. a mixture of both. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: D 23.

The purpose of nonverbal communication is to: A. convey the message. B. add meaning and modify the spoken word. C. communicate feelings and attitudes. D. carry the social meanings of the situation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 24.

A communicated message can be contradictory when: A. the nonverbal message is multi-dimensional. B. facial expressions have the greatest impact on the message. C. facial and vocal expressions, postures and gestures do not match the words. D. vocal quality has an impact on the message. 6

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: C 25.

The value of nonverbal communication in understanding the message depends on: A. the ability of the sender to express and the receiver to receive the intended message accurately. B. the ability of the receiver to personalise the message accurately. C. the meaning of the words in the message itself. D. all of the above. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 26.

The idea of nonverbal behaviour is that it: A. exists in a context. B. is independent of context. C. varies between context dependency and independency. D. is conveyed through choice of words. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 27.

Paralanguage refers to: A. touching behaviours. B. how something is said. C. aspects of language aside from the word system. D. vocal segregates such as ‘um’ and silent pauses between words. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 28.

The use of distance in communicating: A. includes both social and emotional distance. B. is constant from culture to culture. C. interferes with the relationship. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A

29.

Proximity refers to: A. how people use their own personal space and the space of others. B. how people communicate and reflect the way they feel to others. C. closeness. D. orientation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A By deciding not to put thought or care into such artefacts as one’s clothes, personal accessories or appearance, the person involved is: A. communicating an attitude. B. maintaining neutrality in communicating. C. affected by personal economic conditions. D. not willing to be compromised by what others think of them. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 30.

31.

To achieve the optimum environmental factors for a communication outcome, organisations: A. encourage privacy, familiarity and security. B. put people at ease and match their expectations. C. spend time designing office space, factory layout and the sales area, and plan for conferences. D. produce ‘noise’ that acts as a barrier and interferes with communication. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: C 32.

A nonverbal act such as a head-nod indicates whether to continue, repeat, elaborate or change and is known as a(n): A. affective display. B. emblem. C. illustrator. D. regulator. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: D

True/False: Identify whether the statement is True or False. 33.

The total message is made up of words. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 34.

People with the ability to decode the nonverbal communication of others find it harder to gain shared understanding than those who are unaware of the role of nonverbal communication. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 35.

Listeners interpret the total message by combining the verbal and nonverbal messages. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 36.

If the verbal message does not match the nonverbal communication, there is a tendency to believe the verbal part of the message. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 37.

Personal nonverbal signals are unique to every speaker. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 9 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

38.

In universal nonverbal communication, the meaning is highly localised. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 39.

Acceptable patterns of behaviour are established and modified by the responses of people within the society or group. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 40.

Inconsistencies between the verbal and nonverbal messages of someone from another culture may be acceptable norms within their culture. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 41.

The basis of universal nonverbal messages are rituals stylised by a society rather than physiological change related to emotions. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B According to Mehrabian’s (1971) formula, facial expressions have the greatest impact on messages. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 42.

43.

Usually, nonverbal communication is consciously observed unless it causes some confusion or doubt in the receiver. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 44.

The nonverbal message can contradict the verbal components. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 45.

Body movements are different from country to country. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 46.

If in doubt about the intended message, listeners should check the meaning of nonverbal messages. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A 47.

Nonverbal behaviour can be interpreted without context. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: B 48.

Acceptable personal distance differs across cultures. A. True B. False Difficulty: Basic 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 49.

Discuss the nature of personal, cultural and universal nonverbal communication. How do cultural norms affect the nonverbal part of the message? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: Answers will vary. 50. What do you understand the seven aspects of nonverbal behaviour to be? Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: Answers will vary. ‘Paralanguage can affect the message being sent’. Briefly explain this statement. In your answer, give examples of three types of paralanguage and discuss their impact on the message. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO2.2 Explain the roles and different aspects of nonverbal communication Answer: Answers will vary. 51.

LO 2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Multiple choice: Choose the one alternative that best completes the statement or answers the question. 52.

Effective listening is achieved when: A. listeners hear sounds, interpret and attach meaning to the sounds in the message. B. listening occupies more time than any other communication activity. C. people know how to respond to the message. D. listeners concentrate and make an effort to be interested. Difficulty: Moderate 12 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: D 53.

According to Hargie and his colleagues (2004), a crucial factor in interpersonal interaction is: A. mental alertness. B. the process of listening. C. being an equal partner. D. cultural similarity. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: B 54.

According to studies identified by Adler and colleagues (2001), in everyday communication events listening occupies approximately A. 25% of an individual’s time. B. 45% of an individual’s time. C. 75% of an individual’s time. D. 90% of an individual’s time. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: B 55.

An effective listening approach does what? A. Reflects the sender’s purpose. B. Deflects the sender’s intended message. C. Matches the listening approach to the listening purpose. D. Is active, informational, evaluative and responsive. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: D 56.

The active listening method is most effective when: A. the listener wants to gain maximum enjoyment from the message. B. the listener wants to help the sender solve a problem, or to understand the content or feeling in a message. C. there is a conflict of interest between the listener and sender. D. there is a communication interaction with an unequal partner. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: B 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

57.

According to Bolton (1987), active listening refers to: A. listening that allows the free expression of feelings and the cause(s) of those feelings. B. a combination of attending, encouraging and reflecting skills working together. C. listening that engages with the affect and the effect of the speaker. D. an interplay of critical and non-critical judgements and evaluations fed back to the speaker in a timely, appropriate way. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: B 58.

Some listening techniques that encourage the speaker to continue are: A. taking up a position as close to the speaker as possible. B. completing the speaker’s sentences for him/her. C. expressing your feelings and identity. D. attending, encouraging and reflective listening. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: D 59.

The quality of attending listening skills is improved by: A. a capacity to ignore distractions. B. an understanding of the impact of moving into the personal space of others. C. an understanding of the impact of the environment. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: D 60.

Inviting the speaker to speak more and to disclose their thoughts and feelings, without pressuring them, is: A. encouraging listening. B. focusing on the speaker. C. mirroring the message. D. empathising with the speaker. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: A 61.

Empathy is particularly important in active listening as it A. lets the speaker know that the listener has heard. B. shows the speaker that the listener knows how the speaker feels. 14

C. empowers the speaker to find their own solutions, even as they are speaking. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: D 62.

Comprehension listening is done when we: A. want to test assumptions about the information delivered. B. need to gather key points for decision-making. C. want to understand content accurately. D. want to get in touch with our own thoughts and feelings. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: C Which of the following situations demonstrates when the listening type ‘evaluative listening’ is used? A. When judgements have to be made about the purchase of a car, holiday, moving house or other significant decision. B. When someone has to accept or reject an idea. C. When wanting to comprehend meaning. D. When wanting to encourage speakers to more fully explore ideas and ways forward in unfamiliar circumstances. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: B 63.

64.

Effective conversational listeners: A. acknowledge differences in perception. B. avoid communication barriers. C. have an awareness of the steps in a conversation. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: D 65.

Effective comprehension listeners: A. make premature judgements or assumptions. B. respond to their own attitudes and feelings. C. concentrate on the message and look for key points. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 15 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: C 66.

An example of a listening barrier generated by the listener is: A. common ground. B. inattentiveness. C. feedback.

D. empathy. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: B 67.

An example of a barrier generated by the speaker is: A. personality, mannerisms or the physical appearance of the speaker. B. the listener’s tendency to judge. C. a willingness to hear only part of the message. D. preoccupation with other matters. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: A Terry nods and smiles as the presenter delivers a speech, but Terry doesn’t absorb anything the presenter says. Terry is engaged in: A. attentive listening. B. false listening. C. biased listening. D. dialogical listening. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations 68.

Answer: B

True/False: Identify whether the statement is True or False. 69.

Listening is an unconscious response to a message. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations 16 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: B 70.

A good listener is always willing to do more than listen. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: A 71.

Reflective listening repeats to the speaker the content in the message, without the feeling. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: B 72.

An effective listener is accepting of others. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 73.

Discuss an active listening process and how it is achieved in a congested environment. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: Answers will vary. 74.

Compare and contrast the informational, evaluative and conversational approaches to listening. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: Answers will vary. 75.

Discuss barriers to listening in diverse cultures and describe the behaviours of poor listeners. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO2.3 Describe the listening process, and explain how active listening has value in personal and professional situations Answer: Answers will vary.

LO 2.4 Discuss the role of questions and feedback in personal and professional interactions Multiple choice: Choose the one alternative that best completes the statement or answers the question. 76.

What is feedback? A. Feedback is something which is given exclusively by the listener. B. Feedback is something which is received by the speaker and the listener. C. Feedback is something which is received from the speaker. D. All of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: B

77. Which of the following is NOT an outcome from effective questioning techniques? A. Greater understanding of client needs B. Improvement of conflict management skills C. Better information is gathered from a variety of sources D. Less improvement of negotiation skills Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions 78.

To learn more about what a speaker just said, one can use probing questions to move beneath the surface for a deeper understanding. This is known as: A. reframing. B. verbal following. C. using undercurrent language. D. clarifying. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 18 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: B

True/False: Identify whether the statement is True or False. 79.

Reframing allows an issue to be considered from another perspective. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: A Avoid ‘why’ questions in communication because they can make the other person feel defensive. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: A 80.

81.

By paraphrasing, the listener restates information to the speaker but uses different words. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: A 82.

The total feedback message consists of words, nonverbal aspects, questioning and listening. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: A 83.

The type of feedback, and how it is given, can have an impact on interpersonal relationships and the communication climate in an organisation. A. True B. False 19

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: A 84.

A relationship is built on trust and openness by acknowledging, owning and expressing feelings as feedback. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 85.

Explain how constructive feedback is provided to foster an open organisational culture. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal teamwork and relations Learning Outcome: LO2.4 Discuss the role of questions and feedback in personal and professional interactions Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 3: Emotional intelligence: managing self and relationships LO 3.1: Describe the role of emotional intelligence in building relationships and improving performance Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Emotional intelligence is the capacity for A. interaction in the personal and social domains B. self-awareness, self-management, social awareness and relationship management C. feelings, intelligent decisions, communicative ability and a collaborative work ethic D. initiative, empathy, motivation and leadership Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: B 2. According to theories about emotional intelligence, the success of a business organisation depends largely on A. the level of emotional intelligence amongst customers B. the success of employees C. the behaviour of the employees Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

D. individuals’ communication skills Difficulty: Basic Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: C 3. Emotional intelligence consists of A. personal skills, characteristics and competencies B. behaviour, feelings, and relationships C. romanticism and high sensitivity D. knowing feelings, using feelings and making decisions Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A 4. People with emotional intelligence A. are able to cope with the fast-paced business environment B. have social awareness and the social skills to interact effectively C. are sympathetic and concerned D. are open-minded and adaptable Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: B 5. Personal competence is enhanced by A. increased social awareness and the social skills to interact effectively B. a positive self-concept C. a willingness to disclose personal feelings and reactions D. all of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: D 6. In today’s business environment, emotional intelligence and competence are related positively to A. interpersonal communication at all levels 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. fulfilling relationships C. job performance D. key selection criteria Difficulty: Basic Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: C 7. Emotional intelligence includes the A. capacity to perceive emotion, integrate it, understand it and manage it B. ability to identify emotions in other people C. ability of people to associate emotions with other mental sensations D. understanding that comes from knowing those emotions that are similar or different Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A 8. Emotional intelligence A. is synonymous with a high IQ level B. involves letting your emotions control your reason C. involves the capacity to reason with emotion D. involves the possession of highly emotive knowledge Difficulty: Moderate Standard/Graduate Attribute: Learning Outcome: Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: C 9. Emotional intelligence is used currently to A. promote a positive and ethical outlook in people B. select, recruit and promote staff with emotional competencies C. learn more about emotional intelligence D. lead people astray or manipulate them Difficulty: Moderate Learning Outcome: Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning

Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: B 10. Those willing and able to direct emotion within themselves and towards others are operating in the area of A. emotional facilitation of thought B. emotional understanding C. emotional management D. emotional perception Difficulty: Basic Learning Outcome: Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: C 11. Empathy in the context of emotional intelligence is really about A. seeing and feeling it from the other person’s perspective B. feeling “at one” with others C. providing appropriate and timely emotional and other personal support to others time of need D. self-disclosing at critical times Difficulty: Basic Learning Outcome: Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A 12. EQ is more important than IQ in the workplace because A. the ability to foster positive relationships and collaborate with others is required in modern organisations B. technical competence is only one aspect of an organisational role C. employees are required to be flexible and work in changing and different contexts D. all of the above Difficulty: Moderate Learning Outcome: Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: D 4 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

13. Problems in communication within an organisation arise from A. low levels of emotional intelligence B. lack of self-awareness and self-regulation C. lack of social skills D. lack of leadership Difficulty: Basic Learning Outcome: Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A 14.

Which of the following accounts for nearly 90 percent of what moves people up the employment ladder when IQ and technical skills are roughly similar? A. Business relationships B. Productivity C. Emotional intelligence D. Confidence Difficulty: Basic Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: C 15. Emotional facilitation of thought enables a person to associate emotions with other mental sensations. A. True B. False Difficulty: Moderate Learning Outcome: Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A 16. The more emotionally intelligent leaders are, the more dependable they are. A. True B. False Difficulty: Moderate Learning Outcome: Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

17. Emotional intelligence is the capacity to recognise our own feelings and those of others. A. True B. False Difficulty: Basic Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A 18. The concept of emotional intelligence is clearly defined and straightforward. A. True B. False Difficulty: Basic Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: B 19. Proponents of emotional intelligence focus on emotional competencies in two categories: personal competence and social competence. A. True B. False Difficulty: Moderate Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A 20. Confidence is the ability to feel comfortable with others. A. True B. False Difficulty: Basic Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 21. Define the concept of emotional intelligence. Discuss the role emotional intelligence plays in building relationships and improving performance at work. Difficulty: Complex Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: TBD 22. What is personal competence? Discuss how the concepts of self-disclosure, selfesteem, self-regulation and self-motivation contribute to personal competence. Difficulty: Complex Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: TBD 23. Explain how the interpersonal qualities of optimism, or being positive, and empathy contribute to social competence. Give examples as appropriate. Difficulty: Complex Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.1 Describe the role of emotional intelligence in building relationships and improving performance Answer: TBD

LO 3.2 Explain how self-awareness, self-regulation and self-motivation improve personal effectiveness in personal, social and professional situations Multiple choice: Choose the one alternative that best completes the statement or answers the question. 24. How people know, feel and are able to label feelings with words is defined as A. emotional intelligence B. emotional awareness C. emotional identification D. emotional reflection 7 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: B 25. The way people relate to others, their capacity or readiness for self-disclosure, their ability to give and receive feedback and their level of emotional intelligence is influenced by how people A. perceive themselves B. communicate with others C. communicate with themselves D. develop mental processes Difficulty: Moderate Learning Outcome: Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: A

26. We establish our self-concept and identify A. from interactions with people in a variety of contexts B. from our mentors C. with positive ‘self-talk’ D. in a communicative process Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: A 27. Fully functioning people are open to experience and accept themselves because they can A. identify and define themselves clearly and positively B. identify and define others clearly and positively C. behave assertively in a range of different situations D. behave with empathy Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork

Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: A

28. Self-respect and respect for others are the bases for A. self-disclosure B. self-esteem C. self-concept D. self-awareness Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: B 29. Amongst other things, the complexity in the modern workplace requires A. self-censorship B. self-motivation C. assertive behaviour D. reflective thinking Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: B 30. Employees who are self-regulating are able to cope with stress satisfactorily A. if they plan effectively B. if they keep a balance between work and leisure C. if they practise stress-reducing exercise and habits regularly D. all of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: D 31. A key feature of self-regulating behaviour is the ability to 9 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. act and then reflect B. manage impulsive feelings C. empathise before acting D. behave in a socially responsible way Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: B 32. Pursuing organisational goals beyond that which is expected is an indicator of A. self-regulation B. self-motivation C. emotional competence D. empathy Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: B 33. Self-awareness is associated with A. emotional awareness B. others’ assessment of us C. capacity to communicate D. our achievements Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: A 34. Eric is a manager in a deadline-driven publishing house. When he faces multiple deadlines at the same time, he is able to think clearly, stay focused under pressure, and effectively control emotions that are distressing. This situation describes Eric’s capacity for A. self-motivation B. self-regulation C. self-awareness D. self-concept 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: B

35. Self-concept, or how people see themselves, influences the way they relate to others. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: A 36. Empathy impairs the communication climate. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 37. It is claimed that a successful manager must master five key areas of competency to develop emotional intelligence. Identify and discuss each area, giving examples of how the skills involved can enhance workplace performance. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking

Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: TBD 38. How can people become more self-aware and develop a more positive selfconcept? Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.2 Explain how self-awareness, self-regulation and selfmotivation improve personal effectiveness in personal, social and professional situations Answer: TBD

LO 3.3 Discuss the competencies of social awareness and social skills Multiple choice: Choose the one alternative that best completes the statement or answers the question. 39. Expectations that influence outcomes are referred to as A. feedforward B. a self-fulfilling prophecy C. good planning D. all of the above Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: D 40. Taking an active interest in someone’s concerns and circumstances is being A. empathetic B. sympathetic C. passionate D. compassionate Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: A 12 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

41. Social awareness is associated with which three competency clusters? A. Empathy, service orientation, compassion B. Empathy, service orientation, organisational awareness C. Empathy, organisational awareness, compassion D. Compassion, service orientation, organisational awareness Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: B 42. Which of the following is not a social awareness competency? A. Empathy B. Leveraging diversity C. Political awareness D. Sympathy Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: D 43. Finding common ground between people is a skill held by someone who is A. emotionally aware B. sympathetic C. powerful D. able to understand and use an organisational network Difficulty: Moderate Standard/Graduate Attribute: Interpersonal relations and teamwork Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: D 44. The ability to read a group’s emotional currents and power relationships is associated with E. organisational awareness A. personal awareness B. political awareness C. all of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: C 45. People who act in an empathetic way A. apologise and offer support B. take an active interest in an other people’s concerns C. acknowledge the rights of others as well as their own rights D. are passionate about helping people Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: B 46. Tasneem is a new manager at a marketing firm, finishing her first year with the company. She recently received performance feedback from members of her team, her peers and her manager. The feedback indicated that Tasneem’s team does not feel well supported by Tasneem, that they do not feel there is mutual understanding and that Tasneem is often unable to read verbal and nonverbal cues of her team members. To be more effective, Tasneem should strive for development in the area of A. self-awareness. B. thought leadership. C. self-concept. D. social skills. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: D 47. Rewarding people’s strengths and accomplishments is a characteristic of someone with social awareness. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: A 48. Emotional competence frameworks divide emotional competence into two broad categories: personal and social competence. A. True B. False 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: A 49. Personal competence is our ability to manage relationships with others. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: B 50. Known as self-fulfilling prophecy, the expectations that people hold are unlikely to influence the outcomes of their interpersonal interactions. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: B 51. When you expect the worse, you usually get the best. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 52. Consider your own level of emotional intelligence, based on concepts discussed in Chapter 3. Reflect on your own level of self-awareness, self-regulation, selfmotivation, social awareness and social skill. Identify strengths and areas on which you could work to improve your EQ. Difficulty: Complex 15 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: TBD 53. Discuss how valuing diversity and networking improves social awareness and social skills in business interactions. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: TBD 54. Discuss how you might implement programs that value diversity in your workplace. How can a business promote and support cultural diversity? Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO 3.3 Discuss the competencies of social awareness and social skills Answer: TBD

LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Multiple choice: Choose the one alternative that best completes the statement or answers the question. 55. The problem with self-disclosure is that A. your contribution is not appreciated B. not everyone is interested in personal stories C. it might lead to unfair judgement, derision or disagreement D. the quality of relationships with others will be damaged Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: C 56. Whether or not individuals learn a lot from others depends on A. how much individuals are aware of their own and others’ feelings B. how much information individuals are willing to disclose about themselves 16 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

C. how often individuals communicate with others D. how effective they are at making assumptions Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 57. The value of self-disclosure is that A. we can make ourselves appear to be trustworthy B. we can learn a lot about ourselves as well as others C. it clearly demonstrates that honesty is valued in difficult situations D. it maintains integrity in business and personal relationships Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B

58. Positive self-concept is best achieved and demonstrated by A. assertiveness B. artefacts C. awareness of others’ needs D. continual reassessment of one’s self Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: D 59. You have probably developed a positive self-concept if people have A. made you feel valued B. been impressed by you C. made you feel proud D. made you feel competitive Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: A 60. You can reduce the size of your blind spot, based on the Johari window, by A. free and open communication 17 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. self-talk and self-reflection C. self-evaluation and feedback D. self-disclosing and getting feedback from others Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: D 61. Effective self-disclosure is reliant on A. revealing intimate details B. being assertive about feelings and reactions C. finding the right time to reveal information D. high self-esteem and acceptance of self Difficulty: Complex Standard/Graduate Attribute: AACSB: Communication abilities Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 62. A ‘fully functioning’ employee is one who A. works above and beyond that which is required in normal circumstances B. has a positive self-concept C. is committed to the organisation D. is more productive than colleagues Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 63. Maslow grouped esteem needs into lower esteem needs and higher esteem needs. Which of the following is a lower esteem need? A. Freedom B. Self-respect C. Competence D. Prestige Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: D 64. Recognition and respect of others are higher esteem needs. 18 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 65. One can’t maintain a positive self-concept when consistently using negative selftalk. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: A 66. Our self-concept affects our ability to give and receive feedback. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: A 67. Our self-concept is independent of the way others act towards us. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 68. Our skill in communicating and interacting with others makes an important contribution to our self-concept, and vice versa. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure 19 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: A 69. Self-disclosure is not threatening because people know that self-disclosure and feedback increase understanding and lead to more open communication. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 70. Self-disclosure means that individuals reveal intimate details about their past. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 71. Self-disclosure is a gradual process in a relationship. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: A 72. Reflected appraisal and social comparison are the two theories that explain the development of self-concept. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: A 73. Self-concept is the mental picture others have of you. A. True B. False Difficulty: Moderate 20 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 74. All individuals have a specific view of themselves. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 75. A person needs to have different self-identities across different spheres of experiences. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: B 76. According to the Johari Window, every person has a blind spot. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: A 77. Increasing your self-esteem will increase your effectiveness at work. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and selfdisclosure Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 78. Over the last month, Jin-Tae has made a few efforts to get to know Mark, a new employee at the organization. Jin-Tae has tried to learn personal details from Mark—where he lives, his hobbies, and more—along with how he feels about situations that happen on a daily basis in the office. Jin-Tae has readily shared such details with Mark, but he has found that Mark is disinclined to talk, hurries out of the room, and does not share personal details or feelings in the few curt responses he provides. Explain the role of self-disclosure in this situation and its effect on communication and relationships. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and self-disclosure Answer: Self-disclosure is the intentional disclosure of personal information about yourself to someone else, usually in a one-to-one situation. Increased self-disclosure leads to increased understanding and more open communication. Therefore, closer and more satisfying relationships can be established. In this situation, Jin-Tae displays high levels of self-disclosure, but Mark does not, so—for now—adequate levels of trust have not been developed, leading to an imbalanced relationship and a lack of open two-way communication. 79. According to the Johari window, there are four areas, or “windows,” that make up one’s self-concept. What are these four areas, and what occurs in each of these areas? Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO 3.4 Describe how the Johari window explains self-concept and self-disclosure Answer: The four areas of the Johari window are: 1) public arena, 2) hidden area, 3) blind spot and 4) unknown area. The public arena is made up of those areas known to both you and to others, and this is where free and open communication takes place. The hidden area consists of what you are aware of but what you hide from others, such as weakness or pain. The blind spot covers areas unknown to you but known to others, such as emotional or feelings you display to others but may not recognize in yourself. The unknown area is made up of aspects of yourself about which both you and others are unaware.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 4: Negotiation and Conflict Management LO 4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Positional bargaining: A. prioritises a relationship over an issue. B. prioritises an issue over a relationship. C. mixes the relationship and issue together. D. none of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: C 2. The aim of negotiation is to: A. clarify wants. B. reach an agreement. C. put forward proposals. D. Bargain. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B 3. The negotiators who argue according to ‘only what they want’ are: A. principled bargainers. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. effective bargainers. C. position-based bargainers. D. effective negotiators. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: C 4. The purpose of the interest-based negotiation method is to: A. reach an agreement that satisfies both parties. B. gain better outcomes than positional bargainers. C. identify the interests of both parties. D. separate the people from the problem. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: A 5.

Conflict that is handled well can: A. lead to positive results. B. improve self-awareness. C. increase communication skills. D. avoid potential conflict. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: A 6. Effective negotiation requires: A. an understanding of the conventions and processes of negotiating. B. avoidance of differences, problem-minimisation and agreement. C. knowing who speaks first, who has power and who discloses outcomes. D. knowing individual feelings, perceptions and frames of reference. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: A 6. Negotiators engaged in interest-based bargaining will: A. argue from positions of ‘only what they want’. B. understand the need to deal with the person rather than the issue. C. implement the positional negotiation method. D. focus on the substance of the negotiation and the relationship. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning 2 Copyright © 2020 Communication

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: D 7. Effective negotiators are expected to: A. connect the people and the problem. B. promote a constructive climate. C. make decisions based on their interests. D. promote a conciliatory climate. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B 8. A win–win approach in negotiation aims to: A. focus on the necessity to win. B. negotiate a situation on its merits. C. leave one of the parties dissatisfied. D. require arbitration to successfully conclude the negotiations. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B 9. In an extreme case, what could result from the win–lose and the lose–win styles of negotiation? A. A win–win situation. B. A deadlock. C. The dissatisfaction of both parties. D. Mutual satisfaction. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B 10.

The difference between a WATNA and a BATNA is that: A. BATNAs show you the best outcome from a negotiation whilst WATNAs show you the worst outcome from a negotiation. B. BATNAs will show whether you should proceed to negotiate whilst WATNAs in sufficient number or severity will show that you should NOT negotiate. C. BATNAs reveal the positives that will eventuate as you proceed with your negotiation whilst WATNAs reveal the negatives that will eventuate as you proceed with your negotiation. D. BATNAs let you know the best thing that is likely to happen if you cannot reach agreement whilst WATNAs tell you the worst thing that is likely to happen if you cannot reach agreement. 3

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: D 11.

The appropriate negotiation strategy is established by: A. cooperation, resolution of conflict and discussion. B. evaluating the strength of alternatives and the importance of a long-term relationship. C. determining the individual’s feelings, perceptions and frame of reference. D. resolving differences, solving problems and reaching agreement. Difficulty: Complex Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B

True/False: Identify whether the statement is True or False. 12.

An effective negotiation deals with the issues, needs and interests of both parties. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: A 13.

Interest-based bargaining means negotiation from positions only rather than interests. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B 14.

In interest-based negotiation, the problem is defined in terms of the interests of each side’s needs, desires, concerns and fears, rather than the positions of each party. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: A 15.

In a win–win negotiation strategy, both parties are satisfied with the negotiated result. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A BATNA stands for the ‘best alternative to a negative agreement’ whilst WATNA stands for the ‘worst alternative to a negative agreement’. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B 16.

17.

As parties move towards a solution in a conflict, they can only adopt one position. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B 18.

Strong motivation to reach agreement and inherently competitive interaction can have results that do not meet the needs of the parties. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: B 19.

Finding out about the other party is crucial to effective negotiation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 20.

Outline the interest-based bargaining approach to negotiation and explain why it is functional in practical negotiation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: Answers will vary. 21. Discuss the ways in which conflict can be positive. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: Answers will vary. 22. Mario and Kylie are currently in negotiation. Kylie has been hearing some scandalous rumours about Mario’s company, as well as hearing that there may be financial trouble. Mario found out this week that Kylie’s company has previously backed out of a deal last minute and so is feeling unsettled in case this happens again. State which barrier to agreement this situation would fall under and discuss what possible solutions Mario and Kylie could adopt to overcome this barrier. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.1 Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain Answer: Answers will vary.

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

LO 4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Multiple choice: Choose the one alternative that best completes the statement or answers the question. 23.

A successful negotiator is able to: A. use empathy appropriately. B. choose appropriate negotiation styles, strategies and personal style. C. generate the most appropriate solutions and reach a negotiated outcome. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: D 24.

Conflict resolution can be seen as: A. a process that attempts to resolve a problem even though it may require change. B. having a primary focus on the result of the conflict rather than the process. C. a process arrived at by a mediator, offering a compromise. D. a process that involves arbitration. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A 25.

Being attracted to and repelled by two alternative wants at the same time is an example of: A. approach/approach conflict. B. avoidance/avoidance conflict. C. approach/avoidance conflict. D. none of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: C An individual’s approach to conflict depends on: A. whether the individual is too afraid to seek compensation. B. the individual’s personality, cultural background and communication skills. C. avoidance of conflict because they are trying to ‘save face’. D. assertiveness, empathy and active listening. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork 26.

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: B 27.

According to Kilmann and Thomas (1975), what are the five conflict styles based on? A. People’s needs to be heard. B. Timing and planning of a negotiation. C. Proposals and bargaining about interests. D. Concern for one’s own interests and/or for the interests of others. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: D 28.

The negotiation option chosen is usually NOT influenced by which of the following? A. The context of the negotiation. B. An individual’s decision. C. Negotiation skills. D. Each party’s range of personal communication. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: B 29.

Accommodation of the demand of another person or party is a: A. personal negotiating style. B. psychological barrier. C. personal quality. D. negotiation style. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: D 30.

What are the three key behaviours used in response to conflict? A. Respond, avoid and react. B. Flight, fight and flow. C. Fright, fight and flow. D. Avoid, approach and resolve. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: B 8 Copyright © 2020 Communication

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

31.

Counterproductive activities when trying to address conflict can include: A. blame. B. gunnysacking. C. beltlining. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: D 32.

What is another term that can be given to the win–win approach to conflict? A. Flight response. B. Fight response. C. Flow response. D. Formal response. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: C 33.

The five personal negotiating styles are: A. self-denying, self-protecting, self-exposing, self-bargaining, self-fulfilling. B. self-denying, self-protecting, self-exposing, self-bargaining, self-actualising. C. self-denying, self-loathing, self-exposing, self-bargaining, self-fulfilling. D. self-orientating, self-serving, self-controlling, self-fulfilling, self-experimental. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: B 34.

Self-denying is considered: A. a social skill. B. a personal negotiating style. C. a psychological barrier. D. a negotiation option. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: B 35.

Organisations use power appropriately to get the job done through what method? A. By using legitimate power over employees B. By using power to control information flow 9

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

C. By delegating power to people D. By using power to control others. Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: C 36.

The appropriate use of power can: A. achieve effective communication and positive results. B. reinforce the legitimate behaviour of another. C. reinforce individuals with legitimate power. D. give individuals the authority to control information flow. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A 37.

What kind of power does a person hold if they are admired? A. Coercive power. B. Referent power. C. Expert power. D. Legitimate power. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: B 38.

Which one of the following statements best represents psychological barriers during negotiations? A. Psychological barriers are many, can belong to either party and may arise at any time. B. Psychological barriers have to be ruthlessly addressed to avoid derailing the negotiations. C. Psychological barriers will probably arise but the likelihood is dependent on the maturity level of the parties to the negotiation. D. Psychological barriers can only be resolved through mediation techniques. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

True/False: Identify whether the statement is True or False. 39.

Relationships and issues are mixed together in positional bargaining. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A 40.

The way conflict is handled will have an impact on the outcome and whether future conflict arises in the workplace. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A 41.

Negotiation styles have an impact on the goal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Communication abilities Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: B 42.

Dissatisfaction in negotiation may lead to conflict in the future. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A 43.

The fight response means both parties may be open to conflict resolution. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

44.

Psychological barriers often arise in negotiation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A Acknowledgement of power and deference to it is based on people’s perception of power. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A 45.

46.

The benefits of conflict management are the opportunity to clarify issues, generate new ideas and get feelings out in the open. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A 47.

Submissive behaviour can promote conflict. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 48.

Discuss personal negotiation styles and the way they impact on negotiation, using relevant examples from the textbook. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: Answers will vary. 49.

Explain how power can be appropriately used and how it can be abused in the negotiation process. Difficulty: Complex Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: Answers will vary. 50.

Discuss the differences among personal negotiating styles. Which strategy do you think is more effective, and why? Difficulty: Complex Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: Answers will vary. 51.

Reflect upon a time in which you experienced conflict and were required to negotiate as part of a conflict resolution strategy. What negotiation style and conflict approach did you or the other party adopt, and was it effective? Discuss the scenario with reference to concepts covered in Chapter 5. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.2 Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation Answer: Answers will vary.

LO 4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Multiple choice: Choose the one alternative that best completes the statement or answers the question. What does‘Moore’s pizza’ relate to? A. The range of response types available for managing conflict. B. Sources of irritations likely to further escalate conflict. C. Causes of conflict. D. Relationship intervention techniques. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation 51.

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Answer: C 52.

Ling Mei is arguing with her peer over what is expected from them when performing a role. What type of conflict would you associate with Ling Mei’s situation? A. vertical conflict. B. staff-line conflict. C. role conflict. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: C 53.

Which of the following situations BEST represents a functional conflict approach? A. Fatima gathers her team together to do an ideation session on new ways of working and has created an agenda to include a session on clarifying current issues with ways of working. B. Martin realises that his team are in conflict and so uses the conquest method to solve the issues. C. Jordan has denied to his boss that there are any conflicts within his team. D. There is a problem that affects the entire team. Orla arranges for a meeting with a select few members of the team to decide and enforce an action plan. . Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: A 54.

Which of the following hinders group performance and results in negative outcomes for the individual, group or organisation? A. Hierarchical conflict B. Dysfunctional conflict C. Optimal conflict D. Functional conflict Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: B

True/False: Identify whether the statement is True or False. 55.

Horizontal conflict occurs between different hierarchical levels. A. True 14

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: B 56.

Role conflict occurs when there are differing perceptions of what a person should do. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: A 57.

Assessing a conflict as positive or negative determines whether it is functional or dysfunctional in the long run. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: A 58.

The purpose of negotiating is to resolve differences, solve problems and reach an agreement. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: A 59.

Misunderstanding is not a level of conflict. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: B 60.

Staying alert to levels of conflict can help prevent a crisis from occurring. A. True B. False 15

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: A 61.

In newer and flatter workplaces, where horizontal teams are used, conflict is less likely to happen. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 62.

According to Schermerhorn (2008), conflict occurs in organisations in four major patterns. Identify these four patterns and compare and contrast them. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.3 Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation Answer: Answers will vary.

LO 4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Multiple choice: Choose the one alternative that best completes the statement or answers the question. 63.

Which of the following could be reasons for conflict at work? A. Excessively long hours. B. Emotional bullying. C. Colleagues who don’t listen. D. All of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking 16 Copyright © 2020 Communication

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: D 64.

With regard to conflict, most authors cited in Chapter 4 A. agree that, overall, it is better to have conflict than to avoid it. B. argue that conflict should be avoided for as long as possible to allow the parties to clarify their positions. C. have an irreconcilable range of views on the value of conflict. D. believe that more research is needed on the value, or otherwise, of conflict. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: A 65.

Which of the following BEST represents assertive behaviour? A. Rachelle ensures that her colleague, Maya, is not aware of her real feelings as they discuss a confrontation on a project. B. At work, Louisa focuses on winning at all costs. C. During a team meeting, Ethan clearly communicates his beliefs, respecting the views of his colleagues. D. Franco emphasises his own interests above those of his colleagues. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: C 66.

The method of active listening in conflict is to: A. relate the total message back to the speaker for confirmation. B. ask questions and make brief responses. C. help the listener to identify content and feelings. D. use reflecting or mirroring skills. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: A ‘I can imagine how upsetting that must have been’ is a way to: A. create empathy by reflecting and mirroring. B. set aside one’s own points and feelings. C. actively listen. D. challenge and encourage the parties in a conflict. Difficulty: Basic Standard/Graduate Attribute: AACSB: Communication abilities Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations 67.

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Answer: A 68.

What is the purpose of effective reframing? A. Restate a position. B. Change the other party’s point of view. C. Ensure both parties have a common understanding of underlying causes. D. Reduce the emotional level of the other party. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: C Donohue and Kolt’s (199 2) ‘Four R Method’ refers to: A. read, review, rearrange, recite. B. a technique for moving away from emotional concerns. C. recollection, reconstruction, review, retort. D. a technique for allocating responsibility in conflict situations. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Communication abilities Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: B 69.

70.

Which of the following is the BEST reason as to why Individuals are generally not ready for problem solving when in crisis? A. They need to have their emotions calmed. B. They are focused on a win–win outcome. C. They need time to consult with their superiors. D. They need to resolve the conflict to their benefit. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: A Astrid is Camila’s boss. While Camila is well respected by everyone at the company and is always lead in the number of sales, Astrid has noticed Camila arriving late to work often, and she needs to have a difficult one-on-one conversation with Camila about this. Which of the following would be the most effective way to order the three aspects of Camila’s performance within this conversation? A. Respected by everyone, leads in number of sales, arrives late to work often B. Arrives late to work often, respected by everyone, leads in number of sales C. Arrives late to work often, leads in number of sales, respected by everyone D. Leads in number of sales, arrives to work late often, respected by everyone Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations 71.

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Answer:

True/False: Identify whether the statement is True or False. 72.

In a situation of conflict, it is impossible to find common ground to remove any of the differences. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: B 73.

Probing questions are used to promote conflict. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: B 74.

Framing is the way in which a party describes, explains or defines a conflict. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: A 75.

Avoiding one-on-one difficult conversations usually leads to deteriorating relationships and conflict. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: A

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Essay: Write your answer in the space provided or on a separate sheet of paper. 76. Why is reframing effective in managing conflict? Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: Answers will vary. Explain why ‘I’ statements are crucial for engaging in difficult one-on-one conversations. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.4 Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations Answer: Answers will vary. 77.

LO 4.5 Discuss the role of mediation in resolving deep-rooted conflict Multiple choice: Choose the one alternative that best completes the statement or answers the question. 78.

Which of the following best represents mediation? A. Mediation is useful when we need to focus on the issues. B. Mediation is a third-party intervention. C. Mediation is a guided process. D. All of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.5 Discuss the role of mediation in resolving deep-rooted conflict. Answer: D 79.

Divorce is an example of a conflict requiring which of the following? A. Informal mediation. B. Assertive mediation.

C. Formal mediation. D. Aggressive mediation. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.5 Discuss the role of mediation in resolving deep-rooted conflict Answer: C

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

80.

Erica and Thomas are engaged in divorce mediation. They have one child together. Erica will accept nothing less than sole custody of the child. Thomas will accept nothing less than sole custody of the child. Which of the following mediation pitfalls applies? A. The mediator, attorneys or disputants fail to adequately prepare for the mediation. B. An inappropriate mediator has been chosen to mediate the dispute.

C. The claimant increases the demand at the mediation. D. The disputants do not have a commitment to resolve the dispute. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO4.5 Discuss the role of mediation in resolving deep-rooted conflict Answer: D

True/False: Identify whether the statement is True or False. 81. Mediation primarily takes place in institutionalised settings. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.5 Discuss the role of mediation in resolving deep-rooted conflict Answer: B 82.

The success of mediation depends on the commitment of the parties involved to resolve the conflict. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO4.5 Discuss the role of mediation in resolving deep-rooted conflict Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 83. Discuss the role of mediation in resolving deep-rooted conflict, using examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.5 Discuss the role of mediation in resolving deep-rooted conflict. Answer: Answers will vary. 84.

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO4.5 Discuss the role of mediation in resolving deep-rooted conflict. Answer: Answers will vary.

Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer /

for Business and the Professions: Strategies and Skills, 7e

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 5: Intercultural Communication LO5.1: Discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Which of the following BEST represents what culture is? A. Culture is dynamic and changing over time. B. Culture is learned social behaviours that develop over time. C. Culture is so pervasive that we rarely notice how it affects us. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: D 2. Which of the following is an effect of having an understanding of theories of intercultural communication and a willingness and ability to apply them in business? A. It enables us to avoid cultural change. B. It increases the gap between different cultures. C. It enables organisations and people to transcend cultural differences. D. It decreases the need for communication between cultures. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: C 3. A definition of culture is problematic because it is: A. abstract and means different things to different people. B. the result of biological inheritance. C. an accumulation of knowledge. D. multi-dimensional and multi-layered. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: A 4. Why is Intercultural communication competence highly desirable? A. Due to there being an increase in cultural diversity in all nations and greater levels of interaction across cultures. B. Because it leads to more effective networking at the local level. C. It is important to have strategies for managing differences in communication. D. Because it might greatly benefit businesses exclusively. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: A 5. Intercultural communication can BEST be described as: A. a sharing of culture-specific communication codes and styles. B. the circumstance in which people from different cultural backgrounds are engaged in communication. C. the process of communication between people of the same nation. D. the codes and styles which have the potential to impact on communication. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: B 6. In intercultural communication: A. the sharing of meanings will bring about agreement. B. body language will reveal what the other party thinks and feels. C. the sharing of meanings may or may not bring about agreement. D. making the effort to understand the other is the critical issue. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments

Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: D

7. From where does culture derive? A. Knowledge B. Assumptions, beliefs, values and behaviours C. Communication between different people D. Art and literature Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: B 8. We internalise the rules of interaction within our culture as part of which process? A. acculturation. B. enculturation. C. ethnocentrism. D. cultural relativism. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: B 9. All interactions in intercultural communication occur in: A. context. B. business environments. C. communities. D. families. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: A 10.

The intercultural contexts for internalised rules include: A. sense and use of time. B. politeness. C. nonverbal behaviours and their meaning. D. business, social and interpersonal contexts. Difficulty: Moderate 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: D 11.

Acculturation involves the adaptation of language, cultural beliefs and values of the majority group as: A. an instantaneous process. B. a formal process. C. a multidimensional process. D. a process of conflict. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: C 12.

Why can the process of adapting to a new culture be difficult? A. Due to focusing on similarities in social norms between the two cultures. B. Due to focusing on differences as strengths rather than adopting an unbalanced view. C. Due to acculturation. D. Due to conflicting social norms and attempts to retain previous culture. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: D 13.

What underpins effective intercultural communication? A. The customs and behaviour of other people. B. Interaction with another culture. C. The awareness, knowledge and skills to communicate across cultures. D. Benchmarks, organisations and individuals. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: C 14.

The first step to effective intercultural communication is regarded as: A. acceptance and understanding of cultural differences. B. acceptance of the beliefs of another culture. C. understanding and enjoying another culture. D. recognising another culture. 4

Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: A 15.

Cultural relativists believe that: A. each co-culture needs to be clear about what is right and wrong. B. different cultures might have different values, beliefs and views of what is right and wrong but this is understandable and acceptable. C. each culture will enforce what is right and wrong on another society. D. deep down we are all related culturally as recent DNA discoveries indicate that all humans have a common biological ancestry. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: B 16.

What is the main idea behind the concepts of high context and low context? A. Defining different cultures. B. Classifying differences in communication. C. Helping improve mass communication. D. Knowing and valuing one another. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: B 17.

In a high-context culture: A. a large part of the message is implied in the message’s context. B. the words in the message are explicit. C. members in a negotiation tend to move quickly to a decision. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: A

18.

What is the name given to individuals who work across boundaries? A. Public relations officers. 5

B. Boundary spanners. C. Ice breakers. D. Cultural promoters. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: B 19.

The purpose of meetings and banquets with potential business partners in China is

to: A. understand high-context and low-context cultures. B. negotiate the tension between cultures. C. build up good business relationships and trust. D. examine the business and collect business cards. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: C

True/False: Identify whether the statement is True or False. 20.

The most widely accepted definition of culture is the collective view of people who believe their own values and beliefs are the right ones to hold in every society. A. True B. False

Culture influences the way we think, feel and behave as a group of people. A. True B. False

Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: A 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

22.

Culture is transmitted, maintained and sustained through learning, enculturation and the group. A. True B. False

Intracultural communication describes the process of communication between people of different nationalities. A. True B. False

The world of communication can be divided into three parts: words, materials and behaviour. A. True B. False

Culture derives from the assumptions, beliefs, values, attitudes, norms and rules shared by a society or another group. A. True B. False

26.

Enculturation is the process of cultural adjustment and adaptation people experience as they move from one culture to another. A. True B. False

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: B 27.

Perception of what is being said is determined by our background experiences. A. True B. False

Acculturation is an active ongoing process of language involvement. A. True B. False

The concept of ethnocentrism is the opposite of cultural relativism. A. True B. False

The higher the context of culture is, the more quickly people get involved in their business. A. True B. False

31.

The cultural components of particular importance in intercultural communication are the perceptual elements, patterns of cognition, verbal behaviours, nonverbal behaviours and the influence of context. A. True B. False

What is left unsaid and only inferred is often more significant than what is said. A. True B. False

Formality and the appropriate use of titles are unimportant in a high-context culture. A. True B. False

Essay: Write your answer in the space provided or on a separate sheet of paper. 34.

Discuss the concepts of enculturation, acculturation, ethnocentrism and cultural relativism. Give examples to explain their differences. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: Answers will vary. 35.

Discuss the relationship between culture and communication. What impact does this relationship have in multinational business? Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: Answers will vary. 36.

Is there an appropriate attitude towards other cultures. Why/why not? Discuss, giving examples to support your answer. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.1 discuss enculturation, acculturation, ethnocentrism, cultural relativism and describe the characteristics of high-context and low-context cultural styles Answer: Answers will vary.

LO5.2: Discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Multiple choice: Choose the one alternative that best completes the statement or answers the question. 37.

The stages of individual adaptation to another culture are A. correct attitudes, beliefs, trust. B. misunderstanding, understanding, adaptation. C. perceptual element, pattern of cognition, verbal and nonverbal behaviour. D. surprise at incorrect assumptions, making sense of new experiences, new understandings. Difficulty: Complex 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: D 38.

Language and the meaning of words learnt within a culture reflect: A. the tone and pitch of voice and gestures. B. the culture’s values. C. that which is left unsaid and only inferred. D. knowledge of self. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B 39.

Why can awareness of language use and the meaning of words prevent communication barriers? A. Some cultures justification is put before the main point. B. Some cultures ‘yes’ may not mean ‘yes’. C. Language is dynamic and changes over time. D. All of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: D 40.

How are rules applied to the nonverbal parts of the message learnt? A. By members of the same culture. B. By members of a different culture. C. Through common sense. D. By individuals who know the rules from different cultures. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: A 41. What is the classification for the nonverbal communication relating to whether a person’s nonverbal cues suggest lying? A. Relational nonverbal B. Deceptive nonverbal C. Status messages D. Perception 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

The changeable dimension of the power differential within a culture includes: A. race. B. gender. C. socioeconomic status. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: C 43.

Intercultural confusion, tension and misunderstanding are caused when: A. we don’t aim to recognise, and then understand, cultural differences. B. we are aware of the specific cultural ‘rules’ of the other party. C. the behaviour of the other party differs from our own behaviour. D. there is insufficient time to overcome differences. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: A 44.

What often generates intercultural misunderstanding, tension and conflict? A. Acculturative thinking. B. Enculturative behaviour. C. Cultural relativism. D. Ethnocentric behaviour. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: D 45.

The natural linguistic tendency to organise phenomena into meaningful categories can generate which of the following? A. Perceptions. B. Pride. C. Stereotypes. D. Experience. 12

Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: C 46. Intonation, colloquialisms and accent are classed as which type of barrier to intercultural communication? A. Emotional B. Language C. Linguistic D. Perceptual Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: C

47.

Discrimination involves overt actions by nations, institutions, groups or individuals

to: A. create stereotypes about another cultural group. B. exclude, avoid or distance another cultural group. C. generate prejudice against a cultural group. D. promote negative attitudes towards a custom. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B 48.

How people relate to each other, how they manage themselves and what they view as acceptable behaviour are determined by: A. social institutions and their norms B. both parties in an interaction C. the foundation of the cultural process D. different roles and status within the social institutions Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: A 49.

Which of the following statements BEST reflects the impact religion has on business customs and practices in a country? 13

A. Religion is generally minimal and inconsequential. B. The impact of religion depends on other factors in the environment that modify the impact. C. Religion influences how status is identified within the society. D. All of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B 50.

The value systems of a society affect: A. religious practices. B. legal, social, political and economic practices. C. relationships to the physical environment. D. mass communication. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B 51.

Intercultural discord can be complicated when: A. issues are resolved. B. conflict is inevitable. C. different conflict-management styles occur. D. ambiguity is absent. Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: C 52.

What is a major barrier to intercultural communication and understanding? A. Interaction with another culture. B. Awareness of differences between cultures. C. Interacting and communicating with members within a culture. D. Using one’s own culture to interpret all other cultures. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: D

True/False: Identify whether the statement is True or False. 53.

Communication rules apply only to nonverbal and informal behaviour. A. True B. False

Nonverbal cues can only be personal, not cultural or universal. A. True B. False

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B 55.

Some of the aspects of nonverbal communication influenced by culture are tone of voice, inflection, rate of speech, facial expression, touching, use of space and body movement. A. True B. False

Perception of power is stable in intercultural communication. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B 57.

Intercultural interaction generally reduces levels of uncertainty and anxiety. 15

A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B 58.

Discriminatory behaviours result from stereotyping or prejudice. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: A 59.

Social institutions and their norms determine how people relate to each other, how they manage themselves and what they view as acceptable behaviour. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: A 60.

Intercultural communication barriers arise when either party demonstrates ethnocentricity. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: A Failure to appreciate a religion’s significance in a specific culture can increase one’s perceived power. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments 61.

Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B 62.

Ambiguity in intercultural communication tends to make people respond with a ‘default conflict style’ that is often productive. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 63.

Discuss the relationship between language and culture. Explain this relationship with examples from two cultures. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: Answers will vary. 64.

Identify the barriers to intercultural communication. How can these barriers be removed in a business environment? Give examples of the implications of this in business. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.2 discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication Answer: Answers will vary.

LO5.3: Discuss the implications of comparative value dimensions for intercultural communication Multiple choice: Choose the one alternative that best completes the statement or answers the question. 65.

Which of the following is NOT one of Hofstede’s four dimensions of culture? A. Power distance B. Religion C. Individualism

D. Uncertainty avoidance Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.3 discuss the implications of comparative value dimensions for intercultural communication Answer: B 66.

Which of Hofstede’s four dimensions of culture refers to how tolerant members of a society are when it comes to inequality with respect to status? A. Masculinity B. Individualism C. Power distance

True/False: Identify whether the statement is True or False. 67.

According to Trompenaars and Hampden-Turner, expression of emotion is repressed in neutral cultures, but expression of emotion is open and viewed as natural in affective cultures. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.3 discuss the implications of comparative value dimensions for intercultural communication Answer: A 18 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Bella believes that status is derived from one’s own achievements rather than through age, education and connections. Bella is from an ascribing culture. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.3 discuss the implications of comparative value dimensions for intercultural communication 68.

Answer: B 69.

In specific cultures, people get straight to the point when speaking, but in diffuse cultures, people discuss business only after relationships have been established. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.3 discuss the implications of comparative value dimensions for intercultural communication Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 70.

Discuss the possible challenges a senior female manager might encounter when doing business with elements of a business group based in other countries. Consider the possible impact of cultural dimensions and values. Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.3 discuss the implications of comparative value dimensions for intercultural communication Answer: Answers will vary. 71.

Compare and contrast the cultural dimensions identified by Hofstede on the one hand and Trompenaars and Hampden-Turner on the other. What overlaps and differences exist among these cultural dimensions? Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.3 discuss the implications of comparative value dimensions for intercultural communication Answer: Answers will vary.

LO5.4: Describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence Multiple choice: Choose the one alternative that best completes the statement or answers the question. 72.

How is intercultural communication competence gained? A. Through understanding other cultures. B. Through understanding one’s own culture as well as other cultures. C. By maintaining behavioural flexibility. D. By maintaining transparency in financial transactions. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.4 describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence. Answer: B The ‘culture-specific’ approach to learning about other cultures traditionally refers to acquiring: A. cultural awareness and sensitivity about yours and other cultures. B. communication, sensitivity and being alert to differences. C. knowledge particular to the other culture. D. ‘mental software’ to be used in exchanges with other specific cultures. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.4 describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence 73.

Answer: C 74.

Fiona and Ana are planning their first business trip to Singapore. Fiona has decided to learn the specific customs as well as the history and tips on behaviour through forums and asking colleagues who have been there on holiday. Ana has asked her Singaporean colleagues if she can virtually attend some meetings to be able to observe how they interact (verbally and non-verbally) with one another before she goes to work out there. Which person has adopted a cultural-specific approach? A. Ana. B. Ana and Fiona. C. Fiona. D. Neither Ana nor Fiona. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.4 describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence

Answer: B The ‘culture-general’ approach to learning about other cultures refers to a development of: A. cultural awareness and sensitivity. B. awareness of differences in styles, intentions and verbal and nonverbal communication. C. taking personal responsibility for communicating. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.4 describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence. 75.

Answer: D

True/False: Identify whether the statement is True or False. 76.

Intercultural competence is developed through understanding how we perceive and react to our own cultural rules and those of others. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.4 describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence Answer: A 77.

The concept of diversity relates to age, language, ethnicity, cultural background and sexual orientation but not to education level, life experience, or work experience. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.4 describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 78.

Discuss the idea of intercultural communication competence. Can you be competent in all cultures? Why or why not? Give examples of how communication competence can improve your business. 21

Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.4 describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence Answer: Answers will vary. 79.

What strategies might you implement in your organisation to promote intercultural communication competence? Difficulty: Complex Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO5.4 describe the characteristics of intercultural communication competence, and evaluate strategies for developing intercultural competence. Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 6: Communication across the Organisation LO6.1 discuss the role and purpose of organisational communication Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. To be effective in communicating within an organisation, one needs to A. identify the divisions and departments in an organisation. B. identify the organisation’s characteristics. C. identify the degree of formality or informality within the organisation. D. identify organisational, individual and cultural factors within the organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: D 2. According to early organisational theorists, what was the purpose of communication? A. To study how staff communicate in an organisation. B. To take into account the human relations aspects in organisations. C. To achieve work efficiency and production goals. D. To study how people communicate across cultures. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: C 3. What, according to Drucker (1973) and others, is the contemporary aim of communication? A. Enhance the rapid development of information technology. B. Increase knowledge acquisition, applications and services. C. Change how people behave in the workplace. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

D. Communicate more effectively with managers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: B 4. How is ‘Organisational culture’ defined? A. By the values the organisation represents. B. By the common understandings among members. C. By the pattern of shared assumptions, beliefs and norms uniting members of an organisation. D. Through how members of an organisation should behave. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: C 5. In which way is the culture of an organisation communicated and reinforced? A. By unique terms and ways of using words B. Through stories, material symbols, language and rituals C. Through the history of the organisation D. By attending the training classes of an organisation Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: B 6. What is the major challenge for management? A. To find a balance between control, motivation, efficiency and effectiveness B. To identify the various communication processes C. To identify the needs of individuals and the organisation D. To give appropriate feedback within an organisation Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: A

True/False: Identify whether the statement is True or False. 7. How people work and how organisations are valued in contemporary economies are often changed by the exercise of authority, coordination and control in an organisation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: B 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

8. The communication purpose in early organisational theories was task-oriented whereas, in modern organisational theories, it is knowledge-oriented. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: A 9. Organisational cultures are similar across different organisations. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: B 10.

An established culture is sustained exclusively through selection practices, the actions of top management, socialisation and communication. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: A 11.

Culture cannot be passed on and learnt. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: B 12.

An organisation can change its culture by changing material symbols and varying routines and rituals. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: A 13. Decentralised communication will result in a reduction in initiative and lower productivity in the workplace. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: B

14.

Acknowledgement and feedback to individuals and groups on their achievements normally leads to increased job satisfaction. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: A 15.

There is insufficient evidence to show that the way a business functions can have a major impact on how communication takes place and on its effectiveness. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 16.

What is organisational culture and how does it develop in an organisation? What is the role of organisational culture in improving communication? Explain your ideas with examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.1 Discuss the role and purpose of organisational communication Answer: Answers will vary.

LO6.2 Describe formal and informal communication channels Multiple choice: Choose the one alternative that best completes the statement or answers the question. A first-line supervisor might ‘filter’ or withhold unpleasant information from her manager. This is an example of: A. tact, diplomacy and picking the right moment. B. the misuse of an upward communication channel. C. managing upwards, managing your boss. D. challenging managerial authority. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.2 describe formal and informal communication channels Answer: B 17.

18.

In which of the following situations is lateral communication more likely to occur? A. Between friends and like-minded colleagues in an organisation. 4

B. Between competing individuals or divisions in an organisation. C. When the organisation is organic or when project teams are in operation. D. When either diagonal or downward communications are beginning to fail. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.2 describe formal and informal communication channels Answer: C 19. Which of the following is an example of communication within an informal structure in an organisation? A. Sara receives formal documentation from her senior staff member, Akbul. B. Managers Lucas and Jill are having a telephone conversation ahead of a business meeting. C. Maria phones Ms Porter, her client, to follow up about a booking. D. None of the above. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.2 describe formal and informal communication channels Answer: B 20.

Within groups and departments in informal networks, gossip travels along A. the single strand. B. the probability chain. C. the cluster chain. D. the grapevine. Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.2 describe formal and informal communication channels Answer: D 21.

A major impact on the effectiveness of communication in the workplace is determined by: A. the behaviour of senior staff and the way an organisation is structured. B. the type of background that employees have. C. the level of education achieved by management. D. the level of communication technologies deployed. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork ● Learning Outcome: LO6. 2 describe formal and informal communication channels Answer: A

True/False: Identify whether the statement is True or False. 22.

Horizontal communication channels are often created to short-circuit the hierarchy imposed by vertical channels. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO6.2 describe formal and informal communication channels Answer: A 23.

The more complex the organisation, the more complex the communication within it, and the greater the opportunity for communication barriers to develop. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.2 describe formal and informal communication channels Answer: A 24.

Whatever form it takes, the informal communication contact between employees in an organisation is not as important as the formal links. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.2 describe formal and informal communication channels Answer: B 25.

The way of passing information randomly, with one person telling another person, who then tells one or two others, is known as the Probability Chain. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.2 describe formal and informal communication channels Answer: A The grapevine is an important part of any group or organisation’s communication network and well worth understanding. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.2 describe formal and informal communication channels Answer: A 26.

27.

The least commonly used network in an organisation is the cluster chain. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.2 describe formal and informal communication channels Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper.

28.

Briefly describe the various types of communication channels that are used in organisations. What value is there for a manager who understands communication channels? Give some examples to illustrate your response to this question. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.2 describe formal and informal communication channels Answer: Answers will vary. Discuss the statement ‘The grapevine ought to be banned. It creates nothing but mischief!’ Do you agree or disagree? Support your opinion with evidence from Chapter 6. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.2 describe formal and informal communication channels Answer: Answers will vary. 29.

LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Multiple choice: Choose the one alternative that best completes the statement or answers the question. An organisation’s structure has the most impact on: A. the nature of the organisation. B. the levels of complexity within an organisation. C. the way people interact and communicate with one another. D. the hierarchy and specialisation of functions. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: C 30.

What is the purpose of understanding an organisation’s structure and communication flows? A. To identify a number of features of an organisation. B. To decide what type of organisation is operating. C. To identify the ways people interact and communicate with one another. D. To understand the organisation’s framework, its culture and cohesiveness. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions 31.

Answer: A 32.

How is the nature of formal organisational communication influenced? A. By the people, the processes and the approach to strategy. B. Through the levels of complexity, formalisation, centralisation and interactions among people, processes and approach to strategy. C. By the organisation’s charter, the Board and the circumstances at the time. D. Through structure, people, finances and the interplay between these aspects of the organisation’s operations. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: B 33.

Complexity in an organisational structure relates to A. jobs and levels of differentiation. B. the range of tasks that have to be carried out. C. the level of sophistication of service and product delivered. D. the range and depth of tasks that have to be carried out. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 34.

What does it mean to have a functional structure? A. When the organisation combines similarity of expertise, skills and work activity. B. When the organisation has a traditional hierarchical management system. C. When the organisation’s departments are grouped into functional areas. D. None of them above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 35.

An organisation that has a low level of formalisation shows: A. a flat management structure and little formality during interactions. B. little control and independence for employees. C. small or no power available for employees. D. a low level of control by management. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: D 8 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

36.

Centralisation in organisations refers to: A. the appropriate balance between laissez faire and rigidity. B. the focusing of control, whether a flat or tall organisational structure exists. C. physical or virtual location. D. where the major decisions are made. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: D 37.

Which of the following organisations evidence a high level of centralisation? A. Organisation Blue has lots of emails, submissions and reports prepared for decision makers. B. Organisation Green has better control systems in place and more effective decision making. C. Organisation Orange has better access to information, better focus, clearer surety of purpose and improved results. D. Organisation Purple has many filters through which information is communicated and poorer outcomes. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 38.

Why does a matrix organisation enable quicker and more efficient decision making? A. It is simple to administer. B. It is functional and divisional with both vertical and horizontal command chains. C. Managers and staff have strong interpersonal and communication skills. D. It is a complex and formal structure. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: B 39.

What is the key to efficient decision making and performance in a matrix structure? A. Dual authority and centralised approval B. Managers and staff with strong interpersonal and communication skills C. Cooperation and communication between functional and divisional managers D. Capable administrators Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork

What does the effectiveness of a matrix structure depend on? A. Its complexity and formalisation. B. Its environment and communication climate. C. The dual authority in a matrix structure. D. The interpersonal competence of leaders, managers and staff. Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: D 41.

What is the mapping and measuring flows between people and groups within an organisation referred to as? A. Knowledge management. B. Social networking analysis. C. Network analysis. D. None of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: B 42.

Which of the following is not a feature of a knowledge management structure? A. Information is transferred between people faster than in a traditional structure B. Decisions are usually decentralised C. A flat, informal structure D. Complexity Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: C Why is a ‘boundaryless organisation’ long-lasting? A. It comes from traditional structures responding to the demands of globalisation, strategic alliances, and technological and supply interdependence. B. It redirects communication without feedback. C. It eliminates the vertical boundaries exclusively. D. It creates a flatter structure. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking 43.

Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A What is the main disadvantage of a ‘network structure’? A. The lack of rigid tiers of management. B. The more ambitious staff demand a clear path. C. Difficulty in promotion, staff turnover and lack of leadership or support. D. Lack of face-to-face communication. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: C 44.

45.

What constitutes the informal organisational structure? A. The links between individuals as a result of their patterns of behaviour. B. The links within official lines. C. The links between functional departments in most organisations. D. The links between staff and clients. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 46.

Conflict can occur as a disadvantage of the informal structure when: A. there is no change in the informal structure over time. B. there is resistance to change. C. the goals of customers and staff are different. D. the goals of the informal network are different from those of the formal organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: D

True/False: Identify whether the statement is True or False. 47. While all organisations have a formal and an informal structure, the informal structure is developed to provide official links between people in the organisation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

In a bureaucratic structure, the organisation is complex with many different levels of management. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 49.

In an organisation with a tall structure, decision making is usually highly centralised with decisions requiring the approval of senior management. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 50.

In a simple structure, there are fewer decision makers to negotiate with than in a complex one. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 51.

The matrix structure and reporting lines are designed to focus on the status of staff. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: B 52.

Decisions are usually decentralised in a knowledge-management structure. A. True B. False 12

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A Matrix structures and the organisation’s culture should enable managers and teams to collaborate. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 53.

54.

Knowledge management organisational structures comprise of knowledge leaders. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: B 55.

In knowledge-management structures, low formalisation gives knowledge workers a high degree of autonomy, discretion and control over their work. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: A 56.

The informal organisation is avoidable. To deal with it, management should recognise its avoidability and influence its direction. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 57.

How many organisational structures are there and how are they different? What are the impacts of different structures on organisational and interpersonal interactions? Give two examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: Answers will vary. 58.

What are the advantages and disadvantages of the informal organisational structure? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.3 Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions Answer: Answers will vary.

LO6.4 Describe the patterns of interaction in small group networks Multiple choice: Choose the one alternative that best completes the statement or answers the question. 59.

According to Robbins et al (2008), culture is NOT created by A. founders indoctrinating and socialising employees to their way of thinking and feeling. B. founders’ own behaviour in acting as role models to encourage employees to identify with them. C. founders hiring and keeping employees who are more creative than they are. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.4 Describe the patterns of interaction in small group networks Answer: C 60.

Lois is a sales manager and is the central person who for her sales employees, and acts as a conduit for all group communication. What kind of network would this be referred to as? A. a Y network. B. a circle network. C. a wheel network. D. an all-channel network. Difficulty: Basic 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.4 Describe the patterns of interaction in small group networks Answer: C 61.

According to Robbins et al (2008), which network sees the highest level of member satisfaction in small group networks? A. wheel network. B. all-channel network. C. network. D. circle network. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.4 Describe the patterns of interaction in small group networks Answer: B 62.

Which of the following statements would most likely result in achieving an organisation’s goals? A. When the points of view of employers and employees are similar. B. When the employees persuade leaders and managers to appreciate their point of view. C. When business organisations develop effective communication channels. D. When the employer and employees work towards the same goals. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.4 Describe the patterns of interaction in small group networks Answer: D 63.

Which of the following is NOT a use of communication network analysis? A. To unearth previously hidden network structures. B. To find links that don’t appear on organisational charts. C. To locate the best way to communicate with those left out of the network. D. To determine whether expected communication channels are actually used. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.4 Describe the patterns of interaction in small group networks Answer: C

True/False: Identify whether the statement is True or False. 64.

While the direction of communication within an organisation affects the format and effectiveness of that communication, we must also consider the impact of the communication networks that are established. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.4 Describe the patterns of interaction in small group networks Answer: A 15 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

In ‘networks’, the communication structure depends on the technology used to communicate to people. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO6.4 Describe the patterns of interaction in small group networks Answer: B 65.

Essay: Write your answer in the space provided or on a separate sheet of paper. 66.

What are some common patterns of interaction in small group networks? Provide examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.4 Describe the patterns of interaction in small group networks Answer: Answers will vary.

LO6.5 Discuss strategies that can improve organisational communication Multiple choice: Choose the one alternative that best completes the statement or answers the question. 67.

A workforce culture that appreciates routine and structure is best served by A. an organic structure. B. a mechanistic structure. C. free-form structures. D. formal rules, policies and job descriptions. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6. 5 Discuss strategies that can improve organisational communication Answer: B 68.

How can communication be improved within and outside an organisation? A. By shaping the organisation’s operations, its performance, the behaviour of people and the flow of communication B. By analysing an organisation’s structure and flow of communication C. By facilitating open and clear communication by all, across the organisation D. By identifying organisational, individual and cultural factors Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication Answer: C 69.

What does the phrase ‘New Networks’ refer to? 16

A. The use and linkage of modern communication technologies such as the Internet, databases, Customer Relationship Management software and virtual as well as open meetings for stakeholders. B. Free-form structures where there is freedom of interaction with relevant information, groups and individuals about current or emerging areas of common concern or opportunity. C. Teams or groups of people affected by change where information is shared openly, where trust is built and where problems or issues are considered from company and user perspectives and specific outputs generated. D. Autonomous work groups communicating clearly and directly with each other, dynamic rather than static entities, forming and reforming, often with evolving membership structures in successive iterations. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication Answer: C 70.

Why is social media proving effective as a means of organisational communication? A. It enables two-way communication between an organisation and its stakeholders. B. It can complement existing channels of communication. C. It fosters partnerships within and outside the organisation. D. All of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication Answer: D 71.

Which of the following is NOT an example of a way in which an organisation could improve its communication? A. Change organisational structures to enhance communication. B. Acknowledge emotional intelligence. C. Promote communication skills. D. Encourage academic research in its field. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication. Answer: D

True/False: Identify whether the statement is True or False. 72.

Social media is useful to complement some existing channels of communication in modern organisations. A. True B. False 17

Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication Answer: A 73.

Autonomous work groups encourage communication and interaction because an individual or group is given almost total freedom to complete the task. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication Answer: B 74.

Work group interactions on virtual work spaces build closer relationships between different departments such as finance, customer support and research and development. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication Answer: A 75.

Digital tools such as Facebook, Twitter and Instagram are used for one-way communication with customers and suppliers. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 76. Discuss the impact of social media on organisational communication. In what ways is the use of social media effective, and what kinds of organisational networks would be facilitated through social media? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.5 Discuss strategies that can improve organisational communication Answer: Answers will vary.

LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Multiple choice: Choose the one alternative that best completes the statement or answers the question. 77.

A person who is treated less favourably on the grounds of a personal characteristic has experienced: A. direct discrimination. B. systemic discrimination.

C. indirect discrimination. D. structural discrimination. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Answer: A 78.

Jess requires the use of a wheelchair. The main conference room in her place of employment is up a short flight of stairs, and there is no ramp or elevator for her wheelchair. When there is a large meeting for the entire team, Jess must join by phone, as the main conference room is unavailable to her. Jess experiences: A. systemic or structural discrimination. B. bullying.

C. harassment. D. indirect discrimination. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Answer: A 79.

Unsolicited, offensive treatment through malicious, vindictive, cruel or humiliating attempts to undermine an individual or group is known as: A. stereotyping. B. discrimination.

C. sexual harassment. D. bullying. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytic skills Learning Outcome: LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Answer: D

True/False: Identify whether the statement is True or False. 80.

Ill health, emotional exhaustion and social withdrawal are risk to an individual who experiences sexual harassment or bullying within an organisation. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Answer: A 82.

It is the responsibility of individual employees to find out and know their rights and obligations with respect to sexual harassment in the workplace. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Answer: B 83.

Restricting promotions to only full-time, permanent staff is an example of direct discrimination. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 84.

Compare and contrast the following forms of discrimination: direct, indirect and systemic/structural. Provide a real-world example for each in your comparison. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Answer: Answers will vary. 85.

There are a number of risks associated with bullying and harassment in the workplace. Discuss the risks to an organisation, the risks to an individual and control measures an organisation can implement to manage this risk. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO6.6 Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation Answer: Answers will vary. 20 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 7: Leadership LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Multiple choice: Choose the one alternative that best completes the statement or answers the question.

1. The most important leadership role relates to: A. setting SMART objectives for the group. B. determining priorities for the group. C. motivation, influence and the leading of others to a common goal. D. provision of on-going variety and challenges to the group. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: C 2. What type of leadership is needed for 21st century leaders? A. Command and control style. B. To display more democratic and less hierarchical leadership than in the past C. To communicate more effectively to senior stakeholders. D. To meet the challenge of the changing economic environment. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: B

3. The most common factor demonstrated by effective leaders across all leadership styles is: A. how much he/she participates in the group. B. how much freedom they allow the group. C. the direction he/she provides to the group. D. the ability to communicate with others. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: D 4. What is the main difference between ‘leadership’ and ‘management’? A. Leaders focus on systems and controls for the short term whilst managers focus on long term strategies. B. Management focuses on people for the long term whilst leaders focus on people for the short term. C. Managers seek adaptive and constructive change, whilst leaders seek order and stability. D. Management focuses on systems and controls for the short term whilst leaders focus on the long term view. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: D

5. Why is feedback from the leader important? A. It impacts on staff willingness to work and influences the effectiveness of the team. B. People like to know how they are performing. C. When things go wrong action needs to be taken. D. The leader’s perceptions are valued and acted upon. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: A 6. Many of the activities required of a leader include: A. a variety of hands-on functions. B. effective networking. C. interaction and interpersonal communication with group members. D. technical computer skills. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: C

7. What is a leader required to do? A. Communicate ideas and show how they contribute to the organisation. B. Develop group cohesion. C. Carry out task-related and maintenance-related functions. D. All of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: D 8. Effective leaders establish group direction by A. defining activities within the organisation. B. sharing vision and goal-setting with the group. C. meeting the group face-to-face. D. fulfilling their communication responsibilities. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: B 9. Which choice below might best illustrate maintenance-related behaviour by a leader? A. Communicating and providing feedback. B. Supporting. C. Interacting and listening. D. All of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: D 10.

What are the criteria for effective leaders? A. They have skills to support and motivate people to achieve organisational goals. B. The ability to interact with others. C. The ability to organise and plan work activities. D. The ability to manage their family life and work. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: A 11.

Choice of leadership style and impact as a leader will depend on: A. the knowledge the leaders have. B. the power leaders are given. C. the beliefs leaders hold about others, the way they prefer to behave and the situation. D. the leader’s ability to manage. Difficulty: Moderate 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: C

12.

Which of the following is a characteristic of an organisation with low motivation? A. High performance. B. Energy and enthusiasm. C. Unjustified resistance to change. D. Willingness to accept responsibility. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: C 13.

Francis, a senior leader in a company, has just been given some extra budget as they performed well last year. Francis intends on distributing it to employees who went ‘above and beyond’ during the year. Which type of power would this situation best represent? A. Legitimate Power B. Coercive Power C. Referent Power D. Reward Power Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: D

14.

Which leadership power can easily cause communication barriers? A. Legitimate power B. Expertise power C. Coercive power D. Information power Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: C

True/False: Identify whether the statement is True or False. 15.

The ‘command-and-control leadership methods’ of the 20th century are inefficient in the changing technology world. A. True 4

B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: A 16.

The fact that the leader has influence means that a leader does something to affect the performance of others and to produce results. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: A Planning and organising are considered ‘task-based’ behaviour. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: A 17.

18.

For an organisation, having leaders who can communicate effectively in order to persuade followers is more important than having leaders who can build a highperformance culture. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: B 19.

Leaders have the right to give orders but their effectiveness now depends on the knowledge and trust of others. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: A 20.

Effective leaders use positional power to dominate the decision-making process. A. True B. False Difficulty: Moderate 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: B 21.

Consistent results is a characteristic of an organisation with low motivation. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: B 22.

Employee engagement leads to shared decision making. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: A One’s knowledge, aptitude and ability influence one’s expertise power. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: A 23.

Essay: Write your answer in the space provided or on a separate sheet of paper. 24.

What is the role of leadership? Outline leadership tasks and activities and discuss behaviours common to most managers. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: Answers will vary. 25. Discuss differences in the way leadership styles use power. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: Answers will vary

26.

Think of a leader with whom you have had personal contact. This person could be a leader at work or in a social organisation. What type of leader are they, and what characteristics do they have that support your view? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: Answers will vary 27.

Discuss how leaders can increase employee engagement and what effects this increased engagement can have on an organisation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO7.1 Discuss the process of leadership, and explain how leaders influence followers to achieve common goals Answer: Answers will vary

LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Multiple choice: Choose the one alternative that best completes the statement or answers the question.

28.

Which of the following is NOT a distinguishing trait of leadership? A. Drive B. Integrity C. Power D. Self-confidence Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: C 29.

According to the theories of leadership styles, all leadership affects: A. group performance and the motivation of members. B. the policies of the group. C. the promotion of staff. D. the way of communication in the group. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking 7 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: A 30.

The key to being an effective leader rests on the ability to: A. to balance task and relationship behaviour. B. motivate people to work towards an organisational goal. C. communicate openly and honestly. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: D 31.

Which of the following refers to a management style that focuses equally on production needs and the needs of the people? A. Team-management style. B. Middle-of-the-road management style. C. Task-management style. D. Country-club management style. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: A 32.

The main difference between production-oriented and employee-oriented leaders

is: A. attention to the personal needs of followers. B. attention to the task. C. attention to the goal. D. attention to performance. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: A What is the purpose of ‘transactional leadership’? A. To take responsibility and follow rules. B. To monitor and provide feedback about processes. C. To motivate subordinates to perform as expected. D. To stimulate change. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking 33.

The degree to which the situation allows the leader to influence group members is currently referred to as: A. situational favourableness. B. situational control. C. contingency theory. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B What is the emphasis of Fielder’s (1964, 1967) contingency theory? A. Task-motivated leadership style. B. How well the leader’s style fit between situation and leadership style. C. Relationship-motivated leadership style. D. All of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 35.

36.

Lulu is a leader within an organisation. She is currently facing members of her team who are unwilling, insecure and seem to be unable to perform tasks. According to the Situational Leadership Model, what would be the most appropriate leadership behaviour for Lulu to adopt in this situation? A. Delegating. B. Participating. C. Selling. D. Telling. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: D 37.

What behaviour does the Situational Leadership Model classify? A. Relationship and task B. Accommodating C. Expertise D. Rationality Difficulty: Moderate 9 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: A Hersey and Blanchard’s (1993) Situational Leadership Model: A. indicates that what a leader should do in a particular context is determined by the specifics of a situation. B. argues that follower maturity will dictate the response of a leader to a particular situation. C. indicates that there is an interplay between the leader’s knowledge, skills and experience and the follower’s willingness, skills and experience that impacts on the kind of job that is done. D. argues that the leader needs to establish supportive relationships prior to focusing on tasks to positively impact organisational outcomes. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: C 38.

39.

Quiet managers in leadership, according to Mintzberg (1999), can strengthen: A. a group’s culture of independence. B. real knowledge of the organisation’s strategy and direction. C. the connection between the followers and the service. D. leadership strategies. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: A What is the focus of ‘transactional leadership’? A. The motivation of staff only. B. Leading and supporting followers to identify goals, complete task responsibilities and follow rules. C. The feedback of staff exclusively. D. The direction of the organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 40.

41.

The difference between transformational leadership and transactional leadership is the: A. style of behaviour. 10

B. purposes and the results. C. focus either on the emotion and motivation of the followers or on goal achievement. D. relationships between leaders and followers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: C 42.

Which of the following are three recognised leadership styles? A. Directive, supportive and adaptive. B. Authoritarian, participative and laissez-faire. C. Classical, humanist and contingency. D. Authentic, transformational and transactional. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: D 43.

Authentic leadership incorporates: A. intrapersonal communication. B. self-awareness. C. originality. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: D 44.

According to Walumbwa et al (2008), the component of authentic leadership that involves sharing information and feelings openly to present one’s authentic self is known as: A. internalised moral perspective. B. balanced processing. C. self-awareness. D. relational transparency. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: D

True/False: Identify whether the statement is True or False. 45.

In the emerging democratic and less hierarchical organisational environments, transactional leaders and managers value the empowerment of staff. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 46.

The Situational Leadership model classifies leader behaviour into two broad categories: relationship behaviour with leaders, and task behaviour with followers. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 47.

The Situational Leadership Model identifies leadership behaviour but not follower readiness. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 48.

Successful Situational Leadership recognises and creates an effective combination of leadership style and the follower’s readiness level. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 49.

Transformational leaders have a profound and extraordinary effect on their followers. A. True B. False Difficulty: Basic 12 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: A 50.

Charisma is only found in transformational leaders. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 51.

Team management style has a low production/high people orientation. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 52.

While transactional leaders build confidence and understand the needs of followers, their style of leadership has a higher people orientation than the transformational style. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 53.

Authentic leaders demonstrate low levels of emotional intelligence. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 54.

Authentic leaders are influenced by others and model their leadership behaviour on existing ideas. A. True 13

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B 55.

Every leader has some form of authority and power. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: A 56.

Leadership tasks are performed at all levels of an organisation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: A 57.

Balanced processing is a component of authentic leadership that involves being guided by internal moral standards to self-regulate one’s own behaviour. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 58.

Discuss the key situational influences in the Situational Leadership model and explain the relationships among them with examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: Answers will vary. 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

59.

What are the differences between transactional leadership and transformational leadership? Explain transformational leadership in terms of its characteristics, outcomes and other relevant factors. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: Answers will vary. 60. What is the link between emotional intelligence and authentic leadership? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: Answers will vary. 61.

How is authentic leadership different from transformational leadership? What are the similarities, if any? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: Answers will vary. 62. You are a leader in an organisation and have recently recruited a new team who have little knowledge and skill in this particular area of business. It is expected by senior leadership that you will meet the goals of your division. Discuss the leadership style(s) you would adopt with your team to ensure success for your team, yourself, and the company. Consider the different leadership styles discussed and how your leadership style may need to evolve as competence and knowledge of your team increases. Difficulty: Complex Standard/Graduate Attribute: AACSB:Analytical thinking Learning Outcome: LO7.2 Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership Answer: Answers will vary.

LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Multiple choice: Choose the one alternative that best completes the statement or answers the question. 63.

The nature of communication in a transformative working environment is A. mostly one-way, with communication only flowing from the leader to the group. B. highly motivating, as everyone knows what is expected as well as the consequences of getting things wrong. C. two-way, with directions from the leader and reports from the group to the leader. D. inspirational, in the interests of the organisation and very rarely in the self-interests of the leader or the group. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: D 64.

Which of the following is not a leadership role? A. Managing B. Mentoring C. Coaching D. Enhancing group capability Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: A 65.

Mentoring is defined as a relationship in which: A. individuals with experience and knowledge facilitate and support those with less experience and knowledge. B. psychological help is needed among staff. C. the old help the young. D. people build and nurture connections with others on a professional level. Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: A

66.

When a leader engages in strategic networking, which of the following does it NOT directly enable them to do? A. Generate new contacts for potential opportunities in the future. B. Build potential future strategic partnerships. C. Build relationships considering potential future opportunities. D. Develop their communication skills. 16

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: D 67.

The focus of the person being coached throughout the coaching process is on: A. solutions in terms of what is happening now, what is required in the future and how to achieve it. B. gaining a broader view of their work. C. gaining effective interpersonal skills. D. gaining a promotion. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: A 68.

Which of the following is NOT a characteristic of a formal mentoring program? A. Usually having a mentoring program coordinator B. Requiring the mentor and mentee to take a proactive approach

C. Defining the goals and identifying the approach in an action plan D. Identifying standards against which the program will be measured Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: B

True/False: Identify whether the statement is True or False. 69.

Effective interpersonal communication and behaviours by leaders enhance working relationships and clarify roles, expectations and standards. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: A 70. Mia has agreed to be Diego’s mentor. They have agreed what the purpose and goals of the mentoring will be along with when they will meet. They have discussed the current state and want to evaluate their progress throughout the time Mia is Diego’s mentor. This is an example of formal mentoring. A. True B. False Difficulty: Basic 17 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytic skillsAnalytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: A 71.

Job-related stress and lack of mentoring is more likely to occur under a transformational leader than a laissez-faire leader. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: B 72.

According to Stern (2002), the best mentors are instructors. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: B 73.

The communication style when mentoring should always be open, regardless of whether it is one-on-one or across the organisation. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: A 74.

Good coaching is best achieved as a result of an informal process and casual connections within an organisation. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: B 75. The process of building and maintaining interpersonal professional contacts is known as coaching. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: B 76.

Social media platforms enable professionals to build an identity and establish a range of helpful and supportive contacts and networks. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 77.

Identify leadership communication practices and explain the purpose of, and differences between, mentoring and coaching. Give examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO7.3 Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 8: Team and Work Group Communication LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Which two dimensions are considered when evaluating a work team’s effectiveness? A. Outcomes and behaviours. B. Tasks and behaviours. C. Tasks and outcomes. D. Performance and development. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 2. A work team is defined as a group: A. consisting of managers and followers. B. whose members work together on a particular task to achieve common goals. C. whose members contribute to the relationship between customers and service. D. whose members are interested in personal development. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3. Which of the following is a key difference between a formal group and an informal group? A. A formal group is the only formed for task functions, whereas informal groups are only formed for relational functions. B. A formal group is only formed at department level or higher, whereas informal groups can occur at any level in an organisation. C. A formal group is constructed by management whereas an informal group has not been formally established within the organisation D. There are no key differences between formal and informal groups within organisations Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: C 4. The evaluation of team work is based on A. how knowledgeable the staff is. B. how staff want to communicate with other members in the team. C. what family background staff have. D. what the team does, and how it achieves what it does. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: D 5. A work team’s effectiveness is shown by: A. the quantity and quality of its outputs. B. how the members interact in the achievement of team goals. C. the capacity of the team to fulfil its charter now and adapt to ongoing change in the future. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: D 6. A project team is regarded as a(n) A. contractual arrangement. B. informal group. C. formal group. D. common interest group. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: C 7. The difference between a group and a team is that: A. teams are formed and developed; groups are made up of a collection of individuals. B. in a team each member has a job, the team has a common purpose and something that it must achieve together; a group may not have one or more of these elements. C. teams are formal constructs, groups are informal constructs. D. there is no difference— the terms are used interchangeably. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 8. In the theory of teams and groups in communication practice, the informal group is known as: A. a pioneer group. B. the ‘gang of three’. C. a virtual team. D. a ‘friendship’ or ‘interest’ group. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: D 9. What is NOT key to identifying a team? A. Whether members are operating within a charter. B. Whether members see themselves as having specified roles. C. Whether members strive to be better than their fellow members. D. Whether members see the team as accountable for achieving specified organisational goals. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: C 10.

In a participative team, the members A. have their deliberations facilitated by the team leader and are coached by the team leader. B. have an equal say in what will be done. C. have a formal process to capture ideas, test and then adopt these ideas once approved by the entire team.

D. follow a consensus-building process to maintain the engagement and commitment of all members. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 11.

Why are self-managed work teams considered a suitable vehicle for achieving work? A. They have greater flexibility and creativity in their approach and processes. B. They are not required to take responsibility for their outcomes as they are closely monitored by senior management. C. They seek out team self-improvement whilst the work is being done. D. Both A and C. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: D 12.

According to Wageman (1997), the key principle behind self-managing teams is that: A. the managers take responsibility for their work. B. the team takes responsibility for its work exclusively. C. the team takes responsibility for its work and also monitors and alters its performance. D. the managers not only take responsibility for the work but also monitor and alter the team’s performance. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: C 13.

Wageman (1997) identified a number of critical success factors for self-managing teams. This is best shown in: A. a clear direction, basic resources, a suitable reward system, authority for the team to manage their work approach, deadlines and coaching. B. a team-developed goal, the right skill set, dedication to the task, continuous consensus building, clear communication, measurable outcomes. C. taking responsibility for their work, monitoring their own performance, altering approaches and strategies depending on circumstances. D. having an outward focus that is balanced with accomplishing the task at hand, taking time to plan and review regularly, and seeking to continuous improvement. Difficulty: Complex Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork

Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 14.

Lucas, Joan, Andrea, and Thomas have decided to arrange a meeting over coffee to work on a specific idea that they are keen to develop. What kind of team are they likely to be part of? A. A cross-functional team. B. A virtual team. C. A hot group. D. A self-managed work team. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: C According to Lipman-Blumen et al (1999), what do today’s organisations need? A. More teams B. More impassioned managers C. More ‘hot’ groups D. More successful organisations Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: C 15.

16.

From the point of view of Lipman-Blumen et al (1999) in the theory of groups, organisations should: A. encourage creativity. B. loosen controls. C. encourage more group activity than individualism. D. adapt to the dynamic environment. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: D 17.

Cross-functional teams are: A. typically virtual teams that can be classified into three types. B. interdisciplinary teams with members from several functional areas. C. teams with members working on limited tasks. D. teams with members primarily responsible for knowledge management. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 18.

Which type of team or group is increasingly relied upon in global organisations and alliances? A. Virtual teams B. Internet teams C. Cross-functional teams D. Self-managed teams Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 19.

Knowing how to use the diversity of cultures in teams and groups will: A. improve the relationships between managers and followers. B. provide a source of competitive advantage. C. strengthen the unity of the group. D. help to collect knowledge. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B When is a team able to perform effectively according to the theories of ‘teams and groups’? A. Once team members relate to one another and make connections between their knowledge and that of others in the group B. When team members are united as friends C. When team members are willing to be promoted D. Once team members establish good individual images Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 20.

21.

The advantages of a group decision over an individual decision theoretically depend on: A. the information the group can provide. B. the competencies within and the effectiveness of the group. C. the outcomes the group achieved. D. the communication skills in the group. Difficulty: Complex 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 22.

Working in groups and teams has both advantages and disadvantages. One disadvantage is ‘risk-shifting’. Which of the following describes the process of ‘riskshifting’? A. Risk is split with management because the group wants to share the weight of making the wrong choice with more senior personnel. B. A decision is made to go with the higher risk option because the responsibility will rest with the whole group if the decision proves to be a poor one. C. The team or group abandons its responsibility altogether, preferring to pass risky decisions to consultants or senior management. D. Little or no time is allowed to consider the attendant risks of a proposition or course of action being confronted by the team. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 23.

What are the two major categories of workgroups in an organisation? A. Forming and storming. B. Formal and informal. C. Autonomous and managed. D. Norming and performing. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 24.

What is the name given to a leader who shares the decision-making role with their team members? A. An authoritarian leader. B. A participative leader. C. A laissez-faire leader. D. An enlightened leader. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B

True/False: Identify whether the statement is True or False. 25.

The role of teams is to make decisions, plan, achieve goals, reflect on and assess its own performance and to plan again if necessary. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 26.

According to Shaw et al (2000), the characteristics of effective teams include appropriate leadership, clear goals, relevant skills, mutual trust, unified commitment, good communication, negotiating skills and internal and external support. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 27.

The difference between formal and informal groups in the theory of teams and groups is whether the group is established by management. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A The words ‘team’ and group’ are used interchangeably. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 28.

29.

One of the factors common to all project teams is clarity of purpose, achieved by understanding their manager’s needs. A. True B. False 8

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 30.

Ways of doing things imposed from the top down can be taken as an unsuccessful project in the theory of teams and groups. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 31.

Self-managed work teams are neither semi-autonomous nor autonomous, with a high level of control over their work. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 32.

The number of changes currently affecting organisations makes it unlikely that any one person will be trained to have the full set of skills needed to complete every task. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: A 33.

Supervisory groups are critical to the effectiveness of self-managing work teams. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B

34.

Virtual teams interact and collaborate in the physical location of their company’s building . A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 35.

Access to technology is the most crucial factor in the success of a virtual team. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B 36.

Individuals are believed to be more effective than groups in evaluating ambiguous situations, promoting unique ideas, recalling information accurately and, consequently, making good decisions. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 37.

Explain what a team is and describe the types of teams, their characteristics, purposes, functions and effects in practice. Which one do you recommend and why? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: Answers will vary ‘Teams are the answer in the current highly fluid chaotic business environment’. Provide a balanced response to this assertion in which you discuss the advantages and disadvantages of teams. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking 38.

Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: Answers will vary. 39. Outline the advantages and disadvantages of group decisions. What are the five keys to group and team empowerment? Identify the two factors that may lower the standards and expectations of a group? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.1 Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence Answer: Answers will vary.

LO8.2 Describe the five stages of group development and four general roles within a work group or team Multiple choice: Choose the one alternative that best completes the statement or answers the question. According to Goodman et al (1987) and Hogg et al (2006), norms in ‘teams and groups’ are defined as: A. incentives provided by an organisation to ‘get the job done’. B. formal codes of practice essential to a workgroup. C. the acceptable standards, expectations or ‘rules’ that ‘regulate’ and foster uniform behaviours. D. the normal behaviours exemplified by leaders and adopted by the followers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: C 40.

According to Tuckman (1965), groups go through a number of stages in ‘group development’. Those stages are: A. goal setting, role determination, action planning, execution, review. B. skill auditing, selection, role allocation, performance, team review. C. forming, storming, norming, performing, adjourning. D. forming, storming, norming, performing. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: D 41.

42.

As the group is restructured, the committee disbanded or the task force dissolved after completing its objectives, which stage does the group go through? A. Performing stage occurs. B. Storming stage arises. C. Adjourning stage arises. D. Norming stage occurs. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: C 43.

A role within a group or team is: A. a set of expected behaviours associated with a position. B. a set of criteria which individuals need to satisfy. C. a position people are interested in as a symbol of power. D. a set of behaviours that emerges at the stage of group formation. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: A 44.

As the individuals in a group or team continue to engage with each other through good communication, personal issues emerge relating to: A. inclusion of the individual, knowledge of the location of power and acceptance of the individual by the remainder of the group/team. B. social competence, emotional intelligence, and the individual’s evolving task and interpersonal roles in the group. C. emotional attachment to the group, sense of belonging and morale maintenance. D. level of on-going support from the rest of the team, esteem afforded to the individual by the team, and degree of self-actualisation potential in the team context. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: A 45.

Taking time out to celebrate an achievement or a social occasion such as a team member’s birthday or anniversary are examples of what? A. Task-related activities. B. Maintenance-related activities. C. Human capital building roles. D. Social engineering roles. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: B

46.

How is the type of role that a person plays in a team determined? A. Personality pre-disposition, self-image, perceptions of others, rewards and selfexpectations. B. The tasks allocated to the individual team member. C. The prestige and power that is to be gained from fulfilling a particular role. D. Their status and ability to manage others. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: A 47.

There are team members who are dysfunctional with regard to the purpose of the team. Such types of people are seen in roles of: A. attention-seeker, aggressor, apologist, atavist and avoider. B. power-seeker, pawn, politician, pugilist and pauper. C. pessimist, blocker, aggressor, a show-off, lobbyist and rebel. D. nay-sayer, victim, power-broker, mendicant and mollifier. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: C

True/False: Identify whether the statement is True or False. 48.

Norms in the theory of teams and groups are the shared ideas and expectations about how members of a group should behave. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: A 49.

The desired outcome of communication within a group is that everyone feels included, at every stage of team development. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: A 50.

The quality of interactions, sharing of information, decision making and team activities at each of the five stages of team development is affected by the team members’ skills in collaboration and communication. 13

A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: A 51.

Dysfunctional roles are behaviours intended to distract a group from its purpose or to inhibit progress towards its goals. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: A 52.

The information seeker and information giver are maintenance-related functions rather than task-related functions. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 53. Think about a group you are currently part of, or that you have been part of. What ‘type’ of group do you think best describes it and why? Which stage of development is this group and explain through behaviours why you think this group is in that stage. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: Answers will vary. 54.

What are the roles within a group or team? Discuss the roles that can emerge within a work group or team and how they work in practice. Discuss the impact of leadership on a group or team. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.2 Describe the five stages of group development and four general roles within a work group or team Answer: Answers will vary.

LO8.3 Identify and explain factors that influence work group and team performance Multiple choice: Choose the one alternative that best completes the statement or answers the question. 55.

Team performance is affected by a number of variables, including size. According to the researchers cited in the textbook, the ideal group size is: A. from four to eight members. B. from ten to twelve members. C. dependent on a number of factors. D. the researchers do not agree. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: C 56.

What do organisations need in order to encourage teamwork? A. A flat structure B. A diverse workforce C. Managers and team leaders who create a positive communication climate D. Systems and procedures Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: C 57.

In a meeting, a group is told about some new ideas. Although no-one in the group likes the ideas, no-one challenges them within the group. What kind of group would this be considered to be? A. A cohesive group. B. An effective group. C. A group suffering from ‘groupthink’. D. A leadership group. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: C

True/False: Identify whether the statement is True or False. 58.

Intergenerational teams are made up of three of the four groups: baby boomers, generation X, generation Y and generation Z. 15

A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A 59.

A digital native is an individual who was born prior to the widespread adoption of digital technology. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: B 60.

Gender equality in the workplace is achieved when people are able to access and enjoy the same rewards, resources and opportunities regardless of gender. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A 61.

Diversity of backgrounds, experiences and approaches is uncommon in crossfunctional teams. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: B 62.

The differences between organisations and groups are the structure, size and norms. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: B 63.

Defensive roles A. True B. False

can sometimes help a group.

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A 64.

It is rare to find a totally authoritarian or laissez-faire leader. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A 65.

The communication climate of the group has a significant effect on the effectiveness of the group. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A 66.

There is a risk that effective groups may be exclusive and negative towards others who are different. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A 67.

Group performance is the result of a complex interaction between people and the roles they play within the group. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A 68.

Factors affecting group performance include: size, leadership, members, team structure, cohesiveness, groupthink, climate, environment, intervention, work-group moods, work-team enablers, power, accountability, capability, direction and transparency. A. True B. False 17

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A 69.

It is unlikely that an autonomous group led by a laissez-faire leader would have a good idea of what is going on in the organisation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 70.

What are the factors that influence work groups and team performance? Discuss which ones do you think occur quite often and why. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: Answers will vary. 71.

What are the four group decision-making techniques and what is the purpose of each? Describe how a team can facilitate effective decision making. How can a team leader facilitate member participation? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.3 Identify and explain factors that influence work group and team performance Answer: Answers will vary.

LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Multiple choice: Choose the one alternative that best completes the statement or answers the question. 72.

The nature of teamwork is best described as being based on A. cooperation and collaboration. B. work-role allocation and performance. C. communication and consensus. D. friendship or common interests. 18

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: A 73.

According to Bertcher (1994) to get the job done, team members need to engage in two kinds of interdependent behaviours. These are A. individual and team behaviours. B. task and socioemotional behaviours. C. goal-setting and objective-setting behaviours. D. structural and communication behaviours. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: B 74.

The purpose of the participation technique of attending is: A. keeping a group discussion on track and highlighting or clarifying what has occurred. B. informing a participant, subgroup or entire group about discrepancies.

C. letting others in a group know that you are paying close attention. D. providing pay-offs, such as praise, for effort and/or achievement. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: C 75. Dyer and colleagues (2013) have presented the four Cs of team performance. Which ‘C’ is referred to when discussing a team’s abilities to problem solve and manage conflict? A. Context B. Composition C. Change D. Competencies Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: D

True/False: Identify whether the statement is True or False. 76.

Each member brings interpersonal concerns to the group and these concerns become part of the group process as the social needs of individual members emerge. A. True 19

B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: A 77.

Teamwork means people work together to accomplish a common goal. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: A 78.

Advocates of teamwork believe that there are many intrinsic rewards for employees from the adoption of these work practices. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: A 79.

Mediating involves attempting to resolve conflicts among participants. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: A 80.

Gatekeeping involves asking questions and giving information in a group in order to solve problems, get to know one another, clarify information and receive and give feedback. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: B 81.

Focusing involves keeping a group discussion on track, and highlighting or clarifying what has occurred. A. True B. False Difficulty: Basic 20 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 82.

According to Dyer et al (2013), the four Cs of team performance enhance performance and employee satisfaction. Explain the four Cs and provide an example of each one. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: Answers will vary. 83. You are a manager and have a team. One of your team members is usually a very competent employee going above and beyond, and has very strong relationships at work, however currently is missing deadlines and is turning up to work late. The latest report they have submitted to you was late, didn’t include all the information you required, but gave really good detail on the aspects that was included. Discuss how you would provide constructive feedback to this team member to help with their performance, considering the STAR/STAAAR acronyms. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO8.4 Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 9: Effective Meetings: Face-to-Face and Virtual LO 9.1 Identify the characteristics of effective meetings Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Meetings cover three main areas of responsibility, which are A. provision of agenda, conduct of meetings and recording of minutes by secretary. B. provision of policy and procedures by organisation, organisation of meeting by executive, and participation by members. C. familiarity with the strategic plan and organisational policies, the conduct of meetings, and the generation and follow-up of action plans by executive. D. familiarity with organisational policy and procedures, running and participating in meetings, and generation of minutes by members. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B 2. Which of the following is a reason for holding a business meeting? A. To provide an opportunity to meet new staff B. To resolve conflicts between staff C. To announce managerial decisions D. To engage in problem solving Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: D 3. The purpose of a meeting can be achieved only when Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. the leaders prepare and organise the meetings very well. B. all the staff attend the meeting. C. the three main areas of responsibility are implemented effectively. D. the members are provided with sufficient information. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: C 4. Meetings can be unproductive when they are used as a way to A. exchange ideas. B. raise questions. C. evade action. D. clarify information. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: C 5. Meetings should be A. informative and intense. B. purposeful, with a clearly defined agenda and constructive outcome(s). C. routine-like. D. as formal as possible. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B 6. The difference between formal meetings and informal meetings is based on whether A. a meeting has more structure or less structure. B. members have already been informed of the purpose of the meeting. C. members can benefit from the meeting. D. the meeting can come to a decision. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: A 7. Informal meetings are oriented towards decision making and problem solving, whereas informal meetings A. define tasks, create action plans and implement decisions. B. are conducted in emergency situations where time is an issue. C. do not have a chair or a minute recorder and often lack a strategic focus. D. have limited interaction time between attendees. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: A 8. An example of a purpose for an operational meeting could be to 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. discuss matters such as strategy, governance and finance. B. discuss the committee’s progress to date and inform attendees of future plans. C. allow community stakeholders to express views about operational matters. D. discuss how the organisation’s computer network is running. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: D 9. The purpose of a committee is to A. delegate authority for a decision to others. B. consider, investigate and report or act on a matter as delegated. C. represent all the different groups affected by a decision. D. make policy, initiate procedural changes and then implement decisions. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B 10.

A representative or consultative committee is one which A. is seen to represent the view of a special interest group. B. is formed and steered by senior managers. C. has members from a wide section of the workplace. D. represents the working class. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: C 11.

Elena believes it is time for her company to invest in new printers in all locations. What type of meeting should she organise? A. Departmental meeting B. Operational meeting C. Briefing meeting D. Public meeting Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B

True/False: Identify whether the statement is True or False. 12.

The effectiveness of meetings is mainly determined by the ratio of attendance. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

13.

A successful face-to-face or virtual business meeting is purposeful, cost-effective and participant friendly. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: A 14.

A successful meeting chairperson is able to keep members focused on agenda items and provide direction. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: A 15.

A constitution refers to the rules governing the manner in which a meeting is conducted. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B Offering one’s personal feelings about an issue on an agenda to an informal meeting can be considered as one of the forms of participation or involvement in the meeting. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B 16.

17.

Suggestions and decisions from a select committee are likely to be easier to implement than from a representative committee. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: A 18.

A committee set up by two or more bodies to deal with matters of common interest is a consultative committee A. True B. False Difficulty: Moderate 4 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B 19.

An amendment refers to the proceedings of the meeting. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: B

20.

Participants in a meeting can make the meeting more productive by preparing for the meeting and knowing how to conduct themselves in a meeting. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: A 21.

Goal setting, decision making and problem solving are examples of the tasks that enable a meeting to achieve its purpose. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 22. Identify and describe the features of effective meetings. Distinguish between a formal and an informal meeting and a committee. Give an example of each. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: Answers will vary. 23. Describe the difference between formal and informal virtual meetings. Discuss the advantages and disadvantages of each. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.1 Identify the characteristics of effective meetings Answer: Answers will vary.

LO9.2 Explain the roles of chairperson and secretary Multiple choice: Choose the one alternative that best completes the statement or answers the question. The casting vote at formal meetings may be the verbal ‘Aye’ or ‘No’, a show of hands, a division or a secret vote. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: B 24.

25.

The role of the chair at a meeting is to A. call the meeting, run the meeting, hear the case for and against, and decide with the help of the group the best way forward in the circumstances. B. start on time, follow the agenda, ensure equal time is given for debate, help generate decisions and action plans, and follow-up. C. help prepare the agenda, involve attendees, keep to the agenda order, help the meeting to reach decisions and actions, and promote member goodwill. D. call the meeting to order, consider agenda items presented, help the group achieve a consensual decision where possible, and help generate minutes. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: C 26.

Who has the most important role in a meeting? A. Members B. Secretary

C. Agenda D. Chairperson Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: D 27.

Along with deciding who should attend a meeting, a chairperson also needs to A. decide who not to invite. B. keep clear and accurate the minutes. C. deal with incoming and outgoing correspondence. D. be the key decision maker in a meeting. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: A 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

28.

In relation to meetings, a quorum refers to A. a real sense of belonging. B. the order of the agenda and the time limit for each item. C. the minimum number of people who must be at a meeting for business to be conducted. D. the agenda items to be avoided. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: C 29.

A motion in a meeting refers to A. a discussion that argues the case ‘for’ and ‘against’ an option put to the meeting. B. a discussion that argues the case ‘for’ and ‘against’ an option put to the meeting and which has secured a seconder. C. a discussion that moves the meeting to a resolution on a matter or issue that has been brought before the meeting. D. a specific, formal proposal from a member of the meeting for a course of action. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: D 30.

A casting vote is A. the final determining vote cast by any meeting member. B. made after the motion ‘that the question now be put’ is moved, seconded and won. C. a vote to maintain the status quo and follows the British House of Commons practice. D. used by the chairperson when the votes for or against a motion are tied. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: D 31.

A resolution of a meeting is a A. course of action being proposed by a speaker at a meeting. B. resolve to do something. C. motion that has been put and carried by a majority of members. D. matter to be considered and resolved. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: C 32.

The term standing orders in meetings refers to A. requests that attendees stand at certain times during the meeting or gathering, for example, the loyalty toast to the Queen, the toast to the guest of honour or the bride and groom. B. the criteria for member conduct contained in the Memorandum and Articles of Association of the organisation or entity. 7

C. the rules that determine the way in which the meeting is to be run. D. orders for a member to ‘stand’ and be ejected from the meeting after repeated calls to order and motions ‘that the member no longer be heard’. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: C 33.

The duties of the secretary are to A. organise an agenda, deal with documentation, take apologies, table correspondence and take minutes. B. plan the agenda and organise the meeting. C. be responsible for briefing the chairperson on policy matters. D. call for agenda items and communicate with members about policy on the chairperson’s behalf. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: A 34.

A written authorisation given by a shareholder for someone else, usually the company’s management, to cast his or her vote at a shareholders’ meeting or at another time is known as a A. motion. B. point of order. C. quorum. D. proxy. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: D 35.

The Agenda Bell, according to Tropman (1996), refers to A. the timing device used to signal the passage to the next agenda item. B. the chronological placement of meeting agenda items according to their level of difficulty. C. the equal distribution of ‘for’ and ‘against’ discussion time on either side of a central axis that should be applicable to each agenda item. D. the level of focus and attention that attendees are able to maintain over the course of a meeting and where peak attention is at the middle of the meeting. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: B

True/False: Identify whether the statement is True or False. 36.

A quorum is the maximum number of people that can be at a meeting in order for business to be effectively conducted. A. True 8

B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: B 37.

One of the most important decisions the chairperson can make about a meeting is who not to invite. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 38. Maintaining focus in a meeting is a key responsibility for a chairperson. List three strategies that a chairperson can use to maintain focus among the members in a meeting. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.2 Explain the roles of chairperson and secretary Answer: Answers will vary.

LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Multiple choice: Choose the one alternative that best completes the statement or answers the question. 39.

What are examples of tasks that enable a meeting to achieve its purpose? A. Goal setting, decision making and problem solving B. Starting on time, ensuring everyone speaks an equal amount and keeping a positive tone C. Allowing the chairperson to make final decisions, and extending the time of a meeting as necessary D. Calling the meeting to order, considering agenda items presented and generating minutes. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: A

40.

Maintenance-related roles at meetings refer to A. roles that support and encourage the contribution of all other members and create a positive meeting climate. B. roles that correct and influence others to maintain decorum and protocol at meetings. C. roles that maintain accurate minutes and delegate action items resulting from a meeting. D. the roles that keep the meeting moving forward by goal-setting, problem solving and decision making so that the meeting achieves its aims. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: A When people take a role such as ‘tension reliever’ or ‘scapegoat’ in a meeting to protect other members from anxiety, this role is a known as A. dysfunctional role. B. defensive role. C. task-related role. D. problem role. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: B 41.

42.

A filibuster at a meeting is A. a spill of supporters originally from one side to the other side of a motion. B. a monopoliser of the meeting’s time. C. a person who is unsure which way to vote on a matter before the meeting. D. an earlier meeting decision that has been reversed for the second time. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: B 43.

Problems at meetings can often be caused by A. the chairperson, secretary and members. B. the organisation, leaders and followers. C. the abstainers, spoilers and usurpers. D. none of these. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: C

Which of the following types of ‘problem people’ in meetings includes those who want to highlight their expertise? A. Meeting extenders B. Show-offs C. Spoilers D. Usurpers Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: B 44.

Arnold’s team is meeting to discuss quarterly sales results. After the meeting begins, however, Arnold tries to change the focus of the meeting to the company’s technology budget. Arnold is a A. abstainer. B. spoiler. C. usurper. D. show-off. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: C 45.

True/False: Identify whether the statement is True or False. 46.

Attention to maintenance-related roles improves group cohesion. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: A 47.

Defensive and dysfunctional roles contrast with task-related and maintenance roles, and can interfere with the achievement of a group’s goals. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: A 48.

According to Ferrazzi (2012), the use of social media can help dissimilar people on virtual teams to collaborate. A. True B. False 11

Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 49. Identify three types of ‘problem people’ in meetings and describe the impact on meetings these people can have. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.3 Identify task roles and maintenance roles and features of collaboration common to face-to-face and virtual meetings Answer: Answers will vary.

LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Multiple choice: Choose the one alternative that best completes the statement or answers the question. 50.

The move to virtual meetings is prompted by A. the decline in social cues and fewer protocols. B. reduced time taken, cost savings and convenience. C. a desire to better structure and enhance ‘floor control’ of meetings. D. a desire to reduce caucusing and pre-meeting lobbying. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: B 51.

Realisation of organisational goals with a saving of both time and cost for meetings is achieved by the effective use of A. maintenance-related roles. B. task-based roles. C. the communication skills of the chairperson. D. technology. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology

Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: D 52.

The primary role of the chairperson in a virtual or electronic meeting is to A. supervise the netiquette of the members. B. control the discussion threads. C. achieve consensus. D. check the attendance of the members. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: B 53.

The key feature of a synchronous virtual meeting is that A. all group members sit at the telephone. B. it must be a large group. C. all members participate at the same time. D. members can do their own job at the same time. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: C 54.

The most common form of virtual meeting is A. teleconferencing. B. audio conferencing. C. web conferencing. D. Videoconferencing. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: A 55.

Videoconferencing is considered more beneficial than using A. formal meetings. B. emails, telephone or online chat systems. C. synchronous meetings. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: B 56.

Communication barriers in face-to-face or virtual meetings arise from A. technical faults and procedural omissions. B. lack of meeting control. C. lack of leadership or skills of members. D. poor understanding of meeting maintenance procedures. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: C 57.

Verbal communication barriers are caused by A. illogical organisation of words and unclear, ambiguous and discourteous ways of speaking B. inappropriate use of gestures C. culturally inappropriate proxemics D. a combination of poor leadership and power-sharing Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: A 58.

Communication barriers at meetings can be caused by A. tone of voice, type of eye contact and appearance. B. verbal misunderstandings. C. unwillingness to use power, attitudes to meetings and groupthink. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: D 59.

A major consideration with virtual meetings is A. that staff may need to be trained to use technology. B. the potential for the meeting to be impersonal. C. the need to control discussion more directly than in face-to-face meetings. D. the need to communicate more assertively. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: C

60.

Which of the following is a disadvantage associated with videoconferencing? A. Level of communication B. Initial purchase costs C. Impact on inhibitions D. Travelling costs and time Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: B

True/False: Identify whether the statement is True or False. 61.

Virtual meetings are always informal rather than formal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: B 62.

Specific software skills are not essential for the chairperson of a virtual meeting. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: A 63.

In formal virtual meetings, controlling the discussion thread and synchronous meetings are the two main factors to consider. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: A Informal virtual meetings include visiting each other’s Facebook sites, tweeting and blogging. A. True B. False Difficulty: Basic 64.

Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: B 65.

Audio conferencing using telephone technology is a cost-saving way of communicating verbally. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: A 66.

Staff should be well-trained to use video and web conferencing. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: A 67.

Communication barriers in virtual meetings are caused primarily by poor verbal skills. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: B 68.

Interest in the proceedings of a meeting is shown by leaning forward and making eye contact with others. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: A 69.

Groupthink can influence decisions made in meetings. A. True 16

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: A 70.

Meetings on shared workspaces are an example of formal meetings. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: B 71.

A virtual meeting system in which each participant uses his or her own computer is known as a room system. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 72. Compare virtual and face-to-face formal meetings. Discuss the benefits and disadvantages of each, and provide examples of where each type of meeting might be most effective. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: Answers will vary. 73. Identify communication barriers in face-to-face and virtual meetings. In each case, discuss factors that contribute to communication barriers and how they can be prevented or managed. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical skills

Learning Outcome: LO9.4 Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings Answer: Answers will vary.

LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting Multiple choice: Choose the one alternative that best completes the statement or answers the question. 74.

Use of space, clothing and appearance in communication at meetings can be considered as A. positive nonverbal feedback. B. nonverbal behaviour which affects communication. C. factors that decision making is based on. D. less important than what is said in meetings. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting. Answer: B 75.

The chairperson and secretary need to consider the following physical factors when planning and organising a meeting A. the resolution required. B. the type of meeting required. C. the venue, equipment and seating arrangements. D. the outcome of the meeting. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting. Answer: C 76.

Venue and seating arrangements at meetings need careful consideration because A. they will influence the outcomes of the meeting. B. meeting members should not be made too comfortable for speedy outcomes. C. ‘meetings within meetings’ should be encouraged. D. it is important to be able to monitor body language and other nonverbal cues. Difficulty: Basic Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting Answer: A 77.

The desktop system is different to the room system in videoconferencing because in the desktop system 18

A. members use a telephone. B. participants use their own individual computer. C. members sit around a table. D. participants have sufficient space in the room. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting Answer: B

True/False: Identify whether the statement is True or False. 78.

In a meeting with members sitting around a rectangular table, the power lies with those sitting at the sides of the table rather than the ends. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting. Answer: B 79.

In planning the environment, a room system involves having a dedicated room permanently set up. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical skills Learning Outcome: LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting. Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 80. Briefly describe three different seating arrangements suited to a meeting. How does each of these arrangements influence the interaction between the members of a meeting? Which seating arrangement do you think is most appropriate in a formal meeting? Give reasons for your answer. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting Answer: Answers will vary. 81. Reflect upon your own personal experience in a meeting. What worked well, and what could have been improved, based on consideration of concepts covered in Chapter 9? Difficulty: Complex 19 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO9.5 Explain the impact of the venue and seating arrangements on the dynamics of a meeting. Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 10: Customer Engagement LO10.1 Identify the stages of customer engagement and organisational need at each stage Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. During which stage of customer engagement do you need to offer compelling content in order to get the customer to choose the brand? A. Conversion B. Discovery C. Consideration D. Unawareness Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: C 2. Customer satisfaction occurs when organisations A. build customer engagement around the customers’ needs and expectations. B. identify customers’ needs and expectations. C. meet the needs and expectations of customers. D. improve the customer value package. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: C

3. Customer satisfaction is really about A. preparation, presentation and follow-up from product and service providers to reduce complaints. B. collecting customer engagement data and then setting and maintaining minimum standards to reduce complaints. C. listening to your customers and then telling them what they want to hear. D. building an experience that meets or exceeds a customer’s needs and expectations. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: D 4. Before an organisation develops an effective customer engagement strategy, it must A. know its staff and product or service. B. know the needs and expectations of its customers. C. know what and how it can deliver. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: D 5. A quality interaction between customer and service provider is A. a sign of goodwill between the organisation and its customers. B. dependent solely on good communication strategies. C. the basis of quality customer service. D. due to clever advertising. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: C 6. To optimise a customer’s satisfaction with your organisation, it is necessary to A. provide a luxurious ambience or business environment. B. tell them that they are dealing with the best company. C. focus primarily on before-sales service. D. make sure that everything you do is aimed at ensuring they have a positive experience. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: D 7. When a product or service is considered, a good experience occurs when A. the product or service meets or exceeds industry benchmark specifications. B. product quality and customer service are brought together. C. the product or service meets all organisational expectations. 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

D. the product or service meets all international standards organisation (ISO) benchmarks. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: B 8. Which of the following is not a measure of customer experience satisfaction? A. Speed of answering the telephone B. Customer surveys C. Complaint analysis D. Focus groups Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: A 9. To create a positive impression and foster goodwill towards an organisation, staff need to A. acknowledge and greet customers appropriately. B. listen to customers’ expressions of their needs with respect. C. know their product and the service they are delivering. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: D 10.

The many critical moments when customers interact with the organisation and its offering on their way to purchase and after are known as A. customer journeys. B. touch points. C. engagement stages. D. customer experiences. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: B 11.

Which stage of customer engagement is associated with the need to get the word out? A. Consideration B. Unawareness C. Discovery D. Conversion Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: B 12.

Once a customer has made a purchase decision and has chosen a particular brand, which need should the brand meet? A. Give post sales service B. Offer compelling content C. Get the word out D. Get an idea of intended audience Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: A

True/False: Identify whether the statement is True or False. 13.

The beginning stage where customers just find out about your company is the stage of discovery. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: A 14.

Growth through value creation is the stage of customer engagement that occurs when the customer has made a purchase decision and chooses your brand. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: B 15.

The series of contacts or dealings a customer has when interacting with an organisation is the customer journey. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 16. What are the roles of strategy, staff and systems in providing a positive customer experience? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: Answers will vary. 17. What are the five stages of customer engagement, and what strategies should organisations employ to meet customers’ needs at each stage? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.1 Identify the stages of customer engagement and organisational need at each stage Answer: Answers will vary.

LO10.2 Outline features of an organisational culture that embraces customer engagement Multiple choice: Choose the one alternative that best completes the statement or answers the question. 18.

An effective research program should gather information A. on rates of customer retention. B. about levels of customer complaints. C. that is qualitative and quantitative in nature. D. about the customer’s former supplier. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: C The staff of ABC Inc. passionately believe in the organisation’s mission and work together to share the mission’s impact with new hires at the organisation. This support of the mission is part of ABC Inc.’s A. customer service. B. customer engagement. C. organisational culture. D. customer experience ecosystem. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge 19.

Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: C 20.

Elaine first learned of the existence of the company EcoView when she received a business card from a product manager who works for the company. At this time, what stage of engagement was Elaine in? A. Conversion B. Consideration C. Unawareness D. Discovery Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: C 21.

Arnold has just purchased his first Apple product, an iPhone. What stage of engagement is Arnold in following this purchase? A. Growth through value creation B. Conversion C. Discovery D. Consideration Difficulty: Basic Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: B 22.

Marcello is conducting a survey to identify the needs, wants and perceptions of potential customers. The insight Marcello is looking for is known as A. customer engagement. B. voice of the customer. C. growth through value creation. D. customer barriers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: B 23.

When there is insufficient communication with customers, what is the barrier to customer engagement? A. Misalignment of strategies and actions B. Short-term thinking C. Fear of change and innovation D. Informational flow Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: D

True/False: Identify whether the statement is True or False. 24.

Some aspects of customer experience are outside of organisational control. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: A 25.

The only aim of knowing about customer touch points is to find out how to provide satisfaction to customers. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: B 26.

An organisation that builds lifetime customer value also builds competitive advantage. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: A 27.

When a customer reads reviews of a product on a website, the customer is in the conversion stage of engagement. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: B If there is an inability to create customer profiles based on customers’ past behaviour, then the barrier to engagement is lack of resources. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking 28.

Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: A 29.

A bureaucratic organisation that protects budgets and numbers of staff may be fearful of change and innovation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 30. Discuss the interaction of strategy, process and technology in customer relationship management. Give some examples to support your arguments. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: Answers will vary. 31. What is the role of research in managing customer experience? List the ways in which customer satisfaction might be measured and discuss the advantages and disadvantages of each. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.2 Outline features of an organisational culture that embraces customer engagement Answer: Answers will vary.

LO10.3 Discuss the role of communication in customer engagement Multiple choice: Choose the one alternative that best completes the statement or answers the question. 32.

The use of effective communication skills in customer service is critical because A. such skills are ‘best practice’ and required in a global trading environment. B. they allow the real needs of the customers to be addressed. C. customers expect special treatment. D. the organisation pays for staff to have such skills. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 8 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: B 33.

Organisations focusing on customer experience view technology as A. a product to deliver service to customers. B. a platform for innovation and fostering better experiences. C. a way to manage customer relationship management. D. a way to monitor staff Internet usage. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: B 34.

What can help create a positive impression in customer service? A. Good interpersonal skills B. Using passive listening skills C. Offering cheap goods and services D. Offering bonus buys Difficulty: Basic Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: A 35.

In customer service-oriented organisations, social media A. is a risk because dissatisfied customers can tell others about their negative experiences. B. is a benefit because satisfied customers can tell others about their positive experiences. C. can enable monitoring of customer experiences. D. All of the above Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: D 36.

Which of the following indicates the extent to which customers are committed to an organisation’s products or services and the strength of customers’ predisposition to select one brand over another? A. Customer satisfaction B. Customer engagement C. Customer loyalty D. Customer communication Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: C

True/False: Identify whether the statement is True or False. 37.

The interpersonal dimension of customer service is essential when fostering desired and unanticipated service for customers. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: A 38.

A single communication channel should be available to customers to commence, continue and complete interactions with the organisation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: B 39.

The Internet and email have changed the way customers relate to customer service. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: A Provision of ‘desired service’ increases satisfaction but, in the long run, customers may become used to it and consider it ‘expected service’. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: A 40.

41.

Organisations focusing on customer experience view technology as the main product to deliver service to customers. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: B Customer loyalty is built as customers’ needs are met. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking 42.

Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: A 43.

If a customer is upset and communicates in outbursts, it is acceptable for a customer service representative to react emotionally. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: B 44.

Enabling customers to communicate perceptions of a product on Twitter and then continue the same conversation in a text message thread or on a phone call is an example of omni-channel customer service. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 45. Describe the communication skills required in customer relations and provide examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: Answers will vary. 46. Discuss ways an organisation can listen to its customers. What are the implications for organisations in offering a number of communication channels through which their customers can interact with front-line staff? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.3 Discuss the role of communication in customer engagement Answer: Answers will vary.

LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Multiple choice: Choose the one alternative that best completes the statement or answers the question. 47.

The best way to find out what customers really think about your organisation is to A. look at the list of complaints coming in. B. ask the front-line staff in your organisation. C. listen to the customers. D. ask people you know what they’ve heard about your organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: C 48.

The perception of an organisation held by customers is most immediately impacted

by A. the way front-line staff behave. B. the way in which an organisation treats its own staff. C. the way complaints are managed. D. the way customer expectations are met. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: A 49.

The intention when resolving customer complaints is to A. prevent the customer from scaring off other potential customers. B. turn customer complaints into goodwill and future business. C. acknowledge that the complaint is justified and that the customer is always right. D. limit the possibility of any future legal action. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: B 50.

Who benefits from open and probing questions that ask for facts from a customer with a complaint? A. The customer B. The organisation C. The customer and the organisation 12

D. None of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: C

True/False: Identify whether the statement is True or False. 51.

Customer complaints can be turned into goodwill and future business. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: A 52.

Throughout the complaint-handling process, confidentiality must be assured. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: A 53.

Customer service staff should be technically competent rather than emotionally competent. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 54. How would you manage customer complaints and difficult situations? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge

Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: Answers will vary. 55. Reflect on your experience of satisfaction or dissatisfaction with a product or service. Did you complain? If not, why not? If so, how did the organisation respond? Draw from concepts discussed in Chapter 10 in your response. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO10.4 Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 11: Public Relations LO11.1 Explain four models of public relations Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Two-way communication in public relations refers to A. effective technology that facilitates communication between the organisation and its customers. B. the ability of an organisation to communicate with its stakeholders and receive feedback on which it can act. C. the need for organisations to be answerable to their stakeholders. D. the organisation’s promotional strategy. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: B 2. Stakeholders are A. individuals or groups who are interested in the organisation. B. individuals or groups who are aware of the organisation’s activities. C. individuals or groups affected by the behaviour of an organisation. D. individuals or groups who are competing for business with the organisation. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: C 3. An organisation’s use of social media facilitates A. a monologue. B. a dialogue. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

C. one-directional communication. D. monitoring staff behaviour. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO11.1 Explain four models of public relations Answer: B 4. Running an event specifically designed to attract media coverage is an example of using which public relations model? A. Press agentry/publicity model B. Public information model C. Two-way asymmetrical model D. Two-way symmetrical model Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: A 5. A public health campaign designed to inform the public of the benefits of exercise is an example of which public relations model? A. Press agentry/publicity model B. Public information model C. Two-way asymmetrical model D. Two-way symmetrical model Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: B 6. Which type of communication does not rely on persuasion and manipulation in a public relations model? A. One-way communication B. Two-way symmetrical communication C. Two-way asymmetrical communication D. None of the above Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: B 7. Public relations (PR) is concerned with A. the range of organisational activities required to keep a customer satisfied. B. creating the organisation’s public presence and influencing its publics to take some course of action. C. marketing your image and building your organisation’s structural base. D. ensuring employees of the company are satisfied with the way business is conducted. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: B 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

8. Evaluation is used to help design a program that influences a public in which public relations model? A. Press agentry/publicity model B. Public information model C. Two-way asymmetrical model D. Two-way symmetrical model Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: C 9. An organisation trying to promote a relationship based on mutual understanding would use the A. press agentry/publicity model B. public information model C. two-way asymmetrical model D. two-way symmetrical model Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: D 10.

An organisation trying to convince stakeholders of a particular point of view would use the A. press agentry/publicity model B. public information model C. two-way asymmetrical model D. two-way symmetrical model Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: C 11.

The key benefit of adopting a two-way symmetrical approach to public relations is A. that potential problems or hostile attitudes are identified before they become issues. B. that it requires less resources than other models. C. that it promotes balance between an organisation and its publics. D. the ability to promote products and services directly to customers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: A 12.

The model of public relations that often refers to a public relations practitioner as ‘journalist in residence’ is the A. press agentry/publicity model. B. public information model. C. two-way asymmetrical model. D. two-way symmetrical model. 3

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: B

True/False: Identify whether the statement is True or False. 13.

Organisations usually use only one model of public relations. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: A Contrived engagement and deceptive communication will damage an organisation’s relationship with its stakeholders. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO11.1 Explain four models of public relations Answer: A 14.

An organisation’s publics will have similar styles influenced by local conditions. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: B 15.

16.

An organisation should have at least one person monitoring its social media presence. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO11.1 Explain four models of public relations Answer: A 17.

Two-way communication is the most effective way of managing an issue. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: A 18.

The public information model of public relations uses two-way communication. 4

A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.1 Explain four models of public relations Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 19. Discuss the differences between the four models of communication. For each model, describe a public relations situation in which the model would be most appropriate. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO11.1 Explain four models of public relations Answer: Answers will vary.

LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Multiple choice: Choose the one alternative that best completes the statement or answers the question. 20.

Which is not a feature of the public relations role in an organisation? A. Inform stakeholders about the organisation B. Influence attitudes and behaviour C. Promote interaction with the social and political environment D. Promote products directly to consumers Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: D 21.

According to Beder (1999), one of the risks of community consultation in the public relations context is that A. it opens the organisation to criticism before the event. B. it is merely a PR exercise not aimed at fostering genuine participation in decision making. C. it communicates risk too overtly. D. it loses control over its own decision-making processes. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: B 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

22.

The three objectives of public relations provided by Baskin, Aronoff and Lattimore (1997) are to A. create information, disseminate information and monitor information. B. maintain positive opinion, neutralise hostile opinion and create opinion where there is none. C. make an image, monitor the image and modify the image. D. create information, modify images and neutralise hostile opinions. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: B 23.

Mutually beneficial relationships with a public are built by A. listening and appeasing. B. appreciating and empathising. C. listening and responding. D. consulting and defending. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: C

True/False: Identify whether the statement is True or False. Public relations generally only convey information about an organisation’s image, objectives, policies, standards, products and services. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: B 24.

25.

A successful public relations strategy starts with a clear message. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: A 26.

Effective organisations ensure their public relations messages are aligned with management decisions and processes. A. True B. False 6

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: A 27.

Social media has changed the art of influence, but the principles on which public relations is based have remained the same. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: A 28.

Public relations is ineffective as a tool to overcome community objections to hazardous or undesirable developments. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: B 29.

The two-way models of public relations operate at higher levels than one-way models. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: A 30.

Social media enables customers to make enquiries, find product information and access post-purchase services. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: A 31.

According to Baskin, Aronoff and Lattimore (1997), it is not the responsibility of public relations practitioners to maintain favourable opinions. A. True B. False Difficulty: Moderate 7 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 32. Consider the image of an organisation you know well. Reflect on what you know and think about that organisation, and how it communicates with its stakeholders. Is the communication one- or two-way, and is it effective? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO11.2 Discuss the role of public relations in managing relationships between an organisation and its publics Answer: Answers will vary.

LO11.3 Describe different public relations objectives and explain how to plan for them Multiple choice: Choose the one alternative that best completes the statement or answers the question. 33.

The ways in which an organisation considers the impact its actions will have on its publics is addressed by the organisation’s approach to A. customer relations. B. two-way communication. C. corporate social responsibility. D. budgeting. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: C 34.

Allert and Zawawi (2000) suggested that an effective strategic communication plan should A. use creative, colourful and attractive images. B. use colloquial language. C. use email, Internet, Facebook or Twitter formats. D. be open, clear, consistent, timely and receiver-oriented. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: D 8 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

35.

Which of the following is not a factor in driving corporate social responsibility? A. Ethical consumerism B. Social awareness and education C. Laws and regulations D. Corporate governance Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: D 36.

Before an organisation decides on a public relations plan, it must A. conduct research. B. identify its image. C. determine goals and objectives. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: D 37.

A strong relationship with traditional and social media is built on A. knowledge of deadlines and what the media want. B. credibility and trust. C. a positive organisational image. D. strategic alignment of political and social goals. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: B 38.

Public relations strategies should be implemented by someone high in the organisation because A. public relations is a function of management. B. implementing public relations requires access to resources. C. only someone high in the organisation fully understands the public. D. someone high in the organisation has powerful allies externally. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: B 39.

Which of the following is not a planning step in a public relations program? A. Research B. Identify the communication channel C. Create a timeline D. Book advertising 9

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: D

True/False: Identify whether the statement is True or False. 40.

Writing and speaking are the main communication skills needed by public relations practitioners. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: B 41.

Corporate social responsibility aims for a balance between organisational interests and activities and those affected by the organisation’s activities. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: A 42.

Large organisations usually have a consistent image. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: B 43.

Effective public relations campaigns focus on the organisation rather than the market. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: B 44.

Customer and other stakeholder perceptions should be gathered through research that is conducted in a face-to-face manner. A. True 10

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: B 45.

Ethical consumerism is one of the factors that drives corporate social responsibility. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 46. Explain why you would want to plan a public relations campaign. What would be the objectives? How many steps will it take and what are they? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: Answers will vary. 47. Discuss corporate social responsibility, and how it is relevant to stakeholders. Give examples of corporate social responsibility in action. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO11.3 Describe different public relations objectives and explain how to plan for them Answer: Answers will vary.

LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Multiple choice: Choose the one alternative that best completes the statement or answers the question. 48.

Media relations uses A. online communication channels. B. internal communication channels. C. external communication channels. 11

D. in-house communication channels. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: C 49.

Public relations practitioners need to know about media deadlines because A. the media is generally critical of public relations. B. it promotes the chances of a media release being run. C. it can increase coverage of an issue or event. D. B. and C. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: D 50.

From an organisational perspective, the purpose of a media release is to A. make an announcement. B. attract media attention. C. reach an online audience. D. All of the above Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: D 51.

A media release should not be A. less than 500 words. B. focused on one event or issue. C. written in the inverted pyramid style. D. inaccurate and verbose. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: D 52.

When conducting a media interview, bridges are effective at A. diverting attention from the main point. B. redirecting attention back to the key point. C. linking questions. D. emphasising a key promotional message. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: B

53.

Which of the following does not describe a media release? A. An informal announcement B. A method for attracting attention C. A release for a range of publics D. A way to promote the organisation Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: A 54.

Bloggers are important targets for public relations practitioners because A. they are free to engage with. B. they influence large audiences. C. they can influence target audiences and stakeholders. D. they can influence politicians. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: C 55.

Holding a special event can achieve public relations goals by A. attracting people to one place at one time. B. creating a focus for an issue or activity. C. creating a forum for an organisational spokesperson to interact with media. D. creating an opportunity to interact with competitors. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: B 56.

The use of effective communication skills in public relations is critical because A. such skills are ‘best practice’ and required in a global environment. B. it facilitates an open, transparent and clear relationship with stakeholders. C. stakeholders have expectations that need to be met. D. the organisation pays for staff to have such skills. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: B

True/False: Identify whether the statement is True or False. 57.

A media release is also known as a news or press release. A. True B. False Difficulty: Basic 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: A A media release should be written as a news story from an organisation’s perspective. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: A 58.

59.

A media release should focus on a single issue. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: A 60.

The inverted pyramid is useful because it leaves the reader with the most important information at the end of the story. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: B 61.

Even if the media ask to interview a member of your organisation, it is unlikely that you will receive coverage on the news. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: B ‘News value’ is the term used to describe the criteria for attracting the media. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image 62.

Answer: A 63.

The purpose of a media release is to gather feedback from the audience. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: B 64.

An effective media release should close with news of secondary importance. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 65. Discuss the different roles media releases and special events have in promoting an organisation’s image. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytic Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: Answers will vary. 66. What communication skills are required by public relations practitioners? Discuss what communication skills are most appropriate to different tasks, such as writing media releases, or influencing management to resource a campaign. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.4 Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image Answer: Answers will vary.

LO11.5 Outline the steps in the strategic management of public relations issues and crises

Multiple choice: Choose the one alternative that best completes the statement or answers the question. 67.

The effective use of social media in a crisis should be A. two-way symmetrical communication. B. two-way asymmetrical communication. C. one-way communication. D. managed by the organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises. Answer: A 68.

An organisation that operates using a two-way symmetrical model is a A. high-transparency organisation. B. low-transparency organisation. C. proactive organisation. D. reactive organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises. Answer: A 69.

Which of the following is not a step in the strategic management of public relations, according to Hunt and Grunig (1994)? A. Build a stable long-term relationship B. Develop objectives C. Conduct research D. Select issues to which the organisation will respond Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises. Answer: D 70.

A public relations issue appears when A. stakeholders form groups because an organisation’s actions impact on them. B. high-profile issues are likely to negatively impact an organisation. C. high-profile issues are likely to either negatively OR positively impact an organisation. D. a crisis event occurs that will involve delicate negotiations and collaboration with a specific public or publics to resolve. Difficulty: Basic 16 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises. Answer: A 71.

Managing issues at an early stage is crucial because A. issues can overtake an organisation. B. it can avert a crisis. C. it demonstrates accountability and credibility. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises. Answer: D 72.

An organisation that ignores, rather than manages, problems or crises is referred to

as A. irresponsible. B. Incompetent. C. low-transparency. D. high-transparency. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises. Answer: C

True/False: Identify whether the statement is True or False. 73.

Negotiation and collaboration are the most effective ways of dealing with issues that arise in an organisation. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises. Answer: A 74.

When issues arise, organisations should respond as immediately as possible. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises. Answer: A

75.

Organisations which effectively manage issues create mutual understanding and a stable relationship with stakeholders. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises Answer: A 76.

The most effective way to communicate in a public relations context is two-way asymmetrical. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises Answer: B According to Hunt and Grunig’s (1994) steps in the strategic management of public relations, the planning of formal programs and campaigns should occur prior to the development of objectives. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises Answer: B 77.

78.

If a crisis occurs, the first step in managing the crisis is to craft the message. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises Answer: B 79.

Social media enables the facilitation of two-way communication by pushing out information and pulling in feedback. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 80. Describe the steps in the strategic management of public relations issues. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises Answer: Answers will vary. 81. Discuss the transition from an issue to a crisis, and the role public relations management plays in this. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO11.5 Outline the steps in the strategic management of public relations issues and crises Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 12: Managing Big Data and Knowledge LO12.1 Discuss the attributes of big data and trends impacting on big data

Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Artificial intelligence programs that simulate interactive human conversation are known as A. real-time big data. B. digital footprints. C. the Internet of Things (IoT). D. chatbots. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.1 Discuss the attributes of big data and trends impacting on big data Answer: D 2. A person’s digital footprint refers to A. artificial intelligence programs that simulate interactive human conversation. B. the body of data that records an individual’s digital interactions. C. the integration of physical objects and information networks. D. how valuable data related to a person is to an organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO12.1 Discuss the attributes of big data and trends impacting on big data Answer: B 3. Which of the following five Vs of big data refers to the diversity of sources, formats and dimensions of data? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. Volume B. Variety C. Value D. Veracity Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.1 Discuss the attributes of big data and trends impacting on big data Answer: B 4. Arnold is a software developer for a popular social networking company. He is monitoring how many unique posts users generate per minute. Considering the five Vs of big data, which is Arnold most concerned with during this exercise? A. Value B. Veracity C. Variety D. Velocity Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.1 Discuss the attributes of big data and trends impacting on big data Answer: D 5. Charlene’s job is to propose strategies that her organisation can use to monetise the data they collect. Charlene is concerned with A. variety. B. value. C. velocity. D. volume. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.1 Discuss the attributes of big data and trends impacting on big data Answer: B

True/False: Identify whether the statement is True or False. 6. Big data analytics allow global financial markets to track current numbers and trends. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.1 Discuss the attributes of big data and trends impacting on big data Answer: A 7. While big data analysis provides insights to customer-focused organisations, it has not yet proven to be useful in other areas of society. A. True 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.1 Discuss the attributes of big data and trends impacting on big data Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 8. What are the five Vs of big data? Give an example of each and explain why it is important that organisations be able to manage, process and analyse the five Vs of big data. Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.1 Discuss the attributes of big data and trends impacting on big data Answer: Answers will vary.

LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Multiple choice: Choose the one alternative that best completes the statement or answers the question. 9. Why is it important that organisations only collect necessary personal information? A. Collecting personal information is challenging and time-consuming. B. Over-collection of personal information can increase risks of mishandling that information. C. Organisations often don’t have the resources available to do this type of collection well. D. Collecting personal information can be expensive. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: B 10. Last week, Doug bought a new tent, sleeping bag and lantern from an online retailer. Today, while using Instagram, he notices that the advertisements are featuring items such as boots, camping stoves and backpacks. Which of the following is influencing the advertisements Doug sees? A. Recommendation engines B. Internet of Things (IoT) C. Chatbots D. Privacy impact assessments (PIA) 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: A 11. Which step in the information life cycle is not a risk mitigation strategy? A. Destroy or de-identify personal information that is no longer needed B. Collect and hold personal information needed for service and tasks C. Put into place strategies to protect personal information held D. Embed privacy protections into personal information handling practices Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: B 12. Which of the following techniques for analysing big data enables the access, examination and integration of large amounts of historical data from multiple data sources? A. Data visualisation B. Predictive analytics C. Data mining D. In-memory analytics Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: C

True/False: Identify whether the statement is True or False. 13.

The life cycle of big data is the sequence of stages that a particular unit of data goes through. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: A 14.

The purpose of data visualisation is to access, examine and integrate large amounts of historical data from multiple data sources. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology 4 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: B 15.

Infographics and user-friendly graphs and charts are features of the big data analysis technique known as data visualisation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: A 16. Amazon’s choices of suggested products that it displays to a consumer is based on a recommendation engine. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 17. Choose two sectors—health care, retail, wholesale trade, and so on—and explain how the application of big data is contributing to each sector. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO12.2 Discuss the big data life cycle, and the purpose and applications of big data Answer: Answers will vary.

LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Multiple choice: Choose the one alternative that best completes the statement or answers the question. 18.

A successful organisation achieves its business goals with a knowledgemanagement process by A. using web-based and digital technology only. B. exploring the potential of its staff. 5

C. changing how people work and earn an income. D. aligning its big data activities and knowledge-management strategies with business objectives and people management. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: D 19.

The difference between tacit knowledge and explicit knowledge is A. the first is carried in the mind and is difficult to access while the second has been expressed and can be stored and passed on. B. the first is common to everyone while the second is not. C. the first is theory while the second is technical. D. the first is literary while the second is not. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: A 20.

What is the key to the sharing of tacit and explicit knowledge within and between organisations? A. Knowledge services B. Knowledge-management programs C. Effective communication D. Social networks Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: C 21.

Tacit knowledge can be difficult to communicate to the rest of an organisation because it A. cannot be taught to people. B. cannot be transformed. C. is taken as personal property. D. is known only by an individual. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: D 22.

Explicit knowledge is easier to communicate because it A. cannot be transformed from explicit to tacit knowledge. B. is articulated in procedures, manuals, and paper-based and electronic documents. C. can be embedded in an organisation’s culture. D. is indispensable to others in the organisation. Difficulty: Basic 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: B 23.

The area of knowledge in an organisation which ensures that processes nurture and harness brainpower, and encourage knowledge sharing is A. knowledge in processes. B. organisational memory. C. customer knowledge. D. knowledge in people. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: D 24. Knowledge is defined as A. information gained and processed through web-based and digital technology. B. data, information and intelligence that can be used to act. C. the analysis of databases in which information is stored. D. information that can be generated using software programs. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: B 25. In which phase of the SECI model does the transfer of knowledge from tacit to explicit occur? A. Socialisation B. Externalisation C. Combination D. Internalisation Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: B 26. In the SECI model, knowledge is shared through tacit-to-tacit transfer in which phase? A. Socialisation B. Externalisation C. Combination D. Internalisation Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: A 7 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

27. Which phase of the SECI model happens when explicit knowledge is shared through systemic processes, is understood and becomes part of a person’s basic information? A. Socialisation B. Externalisation C. Combination D. Internalisation Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: D

True/False: Identify whether the statement is True or False. 28.

According to Drucker (2003), knowledge is impersonal, like money. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: B 29.

Knowledge work is information-based. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: A 30.

A knowledge worker works primarily with technology in the workplace. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: B 31.

It is often believed that tacit knowledge is more valuable than explicit knowledge. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired 8 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: A 32.

After-action review is defined as a systematic process to extract the learning from an event or activity. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 33. According to information provided in Chapter 12, how many types of knowledge are there within an organisation? How are these different types of knowledge related? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.3 Differentiate between tacit, explicit and embedded knowledge and use the SECI model to explain how knowledge is acquired Answer: Answers will vary.

LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Multiple choice: Choose the one alternative that best completes the statement or answers the question. 34.

Knowledge management involves A. people who manage an organisation very intelligently. B. organisations that make good use of their intellectual resources. C. the valuing of knowledge in a positive communication climate. D. the process through which organisations generate value by gathering, organising and sharing their intellectual and knowledge-based assets. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: D 35.

What is central to knowledge management? A. Predominantly tacit and explicit knowledge B. The basic investment of the business C. Technology and people 9

D. A qualified programmer Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: C 36.

What are the two factors that are important for the successful implementation of the knowledge-management process? A. A knowledge-sharing culture and continuous learning and application of knowledge by people B. A range of knowledge and coverage of all practices C. The communication and interaction process D. Knowledge work and knowledge workers Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: A 37.

The purpose of knowledge management in a business is to A. enlarge the knowledge in an organisation. B. enlarge the business itself. C. improve performance and organisational competitiveness. D. improve the skills of staff. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: C 38.

The three critical success factors in knowledge-management programs are A. the leader, the followers and the customers. B. the goals, the outcomes and the relationship between them. C. leadership, knowledge management enablers and application of knowledge across the organisation. D. knowledge leadership, clearly identified business benefits and communication outside the organisation. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: C

39.

The broad purpose for establishing knowledge-management programs is for organisations to A. efficiently and effectively acquire access to tacit knowledge. B. provide consistency in good practice that leads to better customer experiences and a competitive advantage. 10

C. share the existing knowledge in the organisation. D. transfer knowledge from inside to outside the organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: B 40.

Knowledge management enablers are A. managers who carry out knowledge-management programs. B. individuals in an organisation who are knowledgeable. C. technologies and organisational strategies that support knowledge-management practices. D. people outside of the organisation who support and enhance knowledge management practices. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: C 41.

What are the common problems with sharing knowledge? A. Lack of time and too much focus on details rather than the big picture. B. Lack of capacity to enforce the implementation of knowledge management effectively. C. Lack of experience in communities of practice D. Lack of qualifications to carry out strategies of knowledge management. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: A The process of thinking in a logical way based on proof in order to form a conclusion or judgment is known as A. case-based reasoning B. knowledge structuring C. evidence-based reasoning D. knowledge-management enabling Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: C 42.

43.

An organisation provides knowledge workers with opportunities to engage in problem solving and decision making by A. encouraging members to engage in critical thinking and questioning in order to analyse, evaluate and create new ideas as well as implement the decisions of the community.

B. encouraging members to develop individual processes and take unilateral decisions. C. combining knowledge management and learning opportunities. D. encouraging members to form social relationships which foster trust. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: A 44.

Knowledge resides in and is generated by people. Therefore, knowledge management A. does not require additional training. B. is about providing appropriate environment, motivation and role models. C. predominantly involves people management. D. predominantly involves the management of processes. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: C

True/False: Identify whether the statement is True or False. 45.

Knowledge management is the process through which organisations generate value by gathering, organising and sharing their intellectual and knowledge-based assets. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: A 46.

The key to information flows in knowledge management is technology. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: B 47.

The organisation allows individuals to apply knowledge-management practices to themselves, their role in the organisation and their career development. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking 12 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: A 48.

While information and communication technology plays an important role in knowledge management, it is not the end in itself. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: A 49. In case-based reasoning, knowledge about past experiences is used to solve a current problem. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: A 50.

Knowledge gained from past cases should not be difficult to transfer to the current situation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: A 51.

While case-based reasoning is suitable for solving simple problems, it is not suitable for solving complex problems. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper.

52. What is knowledge management? What are the main features of effective knowledge management? How does knowledge management develop people and organisations? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: Answers will vary. 53. What is the role of managers and leaders in relation to knowledge management? Discuss the influence managers and leaders have on the success of knowledge management within an organisation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: Answers will vary. 54. What are the four steps in the case-based reasoning process, and what are the benefits of using this process? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.4 Explain the purpose of knowledge management within an organisation, and provide examples of knowledge management enablers and practices Answer: Answers will vary.

LO12.5 Discuss the importance of handling big data and knowledge ethically Multiple choice: Choose the one alternative that best completes the statement or answers the question. 55.

Which of the following is a privacy risk in the era of big data? A. A person’s digital footprint becoming available B. The use of recommended engines C. The occurrence of an eligible data breach D. The increased prevalence of the Internet of Things Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.5 Discuss the importance of handling big data and knowledge ethically Answer: C

True/False: Identify whether the statement is True or False. 56.

The knowledge economy has changed how people work, how corporations are valued and how people earn an income. A. True B. False 14

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO12.5 Discuss the importance of handling big data and knowledge ethically Answer: A 57.

Some Internet of Things-related services are automated, but many others are not. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO12.5 Discuss the importance of handling big data and knowledge ethically Answer: B 58.

Ethical big data is underpinned by clear guidelines about who owns the data, and who and how the collected and stored data can be accessed. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO12.5 Discuss the importance of handling big data and knowledge ethically Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 59. What responsibility does an organisation have with respect to customers’ personal information and privacy? What safeguards should an organisation have in place to ensure personal privacy? Difficulty: Complex Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO12.5 Discuss the importance of handling big data and knowledge ethically Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 13: Researching and Processing Information LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Before writing a document, researchers need to A. formally study the topic. B. learn how to use web-based research tools. C. identify the document’s purpose and present it in a way that suits the context. D. consider the secondary audience. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: C 2. The purpose of sound research is to A. find evidence to prove your thesis. B. strengthen contacts with experts. C. enhance the power of an argument, its conclusions and recommendations. D. identify and describe what we want to say. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: C 3. The difference between primary and secondary research is A. whether the research contains information from a variety of sources. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. whether the research has an objective and result. C. whether the research is the original source or published research. D. whether the research provides evidence. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: C 4. Important skills required of an effective researcher are the ability to A. search on the Internet and communicate with others. B. socialise frequently with peers to get a handle on what they are doing. C. remain objective, evaluate sources and think critically. D. focus on available evidence that is consistent with their thesis. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: C 5. Which of the following are not primary sources of information in research? A. Handbooks, online databases and textbooks B. Observations and experiments C. Interviews, questionnaires and surveys D. Files, records and professional associations Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: A 6. Mass media in research is A. a primary source of information. B. a tertiary source. C. a secondary source of information. D. a reliable and valid source of information. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: C 7. Which of the following do not provide secondary source material? A. Search engines B. Web directories C. Emails D. Databases Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: C 8. Some features of tertiary research are that it A. provides information, evidence and contains a variety of secondary sources. B. occurs in higher education institutions. C. predominantly includes information from online sources. D. includes interviews with research participants. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: A

9. Storing bookmarks on a social site so that others can view links associated with a topic is referred to as A. social knowledge. B. social bookmarking. C. social research. D. social network. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: B 10.

The Universal Business Directory (UBD) is an example of A. a primary source of research information. B. a secondary source of research information. C. a tertiary source of research information. D. could be either secondary or tertiary. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: D 11.

Planning research includes having clear ideas about A. which indexes, abstracts and periodicals to use. B. which critical thinking skills and analysis techniques to use. C. topics and types of sources that may be useful. D. the value of general and specialised directories. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: C

True/False: Identify whether the statement is True or False. 12.

In the university context, scholars must research from all possible credible sources and use the format, writing and citation styles recommended by their faculty. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: A 13.

In research, experienced researchers first evaluate their results by asking questions and using critical thinking skills. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: B 14.

Tertiary sources of information are compiled from secondary sources. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: A 15.

Audiovisual and other services can be considered as primary research sources. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: B 16.

Books, journals, reference books, newspapers and other paper-based documents are referred to as print media. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: A

17.

Digital natives are those who were born prior to the widespread adoption of digital technology. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: B 18. A folksonomy is a user-generated index of online materials. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: A 19.

RSS feeds automatically bring updated content to a subscriber. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 20. Explain the steps in the research process. Provide a real-life example of each step. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: Answers will vary. 21. What is the purpose of research in the context of business communications? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: Answers will vary. 22. Differentiate and provide examples of primary, secondary and tertiary sources of information. What information has to be evaluated? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO13.1 Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information Answer: Answers will vary.

LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Multiple choice: Choose the one alternative that best completes the statement or answers the question. 23.

A particular difficulty associated with citing material sourced from the Internet in the text and in reference lists is that A. it is not always able to be accessed due to technical problems. B. the documents obtained may be either password protected or have authentication certificates. C. different versions of the document may be placed on the same website over a period of time or the website itself may disappear. D. web-based documents may be altered or tampered with rendering them unreliable or questionable for referencing purposes. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: C 24.

The main concern when using resources found on the Internet is A. how to write the URL address in a reference list. B. the credibility of the source. C. whether the site is current. D. B. and C. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: D 25.

Search engines identify individual web pages by A. specific keywords. B. ‘finger prints’. C. secure locks. D. user names. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: A

26.

The effective advanced search technique that most search engines allow you to use to refine your search is A. the Internet. B. Boolean operators. C. Windows. D. NVivo. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: B 29.

In Internet research, a bookmark records A. your registration. B. a URL visited. C. a blacklisted site. D. links to other websites. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: B 27.

Boolean logic enables effective searches to A. cross the whole Internet. B. be as specific and/or generic as desired. C. maximise the number of search engines invoked. D. minimise the number of search engines invoked. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: B

True/False: Identify whether the statement is True or False. A Boolean search using ‘dog AND cat’ would exclude works that are not about both. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: A 28.

29.

Public and university libraries usually have professional reference librarians who can assist researchers to use tools, to locate resources and to access online information A. True 7

B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: A 30.

Digital resources include the Internet, online databases, CD-ROMs and electronic journals. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: A 31.

Google Scholar is a search facility that searches search engines. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: A 32.

Unless the specific URL is known, there is no way to find the information other than to search the Web. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: A 33.

If you are unsure of what your search term is, you should search a specific index, such as an author or title index. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: B 34.

A saved link to a web page is known as a search engine. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology 8 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: B 35.

Using Boolean logic, a research request can be customised using just key words. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 36. Identify five criteria you can use to evaluate the credibility of source information. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: Answers will vary. 37. Briefly discuss the legal and ethical constraints to be taken into account when using the Internet as a source of information. What are the advantages and disadvantages of print and electronic media? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: Answers will vary. 38. Discuss how to use search engines, web directories and databases effectively. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.2 Discuss sources of library and digital information, and identify criteria used to evaluate them Answer: Answers will vary.

LO13.3 Describe the features of an effective literature review Multiple choice: Choose the one alternative that best completes the statement or answers the question. 39.

Research is generally considered good quality if A. it has been peer reviewed. 9

B. there is evidence of critical thinking. C. it was conducted under authentic conditions. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: D 40.

The purpose of researchers identifying issues and gaps in their field of research is so that they can A. determine the significance of their own research. B. easily present their proposals. C. showcase their other research work. D. easily discuss the issues with their colleagues. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: A 41.

Which of the following is an effective method of sorting information accessed prior to writing? A. Taking extensive notes B. Creating a mind map C. Envisaging the finished product D. Using index cards Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: B 42.

In a literature review, you research A. primary information. B. information in a book or a journal. C. secondary and tertiary sources of information. D. none of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: C The word ‘plagiarism’ comes from the Latin ‘plagiarus’ and means A. thief. B. pirate. C. kidnapper. D. bandit. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: C 43.

True/False: Identify whether the statement is True or False. 44.

Both intellectual property and digital rights are protected by law. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: A 45.

While plagiarism is unethical, there are very few consequences. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: B 46.

Propositions are claims on which an argument is based or from which a conclusion is drawn. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: A 47.

Using material from the Internet is free, easy to access and does not involve legal and ethical constraints. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: B 48.

A literature review should summarise existing literature but should not point out any inconsistencies or gaps in the literature. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 49. How and for what purpose would you need to undertake a literature review? 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: Answers will vary. 50. What is intellectual property? Give an example. What do you need to do to build your credibility as a researcher and writer? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: Answers will vary. 51. What possible consequences could a scholar face if he or she is found to have plagiarised another’s work? What should scholars do to ensure that they avoid plagiarism? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO13.3 Describe the features of an effective literature review Answer: Answers will vary.

LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Multiple choice: Choose the one alternative that best completes the statement or answers the question. 52.

Ethical research A. acknowledges sources. B. appropriates sources. C. assumes intellectual property. D. researches the digital rights of others. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: A 53.

A verbatim quote is one that A. is taken directly from the original author’s or speaker’s work. B. captures the meaning of all words, stressing the action outcomes needed. C. presents the essential ideas from the words originally used. D. is future-oriented, calling for some action to be done. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: A 12 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

54.

Notations may be placed A. within the text and in the reference list. B. within the text, as footnotes and as endnotes. C. in the references and the bibliography. D. in the bibliography only. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: B 55.

Documentation via notations is provided to A. give due credit to the original author and protect the current writer. B. acknowledge the current writer’s contributions to the study. C. support the original writer’s assertions. D. help future researchers avoid issues that have been over-researched. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: A 56.

What acknowledges the original source of work in research? A. Footers B. Headnotes C. Annotations D. Notations and citations Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: D 57.

The Harvard or author–date system of referencing adopts the following order for citing a work A. author’s surname, initials or given name, title, publication year, publisher, place of publication. B. author’s given name or initials, author’s surname, title, publisher, place of publication, year of publication. C. author’s surname, initials or given name, publication year, title, publisher, place of publication. D. author’s given name or initials, author’s surname, title, publisher, year of publication, place of publication. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: C 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

58.

Research ethics and etiquette are important because A. upholding them leads to developing a good reputation and respect in your field. B. the penalties of not following them can be harsh. C. they enable you to become acknowledged in your field. D. otherwise someone might not acknowledge your own work as payback. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: A 59.

Academic honesty is ethical behaviour, which includes A. working in accordance with university guidelines. B. presenting your own work and gathering objective and reliable data. C. acknowledging all sources correctly. D. All of the above Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: D 60.

What will damage your credibility in research? A. Using secondary sources B. Using fallacious arguments C. Using primary research D. Using tertiary sources Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: B 61.

Superscripts in citations are A. used to number reference lists in sequential order. B. used to number reference lists in alphabetical order. C. used to number footnotes and endnotes. D. placed on the line at the beginning of a sentence. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: C

True/False: Identify whether the statement is True or False. 62.

Using another person’s ideas in your writing, even if you acknowledge that person, is plagiarism. 14

A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: B 63.

Intellectual property is the property of your mind or proprietary knowledge. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: A 64.

Having academic honesty cannot improve your writing. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 65. What is academic honesty? What advantages do you gain by paying attention to academic honesty? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking. Learning Outcome: LO13.4 Differentiate between approaches to notations and citations, and explain the importance of academic honesty Answer: Answers will vary.

LO13.5 Prepare a bibliography and list of references Multiple choice: Choose the one alternative that best completes the statement or answers the question. 66.

You are expected to reference when you A. paraphrase from a source. B. summarise from a source. C. directly quote or copy material from a source. 15

D. All of the above Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: D 67.

The reference list A. gives reference details of the materials consulted by the writer in the preparation of the work. B. provides a list of all the sources of information utilised and further recommended readings. C. may or may not be annotated and provides a list of the sources of information used by the writer. D. only shows those materials that have been specifically cited by the writer in the essay, study or work produced. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: D 68.

Paraphrasing is A. copying someone’s idea in their exact words. B. expressing someone’s idea in your words in a reduced form. C. copying someone’s idea without acknowledgement. D. expressing someone else’s idea in your own words. Difficulty: Basic Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: D 69.

After downloading and printing material from the Internet and online sources, Australian students are generally expected to use the A. Modern Language Association Style Guide for referencing professional and university papers. B. traditional method or the Harvard system of referencing and add the URL details. C. predominantly the Harvard system of referencing. D. the URL only. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: B

True/False: Identify whether the statement is True or False. 70.

You can be respected as a highly professional researcher by documenting or referencing sources fairly and accurately. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning 16 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: A 71.

The author–date (or Harvard) system is widely accepted due to its complexity. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: B 72.

A footnote is supplementary material placed at the end of a chapter or an article. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: B 73.

Endnotes are comments at the foot of the relevant page giving extra information about a point in the text. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: B 74.

There are three main methods of presenting a list of references or a bibliography: the Harvard system, the note system and the footnote system. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: B 75. A reference list gives details only of those works cited in an assignment, report or essay. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.5 Prepare a bibliography and list of references Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 76. Explain the different approaches to notations, citations and referencing. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO13.5 Prepare a bibliography and list of references. Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 14: Conducting Surveys and Questionnaires LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. The difference between a survey and a questionnaire is the A. scope of investigation. B. size of the study. C. delivery of the findings. D. data collection methods. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: D 2. Research into a specific issue to identify key influencing factors is best conducted via a(n) A. survey. B. questionnaire. C. independent researcher. D. interview. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: B 3. Surveys are useful to Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. inform social and economic policy. B. influence future planning. C. identify key issues. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: D 4. A plan to identify how instruments will be used in a survey, and how collected data will be tabulated and analysed is referred to as A. a survey plan. B. a data-mapping plan. C. a data analysis plan. D. an evaluation plan. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: C 5. An effective hypothesis A. considers the bias of any stakeholder. B. includes the bias of any stakeholder. C. is designed to promote subjectivity. D. is designed to reveal subjectivity. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: D 6. A survey is reliable if A. it enables researchers to formulate theories, make claims and generalise findings from a sample to a larger population. B. it consistently gives the same result when the survey is repeated under the same conditions over different periods. C. it relies on a number of questions to assess an attitude, an issue or a problem. D. it yields varying results when repeated under the same conditions over different periods. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: B 7. Validity refers to A. the reliability of the survey. B. the extent to which the survey findings may be generalised. C. the design and survey method. 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

D. the objectivity of the researcher. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: B 8. A survey is feasible if it A. can be conducted. B. is realistic in scope. C. is better than the alternatives available. D. is reliable. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: A 9. A large survey conducted on behalf of an organisation should be A. conducted online to save costs. B. delivered by a team and coordinated by a project leader. C. outsourced to a research organisation. D. administered by a project manager. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: B 10.

Which of the following is not a variable included in a data analysis plan? A. Age B. Objective C. Gender D. Demographic Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: B 11.

A questionnaire is a type of survey. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: A 12.

Surveys should investigate specific questions on a particular issue rather than cover a wide range of issues. 3

A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: B 13.

The effectiveness of a survey is enhanced by clear objectives. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: A A survey’s findings need to be analysed statistically for verification before they can be considered reliable. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: A 14.

15.

An effective hypothesis considers the potential bias of stakeholders. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: A 16.

The amount of questions a survey has influences the reliability of that survey. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: A 17.

Valid research measures what it hopes to measure. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: B 18.

Age, gender and demographics are variables. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: A 19.

Feasibility is the degree to which a survey accurately reflects or assesses the specific issue or concept that the researcher set out to measure. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 20. Discuss the factors that need to be considered when planning a questionnaire. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: Answers will vary. 21. Define the terms reliability and validity and discuss the importance of these concepts with respect to research and surveys. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: Answers will vary. 22. What are the steps a researcher needs to go through to establish the goals of the survey? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.1 Establish clear, specific goals to address the survey or questionnaire purpose Answer: Answers will vary.

LO14.2 Identify the target population and select a representative sample Multiple choice: Choose the one alternative that best completes the statement or answers the question. 23.

Bias in sampling can be avoided if A. the sampling is random. B. the questions are objective. C. the researchers consider the data collection carefully. D. the sampling is stratified. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: A 24.

In a random sample, A. everyone has the same chance of being selected for the sample. B. a variable is the basis on which a group of people are randomly selected. C. a sample is chosen from a selected group of people. D. characteristics of the total population are represented. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: A 25.

In a stratified sample, A. everyone has the same chance of being selected for the sample. B. a variable is the basis on which a group of people are randomly selected. C. a sample is chosen from a selected group of people. D. characteristics of the total population are represented. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: B 26.

In a cluster sample, A. everyone has the same chance of being selected for the sample. B. a variable is the basis on which a group of people are randomly selected. C. a sample is chosen from a selected group of people. D. characteristics of the total population are represented. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: C

27.

A random sample ensures every member of the population has an equal chance of being selected. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: A 28.

To gather information, focus groups are more widely used than interviews and questionnaires. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: B 29.

A representative subset of a larger population used to draw conclusions about the larger population is known as a census. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: B 30.

When considered together, a sample is wider in scope than a census. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: B 31.

Cluster sampling is usually used to divide a target population along geographical boundaries. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 32. Discuss the differences between random, stratified and cluster sampling. Give examples of when each type of sampling may be most useful. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO14.2 Identify the target population and select a representative sample Answer: Answers will vary.

LO14.3 Discuss the importance of choosing appropriate data collection method(s) and maintaining confidentiality of data Multiple choice: Choose the one alternative that best completes the statement or answers the question. 33.

Which of the following is not an advantage of conducting interviews? A. It is suited to most of the population. B. It offers respondents the opportunity to talk freely. C. It is easy to administer. D. Its structure is not as rigid as a questionnaire. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.3 Discuss the importance of choosing appropriate data collection method(s) and maintaining confidentiality of data Answer: C 34.

Questionnaires are easy to administer than interviews because A. they are generally paper-based. B. they are usually consistent. C. distribution, collection and delivery can be flexible and adapted. D. data is easier to code than if other tools had been used. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.3 Discuss the importance of choosing appropriate data collection method(s) and maintaining confidentiality of data Answer: C 35.

One significant disadvantage of interviews is that A. it can be difficult to coordinate a time to meet. B. respondents can be reluctant to provide personal information or opinions. C. data is not consistent. D. respondents take advantage of the opportunity to complain. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO14.3 Discuss the importance of choosing appropriate data collection method(s) and maintaining confidentiality of data Answer: B 36.

It is recommended that survey organisations destroy questionnaires and identifying information about respondents after responses have been collected and saved. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.3 Discuss the importance of choosing appropriate data collection method(s) and maintaining confidentiality of data Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 37. Discuss the advantages and disadvantages of interviews and questionnaires. Discuss examples of when each type of method may be most appropriate. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO14.3 Discuss the importance of choosing appropriate data collection method(s) and maintaining confidentiality of data Answer: Answers will vary.

LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pre-testing a questionnaire Multiple choice: Choose the one alternative that best completes the statement or answers the question. 38.

Distinctions between respondents in a survey can be identified through A. variables. B. demographic details. C. personal information. D. biased responses. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 39.

The order of questions in a survey A. isn’t important. 9

B. can affect the respondent’s motivation to complete it. C. can promote subjectivity. D. can motivate respondents. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 40.

Which type of questions should be asked first? A. About personal details B. The most important ones C. About demographic details D. About opinions on an issue Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: C 41.

Questions that start from a broad perspective and become more focused are found in A. a funnel sequence. B. an inverted funnel sequence. C. targeted questionnaires. D. general surveys. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A 42.

Questions that focus on an issue first and then become general are found in A. a funnel sequence. B. an inverted funnel sequence. C. targeted questionnaires. D. general surveys. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 43.

The primacy effect theory posits that A. the options at the beginning of a list will have a higher likelihood of being selected. B. the last few items on the list will have a higher likelihood of being selected. C. the first questions in a survey are the most important. 10

D. the last questions in a survey are the most important. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: C 44.

A respondent who answers questions based on their responses to earlier questions in a survey is conforming to which theory? A. Self-generated validity B. Primacy C. Recency D. Reliability Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A 45.

Which type of question would you include if you wish to encourage open expression? A. Fixed-alternative question B. Open-ended question C. Ranked question D. Matrix question Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B Which type of question would you include if you wish to identify a respondent’s preference between two options? A. Fixed-alternative question B. Open-ended question C. Ranked question D. Word association Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A 46.

47.

‘What do you think about the colour yellow?’ is an example of A. a projective question. B. an open-ended question. C. a contingency question. 11

D. a word-association question. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 48.

A question that asks respondents to select from two options is referred to as A. a fixed-alternative question. B. a multichotomous question. C. a choice question. D. a dichotomous question. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: D 49.

A questionnaire that requires respondents to consider aspects of the topic prior to providing more specific responses would order questions as per A. a funnel sequence. B. an inverted funnel sequence. C. a ranked structure. D. an open-ended structure. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: C 50.

Questions that ask respondents to give one answer to two questions asked as one are A. potentially confusing. B. open-barrelled questions. C. dichotomous questions. D. projective questions. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A 51.

‘What do you not want to think about if you are not successful in a job interview?’ is an example of A. a dichotomous question. B. a double negative question. C. a ranked question. 12

D. a biased question. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 52.

Leading questions are A. questions that pre-dispose the respondent to a particular response. B. the first questions on a questionnaire. C. biased questions. D. those that provide useful guidance to a respondent. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A 53.

Which five areas are considered when designing a questionnaire? A. Style, instructions, question sequence, writing, pre-test B. Format, instructions, question sequence, question type, pre-test C. Format, introductions, question sequence, question styles, writing style D. Function, instructions, question sequence, question type, pre-test Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 54.

The format of a questionnaire is important because A. data will be more accurate if respondents find it easy to read and understand. B. respondents might give up if they don’t understand what is required of them. C. respondents are more likely to complete the questionnaire if it is easy and quick to complete. D. respondents prefer a questionnaire that is appealing to read. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 55.

Question design that considers the potential for the centralist tendency will A. use a scale that promotes the choice of extreme options. B. use a scale that promotes the choice of safe options. C. avoid the use of a scale that promotes the choice of extreme options. D. avoid the use of a scale that promotes the choice of safe options. Difficulty: Complex 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: D 56.

The purpose of pre-testing a questionnaire is to A. identify the ease of use for respondents. B. identify any problems for respondents or interviewers. C. test the hypothesis on a sample. D. test the likely response rate. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 57.

Analysts are able to interpret large amounts of data by using A. variables. B. codes. C. demographics. D. samples. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 58.

Sensitive questions should be placed at the beginning of the survey. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 59. The length of a questionnaire has an impact on the quality of the data it will collect. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A

60.

Visual formatting can be distracting and discourage respondents from completing a questionnaire. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 61.

A good rule of thumb is to use three fonts in a questionnaire. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A 62.

Even well-written questions should have instructions. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 63.

Questions should be aligned with topic headings so participants are clear about each question’s intent. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A 64.

The options that appear at the end of a long list are more likely to be selected in a questionnaire. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire 15 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: B 65.

Open-ended questions are easier to categorise, analyse and code. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 66.

Double-barrelled questions are useful for extracting two sets of information from the one question. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 67.

Once written, the first step in conducting a questionnaire is to analyse the responses from the pre-test. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: B 68.

Someone who remembers the last few items of a long list on a questionnaire is affected by the recency effect. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 69. What areas of a questionnaire are put under the microscope during the pre-test phase? Discuss the benefits of pre-testing, and explain why it is necessary to conduct a pre-test on a large questionnaire. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: Answers will vary. 70. Discuss the impact of formatting and writing style on the success of a questionnaire. What are the factors that increase the chances of a high response rate? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.4 Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire Answer: Answers will vary.

LO14.5 Discuss issues to consider when administering and collecting the information Multiple choice: Choose the one alternative that best completes the statement or answers the question. 71.

Probing questions are used in an interview when A. the interviewer is dissatisfied with the response. B. the interviewer is seeking a specific response. C. the interviewer wants to know more about the respondent. D. the interviewer is seeking more information from a response. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.5 Discuss issues to consider when administering and collecting the information. Answer: D 72.

The different approaches of interviewers are unlikely to influence the responses of the respondent. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.5 Discuss issues to consider when administering and collecting the information 17 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: B Negative nonverbal and verbal cues from an interviewer can influence respondents’ willingness to participate in an interview and the quality of their answers and can inadvertently lead to bias. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.5 Discuss issues to consider when administering and collecting the information Answer: A 73.

Essay: Write your answer in the space provided or on a separate sheet of paper. Explain how an interviewer’s physical appearance and interpersonal skills can influence a respondent’s participation in an interview and the results of the interview. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.5 Discuss issues to consider when administering and collecting the information Answer: Answers will vary. 74.

LO14.6 Identify factors that contribute to the strength of findings, and issues to confront when analysing and evaluating information Multiple choice: Choose the one alternative that best completes the statement or answers the question. 75.

Bias can be avoided in the evaluation stage by A. confirming that the methodology doesn’t promote or foster bias. B. avoiding assumptions about causal relationships. C. examining responses for validity. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.6 Identify factors that contribute to the strength of findings, and issues to confront when analysing and evaluating information Answer: D 76.

Data triangulation involves analysing the same data multiple times to ensure understanding and accurate analysis. A. True B. False Difficulty: Moderate 18 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.6 Identify factors that contribute to the strength of findings, and issues to confront when analysing and evaluating information Answer: B 77.

Survey analysis should consider factors outside the scope of the survey. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.6 Identify factors that contribute to the strength of findings, and issues to confront when analysing and evaluating information Answer: A 78.

An observation that lies at an abnormal distance from other values in a random sample from a population is known as an outlier. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.6 Identify factors that contribute to the strength of findings, and issues to confront when analysing and evaluating information Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 79. When reviewing survey responses, what should a researcher look for to ensure that interpretation and conclusions will be as accurate as possible? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.6 Identify factors that contribute to the strength of findings, and issues to confront when analysing and evaluating information Answer: Answers will vary.

LO14.7 Identify the elements in a formal report of survey or questionnaire findings Multiple choice: Choose the one alternative that best completes the statement or answers the question. 80.

In a written report, a detailed explanation of the hypothesis is contained in the A. introduction. B. methods section. C. results section. D. conclusion. 19

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO14.7 Identify the elements in a formal report of survey or questionnaire findings Answer: A 81.

Writing style is particularly important in research report writing because A. discussing research findings can be complex. B. alignment between the research intent, method and findings demonstrates the report’s credibility. C. research is usually accountable. D. a research report needs to be transparent. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO14.7 Identify the elements in a formal report of survey or questionnaire findings Answer: B 82.

An introduction contains about 125 words, the hypothesis or hypotheses and a concise picture of the research. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.7 Identify the elements in a formal report of survey or questionnaire findings Answer: B 83.

Research analysis and findings can be defended by ensuring the methods of research are clearly defined and reported. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.7 Identify the elements in a formal report of survey or questionnaire findings Answer: A 84.

Writing style impacts on the ability of readers to understand the research findings and their implications. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.7 Identify the elements in a formal report of survey or questionnaire findings Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 85. What elements are required in a formal written report that presents findings of large survey? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO14.7 Identify the elements in a formal report of survey or questionnaire findings Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 15: Critical Thinking, Argument, Logic and Persuasion LO15.1 Explain the role of critical thinking in academic work Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1.

Critical thinking is important for A. the development of subjective issues and expression of emotions. B. the examination and testing of propositions about any subject or problem. C. the formulation of individual privacy legislation. D. success in games of chance such as gambling. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: B 2.

Which activity would usually not require critical thinking? A. Identifying problems and solutions B. Listing second-hand information C. Relating theory to practice D. Making comparisons and contrasts Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: B 3.

One key purpose of critical thinking is to A. challenge everything you read. B. be critical of everything you read. C. question and evaluate everything you read.

D. check all the facts presented in everything you read. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: C 4.

When are critical thinking skills required in learning at a university level? A. In tutorial presentations B. During the practical component of professional practice C. During note making D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: D 5.

In critical thinking, what do you need to think about when you are reading? A. Challenging the author’s ideas B. Questioning the structure, purpose and audience of the text C. Skimming and scanning the text for the main themes D. What else the author has written on the subject Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: B 6.

What is the key to critical thinking? A. The perception of the speaker or the writer B. Critical questioning C. The ability to communicate D. The ability to organise Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: B 7.

Population sampling refers to A. communication with research participants. B. the statistical data which is used as evidence. C. a type of research writing. D. an accepted commonly used research tool. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: D 8. Which of the following is not a question that a critical reader of an academic paper would ask? A. Are the sources of evidence credible? B. Is the sample representative of the wider population? C. Are the results interesting? 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

D. Are the results verifiable? Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: C

True/False: Identify whether the statement is True or False. 9.

Critical thinking has a single definition. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: B 10. The purposes of critical thinking and questioning are to enable you to examine and test propositions of any kind that are offered for acceptance, in order to find out whether the reasons and conclusions align with the argument. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: A Successful persuasive strategies rely upon a speaker’s credibility. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: A 11.

12.

A consequence of persuasion is making good judgements. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: B 13.

Critical thinking and personal opinion are one and the same. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: B 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

14.

It is important to question any research findings critically before embracing them. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: A 15. Critical thinking activities include establishing cause and effect, analysing and classifying, and identifying problems and solutions. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 16. What is the purpose of critical thinking in academic work? Identify three critical thinking activities you have undertaken in the past week, and discuss why they are examples of critical thinking. How do critical questions help you in your academic studies? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: Answers will vary. 17. Contrast the features of quality evidence and poor evidence. Describe four problems with research findings. Discuss at least six clues you would look for when evaluating research results. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.1 Explain the role of critical thinking in academic work Answer: Answers will vary.

LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Multiple choice: Choose the one alternative that best completes the statement or answers the question. 18.

The purpose of an argument is to A. encourage the reader or listener in his or her decision. B. negotiate between the reader and the speaker. 4

C. convince or persuade the reader or listener to accept a claim. D. help the reader understand what the reader needs to do. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: C 19.

The position taken in the argument is important because it A. shows the speaker’s opinion. B. shows the speaker’s conviction. C. reveals the knowledge the speaker has. D. is the starting point for presenting a convincing case. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: D 20.

To convince readers, an argument is based on A. evidence. B. theories. C. one’s own opinion. D. a literature review. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 21.

The relationship between a conclusion and an argument in research writing is that A. an argument is composed of several premises and the conclusion of a single premise. B. a conclusion consists of evidence in support of premises. C. a conclusion is based on the reasoning and evidence in the argument. D. an argument and the conclusion are both made up of evidence. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: C 22.

The two main types of argument in logic are A. premise and conclusion. B. valid and invalid. C. evidence and examples. D. deductive and inductive. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: D 23.

Syllogisms contain at least two premises leading to a conclusion. They are A. inductive and deductive premises. B. major and minor premises. C. introduction and conclusion premises. D. exemplary and evidentiary premises. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 24.

A proposition is a claim A. upon which an argument is based, or a conclusion is drawn. B. in which the reasoning is potentially deceptive. C. which serves as an interpretation of the evidence. D. from which evidence is derived. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 25.

What must be tested for accuracy in research writing? A. General statements or opinions based on incomplete knowledge B. Findings based on empirical evidence and study C. Deductive generalisations D. Inductive reasoning Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 26. What leads to false conclusions when the premises are incorrect in a logical argument? A. Inductive logic B. Deductive logic C. Generalisations D. Random Sampling Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 27. There is a tendency to overgeneralise, particularly if data contradicts the researcher’s premise, in A. deductive logic. B. syllogisms. 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

C. inductive logic. D. the premises. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: C 28.

An unrepresentative sample causes problems because A. researchers may overgeneralise their findings. B. the research participants may not have withdrawn their consent. C. the researchers may not appropriately represent the research. D. the research may not be considered empirical. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 29.

What are critical thinkers required to do in relation to assumptions and evidence? A. To ask leading questions influential in determining the conclusion B. To seek some logical evidence in key parts of the research C. To look for some definitions and some findings from surveys D. To ask questions about the quality and quantity of the evidence Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: D 30. In research writing, those taken-for-granted and often unstated beliefs about the way we think are referred to as A. reasoning or sampling errors. B. descriptive assumptions. C. prescriptive or value assumptions. D. fallacies and arguments. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: C 31.

Descriptive assumptions are A. unstated values about the way the world is. B. explicit beliefs about the way the world is. C. assumptions that give a general rather than a specific character to a subject. D. found in the results section of a research report. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion 7 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: B 32. Which of the examples below is consistent with the basic structure in writing an argument? A. ‘This because of that …’ B. ‘We believe …’ C. ‘It is believed that …’ D. ‘Dr Shaw said … ’ Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A The purpose of using basic structure, such as ‘This because of that …’ is to A. help readers understand the research methods. B. enable the writer to infer the conclusion. C. guide the writer to write a conclusion. D. prepare the writer to use an advanced structure in the future. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 33.

34. A claim that has no statements to support it cannot be taken as a conclusion because A. no evidence has been offered. B. external experts have not been cited. C. a representative sample has not been sourced. D. it is unethical to omit supporting statements. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 35.

A fallacy occurs when A. reasoning is potentially deceptive. B. the reader makes incorrect interpretations. C. there is a common type of logical error. D. A. and C. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: D 36.

Academic studies must be based on A. predominantly sound arguments. B. research, credible sources and argument built on evidence. 8

C. inductive and deductive logic. D. well-structured syllogisms and convincing conclusions. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 37.

An opinion, formed through the process of critical thinking, A. is a claim made after a person has considered the facts they have chosen to take into account. B. expresses a point of view based on logic and the testing of propositions. C. is unreliable because it is just that, an opinion. D. is usually sound and objective. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 38.

A reasoning fallacy arises from A. a thorough examination of an argument. B. a preponderance of evidence. C. the bias of the reader or listener. D. generalisations and interpretations of findings. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: D 39. Which type of fallacy implies that an idea is unreliable because of the person holding it? A. Either/or thinking B. Ad hominem C. Appeals to emotion D. Ad populum Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B

True/False: Identify whether the statement is True or False. 40. Identifying the premise, claim or assertion in the critical reading process is not as important as questioning. A. True B. False Difficulty: Moderate 9 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 41.

The basis of arguments is usually based on either inductive or deductive reasoning. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 42. A convincing argument is a claim or assertion which shows the relationship between inference and conclusion. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 43.

The premise can be written as a purpose statement or position statement. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 44.

A conclusion is the claim being made by the evidence. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 45.

A solid argument is based on sound premises and reasoning. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A

46. The relationship the writer establishes between the premises and the conclusion determines the difference between fallacy and syllogism. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 47. The argument is inductive when the truth of the premises establishes the truth of the conclusion. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 48. A common form of deductive argument is a syllogism, which is made up of examples or evidence. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 49. A proposition is a claim upon which an argument is based or from which a conclusion is drawn. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 50.

A fallacy is a type of logical error that leads to a false statement or belief. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 51. The criteria for evaluating an argument include logical soundness of the argument and its consistency with other knowledge. 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 52.

The process of deriving a conclusion is referred to as an assumption. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 53.

Conclusions are ideas that require other ideas to support them. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 54.

An unsupported claim is simply an opinion. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 55.

Fallacious reasoning in logic is usually a conscious process. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 56. Deductive logic allows for sampling of a large target audience to save time and money. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 57. The inductive generalisation is a logical fallacy that is based on insufficient evidence. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: A 58.

Prescriptive assumptions are explicit beliefs about the way the world is. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B 59. The purpose of the non-sequitur fallacy is to confuse cause and effect by making the assumption that, because one event occurred after the other, the first event caused the later event. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 60. Distinguish ‘deductive reasoning’, ‘inductive reasoning’ and ‘opinion’. What do the terms ‘syllogism’ and ‘generalisation’ mean? Give examples of each. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: Answers will vary. 61. What are the characteristics of an argument? Explain the relationship between the premise and the conclusion. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: Answers will vary. 62. Define the term ‘fallacy’ and give three examples of common fallacies. Explain the difference between conscious and unconscious fallacious reasoning. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.2 Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion Answer: Answers will vary.

LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Multiple choice: Choose the one alternative that best completes the statement or answers the question. 63.

In critical thinking, persuasion involves A. influencing others to change their beliefs or behaviours through moral or logical argument. B. convincing others of your point of view through the presentation of facts. C. debating with others about moral issues. D. appealing to others’ emotions to sway them in an argument. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: A 64.

The purpose of an effective persuasive message is to A. discuss an issue with reference to verifiable evidence. B. create a balance of appropriate emotional and logical appeals. C. convince others that your argument is correct on moral grounds. D. convince others that their argument is illogical. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: B 65.

Any behaviour change as a result of persuasion is A. the result of skilful communication. B. more stable than change brought about by coercion or force. C. successful from the perspective of the communicator. D. successful from the perspective of the receiver of the communication. Difficulty: Basic 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: B 66.

Through successful persuasion A. we effect change in others despite their initial resistance. B. we affect others and they affect us. C. we reach our goals irrespective of obstacles. D. we effect change in others but we remain unaffected. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: B 67.

The techniques of persuasion include A. social, security and psychological appeals. B. historical, theoretical and economic appeals. C. a rhetorical mix, a features–benefits mix and appeals to emotion. D. a mix of logical arguments and emotional appeals that influence changes in behaviour. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: C 68.

An appeal to character is an appeal based on A. the credibility of the speaker. B. the credibility of the listener or reader. C. the image to which the listener or reader aspires. D. the image projected by the speaker. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: C 69.

According to Maslow (1954), the hierarchy of needs A. is a features–benefits mix. B. provides a way to categorise types of needs from higher-level to lower-level needs. C. suggests that an unsatisfied need provides the motivation to act in order to satisfy that need. D. illustrates how persuasive messages can satisfy health and safety needs. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: C

70.

The purpose of balancing logic and emotion in academic works is to A. impress upon readers that a great amount of research has been done. B. account for the socio-political needs of listeners or readers. C. enhance the credibility of the speaker and capture the audience’s attention. D. emphasise the psychological needs of listeners and readers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: C 71. What does a credible sender combine in order to build a logical persuasive message in academic writing or speech? A. Physiological needs, esteem needs and security needs B. Individual, communicative and social competence C. Academic, professional and political interests D. Ethos, logos and pathos Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: D

True/False: Identify whether the statement is True or False. 72. An effective persuasive message balances the relationship between logic and emotion in its appeal. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: A 73. Any type of persuasive message has the following common components: introduction, body and attachment. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: B 74. The basic process of persuasion requires that the person making a claim supports it in such a way that the receiver accepts the claim. A. True B. False Difficulty: Basic 16 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: A 75. Quality evidence is usually presented as well researched, reliable, credible, nonemotive and logical. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: A 76.

Appeal based on the character of the speaker or writer is known as ethos. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 77. Identify three techniques of persuasion. How do techniques of persuasion influence your academic writing? Describe the process of persuasion. What kinds of appeals are used in persuasive messages? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: Answers will vary. 78. Discuss the reasons for achieving a balance between emotional appeals and logical appeals in a persuasive message. Identify four factors that help you achieve this balance. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: Answers will vary. 79. Reflect upon an occasion when you succeeded in persuading someone to change their perspective on something. Discuss the persuasive strategies you used, e.g. emotional, logical or character-based. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking 17 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO15.3 Identify techniques of persuasion, and explain how they influence others to change attitudes or take action Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 16: Communicating Through Visuals LO16.1 Explain the importance of visual design principles and design consistency in visual communication Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. In visual communication it is often said that ‘a picture is worth a thousand words’ because A. the words are usually not important and are therefore forgettable. B. the visuals that accompany the words are the more memorable part of a message. C. audiences usually prefer visual communication. D. technological tools are more popular now. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: B 2. Erin is an editor who has been hired to review and revise a data-heavy report for a client. During her review, she has found a number of elements that are unnecessary to communicate the intended message, and she removes these elements. Erin is concerned with A. contrast. B. alignment. C. proximity. D. simplicity. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: D 3. Visuals are used by presenters because A. they help the audience retain information long term. B. audiences like variety. C. information is best presented visually, not verbally. D. it gives presenters a break from talking. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A 4. Repetition is most useful in visual design because A. readers like to have ideas reinforced for understanding. B. it aids consistency and unity in a document. C. it aids continuity in a document. D. both B. and C. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: D 5. Making one object distinguishable from another is best achieved using the principle of A. alignment. B. contrast. C. proximity. D. repetition. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: B 6. A more serious-looking document would use A. asymmetrical design. B. symmetrical design. C. simple design. D. complex design. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: B 7. Placing a photograph next to the text to which it refers in a report is adhering to the visual design principle of A. contrast. B. alignment. C. proximity. 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

D. simplicity. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: C 8. ‘Chart junk’ refers to A. information that adds to the message being conveyed. B. any visual information that doesn’t add to the meaning of the message. C. any visual component required to understand the negative message of the graphic. D. any visual component that adds to the aesthetic quality of the graphic. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: B 9. In graphics, why is the main concept or relationship highlighted and labelled? A. It has more appeal for the lay audience. B. It assists the audience’s understanding of the concepts and ideas. C. It guides the speaker in addressing his/her ideas. D. It is more persuasive for the audience. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: B 10.

Differences in colour, form, weight, structure and size relate to which visual design principle? A. Simplicity B. Proximity C. Alignment D. Contrast Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: D

True/False: Identify whether the statement is True or False. 11.

According to Leeds (2003), visual aids that are used well draw 90% of the audience’s attention. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A 12.

Visual aids are graphics and visual devices used by a speaker to improve the audience’s understanding. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A 13.

It is more difficult to see patterns in graphics than in large tables or databases. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: B 14.

Presenters should use visual aids to explain complex ideas to their audience. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A The background design, colour, artwork, and font styles of a presentation’s visuals should be consistent and create an attractive layout. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A 15.

16.

The purpose of balancing a graphic is so that no part is larger or carries more emphasis than other parts. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A 4 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

17.

Using graphics in a presentation recognises that people receive messages in several different ways. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A 18.

Regardless of geographical, cultural or language differences among audiences, an image communicates a message. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A 19.

The purpose of including visual aids is to explain or demonstrate something that is easily conveyed through words. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: B 20.

The visual design principle of alignment states that strong lines can connect items and indicate a relationship. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 21. Discuss factors you would consider when deciding which type of graphic you would use as a visual aid in a presentation or document. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge

Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: Answers will vary.

LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Multiple choice: Choose the one alternative that best completes the statement or answers the question. 22.

Which of the following options are not visual aids? A. Physical objects, working models and electronic whiteboards B. Prepared flipcharts and standard whiteboards C. Graphs, diagrams and charts D. Gestures and proxemics Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: D 23.

When considering the use of graphics, users need to think about A. purpose, audience needs and accuracy. B. purpose, size, data and symmetry. C. purpose, audience needs, data and symmetry. D. purpose, accuracy, size and colour. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: A 24.

Graphics are effective at communicating A. ideas. B. complicated data. C. numerical data. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: D 25.

A graphical representation of relativity in relation to a whole is best displayed using A. a bar chart. 6

B. a pie chart. C. a table. D. a Gantt chart. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: B 26.

Graphics that specifically focus on relationships are A. scatter diagrams, pie charts, bar graphs and line graphs. B. Gantt charts, tables and photographs. C. flow charts, organisational charts and maps. D. flow charts and dot graphs. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: A 27.

A graphic that is most useful in creating an immediate impact would be A. a diagram. B. an illustration. C. a photograph. D. a scatter diagram. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: C 28.

Flow charts are A. used to illustrate a sequence of actions using special shapes and arrows to indicate the relationships. B. a shorthand form of writing. C. a means of conveying as much specific information as possible in as little space as possible. D. essentially another version of dot-point charts. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: A 29.

Which of the following is not imperative when considering which graphic is appropriate to include in a presentation? A. Choose a graphic that will suit the purpose. B. Choose a graphic that will present a true and accurate picture. C. Choose a graphic that will entertain the audience. D. Choose a graphic that will meet the needs of the audience. Difficulty: Moderate 7 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: C 30.

Which of the following provides a graphical overview of a project? A. Gantt chart B. Pie chart C. Dot graph D. Line graph Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: A

True/False: Identify whether the statement is True or False. 31.

A graphic provides clarity around the message being communicated. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.1 Explain the importance of visual design principles and design consistency in visual communication Answer: A 32.

The singular focus on time management is an advantage of a Gantt chart. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 33. Compare five major types of graphics, focusing on the features and benefits of each one. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: Answers will vary.

34. Why are graphics used in reports? Discuss the benefits and issues associated with the use of visual aids in business documents and presentations. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: Answers will vary. 35. Which graph or chart is used to represent the parts of a whole unit in order to compare them? What are the benefits of using a graphic to represent this type of information in this way? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.2 Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations Answer: Answers will vary.

LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Multiple choice: Choose the one alternative that best completes the statement or answers the question. 36.

Cognitive load refers to A. the amount of information given to an audience at any one time. B. the effort required by the reader to understand content. C. the logical argument presented by the writer. D. a conscious fallacy on behalf of the reader. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 37.

According to Browne and Keeley (2007), statistics are not always reliable because A. they are generally not based on verifiable evidence. B. the data which researchers wish to collect can be controlled by individuals. C. they do not necessarily prove what they appear to prove. D. they are complex and cannot easily be communicated to readers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: C 38.

Data in tables should be A. left-justified. 9

B. right-justified. C. centred horizontally. D. centred vertically. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 39.

Multi-line graphs should be limited to A. five–six lines. B. two–three lines. C. three–four lines. D. six–seven lines. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 40.

Line graphs are useful for A. comparing trends between geographic regions. B. showing a trend over time. C. comparing quantities. D. comparing rates. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 41.

Plotting a graph refers to A. thinking about where the graph will go on a page. B. plotting data points on a graph and joining them with a line. C. identifying relationships between points within the graph. D. plotting colour-coded data points on a graph. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 42.

The height of a bar in a bar graph represents A. quality. B. relativity. C. quantity. D. span. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: C Pareto’s principle refers to the idea that A. the number of complaints are often proportionate to the causes. B. the number of complaints are often disproportionate to the causes. C. 80% of issues are related to 20% of causes. D. you can separate the vital few causes of complaints from the possible many. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 43.

44.

Identifying the cause of a complaint would be best represented by A. a flow chart. B. an organisational chart. C. a Pareto chart. D. a Gantt chart. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: C 45.

Research that demonstrated the way most teenagers chose to spend $100 would be best represented by a A. line graph. B. bar chart. C. pie chart. D. scatter diagram. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: C 46.

The Australian Bureau of Statistics now uses dot charts instead of bar charts because A. the eye picks up the value more quickly, making dot charts easier to interpret. B. dot charts are bigger than all other charts and are therefore easier to read. C. bar charts do not effectively highlight the main points. D. it received many complaints about the inaccuracy of bar charts. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 47.

Some common types of visuals for presenting spatial relationships and abstract ideas are A. road signs and illustrations. 11

B. cartoons and photographs. C. diagrams, organisation charts, animations and digital videos. D. abstract art and line drawings. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: C 48.

A chart that represents tasks aligned with personnel completing a project would be A. an organisational chart. B. a flow chart. C. a Gantt chart. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: C 49.

Representation of technical details associated with how something moved would be best achieved by using A. an illustration. B. a diagram. C. a photograph. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 50.

The use of a diamond in a flow chart represents A. the start or end of a process. B. the need for a decision. C. complexity in a process. D. a step in a process. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 51.

What can show the locations of land forms, cities, towns and roads? A. Scale, grids, symbols and lines B. Tone, pitch and stress C. Pie charts, tables and bar charts D. Dot charts and Gantt charts Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 52.

A scatter diagram with a negative-strong relationship means that A. variable B increases slightly (although not as clearly) as variable A increases. B. variable B decreases as variable A increases. C. variable B increases as variable A increases. D. variable B decreases slightly (although not as clearly) as variable A increases. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B

True/False: Identify whether the statement is True or False. 53.

Tables, line graphs, bar graphs, dot graphs and pie charts are standard visual aids. They can only be used to present facts and figures in oral presentations. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 54.

Tables are only used to present specific, precise data, facts and figures. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 55.

Multi-line charts are used when one factor in time is compared with another over a period of time. Therefore, there should be three or four lines at most in multi-line charts. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 56.

When data are plotted as points connected by segments of a line that becomes a line graph or chart. A. True 13

B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 57.

A pie chart is a graphic that uses vertical columns to show change over time or compare amounts/items. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 58.

Frequency is the only factor taken into account in a Pareto chart. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 59.

The dot graph makes it easy to visually connect the graphed point back to its label on the vertical axis. The information is easier to read when plotted in descending order so that the eye follows the dots down to the smallest value. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 60.

It is difficult to judge areas and size differences accurately when using a pie chart. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 61.

The tighter the plots around a line in a scatter diagram, the stronger the relationship. A. True B. False Difficulty: Basic 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 62.

A flow chart could also be a cause-and-effect diagram. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 63.

An organisation chart illustrates the steps in a process or procedure. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 64.

A photograph will have more impact if it is placed on the right-hand page. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 65.

Drawings tend to over-simplify real-life situations and confuse the reader with too much detail. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 66.

A symbol is a shorthand form of writing. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A

67.

Maps use many numbers as a means of conveying information in a small space. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B 68.

Line graphs show movement in quantitative data. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: A 69.

When there are six or more variables, a Gantt chart is used. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 70. Think of a process you are familiar with. Explain how you would make a flow chart for the process, and what stages of the process would require the following flow chart symbols: ellipse, arrows, rectangles, diamonds, loop back. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: Answers will vary. 71. Describe the best practices for using photographs in a report, essay, article or presentation. What detrimental effects could occur if these best practices are not followed? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.3 Construct, interpret and present numerical information in the appropriate graphical form Answer: Answers will vary.

LO16.4 Create meaningful graphics within ethical boundaries Multiple choice: Choose the one alternative that best completes the statement or answers the question. 72.

When graphics that misrepresent information mislead the reader, what is likely to be questioned? A. The reader’s interpretation B. The credibility and value of the document C. The data collected by the presenter D. The multimedia used by the presenter Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: B 73.

When using graphics ethically, it is important to A. include large graphics. B. avoid large graphics. C. avoid distortions and intentional ambiguity. D. include ambiguity to allow for reader interpretation. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: C 74.

Ethical practice is necessary when using graphics because they can A. offend the audience. B. have an emotional impact. C. reveal confidential data. D. include unverified information. Difficulty: Complex Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: B 75.

Scale is a particular issue when using graphics because A. it represents relationships between people. B. it can be easy to misrepresent a distorted sample population. C. it can be easy to misrepresent data if distorted. D. it can be difficult to interpret. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: C 76.

Leaving a cell blank in a table is problematic because A. it reflects carelessness on the part of the writer. B. it leaves room for interpretation of figures. 17

C. it impacts on the clarity of the document. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: D

True/False: Identify whether the statement is True or False. 77.

Ethical business communicators must design graphics that are emotive. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: B 78.

To avoid chart clutter, you should use a comma instead of a space as a thousand separator. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 79. Describe the features of an effective visual. What do effective visuals do? Contrast the characteristics of ethical and unethical visuals. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: Answers will vary. 80. Discuss the ethical use of graphics. What factors need to be taken into account when selecting graphics to represent data? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: Answers will vary. 81. What do you think is the most important principle of visual design? Explain your choice, in the context of effective communication. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking 18 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: Answers will vary. 82. Discuss issues associated with the accurate and ethical representation of data in visual form. What are some of the potential problems a communicator can face when using graphics? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO16.4 Create meaningful graphics within ethical boundaries Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 17: Oral Presentations and Public Speaking LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. The main aims of oral presentations in the workplace are A. to inform, persuade and entertain the audience. B. to instruct and report to leaders and other staff. C. to inspire and motivate the audience. D. to impress and entertain the audience. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A 2. Speaking on a work-related issue in a public forum could take the form of A. introductions and instructions. B. brief oral reports and long formal presentations. C. team briefings and speeches of welcome. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: D 3. What determines the appropriate approach you choose for your presentation? A. Your audience Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. The occasion and the purpose of your presentation C. The topic and theme of your presentation D. What you expect to gain as a result Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 4. The main difference between a seminar and webinar is determined by A. the time and mode of presentation. B. the purpose of the presentation. C. the audience for the presentation. D. the contents of the presentation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A 5. Three main factors in an effective style of presentation are A. theme, approach and audience. B. speaker, message and receiver. C. manner of delivery, visuals and audience rapport. D. information, persuasion and entertainment. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: C 6. A good way to develop rapport with an audience in a presentation is to A. tell them that they have made a wise decision to attend the presentation. B. tell a story, add inclusive humour or use appropriate self-deprecation. C. commend them on their evident good common sense and commitment. D. tell a few jokes about what happened on the way to the current venue. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 7. What can often be offensive in an oral presentation? A. Anecdotes B. Delivery style C. Tone of voice D. Humour Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: D 8. Experienced speakers prefer to choose some of their words as prompts during the oral presentation in order to A. draw the attention of the audience. B. increase spontaneity. C. internalise the speech. D. strengthen the theme. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 9. PREP is an oral presentation formula used in A. a manuscript speech. B. a memorised speech. C. an impromptu speech. D. a briefing. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: C 10.

What is a useful strategy for any type of oral presentation? A. Memorise audience names B. Memorise the introduction C. Appeal to your audience’s emotions D. Use humour to establish rapport Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 11.

A briefing is A. a long oral report that informs or persuades listeners. B. an academic or professional presentation. C. a short, accurate summary of the details of a plan or operation. D. a written means to justify a solution that may invite participation. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: C 12.

The main purpose of a briefing is A. to guide the audience to the right track. B. to engage the audience in discussion. C. to analyse details of a new proposal at length. 3

D. to instruct, inform or persuade the audience to act in a certain way. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: D 13.

What is the main feature of a team briefing? A. It is an accurate summary of the details of a conference presentation. B. It is an update on progress or activities presented by several members of a group. C. It is an update on strategy from senior managers. D. It is a meeting with managers and team members. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 14.

What could be left with the audience after a briefing? A. A short memo report B. Questions on notice C. The presenter’s speaking notes D. PowerPoint slides Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A 15.

What is a potential problem when using podcasts? A. Disconnected computers B. Audience attention spans C. Time delays D. Badly organised presentations Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: C 16.

Which options are approaches to public speaking? A. Prepared and impromptu speeches B. Manuscript and memorised speeches C. Oral and team briefings D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: D

True/False: Identify whether the statement is True or False. 17.

There is usually a particular style that is used in oral presentations. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 18.

Using humour when you begin a presentation is one way to develop rapport with your audience. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A 19.

The function of prompts is to help a speaker appear spontaneous. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A Eye contact holds the audience’s interest and allows the speaker to note their responses to the presentation. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A 20.

21.

A recommended size for palm cards is 130 mm × 130 mm. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B

The impromptu speech is defined as ‘unexpected and delivered with little or no preparation’. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A 22.

23.

The feature of a manuscript speech is that it is suited to short talks. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 24.

A manuscript speech style is often used for special occasions and courtesy speeches. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 25.

A memorised speech is also known as an extemporaneous speech. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 26.

A short, accurate summary of the details of a plan or operation is an example of a briefing. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A 27.

People are more likely to remember communication that is encoded in a written message. A. True 6

B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: A 28.

A podcast can exist in both digital and analogue forms. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B 29.

Repetition needs to be avoided in oral presentations. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 30. Reflect on the best speaker or presenter you have observed. What made their presentation effective? How might you borrow from their techniques? Create a list of strategies or techniques that you plan to use in your next presentation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO17.1 Distinguish between several approaches to oral presentations and explain the purpose of each Answer: Answers will vary.

LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Multiple choice: Choose the one alternative that best completes the statement or answers the question. 31.

A presentation comparing population growth between cities would be most effectively ordered using which pattern? A. Chronological 7

B. Topical C. Spatial D. Relational Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: C 32.

When planning a presentation, the first questions that need to be asked are: A. What does the audience expect; how long does the speech need to be; what sorts of questions might be asked at the end of the speech; how to conclude? B. What will be said to introduce the topic; what three main points are required in the body; how will questions be handled; how will the speech conclude? C. What is the purpose of this speech; who will be there; what is the setting or context; what main points need to be made? D. Where and when will the speech take place; what needs to be decided; what tone or approach will be used to deliver the information? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: C 33.

In analysing their audience, speakers consider such characteristics as the audience’s experience, level of knowledge about the topic, age, interests and reasons for being there and listening. This analysis is carried out so that the speaker A. knows how best to persuade the audience to their viewpoint. B. delivers a presentation that better meets audience needs. C. anticipates and prepares for any audience objections. D. is better positioned to inspire and motivate the audience. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: B 34.

Unlike written communication which is read and can then be re-read, a speech has to get it right the first time in front of the audience. Therefore, in terms of planning a presentation, it is most important to A. provide visual cues (graphics, slides) as well as the verbal message. B. plan and practise the speech so that voice, tone and pace are perfect. C. order the main ideas in a focused, logical, easy to understand fashion. D. establish rapport with the audience. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: C 35.

The purpose of researching for a speech is to 8

A. find facts and locate evidence, supporting information and documentation. B. entertain the audience with the range and depth of material presented. C. ensure that information is convincing even if it is subjective. D. ensure that the audience will agree with the point of view presented. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: A 36.

In planning a presentation, speaker confidence is built by A. thorough planning and research. B. presentation of well-organised material. C. thorough understanding of the main ideas to be covered. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: D 37.

The two basic patterns of organisation for a speech suggested by the course book

are A. chronological and astronomical order. B. qualitative and quantitative order. C. logical and persuasive order. D. inductive and deductive order. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: C Using a humorous anecdote would fulfil which step in Monroe’s motivated sequence? A. Need B. Satisfaction C. Attention D. Action Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: C 38.

True/False: Identify whether the statement is True or False. 39. It is important to define a specific rather than a general objective for the presentation. A. True 9 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: A 40. Irrespective of its style, any business presentation must be planned and prepared and relevant to the audience. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: A 41. Monroe’s motivated sequence works best when a presentation has a chronological order purpose. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: B 42. Using chronological order is an example of a logical pattern of organisation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: A 43. The main point of your summary in a presentation is to attract the audience’s attention. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 44. What steps would you take in planning a presentation? Why is it important to consider the nature of your audience? Justify your answer with examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: Answers will vary. 45. Identify the differences between the five basic logical patterns of organisation for oral presentations. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: Answers will vary. 46. Explain the steps in Monroe’s motivated sequence. Discuss why they are effective in motivating the audience to respond. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: Answers will vary.

LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Multiple choice: Choose the one alternative that best completes the statement or answers the question. 47.

When writing the presentation, the speaker needs to consider A. their own credibility. B. the credibility of their sources. C. using correct punctuation. D. A. and B. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.2 Describe how to select, organise and shape relevant information using different patterns of organisation Answer: D 48.

What is the main thing that an introduction in a speech needs to do? 11

A. Introduce the speaker and the topic B. Identify the main theme and review the structure of the speech C. Outline the search and sources D. Create interest in the speech Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: D 49.

Without an appropriate structure, a speech is only a collection of random thoughts. Which of the following reflects the best elements of an effective speech? A. Complex structure; extensive detail B. Transparent structure; clear signposting C. Limited use of notes; bullet points to highlight key ideas D. Rhetorical questions; strong imagery; variety Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: B 50.

Which of the following is true about the parts of an oral presentation? A. The three points made in the body or central part should be entertaining and contrast with the points made in the introduction and conclusion. B. The body develops the theme, is the central part of the presentation and informs, persuades or entertains the audience. C. The conclusion introduces the main ideas, entertains the audience and develops the theme. D. The introduction catches audience attention, identifies the topic and develops the theme. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: B 51.

Which of the following are common characteristics of a conclusion? A. Summarises the main points; includes an anecdote or a call to action, co-operation or support; includes a recommendation B. Includes additional, new and startling but memorable information C. Reminds the audience of the purpose of the talk and includes a joke D. Uses such signalling words as ‘firstly’, ‘secondly’, ‘finally’ Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: A The purpose of the technique of ‘rewriting for the ear’ in preparing a presentation is

52. to

A. polish the presentation to suit the needs of formal, academic English. B. meet the needs of assessors and managers. C. refine the speech to meet the needs of a virtual audience who are reading the message. D. refine the speech to meet the needs of the audience who are listening to the message. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: D 53.

Multimedia, when used to support an oral presentation, is most effective if it is A. simple, clear and visible. B. motivating, supportive and interesting. C. focused, logical and high impact. D. animated, colourful and engaging. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: A 54.

Why should a speaker rehearse and revise before a presentation? A. To be familiar with the main ideas and establish the delivery time B. Because the speaker is quite often nervous C. To help thinking D. Because it is required Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: A

True/False: Identify whether the statement is True or False. During a presentation, the presenter’s credibility rises and falls as the audience responds to elements such as language usage, ideas and structure. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: A 55.

56.

During a break, visual aids should be left on show. A. True B. False 13

Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 57. Describe the purpose of each part of an oral business presentation. List two strategies you can use to make the introduction more effective. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: Answers will vary. 58. Identify three techniques for enlivening the body of a presentation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: Answers will vary. 59. Why do you think the conclusion is often seen as one of the most important sections of the presentation? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: Answers will vary 60. What is meant by ‘rewrite the presentation for the ear’? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: Answers will vary. 61. Why should you rehearse and revise the presentation? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: Answers will vary. 62. What functions do audiovisual aids play in a presentation? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO17.3 Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids Answer: Answers will vary.

LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Multiple choice: Choose the one alternative that best completes the statement or answers the question. 63.

What enhances credibility and keeps the audience interested during a presentation? A. A willingness to answer questions B. A willingness to use humour C. The strength of formal rhetorical skills D. The inception of audiovisual aids Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: A 64.

Anxiety or nervousness prior to a presentation can be positive because A. the audience will expect the speaker to be nervous. B. the audience is more likely to empathise with the speaker. C. it will help the presenter with time management of the presentation. D. it can give extra emotional or physical energy to the delivery. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: D 65.

Anxiety is best reduced by A. thorough preparation, knowledge of subject matter and positive self-talk. B. deep breathing, smiling and chatting with audience members seated nearby. C. checking equipment and reminding yourself that audiences are appreciative. D. moving around during the talk, using gestures and being at ease with your body. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: A

True/False: Identify whether the statement is True or False. 66.

Speakers should change pace approximately every 15 minutes to maintain audience attention. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: B 67.

Textural variation is most important after the first 10 minutes of a speech to maintain the audience’s attention. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: A 68.

When the fear of speaking becomes distressing, it means that you need to try to ignore it and be confident in yourself. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: B 69.

Using gestures when speaking can be effective in managing your nerves. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 70. Discuss strategies a presenter can use to establish and maintain a relationship with the audience. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: Answers will vary. 71. Describe nonverbal behaviours that impact on an oral presentation. Identify two forms of nonverbal behaviour that detract from a presentation and describe how they can be avoided. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: Answers will vary. 72. Outline three strategies for reducing stage fright. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.4 Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright Answer: Answers will vary.

LO17.5 Explain how to handle challenging audience members Multiple choice: Choose the one alternative that best completes the statement or answers the question. 73.

What ground rules help to maintain control, avoid heated exchanges and prevent one or two people from dominating the questions period before your presentation? A. Insist that all questions be taken on notice B. Appoint somebody to ask pre-prepared questions C. Try to ignore the people who are dominating and invite questions from others D. Announce a time limit for the question period and a question limit per person Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.5 Explain how to handle challenging audience members Answer: D 74.

What is the most effective technique when answering an intimidating question? A. Adopt the same attitude as the questioner B. Use diplomacy and politeness C. Avoid the questioner and invite others to participate D. Advise the questioner that you are not taking further questions Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.5 Explain how to handle challenging audience members Answer: B 75.

A presenter should rephrase a question back to the person who asked it if that person is a 17

A. dominator of the discussion. B. promoter of a hidden agenda. C. poor articulator. D. self-promoter. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.5 Explain how to handle challenging audience members Answer: C

True/False: Identify whether the statement is True or False. The technique of asking ‘what do the rest of you think?’ is a useful way to involve the audience. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.5 Explain how to handle challenging audience members Answer: A 76.

77.

Ground rules are statements of guidelines that establish behaviour related to a presentation or speech. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.5 Explain how to handle challenging audience members. Answer: A 78.

If an audience member asks an off-topic question, the presenter should use a bridge phrase such as ‘Let’s move on to ... ’ A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO17.5 Explain how to handle challenging audience members Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 79. Describe two strategies you can use to manage challenging or difficult questions in a presentation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.5 Explain how to handle challenging audience members Answer: Answers will vary.

80. Identify three types of problematic questioners and how you would deal with them during a presentation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO17.5 Explain how to handle challenging audience members Answer: Answers will vary.

LO17.6 Identify the responsibilities of ethical public speakers Multiple choice: Choose the one alternative that best completes the statement or answers the question. 81.

Which of the following is not an essential characteristic of ethical public speakers? A. Honesty B. Avoidance of plagiarism C. Engaging the audience D. Ability to develop and achieve responsible speech goals Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO17.6 Identify the responsibilities of ethical public speakers Answer: C

True/False: Identify whether the statement is True or False. 82.

An honest public speaker should tell their audience upfront why they are speaking. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO17.6 Identify the responsibilities of ethical public speakers Answer: A An experienced public speaker uses ‘you’ rather than ‘we’ in a presentation in order to promote inclusivity. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO17.6 Identify the responsibilities of ethical public speakers Answer: B 83.

A speaker’s responsibility to respect their audience takes precedence over the notion of free speech. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning 84.

Learning Outcome: LO17.6 Identify the responsibilities of ethical public speakers Answer: B 85.

To maintain credibility, public speakers should acknowledge sources of supporting information during their speech or presentation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO17.6 Identify the responsibilities of ethical public speakers Answer: A 86.

Speakers who can help the audience empathise with others can ultimately help promote social awareness. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO17.6 Identify the responsibilities of ethical public speakers Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 87. Explain the five responsible speech goals of public speaking and provide a real-life example of each one. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO17.6 Identify the responsibilities of ethical public speakers Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 18: Writing for the Professions LO18.1 Explain why it is important to align the message’s appeal to the writing purpose and audience needs Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. The main purpose in any work-based writing task is to A. engage the reader and, if required, act. B. educate, elucidate and entertain. C. get the message across. D. present the message in a convincing way. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.1 Explain why it is important to align the message’s appeal to the writing purpose and audience needs Answer: C 2. Writing that presents facts objectively, explains concepts and cites external sources would be an A. appeal to emotion. B. appeal to logic. C. appeal to character. D. none of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.1 Explain why it is important to align the message’s appeal to the writing purpose and audience needs Answer: B

True/False: Identify whether the statement is True or False. 3. Rhetoric is the art of speaking and writing effectively. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.1 Explain why it is important to align the message’s appeal to the writing purpose and audience needs Answer: A 4. Analysing the content enables a writer to compose persuasive, user-centred written messages. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.1 Explain why it is important to align the message’s appeal to the writing purpose and audience needs Answer: B 5. Ethos appeals to emotion to evoke an emotional response. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.1 Explain why it is important to align the message’s appeal to the writing purpose and audience needs Answer: B 6. Pathos incorporates figurative language, vivid descriptions, connotative meanings and emotional examples. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.1 Explain why it is important to align the message’s appeal to the writing purpose and audience needs Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 7. What are the three means of persuasion—or types of appeal—available to writers, and what is a concrete example of each? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication

Learning Outcome: LO18.1 Explain why it is important to align the message’s appeal to the writing purpose and audience needs Answer: Answers will vary.

LO18.2 Outline the advantages of writing work-based documents in plain English Multiple choice: Choose the one alternative that best completes the statement or answers the question. 8. Plain English is highly recommended because it A. helps people communicate without using body language. B. is easy to write down. C. communicates as simply and effectively as possible. D. looks attractive when written. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: C 9. What is the most important principle of plain English? A. Ensure that your writing makes sense. B. Have a purpose for your writing. C. Approach the writing with vigour. D. Put yourself in the place of the receiver(s) of the intended message. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: D 10.

Which question helps to determine the structure and purpose of the document? A. What does the reader need to know and how much do they understand about the subject? B. What is the best way to organise ideas so that they make sense to the reader? C. Is the document really necessary or would another method of communication work better? D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: D 11.

Plain English writing makes good business sense because of the three advantages of A. empathy, economy and elegance. 3

B. equity, efficiency and effectiveness. C. friendliness, familiarity and formality. D. conciseness, clarity and concern. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: B 12.

The two features of a document written in plain English are A. the right purpose and focus. B. a sequence of information that is easy to understand and an appropriate tone. C. an appropriate tone and the right approach. D. an effective approach and an equitable tone. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: B 13.

The three-stage process for effective writing is A. researching, writing and presenting. B. planning, writing and editing. C. planning, researching and writing. D. planning, doing and checking. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: B 14.

Plain English is the best way to ensure that your managers, staff, suppliers, customers and the wider public understand. In business terms, this is A. efficiency. B. effectiveness. C. equity. D. none of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: A 15.

The rough proportions for the three different phases in writing are considered to be A. planning (25%), writing (50%), revising and editing (25%). B. planning (50%), writing (25%), revising and editing (25%). C. planning (25%), writing (25%), revising and proofreading (50%). D. none of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication

Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: C

True/False: Identify whether the statement is True or False. Plain English is a readable writing style that uses the ‘you’ approach, positive language, clear expression and an assertive, courteous tone. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: A 16.

17.

As advantages of a plain English writing style, equity, efficiency and effectiveness have a significant impact on your organisation and your audience. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: A 18.

The use of plain English increases the number of incorrectly completed forms and the clerical time needed for processing or returning incomplete or incorrectly completed forms. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: B 19.

All documents, formal and informal, should be created and written from the point of view of the receiver. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 20. What is ‘plain English’? How does writing in plain English benefit the reader? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.2 Outline the advantages of writing work-based documents in plain English Answer: Answers will vary.

LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Multiple choice: Choose the one alternative that best completes the statement or answers the question. Who said ‘the reader is the judge’ in writing? A. Dwyer (2008) B. Murphy (2001) C. Aristotle (320 BC) D. Jones (2003) Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: C 21.

According to Murphy (2001), the phrase ‘it would seem that’ is an example of A. a conditional phrase. B. a filler that shows the writer is still thinking. C. a fallacy. D. a redundancy. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 22.

23.

A cliché is A. a technical term. B. an allegory. C. an overworked expression. D. a metaphor. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: C ‘The family ship of state sailed on to greener pastures’ is an example of A. a mixed metaphor. B. concrete language. C. colourful expression. D. an abstract expression. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 24.

Which of the following is preferred instead of ‘in the event that’? A. Even though B. Even if C. If D. None of the above Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: C 25.

26.

Because technical terms can be useful for informed people but make uninformed people feel nervous, they A. need to be deleted from plain English. B. should be used as often as possible. C. should be clearly explained at the beginning of the writing. D. need to be used appropriately. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: D 27.

Use of the active voice in writing A. is more economical. B. is where the subject of the sentence is acted upon. C. is where the subject of the sentence is placed after the action. D. communicates vividly and clearly, emphasising the subject as doing the action. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: D 28.

Which of the following is in the passive voice? A. The motorcycle engine was overhauled by Justine. B. Justine has overhauled the motorcycle engine. C. The carburettor was misfiring. 7

D. Justine is cleaning the carburettor. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 29.

The use of the passive voice has an important role to play A. when we wish to communicate in a sonorous fashion. B. when counterbalancing excesses of active voice in a document. C. when wishing to be diplomatic or avoiding laying blame. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: C The use of a ‘you’ approach in writing A. should be avoided because such familiarity with the reader may not be welcome. B. helps to create a more personal, reader-friendly document. C. is reserved for immediate circle users and excludes formal business usage. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 30.

What sort of language is needed in business writing to offer Australia’s diverse population equal access to opportunities in education, jobs and promotion? A. Concrete language B. A ‘you’ approach C. Parallel language D. Inclusive language Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: D 31.

The use of a gender-specific reference, such as ‘lady doctor’ is inappropriate in business writing because A. it is potentially discriminatory. B. it is non-representative. C. it carries hidden meaning. D. it is promoting a stereotype. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context 32.

Answer: C 33.

Inclusive language can best be defined as A. the restructuring of sentences to avoid gender-specific pronouns. B. male and female interests being represented equally in the communication. C. language that does not carry any hidden meaning or discriminatory, negative overtones and which avoids invisibility or extra visibility. D. including all people without fear or favour, recognising the needs of all persons to be treated democratically. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: C 34.

Clear, easy-to-understand communication is achieved by using the natural word order for the English language. This is shown in A. subject–verb–object B. subject–verb–clause C. object–verb–subject D. clause–verb–subject Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 35.

The difference between a compound sentence and a complex sentence is A. whether or not they express more than one idea. B. the relationships between the two clauses. C. the meaning of the two sentences. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 36.

The benefit of understanding and being able to apply correct sentence structure is so you A. avoid writing fragments instead of whole sentences and writing sentences that lack unity. B. let the reader know how to understand complex sentences. C. know how to express everything in compound sentences. D. can handle plain English writing. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A

37.

Which of the following is a sentence fragment? A. The youth donned his helmet. B. Riding towards the hills. C. Galahs shrieked and wheeled overhead. D. Up the street and down the road walked the man whose legs were bowed. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 38.

Which of the following demonstrates sentence sprawl? A. Forsooth, what manner of man is this? B. The vast canvas of the Russian steppes served as the background to the great patriotic war. C. The blind man heard it, the deaf man saw it. All were stunned at this turn of events. D. The horse, perhaps barely able to maintain momentum because of the great load upon her and struggling mightily, was near dead from exhaustion as well as from lack of water in the last few days. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: D 39.

In coherent sentences and paragraphs, when a sentence is too long, it is often a problem of A. passive voice. B. a compound sentence. C. sentence sprawl. D. a complex sentence. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: C The use of a phrase such as ‘It appears that’ is an example of A. hedging. B. being non-committal. C. using cautious language. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: D 40.

41.

In business writing, sentences should be kept relatively short and compact. A reasonable sentence length in the business context would be in the range of A. eight to fourteen words. 10

B. twenty to thirty words. C. twenty-five to thirty words. D. fifteen to twenty words. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: D 42.

What Fog index is a reasonable average for business writing? A. 4–5 B. 6+ C. 2–3 D. None of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: C 43.

The purpose of punctuation in writing is to A. alert the reader to the appropriate speed when reading. B. aid understanding and convey a clearer message by providing flow to the words. C. help the reader to better understand the tone of the communication. D. indicate where capital letters are needed. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 44.

The basic requirement of paragraph writing is that A. no more than three sentences are included. B. each paragraph has one main idea. C. coherence is limited. D. an introduction is required. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 45.

What are the key skills used to group sentences together in business writing? A. Linking words, punctuation and parallel structure B. Limiting sentence fragments C. Balancing sentence sprawl D. Avoiding paragraph unity Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: A

True/False: Identify whether the statement is True or False. 46.

Words are used as a communication tool in business writing. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 47.

The feature of good writing is that it communicates clearly to the other person what is happening in real life. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B Fillers are words that ‘creep into sentences while the writer is still thinking’. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 48.

According to Strunk and White (2000), ‘a drawing should have no unnecessary lines and a machine no unnecessary parts’, referring to the need for a sentence to contain no unnecessary words. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 49.

50.

Mixed metaphors should be widely used in writing because they make documents interesting and easily understood. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 12 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 51.

A metaphor is a collection of words that has become so familiar through overuse that it either annoys or makes no impression on the reader. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 52.

A cliché is a description of an object or an action that is imaginative but not literally applicable. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 53.

Concrete language uses specific words that are easy to understand. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 54.

Technical terms are used to help the reader understand the message rather than to show the reader the cleverness or superiority of the writer. Whenever possible, use as many technical terms as possible. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 55.

An effective writer places the action before the subject to give a stronger link between them and to show who or what is doing the action. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication

Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 56.

Passive voice is useful to give bad news. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 57.

Personal pronouns help writers to avoid abstractions and keep sentences short, and encourage them to use concrete language. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A The ‘we’ style of writing projects an empathetic tone, is personal and includes both male and female readers. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 58.

59.

Inclusive language includes all readers regardless of gender or race. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A ‘The man and the lady’ is an example of parallel language. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 60.

61.

A compound sentence has two main clauses, and each could stand alone as its own sentence. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 62.

A complex sentence has one main clause and one or more subordinate or dependent clauses. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: A 63.

Sentence sprawl occurs when a sentence contains consistent ideas. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B 64.

The topic sentence identifies a course of action or a summary. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 65. Discuss situations in which you would use an active and a passive voice in writing business documents. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: Answers will vary.

66. What is the ‘you’ approach in writing? What is its purpose? Why is it important to use inclusive language in business writing? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: Answers will vary. 67. Discuss the differences between a ‘simple sentence’, ‘compound sentence’ and ‘complex sentence’. Give an example of each type of sentence. What is a sentence fragment and sentence sprawl? Briefly discuss three ways of removing sentence sprawl from your writing. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: Answers will vary. 68. Describe two techniques that help to organise information into a paragraph. Identify three techniques that can be used to emphasise a point. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.3 Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context Answer: Answers will vary.

LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Multiple choice: Choose the one alternative that best completes the statement or answers the question. 69.

Tone, rhythm and format are important for readers in business writing because A. they help the document to sound and look professional. B. they make the writing readable and interesting. C. they focus on creating a relationship with the reader. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: D 70.

The tone of business writing is basically divided into two types, A. coherence and flow. B. imperative and positive. C. relevant and effective. D. top-down and bottom-up. 16

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: B 71.

Document layout and design deal with A. line length, line spacing, type size and justification. B. provision of visual cues and generous use of white space. C. headings, graphics, use of colour, bolding, italics and capitals. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: D 72.

Which of the following basic design principles is used to rank levels of information? A. Layout B. Colour C. Hierarchy D. Typeface Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: C

True/False: Identify whether the statement is True or False. 73.

In business writing, the order in which the information is presented is always direct. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: B 74.

Achieving a professional layout includes basic design principles and highlighting the main points. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: A 17 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

75.

The measured flow of sounds is known as tone. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: B 76.

A reader, like a listener, interprets meaning from both words and tone. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: A A question—such as ‘What should we do?’—uses the imperative mood. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: B 77.

78.

In a document that uses vertical channels of communication, a writer should request acknowledgement of the message and point the way ahead before stating the action to be taken. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 79. Contrast a positive tone with a negative tone and give an example of each. Briefly describe the design elements that make up the layout of a document. Describe an order of information suited to a document that uses vertical channels of communication. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication

Learning Outcome: LO18.4 Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document Answer: Answers will vary.

LO18.5 Discuss the value of careful revision for readability and correctness Multiple choice: Choose the one alternative that best completes the statement or answers the question. 80.

The role of the editor is A. to ensure that what writers set out to say is indeed what they have said and check that the result is clear, correct and appropriate for the receiver. B. to check that the language surpasses the information. C. to make sure that redundancy and repetition are highlighted. D. none of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.5 Discuss the value of careful revision for readability and correctness Answer: A 81.

Which software feature should you use if you want to find typos and repeated words? A. Thesaurus B. Spell check C. Grammar check D. Cut and paste Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.5 Discuss the value of careful revision for readability and correctness Answer: B 82.

To keep a record of proposed editing modifications, you should use the software feature known as A. track changes. B. search and replace. C. style checker. D. thesaurus. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.5 Discuss the value of careful revision for readability and correctness Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 83. What are some of the writing techniques you can use to align your message with a reader? Base your discussion on concepts drawn from Chapter 18, and provide examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.5 Discuss the value of careful revision for readability and correctness Answer: Answers will vary. 84. What are the types of errors to look for when editing written business messages? What is the role of an editor? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO18.5 Discuss the value of careful revision for readability and correctness Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 19: Writing Correspondence, Emails and Short Reports LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Business communication is usually designed to A. initiate action and inform customers. B. persuade customers. C. mitigate the risks associated with complaints. D. A. and B. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 2. What are the three main types of business letters? A. Business, promotional and application B. Good news, bad news and persuasive C. Memos, short reports and emails D. Informational, request and acknowledgement Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3. A business letter is considered successful if A. it conveys the information in a business-like way. B. the receiver acts on it without undue delay. C. it gets the expected response. D. it is set out in standard business format. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: C 4. A memo is A. the standard format of communication within an organisation. B. the standard format of communication within and outside an organisation. C. the formal communication mode within an organisation. D. the formal communication mode within and outside an organisation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 5. What is ‘layout’ in business writing? A. The arrangement of information on a page B. The frame for the body of a business letter C. The structure of a thesis D. The graphics used in a business report Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 6. The order and essential parts of the first part of a business letter layout are the A. date, inside address, writer’s name and address, salutation. B. inside address, date, writer’s name and address, salutation. C. writer’s name and address, date, inside address, salutation. D. reference initials, writer’s name and address, date, inside address. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: C 7. What is not included in a letterhead? A. The company name, address and email address B. The company logo and telephone number C. The name, address, and email address of the sender D. The reference number and writer’s telephone extension Difficulty: Basic 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: C 8. In a business letter, what makes the salutation more personal? A. The month of the year is fully spelled out. B. An attention line is placed three lines below the inside address. C. The reader’s address is put at the beginning if the writer knows the reader. D. The first name of the reader is used if the writer knows the reader. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: D 9. Which writing style is suitable because it speaks personally to a reader? A. Use of an active voice B. Use of inclusive language C. Use of the ‘you’ approach D. Use of technical terms Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: C 10.

The start of the body of a business letter should A. inform the reader of the purpose of the letter. B. contain the salutation and a subject line. C. present details and information clearly and concisely. D. catch the reader’s attention after opening courteously. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: D 11.

Why do you need to make a successful combination of opening and closing paragraphs in the body of the business letter? A. To follow writing conventions B. To catch the reader’s attention and interest and prompt the response you seek C. To showcase your successful writing skills D. To develop the point you need to make Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B

In a business letter the ‘Yours sincerely’ complimentary close is normally used when A. the person’s name is known. B. you write to someone in the organisation who you do not personally know. C. you open with ‘Dear Sir’ or ‘Dear Madam’. D. you write to a group of people to whom you have sent a standardised letter. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 12.

13.

The complimentary close in a business letter should match A. the form of address used in the salutation. B. the reader’s expectations of a business letter. C. the needs of the writer to make a strong point. D. none of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 14.

A business letter with a full block layout format A. must have open style punctuation. B. must have mixed style punctuation. C. places the sender’s address and the date against the right margin. D. places everything in the letter against the left margin. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: D What is the difference between the ‘open style’ and the ‘mixed style’ in punctuation for business letters? A. Whether or not there is a comma after ‘Yours sincerely’ B. Whether or not there is a comma after the salutation and the complimentary close C. Whether or not there is a comma after ‘Yours faithfully’ D. Whether or not there are commas throughout the body of the letter Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 15.

16.

What is the first step in the development of any business letter? A. Decide why the recipient is to get the letter B. Write down the points that are going to be made C. Write down what is going to be said D. Write a draft 4

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 17.

The 3 × 3 writing process is a A. metaphor which is used in most writing. B. writing approach for organising and structuring documents. C. systematic plan for developing all written and spoken business communications. D. writing technique which guides the appropriate use of language. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: C 18.

What are common errors in writing business letters? A. Using familiar words, short sentences and paragraphs B. Using familiarity and courtesy C. Being insincere and negative D. Including a call to act in closing Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: C 19.

The plain English writing style in business letters includes the following features: A. straightforward layout, plain English language and assertive tone. B. colloquial language, passive voice and logical structure. C. positive language, clear expression and courteous tone. D. the passive voice only, 15–20 words per sentence and low Fog index. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: C 20.

Effective letter writing requires short sentences with a length of A. 10–15 words. B. 5–10 words. C. 20–25 words. D. 15–20 words. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: D 21.

Four important aspects of business letter writing style are 5

A. word choice, letter format, brevity and unity of purpose. B. organisation, emphasis, clarity and forthrightness. C. logic, white space, balance and purpose. D. letterhead, date, salutation and call to action. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 22.

Which strategies need to be adopted when writing to international recipients? A. Use short, simple one-idea sentences B. Use acronyms and sports and military analogies C. Use emotive words and superlatives D. Use formal language Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A The negative expression, ‘it is not unlikely that …’ can accurately be replaced by the positive A. ‘It is likely that …’ B. ‘It is possible that …’ C. ‘It is almost certain that …’ D. ‘It is certain that...’ Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 23.

True/False: Identify whether the statement is True or False. 24.

Memos are rarely sent between people working in different organisations. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 25.

The body of a business letter displays the official name, address, telephone, email address and logo, usually at the top of the page. A. True B. False Difficulty: Basic 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

All companies include a reference (Our Ref. or Your Ref.) and telephone extension in their letterhead. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 27.

It is acceptable to write the date as, for example, 10/8/20. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B The attention line is the writer’s greeting to the receiver. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 28.

The writing style suited to the body of the letter is the ‘you’ approach because it speaks personally to the reader and has a direct impact on the reader. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 29.

30.

The subject line should be around ten to fifteen words in length. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 7 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

31.

The two main types of layout are full block layout and mixed block layout. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 32.

Full block layout is an attractive and modern layout that is easy to read. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 33.

The appropriate tone in a business letter displays courtesy towards the reader and confidence in the correspondence. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A As a writing strategy, the subject line helps to focus the reader’s attention on the letter’s content. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: A 34.

35.

A letter of introduction asks others to share information and ideas. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 36.

In a business letter, the introduction should state the action to be taken by the reader. A. True 8

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 37.

A comma should never be used after the salutation in a business letter. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B 38.

To avoid a sluggish effect in a business letter, use the passive voice. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 39. Describe the eight basic components of a business letter and explain the purpose of each one. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: Answers will vary. 40. What are the features of full block layout for a letter? What are the advantages of full block layout? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: Answers will vary. 41. Identify at least three errors you should avoid when writing a business letter. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence 9 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: Answers will vary. 42. Why is it important to identify the purpose of a letter before you begin writing? What are the implications for your letter if you do not first identify the purpose? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: Answers will vary. 43. Explain the ‘you’ approach in writing and justify its use. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: Answers will vary. 44. How can cultural differences impact the drafting of a letter? Give examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.1 Plan and write effective business letters and adapt the style for international business correspondence Answer: Answers will vary.

LO19.2 Recognise good-news/neutral letters and apply the direct order of information Multiple choice: Choose the one alternative that best completes the statement or answers the question. 45.

The appropriate writing strategy for good news or neutral letters is A. the circular order of information. B. the circuitous order of information. C. the direct order of information. D. the indirect order of information. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.2 Recognise good-news/neutral letters and apply the direct order of information Answer: C 46.

Which of the following seeks a specific action? A. Letter of enquiry B. Letter of request C. Letter of acknowledgement D. Letter of introduction Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO19.2 Recognise good-news/neutral letters and apply the direct order of information Answer: B

True/False: Identify whether the statement is True or False. 47.

One difference between a good-news letter and a bad-news letter is the order of information—direct or indirect. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.2 Recognise good-news/neutral letters and apply the direct order of information Answer: A 48.

To recognise the actions of another, use a letter of enquiry. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.2 Recognise good-news/neutral letters and apply the direct order of information Answer: B 49.

A letter of request asks others to share information and ideas. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.2 Recognise good-news/neutral letters and apply the direct order of information Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 50. Briefly explain the order of information in a good-news letter. Identify four types of good-news letters. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.2 Recognise good-news/neutral letters and apply the direct order of information Answer: Answers will vary. 51. What is a letter of introduction? Explain how this type of letter creates a link between the sender and receiver. 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.2 Recognise good-news/neutral letters and apply the direct order of information Answer: Answers will vary. 52. Compare and contrast a request, an inquiry and an acknowledgement in a business letter. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.2 Recognise good-news/neutral letters and apply the direct order of information Answer: Answers will vary.

LO19.3 Write considered bad-news letters using the indirect order of information Multiple choice: Choose the one alternative that best completes the statement or answers the question. 53.

The best way to deliver bad news in a letter is A. to adopt a direct order of information. B. to adopt an indirect order of information. C. to adopt an informal tone. D. to adopt a formal tone. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: B 54.

Why should you avoid placing a refusal in the last sentence of a letter? A. Reader behaviour research suggests that people do not usually read the entire letter. B. The letter needs to be closed positively to foster goodwill. C. The bad news should be placed at the beginning of the letter to save reading time. D. Reasons for the refusal must be seen first so that the reader does not demand compensation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: B 55.

In order to soften the bad news, A. you need to give valid reasons for the refusal. B. you need to detract from the bad news and make some indirect or irrelevant points. C. you should use humour. 12

D. use some friendly expressions. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: A 56.

What is the purpose of the indirect order of information? A. To maintain ‘face’ for the writer B. To maintain the reader’s goodwill C. To please the reader D. To strengthen the writer’s purpose Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: B

True/False: Identify whether the statement is True or False. 57.

In order to keep the goodwill of the receiver, a refusal in a bad-news letter should be put at the end of the letter. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: B 58.

In writing a bad-news letter, you should state a refusal clearly. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: A 59.

In a bad-news letter, you should close the letter by referring again to the bad news and repeating your apology. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: B 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

60.

An order refusal declines a request. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: A 61.

Both writers and readers can benefit from the explanation of the reasons behind the refusal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: A 62.

To decline a request, use an adjustment refusal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: B 63.

Use a credit refusal to reject a request for a loan. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 64. Identify three types of bad-news letters and explain the purpose of each. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: Answers will vary. 65. Why is the indirect order of information used in bad-news letters? Difficulty: Complex 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.3 Write considered bad-news letters using the indirect order of information Answer: Answers will vary.

LO19.4 Understand the AIDA formula and write effective persuasive letters Multiple choice: Choose the one alternative that best completes the statement or answers the question. 66.

Persuasive letters aim to move the recipient towards taking some course of action. The strategy for this is to A. offer a list of benefits or gains and/or warn of the likely consequences such as a loss or potential loss if no action is taken. B. provide the recipient with an explanation of what is required, why it is required and indicate what they need to do. C. get the reader’s attention, outline or explain the benefits to them and then ask them to act to meet their desire to obtain the benefits. D. plan the letter so that there is a list of points for taking a particular course of action then present the letter to the recipient. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: C 67.

The purpose of the AIDA formula in the order of information is A. to catch the attention and interest of the reader and their desire and willingness to take action. B. to help readers’ understanding and draw their attention to the writer. C. to inform the reader and request data from them. D. to appeal to the reader’s values and create desire for a product or a service. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: A 68.

Persuasive letters are written when A. the writer is resistant to writing other types of letters. B. the writer wants to change an attitude in the reader. C. the writer wants to take action on behalf of the reader. D. the writer wants to inform the reader about the outcome of a complaint. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: B 15 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

69.

Types of appeals found in persuasive letters are appeals to A. power, status and gain. B. intellect, emotion and authority. C. benefits, losses, potential benefits and losses. D. inclusion, exclusion, status and vanity. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: B 70.

The time taken for the process of communication to develop from a reminder to the urgency stage when writing collection letters depends on A. the type of credit account. B. the company’s knowledge of the debtor. C. the organisation’s collection policies. D. all of the above. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: D 71.

A letter that would most likely motivate a reader to act is A. a collection letter. B. a sales letter. C. a credit letter. D. a refusal. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: A

True/False: Identify whether the statement is True or False. 72.

A persuasive letter is written to influence the reader to take some action. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: A 73.

The appeal to autonomy is one of the appeals most often used in persuasive letters. A. True B. False Difficulty: Moderate 16 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: B 74.

Persuasive writing is used in sales letters, credit communications, collection letters, job applications and cover letters to resumes. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: A 75.

Effective sales letters are usually three to four pages, with extra information included as enclosures or attachments. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: B 76.

An appeal to authority suggests security and safety, and offers prestige. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: A 77.

Using generalisations and making comparisons between unlike events is characteristic of an objective appeal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: B 78.

A sales letter involves persuasive writing whereas a collection letter does not. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters 17 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 79. What do persuasive letters aim to do, and why is the AIDA formula used? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: Answers will vary. 80. Describe the characteristics of an effective sales letter. What are the different ways of gaining attention in the first sentence or paragraph of a sales letter? Describe one way of creating desire for the product in a sales letter. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.4 Understand the AIDA formula and write effective persuasive letters Answer: Answers will vary.

LO19.5 Plan and write effective memos Multiple choice: Choose the one alternative that best completes the statement or answers the question. 81.

The disadvantages of producing a routine memo include that A. memos cost a lot to produce and lack immediate feedback. B. memos can be used as political tools. C. memos are not as efficient as personal interactions. D. memos are not regarded as formal communication tools. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.5 Plan and write effective memos Answer: A 82.

Which of the following memos should be used to share information with everyone within an organisation? A. Request memo B. Transmittal memo C. Authorisation memo D. Announcement memo Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.5 Plan and write effective memos Answer: D 18 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

True/False: Identify whether the statement is True or False. 83.

Memos are a one-way form of communication. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.5 Plan and write effective memos Answer: A 84.

An authorisation memo gives the receiver permission or authority to take action. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.5 Plan and write effective memos. Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 85. Identify three objectives achieved by a memo. What are the four steps in preparing effective memos? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.5 Plan and write effective memos Answer: Answers will vary.

LO19.6 Create effective email messages Multiple choice: Choose the one alternative that best completes the statement or answers the question. 86.

Email is A. the second most widely used application on the Internet. B. a system of transmitting messages from computer to computer. C. a record of correspondence. D. used only for informal communication. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO19.6 Create effective email messages Answer: B 87.

A formal email that accompanies or delivers information, such as a report, is A. an instruction email. B. a transmittal email. 19

C. an authorisation email. D. a request email. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO19.6 Create effective email messages Answer: B 88.

The use of email should be avoided in situations when A. sending detailed or complicated information. B. delivering bad news, sensitive news or when you are angry. C. sending material that might be forwarded to others. D. sending material that is not interesting to all possible readers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO19.6 Create effective email messages Answer: B 89.

Prioritising tasks would occur in which stage of the DRAFS strategy for managing email? A. Delete B. Reply C. Act D. Forward Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO19.6 Create effective email messages Answer: C

True/False: Identify whether the statement is True or False. 90.

Using all capital letters in an email can be perceived as the equivalent to shouting. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.6 Create effective email messages Answer: A The word ‘Report’ is a suitable subject line if you are sending an email that contains a report to someone. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.6 Create effective email messages Answer: B 91.

Essay: Write your answer in the space provided or on a separate sheet of paper. 92. Discuss issues associated with using email in the workplace. What are the benefits of email? What are some of the problems that can arise through inappropriate use of email? Discuss some strategies for effective email management. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.6 Create effective email messages Answer: Answers will vary.

LO19.7 Plan, format and write short reports—justification, progress, periodic, fillable, analytical and dashboard reports—so as to effect the efficient transfer of information Multiple choice: Choose the one alternative that best completes the statement or answers the question. 93.

The three main short format reports used in business are A. direct order report, indirect order report and routine order report. B. overview report, incident report and periodic report. C. formal short report, letter report and memorandum report. D. chronological report, problem-solving report and options report. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.7 Plan, format and write short reports—justification, progress, periodic, fillable, analytical and dashboard reports—so as to effect the efficient transfer of information Answer: C 94.

Justification reports, progress reports and periodic reports all require A. a statement about the report’s purpose. B. a thesis statement, a body and a conclusion. C. an indirect order of information. D. a discussion of advantages and disadvantages. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.7 Plan, format and write short reports—justification, progress, periodic, fillable, analytical and dashboard reports—so as to effect the efficient transfer of information Answer: A

True/False: Identify whether the statement is True or False. 95.

In preparing a report, creating a mind map will enable you to work swiftly to produce a complete but concise report. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.7 Plan, format and write short reports—justification, progress, periodic, fillable, analytical and dashboard reports—so as to effect the efficient transfer of information Answer: B 96.

Short reports usually start with a purpose statement rather than introductory material because the receivers are usually aware of the subject matter. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.7 Plan, format and write short reports—justification, progress, periodic, fillable, analytical and dashboard reports—so as to effect the efficient transfer of information Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 97. What does the term ‘short report’ mean? What are the six steps in planning a short report? Differentiate the indirect, direct and routine order of information in short reports. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.7 Plan, format and write short reports—justification, progress, periodic, fillable, analytical and dashboard reports—so as to effect the efficient transfer of information Answer: Answers will vary. 98. What do you understand by the terms ‘justification report’, ‘progress report’ and ‘periodic report’? Briefly discuss three differences between a progress report and a periodic report. When is an incident report written? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO19.7 Plan, format and write short reports—justification, progress, periodic, fillable, analytical and dashboard reports—so as to effect the efficient transfer of information Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 20: Writing Long Reports LO20.1 Differentiate between analytical and informational reports, and give examples of each Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Formal reports A. convey subjective information in a variety of ways that may include graphs, charts and appendices. B. focus on the conclusion of the document so as to achieve conciseness and rapid comprehension. C. are major documents written for a specific purpose and which provide expert opinion and comprehensive information. D. are an alternative to a formal oral presentation. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: C 2. The difference between analytical and informational reports is determined on the basis of A. whether or not the writer defines the purposes of the report clearly. B. whether or not the report meets the demands of the current business environment. C. whether or not the report is written using the indirect or direct order of organisation. D. whether or not the report includes critical analysis or persuasion. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: D 3. If the purpose of a report is to implement policies, procedures or processes, it should be A. an analytical report. B. an informational report. C. a combination of analytical and informational. D. a strategic report. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: B 4. Which is a bad report writing habit? A. Writing fast and making recommendations in the conclusion B. Using an indirect order of presentation C. Using the direct order of presentation D. Writing with confidence and without an outline Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: D 5. What is the person who commissioned the report likely to do? A. Ask other experts to validate the scope of the report B. Assess the practicality of the conclusions and recommendations C. Check the validity of the evidence and methodology used D. All of the above Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: D 6. In writing an analytical scientific report, it would be necessary to A. ensure that adequate time and resources are available to complete the report in the time-frame available. B. consider ways in which qualitative data may be presented to persuade the readers. C. use an indirect order of presentation. D. accompany the written report with an oral presentation of the findings. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: A

True/False: Identify whether the statement is True or False. 7. Critical thinking skills are required to evaluate findings and reach conclusions by asking critical questions about what has happened, what is likely to happen and how. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: A 8. Informational reports deliver data and information but do not make recommendations. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: A 9. An analytical report will provide feedback about sales, inventories, expenses, and workplace health and safety. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: B 10.

An analytical report does not make recommendations. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: B 11.

A project status report is an analytical report rather than an informational report. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: B

12.

One characteristic of an informational report is that it justifies past decisions or actions. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 13. What is the purpose of an informational report? Show the difference between an analytical and an informational report by providing business examples of each type. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.1 Differentiate between analytical and informational reports, and give examples of each Answer: Answers will vary.

LO20.2 Plan a long formal report, and gather and order information Multiple choice: Choose the one alternative that best completes the statement or answers the question. 14.

When you write a report, you should A. appeal to readers’ reasoning abilities. B. write the body of the report to support your conclusion. C. present all available information for the reader’s consideration. D. avoid making recommendations in the conclusion. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: B 15.

Which of the following is not a necessary part of the planning stage to create a long report? A. Writing the letter of transmittal B. Defining the problem and the purpose C. Collecting, sorting and evaluating information D. Preparing an outline Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: A 4 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

16.

Even though writers and readers are referring to the same document, each has different needs. Which of the following is a need of the reader? A. To determine the purpose and scope of the report B. To analyse the information in the report C. To explain the limitations of the report D. To determine to which purpose the long report’s findings will be put Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: B 17.

According to Turk and Kirkman (1989), most reports will be best organised into A. a traditional outline. B. a tree outline. C. a chronological structure. D. a pyramid structure. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: D 18.

Which of the following is a way to order information logically? A. Cause to effect B. Chronological order and order of importance C. Inductive and deductive order D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: D 19.

How a report is organised affects A. how it is received and whether action is taken. B. the purpose of the message. C. the nature of the message. D. the final conclusion. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: A 20.

What is the indirect sequence in report writing? A. The reader is introduced to what the writer is about to do and why, and to the limits of the report, then the body, conclusions and recommendation B. The reader is led through the introduction and then to the conclusion and recommendations C. The reader is provided with the conclusion first D. The readers are presented with the body and the findings first Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: A 21.

A sequence of Introduction, Conclusion, Recommendations and Body is called A. an indirect sequence. B. a direct sequence. C. a logical sequence. D. an illogical sequence. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: B

True/False: Identify whether the statement is True or False. 22.

In many cases, a report is written in response to a request from another person who has expectations about the final document, its purpose and what it will achieve. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: A 23.

After collecting information, you should get rid of irrelevant information before the report is finished. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: B The planning of a report is complete once a writer has determined the report’s purpose and audience. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: B 24.

25.

In the direct sequence, the conclusion appears before the body. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: A 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

26.

In the indirect sequence, recommendations follow the conclusion. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 27. What is the purpose of effective planning in long-report writing? What are the different needs of the report writer and those who read the report? Explain four ways to order information in a long report. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.2 Plan a long formal report, and gather and order information Answer: Answers will vary.

LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Multiple choice: Choose the one alternative that best completes the statement or answers the question. 28.

What is the preferred report-writing style? A. The ‘you’ approach B. A personal style C. An impersonal style D. The ‘I’ approach Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: C With reference to writing style in long reports, the use of the ‘you’ approach A. is not considered suitable as the language in long reports should be impersonal. B. will add impact and involve and engage the reader fully in the report material. C. is considered suitable as personal pronouns are useful ways of ensuring that the report remains factual, business-like and non-emotive. D. will help to limit the use of the passive voice and make the document more vibrant and less likely to be sluggish in tone. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication 29.

Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A Which of the following best describes ‘front matter’? A. The material appearing before the main text of the report, which typically includes table of contents, list of tables and executive summary B. A colloquial reference to the amount of thinking (frontal lobe) that has gone into the report prior to writing commencing C. The preparatory work such as personnel clearance for participation, team meetings, research and interviews D. The abstract and the introduction of the report Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 30.

Where should the ‘authorisation document’ section of a long report be included? A. The front matter B. The centre C. The end matter D. None of the above Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 31.

32.

Factual and objective information is always presented in the A. conclusion and recommendations. B. executive summary. C. centre section of the main body. D. introductory section of the body. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: C In a long report, the ‘letter of transmittal’ A. identifies the report’s title, the receiver’s name and title, the writer’s name and title and date. B. records the name of each part of the report and the name of each first and second order heading within the body, and the page on which each occurs. C. is a formal covering letter naming the instigator of the report, terms of reference, scope, problems addressed, the author(s) and acknowledgements. D. is a covering letter mentioning briefly the report’s purpose, findings, conclusion and recommendations. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 33.

Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: C 34.

The signature block contains A. the bibliography. B. the conclusion and recommendations. C. the report writer’s signature, name and job title. D. management decisions. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: C 35.

In a long report, the role of the executive summary is to provide A. a brief outline of the report’s purpose, methods, findings and conclusions. B. a brief introduction to the report’s instigator. C. an outline of special points and further work needed. D. an outline of the report’s limitations. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 36.

Setting out or formatting the material in an appropriate way in the long report is important because A. there may be a wide range of report readers with varying degrees of literacy. B. the use of headings and spaces makes for more readable information. C. the report needs to look friendly and impersonal. D. it makes arguments put forward by the report more convincing. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 37.

Which parts of the introductory section in the body of a long report are always used? A. Purpose, scope, methodology and limitations B. Authorisation, problem, purpose, scope and methodology C. Purpose, scope, methodology and sources D. Purpose, scope and methodology Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: D

When a long report is expanded and developed, it is easy to become mired or ‘lost’. In such a situation, it is most helpful to A. write according to the outline and to the order of information decided upon as well as asking continuously ‘What is it that I am reporting on?’ B. meet together as a writing team and update each other on progress to date, seeking feedback as to whether each of the team are ‘on track’. C. keep looking at the executive summary or précis to determine that you are maintaining the direction that you had originally set. D. check back to ensure that you are staying within the terms of reference and the scope and limitations that have been set for the report. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 38.

39.

What is the central aim in writing a long report? A. To present a balanced and comprehensive view and substantiate the content and findings with documented evidence B. To pique the readers’ attention and to persuade them to act in a particular way C. To define and explain technical terms and concepts D. To justify a course of action that has been taken Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 40.

All reports, short and long, need to maintain objectivity, with information being up to date, factual and relevant. The best strategy for maintaining objectivity is A. checking the facts. B. sound reasoning. C. analysing the information. D. arguing convincingly for and against the case. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 41.

Headings and numbering systems in long reports A. highlight the main ideas and give order to the information. B. are helpful to the reader as they divide up the text so it takes less time to read. C. can enable different team members to each contribute discrete sections. D. strengthen the relationship between the introduction and conclusion. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A

42.

Graphics should be placed in an appendix when they A. do not add meaning to the findings of the report. B. do not make the writing inviting. C. reflect the authors’ reasoning. D. detract from the argument or interfere with the logical progression of ideas. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: D 43.

Graphics in a report add meaning and emphasis to findings; however, for graphics to be effective, the writer should A. determine if extra value will be added by the graphic, check the number of graphics already in place, draft the graphic and evaluate the graphic in position. B. consider the graphic’s likely impact on the reader(s), create 2–3 possible graphics and check each in the context of the overall purpose of the report. C. explain the idea in writing first, discuss how the graphic relates to the information presented, place the graphic straight after the discussion, and number the graphic and reference it in the main body of the text. D. A. and B. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: C 44.

Why or when should graphics be used in a report? A. When they add meaning or emphasis to the argument B. To detract from the main flow of the argument C. To repeat and reinforce the subject matter D. When the report content is too ‘heavy’ Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 45.

In long-report writing, if the information cannot be traced and checked through citations A. you may be penalised for plagiarism. B. your results may be questioned or even disbelieved. C. you may be accepted as an original thinker. D. your writing will not be accepted. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 46.

The purpose of footnotes and endnotes in a long report is to 11

A. point readers to more information or different views on the topic. B. ensure that author–date references are accurately presented. C. expand on concepts in the final section of the main body of the report. D. summarise the central arguments and findings in a report. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 47.

The final section of a long report A. contains the conclusion and recommendations. B. must not introduce new material. C. links the conclusion with introduction. D. all of the above. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: D What does the ‘end matter’ include? A. Table of contents and executive summary B. Headings and findings C. The appendix, bibliography, index and glossary of terms after the body or text D. Signature block and graphics Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: C 48.

49.

What can be placed in appendices? A. Statistics, surveys or questionnaires used in research, additional graphs, and extracts from journals and newspapers B. Notations and signature block C. References or bibliography D. List of illustrations and executive summary Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 50.

Which of the following best describes a bibliography? A. It summarises and closes off the whole report. B. It contains only the sources of information referred to in the report. C. It includes the appendix, glossary of terms and bibliography. D. It is a list of all the sources of information used in a report as well as further recommended reading. Difficulty: Moderate 12 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: D

True/False: Identify whether the statement is True or False. 51.

Report-writing style uses personal pronouns and unemotional language. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 52.

How the report writer uses words, sentences, paragraphs and layout to present ideas and connect with the reader is defined as the ‘writing style’. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 53.

In avoiding the use of personal pronouns in writing a report, writers will find they use active voice more often. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 54.

A definitive formatting rule is to vary the format to suit the purpose and nature of the report. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 55.

The table of contents is the covering letter for the report. It should state who authorised the report, when it was authorised and its purpose and scope. A. True B. False 13

Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 56.

In a formal report, the page numbers for the front matter are shown in Roman numerals. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 57.

The page numbers for the body of a report are shown as Arabic numerals. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 58.

A new page should be used for the list of tables if a large number have been included. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 59.

The intentions in writing the report should be stated in the introductory part of the body and the conclusion. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 60.

The introduction is the part of the front matter that sets the framework and helps readers outside the area of expertise to recognise the starting point and the direction to be taken by the report. A. True B. False Difficulty: Basic 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B The introduction identifies the report’s purpose, scope, structure and conclusion. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 61.

62.

Subjectivity is based on opinion rather than thinking. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 63.

Readers will expect to see how the ideas develop throughout the body of the report. This requires effective persuasive skills. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 64.

The imperative voice is used for the recommendations section. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 65.

A reference list contains all the sources of information referred to in the report and recommended readings. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B 15 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

66.

As you write the report, think of it as a link between the writer and the reader. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: A 67.

The glossary is an essential component of a long business report because it states the reasons for writing the report and identifies the scope, research methods used, findings and conclusions. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 68. Discuss two ways in which you can sequence the introduction, body, conclusion and recommendations in a long report. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: Answers will vary. 69. What are the reasons for using different orders when presenting information? What advantages do you gain by ordering information to suit the report’s purpose, task and audience? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: Answers will vary. 70. What writing style would you use in a long analytical report? Name the parts of the report that belong in the front matter. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: Answers will vary.

71. Explain this statement: ‘A long report’s conclusions are more than a summary.’ What is the difference between a long report’s synopsis and its conclusion? How are recommendations presented? What are the differences between a long report’s conclusions and its recommendations? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.3 Write the front matter, body and end matter of a long report using an appropriate writing style Answer: Answers will vary.

LO20.4 Format and edit a long formal report Multiple choice: Choose the one alternative that best completes the statement or answers the question. 72.

A mechanical edit is useful for which of the following purposes? A. To ensure the report’s structure flows meaningfully B. To ensure the report conforms to the required style C. To ensure the report is formatted appropriately D. To check for appropriate expression Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: D 73.

What is the purpose of editing the long report? A. To remove problems of subject, style, organisation and presentation B. To create a more personalised report C. To enhance the appeal of the document and grab the attention of the reader D. To ensure all the writing uses the ‘you’ approach Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: A 74.

Which editing approach reviews the way ideas are expressed? A. Format edit B. Mechanical style edit C. Language edit D. Substantive edit Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: C 75.

The substantive edit A. verifies that the content is meaningful and the document’s parts are coherent. B. reviews the way ideas are expressed within the document. 17

C. ensures that the mechanics of text and figures conform to the specified style. D. verifies that the document conforms to established layout, topographical and design standards. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: A

True/False: Identify whether the statement is True or False. One of the main reasons for editing is to clarify the report’s purpose and focus. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: A 76.

77.

Removing any subjective opinions is the first step in the editing process. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: B 78.

In the editing process, the purpose of eliminating communication blocks—such as unclear, obscure or abstract words—is to create a more concise and readable report. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 79. What are the steps in the editing process? Discuss the different types of editing, and explain why each is important, based on concepts discussed in Chapter 20. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: Answers will vary. 80. Provide an outline indicating the structure of a long report. Specify those sections that must be included in all reports prior to indicating those that may be optional or dependant on the attendant circumstances. 18 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO20.4 Format and edit a long formal report Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 21: Writing Reflective Journals LO21.1 Explain the crucial role of reflective journals in experiential learning Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. A reflective journal A. records your observations and events in which you participate. B. is a conversation between you and your lecturer. C. encourages insight and reflection into your own practice, knowledge and attitudes. D. records your personal and professional goals. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: C 2. A reflective journal should be structured because A. it should lead you towards self-discovery through deliberate effort. B. it allows you to systematically reflect on your successes. C. active learners are usually not very reflective. D. deep learning and deep reflection are unstructured activities. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: A 3. Reflective journals are shared with others because Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. a journal is a conversation with others about your learning. B. it is always useful to receive feedback on what others think about you. C. people need to know what you have written about them. D. journals are public documents. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: A 4. Critical reflection requires A. consultation, analysis and feedback. B. observation, questioning and relating. C. questioning, consultation and feedback. D. writing, thinking and consulting. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 5. Experiential learning is A. learning through others’ experience. B. learning through experimentation. C. learning through the transformation of experience. D. generalising based on experience. Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: C 6. The experiential learning cycle relies on A. experience, reaction, function, meaning and planning. B. experience, reflection, finding meaning and planning. C. applying learning based on experience to new situations. D. repeating learning gained from experience until you have mastered it. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 7. Which of the following communication skills are required in reflective journals? A. Nonverbal and verbal B. Writing and recording C. Observing and listening D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking

Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: D 8. When writing a reflective journal, lecturers expect students to A. have goals. B. be thoughtful. C. be thorough. D. ask for feedback. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 9. Keeping a reflective journal is an example of A. deductive learning. B. constructive learning. C. academic learning. D. active learning. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: D 10.

Good journal entries A. are succinct and clear about learning objectives. B. non-judgementally record an event and your reactions to the event. C. are referenced with links to theory. D. are emotionally driven. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 11.

Using technology to record a reflective journal A. provides flexibility for lecturers. B. allows students to keep their ideas private. C. allows students to work in real time with peers. D. allows lecturers to tap into the journals to monitor progress. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: C

True/False: Identify whether the statement is True or False. 12.

Structured reflection on experience leads to self-improvement. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 13.

You do not normally share a reflective journal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 14.

Becoming a good reflective journal writer takes practice. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: A 15.

Reflection is the first stage of the experiential learning cycle. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 16.

Observing and reflecting can turn practice into learning. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 17.

Good journal entries are specific and nonjudgemental. A. True B. False Difficulty: Moderate 4 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: A 18.

Entries in reflective journals should limit themselves to academic evidence. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 19.

Reflection is simply answering questions about your behaviour and practice. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: B 20.

The purpose of a reflective journal is to learn about your own behaviour. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 21. Discuss the relationship between a reflective journal and experiential learning, drawing on concepts covered in Chapter 21. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.1 Explain the crucial role of reflective journals in experiential learning Answer: Answers will vary.

LO21.2 Discuss the main features of reflective writing Multiple choice: Choose the one alternative that best completes the statement or answers the question. 22.

Explanatory writing involves A. describing how or why something was done. B. explaining how or why something was done. C. providing a clear picture of your feelings on an issue. D. exemplifying how something works. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: B 23.

Expressive writing involves A. describing how or why something was done. B. explaining how or why something was done. C. providing a clear picture of how you feel, think or what you believe. D. exemplifying how something works. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: C 24.

Descriptive writing involves A. defining how or why something was done. B. explaining how or why something was done. C. providing a clear picture of how you feel, think or what you believe. D. recounting an experience. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A 25.

Reflective writing is A. nonjudgemental. B. critical. C. hypothetical. D. expressive. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: C 26.

Making connections between an event and previous experience occurs at which stage, according to the DIEP formula? A. Describe B. Interpret 6

C. Evaluate D. Plan Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: B 27.

Writing freely in your first draft is important because A. you capture what your readers might see as important. B. it can cause writer’s block. C. you are less self-conscious and more honest. D. you are less conscious of other’s views. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: D 28.

Writing barriers are overcome by A. working on a first draft quickly. B. writing quickly, creating a list of the most important points and relaxing. C. focusing on the main points first. D. listening to music and relaxing. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: B 29.

The three major elements of the reflective process are A. being self-critical, nonjudgemental and reflective. B. interpreting, criticising and judging. C. speaking your mind, writing honestly and writing well. D. returning to the experience, attending to feelings and re-evaluating the experience. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: B 30.

It is best to record entries as close as possible to an event because they are more likely to be A. accurate. B. detailed. C. honestly evaluated. D. memorable. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A

True/False: Identify whether the statement is True or False. You don’t need to worry too much about your writing and the quality of your content in the first draft of a reflective journal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A 31.

32.

The format of journal should be determined before you write. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A 33.

Particular thoughts should not dominate your mind when you are writing an academic journal. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A 34.

Writing in the first person makes the entries more personal and immediate to your experience. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A 35.

Writing judgements should not be associated with the way you feel. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: B 36.

Writing systematically and regularly is a minimum requirement when keeping a reflective journal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 8 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A You don’t need to understand the impact of an event to write about it. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A 37.

38.

Entries should always be placed in chronological order. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: B 39.

Descriptive writing gives a clear picture of how you think, feel or believe. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: B 40.

Explanatory writing details why or how something happened. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A 41.

The use of the expressive writing mode is appropriate if you want to elucidate a time when you experienced jealousy, anger or joy. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: A Writing so quickly that you don’t have time to become self-conscious about your writing is an effective strategy when writing in your journal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing 42.

Answer: A 43.

DIEP stands for Describe, Interrogate, Evaluate and Publish. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 44. Discuss strategies that will promote effective writing in your journal. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: Answers will vary. 45. Discuss the elements that make a good reflective journal entry. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.2 Discuss the main features of reflective writing Answer: Answers will vary.

LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Multiple choice: Choose the one alternative that best completes the statement or answers the question. 46.

What should you do if you feel guilty or judge yourself as you make a journal entry? A. Quickly write about a different topic B. Record this feeling and reflect on it later C. Stop writing and start again at a later time D. Ignore the feeling and keep writing Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: B 47.

A tentative explanation is useful because A. it doesn’t commit you to the response. B. it provides an initial interpretation of an event that can be revisited later. C. it demonstrates an attempt at a rationale. 10

D. it allows you to change your mind upon further reflection. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: B 48.

The log section of a journal should A. record your feelings about an event or issue. B. record your experience of an event or issue. C. record feedback about an event. D. be an objective record of an event or experience. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: D 49.

The feedback section of a journal should A. record your feelings and attitudes about an event or issue. B. record your experience of an event or issue. C. record the consequences of an event. D. be an objective record of an event or experience. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: A

True/False: Identify whether the statement is True or False. 50.

Reflective journals are a diary and account of events of the day. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: B 51.

Writing about how angry you were after a meeting would not be appropriate in a professional reflective journal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: B 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

52.

You will become more selective in your entries with experience. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: A 53.

Honesty is an important aspect of any successful journal. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: A 54.

It is not appropriate for entries to contradict one another. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: B 55.

Journal writing is a form of self-disclosure. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: A 56.

The section of a journal that records your experiences from a specific unit or period of time and includes factual and objective description is known as the reflection or feedback section. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: B 57.

The reflection or feedback section of a journal describes how you are subjectively affected by an event or experience. A. True B. False 12

Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 58. You are required to start your own reflective journal. What are the key points you will need to consider to ensure that this does not become ‘just a diary’? Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.3 Identify questions to address as you observe, reflect on and make sense of experiences Answer: Answers will vary.

LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Multiple choice: Choose the one alternative that best completes the statement or answers the question. 59.

Learning by looking at ourselves and others occurs when we A. reflect using the Mirror lens. B. reflect using the Microscope lens. C. reflect using the Reflective lens. D. reflect using the Johari window. Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: A 60.

Thinking about what could be done to change a general situation occurs through the A. Mirror lens. B. Microscope lens. C. Binocular lens. D. Myopic lens. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: C 61.

Asking yourself who you are is an example of reflecting through the A. Mirror lens. B. Microscope lens. C. Binocular lens. D. Myopic lens. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: A 62.

Harmony between what you believe, and what you do, is achieved by A. reflecting on the knowledge you have gained. B. aligning experience with theory and practice. C. critically evaluating your experiences and restructuring them so you can learn from them. D. critically evaluating the experiences of others so that you can learn from them. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: C 63.

Openness to others during the feedback process A. assists in gaining insight about yourself and others. B. gives people the opportunity to critique your work. C. refines your listening skills. D. improves relationships. Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: A 64.

When writing a professional journal, all entries have the potential to A. breach confidentiality. B. improve the organisation’s image. C. gain legal status. D. become published. Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking

Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: A

True/False: Identify whether the statement is True or False. 65.

It is appropriate for client names to be used in a reflective journal. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: B 66.

Feedback allows you to reflect on behaviour and anticipate action before it occurs again. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: B 67.

According to Cooper (1997), the microscope lens provides a clear reflection of the self by looking at what we have learned about ourselves as individuals and members of teams. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: B The question ‘What effects would these changes have?’ relates to Cooper’s (1997) ‘binocular lens’. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: A 68.

Essay: Write your answer in the space provided or on a separate sheet of paper. 69. Discuss the issue of confidentiality in relation to keeping a reflective journal. Draw on concepts discussed in Chapter 21, in relation to recording information about yourself and others in your journal. Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: Answers will vary. 70. What are the benefits of reflection? Difficulty: Complex Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO21.4 Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 22: Academic Writing LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. What is critical thinking? A. Questioning what you read and not necessarily agreeing with it B. Using a theory based on your own view C. Looking for reasons for accepting something as being correct or true D. Criticising the arguments of others and putting your own forward Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: A 2. Academic writers E. do not generally read and evaluate what others have said. F. do not generally seek to understand the main arguments being put forward. G. use their knowledge, insight and experiences fully in their writings. H. do not analyse ideas to verify or critique the existing body of knowledge. Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: C 3. In academic writing the key is to Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. prepare an essay question. B. find existing materials. C. identify the purpose of a question. D. prepare an outline. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: C 4. In assessment, marks are awarded A. primarily for the content. B. primarily for support for the argument. C. primarily for literary writing style. D. for content, the writing purpose, reasoning and style. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: D 5. Whatever the type of thinking being used, it is necessary to A. check if we are arguing from a position of fact, opinion, belief or prejudice. B. apply and maintain some degree of logic throughout the argument. C. obtain peers’ opinions before considering how we will argue. D. rely primarily on beliefs and instinct. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: A 6. Which of the following is a technique for sound reasoning? A. Distinguish between facts, opinions, beliefs and prejudice B. Form subjective opinions and avoid exaggeration C. Present advantages and avoid disadvantages and check statistics D. Support your main ideas with statistics Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: A 7. An epigraph is A. a list of abbreviations. B. the same as end matter. C. a glossary. D. a quotation at the beginning of a text. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication

Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: C 8. Timing organisation for academic writing is often seen as A. 50% of time on researching, investigating, organising and planning + 20% on writing + 30% on editing, rewriting and proofreading. B. 30% on researching, investigating, organising and planning + 20% on writing + 50% on editing, rewriting and proofreading. C. 50% of time on researching, investigating, organising and planning + 25% on writing + 25% on editing, rewriting and proofreading. D. None of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: C 9. What is a common mistake in writing complex documents? A. To write using data B. To write based on an outline C. To interpret each part of the question before commencing D. To write before defining and interpreting each part of the question or problem Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: D 10.

A précis is A. an explanation of complex terminology. B. a clear summary of important ideas. C. an overview of an essay. D. a quotation at the beginning of a text. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: B 11.

Which of the following strategies enables a writer to examine each of the elements in academic writing? A. Analysis B. Illustration C. Comparison D. Justification Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: A 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

12.

Critical evaluation involves A. demonstrating an acceptable reason for an argument. B. making a point clear through examples. C. showing similarities and differences between two or more aspects. D. presenting arguments for and against on both sides of an issue. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: D 13.

A literature review A. is a brief summary of previous research on a topic. B. showcases the writer’s previous research on the topic. C. is a critical analysis of previous research on a topic. D. is a reflective piece of writing. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: C 14.

The body of a document contains A. the structural introduction. B. the summary of the writing. C. the research findings and the argument. D. the elements and the conclusion. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: C 15.

The academic writing strategy that involves showing differences between two or more factors is A. compare. B. illustrate. C. criticise. D. contrast. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: D 16.

Academic writers should summarise in order to A. explain or bring out a particular meaning. B. provide a brief account or an abridged version. C. demonstrate a satisfactory reason for an argument. D. discriminate between two or more factors. 4

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: B

True/False: Identify whether the statement is True or False. 17.

The best way to improve the credibility of your argument is to avoid exaggeration and present a balanced rather than a biased view. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: A 18.

In academic writing, the problem should be stated in the form of a thesis statement that identifies the issue, problem and gap in knowledge or some other goal to be addressed in the paper. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: A 19.

A preface thanks mentors, colleagues or institutions who supported the project. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: B 20.

All academic papers should be typed single-spaced. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: B 21.

In essay writing, analysis refers to the process of examining each of the elements. A. True B. False 5

It is unacceptable to discriminate between two or more factors in an essay. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: B 23.

The conclusion of a formal piece of writing links the argument and evidence to the original premise, claim or proposition. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: A 24.

An effective conclusion shows that the writer has understood the question and developed an argument to achieve the particular writing purpose. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: A 25.

A conclusion is a statement drawn from evidence rather than reasoning. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: B 26.

An abstract provides a very concise overview of what an essay or article is about. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 27. How can you identify and avoid exaggeration in academic writing? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: Answers will vary. 28. Identify the elements of structure in essays. What are the differences between the abstract, introduction, body and conclusion of an essay? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: Answers will vary. 29. Why do academic writers state the problem in the form of a thesis statement? What do good introductions do? Why should you take the time to determine an essay’s purpose? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.1 Develop a thesis statement and explain the purpose of each part of an academic document Answer: Answers will vary.

LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Multiple choice: Choose the one alternative that best completes the statement or answers the question. ‘Too much exercise can lead to poor health’ in an essay would be a claim of A. fact or definition. B. cause and effect. C. opinion and fact. D. solutions or policies. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 30.

31.

A narrative essay A. investigates an idea and evaluated evidence. B. uses storytelling elements. C. explains a difficult concept. D. describes an experience or an object. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 32.

A topic sentence A. is the final sentence in a paragraph. B. signals the main point of the paragraph. C. supports the main idea in the paragraph. D. provides examples and evidence. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 33.

An informal essay that creates an account of personal experience would be a(n) A. descriptive essay. B. narrative essay. C. expository essay. D. argumentative essay. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 34.

The purpose of an expository essay is to A. argue for a position based on evaluation, description and logic. B. focus on explaining different points of view when coming to a position. C. make a point based on personal experience and knowledge. D. reveal the emotions involved when coming to a position. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: A ‘However, the better approach would be to …’ is an example of A. argument. B. a linking device. C. a transitional expression. D. cause and effect. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication 35.

Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: C 36.

Transitional expressions A. connect ideas within and between sentences. B. express judgement and opinion. C. are another name for topic sentences. D. are a form of modality. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: A 37.

The best essays A. make links between the thesis statement, evidence and findings. B. demonstrate clarity, reason and insightfulness. C. are written clearly, concisely and coherently. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: D 38.

An argumentative essay requires A. position, primary research and recommendation. B. statement of identification, explanation sequences and summary. C. thesis, different points of view, evidence, critical analysis and convincing conclusion. D. thesis, main point of view and supporting ideas. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: C 39.

Within universities, plagiarism is regarded as A. using your own words to state others’ ideas. B. academic dishonesty. C. creative writing. D. critical writing. Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 40.

What are you required to do when you build an argument? A. Show you have evaluated your side of the argument 9

B. Anticipate and counter any opposing arguments C. Shift the focus from your view to others’ arguments D. Present all arguments that you have researched in preparation for the essay Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 41.

If an essay describes an object, a person, a place, an experience, an emotion, a situation or an event, it is A. a narrative essay. B. an expository essay. C. a descriptive essay. D. an argumentative essay. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: C

True/False: Identify whether the statement is True or False. 42.

The paragraph must fulfil the topic sentence to prevent the writer wandering away from the topic. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: A 43.

Transitional expressions connect ideas within and between sentences. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: A 44.

Plagiarism is using your ideas or words and passing them off as those of another. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

45.

The two common standards for citations and bibliographies are the traditional note method and APA. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 46.

An expository essay uses storytelling elements to make a point and is often anecdotal, experiential and personal. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B 47.

A descriptive essay investigates a topic. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 48. What is the difference between an argumentative essay and an expository essay? Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: Answers will vary. 49. Discuss three ways to develop an argument in writing. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: Answers will vary. 50. Identify three techniques you can use to improve paragraph flow. What is the purpose of each of these transitional techniques? What is an example of each? 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: Answers will vary. 51. Identify at least four behaviours that are considered plagiarism and the most direct way to avoid plagiarism. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.2 Distinguish four common essay genres and identify writing techniques appropriate for each Answer: Answers will vary.

LO22.3 Discuss the characteristics of effective expository and argumentative essays Multiple choice: Choose the one alternative that best completes the statement or answers the question. 52.

What MUST academic writers do when writing? A. Gather and recall information B. Describe the information C. Summarise the information D. Present an argument and show the relationships between the ideas Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: D 53.

What does an effective argument do? A. Describes and summarises the information B. Demonstrates the relationship between sentences C. Provides evidence and demonstrates a clear connection between the original premise and the conclusion D. Convinces the reader by providing results from experiments Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: C 54.

A common structure that works well in academic writing is A. a three-paragraph structure. B. a four-paragraph structure. C. a five-paragraph structure. D. a six-paragraph structure. 12

Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: C 55.

Academic argument involves A. writing on an issue about which you disagree. B. writing on an issue about which you agree. C. writing a series of connected ideas that lead from thesis statement to conclusion. D. writing a series of connected ideas that are controversial. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: C 56.

Writers use evidence to A. show the links between truth and reality. B. refute someone else’s arguments. C. support someone else’s arguments. D. B. and C. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: B 57.

There are several levels of editing that can be undertaken in a document. Suggested headings for an editing checklist are A. first draft edit, second draft edit and final draft edit. B. structure, content, style, format and mechanics. C. writing, proofreading, spell-checking and formatting. D. content draft, structural draft, proofreading and final edit. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: B

True/False: Identify whether the statement is True or False. 58.

An argumentative essay should include both supporting arguments and opposing arguments. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: A 59.

In academic writing, emotional statements and subjective opinion do not have to be avoided except when they are based on past experience, values and beliefs. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: B 60.

Good writers leave enough time to edit well and edit methodically by looking at different aspects such as spelling, structure and content at different passes through the manuscript. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: A 61.

Rewriting is the final step in the writing process. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: B 62.

The five-paragraph structure includes two evidentiary body paragraphs. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: B Writers make use of evidence in order to refute someone else’s argument or create a link between a cause and an effect. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: A 63.

Essay: Write your answer in the space provided or on a separate sheet of paper. 64. Describe the ways in which academic writing is different to other forms of writing such as business reports or business communications like letters or memos. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: Answers will vary. 65. Discuss the types of evidence that are used by academic writers and the purpose of including evidence in academic writing. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: Answers will vary. 66. Identify three reasons why academic writers use evidence to make arguments and provide an example of the type of evidence one could use for each reason. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO22.3 Discuss the characteristics of effective expository and argumentative essays Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 23: Social Media LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Social media engagement involves engaging in A. networking. B. dialogues. C. collaboration. D. All of the above Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: D 2. Which of the following is an advantage of audience co-creation? A. Enhanced creativity B. Enhanced communication skills C. Enhanced work product D. Enhanced visibility of the organisation Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: D 3. Organisations are increasingly using social networks to A. announce their annual budgets. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

B. improve their workflows. C. engage with clients and customers. D. improve internal relationships. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: C 4. Phatic communication A. enhances sociability. B. is detrimental to relationships. C. reduces sharing and negotiations. D. strictly conveys information. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: A 5. Which of the following would be considered to be an opportunistic site? A. Pinterest B. LinkedIn C. DeviantArt D. Facebook Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: B 6. A site that focuses on aggregating fans is known as a(n) A. community site. B. opportunistic site. C. media-sharing site. D. passion-centric site. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: D 7. The tendency of individuals to associate and bond with similar others is known as A. homophily. B. phatic communication. C. social networking. D. customer advocacy. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: A 8. Action informed by the voice of the customer is known as A. phatic communication. B. customer advocacy. C. homophily. D. social media. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: B

True/False: Identify whether the statement is True or False. 9. SNS stands for social network systems. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: B 10.

Audience co-creation and contextualisation is welcomed because it raises the organisation’s presence and visibility. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: A 11.

LinkedIn is an example of a community site. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: B 12.

Egocentric sites allow users to build profiles and connections. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy 3 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: A 13.

Phatic communication shares feelings and creates social bonds. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: A 14.

Homophily is the tendency of individuals to predominantly communicate information to each other rather than form bonds. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: B 15.

Organisations that engage in customer advocacy will be rewarded with loyal customers. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 16. How does knowledge sharing improve work productivity and workflow? Provide examples to support your main ideas. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: Answers will vary. 17. Discuss the pros and cons of audience co-creation and contextualisation. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: Answers will vary.

18. Find an example of each of the following: an egocentric site, a community site, an opportunistic site, a passion-centric site and a media-sharing site. Analyse the differences and similarities between them. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO23.1 Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy Answer: Answers will vary.

LO23.2 Discuss the benefits of social media engagement for an organisation and the needs it fulfils for potential and existing customers Multiple choice: Choose the one alternative that best completes the statement or answers the question. 19.

Which of the following is not one of the ways organisations use GIFs? A. As a statement or comment in online conversations B. For bite-size entertainment C. To convey reactions D. To respond to customer complaints Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.2 Discuss the benefits of social media engagement for an organisation and the needs it fulfils for potential and existing customers Answer: D 20.

Which is not a characteristic of organisations that establish a successful media presence? A. New leads B. Increased sales C. Increased customer satisfaction D. Short-term relationships Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.2 Discuss the benefits of social media engagement for an organisation and the needs it fulfils for potential and existing customers Answer: D

Essay: Write your answer in the space provided or on a separate sheet of paper. 21. Describe what a GIF is and explain how organisations use GIFs to boost engagement. Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.2 Discuss the benefits of social media engagement for an organisation and the needs it fulfils for potential and existing customers Answer: Answers will vary. 22. What are three ways in which organisations can benefit by using social media? What strategies should an organisation follow in order to maximise the benefits of social media? Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge. Learning Outcome: LO23.2 Discuss the benefits of social media engagement for an organisation and the needs it fulfils for potential and existing customers Answer: Answers will vary.

LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Multiple choice: Choose the one alternative that best completes the statement or answers the question. 23.

Which of the following are blocks in the honeycomb framework? A. Identity, credibility, reputation B. Communication, convenience, channel C. Sharing, presence, relationships D. Sharing, caring, relationships Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: C 24.

What is the most basic building block of any social media site? A. Credibility B. Identity C. Presence D. Sharing Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: B

The ability of users to interact with an organisation’s social media, irrespective of their skill level, is referred to as A. equal rights. B. equipotentiality. C. EEO. D. computer literacy. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: B 25.

26.

Which function of a social media strategic plan to support sales efforts involves enabling customers to enter the purchase process with an opinion formed from earlier engagement with influencers? A. Shorten the sales cycle B. Stimulate interest and demand C. Set expectations and deliver value D. Deliver value Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: A

True/False: Identify whether the statement is True or False. 27.

A social media strategy sets forth measurable objectives supported by a framework. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: B Equipotentiality is the assumption that each user’s skill level determines the value of their contribution. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: B 28.

29.

A honeycomb framework defines how social media services focus on seven functional building blocks. A. True 7

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: A 30.

Social media tactics such as talking through chat rooms and forging relationships through posts are seen as threats to organisations. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: B 31.

Effective social media tactics can create value by offering real-time service responses. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 32. Describe the ‘honeycomb framework’ and discuss how this framework can assist organisational decision-makers to consider media engagement. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: Answers will vary. 33. Discuss the concept of equipotentiality and provide examples. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: Answers will vary. 34. Discuss the relative importance and roles of a social media strategy and a social media strategic framework. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytic thinking 8 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: Answers will vary. 35. Identify and describe six social media tactics that allow an organisation to engage with customers in different ways. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO23.3 Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework Answer: Answers will vary.

LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Multiple choice: Choose the one alternative that best completes the statement or answers the question. 36.

The benefit of monitoring social media initiatives is that it enables an organisation to A. evaluate its performance against targets. B. evaluate its competitors performance against targets. C. assess its employee performance. D. determine its operational goals. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: B 37.

The 4C guidelines include A. cognise, chase, congruity and communicate. B. congruity, curate, communicate and chase. C. cognise, chase, congruity and curate. D. connect, congruity, chase and curate. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: C 38.

In the 4C guidelines, cognise refers to A. a match between the company’s objectives and honeycomb platform. B. an understanding of how often and when a firm should engage in conversations on social media. C. the inclusion of content from other sources. D. monitoring of social media landscape. Difficulty: Moderate 9 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: D 39.

Data collected to show how many users there are on a particular social media site is called A. quantity data. B. quantitative data. C. quality data. D. qualitative data. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: B 40.

Sources of qualitative data include A. conversation drivers. B. engagement. C. timing. D. click-through rates. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: A 41.

Sources of quantitative data include A. influence. B. sentiment. C. click-through rates. D. conversation drivers. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: C Which of the 4Cs refers to the match between a company’s objectives and the honeycomb pattern of a social media platform? A. Cognise B. Curate C. Chase D. Congruity Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: D 42.

True/False: Identify whether the statement is True or False. 43.

The amplification rate is an example of quantitative data that indicates the number of pins, retweets and reshares of a particular post. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: A 44.

Relative engagement rates are a show of appreciation or applause, such as likes on Twitter and Facebook. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: B 45.

Disclosing any confidential information obtained as an employee is unethical behaviour. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: B 46.

The 4C guideline known as curate refers to an intense monitoring process of the social media landscape in which a company and its competitors operate. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 47. Differentiate qualitative and quantitative data. Give two examples of each and discuss their purpose and how they assist an organisation’s social media strategy. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge 11 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO23.4 Outline the reasons for collecting and reporting quantitative and qualitative social media data Answer: Answers will vary.

LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology Multiple choice: Choose the one alternative that best completes the statement or answers the question. 48.

Some ethical implications of social networking in the professions include behaving in ways that prevent A. breaches of codes of conduct. B. racism. C. misleading promotions. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology. Answer: D 49.

Employees who merge their professional and personal lives can give rise to which of the following threats? A. Personal data may appear on the professional website B. Customers with complaints against the organisation could target the individual C. Personal data could be misused or sold on D. Brands could become personalised Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology. Answer: C 50.

Spending time on social media that is not related to work is an example of A. the inappropriate use of social media. B. common use of social media. C. appropriate use of social media. D. unusual use of social media. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology. Answer: A 51.

Reasonable use of social media includes A. posting brief comments on a work-related social media page. B. doing banking online. 12

C. spending time on non-work related social media sites. D. posting a personal blog. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology. Answer: A

True/False: Identify whether the statement is True or False. If a company wants to widen its social media site’s audience and reputation, it should avoid offence. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology Answer: A 52.

53.

Organisations that engage in communication via social media may experience abuse of data intellectual property, brand and trademarks. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 54. Discuss the advantages and disadvantages of social media. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology Answer: Answers will vary. 55. How has the increasing use of social networking created ethical challenges? Give examples of some of these challenges and discuss how they can be prevented. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology Answer: Answers will vary.

56. The chapter provides a list of reasonable and unreasonable uses of social media. Do you agree or disagree with the information provided? Give reasons for your views. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytic thinking Learning Outcome: LO23.5 Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 24: Writing for the Web LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. Effective writing online benefits an organisation because it A. demonstrates the organisation understands who its audiences are, and their needs. B. is easier to read than paper-based communication. C. keeps the focus on the content of the message rather than style. D. uses animations and graphics. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: A 2. Keywords are important in website development because A. they make it clear to an audience what the site is about. B. they facilitate searching and content sharing. C. they create references to particular links. D. they make it easier to bookmark. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: B 3. Web users spend A. 20% of the time looking above the page fold, and 80% below the page fold. B. 80% of the time looking above the page fold, 20% below the page fold. C. 20% of the time looking above the page fold, 28% below the page fold. D. 28% of the time looking above the page fold, 20% below the page fold. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B 4. Using inverted pyramid writing style, the most important information A. is located at the beginning/front of a page. B. goes below the page fold in the middle of the story. C. goes below the page fold at the end of the story. D. is located on the last page. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: A 5. At which stage of a story would you expect to read the conclusion? A. The beginning B. The middle C. The end D. Distributed throughout Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: A 6. Narrative writing is inappropriate for web writing because A. readers expect to read informational rather than narrative driven text. B. this type of writing is too brief to effectively engage the reader. C. readers are typically looking for general information on a range of topics. D. it typically uses long sentences and is verbose. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: D 7. When writing for the web, sentences should 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A. use adjectives, adverbs and phrases to make a point more clearly. B. be limited to one idea and 15 to 20 words. C. use technical terms and jargon to target the expert reader. D. use colloquial language to appeal to the lay reader. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B 8. ‘Inclusive language’ refers to A. language that is easy to read by all readers. B. language that is accessible by all readers. C. language that is unbiased. D. language that includes descriptive identifications based on personal characteristics. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: C 9. Avoid using language that is discriminatory when writing for the web because A. it may be illegal. B. it may alienate members of your audience. C. it may create ill-will towards the organisation. D. All of the above Difficulty: Basic Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: D 10.

Features of scannable text include A. short words and sentences. B. a structured layout. C. lots of headings. D. few headings. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B 11.

Chunking information when writing for the web is effective because A. it divides writing into long sections. B. it limits paragraphs to several main ideas. 3

C. it allows the reader to scan quickly through each point. D. it allows the writer to incorporate technical terms. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: C The purpose of a ‘callout’ is to A. be as minimal as possible and remain in the background. B. supplement and clarify the meaning of an image. C. focus the writer and improve the look of the page. D. add visual impact to a page. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B 12.

13.

Three considerations when developing a site are A. colour symbolism, optimisation for mobile devices and accessibility. B. background images, detailed content and colourful design. C. accessibility, colourful design and background images. D. optimisation for mobile devices, keywords and audio voice-overs. Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: A 14.

Characteristics of a scannable website include A. few headings and sub-headings. B. bullet-points and consistent text alignment. C. block layout. D. callout design. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B

True/False: Identify whether the statement is True or False. 15.

Material initially viewable on the screen is known as ‘above the page fold’. A. True B. False 4

Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: A 16.

The key to engaging with an online audience is to understand who they are and how best to meet their needs and expectations. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: A 17.

Readers of web pages like to take time to read detail and explore content. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B 18.

Web readers scan whole pages rather than line by line. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: A 19.

The inverted pyramid places the most important information at the end of an article. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B 20.

Design of a website for a global organisation would need to consider the colour scheme carefully. A. True 5

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environmebt Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: A 21.

Good web writing uses at least double the word count of conventional writing. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B 22.

Good web writers think about their message from the perspective of a specific reader from a particular background. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B 23.

Search engines identify and classify pages on the web primarily by using the first words of a piece of web content. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 24. Why is using the inverted pyramid appropriate for web writing? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: Answers will vary. 25. Discuss the characteristics of a scannable web page. What are some of the issues a developer or writer needs to consider when designing their page for scanning and usability? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: Answers will vary. 26. Discuss the characteristics of good web writing. Draw on concepts discussed in Chapter 24. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.1 Discuss the features of good web writing and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences Answer: Answers will vary.

LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Multiple choice: Choose the one alternative that best completes the statement or answers the question. 27.

Websites designed using the mosaic form are A. nonlinear, easily scannable and with multiple hyperlinks. B. linear, easily scannable and with multiple hyperlinks. C. nonlinear and static. D. linear and static. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: A Print formats don’t work well on the web because A. readers prefer to scan information and move between pages when reviewing webbased information. B. readers don’t like to scroll through text-based pages. C. readers prefer to get an overview of information. D. readers prefer formats which incorporate colourful graphics. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message 28.

Answer: A 29.

An effective website navigation system A. is designed with organisational requirements in mind. B. has been considered at the planning stage, is consistent and has links close together. C. leads users to all areas of the site easily. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: B 30.

Link rot refers to A. links that are old and not of interest to the user. B. links that are available but not particularly useful. C. links that are broken because the original link has been removed. D. links that have not been reviewed for a long time. Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: C 31.

Which of the following would be required on a website page? A. Title, author, keyword, date of publication, text B. Heading, author, date of publication, text, contact details C. Heading, meta-title, author, date of publication, text, contact details D. Title, meta-title, meta-description, author, date of publication, category, summary, main text Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: C

True/False: Identify whether the statement is True or False. 32.

Design and content should be considered together when creating web-based documents. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: B 33.

Modern websites need to facilitate two-way communication to be effective. 8

A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: A 34.

Web content is usually presented in a linear form. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: B 35.

Content creators drive the reading experience when reviewing web-based documents. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: B 36.

An audience that helps an organisation achieve its objective is its primary audience. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: A 37.

Good web writers consider the purpose and content of the site before considering whether a two-way conversation with an audience would be appropriate. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: B 38.

Settling for something we know may not be the best possible choice but that meets our needs is known as ‘satisficing’. A. True B. False 9

Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: A 39.

Good site navigation is dependent on the use of links and tags. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 40. Describe the difference between the mosaic and linear approach to page design, and discuss the benefits of using the mosaic design in web page development. Draw on concepts discussed in Chapter 24. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO24.2 Describe how a mosaic form of page design enhances comprehension of a web page’s message Answer: Answers will vary.

LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Multiple choice: Choose the one alternative that best completes the statement or answers the question. 41.

Search engine optimisation refers to A. identifying the most appropriate keywords and phrases that increase the site’s search engine ranking. B. finding ways to increase the number of visitors to a site. C. marketing a site so that it is more prominent to an audience. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: D 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

42.

Social bookmarking refers to A. the creation of a site dedicated to listing links to relevant sites within a network. B. a group of friends sharing links with one another. C. creating tags and links that can be searched by keywords. D. creating links to interesting online books. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: A 43.

The key difference between the first generation of the Internet and Web 2.0 is A. Web 2.0 is more interactive. B. Web 2.0 is easier to use. C. Web 2.0 is more mobile. D. Web 2.0 is faster. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: A 44.

A simple layout is most useful in websites because A. it is content-focused. B. it is user-focused. C. it enhances usability. D. it enhances visibility. Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: C 45.

An application, or app, is A. a program that enables users to browse online when mobile. B. scannable web content. C. an interactive program for mobile devices. D. a small specialised program downloadable onto mobile devices. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: D 46.

Adding tags and creating bookmarks for a blog is most useful because A. it highlights how well-connected the blogger might be. 11

B. it makes it easier for the search engine to find the blog. C. it builds credibility. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: D

True/False: Identify whether the statement is True or False. 47.

Successful websites are planned and developed around target audience needs. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: B 48.

Having a standard web style allows a web writer to focus on content, such as keywords. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: A 49.

Web development is usually centralised across an organisation. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: A 50.

A photo that is linked to another site is not an example of hypertext. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology

Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: B 51.

Social bookmarking is useful because it promotes links within an organisation. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: B 52.

Widgets are a feature of high-traffic websites that direct visitors to social bookmarking sites. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: A 53.

Information needs to be accessible to everyone. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Diverse and multicultural work environments Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: A 54.

Web content refers to linked documents in electronic format containing text, graphics, videos or other elements that enable users to move to and retrieve specific information through links and anchors. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: B 55.

Visually impaired web users benefit from the use of ‘alt text’ associated with images. A. True 13

B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: A 56.

The unique structure of keywords developed by a community of users is known as a ‘folksonomy’. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 57. The chapter lists seven organisational functions that are fulfilled by websites. Explain three of the functions, and describe a real-world website you have experienced that depicts each function. Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.3 Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site Answer: Answers will vary.

LO24.4 Discuss the importance of website credibility Multiple choice: Choose the one alternative that best completes the statement or answers the question. 58.

Contact details are important for promoting the credibility of a website because A. they reinforce the identity of an organisation, and that the organisation is ‘real’. B. they identify who is who in the organisation. C. they are legally required. D. they highlight the creator of the website. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.4 Discuss the importance of website credibility Answer: A 14 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

59.

Standards for Australian Government websites require which of the following information? A. Home, About, Contact Us, Search, Privacy Statement, Copyright Notice, Disclaimer, Accessibility Notice B. Home, About Us, Contact, Copyright, Organisational Profile C. Home, About Us, Contact, Privacy Statement, Organisational Profile D. Home, About Us, Contact, Copyright, Policies, Privacy Statement Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.4 Discuss the importance of website credibility Answer: A

True/False: Identify whether the statement is True or False. 60.

A credible site is one that includes contact information and an organisational profile. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Ethical understanding and reasoning Learning Outcome: LO24.4 Discuss the importance of website credibility Answer: A 61.

The credibility of a website is not a major concern for most web users. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.4 Discuss the importance of website credibility Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 62. What are the features of a credible website, and why is credibility so important? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO24.4 Discuss the importance of website credibility Answer: Answers will vary.

LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders Multiple choice: Choose the one alternative that best completes the statement or answers the question. 63.

What is the role of blogs in business? A. To interact predominantly with an internal audience B. To interact predominantly with an online audience C. To deliver information about strategic goals D. To deliver messages about competitors Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: B 64.

Guidelines for successful blogging include knowing A. why you’re blogging, your readers’ interests and the culture of your organisation. B. who you are, how you are and where your readers are. C. your readers, your website and your product. D. your competitor and your manager’s interests. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: A 65.

A blog would be effective for managing a crisis because A. RSS feeds could alert users to updates in the status. B. reputation issues could be managed proactively and reactively. C. it could engage community members who can provide ‘on-the-ground’ feedback. D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: D 66.

Trackback refers to A. putting a link on a blogroll. B. informing your manager that you’ve cited them in your blog. C. reviewing your work to ensure your product lists are updated. D. evaluating your competitors’ blogs. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: A 16 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

67.

A blog informing people on how to use a product would be created as A. a legal activity. B. a marketing activity. C. a creative activity. D. a business activity. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: B 68.

Which of the following can increase the effectiveness of a blog? A. Contributing regular posts to maintain audience interest B. Knowing the information needs of your managers C. Ensuring your blog is part of a broader organisational communication strategy D. A. and C. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: D 69.

The main advantage of creating a link, rather than reproducing the information on your own blog, is that it A. improves your site credibility and avoids plagiarism. B. minimises the need to keep your site up to date. C. demonstrates your ability to network effectively. D. removes any liability for error. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: A 70.

Syndication builds up large audiences because A. any new news is sent directly to an audience. B. automatic updates encourage users to remain associated with your blog while you work to attract new users. C. it is easy to use. D. users don’t have to work hard for their content. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: B 71.

What is the most effective way of making your blog searchable? A. Use of appropriate keywords B. Use of an SEO C. Use of an RSS feed 17

D. Use of Web 2.0 Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: A 72.

Which of the following communicative functions of blogs involves informing potential employees about an organisation, including its vision, people and culture? A. Community building B. Customer support C. Project management and team communication D. Recruitment Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: D

True/False: Identify whether the statement is True or False. 73.

A blogroll is a list of links recommended by an author. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: A Writers don’t have to ask for permission to link to another blog. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: A 74.

75.

The role of an aggregator is to collate information as a summary that users can expand if they wish. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: A

76.

Making contact with the web manager or other contact person before linking to a site is a form of netiquette. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: A

Essay: Write your answer in the space provided or on a separate sheet of paper. 77.

What is the role of blogging in the workplace? Discuss the guidelines for effective blogging. Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: Answers will vary. 78. Identify the advantages gained by using links to other websites rather than copying substantial portions of work from other sites to your blog. Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: Answers will vary. 79. List the ways in which you could strengthen the profile of your organisation’s website, or blog, based on concepts discussed in Chapter 24. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO24.5 Identify guidelines for blogging that share knowledge and expertise successfully with customers, employees and other stakeholders. Answer: Answers will vary.

Dwyer, Communication for Business and the Professions: Strategies and Skills, 7e Chapter 25: The Job Search, Résumés and Interviews in the Digital Era LO25.1 Conduct a job search using traditional, online and social media channels Multiple choice: Choose the one alternative that best completes the statement or answers the question. 1. A good approach for any jobseeker is to say A. ‘If I have the knowledge, skills and attitude, employers will seek me out.’ B. ‘Nothing comes to one who waits, it’s later than you think.’ C. ‘Nothing ventured, nothing gained. Seize the day.’ D. ‘I am a business of one. I need to market myself to prospective employers.’ Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: D 2. When seeking the first job or a new job it is important to A. have a few goods friends in high places. B. know the decision makers. C. be self-effacing, so you don’t appear pushy. D. be thoroughly prepared. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: D

3. Which of the following is a key place to look or a key strategy that you would adopt while job seeking? A. Newspapers, employment agencies and online recruitment B. Professional association journals and networking C. Direct mail campaign and placing an advertisement in newspapers/trade journals D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: D 4. Job seekers who have completed voluntary work experience have an advantage because A. they can show their public-spirited nature. B. they have been able to build contacts, experience and skills. C. volunteers develop a positive attitude that transfers readily to an interview. D. more and more corporations value community-minded attitudes. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: B 5. If you haven’t received an acknowledgement two weeks after you have mailed a job application A. your application has definitely been rejected. B. it is appropriate to make an inquiry either by letter or telephone. C. it is not appropriate to contact the recruiters again. D. the only thing you can do is to search for other jobs. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: B 6. The purpose of a referee in a job application is to A. persuade a potential employer to give you an interview and to speak about your specific skills relevant to the job on offer. B. have people who know you, and who are in a responsible position, support your claims about professional competence and experience. C. have someone speak positively about you, overestimating your good points and those parts of your experience which will particularly contribute to the vacant job. D. use a trusted third party who will speak to a potential employer on your behalf about what you can do and what you can’t do. Difficulty: Complex Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: B

True/False: Identify whether the statement is True or False. 7. A key component in the marketing process is a powerful referee. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: B 8. The application is the only source of information a potential employer can use to decide whether you should be invited to an interview. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: B 9. Temping and freelancing is one of the ways to find a position. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: A 10.

Many employers and recruitment agencies prefer to have electronic résumés rather than keeping hard-copy résumés. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: A 11.

In electronic databases, software scans through thousands of résumés and identifies those that most closely match the inputted keywords. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: A

12.

A software program that analyses and classifies résumés against keywords in the recruitment process is known as a keyword tracking system (KTS). A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: B 13.

Employment agencies are funded by the government to help people on unemployment benefits find work. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: A 14.

Identifying employment opportunities via business contacts, peers and family contacts is known as social networking. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: B Your digital footprint can include content you have posted, comments you’ve made, and posts you’ve liked online. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: A 15.

Essay: Write your answer in the space provided or on a separate sheet of paper. 16. Discuss the different ways of finding a position in the employment market. Which way do you prefer? Why? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels 4 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: Answers will vary. 17. What are the main services offered on an online recruitment site? What are the advantages and disadvantages of conducting a job search online? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: Answers will vary. 18. Discuss issues associated with using social media and the Internet when looking for a job and marketing yourself to potential employers. Consider benefits and drawbacks, drawing on concepts addressed in this chapter. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.1 Conduct a job search using traditional, online and social media channels Answer: Answers will vary.

LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Multiple choice: Choose the one alternative that best completes the statement or answers the question. 19.

What does a résumé often include? A. Information about one’s marital status B. 150-word summary of your personal details C. Information about career goals and what you can offer a prospective employer D. Age, religion and gender Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: C 20.

In which way does a résumé target your goal and support it? A. By using elegant, formal expression B. By introducing interesting, personal details C. Via the recommendations of many referees D. With the use of action words or verbs Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: D

21.

What will you need to use as keywords for an electronic or keyword résumé to allow search engines to hit your résumé? A. Power-action words B. Action verb followed by a noun C. Expanded noun groups D. Metaphors and similes Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B 22.

What is the purpose of keywords in a résumé? A. To attract the attention of recruiters or employers B. To demonstrate your professional ability and potential for the position C. To highlight crucial skills and experience D. To show your language proficiency, particularly your writing ability Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: C 23.

Language used in a résumé should be A. active and direct. B. specific and inclusive. C. familiar to the audience. D. All of the above Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: D 24.

What is considered critical to the success of your résumé writing? A. A self-effacing tone B. The order of presentation of information C. The inclusion of a creative image D. The use of technical terminology Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B 25.

The first impression of your résumé is often affected by A. the layout of information on the page. B. your qualifications. C. your expression. D. your tone throughout your résumé. Difficulty: Basic 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 26.

When your current job title is unrelated to your current career goals, you should A. use skill headings rather than the job title. B. alter your title to suit the job. C. add a footnote to explain. D. insert a table comparing the two positions. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 27.

The two broad sections of a résumé are A. general history and specific skills. B. personal information and employment-related information. C. personal information and specific skills. D. personal goals and attributes. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B 28.

Which of the following should be highlighted in a résumé? A. Name, address, phone number, qualifications and referees B. Employment objective, activities and interests C. Work experience and achievements D. Reasons for leaving past employment Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: C 29.

The type of résumé which identifies the key skills, areas of expertise and body of experience the employer will be looking for is A. a basic résumé. B. a targeted résumé. C. a functional résumé. D. a skills résumé. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B 30.

Why is a targeted résumé also known as a specific résumé? 7

A. It describes personal details specifically B. It introduces professional qualifications in detail C. It emphasises relevant skills and experience for a specific job D. It emphasises the career goals you are targeting Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: C 31.

The targeted résumé A. is a functional résumé that emphasises skills. B. is one that emphasises relevant skills for the vacant job. C. is one that emphasises relevant experience for the vacant job. D. B. and C. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: D 32.

What tone is appropriate for résumé writing? A. A courteous and confident tone B. Informal and casual C. Very formal and serious D. Academic and accomplished Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 33.

How many minutes on average does it take an employer to scan a résumé? A. Four or five minutes B. Two or three minutes C. One or two minutes D. Six or seven minutes Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: C 34.

The purpose of the covering letter (or letter of application) is to A. make an explosive lasting impression and draw attention to the relevance of your qualifications to a specific job. B. draw attention to those qualifications or experiences not listed in the résumé but which may equip you for the job and persuade the reader to consider your application carefully. C. strengthen what you want to emphasise by repeating the content in your résumé.

D. achieve a balance between your perception of your suitability for the job and the potential employer’s needs. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: D 35.

The covering letter should contain A. three main parts. B. four main parts. C. five main parts. D. as many as ten main parts. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 36.

Work-related references are A. documents that highlight and support certain skills and experiences you have gained. B. appraisal letters from your supervisor or boss. C. letters of recommendation to change your job. D. documents attesting to your good character. Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 37.

Which type of résumé is simpler and shorter than other types? A. Chronological B. Functional C. Digital D. Targeted Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A

True/False: Identify whether the statement is True or False. 38.

An employment application consists of a résumé and a covering letter. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication 9 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 39.

One of the reasons for having a résumé is to clarify your direction and career goals. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 40.

People who may underrate their skills and abilities are those who feel they have been in the workforce for so long and command an unrealistic compensation for an advertised position. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Reflective thinking Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B 41.

The purpose of your résumé is to win an interview. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 42.

Voluntary social and welfare work is usually useful because it allows one to gain valuable contacts, experience and skills. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Interpersonal relations and teamwork Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 43.

Keywords are the words which you can put at the end of your résumé to strengthen your claim that you have what recruiters want. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: B 44.

Giving examples of accomplishments is a strategy to show your strengths in résumé writing. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 45.

The purpose of your résumé is to detail all of your accomplishments in your career to date. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B 46.

The more facts and skills you can provide in a résumé, the greater your chance of finding a job that matches your abilities. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 47.

The three most common types of résumé are chronological, functional and targeted. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 48.

The functional résumé is shorter and simpler than other types of résumés. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B

49.

The main feature of the targeted résumé is that you focus on your skills and capabilities rather than your history. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 50.

The evidence section of a résumé contains broad, general statements to grab the attention of the employer. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B 51.

The covering letter is also known as the letter of application, which is the persuasive part of the application. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: A 52.

When you use someone as a referee, they do not have to be informed beforehand. They can find out when your recruiter contacts them. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B 53.

A functional résumé is also known as a specific résumé. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 54. What are the three reasons for having a résumé? Why should you use power words in your résumé? Create a list of résumé-writing guidelines. Difficulty: Complex Standard/Graduate Attribute: AACSB: Application of knowledge Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: Answers will vary. 55. Why are keywords essential in a résumé? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: Answers will vary. 56. What are the differences between the chronological, functional and targeted résumés? Describe the contents of each broad section of a résumé. Explain the main advantages of each type of résumé. Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: Answers will vary. 57. What kind of action does a covering letter, or letter of application, attempt to achieve? Identify the purpose of each of the main parts of a letter of application. Why must the covering letter be a persuasive letter? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.2 Write a résumé using either a chronological, functional or targeted style and tailor the résumé to your qualifications and the position Answer: Answers will vary.

LO25.3 Describe the main characteristics of digital résumés Multiple choice: Choose the one alternative that best completes the statement or answers the question. 58. The essential factors in an digital résumé are A. content, uniform presentation and keywords. B. creative presentation and literary expression. C. depth, breadth and impact. D. logical structure and sound argument. Difficulty: Moderate 13 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: A 59.

An e-Portfolio can be most useful for A. demonstrating your familiarity with technology. B. providing samples of your work. C. showcasing your experience, talents, awards and qualifications in more detail than a résumé. D. allowing employers greater access to your general profile. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: C 60.

Including a link to a professional networking site in your résumé A. demonstrates how well-known you are in industry. B. allows you to share industry information. C. provides a recruiter or potential employer with additional work-related information about you. D. can be high risk. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: C

True/False: Identify whether the statement is True or False. 61.

The employer or recruiter is likely to read those résumés with the most keyword hits identified by the software that reviews résumés. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: A 62.

Plain text résumés impose limitations on you when distributing your résumé electronically. A. True B. False Difficulty: Complex Standard/Graduate Attribute: AACSB: Information technology Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: B 63.

Email your résumé to a proofreader before you send it to check for any formatting problems. A. True B. False 14

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: B 64.

The evidence section of an effective digital résumé should include broad, general statements. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: B 65.

A separate keyword section should be included at the end of your résumé. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 66. What are the differences between a traditional résumé prepared in hard copy and a keyword résumé? Identify four common ways to present electronic résumés. What does a database search for in an electronic résumé? Where should keywords be located in an electronic résumé? What should be included in the summary section of an electronic résumé? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.3 Describe the main characteristics of digital résumés Answer: Answers will vary.

LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Multiple choice: Choose the one alternative that best completes the statement or answers the question. 67.

Some questions that should not be asked at job interviews are A. those related to your age. B. those related to your marital status. C. those related to your work experiences. D. A. and B. 15

Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: D 68.

The employment interview is really A. an opportunity to find the most compliant applicant for the job. B. a question and answer session to find the best applicant for the job. C. a chance to convince the employer that you know and can do everything. D. an intensive interrogation to get rid of weaklings. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: B 69.

Which of the following is not a type of employment interview? A. The one-on-one interview B. The behavioural interview C. The panel interview D. The complementary interview Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: D 70.

Which of the following is a goal of the interview? A. To determine the sameness of the interviewer’s and applicant’s beliefs B. To inform applicants about the job and the organisation and get information about their likely ‘fit’ C. To get information from interviewees about their age, marital status and family ties D. To provide an opportunity for interviewers to perform and present themselves Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: B 71.

Which of the following is a factor that causes interviews to be poor predictors of job performance? A. An interviewer with a stereotype of what represents a good applicant B. Favouritism for those who hold similar views to the interviewer and undue emphasis given to negative information C. The likelihood that the interviewer will forget much of the interview’s content soon after its conclusion D. All of the above Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking

Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: D 72.

The cull or sorting of applicants to be interviewed and those who are not to be interviewed is made A. by comparing the information in the application against the essential and desirable qualifications for the position. B. by considering applicants’ written information and checking with referees to determine the likelihood of the applicant succeeding in the vacant position. C. on the basis of work history, applicable experience, qualifications gained and information gathered at the pre-interview stage. D. on the basis of referees, psychometric and other applicable tests, accuracy, presentation and timeliness in the submission of the job application. Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: A 73.

The stage of the interview process in which impression is most important is A. pre-interview. B. interview. C. post-interview. D. All stages of the interview process are important Difficulty: Moderate Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: B

True/False: Identify whether the statement is True or False. 74.

Interviews are thought to be very good predictors of competent performance in a job. A. True B. False Difficulty: Moderate Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: A It is the applicant’s responsibility rather than the employer’s to come to the interview prepared, and have the confidence to ask questions. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Analytical thinking 75.

Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: A 76.

If you choose not to accept the position, write a letter declining the offer. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: A 77.

A psychometric test is typically administered before a job interview is conducted. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: B 78.

An aptitude test is the type of psychometric test used to measure a university graduate’s ability to read numerical data, and to interpret graphic data and ratio problems accurately. A. True B. False Difficulty: Basic Standard/Graduate Attribute: AACSB: Written and oral communication Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: B

Essay: Write your answer in the space provided or on a separate sheet of paper. 79. What are the necessary preparatory steps for an effective job interview? How should interviewees use each stage in an employment interview? What does a follow-up letter do? How long should you wait before making a follow-up telephone call? Why should you send a letter of acceptance in writing? What should you include in the acceptance letter? Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: Answers will vary. 80. Explain what a psychometric test is, describe the main methods of psychometric testing, and discuss why recruiters use such tests. 18 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Difficulty: Complex Standard/Graduate Attribute: AACSB: Analytical thinking Learning Outcome: LO25.4 Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing Answer: Answers will vary.

Video and Audio Instructor Guide The aim of this guide is to provide academics with links to relevant video, audio or article clips per chapter with a corresponding relevant discussion/reflective/critical thinking question which can be posed to the students.

Chapter 1: Communication Foundations Video Source: Youtube Summary of video: Ted Talk on different types of communication and how not to ‘break’ communication Link: https://www.youtube.com/watch?v=Jp9b2Hf7QWg Question: Compare and contrast the characteristics of ‘yellow dots’, ‘blue dots’, ‘red dots’ and ‘purple dots’ that Amy Scott describes in her presentation. Which type of dot are you? Discuss a time when ineffective communication occurred between you and someone who you have a relationship with. Does Amy Scott’s theory of dots and communication styles shed light on why that communication was less than effective? Why or why not? Possible Answer(s): Answers will vary.

Audio Source: ABC Summary of audio: Looks at the phenomenon of talking to yourself. Interviews an author who recently published a book on this subject.

Link: https://www.youtube.com/watch?v=Jp9b2Hf7QWg Question: Most people engage in ‘inner speech’. What is inner speech like for you in your daily life? When does it occur, and what is it like? What are the philosophical implications of inner speech on the notion of a singular self? Possible Answer(s): Answers will vary.

Chapter 2: Interpersonal Communication Audio Source: ABC Summary of audio: History of non-verbal communication. Looks at different contexts where non-verbal communication is used. Link: https://www.abc.net.au/radionational/programs/archived/bodysphere/the-art-ofgesture/4539278 Question: Using gestures and body language when presenting to an audience was as important in ancient Rome as it is today. How does nonverbal communication – gestures, movement, posture, body language – influence the transmission of ideas from speaker to audience? What strategies and tools for effective non-verbal communication do the radio guests mention? In your experience, which of these strategies or tools is the most impactful? Why? Possible Answer(s): Answers will vary.

Video Source: ABC Summary of video: Snippets of interview with non-verbal hip-hop group and audio from their song, which was created by programming verses of their song into a communication device. Link: https://www.abc.net.au/news/2018-06-21/aussie-hip-hop-and-disability-supportgroup-breaks-new-ground/9893718 Question: This hip-hop music video features two non-verbal artists who rap using communication devices. In what ways does this video and Speak Up Hunter – the peer support group that developed the video idea – expand the possibilities of interpersonal communication? Possible Answer(s): Answers will vary.

Chapter 3: Emotional Intelligence: Managing Self and Relationships Video Source: YouTube Summary of video: The Johari Model - A video explanation of the model that can complement the explanation in the text Link: https://www.youtube.com/watch?v=BWii4Tx3GJk Question: Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

What benefits does the Johari model provide? In what ways could you use this model in an organisational setting and also in your personal life? Possible Answer(s): Answers will vary.

Video Source: TED Summary of video: Organisational psychologist Tasha Eurich discusses how to increase selfawareness with one simple fix. Link: https://www.ted.com/talks/tasha_eurich_increase_your_self_awareness_with_one_simple _fix Question: Tasha Eurich says that ‘self-analysis can trap us in a mental hell of our own making’. When has self-analysis in your life led to negative implications? According to Tasha Eurich, what can you do to alleviate this? Possible Answer(s): Answers will vary.

Chapter 4: Negotiation and Conflict Management Audio Source: ABC Summary of audio: Big Ideas – ‘emotional intelligence’ Link: https://www.abc.net.au/radionational/programs/bigideas/emotionalintelligence/9633030 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Question: Professor Marc Brackett suggests that emotional regulation, rather than grit, is the best predictor for creativity and academic performance in students. In your opinion, what strategies should students adopt in order to strengthen their emotional intelligence? What impact would such strategies have? Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: Ted Talk – ‘Conflict – use it, don’t defuse it’ Link: https://www.youtube.com/watch?v=o97fVGTjE4w Question: CrisMarie Campbell and Susan Clarke suggest that using conflict, rather than defusing it, can unlock creativity. According to them, how can conflict be beneficial to teams? Do you find their argument to be persuasive? Why or why not? Possible Answer(s): Answers will vary.

Chapter 5: Intercultural Communication Video Source: YouTube Summary of video: Ted Talk – ‘Cross cultural communication’ Link: https://www.youtube.com/watch?v=YMyofREc5Jk Question:

In his presentation, Pellegrino Riccardi presents a number of challenges he has faced due to being an Italian living in Norway. What cross-cultural challenges have you faced, and what caused these challenges? How did you approach these challenges, and what lessons from your experience can be learned and applied to cross-cultural organisational settings? Possible Answer(s): Answers will vary.

Audio Source: ABC Summary of audio: Life Matters – conversations about cultural backgrounds in the workplace Link: https://www.abc.net.au/radionational/programs/lifematters/when-having-aconversation-about-cultural-background-is-awkward/9547994 Question: Dr Teresa De Fazio mentions that asking about someone’s cultural background and identity can possibly lead to the ‘othering’ of that person, which lead to marginalisation. As society becomes increasingly multicultural, what strategies can you employ to get to know people while creating inclusivity and not ‘othering’ people? Possible Answer(s): Answers will vary.

Chapter 6: Communication Across the Organisation Article Source: ABC Summary of article: ABC Breakfast – looks at how baby boomers need to change their communication styles to work with millennials

Link: https://www.abc.net.au/news/2018-06-14/why-bosses-need-to-change-theirapproach-for-millennials/9859374 Question: How are millennials’ attitudes towards work differ from those from previous generations? Which millennial attitudes do you share? Which are different than your own? Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: Ted Talk – ‘How to start changing an unhealthy work environment’ Link: https://www.youtube.com/watch?v=eYLb7WUtYt8&list=PL4lVGVyDVe1tcuTXR8qA8SuePc9n0rbJ&index=11&t=0s Question: Glenn Rolfsen suggests ways to improve toxic work environments. What aspects of his approach do you find most convincing? Why? Possible Answer(s): Answers will vary.

Chapter 7: Leadership Video Source: YouTube Summary of video: Ted Talk – ‘What it takes to be a good leader’ Link: https://www.youtube.com/watch?v=aUYSDEYdmzw Question:

According to Roselinde Torres, there are three questions that every leader within an organisation needs to ask. What are these questions? Do you agree that these are the most pressing questions for leaders in the twenty-first century? Why or why not? What other questions would you add to this list? Possible Answer(s): Answers will vary.

Audio Source: ABC Summary of audio: Big Ideas – ‘The qualities of leadership’ Link: https://www.abc.net.au/radionational/programs/bigideas/the-qualities-ofleadership/5533360 Question: Julia Cleverden suggests that leaders must cultivate trust within an organisation. In the twenty-first century, what scenarios would cause you to lose trust in a leader? What can a leader do to retain your trust throughout these scenarios? Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: Clip from Australian TV show ‘Rake’ about talking down to other people, i.e. what NOT to do as a leader… Link: https://www.youtube.com/watch?v=2xZEJvDlOlg Question: With respect to communication within an organisation, what lessons does this clip hold for current or potential leaders? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Possible Answer(s): Answers will vary.

Chapter 8: Team and Group Communication Video Source: YouTube Summary of video: Ted Talk – ‘Teamwork reimagined’ Link: https://www.youtube.com/watch?v=UwsMogSQmYI Question: According to Kevin Cahill, how does ‘we’ thinking, rather than ‘me’ thinking, enable success? In addition to having a ‘we’ mind-set, what else is needed for effective teamwork and success? Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: ‘Collaborating at work: The collaboration skills you need to succeed’ Link: https://www.youtube.com/watch?v=lmwmg4pwdBc Question: According to this video, which skills are needed for effective collaboration within an organisation? Thinking about your own personality and way of working with others, which of these skills do you think you need to further develop, and why? Possible Answer(s): Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Chapter 9: Effective Meeting: Face-to-Face and Virtual Video Source: YouTube Summary of video: News segment – ‘Most corporate meetings are a waste of time’ Features research on corporate meetings that show they have little value. Emphasises that the importance of a good meeting is having a clear purpose and flexible agenda. Link: https://www.youtube.com/watch?v=jzo_eIXITVE Question: Research suggests that many corporate meetings are a waste of time and do not lead to much value. According to Dr Hudson, what is needed for a meeting to be deemed necessary? Do you agree? Why or why not? Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: Lecture/talk – ‘Running an effective meeting’ Link: https://www.youtube.com/watch?v=GIiaFW874q8 Question: Imagine you are planning to have a meeting with key stakeholders on a large project. According to Claire Hughes Johnson, what should you do for that meeting to be effective? Possible Answer(s): Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Video Source: YouTube Summary of video: Ted Talk – ‘The power of meetings’ Link: https://www.youtube.com/watch?v=FotM0FYoUkc Question: According to Henric Ehrenblad, meetings can lead to emotions, which lead to behavioural outcomes. When have you had a meeting or another type of interaction in which emotions arose that led to a particular behaviour? What happened? What implications do you think this has within an organisational setting? Possible Answer(s): Answers will vary.

Chapter 10: Customer Engagement Video Source: YouTube Summary of video: Presentation – ‘Consumer engagement in the age of intelligent marketing’ Link: https://www.youtube.com/watch?v=L7Wx9hppChI Question: According to John Suarez-Davis, a majority of customers say they are likely to switch brands if a company doesn’t anticipate their needs. Think about companies you engage with. Which ones anticipate your needs well? Which ones don’t? Give three examples of how a company anticipated your needs and what impact this had on you as a consumer. Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: Ted Talk – ‘The happy secret to better work’ Looks at applications of positive psychology in the workplace Link: https://www.youtube.com/watch?v=fLJsdqxnZb0 Question: Psychologist Shawn Anchor claims that ‘we need to reverse the formula for happiness and success’. What formula is he referring to, and why does it need to be reversed? What impact does the ‘happiness advantage’ have on workplace productivity and success? Possible Answer(s): Answers will vary.

Chapter 11: Public Relations Video Source: YouTube Summary of video: Ted Talk – ‘I was seduced by exceptional customer service engagement’ Looks at how customer service, as opposed to traditional marketing strategies, can be much more effective Link: https://www.youtube.com/watch?v=GH1TXfQSwUQ Question: John Boccuzzi Jr. suggests that customer service is crucial to a company’s success. Think of companies you regularly engage with. Which have exceptional customer service, and which do not? What are the main differences between their customer service approaches, and how do these approaches influence you as a customer?

Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: Ted Talk – ‘A recipe for PR success’ Link: https://www.youtube.com/watch?v=KAAALpyg2r4 Question: Jerry Silver suggests that brands need to target a stupid majority in order to get the active support of a smart minority. What does he mean by this? What companies do you engage with that have developed the support of a smart minority? How have they done this? Possible Answer(s): Answers will vary.

Chapter 12: Managing Big Data and Knowledge Audio Source: ABC Summary of audio: Late Night Live – ‘Big Data: Is it bad for our health?’ Link: https://www.abc.net.au/radionational/programs/latenightlive/big-data:is-it-bad-forour-health/10123180 Question: Some people argue that to make advances in the healthcare industry, everyone’s personal health records should be accessible. Do you agree with this? Why or why not? Evaluate the pros and cons of this claim. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Possible Answer(s): Answers will vary.

Audio Source: ABC Summary of audio: RN – ‘Privacy concerns raise issues about big data’ Link: https://www.abc.net.au/radionational/programs/breakfast/privacy-concerns-raisequestions-about-use-of-big-data/10024716 Question: Our online activity produces a massive footprint of big data, approximately 2.5 quintillion bytes per day. What implications does big data analysis have on personal privacy? What are the benefits and downsides of big data? Do the benefits outweigh the downsides? Why or why not? Possible Answer(s): Answers will vary.

Chapter 13: Researching and Processing Information Video Source: YouTube Summary of video: ABC education – ‘Researching with Gary Crew’ Interview where author discusses researching historical events, talking specifically about using primary sources Link: http://education.abc.net.au/home?sf71107219=1#!/media/2007088/researching-withgary-crew

Question: Gary Crew draws upon primary sources for his work. What lessons can you learn from Gary Crew’s research process, and how can you apply these lessons to your own research? Possible Answer(s): Answers will vary.

Audio Source: ABC Summary of audio: Law report – ‘Complaints, misconduct, cheating and plagiarism in higher education’ Link: https://www.abc.net.au/radionational/programs/lawreport/2018-10-23/10404890 Question: Academic misconduct occurs regularly in higher education institutions. One form of misconduct is known as ‘contract cheating’. How is contract cheating similar to and different than traditional forms of plagiarism? If you were in charge of a university, what strategies would you implement to ensure that contract cheating does not occur? Possible Answer(s): Answers will vary.

Chapter 14: Conducting Surveys and Questionnaires Video Source: YouTube

Summary of video: Ted Talk – ‘The art of asking questions’ Link: https://www.youtube.com/watch?v=hZSY0PssqH0 Question: Dan Moulthrop says that asking questions involves striving for empathy. Why is empathy a critical component of questioning others? When have you needed to have empathy in conversation with someone else? How would your interpretation of their experience differ if you hadn’t had empathy? Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: Ted Talk – ‘How to ask better questions’ Could be used as a good segue into next chapter as the talk touches on learning ‘how to think’ better Link: https://www.youtube.com/watch?v=J8xfuCcXZu8 Question: Mike Vaughan claims that most questions are ‘safe’ and that they surface what is already seen or understood. Think about an interaction you’ve had in the past in which you could have elevated ‘safe’ questions into more effective questions. Keeping Mike Vaughan’s presentation in mind, how could you have changed your questions in order to improve that interaction? How would the outcome have been different? Possible Answer(s): Answers will vary.

Chapter 15: Critical Thinking, Argument, Logic and Persuasion Audio Source: ABC Summary of audio: Critical Thinking with Jesse Richardson – radio show that looks at different issues with a critical lens. This episode looks at common urban myths/legends and debunks them. Link: https://www.abc.net.au/radio/brisbane/programs/afternoons/critical-thinking/8893338 Question: Which of the myth-conceptions and urban legends mentioned in this audio program have you heard before? Do you believe them? Why or why not? What is another commonly believed myth-conception that is prevalent in your culture? Possible Answer(s): Answers will vary.

Video Source: ABC Summary of video: News segment – ‘Dr Karl: Contrails, Mars and the death of critical thinking’ Looks at how irrational beliefs in contrails are being commercialised and the need for more critical thinking Link: https://www.abc.net.au/news/2015-08-09/dr-karl-on-chemtrails-and-criticalthinking/6683510 Question: In this video, Dr Karl discusses chemtrails and gluten-free food. Why does he discuss these two seemingly disparate topics? What is the relationship between beliefs about chemtrails and gluten-free products? Possible Answer(s): Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Chapter 16: Communicating Through Visuals Video Source: YouTube Summary of video: Excerpt from TV show 'Very Small Business'. Shows how products are sold through their image ('image is everything') Link: https://www.youtube.com/watch?v=xuTJfcLHqh8 Question: What is this comedy clip trying to convey? Do you think it’s successful? Why or why not? Do you agree that the products we buy are, or should be, extensions of our personality? Why or why not? Possible Answer(s): Answers will vary.

Chapter 17: Oral Presentations and Public Speaking Video Source: ABC Summary of video: ABC education – ‘Public speaking or death?’ Link: http://education.abc.net.au/home#!/media/104628/public-speaking Question: When in the past have you had to engage in public speaking? How did you feel before and during your public speaking? Would any of the approaches included in this video assist you in any way? Why or why not?

Possible Answer(s): Answers will vary.

Chapter 18: Writing for the Professions Video Source: YouTube Summary of video: Interview with New York times writer – ‘How to write well’ Link: https://www.youtube.com/watch?v=FtkSjed0Ymc Question: Sandy Keenan, a reporter for the New York Times, provides a number of suggestions for improving your writing in this video. Which of her suggestions do you agree with? Which do you disagree with, and why? Possible Answer(s): Answers will vary.

Video Source: YouTube Summary of video: Presentation by Steven Pinker – ‘Linguistics, style and writing in the 21st century’ Link: https://www.youtube.com/watch?v=OV5J6BfToSw Question: In this video, Steven Pinker discusses a number of ideas related to writing and style. Which of his ideas resonates with you the most? Why? What are three other takeaways from his presentation that you could apply to your own writing? Possible Answer(s): Answers will vary.

Source: ABC Summary of audio: Big Ideas interview with Steven Pinker – ‘The sense of style’ Link: https://www.abc.net.au/radionational/programs/bigideas/steven-pinker27s-the-sense-ofstyle/6070090 Question: According to Steven Pinker, the Elements of Style, once considered the key style guide for clear writing, can no longer be the foundation for effective writing in the twenty-first century. What are the reasons Pinker gives for this claim? Do you agree with him? Why or why not? Possible Answer(s): Answers will vary.

Chapter 19: Writing Correspondence, Emails and Short Reports Video Source: ABC Summary of video: Everyday English – ‘Writing informal letters and emails’ Link: https://www.abc.net.au/education/learn-english/everyday-english:-writing-to-afriend/9816114 Question: When was the last time you wrote an informal letter, and what was the nature of it? Considering the tips that Sarah and Jack provide in this video, could your informal letter have been written differently in order to be more effective or impactful? Why or why not? Possible Answer(s): Answers will vary.

Chapter 20: Writing Long Reports Audio Source: ABC Summary of audio: The Book Show – ‘The art of writing a government report’ Panel discussion on the dos and don'ts of writing a good report. Focused on government reports but looks at reports more broadly too. Link: https://www.abc.net.au/radionational/programs/archived/bookshow/the-art-of-writing-thegovernment-report/3222282 Question: In this radio program, Stephen Bartos mentions that government reports often have many recommendations that are never acted upon, or that are only acted upon many years or decades later. Why do you think this is the case? What could a government report’s author(s) do to facilitate a greater likelihood that its recommendations are acted upon? Possible Answer(s): Answers will vary.

Chapter 21: Writing Reflective Journals Audio Source: ABC Summary of audio: All in the Mind – ‘Writing on the mind: the Power of storytelling’ Link: https://www.abc.net.au/radionational/programs/allinthemind/writing-on-the-mind--thepower-of-story-telling/3361130

Question: In this radio program, Michael White discusses ‘Narrative Therapy’, a technique he co-founded in the 1970s. What is Narrative Therapy? Do you think your life and work would benefit from the application of this technique? Why or why not? Possible Answer(s): Answers will vary.

Chapter 22: Academic Writing Video Source: YouTube Summary of video: Ted Talk ‘How YouTube changed the essay’ Looks at the phenomenon of video essay Link: https://www.youtube.com/watch?v=ald6Lc5TSk8 Question: In this presentation, Evan Puschak discusses a new form of the essay: the video essay. Compare and contrast traditional essays with video essays. Are there times when you think one should be employed instead of the other? In your opinion, what are the benefits and limitations of the video essay? Possible Answer(s): Answers will vary.

Chapter 23: Social Media Audio Source: ABC Summary of audio: This Working Life – ‘Your social media activities and potential employers’. Looks at how social media presence can influence your ability to get a job

Link: https://www.abc.net.au/radionational/programs/this-working-life/october-27-2018/10344012 Question: How can social media hinder your professional success? How can it help it? Is your current use of social media appropriate for potential employers? Why or why not? Possible Answer(s): Answers will vary.

Audio Source: ABC Summary of audio: The Law Report ‘Social media and work’. Another podcast that focuses on the benefits/drawbacks of using social media at work Link: https://www.abc.net.au/radionational/programs/lawreport/social-media-in-theworkplace/7917762 Question: What are your main takeaways from this program? What can you do to ensure that your social media activity doesn’t jeopardize your success in the workplace? Possible Answer(s): Answers will vary.

Audio Source: ABC Summary of audio: Nightlife – ‘Using social media at work’. Do’s and don’ts of using social media at work – obligations of employers/employees Link: https://www.abc.net.au/radio/programs/nightlife/using-social-media-at-work/9495434 Question: This program raises the issue of private opinion vs. public behaviour. In your opinion, does the use of social media complicate this issue? Why or why not? In your own life, what would you do to ensure that your private opinions on social media do not impact your employment or future employment? Possible Answer(s): Answers will vary.

Chapter 24: Writing for the Web Video Source: ABC Summary of video: Booktubers: why a new generation of Australian book reviewers are finding a YouTube audience. Link: https://www.abc.net.au/news/2018-10-24/booktube-why-young-australian-book-reviewerschoose-youtube/10396516 Question: What is BookTubing, and why do you think it’s enjoying such success? To be a successful BookTuber, what elements of writing do you think you need to consider? Would you try BookTubing? Why or why not? Possible Answer(s): Answers will vary.

Video Source: TED Summary of video: Mena Trott: Meet the founder of the blog revolution. Link: https://www.ted.com/talks/mena_trott_meet_the_founder_of_the_blog_revolution Question: Mena Trott suggests that blogs have the ability to change lives. Do you agree with her? Why or why not? What are some blogs that you frequently visit? Why do these particular blogs capture your attention more than others? Possible Answer(s): Answers will vary.

Chapter 25: Job Search and Resumes in the Digital Era Audio Source: ABC Summary of audio: This working life – ‘Getting that job application right’ Link: https://www.abc.net.au/radionational/programs/this-working-life/alex-mcclintock_the-jobapplication/8422782 Question: Imagine you are applying for a new job. With this radio program in mind, what should you do to ensure your application will be viewed as favourably as possible? What should you avoid? Possible Answer(s): Answers will vary.

Audio Source: ABC Summary of audio: The Pineapple Project – ‘Do not do this in a job interview’ Link: https://www.abc.net.au/radio/programs/the-pineapple-project/do-not-do-this-in-a-jobinterview/10810824 Question: When have you been interviewed in the past? What was it for, what was the situation like, and how did you feel? Considering the scenarios in this radio program, what can you do in an interview to ensure you will be viewed as favourably as possible by the interviewers? Possible Answer(s): Answers will vary.

Chapter 1: Communication Foundations Communication Connects Learning Objective 1.1: Identify the forms and types of communication, and describe the communication process

Review Questions 1.1 1a ‘Communication is an interactive process.’ Explain briefly. Communication is the process of sharing ideas, knowledge, information, attitudes, feelings and perceptions. By definition, sharing involves an interaction between people. In the communication process, the sender encodes and transmits messages and the receiver decodes and sends feedback. 1b How is a communication orientation likely to support a graduate in their career? A communication-oriented graduate can work with others in a purposeful, supportive and flexible manner. His/her focus is on achieving the intended outcome of communication. A communication orientation will help him/her make connections and build ongoing relationships. He/she is able to demonstrate professionalism and ethical behaviour, empathy and awareness and concern for others. He/she uses good listening skills to understand his/her own concerns and needs. He/she is able to apply his/her skills to communicate with people from diverse backgrounds, experiences and cultures; organise and share ideas and knowledge and information; present his/her ideas and information accurately and persuasively and use communication technologies efficiently and effectively. 2a Define and give an example of verbal, nonverbal and graphic communication. Verbal communication can be defined as any communication between two or more people encoded in spoken or written words. For example, a speech and a letter both have verbal elements. Nonverbal communication can be defined as any message not encoded in words. For example, a sneer, a hand gesture, a smile and a wave of the hand are all examples of nonverbal communication. Aspects of nonverbal communication include ‘body language’ or kinesics, physical characteristics, environmental factors, proxemics, the use of artefacts, paralanguage and touching behaviour. Nonverbal communication is culturally determined and should not be narrowly interpreted.

It is important to understand that messages have verbal and nonverbal elements and that together these elements form the total message. Graphic communication represents ideas, relationships or connections visually with shapes, diagrams and lines. An arrow showing direction or a ‘stop smoking’ sign that uses an image of a cigarette rather than words are examples of graphic communication. 2b Identify four different types of communication and give an example of each. The four types of communication are: intrapersonal, interpersonal, public and mass communication. Intrapersonal communication is communication within the individual. It involves the processes of thinking and feeling. The prefix ‘intra’ means ‘inside’ or ‘within’. Interpersonal communication is communication between two or more people. The prefix ‘inter’ means ‘between’. Public communication is communication originating from one source which is transmitted to a number of receivers, inside and outside an organisation, at the same time. It requires some audience analysis by the sender to maximise the potential of the message being understood by the target audience. Mass communication involves communication with the organisation’s public and often involves the use of mass communication media (e.g. newspapers, television broadcasts and electronic media). An example of each type of communication includes: intrapersonal—personal thought interpersonal—staff instructions public—staff newsletter on the intranet mass communication—annual reports. 3a ‘Communication begins with the sender.’ What are the remaining six variables at work in the communication process? Communication begins with the sender but the other six variables that influence the effectiveness of communication are: message, receiver, feedback, channel, context or setting and noise or interference. See Figure 1.1 .

3b Define the term ‘context’ and give examples of ways in which the context can affect the message. Context refers to the multidimensional setting in which communication takes place. Similar messages transmitted in different contexts may convey different meanings. For example, if a chairperson appears nervous before and during a meeting, it may transmit the message to other meeting participants that the chairperson may not be confident and effective in the role. However, if a seminar presenter appears nervous before a presentation, it may be perceived as expected behaviour before a public speaking event. 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3c Write a short note explaining what is wrong with this statement: ‘The sender of the message has full control over how it is received and understood.’ The sender should maximise the potential for a message to be understood by: analysing the audience and choosing the most appropriate way to encode the message; choosing the most appropriate channel to transmit the message; and anticipating and preventing barriers and planning for feedback. However, communication is an interactive process. The sender does not have ‘full control’ over how the message is received and understood. The communication process can be affected by noise at any stage of the process and distortion can occur. How a message is received and understood will also depend on the receiver’s perception of the message. The receiver will place his/her own meaning on the message.

Communication Models and Theories Learning Objective 1.2: Differentiate between communication theories

Review Questions 1.2 1 Explain the four elements in Berlo’s model of communication. Berlo’s (1960) S-M-C-R model consists of four elements: a communication source or generator of messages (S), the message as the central element (M), the channels through which the sender encodes and the receiver decodes the message (C) and the receivers as the target of communication from the source (R). 2 What are the implications of Dance’s helical model of communication? The implications of Dance’s (1967) helical model of communication are that communication is continuous, unrepeatable and accumulative from all past experience. What has occurred before contributes to what is happening now with no fixed beginning, no break in the action and no closure. The model implies that communication is an integrated, evolving process that enhances learning, growth and discovery without isolating the key variables and relationships. 3 Distinguish between the creator role and the consumer role in Foulger’s ecological model of communication. Foulger (2004) suggested that, when engaged in the process of communication, people act in two distinct roles: creator and consumer. The creation role is associated with the instantiation of representations of meaning. The consumption role is associated with the interpretation of representations of meaning.

Apply Your Knowledge Work individually 1a

Write short notes to differentiate between intrapersonal, interpersonal, public and mass communication. Provide examples of each type of communication.

In your notes, reflect on this statement: ‘One of the most important skills that any person within an organisation needs is the ability to communicate. Without communication, your other skills are less useful.’

Answer: This is a self-reflection/group activity and learner responses will vary. 2

Write a short note that explains the interaction of the three fundamental constructs—message, language and media—in Foulger’s ecological model of communication.

Answer: Foulger’s ecological model of communication focuses on the relationships between people (creators and consumers), the construction of messages using language within media and the consumption and interpretation of messages from media using language.

Work in groups 3 3a

3b 3c 3d

This activity demonstrates the importance of each element in the communication process. Work in pairs. Stand back-to-back and conduct a conversation for two minutes. When the two minutes are up, discuss how easy or difficult it was to speak in this way. Comment on the way nonverbal communication can help two people to talk with and understand one another. Suggest how knowledge of communication models and theories enables individuals to interact more effectively in their work. Make a joint verbal presentation of your findings to the group.

Answers: 3a Answers will vary. 3b Nonverbal communication, such as facial expressions and body language, can help facilitate the transmission of a message when barriers of verbal communication exist between a sender and a receiver. 3c Because communication is a dynamic and interactive process, knowledge of communication models and theories can help boost understanding of the variety of ways people use their intellectual, emotional and psychomotor skills to respond to communication. 3d Answers will vary. 4a 4b 4c

Discuss Berlo’s model of the process of communication. In your discussion, identify the focus of the theory and its underpinning assumptions. What conclusions could a manager draw from the theories about workplace communication? Report your findings to the large group.

Answers: 4a In Berlo’s model, a person or group of people are responsible for communication. Berlo sees the message as being translated into a code or language—a systematic set of symbols structured to achieve meaning. In Berlo’s model, the channel is 4 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

4c 5 5a 5b

related to the five senses. He also suggests that words do not mean the same thing to all people. The conclusions a manager could draw about communication in business are that it is a two-way process that takes place in various situations for different reasons with the potential for many interpretations. Answers will vary. Use Dance’s model of the communication process as a spiral or helix of cumulative experiences. In your group, brainstorm and list experiences that have allowed you to become more knowledgeable and skilled communicators. Explain, drawing on some of your listed past experiences, how communication in past experiences can influence a person’s future.

Answers: 5a Answers will vary. 5b Students’ past experiences will vary, but they should be able to synthesi se their past experiences with Dance’s model. Dance’s model of the communication process as a spiral explains that a person’s communication experiences are cumulative and influenced by the past. The model suggests that present experiences inevitably have an influence on a person’s future.

Impacts on Business Communication Learning Objective 1.3: Discuss factors impacting on business communication today

Review Questions 1.3 1a Describe the characteristics of employees who are able to communicate across and between cultures. Employees need to do more than communicate in a homogeneous culture. They need to: • understand how to collaborate and communicate with those from other cultures • acknowledge the impact of culture on verbal and nonverbal communication • know how to engage in virtual communication using current technologies • be able to share common meanings across cultures through an understanding of the knowledge systems, beliefs, values and behaviours of other cultures. 1b Explain how one can transcend cultural conditioning. Identifying and managing workforce diversity requires organisations and their people to transcend ‘cultural conditioning’ by moving beyond stereotypes and premature judging and by avoiding ethnocentric behaviours. 2a Provide examples of digital communication tools. Digital communication tools comprise all of the technologies, including email, instant messaging, organisational social media tools, internet, intranets and portals, staff use to do their jobs. The different platforms enable consistent, productive performance of core business applications across the organisation. 5 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2b Identify four affordances made possible by the new digital technologies. Four affordances made possible by new digital technologies are visibility, persistence, editability and association. 2c What behaviours are affected by these affordances? Behaviours affected include socialisation, information sharing and power processes. 3a Provide examples of internal and external sources of change. Internal sources include: changes in the organisation’s structure due to mergers or takeovers, changes in its vision or strategy and management decisions, changes in senior staff and new appointments, and implementation of new processes and procedures. External sources include: technological advancements, new or changed legislation and regulations, and community demand for environmental care. 3b

What should be communicated to staff when an organisation is introducing and implementing change? Staff should receive communication regarding why change is required, how the change will occur, and how the implementation will happen enables people to understand the implications for them, the organisation and other stakeholders. 4 What are the advantages gained from flattening management structures? Flatter organisational structures mean fewer lines of decisions, enabling more flexible and faster decision making. There is a greater emphasis on cross-functional teams, teamwork and employee engagement and empowerment.

Ethical Behaviour Learning Objective 1.4: Discuss the principles of ethical communication

Review Questions 1.4 1 What does a code of ethics typically provide guidance on? A code of ethics is a formal statement of an organisation’s values and ethical rules. A code of ethics provides guidance on what is expected of individual behaviour, how to avoid unlawful or improper behaviour that will harm the organisation and how to treat customers. 2a Give examples of the type of documents organisations use to address ethics and conduct issues. The types of documents business use to address ethics and conduct issues include what is expected of individual behaviour (e.g. OH&S compliance and dress standards); how to avoid unlawful or improper behaviour (e.g. policies on confidentiality); and how to treat customers (e.g. provide accurate, factual information). 2b Identify four behaviours characteristic of both ethical communicators and ethical organisations. Professionals and organisations concerned about the ethics of their communication practice need to constantly look beyond the rules and contemplate issues such as: equality, reciprocity, truth and authenticity. 6 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3a Identify five common ethical traps. The false necessity trap, the doctrine-of-relative-filth trap, the rationalisation trap, the selfdeception trap and the ends-justify-the-means trap. 3b How does the four-step framework for analysing ethical dilemmas help avoid these ethical traps? The four-step framework helps to analyse ethical dilemmas after you have identified a possible course of action. The steps are: – Step 1: Identify the legal implications of the alternative and determine whether the alternative adheres to contractual agreements and company policy. – Step 2: Determine whether the alternative violates any company or professional code of ethics. – Step 3: Use ethical principles and theories to assess whether the alternative judged to be legal (Step 1) and in compliance with the code of ethics (Step 2) is ethical. – Step 4: Implement the alternative and communicate the decision to the appropriate individuals inside or outside the organisation.

Apply Your Knowledge Work individually 1 Develop a briefing paper titled, ‘What is diversity and inclusion?’ In your paper: • Define diversity, and discuss the characteristics of a diverse culture. • Define inclusion, and discuss the characteristics of an inclusive culture. • Explain why diversity and inclusion matter and their benefits. • Identify the main barriers to inclusive work practices. • Discuss communication methods that can be used to promote inclusion across an organisation. Answer: Personalised answer required. 2 Assume you have been invited to speak at a local conference on the topic ‘Factors impacting on communication in today’s workplace’. Develop a detailed outline of your presentation. Answer: Personalised answer required. 3 Assume you are the financial manager. One of your supervisors enters your office to ask you for reimbursement for expenses of $180 incurred for entertaining a client last night. He submits receipts for $180. However, at morning tea you overhear the supervisor telling a team member about celebrating a birthday with an old friend last night. What do you do? Answer: Personalised answer required. 7 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

4 Write a short reflection paper focusing on what you have learned about the purpose of communication, and its forms and types in your chosen profession. Answer: Personalised answer required.

Work in groups 5 Organisations are increasingly using the Web 2.0 collaborative technologies to engage with customers. These transactions require customers to provide personal information. 5a In your small group, assume you are the manager of a travel agency supplying airline tickets to customers online. As the manager, you must work within the ethical constraints of privacy, accuracy and accessibility of information. 5b Work together to answer the following questions: • What information will the agency need to hold about clients? • How can the agency ensure the information is correct? • Who owns the information? Can it be transferred? If so, how? • Who is allowed to access this information about clients, and under what conditions? 5c Combine with three or four other small groups and present your answers. 5d What similarities (if any) did you find between your answers? Answers: 5a– 5d: Personalised answer required.

Activities and Questions Work individually 1

a b c d e

Find an article in the business press or general news about a recent incident involving a company—for example, launching a new product, a crisis, a scandal, a merger or an acquisition. What types of communication will the company be likely to use in this incident? What kinds of messages need to be conveyed to the company’s intended audience(s)? Who are the company’s intended audience(s) likely to be? Which channels of communication would you recommend the company use in response to the incident? Briefly explain the types of noise or interference that could distort the company’s intended message?

Answers: 1a– 1e: Personalised answer required.

2 a b

Reflect on an interaction you have had with another person today. Identify at least two stimuli or cues that were caused by the environment (i.e. outside your control or the control of the other person). What was their impact on the transaction? Identify the cues in your message (verbal and nonverbal) and in the response of the other person (i.e. under the control of the sender and receiver). What was their impact on the message?

Answers: 2a– 2b: Personalised answer required. 3a b

In what ways can understanding of the propositions underpinning Foulger’s ecological model of communication help a business owner manage business relationships? An understanding of proposition nine helps a business owner realise the importance of creating a positive image and relationship with clients or customers. Reflect on one of the businesses you frequent. Write a short comparison of the ways that business communicates with you and the ways in which you communicate with the business.

Answers: 3a– 3b: Personalised answer required. 4a

b c d

Construct a three-column table. In column one, list the activities or functions you carry out on the internet, in column two the activities or functions you carry out on social media, and in column three the activities or functions you carry out on your tablet or smartphone. Keep a log for a day of your smartphone or computer-aided activities. Record the sites, how long you were on them, and how many people you interacted with on each site. Compare your log with others in your course to determine the most common uses of the internet, social media, and tablet or smartphone. From your findings, create a typical media profile of a millennial.

Answers: 4a-4d: Personalised answer required. 5

Many factors can determine your choice of action to take when you face various ethical dilemmas. Assume you face the three dilemmas here.

Scenario 1: You are a teacher with a student who must work to attend university. However, the job is interfering with the student’s performance and several assignments have not been handed in. You have decided that a fail is all the student’s last essay warrants, when a counsellor informs you that the student needs a pass to qualify for an academic scholarship. What do you do? Scenario 2: In your position as a real estate agent, a couple from out of town call you to list their deceased parent’s home in Townsville. They are not sure what it is worth, but say they will be happy to get $450 000 for the home. Looking at the home you feel it is worth at least $600 000 and realise it would be perfect for your cousin. What do you do? Scenario 3: Your direct supervisor has asked you to ignore problems in the current project when you write the project progress report on Friday. You know that your supervisor is due to conduct your next performance review in two weeks’ time. What do you do?

Write a memo to your team leader explaining the action you will take for each dilemma. In the memo: ● analyse your response to each ethical dilemma against the decision points in Lehman and Dufrene’s four-step framework for analysing ethical dilemmas (legality and compliance with contractual agreement and company policy, consistency with company or profession’s code of ethics, and conformance to ethical principles) ● identify alternative solutions and outline actions to implement them. Answer: Personalised answer required.

Work in groups 6

a b c

Think of a situation when you tried to communicate with another person, or when someone tried to communicate with you, and it failed. Think about the barriers that interfered with the communication. Outline the situation to the group and tell them why you think it failed. List all the reasons for failure identified by your group. Come together as a large group and share the barriers identified by each group.

Answers: 6a –6c: Personalised answer required. 7a b

Discuss at least three ethical constraints or ‘traps’ that may affect communication in an organisation. Brainstorm the reasons for a professional association such as the International Association of Business Communicators (IABC) developing a code of ethics for professional communicators. Review the discussion of obstacles to ethical decision making on pages 17–18. Identify two common obstacles to ethical decisions and explain how knowledge of the three decision points based on the illegality of an action in Figure 1.6 help an individual overcome these obstacles to ethical behaviour.

Answers: 7a– 7c: Personalised answer required. 8

Assume your group is the Learning and Development team for a large national coffee chain. The human resource director has requested your group provide an outline of the communication skills and knowledge required to enable the workplace success of the next group of trainees. The human resource director will use the outline to develop a communication training program for the trainees. The human resource director suggests that: ● the first part of the program should explain the elements in the communication model ● the second part should focus on skills that are important for teamwork ● the third part should focus on skills that are important for customer service. a Develop an action plan to identify the objectives, responsibilities of individual group members and deadlines. b Brainstorm and list the skills that are important for teamwork. c Brainstorm and list the customer service skills the trainees will require. d Create an outline of the communication skills and knowledge required to enable the workplace success of the next group of trainees. The title of the outline is 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

‘Trainees—Communication and Workplace Success’. Note that the introduction to the outline should identify the elements in the communication process.

Answers: 8a– 8d: Personalised answer required.

Case Study Holiday Central 1 Communication is only successful when both the sender and the receiver understand the same information as a result of the communication. Explain how knowledge of the main elements in the communication process facilitates connection and understanding between the sender and the receiver. When both the sender and the receiver understand the main elements of the communication process, the likelihood of communication barriers occurring will be reduced. 2 Discuss the implications of poor communication for: • Discuss the implications • Discuss the implications of poor communication Answers will vary. 3 Develop a dot point list of guidelines that Paul Irving can use to guide Holiday Central employees in their future communication with clients. Answers will vary.

Chapter 2: Interpersonal Communication Assertive Behaviour Learning Objective 2.1: Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other-orientation

Review Questions 2.1 1a Contrast assertive, aggressive and submissive behaviours. A person who behaves assertively acknowledges his or her rights as an individual as well as the rights of others. He/she has high levels of self-esteem, confidence and a positive self-concept. An aggressive person aims to win at all cost regardless of the negative effects on others. He/she is often in conflict and others dislike him/her. The submissive person is self-denying, unable to assert him or herself and may appear insecure and anxious. 1b Describe the features of verbal assertion. A verbally assertive person states their wishes, thoughts and feelings clearly, openly and confidently while understanding other people’s point of view and without coercing them to relinquish their needs. Assertive people control their emotions and interact positively to focus on action and results. 2a What does an ‘I’ statement do? ‘I’ statements are assertive statements that help to send a clear message. They are a way of sharing emotions and letting others know how their behaviour is perceived and how it affects you. 2b What does ‘own your reactions’ mean? ‘Own your reactions’ means being able to recognise and identify your feelings. 3a Briefly explain what it means to be other-oriented. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Rather than simply focusing on their own interests, skilful interpersonal communicators consider the perspective, feelings and attitudes of the other person. To be other-oriented means to consider the other person’s thoughts and feelings when deciding how, when and where to communicate a message. 3b Contrast the likely outcome from self-focused, self-absorbed communication with the outcome from other-oriented communication. Self-focused, self-absorbed, egocentric communicators focus on their self-interest without regard for the other person. Failure to consider the other person and to adapt the message to their needs, experiences and personality, or to the time and place of the interaction, may hinder communication. Rather than achieving the intended communication purpose, barriers may arise. A person who is other-oriented is aware of other people’s thoughts, feelings, goals and needs and able to respond in ways that offer them support. An other-oriented person behaves thoughtfully, honestly and with respect for self and others. Rather than just agree or give in to the demands of others, they remain true to their own values and beliefs, and interact with integrity using verbal assertion, ‘I’ messages, positive nonverbal communication, and a range of listening and questioning skills. Other-oriented communicators are willing to adapt their message to the receiver, and to the situation, to ensure understanding and achievement of goals.

The Role of Nonverbal Communication Learning Objective 2.2: Distinguish between assertive, aggressive and submissive behaviours, and identify reasons for using verbal assertion and other-orientation

Review Questions 2.2 1a Identify the seven aspects of nonverbal communication. The seven aspects of nonverbal communication are: • • • • • • •

Body movement (kinesic behaviour) Physical characteristics Touching behaviour Vocal qualities (paralanguage) Space (proximity) Artefacts Environment

1b What is the purpose of each of the five main categories of body movement identified by Ekman and Friesen? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

The five categories of body movement and the purpose of each are: • Emblems: To reinforce or replace the words • • • •

Illustrators: To accentuate or emphasise a word or phrase, or to complement what is said Affective or feeling displays: Unconscious displays reflect feelings, whereas intentional expressions can disguise or hide feelings Regulators: To maintain and control the flow of speaking and listening. Regulators indicate whether to continue, repeat, elaborate or change from speaker to listener Adaptors: To display instinctive responses

1c Briefly explain the four types of space that dictate the rules of proximity in a society or culture. Hall (1969) identified four distances that people maintain between themselves and others: • • • •

Intimate space is 0-45 cm. Personal space is 45-120 cm. Social distance is 1.2-3.6 m. Public distance is 3.6 m to out of sight.

1d What part do artefacts play in nonverbal communication? Artefacts are objects used to convey nonverbal messages about self-concept, image, mood, feelings or style. Many artefacts are common to the group. Others (particularly clothing) are individual and highly visible, and may create a positive or negative first impression. 2a Develop a list of up to five examples of nonverbal communication that strengthens or reduces the impact of verbal communication. Answers will vary, but some examples include vocab characteristics such as laughing, crying, sighing, yawning; vocal qualifiers such as pitch level; vocal segregates such as ‘uh huh’ and ‘um’ and silent pauses; along with other types of nonverbal communication such as body movements, physical characteristics, touching behaviour, proximity, and the use of artefacts. 2b When faced with mixed signals between the verbal and nonverbal message, which part is a listener most likely to believe? Most likely, listeners will believe the nonverbal message. 2c Explain why they are likely to believe that part. A nonverbal message that does not align with the spoken message can contradict the verbal component of the total message. The message is two-edged because the facial and vocal expressions, postures and gestures do not match the words. The percentages for the three components that make up total feeling in Mehrabian’s (1971) formula (see p. 30) show that facial expressions have the greatest impact on the message. The cues in the vocal qualities have the Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

next greatest impact. The experiment shows that, when we are resolving the general meaning of an inconsistent message, words make up the smallest percentage of the message. 3a List three universal communication body movements. A smile, tears, and expressions of surprise. 3b Discuss with examples at least three aspects of behaviour influenced by a nation’sculture. • Linear-active cultures are calm, factual, task-oriented, decisive and highly planned, and prefer doing one thing at a time—for example, Germans, Swiss and Britons. • Multi-active cultures are warm, animated and loquacious, and prefer to plan and do many things at once—for example, Latin Americans, Arabs and Italians. •

Reactive cultures are called ‘listening cultures’. They are courteous, accommodating, compromising and respectful—for example, Chinese, Japanese and Vietnamese.

3c Discuss strategies you can use to build positive intercultural relationships. Positive intercultural relationships can be built by acknowledging cultural differences and developing cultural awareness and sensitivity. Development of an other-orientation towards people from other cultures and a willingness to move away from your cultural mindset in order to behave flexibly in intercultural interactions improves intercultural relationships. 4a ‘Any nonverbal communication needs to be seen against related cultural norms’. Explain this statement. National cultures influence how people communicate, behave, conduct work, negotiate, and solve challenges, problems and conflicts. The combination of values (beliefs) and behaviours they share supports cultural norms. Deference to cultural norms regulates communication (verbal and nonverbal) and interactions between those in the culture. 4b Identify and compare characteristics of a high-context and a low-context culture. In a high-context culture, a large part of the message is influenced by the background and basic values of the communicator and is implied in the message’s context. Typical characteristics of high-context cultures are high sensory involvement (high-contact touch behaviour and close proximity due to low personal space needs). The message conveys only a limited portion of the meaning in what is said and must also be interpreted in terms of how and where it is said, and the body language of the speaker. Time sense is polychromic, so things may happen simultaneously and proceed at their own pace. In a low-context culture, the words in the message are explicit and nonverbal cues have less impact on the intended meaning. Typical characteristics of low-context cultures are low sensory involvement (low-contact touch behaviour and high personal space needs). The words in the Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

message convey explicitly most of the meaning in the communication. Nonverbal cues have less impact. Time sense is monochromic, so things happen one at a time and in sequence, and planning and punctuality are a priority.

Apply Your Knowledge Work individually 1 Reflect on a recent communication interaction in which someone gave you feedback that met the verbal assertion guidelines discussed in this section of the chapter. Did that person understand you? Did your interaction have the intended effect? How did the interaction make you feel? Answer: Personalised answers required 2a Use the table to conduct a survey (over the next week) of assertive and submissive behaviour. Record examples you observe of assertive responses in column 1 and a list of submissive behaviours in column 3. Survey findings Assertive behaviour

Outcome from

Submissive

Outcome from

assertive behaviour

behaviour

submissive behaviour

2b In column 2, identify the outcome from assertive behaviour; and in column 4, the outcome from submissive behaviour. Answer: Personalised answers required. 2c In a short written answer, suggest interpersonal strategies that could change the submissive responses in column 3 into assertion. Answer: Personalised answers required.

3 Imagine your shared house mate is driving you crazy: she uses your things without asking, she never does the dishes, and she often has her friends stay over without askingyou first. 3a How would you respond assertively? How would you respond passively? How would you respond aggressively? Answer: Personalised answers required. 3b Write two or three paragraphs detailing how other-orientation could help you come up with a reasonable solution together. Answer: Personalised answers required 4a Differentiate the four different nonverbal communication roles identified by Argyle (1983) in a short written answer (about 250 words). Argyle identified four different nonverbal communication roles: • Communicating interpersonal attitudes and emotions. From birth, we see and read messages sent by nonverbal communication. It is an innate part of our social behaviour ‘used for negotiating interpersonal attitudes, while the verbal channel is used primarily for •

•

conveying information’ (1983, p. 44). Self-presentation. The self-presentation role conveys information about our self-concept, image and feelings. Artefacts such as badges, clothes and hairstyle send information about the self nonverbally. Rituals. The patterns of behaviour used in rituals and ceremonies, such as university graduations, school speech days, engagements and weddings, confirm social relationships and send messages about status or changes in status (such as from undergraduate to postgraduate). Supporting verbal communication. The role of nonverbal communication in supporting verbal communication is shown in vocal cues such as timing, pitch, resonance, rhythm and articulation. They support the verbal message.

4b Brainstorm to create a list of examples of each of these roles. Answer: Examples included above, but students may generate other examples as well. 4c In which of the four nonverbal communication roles do you feel most comfortable? Answer: Personalised answer required 4d In which of the four roles do you feel least comfortable? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: Personalised answer required 4e What actions could you take to make yourself feel more comfortable in that role? Answer: Personalised answer required

Work in groups 5 Work in pairs. 5a Discuss a situation when interpreting nonverbal messages through your own gender and cultural rules caused miscommunication. Answer: Personalised answers required 5b Describe the results of the miscommunication. Answer: Personalised answers required 5c Suggest strategies you could use to bridge the differences between background and culture. Answer: Personalised answers required, but students should suggest strategies that deal with acknowledging cultural differences and developing cultural awareness. 5d Report back to the large group. Answer: Personalised answers required 6 Work in pairs by standing together. While person A stands still on exactly the same spot, person B positions themselves comfortably in relation to person A. Person B, who has made the decision on comfortable distance, then says what made them choose their position. Person A, who is standing still, then talks about how they feel—that is, whether person B is standing too close, the angle, the amount of contact, the impact of height difference, gender issues, body size and body space. Answer: Personalised answers required

The Listening Process Learning Objective 2.3: Describe the listening process, and explain how active listening has value in personal and professional situations

Review Questions 2.3 1a Identify the five stages of the listening process. Listening is a five stage conscious, knowing response to the message in which the listener hears sounds, interprets those sounds and attaches meaning to the sounds in the message. The five stages are: receiving the verbal and nonverbal messages; understanding the speaker’s thoughts and emotions; remembering and retaining the message; evaluating or judging the message; and responding or reacting to the message. 1b Briefly outline the abilities of an effective evaluative or critical listener. An effective evaluative or critical listener has the ability to: form an opinion about what is being said; assess strengths and weaknesses, agreement and approval; listen to the speaker’s ongoing words and at the same time analyse and relate what is being said to existing knowledge and rules; assess the objectivity of what is being said; evaluate what is said against own values and assess as good or bad, ethical or unethical; distinguish between subtleties of language and comprehend the inner meaning of what is said; think critically and ask questions; and weigh up the pros and cons of an argument when the speaker is trying to persuade a change in behaviour or beliefs. 2a Explain the cluster of active listening skills. Active listening is empathic listening without two-way emotional involvement to the verbal and nonverbal components of a message. Bolton (1987) describes active listening as a cluster of attending, encouraging and reflecting skills used together in order to pay attention to the content and feelings that comprise the whole message. See Figure 2.2.

2b Think of a person you regard as a good active listener, and then think of one who is a poor active listener. Identify three aspects of their listening techniques that make them either a good listener or a poor listener. Answers will vary depending on the characteristics of the chosen person, but points should be discussed with reference to the cluster of active listening skills identified in 2a. 2c When is active listening most useful? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

One profession where an active-listening approach is essential is marketing and sales. 2d List the benefits of using active listening skills. Active listening: • helps the listener to bypass the personal filters, beliefs assumptions and judgements that can distort the speaker’s message • acknowledges and provides feedback to the speaker, as well as verifying what the listener has heard • enables the person to reach their own decisions and form their own insights • confirms communication. 3a Briefly explain four barriers to effective listening caused by the listener. Barriers to effective listening caused by the listener can include: boredom; dislike for personality or physical appearance of speaker; a desire to change the speaker; prejudging; intrusion of own values or attitudes; drawing early conclusions; selective listening; perception by the listener that the speaker lacks credibility; and preoccupation with other matters. 3b Choose one of the barriers and discuss behaviours the poor listener can use to overcome the barrier. Answer: Personalised answer required.

The Role of Questions and Feedback Learning Objective 2.4: Discuss the role of questions and feedback in personal and professional interactions

Review Questions 2.4 1a Provide three examples of ineffective questions, and explain why they are ineffective. Answers will vary, but students should draw upon the types of ineffective questions included in Table 2.11, which include: • Multiple questions that cover a number of issues • Ambiguous or vague questions that confuse • Implied value questions that reflect your values • Aggressive questions that attack the other person • Leading questions to get the answer you want • Rhetorical questions that do not need an answer 1b What is the purpose of open questions? Provide an example.

Open questions encourage the other person to share their more personal feelings and thoughts. An example is ‘What seems to be the problem?’ 1c What is the purpose of closed questions? Provide an example. Closed questions usually elicit a ‘yes’ or ‘no’ answer and thus can close down communication. An example is ‘Is there a problem?’ 2a Discuss the characteristics of effective feedback. Effective feedback is always timely, appropriate and constructive. 2b Identify five types of feedback used in organisations, and explain the purpose of each type. Five types of feedback, along with the purpose of each, are: • • •

informative feedback: to show understanding and to reinforce positive behaviour or results immediate and specific feedback: to describe what has been done, or needs to be done, rather than judging or threatening the other person positive feedback: to acknowledge the role and contribution of the other person

• •

negative feedback: to correct and change unsatisfactory behaviour or results no feedback at all: to procrastinate and avoid any unpleasantness.

3a What does reframing do? Reframing recasts or reframes the words of the speaker to create new perspectives. This helps provide a new frame through which to view a concept or situation. 3b What is the purpose of verbal following? Verbal following probes more deeply into what the speaker has said. 3c Discuss strategies you can use when receiving feedback. Answers will vary, but some strategies students should identify are: • being open, receptive and assertive • separating objective and subjective information • listening, paraphrasing and asking questions • • •

avoiding emotional responses such as defensiveness, aggression, excuses or blaming others considering feedback information and focusing on areas of improvement incorporating useful feedback, planning future outcomes, taking action and following up.

Apply Your Knowledge Work in groups 1 Work in pairs to practise attending and encouraging listening skills. Take turns to act as speaker and listener. As the speaker, choose a controversial topic on which you hold a very definite position, or a topic you feel strongly about, and speak to your listener about this for three minutes. Use familiar, comfortable language you both normally use and understand. As the listener, use the following guidelines to focus your listening: 1a Show your interest in the speaker by your body movement. Face the speaker. Make eye contact. Lean forward, keeping an open posture. 1b Notice the speaker, keeping an open posture.dy movement. Face the speaker. Make e spoken message. 1c Use feedback to invite the speaker to continue by using minimal responses. 1d Ask as few questions as possible. However, if you do ask questions, use attending and encouraging questions. 1e At the end of this exercise, discuss with one another your effectiveness as listeners. Refer to points 1a to 1d. 1f Think about your own ineffective listening behaviours. Choose two and decide how you could improve these behaviours. Practise using them over the next week. Answers 1a–1f: Personalised answers required. 2a Share situations when barriers to listening have adversely affected a group of people or an organisation. 2b Choose one of the situations and discuss: • What were the barriers? • What was, or could have been, done to overcome them? • How effective in eliminating the barriers was/would have been this intervention? 2c Report your findings to the large group. Answers 2a–2c: Personalised answers required. 3a Briefly discuss the outcomes from effective questions. 3b What is the value of open questions in professional situations? 3c Choose three types of ineffective questions and identify the problem(s) caused by each. 3d Discuss strategies to overcome or avoid these problems. Answers 3a–3rd: Personalised answers required. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Activities and Questions Work individually 1 It is 3 pm. You feel tense because you have to respond to three emails from clients and finalise a major piece of work in the next two hours. A colleague asks you to help him immediately with the agenda for next week’s committee meeting. It has to be sent by email attachment this afternoon. Write a four-part assertive message in which you state that you are unable to help with the agenda. Follow the four-part in the next two hour Answer: Personalised answer required. 2 Givens (2016) points out that age in which you state that you are unable to help with the agenda. Follow the four-part in the next two hours. A colleague asks you to help him immediately with the agenda 2a Compare and contrast the kinds of nonverbal messages you give in your professional life and your personal life. 2b What, in Givenstrast the kinds of nonverbal messages you give in your pro Answers 2a–2b: Personalised answers required. 3 Assume your team leader has requested you to develop a PowerPoint or Prezi presentation on listening and feedback tips for distribution at the next team meeting. Develop the presentation. (Include at least two or three slides outlining the benefits of active listening.) Answer: Personalised answer required. 4 Reflect on interpersonal skills and how they help you in your current work situation or future career. 4a Nominate one behaviour pattern that interferes with your effectiveness at work, and identify one technique you could use to alter and improve this behaviour. 4b List four nonverbal behaviours that would be congruent with the new technique you have identified and aim to use to replace the old ineffective behaviour. 4c Describe a time when you have seen the effects of giving feedback on performance destructively rather than constructively. What were the outcomes?

4d Explain why the skills of active listening and giving effective feedback are important to your workplace performance. 4e Write a description of your findings in a short information report, and explain how the demands of the current business workplace require people to use their interpersonal skills more effectively. Answers 4a–4e: Personalised answers required. 5a Develop a matrix with four columns. The purpose of the matrix is to analyse your nonverbal communication in three behavioural states. • In column 1, list the following five aspects of nonverbal communication: body movement, physical characteristics, touching behaviour, vocal qualities and use of •

space. Label column 2 st the following fi ‘Hostility’ and column 4 ‘Distress’. 5b Using columns 2, 3 and 4, indicate which nonverbal communication you display for each of the five aspects of nonverbal communication to express each of the three

emotional states. 5c Reflect on your matrix. In columns 2, 3 and 4, indicate the nonverbal communication you would expect a person from a high-context culture to display. (Refer to Table 5.1 for examples of characteristics of high-context cultures.) 5d Understanding the different aspects of your nonverbal communication and how culture influences it (at least in part) is the first step in adjusting and modifying your nonverbal behaviour as appropriate for greater effectiveness in intercultural interactions. On the basis of this understanding, write a briefing note explaining to a team member (who will be representing your organisation at a global conference next month) the reasons for being willing to adjust their mindset and behave flexibly in intercultural interactions. Answers 5a–5d: Personalised answers required.

Work in groups 6a People from different countries communicate in different ways. Briefly discuss typical characteristics of the three types of culture identified by Lewis. 6b Identify possible interpersonal communication barriers that may arise in business interactions between those from a linear-active culture and those from a reactive culture. 6c Provide an example of universal nonverbal communication, and suggest how the timing, energy and use of that innate nonverbal behaviour can be shaped. Answers 6a–6c: Personalised answers required. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

7a Brainstorm and list the factors that contribute to effective listening. 7b Compile a short group report that: • describes the main purpose of encouraging listening and reflective listening • defines the term n purporasing’ and explains its purpose as a listening response • defines the term n purporasing’ and explains its purpose as a listening responsetiming, • defines the term n purporasing’ and explains its purpose as a listening respons • explains the importance of effective listening and other-orientation in workplace activities. Answers 7a–7b: Personalised answers required

Case Study Is Bella really listening? 1a Identify the ‘I’ message in the case study. ‘We’re trying to avoid a situation like that occurring again, which is why I need your help.’ 1b Is Emily an other-oriented communicator? Justify your answer. Answers will vary. 1c Comment on the methods Emily has used to help Bella understand the message and the importance of implementing the innovative program successfully. Answers will vary. 2 Discuss aspects of nonverbal communication that would indicate Bella is distracted rather than listening. Answers will vary but could include: • Not making eye contact • Not nodding to show comprehension • Body posture that indicates distraction or boredom. 3 How is Bella likely to feel, given the way in which Emily gave feedback about the need for good communication? Justify your answer. Answers will vary, but Bella may feel more engaged and empowered because Emily framed the situation as Emily needing Bella’s help.

4 Develop a set of questions Bella could ask to check her understanding of Emily’s and the team’s plans. Answers will vary. 5 Describe the type of listening that would help Bella understand Emily’s messages accurately and fully. By engaging in comprehension listening, Bella would be able to focus on the content of Emily’s message and understand accurately and fully.

Chapter 3: Emotional intelligence: managing self and relationships

Emotional Intelligence Learning Objective 3.1: Describe the role of emotional intelligence in building relationships and improving performance

Review Questions 3.1: 1. Define the terms ‘emotional intelligence’ and ‘emotional competence’. ‘Emotional Intelligence’ (EI), according to Mayer (1999), is ‘the capacity to reason with emotion in four areas: to perceive emotion, to integrate it in thought; to understand and manage it’. ‘Emotional competence’ is the capacity to manage self and relationships effectively and, thus, is the basis of EI. Emotional competence can be divided into two broad categories: personal competence—which is reflected in our self-awareness, self-management; and social competence—which is reflected in our social awareness and relationship management. 2. Identify and briefly discuss the attributes of a person who demonstrates personal competence. See Table 3.1 below for a description of social competence attributes.

Identify and briefly discuss the attributes of a person who demonstrates social competence. See Table 3 .1 above for a description of social competence attributes.

Self-Awareness and Self-Management Learning Objective 3.2: Explain how self-awareness, self-regulation and self-motivation improve personal effectiveness in personal, social and professional situations

Review Questions 3.2 1. How does self-awareness influence the way people relate to others? Self-awareness concerns knowing one’s internal states, preferences, resources and intuitions. How people see themselves influences the way they relate to others, their capacity or readiness for self-disclosure, their 2 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) 9781488620782/ Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

ability to give and receive feedback in interpersonal relationships, their self-confidence and their level of emotional intelligence. People who display attributes of self-awareness are able to communicate, collaborate and build effective workplace relationships. 2. How does self-regulation improve personal effectiveness at work? Self-regulation refers to managing one’s internal states, impulses and resources. Knowledge gained from self-regulation enhances adaptability to meet changing circumstances and handle multiple demands, shifting priorities and pressures in current work situations. The capacity to respond flexibly improves problem solving, behaviour and personal effectiveness in response. 3. Identify and describe at least two attributes of a person who is self-motivated. Attributes of people who are self-motivated include: ● ● ● ● ● ● ● ●

an achievement drive, results-orientation ability to meet their objectives setting challenging goals and standards, taking calculated risks and finding ways to improve tasks, reduce uncertainty and improve performance initiative and readiness to seize opportunities, to pursue goals beyond what is required or expected of them and to mobilise others through unusual, enterprising efforts; ● optimism and persistence in seeking goals despite obstacles and setbacks, to operate from hope of success rather than fear of failure and to view setbacks as due to manageable circumstances rather than personal flaws.

Apply Your Knowledge Work Individually ‘Self-regulation is the ability to control or redirect disruptive impulses and moods; the propensity to suspend judgement—to think before acting.’ a. Outline the benefits of self-regulation to a person and others they work with. b. Describe the attributes of a self-aware person. c. Describe the attributes of a self-motivated person. Answers a. Students should use the attributes of people who possess self-regulation, discussed in Chapter 3 as the basis for the answer. These attributes include emotional self-control, trustworthiness, conscientiousness, adaptability and innovativeness. Benefits include remaining composed and positive in stressful situations, staying focused under pressure, being flexible, and more, and these benefits enable people with self-regulation to problem solve effectively and manage changing circumstances efficiently. b. The attributes of people with self-awareness include: the emotional awareness to know which emotions they are feeling and why, and realise the links between their feelings and what they think and do; recognition of how their feelings affect their performance and a guiding awareness of their values and goals; and the ability to self-assess accurately their strengths and weaknesses, reflect and learn from experience, accept constructive feedback and new perspectives, show a sense of humour and perspective about themselves, and engage in continuous learning and selfdevelopment. 1

c. The attributes of people who demonstrate self-motivation include: an achievement drive, resultsorientation and ability to meet their objectives; setting challenging goals and standards, taking calculated risks and finding ways to improve tasks, reduce uncertainty and improve performance; initiative and readiness to seize opportunities, to pursue goals beyond what is required or expected of them and to mobilise others through unusual, enterprising efforts; and optimism and persistence in seeking goals despite obstacles and setbacks, to operate from hope of success rather than fear of failure and to view setbacks as due to manageable circumstances rather than personal flaws. 2

Promotion to a leadership role is accompanied by increased responsibilities and the need to influence others to perform accountabilities effectively. How can recognising and appropriately responding to others’ emotions widen a leader’s sphere of influence? Answer: A leader who is able to read verbal and nonverbal cues of others can: recognise and respond with empathy to the emotions of others; inspire others; influence change; resolve conflicts; develop others and, by ‘walking the talk’ can foster greater trust and teamwork amongst colleagues and subordinates. Work in groups 3 Work in small groups. O’Neil (1996) describes emotional intelligence as follows: ‘being able to manage distressing moods well and control impulses. It’s being motivated and remaining hopeful and optimistic when you have setbacks in working towards goals. It’s empathy, knowing what the people around you are feeling. And it’s social skill—getting along well with other people, managing emotions in relationships, being able to persuade or lead others.’ a. Read the quote and discuss ways in which emotional intelligence can improve performance in the workplace. b. Assume you have been asked to write six questions for inclusion in a research survey that an organisation wishes to undertake to develop a clearer understanding of the interrelationship between emotional intelligence and workplace performance. Design the six questions. Answers: a. Students’ discussions will take many forms, but, in general, emotional intelligence can improve performance in the workplace by allowing one with emotional intelligence to control impulses, to think clearly during stressful situations, to remain optimistic when faced with setbacks, to get along with other people and bolster relationships, and much more. b. Students’ questions will vary widely, but some example questions are: - Does the relationship you have with those on your project team affect your performance in your role? Why or why not? - Is your productivity and/or efficiency affected when you face a setback at work? Why or why not? - On a scale of 1 to 5, with 1 being ‘ never’ and 5 being ‘ always’, how often does your mood affect your productivity? 4a

In your small group brainstorm and list the characteristics you would look for to determine if a job candidate had the emotional intelligence to be good at understanding their own emotions (self-awareness) and be good at managing their emotions (self-management).

Assume your group will be interviewing job candidates for a position. In readiness for the interview, design half a dozen questions that would allow you to gauge the candidates’ selfawareness and self-management skills.

Answers:

a. Answers will vary, but characteristics related to self-awareness are recognizing emotions and their effects (emotional awareness), knowing one’s strengths and limits (accurate self-assessment), and sureness about one’s self-worth and capabilities (self-confidence). A characteristic of selfmanagement is being good at managing one’s emotions. b. Answers will vary widely, but examples of such questions include: - How do you feel when a sudden change is made to the project you are working on? - How do you know when you are feeling stress? Can you anticipate its effect on your work? - Imagine you are in a meeting with project stakeholders and one of the stakeholders disagrees with one of your suggestions. How would you feel and react? - If your manager expressed scepticism about one of your project plans, would it affect your own thinking about your plan? Why or why not?

Social Awareness, Relationship Management and Self Learning Objective 3.3: Discuss the competencies of social awareness and social skills Learning Objective 3.4: Describe how the Johari window explains self-concept and self-disclosure

Review Questions 3.4 1 Discuss three strategies used by those with a positive self-concept. Individuals with a positive self-concept: identify themselves clearly, define themselves positively and behave differently in different situations. Three strategies that can be used by people with a positive selfconcept are extending their public arena (self-disclosure); self-regulation (keeping disruptive emotions and impulses under control); and exercising self-control and persistence in the pursuit of goals. See Table 3.2 for more detail.

2 Describe the characteristics of those with positive self-esteem. Lewis and Slade (1994) identify that people with positive self-esteem are more likely to evaluate their own performance favourably, work harder for authority figures who demand higher levels of performance, and

are more inclined not to feel threatened by others who hold superior social positions. People with positive self-esteem are able to self-disclose and provide feedback. 3 Information from which areas of the Johari window tends to create a person’s self-image or self-concept? The Johari window divides the elements that make up each person’s self-concept into two broad categories: the areas of yourself known to you and the areas of yourself known to others. These two broad categories are then divided into four windows: public arena, blind spot, hidden area and unknown area. Self-image or self-concept is created from the information in the public arena and the hidden area, the two areas known to you.

Apply Your Knowledge Work Individually 1a Write on six different pieces of paper different answers to the basic question: ‘Who am I?’ Each separate piece of paper should contain descriptors of how you see your many and varied roles. 1b Give the number six to the role you would be most willing to discard. Continue numbering the roles, making number one the role you would least like to discard. 1c

What insights does this activity give you in analysing your current roles?

Answer: a –c This activity draws on personal experiences and reflection and will yield a range of different responses. 2 Salovey and Mayer (1989, p. 194) state: ‘People who behave in an emotionally intelligent fashion should have sufficient social competence to weave a warm fabric of interpersonal relations.’ Develop a profile of a person who is able to manage their interpersonal workplace relations effectively. Answer: This activity will yield a range of different responses, but because self-awareness and self-concept have a significant impact on interpersonal behaviour and relationships, some characteristics would include: ● appropriately handling conflict ● appropriately handling both good and bad news ● setting and negotiating standards ● managing change ● being able to assess one’s strengths and weaknesses ● working well with others ● identifying and understanding felt emotions and their causes ● making sound decisions under pressure ● reflecting on and learning from diverse experiences ● showing a sense of humour and perspective about oneself ● engaging in continuous learning and self-development 3a

Explain the term ‘self-concept’.

What are the three elements of self-concept?

How might an individual develop a more positive self-concept?

How can self-disclosure lead to increased self-awareness and self-esteem?

Why is self-disclosure a gradual process in a relationship?

Answers: a ‘Self-concept’ refers to the mental image that people have of themselves. b Elements of ‘self-concept’ are: the perceived self, the desired self and the presented self. c An individual can develop an improved self-concept by identifying themselves more clearly, defining themselves positively and behaving and interacting effectively. d Self-disclosure can provide feedback to others on the effect of their behaviour. Self-disclosure at an appropriate time and in the right context can lead to improvement in communication skills; self-awareness; self-confidence and relationships. e Self-disclosure is a gradual process as people may initially feel threatened; fear loss of control; may appear inadequate; may lose self-control or face personal or social rejection. 4a

What are the four parts in the Johari window? Explain what they represent.

Explain how feedback can reduce the blind area.

Explain the impact of self-disclosure on the open area.

Identify strategies that can reduce the unknown area.

Answers: a The Johari window has four sections: public arena, blind spot, hidden area and unknown area. The public area involves areas known to you and to others where free and open communication takes place. The hidden area involves the things you are aware of but hide from others. The blind spot covers those areas where you are unaware of your actions or feelings but others can perceive and know how you react. The unknown area covers those aspects of yourself about which both you and others are unaware and holds the unknown reasons for certain behaviours. b When feedback is received from others it leads to understanding; the size of the blind area is reduced and the size of the open area or public arena is increased further. c Self-disclosure leads to an increase in what others know about you and enlarges the size of the open area. d In situations where people self-disclose to others and receive feedback from them, the known area in the window increases, while the unknown and blind areas decrease. Work in groups 5a Brainstorm to create a list of strategies you could use over the next month to improve: ● self-management ● social awareness ● social skills in the workplace 5b

Create a checklist to evaluate your skill in using your identified strategies.

a–b ● ● ● ● ● ● ● ● ● ● ●

This activity will yield a range of different responses, but some possible strategies include: seeking feedback from others listening to the ideas and feelings of others communicating attitudes, values and feelings responding to others without judgment disagreeing without disrespecting others building open, positive relationships taking responsibility for one’s behaviour being optimistic discussing one’s positive qualities and the positive qualities of others asking what others need cultivating opportunities by engaging with diverse groups of people

A checklist could include modified versions of strategies, including: [ ] I sought feedback on my idea or plan from at least one person. [ ] I communicated how I was feeling. [ ] I disagreed with someone while maintaining a positive, respectful attitude. [ ] I asked someone about what I could help them with. [ ] I remained positive in a stressful situation.

Activities and Questions Work individually 1 Create a checklist that a member of a work team could use to self-assess their emotional competence at work. Personalised answer required 2 Learn more about emotional intelligence by visiting ‘businessballs.com, emotional intelligence EQ’ at www.businessballs.com/eq.htm a

Choose two of the free materials on emotional intelligence provided to the site by Daniel

Goleman. b

Prepare a 250-word evaluative critique for each item.

Personalised answer required 3 Assume that you work for a large global organisation. Your head of division is a proponent of emotional intelligence, arguing that it makes a significant contribution to the success of any organisation. In the last divisional meeting, he announced that an emotional intelligence training program would be introduced across the division. After the meeting he directs you to investigate relevant training programs promoted on the Web 8 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) 9781488620782/ Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

and in professional journals. You are to inform him of your research findings in a short report. a

Research your report by: ● gathering general information about emotional intelligence from ‘The Consortium for Research on Emotional Intelligence in Organisations’ at www.eiconsortium.org ● conducting additional specific research into the learning objectives or outcomes of emotional intelligence training programs on the Web or elsewhere. Note that you must reference your sources of information.

Write your report: ● discussing the need for managers and staff to have personal competence (the ability to manage themselves) and social competence (the ability to manage relationships refer to Table 3.1). ● detailing the reasons for the growing interest in and acceptance by business leaders of the role of emotional intelligence abilities in the success of individuals and organisations. ● including your conclusions and recommendation(s) in the final section of the report.

Personalised answer required

Work in small groups

4 a

In small groups, critically evaluate this statement: ‘Emotional intelligence means you are able to understand and take action in response to your emotions or the emotions of others.’

Record and share examples of situations where you have used the personal competencies or social competencies identified in Table 3.1.

Identify the outcome in each situation and describe how these competencies improved your communication effectiveness.

Personalised answer required 5 a

In small groups, think of five people whom you consider to be good examples of being adaptable and self-regulating. You may think of world leaders or people from your workplace.

How would you describe their emotional intelligence? 9

Share your insight with other groups, and identify those qualities you consider to be adaptability skills.

Personalised answer required

Assume your organisation’s learning and development manager has asked your advice about the

content for an emotional intelligence training program that is to be delivered across all levels of the organisation. The manager asks you whether a session entitled ‘Empathic Responses Improve Performance’ should be included. Your answer is ‘Yes’. Develop an outline of the content for that session. Personalised answer required

Case Study Questions 1

FedEx’s commitment to people-first leadership created an interest in ‘emotional intelligence’ as a

learnable skill set that would equip managers to deliver the FedEx way. Discuss the competencies a person is likely to develop on successful completion of the emotional intelligence module of the Six Seconds program. Answer: One who successfully completed this model would be able to enhance their emotional literacy, recognise patterns within their reactions, apply consequential thinking, navigate their emotions, engage intrinsic motivation, exercise optimism, increase empathy, and pursue noble goals.

Explain how the ability to know yourself, choose yourself and give yourself facilitates an

individual’s performance in their profession.

Answer: These abilities facilitate better decision making, increase one’s quality of life, and enable one to align their decisions and their work with a larger sense of purpose.

What are the benefits to any organisation of professional development that enhances emotional

intelligence of managers, team leaders and team members? 10 Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) 9781488620782/ Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: Organisations that prioritise developing staff members’ emotional intelligence will benefit from stronger cooperation, more effective decision making, and increased motivation, optimism and resilience.

Chapter 4: Negotiation and Conflict Management Interest-Based Negotiation Learning Objective 4.1: Explain how interest-based negotiation transforms the process of negotiating from a winning and losing mindset into a search for mutual gain

Review Questions 4.1 1 Differentiate between positional bargaining and interest-based negotiation. Positional bargaining negotiates from positions only, rather than interests. Interest-based negotiation focuses on interests rather than positions and includes joint problem solving, expanding options, mutual benefit, efficiency and durable solutions. 2a Define and briefly explain the terms ‘win–win strategy’, ‘win–lose strategy’, ‘lose–win strategy’ and ‘lose–lose strategy’. A win-win strategy occurs when all parties in the negotiation process have their needs met and are satisfied with the outcome. A win-lose strategy, on the other hand, is a situation where one party has its needs met and the other does not. A lose-win strategy occurs when one party withdraws and makes too many concessions and the other party wins. A lose-lose strategy is one in which all parties are dissatisfied with the outcome. 2b How does the win–win approach make people into partners and not opponents? The win-win approach makes people into partners and not opponents as it focuses on collaboration—working together to achieve an agreement on the outcome/s. It recognises all parties in the negotiation process and integrates their aims and goals to achieve a mutually agreed settlement. 3a Identify two barriers to a negotiated agreement and briefly outline solutions to each barrier. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Barriers to agreement can arise because of hard-nosed negotiators, lack of trust, the negotiator’s dilemma, the spoilers and culture and gender. See Table 4.3 for more detail of each, and possible solutions to the barriers. 3b Why should you determine your BATNA and WATNA before you negotiate? BATNA stands for ‘best alternative to a negotiated agreement’. WATNA stands for ‘worst alternative to a negotiated agreement’. Knowing your BATNA and WATNA not only lets you know what you find acceptable and unacceptable from the range of options; it also provides you with substitute or alternative actions you can take when a negotiated agreement is impossible or less satisfactory than the alternatives. By identifying the BATNA and WATNA, negotiators are exploring the alternatives available if a negotiated agreement is not possible. Rather than accept an unsatisfactory outcome from the negotiation, they are in a better position to say ‘no’ to the negotiation and to take the alternative actions identified in the BATNA or WATNA.

Conflict Management Learning Objective 4.2: Describe how the approach to conflict, conflict-handling styles, personal style and power can impact on a negotiation

Review Questions 4.2 1 Briefly explain the five levels through which conflict may escalate. The five levels conflict may escalate through are: discomfort; incident; misunderstanding; tension; and crisis. Discomfort is the level of conflict when people feel that there is something wrong. When a short, but sharp, incident occurs, it takes conflict to the incident level. Misunderstanding is the next level and this is where information and motives are confused or misperceived. The tension level is where relationships are compromised because of negative attitudes and fixed opinions. When the crisis level is reached, normal functioning and behaviour are affected. See Figure 4.2 for examples of these five levels.

2 Distinguish three approaches to conflict. Lewin (1935) identifies three general approaches to conflict: 1. The approach/approach to conflict occurs when people simultaneously find two incompatible goals attractive. The conflict arises because the individual finds it difficult to choose between the two. 2. The avoidance/avoidance approach occurs when an individual is faced with having to make a choice between two equally undesirable alternatives at the same time. 3. Approach/avoidance occurs when an individual is attracted and repelled by two wants at the same time. 3a Identify five conflict-handling styles and explain the intentions of a person using each of those styles. The five conflict-handling styles are: 1. Avoiding style indicates low concern for both their own and the other’s interests 2. Accommodating style indicates a low concern for their own needs and high concern for others 3. Competing style indicates a high concern for own needs and low concern for others 4. Collaborating style indicates high concern for both 5. Compromising style indicates some concern for both his or her own and the other’s needs. 3b List five personal styles and briefly explain how each affects communication in a negotiation. Five personal styles identified by Hellreigel, Slocum and Woodman (1988) are: self-denying; selfprotecting; self-exposing; self-bargaining; and self-actualising. Refer to Table 4.7 for a description of each.

4 Briefly discuss power bases in an organisation. Power bases in an organisation can include: • reward power, where the person in authority has the power to give positive benefits or rewards • coercive power, where the holder can exercise power to compel others to behave in a certain way • legitimate power, held because the organisation has given authority to that position • expert power, where influence is based on expertise, aptitude or special knowledge •

referent power (charisma), where the holder is respected, admired, liked or personally identified with by others.

Apply Your Knowledge Work individually 1a What are the five main elements of interest-based negotiation? The five main elements are: • • • • •

Define the issue Identify interests Create options Agree criteria Select option

1b Why is collaborative negotiation considered more effective than competitive negotiation? Those who collaborate are most likely to be effective in achieving mutually acceptable goals and in maintaining a relationship with others in the negotiation process. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1c How can you find common ground when neither party knows much about the other? Interest-based negotiation will uncover the needs and wants of both parties, thus allowing each party to know more about each other and work toward common ground. 1d Recall a time when you experienced a problem as a result of poor negotiation. What were the causes of the problem? Answer: Personalised answer required. 2 Choose a conflict situation from your recent experience. 2a What level did the conflict reach? 2b Identify each level through which the conflict moved. 2c What was the final outcome of the conflict? 2d Reflect on the conflict situation and decide whether you used the appropriate negotiation strategy to manage the conflict. Then prepare short written answers to the following two questions. • How strong were the alternatives to this specific negotiation? • How vital was a long-term relationship in the context of this situation? Answer: 2a–2d: Personalised answers required. 3a Develop a PowerPoint or Prezi presentation in which you contrast the main features ofthe position-based and interest-based approaches to negotiation. 3b Deliver your presentation to the group. Answer: 3a–3b: Personalised answers required.

Work in groups 4 In pairs, develop on a flip chart a two-column table: label column one ‘Positive outcomes’ and column two ‘Destructive outcomes’. 4a Think of a conflict that was handled in a constructive way. Discuss the likely outcomes when a conflict is handled in this way, then complete column one of your table. 4b Think of a conflict that was handled in a destructive way. Discuss the likely outcomes when a conflict is handled in this way, then complete column two of your table. 4c Is it necessary to take only an interest-based approach to a negotiation? Explain your answer. 4d Report your findings to the large group. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: 4a–4d: Personalised answers required.

Conflict in Organisations Learning Objective 4.3: Discuss the causes of organisational conflict and the impact of functional and dysfunctional conflict on an organisation

Review Questions 4.3 1 Differentiate between the traditional, human relations and interactionist views of conflict. The traditional view of conflict argues that within a group, conflict is a negative force that must be avoided. The human relations view of conflict argues that in any group, conflict is a natural and inevitable outcome and suggested that conflict managed properly has a positive impact on a group’s performance. The interactionist view argues that conflict is not only a positive force in a group but also that some conflict is essential for a group to perform effectively. 2 Describe the five overlapping categories of conflict identified by Moore (2003) and give an example of each. Moore (1996) identified five overlapping categories of conflict as: 1. data: e.g. misinformation or lack of information 2. interest: e.g. procedural interests and psychological interests 3. relationship: e.g. strong emotions and stereotypes 4. structural: e.g. unequal power or control 5. value conflict: e.g. different evaluation criteria or differ ways of life See Figure 4.5 for more examples of each.

3 Describe four major patterns of organisational conflict. Schermerhorn (2008) suggests conflict in organisations occurs in four major patterns: vertical, horizontal, staff-line and role. Vertical conflict occurs between different hierarchical levels, while horizontal conflict occurs between people working at the same level. Staff-line conflict occurs between people working in different positions, such as front-line staff conflicting with specialist staff. Role conflict arises over differing perceptions of what a person is expected to do in his or her role. 4a Describe the typical internal characteristics of a group experiencing optimal levels of functional conflict. Functional conflict (or constructive conflict) works to support group goals, improves group performance and results in positive outcomes for the individual, group or organisation. A group experiencing optimal levels of functional conflict will have internal characteristics of being viable, self-critical and innovative. 4b Describe the typical characteristics of a group experiencing high levels of dysfunctional conflict. Dysfunctional conflict (or destructive conflict) hinders group performance and results in negative outcomes for the individual, group or organisation. A group experiencing high levels of dysfunctional conflict will be disruptive, chaotic and uncooperative. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Constructive Engagement Learning Objective 4.4: Identify and use assertion, active listening, one-on-one difficult conversations and framing questions to interact constructively in conflict situations

Review Questions 4.4 1 What are the purpose and intended outcomes of the fight, flight and flow responses to conflict? The purpose of the fight response to conflict is to control and defend a position. Its outcome is usually ‘I win-you lose’. The purpose of the flight response is to escape the situation and its outcome is ‘I lose-you win’. The purpose of the flow response is to respond appropriately to the situation by using assertive behaviour and working for an ‘I win-you win’ outcome. See Table 4.6 for a summary of the responses, intended outcomes and associated behaviours.

2a What makes assertive behaviour constructive and helpful in a conflict situation? Assertive behaviour demonstrates an individual’s positive self-concept and a respect for others. When conflict arises, an assertive individual stands up for his/her rights while respecting the rights of others. It is a positive response to conflict because it aims for a win-win approach. 2b How does the Four Rs Method help in a crisis situation? The Four R Method involves receiving the other person’s comments without interruption, repeating the other person’s comments as objectively as possible, requesting the other person’s proposed ways of dealing with the problem and reviewing the options and deciding on the best approach. The Four R Method is a strategy for moving out of crisis, because it helps people to move away from their emotional concerns. People need to calm down and start thinking about the problem before they can attempt to solve it. 3a ‘An “I” message is non-evaluative.’ Explain the meaning of this statement. Why are ‘I’ messages used? ‘I’ messages are non-evaluative as they are assertive statements that focus on sending a clear message about the effect of a negotiation rather than blaming, or evaluating, another person. ‘I’ Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

messages are used as a way of sharing emotions and letting others know how their behaviour is perceived and how it affects you. People can express their needs and wants with an ‘I’ message. It shows their personal involvement plus a willingness to share their feelings. It also lets them own their own reactions. Refer to Chapter 2 for more detail on ‘I’ messages. 3b Outline the type of listening most suited to conflict management and resolution. People involved in conflict resolution should listen actively and with empathy. Empathy can help the listener tune into the content and feeling aspects of the message and also help the individual identify his or her own feelings. Probing questions complemented by empathic listening can challenge and encourage all parties in a conflict to communicate openly and honestly. Refer to Chapter 2 for a more detailed discussion of active listening. 3c What is the purpose of reframing questions? The purpose of reframing is to create a definition of the cause of the conflict that is acceptable to both parties. It increases the potential for win-win situations. It refers to the way that the conflict is described or a proposal is worded. Effective reframing avoids value-laden language, rephrases strong positions or demands, and removes any bias or judgement. 3d Identify strategies that keep feedback behavioural in a one-to-one difficult conversation. Some strategies to use in one-to-one difficult conversations are: • • • •

Speak directly and calmly with the other person, noticing body language and tone. Soften the conversation using ‘I’ statements to avoid blame and defensiveness. Listen well without interruptions, and check for understanding. Be solution-focused, but remember the value of the relationship as you work through the problems one at a time.

3e How does the ‘bad-news sandwich’ help to avoid defensiveness? The ‘bad-news sandwich’ is useful in a difficult conversation. The slices of ‘bread’ in the ‘sandwich’ include positive words of praise, while the ‘filling’ in the middle deals with the heart of the matter. The ‘bad-news sandwich’ presents some good news first, then unemotionally delivers the bad news and then uses a positive statement as reinforcement.

Mediation Learning Objective 4.5: Discuss the role of mediation in resolving deep-rooted conflict

Review Questions 4.5 1a Define the term ‘mediation’. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

‘Mediation’ is a facilitated negotiation in which an impartial third party, the mediator, helps disagreeing parties move to an agreement. 1b Describe what a mediator does. Mediation involves introducing an impartial third party, the mediator, with the skills to listen and not take sides in a dispute. The mediator keeps the parties focused on the issues and moving towards an agreed solution to the problem in a safe and neutral environment. 2 Briefly discuss the four steps in the mediation process. The four steps in the mediation process are: open, establish, move and close. Refer to Figure 4.7 below for a description of each step.

3 Identify five common pitfalls in formal mediation. Only five need to be discussed; however, Marcil and Thornton (2008) identified 15 common reasons for the failure of mediation: A. an inappropriate mediator has been chosen to mediate the dispute B. the disputants do not have a commitment to resolve the dispute C. mediations are ordered by the court Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

D. the mediator, attorneys or disputants fail to adequately prepare for the mediation E. the mediation statements, positions and interests are not fully developed, complete and disclosed to the mediator prior to the mediation F. the mediator, attorneys and disputants fail to anticipate potential issues that may result in impasse and discuss rules or methods to address impasse before it occurs G. there are settlement conferences scheduled after the mediation H. mediation is premature in that there are outstanding discovery issues, records review, investigation or pending motions with the court I. a previous offer was made by a representative and exceeds the settlement authority given to the attorney at the mediation J. the claimant increases the demand at the mediation K. in cases where there are multiple defendants, the disputants fail to consider contribution issues prior to the mediation L. in cases where insurance companies or other third-party payers are involved, the plaintiff fails to consider and address subrogation issues before the mediation M. the parties present at the mediation do not have sufficient settlement authority N. the person or persons with settlement authority fail/s to attend the mediation O. there is a failure to properly document a settlement in mediation.

Apply Your Knowledge Work individually 1a Briefly describe the four negotiating strategies. Any attempt to negotiate and reach agreement must consider the differences between, and results from, these four strategies: • win–win strategy • win–lose strategy • lose–win strategy • lose–lose strategy 1b What is the likely outcome from each? In a win–win strategy, both parties aim to integrate their aims and goals to achieve a mutually agreed settlement. Both parties are satisfied. In a win–lose strategy, one party is satisfied and one is dissatisfied with the settlement negotiated. In a lose–win strategy, one party withdraws or makes too many concessions, while the other party wins. In a lose–lose strategy, both parties are dissatisfied with the negotiated result. 2 Your senior manager says: ‘We maximise our shared resources by being collaborative.’ Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2a What does your manager mean by this statement? Collaboration results when people cooperate to produce a solution satisfactory to both. It helps interpersonal relationships and allows new ideas to be explored. Permanent solutions and commitment to these solutions result. 2b How do you determine when to use collaborative negotiation strategies in a commercial environment? Collaborative negotiation strategies can be used when a win-win outcome is desired. However, collaborating is time-consuming and each party needs to have negotiation skills to be able to participate in a collaborative negotiation style. Both the advantages and disadvantages of using a collaborative negotiation strategy should be considered in a commercial environment. 2c What factors would persuade you to: • steer clear of negotiation altogether? • aggressively achieve your goals through competitive negotiation? • accommodate the needs of the other party and exclude your own needs? • compromise some of your needs and some of the needs of the other party? • collaborate to satisfy all needs of both parties? This activity draws on personal experience and responses will vary.

Work in groups 3 In pairs, discuss the following scenario. Assume the chairperson and secretary of a company’s workplace quality meetings are having difficulty managing conflict in the meetings. Some of the sources of conflict are: • unclear expectations of the meeting’s purpose • competing goals and competition for limited resources • differences in expectations and perception of ‘whose job it is’ • non-assertive behaviour and aggressive behaviour by some members • preconceived opinion of ‘who knows best’ and who has the power. 3a Discuss the various sources of conflict. 3b For each source of conflict, list the appropriate strategies to manage the conflict in a positive and constructive way. This will yield a range of responses. 3c How can reframing and the establishment of ground rules help the chairperson to work through the issues in a meeting? The reframing process enables the parties in a conflict to: • understand the underlying causes of the conflict • understand each other’s point of view Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• think about solutions that will work for both sides. 3d It has been said that conflict management should be sufficient to ensure that meetings remain harmonious but loose enough so that members can present opposing views. Referring to the process in the flow chart in Figure 4.1, explain how the chairperson and the secretary can address the conflict without stifling ideas and differing opinions? The flowchart includes many opportunities to collaborate to further mutual understanding when there is a lack of agreement. For example, if two parties cannot agree on a negotiation approach, then the flowchart encourages them to re-define the issue and then work towards a negotiation approach again. Moreover, if there are barriers or obstacles at a later part in the negotiation, then this directs the parties to understand and work together to overcome barriers or obstacles. 4a Discuss attitudes that are common to mediators who are effective in both informal and formal mediation. Successful mediators should be objective and support both sides, whatever their point of view; should be supportive and provide a non-threatening environment where both parties feel safe to open up; should not judge; should steer the process but not the content, by using astute questioning and resisting advising, while encouraging suggestions from both parties; and work towards a win–win situation. 4b The success of mediation depends on the parties communicating effectively with each other concerning the dispute. Brainstorm and list skills that enable the parties in a mediation to affirm, acknowledge and explore the problem. Answers will vary. 4c Develop a list of tips on skills you can use in a mediation to respond to someone who has complained or verbally attacked you to: • let them know you have taken in what they are saying • defuse the strong emotion • redirect discussion to focus on positive possibilities. Answers will vary.

Activities and questions Work individually 1a Over the next four weeks, keep a journal of your negotiations. The purpose of the journal is to: • reflect on your role and what you did throughout the negotiation Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• decide what you should be aware of as you engage in future negotiations. 1b Identify in the journal: • what the negotiation was about • how it was negotiated • who was involved and their role • what was the outcome. 1c Reflect on your entries to decide: • how well you negotiated each issue • what you will do differently next time • what your greatest strength is in a negotiation situation. 1a-1c: Personalised answers required. 2 In an essay, analyse the five conflict-handling styles identified in Kilmann and Thomas’s model (refer to Figure 4.3). In your answer, highlight the impact of the two dimensions— concern for self and concern for other—on the conflict-handling style of negotiators. Explain the benefits of endeavouring to maximise value for both parties, all other factors being equal. Personalised answers required. 3a Research two contrasting approaches to negotiation: competitive positional-based negotiation and problem-solving interest-based negotiation. 3b Write a report that compares and contrasts these two approaches to negotiation. Include an introduction, body, conclusion and bibliography. Also include the following headings in the body of the report: • characteristics of each approach • assumptions in each approach • risks of each approach • probable impact on relationships of each approach. 3a-3b: Personalised answers required. 4 Let’s say you have had a disagreement or a misunderstanding with someone at work and you want to resolve it in a one-on-one conversation. 4a Identify the questions you would ask yourself before you engage in the difficult conversation. 4b Outline the steps you would follow through the conversation. 4c Explain how using the skills in the GRIT acronym would help you to keep the conversation focused. Personalised answers required. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

5 Review one of the current articles on the website Mediate.com at www.mediate.com. Write a precis of the article that identifies: • the key components in the mediation • the skills a mediator uses to establish a non-adversarial approach • the steps involved in the mediation process. Personalised answers required.

Work in groups 6 Assume a large national company plans to build a processing plant using the natural resources, water, locally produced primary resources and local skilled labour of a small country town. 6a Discuss the communication approaches that could be used by each of the groups below who have different and equally valid perspectives: • promoters of the processing plant • local community • local government officers • local Indigenous population • recreational fisher lobby. 6b In your discussion, decide whether the suggested approaches would avoid conflict, move through conflict or cause further conflict, and achieve positive or negative outcomes. 6c Report your findings to the large group in a short verbal presentation. 6a-6c: Personalised answers required. 7 Your team has been allocated the task of negotiating on behalf of your company with a major corporate client. The client thinks they do not need any additional software licences, but it is obvious that they are using more program software copies than they initially purchased. The team decides to hold a planning meeting one week before the negotiation meeting with the client. 7a Work together in a planning meeting to consider the many aspects of a negotiation: goals, trades, alternatives, the relationship, the consequences of winning or losing, power, possible options, solutions and the expected outcome. Discuss and note the team’s findings on each aspect in a three-column planning grid (label column one ‘Aspect of the negotiation’, column two ‘Our side’ and column three ‘The other side’). 7b Brainstorm and list the advantages of considering your own priorities and the priorities of the other party, discussing the many aspects of the negotiation and identifying what would be a good outcome for your company and the other party before you negotiate.

7c Brainstorm and list typical barriers to negotiated agreements. Choose two of these barriers and create a list of tips to help the team overcome each barrier if it arises. 7d Refer to the flow chart in Figure 4.1. Would your team recommend negotiators lock themselves into a rigid sequence throughout the negotiation or allow some flexibility in the process? Give reasons for your choice. 7e Prepare a short written report of the team’s findings and approach to the negotiation for approval by higher-level management. Include the team’s planning grid from part (a) as an attachment to the written report. 7a-7e: Personalised answers required. 8 Discuss the following scenario. The national sales manager and the financial controller hold opposing positions. The national sales manager wants open credit policies for all preferred, new and marginal customers in order to increase sales. The financial controller wants 30-day credit for preferred customers, seven-day credit for new customers, and cash on delivery for marginal customers in order to minimise bad debts. Their disagreement over credit terms has escalated from discomfort to tension. Neither manager will talk to the other. Both are avoiding dealing with the conflict. Members of the sales and finance divisions are beginning to feel some discomfort and tension because of the incidents and misunderstandings between the two managers. The general manager has instructed them to find an agreement that is acceptable to both the sales and financial divisions. 8a Work together to create a set of ground rules for appropriate behaviour by the managers as they negotiate the issue. 8b Mapping a conflict allows all parties to see the whole picture—their perception of the conflict, the other party’s perception and the issues involved. Using Figure 4.8 on the next page, develop a map of the conflict to: • define the issue • identify who is involved • list the major needs and concerns of each party. 8c Identify strategies the two managers can use to negotiate the issue, facilitate good working relationships and build an agreement that works. 8a-8c: Personalised answers required.

Case Study Escalating Conflict 1 Develop a plan of action for Tara to follow in the meeting to ensure that her approach follows the interest-based negotiation process. Answers will vary. 2 Explain how the Four Rs Method could be used to move Josh and Will out of the crisis and away from their emotional outburst. Donohue and Kolt (1992, p. 41) suggest the Four Rs Method as a communication strategy for moving out of crisis, because it helps people to move away from their emotional concerns. 1 Receive the other person’s comments without interruption and avoid defensiveness. 2 Repeat the other person’s comments as objectively as possible. 3 Request the other person’s proposed ways of dealing with the problem. 4 Review the options and decide on the best approach. 3 Ongoing constructive engagement between Josh and Will requires them to use active listening. Explain how the components in the active listening process encourage constructive engagement. The components in the active listening process allow listeners to attend to and focus on the other person, to encourage the other person, and to reflect or mirror the other person’s message. 4 Management of the conflict requires Tara to handle real and reasonable differences between Josh and Will. Explain the strategies that are likely to make Tara’s approach effective. Answers will vary.

Chapter 5: Intercultural Communication The Process of Intercultural Communication Learning Objective 5.1: Discuss enculturation, acculturation, ethnocentrism and cultural relativism, and describe the characteristics of high-context and low-context cultural styles

Review Questions 5.1 1a What do you understand by the term ‘intercultural communication’? Intercultural communication refers to the circumstances in which people from diverse cultural backgrounds engage in communication. It is the process of sharing of meanings between individuals of different cultures. It requires an understanding of one’s own culture as well as of the cultures of others. Intercultural communication is not just communication between people from different countries. It is the interaction between members of groups that differ from each other in the knowledge shared by their members and in their linguistic forms of symbolic behaviour. 1b What is the relationship between culture and communication? The relationship between culture and communication focuses on individuals and companies needing to know how best to: interact across national and cultural boundaries; manage the diversity of their colleagues and staff and communicate with a variety of individuals and customers from different backgrounds. An understanding of theories of cultural communication and a willingness and ability to apply them in business will enable people to transcend cultural difficulties. 1c What is your understanding of the term ‘cultural grooming’? Samovar and Porter (1991, p. 51) focus on the specific areas of cultural grooming in their definition of culture as ‘the deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe,

and material objects and possessions acquired by a group of people in the course of generations through individual and group striving’. 2a List the main features of your macro-culture. Personalised answer required. 2b Identify at least three features of your micro-culture. Personalised answer required. 2c Define the terms ‘enculturation’ and ‘acculturation’, and explain how they differ. Enculturation refers to the conscious and unconscious process of learning and absorbing one’s culture. Acculturation is the process of adjusting to a new host culture by adopting its values, symbols and/or behaviours. 3 Ethnocentrists view their culture as the ‘central’ culture. How can we counter ethnocentric beliefs and develop awareness of cultural relativism? The term ethnocentrism describes the tendency to interpret the actions, customs, values, religion, codes and behaviours of other people by using one’s own culture as a guide. Thus, ethnocentrists view their culture as the ‘central’ culture and, in interacting and communicating with members of different cultures, tend to use their own cultural norms as the central point of reference. They tend to make no effort to look beyond their own culture or try to understand other cultures. While it may be natural to hold the belief that one’s culture is important, and even hold ethnocentric views to some degree, to contend that one’s culture is superior to others, or to demonstrate unreasonable ethnocentric behaviour, is bound to impede intercultural communication and lead to intercultural misunderstanding, tension and conflict. The concept of cultural relativism is the opposite to that of ethnocentrism. It is acceptance of the belief that each cultural group has its own set of values, behaviours and symbols and its own code of right and wrong, which are relative to that group. Cultural relativism recognises that there are differences in the way people from different cultures perceive, receive, interpret and respond to ideas and situations. It also recognises that, because of the differences, there is no one designated right or wrong set of behaviours. Cultural relativism accepts that what may be considered right and valid in one culture may be frowned on in another culture. Beamer and Varner (2001) regard this acceptance and understanding of cultural differences as the first step to effective intercultural communication.

4a Describe the characteristics of a high-context culture. The characteristics of a high-context culture are high sensory involvement with high-contact touch behaviour and close proximity due to low personal space needs. The message conveys only a limited portion of the meaning in what is said. How and where the message is being said, and nonverbal communication, play equally important roles. Time sense is polychromic in that things happen simultaneously—things proceed at their own pace. Refer to Table 5.1 (shown in answer 4b below). 4b Describe the characteristics of a low-context culture. The characteristics of a low-context culture are low sensory involvement with low-contact touch behaviour and high personal space needs. The words of the message explicitly convey meaning and nonverbal cues have less impact. Things happen one at a time and in sequences and planning and punctuality are important. Refer to Table 5.1.

4c Discuss the challenges facing a manager who moves from an organisation with a highcontext culture to one with a low-context culture. Key challenges facing a manager moving from a high- to low-context culture include how to manage different perceptions due to different experiences, attitudes and beliefs that people from different backgrounds hold. Problems in intercultural communication can occur because of different ways of thinking and different verbal and nonverbal behaviours between cultures.

The Relevance of Cultural Components to Intercultural Communication Learning Objective 5.2: Discuss components of culture relevant to intercultural communication and identify causes of communication barriers in intercultural communication

Review Questions 5.2 1a Briefly describe the relationship between language and culture. Language and the meaning of words learned within a culture reflect that culture’s values and shape its members’ view of the world. The way language conveys meaning and the precision of the message varies between cultures. Selection of the right words can have a significant impact on the quality of the intercultural communication: for example, the degree of formality that is important in high-context cultures. 1b Identify three classes of nonverbal communication. Nonverbal communication can be classified as: • relational nonverbal—to explain our relationships with others • status message—indicating our power position to others • deceptive nonverbal—whether a person’s nonverbal cues reflect lying or deception. • 1c Give examples of nonverbal communication codes and describe how they vary between cultures. Nonverbal communication codes include body movements; eye contact; facial expression, paralanguage, proxemics, chronemics, silence and artefacts. Paralanguage such as accent, intonation and tempo are more cultural than universal. Proxemics does, however, vary between cultures. Silence and eye contact are both more cultural than universal. 1d Identify the two dimensions of power within a culture (Loden & Rosener 1991) and describe how these dimensions may differ between cultures. The primary dimension of power is more permanent and relates to gender, race, age and sexual orientation. The second more changeable dimension includes educational background, socioeconomic status and marital status. 2 How can knowledge of the anxiety and uncertainty management model improve our understanding of the impact of cultural differences on intercultural interactions? The anxiety and uncertainty management model suggests intercultural encounters are often characterised by high levels of uncertainty and anxiety, particularly when cultural variability is high. Knowledge of this can improve understanding of the impact of cultural differences on

intercultural interactions as intercultural communication is enhanced by the ability to manage anxiety and reduce uncertainty about self and others in the interaction. 3 Cultural stereotyping is a common practice. What are some of the reasons for stereotyping? How can this practice be changed or minimised? Stereotypes come from the natural linguistic tendency to organise phenomena into meaningful categories. In a human social context, stereotyping involves accepting widely held belief systems about particular groups that are usually detrimental to intercultural understanding and communication. Prejudice is pre-judging with little or no information and creates a negative attitude towards a cultural group. Discriminatory behaviours result from stereotyping or prejudice. Discrimination involves overt actions by nations, institutions, groups or individuals to exclude, avoid or distance another cultural group. Stereotyping occurs when people ascribe characteristics observed in an individual or small group from a particular cultural group to the entire cultural group. Stereotypes come from the natural linguistic tendency to organise phenomena into meaningful categories. It can be countered through an understanding that cultures are pluralistic and dynamic and that generalisations are usually erroneous. This practice can be reduced by exposure to positive experiences and contact with those people a group is prejudiced against. 4 List five barriers to intercultural communication. How can these barriers be overcome? Barriers to intercultural communication include: • Linguistic barriers (intonation, colloquialisms, accent) • Cultural barriers (attitudes, values, beliefs) • Perceptual barriers (stereotyping, prejudice) • Experiential barriers (attitudes, values, beliefs) • Physical preferences (personal space, use of time, comfort needs) • Emotional barriers (negativity, stress, uncertainty) The first step to overcoming these barriers is to develop an awareness of them and avoid intercultural confusion and tension by not engaging in ethnocentric behaviour, but instead by promoting mutual understanding and respect. 5 Explain how ambiguity in intercultural communication can be counterproductive. Ambiguity can be counterproductive as people tend to respond with a ‘default conflict style’. Language issues and different orientations to conflict and conflict-management styles raise further challenges and can complicate intercultural discord.

Apply Your Knowledge Work individually 1 Reflect on your own culture. 1a Identify some of the key characteristics of the dominant culture to which you belong. Consider commonly held values, beliefs, attitudes, behaviours (social and business), codes of dress, languages spoken, religions and communication styles. Answers will vary, but could include such key components of culture as arts, beliefs and institutions (macro level) and attitudes, beliefs operating within a group, organisation or a nation (micro level). Cultural components include experiences, backgrounds, language (verbal and nonverbal). 1b What aspects of your dominant culture do you value most? Answer: Personalised answer required. 1c What are some of the commonly held perceptions and misperceptions about your culture, and why have these arisen? Answer: Personalised answer required. 2 The importance of business cards varies from culture to culture. Liam Brown, senior executive with HoneyBest Pty Ltd, an Australian honey producer and distributor, is keen to negotiate a licensing agreement with Anon, a company in Chongqing City, China. Liam arrives on time for his appointment with Anon’s senior managers. After shaking hands with each of the managers he points to where each manager should sit and casually places his business card on the table in front of each of them. Anon’s senior managers are offended. Liam has made a special effort to plan and prepare for this important meeting and cannot understand why the managers are so aloof. What is the basis of the misunderstanding and how could it have been avoided? Answer: Perception of power serves as the basis for this misunderstanding. Liam is directing his managers, who have more hierarchical power than he does in this context, and this would be considered disrespectful in China. This could have been avoided had Liam asked his senior managers for their feedback on how he planned to run the meeting, or had waited for one of them to suggest that they begin the meeting.

Work in groups 3a What do you consider to be the key components of culture? 3b Using these components, write down a definition of culture. 3c In pairs or small groups, compare definitions and identify similarities and differences. 3d Suggest explanations for these similarities and/or differences. Answer: 3a–3d: Personalised answers required. 4a Consider the class in which you are studying. Identify culturally different groups based on ethnicity and/or other characteristics, such as gender, age, religion, education, occupation (or part-time occupation, if you are a full-time student). 4b Develop a profile and understanding of the diversity in your class and the range of cocultural groups. 4c Discuss similarities and differences within the groups, and why these differences exist. Consider the impact of the differences, how they could be managed to facilitate crosscultural understanding and the implications for intercultural communication. Answer: 4a–4c: Personalised answers required.

Comparative Value Dimensions Learning Objective 5.3: Discuss the implications of comparative value dimensions for intercultural communication

Review Questions 5.3 1a Consider Hofstede’s research into cultural differences in the workplace. What are the four main dimensions on which he identified cultural differences? The four main dimensions of Hofstede’s research into cultural difference are: power distance; individualism/collectivism; uncertainty avoidance; and masculinity/femininity. 1b How has the research contributed to the understanding of cultural diversity in the workplace? Hofstede’s research has demonstrated the influence of culture on the communication process. It is a comprehensive framework for understanding cultural differences in multinational organisations and for identifying the nature and extent of diversity in today’s complex workforces. 2 Discuss factors that impact on uncertainty in intercultural encounters. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Uncertainty in intercultural encounters is impacted by the fact that behaviour is context specific. For anyone engaging in intercultural communication, the interaction occurs in context. As well as the physical and social setting, the context also includes economic factors, historical factors and perceptions of power. Perceptions of any of these factors vary from culture to culture and have an impact on intercultural communication. 3 Discuss the advantages global organisations gain from understanding the dynamics of different cultures and intercultural communication. Global organisations can benefit by learning how different cultures negotiate in accordance with the norms of their culture. This will assist global business managers to improve their understanding of cultural differences and cope with workplace diversity.

Intercultural Communication Competence Learning Objective 5.4: Describe the characteristics of intercultural communication competence and evaluate strategies for developing intercultural competence

Review Questions 5.4 1a Outline the priorities in the culture-general approach to culture learning. The priorities in the culture-general approach to culture learning are the development of cultural awareness and sensitivity and issues of diversity. This includes being alert to differences in communicating styles and intentions and in the interpretation of meanings. It requires the development of behavioural flexibility, the development of an ‘other-orientation’, and taking responsibility for communication by avoiding assumptions. 1b Discuss the limitations of the culture-specific approach. The culture-specific approach to culture learning focuses on acquiring specific knowledge (or ‘information’) about the ‘other’ culture. The limitations of this are that it does not provide an indepth understanding of the people and the culture, nor does it provide for long-term intercultural learning. 2 Briefly explain the dimensions in the pyramid model of intercultural competence. The four dimensions of intercultural competence identified in the pyramid model of intercultural competence, Deardorff (2006), are requisite attitudes that form the basis of knowledge, comprehension and skills that lead to the desired internal outcome of an informed frame of reference and the desired external outcome of appropriate behaviour and communication. Refer to Figure 5.3 for an example of the pyramid model.

3a Define the term ‘diversity’. Diversity refers to the way people are different—gender, age, language, ethnicity, cultural background, sexual orientation, religious beliefs and family responsibilities. 3b What are the business benefits of diversity? The business benefits of diversity are access to new ideas, new ways of thinking, language skills, cultural knowledge and understanding; increased networks, knowledge of business practices and protocols in overseas markets and intelligence about potential markets. The broad range of ideas and insights brought by diversity may increase motivation and job satisfaction, retention of staff and innovation. 4a Explain how an understanding of one’s own cultural norms, values and beliefs, and those of people from different cultures, improves intercultural communication competence. Intercultural communication competence can be improved by understanding the factors influencing cultural norms and values—learning basic facts and information about the new culture; developing an awareness and sensitivity, behavioural flexibility and an ‘other orientation’. Competent intercultural communicators adapt to perceptual elements, patterns of cognition, verbal behaviour, nonverbal behaviour and the influence of context in business. Adler (2002) advocates standing back from oneself, developing self-awareness by assessing one’s own Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

behaviour and questioning perceptions one may hold of people from different cultures, and then developing greater awareness of those other cultures. 4b Discuss three characteristics of effective intercultural communicators. Three characteristics of effective intercultural communications are developing cultural awareness and sensitivity; behavioural flexibility; and an ‘other orientation’. These can assist with increasing acceptance and understanding of cultural differences.

Apply Your Knowledge Work in groups 1 This exercise looks at cultural differences in the workplace and at the implications for interpersonal relations and cross-cultural management. Work in pairs or groups of four or five. (Try to ensure you have members from different cultural backgrounds.) Discuss differences in attitudes to work, relationships between senior and junior staff in the workplace (power distance), women in the workplace (masculine and feminine values), and competitive and cooperative practices (individualism and collectivism). How different are your attitudes, values and experiences? How do the differences impact on interpersonal and intercultural relations and communication in the workplace? Discuss strategies for managing these differences. Answer: Personalised answers required. 2 This activity considers how we achieve cultural competence. Identify at least five competencies that you regard as relevant for working and communicating across cultures. Explore the different levels of competence among members of the group. Find out: 2a How many members have lived or worked in another culture, and for how long? What have they learned about the culture? Has the experience changed perceptions they may previously have held? 2b How many group members speak a second language? Has their language competence proved to be useful in intercultural interactions and communication? Has it been a ‘fun’ experience communicating in a second language? 2c To what degree do members feel comfortable/uncomfortable when interacting with people from cultures that are different from their own? What are some of the areas of uncertainty and cultural confusion? What are some of the areas of synergy? 2d What have been some of the exciting experiences in intercultural interactions? What have been some of the more frustrating and challenging experiences? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2e What are some of the successful strategies (culture-general or culture-specific) that members have used to gain intercultural competence? Answer: 2a–2e: Personalised answers required. 3a Analyse the pyramidal structure of Deardorff’s model of intercultural competence. 3b Brainstorm and list typical barriers to the achievement of the pyramid’s desired external outcome. 3c Choose three of these barriers and suggest strategies that enable an individual to attain the desired outcome of an informed frame of reference or filter shift in intercultural communications. 3d Report your findings to the large group in an oral team presentation. (Refer to Chapter 17 for more on oral presentations.) Answer: 3a–3d: Personalised answers required.

Activities and Questions Work individually 1 Describe an incident you have experienced, witnessed or read about that involved miscommunication between people from different cultural groups. Suggest reasons for the miscommunication and ways in which it could have been avoided. Answer: Personalised answers required. 2 View the websites of two Australian companies that have gone global: Amcor at <https://www.amcor.com/> and QBE Insurance at <https://www.qbe.com/about-qbe>. 2a What features do the sites have in common? 2b How do these companies engage and meet the needs of a culturally diverse audience? 2c What barriers (if any) might either site create or reinforce? Answer: 2a–2c: Personalised answers required. 3a Choose a specific country with which you are not familiar, such as China, South Africa, India, Vietnam, Dubai, Canada or Brazil. 3b Research the culture of this country. 3c Write a brief summary of what an Australian manager would need to know about the five cultural dimensions—universalism versus particularism; individualism versus communitarianism; neutral versus affective; specific versus diffuse; and achievement Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

versus ascription—identified in the major study conducted by Trompenaars and Hampden-Turner (1997) to liaise successfully in that country. Answer: 3a–3c: Personalised answers required.

Work in groups 4 ‘Conscious learning is the easier to see and explain. In its simplest form it involves the ingredients of our culture that we were told about or that we read about.. . . However, it is at the second level of learning, the unconscious level, that we learn the bulk of what we call culture’ (Samovar & Porter 1991, p. 56). In groups of three, discuss these comments, referring to your own experiences of culture learning. Answer: Personalised answers required. 5 This activity identifies cultural norms and values, and analyses the impact of differences on intercultural communication in social and business contexts. Find a partner from a cultural group different from your own. Exchange information about elements of culture that are important to both of you (work, family, study, relationships, status, money, marriage). How different are your beliefs, attitudes and value systems? Are you able to understand and appreciate the differences? Use Hofstede’s cultural dimensions of individualism/collectivism, power distance, uncertainty avoidance and masculinity/ femininity to facilitate understanding. Answer: Personalised answers required. 6 In small groups of three to five, discuss the following scenarios. Comment on the cultural confusion or misunderstandings that could arise, and consider strategies for managing the situations. 6a Vincent Choy is a Singaporean manager in an American-owned multinational enterprise in the petroleum industry. He is extremely well educated, having studied and trained in management in Australia, the US and Singapore. His written and spoken communication skills are of a high standard. He is very concerned about what he sees as the poor standard of written communication in the emails he has been receiving from his colleagues in the US. He regards their informal style, the colloquial language used, the abbreviations and the ‘over-friendliness’ as unprofessional and inappropriate for business communication. Is there a basis for his concern? Answer: Yes, formality in language are important in high-context cultures.

6b Greetings between friends, family members and colleagues vary from culture to culture. John Langley is a friendly Australian businessman who is new to conducting business in Asian countries. He is eager to impress his customers and, when introduced to a group of Malaysian businessmen and women, firmly shakes hands with them. In greeting Lee Ng, a female member of the group, he gazes directly at her and shakes her hand, holding on to it a little longer while making polite enquiries about her business background. He continues greeting the rest of the group, unaware of Lee Ng’s discomfort. Was his manner of communication appropriate, and what assumptions had he made? Answers will vary, but students may discuss the fact that John assumed his physical preferences with respect to intercultural communication were the same as Lee’s physical preferences, which may be an incorrect assumption as physical preferences—personal space, touch, etc.—can be a barrier to intercultural communication. 6c In negotiating business deals, Westerners tend to focus on setting agendas and achieving outcomes in a given time frame, while in many other cultures, such as in Asia, business negotiations move at a much slower pace, with a focus on getting to know the person first. Sue Salamander represents a large multinational corporation based in Australia. She is instructed by her parent American company to conclude a major business deal during a brief visit to Taiwan. To make the most of the short time available, she insists on conducting business negotiations during lunch and dinner. Are her actions appropriate in this context? Could she, or should she, have taken a different approach? Answers will vary, but students may discuss that these actions may not have been appropriate, as Sue used meals—often viewed as times of socialization—for business and did not take the time to properly get to know the others involved, which would have built trust and respect.

Case Study Adjusting Managerial Style 1 Describe aspects of Mark’s behaviour and communication that were inappropriate. Mark pushed for decisions quickly and did not engage in a lengthy, consensus-building process in order to make decisions. 2 Referring to a checklist is one way in which Mark acquired a more culturally informed frame of reference. Outline other methods Mark could use to become more culturally aware. Answers will vary. 3 Japan is a typical ascription culture. Write a brief note for Mark: Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• detailing the characteristics of an ascription culture • commenting on the likely changes in his behaviour following incorporation of the three tips above into his management style. In ascribing cultures: • status comes from age, gender, kinship, education, connections • status is gained by right, rather than by daily performance or seniority • order and security is found in knowing where status is and stays.

Chapter 6: Communication Across the Organisation The Role of Organisational Communication Learning Objective 6.1: Discuss the role and purpose of organisational communication

Review Questions 6.1 1a Define the term ‘organisational culture’. Give examples of how culture is communicated. Organisational culture is a system of shared values, assumptions, beliefs and norms that unite members of an organisation. It is communicated by the value placed on initiatives; how ideas are encouraged; how the organisation approaches risk—is it rewarded or tolerated; what rules and regulations are used to control employee behaviour and how work activities are organised (teamor individual-based). 1b Why do cultures vary between organisations? Cultures vary between organisations as they are based on learned stories, material symbols, language and rituals. ‘These stories anchor the present in the past and provide explanations and legitimacy for current practices’ (Robbins, 2008). An established organisational culture is sustained through selection practices, the actions of top management, socialisation and communication. 1c Identify three levels of culture and provide an example of each. Edgar Schein (1992) identified three levels of organisational culture: artefacts—or surface level— such as physical layouts and dress codes; espoused values—or middle level—that represent conscious organisational strategies, goals and philosophies; basic underlying assumptions—or the deepest level of culture—evident in automated responses and unconscious perceptions or opinions. An understanding of this deepest level promotes understanding of relationships and

why things happen. Analysis of organisational cultures gives an insight into the impact these factors have on the ability of staff to respond and communicate. 2a Identify the six components of the cultural web. The cultural web model (Johnson 1992, p. 31) suggests that the culture of an organisation comprises six elements: (a) the organisational structure, (b) power structures, (c) control systems, (d) symbols, (e) stories, and (f ) rituals and routines. 2b Give an example of an Australian sporting ritual and a business ritual. Answers may vary. A useful example of an Australian sporting ritual is the Melbourne Cup, given many businesses honour the tradition of stopping work to watch the race. Business rituals may include any behaviour associated with promotion, assessment and reward (such as Employee of the Month). 2c What is the purpose of rituals? The purpose of rituals is to reinforce or change an organisation’s culture. 3a Define the term ‘organisational communication’. Organisational communication is communication that occurs between members of the same organisation. The communication flow may be vertical, diagonal or horizontal, formal or informal. 3b Discuss three purposes of communication in an organisation. The three main purposes of communication in an organisation are control, motivation and balancing the needs of the organisation and its people. Managing knowledge is also identified as a purpose. 3c Complete this sentence: ‘Organisational communication matters because . . .’ Answers will vary.

Organisational Communication Channels Learning Objective 6.2: Describe formal and informal communication channels

Review Questions 6.2 1 Distinguish formal and informal communication channels. Give examples of each. Formal communication channels convey official approved information such as organisational policies. Informal channels are links between individuals and sections that bypass the official/formal structures. They may include telephone conversations between managers to Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

smooth the way for a committee decision. Formal structures are generally more complex; more highly structured; have more formal downward communication channels and more centralisation. Informal structures are less complex, more conducive to horizontal and upward communication, and are more flexible and more responsive to the needs of employees. 2 Discuss problems arising from formal organisational communication. If an organisation is too highly structured and the communication networks too formal, there is a possibility that downward flowing information will become distorted as it flows through the layers. Further, if communication primarily flows in one direction, the distance between the highest and the lowest levels increases and the paradox of ‘Knowledge is power and the boss is the last to know’ becomes a reality. 3a Define the term ‘informal communication network’. An ‘informal communication network’ is a communication link between individuals and sections that bypasses the formal structures of the organisation. 3b Describe four types of informal networks within an organisation. Four types of informal network are the single strand; the gossip chain; the probability chain; and the cluster chain. • The single strand network consists of a long chain of people who each pass the message to the next person. It is the least frequently used method. • • •

The gossip chain is one person arbitrarily telling all the others. This is also used infrequently. The probability chain is another way of passing information along on a random basis, with one person arbitrarily telling another person, who then tells one or two others and so on. The cluster chain is the most commonly used network, where one person tells two or three people, who in turn keep the information to themselves or pass it on to two or three others.

3c Describe the characteristics of the grapevine. The grapevine describes the way gossip travels through the organisation. It is generally perceived by employees as being more believable and reliable than formal communication from senior management.

Apply Your Knowledge Work individually 1 In a short written note: 1a Discuss the factors that maintain and determine an organisation’s culture. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: Factors that maintain and determine culture include how leaders and managers communicate with their team members; the value placed on individual initiative; and how management takes into account the impact of decisions and outcomes on people in its organisation. 1b Describe how culture is learned and communicated across an organisation. Culture is learned and communicated through the recruitment and selection process, through socialisation of entry and through the founder’s own behaviour and actions (how their values, beliefs and assumptions are communicated with the team). 2 As department head, your task is to write a briefing note for the person promoted to team leader within your department. In your briefing note: 2a Explain the purpose of four formal communication channels. Answer: Responses will vary but they should be consistent with information in Table 6.4 (shown below), for the purpose of the four formal communication channels (downwards, upwards, lateral or horizontal and diagonal).

2b Explain the purpose of informal communication networks.

Answer: Informal communication networks are communication links between individuals and sections that bypass the formal structures in an organisation. 2c Discuss the purpose of the grapevine. Answer: The grapevine is the way gossip travels through the workplace. People rely on the grapevine when communication from management is limited, when they feel threatened and insecure or when there is pending change.

Work in groups 3 Recall a time when communication between you and another person broke down in an organisational context. Share your memory of this situation. 3a Discuss and compare the barriers to communication in each situation. 3b Identify where these happened in the formal or informal organisation. 3c Discuss the consequences of the communication failure. 3d Suggest ways in which your communication skills could have been used more effectively. 3e How could the organisation have promoted more effective communication? Answer: 3a–3e: Personalised answers required. 4a Contrast the type of information and knowledge that is communicated through vertical and horizontal channels of communication. Answers will vary. 4b Give examples of the types of communication used in vertical channels and horizontal channels of communication. Answers will vary. 4c Explain the role of lateral communication. Answer: The role of lateral communication is to save time, facilitate coordination and expedite action. Lateral communication channels are often created to short-circuit the hierarchy imposed by vertical channels.

Organisational structures Learning Objective 6.3: Differentiate between formal and informal organisational structures, and explain the impact of different structures on organisational and interpersonal interactions

Review Questions 6.3 1 Define the terms ‘complexity’, ‘formalisation’ and ‘centralisation’, and discuss the impact of a high level of each on the flow of communication in an organisation. Complexity relates to the number of sections, departments, individual job functions and titles in an organisation. Formalisation relates to the existence of firmly structured lines of communication, authority and control. Centralisation refers to the degree of decision-making power located at the highest level. A high level of all three in an organisation leads to a more formalised and centralised communication flow. See Table 6.5 for features and descriptions of complexity, formalisation and centralisation.

2 Identify and define six types of organisational structure. Six types of organisational structure: • Bureaucratic: characterised by division of labour; defined hierarchy; detailed rules and functions • •

Simple: Few levels of management; staff communicate directly with managers and have more autonomy than in a bureaucratic structure Matrix: hierarchical; functional; departmentalised where people report through two chains of command

• •

Knowledge management: comprise knowledge groups or teams of knowledge workers Boundaryless structures: are organic with communication flowing through predominantly

•

horizontal channels of communication Network structures: contract out many functions to other independent firms and coordinate and communicate through IT networks.

3 Contrast the features of a typical formal organisational structure and a typical informal organisational structure. A formal organisational structure is characterised by three important features: complexity, formalisation and centralisation. Relationships within the formal organisational structure are clearly defined, with each member knowing what is expected of them and the tasks to be performed. An informal organisational structure comprises communication links or networks not formally recognised or legitimised. These informal links operate separately from the official lines in the formal structure and arise spontaneously between members as a result of the behaviour pattern of individuals.

Formal Small Group Communication Networks Learning Objective 6.4: Describe the patterns of interaction in small group networks

Review Questions 6.4 1 In which type of organisational structure would you expect to find: • a chain-of-command small group network • a wheel small group network • an all-channel small group network? The chain-of-command network allows information to be passed in a hierarchical formation. Communication follows formal lines rigidly to pass information from one person in the line of authority to the next employee above or below that person. The wheel network facilitates leader emergence and appears in an organisation where communication flows through a central person, such as a supervisor. The all-channel small group network allows all group members to communicate actively with each other. This can lead to high member satisfaction and is likely to occur in a decentralised organisation. 2a Which network did Dawson (1996) identify as most efficient? Dawson identified the wheel pattern to be most efficient. 2b What was Robbins and colleagues’ (2008) view of the effectiveness of small group networks? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Robbins and colleagues noted various interactions, patterns and situations where certain communication is more effective, indicating no single network will best suit all circumstances. Refer to Table 6.6:

. 3 What is the purpose of network analysis? Network analysis identifies patterns of interaction, cliques and the connectedness and openness of groups. This provides a picture of the patterns of interaction that define an organisation’s communication structure.

Strategies for Improving Organisational Communication Learning Objective 6.5: Discuss strategies that can improve organisational communication

Review Questions 6.5 1 Identify strategies that organisations can use to improve the flow of communication, amount of communication and accessibility of key personnel. To improve the flow of communication, amount of communication and accessibility of key personnel, organisations may adopt an organic structure where low formalisation exists, horizontal communication and coordination are used and participative decision making is a key focus. 2 How can traditional structures build strong horizontal channels of communication? Traditional structures can build strong horizontal channels of communication through the use of structures based on business functions rather than status. 3 How do digital workplaces improve organisational and team performance? A digital workplace integrates organisational technologies such as email, instant messaging, social media, virtual meeting tools, and human resource and accounting applications to allow Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

employees access through mobile smartphones, tablets, laptops or desktops. Knowledge sharing, collaboration and productive relationships across the organisation enhance efficiency, innovation and growth. Work group interactions on virtual workspaces build closer relationships between different departments such as finance, customer support, and research and development. 4 What is the purpose of addressing emotional intelligence in an organisation? Emotional intelligence (EI) is the capacity to reason with emotion. Organisations need to address how EI contributes to organisational and team effectiveness. 5a Identify three conditions essential to group effectiveness. Druskat and Wolff (2001, p.178) found three conditions essential for a group’s effectiveness: trust among members, a sense of group identity and a sense of group efficacy. 5b Briefly explain how emotionally intelligent norms can lead to better team outcomes. To be most effective, teams need to create emotional intelligence (EI) norms—the attitudes and behaviours that eventually become habits—that support behaviours for building trust, group identity and group efficacy (the three conditions essential for group effectiveness).

Strategies for Addressing Unacceptable Behaviours Learning Objective 6.6: Outline strategies to address and minimise the emergence of unacceptable behaviours within an organisation

Review Questions 6.6 1a How do outdated assumptions and stereotypes disadvantage an organisation? Career progression that is blocked because of outdated assumptions and stereotypes of any group women, immigrants, youth or mature workers wastes the talents of that group, limits the number of applicants for employment and promotion, and does not reflect diversity in society. 1b Briefly discuss three strategies to minimise or eliminate systemic discrimination. Adopting innovative work practices, promoting family-friendly workplaces, and increasing the status, security and conditions of flexible working arrangements can help minimise or eliminate systemic discrimination. 1c Identify, define and provide examples of three different types of discrimination.

Direct discrimination occurs when a person is treated less favourably on the grounds of a personal characteristic. An example is when a female is not promoted to a team-leader position on the grounds that male team members would not respect her. Indirect discrimination occurs when a neutral, or seemingly harmless, policy, rule or practice has a discriminatory effect against a certain group of people. An example is the restriction of the promotion to staff who are full-time and permanent. Systemic or structure discrimination occurs when patterns of rules and practices disadvantage a group while at the same time advantaging other groups. An example is gender segregation of occupations, or physical barriers in accessing a workplace for those who require a wheelchair. 2 Identify four typical signs of bullying in the workplace, and discuss the implications of bullying for the employee who is being bullied. Answers will vary, but signs of bullying include: constant criticism, unreasonable teasing, making someone the regular victim of practical jokes, pestering, spying, tampering with someone’s belongings, and more. Bullying in the workplace can lead to stress, depression, anxiety, absenteeism, unproductive work and workers’ compensation claims. 3a Describe the features of an effective complaint-handling procedure. Organisations should ensure that their complaint procedures enable complaints to be: • treated seriously and confidentially • actioned immediately in accordance with the organisation’s policies and procedures • handled in a way that ensures a person is not victimised in any way for making, or being involved in, a complaint of sexual harassment • handled in a way that ensures a person is not victimised in any way for making, or being involved in, a complaint of bullying. 3b Identify the benefits for an organisation of addressing inappropriate and unacceptable workplace behaviours as soon as possible. Allowing bad behaviour to continue, rather than intervening to resolve the issue, causes disruption of operations within teams and across the organisation. Bullying and sexual harassment are unacceptable and should be managed within the organisation in order to prevent: • harm to the individual • disruption to workplace operations • breach of laws, legal fees and court-imposed damages and penalties.

Apply Your Knowledge Work individually 1a Construct a diagram of a chain communication network and a circle network. What are the main differences between the two? Name an organisation that you think uses either one of these networks. 1b In the diagram, highlight the leader of each network. Answer: 1a–1b: The main differences between a chain communication network and a circle network are that information is passed from one person in a line of authority to the next in a chain communication whereas a circle network is a three-level hierarchy of supervision with the lowest level of employees communicating directly with each other and with the person on the next level. Part of the response relies on students’ experience and interaction. Responses will vary. 2a Of the five formal communication networks identified on page 146, in which would you prefer to work? Why? 2b Which of the above types of communication network would you prefer to use as a leader? Why? Answer: 2a–2b: Answers will vary. 3a Reflect on this definition of network analysis. Lewis (1987) defines network analysis as ‘a tool to help a manager (or communication researcher) analyze communication flows and patterns’. 3b Describe four different uses of network analysis. Answer: Four uses of network analysis: to make it possible to determine whether the actual communication structure corresponds with the expected channels, group structures and member roles; to identify liaison and bridge links that seldom appear on formal organisational charts; to identify the isolates; and to identify new or ‘hidden’ network structures. 3c Critically discuss the significance of the connectedness and openness of groups to the flow of communication and transfer of information in an organisation. Answer: Connectedness and openness of groups to the flow of communication can aid the transfer of information in organisations. Students should consider the appropriateness of formal and informal communication structures; the type of structure that will facilitate connectedness and communication flow; the value of emotional intelligence; the value of informal organisational structures and how small group networks allow people to collaborate and take responsibility for decision making.

Work in groups 4a Compare and contrast two features of a mechanistic and an organic structure. Mechanistic organisations operate in a stable, highly structured environment. Organic organisations have low formalisation, horizontal communication and coordination, and participative decision making, and are responsive to changes in the environment. The features of the mechanistic and organic structure are outlined in Table 6.7.

4b In which organisational structure would you like to operate: an organic or a mechanistic structure? Briefly outline two reasons for your choice. Answer: Answers will vary. 4c When is a mechanistic structure best used? Give an example of an organisation that appears to have a mechanistic structure. Answer: A mechanistic structure is best used when goals are well known and long-lasting. 4d Scan the business section of a national newspaper. From the articles, identify an organisation that is likely to be mechanistic. What are two features of a mechanistic organisation that are likely to exist in this organisation? Answer: Answers will vary. 4e Report your findings in a verbal presentation to the large group. Answer: Answers will vary.

5a Why are organisations moving towards building the informal network into the formal structure? Answer: Organisations are moving towards building the informal network into the formal structure to expedite decisions by eliminating time by going through the ‘right channels’. When the goals of formal management match the needs of the informal organisation, employees will take the initiative and be more responsive to delegation. It also provides important feedback to management that may not occur as frequently within a formal structure. 5b How does a free-form structure differ from traditional structures? Answer: A free-form structure encourages communication and interaction because an individual or group is given total freedom to complete the task. In traditional structures, strong horizontal channels based on business functions rather than status of employees is the centre of communication. 5c What do you envisage are the advantages for any organisation that moves from a traditional to a free-form structure? Answer: The advantages of moving from a traditional to free-form structure include encouraging a greater level of productive communication and interaction as individuals and groups are given decision-making authority. With few layers of management, employers are given a greater degree of autonomy and authority and may develop internal ‘networks’ to facilitate the achievement of tasks. 5d Identify some of the organisations to which members of your group belong. Identify the vertical flows of communication upwards and downwards that you have observed or shared in those organisations. Answer: Answers will vary. 5e Write a short briefing note to provide advice to a new member of the organisation about using the vertical flows of communication effectively. Answer: Answers will vary.

Activities and Questions Work individually 1 As well as the formal downward and upward communications systems, interpersonal communication and informal communication systems operate within an organisation. Elton Mayo, Douglas McGregor, Rensis Likert and Chris Argyris were some of the theorists who focused on the human elements—human relations, interpersonal Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

communication and informal communication systems. In their view, employee relationships impact on production. Evaluate this paragraph by: 1a outlining the norms, values and behaviours that characterise an organisation of your choice 1b explaining how this organisation’s culture and structure will help or hinder its efforts to meet challenges over the next two to three years. Answer: 1a–1b: Personalised answers required. 2 Write a short report explaining how an organisation’s structure helps it to achieve its goals and objectives. In your report, define the terms ‘complexity’, ‘formalisation’ and ‘centralisation’. Compare and contrast the role of the formal organisational structure and the informal organisational structure. Answer: Answers will vary but should draw upon the content in Table 6.5, which describes features of an organisation—complexity, formalisation and centralisation.

3 Visit a large retail store of your choice and then answer the following. 3a Does the organisation have a tall structure or a flat structure? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3b Would you describe the store as a mechanistic or an organic structure? Justify your answer. 3c Describe two horizontal communication channels or links in the organisation. 3d Choose one department in the store—fashion, furnishings, menswear or any other of your choice. Draw your impression of the organisation chart for this store, from the managing director to the particular department you have chosen. 3e Design three questions you could use in a survey of the retail store’s staff to determine their view of the level of formality in the organisation. Answer: 3a–3e: Personalised answers required. 4 Prepare a checklist of all the communication approaches and strategies you could adopt to communicate effectively from the position of manager of customer service to all stakeholders involved in customer service in an organisation with a network structure. Answer: Answers will vary. 5a Prepare a set of questions to use in an interview with the CEO of a large transport company, National Distribution. National Distribution has a traditional organisational structure. Your questions should focus on: • the main purposes of communication in National Distribution • the characteristics of National Distribution’s organisational structure • •

the communication channels used by the CEO the problems (if any) arising from the formal and informal communication channels within National Distribution • the need (if any) to improve communication within National Distribution. 5b Assume that the CEO is pleased with your interview and asks you to prepare a discussion paper titled ‘The Advantages of Introducing Semi-autonomous Work Groups at National Distribution’. Prepare the paper. Answer: 5a–5b: Personalised answers required. 6 Write a short report titled ‘Minimising the Likelihood of Sexual Harassment’. 6a Visit the Fair Work Ombudsman site (https://www.fairwork.gov.au/) to research and create a list of the features of harmonious, productive and cooperative workplaces. 6b In your report: • include your list of features of a harmonious workplace • explain the likely consequences of unwelcome sexual advances or romantic interest, or other unwelcome sexual conduct that is verbal, visual or physical • identify and explain risk control measures to manage the risk of sexual harassment • describe briefly how an organisation can handle a complaint of sexual harassment. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: 6a–6b: Personalised answers required. 7 Prepare an investigative report entitled ‘Organisations of the Future’. Your report should address the following questions. • Why do some organisations have traditional structures, while others have the new emerging structures? • What are the forces that cause or determine the communication channels in traditional structures and newer structures? • What are the factors currently influencing organisations, and what are the likely characteristics of future organisations? •

How will continuous improvements in online technology impact on communication in future organisations—within the organisation, with other organisations, with customers and suppliers? Note: Use a business report format and include a bibliography. Answer: Personalised answers required.

Work in groups 8a Contrast bureaucratic and matrix organisational structures with knowledge management and boundaryless structures. 8b What factors have led to the emergence of knowledge management, boundaryless and network structures? 8c What are the communication challenges presented by the newly emerging structures? Answer: 8a–8c: Answers will vary for each group. 9 Develop an oral co-presentation titled ‘Impact of Organisational Culture on Behaviour’. The co-presentation will be delivered by your group to the larger group. 9a The content of the co-presentation should inform the audience about: • the steps organisations take to build and maintain their culture • the aspects of culture shared on formal communication channels • the aspects of culture shared on informal communication channels • the type of culture that minimises the emergence of unacceptable behaviour • the importance of working civilly and in an atmosphere of respect and collaboration. 9b On completion of the planning and writing of your co-presentation, each group is to record its most surprising or illuminating insight on a flip chart. The flip chart is then used as the focus of the introduction of your oral co-presentation. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

9c Present your group’s findings in an oral presentation supported by PowerPoint or Prezi. Answer: 9a–9c: Answers will vary for each group.

Case Study Better Pharmaceutical Company 1 The Better Pharmaceutical Company is an example of which type of organisational structure? Justify your answer. The company has a bureaucratic structure because it is a system characterised by division of labour, a clearly defined hierarchy, and detailed rules and regulations. 2 Now imagine you are the managing director of the Better Pharmaceutical Company and you intend to introduce a change program next month. 2a Propose strategies you would employ to communicate the change process to the managers. 2b Propose strategies the managers could use to introduce the change in their area of operations. 2c Write a business letter to the managing director identifying likely barriers to your proposed strategies and recommending how to overcome these barriers. Answer: 2a–2c: Answers will vary.

Chapter 7: Leadership The Leadership Role Learning Objective 7.1: Discuss the process of leadership, and explain how leaders influence followers to achieve common goals

Review Questions 7.1 1a Briefly discuss the functions performed by a leader. Leaders establish group direction, align people to group activities and tasks, and build coalitions within and outside the organisation. Functions fulfilled by a leader include: • • • • • •

communication building role clarification and effective execution of tasks motivation of the group to achieve goals and objectives development of group cohesiveness and the right climate for achievement dealing with unexpected developments, consulting with and counselling followers communication within the group, and between the group and the rest of the organisation.

1b List the emotional intelligence leadership skills that facilitate accomplishment of these functions. Emotional intelligence leadership skills include: self-awareness, openness to criticism, ability to manage emotions, motivation, self-confidence, honesty and integrity, courage and ability to develop others. 2 Identify five types of power leaders can draw on. Raven (1993) identifies the five types of power leaders can draw on as: legitimate power, reward power, coercive power, expertise power and referent power. 3a What are the two extreme approaches leaders may take to motivation?

Extreme approaches to motivation that leaders may take are firstly, task- and job-centred and, secondly, people- and employee-centred. The difference between the two arises from different assumptions about what makes people at work do things, and from the confidence and ability of the leader to communicate with the group. 3b List typical characteristics of motivation in organisations. Typical characteristics of high motivation in organisations include high performance; consistent results; energy, enthusiasm and determination; cooperation; and willingness to accept responsibility. Refer to Table 7.1, for a comparison of characteristics of high and low motivation.

4 Why is employee engagement important, and what must leaders do to encourage employee engagement? Engaged employees have influence over their work, share decision making, have a degree of autonomy, and know that their work matters to the organisation. Leaders, managers and supervisors who encourage employee empowerment and engagement share organisational and team purpose, objectives and information. They clarify team members’ responsibilities and accountabilities, acknowledge that team members understand their tasks, roles and functions within the organisation, and allow them to take action to get the job done. They include team members in decision making, and give them discretion and autonomy over their tasks and resources.

Theories of Leadership Learning Objective 7.2: Distinguish between the features of the leadership trait, leadership style, transactional leadership, transformational leadership and authentic leadership approaches to leadership

Review Questions 7.2 1 Identify traits that have been positively associated with leadership. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Stogdill (1974, cited in Northouse, 2010, p. 17) identified ten traits positively associated with leadership: drive for responsibility and task completion; vigour and persistence in pursuit of goals; risk-taking and originality in problem solving; drive to exercise initiative in social situations; self-confidence and sense of personal identity; willingness to accept consequences of decision and action; readiness to absorb interpersonal stress; willingness to tolerate frustration and delay; ability to influence other people’s behaviour; and capacity to structure social interaction systems to the purpose at hand. 2 Describe a leader who demonstrates a combination of employee orientation and production orientation leadership. The leader who displays a team management style combines employee orientation and production orientation. The needs of employees and production coincide and result in high production and a team environment based on trust, respect, high satisfaction and motivation. 3a What are the two broad categories of leader behaviour in the Hersey and Blanchard Situational Leadership® model? The Situational Leadership® model classifies leader behaviour into two broad categories: relationship behaviour with followers, and task behaviour with followers. 3b Discuss factors in the Situational Leadership® theory other than leadership style that affect a leader’s success. A leader’s behaviour and decision style, along with his or her followers’ behaviour, affect a leader’s success. 4a How do transformational leaders inspire their followers? Transformational leadership is a style that motivates followers to perform beyond normal expectations by taking people beyond self-interest and raising motivation and moral commitment to concentrate on higher-level goals. Bass and Riggio (2006, p. 4) assert: ‘Transformational leadership involves inspiring followers to commit to a shared vision and goals for an organisation or unit, challenging them to be innovative problem solvers, and developing followers’ leadership capacity via coaching, mentoring and provision of both challenge and support.’ 4b List four dimensions of transformational leadership. The four dimensions of transformational leadership are: idealised influence (behaviour that results in followers’ admiration, respect and trust); inspirational motivation (behaviour that provides meaning and challenges to followers’ work and arouses team spirit); intellectual stimulation through new ideas, encouraging creativity and innovation; and individual consideration by acknowledging needs, delegating tasks and treating others with respect. 4c What are the strengths of the transformational approach? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

A widely researched theoretical framework supported by qualitative studies of well-known leaders (e.g. Abraham Lincoln or Nelson Mandela), views transformational leadership as an interplay of factors or processes that: occurs between leaders and followers; provides a broader view of leadership than models that focus on how leaders exchange rewards for goal achievement (transactional theories), places a strong emphasis on followers’ needs and values and suggests leadership has a moral dimension; and has been shown to be positively related to subordinate satisfaction, motivation and performance. Refer to Figure 7.2 for a list of these strengths.

5a Define authentic leadership, and identify three aspects of leadership addressed by authentic leadership. Authentic leadership is a pattern of behaviour based on self-awareness, self-regulation, modelling of positive behaviour and a genuine desire to serve others. It accepts the views and inputs of followers and encourages openness, transparency, and ethical and sustainable performance on the part of both the leader and followers. Authentic leadership addresses the intrapersonal, developmental and interpersonal aspects of leadership. 5b Discuss the strengths of the authentic leadership approach. Strengths of authentic leadership include that it: identifies characteristics of leaders that present their authentic self through open sharing of information and sharing of feelings appropriately for situations; demonstrates ethical leadership; fosters positive self-development due to authentic

values, greater self-awareness and self-regulated positive behaviours on the part of the leader; and has an explicit moral dimension. Refer to Figure 7.3 for a list of these strengths.

Apply Your Knowledge Work individually 1 Leaders and followers are in a leadership relationship together: they are the ‘two sides of the same coin’ (Rost 1991). Write a 250-word answer addressing the leadership relationship between leader and followers. Answer: Answers will vary but should include some mention of leadership being a process of interaction between the leader and followers, as the leader influences and affects the followers, and is affected by the followers as both work towards a common purpose. Discussion can also make mention that the perception of followers can have an impact on a leader’s ability to perform the leadership role and functions effectively. 2 Discuss the characteristics of leaders who are able to empower and engage employees. Answer: Leaders, managers and supervisors who encourage employee empowerment and engagement share organisational and team purpose, objectives and information. They clarify team members’ responsibilities and accountabilities, acknowledge that team members understand their tasks, roles and functions within the organisation, and allow them to take action Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

to get the job done. They include team members in decision making, and give them discretion and autonomy over their tasks and resources. 2a Identify the features of weak leadership. Answer: Answers will vary, but weak leadership can include poor communication, fear of tackling conflict and addressing problems, ego-centeredness or inadequate direction. 2b Identify the characteristics of an engaged employee. Answer: Engaged employees have influence over their work, share decision making, have a degree of autonomy, and know that their work matters to the organisation. 2c What are the costs for an organisation of employee disengagement? Answer: Employee disengagement leads to inefficiencies such as incomplete or low-quality work, increased wastage, lower productivity and customer dissatisfaction. 3 Outline the five main styles identified in the Blake Mouton Managerial Grid. Answer: The five main styles are: • Country Club Management • Team Management • Middle of the Road Management • •

Impoverished Management Task Management

Work in groups 4a Each group member is to finish the sentence ‘Leadership is . . .’ to define leadership. Answers will vary. 4b Compare one another’s definitions of leadership. Answers will vary. 4c Classify the definitions into either trait leadership, transactional leadership, transformational leadership or authentic leadership. Answers will vary. 4d Individually think of a leader of a group, section or team with which you are familiar and describe the way that person motivates the group. Into which classification would you place their leadership approach? What do you think are the strengths and weaknesses of their approach? Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

5a What is the difference between a transformational leader and a transactional leader? Answer: Transformational leaders have the ability to evoke strong emotions in their followers. They interact with, empower and inspire followers to achieve above expectations by concentrating on achievement and self-actualisation. Transactional leaders clarify role and task requirements to guide or motivate their followers to achieve goals at the desired level of performance. Transactional leaders exchange things of value with subordinates and motivate them by appealing to their self-interest. 5b ‘Transformational leadership does not replace transactional leadership; it supplements it.’ Describe how transformational leadership supplements transactional leadership. Answers will vary. 5c Prepare a short group presentation to your colleagues entitled ‘Characteristics of transformational and transactional leadership’. Answers will vary.

Leadership Communication Practices Learning Objective 7.3: Identify leadership communication practices and explain the purpose of, and differences between, mentoring, coaching and networking

Review Questions 7.3 1a Discuss the communication and interpersonal skills leaders require to achieve results through their followers. To achieve results through their followers, leaders need the communication and interpersonal people skills to: communicate the organisation and group’s vision and direction; inform followers and others about things happening in the organisation; listen genuinely to followers about successes, concerns or issues; acknowledge the efforts of others and give compliments when warranted; encourage dialogue, build consensus and encourage commitment to a course of action; model behaviour that supports the organisation and group’s vision and strategies; involve others in decision making and problem solving and present followers’ views and concerns upwards through the organisation; and convey inspirational messages and show positivity and enthusiasm for the group interests and goals.

1b Identify the likely results for the leader and team of clear, open and transparent communication. Clear, open and transparent communication creates a sense of inclusion. Followers perceive the leader to be listening to the viewpoints of others and openly sharing information and feelings appropriate for the situation. 2a What is the purpose of formal mentoring programs? Mentoring, formal or informal, is a relationship in which those with experience and knowledge facilitate and support those with less experience and knowledge. Formal mentoring programs provide support for high-potential staff and developmental opportunities for minorities in a company to develop their organisational knowledge and career paths. Formal in-house mentoring programs are designed to enhance communication and collaboration and to foster an open environment where knowledge is transferred from experienced to less-experienced staff. 2b What are the outcomes of effective formal mentoring programs? Effective programs improve individual motivation, performance and innovation by sharing corporate knowledge and exposing mentorees to organisational values, relationships and business processes. As well as gaining a broader view of their work and how it supports the organisation’s vision and objectives, mentorees develop problem-solving skills, self-confidence and insights about themselves. 3a Outline the basic steps of coaching. The five steps of coaching are: determining the training need and the desired outcome; explaining the process; demonstrating the desired behaviour or task; practising the desired behaviour or task; and providing feedback. Refer to Table 7.4 for examples of how to achieve each step.

3b What is the coach’s focus throughout the coaching process? The coach’s focus throughout the coaching is on encouraging, inspiring and trusting the other person to move forward through the process. 4a How does strategic networking benefit a leader? Strategic networking reaches outside the organisation to interact with others and collect information, support and resources. It enables a leader to: build internal and external relationships oriented towards future priorities; generate new contacts with potential for future opportunities for advancement; and establish contacts, both internal and external, to access future opportunities and strategic partnerships. 4b How does operational networking benefit a leader? Operational networks build relationships and focus primarily on current tasks or projects. The purpose of operational networking is coordination and cooperation to accomplish immediate tasks and routine, short term demands. Operational networking usually occurs within an

organisation. Operational networks may operate in cross-functional governance structures, internal user groups and virtual project teams. 4c What are the engagement needs of those using social media to network? Social media such as LinkedIn and Facebook enable professionals to build an identity as well as establishing a wide range of helpful and supportive contacts. According to Kietzmann et al. (2011), social media services focus on some or all of seven functional building blocks of identity, conversations, sharing, presence, relationships, reputation and groups. LinkedIn users, for example, care mostly about identity, reputation and relationships, whereas YouTube’s primary building blocks are sharing, conversations, groups and reputation.

Apply Your Knowledge Work individually 1 Assume your senior manager has asked you to develop a checklist of the leadership capabilities of a mentor. The checklist is to be distributed to newly appointed leaders. In addition, the manager requests a two-paragraph introduction to the checklist, differentiating the mentoring process and the coaching process. Develop the checklist. Answers will vary.

Work in groups 2a Brainstorm and list the characteristics of effective networkers. Answers will vary. 2b Discuss the purpose of strategic networking. Answer: Strategic networking reaches outside the organisation to interact with others and collect information, support and resources. It enables a leader to: • build internal and external relationships oriented towards future priorities • •

generate new contacts with potential for future opportunities for advancement establish contacts, both internal and external, to access future opportunities and strategic partnerships.

2c Each person is to choose a networking activity in which they have participated over the last month. Conduct a group discussion to share your networking activities, and identify the type of networking and its benefits and outcomes. Answers will vary.

Activities and Questions Work individually 1 Think of a group you are involved in at work or in your studies. 1a Identify the group leader. 1b Briefly explain this person’s approach to leadership. 1c Name three ways in which group members participate in the group. Answer: 1a–1c: Answers will vary. 2 Reflect on this statement: ‘Leaders may need to serve as mentors to promote positive work attitudes and achievement of personal and professional growth of followers.’ 2a Describe the attributes of a mentor who uses transformational leadership during the mentoring relationship. 2b Explain the purpose of a mentoring program and identify the sorts of skills that are typically developed in a mentoring program. 2c Discuss the benefits mentees gain from an effective mentoring program. Answer: 2a–2c: Answers will vary.

Work in groups 3 Assume that you are a newly appointed head of department. You have decided to encourage engagement within the department. 3a Discuss characteristics of a leader who is able to enhance employee engagement. Brainstorm and list the strategies a leader can use to enhance employee engagement. 3b From your findings, create a ‘Reasons for Employee Engagement’ poster. 3c Review your poster with the other groups and combine your posters into one overall group poster. Answer: 3a–3c: Answers will vary. 4a ‘As a leadership trait, emotional intelligence appears to be an important construct.’ Discuss. 4b Identify the two broad categories of emotional competence, and describe the components of each category. List the components on a flip chart. 4c Develop a short group presentation to explain how emotional intelligence contributes to the authentic style of leadership. Answer: 4a–4c: Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

5a Identify and discuss the four dimensions of transformational leadership. • Brainstorm and list strategies transformational leaders use to provide individual consideration for their followers’ needs and values. • Describe the behaviour of leaders who demonstrate the idealised influence dimension of transformational leadership. • Brainstorm and list strategies transformational leaders use to provide inspirational motivation. • How can transformational leaders promote intellectual stimulation for their followers? 5b Develop a profile of a transformational leader. Answer: 5a–5b: Answers will vary. 6a Browse the authentic leader images on Google images at <www.google.com/imghp>. 6b Choose an image that describes authentic leadership effectively. Explain the reasons for your choice. Answer: 6a–6b: Answers will vary. 7a Discuss the employee-oriented style of leadership and identify its advantages. 7b Brainstorm and list the characteristics of leaders who can build teams, change attitudes, and use an understanding of the self and others to collaborate and communicate effectively 7c Compile a job description and a recruitment advertisement for a leader who has an employee orientation style of leadership for an organisation of your choice. 7d Prepare a cover note to human resources explaining your choice of essential and desirable qualities for this leader. Answer: 7a–7d: Answers will vary. 8a Choose a theory of leadership you believe is relevant to today’s workplace. In your group, plan and write a presentation titled ‘Leadership Today’. In the presentation: • Identify and describe the leadership theory. • Explain how this approach to leadership enables leaders to deal with current leadership issues and demands. • Outline the strengths of your chosen leadership approach. • Identify interventions that an organisation can adopt to develop this leadership approach across the organisation. • Conclude with an evaluation of how this leadership approach enables a leader to influence followers to sustainable performance and achievement of outcomes. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

8b Deliver your presentation as a team briefing to the large group. Answer: 8a–8b: Answers will vary.

Case Study How Aldi Australia Managing Director Bronwyn Post Motivates Her Team of More Than 1000 Employees 1 Discuss the distinguishing features of Bronwyn Post’s approach to leadership. Answers will vary, but some features are collaboration and interaction with all levels of staff. 2 Do you believe her leadership approach motivates employees? Justify your answer. Answers will vary. 3 The self-selection of learning from everyone she works with has given Bronwyn Post new insights and fresh approaches. Contrast the self-selection of learning with a formal mentoring program. A formal mentoring program: • has a mentoring program coordinator (usually) • • • • • •

depends on an agreement between the mentor and the mentee defines the goals and identifies the approach in a mentoring action plan identifies standards against which the results and benefits of the program will be measured has fixed schedules gives feedback to the mentee and program coordinator is supported by the organisation.

Bronwyn’s approach is informal, and this approach: • requires the mentor and the mentee to take a proactive approach • • • • • •

depends on an agreement between the mentor and the mentee is often impromptu and therefore unplanned is able to measure the results when the mentor and the mentee take the time to decide on the intended results has flexible, even open, schedules provides feedback to the mentee throughout the mentoring relationship employs informal communication channels.

Chapter 8: Team and Work Group Communication Characteristics and Drivers of Teams, Team Performance and Team Excellence Learning Objective 8.1: Identify the characteristics of different types of teams, the drivers of team performance and the characteristics consistently associated with team excellence

Review Questions 8.1 1a What are common factors in successful participation projects? Common factors in successful participation projects include: innovations are described in low-key terms as ‘new working methods’ and everyday terminology is used throughout; programs tend to be simple, with only a small number of procedures and guidelines provided in advance; formal rules of participation and implementation are kept to a minimum, and management guides and supports pilot groups with ideas and written material; programs start on a small scale where there is a willingness to try out the new ideas; when some success is achieved, the approaches spread to other areas spontaneously as staff express an interest in the new ideas; results create more stimulating jobs and improved work delivery; and, in time, reference and other groups established at the start of the project cease to operate, but participative employee groups continue to integrate, review and drive change. Refer to Table 8.1 for a comparison of these factors to factors evident in unsuccessful projects.

1b Why are self-managed work teams established, and what are the characteristics of members of a group that is genuinely managing itself? The principle behind self-managing teams is that the teams, rather than managers, take responsibility for their work, monitor their own performance and alter their performance strategies as needed to solve problems and adapt to changing conditions. The belief is that this leads to enhancing the company’s performance, organisational learning, adaptability and employees’ commitment to the organisation. Wageman (1997) identifies three characteristics of a group that is genuinely managing itself: it takes personal responsibility for the outcomes of its team’s work; it monitors its own work performance, actively seeking data about how well it is performing; and it alters its performance strategies as needed, creating suitable solutions to work problems. 1c Describe the characteristics of a hot group. A hot group shares an attitude that is dedicated to the task. It is goal-focused, with impassioned managers and employees who are creative and get great things done quickly. Today, organisational survival demands speed, flexibility and creativity. Hot groups have all three, plus challenging tasks and an accompanying sense of mission. 1d Define ‘teaming’ and explain its purpose.

Teaming is teamwork on the fly—a way to get work done while figuring out how to do it better; it is executing and learning at the same time. 2a Explain the characteristics of cross-functional teams. Cross-functional teams have members who are experts in several specialties. Their skills are complementary as their knowledge and experience which enables them to complete a team purpose and task. 2b In what type of organisations are you likely to find cross-functional teams? Cross-functional teams are common in organisations with fast-changing markets and industries that value adaptability, speed and focus on customer needs (Parker, 2003). Cross-functional teams are suited to dynamic and flexible organisations in which teams need to respond quickly to changing circumstances. 2c Identify three enabling conditions for virtual teams to perform well. Cohen and Gibson (2003) identify three enabling conditions for virtual teams to perform well: shared understanding of their goals, work and group processes, their tasks and member knowledge, skills and abilities; integration to establish ways in which the parts of the organisation can work together to create value, deliver products or service; and mutual or collective trust and a safe environment to take risks and share expectations and intentions. 3a Discuss at least four drivers of team performance. The drivers of high-performing teams are the leader’s and members’ common understanding of the team’s purpose, shared and individual roles and expectations, ability to build rapport and relationships, and the knowledge and skills to perform effectively. 3b How can an organisation help its teams achieve team excellence? As team performance flows from the right number and mix of members to accomplish the tasks and satisfy the team’s relational needs, an organisation can help its teams achieve team excellence by paying close attention to the size and structure of the teams. 4 Compare and contrast the advantages and disadvantages of teams. In many organisations, it seems that the answer to overcoming a problem or completing a new task is to set up a new group or team, or to reform an old one. In determining whether a team or group performs better than an individual in a particular situation, it is worth considering the advantages and disadvantages of teams or groups (shown in Table 8.3).

The Development of a Group or Team Learning Objective 8.2: Describe the five stages of group development and four general roles within a work group or team

Review Questions 8.2 1a Create a norm that you believe would promote civil behaviour within a team. Personalised answer required. 1b Briefly explain how a manager, supervisor or team leader can promote civil behaviour. Rather than allowing incivility to become a norm, a manager, supervisor or team leader can mitigate and even eliminate it by modelling appropriate behaviour, establishing ground rules and setting the tone. Group discussions, team meetings, one-on-one meetings and coaching can establish expectations and reach mutual agreement on what civility means for the team.

1c Write a brief description of a civil team. A civil team is described as one that treats its members and others with respect. Values and expectations are shared and reinforced. 2 Identify the stages in the development of a group or team, and name three behaviours typical of each of the different stages. Forming, storming, norming, performing and adjourning are the five stages in the development of a group. Table 8.4 (page 200-201) describes each of these and lists behaviours typical in the different stages of development. 3a Identify four types of roles that can emerge within a group or work team. Four types of roles that can emerge within a group or team are task-related; maintenancerelated; defensive and dysfunctional roles. 3b Describe how each of these roles can impact on team performance. Task-related roles are the behaviours needed to focus on the specified goals; defensive roles are behaviours intended to protect the group from anxiety when it is unable to function effectively; dysfunctional roles are behaviours to distract a group from its purpose or inhibit progress towards goals; and maintenance-related roles are behaviours that focus on people and their relationships.

Apply Your Knowledge Work individually 1a Discuss two dimensions of work team effectiveness. Answer: The first dimension of work team effectiveness is the issue of what the team does: the outcomes in terms of production, service provided or costs. The second dimension is the issue of how it achieves those outcomes: the behaviours of group members in terms of teamwork, cooperation, new thinking and initiative. 1b Identify four necessary features of a results-driven operating structure. Answer: Four necessary features of a results-driven structure are: • clear roles and accountabilities that define the members’ relationship to the team and in terms of their role and results • an effective communication system for formal and informal social interaction • performance monitoring and feedback to establish systems of checks and balances to ensure that performance meets expectations • objective, fact-based judgements and sound decision making (Larson & LaFasto 1989). Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1c Create a checklist a team leader could use to evaluate and rate their team against the characteristics associated with team excellence. Answer: Answers will vary. 2 Write a brief information report about the development of a group. In your report address the following questions. 2a What do you see as the advantages of team leaders and team members knowing and understanding the five stages of team development? Answer: The advantages of knowing and understanding the five stages of team development are that the quality of interactions will be enhanced, sharing of information will be improved, and decision making and team activities will be more effective. 2b What can team leaders and team members do if their team ‘gets stuck’ at the forming or norming stage? Answer: If teams get stuck in the ‘forming’ or ‘norming’ stage, a leader will clarify goals and focus on gaining the commitment of all group/team members; acknowledge the diversity of the group, focus on building trust and commitment, provide feedback on ‘early success’, give direction as to how tasks are to be performed and define ‘power’ relationships and boundaries. 2c What in your experience are the most difficult aspects of team development? Answer: Answers will vary. 2d What are the three interpersonal concerns members bring to a group? Answer: Three common interpersonal concerns within groups are: inclusion, control and acceptance.

Work in groups 3 It is the year 2099 and your spacecraft with six travellers has crashed into the newly discovered planet of Desolation. 3a Individually, prepare a list of the needs you would want satisfied during your stay. 3b Individually, prioritise your list in order of the most immediate needs. 3c In your group, discuss the individual lists and priorities. Develop a group list and prioritise. 3d Discuss with your group how the findings from this activity have implications for overall group development. Answer: Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3a–3d: Personalised answers required.

Factors Affecting Group or Team Performance Learning Objective 8.3: Identify and explain factors that influence work group and team performance

Review Questions 8.3 1 How can group structure and size impact on a group’s functioning? The structure of a group can impact on communication within the group. Members close to each other, either formally or informally, communicate more easily and frequently. However, all members need to feel satisfied, to know what is happening and to feel confident that they can contribute to, and influence, the group’s actions. A key factor influencing a group is size. A group of four to eight people allows everyone to say something at a meeting, even the quieter, less assertive members. Yet it is big enough for a range of specialised skills to be included. The larger the group, the harder it is to manage. It is more likely that subgroups will emerge within the framework of the main group as people seek out others who agree with their point of view. Larger groups tend to be dominated by a few talkative and aggressive members. This can leave the others feeling threatened and dissatisfied. A larger group can have more collective knowledge and a variety of perspectives, but meetings require more time to reach consensus—an agreed position—and have a greater potential for conflict. The most effective size for a group will depend on the task and the people involved. Thus, two or three members may be the best size where the task is highly complex and specialised, and 10 or 12 members may be best where the task is very general. 2 List three characteristics of: 2a an authoritarian leader An authoritarian leader will be directive in his or her approach, determining the policies and work of the group, with little discussion or input from group members. Communication is onedirectional, from the leader to the group. Authoritarian leaders must be intelligent enough to make high-quality decisions and be able to identify alternatives, seek and disseminate information, and make relevant choices or decisions. The leader also needs to inspire others. 2b a participative leader A participative leader encourages group members to take an active role in decision making. They are goal orientated, delegate authority, encourage feedback and discuss objectives.

2c a laissez-faire leader. A laissez-faire leader has a policy of non-interference, empowering others by creating a sense of ownership in the task. Communication between the leader and the group can be unclear and limited (causing frustration) or clear, effective and purposeful. The leader may coach and support group members. 3 Describe how work group moods can affect a work group’s performance. ‘Work group moods’ refers to the range of shared mood states experienced by work groups. Refer to Figure 8.3 (see below) for the self-report circumplex model of mood. High activation to pleasant mood and the associated feelings imply a positive group process and effective group functioning. Low activation to unpleasant mood and associated feelings imply less positive interactions and lower levels of group functioning. Figure 8.3: The Self-Report Circumplex Model of Mood

4 Discuss the characteristics displayed by a group suffering from groupthink. ‘Groupthink’ is a concept that describes the situation in a group where no one in the group challenges the ideas of the group. It prevents constructive feedback and a full evaluation of decisions and alternatives. Groups suffering from groupthink display the following characteristics: the illusion of invulnerability; a tendency to stereotype outsiders unfavourably; a readiness to Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

ridicule critics; a failure to express doubt because of ‘self-censorship’ and social pressure by other members; and an illusion of internal harmony, maintained by avoiding disagreements. 5 What are the features of a team that views its diversity as an opportunity? Teams and organisations that value diversity are able to leverage the benefits of diversity and minimise any problems by acknowledging diversity and satisfying the needs of members to identify with the group and feel a sense of belonging. 6a Identify two examples of discrimination against: • women in the workforce • mature-age workers • immigrants. Answers will vary, but some examples include: • Women in the workforce: unequal pay for equal or comparable value; unequal access to mentoring; unequal access to work–life balance; and more. • Mature-age workers: avoidance of hiring mature workers; rigid work practices are not •

conducive for mature workers; and more. Immigrants: Not facilitating an inclusive culture; having barriers to promotion, training and other opportunities based on country of origin; and more.

6b Briefly explain how to create and maintain an inclusive culture in an intergenerational team. Fostering a group norm early in the team’s tenure that values and encourages team members to share unique experiences and perspectives will help teams capitalize on the potential benefits of a diverse team. Task and reward structures that foster cooperation and motivation encourage collegial, mutually helpful team relationships (Brickson 2000). Valuing the perceptions, skills and experiences of members of various cultures enhances the performance of diverse work groups (Ely & Thomas 2001). A team culture that views diversity as an opportunity enables team leaders and members to learn from one another and to leverage the advantages of workplace diversity.

Teamwork and Communication Learning Objective 8.4: Compare factors that enhance teamwork and communication with those that lead to disruptive behaviours and conflict within a team

Review Questions 8.4 1a What communication methods and activities promote teamwork?

Communication methods and activities that promote effective teamwork include: discussing team objectives and ideas, questioning, seeking out the opinions of others, testing ideas in a way that criticises the ideas, not the speaker, and negotiating agreement; using emotional intelligence to balance management of task and relationship behaviours; listening to learn, share and promote better ideas, acknowledging concerns and encouraging others to contribute; giving concrete and precise feedback centred on the idea, rather than the person, to avoid threatening the other person; persuading other members to interact in order to exchange ideas and problem solve; respecting team members, supporting their ideas, and helping and supporting others to accomplish team objectives; managing conflict constructively, finding alternative ways of doing things, and modifying a course of action as appropriate; interacting positively, and sharing and participating in team activities; avoiding a closed group and groupthink by encouraging members to speak out on issues, and accepting and handling criticism and conflict in a positive way; creating a climate of trust, respect, positiveness and cohesiveness; behaving ethically, and maintaining confidentiality and objectivity; and using communication channels such as group meetings, videoconferencing, email, social media, document management systems and reports to work together and achieve the team’s purpose and goals. 1b Identify two kinds of interdependent behaviours performed by members of successful teams and provide an example of each. To be successful, two kinds of interdependent behaviours must be performed by members: task behaviours, related to goal achievement, and socioemotional behaviours, related to maintaining harmonious relations among members while they are working to achieve goals. 2 Briefly explain the four Cs of team performance. The four Cs of team performance are context, composition, competencies and change. Context refers to the need for teamwork, the type of team needed, and the culture, structure, and systems that support teamwork. Composition is the make-up of the team; the skills of the team members, their experience, motivation and size of the team. Competencies refer to the ability of the team to solve problems, communicate, make decisions and manage conflict. Change is the team’s ability to monitor its performance and make changes as needed. 3a List five communication purposes in a team. Communication purposes in a team can include any of the following: establishing a climate of trust and balancing power and authority; setting goals and agreeing objectives; allocating tasks, delegating work and providing feedback; striking the balance between empowerment and accountability; identifying tactics for monitoring and follow-up; evaluating and appraising performance; dealing with poor performance; overcoming communication barriers; negotiating and managing conflict; inspiring and motivating through mentoring, coaching and collaboration; and networking, advocating, representing, satisfying needs and negotiating support.

3b Define the term ‘empowerment’, and discuss the five keys to group and team empowerment. Empowerment occurs when people are given the opportunity to make decisions and accept responsibility and become more self-directed. The five keys to group and team empowerment are: sharing information, creating autonomy, allowing team members to become more selfdirected, ensuring teams have explicit objectives, and identifying and communicating the team’s accountabilities. 4 As a team or department leader, what participation techniques would you use to encourage positive interactions between team members? Participation techniques can include attending, confronting, contract negotiation, focusing, gatekeeping, information management, mediating, modelling, responding to feelings, rewarding, starting and summarising. Refer to Table 8.6 for a description of the purpose of each of these.

5a Briefly discuss behaviours that are disruptive to team performance. Disruptive team behaviours include conflict, withdrawal, monopolising and scapegoating. Disagreements within a team may lead to conflict when individual team members challenge what is being said by the team leader or another member. Withdrawal happens when a team member retracts their point of view or backs away from the situation, causing communication to be broken off. Monopolising and overbearing behaviour occurs when one or two members of a team Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

dominate and ignore other team members’ contributions. Scapegoating occurs when a team member is rejected and becomes a target for anger, frustration and ridicule by other team members. 5b Describe a process you could use as a team leader to give a team member negative constructive feedback. You could use one of the STAAR acronym processes included in Table 8.7.

Apply Your Knowledge Work individually 1 Discuss the following scenario. Siham is the coordinator of the newly created customer support project team. The team’s members represent the Asia Pacific region, with members located in Hong Kong, Singapore and Brisbane. Siham comments to Jack, one of the team members: ‘The team has the right structure and number of members with the technical competence to undertake the project. What other factors do we need to become a high-performing team?’ Jack replies: ‘A number of factors will help us perform well and there’s one we really should avoid—groupthink.’ 1a What other factors that affect group performance should Jack discuss with Siham? 1b What are the destructive influences of groupthink on the proper functioning of the project team?

1c What tips and suggestions could Jack give Siham about leveraging the diversity within the project team? 1d Jack decides to list some points about the drivers of high-performing teams to discuss in his next meeting with Siham. Create the list of points. Answer: 1a–1d: Answers will vary but should include some mention of interpersonal congruence, which refers to the extent to which team members’ perceptions of themselves and their unique skills and abilities match the perceptions that others have about them. Jayne and Dipboye (2004) identify that members of teams with high interpersonal congruence feel more positive about their teams, and are more likely to share unique perspectives and opinions, and are more likely to understand and value the unique perspectives and skills of others. 2 As a team leader, how would you foster a group norm that values and capitalises on the potential benefits of diversity? In your answer: • explain techniques for sharing perspectives and opinions • outline the potential benefits of diversity. Answer: Answers will vary. 3a Describe the factors that support team performance and participative practices. 3b Brainstorm to create a list of communication practices that impact positively on teamwork. 3c Identify two practices that impact negatively on teamwork. 3d Describe how team members can minimise or avoid the use of these two negative practices. 3e Summarise your findings in a short information report. Answer: 3a–3e: Answers will vary. 4 Visit the Mind Tools site, ‘Team effectiveness assessment: How good is your team?’, at www.mindtools.com/pages/article/newTMM_84.htm. Evaluate your teamwork skills by completing the questionnaire, ‘How good are you and your team at teamwork and team building?’ No answer required.

Work in groups 5 When certain individuals exert less effort than others, social loafing occurs. Social loafing in groups can create an unhelpful group dynamic and individual response. 5a In your group, discuss the following questions. • What is social loafing? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• •

What are the consequences of social loafing? What promotes social loafing?

• What can be done to prevent it? 5b Prepare a short verbal presentation of your findings. Answer: Answers will vary.

Activities and Questions Work individually 1 Write a 500-word essay on the following topic: ‘The impact of task, maintenance, defensive and dysfunctional roles on group performance.’ 2a Reflect on this statement: ‘Leveraging diversity for the good of the team requires change, and change takes time.’ 2b Identify one team leadership task that can effectively leverage diversity, and explain how it does this. 2c Identify one team maintenance behaviour that can effectively leverage diversity, and explain how it does this. 2d Identify one dysfunctional behaviour that can cause conflict in a diverse team, and explain how to overcome, or at least minimise, it. 2e Diverse teams are an inevitable consequence of a global economy and demographic changes. Brainstorm and list the benefits to an organisation of diversity. 2f Brainstorm and list the likely problems if an organisation ignores the diversity in its workforce. 2g Summarise your findings in a short information report. 3a Create a tip list of communication methods and activities that promote effective teamwork. The tip list will be posted on your team’s virtual message board. 3b Write a brief blog entry on the real rewards for employees of teamwork. 4 Outline in a short information report the risk factors that influence the occurrence of disruptive behaviour within a team. 5a Research and write an essay in which you explain the reasons for the growing popularity of work teams, and discuss four types of work teams. Your discussion should critically evaluate the factors that contribute to successful team performance. 5b Assume you are required to make a verbal presentation of your essay in a tutorial session. Design a PowerPoint or Prezi presentation to support your words. Call the verbal presentation ‘Creating effective teams’. It should: • discuss the reasons for the growing popularity of teams in organisations • specify the characteristics of effective teams Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• •

identify four types of teams and explain the purpose of each identify communication activities that promote teamwork

• •

explain factors that enhance team performance and member satisfaction identify a set of criteria an organisation can use to evaluate the success of its teams in performing task behaviours (related to goal achievement) and maintenance or relational behaviours (related to maintaining harmonious relations among members while they are working to achieve goals). Answers will vary for all activities in this section.

Work in groups 6a Brainstorm and list the characteristics of team excellence. 6b Prioritise the list of characteristics from most important to least important. 6c Develop a poster titled ‘Team Excellence’. 7 Discuss the following scenario. A new financial product development cross-functional team was launched by a global investment group. Team members were selected from around the world. As team members began to feel more confident and their work together accelerated, the newly appointed chief financial officer (CFO), who had no previous involvement with the process, added new expectations, challenged the established set of priorities, and made negative comments publicly about the team’s interactions with senior functional managers. The team’s work suddenly slowed down, morale dropped and expectations of success disappeared. Team members’ inability to meet face-to-face at this critical time to work through the changes added to their frustration. 7a Discuss and identify the problems caused by the CFO’s approach to the financial product development team. 7b Brainstorm strategies you could use to reinvigorate the team. 7c Assume you are the team leader. Prepare a list of guidelines about how the CFO should interact with any cross-functional team in the future. The guidelines will be used in discussion with the CFO. The CFO will be asked to refine the guidelines and engage in a future feedback session about the guidelines with the team leader. 8a Discuss this statement: ‘Communication is one of the unique challenges for virtual team members at every stage of their development and performance cycle.’ 8b In your discussion, identify and discuss at least three of the communication challenges faced by virtual team members. 8c Identify strategies that meet these challenges effectively. 8d Report your group findings to other groups and compare findings. 9a Think about the way the group completing this course with you interacts. 9b Discuss the group’s membership, leadership and study environment, and the impact of each of these on the group’s performance. 9c List the group’s ground rules. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

9d Estimate the level of cohesiveness and the climate of the group. 9e Small groups are commonly used to make decisions in organisations. Prepare a dotpoint list of the factors that affect the way a group performs. 10 Assume you are the advisory group for a professional association. As well as the other duties of an advisory group, the professional association has requested your group present a keynote speech at their annual conference on the topic ‘Participation techniques necessary for a group or team to operate successfully’. The conference organisers have also asked you to write an abstract for publication in the preconference marketing material. • Develop the topic, and create an outline for your speech on the topic. • Create visual aids to spark your audience’s curiosity, support your content and help guide the audience through your ideas. • •

Write the abstract (250–300 words) ready for prepublication. Deliver the speech as a co-presentation by the advisory group members.

Answers will vary for all activities in this section.

Case Study It’s All About Communication 1 When a business attracts quality staff, how can it develop and retain employees with different career goals and motivations? Answers will vary. 2 What are the likely benefits for a team leader of taking the time to understand the expectations of team members? Answers will vary. 3 a Discuss the type of actions in the case study that match the phrase ‘It’s all about communication’ when managing team performance. b Provide examples of how a team leader can grow their relationship with their team members. c Detail the benefits of one-on-one open conversations between a team leader and team members. 3a–3c: Answers will vary. 4 Discuss the benefits of giving team members clarity and enabling them to raise matters of their choosing. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answers will vary. 5 Cutcher and Neale have a high employee retention rate. Why do you think this is so? Answers will vary.

Chapter 9: Effective Meetings: Face-to-Face and Virtual Characteristics of Effective Meetings Learning Objective 9.1: Identify the characteristics of effective meetings

Review Questions 9.1 1 Identify the characteristics of effective meetings. The characteristics of effective meetings are: they are purposeful with a clearly defined agenda and constructive outcome(s); they are cost-effective; and they are participant friendly. Refer to Figure 9.1, for a summary of these features. Without these features, a meeting is likely to be unsuccessful. These characteristics of effective meetings enable people to contribute their points of view and relevant information. This opportunity to contribute increases commitment by members who realise that their point of view has been considered as part of any decisions made.

2 Explain the difference between a formal meeting, an informal meeting and a committee. Give an example of each. Formal meetings follow structured proceedings and have rules and regulations. See 9.1 (see above) for some examples of formal meetings. Informal meetings are less structured than formal meetings. In an informal meeting, the roles are determined by the participants. Informal meetings may be held at work to exchange information, solve problems, make decisions and set goals for a department or section. A weekly meeting of sales representatives could be an example of an informal meeting. Committees are specific types of meetings. Committees are given the authority to investigate, report and act on particular issues or problems. See Table 9.3 (below) for some examples of committees.

3 What is the purpose of an annual general meeting, an extraordinary general meeting and a board meeting? An annual general meeting, an extraordinary meeting and a board meeting are all examples of formal meetings. An annual general meeting informs interested parties of the year’s progress and the plans for next year. The purpose of an extraordinary general meeting is to inform members of unusual circumstances and any potential advantages and disadvantages of these circumstances to interested parties. A board meeting provides a forum for management and the board of directors to discuss relevant issues.

Roles at a Meeting Learning Objective 9.2: Explain the roles of chairperson and secretary

Review Questions 9.2 1a Describe the characteristics of an effective meeting leader. An effective meeting leader should be impartial, should be able to achieve the goals of the meeting, maintain control and rule on points of order. 1b Describe the characteristics of an effective meeting secretary. An effective meeting secretary needs to be well organised and efficient at record keeping. The secretary is responsible for assisting the chairperson. The secretary prepares the agenda and deals with all documentation associated with a meeting. 2a Identify four advantages gained from parliamentary meeting procedures. The advantages of parliamentary procedures include courtesy and opportunities for all to be heard, decisions by the majority, and opportunities for the minority to be heard in an orderly meeting. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2b How does knowledge of the Agenda Bell help a chairperson? Tropman’s (1996) Agenda Bell illustrates the time allocation of agenda items within a two-hour meeting. The Agenda Bell allocates easy items to the first third of the meeting, hard items to the second third and discussion items to the last third. See Figure 9.2 for an example of the Agenda Bell. Knowledge of the Agenda Bell helps the chairperson appropriately allocate time to agenda items and, thus, make meetings more efficient. Figure 9.2: Tropman’s Agenda Bell

3a Explain the role of: the agenda, minutes, decision or action items, discussion items, other business, motion, quorum. The agenda is a list of the meeting’s business that is distributed before the meeting, providing participants with a brief to prepare information, collect opinions and decide what actions they would like implemented. Minutes are a record of what happens at the meeting. Decision or action items are those that require decisions or follow-up action and which may be delegated. Discussion items are items for discussion only and from which no actions or decisions will arise. Other business refers to discussion of items that are not on the agenda. These may be important items that have arisen since the agenda was prepared and are discussed last. A motion is a proposal for action. A quorum is the minimum number of people that must be at the meeting in order for business to be conducted. The size of the quorum is identified in the constitution. 3b Who opens the meeting? The meeting is declared opened by the chairperson after checking a quorum is present. 3c Who gives the apologies? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Apologies are given by the secretary. 3d Who keeps the minutes or record of the meeting? The minutes or records are kept by the secretary. 3e Who presents the correspondence in and out? The secretary deals with incoming and outgoing correspondence. 3f Who moves and seconds motions? Motions are moved by a member and seconded by another member.

Task- and Maintenance-Related Roles Learning Objective 9.3: Identify task and maintenance roles, and the features of collaboration common to face-to-face and virtual meetings

Review Questions 9.3 1a What is the difference between a task-related role and a maintenance-related role? Task-related roles are those that enable the meeting to move forward through processes such as goal setting, decision making and problem solving. Maintenance-related roles are those that are needed in groups or meetings to focus on people and their relationships with one another, such as encouraging participation by all members, creating a positive atmosphere, reducing tensions and reconciling disagreements. 1b What is the likely outcome for team members from fulfilment of esteem needs through engagement in the meeting’s task and maintenance roles? Fulfilment of esteem needs through engagement in the meeting’s task and maintenance activities provides a sense of satisfaction and self-value based on contribution, inclusion and interaction with other members. 2a Give two reasons why members might adopt a defensive role in a meeting. Members may adopt a defensive role (such as tension reliever or scapegoat) during a meeting to protect other members from the anxiety caused when the meeting is unable to function effectively. A member adopting a tension reliever role may joke, fill long silences with chatter or suggest breaks. A member adopting a scapegoat role is attempting to deflect the group’s feelings of failure or incompetence from the group to the scapegoat. Refer to Chapter 9 for a more detailed discussion of the defensive roles of tension reliever and scapegoat.

2b How can a chairperson intervene when a member takes a dysfunctional role in the meeting? When a member takes on a dysfunctional role, a chairperson can intervene by summarising progress, calling the meeting to order or calling an adjournment. 3a How can members encourage others to participate in a meeting? Maintenance roles can be used to support and encourage the contributions of members. Open communication channels encourage and facilitate discussion and contributions. 3b Which of the immediate digital connections do you prefer to use to contact other members between meetings? Why? Answers will vary. 4a Identify features common to collaboration in traditional and virtual meetings. Features common to collaboration in traditional and virtual meetings include: • Shared communication system • • •

Clear roles and accountabilities Objective decision making based on facts Member reliability and consistency to get things done

4b Discuss practical strategies that improve collaboration and the performance of members of a meeting. By considering practical day-to-day communication, a virtual meeting can build a sense of identity and belonging through knowing how a group works. By agreeing to simple ground rules such as turn-around time for phone calls and responses to requests, how to communicate with members from other digital work groups, when and how to use social media, and how to use digital channels to remain connected, members establish routines about how the meeting will work. Decisions about how information is shared and documents are stored ensures ease of access to the meeting’s knowledge base. Guidelines about how, and when, to hold meetings, how to give and receive direct feedback, how the meeting will handle disagreements and how to make decisions further improve the performance of members of a meeting.

Apply Your Knowledge Work individually 1 Examine the constitutions and standing orders of two different types of organisations— for example, a charity and an incorporated company. Write a short report outlining the differences between them. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: Answers will vary. 2a Develop a checklist titled ‘Improving Meeting Productivity’. 2b Explain how Professor Tropman’s Agenda Bell facilitates meeting productivity. 2c ‘Member participation and collaboration in problem solving and decision making is an essential part of a productive meeting.’ Develop a list of ground rules a chairperson should establish to keep a meeting on track and to facilitate member participation and collaboration. Answer: 2a–2c: Answers will vary. 3 Meetings are usually thought of as producing ideas, suggestions or recommendations. Write a short information report in which you: • identify the strategies you would use to ensure that a meeting you were chairing • achieved its intended outcomes • • • •

discuss the main barriers to effective meetings explain with examples how nonverbal communication can impact on the development of maintenance-related roles in a meeting outline the reasons for having meeting procedures in operation at meetings.

Answer: Answers will vary.

Work in groups 4 In pairs, recall and discuss a meeting either one or both of you attended recently. 4a What were the seating arrangements for the members? Why do you think they were seated in that way? 4b From your observations: • •

Was the chairperson effective or ineffective? Identify two ways in which the chairperson or a member helped others to communicate and participate. • How can a chairperson maintain control in a meeting? • What are two strategies a chairperson can use to create a pleasant environment? 4c Who had responsibility to prepare and forward the agenda to members of this meeting? 4d Discuss two different ways in which information and items for the agenda could be collected. 4e Why should the agenda reach members before the meeting? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

4f Why did this meeting need to keep minutes? Answer: 4a–4f: Answers will vary.

Virtual Meetings Learning Objective 9.4: Identify strategies that improve communication in virtual meetings, and discuss barriers to communication common to both face-to-face and virtual meetings

Review Questions 9.4 1a Identify features common to face-to-face and virtual meetings. Both face-to-face and virtual meetings can be formal or informal. The structure of the meetings should be the same whether face-to-face or virtual. For example, a formal virtual meeting will require the same planning prior to the meeting, with participants receiving a notice of meeting, an agenda and meeting papers. The chairperson will still act as the facilitator in a virtual meeting and the secretary will still be responsible for all documentation. 1b Identify the characteristics of an effective synchronous meeting. Effective synchronous virtual meetings: circulate an agenda to indicate the order of business and the length of the meeting; have a chairperson (if formal) or a facilitator (if informal); devise a means of giving participants the ‘floor’; use multimedia that complement each other; and ensure everyone has a chance to ask any final questions or make comments before the meeting is closed. 2a Briefly discuss strategies that improve communication in a video conference. Communication can be improved in a videoconference by: introducing each participant; getting to the point quickly; emphasising facial expressions and gestures; avoiding busy backgrounds and inappropriate dress; keeping all participants on track; and seeking input from reticent members. 2b How can a virtual meeting chair manage discussion threads? Two ways in which members can gain the attention of the leader in a virtual meeting are to send a private message to the leader indicating a wish to contribute, or to have the leader nominate the next contributor. When the virtual meeting involves decision making, the leader should clarify the issue, who will be involved in the discussion, and who is accountable for implementing the actions required as a result of the decision. Clarity enables the discussion threads to be handled efficiently and fairly, and the meeting to move efficiently through the issue and onto the next item of business.

3a What are the features of a virtual meeting workspace? A meeting workspace is a virtual location that enables: • • • •

a general meeting place or place for a specific meeting to be set up pre-meeting processes such as agenda writing and distribution to be accomplished minutes to be shared and stored on the shared workspace or Word or Google docs, or on any other meeting content management tool members to send and share meeting notes and review meeting items without cluttering up one another’s email boxes.

3b Discuss three barriers to communication in virtual meetings and suggest strategies to overcome these barriers. Verbal and nonverbal barriers to communication can occur in virtual meetings. Miscommunication occurs when verbal or nonverbal behaviour is inappropriate to the situation. Verbal communication barriers are caused by illogical organisation of words, and unclear, ambiguous and discourteous ways of speaking. Verbal communication barriers can be minimised by avoiding use of jargon, slang and negative language. Nonverbal communication barriers can occur because of tone of voice, type of eye contact, gestures, use of space, clothing and appearance. Use these in a manner appropriate to the situation to achieve effective communication matching the needs of sender and receiver and the purpose of the communication.

Planning the Environment Learning Objective 9.5: Explain the impact of the venue and seating arrangements on the dynamics of a meeting

Review Questions 9.5 1a Briefly describe three different seating arrangements suited to a meeting. The seating arrangement can influence the effectiveness of a meeting. Examples of seating arrangements are circular, rectangular or U-shaped. Refer to Figure 9.6 for a diagram of these seating arrangements. Figure 9.6: Seating Arrangements

1b How does each of these arrangements influence the interaction between the members of a meeting? A circular or oval seating arrangement is ideal because it allows everyone to see everyone else, resulting in better communication between members and effective control and participation by the chairperson. Rectangular tables give power to the people at either end, but the chairperson may find it difficult to maintain control as ‘meetings within meetings’ can occur where members furthest from the chairperson talk amongst themselves. The U-shaped arrangement creates similar problems to a long rectangular arrangement as some members may have difficulty asserting their presence. A variation, the V-shaped arrangement, works well when the focus is on the person delivering information, as it allows a large number of people to receive information at the same time. 2 Which seating arrangement do you prefer in a formal meeting? Give reasons for your answer. Answers will vary. 3 What factors would you consider as you organise equipment for a video conference? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Factors to consider when organising equipment for a videoconference include ensuring the scheduled meeting time is met, ensuring the equipment is working properly and positioning cameras in advance. See Table 9.7 for a discussion of these three areas.

Apply Your Knowledge Work individually 1a Use the following terms to conduct a keyword search online: ‘Chair a meeting’, ‘Create an agenda’, ‘Communicate effectively in a meeting’, ‘Facilitate consensus’, ‘Congratulate one another on successes’, ‘Conduct a productive meeting’. 1b Analyse the information from the websites you visited and prepare an article (200–250 words) for the staff newsletter entitled ‘Achieving outcomes from our meetings’. Answer: 1a–1b: Answers will vary. 2 Assume you have been allocated the role of ‘organiser’ for your company’s next video conference. 2a Briefly explain the tasks you will need to complete before the conference and during the conference. 2b What are the advantages and disadvantages of video conferencing? Answer: 2a–2b: Answers will vary.

Work in groups 3a Discuss the difference between task and maintenance behaviours in a meeting. 3b From the list of duties carried out by the chairperson (see pp. 229–32), nominate three task behaviours. From the list of duties carried out by the secretary (see pp. 233–5), nominate three task behaviours. 3c Identify the features common to traditional and digital meetings. 3d Explain how these features enhance collaboration. Answer: 3a–3d: Answers will vary.

Activities and Questions Work individually 1a Briefly explain the following statement: ‘The agenda sets the tone and substance for a meeting and helps to eliminate time-consuming and costly digressions.’ 1b Consider the following statement: ‘Meeting policies and procedures that are developed carefully and followed consistently offer the executive and members strategies that enhance the quality and effectiveness of meetings.’ Nominate two strategies a chairperson can use to guide a meeting through the items of business. 2a Attend a structured meeting of a council, university, social, business or other organisation. 2b Drawing upon the theory you have read about and considered in this chapter, decide if the meeting succeeded or failed in achieving its objectives. 2c Present a written analysis of the meeting, explaining with supporting evidence the reasons for the success or failure of the meeting. 3 Develop a visual in the form of a poster, PowerPoint or Prezi presentation that explains how the five rules identified by Professor Tropman focus the group in a meeting. 4 Write a short information report. As you plan the report, consider this statement: ‘ Meetings are usually thought of as producing ideas, suggestions or recommendations.’ In your report, use headings to cover each of the following. 4a Suggest strategies you could use when chairing a meeting to ensure the meeting achieved these outcomes. 4b Discuss the main barriers to effective meetings. 4c Explain how nonverbal communication can impact on the development of maintenance-related roles in a meeting. Give examples. 4d ‘There is a strict code in operation at meetings and people ignore it at their peril.’ Outline the reasons for having strict codes in operation at meetings. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answers will vary for each activity in this section.

Work in groups 5 Work in two teams of three to debate the following statement: ‘The convenience, increased productivity and cost savings of hosting virtual meetings and conferences means virtual meetings and conferences will replace face-to-face meetings and conferences.’ One team is to present the case for the statement, and the other team is to present the case against the statement. 6 Assume the meeting’s members are three librarians, two marketing specialists and two small-business managers. The local council has asked the meeting to investigate the feasibility of establishing a new library in the municipality. The purpose of the meeting is to discuss the provision of new library facilities. • Decide on the procedures to follow in the meeting. • •

• • •

Nominate or vote one person to the role of chairperson and one person to the role of secretary. The secretary and chairperson create the agenda and distribute it to each member of the meeting. The items for decision or action are the suitability of the proposed building, library opening and closing times, print materials, digital materials and loan periods. The items for discussion are photocopy services, research facilities, floor plan, additional services, the availability of public transport and any other items your group may suggest. The chairperson conducts the meeting, following the agenda. The secretary takes the minutes. Members: o participate in the meeting o choose one of the items from the agenda and prepare a written proposal or motion to hand to the secretary and a three-minute oral presentation on the motion

o vote on each motion o decide who will take the action. • The chairperson organises the time and date of the next meeting and closes the meeting. Answers will vary for each activity in this section.

Case Study Make the Meeting Matter 1 Consider the following statement: ‘Standing orders govern procedures for the proper conduct of a democratic and orderly meeting.’ In your opinion, what are the important items in standing orders Hong should explain to the meeting? (You might like to refer to Robert’s Rules of Order—Summary Version at 6 www.robertsrules.org/7 for a list of typical rules of order.) Answers will vary. 2 If you were Larry, what strategies would you suggest Hong apply to encourage member participation and decision making? Answers will vary.

Chapter 10: Customer Engagement The Nature of Customer Engagement Learning Objective 10.1: Identify the stages of customer engagement and the organisational need at each stage

Review Questions 10.1 1a Identify the need in each of the stages of customer engagement. The need and strategies related to each stage of customer engagement—unawareness, discovery, consideration, conversion, and growth through value creation—are in Table 10.1.

1b Choose one strategy from each of the stages that you prefer as a customer and briefly explain your preference. Answers will vary. 2 Explain how an organisation can move a prospective customer from the consideration stage of engagement to the conversion stage. An organisation must offer compelling content to get a prospective customer to choose the brand. 3 Discuss strategies an organisation can use to communicate with a customer when the customer has transformed their awareness and discovery stages into conversion. Strategies include: o use case studies, product and service comparisons o give potential customers access to customer reviews Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

o show your brand image to build a positive image in their mind as they evaluate choices between you and others. 4 Identify two customer contact or listening posts, and explain the benefits for an organisation of listening to its customers. Customer contact points or listening posts such as product or service complaint logs or compliment mechanisms (hot lines, website links), and information acquired from billing and accounting, customer service and sales representatives can help an organisation to gather valuable information about customers’ perceptions of its service.

Culture of Customer Engagement Learning Objective 10.2: Outline features of an organisational culture that embraces customer engagement

Review Questions 10.2 1a Discuss the features of an organisational culture that supports customer engagement. A good customer engagement experience is when the customer’s needs and expectations are met. Positive customer experiences flow from a customer-centred culture. Good customer experiences occur when an organisation’s strategic vision, processes, support systems, training and incentives are designed to deliver products and services in a way that integrates staff with the systems and policies that optimise the customer’s experience with the organisation. 1b Discuss quantitative and qualitative sources of information organisations use to listen to the voice of the customer. The ‘voice of the customer’ describes the process of capturing a customer’s requirements; in other words, listening to the customer. ‘Voice of the customer’ research typically consists of both qualitative (e.g. satisfaction surveys, focus groups) and quantitative information gathering (e.g. number of units purchased, number of complaints, delivery and response time). Different communication channels can be used to collect this data, including face-to-face, databases, market research surveys, telephone, customer briefings, advertising, focus groups, networking, product launches, podcasts and blogs, Internet services and social media channels. An organisation should use a mix of channels to capture information from all its customers. 2a What are the components in a customer experience ecosystem map? Customer experience ecosystems involve complex mapping across multiple channels and different departments within an organisation. The mapping shows connections between different

departments in the organisation and generates a shared understanding of the end-to-end customer experience. 2b How does a customer experience ecosystem map benefit an organisation? A customer experience ecosystem map enables an organisation to clearly identify the customer experiences at each of the various touch points throughout their journey. 2c What must an organisation do before planning to provide positive customer experiences? Before planning to provide customers with positive experiences that satisfy their needs and expectations, an organisation must identify its customers’ needs, understand the product and market demand, be capable of fixing mistakes and solving problems, and understand customer responses to the experiences they are providing. 3a Outline the stages of engagement typically experienced on the customer journey. The stages of engagement are: 1. Unawareness 2. Discovery 3. Consideration 4. Conversion 5. Growth through value creation

3b Provide an example of a typical touch point at each of the stages of customer engagement. Examples of touch points for each stage are included in Table 10.2.

3c Describe how organisations collect ‘voice of the customer’ information. The ‘voice of the customer’ describes the process of capturing a customer’s requirements; in other words, listening to the customer. ‘Voice of the customer’ research typically consists of both qualitative (e.g. satisfaction surveys, focus groups) and quantitative information gathering (e.g. number of units purchased, number of complaints, delivery and response time). Different communication channels can be used to collect this data, including face-to-face, databases, market research surveys, telephone, customer briefings, advertising, focus groups, networking, product launches, podcasts and blogs, Internet services and social media channels. An organisation should use a mix of channels to capture information from all its customers. 4a Identify barriers to customer engagement caused by front-line service staff. Barriers to customer engagement caused by front-line service staff may include: o Information flow barriers o Lack of resources o Short-term thinking o Misalignment of strategies and actions Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

o Restricting the channel customers can use to make contact o Fear of innovation 4b Identify barriers caused by inadequate software. Barriers caused by inadequate software include: o Technologies that cannot bridge departmental silos to link multiple data sources and pull data from relevant sources based on the specific information needed o Software that cannot create a high-quality, holistic view of customer data o Inability to link online and offline customer data sources to build more complete customer profiles. 4c Discuss strategies organisations can use to overcome these barriers. While barriers to customer engagement may be due to factors outside the control of the organisation, such as changing attitudes or new products, those barriers can be addressed by the organisation. For example, the organisation can support a culture that focuses on the customer by setting up live chat, social communities and timely, relevant responses to social media queries, to establish higher levels of personalisation. Ecosystem maps and customer journey maps can be created to identify barriers and places through each of the stages of engagement for customer journey improvements and innovation.

Apply Your Knowledge Work individually 1a Brainstorm and list in column one of a two-column table the strategies an organisation can use to get the word out to potential customers. 1b In column two, identify strategies an organisation can use to offer some compelling content to attract customers who are still undecided about whether to choose the brand. 1c Over the next week, reflect on your answers to 1a and 1b, and observe and record incidents where you experience any of the strategies you identified. 1d Write a short evaluation of the effectiveness of the strategies from your point of view; that is, did you engage and reach the stage of making a purchase? Answer: 1a–1d: Answers will vary. 2a Why do organisations conduct ‘voice of the customer’ research? Answer: Organisations undertake ‘voice of the customer’ research to listen to what their customers have to say. Organisations can then develop an understanding of their customers’ expectations. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2b Identify three qualitative and three quantitative data collection techniques an organisation can use to gain a better understanding of the customer experience it is providing. Answer: Qualitative data collection techniques can include customer surveys and questionnaires, focus groups, consultative forums and complaint analysis. Quantitative data collection techniques can include measures of performance such as number of units purchased, number of complaints and how they were answered, speed of answering telephones and SMS enquiries, delivery and response times, and number of face-to-face visits, or hits on the organisation’s website. 2c Explain the reasons for making feedback about customer experience available to all key people in the organisation. Answer: Making customer feedback available to all key people in the organisation is important, as an experience that satisfies customers brings together both product quality and customer service. Quality is needed in all aspects of the organisation to provide a successful customer experience. 3a Outline the shared benefits across an organisation of understanding the end-to-end customer journey identified in a customer experience ecosystem map. Answer: An understanding of an organisation’s customer experience ecosystem enables it to comprehend the front-line, as well as the behind-the-scenes, activities that impact on its customers’ experiences. 3b List at least two invisible factors likely to be identified in the map. Answers will vary, but possibilities include: front-line customer service staff, sales representatives, and technical support staff. 3c List at least six visible factors likely to be identified in a map. Answers will vary, but possibilities include: behind-the-scenes operations, accounts, IT, suppliers, and administration.

Work in groups 4a Brainstorm and list the risks for an organisation of not providing satisfactory customer experiences along the customer journey. 4b Categorise the items in your brainstorm list into the stage of customer engagement relevant to each item. Answer: 4a–4b: Answers will vary.

5a In groups of three, each person should identify and reflect on a critical incident that caused their dissatisfaction with an organisation’s service delivery. 5b Take turns to share your experience and discuss the factors that caused dissatisfaction. 5c Identify any factors common to the three critical incidents. 5d Develop an action plan that an organisation could use to overcome barriers common to each of the critical incidents. Answer: 5a–5d: Answers will vary.

Role of Communication Learning Objective 10.3: Discuss the role of communication in customer engagement

Review Questions 10.3 1a Explain the benefits for the customer and organisation of personalised service. Proactive organisations realise that even when customers interact with technology rather than a person, they still expect easy access to a personalised service. Retail giants such as Amazon, for example, deploy customer data as a means to deliver a personalised website experience. By recognising items customers have bought in the past, Amazon systems make suggestions for similar buys in the future, as well as sharing user reviews of products and services. Amazon also makes it easy for shoppers to ask questions, provides answers quickly, and offers one-day delivery in most capital cities. On its ‘help and customer servicen its ‘help an offers customers the option of adding a note and wrapping, and sending a purchase as a gift to any nominated address. Organisations benefit as well. For example, an e-commerce site with content and services relevant to customers’ needs and the capability to recognise them by name, know their purchase history and recommend options based on past purchases creates positive interactions that encourage customer engagement. 1b How can organisations personalise communication about new offers and specials? They can use customer data on previous purchases and overall buying habits to personalise offers and specials. 1c What is the result of frequency illusion bias? Frequency illusion is the principle that after a person comes across a name or brand, they recognise it in other contexts. For example, after seeing a commercial for the new Tesla car, you Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

are likely to see references to it more often on TV, or in social media or news articles. In reality, the references were around before, so their apparently more frequent appearance is an illusion. Marketing tools such as social media and influencer marketing can deliberately increase how often someone sees a brand. The frequency illusion bias encourages the customer to start viewing the brand as a credible alternative or solution. 1d Provide three examples of strategies organisations use to increase customer loyalty. Customer loyalty is created through a series of positive interactions that set up an emotional connection with an organisation or brand, build affinity with its products or services, and become habit forming over time. Affinity with customers is strengthened through consistent experiences that create credibility and demonstrate an organisation’s willingness to fulfil customer needs. A focus on what the customer desires along the customer journey fosters customer loyalty. Mutual trust and respect flow from traditions, practices and rituals that create connections and positive relationships with customers. Customer loyalty increases customer advocacy for an organisation’s products, services and brand. Vocal, engaged advocates extend an organisationganirs.locrrough social sharing, referrals and word-of-mouth promotion about the dependability and quality of an organisation’s products and services at every stage of the customer journey. 2a Discuss organisational communication methods in the awareness, discovery and consideration stages of customer engagement, and provide an example of a touch point in each stage. Three methods organisations use to connect with customers through the unawareness, discovery and consideration stages of customer engagement are: o behavioural marketing, through identification of customers and their past behaviour o boosting credibility through influencer and thought leader marketing o frequency illusionsy through influencer and thought leader marketing past behaviou o they start to notice it everywhere (Hendricks 2017). 2b Discuss organisational communication methods in the conversion and growth stages of customer engagement, and provide an example of a touch point in each stage. Typical strategies marketers and retailers use to increase customer loyalty in the conversion and growth stages of customer engagement are: o limited-time-only promotions, such as Jetstarreaseriday Frenzy’ sales to persuade customers to purchase an air ticket between noon and 8 pm on Fridays o rewards for purchase, such as earning back cash on selected items purchased to encourage customers to make repeat visits and purchases o points-based rewards programs, such as encouraging customers to enrol in a frequent flyer points program, to build value and customer loyalty. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3a Identify the characteristics of effective interpersonal customer communication. Good face-to-face customer service pays attention to customers, and listens to and picks up on their verbal and nonverbal cues. The use of plain English when discussing important points with the customer relays information clearly. In negotiations with customers, courteous language and nonverbal communication such as smiles, nods, open hand movements and positive body language encourage two-way constructive communication that guides the parties to win–win outcomes. Customer satisfaction is influenced by a combination of the physical aspects and the interpersonal aspects of the customer experience. A positive atmosphere is created by acknowledging the customer, speaking courteously and listening attentively to understand their viewpoint. Positive body language that matches and mirrors the customermatchesderstand their viewpoilps to make customers feel more comfortable. 3b Identify and explain the purpose of three types of questions used in interpersonal customer communication. Open questions encourage the customer to speak freely—for example: ‘How can I help you?’ Closed questions invite a short focused answer—for example: ‘Will that work for you?’ Probing questions look for more information—for example: ‘Could you tell me more about…?’ Avoid negative questions and interruptions. 4a Discuss ways in which customers are engaging with organisations without having to visit the organisation’s premises. Without having to visit a service provider’s premises and to interact face-to-face, more customers are interacting with organisations through a variety of technologies. For example, Mulcahy (2016) found that mple, rganisations through a varie consumers, 58% of GenX and 46% of Baby Boomer/Traditionalist consumers are willing to share data with companies in exchange for personalised offers and discountsrs are willing to share tiog to share personal information with brands expect targeted promotions, offers, services and product suggestions in return. The more portable and instantly accessible technology devices such as smartphones and tablets enable customers to interact with service providers at any time in virtual space. 4b What do virtual customers expect from organisations? Virtual customers expect organisations to offer content, products, services and experiences that enable them to click on, return, register, buy or interact to fulfil their needs and expectations easily and quickly. Organisations that focus on customer experience view technology as more than a product to deliver service to their customers. They view it as a platform for innovation and developments that fulfil customer expectations and foster better experiences with customers. An e-commerce site with content and services relevant to customers’ needs and the capability to

recognise them by name, know their purchase history and recommend options based on past purchases creates positive interactions that encourage customer engagement. 4c Define the term ‘omni-channel customer service’, and explain its benefits for the customer. Omni-channel customer service describes the situation where an organisation integrates service across its multiple channels of communication so that customers can switch between channels and still receive consistent, positive customer experiences along and between each channel. 5 Identify the costs to an organisation of a breach of the privacy of the personal information of customers. The costs for an organisation of mishandling the personal information of its customers include: o loss of trust due to ethical damage and significant reputational harm o loss of customers or business partners and revenue o cost of time and resources involved in addressing a breach of privacy.

Customer Complaints Learning Objective 10.4: Identify the characteristics of an effective complaints-handling process, and explain the benefits of the process for the complainant and the organisation

Review Questions 10.4 1 Identify opportunities from customer complaints, and discuss the actions of organisations that view complaints as an opportunity. The collection and analysis of data about complaints offer insights into problems caused by an organisationoblems caused atapeople. Critical thinking about the information provides findings to enhance decision making and understanding of customer problems. An organisation’s response to a complaint turns it into either a negative or a positive experience. 2 Outline the communication skills used by front-line staff who are able to handle a faceto-face customer complaint effectively. When working towards agreement, front-line staff should use positive listening, speaking, questioning and nonverbal skills. Once a customer has agreed to a proposed resolution, the organisation should take action and provide relevant follow-up to build the customer’s confidence and enhance their goodwill towards the organisation. Confidentiality must be assured throughout the complaint-handling process. Positive customer experiences flow from the process used to handle the complaint and, even more importantly, from the face-to-face customer communication skills of the front-line staff.

3 List common complaints from customers, and discuss the characteristics and benefits of an effective complaints-handling process. Answers will vary. However, some common complaints are about: incorrect product descriptions, poor service or slow delivery, rudeness, false promises about quality, confusing and complex contracts and unreasonable delays. The characteristics of an effective complaints-handling procedure include: being fair, transparent, objective, unbiased, equitable, objective and professional. Refer to Figure 10.2. Figure 10.2: A Summary of the Do’s of Complaint Handling

Apply Your Knowledge Work individually 1 Construct a profile of a front-line customer service officer who is able to provide effective face-to-face customer service. Answers will vary 2 Create a tip list for a customer service officer who has to serve an upset customer. Answers will vary.

3a Briefly explain the outcomes for the customer from straightforward, easy access to personalised service. Products and offers will be tailored to the customer based on the customer’s previous purchase habits. 3b Identify four communication channels organisations can use to create open, transparent online community environments that offer customers personalised experiences. Answers will vary, but some common channels are voice, email, SMS/text, website, mobile, social media and face-to-face. 4 Assume your supervisor has directed you to prepare a two-part briefing note for your team. 4a Consider the communication skills in Figure 10.2 on the do’s of complaint handling. Choose, in your opinion, the most important ones. Carefully detail the reasons for your choice. 4b Explain what are customers’ most common complaints. 4c Write a short posting for your company’s blog titled, ‘The secrets to a good customer experience’. 4a–4c: Answers will vary

Work in groups 5a Identify the features of an effective complaints-handling process. Answers will vary, but in general: an effective complaints-handling policy provides customers with a clear process for resolving their complaints, as well as a policy and process that enables the organisation to fulfil its legal obligations while addressing the customers’ problems and concerns. 5b Brainstorm and list the types of incidents that can cause customer complaints. Answers will vary. 5c Discuss ways in which an organisation can ensure its senior executives drive actions to solve customer problems from the top. People are the key to preventing and solving customer complaints. A major issue for organisations is how to ensure that senior executives understand the problem and drive actions to solve customer problems from the top. An organisation may address this issue by: o implementing customer policy and procedures at all levels of the organisation o making senior management of departments and units personally responsible for signing off on all complaints

o encouraging senior management to see their organisation from the point of view of their customers o providing knowledge about customer experiences across the organisation’s multiple touchpoints to allow management insight into causes and facilitation of consistent responses to complaints.

Activities and Questions Work individually 1 Reflect on your own preferences as a customer. 1a How can an organisation make it easy for you to become aware of their brand and move to the discovery and consideration stages of the customer engagement model? 1b What type of after-sales communication and service do you appreciate? 1c After your conversion to a paying customer, how can an organisation create value for you? 1d Organisations use a variety of communication channels to collect customer feedback. What types of channel should they use to collect feedback from you? 1e How would you expect them to use the feedback? 1a-1e: Answers will vary. 2 Explain how the collection and measurement of information from the ustomer feedback. What types of channel should they use to collect feedback from you?nt model?t responses to complaints.ustomer problems from the top. An organisation may address this issrs. The ‘voice of the customer’ describes the process of capturing a customer’s requirements; in other words, listening to the customer. ‘Voice of the customer’ research typically consists of both qualitative (e.g. satisfaction surveys, focus groups) and quantitative information gathering (e.g. number of units purchased, number of complaints, delivery and response time). Different communication channels can be used to collect this data, including face-to-face, databases, market research surveys, telephone, customer briefings, advertising, focus groups, networking, product launches, podcasts and blogs, Internet services and social media channels. An organisation should use a mix of channels to capture information from all its customers.

3 Customer engagement is two different energies (customer and organisation) summing each other up before they engage to satisfy their individual needs. Briefly explain the benefits for an organisation of mapping and understanding its customer experience ecosystem. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Ecosystem maps and customer journey maps can be created to identify barriers and places through each of the stages of engagement for customer journey improvements and innovation. 4 Assume your department head has received several complaints regarding a newly released product. He requests that you develop a dot-point outline of a customer complaints-handling process. Develop the dot-point outline as a PowerPoint or Prezi presentation or in another format chosen by your lecturer/instructor. Answers will vary.

Work in groups 5 Develop a presentation for delivery as a webinar to a group of remote learners in your course. The title of the presentation is ot-point outline of a customer culture that Embraces Customer Engagement’. In your presentation, pay particular attention to: • Develop a presentation for delive • Develop a presentation for delivery as a webinar to a group of remote learners in yo • Develop a presentation for delivery aience ecosystem map • Develop a presentation for delive • Develop a presentation for delivery aience ecosystem mapoup of rem Support your presentation with a PowerPoint or Prezi slideshow. (Refer to Chapter 17 for more information on oral presentations and public speaking.) Answers will vary. 6 Assume your department head has requested your team deliver a presentation on the topic ore information on oral presentations and public speaking.) a customer culture that Embraces Customer Engagement’. In your presermine the driving and restraining forces that encourage or discourage customer engagement. 6a Brainstorm the driving forces that enable customers to engage with an organisation. 6b Brainstorm the restraining forces that discourage and prevent customers from engaging with an organisation. 6c Deliver your findings from the force-field analysis as a group presentation. 6a–6c: Answers will vary.

Case Study Touch Points Along the Customer Journey 1 What are the advantages for Best Health Care of creating and updating customer profiles? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

There will be better understanding and measurement of the customers’ journeys at every touch point to improve the relevance of Best Health Care’s offerings. 2 What is the likely outcome from Best Health Care of the customers’ journeys at every to of the customerskely outcome from Best Health Ca Customers will likely have higher satisfaction and smoother experiences. 3 What other methods could Lee use to determine customer perceptions of their interactions with Best Health Care products? Answers will vary. 4 What would be the next step Lee could take to consolidate the views of operations staff and customer service personnel into a single view of the customer? Answers will vary.

Chapter 11: Public Relations Models of Public Relations Learning Objective 11.1: Explain four models of public relations

Review Questions 11.1 1 What is public relations? Public relations is the term used for activities concerned with upholding and promoting the image of an organisation and the positive public acceptance of this image. 2a Which of the four models of public relations advocates negotiated, sensitive and equal communication between an organisation and its publics? The two-way symmetrical model advocates negotiated, sensitive and equal communication. It uses communication to negotiate with publics to resolve conflict and promote respect between the organisation and its public. There is an aim of understanding one another’s point of view. 2b Which of the four models could be described as using targeted, persuasive messages fashioned to influence an organisation’s publics? The press agentry/publicity model employs one-way communication in using persuasion and manipulation to influence an audience to behave as the organisation desires. However, the twoway asymmetrical model also uses persuasion and manipulation to influence the audience to behave as the organisation desires. The difference is the two-way asymmetrical model gathers feedback from the audience to reveal how to persuade the audience. The press agentry model is primarily used to attract media coverage. 3 How does two-way symmetrical communication benefit an organisation and its publics? The two-way symmetrical model aims to achieve mutual understanding between the organisation and its public, based on a free exchange of information. The interaction enables both the organisation and its public to alter attitudes based on good feedback. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

The Role of Public Relations Learning Objective 11.2: Discuss the role of public relations in managing relationships between an organisation and its publics

Review Questions 11.2 1 Describe the outcomes from effective public relations. Effective public relations build a mutually beneficial relationship between the organisation and its public. 2a Briefly describe typical tasks undertaken by public relations practitioners. Public relations tasks can include production of a media report, an annual report, an employee magazine or an electronic newspaper, as well as creation and management of campaigns to achieve awareness of an issue or change opinions about a subject. 2b Discuss three objectives of public relations practitioners. Three objectives of public relations practitioners are: maintain favourable opinions, create opinion where none exists or where it is latent and neutralise hostile opinion. 3 Explain the fundamental principles of public relations that apply on traditional as well as social media channels of communication. The fundamental principles of public relations include: understand what you represent; understand why it matters; understand to whom you’re speaking, and what voices will carry your story to others.

Determining Public Relations Objectives Learning Objective 11.3: Describe different public relations objectives and explain how to plan for them

Review Questions 11.3

1 What are the objectives and likely outcome(s) of a successful formal public relations program?

Public relations objectives are to gain public acceptance of the organisation. A successful formal public relations program will increase the organisation’s profile by highlighting the organisation’s presence, image, products and services. 2 What are the communication principles that apply when writing a public relations communication plan? Writers should be aware of the principles of effective communication when creating an effective strategic communication plan. The plan must be open and honest, two-way and responsive, receiver-orientated, timely, clear, consistent and comprehensive. 3 Identify communication channels used to gather information about the publics’ perceptions of an organisation’s product or service. The public’s perceptions of an organisation’s products or services can be gathered through market research surveys conducted face-to-face, on the Internet through forums, blogs and email, via company mail-outs and by telephone. 4a Discuss factors that drive corporate social responsibility. Sustainability objectives benefit an organisation because they allow organisations to achieve social or environmental value through their everyday business operations. Some examples include: energy efficiencies, reduced carbon emissions, better nutrition in food products, and purchasing along supply chains that respect human rights. 4b Consider the public relations activities of the organisation you use for your banking and other financial services. How do these activities influence your attitude towards the organisation? Personalised answer required.

Media Relations Learning Objective 11.4: Discuss the role of media releases, news conferences, special events, blogs and social networking in presenting a positive public image

Review Questions 11.4 1 Describe three techniques used in public relations campaigns. Techniques that can be used in public relations campaigns include: holding a news conference; conducting an interview or using a special event. Plan a campaign around the main public relations objective and use a unique blend of facts and communication media to achieve persuasive communication in the campaign. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2a What six basic news questions should a media release attempt to answer? A media release should attempt to summarise the main facts and answer the questions about the following: who? what? where? when? why? and how? 2b Why does a media release use the inverted pyramid structure? An inverted pyramid structure includes the key points in the first part of the story with information following in descending order of importance. This allows the story to be cut from the bottom if necessary. 3 How can an organisation gather information about stakeholder perceptions of its products or services? Customer and other stakeholder perceptions about an organisation’s products or services are gathered through market research surveys conducted face-to-face, on the Internet through forums, blogs and email, via company mail-outs and by telephone. An organisation can gather information about stakeholder perceptions of products and services by asking ‘What does our public want?’ This should be the core question when formulating a public relations plan. 4 Explain why organisations use social networking. Effective use of social networking sites facilitates two-way relationship building, enhances an organisation’s reputation and builds an online relationship with its publics.

Managing Public Relations Issues and Crises Learning Objective 11.5: Outline the steps in the strategic management of public relations issues and crises

Review Questions 11.5 1a Define the terms ‘public relations issue’ and ‘public relations crisis’. A public relations issue arises when stakeholders organise to do something about the consequences of an organisation’s actions. Stakeholders may, for example, form groups because an organisation’s actions impact on them. A public relations crisis is an abnormal situation or public perception that is beyond the scope of everyday business and threatens the operation, safety and reputation of an organisation. 1b Why do companies identify and control public relations issues? Organisations manage public relations issues to create mutual understanding and build stable relationships with stakeholders.

2a Outline the crisis management steps. The six steps for handling a public relations crisis are: 1. Appoint a response team 2. Devise a strategy 3. Craft the message 4. Identify and address the affected parties 5. Monitor the situation 6. Review and learn from the situation The purpose of each step is described in Table 11.5 (shown below).

2b What benefits does an organisation gain from managing a crisis effectively? The benefits of managing a crisis effectively include: demonstrated corporate social responsibility through compliance with organisational, regulatory and ethical requirements; improved capacity to better manage future serious incidents; increased analysis by decision makers of the shortterm consequences and long-term effects of actions; increased staff awareness of their roles and expectations within the organisation; improved capacity of all stakeholders to prepare and manage risk; and enhanced reputation, goodwill and reduced risk of post-event litigation.

3 Explain the difference between a high-transparency organisation and a lowtransparency organisation. A ‘high transparency organisation’ has effective flows of information upwards, downwards and horizontally. There is free-flowing information and communication and a willingness to apply the principles of the two-way symmetrical model to handle any problem or crisis proactively. A ‘low transparency organisation’ has ineffective flows of communication resulting in strong internal and external grapevines. Internal and external flows of information are poor and there is a tendency to ignore problems or crises.

Apply Your Knowledge Work individually 1a Identify an organisation that practises the two-way symmetrical model of public relations. 1b What types of messages does the organisation convey through its public relations activities? 1c Choose one of the organisation’s messages. • What is the purpose of this message? • What channels does the organisation use to send this message? • Who are the target audiences for this message? • What is the organisation’s desired outcome? Answer: 1a–1c: Answers will vary. 2 Assume your manager requests you to deliver a presentation at the next meeting of section leaders. The main discussion item on the meeting agenda is ‘Communicating our company’s sustainability objectives’. The purpose of your delivery is to explain the reasons for engaging with key stakeholders through varied yet complementary messages about the company’s sustainability initiatives. Your task is to write the presentation. In the presentation: 2a Identify a variety of appropriate communication channels. 2b Explain the benefits of using a variety of complementary messages. Answer: 2a–2b: Answers will vary but should touch on the fact that using a variety of complementary communication channels will extend an organisation’s reach.

Work in groups 3 Analyse a public relations crisis. 3a Discuss the factors that caused the crisis. 3b Decide whether the organisation demonstrated corporate social responsibility in the management of the crisis. 3c What could the organisation do to minimise the risk of a future crisis? Answer: 3a–3c: Answers will vary. 4a Discuss the following question: ‘How can organisations create positive conversations about themselves in the blogosphere?’ Answer: An organisation can gain benefits from keeping its online blogging audience aware of latest news information, following up, collecting feedback and either taking action or commenting back. 4b In a brainstorming session, list the advantages an organisation gains from giving bloggers early access to its media releases. Answer: Blogging can establish content and links about news events, launches and other public relations events; it can raise the organisation’s visibility, build relationships and enhance image. 4c Identify three other social media channels appropriate to public relations activities. Answer: Other social media channels appropriate to public relations activities may include Twitter, YouTube and Facebook. 4d List the advantages and disadvantages of each of these three channels. Answer: Answers will vary, but these channels are explored more in Chapter 23. 5a Outline the planning steps in a community public relations project. 5b The purpose of evaluation is to improve the project’s design and implementation, and to demonstrate its success. Create an evaluation checklist of the factors you would evaluate to determine the extent to which a telethon to raise funds for an oncology unit achieved its outcomes. Answer: 5a–5b: Answers will vary.

Activities and Questions Work individually 1 The two-way symmetrical model of public relations advocates free and equal information flow between an organisation and its publics. 1a Choose an organisation that practises free and equal information flow through formal, organised relationships with its publics. 1b Identify the main targets for the organisation’s public relations. 1c Discuss the benefits to the organisation of using the two-way symmetrical model. 1d Brainstorm the benefits of the model for the organisation’s publics. 1a–1d: Answers will vary. 2 The Body Shop is known for its commitment to positive social and environmental change. Go to www.thebodyshop.com.au to find the answers to the following questions. 2a What are the current commitments of The Body Shop to social issues? 2b How has The Body Shop committed to making a difference to the planet and to people? 2c What channels of communication does The Body Shop use to inform its publics of this commitment? 2d Into which of the four public relations models would you classify The Body Shop’s public relations? Explain in a short written answer why you chose that model. 2a–2d: Answers will vary based on students’ discoveries on current iteration of the Body Shop’s website. 3 Identify an organisation that is currently receiving negative publicity. 3a What model of public relations should it use to send out messages about what it is doing to resolve the situation, understand the public’s perception of its actions, and change in response to public expectations before the situation becomes a crisis? 3b Identify and explain three ways in which organisations can equip themselves to handle issues and minimise the possibility of a crisis. 3a-3b: Answers will vary. 4 Many corporations realise that they cannot regain lost public trust through traditional public relations techniques such as glossy brochures and superficial news releases. Explain, in a 250-word (approx.) blog to be posted on your company’s online shared Workplace Innovative Group, how corporations can regain lost public trust. Answers will vary. 5 Find three media releases issued by different organisations. Draft a skills checklist of ten or more elements of a good media release, as outlined in this chapter. Evaluate the Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

media releases according to the checklist, and explain which one you think is most effective, and why. Answers will vary.

Work in groups 6a Discuss the public relations goals of the organisation for which you work or in which you study. 6b Identify the groups who make up that organisation’s publics. 6c Name one company you consider has a positive public relations image and discuss the factors that contribute to that positive image. 6a-6c: Answers will vary. 7 Assume you are a project team that has the task of planning and constructing a new community adventure park. As well as two public relations consultants, the team includes a landscape designer, engineer, experts in park design and a financial controller. 7a Identify the public relations objectives you might aim to achieve in relation to this project. 7b Describe the functions of public relations your team would like to achieve to enhance the planning and construction of the adventure park. 7c Explain how the team could communicate its objectives for the park to the community and other stakeholders. 7d Assemble your answers to questions a–c into a presentation for the adventure park’s funding body. 7a-7d: Answers will vary.

Case Study Social Media Extends Reach and Relevance 1 Which of the public relations models does the Norfolk Regional Health Service primarily apply? Justify your answer. The Norfolk Regional Health Service mostly uses the two-way symmetrical model because they use social media to engage in two-way communication, to promote understanding and respect between the organisation and its publics, and to understand its publics’ points of view. 2 Discuss the advantages to the Norfolk Regional Health Service of building a social media presence.

Answers will vary, but some advantages are two-way communication, extended reach, and the ability to quickly respond to the public who engage with the organisation on social media. 3 Why should Norfolk Regional Health Service have an established procedure for managing complaints in social media? An established procedure will ensure that all NRHS staff approach and handle complaints in a consistent way that is transparent to complainants.

Chapter 12: Managing Big Data and Knowledge Attributes of Big Data Learning Objective 12.1: Discuss the attributes of big data and trends impacting on big data

Review Questions 12.1 1 Identify the five Vs of big data. Volume, variety, velocity, veracity and value. 2 Discuss factors that impact on the volume and velocity of big data. Volume depicts the huge use and storage of large amounts of information. Organisations mine the volume of big data from structured or unstructured sources—for example, customer loyalty cards, sales enquiries, purchasing history, entertainment preferences, and opinions shared through email, telephone and social networks. The immense improvements in processing power enable increased volumes of data to be captured in real time. Variety in terms of the diversity of sources, formats and many dimensions of data has followed the digitalisation of organisations’ and people’s lives. The variety of data today is a vital part of the daily operations of governments, businesses and consumers. For example, government agencies such as power and water authorities, public transport services and road networks, hospitals and ambulance services utilise big data. Private organisations and businesses use big data in operations to track and analyse customer sentiment on Twitter, Facebook, Instagram and online. The collected big data is mined and the results analysed to determine customer needs and preferences. The variety of sources of big data are vast. 3 Identify factors that improve the veracity of big data. Veracity is improved when processes increase reliability and security. Confidence in decision making based on evidence gathered from the big data is enhanced when an organisation’s Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

systems and processes ensure that big data is reliable and secure. Information technology experts, analytical expertise, and a culture of transparency and insistence on all staff accepting responsibility for security facilitates the veracity and accuracy of big data and enhances the benefits gained from an increasingly connected and data-driven world. 4 Identify the types of problems that can be caused by the massive sample sizes and the multidimensionality of big data. The massive sample sizes and multidimensionality may call into doubt the stability and accuracy of some big data because of problems due to statistical challenges, storage bottlenecks, noise accumulation (various types of measurement errors, outliers and missing values), spurious correlation and measurement errors. 5 Choose one industry and explain how big data adds value for that industry. Answers will vary. 6 What are the motivations that cause organisations to undergo digital transformation? Industries around the world are undergoing ‘digital transformation’ motivated by the requirement to be instantly available whenever and wherever anyone needs it. By 2025: • more than a quarter of data created in the global datasphere will be real time in nature • real-time IoT data will make up more than 95% of this.

Life Cycle of Big Data Learning Objective 12.2: Discuss the big data life cycle, and the purpose and applications of big data

Review Questions 12.2 1 Identify the stages in the information life cycle. The life cycle of big data encompasses data creation, data processing, data output, data resources and processes, and destruction or de-identifying of personal information. 2a Describe the features of an organisation that uses and applies effectively the insights gained from big data. Big data is used efficiently when leaders, managers, supervisors, team leaders, teams and other stakeholders have the knowledge and skills to access, draw insights, share and apply big data to their various work operations, roles and responsibilities.

2b Explain how proactive organisations acquire the resources to apply the insights gathered from big data. Proactive organisations are acquiring the resources to use and apply the insights from big data processes by: • taking advantage of basic information and knowledge-management skill sets that already exist within their organisation • seeking employees with the curiosity to ask the right questions and the ability to synthesise and relate new findings from big data to workplace activities quickly • creating business processes that support and place value on gathering, using and integrating big data findings into decision making • offering employees professional development and training in interpretation of knowledge gleaned from big data and implementing actions on the basis of findings and insights. 2c Discuss factors that allow information and decisions based on big data to reach the right people. Factors that allow the output (information and decisions) from big data to reach the right people are: • big data analytics to gather trends, patterns and other information on which to base actionable insights to meet organisational needs and objectives • mobile networks that allow easy and immediate distribution of information • visual/interactive technologies that analyse, review and present large and complex data sets in an understandable format • employees with the knowledge and skills to understand the complications and complexities inherent in big data, plus the ability to simplify the findings for others to use in their daily work. 3a Choose three types of technology that manage big data and briefly explain the purpose of each. Answers will vary. 3b What is the purpose of recommendation engines? A recommendation engine is an automated data filtering tool that uses algorithms and data to recommend the most relevant items to a particular user based on data about their previous preferences and behaviour. 4a Describe big data that is fit for purpose. Quality big data is fit for purposer purpose relevant to an organisation’s business goals and requirements. The analysis of big data should inform decision making, meet business requirements and enhance business operations. The characteristics of data ‘fit for purpose’ are completeness, validity, consistency, timeliness and accuracy at all stages of the data life cycle. Data fit for purpose underpins quality decision making and actions. Data with missing values and Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

missing elements from relationships are incomplete. Information that does not accurately represent real-world business values is inaccurate. Incomplete and inaccurate data should not be used because it can lead to poor decisions and increased risk for the organisation and its stakeholders. 4b Choose an industry sector and identify the benefits big data delivers to organisations in that industry. Answers will vary. 4c Explain the concept of ‘privacy by design’. The Office of the Australian Information Commissioner (OAIC) recommends organisations implement ‘privacy by design’ so that privacy is built into business planning, staff training, priorities, project objectives and design processes. Privacy by design aims to prevent the misuse, interference, loss or unauthorised accessing, modification or disclosure of personal information; to detect privacy breaches promptly; and to generate timely responses to potential privacy breaches. 5 Discuss factors that allow information and decisions from big data to reach the right people. • big data analytics to gather trends, patterns and other information on which to base actionable insights to meet organisational needs and objectives • mobile networks that allow easy and immediate distribution of information • visual/interactive technologies that analyse, review and present large and complex data sets in an understandable format • employees with the knowledge and skills to understand the complications and complexities inherent in big data, plus the ability to simplify the findings for others to use in their daily work. .

Tacit, Explicit and Embedded Knowledge Learning Objective 12.3: Differentiate between tacit, explicit and embedded knowledge, and use the SECI model to explain how knowledge is acquired

Review Questions 12.3 1a Reflect on the statement ‘Knowledge is more than data and information’. Answers will vary. However, Drucker (2003, p. 287) argues: ‘Knowledge is not impersonal like money. Knowledge does not reside in a book, a database, or a software program; these contain only information. Knowledge is embodied in a person; applied by a person, taught and passed on by a person; used or misused by a person.’ Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1b Explain your understanding of knowledge in the workplace context. Answers will vary. 1c Identify the levels in the knowledge hierarchy. The seven levels in the knowledge hierarchy are: knowledge work, knowledge functions, knowledge processes, knowledge-management programs, knowledge organisations, knowledge services, and social networks. 2a Distinguish between tacit and explicit knowledge. Tacit knowledge is knowledge people carry in their minds and therefore is difficult to access. Explicit knowledge is knowledge that has or can be articulated and stored and can easily be transferred to others. 2b Where would you find examples of an organisation’s embedded knowledge? Embedded knowledge originates from internalisation of an organisation’s conventions, traditions, codes of conduct, rules, common practice, routines, ethics and organisational culture. 2c Provide examples of collaborative communication technologies that encourage sharing of tacit knowledge. Rapid improvements in technology have increased the range of organisational activities conducted online. Web conferencing may be used for collaborative interaction over the internet for in-depth presentations, sales demonstrations and training. Explicit knowledge is shared, and participants can contribute tacit knowledge to the ongoing collaboration. Mobile devices enable geographically dispersed audiences to participate in a webinar. While the audience is able to view anything the presenter has showing on their screen, webinars are typically one-way from presenter to the audience, with limited audience interaction. Some collaboration is allowed through polling, and question-and-answer sessions, between the audience and the presenter. 2d How does a web-based dashboard enhance knowledge sharing? Visualisation of data on a web-based dashboard allows management to understand and share with employees information and strategies for the achievement of objectives and operational tasks. The web-based dashboard displays the quantifiable information from the big data analytics without requiring the viewer to understand the complex algorithms and detailed mathematical and statistical manipulation underlying the information on the dashboard. 3 Identify and provide an example of the sort of knowledge transferred through: • socialisation • externalisation • combination Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• internalisation. Specific examples given will vary, but students should reference the SECI model of knowledge. The SECI model of knowledge acquisition (Takeuchi and Nonaka, 2004) has four phases: socialisation, externalisation, combination and internalisation. Knowledge is shared through tacitto-tacit transfer in the socialisation phase, while the externalisation phase transfers knowledge from tacit to explicit. In the combination phase, explicit-to-explicit knowledge is systematically transferred to broader entities and concept systems. Internalisation occurs when explicit knowledge is shared through systematic processes, is understood and becomes part of an individual’s basic information. Refer to Figure 12.2 for the SECI knowledge spiral diagram. Figure 12.2: The SECI Knowledge Spiral

Purpose of Knowledge Management Learning Objective 12.4: Explain the purpose of knowledge management within an organisation, and provide examples of knowledge-management, enablers and practices

Review Questions 12.4 1 Describe the features of an organisational framework of knowledge management. Knowledge management is the process by which organisations generate value by gathering, organising, and sharing their intellectual and knowledge-based assets. Knowledge-management Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

organisations are knowledge sharing and implement practices that supply the right information to the right people at the right time. Organisations manage knowledge to provide consistency in good practice to assure better customer experiences and a consequent competitive advantage in the market. The purpose of knowledge-management practices is to enhance employee capability to access useful and relevant big data and knowledge resources quickly and to manage the proliferation of data and information overload in the complex and changing environment. By utilising the existing expertise of people within the organisation and facilitating additional learning about the organisation’s existing knowledge base, intellectual capital and know-how employees are able to use more fully tacit, explicit and embedded knowledge. The result is innovation and development of improved products or services. Critical success factors for knowledge management across an organisation are leadership, knowledge management enablers, and continuous learning and application of knowledge across the organisation. 2a What is the role of managers and leaders in knowledge management? Leaders have responsibility for ensuring the organisation has a framework and formalised methods for the management, sharing and dissemination of knowledge. Knowledge sharing is embedded in the organisation’s vision and strategy and leaders celebrate knowledge sharing. They use knowledge to improve decision making and promote collaboration and knowledge sharing throughout the organisation. 2b What should be the aims of policies for the management of big data and knowledge? Management of big data and knowledge is enhanced by policies that aim to: • increase the number of connections between staff to improve the quality of information • encourage participation in formal and informal networking to increase the flow of tacit, explicit and embedded knowledge • expand training, knowledge sharing and learning opportunities among employees—for example, through short courses, blogs, micro-blogs, podcasts, expert directories and communities of practice • facilitate collaboration and sharing of tacit knowledge held by key individuals with others to prevent loss of know-how as key employees resign or retire • encourage the use of visualisation techniques that clarify insights drawn from algorithms and complex mathematical and statistical data to enable employees to apply insights in practical daily operations and tasks. 2c Describe the characteristics of a knowledge-sharing culture. A knowledge-sharing culture has effective knowledge-management programs and practices that impact on the culture of the organisation and change the behaviour of employees.

3a Define the term ‘knowledge-management enablers’ and provide at least two examples. Knowledge-management enablers are the technologies and organisational strategies that support knowledge-management practices. They can be classified as technologies (e.g. intranets and document-management systems) that support knowledge management or organisational enablers (e.g. coaching, mentoring) to support people’s access to tacit and explicit knowledge. Specific examples will vary. 3b Describe the purpose of each enabler and explain how they facilitate knowledge creation and sharing. Answers will vary based on the examples provided in 3a. 3c Briefly explain the process of case-based reasoning. Case-based reasoning transfers past knowledge to the current situation by looking at solutions to past problems and analysing how this information can be used to solve current problems. 4 List three common obstacles to knowledge management. Three common obstacles to knowledge management are a lack of time, too much focus on detail and organisational introversion (fear of exposing internal operations to others) which may limit innovation. In addition, power plays can prevent the collaboration necessary to the introduction, implementation and review of knowledge-management practices. 5 Name two factors critical to the successful implementation of knowledge-management practices across an organisation. In your answer, discuss the benefits of digital workspaces. Two factors critical to the successful implementation of knowledge-management practices are a knowledge-sharing culture and continuous learning and application of knowledge by people, which helps build stronger relationships among key staff and between staff and customers and suppliers.

Apply Your Knowledge Work individually 1 In a short information report: 1a Explain the purpose of real-time big data. 1b Outline the attributes of big data. 1c Provide an example of each of the attributes. Answer: Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1a–1c: Responses will vary. 2 Provide short written answers to the following. Your answers will be placed on your team’s shared group space on the company’s digital workspace. Referring to the SECI model of knowledge acquisition: 2a Explain how tacit knowledge is acquired. 2b Provide an example of tacit knowledge transferred to explicit knowledge. 2c Provide an example of how explicit-to-explicit knowledge has been combined with existing knowledge to create new knowledge. 2d Explain why explicit knowledge should be disseminated within an organisation? Answer: 2a–2d: Responses will vary.

Work in groups 3a Discuss the claim that ‘knowledge-sharing organisations are made, not born’. 3b Identify the features of a knowledge-sharing organisation. 3c Brainstorm and list typical barriers to knowledge sharing. 3d Develop a visual presentation of your findings. Answer: 3a–3d: Responses will vary.

Ethics of Big Data Learning Objective 12.5: Discuss the importance of handling big data and knowledge ethically

Review Questions 12.5 1 What should individuals be informed of when an organisation collects their personal information? Ethical management of data acknowledges ownership and transaction transparency to enable data owners to know how and when their personal data are used. They should also be able to have knowledge of the algorithm design that generates the aggregate data sets. Openness requires the aggregate data sets to be freely available. Data owners should also be informed of any individual or organisation that would like to use their personal data and for what purpose. All reasonable efforts should be made to preserve privacy.

2 Discuss ways to minimise the privacy risks caused by the IoT. Processes put in place to protect privacy of the consumer in a networking world should require companies to conform to expectations about how they will respect, collect, use and disclose personal data. Mitigation of security and privacy issues requires consumers to have the right to exercise control over what personal data companies collect and how the companies use the data. Transparency and confidentiality of the information generated and shared requires organisations to inform people about: • the purposes of the data captured • how it is collected, stored, transferred or processed • how the data will be analysed • any third parties or companies that may participate in data processing. Ethical use of big data and knowledge depends on a combination of legal requirements, inclusion in organisational statements of ethics, values and principles, and self-policing. Ethical big data is underpinned by clear guidelines about who owns the data, and who and how the collected and stored data can be accessed. Security of data is essential. 3 What are the likely consequences for an organisation of personal data disclosure? Data breaches can put companies out of business, targeted attacks can halt operations, and hacking can compromise trade secrets. 4 Define the term ‘eligible data breaches’ and provide an example of an eligible data breach. An eligible data breach is one in which there is unauthorised access, disclosure or loss of personal information held by an entity, and that access, disclosure or loss is likely to result in serious harm to any of the individuals to whom the information relates. Examples of an eligible data breach are the hacking of a database containing personal information, or personal information provided in error to the wrong person. 4a Identify causes of unintentional data breaches. Unintentional breaches may be due to changing processes, information, personnel, applications and infrastructure. Natural disasters such as floods, earthquakes and fires can destroy data. b What are organisations required to do to meet the requirements of the Notifiable Data Breach scheme when an eligible data breach occurs? Organisations are legally required to have in place procedures and protocols should a data breach occur and to take reasonable steps to destroy or de-identify personal information that they hold once it is no longer needed (unless an exception applies). Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Apply Your Knowledge Work individually 1 Creation and management of big data requires analysis of previous processes and activities. 1a Reflect on how you use your smartphone. Consider the types of activities you conduct on your phone, and identify the sort of information organisations are able to collect and aggregate into big data from the activities conducted on smartphones. 1b How do organisations collecting data from your phone let you know how and why they are collecting your personal information? 1c What must an organisation share with you to ensure the transparency and confidentiality of information they generate about you and share with other organisations? Answer: 1a–1c: Responses will vary. 2 In a short information report: 2a Identify five trends that impact on the role of big data. 2b Identify the benefits of artificial intelligence and provide at least one example. 2c Identify likely problems caused by the trend to artificial intelligence and provide at least one example. Answer: 2a–2c: Responses will vary.

Work in groups 3 Brainstorm and list problems that can call into question the veracity of big data. 3a Brainstorm and list the ways in which an organisation’s data can be breached. 3b Create a short presentation to be delivered at your team’s weekly meeting that: • weekly meeting that:entation to be delivered at your teamthe vera • weekly meeting that:entation to be delivered at your teamthe veracity of big data.de at least one example.ey generate abou • weekly meeting that:entation to be delivered at yourthey handle big data ethically. Answer: 3a–3b: Responses will vary.

Activities and Questions Work individually 1 Develop a short information report titled ‘Knowledge Management’. 1a Use this quote in your introduction: ‘Organisational knowledge is embedded in an organisation’s culture, policies, procedures, routines, documents and employees.’ 1b In the body of the report: • discuss the main features of an organisational culture that nurtures knowledge creation and evidence-based decision making • identify strategies that promote the distribution and exchange of knowledge within an organisation • list reasons for incorporating knowledge into decision making. 1c Link your conclusion to the report’s introduction. 1a–1c: Responses will vary. 2 We live in a world of options. Insights from big data have led to the creation of improved and new products and services. Mobile devices make it possible for us to have a variety of resources and opportunities available at our fingertips at any moment we choose. Advertisers approach us in a variety of ways. We need to know how to make informed decisions in response to the widening options created by technological advances and the consequent analysis of big data. 2a Choose an advertising experience that spoke directly to you. What were the features that attracted you to, or ‘turned you off ’, the product or service? 2b Imagine you are a consultant to the company that created the advertisement and you have been asked to guess the sources of big data analysed to gain the insights that led to the creation of that advertisement. List your imagined sources. 2c Write a brief profile of the audience that would be attracted to that advertisement. 2a–2c: Responses will vary. 3 In a short written answer: 3a Explain the likely outcomes from effective knowledge-management programs. 3b Describe the features common to organisations that implement their knowledgemanagement programs and practices ineffectively. 3a–3b: Responses will vary.

Work in groups 4 Brainstorm and list the types of real-time data members of your group access or convey on mobile devices on a daily basis. Is this digital information critical to the daily lives of your group members? Support your group’s position in a short written answer. Responses will vary. 5 Brainstorm and list aspects of the members of your group’s lives that are impacted by big data. Share your findings with other groups in a large group discussion. Responses will vary. 6 Assume you are an advocacy group that has been established within an organisation to support organisational leaders’ and managers’ promotion of knowledge management. Your advocacy group has been asked to make a presentation at the next senior management meeting. 6a Your group decides to hold an initial planning meeting to: • identify types of organisational activities leaders and managers can use to share knowledge embedded in systems and processes, as well as newly created knowledge • discuss and agree the outcomes from effective knowledge management across an organisation. 6b Develop the advocacy group presentation with supporting visuals. 6a–6b: Responses will vary.

Case Study Postal services collect big data 1 How does accessing big data from the National Change of Address database improve an organisation’s efficiency? Accessing this data enables efficiency by reducing the costs of administration, lessening returnto-sender mail, and lowering the costs of mail delivery. 2 How does big data gathered by postal services help businesses connect with their customers and find potential new customers? An organisation that purchases the database is able to match its customer database to the National Change of Address database to update its addresses and delete any that are out of date. Organisations are able to check the attributes and real-time nature of any big data they purchase by verifying it has the five Vs characteristic of big data. 3 What sort of trends can postal data enable researchers to identify? Researchers are able to identify the number of letter-post items sent per capita, the number of parcel and package deliveries, the rate of on-time delivery, the number of households that request redirection, and the share of national employment in postal services. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

4 Identify the five Vs of big data, and explain why an organisation should verify that any big data they purchase has these characteristics. The five Vs are volume, variety, velocity, veracity and value, and organisations should verify that any big data used has these characteristics in order to create actionable insights for sustained value delivery, measuring performance and establishing competitive advantages.

Chapter 13: Researching and Processing Information The Research Process Learning Objective 13.1: Describe traditional and digital resources used for researching primary, secondary and tertiary sources of information

Review Questions 13.1 1a Briefly explain the steps in the research process. The research process involves definition of topic or thesis statement; location and collection of information; analysis and interpretation of information; synthesis of information, insight, new knowledge; and citation of sources using the required style. See Figure 13.1. Figure 13.1: The Research Process

1b What does the thesis or purpose statement do? The thesis or purpose statement is a single statement formulating both your topic and point of view. As such, it identifies the premise or position to be developed; tests the premise’s validity; and provides a point of focus for the research. 1c What are the benefits of attributing other people’s work accurately?

By attributing other people’s work accurately, you take an ethical approach to including work that is not your own and you also enable others to access the sources. 2a What are the activities you would undertake to gather information from questionnaires and surveys? You would: • Plan the questions. • Focus on the issue and your purpose. • Administer the survey and collect the information. • Extract and compile the information. • Analyse and interpret the information. 2b How would you gather information from social bookmarks? You would: • Register as a user of your preferred social bookmarking site(s). • Use keywords and tags to search for the area of interest. • Consider how many people have used a specific tag and view their comments. • Scan the headings in a folksonomy for relevant information. 2c What is the purpose of a folksonomy? Folksonomies are described as social because they are usually shared and open to others. People using the information create a tag as they come across material of interest. Rather than classifying the material according to preset categories or subcategories, users are able to apply whatever descriptive tags seem appropriate. The opportunity to add new tags means that the folksonomy’s index is flexible and can be extended in response to the views or interests of its ongoing users. The index is usually presented in nonlinear form as a tag cloud. 2d What is Really Simple Syndication (RSS), and why is it helpful? Really Simple Syndication (RSS) is a family of web feed formats that publish online content that is often updated to enable users and applications to access the updates and keep track of many different websites in a single news aggregator. 3a Identify the advantages and disadvantages of traditional publications and print media. Print media are tangible, portable and a permanent record. Some print media has a high quality because of the editorial and publishing processes applied to published documents. However, there are at least three disadvantages to paper-based sources of information: (1) traditional publications and print media have to be held in a physical space such as a library, which can be accessed only during opening hours; (2) they take up a lot more space than electronic sources; and (3) conducting large-scale searches and cross referencing is time-consuming. 3b Identify the advantages and disadvantages of digital media. Electronic media are accessible from any location at any time. Hyperlinks make it easy to conduct a large-scale electronic search and to cross-reference. However, there are disadvantages to electronic media, including: (1) the material is intangible and not permanent unless it is printed out; (2) the computer technology must be available to access the information; and (3) the quality of the information is not always credible because the ease and almost instantaneous uploading of new information may mean the quality imposed by effective editing and publishing services is often missing. 4a Define the term ‘digital native’. A digital native has grown up in the digital age, is comfortable with technology and computers, and considers technology to be an integral and necessary part of life.

4b Identify the digital literacy skills and information literacy skills of digital natives. The digital literacy skills of a digital native are the main digital literacies of ‘print literacy, texting literacy, hypertext literacy, multimedia literacy, gaming literacy, mobile literacy and code literacy’ (Dudeney et al. 2014, pp. 5–6).

Finding and Evaluating Sources Learning Objective 13.2: Discuss sources of library and digital information, and identify criteria used to evaluate them

Review Questions 13.2 1a Distinguish between search engines and subject web directories. Provide two examples of each. A search engine is a computer program that searches the collection of pages on the web, identifying individual web pages by specific keywords, e.g. Google Scholar or Meta Crawler. Subject web directories are web databases that organise content into categories and subcategories. While search engines provide more responses than directories, many hits are irrelevant and have to be discarded. Subject web directories offer researchers the opportunity to conduct specific searches. Examples include: Yahoo! at <www.yahoo.com>, a useful directory for mainstream information or requests with good business links and About at <www.about.com>, a good general directory with featured articles, videos and other useful information. 1b What types of search can you do on a library catalogue? Library searches can be performed using a specific index, such as an author or title, when only that type of data is wanted; a subject index, when browsing for items in a particular subject area; a keyword search, when you are not sure what your search term is; or a search using an ISBN/ISSN or classmark index, when retrieving a specific item. Refer to Table 13.5.

2a How do Boolean operators and phrase searching help you improve the efficiency of your searching? By using Boolean logic, the research request can be customised with the operators AND, OR and NOT. It is best to capitalise Boolean operators because some search tools require it. For example, a search for studies on the relationship between ‘empathy’ and ‘self-disclosure’ could use the words ‘empathy’ and ‘self-disclosure’ alone. The search would give a list of all works on

each word. However, a Boolean logic search using ‘empathy AND self-disclosure’ excludes works that are not about both. 2b What is the benefit of searching on a subject database? Data collected, sorted and stored in different databases is easy to search and access because the information is sorted into well-defined fields. The searches are directed to the database for a subject area and specific fields such as author, article title, journal title, abstract, publisher, date/year of publication and subject/descriptor. 3a Provide an example of a library database and nominate its purpose. Answers will vary, but ERIC (via ProQuest) is the world’s largest education database. Other examples are EBSCO and Scopus. Answers on the purpose of each individual database mentioned will vary. 3b What would you search by when you use the library’s periodical index? You can search by author, title, subject, or keywords. 3c What is the main advantage of subject web directories? Subject web directories offer researchers the opportunity to conduct specific searches when they need new information about a certain subject quickly but do not need to outline everything that has been published about it. 4a What criteria should you use to evaluate information sources? Criteria used to evaluate the quality of the content in a search of either print or digital sources include the following: • writing purpose, intended audience and writing style • authority of the writer • accuracy, objectivity, currency, relevance and coverage—breadth and depth of scope • user-friendliness and reviews. 4b What should you consider when deciding whether or not to use the information you find for an academic essay? Answers will vary.

Apply Your Knowledge Work individually 1 A subject encyclopaedia is a reputable source and an excellent starting point to provide context and background information and broad general sources that can be refined into a focused search. 1a Locate a subject encyclopaedia relevant to your area of study. Find a topic relevant to your next essay or assignment. 1b Write a précis to provide an overview of the topic. Include the historical perspective, if any, the theoretical framework, any issues of controversy, and other knowledge relevant to your essay or assignment. 1c Explain how the bibliography guides you to further useful reading. Answer: 1a–1c: Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2a In a short written answer, discuss the mixture of information and digital literacies that underpin successful searching and retrieving of information from digital resources. Answer: Answers will vary. 2b Identify three potential disadvantages of digital resources. Answer: Internet sources may not be subject to a rigorous review process and may be inaccurate, unreliable or incomplete. Credibility of Internet sources may sometimes be questionable. Some Internet sources are prepared, and updated, by amateurs, rather than professionals. 3 On your institution’s library website, research: • the phrase ‘purpose of the Dewey Decimal System of cataloguing’ and list the ten general topics used in the Dewey system • the type of searches you can do on the library catalogue • how to limit your search results to items held at a particular campus library • how to log in to the library catalogue. 4a Name at least two of the top databases in your field of study. 4b Brainstorm and list their chief strengths. 4c In a short written answer, explain how you can ensure the sources you choose to use are credible and reliable. Answer: 4a–4c: Answers will vary. 5a You need new information about a certain subject quickly, but you do not need to outline everything that has been published about it. Where would you find it? Answer: Subject web directory. 5b You know the name of the journal in which the specific article you are seeking is published. How would you locate the journal? Answer: Search by journal name in an online database. 5c Why should you use primary sources as much as possible in academic work? Answer: Primary sources are information created during the time of study and, unlike secondary sources, have not yet been interpreted by someone not involved in the original research. 6a Why should you critically evaluate your source material? Answer: To ensure it is accurate, timely, and meets your needs. 6b Identify at least five criteria you can use to evaluate the credibility of online sources of information. Answer: Evaluate websites for correctness and currency. Think about where the information was obtained, the date of the information, updates or revisions, and check that the links on the site are still working. Ensure that the information is relevant to the topic and connects with and supports your other resources. 6c Why should you verify where the content you intend to use comes from? Answer: This helps establish the credibility of authorship and accuracy of information. 6d Explain the reasons for identifying the purpose of any piece of work you find in your research. Answer: Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Work in groups 7a Briefly describe the difference between primary, secondary and tertiary sources of information. Answer: Primary sources are usually unpublished information gathered first-hand. Secondary sources of information are published and stored after the event has taken place. They are interpretations and evaluations of primary sources. Tertiary sources of information are compiled from secondary sources. 7b Give an example of each and describe their purpose. Answer: Answers will vary. 8a Discuss in your small group the variety of channels from which you retrieve information about business and professional communication. 8b Create a list of at least six channels preferred by members of your group when accessing information for assignments, essays, projects and other research tasks in your area of study. 8c Develop a dot point list of reasons for preferring those channels. 8d Poll your group to determine which channel is accessed most often. 8e Write one paragraph explaining the reason(s) for that channel’s popularity. Answer: 8a–8e: Answers will vary.

Conducting a Literature Review Learning Objective 13.3: Describe the features of an effective literature review

Review Questions 13.3 1a What are the characteristics of a good literature review? Rather than establish new arguments and make original contributions, literature reviews: • organise and present existing research • critically evaluate each work and the relationships between different works • show how the reviewed works relate to your research for a particular topic. 1b What should you include in the introduction, body and conclusion of a literature review? The introduction to a literature review includes the topic under discussion and the parameters or scope of the topic. The body includes relevant paragraphs on background (including classic texts), current mainstream viewpoints, theoretical assumptions, differing or opposing views, possible approaches to the subject, current research studies, methodologies and discoveries about the topic, general conclusions and questions currently asked. The conclusion may review key terms and concepts or provide a summary of major agreements and disagreements in the literature. 2 What is the purpose of an annotated bibliography? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

An annotated bibliography critically assesses and summarises each item briefly using an overall introduction and conclusion to state the scope of coverage and formulate the question, problem or concept the chosen material expounds. An annotated bibliography may group items into sections to help indicate comparisons and relationships. 3 Identify four questions you should ask yourself as you evaluate an academic study. Questions to ask include: • What is the quality of the source of the report? • Are other clues included in the communication suggesting the research was well done? • Has the study been replicated? • How selective has the communicator been in choosing studies? • Is there any evidence of critical thinking? • Is there any reason for someone to have distorted the research? • Are the conditions in the research artificial and therefore distorted? • How far can we generalise, given the research sample? • Are there any biases or distortions in the surveys, questionnaires, ratings or other measurements that the researcher uses? 4a What is intellectual property? Give an example. Intellectual property is the property of your mind or intellect. It can be intangibles such as an invention, trade mark, original design or the practical application of a good idea. 4b What are digital rights? Give an example. Digital rights are the rights of copyright holders of digital works, devices or documents intended to prevent unauthorised duplication of their work. 4c What are two advantages of using a direct quote in your writing? Two advantages of using a direct quote are that you can support your argument with the words of an acknowledged authority and share the author’s exact words with the reader before analysing or critiquing it.

Apply Your Knowledge Work individually 1a ‘A literature review is not just a descriptive list of the material available, or a set of summaries.’ Explain what a literature review is in a short written answer (about 250 words). 1b Develop a tips list students could use to help them conduct a literature review. In the list, identify the elements to include in the introduction, body and conclusion. Answer: 1a–1b: Answers will vary. 2a Explain the reasons for moving from the general to the specific when researching the background or developing an overview of the topic for an essay or assignment. 2b What are the advantages of browsing subject-related indexed resources rather than using a search engine to browse? 2c Create a list of red flags that would make you sceptical of any information source. Answer: Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2a–2c: Answers will vary. 3a Social bookmarking is a technique that you can use to record and store the URLs for relevant sources of information. Create a set of four folders with names that are relevant to a subject in one of your current courses. 3b Conduct a search of websites and social media sources to build a list of references relevant to your next assignment or essay. 3c Create a bookmark that makes sense for each URL. Answer: 3a–3c: Answers will vary.

Notations Learning Objective 13.4: Differentiate between approaches to notations and citations, and explain the importance of academic honesty

Review Questions 13.4 1a What is a ‘notation’? A notation is an acknowledgement of the source of information used in an academic or professional document. 1b Explain the difference between a footnote, a citation and an endnote. A footnote is a comment at the bottom (or at the ‘foot’) of the page giving additional information about information in the text. A citation is an in-text acknowledgement of the source of the original words or ideas used in a document, and allows the reader to find the original source of information. The original source is identified by giving the author’s name/s, the year of publication and the page numbers in brackets. Endnotes appear at the end of the chapter or the article. 1c What information is required in an endnote? Endnotes give supplementary material at the end of a chapter or an article. Points are numbered throughout the chapter and then expanded on in this section. 2 Differentiate between the note (or traditional) style of referencing and the author–date (or Harvard) style. The main difference between the author-date and the note styles is the order of the information. In the former, the order is as follows: the author’s surname, the initials, year of publication, title (in italics) publisher and the place of publication. In the latter, the order is as follows: author’s given name or initials, author’s surname, title (in italics), publisher, place of publication and year of publication. 3a Define the term ‘academic honesty’. Academic honesty is ethical behaviour in all academic work, including acknowledging all sources correctly, presenting your own work, gathering objective and reliable data, and working in accordance with the university’s guidelines. 3b What advantages do you gain by paying attention to academic honesty? Attention to academic honesty not only improves your writing but also your reputation and credibility. Citations and referencing show the extent of your research and your capacity to Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

present ideas, paraphrase, develop an argument, and evaluate and balance viewpoints. They also show the reliability of the sources you use, particularly important when you research from the Internet, which allows anyone to publish ideas without evaluation from editors or peers. 3c What are typical penalties for academic dishonesty? The penalties may range from a warning to suspension or expulsion from the university or revocation of an award from the university.

Bibliography and List of References Learning Objective 13.5: Prepare a bibliography and list of references

Review Questions 13.5 1 Identify two rules of referencing. Two rules of referencing are to include a reference every time someone else’s ideas or information are used or referred to, and reference in at least two places—in-text and in full in a list of references or bibliography. Referencing should also be included when someone else’s ideas are expressed in your own words (paraphrased); expressed in a reduced form (summarised); copied in exact words (quoted); or reproduced (copied). 2 What is the difference between a shortened in-text reference and an end-of-text reference? Shortened in-text references are for citing the author’s name and year when making a direct quote or paraphrasing. End-of-text references identify work written by someone else: author’s surname; initials or given name; year of publication, title, publisher, and place of publication and year. 3a Why do writers include a bibliography in their documents? A bibliography is an alphabetical list of all works consulted in the preparation of a document, including all works cited in the body of the document. Writers include a bibliography to show the breadth of their reading and it serves as a list of further recommended reading. 3b What details should be included to source online information? Referencing of online documents needs to happen with as much care and attention to detail as the referencing of paper-based documents. Standards have been established and continue to evolve in response to the needs of the creators of online information, writers and those who use the information. For print material downloaded from the Internet and online sources, Australian students are likely to follow the traditional (note) method or the Harvard (author–date) system of referencing and add the URL details. For American and Canadian students, the Modern Language Association Style Manual and Guide is widely used for referencing professional and university papers.

Apply Your Knowledge Work individually 1a Compile a list of four search terms. 1b Use the library’s catalogues to find a book, an article in a journal, and a relevant magazine or newspaper article related to these terms. 1c Prepare an email to other students explaining how to maintain ethics and etiquette in the research process. Answer: 1a–1c: Answers will vary. 2a Conduct a complex web search for one of your assignments in any subject by following the guidelines provided by any university library of your choice. Look for the terms ‘effective searching’, ‘advanced search strategies’, ‘databases and catalogues’. 2b Organise the results of your search (at least four books, two journal articles and four other sources) into a bibliography following your faculty’s preferred method of referencing source material. 2c Write a brief description of how you evaluated the quality of the sources of information. Answer: 2a–2c: Answers will vary.

Work in groups 3a Brainstorm and list the reasons for carefully evaluating sources of information found on the internet. Answer: Answers will vary, but some reasons include: • Establish the credibility of the authorship • Determine the objectivity of information • Decide the purpose or motive of the site in question • Analyse content for verifiable facts and references 3b Discuss the reasons for referencing sources from any medium fairly and accurately. Answer: Referencing sources from any medium fairly and accurately is important in order to avoid plagiarism. Referencing gives appropriate credit and respects the intellectual property and digital rights of others. 3c Discuss the three main rules of referencing. Answer: The three rules of referencing are include a reference every time someone else’s ideas or information are used or referred to; include a reference when paraphrasing, summarising, quoting or copying someone else’s ideas or graphics; and reference in at least two places (shortened in-text reference and full details in list of references). 3d In a short written note, explain how paraphrasing differs from plagiarism. Answer: Paraphrasing is an appropriately referenced restatement of a text or passage, using other words. Plagiarism is presenting the ideas and expressions of others gathered in research as your own. 4a Refer to your institution’s policy on plagiarism on its website. 4b What are the consequences of plagiarism? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

4c Prepare a set of rules any student could use to avoid plagiarism. The set of rules should include a brief introduction that defines the term ‘academic honesty’. Answer: 4a–4c: Answers will vary.

Activities and Questions Work individually 1a What are the potential problems of just ‘googling’ and retrieving information from the open Web? 1b What factors should you consider as you evaluate information from the open Web? 1c What are the advantages of using the library’s databases? 1d Write a simple procedure for accessing and using your library’s databases. 1a–1d: Answers will vary. 2a Name two library catalogues used in a library search. 2b List three resources or services that libraries offer. 2c When are dictionaries and encyclopaedias most useful? 2d Why would you use APAIS? 2a–2d: Answers will vary. 3 Discover what you can find out by accessing your university or college’s ‘Ask a Librarian’ service. 3a Google ‘Ask a Librarian’ with the name of your institution. 3b Which channels of communication can you use to ask a librarian (phone, email, inperson, Twitter, other) 3c How does the library suggest you get started with your research? 3d What borrowing services does the library offer? 3e How can you find and use e-books? 3a–3e: Answers will vary. 4 Visit the website of the Australian Copyright Office at <https://www.copyright.com.au/ about-copyright/>. Search the website to find something that you did not know before reviewing. Share your findings in an email you could forward to members of a work team. Answers will vary. 5 Visit the National Library of Australia’s website at <www.nla.gov.au>. 5a In the search facility, key ‘ERESOURCES: FINDING THE RIGHT DATABASE’. 5b Write a simple procedure for making access to e-resources easy. 5c When you think you have found everything you need for your research, where else does the National Library suggest you could look? 5a–5c: Answers will vary.

Work in groups 6 Develop a short article for posting on your company’s shared online workspace. In the article: 6a Identify likely sources of content appropriate for the following needs. • when you are looking for primary material on a topic Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• when you are looking for popular opinions on a topic • when you need to back up your claims with evidence in an academic essay. 6b Brainstorm and list the reasons for evaluating your sources of information. 6c Discuss the likely consequences of accepting all source information without thinking critically about it. 6a–6c: Answers will vary. 7 Design a survey for first-year students entitled ‘Academic honesty’. 7a Create a set of 6–10 questions you could use in the survey seeking opinions about academic honesty. 7b Prepare a brief introduction that identifies why students should observe academic honesty in their studies. 7c Include three internet sites after the survey questions that survey respondents could access to identify academically honest and dishonest behaviours. 7d Identify anything else that might be useful to include in the survey for first-year students. 7a–7d: Answers will vary. 8a Establish a social bookmarking account on CiteULike, Digg or another site of your choice with a username and password to be shared by your group. 8b Search, tag and share resources relevant to a current assignment or essay. 8c Subscribe to an RSS newsfeed to enable group members to see new postings automatically. 8d Work together once a week to rate and review the usefulness of the bookmarked resources. 8e Submit a bibliography of the resources with your assignment or essay. 8a–8e: Answers will vary. 9a Develop an overview of the topic for the next essay or assignment that you must submit as part of your course. As you gather background information and refine your topic: • conduct a basic search on your institution’s library catalogue to find and browse a subject-based encyclopaedia, handbook or directory • conduct an advanced search on your institution’s library catalogue to find information from a database specific to your area of study • use a search engine such as Google or Bing to find at least two more sources of information • use Google Scholar at <http://scholar.google.com.au/> to find another source of information relevant to the assignment or essay. 9b Place the sources of information you have gathered for your assignment or essay into a bibliography using the preferred method of referencing for your subject or course. 9c Write a précis detailing the reasons for working from the general to the specific when researching information sources and developing a bibliography. 9a–9c: Answers will vary.

Case Study Efficient Research and Evaluation of Resources 1 Explain why Ella and Javid should begin their search through the university or college library facilities. Answers will vary. 2 Recommend search channels that will enable Ella and Javid to find primary, secondary and tertiary sources of information efficiently. Answers will vary, but may include the following: • Primary sources: experiments, interviews, surveys and questionnaires, human resources, and files, records and databases • Secondary sources: library catalogues, library databases, periodicals and journals, audiovisual and other services, archives and mass media. • Tertiary sources: indexes and databases (e.g. EBSCO), handbooks or guides, and dictionaries and encyclopaedias 3 Explain how Boolean operators differ from phrase searches. Phrase searches are more specific than Boolean ‘AND’ searches and therefore will usually retrieve fewer but more specific records. 4 Write an answer to Ella’s question, ‘How do I do an advanced search?’, Answers will vary but should include mention of Boolean operators and phrase searches to target a search request. 5 Develop a checklist, titled ‘Criteria to use when evaluating information sources’ for Javid and Ella to use throughout their course. Answers will vary, but criteria used to evaluate the quality of the content in a search of either print or digital sources include the following: • writing purpose, intended audience and writing style • authority of the writer • accuracy, objectivity, currency, relevance and coverage—breadth and depth of scope • user-friendliness and reviews.

Chapter 14: Conducting Surveys and Questionnaires Step 1: Establishing the Goals of the Survey Learning Objective 14.1: Establish clear, specific goals to address the survey or questionnaire purpose

Review Questions 14.1 1 Briefly outline the seven steps in conducting a survey. The seven steps in conducting a survey are: establish the goals of the survey; select a representative sample; establish the data collection method; construct and pre-test the questionnaire method; administer and collect the information; analyse and evaluate the information; and report the findings. Refer to Figure 14.1. Figure 14.1: Steps in Conducting a Survey Using a Questionnaire

2 Briefly explain the purpose of investigating existing and background information. When determining the feasibility of a survey it is important to review existing resources as they may already contain adequate information to meet the objectives. Exploring background Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

information, such as performing a literature review, can help determine if other ways of collecting the information are preferable. 3a Briefly describe the features of an effective hypothesis. A hypothesis is a tentative, testable prediction about what the survey or questionnaire is designed to measure or test. An effective hypothesis will: identify and describe clearly the most important variables; present a statement that is testable with the available research methods; and exclude the biases of any stakeholder. 3b Explain the difference between reliability and validity. Reliability is the extent to which a survey, an experiment, a test or any measuring procedure yields the same result on repeated trials. Validity refers to the degree to which a survey accurately reflects or assesses the specific issue or concept that the researcher set out to measure. A survey will be reliable if it consistently gives the same results when repeated under the same conditions over different periods, but a survey will be valid if it measures what it claims to measure.

Step 2: Selecting a Representative Sample Learning Objective 14.2: Identify the target population and select a representative sample

Review Questions 14.2 1 Briefly outline the reasons for sampling. As it is not always possible to interview, test or observe each member of the population being researched (unless a census is used), a representative sample of the total population is selected. A representative sample is a random selection of respondents who are representative of the target population. 2 Describe the characteristics of a good sample. A good sample is a random sample, as sampling bias can occur when a sample is not random. When sampling, define the population in terms of the survey’s goals and objectives to clearly identify which groups are to be included or excluded from the survey. Draw a representative sample from the population, ensuring a complete, accurate and up-to-date list of all members is used. Check the sample is large enough to both represent the target population and provide useful results. 3 Differentiate random sampling, stratified sampling and cluster sampling. Random sampling avoids bias by enabling every person in the target population or area under study to have an equal chance of being included in the sample. Stratified sampling divides the target population into strata by some characteristic or variable and takes a random sample from each stratum. Cluster sampling divides the target population into clusters (usually along geographical boundaries) and randomly samples the clusters.

Step 3: Establishing the Data Collection Method Learning Objective 14.3: Discuss the importance of choosing appropriate data collection method(s) and maintaining confidentiality of data

Review Questions 14.3 1 Identify three methods (other than questionnaires and interviews) used to collect data. Other than questionnaires and interviews, three other common methods that can be used to collect data include: observations, focus groups and checklists. In addition, data can also be collected by: examination of existing records, profile analysis from information on an inquiry database or management of databases of information built from answers to a specific set of questions. 2a Compare the advantages of questionnaires and interviews. Compared to interviews, questionnaires are less expensive, more easily administered, able to be sent through the post or completed via the Internet, more consistent because of the standardised wording and question order, able to provide privacy and anonymity, free of the potential bias of an interviewer and able to provide respondents more time to complete answers. However, compared to questionnaires, interviews have a less rigid structure, are more flexible, offer respondents the opportunity for free expression, offer the interviewer the opportunity to record nonverbal behaviours, open to interaction between the respondent and the interviewer and can allow respondents to discuss the causes of problems or solutions to problems. Refer to Table 14.2 for a full list of advantages of questionnaires and interviews.

2b Briefly discuss strategies survey organisations can use to safeguard confidentiality of data. The recommended policy for survey organisations to safeguard confidentiality includes: • using only number codes to link the respondent to a questionnaire and storing the name-tocode linkage information separately from the questionnaires • refusing to give the names and addresses of survey respondents to anyone outside the survey organization, including clients Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• destroying questionnaires and identifying information about respondents after the responses have been entered into the computer • omitting the names and addresses of survey respondents from computer files used for analysis • presenting statistical tabulations by broad enough categories so that individual respondents cannot be singled out. 3 Identify possible problems if the respondents have difficulty working through the questionnaire format and understanding the questions. Questionnaires should be manageable for the respondent. If respondents have difficulty working through the questionnaire format and understanding the questions, the data collected may be unreliable as the respondent may provide inaccurate or unreliable data.

Step 4: Constructing and Pre-Testing the Questionnaire Learning Objective 14.4: Describe the impact of questionnaire format, type of question and wording on the quality of respondents’ answers, and explain the reasons for pretesting a questionnaire

Review Questions 14.4 1a What formatting elements can you use to help respondents to follow the structure and understand the questions in a questionnaire? The use of headings, and grouping and numbering the questions, will help respondents to move from question to question. Avoid distractions such as questions running over pages or instructions that interfere with the flow of the questions. Leave space for respondents to comment as appropriate. The physical characteristics of the questionnaire, such as text, graphics and other visual devices, improve respondents’ understanding of the questions and hence the quality of their answers. Aspects such as page layout, font type and size, question spacing, rating scales and type of paper affect the questionnaire’s readability. A general rule is to guide respondents through the questionnaire by using three different fonts: one for the instruction section, one for the questions and one for the sections that prompt, help and provide respondents with examples. The font type and size should be readable and accessible to respondents who may have less than 20/20 vision. 1b What information might you include in the instruction section of a questionnaire? Two types of instructions should be considered: general instructions providing guidance on what information is needed in an answer, and format instructions informing respondents how to answer a question (e.g. ‘select one alternative only’ for multiple choice questions). Clear, specific and complete instructions in the introductory section of the questionnaire will ensure that respondents can answer the questionnaire easily, accurately and completely. 2a Identify and explain the purpose of three types of questions used in questionnaires. Questions can be open-ended or closed. Open-ended questions (or free-response questions) are not followed by any choices and allow respondents to enter a number, a word or a short written answer in their own words. Closed questions confine respondents to precise answers. Two types of closed questions are: dichotomous questions, with two possible opposing responses, such as ‘yes’ or ‘no’; and multichotomous questions, with a range of answer choices,

as in multiple-choice questions. Table 14.4 summarises types of questions used in surveys and questionnaires and the purpose of each.

2b Identify three types of questions that may bias survey findings. Closed questions can lead to bias. For example, respondents may disregard the question and simply fill in the questionnaire with all the same answers. Leading questions can also introduce Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

bias as they are phrased in a way that leads respondents to a particular answer, for example, questions with built-in assumptions can lead respondents to agree or respond in a certain way. Questions with double negatives can confuse respondents and introduce bias as responses may not be accurate. 3 List and briefly explain five rating scales. Five ratings scales are: selection of least preferred to most preferred (e.g. asking respondents to mark on a continuum the position best describing how they feel about the subject of the question); ranking in order of importance (e.g. rating from most important to least important); selecting the correct or preferred item, which allows only one choice from a list of features; marking an agreement scale, allowing respondents to select the feature best representing their opinion from a range of opinions; and comparing one attribute to others, where respondents judge and select one attribute in preference to others. Refer to Figure 14.3 (see below) for examples of rating scales. Table 14.4 (see above in 2a) provides detail regarding types of survey questions and rating scales. Figure 14.3: Examples of Rating Scales

4 What sort of potential problems should the researcher look for in the pre-test stage? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

When pre-testing, the researcher should look for potential problems in the administration of the questionnaire, such as issues with respondents’ understanding of the questions, as well as any problems associated with the information being collected actually meeting the questionnaire’s goals.

Apply Your Knowledge Work individually 1a Outline the advantages of: • establishing clear survey or questionnaire goals and objectives • exploring background information before establishing the method to collect data. Answer: Establishing clear survey or questionnaire goals and objectives assists with defining the task at hand and, thus, increases effectiveness. Exploring background information before establishing the data collection method helps determine if there are preferable ways to collect the data. 1b What would you include in a data analysis plan? Answer: A data analysis plan identifies survey objective, hypothesis, variables and planned analysis. Refer to Table 14.1 for an example of a data analysis plan.

2a Create a two-column table to compare the characteristics of good versus bad questions in a questionnaire. • In column one, identify the characteristics of good questions. • In column two, identify the characteristics of bad questions. Answer: Good questions are brief, objective, simple and specific. They are neutrally worded to avoid bias, require simple responses, ask one thing at a time and directly address the research objectives. Bad questions may have characteristics that allow bias to be introduced. For example, badly worded, meaning they may be misunderstood; ambiguous; double-barrelled; hypothetical; leading or using double negatives. 2b Detail the type of language that should be used throughout a questionnaire. Answer: Language should be clear and concise. It should be at a level appropriate for the characteristics of the audience of the questionnaire. 3a Define and briefly explain the characteristics of a valid question. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer: A valid question will accurately assess the specific issue or concept that the researcher set out to measure. 3b Define and briefly explain the characteristics of a reliable measure. Answer: A reliable measure will consistently give the same results when repeated under the same conditions over different periods. 3c ‘Bias is systematic error that can prejudice findings in some way.’ Identify factors that can cause bias in findings. Answer: Answers will vary as bias in findings can be caused by many factors. In general, poor survey design, collection, analysis and interpretation of data can introduce bias. For example, researchers designing the survey may have assumptions or ideas that can cause a bias to be built into the survey. Other areas to consider are: sampling bias can occur if the sample chosen is not random; order of questions can introduce bias due to primacy or recency effect; the type of questions can introduce bias (e.g. leading questions); and the skill and training of the interviewer, as well as motivation and commitment of both the interviewer and the respondent. Language should be clear and at a level appropriate for the characteristics of the audience of the questionnaire.

Work in groups 4a Identify five areas to consider as you design a questionnaire. Answer: Five areas to consider when designing a questionnaire are: questionnaire format; instruction section; question sequence; types of questions (content and wording); and pre-testing of the questionnaire. 4b Brainstorm and list the characteristics of a visually appealing and user-friendly questionnaire. 4c Report your findings to the large group. Answer: 4b–4c: Answers will vary. 5 The questions in Figure A aim to collect information on the success of a particular training program attended by 240 people in the last 12 months. Consider the three questions from the training evaluation questionnaire. 5a Identify the type of sequence used in the set of questions in Figure A. Figure A: A set of questions and rating scale from one section of a training evaluation questionnaire

5b Design an improved rating scale that removes the tendency for participants to choose the safe central option. 5c Write instructions to inform respondents how to use your improved rating scale format. 5d Assume you have to report on the findings from the three questions. In your report, write a conclusion on the results from each of the three questions. 5e Assume only 200 of the 240 people who attended the training program returned the training evaluation questionnaire. Calculate the response rate. Answer: 5a–5e: Answers will vary. 6a Refer to Table 14.4 on types of survey questions and rating scales. Each person in your group is to choose one type of question and construct a set of three questions with appropriate rating scales for a questionnaire. The topic of the set of questions is to determine respondents’ attitude towards working in teams. 6b Compile your questions into a questionnaire. Answer: 6a–6b: Answers will vary.

Step 5: Administering and Collecting the Information Learning Objective 14.5: Discuss issues to consider when administering and collecting the information

Review Questions 14.5 1 Identify factors that impact on a questionnaire’s internal consistency. Internal consistency is the extent to which tests or procedures assess the same characteristic, skill or quality. Internal consistency or reliability enables researchers to interpret data, predict the Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

value of scores and identify the limits of the relationship among variables accurately. Consistency between interviewers in their administration of a questionnaire is enhanced by a number of factors, including the instructions in the questionnaire and the training of interviewers in the use of the measuring instruments. 2 Discuss factors that may influence respondents’ answers in a data collection interview. Factors that influence responses in an interview include differences in interviewers, differences in the motivation and commitment of the interviewer and respondent, and the respondent’s desire for self-expression. 3 When should the person administering a questionnaire ask probing questions? Probing questions should be asked by the person administering a questionnaire when a respondent does not elaborate enough or strays from the subject of any of the standardised open and closed question types.

Step 6: Analysing and Evaluating the Information Learning Objective 14.6: Identify factors that contribute to the strength of findings, and issues to confront when analysing and evaluating information

Review Questions 14.6 1 Why is it important to follow the data analysis plan? A data analysis plan identifies survey objective, hypothesis, variables and planned analysis. The data analysis plan provides a guide to follow in the analysis, evaluation and reporting stages and outlines how the researchers will analyse the findings for each survey objective and research question. 2 What is the purpose of data triangulation? Triangulation involves using multiple data sources in an investigation to produce understanding. This provides insight into the consistency of findings generated by different data collection methods and helps to avoid overgeneralisation. Data triangulation adds to the credibility and strength of the findings. 3 What issues might you confront as you analyse and evaluate the data? Some of the most common issues to address in the analysis and evaluation stage are: overgeneralising the results from data collected from only a few interviews, observations, surveys or other data collection instruments; checking methodology for bias that leads to biased results, for example, biased questions that encourage respondents to answer in a certain way; assuming that two results that show a relationship cause one another to occur; considering other related factors not included in the survey; and examining responses for validity before including data, for example, some respondents may refuse to answer a sensitive question or purposely answer inaccurately.

Step 7: Reporting Findings Learning Objective 14.7: Identify the elements in a formal report of survey or questionnaire findings

Review Questions 14.7 1 Name three channels used to report survey or questionnaire results. Three common reporting channels include: formal written report; media release; or presentation. Other reporting channels can include: abstract or executive summary of a formal written report; talks, slide presentations and podcasts; documents on a website; or workshops, seminars and conferences. 2 Explain the term ‘ethical duty’, and provide three examples of ethical duty that must be complied with in a research report. Anyone involved in collecting data and reporting the results of surveys and questionnaires has an ‘ethical duty’ to explain the goals and objectives of the research, to gain informed consent to use the data and to respect the confidentiality of information from each respondent. Any legal requirements on data protection must be adhered to. Another essential requirement is to distribute survey and questionnaire findings and reports through the appropriate management and accountability channels. 3 Identify the elements and criteria typically addressed in a formal research report. The elements of a formal research report typically include: abstract; introduction; methods; results; conclusion; appendices; and reference section. Refer to Table 14.6 for a description of each of these elements.

4a Briefly describe the three sections of the methods part of a formal written report. The methods section of a formal written report includes a sample section, a measurement section and a design and procedures section. The sample section contains: specification of sampling methods and procedure; a description of the target population; and a description of the sample and any problems in contacting and measuring the sample. The measurement section contains: a description of the variables and the method(s) to measure the variables; a brief Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

description of the standards applied to question content, wording and sequence for questionnaires, tests and interviews; a brief description of scaling procedure and how it was implemented; and an explanation of how reliability and validity was addressed to assure generalisability from the sample to the target population. The design and procedures section contains: a brief explanation of how the questionnaire design was appropriate for the objectives or problem and addressed the hypothesis (or hypotheses); a brief discussion of any threats to internal and external validity and how the design and procedures addressed these; and an outline of how the research was conducted and the sequence of events with sufficient information to enable the essential features of the research to be replicated. 4b Outline what is included in the results and conclusion sections of a formal written report. The results section of a formal written report contains: a clear, concise and complete statement of results; comments on the significant data presented in the tables and figures and tables and figures formatted correctly (must have title and number). The conclusion contains: a discussion of the implications of the research and a brief mention of any problems and how these were treated.

Apply Your Knowledge Work individually 1 You decide to collect information via a self-administered questionnaire from all players in the Saturday Soccer competition at your local sporting field. 1a Part 1: Plan the questionnaire i What factors must you consider as you format the questionnaire? ii What information might you include in the instruction section of the questionnaire? iii Identify the characteristics of the target population you will gather in the demographic questions. iv What general order will you use to ensure that questions about the major objectives are answered? Where will you place questions that may be sensitive? v How will you pre-test the questionnaire? vi How and to whom will you report the findings? 1b Part 2: Develop the questionnaire Incorporate each of the following elements in your questionnaire: i Appropriate format ii Instructions iii Questions—ensure you include: • a set of questions for one topic in the questionnaire that follow the funnel sequence and give reasons for using that sequence • a set of questions for one topic in the questionnaire that follow the inverted funnel sequence and give reasons for using that sequence • a fixed-alternative question • an open-ended question • an ordinal question to allow rank ordering of preferences • a matrix or rating type of question • a contingency question. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

iv A conclusion, with an appropriate thank you. Answer: 1a–1b: Answers will vary.

Work in groups 2a Discuss the following statement: ‘It is critical to address all issues before a questionnaire or survey is officially launched.’ Answer: Discussion should focus on the problems that may arise if pre-testing is not completed before launch of the questionnaire or survey. 2b Develop a list of the reasons for conducting a pre-test. Answer: Reasons for conducting a pre-test may include advantages of being able to: determine whether the research objectives or hypotheses are appropriate; verify the target population has been defined appropriately (range of demographics, gender balance and other characteristics); check that instructions and questions are inclusive and ethical and that privacy issues have been addressed; discover whether respondents and interviewers find the instructions easy to follow; determine how well open-ended questions work with a view to redesigning them into a multiplechoice or another closed format in the final questionnaire; gather feedback on the feasibility and appropriateness of the sampling method; eliminate superfluous questions, rewrite ambiguous questions and check the length of the questionnaire and the time needed for completion; determine whether the questionnaire layout, structure and mechanical factors, such as space to answer, enhance respondent comprehension; check the work of the data processors to determine whether coding and question format facilitates or inhibits data entry—for example, numbers or boxes for answer categories; verify the effectiveness of the data analysis methods identified in the initial data analysis plan; and provide practice opportunity for interviewers, instrument administrators, data editors and analysts. 2c Brainstorm and list typical problems identified in the pre-testing stage. Answer: Problems typically identified in the pre-testing stage fall into two broad categories: those associated with administration of the questionnaire and those associated with information collection meeting the goals of the questionnaire. Some specific examples should be able to be provided for discussion in part 2d. 2d Choose two of the problems you have identified and decide how to overcome them before the questionnaire is administered. Answer: Answers will vary.

Activities and questions Work individually 1a Assume you have been asked to design a questionnaire to find out whether students are satisfied with the public transport to their university. Construct: • two fixed-alternative questions • two word association or fill-in-the-blank questions • two ordinal questions.

1b Why is it important to determine the questionnaire objectives before you construct the questions? 1a–1b: Answers will vary. 2 Your campus canteen wants to determine the viability of changing from a fast-food canteen to focus on healthy eating. You have been asked to investigate student interest in, and response to, this proposal. Using the guidelines suggested in this chapter, prepare an appropriate questionnaire. In doing this, complete the following steps: 2a Define your objectives. 2b List any background information you may use before constructing the questionnaire. 2c Develop a data analysis plan. 2d Determine the sampling method(s) and justify your choice(s). 2e Construct questions to gather reliable and valid information. 2f Test these questions on a pilot group of respondents and note: • any misinterpretations • any problems • the usefulness of the questions in eliciting reliable information • the effectiveness of the question format. 2g Present your questionnaire and your answers to each of the tasks listed above for trial and discussion by your class or tutorial group. 2a–2g: Answers will vary.

Work in groups 3a First, work individually to answer each question below. i What kinds of movies do you prefer? ii How many movies do you see at the cinema in a year? iii How many movies do you see on TV a year? iv Rank the types of movies you like to see from most preferred to least preferred, allocating 1 to most preferred and 6 to least preferred. • Fantasy • Romance • Documentary • Western • Horror • True-to-life v Do you prefer watching movies at home or going out to see movies? • Movies at home • Movies at the cinema Please give reasons for your preference. 3b Now, in your small group, compare and discuss your answers to the questions. 3c Work together to decide on the questionnaire’s purpose and put it in writing. 3d Rewrite the questions to ensure that the responses are more reliable and easier to evaluate. You might like to change the rating scales on any or all of the questions. 3a–3d: Answers will vary. 4 Develop a questionnaire using Survey Monkey or a similar free online survey service that identifies student satisfaction with access to the resources held in the college/ university library. 4a Identify the title and objectives for your questionnaire. 4b Incorporate each of the following elements in your questionnaire: i Instructions Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

ii Questions—ensure you include: • a set of questions for one topic in the questionnaire that follow the funnel sequence and give reasons for using that sequence • a set of questions for one topic in the questionnaire that follow the inverted funnel sequence • a fixed-alternative question • an open-ended question • an ordinal question to allow rank ordering of preferences • a matrix or rating type of question • a contingency question. iii A conclusion, with an appropriate thank you. 4c Submit your group questionnaire to your lecturer/supervisor. 4a–4c: Answers will vary.

Case Study Survey of Vineyards in the Best Wine Region 1 Write an objective for the questionnaire in the case study. Answers will vary. 2 Design a set of questions for the questionnaire designers to ask about parking, public transport and other ways to travel to the vineyards. Answers will vary. 3 What would you look for to check the reliability and validity of a survey? Answers will vary. 4 What elements should a formal written report of the research findings contain? It should contain an abstract, an introduction, methods, results, conclusion, appendices, and a reference section.

Chapter 15: Critical Thinking, Argument, Logic and Persuasion The Role of Critical Thinking Learning Objective 15.1: Explain the role of critical thinking in academic work

Review Questions 15.1 1a What is the purpose of critical thinking? The purpose of critical thinking is to question, rather than accept everything you read at face value. Critical thinking requires consideration of possible viewpoints and results in interpretation, analysis and evaluation of evidence, and the conclusions inferred from the evidence. It is a purposeful, self-regulatory judgement that occurs when an issue is raised, a problem needs to be solved, opinions are reconsidered or experiences carefully reflected upon. 1b Identify three critical thinking activities you have undertaken in the past week. Answers will vary, but Table 15.1 provides a good summary of some possible critical thinking activities.

2 How do critical questions help you in your academic work? Critical questions help you in your academic work to critique academic papers, reports and other written and oral presentations. It is useful for note taking, assignment writing, tutorial Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

presentations and any practical component of professional practice or placement, as it will enable you to expand your knowledge and skills. Critical questions will assist you to: • react critically to an essay or to evidence presented • judge the quality of a lecture • form an argument • write an essay based on a reading assignment • participate in class. 3 How do critical readers clarify what an argument is about, identify the strengths of the argument and determine the position the author takes? You need to ask questions and answer them when undertaking critical analysis. Following the four steps in the critical reading process, as listed in Table 15.2 assists with identifying the strengths of the argument and the position taken by the author. Critical questions are the key to critical thinking because they assist you to distinguish between fact and opinion, uncover assumptions, and evaluate and draw conclusions based on sound logic and solid evidence. Critical questions facilitate analysis and evaluation of the quality of any item being investigated.

Apply Your Knowledge Work individually 1 Reflect on this statement: ‘Critical thinking is focused on the ancient Greek ideal of “living an examined life”.’ 1a What does critical thinking entail? Critical thinking involves a way of thinking about any subject, content, or problem in which the thinker improves the quality of their thinking. It requires skilful analysis, assessments and reconstruction of a topic. Critical thinking is self-directed, self-disciplined, self-monitored and selfcorrective thinking. 1b How can you foster critical thinking? Answers will vary. 1c Create a dot point list of the characteristics of a critical thinker. Answers will vary. 2 In a short written answer: 2a Explain the difference between merely summarising the evidence and using it to substantiate your position and develop your argument. Summarising is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. It is the distillation, condensation or reduction of a larger work into its primary notions. However, academic writers are expected to do more than summarise information. Academic writers are expected to develop and substantiate an analytical argument or position through the use of evidence. When you use summarising to substantiate your position and develop an argument, you are drawing upon evidence from academic sources based on inductive or deductive reasoning to justify the particular claim you are making. 2b Explain why you need the support of experts in academic writing. Experts have verified their evidence, have undertaken research of a suitable size to support their argument or position and have used credible sources (primary). The support of experts will increase the credibility of your own writing and arguments. 2c Assume a lecturer has made these comments on your essay: • ‘You have made some good points but you have not substantiated them.’ • ‘You need to show me that you have done the reading on this topic.’ • ‘Your argument here contradicts your starting position.’ Discuss the strategies you could use to avoid these comments on future essays. Students should ensure that they acknowledge any evidence they have used to base their points on. Using evidence in this way helps avoids the comment that points are not substantiated. Students should seek to gather sufficient evidence from a variety of sources, some of which should take various positions towards the topic. Showing evidence that various positions have been uncovered demonstrates to the lecturer that the student has read widely on the topic and not just focused on a few pieces of evidence that support their own position. Students should match the evidence to the relevant different stages of the argument. Read the completed essay before submission to ensure the conclusion and starting position are in agreement.

Work in groups 3a Discuss the types of evidence that are likely to be presented in a political broadcast. Political broadcasts are likely to present evidence from facts, findings from surveys, expert testimony, appeal to authorities or experts, examples, statistics, reports and academic studies. Any evidence used in a political broadcast will be designed to help present a persuasive argument, as political speeches apply this type of argument to convince, and bring the speaker and listeners together on the position or issue. 3b Decide how you would evaluate the quality of the evidence. Critical thinking and questioning can be used to evaluate the quality of evidence. For example, is the evidence sound? Is the evidence presented appropriate to the audience and context? 3c Design a set of questions you could use to evaluate the broadcast critically. Answers will vary. 4a Discuss the importance of the universal intellectual standards of critical thinking in academic writing. 4b Create a poster of the standards. 4c Complete the poster by writing beside each standard a question you could use to check if the reasoning in a document meets the standard; for example, beside accuracy, write: ‘How would we check on that?’ 4a–4c: Answers will vary.

Logic and Argument Learning Objective 15.2: Evaluate the logic in an argument by identifying the relationship between the premise (position or purpose statement) and the conclusion

Review Questions 15.2 1 Differentiate between deductive reasoning, inductive reasoning and opinion. Define the terms ‘syllogism’ and ‘generalisation’. Deductive reasoning is where the premises provide (or appear to provide) complete support for the conclusion. Deductive reasoning is based on logical necessity—if the premise is accepted, the conclusion must also be accepted. Inductive reasoning is based on probability—what conclusion is most likely to be expected or believed from the available evidence. An argument is inductive if the truth of the premises is thought to provide good reason to believe the conclusion true, but does not definitely establish the truth of the conclusion. An opinion is a belief held with confidence but not substantiated by positive knowledge or proof. The term ‘syllogism’ is a form of deductive reasoning and is made up of at least two premises (a major and a minor) leading to a conclusion. A ‘generalisation’ gives a general rather than a specific character to a subject. Generalisations are claims about events in general. For example, ‘Funding grants raise literacy standards’. 2 Identify the characteristics of an argument.

An argument is a set of propositions or statements, designed to convince a reader of a conclusion, that contain at least one reason (premise) for accepting the conclusion. Figure 15.1 identifies five components of a good argument. Figure 15.1: Components in a Good Argument

3 Explain the relationship between the premise and the conclusion. A conclusion is an idea that requires other ideas to support it. A premise is a proposition or claim on which an argument is based or from which a conclusion can be drawn. 3a Define the term ‘fallacy’, and give three examples of common fallacies. A fallacy is a type of logical error that leads to a false statement or belief. The premises given for the conclusion do not provide the needed degree of support. There is an error in the reasoning. Table 15.4 summarises the different types of fallacies.

3b Explain the difference between conscious and unconscious fallacious reasoning. Fallacious reasoning may be conscious or unconscious. While conscious errors are deliberate ‘tricks’ in reasoning, unconscious errors are not deliberate but instead are caused by faulty assumptions and uncritical thinking. 4a Typical responses to a document or text are restatement, description and interpretation. Differentiate between the three responses. Students are expected to review the resources at Critical Thinking on the Web at www.austhink.com/critical. Answers will vary according to interpretation. 4b Why should academic readers take responsibility for their own assertions, rather than simply restating what an author has said? Answers will vary. 4c Describe the process of inference. Inference is the act or process of inferring, or passing from one premise, proposition, statement or judgement considered as true to another whose truth is believed to follow from that of the Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

former. Inferences are drawn from statistical sample data and applied as generalisations about the whole population.

The Role of Persuasion Learning Objective 15.3: Identify techniques of persuasion, and explain how they influence others to change attitudes or take action

Review Questions 15.3 1 Describe the process of persuasion. Persuasion is the process of convincing another person to change his/her beliefs or behaviour. This is done by making appeals to his/her feelings and intellect. Persuasion (through speeches of actuation) aims to have listeners take the action proposed by, for example, purchasing a product or service, signing a position or agreeing to change or accepting a proposal. In a speech of conviction, the speaker attempts to convince the listener to believe as the speaker does. 2 Identify three techniques of persuasion. Three techniques of persuasion: Rhetorical mix—it is designed to convince the audience to take action and involves careful framing of arguments and a mixture of the three types of rhetorical appeal: logos, pathos and ethos. Refer to Figure 15.2 (see below) for more details on these three. Features-benefits mix—it is a technique that incorporates a mixture of a product or service’s features and benefits into the message to show the audience the real benefits. The message must stress the benefits in order to focus on the receiver’s need and enable the receiver to see the relevance of the features and benefits to them. Appeals to emotion—ideas targeted towards the emotions, needs or values the reader or listener is likely to care about, such as the need for companionship, adventure, power, authority, humour and loyalty. Figure 15.2: Three Types of Rhetorical Appeal

3a Discuss the reasons for achieving a balance between appeals to emotion and logical appeals in a persuasive message. Achieving an optimum balance between emotional appeals and logical appeals enhances the credibility of the speaker and captures the audience’s attention. Appeals to emotion balanced with logic persuade fairly and ethically; this is a proper use of appeals to emotion. Improper uses of appeals to emotion can manipulate through prejudice, fear, embarrassment or other feelings rather than convince credibly. Table 15.5 contrasts proper and improper use of appeals to emotion.

3b Identify three factors you need to take into consideration when presenting persuasive appeals. Consideration of four factors can assist in achieving the optimum balance between logic and emotion: the actions of change you hope to motivate; the receiver’s needs, expectations and motivations; degree of likely resistance and how to overcome; and empowerment to ‘sell’, convince or persuade the receiver.

Apply Your Knowledge Work individually 1a Find a print or online news article of interest to you. 1b As you read the article, answer the following questions about the rhetorical devices used by the author: • Does the author build credibility or an ethos appropriate to the audience and context? • Does the author use pathos in a manner appropriate to the audience and context? • Does the author use logos to build logical and convincing arguments appropriate to the audience and context? 1c Write a 250-word discussion about the author’s approach. In your discussion, identify: • information or strategies the author used to create their ethos and the success or failure of the approach • how the author connected with the audience and their success or failure at appealing to the target audience’s emotions • the logical strategies the author used and the success or failure of the strategies in gaining audience acceptance of the argument. 1a–1c: Answers will vary. 2 ‘Effective persuasive messages are closely aligned with audience motivations, those forces that drive people to satisfy their needs.’ Select a current television advertisement for any product or service. 2a Explain how the advertisement: • identifies the features of the product or service • identifies WIFM. 2b Does the advertisement connect with you? Give reasons for your answer. 2a–2b: Answers will vary.

Work in groups 3a Choose a journal article from the recommended reading for one of the subjects the members of your group are studying. 3b Working together, identify the inferences drawn and comment on their validity. 3c Decide if the article presents enough information about how the study was carried out. 3d Is the evidence presented in the article sufficient, relevant and from credible sources? 3e Develop a list of critical questions your group could ask the author to improve your understanding of the article and its conclusion. 3a–3e: Answers will vary.

Activities and Questions Work individually 1 Your task is to write a briefing note for the next intake of students to your course. The purpose of the briefing note is to: 1a define and briefly explain the concepts of ethos, pathos and logos, and provide an example of each Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1b explain how, when researching on the Web, knowledge of these three concepts enables students to: • determine the author’s and website’s credibility • think critically about the author’s writing purpose, the points of importance and the author’s viewpoint • evaluate the relevance, sufficiency, depth and breadth of the concepts presented in the argument. 1a–1b: Answers will vary. 2 Find a journal article you may want to use as a reference for an essay or a paper in your course and prepare a short critique. (Make judgements, or show the relative merits of the argument.) In the critique, provide sufficient information for the reader to know what the article is about, and enough analysis and evaluation to help you decide whether or not you will use the article in your essay or paper. Use these guidelines in the critique: • Filter the information by creating a list of the headings and subheadings. (If the article has no headings, list the main ideas.) • Define the premise or purpose of the argument and the reasoning strategy used. • Provide a brief reasoned appraisal or assessment of the facts or argument presented in the article. • Identify the article’s main strengths and weaknesses. Answers will vary. 3 Write a persuasive essay by choosing a topic. It must be something debatable, rather than a fact—for example, if you were to choose as your topic ‘Sharks are dangerous’, there would be no need for persuasion. However, if you chose the topic ‘Sharks should be eliminated from our coastline’, you have a topic that can be debated. The persuasive essay should focus on only one side of the argument—your chosen side. It should not be a pros-and-cons essay or a personal opinion essay. A suggested outline for the persuasive essay is: • Introduce the issue. • State the facts surrounding the situation. • State your case by discussing why your way is the best way, and by sharing evidence and expert opinions to support your position. • Examine and refute the opposition by presenting negatives of the opposing view. If there are positive aspects of the opposing view, point them out, but compare them with the overall benefits of your case. • Reconfirm your position by reviewing the main points of your argument. • Conclude that your position is the preferred position based on all the information provided in the essay. • Back up your logic with evidence collected in research that supports your position. Answers will vary. 4 Your task is to prepare either an inductive or a deductive argument in an essay that supports a current controversial issue. Complete the following steps: 4a Research a current controversial issue. 4b Choose your position on that issue and write the premise. 4c Develop the argument (with an appropriate balance between appeals to logic and appeals to emotion). 4d Write your conclusion and relate it to your original premise. 4e Analyse your essay critically by asking questions that evaluate the type of reasoning in the argument, the quality of the evidence and your conclusion. Make any corrections or improvements, and submit your essay. 4a–4e: Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Work in groups 5 Your small group is tasked with advocating an approach to a major health problem in Australia such as asthma, obesity, smoking or other. Your aim is to influence others such as government or health bodies, transport authorities, educational institutions and others to act. 5a Agree on and research a major health problem. Apply critical thinking skills as you research to: • raise vital questions and formulate them clearly • gather and assess relevant information • come to well-reasoned conclusions and solutions • test them against the universal intellectual standards of critical thinking described on page 382 of this chapter. 5b Decide which of the following methods your advocacy group will use to influence others to take action: • information pamphlets or websites, workshops and seminars to educate others • lobbying through letter-writing campaigns, social media, direct talks, and petitions to try and influence decision makers and politicians • media activity, including holding news conferences, conducting interviews and publishing articles • coalition building to bring many groups or organisations together for a common cause. 5c Deliver a co-presentation on your chosen topic to the larger group. The aim is to influence your audience to take action. It should be supported by visual material and a pamphlet to highlight the issue’s main points. After the presentation, submit the visual material and pamphlet to your lecturer/instructor. 5a–5c: Answers will vary.

Case Study Environmental Advocacy Group 1 Discuss the critical thinking skills that will help the advocacy group make sound decisions and establish constructive arguments. Answers will vary, but in general the advocacy group should make sound decisions and constructive arguments by: • distinguishing between fact and opinion • evaluating the validity of information sources • analysing and challenging the observations, facts, inferences, assumptions and opinions in an argument • evaluating the validity of particular theories and their application to particular situations. 2 The different audiences the advocacy group will try to persuade and influence will want to understand the advocacy group’s motives. Explain how the advocacy group can balance logic and emotion to: • establish ethos and credibility • use pathos to connect on an emotional level • use logos to put a message into context. Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3 Assume that the environmental advocacy group decides to lobby a state government authority. Which of the lobbying methods would you suggest it use? Give reasons for your choice. Answers will vary.

Chapter 16: Communicating Through Visuals Visual Communication Principles Learning Objective 16.1: Explain the importance of visual design principles and design consistency in visual communication

Review Questions 16.1 1 What is visual communication, and when may it be used? Visual communication is the communication of information or data using visual aids. It can be used within a written or oral presentation. 2 List five visual design principles and explain the meaning of each one. Five visual design principles are contrast, alignment, repetition, proximity and simplicity. Contrast refers to the difference in visual properties and can assist in creating focus by making one object distinguishable from another. Alignment can be used to indicate a relationship or symmetry can be used to indicate a safer, more formal or serious article than an asymmetrical alignment article. Audiences identify with repetition, and repetition can create consistency, continuity and unify a document. Proximity of items can indicate relationships, with related items grouped together and space shown between unrelated items. Simplicity suggests less is better than more, with elimination of ‘chart junk’—that is, colours, textures, pictures or other information that is superfluous to the message. 3 What advantages does a graphic have over a data table? Graphics are a form of visual communication that organises information, such as percentages, numbers or rates of change. Graphics show relationships, highlight trends and help to sort, classify and group data, as well as assist with clarifying technical ideas and emphasising important points. Data tables can also be used to present data, facts and figures in an easy-tounderstand way. Like graphics, tables can emphasise similarities or differences in data. However, when the data in a table are graphed, the information and relationships are further simplified. As a result, the graph gives a clearer representation of the information. 4 When would decorative features such as colour be used in a graphic? Decorative features, such as colour, or even form, weight, structure and size, can be used in graphics to emphasise contrast. Differing visual properties can make one object distinguishable from another.

Matching the Graphic to the Message and the Audience Learning Objective 16.2: Select the appropriate graphic for presenting information, concepts and ideas to illustrate your message in written and oral presentations

Review Questions 16.2 1a List five types of graphics and explain when it would be appropriate to use each one. Five main types of graphics are tables, line graphs, column or vertical bar graphs, dot tables and pie charts. Other types of graphics are listed in Table 16.2 (page 402-404), which also summarises the usefulness of each type of graphics. 1b Why are graphics used in reports? Graphics can be used in reports to display ‘statistical data’ (concepts, related information, trends, movement and changes over time, comparisons and spatial distribution can be shown graphically). It is then up to the writer to decide which features of the graphics are suited to the document to not impede the flow of information. By using visual communication at appropriate points, the writer can capture the reader’s attention and maintain interest. On many occasions, graphics are included as part of the Appendix to a report. 2a Give three examples of when a table could be used as an effective graphic. Tables can be used to draw attention to substantive points; present specific pieces of information or data; and show exact values. A table emphasises similarities or differences in the data. It presents information in parallel lists or columns and therefore relationships are shown more clearly and in less space than for a long description interspersed with figures. 2b Which graph or chart can be used to represent the parts of a whole unit in order to compare them? List the advantages and disadvantages of this type of graphic. A pie chart represents the parts or divisions of a whole unit, to show a comparison. The main advantage of a pie chart is its ability to emphasise the proportions of a whole unit. However, it can be difficult to both judge the area of a pie chart and determine the largest segment if several segments have similar values. This means pie charts should not be used when there are a large number of categories (usually not more than six). Another disadvantage is pie charts cannot show negative values. 3a What criteria are required for an effective chart or graph? An effective graph or chart should: show data clearly without distorting the facts; use appropriate space for the information being conveyed, with neither too little nor too much information in the space; convey an unambiguous message about the data; encourage the reader to analyse the data; make large quantities of data coherent; and not include superfluous decorative design elements. 3b What advantages does the producer of a graphic gain by using these criteria to test graphics? When graphics are used effectively, the ideas and information are complemented by the visual or graphic aids and are more easily understood by the reader. 4 Suggest three ways to improve clarity around graphics. Improved clarity around graphics can be achieved through focusing on accuracy, sorting of data and simplicity. In addition, when using a graph, use a secondary y axis carefully. Table 16.3 explains how each of these methods will achieve clarity and improve graphics. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Constructing, Interpreting and Communicating Effective Graphics Learning Objective 16.3: Construct, interpret and present numerical information in the appropriate graphical form

Review Questions 16.3 1a What types of graphs are used in Figures 16.2 and 16.3? Briefly explain the difference between these two types of graphs. Figure 16.2 is an example of a multi-line graph which is used to show a trend over time for variables that have a continuous relationship (such as revenue years from 2010 to 2013). Figure 16.3 is an example of a vertical bar graph which is used to make a comparison, showing changes over time or comparisons of items/amounts (such as revenue from different divisions). 1b Identify six situations in which a vertical bar graph could be used. Explain reasons for your choice. Answers will vary depending on situations chosen, but mention should be made of the ability of the bar graph to allow comparisons to be made over time or between variables. 1c Why might a horizontal bar graph be used instead of a vertical bar graph? The main advantage of the vertical presentation of a bar graph is the ability to include much longer labels on the data, as the y axis can be used for data labels. In addition, vertical bar graphs can be effective when both positive and negative values need to be included. 2a When would it be useful to use a flow chart? Flow charts map out and communicate a process visually. They are useful for providing a visual pathway through a process or procedure that can be used by different people.

2b What are the limitations of a flow chart? A limitation of using flow charts is that it can be time-consuming to flow chart a process. In addition, complex procedures or processes can be both difficult to depict on a flow chart and difficult for the reader to follow. 3a What is cognitive load? Cognitive load refers to the effort required by the reader to understand the message of a graphic. 3b Why is it important to consider the level of cognitive load when preparing a graphic? It is important to consider the cognitive load when preparing a graphic as lowering the cognitive load while using appropriate graphic conventions can send a clearer message, meaning the audience can understand the graphic easily. Conversely, higher cognitive load might be used when the communicator of the message wants the audience to consider the graphic from a different perspective. Caution should be exercised when considering cognitive load, as it can be difficult to effectively communicate to an audience the message of a graphic with high cognitive load. 4 When would it be appropriate to use an infographic? It is appropriate to use an infographic when you need to: • simplify and convey information in a visually engaging manner • make complex data sets more easily understood by the audience

Apply Your Knowledge Work individually 1a Use the internet to locate three graphics. The graphics could come from any source, such as a company’s annual report, a professional magazine, a journal article or a newspaper. 1b Analyse each graphic in terms of visual design principles. 1c Analyse the strengths and weaknesses of each graphic. 1d Suggest ways to improve each graphic. 1a–1d: Answers will vary. 2 The following figure presents the same information in three different ways. Figure 16.17: Effective Presentation of Numerical Information

2a When is it best to use a pie chart? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Pie charts are best used when there are a small number of segments for comparison, generally less than six, and emphasis needs to be placed on the proportions of a whole unit. 2b When is it best to use a bar graph? Bar graphs are most useful when comparisons between the size of two or more items at a given point in time are needed, or when changes in a single item over time must be shown. 2c Which bar graph do you think presents the information in the most effective way? Explain your answer, incorporating visual design principles. Answers will vary but should include discussion of similar items to those mentioned in the criteria for an effective graphic or chart from Review Question 16.2, 3a. 2d Prepare a short report on the visual features of an effective chart. Answers will vary. 3a List three situations in which a cause-and-effect diagram can be used. A cause-and-effect diagram can be used to help understand the specific causes of a problem, identify possible ways to address a problem and to help brainstorming to match causes of a problem to their categories. 3b A Pareto chart can be used subsequent to a cause-and-effect diagram to visually display quantitative data around the vital few causes of the problem. What would be the advantages of constructing a Pareto chart after the causes have been identified? Are there any disadvantages? Pareto analysis separates the vital few from the possible many. After a cause-and-effect diagram has been constructed, a Pareto chart can be useful for charting the frequency of each cause of the problem when a problem has been identified as resulting from several causes. A disadvantage is the frequency of the cause may not necessarily be linked to the seriousness of the cause. 3c Is it always appropriate to attempt to correct the vital few causes highlighted by the Pareto chart first? Why or why not? In answering this question, consider issues such as customer expectations and the cost of correction. It is important to understand that there may be a number of factors to take into account when interpreting a Pareto chart. It is important to gather more information about an issue before taking conclusive action. 4 Read the following scenario and answer the questions below. Multinational Professional Services prepares annual revenue budgets at the commencement of each financial year. Figure 16.4, a horizontal bar graph, shows that for four consecutive years Multinational Professional Services has failed to meet budgeted revenue. Figure 16.5, a stacked bar graph, shows that ‘Taxation’, ‘Assurance Consumer Market’ and ‘Corporate Advisory’ revenue was reasonably consistent over the four years (even increasing), but ‘Data Analytics’ revenue was sharply declining. Interpretation extends to explaining why budgeted revenue has never been met. There could be several reasons for this, including that the budgeting process has been consistently inaccurate or that unforeseen events have happened each year to prevent revenue from meeting management expectations. 4a One of the advantages offered by bar graphs is that they enable the reader to form an opinion on data quickly. Could a quick opinion not necessarily represent the true picture? Why? 4b It can be difficult to design an image that the reader can easily understand. Figure 16.4 gives a negative impression because budgeted revenue has never been met. However, total revenue has increased each and every year. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• Do you believe this information should be conveyed to the audience in a graph? • If the information is presented in a graph, discuss any clarifying points you would wish to make to the audience. 4a–4b: Answers will vary.

Preparing and Presenting Graphics Within Ethical Boundaries Learning Objective 16.4: Create meaningful graphics within ethical boundaries

Review Questions 16.4 1 List three principles of ethics in relation to graphics, and briefly explain each one. Any of the seven key principles of creating and presenting ethical graphics can be identified: disclosure; headings and labels; scale; honesty; carefulness; objectivity and openness. Each is explained in Table 16.8. 2a Consider three ways in which intentional or unintentional ethical lapses can occur when creating and presenting graphics. Unethical behaviour may occur when data are being collected and manipulated, interpreted or communicated via a graphic. Intentional lapses can occur when numbers are hidden and/or chart scales and trends formulated so that the desired message is communicated rather than the actual message. Unintentional lapses can occur when inappropriate graphics and/or scales are used. 2b How can these ethical lapses be overcome? Ethical lapses can be avoided through data integrity and the use of a sound methodology from the data collection point through to the communication of the graphics message. It is important to select the appropriate graphic, use suitable scales, and include all relevant data. 3 Discuss the following statement: ‘To collect, analyse, interpret and present data graphically in an ethical manner requires an understanding of how the audience will interpret the graphic.’ Graphics which are prepared without regard for the intended audience can create unintentional lapses of ethics, as the audience may not understand the information being presented or may misinterpret the information.

Apply Your Knowledge Work individually 1 Locate a simple line graph and jot down its message. 1a Redraw the graph using a different scale. 1b Analyse the redrawn graph and discuss whether the message has changed. 1c If the message has changed, discuss the issues around this, referring to Table 16.8. 1a–1c: Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2a Choose a publicly listed company and, using the Web, locate the company’s most recent annual report. 2b Identify three graphics used in the report. 2c Analyse each graphic, considering visual design principles. 2d Comment on whether a concise message is adequately communicated by the graphic. 2a–2d: Answers will vary.

Work in groups 3a Discuss the following statement: ‘It is possible to prove anything with statistics; therefore, in our next report we should bend our data to suit our own findings.’ Answers will vary but there should be some discussion of the impact on the writer’s credibility and the likely results if an action is taken on the basic of misinformation. Emphasis should be made of the key aspects of ethical presentation. 3b Explain what the designer of a graphic can do to distort its message. Examples of methods of distortion can include mention of hiding or excluding numbers, manipulating chart scales (e.g. not starting a scale from zero) and manipulating trends. Distortion can also occur through inappropriate choice of colour or inclusion of ‘chart junk’. 3c The United Nations Economic Commission for Europe (2008, p. 1) states: ‘Quite simply, the audience is in the driver’s seat. By and large what the audience wants is what you should be giving them. You have to listen to your audience to find and select the right narratives, language, and visual and graphic devices that will capture their attention.’ Critically evaluate this statement. Answers will vary. 4a ‘The three fundamental elements of poor graphical display are data ambiguity, data distortion and data distraction.’ Define each fundamental element and discuss the statement. Data ambiguity occurs when data is so poorly presented the meaning is not clear, creating the possibility of the reader misinterpreting the message. Data distortion occurs when the data is presented in a way that makes comparisons difficult because emphasis has been placed on certain items, such as in a three-dimensional pie chart. Data distraction occurs when ‘chart junk’ distracts the reader from the message being presented. 4b Explain why the developer of a graphic should work diligently to create a graphic free of poor display. A primary responsibility in presenting graphics in a report or presentation is to be ethical. This means that data are presented accurately and objectively. A poorly displayed graphic may be neither an accurate nor objective representation of the data. 4c Brainstorm and list the possible implications for the reader of a poorly displayed graph. Answers will vary. 5a The fundamental principles of official statistics identified by the United Nations Economic Commission for Europe are described at <www.unece.org/stats/archive/docs.fp.e.html>. Review the principles.

5b Individually collect six different types of graphics. Graphics selected could include a map, pie chart, Gantt chart, bar chart or any other type of graphic. 5c In small groups, select six from among the graphics collected to analyse. Each graphic should be of a different type. 5d Analyse each graphic, considering the fundamental principles of official statistics identified by the United Nations Economic Commission for Europe. 5e Rank the six graphics from most effective to least effective based on your analysis. 5f Return to the whole group and present the most effective and least effective graphics from your small group, citing the reasons for your choices. 5a–5f: Answers will vary.

Activities and questions Work individually 1a Construct a line graph and a column graph from the information in the table. The figures represent the annual profit and share prices over six years for a large corporation. As you plot the graphs, show the profit against time as a line graph and the share price for each year as a series of columns on the same graph. Use ‘years’ as the scale on the horizontal axis, ‘A$ million’ on the left-hand vertical axis and ‘$ share price’ on the righthand vertical axis. 1b What advantages does the visual representation have over the table? 1c Briefly discuss two relationships shown on the graph. 1d Discuss possible problems arising from using a secondary axis. How can these be overcome?

1a–1d: Answers will vary. 2 Consider the graphs you have plotted in Question 1 above. 2a Identify which of the graphs shows the following: i Changes over time ii Relative size iii Comparison between items. 2b Decide which graph is the most or least effective. 2c Justify your answer by briefly outlining what is communicated by the graph. 2a–2c: Answers will vary. 3a Summarise the following by placing the data in a table: The superannuation fund’s portfolio covers a wide range of assets. The largest proportion, 40%, is in Australian Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

shares, followed by 20% in international shares. Liquidity needs to be part of the fund, so 5% of the portfolio is held in liquid assets; because profitability is important, property shares make up another 15%. Safety is provided by fixed interest shares, so the fund has placed another 10% of its assets in Australian fixed interest and 10% in international fixed interest holdings. 3b Using software, use the data in Question 3a to develop a pie chart. 3a–3b: Answers will vary. 4 Research printed and online materials to investigate the uses, strengths and weaknesses of the following visuals: a dot graph d organisational chart g infographic b pie chart e diagram c flow chart f illustration Answers will vary. 5a Create a portfolio of effective and ineffective types of visual communication. 5b Explain why each example in your portfolio is effective or ineffective. 5a–5b: Answers will vary. 6a Use software such as Excel to create at least two different types of graphs using the following data.

6b Could you use colour, texture or even 3D effects to enhance your graphs? Why or why not? 6c List three findings from each graph you have created. 6d What did you learn about the different types of graphs available in the software package? 6a–6d: Answers will vary. 7a Find from any medium a graphic that: •a Find from any medium a graphic that:s • fails to use sound visual design principles. 7b Compare and contrast the two graphics, identifying their strengths and weaknesses. 7c Import the poor graphic into a software package and use the tools of that package to improve: •cthe support components (title, legend, data labels, footnotes, data source and gridlines) •sthe decorative features (shape, colour, 3D effect, call-outs) •dother items that may be appropriate, such as scale. 7a–7c: Answers will vary.

8 Read the following scenario and answer the questions below. Andrew Jackson is employed by Hampden Pharmaceuticals Pty Ltd. He is required to provide a report detailing the reasons for the large number of complaints received by Hampden Pharmaceuticals in the past 12 months. Hampden Pharmaceuticals was established in 2005. The company has a high staff turnover. Staff receive very little customer service training, all delivery services are outsourced, the billing division does not liaise closely with the despatch staff, and warehouse management does not follow best practice. The company delivers 195 000 medicines each year, but in the last 12 months it has received 3390 complaints from customers. Andrew’s investigation reveals that 1620 complaints were in relation to customer service, 927 were due to the incorrect product being delivered, 412 related to a slow website that was difficult to navigate, 320 related to having to leave a voicemail during business hours, and 111 related to incorrect billing. 8a The complaints indicate that the company is facing many issues. List and explain the criteria Andrew could use to determine the type of graphic to present his findings about complaints to an audience in a meaningful manner. 8b Highlight the main areas of complaints by selecting and constructing two different graphics that Andrew could present to an audience. 8c Write a short report explaining the main reasons for complaints, incorporating at least one of your visuals into the text of the report. Suggest strategies that could be used to lower complaint levels. 8a–8c: Answers will vary.

Work in groups 9 Work in two teams of three to debate the case for and against the following statement: t one of your visuals into the text of the report. Suggest strategies that could be used to lower complaint levels.aningfan audience.’ Answers will vary. 10 Working in a team of three, assume your manager has requested that you mentor this years yearhat you mentor this year one of your visuals into the text of the report. Suggest strategies that could be used to lower comppublished on the company’s digital workspace. The purpose of the document is to explain how effective graphics can be prepared and presented. 10a Brainstorm the characteristics of effective graphics. 10b Develop a flow chart of the steps required (from data collection to presentation of the graphic) to design an effective graphic that is within ethical boundaries. 10c Prepare the document for publication on the companyta collection to pres 10d Submit the working papers, flow chart and the document. 10a–10d: Answers will vary. 11 Ethical conduct is based on honesty, integrity and professionalism. 11a Work together to complete the following statement: ism.ssionalism.o presentation of the graphic) to design an effective graph 11b Discuss the claim that: e the ance is unethical.’ Do you agree or disagree with this claim? Justify your answer. 11c Discuss the characteristics of ethical and unethical data. 11d Design guidelines for good practice in the production of meaningful ethical graphics. 11a–11d: Answers will vary.

Case Study Using Visual Communication to Solve a Problem 1 Create an Ishikawa fishbone diagram to analyse and highlight issues relating to staff productivity at Precision. Answers will vary. 2 Tabulate employee complaint data, ensuring that all steps for creating a table are followed. Answers will vary. 3 Use the tabulated data and appropriate visual design principles to prepare a Pareto chart that could be used in the external consultant’s report. Include data labels on the x axis, number (of complaints) on the primary y axis and cumulative frequency on the secondary y axis. Plot cumulative frequency as a line graph. Answers will vary. 4 Interpret the Pareto chart by identifying the most frequent cause(s) of complaint and suggest one strategy that Precision could use to minimise complaints and improve staff morale. Answers will vary. 5 Suggest one other type of visual graphic that could effectively display employee complaint data, and give two reasons for your choice. Answers will vary.

Chapter 17: Oral Presentations and Public Speaking Types of Oral Presentation Learning Objective 17.1: Distinguish between several approaches to oral presentations and explain the purpose of each

Review Questions 17.1 1 List eight different approaches to speaking in public. Eight different approaches to public speaking are: prepared speeches, extemporaneous or impromptu speeches, manuscript speeches, memorised speeches, oral briefings, team briefings, podcasts and seminars and webinars. 2a Briefly explain the difference between an impromptu speech, a prepared speech and a team briefing. An impromptu speech is unexpected and delivered with little or no preparation. A prepared speech is planned and organised prior to the presentation. A team briefing is a team presentation with the team designing the overall structure of the presentation and breaking it into logical sections, with a particular part allocated to each speaker. However, the team should aim to present a coherent and unified message rather than a series of individual presentations. 2b What are the elements of the presentation that the audience responds to in a podcast or a webinar? A podcast is a digital presentation distributed over the Internet for playback on portable media players and personal computers. In this virtual world, the audience responds to elements such as language, ideas, structure and the presenter’s nonverbal communication, voice pitch, pace, pausing and inflection. A webinar is similar to a conference room-based seminar, with the main difference being that participants interact remotely via a computer, tablet or smartphone. 3a An oral presentation is designed to achieve one, or a combination, of three objectives. Name these three objectives. Presentations are designed to inform, persuade or entertain the audience. Strategies for each of these objectives are discussed in Table 17.1. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3b Identify the percentage of what an audience believes and understands from the text, from what the audience hears and from what the audience sees (Mehrabian 1971). Mehrabian (1971) found that only seven per cent of what an audience believes and understands comes from the text, while 38 per cent comes from what it hears and 55 per cent comes from what it sees.

Apply Your Knowledge Work in groups 1a In groups of six, each person writes two topics for a speech on a piece of paper. Your topics might be your favourite leisure activity, a pet hate, the impact of newspapers on public opinion, or any other suitable subject. Answers will vary. 1b Shuffle the pieces of paper and place them face down. Have each member of the group select one of the pieces of paper in turn and give an impromptu speech on one of the topics for a maximum of two minutes. As you speak, follow the PREP formula in Figure 17.1. You could take turns using alphabetical order of family name, or age from oldest to youngest. Answers will vary. The PREP formula stands for: main point, the reason, the example and the main point restated. Students should use this formula to undertake an impromptu presentation.

Selecting and Organising Information Learning Objective 17.2: Describe how to select, organise and shape relevant information using different patterns of organisation

Review Questions 17.2 1 What six steps would you take as you select and organise information? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

The six steps in planning a presentation are: define the purpose; analyse the audience; consider the context and setting; identify the main ideas; research and locate supporting evidence for the message; and plan and organise the material. 2 Explain why it is important to consider the nature of your audience when planning a presentation. It is important to consider the audience’s age, experience, interests and motivations in order to adapt the message to their needs. Without this knowledge, the presenter may deliver material that is too basic or too difficult, or material that totally misses the audience’s needs and interests. 3 a Identify five basic logical patterns of organisation for oral presentations. The logical patterns of organisation for an oral presentation are chronological order; spatial order; cause-effect order; problem-solution and topical. b Explain the purpose of the five steps in Monroe’s motivated sequence. Monroe’s motivated sequence is a pattern or sequence to a presentation that is designed to persuade the audience to accept and respond to the speaker’s message. Monroe’s suggested five steps are attention, need, satisfaction, visualisation and action. Attention considers the importance of gaining the attention and interest of the audience; the need step requires describing the problem or showing the reasons for improving the problem; the satisfaction step offers solutions for the need described in the need step; visualisation is aimed at increasing the audience’s desire to solve the problem and helping the audience visualise the results; and the action step motivates the audience to act, as well as conveying a sense of completion. Refer to Table 17.3 for more detail and strategies for achieving each step.

Planning and Writing the Presentation Learning Objective 17.3: Discuss the purpose of each part of a face-to-face and an online presentation and the role of visual aids

Review Questions 17.3 1a What factors influence an audience to assign some degree of credibility to a speaker? The audience usually assigns credibility to the speaker on the basis of the speaker’s degree of expertise, trustworthiness and intention towards the audience. 1b How can a speaker find and emphasise common ground with their audience? The speaker can find and emphasise common ground with their audience by connecting on the basis of past experience, common interests, knowledge, values and goals. 1c How can you prevent adaptation of your presentation to the audience’s needs from descending into flattery?

A clear purpose and goals for the presentation prevent audience adaptation descending into pandering and flattery. 2a What is the role of the introduction in a presentation? List two strategies you can use to make the introduction more effective. The introduction is the opening of a presentation that typically identifies the topic or theme, arouses interest and prepares the audience for development of the main subject. Some strategies to make an introduction more effective include: pose an engaging question; use humour appropriate to the audience and relevant to the topic; tell a short anecdote; or present an interesting fact. 2b Identify three techniques for enlivening the body of a presentation. The body contains the information of a presentation which develops the central theme put forward in the introduction. Techniques for enlivening the body of a presentation can include any of: defining a term; relating an experience; asking a question; making an announcement; offering an explanation; presenting different views on the subject; making a request; providing a summary; or using a visual aid. 2c How can you make an impact in the conclusion of your presentation? The role of the conclusion is to reinforce the main ideas in the speech or to give an overview of the speech. It is often seen as one of the most important sections of a speech because, as the final part of the speech, it is the part most easily remembered by the audience. A good conclusion should remind the audience of the purpose of the talk and its importance. 2d What does ‘framing the message’ mean? Framing the message means finding the best place to begin the presentation, and developing a flow of the message and events that leads to a logical end of the presentation. 3a What functions do audiovisual aids play in a presentation? Audiovisual aids can help make a presentation come alive for the audience. They should illustrate, enhance and support the main ideas in a presentation. They make the presentation more memorable because they engage multiple senses in the audience, helping to capture the audience’s attention, arouse interest, motivate the audience to listen and increase the ability to retain ideas. 3b Identify three criteria you can use to evaluate technology and visuals for use in a presentation. Any type of visual aid or technology should be evaluated using the following three criteria: simplicity; clarity; and visibility.

Apply Your Knowledge Work individually 1a Prepare an outline for an oral presentation entitled ‘All technology should be seen as part of an audience-based communication model rather than a sender-based model’. 1b Indicate three techniques you might employ in delivering the presentation to influence the audience’s response. 1c Prepare two explanatory and two corroborative visual or graphic aids to support the presentation. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1a–1c: Answers will vary.

Work in groups 2a Discuss the characteristics of visuals and technology that enliven an oral presentation. Visuals help to highlight important points, emphasise relationships, clarify, summarise and assist the presenter to arrange and deliver the content in an orderly manner. 2b Brainstorm and list the advantages and disadvantages of slideshows. Advantages of using slideshows include a consistent style and format for presenting information, the ability to build up complex concepts by using a simple slide, then overlaying with additional information, and providing assistance in maintaining an audience’s attention through use of clip art added to the presentation. Disadvantages of slideshows include that it may distract the audience of the message if it is over-used or includes too much animation and sound. As with any aid, it may fail if technology is not working efficiently. 2c Prepare a tips list for using slideshows effectively. Good practice when using slideshows requires the presenter to: create the content for the slides in outline form; keep the slides clear and concise, and sequence them; determine the page setup and size of the page before the slides are formatted and maintain consistency throughout the presentation; design the presentation to focus on the audience’s need to understand—that is, an audience-based message, rather than a sender-based one; build up a complex concept by using a simple slide and then overlay with additional details; insert relevant clip art or other visuals to gain the audience’s attention and interest; restrain the use of animation to avoid distractions from the message; and avoid standing between the audience and the screen and look at the audience, rather than the screen.

Delivering the Presentation Learning Objective 17.4: Explain how to vary the texture of delivery throughout a presentation, maintain audience interest and overcome stage fright

Review Questions 17.4 1a List the four components of texture a speaker can vary to enliven a presentation. The four components of texture are voice level, pace of presentation, body movement and supporting materials. 1b Explain two strategies a presenter can use to connect and maintain a relationship with the audience. Answers will vary but can include using visuals and varying the texture in the presentation. 1c Describe two techniques a speaker can use to maintain audience interest. Answers will vary but can include storytelling, defining a term, relating an experience, asking a question, presenting different views on the subject, and more. 2a Describe the posture and nonverbal communication that allows a speaker to appear relaxed and confident. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

An upright but not rigid posture with feet apart, knees slightly flexed, hands at the sides or holding palm cards allows you to look relaxed and confident. 2b Identify two nonverbal behaviours that detract from a presentation and explain how to improve them. Nonverbal behaviours detracting from a presentation include fidgeting, which can be overcome by using gestures to keep your hands occupied. Dressing inappropriately can also detract. Look the part and you will catch the audience’s attention. 3 Identify and explain the purpose of three types of stories public speakers may use in the body of a presentation. Answers will vary. 4 Outline three strategies you can use to reduce stage fright. Answers will vary but can include visualisation strategies, effective planning and preparation, arriving early, relaxation techniques, and more.

Managing Challenging Audience Members Learning Objective 17.5: Explain how to handle challenging audience members

Review Questions 17.5 1 List two techniques that would provide a focus and maintain attention on the presentation’s most important point. The use of anecdotes, examples, visual aids, increases in volume and pauses can help emphasise and maintain attention on the key points. 2 What can presenters do to maintain control during the question-and-answer period of a presentation? Before you begin the question-and-answer part of your presentation, announce the time limit for the question period and the question limit per person. These ground rules help to maintain control, avoid heated exchanges and prevent one or two people from dominating the question period. To keep control if one questioner does dominate, you can draw others in the audience into the discussion by asking, for example, ‘What does everyone think?’. 3a Briefly describe how to handle questions that keep coming from a single or several audience members. To manage challenging or difficult questions, avoid being drawn into an irrelevant argument, discussion or side issue. Stay with the relevant issue and address the question in a constructive manner. If asked an intimidating question, take a moment to consider the relevance of the question: is it out of content, is it simply a comment, and is it too controversial or simply promoting that person to the group. Try and respond assertively and honestly to hostile questions without anger or defensiveness. 3b Identify three types of difficult questioners and briefly describe how you can respond to them. Refer to Table 17.8 for a summary of the types of people who ask questions and proposed solutions for dealing with them. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Ethical Public Speakers Learning Objective 17.6: Identify the responsibilities of ethical public speakers

Review Questions 17.6 1 Outline the characteristics of ethical public speakers. Three essential characteristics of ethical public speakers are honesty, avoidance of plagiarism, and the ability to develop and achieve responsible speech goals. 2 Define ‘ethics’, and explain why ethics are important in public speaking. Answers will vary, but in general, ethics deals with what is right and wrong and involves a theory or system of moral values. Answers will vary as to why ethics are important in public speaking. 3 a Identify five responsible speech goals. Five responsible speech goals are: • use inclusive language • promote diversity • promote social awareness • avoid hate speech, bias and stereotyping • employ respectful free speech b Why is promoting diversity an ethical concern when preparing a public speech? Responsible speakers consciously choose language and visual aids that relate to and support listeners of different backgrounds. An appreciation for differences among individuals and groups promotes gender, racial and cultural diversity. 4 Identify two ways in which a public speaker can acknowledge their sources of information. Public speakers acknowledge their sources as they speak, and share their sources with the audience on written materials such as handouts or speech outlines. Citations should give enough information to allow the audience to find the source easily.

Apply Your Knowledge Work individually 1a How can you vary the texture in your presentation? Strategies to vary texture can include changing voice level, pace of presentation, body movement and supporting materials. 1b In which segment of your presentation should you make the most important point? The most important point in a presentation should be made at the beginning, when audience response is high, and the end, where the last sentence will stay in the mind a little longer. 1c Describe factors that can compete for an audience’s attention in a podcast. Factors that can compete for an audience’s attention in a podcast are lack of understanding of how to use controls, language skills, lack of progression and clarity of relationships, ineffective voice and tone, anxiety and stress levels, scheduling conflicts, lack of opportunities to contribute and lack of protocols. 2 View a televised speech by a politician or public figure. 2a How did the speaker gain the audience’s attention in the introduction? 2b ‘Both the meaning and feeling are conveyed by your voice.’ Explain how the speaker used their voice to make their presentation. 2c Comment on the speaker’s nonverbal communication. 2d What strategy did the speaker use to conclude their speech? 2a–2d: Answers will vary. 3 In a short written answer (250 words), compare and contrast the practice of ethical speakers and unethical speakers. Answers will vary.

Work in groups 4a In groups of three, choose one of the following topics: • Gender balance in the workplace • A current business issue • We have too much leisure time • Favourite music • Charities are necessary • The benefits of eco-friendly products Each person in the group is to prepare a three-minute presentation on that one topic (i.e. the same topic) but one member will aim to inform the audience, another to persuade and the third to entertain. 4b In your presentation outline, clearly distinguish between the introduction, the body and the conclusion. As you prepare, include at least one of the strategies suggested in this chapter for the introduction, body and conclusion. 4c Practise your presentation in front of the other two members of your group. 4d Deliver the presentations to the large group. Ask them to identify which of the three presentations is designed to inform, persuade or entertain. 4a–4d: Answers will vary.

5 In groups of three, prepare and deliver a team briefing to the large group. Assume you are a team of salespeople for a firm, Carp, a wholesale distributor of electrical retail goods. The purpose of your presentation is to introduce the audience, a group of buyers from a retail store, to a new product you would like them to order and sell through their retail store. You may need to emphasise: • the product’s features • the benefits the store gains by purchasing from your team and by selling the product • the advantages that this product has over other products. The team’s intention is to instruct and show the audience how to use, demonstrate and sell the electrical goods to the public. Answers will vary.

Activities and Questions Work individually 1 Assume you work in a supervisory position in a large organisation. The organisation has recruited ten new people to start work in administrative positions in a fortnight. You have been asked to conduct the orientation session for the new employees. Your aim is to welcome and introduce them to the organisation and raise their awareness of their role in the firm. You are also to instruct them in their hours of work, working conditions, pay periods and the company’s expectations of performance. Prepare and deliver a presentation suited to this orientation session. Invent the necessary details. Answers will vary. 2 What is the PREP formula? Use it to indicate the main points or structure you might use in giving an impromptu speech on the environment or physical fitness, or a toast to an unexpected guest at a function. Answers will vary. 3a Choose a topic or an issue of interest that you can deliver as an oral presentation designed to inform. 3b Research, plan, practise and deliver the three- to five-minute presentation on the topic by following these steps. Step 1: As well as focusing the delivery on your need to share information, use the audience analysis chart in Table A to help you address your audience’s needs.

Step 2: Plan the presentation. As you plan, use a format similar to Table B to evaluate what your audience already knows, things they need to know and what they want to know.

Step 3: Practise the presentation with one other person. After you speak, your partner is to offer feedback. Step 4: Deliver the presentation to the large group. Answers will vary. 4 Analyse the following statement in an essay: ‘Presenters who use technology well apply the principles of instructional design, educational psychology and graphic design to organise their information into an effective communication process and make their presentation and use of technology more audience friendly.’ Answers will vary.

Work in groups 5 Work together to develop a set of tools for inexperienced public speakers to help them add texture to their oral presentations and catch and maintain the audience’s attention. 5a Analyse the following quote: ‘Good presentations are supported by well-designed slides containing visual hierarchy, and effective use of layout, typefaces and colour’ and research the concepts it describes. Use your findings to prepare a PowerPoint or Prezi presentation that explains how inexperienced speakers can create well-designed slides. 5b Prepare a self-evaluation tool for an inexperienced speaker to use to evaluate their delivery of an informative prepared presentation. Each statement in the self-evaluation tool should use the imperative tone (start with a verb). Ensure the self-evaluation covers the following three important factors: manner of delivery, visual presentation and building audience rapport. 5c Develop a list of tips a presenter can use to ensure that their visual aids overcome, rather than cause, barriers to communication in their presentations. 5d Submit the group’s PowerPoint or Prezi, the self-evaluation tool and list of presentation tips for inexperienced public speakers to your lecturer/instructor. 5a–5d: Answers will vary.

Case Study Kieran’s Fear of Public Speaking 1 Create a checklist for Kieran to use as he plans his presentations. Answers will vary.

2 Identify three strategies Kieran can use before a presentation to enhance his confidence in his presentation skills. Answers will vary. 3 What techniques can Kieran use to handle digressors, and off-topic and confrontational questions? He can remind them politely that you are discussing a different issue or topic. 4 Develop a plan of action Kieran can use to boost his confidence and hold his audience’s attention as he delivers a presentation. Answers will vary.

Chapter 18: Writing for the Professions Different Types of Appeal Learning Objective 18.1: Explain why it is important to align the message’s appeal to the writing purpose and audience needs

Review Questions 18.1 1 Differentiate between appeals based on logos, ethos and pathos. Logos appeals to reason and logic to evoke a cognitive, rationale response. Ethos appeals are based on the writer’s character and expertise. Pathos appeals to emotion to evoke an emotional response from the audience. Refer to Table 18.1.

2 ‘Writers often spend too much time thinking only of the content of their argument.’ What else should they consider? Writers often spend too much time thinking only about the content of their argument without considering how to persuade their audience to decision or action. 3 How does audience analysis: 3a advantage the writer? Audience analysis enables the writer to compose persuasive, user-centred written messages, as the needs of the audience are understood. Some understanding of the knowledge level of the audience will help the writer determine how to write and how much information to include. 3b benefit the reader? The receiver of a document wants to understand what should happen, why it should happen and how to make it happen. Audience analysis by the writer benefits the reader as the writer will understand the reader’s needs and compose messages with these needs in mind.

Plain English Writing Style Learning Objective 18.2: Outline the advantages of writing work-based documents in plain English

Review Questions 18.2 1 Define the term ‘plain English’. Plain English is a readable style of writing that is reader orientated. It uses the ‘you’ approach, positive language, clear and concise expression and an assertive and courteous tone. If a piece of writing is ‘reader friendly’, it is easy to understand. It is writing that anticipates and then meets the audience’s needs. 2 How does writing in plain English advantage the reader? Plain English writing has three advantages: efficiency, equity and effectiveness. See Figure 18.1 for more detail of these three advantages. A clear, concise and coherent message written in plain English helps the audience to understand and thereby make decisions and take actions on the basis of the information and so exercise their democratic rights as citizens. Figure 18.1: Advantages of a Plain English Writing Styles

3 On a major project, what percentage of time should you spend on each of the three stages of the writing process? On a major writing project such as a policy document, time spent on each stage is likely to approximate: •n a major writing project such as a policy document, time sp • 25% writing individually or with a team of writers • 25% writing individually or with a team of wri

Apply Your Knowledge Work individually 1a Choose a writing situation that you have faced, and then think about the audience for that piece of writing. Conduct an audience analysis to help you understand the needs and expectations of the audience for that piece of writing. In your analysis, consider: • the writing purpose • the type of roles the audience adopted—decision maker, adviser, implementer, other • the most appropriate channel and type of document to match the needs of the audience. 1b Write a short description of the audience. 1c Explain how the writer adapted the message to the needs of the audience. 1a–1c: Answers will vary. 2a Consider this statement. ‘Plain English is not jargon-filled, convoluted, bureaucratised, clunky, meandering or baby talk.’ 2b Write a paragraph explaining what plain English is. Plain English is a readable style of writing that is reader orientated. It uses the ‘you’ approach, positive language, clear and concise expression and an assertive and courteous tone. If a piece of writing is ‘reader friendly’, it is easy to understand. It is writing that anticipates and then meets the audience’s needs.

Work in groups 3 Rhetoric can be defined as the art of persuasion. While there are many different viewpoints about exactly what rhetoric is, it can be divided into the following general areas: purpose, audience and appeals. 3a Locate an online or a print-based document such as a newsletter, formal report, survey, journal article or other document of your choice. 3b Identify the type of appeal (or combination of appeals) the writer has used to persuade the audience to take a decision or an action. 3c Evaluate in a group discussion the document’s effectiveness against three components—purpose, audience and appeal. 3d Develop a written analysis of the document that identifies the quality of the document and recommends improvements (if required). 3a–3d: Answers will vary.

Word Choice, Sentences and Paragraph Structure Learning Objective 18.3: Discuss the importance of appropriate word choice, sentence style and paragraph structure in a professional context

Review Questions 18.3 1 Differentiate between active and passive voice. In the active voice, the subject of the sentence is placed before the action to show who completes the action, e.g. ‘John washed the clothes at the laundromat’. In the passive voice, the subject of the sentence is placed after the action or verb—the subject is acted upon, e.g. ‘The clothes were washed by John at the laundromat’. 2 Why is it important to use inclusive language in professional writing? Inclusive language invites the reader to take action on the basis of the information provided. Resentment and communication barriers can occur when language is not inclusive. Nondiscriminatory, inclusive language includes all readers. It avoids use of expressions or words that stereotype or exclude particular groups of people on the basis of gender, age, race or other characteristics. Refer to Table 18.6 for examples of how to avoid bias in language.

3a Define the terms ‘simple sentence’, ‘compound sentence’ and ‘complex sentence’. Write an example of each type of sentence. A simple sentence contains one idea expressed in a main clause that stands alone; it has one verb and a subject. Example: Jesse bought an ice cream. A compound sentence consists of two or more main ideas, expressed in two main clauses, which could stand alone. It is a combination of two simple sentences joined by a connecting word. Example: Eric sent a letter and Jane bought a newspaper. A complex sentence contains more than one idea expressed in one or more clauses and has at least one dependent, or subordinate, clause. Example: Eddy spoke to the man who carried an umbrella. 3b Define the term ‘sentence sprawl’. Briefly discuss three ways of removing sentence sprawl from your writing. ‘Sentence sprawl’ occurs when a sentence contains separate ideas. The sentence lacks unity because it contains two quite separate ideas that need separate sentences. Quite often, writers try to cover too much in one sentence using too many words. A writer can improve sentence sprawl by: sorting out different ideas; including only one or two ideas per sentence; breaking Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

sentences with too many qualifications and modifications of ideas into two or three separate sentences; putting conditions attached to the main ideas into separate sentences; or putting explanations into separate sentences. 4a Explain how you can remove sexism from language. Sexist language gives one gender more prominence and importance. Three strategies for removing sexism in language are suggested here: •exist language gives one gender more prominence ae occupations or roles that are shared by both men and women; for example, use ‘chair’ or ‘chairperson’, rather than ‘chairman’. •exist language gives one gender more prominence ae occupations or roles that or ‘female engineer’. •exist language gives one gender more prominence ae oc gender is not specified, avoid simply using the male pronoun ‘he’. Either restructure the sentence to avoid the pronoun, or make the sentence plural—for example, ge gives one gene responsible for submitting their projects on time.’ Others suggest the use of the plural pronoun even when a single pronoun is required–for example, ‘The student is responsible for submitting their project on time.’ The Macquarie Student Writer’s Guide and the Chicago Style Manual suggest this approach. 4b Explain how you can remove bias from language. See Table 18.6 (included above) for examples of removing bias with respect to gender bias, age bias, disability bias, racial and ethnic bias, and patronising language.

Apply Your Knowledge Work individually 1 Divide the following sentence into at least three shorter sentences using Eagleson’s guidelines presented earlier. A few of the words may need to be changed to give more clarity to the writing: My strong interest in your organisation and in the field of publishing is based on a longterm involvement with data and people and I am writing to offer multi-faceted employable skills to meet your well-reputed organisation’s needs. Eagleson’s (1990) guidelines to ensure sentence unity and clear, uncomplicated sentences include the following: sort out the different ideas; include only one or two ideas in each sentence; break a sentence with too many qualifications and modifications of ideas into two or three separate sentences; put conditions attached to the main ideas into separate sentences and put explanations into separate sentences. One possible answer is: I have a long-term involvement with data and people and believe I have multi-faceted set of employable skills. I am keen to apply these skills to a well-reputed organisation’s needs. I have a particularly strong interest in your specific organisation and in the field of publishing. 2a Make these two simple sentences into a compound sentence: Marie and Jaryk attended the conference. Charles decided to stay at home. Charles decided to stay at home whilst Marie and Jaryk attended the conference. 2b Identify the main clause and the subordinate clause in the following complex sentence: The child who is wearing the Collingwood sports jumper is my cousin. The child who is wearing the Collingwood sports jumper (subordinate) is my cousin (main clause). Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3 In a reply to a request from a new employee for information about the company’s social club, write a four-paragraph account of the activities of the club. Prepare each paragraph so that it begins with a topic sentence followed by comment sentences that build upon the idea in the topic sentence. Repeat a keyword from the topic sentence in the last sentence of at least one of the paragraphs. Answers will vary. 4 Reorganise the following long, involved sentence into a paragraph of shorter sentences, so that it can be read quickly and understood at once: Making sure that messages are credible, personally relevant and of significance to their audience is important to leaders and the various channels used to deliver these messages are of much less concern given that Gen Y and Gen Z are technologically literate and the skills and willingness of Gen X to use social media can be boosted through training and move them to communicate via these modes as well as traditional face-to-face methods. Leaders are concerned with making sure messages are credible, personally relevant and of significance to their audience. Of less concern are the various channels used to deliver these messages. Gen Y and Gen Z are already technologically literate and willing to use social media. Training can boost Gen X’s skills and willingness to use social media. This will encourage them to communicate via these modes as well as via traditional face-to-face methods. 5 Clichés are overused expressions that are easy to remember; however, they can be inaccurate and wrong and often obscure meaning. Choose ten clichés from Table 18.3 and rewrite them in plain English to improve readability and understanding. Examples may include the following: • failure is not an option: we have to succeed • a spanner in the works: a problem • the ball is in your court: you have to decide • go for the low-hanging fruit: choose the easy option • number crunching: calculating • back to the drawing board: start again • think outside of the box: think laterally • ticks all the boxes: meets approval • out of the loop: not informed • at this point in time: now • drill down: investigate • go with the flow: conform • take the ball and run with it: take initiative.

Work in groups 6a Discuss the following. • How do sentences and paragraphs organise information and help the reader through a piece of writing? • Identify two techniques that help to organise information in a paragraph to make it easy to read. • List three techniques that can be used to emphasise a point. 6b Work together to develop a dot-point list of the advantages of writing work-based documents in plain English. 6a–6b: Answers will vary.

Rhythm, Tone, Order and Format Learning Objective 18.4: Explain why appropriate rhythm, tone, order of information and format are vital in a work-based document

Review Questions 18.4 1a Contrast a positive tone with a negative tone and give an example of each. The tone is the mood of the writing. To create a positive tone, a writer should focus on what is possible rather than what is impossible; on the positive aspect of the message rather than on the negative. Positive terms help to achieve an assertive, positive and courteous tone. Example: rather than write ‘I am unable to deliver the report before next week’, write ‘I am able to deliver the report on Monday’. The first sentence carries negative and apologetic overtones that may irritate the receiver and create a poor image of you and your organisation. The second sentence uses a positive tone to create a positive relationship between the writer and the receiver. 1b Describe an appropriate tone to use in a set of instructions to employees. An imperative tone is used when a command or direction is given, so this would be an appropriate tone to use in a set of instructions to employees. 2 Briefly describe the design elements that make up the layout of a document. The basic design elements that make up the layout of a document include: hierarchy of information to rank levels of information; typeface to improve appearance; layout to improve readability, including white space and spacing; graphics to illustrate information; and colour to highlight information. Refer to Table 18.7.

3 Describe an order of information suited to a document that uses vertical channels of communication. A document using vertical channels of communication would use the following order of presentation: state the problem; present the information related to this problem; state the action to be taken; discuss the intended outcomes or implications of this action; and request acknowledgement of the message and point the way ahead.

Editing and Revising for Correctness and Readability Learning Objective 18.5: Discuss the value of careful revision for readability and correctness

Review Questions 18.5 1 Explain the reasons for editing and revising a document. At the editing and revising stage, the writer can ensure that what they set out to say is indeed what they have said, and that the result is clear, correct and readable. Edit and revise a document to ensure that: spelling and punctuation are correct and expression is clear and appropriate; language highlights the important information; no information is missing and any redundant information and repetition are removed; and writing style, organisation, content and tone are appropriate to the writing purpose and audience. 2 What should a reviewer look for in a document’s introduction and summary? A document’s introduction should be inviting and lead the reader to the information in the body of the document. Reviewers should check for information overload in the introduction where too many definitions or too much new and unnatural vocabulary will overwhelm the reader. When reviewing the summary, ask the following questions: Does it highlight the most important points? Does it orient the reader towards future action? 3 What characteristics would you look for as you review a document’s layout for readability? Review the layout for readability. Check that the font is effective. Decorative, condensed and handwriting styles should be used sparingly. Check that the choice of font, colour contrast and visuals improve readability. Keep to the same amount of space between each word and keep the spacing between lines wide enough to allow the reader to easily locate the next line of text. Ensure that text is aligned to the left margin as it is easier to find the start of the next line and keep spaces even between words. Verify that the headings break up the text into readable sections and that the level of headings is shown consistently. A larger font size or a different font (e.g. Arial, Tahoma, Verdana) is useful for main headings. Check that large slabs of text are broken up by lists, tables or graphics. Verify that the white space is used to enhance readability and improve or remove any ineffective visuals.

Apply Your Knowledge Work individually 1a List six words that relate to the local public transport system. 1b Create a topic sentence around one of these words. 1c Prepare a draft paragraph by using the other words in three clear sentences that discuss, explain or outline the topic. Take care to vary the length of your sentences. 1d Reread the draft paragraph and highlight the topic sentence. If the topic sentence is placed other than as the first sentence in the paragraph, rewrite the four sentences in the paragraph so that the topic sentence is first and the three comment sentences are placed appropriately. 1a–1d: Answers will vary. 2 Assume you are preparing a pamphlet on the topic ‘Effects of raising speed limits on major roads and highways’. Your task is to write a paragraph that summarises in general terms the effects of speed limits on driver behaviour and accidents. 2a Start the paragraph with a topic sentence that contains the words ‘speed limits’. 2b Follow the topic sentence with three or four comment sentences.

2c Conclude with a sentence that repeats at least one of the keywords from your topic sentence. 2a–2c: Answers will vary. 3 Choose two different writing situations you are familiar with. Describe the differences between these writing situations in terms of audience, writing purpose, subject matter and tone. Answers will vary.

Activities and Questions Work individually 1a Reflect on the following statement: ‘The key element of writing professional documents is writing for your audience.’ 1b Consider the range of documents in your organisation (or an organisation of your choice). Identify at least four different types of formal documents. 1c What are the implications of writing style, layout and choice of channel for how the audience engages with each of the four types of document? 1d Discuss the strengths or weaknesses for the audience of each of the four types of document. 1e Compile a dot-point list of strategies you could use to analyse the audience for any one of the identified documents. 1a–1e: Answers will vary. 2 Prepare a written response to the following question: ‘Is plain English too simple for a professional audience and context?’ (You might like to refer to Kirby 2018 for some hints on making your writing work.) Answers will vary. 3 Select a formal document you have received or read in the recent past (from a journal, business, organisation, government department or other source). 3a Find examples of: • topic sentences • simple sentences • complex or compound sentences • linking phrases • repetition of keywords. 3b Make any editorial changes that will add to the clarity of the message. 3c Comment on the effectiveness of the document in (i) achieving its purpose of meeting the sender’s need to convey information clearly, and (ii) meeting the needs of the audience, context and channel correctly. 3a–3c: Answers will vary. 4a What is a redundancy? Redundant information is that which has already been included elsewhere. 4b What is the purpose of pompous phrases? To make a piece of writing sound weighty or more important.

4c Why should you avoid clichés? They have been so overused that they can annoy or leave no impression on the reader. 4d What is a mixed metaphor? A mixed metaphor is a succession of incongruous comparisons. 4e What is the likely outcome from too many hedging sentences? Writers who use too many such hedges, particularly in the same sentence or paragraph, are protecting themselves to the point that they are not really saying anything.

4f Why is the use of the ‘you’ approach recommended for business writing? The is the use of the ‘you’ approach recommended for business writing? or paragraph, ar 5 Define the terms ‘topic sentence’ and ‘comment sentence’. The topic sentences of four different paragraphs are given below. Copy the topic sentence and construct a paragraph of four more comment sentences in each case. 5a Smart energy solutions are the future. 5b Writing for the Web requires special skills. 5c Australian sport has a long and successful history. 5d Social responsibility should be an integral part of a company’s ethos and culture. 5a–5d: Answers will vary. 6 Write a sentence in the active voice and then a sentence in the passive voice on each of the following topics: 6a Climate change 6b The modern Olympic Games 6c The recruitment industry 6d The current rate of interest on credit cards. 6a–6d: Answers will vary. 7 Practise writing in plain English by visiting the Investopedia Dictionary site, <https://www.investopedia.com/dictionary/>. Choose eight of the specialised terms and write a short précis of each in plain English. Put the term in context by giving an example of an industry, a company or a situation where the term could be used appropriately. Format the content in your précis to make it reader-friendly. Answers will vary. 8 Assume your manager has requested you prepare and deliver a presentation at the next team meeting. The topic is ‘How to make longer documents user-friendly’. In your presentation: 8a Explain that presentation of a ‘wall of text’ is a common error when writing professional documents. 8b Outline three strategies a writer can use to convert a ‘wall of text’ into good professional writing. 8c Discuss the benefit(s) of using a consistent writing style and structure when writing formal documents. 8d Develop a set of PowerPoint or Prezi slides to support your presentation. 8a–8d: Answers will vary.

Work in groups 9 Your task as a group is to develop a list of design features for three different organisational documents. 9a Locate three different documents from your organisation (or an organisation of your choice). 9b Discuss each document, and define its purpose and audience. 9c List the design features of each document. 9d Develop a set of design tips that writers can use to improve document readability and list them on a flip chart. 9e Analyse each of the three documents against the design tips for readability. 9f Present your design tips and a group summary of your findings to the large group. 9a–9f: Answers will vary. 10 Assume the Small Business Association has decided to launch a plain English campaign and has engaged your group as the consultants to oversee the campaign. 10a Work together to brainstorm and create a list of business documents—for example, policy documents, emails, instructions and many others. 10b Develop a comprehensive guide titled ‘How to write clearly using plain English’. Include an introductory section to provide an overview of plain English. The guide will be distributed to the association’s members. 10c Plan and write a brochure advocating all members of the Small Business Association follow the guidelines. 10d The Small Business Association has requested your team of consultants to present your campaign approach at the next committee meeting. Develop and deliver a copresentation supported by visual aids. 10a–10d: Answers will vary.

Case Study Better Written Communication 1 Create a checklist of the audience characteristics Seth should consider as he reviews the success of Finestyle’s current written communication strategies. Answers will vary. 2 Create a checklist of the features of a writing style that reaches and is understood by its audience(s). Seth will apply the checklist as he reviews Finestyle’s written communication channels. Answers will vary. 3 How should Seth use the four broad messages to improve communication internally and externally? Answers will vary. 4 Drawing on the information presented in this chapter and in Chapter 24, ‘Writing for the Web’, discuss the most important issues Seth should consider when identifying and developing improvements in communication via the written methods (paper-based, online and digital). Answers will vary. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Chapter 19: Writing Correspondence, Emails and Short Reports Business Letters Learning Objective 19.1: Plan and write effective business letters and adapt the style for international business correspondence

Review Questions 19.1 1 List the eight basic components of a business letter. The eight basic components of a business letter are: writer’s name and address, date, inside address, greeting or salutation, subject line, body of the letter, complimentary close and writer’s signature and job title or designation. Refer to Table 19.1 for optional parts of a business letter.

2 List the features of the full block layout for a letter. Provide an example of when this type of layout could be used. In full block layout, all parts of the letter, including each paragraph, are placed against the lefthand margin. The parts include sender’s address, date, inside address, salutation, complimentary close and signature. Figure 19.1 illustrates a letter using full block layout. The advantages of a full block layout are that it is a modern and easy to read layout.

3 Briefly explain the ‘you’ approach in writing and justify its use. The ‘you’ approach in writing is reader orientated; it focuses on the reader. It demonstrates an awareness of the reader’s needs and interests. 4 How can cultural differences influence the drafting of a business letter? Give examples. Cultural differences can impact in a written message as there may be subtle differences in the way specific cultures organise messages. The way language conveys meaning and the precision of the message vary between cultures. Selection of the right words can have a significant impact on the quality of intercultural communication. For example, formality and the appropriate use of titles are more important in high-context cultures, such as Chinese culture, than in low-context cultures, such as Australian culture.

Apply Your Knowledge Work individually 1 In a business letter, what is the function of the following? 1a Letterhead Letterhead displays official name, address and contact details of the writer. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1b Salutation Salutation is the writer’s greeting to the receiver. 1c Subject line Subject line identifies a letter’s subject or purpose. 1d Body Body contains the main information and should adopt the ‘you’ approach that speaks personally to the reader. 1e Complimentary close Complimentary close is the formal (Yours faithfully) or less formal (Yours sincerely) close to the correspondence which should match the form of address used in the salutation. 1f Signature block Signature block is the writer’s signature and name and position or job title to indicate who has sent the correspondence. 2 Some examples of poor letter-writing technique and phrases to avoid are listed below. Correct and rewrite the sentences. Answers may vary slightly from the following and still be correct: 2a ‘I am pleased to inform you that you are required to attend the next meeting.’ ‘I am pleased to invite you to attend the next meeting.’ 2b ‘For all practical purposes, time could be saved if you used the new terminals.’ ‘Save time by using the new terminals.’ 2c ‘It is important here to take into account the fact that prices will increase in May.’ ‘It is important to take into account that prices will increase in May.’ 2d ‘In most cases, goods are delivered within 14 days of the date on the order form.’ ‘Generally, goods are delivered within 14 days of the date on the order form.’ 2e ‘I desire to inform you that our representative is unable to call next week.’ ‘Unfortunately, our representative is unable to call next week.’ 2f ‘You are advised for your information that we will not agree to your proposal.’ ‘This is to inform you that we will not agree to your proposal.’ 2g ‘Due to the fact that State Rail will be repairing the lines tomorrow, train travel will be unavailable between 10 and 12 pm next Friday.’ ‘There will a disruption to trains service between 10 and 12 pm next Friday due to repair work.’ 2h ‘Before examining the reasons for this, I should state that all staff are expected to use email, and social media platforms such as Facebook and Instagram are banned.’ ‘All staff are expected to use electronic mail.’ 2i ‘We demand payment of the outstanding amount owed to us: $340 within the next 48 hours otherwise your service will be disconnected.’ ‘Please pay the outstanding amount of $340 within the next 48 hours to avoid disconnection of your service.’

Work in groups 3 Discuss the following: 3a How does full block layout differ from modified block layout? The block layout places each part of the letter against the left-hand margin. Figure 19.1 (shown above in question 2 of Review Questions 19.1) is an example of a letter using full block layout. The modified block layout centres the sender’s address or blocks it to the right margin. The date is placed directly below and in line with the sender’s address or blocked to the right. The inside address and salutation are placed against the left-hand margin, and each paragraph is blocked against the left-hand margin. The complimentary close and signature block are centred in line with the writer’s address and the date. 3b Where do you place supplementary parts such as enclosures, file numbers or copy notations in a letter using modified block layout? Supplementary parts such as enclosures are included after the signature block. 3c Why is it important to format your business letter well? Formatting your business letter is important to increase readability and ensure the message is received as intended. A positive first impression can be created using good formatting.

Direct Order of Information: Writing Strategy for Good-News or Neutral Letters Learning Objective 19.2: Recognise good-news/neutral letters and apply the direct order of information

Review Questions 19.2 1 Briefly explain the order of information in a good-news letter. ‘Good news’ letters deliver positive messages; the writer uses a direct approach to organising information and aims to establish goodwill and capitalise on positive associations that readers are likely to have with the main message. Examples might be letters approving credit or confirming a promotion. A writing strategy for a good news letter is to identify the letter’s purpose in the subject line or opening paragraph; place the good news in the opening paragraph; state details that support the favourable or good news in the middle paragraphs; and close with a statement of goodwill. Refer to Figure 19.3. Figure 19.3: Writing Strategy for a Good-News Letter

2 Identify four types of good-news letter. Four types of good news letters are an inquiry, a request, an acknowledgement and a letter of introduction. Refer to Figure 19.4 for an example of a letter of request and Figure 19.5 for a letter of acknowledgement. Figure 19.4: Letter of Request (Good-News Letter)

Figure 19.5: Effective Interim Letter of Acknolwledgment

3 Explain how a letter of introduction creates a link between the sender and the receiver. A letter of introduction seeks to establish a link between sender and receiver. It aims to maintain contact and to create goodwill and opportunities for future sales. 4 What is the main purpose of a letter of acknowledgement? Briefly explain the writing strategy used in a letter of acknowledgement. A letter of acknowledgement acknowledges requests for information, confirms orders, supplies information and thanks the reader. An effective acknowledgement letter maintains goodwill. The writing plan for a letter of acknowledgement follows the good-news order of information set out in Figure 19.3 (shown above). It is courteous and helpful to acknowledge orders immediately.

Apply Your Knowledge Work individually 1 You are writing in response to an advertisement offering smartphones at 20% below normal retail price. You want information about the brand name, the availability of service and repairs, delivery times and method of payment. Write a letter of request using full

block layout. Include the eight basic parts of a letter. Present a concise request for information in the opening paragraph. Answers will vary. 2 Consider the following ineffective opening for a letter of request. 'I received a brochure outlining the details of the Great New Zealand Ski Holiday for 17 days at $3995. Since I want to travel with my family sometime within the next 12 months, I would like to know the dates of departure and any other details. Could you please send me specific details?’ Rewrite the request as a clear direct opening to the letter. Example: ‘I am interested in visiting New Zealand for a skiing holiday next year. According to the Great New Zealand Ski Holiday brochure, I understand that the holiday is 17 days in duration and costs $3995. I would like to request further information about departure dates within the next 12 months.’ 3 You have been asked to draft a letter of acknowledgement thanking people for their donations or help after recent floods. Assume you are writing on behalf of the Lord Mayor’s Appeal. Format the letter in blocked layout and use a writing strategy to achieve the order of information suited to a good-news or neutral letter. (Invent the council’s address.) Answers will vary. 4 Write a letter of enquiry to your bank asking for information on the different types of accounts and interest rates suited to a new account you wish to open. Assume you are interested in savings accounts, fixed-term accounts and cheque accounts. You also want to know the minimum amounts needed in each account to receive the best interest rate. Follow the writing plan suited to a letter of enquiry. Start the letter with the enquiry and explain why you are making the enquiry. Close with a neutral, courteous paragraph. Answers will vary.

Work in groups 5 Prepare a good-news letter of acknowledgement in full block layout. You work for a real estate agency and have been asked to provide a proposal with three options for large appropriate office space for a medical centre. 5a Brainstorm and list activities typically undertaken in a medical centre. 5b Plan and write your good-news letter. Use an appropriate order of information and format. 5a–5b: Answers will vary.

Indirect Order of Information: Writing Strategy for Bad-News Letters Learning Objective 19.3: Write considered bad-news letters using the indirect order of information

Review Questions 19.3 1 Why is the indirect order of information used in bad-news letters? ‘Bad news’ letters deliver unfavourable messages. To establish and maintain goodwill, the writer uses an indirect order of information. This enables the writer to present reasons for the bad news before announcing the main message. In this way, the writer ‘cushions’ the effect of the bad news and hopefully builds goodwill. The indirect order of information allows the writer to lead the reader through relevant information and explanation to the bad news at the end of the letter. 2 What is the purpose of the neutral closing in a bad-news letter? The purpose of a neutral closing in a bad-news letter is to maintain a positive relationship by showing courtesy and pleasantness. 3 How can a company soften an adjustment refusal? Adjustments are often refused when an organisation believes that the request for an adjustment is unjustified or that the problem was not caused by the organisation. To soften an adjustment refusal, give valid reasons for the refusal.

Persuasive Letters Learning Objective 19.4: Understand the AIDA formula and write effective persuasive letters

Review Questions 19.4 1a Why is the AIDA formula used? The AIDA formula is designed to catch the reader’s attention (A); to create interest by presenting the primary benefits to the reader (I); to build desire (D) by presenting secondary benefits and to set out clearly the actions (A) that the reader should take. The pattern aims to counter the likely resistance to change in the reader and spark desire and willingness to take action. 1b What do persuasive letters aim to do? ‘Persuasive’ letters are written with the aim of persuading the reader to change an attitude or take some sort of action he or she would not normally take. The writer uses the AIDA indirect order of information. Examples include sales letters and letters that aim to motivate a client to pay an overdue account. 2a List four different ways of gaining attention in the first sentence or paragraph of a sales letter. In a sales letter, the writer can get attention in the first sentence or paragraph by using an unusual opening statement, offering a sample, presenting a solution to a problem or using a gimmick. 2b Describe one way of creating desire for the product in a sales letter. One way of creating desire for a product is to relate the benefits of the product directly to the reader’s needs. Refer to Figure 19.10 for the recommended writing strategy for a sales letter. Figure 19.10: Writing Strategy for a Sales Letter

3 What are the four stages in the collection process? The four stages in the collection process are: the reminder stage, the strong reminder stage, the inquiry stage and the urgency stage.

Apply Your Knowledge Work individually 1a Assume you have a customer with an account that is outstanding for an amount of $4400. Write the first reminder letter informing the customer of this amount and the need to pay. The customer does not pay for three months. Write a letter suited to the fourth stage. 1b What is the main difference between the first and fourth stages in a collection campaign? 1a–1b: Answers will vary.

Work in groups 2 In pairs, assume you have received a request from the careers adviser at the local high school to place a Year 10 pupil for work experience. 2a Discuss the difference between the writing strategy for a good-news letter and a badnews letter. List two differences between the two types of letter. The writing strategy for a good news-letter is outlined in Figure 19.3 (shown above). The content of this type of letter will vary according to the type of letter (inquiry, request, acknowledgement or introduction). Each of these letters uses the direct order of information whereas a ‘bad news’ letter uses the indirect order of information. A bad news letter gives the reader unwelcome news but at the same time focuses on maintaining goodwill. The writing strategy for a bad-news letter is outlined in Figure 19.6 (shown above). The bad news letter should be structured so that the reader has every chance of understanding the explanation and accepting the decision. A bad news letter needs to guide the reader gradually through the letter so that he or she sees and reads any reasons and explanation for the refusal before reaching the bad news. On the other

hand, the ‘good news’ letter places the good news in the opening paragraph and closes with a statement of goodwill. 2b Decide who will write a letter accepting the pupil for work experience and who will write a letter refusing the place for work experience, and complete the relevant letters. Answers will vary. 3 A client asks that you replace a faulty appliance outside warranty conditions. The appliance’s problem is clearly the result of misuse and abuse. You feel the request is unjustified. Working in pairs, complete the following tasks: 3a Outline the writing plan for this letter. 3b Discuss and prepare an opening statement that acts as a neutral and relevant buffer. 3c Prepare a concluding statement that avoids referring to the bad news, apologising or using clichés. 3d Write the letter declining to replace the appliance. 3a–3d: Answers will vary.

Memos Learning Objective 19.5: Plan and write effective memos

Review Questions 19.5 1 Name three objectives achieved by a memo. A memo is an internal means of communication and is less formal than a letter. Memos are a quick and simple way to summarise information and forward the same message to a number of people within an organisation. They should be concise, have a standardised format and use a matter-of-fact tone. 2 List four steps in preparing effective memos. The four steps in preparing effective memos are: identify the subject; select and order the information; write simply; and use a suitable tone. 3 Explain three advantages and three disadvantages of a memo. Advantages of a memo include: it reaches a large number of people at the same time; it provides a written record to refer to at any time, or to place on file; it allows detailed or difficult information to be logically and accurately relayed; and it can indicate, through the use of a company letterhead, that the information it contains is part of the organisation’s procedures. Disadvantages of a memo include: it is an outdated form of internal communication given electronic communication methods now available; it can be impersonal and open to misinterpretation as questions cannot easily be asked; the writer does not receive instant feedback; it can be difficult to communicate complex messages in the memo form; there is a high cost associated with memos, in terms of administration and time delay in distribution; it can be limited in terms of communicating sensitive information; and the one-way nature of the memo may lead employees to believe the issue is not open for discussion.

Apply Your Knowledge Work individually 1 Assume you are the manager of a chain of natural health food stores. As you check the stock of breakfast cereals, you notice the seal is broken on more than half the packages. You decide to return all the new delivery of breakfast cereals to the manufacturer. Write a request memo to the stores officer, asking her to prepare the stock for return to the supplier. Answers will vary.

Work in groups 2 ‘Managers who use memos to announce significant decisions concerning proposed changes in the workplace without prior face-to-face consultation with employees may not achieve their intended objective.’ Discuss this statement. Answers should include some discussion of the relevant disadvantages of a memo, including: it can be impersonal and open to misinterpretation as questions cannot easily be asked; it can be difficult to communicate complex messages in the memo form; it can be limited in terms of communicating sensitive information; and the one-way nature of the memo may lead employees to believe the issue is not open for discussion.

Effective Email Messages Learning Objective 19.6: Create effective email messages

Review Questions 19.6 1 Outline the elements of effective online writing and the purpose of each element. The elements of effective online writing are clarity, readability, positive language, punctuation, paragraphs and tone. Clarity aids the reader’s understanding and adds conviction to the writing. Readability makes the information accessible. Positive language is used to create a positive first impression. Punctuation helps with increasing understanding. Paragraphs are used to organise information around one idea. Tone is used to establish the communication climate. Refer to Table 20.8 (p.509) for more information and strategies to help achieve the elements.

2 List and explain five different types of email. Five types of emails are instruction, request, announcement, transmittal and authorisation. The objective of instruction emails is to give receivers all the information they need to carry out the instructions confidently. The aim of request emails is to ask the receiver for certain information or action. Announcement emails provide information. Transmittal emails are cover notes that accompany more formal or lengthy messages. Authorisation emails give someone permission or authority to do something. 3 Arnold (2002) developed DRAFS as a strategy for managing emails. Explain the strategy, and discuss why following it might assist an email user. Arnold (2002) developed the acronym DRAFS—delete, reply, act, forward, save—as an efficient strategy for managing email. Document management and archiving systems enhance email server efficiency, streamline back-up and recovery times and enable rapid full text search of all emails. Use of email folders can assist in effective archiving of emails by category. Figure 19.14 depicts the DRAFS email management system. Figure 19.14: DRAFS Email Strategy

Apply Your Knowledge Work individually 1 Write and evaluate an email. You have recently seen an advertisement from a wholesaler advertising discounted electrical products. Your retail outlet sells electrical products and you would like to know what is on offer, the price of the products, and information on delivery times and costs. 1a Write a request email to ask the receiver for the relevant information. 1b Evaluate your email against the tips set out above for effective use of email. 1a–1b: Answers will vary.

Work in groups 2a Brainstorm the advantages organisations have gained by replacing traditional memos with email. Answers will vary but some advantages of email over traditional memos include: speed, can be opened at a convenient time, saves paper, enables a message to be written and edited by a number of people before it is forwarded to the receiver, and documents to files can be attached and cc or bcc copies forwarded at the same time as the original. 2b Discuss the impact of the overuse of email. Overuse of email in business can cause employees to become overloaded with information and ‘switch off’, even to the extent of deleting unread emails. Corporations can lose considerable amounts of money and time as a result of ineffective email management. 2c Identify strategies to prevent the overuse of email. 2d Report back to the large group and compare your answers. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2c–2d: It is important that you consider your audience and the situation before deciding whether email is the right medium for correspondence (e.g. email should not be used for sensitive information or bad news). 3a Discuss the advantages and disadvantages of emails. Answers will vary but some advantages of email include: speed, ability to send to a number of different receivers, can be opened at a convenient time, can be used to access databases and file libraries, can be stored and sent at off-peak rates, saves paper, enables a message to be written and edited by a number of people before it is forwarded to the receiver, can be used to avoid telephone tag, can use combinations of text, pictures and diagrams, can attach documents and cc or bcc copies forwarded at the same time as the original. Disadvantages of email can include: non-controllability of those who see a message, lack of privacy and confidentiality, possible time lag if the receiver chooses not to open and read email for a few days, difficulty in accessing if reader is computer illiterate, lack of nonverbal cues to add meaning, information overload, overuse of jargon and abbreviations, can be used to send spam (junk mail) to unsuspecting users, and difficulty in distinguishing between casual and formal messages. 3b Email is permanent and creates a footprint that can be accessed by senior managers or other parties that the email was not intended for. Discuss the possible implications of this for the email sender. Answers will vary but should include some discussion of ensuring messages include business information only and not personal information. Emails should not contain criticisms, insults or emotive words or comments. Ensure only objective, factual, reasoned content is included.

Short Reports Learning Objective 19.7: Plan, format and write short reports—justification, progress, periodic, fillable, analytical and dashboard reports—so as to effect the efficient transfer of information

Review Questions 19.7 1a What is a short report? A short report offers clear, accurate and complete information in a readable format. It communicates written, objective information within and outside an organisation. Its function is to provide information and, sometimes, expert opinion which offers management a basis on which to check on progress, plan for the future or make decisions. 1b List the six steps in planning a short report. The six steps in planning a short report are: identify the purpose; consider the readers; identify the information needs; gather the information purposefully; sort the information; and arrange the sections in a logical sequence. 2 Differentiate between the indirect, direct and routine order of information in short reports. A short report using the indirect order of information starts with the purpose statement to state the problem, moves to the body of information to discuss and explain the facts, summarise and show how to implement the recommendations, and finishes with the conclusion to present the Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

solution or recommendation. A short report using the direct order of information starts with the conclusion, moves to the purpose statement and finishes with the body of information. A short report using the routine order of information follows the same progression as the report using the direct order of information but uses the purpose statement to identify the subject and purpose clearly, and uses the body to give an overview, present each main point and discuss the supporting details and the conclusion to summarise and state how the receiver can use or is affected by the information. Refer to Table 19.10 for a summary of the purpose of each order of information and Figure 19.15 for an outline of the different orders of information. 3 Explain the differences between a justification report, a progress report, a periodic report and a fillable report. A justification report presents reasons and/or evidence to support or justify a decision or a recommendation. A progress report provides information to management about the rate of progress in relation to a schedule, identifies goals for subsequent periods and provides forecasts. Periodic reports are presented at regular intervals and provide objective information to management about specific activities within the organisation. A fillable report is a uniform document requesting the preparer to place specific information in designated sections of the report. An analytical report assesses a situation or problem and recommends a course of action. Refer to Table 19.12 for a comparison of the purpose and order of information for justification, progress, periodic and analytical reports. Refer to Table 19.13 (p.517) for examples of situations suited to justification, progress, periodic, fillable and analytical reports. 4 When is an analytical report used most effectively? An analytical report assesses a situation or problem and recommends a course of action, for example when assessing opportunities, investigating and solving problems or supporting decisions. Figure 19.17 shows an analytical report. When preparing an analytical report, it is imperative to look for trends. Trends look at changes in data over time and can detect patterns, relationships and exceptions that can assist in understanding important concepts. 5 What is the purpose of a dashboard report? A dashboard report evaluates business performance by providing concise information on key business drivers.

Apply Your Knowledge Work individually 1 Assume you are to prepare a short report asking for new computer technology. You are given the following instructions on the order of information to use in the report: • Open by stating the proposed changes, and then go straight into the current problems of computing software being inadequate for the size of the company. This is your introduction. • Start the body of the report with some concrete examples of the advantages of the new software. Briefly explain the advantages. Remember to be clear and not to overload your short report with technical information that would be more easily understood by specialists than management. Then present the problems of the existing system and the advantages and any disadvantages of the new proposal. • Place the conclusions and recommendations at the end of the report. 1a Place the information above into the correct order for report writing. 1b Prepare an outline that clearly identifies the headings for the short report. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1c Create a title for the short report. 1a–1c: Answers will vary. 2 Assume you work in the nursery of a large mining organisation. The nursery regenerates areas affected by the mining operations. As manager of the nursery, you have to prepare a monthly report. Use the following statistics to report to the general manager: • number of plants in the nursery—6000 • number of plants planted in the field—4500 • number of work hours on the job—120 • number of hectares cleared—10 000. Write the report in memorandum report format. Answers will vary. 3 Prepare a letter report on one of the following topics: 3a How to use the AIDA formula in a piece of persuasive advertising for a new brand of joggers that have just been released on the Australian market. The potential market is seen as 20- to 35-year-old men and women who play sport. 3b Five job functions performed by the human resources officer. 3c Why public relations is so important to the organisation. 3d Three different services usually provided by any welfare agency of your choice. Review and edit the first draft of your letter report. 3a–3d: Answers will vary.

Activities and questions Work individually 1 ‘Writing is not only knowing what you want to say and why; it is also knowing how to write.’ How does this influence the way you write a letter? Answers will vary. 2 As the human resources officer at Larkin Organisations, you are asked to write a letter inviting members of staff to participate in a conference entitled ‘Improving the Quality of Work’. The conference is to be held over two days, 19 and 20 August, from 9 am to 4.30 pm each day. Larkin Organisations is willing to pay the conference fee of $800 per person to cover travel, accommodation and breakfast. Any member participating in the conference is expected to pay for their own lunch and dinner. The purpose of the conference is to present strategies by which individuals can improve the quality of their working life. Write a letter inviting staff to attend the conference, following the writing strategy for a good-news letter. Answers will vary. 3 A customer has written a letter of complaint asking for an adjustment of 20% discount off their latest order of building supplies because of the inconvenience caused by late delivery. You feel that this demand for a 20% discount, which represents $500, is unwarranted as you arranged to have the materials delivered on time and the delay was caused by the transport company. As the sales manager, Maria Carlton, write a letter to the customer acknowledging the complaint and refusing the request for the 20% discount. Follow the writing plan for an adjustment refusal. Address your letter to Mr J. Rogers, 62

Lynch Avenue, Enmore NSW 2042. Your address is 45 Belmore Road, St Peters NSW 2056. Answers will vary. 4 Think of a new product or service you would like to buy. Write a sales letter to yourself using the features listed below: a blocked letter format b seven basic parts of a business letter plus two additional parts c correct order of information following the AIDA formula d an appropriate opening e appeal focused around one or two central selling points. Answers will vary. 5 Assume you are the senior lecturer of a group of students. Write a memo asking the students to indicate their first and second choice of subjects for the next semester. Use correct memo format. Answers will vary. 6 Assume you are the head of the administrative division in a large government department. You supervise 25 staff in the division. A new training program, ‘An Introduction to Management’, is to be offered on two separate dates to all staff in the administrative division. 6a List three advantages of using a memo in this situation instead of a spoken message. 6b Write an announcement memo to staff. 6c In your position as head of the administrative division, write an authorisation memo to the training manager, stating that funds are available for the program. Create the extra details you may need for times, dates, venue and content. 6a–6c: Answers will vary. 7 You work as an accountant and branch manager for your organisation, Simpson and Taylor Financial Consultants. A senior member of staff, Sandy Thompson, will conduct an interview next month to select a new trainee accountant. Prepare a memo of instruction to Sandy outlining the steps she needs to complete before the interview takes place. Answers will vary. 8a If you are short of time when writing an email at work, you may be tempted not to plan the email, to rush the writing of it and to fail to read it over before sending. Why is this bad practice? What could be the consequences? 8b What differences in tone, style and format might you notice between an email from the staff social club about next Friday night’s river cruise and an email from an external customer enquiring about order delivery times? 8a–8b: Answers will vary. 9 Assume you are Amanda Brown, secretary of a local service club. Write a letter of acknowledgement to members thanking them for their participation and support in the activities of the club during the past year. You might mention activities the club has been involved in, such as fundraising to provide extra sporting equipment for the local Police and Community Youth Club. Club members have also organised an exchange study scheme between Australian and European 16- to 18-year-olds. Invent details for your address and a member’s address. Answers will vary.

10 Assume you have been employed as a consultant to improve the writing of workplace documents. You are required to submit a report on your recommendations for improvement. The company you use can be one you invent, or you could base your project on the company you work for. 10a Provide a brief description of the organisation you will use in your project. 10b Research the six types of short reports that the company may produce. 10c Describe the six examples of short reports and set out guidelines for producing them. 10d You are now ready to research how to improve the writing of workplace documents. The data collected under the headings in Table A will form the basis of your recommendations.

i Analyse how the 3 × 3 writing process is used to write short reports. ii Develop a game plan or a course of action to improve the writing of documents for your chosen organisation. 10e Write your consultant’s short report to the company. i Format your report appropriately. ii Submit your working papers and your completed report. 10a–10e: Answers will vary.

Work in groups 11 The members of your group form the Senior Management Team (SMT) of an organisation. You are looking for an investor to expand the organisation and require a new report that will be produced on a periodic basis to track all aspects of company performance. As a group, you have established that the report should include information and data using input from all divisions across the organisation. The report will be provided to prospective investors under a confidentiality agreement. 11a Consider and list the different types of short reports that could be used. 11b Brainstorm the advantages and disadvantages of each type of report listed in part a. 11c Discuss the likely contents of the short report by thinking about what an investor might like to know—for example, employee numbers and hours of work, financial information, the experience and qualifications of the SMT, etc. 11d Having considered the contents of the report, determine which type of report best suits the requirements you need to communicate to investors. Provide reasons for your answer. 11e Discuss how often the report will be produced. 11f Prepare a draft short report detailing the format you would use. 11a–11f: Answers will vary.

Case Study 1 Explain the importance of consulting with key stakeholders, considering their requirements, including what they want to achieve with a dashboard report prior to designing and compiling the report. Answers will vary. 2 Design and construct a dashboard report using the key financial data and social media data above mocked up on a software package of your choice, such as Excel. When designing the dashboard report, you might like to refer to the visual design principles explained in Chapter 16. Answers will vary. 3 What are the benefits of creating a dashboard report to track certain key business indicators? The purpose of a dashboard report is to provide a tool that evaluates business performance and highlights any areas within the business where improvements can be made. The information within a dashboard report is generally provided in visual format that is easy for users of the report to understand. 4 Why might stakeholders prefer a well-designed dashboard report over another type of report such as a periodic report? Answers will vary, but a well-designed dashboard report is easy to read and understand, with business performance represented visually, and this simple format may be more appealing to stakeholders.

Chapter 20: Writing Long Reports Analytical and Informational Reports Learning Objective 20.1: Differentiate between analytical and informational reports, and give examples of each

Review Questions 20.1 1 Briefly explain the difference between an analytical report and an informational report, and provide examples of each. An analytical report assesses a situation or problem and recommends a course of action. Analytical reports can be used to analyse a problem with a view to providing strategies or recommendations to overcome the problem; determine the most profitable division of a business; determine the optimal resource allocation to a business division; or to detect patterns, relationships and exceptions that can assist in understanding important concepts. Analytical reports are also discussed in Chapter 19. An informational report delivers data and information without making recommendations. Informational reports can be used for providing feedback about sales, expenses and occupational health and safety; show compliance with government regulations; or provide internal management with periodic information. Refer to Table 20.1 for more information regarding both types of reports.

2 What is the purpose of an informational report? Informational reports present evidence gathered and work already done in the area of investigation. They do not analyse or persuade. 3 Why must the writer of an analytical report ensure their analysis is balanced and objective? Writers of analytical reports must ensure their analysis is balanced and objective as the report requires data collection and analysis of the data in order to draw conclusions and make recommendations. The report is based on facts, not the personal opinion of the writer. The person who commissioned the report is likely to ask other experts to validate the scope of the report, the evidence collected, the methodology used and the practicality of the conclusions and recommendations.

Effective Planning Learning Objective 20.2: Plan a long formal report, and gather and order information

Review Questions 20.2 1 What characteristics of the audience should you consider in an audience analysis? Think about who will read the long report. Is the audience a supervisor, fellow worker, client or government department? The answer to this question will affect how the problem is defined, the issues to be addressed, and the way in which arguments are developed, problems analysed and solutions presented. Report writers should do more than write. They should also consider the audience’s point of view, their need for detail, their preference for a particular order of information, and their experience and understanding of technical terms. The content, structure and language of a long report may all be influenced by the needs and preferences of the audience. 2 Identify at least three different needs of the report writer and those who read the report. The writer of a report needs to know the purpose of the report, its scope and limitations, any existing information and the use to which the report’s findings will be put. The audience needs information and evidence, an analysis of the information, conclusions and recommendations. Refer to Table 20.2.

3 Explain at least four ways to order information in a long report. Information in a long report can be ordered in the following ways (students need to explain four): chronological sequence (by time); order of importance (either most important to least important, or least important to most important); geographical identity (e.g. by capital city); inductive order Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

(from the particular to the general); deductive order (from the general to the specific); cause to effect; or problem solving. 4a Discuss two ways in which you can sequence the introduction, body, conclusion and recommendations in a long report. Two different orders of presentation are the indirect order (introduction, body, conclusion, recommendations) and the direct order (introduction, conclusion recommendations, body). 4b Briefly explain the reasons for using different orders when presenting information. The sequence is largely determined by the purpose and nature of the message. For example, a writer who is trying to persuade a reluctant reader that restructuring in the workplace is essential will choose a different sequence from the one used if the findings endorse a proposal to which the reader is committed. Writers may use the indirect sequence for an audience outside that area of expertise, as the audience is led through the body to the conclusions and recommendations. In contrast, when writing for an informed audience, an overview and the suggested answers or conclusions can be presented first. 5 What advantages do you gain by ordering information to suit the report’s purpose, task and audience? How a report is organised will affect how it is received and whether action is taken. The advantage gained by ordering information to suit the report’s purpose, task and audience is that the audience is more likely to be receptive to the report’s recommendations.

Apply Your Knowledge Work individually 1 Compare and contrast analytical and informational reports in a short article (about 150 words) for publication on the company’s blog. Answers will vary. 2 Write a brief paragraph explaining the value of a work plan in the development of long reports. Answers will vary.

Work in groups 3 First, read this paragraph and then answer the questions that follow: The purpose statement is the most important component of the introductory section of the report. It aims to convey the report’s purpose to the audience. Other words that can be substituted for the term ‘purpose statement’ are ‘goal’, ‘aim’ and ‘objective’. It is one sentence or paragraph that describes what the report aims to do. 3a Each person in the group is to write a purpose statement for a long report that aims to investigate student amenities provided at your university or college. 3b Compare your purpose statement with those of the other members of your group. 3a–3b: Answers will vary. 4 For each of the following scenarios, determine whether the direct or indirect sequence for organising reports would be advisable, and explain why: Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

4a an analytical report, requested by the CEO, explaining why the installation of new energy-efficient lighting and replacement of inefficient appliances has not reduced operating costs Direct 4b a monthly financial report prepared by the accounting department for senior management Direct 4c an unsolicited proposal to the Area Health Service director outlining why it makes sense to change communication procedures between primary care, secondary care, and social and voluntary services. Indirect

Writing the Long Report Learning Objective 20.3: Write the front matter, body and end matter of a long report using an appropriate writing style

Review Questions 20.3 1 Name the parts of the report that belong in the front matter. Essential parts of the front matter or preliminaries include the title page, table of contents and the letter of transmittal. Optional parts of the front matter are a list of tables; list of figures; abstract, synopsis or executive summary; and an authorisation document. 2a What information should be included on the title page of a long report? The title page includes the title of the report, the receiver’s name and title, the writer’s name and title and the date. 2b Why is the table of contents of particular importance in a long report that will be distributed through electronic channels? The table of contents is imperative in any long report, but is of particular importance in a long report that will be distributed through electronic channels and on the Web as a PDF document. At least the first-level and often the second-level headings of the table of contents are displayed in the form of a navigation panel beside the text of the report to help the audience find their way through the long report’s contents. 3a What information should be included in an executive summary? The executive summary provides a brief overview of the report’s purpose, findings, conclusion and recommendations. This gives the starting point and direction of the report. 3b When is an executive summary useful? An executive summary sets the framework and helps those outside the area of expertise to recognise the starting point, the direction to be taken by the report and its key findings. It can be very useful for people who may not have time to read the full report. 4 Differentiate between a long report’s conclusions and its recommendations.

The conclusion is a summary of the report’s findings and a brief evaluation of the main facts. The conclusion must be related to and result from the material in the report. Recommendations are the actions proposed as a result of the findings. Recommendations should aim to solve the problem and provide a course of action. 5 Explain the following statement: ‘A long report’s conclusions are more than a summary.’ While the conclusion may include a summary of what the findings mean, a long report’s conclusion is more than a summary. It must be related to and resulting from the material which appears in the report. The content of the conclusion must be clearly linked to the introduction and scope of the report. A summary is a short and concise passage about the report’s purpose, findings, conclusion and recommendations. 6 What is the difference between a long report’s synopsis and its conclusion? A long report’s synopsis states the intentions in writing the report; it gives a brief outline of the report’s most important points, including the report’s purpose, scope, methods, findings and conclusions. A conclusion, on the other hand, comments on and summarises the main findings in the report. 7 Detail the characteristics of an effective recommendation. Recommendations are the actions proposed as a result of the findings. They should aim to solve the problem or provide the answers to the questions asked in the report’s terms of reference. They are based on the research findings, analysis and discussion. Each recommendation should be a separate point or paragraph, clearly stating the actions to be taken. If recommendations are of equal importance, list them in the same order that they occurred in the report. The imperative voice is often used for recommendations. Begin each recommendation with a verb. Write the recommendations as an action plan identifying who, what, when, where, why and how. This allows the action to be carried out easily and quickly if the decision maker agrees.

Editing the Long Report Learning Objective 20.4: Format and edit a long formal report

Review Questions 20.4 1 List the six steps in the editing process for a long report. The six steps in the editing process are: eliminate communication blocks; correct any errors in spelling, punctuation, grammar or sentence structure; edit to clarify purpose and focus in the introduction; remove any subjective opinions; remove irrelevant information; and edit the layout or format. Refer to Table 20.7 for an explanation of the purpose of each step and strategies to achieve the steps.

2 The issues of subject, substance, style, organisation and presentation are addressed in the editing stage. What should you look for in the format edit? The format edit should verify that the document conforms to established layout, typographical designs and standards. 3 Describe strategies you could use to verify that: • the audience can understand the report’s purpose • the information is factual and objective • communication blocks are eliminated. Strategies to ensure the audience can understand the report’s purpose include checking the terms of reference are clearly identified in the introduction; verifying the objectives in preparing the report are clearly identified in the introduction; and checking that the focus of the report is consistent with the terms of reference and within the limits of the report. Strategies to ensure information is factual and objective include checking for and removing any subjective opinions, as these will cast doubt on the credibility of the report’s findings; ensuring

the information has clear and accurate references; checking the arguments are logical; and checking the correctness of the information presented. Strategies for verifying communication blocks are eliminated include removing irrelevant information; correcting any errors in spelling, punctuation, grammar or sentence structure; editing the layout and format; removing unclear or abstract words, sexist language, unfamiliar jargon or abbreviations.

Apply Your Knowledge Work individually 1 Create an editing checklist for use by a person writing their first long business report. The editing checklist should focus on report-writing style. Answers will vary. 2 Prepare a slideshow presentation: • outlining the components of a formal report • identifying the purpose of each component. Answers will vary. 3 In the case of the ‘Analysis of Harbourton Station Long Term Lease’ report, the report writer’s task was to investigate an option rather than to define and solve a problem. 3a Where in the report is the purpose of the report identified? 3b Has the writer determined the issues to be addressed and what the receiver needs to know? Justify your answer. 3c What are the range of criteria the report uses to evaluate the site as an acceptable site? 3d Provide six examples of common business language contained in the report. 3e Discuss the advantages of using common business language. 3a–3e: Answers will vary.

Activities and Questions Work individually 1a Briefly explain why your long-report writing style should be factual and objective, presenting a balanced view of the findings. In long reports, one must take care to remain objective. Information should be factual, relevant and up to date. Present the argument in a way that analyses and interprets the information objectively. By using sound reasoning techniques and an objective approach, the writer can argue convincingly for and against the case being presented. 1b Consider the following statement: ‘The “you” approach is suggested as suitable for most business writing tasks because it speaks directly to the audience and creates a personal connection between the writer and the audience.’ Why, then, is it inappropriate to use the ‘you’ approach in long formal reports?

Although plain English is suitable for most writing at work, the ‘you’ approach is unsuitable for long reports because the language in a report should be impersonal. 2 Discuss three ways in which outlining and using headings and a numbering system can improve a report’s capacity to communicate. Answers will vary but should focus on the fact that headings and a numbering system give a structure and outline to a long report and help it be easy to understand and read. 3a Using report-writing principles and guidelines, develop an outline for a comparison report on a product or service suited to your area of study or workplace. For example, you might like to compare different accounting principles, software packages, apps or personnel procedures. Organise the material. Keep major topics and subtopics specific. 3b Prepare a title page for the outline you developed. 3c Assume you have been asked by your manager, Sofia Madison, of Integrity Corporation, to undertake the above report. Write the letter of transmittal that you would prepare for the report in block letter layout. Invent any necessary details. In the opening paragraphs of the letter, identify the report’s purpose. Refer to the report’s contents and findings in one or two paragraphs. Assume you had help from the purchasing department within Integrity Corporation in preparing the report. Write a paragraph thanking those involved. In the final paragraph, close courteously and offer help to the audience. 3a–3c: Answers will vary. 4 Find a long report in the library or in your organisation. Evaluate the report by answering these questions: 4a What improvements could you make to the title page? 4b Does the report use an abstract, a synopsis or an executive summary? 4c Is the table of contents well-constructed? 4d How many levels of headings does the report have? Are they suitable? 4e What is the order of presentation? 4f Is the report written in the active or passive voice, or both? 4g Is the conclusion well-written and convincing? 4h Can you suggest any changes or improvements? 4a–4h: Answers will vary.

Work in groups 5 Assume that a report has been authorised by the president of the local chamber of commerce. The report’s findings are to be used by the chamber in its efforts to lobby the local council to zone more land for retail use in order to extend the size of the existing shopping complex. 5a In groups of two or three, discuss the different sources of information available for research to prepare a report on the topic, ‘Services Offered in a Large Suburban Shopping Complex’. Choose a shopping complex with which you are familiar. 5b Place these sources of information into a table with the headings ‘Primary sources of information’ and ‘Secondary sources of information’. 5c In your group, brainstorm to generate a list of ideas to include in the report. 5d Sort these ideas into an outline that identifies the main headings and subheadings for the report. 5e Each group member is to select an equal share of the main headings from the outline and research from either primary, secondary or tertiary sources of information and write the first draft for their chosen section(s). 5f Work together to discuss the first draft and prepare the final report. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

5g Present your report in long report format, including all the appropriate components (refer to Table 20.4) and an appropriate report-writing style. 5a–5g: Answers will vary. 6a Nominate a member of your group as the scribe. (They will write the results of your brainstorming on a flip chart.) 6b Brainstorm a list of the characteristics of a good long formal report. 6c Prepare a list of report-writing tips a trainer could use as part of an introductory reportwriting training session for a newly employed group of graduates. 6a–6c: Answers will vary. 7a Discuss the following quotation: ‘When some people write a report, that is all they do: write. Really effective report writers only spend part of their time writing.’ 7b Brainstorm the other activities undertaken by effective report writers. 7c Develop a best practice checklist for writing long reports. 7a–7c: Answers will vary.

Case Study Medfirst 1 Write the report title page. Answers will vary. 2 Create a table of contents that lists each of the basic parts of a long report and the main headings within the body of this report. Start with the introduction and move through to the bibliography. Answers will vary. 3 Write the introduction to the report as follows: 3a Prepare the purpose statement and place it as the first sentence in the introduction. In the purpose statement, indicate your specific objective and what you hope to achieve. 3b State the name of the organisation, the position of the person who authorised the report, the limits of the report and the date by which the report is to be submitted. 3a–3b: Answers will vary. 4 Prepare the report’s letter of transmittal and set it out in block letter format. Answers will vary. 5 Describe the pattern of organisation you would use in the body of your report and provide reasons for your choice. Answers will vary.

Chapter 21: Writing Reflective Journals Experiential Learning Learning Objective 21.1: Explain the crucial role of reflective journals in experiential learning

Review Questions 21.1 1a Briefly explain the term ‘experiential learning’. Experiential learning is the process of reflecting upon and gaining insight from our own or observed experiences to build upon our past experiences and knowledge. 1b Identify each of the four components in the experiential learning cycle. The four components in the experiential learning cycle are: experience, reflection, finding meaning and planning for future actions. Refer to Figure 21.1 for a diagram of the learning cycle of experience. Figure 21.1: The Learning Cycle of Experience

2 ‘Reflective journals are learning diaries.’ How does a reflective journal connect theory with practice? Thoughtful reflection on activities and roles helps make the link between theory and action by observing, speculating, questioning and relating experience back to the theory. Journal entries Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

are part of an active, experience-based learning process that can lead to personal growth and the development of abilities. An effective journal facilitates reflection on what works or does not work and connects new learning to previous learning. Some journal entries may identify the strengths and weaknesses of theories, readings and activities. Others may enhance your perception and understanding of what happened, what the facts were, your role in the event and what you should be aware of if the event recurs. 3 ‘Reflective journals provide a structured format for the development of meaningful and considered student reflection.’ Identify the elements in a reflective journal. Typical elements in a reflective journal are information, observations, speculations, understandings, questions and critique.

Reflective Writing Learning Objective 21.2: Discuss the main features of reflective writing

Review Questions 21.2 1a Briefly describe the characteristics of journal writing. Three modes of writing are appropriate to reflective journal writing: explanatory writing to explain why or how something happened; expressive writing to give a clear picture of how you think, feel or believe; and descriptive writing to outline what something is or how something was done. Refer to Figure 21.2 for a summary of the features of journal writing. Figure 21.2: Features of Journal Writing

1b Why is there no need to limit yourself to academic evidence in a reflective journal? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Reflective writing should be creative, logical and hypothetical and offer critical comment about personal experience as interactions and events are explored. Hence, there is no need to be limited to academic evidence. 2 Briefly explain each of the components in the DIEP formula. The DIEP (describe, interpret, evaluate and plan) formula comprises: describing objectively and openly what happened; interpreting the events or experience; evaluating and critiquing to gain insight and learn; and planning how new insights will be useful in the future. Refer to Figure 21.3 for more detail on each of the components. Figure 21.3: The DIEP Formula

3a Identify three strategies to use to overcome barriers to writing journal entries. Three techniques to help prevent blocks or barriers to journal writing are: write so fast that there is no chance for you to think and become self-conscious about your writing; when you are overwhelmed by too many thoughts or feelings, create a list of the most important points, which can then be tackled one point at a time; and relax, using the relaxation technique of your choice, as it is easier to write in a free and natural style when relaxed. 3b When should you record entries in your reflective journal? If the reflective journal is required as part of your work placement, the expectation is that you will record experiences as soon as possible after they happen and as fully as possible. Find the time to write, rather than letting time slip away without using the journal, because ideas recorded as soon as possible after the event are more likely to be accurate. You may choose a regular time each day or week to write the entries and a definite time each week to think about and reflect on them. Alternatively, you may prefer to write the entries as they happen and then reflect on them at a time when you are ready to think.

Apply Your Knowledge Work individually 1a Contrast reflective and nonreflective writing by creating a two-column table. Label column one ‘Reflective writing is . . .’ and column two ‘Reflective writing is not . . .’. Record at least six entries in each column. 1b Briefly explain the purpose of reflective writing. 1c Develop a list of tips for students who are writing their first entries in a reflective journal. 1a–1c: Answers will vary. 2 Plan and write a short report of about 500 words entitled ‘The connection between critical and reflective thinking’. (Refer to Chapter 15 for a discussion of critical thinking.) In your report: • identify the purpose of reflective thinking and critical thinking • discuss the similarities between reflective writing and critical writing • outline the types of questions addressed in each type of writing • discuss the purpose and features of a reflective journal. Answers will vary.

Work in groups 3a Comment on the following quote: ‘Listening and reading critically—that is, reacting with systematic evaluation to what you have heard and read—requires a set of skills and attitudes . . .. Critical thinking refers to: • awareness of a set of interrelated critical questions • ability to ask and answer critical questions at appropriate times; and the • desire to actively use the critical questions’ (Browne & Keeley 2011, p. 2). 3b Brainstorm and list the skills and attitudes required to think critically. Answers will vary.

More Than a Diary Learning Objective 21.3: Identify questions to address as you observe, reflect on and make sense of experiences

Review Questions 21.3 1 Briefly outline the types of questions to address in a reflective journal. The following questions will provide a framework to help you start writing the first draft of your journal entries: What happened? What was the setting? What was my role and what did I do? What were the facts? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

What feelings and senses surrounded the event? How and what did I feel about what I did? Why? What were the important elements of the event? What happened before and after the event? What should I be aware of if the event recurs? 2 Differentiate the log or entry section of a journal from the reflection or feedback section. The log or entry section of a journal records your experiences from a specific unit or period of time. The entries are a factual and objective description of the event. The reflection or feedback section of a journal contains your feelings, attitudes, values and perceptions of the recorded entries. The feedback describes how you are subjectively affected by an event or experience. 3a Briefly describe the type of entries that can be made in a reflective journal. Journals can include descriptions so detailed a person not connected to the event could understand what went on, as well as tentative explanations, speculating about something you have observed and identifying your interpretation of the event. 3b What are the likely benefits of reflecting at a later date on any journal entries in which you have criticised, censured or judged yourself? The benefit of reflecting at a later date on a journal entry in which you criticised, censured or judged yourself is that reflection provides you with feedback. You can return to the experience, attend to the feelings and re-evaluate the experience. 4 How can you overcome unconscious resistance to writing journal entries? Be aware that the effort involved in discovering new views or events and gaining new insights into your inner self and your values, attitudes and perceptions can be difficult and disquieting or painful, sometimes resulting in an unconscious resistance to writing. Unconscious resistance can be overcome by writing so fast that there is no chance for you to think and become selfconscious about your writing; listing the most important points and tackling them one at a time; and trying to relax before writing.

Reflection Learning Objective 21.4: Explain how reflection enables evaluation and restructuring of experience to gain insight, formulate new understanding, learn from experience and plan future action

Review Questions 21.4 1 Distinguish between the three lenses that can be used to focus reflection on experience. Cooper (2011) discusses three lenses that can be used to focus reflection on experiences: mirror lens, microscope lens and binocular lens. The mirror lens provides a clear reflection of the self by looking at what we have learned about ourselves as individuals and members of teams. The microscope lens makes the small experience large by looking at what we have learned about organisations and issues. The binocular lens makes what appears distant closer by looking at what we have learned about broader issues and social problems. 2 Briefly explain the outcomes of experience-based learning. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Experience-based learning can have positive outcomes due to its scope for reflection, feedback and feedforward. Reflecting on your experiences and actions enables you to question, search for answers, acknowledge your own expertise (or lack of expertise) and consider the views you have already developed out of your experiences. As you talk with others about the ideas, perceptions and reflections in your journal, you gain valuable feedback. This feedback adds to the understanding you gain from your own reflections 3a Identify issues to be aware of in terms of accountability and confidentiality of information gathered in a reflective journal. Accountability is the state of being accountable or answerable or having the obligation to bear the consequences for failure to perform as expected. Confidentiality describes a form of privileged communication passed from one individual to another and intended only for the individual addressed. The journals of many professional practitioners become the property of the department they work in (such as a health department) and can be tendered as evidence in a court of law. It is therefore essential that journal entries are correct and non-judgemental. Journals must also avoid breaching client confidentiality. Staff and others with access to organisational information have a duty of care to avoid breaches of client confidentiality. b What are the likely consequences of breaching confidentiality? There can be legal consequences of breaching client confidentiality. An issue of confidentiality arises when students write about clients in a journal and then share that information with people such as their lecturer or supervisor. Clients must be made aware that their case will be discussed by other people and they must give permission for this to happen. When discussing cases, real client names must never be used. It is imperative to use only an initial, rather than making up names, as even made-up names may be too similar to or the same as the names of real people.

Apply Your Knowledge Work individually 1 Keep a reflective journal for one week. Each day you are to record an event or experience that felt unusual or uncomfortable. Ensure your entries: • describe or explain what happened and when, who was involved, what their involvement was, and how you thought or felt in the situation • develop your ideas and insights into what happened by reflecting on how and what you did and felt, what were the important elements of the event, what happened before and after, and what you should be aware of in the future. You may decide to include images, drawings and other types of reference materials to stimulate your thinking, learning and formulation of new understanding and ways to behave. Answers will vary. 2 Use the following criteria to write a short evaluation of your journal. The journal records: • information about learning experiences in lectures, readings and work placement • observations of activities you have participated in • speculations, thoughts and questions about course-related events, readings and discussions, and the implications • understandings from thinking about, and pulling together, ideas and experiences to find connections and relationships • critiques (strengths and weaknesses) of theories, readings and activities in the course. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answers will vary.

Activities and Questions Work individually 1 Read the following scenario and answer the questions below. Jarrod is recognised by others in his course as an effective writer and user of his reflective journal. Other students have observed his: • diligence in recording events and experiences of significance to him • regular reflections and examination of his experiences, beliefs, values and attitudes • promotion of the benefits of making sense of experiences and finding new ways of behaving. 1a Identify three modes of writing that Jarrod may use as he records significant events and experiences. 1b Identify the likely problems for a student who does not record entries in a journal regularly. 1c Outline the benefits of making sense of experiences and exploring new ways of behaving. 1a–1c: Answers will vary. 2 Search the Web to find examples of reflective journal entries created as part of a course in your discipline. 2a Analyse the journal entries to identify how they describe or explain the following: • What happened and when? • Who was involved? • What was their involvement? • How did they think or feel in the situation? 2b Analyse the journal entries to identify reflections on the following: • Why did the event or experience happen in this way? • How could the writer improve the way they did things? • How can learning and insights lead to changes in future behaviour? • What values, beliefs and assumptions could explain the incident or experience? • What has learning through reflection taught the writer about the connections between theory and experience? 2a–2b: Answers will vary. 3 Write a reflective journal over a six-week period. Make sure that you apply the DIEP formula to your writing, following the table below. Your entries should be written regularly, and each entry should be dated. Stimulate your writing by thinking about recent course readings, class discussions, work placements or other matters relevant to your course, and choose: • a topic that interests you • an issue or a problem • an argument or a debate. Remember that your lecturer or supervisor will be looking for evidence of reflective thinking about issues covered in lectures, and your interpretation and view of these issues.

Answers will vary.

Work in groups 4a Discuss the meaning of the phrase ‘reflection underpins experiential learning’. 4b ‘A journal becomes a portfolio of experience, reactions and perceptions.’ Brainstorm and list the advantages offered by such a portfolio. 4c Sort these advantages by order of importance. 4a–4c: Answers will vary. 5 Work together to move through the four stages of the experiential learning cycle: experience, reflection, finding meaning, and planning for future actions. First, follow the process below over the next week and record your experiences and findings (to share in discussions with others in your small group) as you work through the activity: Stage 1: Experience Work together to create an agenda that allows the group to share concrete experiences and engage in active experience-based learning—for example, by: • accessing pre-recorded presentations • accessing face-to-face tutorials or a webinar • engaging in a question-and-answer session either face-to-face or online with your supervisor or lecturer • engaging in discussions with other group members. Stage 2: Reflection Share your reflective observations with the rest of the group by: • posting comments and reflections on the lectures, weekly readings and presentations on discussion boards, in online chat rooms or via other online facilities • sharing stories from your own experience in organisations or work placement on discussion boards, in online chat rooms, or in face-to-face discussions with other members of the group • reading reflections from other group members’ reflective journals. Stage 3: Finding meaning Work individually at first to find meaning by: • reading and undertaking appreciative enquiry of theory and case studies from articles held in the library or online resources

• questioning and focusing your reflection on experience(s) to gain insight, new learning and skills to apply in the future, and then • sharing your reflections with other group members and your supervisor or lecturer. Stage 4: Planning for future actions Actively experiment with new behaviours with the rest of the group by: • creating your own discussion threads on topics of interest that emerged over the week • discussing face-to-face with other students to explore new ideas • collaborating with other group members in interviews and project planning • working individually to develop new behaviours in situations. Finally, write a short group report of your findings/experiences and submit to your supervisor or lecturer. Answers will vary.

Case Study Observe, Speculate and Learn 1 How will Alex’s approach to her reflective journal complement her learning? Answers will vary. 2 Create a set of questions Alex could use to help her reflect on, and learn from, her experiences in the program. Answers will vary. 3 Explain how reflection contributes to ongoing learning and professional practice. Answers will vary but should touch on the fact that reflection allows you to do more than answer questions. It allows you to dig deeper and stay focused on: • what you have learned about yourself through the experience • what underlying or overarching issues influenced the problem • what you would change in the future as a result of your learning from the experience.

Chapter 22: Academic Writing Structuring the Content Learning Objective 22.1: Develop a thesis statement and explain the purpose of each part of an academic document

Review Questions 22.1 1 Why do academic writers state the problem in the form of a thesis statement? A thesis statement is a claim, an assertion or a point. Academic writers state the problem in the form of a thesis statement that identifies the issue, problem, gap in knowledge or some other goal to be addressed in the paper, essay, assignment or report. The statement focuses the writer on the topic and supporting argument. 2a Differentiate between the purpose of the introduction, body and conclusion of an essay. An introduction introduces the content of the essay and sets out the thesis statement. The body discusses the main ideas and supporting evidence. The conclusion refers back to the essay question or topic and the thesis statement. 2b What percentage of time (approximately) should be spent on the introduction, the body and the conclusion? A useful time management guide is to spend about 50% of your time on researching, investigating, organising and planning, and only 25% of your time on writing. The remaining 25% should be spent on editing, rewriting and proofreading. 2c How can you make the essay’s conclusion easy to find? Make your conclusion easy to find by using indicator words such as ‘consequently’, ‘therefore’, ‘it is highly probable that’, ‘thus’, ‘shows that’. 3 What does an effective essay writer do in the planning and writing stage? An introduction introduces the content of the essay and sets out the thesis statement. The body discusses the main ideas and supporting evidence. The conclusion refers back to the essay question or topic and the thesis statement. 4 What is the purpose of: • an abstract Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• a précis • a summary? The purpose of an abstract is to identify the essential argument in the document without passing any opinion or critical comment. It isolates the central theme and may show the main subsidiary themes. The purpose of a précis is to condense the material. As a result, the précis leaves out the examples, illustrations and comparisons in the essay and presents the main points only. It is usually the last part of the essay to be written. A summary gives an overview of the main theme and subthemes.

Apply Your Knowledge Work individually 1 Develop a set of ground rules of research and essay writing. Answers will vary. 2 In a two-column table, contrast the differences between a well-structured and poorly structured essay. The table is titled ‘Structuring essay content’. The heading for column one is ‘Good practice’. The heading for column two is ‘Poor practice’. Answers will vary.

Work in groups 3a Discuss the following statement. ‘Unless you figure out the right question, it doesn’t matter how good the rest of your research is.’ 3b What are the benefits of asking the right question before you begin your research and analysis? 3c Brainstorm to create a list of the dangers in asking the wrong question in your research. 3d Develop a list of planning steps that need to be undertaken before beginning an essay. 3a–3d: Answers will vary.

Writing Essays Learning Objective 22.2: Distinguish four common essay genres and identify writing techniques appropriate for each

Review Questions 22.2 1 Differentiate between the genres of essay writing. A descriptive essay describes an object, a person, a place, an experience, an emotion, a situation or an event. A narrative essay uses storytelling elements to make a point and is often anecdotal, experiential and personal. An expository essay investigates an idea, evaluates the evidence, expounds on the idea and presents a clear and concise argument concerning that Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

idea. An argumentative essay investigates a topic; collects, generates and evaluates the evidence; and establishes a position on the topic. Refer to Table 22.3 for a detailed comparison of the four types of essays.

2a What is the role of a paragraph’s topic sentence? A topic sentence opens each paragraph in an essay and uses linking devices such as transition words to maintain coherence and a logical transition of ideas throughout an essay. It connects to

the thesis, supports the thesis, and addresses conflicting opinions on the topic. It is supported by evidence and examples. The other sentences in the paragraph develop the topic sentence. 2b How can creating an outline before beginning to write an essay help you create good topic sentences? An outline helps the writer identify and organise the main ideas or arguments in the essay. Each main idea is represented by a topic sentence. 3 Identify and explain the purpose of the four main types of paragraphs in an essay. The four main types of paragraphs in an essay are: introductory, developing, transitional and concluding. Introductory paragraphs contain the thesis statement or premise and set the context. Developing paragraphs usually have a topic sentence; provide evidence; analyse, interpret, discuss or explain how the evidence supports the point made in the topic sentence; and end with a concluding sentence summing up the paragraph or making the transition to the next paragraph. Transitional paragraphs link ideas and sections. Concluding paragraphs focus on the original premise and synthesise the information presented in the body of the essay.

Apply Your Knowledge Work individually 1 Find an essay from print or online sources that is relevant to your area of study. 1a Write down the essay’s thesis or central contention. 1b List all examples of: • topic sentences • linking phrases • transitional expressions. 1c Comment on the effectiveness of these devices in making the information in the article easier to read and understand. 1d Identify the introductory, developing, transitional and concluding paragraphs, and think about how well they achieve their purpose. 1e Write an evaluation of the essay (about 250 words). 1a–1e: Answers will vary.

Work in groups 2 Use the Web to find sites that explain how to structure academic essay paragraphs. 2a Brainstorm and list the main features of a well-structured paragraph. 2b Discuss the purposes of the opening and closing paragraphs. 2c Identify the approximate length of an academic paragraph in the body of the essay. 2d Explain why academic writers use transitions, bridging and signposting in their essays. 2e Develop a list of tips entitled ‘Writing paragraphs in academic essays’. Assume the list of tips will be distributed to first-year university students. 2a–2e: Answers will vary.

Purpose of Expository and Argumentative Essays Learning Objective 22.3: Discuss the characteristics of effective expository and argumentative essays

Review Questions 22.3 1 How can a writer present a convincing argument? A writer can present a convincing argument by first defining the thesis and contextualising it in the introduction of the essay; building a case and providing credible supporting evidence in the body of the essay and ensuring that there is a clear link between the thesis, the evidence and the conclusion. 2 Outline a common method for writing an argumentative essay. A common method for writing an argumentative essay includes the following elements: formulating a clear thesis, premise or chosen position; presentation of different points of view; inclusion of evidence to support the premise; and critical and analytical reasoning to reach a convincing conclusion. 3 Briefly explain two main purposes for using evidence in an essay. Two main purposes for using evidence in an essay are to develop a position on a topic after researching it and to present and justify this position in a persuasive manner by means of the credible evidence.

Apply Your Knowledge Work individually 1 Find an essay from print or online sources that is relevant to your area of study. 1a Write down the essay’s thesis or central contention. 1b Identify the strategies the writer uses to develop the argument. 1c Explain the ways in which the writer has supported their claims. 1d Explain how the writer presents opposing claims and shows how their position is better. 1e Does the conclusion match the introduction in terms of the ideas presented and the argument put forward? 1f Write an evaluation of the essay (about 250 words). 1a–1f: Answers will vary. 2 Choose one of the following topics. Interpret the topic and prepare, in about one page, a convincing argument that supports or refutes the claim made in the topic. 2a The transformation of energy into other useful forms is essential in our modern society. 2b Communication is the key to leadership success. 2c Digital technologies improve business communication. 2d Corporate mentoring programs give back to the corporation. 2a–2d: Answers will vary.

Work in groups 3 Assume a student on your course asks your group this question: ‘What could happen if I plagiarise?’ 3a Research your institution’s plagiarism policy. 3b Develop a written response to the student’s question that: • states what plagiarism is • explains how to acknowledge a source • identifies strategies to avoid plagiarism • outlines the consequences of plagiarism. 3a–3b: Answers will vary.

Activities and Questions Work individually 1a Brainstorm and list the do nots of essay writing. 1b Create a tip sheet to overcome these do nots. 1a–1b: Answers will vary. 2 Find a journal article you may want to use as a reference for an essay or a paper in your course and prepare a short critique (make judgements or show the relative merits of the argument) (500–750 words). In the critique, give enough information for the reader to know what the article is about, and enough analysis and evaluation to help you decide whether you will use the article in your essay or paper. Use these guidelines in the critique: • Filter the information by creating a list of the headings and subheadings. (If the article has no headings, list the main ideas.) • Define the thesis or purpose of the argument and the strategy used. (The strategy could be to analyse, compare, illustrate, contrast or other.) • Provide a brief, reasoned appraisal or assessment of the facts or argument presented in the article. • Identify the article’s main strengths and weaknesses. Answers will vary. 3 Write the following comparison/contrast essay (about 1500 words): ‘Compare and contrast life in Australia in the decade 1990–2000 with life in Australia in the decade 2010– 2020.’ 3a In the introduction, present a thesis statement, premise, claim or assertion. 3b In the body, the usual rule is to compare and then contrast by: • presenting the similarities between lifestyles in the two time periods gathered in your research (compare) • presenting the differences in lifestyles in the two time periods gathered in your research (contrast). 3c In the conclusion, restate the thesis and show how you have proved it. 3a–3c: Answers will vary. 4 The purpose of an argumentative essay is to convince the reader of the validity of your premise, evidence, argument and conclusion. Search for a topic that interests you in your Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

major field. The topic should be one that is open to opposing views. Write an argumentative essay that: • has a clear thesis, premise or chosen position • presents different points of view • provides evidence to support the thesis, premise or chosen position • applies critical thinking and analytical skills to the argument • presents a convincing conclusion that synthesises the information presented in the body and connects to the thesis statement • has a reference list. Answers will vary.

Work in groups 5 You and your fellow group members have been asked to write and present to a cohort of first-year university students a paper entitled, ‘An investigation into plagiarism in major essays submitted for assessment’. The specific issues to be addressed are: • the ways in which a student can plagiarise the work of another • the strategies students should use to avoid plagiarism • the consequences for a student who engages in plagiarism. 5a Plan and write the paper. 5b Deliver the paper as a group presentation. 5a–5b: Answers will vary. 6 As a group, work together to share the planning, researching and writing of a webinar presentation to remote learners in your course. The title of the presentation is ‘The purpose of an expository essay’. In your presentation, explain the importance of critical thinking and outline how to write the expository essay by: • responding to direction words in the essay question, such as discuss, analyse, outline, evaluate and others that give clues about what is wanted in the essay • creating a thesis statement that signals what the essay is about • using the structure and writing style for an academic essay • referencing and in-text referencing. Support your presentation with a PowerPoint or Prezi slideshow. (Refer to Chapter 17 for more information on oral presentations and public speaking.) Answers will vary.

Case Study Essay Writing Ground Rules 1 Describe the components of a good academic essay. Answers will vary, but they should include the fact that an academic essay should have a thesis statement, which is the answer to the question in the introduction, with the argument developed in the body. 2 What strategies can Kirstin use in her essays to support the insights from her readings? Answers will vary, but there are a number of strategies an academic writer can use, including analysing, comparing, illustrating, criticising, interpreting, and more.

3 Kelley says, ‘Follow the ground rules for essay writing.’ Drawing on information presented in the chapter, develop a set of ground rules for essay writing for Kirstin. Answers will vary.

Chapter 23: Social Media Social Media Engagement Learning Objective 23.1: Explain how social media contributes to relationship building, task achievement, engagement and customer advocacy

Review Questions 23.1 1a Describe the essential elements of successful social media in an organisation. The characteristics of organisations that establish a successful social media presence include being willing and able to: create an effective social media strategy framework; engage with clients and customers via social media; read and leverage off the company’s community preferences to achieve greater returns and allocate funds to sustain media initiatives. 1b Explain how social media communication pulls, rather than pushes, social media users through content. In your answer, provide two examples. Answers will vary, but phatic communication, sociability, and environments for connection are possible areas students may discuss. 2a Identify five broad categories of social media and give an example of each. Fraser and Dutta’s (2008) differentiation of social media platforms by purpose and audience identified five broad categories of sites. • Egocentric sites allow users to build profiles and connections—for example, Facebook. • Community sites allow people with similar values and interests to form groups in the virtual world—for example, Pinterest. • Opportunistic sites facilitate business—for example, LinkedIn, Instagram. • Passion-centric sites aggregate fans—for example, DeviantArt.com • Media-sharing sites enable users to share rich media content—for example, Vimeo. 2b Discuss the role of phatic communication in social media interactions. Using phatic communication in social media networking interactions improves the sociability, sharing and negotiation of relationships that goes beyond the communication of information. 3a Discuss workplace relationship-building behaviours that are facilitated by the medium of social media. Relationship-building behaviours include the sharing of ideas, understanding others, linking up with ‘friends’ and connecting with ‘friends of friends’. Courtesy, confidence, clarity and otherCopyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

orientation are essential to the creation of positive relationships when connecting with colleagues for workplace reasons via social networking applications, smartphone, text messages, email, instant messaging, and Skype or FaceTime. 3b Discuss task behaviours that are enabled by social media. Task behaviours include creative thinking, problem solving, decision making, and generating and sharing ideas. Communication in the social media environment allows employees to engage in these behaviours to generate new product opportunities, plan marketing campaigns, and discuss service and product improvements and changes to organisational policies and practices. 3c Identify the tasks nonprofit and business organisations may choose to conduct on social media platforms. Private companies, nonprofit organisations and government agencies are increasingly using social networking sites to upload content, display their services and products, share information and engage with their clients and customers. 4a Describe strategies companies use to turn customers into advocates. Social media tactics that empower and engage the customer—such as SMS programs to provide information about appointment times, store locations and shipping status—meet customer needs. Mobile websites provide self-help services such as FAQs and product reviews. Apps provide experiences such as live chat or intelligent automated response programs about products and services. 4b Explain how organisations use social media to attract, interact and increase their presence and visibility in the social media environment. The open nature of social media invites an organisation’s audience to share, repost, retweet and comment on the organisation’s initial content. While audience co-creation and contextualisation of content creates new meaning outside the control of an organisation, it does increase the organisation’s presence and visibility in the market.

Benefits of Social Media Engagement Learning Objective 23.2: Discuss the benefits of social media engagement for an organisation and the needs it fulfils for potential and existing customers

Review Questions 23.2 1a Discuss factors essential to successful interactions on social media. Factors essential to successful social media interactions between an organisation and its audiences are an understanding of which channel to choose, where the target audiences are, when and how to catch their attention and interest, and how to balance the commercial message with the human and social presence. 1b Identify the purposes for which organisations use social media. Organisations use social media to attract, inform and encourage customers to engage with the organisation. 1c What needs do customers fulfil through social media?

Customers fulfil a number of needs through social media channels. They learn about an organisation’s products and services, decide to purchase, make payments, request delivery, find product information and make complaints. 2a What factors underpin an organisation’s online reputation? An organisation’s online reputation flows from how it presents itself (conversations, messages, target audience(s) and visibility) and the experiences it gives its customers. 2b What factors do organisations measure to determine the success of their social media engagement? As well as measuring the number of purchases of its products or services, an organisation measures the amount of public shares, likes and comments its messages attract, to determine the success or otherwise of its social media engagement. 3 What information does an organisation gain from feedback from social media conversations? The outcomes for an organisation from successful engagement with customers on channels such as Facebook, Instagram, Twitter, Google, Pinterest and YouTube are new leads, increased sales, greater customer satisfaction and long-term relationships based on goodwill and a sustainable social media presence. 4 Identify at least five examples of activities organisations can implement to develop and maintain social media engagement. Answers will vary.

Social Media Strategy Framework Learning Objective 23.3: Identify the purpose of social media strategy and discuss areas to consider when constructing a social media framework

Review Questions 23.3 1a Identify the seven building blocks in the honeycomb framework. The seven building blocks in the honeycomb framework include: identity, conversations, sharing, presence, relationship, reputation and groups. 1b What is the most basic building block of any social media site? The most basic building block of any social media site is the identity building block. 1c Discuss the advantages of creating a cross-functional team to concentrate on the broad purpose and objectives of social media strategy. One way to gain and share this knowledge is through the creation of a cross-functional team. Members of a cross-functional team are able to share knowledge, discover opportunities and make decisions informed from multiple perspectives across the organisation. The crossfunctional team concentrates on the broad purpose and objectives of the social media strategy and how to meet those objectives through offerings and engagement via channels preferred by their audience(s). Decisions are made about how to meet the organisation’s needs and the needs of its audience(s).

1d Why should organisations consider the equipotentiality of their social media? Equipotentiality, or the ability of users to interact with an organisation’s social media, irrespective of their skill level, encourages contributions, two-way communication and engagement and creates positive experiences for the users. 2 Discuss the different social media tactics an organisation can use to engage with its customers. Answers will vary, but some tactics students may mention are blogging, micro-blogging, using social networks, video, forums and webinars. 3 Identify and explain the purpose of the functions typical of a social media strategic plan to support sales efforts. The functions of a social media strategic plan to support sales efforts throughout the entire buying cycle are listed in Table 23.1. Achievement of these functions requires selection from the organisation’s broad social media strategy channels, tactics and tools that allow the sales department either to engage with influencers and energise brand advocates or to generate demand with direct offers to customers.

Apply Your Knowledge Work individually 1 In short written answers: 1a Discuss strategies organisations can use on social media to influence and create twoway communication with customers. 1b Explain social media tactics organisations use to strengthen their relationships with customers. 1a–1b: Answers will vary. 2 Consider this statement: ‘A central element of online social media is the extent to which it enables brands and consumers to connect, communicate and engage.’ Write a brief information report. 2a Contrast the ‘push’ content of traditional media and the ‘pull’ approach of social media content. 2b Outline the benefits an organisation gains from a willingness to engage with consumers via social media. 2a–2b: Answers will vary. 3 Assume you are a social media consultant in the health industry. Nexus Pharmacy, a potential client, has expressed an interest in developing a social media strategy framework. Nexus Pharmacy has contracted you to write a report detailing the: • purpose of a social media strategy framework • key areas it should consider when constructing the framework for its social media strategy • reasons for selecting social media channels, tactics and tools after Nexus Pharmacy identifies its social media strategy objectives and the measures of their success. Write the report. Answers will vary.

Work in groups 4 Choose a social media site from one of the five broad categories identified by Fraser and Dutta (2008) (see p. 599). 4a Discuss the purpose of the site and record your first impression of it. 4b Describe the features that attract the typical audience or user of the site. 4c How does the site establish a mood of sociability? 4d Comment on the features of the site. 4e Develop a list of the values it projects. 4a–4e: Answers will vary. 5 Discuss the implications of the honeycomb framework of functional building blocks for an organisation that engages with social media. Answers will vary. 6 Choose and reflect on an organisation that your group believes uses social media well. Write short notes: • explaining how this organisation has defined its identity and the types of conversations it engages in • commenting on the quality of its content, presence and reputation. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answers will vary.

Data Collection, Analysis and Reporting Learning Objective 23.4: Outline the reasons for collecting and reporting quantitative and qualitative social media data

Review Questions 23.4 1 What does monitoring of social media initiatives allow an organisation to do? Monitoring social media initiatives allows an organisation to evaluate its performance against its targets, track performance over time and assess the success of its social media strategies. 2 Briefly explain the 4C guidelines (Kietzmann 2011) and their purpose. The 4C guidelines are: ▪ ▪ ▪ ▪

Cognise: a monitoring of the social media landscape in which the company and its competitors operate Congruity: the match between the company’s objectives and the honeycomb pattern of a social media platform Curate involves two aspects: an understanding of how often and when a firm should engage in conversations on a social media platform and the curation of content from different sources Chase represents the dynamic aspect: the constant chase for information about social media activities of customers—for example, about platform evolution and migration flows between old and new platforms and the reaction of competitors.

3a Why is qualitative and quantitative social media data collected? Qualitative and quantitative social media data are collected to review and assess the popularity of social media sites. 3b Identify two types of qualitative and quantitative data and discuss the purpose of each. Students can choose any of the following types of quantitative and qualitative data: • Conversation rate: based on the number of conversations per post • Amplification rate: occurs any time a post is retweeted or re-shared • Applause rate: flows from show of appreciation or applause, such as favourites on Twitter • Economic value: the total of short- and long-term revenue and cost savings • Relative engagement rates: a comparison of the average number of conversations happening per post, per channel, per follower or fan 4 Describe the benefits that result from collecting and responding to data about social media activities. Collecting and responding to data about social media activities allows an organisation to communicate with existing and potential customers about products, services, offers and promotions in an interactive social media experience. This helps an organisation to generate consumer engagement with its brand, increase profits, and enhance customer satisfaction and loyalty.

Advantages and Disadvantages of Social Media Learning Objective 23.5: Discuss the advantages and disadvantages of social media, making particular reference to ethical challenges created by social media technology

Review Questions 23.5 1 Identify ethical implications created by the increasing use of social networking in the professions. Some ethical implications created by the use of social networking in the professions include behaving in way that prevents: breaches of the organisation’s code of conduct including breaches of confidentiality and privacy requirements; breaches of equality, truth and authenticity; dishonesty; racism, sexism or other discrimination; misleading or hoax promotions. Employees of an organisation should be wary of the potential direct or indirect impact to their organisation of their personal use of social media. 2 Discuss the likely threats of merging a person’s professional and personal lives. Some likely threats of merging a person’s professional and personal life include the possibility that personal data could be misused or ‘sold on’, and that organisations may experience abuse of data and intellectual property, brand and trademarks. 3 Discuss the opportunities and threats for professionals of communicating in the social media environment. Some threats for professionals communicating via social media channels include the possibility that their behaviour may be perceived as unethical or as prohibited solicitation. However, using social media technology may offer opportunities to foster community, educate the public and offer services. These opportunities endorse the effort necessary for professional organisations and their employees to discover how to use the technology in an ethical manner.

Apply Your Knowledge Work individually 1a Identify the quantitative data you would collect to measure the number of followers/fans for a site. 1b How would you determine audience engagement with the site? 1c How and why would you collect data about the timing of audience activity? 1d What is the purpose of collecting quantitative data about click-through rate? 1e Do you think organisational collection of data about customers is ethical? Explain. 1a–1e: Answers will vary. 2a Construct a two-column table. In column one, identify three advantages of social media for an organisation. In column two, identify three disadvantages of social media for an organisation. 2b From the table, choose a disadvantage and explain how to avoid or mitigate the risk of it occurring. 2a–2b: Answers will vary.

3a Provide examples of reasonable and unreasonable use of social media. Reasonable use of social media could include: accessing breaking news or other online media sites, emailing brief appropriate content to a friend or family member or doing online banking in personal time. Unreasonable use of social media could include: spending time on social media that is not related to work; using the organisation’s internet to provide personal comments on non-work related matters and fora; and accessing or posting material that is fraudulent, harassing, threatening, bullying, embarrassing, sexually explicit, profane, obscene, racist, sexist, intimidating, defamatory or otherwise inappropriate or unlawful. 3b Every individual in an organisation plays a role in controlling unreasonable use of social media. Discuss the three ‘dont’s’ for individuals when using social media at work. An individual should not: • use or disclose any confidential information or personal information obtained in their capacity as an employee • post material that is harassing, threatening, bullying, discriminatory or disparaging towards another employee • imply that they are authorised to speak on behalf of the organisation or give the impression that any views they express are those of the organisation. 4a How do you listen to and engage with your audience in your own professional online presence? Be specific. (Think in terms of message content, frequency and timing, voice and tone, as well as profile information and design.) 4b Develop a checklist titled ‘Professionalism displayed in my online presence’. 4c Use the checklist to evaluate your online presence. 4d Discuss the success of your site in improving your visibility and professional contacts. 4e Explain how you could improve your online presence. 4a–4e: Answers will vary.

Work in groups 5a Brainstorm the likely organisational needs social media fulfils for a commercial organisation of your choice. 5b Discuss enablers for unlocking the value of social media within any type of organisation. 5c Prepare a dot point list of the advantages for an organisation of two-way conversations and engagement with its social media audience. 5d Discuss the likely risks that engagement through social media imposes on organisations. 5e Develop a PowerPoint or Prezi presentation of your findings. 5a–5e: Answers will vary.

Activities and Questions Work individually 1 Research an organisation of your choice. 1a What social media channels does the organisation use? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

1b Does the organisation: • communicate its identity clearly on social media? Provide reasons for your answer. • maintain an active presence on its chosen channels? Explain how. • allow its audience (customers, clients or suppliers) to interact and engage with the organisation? 1c Write a short answer explaining your impression of the organisation’s identity, presence and reputation. 1a–1c: Answers will vary. 2 In a short information report: 2a Identify five common social media metrics and explain the purpose of measuring each one. 2b Explain how to collect information about conversation drivers. 2c Explain how to collect information about followers/fans. 2d Explain why an organisation measures, collects and analyses data about social media activities. 2a–2d: Answers will vary. 3 Social media encompasses a wide range of online forums. Choose one social media forum and write a short information report. 3a Identify the building blocks of the honeycomb (Kietzmann et al. 2011) utilised by this forum. 3b Describe the target audience of this forum. 3c Explain the type of messages shared on the forum. 3d Comment on the visibility and association available to users of this forum. 3e Draw conclusions about the value of communication and engagement through this forum. 3a–3e: Answers will vary.

Work in groups 4 Conduct a SWOT analysis to determine the strengths, weaknesses, opportunities and threats of using social media to engage with customers. Present your findings from the SWOT analysis as a poster for display in your company’s staff room. Answers will vary. 5 Consider the following scenario. ABC Catering has a social media strategy and tactics (Instagram, Facebook and Twitter) for daily content, responses to customers, and interactions with other businesses in the region. 5a Brainstorm factors for companies such as ABC Catering to consider when choosing where to engage and contribute content on social media. 5b Create a two-column table. In column one, list the advantages for ABC Catering of engaging through social media. In column two, list the disadvantages. 5c Write a short passage: • comparing the advantages and disadvantages for ABC Catering of social media • outlining the reasons for ABC Catering to take responsibility for maintaining the integrity of its content and interactions with its virtual community. 5a–5c: Answers will vary. 6 In your group, choose a health, entertainment, e-commerce, sports, government or nonprofit organisation’s social media site. 6a Develop a profile of the typical audience for the site. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

6b Discuss and develop short written answers explaining how the site interfaces its goals with the target audience’s mindset, values and beliefs. 6c Which of the building blocks from Kietzmann et al.’s (2011) honeycomb framework (see p. 605) are critical for your chosen organisation’s success in promoting a social network presence? Provide in a short written response reasons for your answer. 6d Discuss and analyse the effectiveness of the site’s message content, message frequency and timing, voice and tone in engaging followers and facilitating discussion. 6e Develop a group oral presentation of your findings. 6a–6e: Answers will vary.

Case Study Top Lessons Learned From Using Social Media 1 Discuss factors the management team of Maxim Interior Furnishings should consider when determining its social media strategy. Answers will vary. 2 List the steps the company must take when planning, implementing and monitoring its social media strategy. Answers will vary. 3 Choose social media tactics that are likely to facilitate the company’s engagement and user interaction. Explain your choice. Answers will vary. 4 Explain how the company’s communication via social media pulls rather than pushes the users of its social media through its content. Answers will vary.

Chapter 24: Writing for the Web Features of Good Web Writing Learning Objective 24.1: Discuss the features of good web writing, and explain how to apply structure (headings, paragraphs, lists, tables and links) to create scannable content appropriate to the needs of web audiences

Review Questions 24.1 1 ‘When a web page is longer than its window, putting important content first gets it above the page fold.’ Identify and explain the appropriate order of information to apply as you write web messages. Above the page fold means the material is initially viewable on the screen. The implication for web writers is that the most relevant information should be above the page fold, with the most important information sited upfront to catch the audience’s interest and desire to read further. This can be achieved by using inverted pyramid writing, which communicates the primary or main point first, followed by secondary points in decreasing order of importance. Refer to Figure 24.1. Figure 24.1: Inverted Pyramid Style of Writing

2a ‘Scannable text contains keywords.’ Explain. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Scannable text uses keywords which are words or phrases scanned by search engines to identify and classify pages on the web. Web writers use keywords related to the topic and its main points. Keywords highlighted by hypertext links, typeface variations and colour make a page easier to scan. Keywords can be placed in the headers and body of the text, but should appear natural and flow with the text so as not to seem out of place. 2b Identify three other characteristics of scannable text. In addition to keywords, other characteristics of scannable web pages include any of the following: non-linear, mosaic form page design; inverted pyramid order of information; consistent font and text alignment; plain English; topic headings and subheadings; subsections starting with a topic sentence; bulleted lists; attractive yet simple layout and design; and easy navigation. Refer to Table 24.1.

2c Outline the characteristics of scannable web writing. Answers will vary, but students could mention plain English, topic headings and subheadings, subsections with topic sentences, and bulleted lists. 2d Identify the features of a piece of web writing that is difficult to scan. Answers will vary, but students could mention convoluted or hyperbolic language, complicated long passages, material written in an ‘officious’ and unfriendly style, long blocks of narrative, dense text, and obscure content. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

3a How does awareness of colour symbolism aid a writer of content for a web page? Writers with an awareness of how colour is perceived in different cultures are able to avoid unintentional offence. Writers designing a page for a global audience or a specific culture should be aware that colour choice affects how users perceive the message. 3b What are the benefits of using inclusive language in web documents? Using inclusive language in web documents acknowledges the potential audience for web documents is a multitude of readers from diverse cultures and locations around the globe. Good writers think about their message from the perspectives of multiple readers from differing backgrounds and make sound language judgements based on awareness of cultural difference and commonsense. Web documents using inclusive language help to avoid causing offence and ill-will towards the writer and his or her organisation.

Mosaic Page Design Learning Objective 24.2: Describe how a mosaic form of page design enhances comprehension of a web page’s message

Review Questions 24.2 1a Explain the benefits of using the mosaic form of design for web pages rather than the traditional linear form. Web content is presented in a non-linear or mosaic form rather than the traditional linear form of print-based writing. The mosaic form facilitates audience interaction and hyperlinking around and between pages. The interactive nature of the online medium requires web designers to apply non-linear form to content to allow the audience to interact with, and find what they want from, the site. 1b Identify two questions to address when defining the content elements to be included in a web-based document, and explain the benefits gained from answering these questions in the planning stage. Two questions need to be addressed when defining the elements to be included in any type of content: • What exactly does each element need to accomplish? • How will the elements be used? 2a What are the benefits of identifying clear objectives for a website in the initial planning stage? Having clear objectives for a website enables an organisation to identify its audience and define its needs. Clear objectives provide a focus and enable web writers to create content to support the site’s objectives and bring value to the organisation. 2b How does knowing their audience help web writers to reach a wider audience? A website that targets its audience well may also have a secondary audience, such as those who visit the site out of interest, make general enquiries about the organisation’s services or are looking for ways to fill a future need. 2c How do web writers ensure that their writing satisfices? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Whitenton (2014) suggests that users pursue a satisficing experience. Users subconsciously have to make the trade-off between the interaction costs of researching on the Web and the added benefit of locating an even better answer by staying on the site longer. ‘That’s why they satisfice. If you do want users to engage more deeply with your site, there are two strategies: • Lower interaction cost: make each step easier, and users will walk further. Most traditional usability guidelines aim at this strategy. • Higher benefits: ensure that users can quickly get some pretty-good information. Recognise that users will be satisficing and boost their outcome. 3 Identify three ways to improve navigation around a web page and between websites. An effective website navigation system: is consistent throughout the website to enable visitors to learn through repetition how to get around the website; keeps the main navigation links together and requires minimal clicking for visitors to get where they want to go; and is created at the website planning stage to ensure consistent overall design of the web page layout, enhance how the text looks on the screen and reduce page clutter.

Functions of Organisational Websites Learning Objective 24.3: Identify the functions of organisational websites and the dimensions (hypertext, usability, SEO, accessibility and social bookmarking) that enable users to find and click on a site

Review Questions 24.3 1 Briefly discuss the range of organisational functions fulfilled by websites. The range of organisational functions fulfilled by websites includes: provision of factual information about products and services; advertising with persuasive information to attract customers; supporting transactions that enable customers to select and order products; conducting business-to-business transactions; entertaining through animations, videos and games; communicating and interacting through Twitter, chats, SMS and other social media tools; and increasing public awareness of and support for the organisation’s social, economic and community-based activities. 2a Identify two primary reasons why organisations adopt a standard web style. A standard web style prompts writers to focus their content on keywords and phrases that are related to the topic and supports hyperlinking around and between pages. 2b Identify strategies organisations can use to ensure that people can locate their website. In addition to using keywords in the content of their web pages, there are several other strategies that organisations can use to ensure that people find their website. These include encouraging links from other sites; improving marketing and measurement of audience engagement with the site; paying search engines to ensure high rankings; and displaying web addresses on brochures and other handouts to expand awareness of the site. 3a Describe how to apply search engine optimisation successfully. In the SEO process, ensure that a page is found by optimising the various web pages. The home page should be the most significant, so ensure that the associated keyword for that page is the Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

most relevant for the topic. Each page on a site should be optimised without overdoing the keywords. Focus on creating useful, information-rich content that uses keywords appropriately and in context to attract new visitors and to ensure that other websites link to the content. 3b Why should you avoid ‘keyword stuffing’ a web page? ‘Keyword stuffing’ creates artificial, unnatural language. Instead of ‘keyword’ stuffing, write useful, clear text on each page that describes the topic accurately. 3c Why should the keywords in your SEO ‘speak the same language’ as your visitors? Search engines look for keywords; therefore, the focus of search engine optimisation is keywords that describe what the page is about to improve the chances that people will find the website and its search engine ranking. Therefore, keywords included in a web page should be similar to the keywords that visitors would be searching for. 3d How can you make your content user-friendly for those with accessibility issues? Think about video captioning so that visitors with a hearing problem can read the content. Visitors with a severe visual impairment are likely to use a screen reader to convert digital text into synthesised speech to allow them the independence to hear content and navigate with the keyboard. Use ‘Alt text’ to describe clearly images shown on the screen, to enable a visually impaired visitor to use the screen reader to read the alt attribute and better understand the onpage image. Avoid writing content on an image. 4 What is the purpose of social bookmarking? Social bookmarking is a method of saving and storing web pages in a single online location for future use or for sharing with other Internet users. 5 Identify three business uses of social bookmarking. Social bookmarking helps organisations to build relevant links and to draw visitors, new clients and customers. It also enhances an organisation’s public profile and enables businesses to find other businesses.

Website Credibility Learning Objective 24.4: Discuss the importance of website credibility

Review Questions 24.4 1 Credibility is important for web users, since it is often unclear who is behind information on the Web and whether a page can be trusted. Briefly explain how the credibility of a web page can be increased. Credible websites have a clear purpose and identity (physical location, contact details, and disclosure of their ownership, private or public). They clearly differentiate advertising from news and information through labels or other visual means, identify sponsors clearly in an ‘About Us’ or ‘Site Centre’ page, and indicate how to contact the organisation (telephone, email or on the Web). Credible sites also ensure that their content conforms to world and national copyright law, and identify content publication dates. Terms of use of the site and its contents are detailed in an on-site legal notice. Organisations limit any liability from subsequent use of information on their site by including a disclaimer on their website.

2 Explain the common page elements a large department store would need to include on its website to build the trust of its consumers and assure the credibility of the site. The website of a large department store has the main purpose of consumer transactions. Credibility can be built by disclosing clearly, before the user begins the ordering process, all fees charged, including service, transaction and handling fees and shipping costs. Policies for returning unwanted items or cancelling transactions need to be clearly stated. It should be easy to locate policies regarding consumers’ rights if a purchase is made based on incorrect information. Any false, misleading or incorrect information must be corrected as soon as possible and displayed prominently. 3 What information should an organisation disclose in its website’s privacy policy? Privacy policies on credible websites are easy to find, are written in plain English and clearly disclose: how data collected from the site will be used; how personal data including name, address, phone number and credit card number from site customers will be used; how to obtain additional information about, or changes to, privacy policies; an easy opt-out from further contact or marketing from the organisation; and whether browser-tracking mechanisms such as ‘cookies’ and other technologies including web beacons, bugs and robots are used on the site.

Apply Your Knowledge Work individually 1 A simple reminder to web writers is ‘lead with the lead’. Outline a structure you can use to ensure that your readers do not have to dig too deeply to find the best information or conclusions in your web writing. Answers will vary. 2a Conduct a web search to locate sites with rambling phrases. 2b Create a list of ten rambling phrases and their preferred substitutes. 2a–2b: Answers will vary. 3 Budiu (2013) describes usable sites as those that minimise the interaction cost required to attain a variety of user goals. ‘That is, they minimise: reading; scrolling; looking around in order to find relevant information; comprehending information presented to you; clicking or touching (without making mistakes); typing; page loads and waiting times; attention switches; and memory load—the information that users must remember in order to complete their task.’ 3a Identify strategies you could use to minimise the interaction cost for users of your website. 3b Create a list of the rules of writing for the Web to publish on your website. 3a–3b: Answers will vary. 4 Good web writing allows the audience to interact with the content. Hypertext allows the audience to interact with the content, but it also offers web writers opportunities as well as problems. Explain in an email to a work colleague the reasons for acknowledging the interactive nature of the online medium and adapting your writing to the medium. Include in the email discussion of the problems and opportunities offered by hypertext. Answers will vary.

Work in groups 5a Brainstorm and list typical constraints readers face in the online context. 5b A common error when writing online or social media content is to present a page of dense text. Discuss three strategies you can use to convert a page of dense text into good web writing. 5c Discuss the benefit(s) of using a concise, consistent and predictable writing style when writing for the Web. 5a–5c: Answers will vary. 6 Credibility and trust online are the product of many factors, including each person’s overall view of the world and level of trust of people in general. 6a Brainstorm and list the factors that suggest a website can be trusted. 6b Discuss in detail the role the web writer plays in building the trust and credibility of a website. 6c Develop a set of guidelines that an organisation can use to build the credibility of its website. 6a–6c: Answers will vary.

Writing Engaging Blogs Learning Objective 24.5: Identify guidelines for blogging that shares knowledge and expertise successfully with customers, employees and other stakeholders

Review Questions 24.5 1 Briefly discuss four essential elements of a successful blog. Successful blogs have a clearly defined scope, are well planned, use an inverted pyramid order of information, are written in a conversational style, are formatted to enhance scanning and use modes of presentation appropriate to their purpose and audience. Refer to Figure 24.2 for the essential elements of any blog. Figure 24.2: Essential Elements in a Blog

2 Explain the communicative functions performed by blogs. Communicative functions of blogs include: public and media relations; news sharing through an internal, restricted-access blog; recruitment; project management and team communication; customer support; market research; community building and crisis management. Refer to Table 24.3 for examples of activities related to each of these functions.

3a Discuss the importance of having a long-term sustainable purpose in mind before planning and syndicating a blog. Syndication is the process of distributing blog contents via feeds. Whenever a new posting appears, a newsfeed containing information about its content is created and subscribers are automatically alerted via the feed. Unless the blog has a long-term sustainable purpose, allowing regular updates and generation of feeds, audience interest will not be maintained and the audience will not continue returning to the blog. 3b What activities must a blogger fulfil to maintain a blog that provides users with value and gives them reasons to visit and return to the blog? Bloggers should undertake regular postings about issues and content relevant to the audience. This means bloggers must understand why they are writing, know the needs of the audience and be willing to commit the time to contribute regular posts to maintain audience interest. Encouraging interaction and contributions from the audience will also give readers a reason to return. Ensuring any links provided in the blog are kept up-to-date will encourage readers to use the links. 4a What is the purpose of social bookmarking? Social bookmarking services allow users to see how many people have used a tag and to search for all resources that have been assigned that tag. Social bookmarking of blog postings may increase the number of readers and repeat visits, build credibility, lead to referrals and encourage comments from readers. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

4b Briefly explain how blogrolling and use of the trackback feature help bloggers to share information. A blogroll is a list of links to other relevant blogs recommended by the blog’s author. Trackback enables a blog author to inform other bloggers whenever they cite an article from another site in their own article. Blogrolls and trackbacks facilitate information sharing and help to maintain online conversations among interest groups.

Apply Your Knowledge Work individually 1 Search the Web to locate a blog that is an effective and appealing means of communication. 1a Identify the blog’s purpose. 1b Explain the purpose of each of the elements on the blog. 1c Describe the modes of presentation. 1d Discuss the characteristics of the writing style. 1a–1d: Answers will vary. 2 Some blogs focus on a particular subject, such as politics, travel, fashion or legal issues. 2a Choose a subject of interest to you. Assume you already have a blog site on that subject. Decide whether your blog’s purpose is to inform, to persuade or to entertain. 2b Prepare four blog entries on your subject to post sequentially on the blog. Identify the headings and sections clearly. 2c Decide how to improve any areas of weakness, make any corrections and post the blog entries over the next week. 2a–2c: Answers will vary.

Work in groups 3a Brainstorm and list typical mistakes made by bloggers. Answers will vary but could include mention of mistakes such as focusing on the organisation, not the interests of the audience; being too lengthy, rather than short and easily scannable; and containing spelling errors and incorrect grammar. 3b Identify strategies to avoid these mistakes. Answers will vary but may include focusing on audience interests and including concise, accurate text that is scannable. 3c Discuss the advantages to a blog writer and the benefits to the audience of providing links to other relevant blogs and websites. Links are an accepted and convenient way to access related information. Instead of copying substantial portions of work from other sites, provide a link to the site instead. While visitors may be diverted away from your page by such links, there are advantages to linking, including: linking to authoritative sources is likely to improve your page’s credibility; keeping up-to-date is the

responsibility of the link site, not yours; and finding opportunities to build business relationships with the linked sites. 3d Report your findings to the large group. Answers will vary but may include some of the information provided in 3a–3c.

Activities and Questions Work individually 1a Read the article ‘Concise, SCANNABLE, and objective: How to write for the Web’ at <www.useit.com/papers/webwriting/writing.html>. 1b Summarise the report’s findings. 1c Discuss the implications of the report’s most important conclusions for web writers. 1d Develop a list of strategies that web writers can use to enhance audience comprehension and interaction with the content. 1a–1d: Answers will vary. 2 Good web writing has a low Passive Sentences score, a Flesch Reading Ease score of over 60 and a Flesch-Kincaid Grade Level of less than 9. 2a Test the readability of a page of writing on the web by following the instructions provided at <http://read-able.com/>. 2b List the test statistics used to determine the reading level. 2c What is the average grade level of the page you tested? 2d Compare the statistics of the page you tested with those recommended for good social media writing. 2e If the page you analysed was posted on a blog, what conclusions can you draw about its readability? 2a–2e: Answers will vary. 3 Research conducted by Nielsen (2010) found that ‘Web users spend 80% of their time looking at information above the page fold. Although users do scroll, they allocate only 20% of their attention below the fold.’ The implication that writers preparing content for the Web have to write scannable text is clear. 3a Explain the implications for a web writer of the terms ‘scannable text’ and ‘above the page fold’. 3b Identify techniques a web writer can use to encourage users to scroll and look very far down a page. 3a–3b: Answers will vary. 4 Social bookmarking is a technique that you can use to record and store the URLs for relevant sources of information. 4a Create a set of keywords that are related to and will facilitate searching and content sharing for a subject in one of your current courses. 4b Conduct a search of websites and social media sources to build a list of references relevant to your next assignment or essay. 4c Create a bookmark that makes sense for each site. 4a–4c: Answers will vary. 5 You are given two principles for ethical conduct by bloggers: Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

• Principle 1: I will never engage in deceptive conduct online. • Principle 2: I will fully disclose who I am and who I work for (my identity and affiliations) when communicating on a blog. 5a Suggest another three principles. 5b Choose two blogs, and use your five principles for ethical conduct to write a critical evaluation of each blog’s application of ethical principles. 5a–5b: Answers will vary. 6 Visit the Copyblogger site at <www.copyblogger.com/aida-formula-for-blogging> and read the advice about ‘Introducing the A*I*D*A formula for blogging’ (Clark 2007). 6a What makes the AIDA formula the copywriter’s best friend? 6b How can the AIDA formula help bloggers? 6c What advantage do bloggers gain by ‘tacking’ an E onto the end of the AIDA formula? 6d Use the AIDA formula to prepare a blog entry on any topic of your choice. 6a–6d: Answers will vary. 7 The purpose of this activity is to examine how organisations communicate with their intended audience. Browse the Web to locate the website of a large corporation and the website of a large not-for-profit organisation. Compare the two sites to determine how each one: 7a establishes credibility 7b finds common ground with its audience 7c provides evidence of its position and benefits 7d connects emotionally with its audience. In your answer: • provide examples of the types of appeal—logos, ethos or pathos—each site uses to connect with its audience (refer to Chapter 18 for a discussion of logos, ethos and pathos) • evaluate each site’s success, in your opinion, in articulating its vision and purpose (support your opinion with evidence). 7a–7d: Answers will vary.

Work in groups 8 Visit <www.blogger.com> to create a class blog. The purpose of the blog is to demonstrate your ability to use the essential blog elements and apply guidelines for blogging effectively. First, as a group choose a topic such as health and fitness for busy people, how to travel on a budget, how to train for a marathon, social dynamics and communication skills, or a topic of your group’s choice. Work together to: • identify the essential elements in a blog • brainstorm the characteristics of effective digital writing • plan and write the blog. On the blog, present your perspectives and comments about your topic. As your group writes the blog, check that the structure and scannable content is appropriate to the needs of your online audience(s). Opinions and reflections should be: • substantiated with reference to your thinking, reading, observation and experience • supported with evidence, such as references from your reading or examples from experience. Answers will vary.

Case Study From Paper to Internet 1 Explain in your response why web writers do more than just write. Answers will vary. 2 Include a list of suggestions and discussion of activities to be undertaken in the initial planning. Answers will vary. 3 Identify issues Imran must address to ensure engagement with his audience. Answers will vary. 4 Explain briefly how Imran can improve the chances of readers discovering his site, given the myriad number of other sites on the Web. Answers will vary, but should include discussion of search optimisation and the use of keywords.

Chapter 25: The Job Search, Résumés and Interviews in the Digital Era Searching for a Position Learning Objective 25.1: Conduct a job search using traditional, online and social media channels

Review Questions 25.1 1a Briefly outline three ways of finding a position in the employment market. Newspapers, employment agencies and the Internet are examples of sources of employment information. Refer to Table 25.1 for a list of strategies to find a position. Students need to cite and justify their personal preferences.

1b Which way do you prefer? Why? Answers will vary. 2 Discuss the purpose of and likely outcomes from using LinkedIn and Facebook in the jobseeking process. Combining traditional job-search methods with social media allows an applicant to stand out. Successful job applicants need to distinguish themselves from other applicants, and social media tools can be used to assist with this. 3a Identify the biggest cyber résumé faux pas that influence a recruiter or employer during an online search not to employ a candidate. One of the biggest cyber résumé faux pas that candidates make is ‘posting inappropriate pictures (with 31% of employers saying this counts against applicants)’. 3b Reflect on your digital footprint. Does it add to or hinder your future job opportunities? Answers will vary. 3c If your digital footprint hinders your job applications, identify three strategies you could use to conduct a social media clean-up. Refine your social media presence and publicly viewed areas by: •efine your social media presence and publicly viewed areas by: three strategies you could use to conduct a socia •efine your social media presence and publicly viewed are damaging information about you may appear online.

Writing a Résumé Learning Objective 25.2: Write a résumé using either a chronological, functional or targeted style, and tailor the résumé to your qualifications and the position

Review Questions 25.2 1a Describe the contents of each broad section of a résumé. Résumés are divided into two broad sections: the first section contains personal details and employment or career objectives; the second section contains assertions about how you fit the position with objective evidence and supporting facts, including professional experience, education, achievements, activities and interests and referees. 1b Develop a checklist of good résumé practice. The checklist is to be uploaded on the shared workspace of a group of final-year students. Answers will vary, but a checklist could include guidelines included in Table 25.3.

2a What type of résumé should be used by a graduate with limited employment experience? Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

The chronological résumé (or basic résumé) is suited to a graduate with relevant educational qualifications but limited employment experience. It includes all the usual parts of a résumé with appropriate headings, but is simpler and shorter than functional and targeted résumés. Refer to Figure 25.1 for an example of a chronological résumé. Figure 25.1: Layout of a Chronologial Résumé

2b How does a functional résumé differ from a chronological résumé? The functional résumé uses a different order of presentation than the chronological résumé to take advantage of the applicant’s wide range of skills and work experience. Information can be categorised to highlight skills and work experience according to their relevance to the essential and desirable qualifications and experience required for the position. Refer to Figure 25.2 for an example of a functional résumé. Figure 25.2: Layout of a Functional Résumé

2c The targeted résumé is a variation of the functional style. Describe the characteristics of a targeted résumé. A targeted résumé emphasises relevant skills and experience for a specific job. The targeted résumé can be built around the key skills, areas of expertise and experience identified in the criteria listed for the position. Refer to Figure 25.3 for an example of a targeted résumé. Figure 25.3: Layout of a Targeted Résumé

2d What are the advantages of a targeted résumé? The main advantages of a targeted résumé are the opportunity to: • link your experiences closely with the employer’s specific needs • ensure that the focus is on your skills and capabilities, rather than your work history • conduct background research into the employer’s needs and whether you have interpreted those needs accurately • ensure that keywords make it easy for the recruiter or potential employer to match your résumé to the position. 3a Why should you use action words followed by nouns as key words in a digital résumé? The keywords for a digital résumé are a combination of an action verb followed by a noun or noun phrase—for example, managed operations, coordinated business process improvement, wrote and edited media releases. Noun phrase type keywords enable search engines to find your résumé. 3b Provide six examples of action words followed by nouns for a digital résumé suited to the job or industry in which you work or want to work. Answers will vary. 4a In which situations are paper résumés still needed? Printed résumés are still needed for handing out at job fairs or networking events, or at a face-toface interview. 4b What should you include in a cover message for a résumé forwarded by email? A cover message for a résumé forwarded as an email attachment should include in the subject line a clear statement of the job title or the reference number from the advertised posting to make Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

it easy for the recruiter to know the position for which you are applying. In the body, use courteous formal rather than casual language to state your interest in the position, ask the employer/recruiter to review your attached application documents, and mention that you hope to hear back from the employer about this position soon. Conclude with your first and last names and the phone number(s) on which you want to be contacted.

Digital Résumés Learning Objective 25.3: Describe the main characteristics of digital résumés

Review Questions 25.3 1 Identify the features of the: • first section of a digital résumé • evidence section of a digital résumé • summary section of a digital résumé • keyword section of a digital résumé. The first part of any digital résumé contains the applicant’s name, contact information and employment objective. The whole of the digital résumé should be justified to the left of the page. The second part is the evidence section, followed by the summary section. The keyword section is usually placed at the beginning or end of the digital résumé. The evidence section markets the applicant’s best skills, achievements and experience, commands attention, and matches the needs of the employer as shown in the primary criteria and position requirements for the position. The headlines and subheadings add clarity and use limited space. The evidence section of an effective digital résumé contains specific, achievement-oriented statements, rather than broad, general statements, to grab the attention of employers and recruiters. The opening heading presents the applicant’s top qualifications and experience at a glance, to convince the recruiter or potential employer that they are the person that fits the position requirements. The most common features of a well-written summary are a sentence describing your profession and level of expertise, and two or three supporting statements about your unique mix of skills, and/or the range of environments in which you have experience, and any special professional accomplishments, history of awards, promotions or commendations. Use a separate keyword section near the front, or at the end, of the résumé to meet the requirements of applicant tracking systems. Keywords can also be sprinkled throughout the résumé as long as they are in context. They may also be placed in your profile or professional summary. Another approach is to use a combination of key words sprinkled throughout the résumé and a keyword section near the front of the résumé. Once you decide on the best approach, use the specific terminology from the advertisement for the position, as those words state the necessary experience and skills. 2a ‘Keywords are key to finding you.’ Explain this statement. Keywords enable your information to be discovered by applicant tracking systems. 2b Where should you look to find keywords for your occupation or industry?

Keywords can be generated from job descriptions or person specifications, job postings, industry blogs, newsletters and industry association websites. Also useful are job-related publications (including the Occupational Outlook Handbook—for example, see <www.careersonline.com.au/Links/Jobs-Careers_Advice_and_Counselling.html>), résumé and career exploration books (e.g. see <www.quintcareers.com/career_exploration.html>), and corporate websites. Keywords are also found in educational degrees and diplomas, job descriptions and titles, software requirements, names of companies and professional organisations, and personality attributes. Another quick way to find the most common keywords for an advertised position is to look up a variety of similar advertisements. 2c Briefly explain why some well-qualified applicants may be overlooked by an applicant tracking system. Even well-qualified candidates will be overlooked when they fail to include the right keywords or misspell them, because an applicant tracking system cannot distinguish variations from the input keywords and may misinterpret poorly placed numbers such as dates. An applicant tracking system may cause an entire line of work experience to be omitted when an abbreviation or keyword does not exactly match the keyword in the applicant tracking system. 3a Why should you choose the upload option for your résumé when the recruiter gives you an option? If the recruiter gives you a choice either to copy and paste your résumé, section by section, or to upload the whole document, choose the upload option, which gives you more control over what human eyes will see after the applicant tracking system selects your résumé. 3b What are the advantages and disadvantages of using an e-portfolio in a job search? The advantages of an e-portfolio are: • It increases your online visibility • It enables you to easily change content, videos, text and pictures • It allows you to create and add new content The disadvantages of an e-portfolio include: • Free services may include restrictions on how many files you can upload, as well as the type and size of files • Some services only allow limited customisation and may insert advertisements on your pages • Many services are oriented towards presenting graphic elements rather than text 3c What should you include in a personal website résumé? A personal résumé website will include your contact information, employment objective, education, skills, and previous positions or projects. On a personal résumé website you may also share a brief bio of yourself, display photos and images of projects, samples of your work, share links to articles you have written or had published, and add links to your social media profiles. A reference on your website from someone who knows your personality, aptitudes and accomplishments, or a few sentences from previous employers about how your specific skills helped them, adds to your credibility. It is also helpful to include a downloadable version of the résumé in a PDF format so that employers or recruiters can download it easily. 3d If you choose not to convert your LinkedIn profile to a LinkedIn résumé, how can you ensure your profile is searchable? If you choose not to convert your LinkedIn profile to a résumé, highlight your experience in the professional summary section of your profile and use keywords effectively to make your profile searchable. Include a professional headshot, plus hyperlinks to any of your work online or in a digital portfolio. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Apply Your Knowledge Work individually 1 Enter either ‘recruitment agencies’, ‘employment agencies’, ‘résumé posting bank’ or ‘work from anywhere jobs’ into a search engine of your choice and follow the links to three websites. 1a Describe the features of each website. 1b Which sector of the job market does each website seem to target? 1c Assess each website for its usefulness, and decide whether you will post your résumé on it. 1d Write a short analysis of each site that identifies the benefits the site offers to candidates and to employers, and explain briefly how employers and candidates can register on the site. 1a–1d: Answers will vary. 2a Conduct a job search to select a vacant position that interests you and for which you are qualified. 2b What attributes does the employer consider essential and desirable in the successful candidate? 2c What type of résumé would best suit your experience, education and background for this position? What are some of the areas that you would emphasise in your résumé? 2d What headings would you use in your résumé to help you secure an interview for this position? 2e Using the job ad as your guide, write a résumé suited to the position. 2a–23: Answers will vary. 3 Write an email to your friend who is about to apply for a job. In the email, outline the difference between traditional paper-based résumés and e-portfolios, and describe the advantages and disadvantages of each. Answers will vary. 4a Log on to an online recruitment site and browse jobs in an area of your choice. 4b Choose a job that you would like to apply for. List the places that you will access to find keywords for the job you have chosen. 4c Create the keyword section matching your qualifications, experience and skills to the job. 4d Where, in your opinion, is the best place to put the keywords in your digital résumé? 4e Assume that you want to apply for the job. Write the first section and the summary section, incorporating the most common features of a well-written digital résumé. 4a–4e: Answers will vary.

Work in groups 5a Discuss the advantages of a LinkedIn résumé for the job applicant and the employer or recruiter.

5b Brainstorm and list the features of a professional LinkedIn page that makes it easy for an employer or recruiter to find the page, showcases your strengths and communicates well. 5c Outline the benefits of ensuring that your LinkedIn page complements your résumé. 5d Report your findings to the large group. 5a–5d: Answers will vary.

Employment Interviews Learning Objective 25.4: Describe the main stages in an employment interview, the actions to take during an interview and the purpose of psychometric testing

Review Questions 25.4 1a Identify four types of job interview. There are four main types of job interview: the traditional one-on-one interview, the panel interview, the behavioural interview and the virtual interview. 1b Which do you prefer? Why? Answers will vary. 1c What is the single best predictor of job performance? The belief is that how a person behaved in the past is the best predictor of how they will behave in similar situations in the future. 2a What is the purpose of a behavioural interview? In a behavioural interview, the interviewer asks questions based on common situations of the job or the attributes necessary for the job to find out how the candidate behaved in the past. 2b Provide three examples of questions that are appropriate for a behavioural interview for a position in your area of expertise. Answers will vary. 3 Explain how you can prepare for a virtual interview. Prepare for a successful virtual interview by way of a preliminary telephone conversation with the interviewer to establish rapport. Be early for the virtual interview and check that you can use the equipment. During the interview, look at the camera and use nonverbal skills well: speak clearly but not too slowly; make certain you are centred in the frame; sit straight; look up, not down; and use gestures (but avoid excessive motion) to match your words and to reinforce points. Try to keep your head centred and ensure you have good lighting so that your face is not shadowed. If you are using your own equipment for the call, turn off all other software, reminders and alerts. 4a What are the main methods of psychometric testing? The main methods of psychometric testing are group testing of large numbers of candidates at the same time, individual assessment, or testing at an assessment centre. 4b What are recruiters looking for when they ask graduates to undergo a psychometric test?

The results of psychometric testing provide recruiters and employers with a behavioural profile of each candidate. The aptitude component of psychometric testing focuses on the level of intelligence, while the personality component tests characteristics of a candidate’s personality. The recruiter uses the results to discover a candidate’s strengths and weaknesses and to decide if they match the job requirements.

Apply Your Knowledge Work individually 1a Select an organisation where you would like to work. Assume you have been selected for an interview. Prepare for the interview by learning about the organisation. Research its history, accomplishments, successes, setbacks, products, customers, advertising and competition. Document your findings in a summary report. Answers will vary.

Work in groups 2 Prepare for a job interview by choosing a position from the industry you want to work for when you graduate from your course. 2a Conduct a mock interview with an interviewer, interviewee and observer. 2b Each person is to take a turn in each of the three roles. 2c The observer is to record their observations of the interviewee. 2d Work together to analyse the strengths and weaknesses of the interviewees’ performance 2e Create a combined list of the strengths demonstrated by the interviewees. 2a–2e: Answers will vary.

Activities and Questions Work individually 1 a Make a bulleted list of your own accomplishments, and identify sources you can use to research and match your accomplishments to a potential career path. 1b Once you have identified a potential career path, where on the Web, apart from the big online recruitment sites, should you look to assist with your online job search? 1c Suggest traditional job-seeking techniques that will assist with finding a satisfying job. 1a–1c: Answers will vary. 2a Go to LinkedIn at <www.linkedin.com> and sign up for a free account. 2b Follow the onscreen directions to create a LinkedIn profile. Highlight your education and past work experience, focus on your experience in the professional summary section, and check that the keywords will make it easy for your profile to be found in search results. Add a photograph of yourself, checking that the way you are dressed in the image is appropriate for your online presence. 2c If you already have a LinkedIn profile, convert the profile to a LinkedIn résumé. Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9781488620782 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2a–2c: Answers will vary. 3a Using the first section, summary section and keyword section of the digital résumé you developed in the Apply Your Knowledge question 4 on page 658, write the evidence section to complete your résumé. 3b Visit the website where you could post your résumé. Describe the procedure involved in posting the résumé. 3a–3b: Answers will vary. 4 Find an online recruitment site. Locate a job that suits your skills and qualifications. Draft a list of items you might include in an e-portfolio for this position and explain why you would include each item. Reflect on how the potential employer would perceive your e-portfolio. Answers will vary.

Work in groups 5a Discuss the advantages and disadvantages of the virtual interview for the interviewer and the interviewee. 5b Brainstorm to create a list of strategies the interviewee could use to communicate well in a virtual interview. 5c Report your findings to the large group. 5a–5c: Answers will vary. 6 Recruiters are increasingly reaching out to potential employees on social media networks such as LinkedIn and Facebook, rather than filling vacancies by traditional recruitment methods only. Job seekers who are staying connected on social media are likely to find that job opportunities come their way. 6a Work together to choose a company that any of the group would like to apply to for a position. 6b Learn more about the company by following its Facebook page and monitoring Twitter for at least a week. 6c Present the group’s findings in a short information report. 6d Reflect on the types of questions likely to be asked in an employment interview for that position, and discuss suitable responses to the questions. Finally, practise your interview skills in a role play. 6e Discuss the interviewer’s typical questions in Table A and write your answers to the questions in column two.

6f Now conduct a panel interview. One group member is the interviewee, one is the observer, and the remaining group members are on the interview panel. The purpose of the interview is to provide each member of the group with the opportunity to practise their interview skills and receive feedback from group members. 6a–6f: Answers will vary.

Case Study Amanda’s Position 1 Amanda saw the role on LinkedIn. List and provide a brief explanation of other avenues she could pursue to find a suitable position. Answers will vary but could include social networks such as Facebook and Twitter, platforms such as Google Adwords and Facebook Social Ads, and blogs that have job listings. 2a Suggest the type of résumé Amanda should use to apply for the position. 2b Outline the reasons for your choice. 2a–2b: Answers will vary. 3 Amanda is considering how she could explain her career hiatus of six months and her desire to now work part-time. She is determined that these items are not an obstacle. 3a Should she address these items in her résumé or at interview, or at both stages? 3b Create a five-point bullet list for Amanda that will allow her to clearly explain the sixmonth hiatus and her desire to work part-time. 3a–3b: Answers will vary.

Chapter 26: Adapt to a fast changing future Learning Objectives These are the same as those at the beginning of the chapter Adapt to a fast-changing future. 1. Describe the impact of connected computing on workplace communication and interaction 2. Adapt to meet the communication opportunities and challenges of working in an increasingly interconnected world 3. Describe communication behaviours that support successful performance in teams that depend on virtual communication tools 4. Identify techniques to develop resilience through times of change, uncertainty and volatility.

Case Study The case study reinforces learning by enabling the students to define the issues, analyse the case information. The questions span the chapter’s learning objectives and require students to problem solve, think critically and engage in more in-depth analysis and evaluation of the case situation related to the chapter topic.

Acknowledgement I extend my thanks to Gregory Punshon for the Case Study and confirmation of the content included in learning outcome one. I would like to thank the reviewers for their in-depth constructive and perceptive comments.

Learning Activities - Suggested Answers The sample answers are a guide to expected answers. They are not meant to be prescriptive. The learning activities aim to provide learning, development and evaluation of students’ ability to recall, comprehend, apply, analyse, synthesise and evaluate theories, concepts, information and knowledge. ▪ ▪ ▪ ▪

The review questions test student recall and comprehension of information. The apply your knowledge feature assesses student’s ability to think, apply and analyse information and knowledge in practical activities either individually or in small groups. Work individually activities and questions at the end of the chapter cover one or more learning objectives for further critical analysis, review, application and evaluation. Work in small groups activities and questions at the end of the chapter cover one or more of the learning objectives to assess comprehension, application, synthesis of concepts and practical application of learning. Small group work allows interaction in co-located or virtual teams and tutorials.

Judith Dwyer M Mgt B Ec Dip Ed ILM 12 October 2020

Suggested Answers REVIEW QUESTIONS 1 1. a Describe three purposes fulfilled by the IoT b. Explain why each is important. ▪ generate real-time data to inform decision making and improve performance ▪ collect huge amounts of information (big data) for analysis and productivity improvement ▪ transform and make sense of the data and apply machine learning and AI capabilities to transform data to meet organisational requirements 2. What do leaders who successfully implement connected computing across the organisation do? ▪ operationalise technologies that enhance production, workflows and virtual communication and interactions ▪ develop policies and procedures for short-run survival and resilience over the mid and longer-term ▪ plan for contingencies and crisis ▪ allow individuals and groups from any geographical location to have virtual contact and a social presence through video conferences, one-on-one calls, meetings and videosharing services 3.a. What kind of evidence do you find more convincing: quantitative measurements or anecdotes? Explain your answer. Quantitative evidence because veracity and validity of reliable and secure evidence can be tested. 3b. What can the findings of big data expose? Findings from big data can expose variability in repetitive processes. Analysis of big data sets can reveal patterns, trends, associations and bottlenecks in supply. Challenges of big data used incorrectly can include, noise and spurious correlation. 3c. What does critical thinking enable the users of evidence to check? ▪ strengths and weaknesses of arguments and reports ▪ quality of quantitative information ▪ determine how variability is portrayed ▪ evaluate probabilistic ideas used in reasoning Verifiable, accurate and reliable findings lead to effective decision making and improvements in organisational and business performance.

REVIEW QUESTIONS 2 1. a. What is the relationship between ‘expressive order’ and ’face’?

In social or professional situations, the entire set of meanings sustained in an interaction are the expressive order (conventions and procedural rules) that guide and organise behaviour. In a courteous interaction the expressive order sustains the purpose of the interaction as well as treating others in the interaction with the respect that saves face. Face is the positive social value a person effectively claims for themselves by the way they interact, and the way others believe they have acted during a contact. Face is the image of self that is used by a person to manage impressions during interactions. Joint commitment to the expressive order leads to respectful communication and outcomes. 1b. Identify factors common to participation in in-person, written and virtual environments. ▪ awareness of rituals and procedures ▪ conduct devised according to rituals and procedures ▪ creation of an impression through behavior ▪ participation in the flow of events in the encounter 2. a. Describe individual adaptability. Individual adaptability enables a person to adjust to task-related, environmental and vocational demands in order to respond flexibly to change, crisis, volatility, uncertainty and chaos. 2b. Describe the characteristics of an adaptive thinker. Adaptive thinkers are able to: ▪ embrace change and learn from others ▪ move out of their comfort zone and take considered risks ▪ practice emotional intelligence and active listening ▪ focus on the positive, question when in doubt and collaborate ▪ observe, pay attention to detail and actively seek out new opportunities ▪ research, apply critical thinking and aim for continuous improvement. 2c. What factors have increased the need for adaptive thinking? Volatility, unpredictability, uncertainty, chaos and ambiguity caused by the exponential growth of technology, structural change, big data, changing trends, innovation, and emergencies such as pandemics, political uprisings and ecological threats 3. a. What are the abilities employers seek to counteract the disruption caused by volatility, uncertainty or chaos? Resilience, adaptability, ingenuity, energy to act, reflection to learn and respond to change. Employers seek workers with the skills to work in situations of sustained change and unpredictability, adapt resiliently, reflect and have the energy to change direction when required. 3b. Discuss some of the responses of organisations that adapted to handle the volatility, uncertainty and chaos caused by the COVID-19 pandemic. Short discussion of: ▪ diversifying or pivoting to new products and services ▪ adopting new processing methods ▪ locating alternative supply chains and uncovering new markets Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

▪

switching their focus from direct supervision of co-located workers to supporting and trusting remote workers to work autonomously and productively.

APPLY YOUR KNOWLEDGE 1 Work individually 1. a.Describe the features of data used in decision making with confidence. Features include veracity, validity, security, reliability and relevance. Standards for data collection and analysis comply with organisational and legislative requirements, the veracity of collected information is determined and validated to ensure data integrity, usefulness and elimination of risk from decisions based on corrupted data that does not accurately represent the conditions from which it has been collected. Reliable and secure information informs decision making and meets the need or requirements for which it was collected. 1b. Outline three reasons for using critical thinking when analyzing and drawing conclusions from data. Any three of these. ▪ identify the strengths and weaknesses of arguments and reports ▪ judge the quality of quantitative information ▪ determine how variability has been portrayed ▪ evaluate reasoning that uses probabilistic ideas ▪ recognise and reject conclusions based on subjective and anecdotal evidence 2. ‘The role of technology has evolved from automating the business to actually being the business.’ Do you agree or disagree. Explain your answer. Student answers will vary based on personal opinion and research. One response is that: Technology is an enabler. Leaders, managers and employees still establish the organisation’s structures, working norms and agreements about how people will work together, coordinate roles, tasks and activities, commit to overall performance, fit technology to the organisation’s structure and requirements, determine roles and tasks, communicate, share information, review and manage performance and customer satisfaction. 3. a.What does it mean to be adaptable? Adaptability is the ability to change (or be changed) to fit altered or unexpected circumstances. Adaptable people acknowledge and adjust to change in their working, social and personal lives. Adaptability enables agile responses to change, crisis, volatility and uncertainty in work situations of sustained change and unpredictability. Adaptability enhances proactive responses in situations of uncertainty and ambiguity. Employers seek people who are qualified open to new experiences and willing to learn, adapt to rapid change and engage with teams, networks, big data and technology. 3b.How can you strengthen your adaptability? Student answers may vary. Consider referring to Table 2, column one from the text for some possibilities. 3c.Which aspect of your comfort zone would you like to stretch? Explain why. Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Answer dependent on student’s specific need supported by a brief explanation.

Work in groups. 4a. Brainstorm and list the benefits of the fast-moving evolution of connected computing. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

collaboration in real-time improved decision making informed by big data stream-lined processes in industry and business processes opportunity to assemble diverse talent from anywhere in the cloud research and development creates innovative products and services development of Smart cities – traffic, wireless connections, street lighting telehealth and home care services increased knowledge sharing

4b.Provide an example of a current technological innovation. Employee self-service software (sometimes called an employee portal) allowing employees to view and manage their payroll and HR information or any other innovation identified by students. 4c. As organisations become more technology-driven, should productivity become more important than job satisfaction? Justify your answer. Productivity improves efficiency however employees performing their work manually or through technology initiate effectiveness of the performance of people, technology and other resources. Job satisfaction increases motivation, morale, collaboration and willingness to engage in decision making and day to day tasks. Productivity and job satisfaction are both essential to organisational performance and sustainability.

5a.In your group brainstorm and list practices that support remote working. ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

Fit technology to organisation’s structure, roles and tasks Coordinate roles, tasks and activities Establish virtual working norms (set of agreements) about how people will work together and commit to overall performance Communicate lines of authority clearly Induction (onboarding) activities and training Building capability of employees to use digital tools effectively Collaboration and information sharing Building employee trust, motivation and a sense of belonging Clear processes for reviewing and managing performance shared across the organisation.

5b.Identify areas of focus for employees aiming to overcome the challenges of working from home. Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Structured and unstructured communication that focuses on: ▪ Establishment of norms, ground rules and boundaries ▪ Focus on goals, tasks and what needs to be achieved ▪ Provision of feedback and spreading of positivity in the workplace ▪ Optimisation of collaboration and trust among team members ▪ Celebration of team and organisational achievements and success 5c.Outline the opportunities for organisations of setting up remote working arrangements. ▪ greater diversity and talent ▪ reduced overhead costs ▪ reduced travel time, conference expenses and shorter meetings ▪ expanded real-time communication via easy mobile-access to information ▪ data, files and approvals stored in one easily accessible digital location ▪ increased productivity due to improved employee engagement flowing from increase autonomy 5d.Present your findings in a short information report. Plan, write and submit report. 6a. Brainstorm and list the potential health and well-being risks of working remotely away from the employer’s premises. ▪ ▪ ▪ ▪ ▪ ▪ ▪

working long hours or extra unpaid hours feeling under pressure being unable to engage in meaningful work feeling isolated and frustrated due to being out of the information loop workstation set up that is not ergonomic, such as desk, chair, monitors, keyboard, mouse and computer working from home may mean lack of physical activity mental health due to stress and isolation.

6b. Develop a tip list for fostering recovery from work and avoiding burnout. Tips list: ▪ exercising for about 30 minutes for at least five days of the week ▪ breaking up the exercise into 10-15 minute chunks of time during the day ▪ following a healthy diet to fuel mind and body ▪ learning techniques to manage stress ▪ building resilience through mindfulness in the form of journaling, yoga or meditation ▪ set boundaries ▪ find time for restful deep sleep ▪ plus more identified by students. 7. Develop a team blog entry to explain: 7a.the features of interdependence and interconnectedness common to organisations that have in-person, remote or hybrid working arrangements

A common factor when working in person, remotely or in a hybrid arrangement is the need to feel connection to the organisation, its internal and external networks, teams and individuals. Features of interdependence and interconnectedness include: ▪ understanding of the control systems built into financial systems, quality systems, safety systems and rewards and the how they are monitored, emphasised or ignored ▪ knowledge of power structures and those with the greatest amount of influence on strategy, decisions and operations ▪ working relationships and common understandings between divisions, sections, teams and individuals ▪ agreement about the type of information held in policies, procedures and processes and how to share knowledge and standards ▪ communication of experienced staff ‘know how’ about customer expectations, sales trends, production methods and strategic directions ▪ management and staff interaction and feedback in the form of consultation, collaboration, instruction and encouragement. The sharing of values, principles, beliefs and norms of behaviour create an organisation’s culture. 7b.how team leaders and managers can support interdependence and interconnectedness amongst team members working remotely ▪ ▪ ▪ ▪ ▪

▪ ▪

view technology as an enabling rather than limiting factor, allow more autonomy and build trust make decisions about the type of digital platform and connected computing tools to enable employees to work autonomously check in rather than checking up on remote staff review the organisation’s team structures and find ways of enabling employee autonomy to think about, solve problems, create and share new ideas communicate clearly the new work structures and expectations around deliverables to reduce ambiguity and uncertainty as teams and individuals plan, interact, collaborate and perform tasks, projects and other workplace activities provide structure to progress through tasks and activities allow flexibility to help balance work demands with family and other personal responsibilities.

7c.how virtual team members build relationships and collaborate. Engage in both formal and informal interaction on conferencing and chat channels to: ▪ collaborate, share and understand information ▪ set goals and access resources ▪ make decisions and solve problems ▪ manage conflict, cooperate openly and honestly to accomplish team objectives. Build relationships and trust through participation in: ▪ virtual happy hours, informal team social calls, trivia sessions that encourage connection in an informal social setting Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

▪

morning and afternoon virtual check-ins on channels such has Google Chat to talk about non-work activities to facilitate connection and cohesion ▪ shared virtual lunches on a regular day of the week to create a weekly informal connection point. Engage to celebrate, have fun, share and show interest in others to enhance connection with virtual colleagues.

REVIEW QUESTIONS 3 1. Identify six formal and six informal communication purposes carried out on digital workspaces. Formal ▪ project work, communication and information about product and service innovations, sales results and discussions common to all members of a workspace on group platforms ▪ company-wide policies, annual reports and procedures traditionally transmitted via reports, emails or text messages may now be communicated in messages grouped or organised into channels on the digital workspace ▪ formal meetings through web conferencing ▪ interactive group discussions and conversations via video ▪ announcements on bulletin boards on organisation’s virtual platform ▪ information sharing and promotion on blogs ▪ chat to inform and train customers how to use new products Informal ▪ interaction of individuals and groups from any geographical location to have virtual contact on-one-one calls ▪ informal contact through instant messaging ▪ visibility through informal social activities and presence on Microsoft Teams, Slack, Trello or Basecamp platforms ▪ chat rooms for advice and social connection ▪ catch up through telephone and chat room calls ▪ Facebook messenger or Facetime to collaborate, connect through casual chats, share interests and interact regularly to help build informal networks. 2. a.Outline techniques to avert Zoom fatigue. ▪ reduce onscreen stimuli ▪ build in breaks during longer calls ▪ look away from the screen for a few seconds now and then to avoid nonstop facetime ▪ listen without staring at the screen for a few minutes to let eyes rest ▪ limit back-to-back calls to less than the standard half-hour and hour to allow time in between to move around ▪ schedule screen free time into each working day by booking blocks of time for working screen free labelled ‘no meetings’ or ‘do not book’ on calendar tool Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

▪ ▪ ▪

designate one day a week as a meeting free day establish a routine of half a day for meetings and the other half for deep work make virtual social events voluntary with people welcome but not obliged to join

2b. Discuss six factors that contribute to respectful interactions on digital conferences. ▪ Work from an agenda to let others know what to expect, know how long it will take and enable them to prepare ▪ Let the chair or person leading the meeting know if you are unable to attend. ▪ Establish ground rules or terms of engagement ▪ Work within time limits for agenda items to assist attendees to stay on track rather than have them shift their attention from or even sign off and leave ▪ Identify yourself by name and speak clearly ▪ Avoid speaking over people and allow others to participate ▪ Mute the computer microphone to prevent ambient noise intrusion when working from a noisy location and unmute when you talk. 3. Briefly describe the four Cs of team performance. ▪ Context recognises the need to work in a team, the type of team needed, its culture, structure and the systems facilitating teamwork. ▪ Composition identifies the skills and experiences of team members, members’ motivation and the size of the team. ▪ Competencies describe the team’s ability to problem solve, make decisions, communicate and manage conflict. ▪ Change relates to the team’s ability to monitor its performance, make changes and adapt in response to changing circumstances. 4. a. Identify broad interdependent behaviours performed by team members and provide an example of each. Students to select a situation relevant to their industry eg marketing a new product ▪ discussion and setting of team objectives eg setting milestones and date of release ▪ sharing of ideas, questioning eg choosing the marketing channels to promote product ▪ seeking out the opinions of others eg clarifying choice of channels and seeking new idea ▪ testing ideas in a way that criticises the ideas, not the speaker eg trial run of the promotional materials in a regional area. 4b. Briefly explain the reasons for clarifying key result areas. The key result areas (KRAs) should be known by every team member as these are the activities that contribute most to team and organisational performance. KRAs: ▪ comprise the activities and tasks that achieve goals and objectives ▪ inform the team leader and members how their efforts will be measured. ▪ set benchmarks negotiated and agreed on by team members ▪ identify the measures that will be used to monitor team and individual performance.

5. Discuss three ways of avoiding a feeling of social isolation that may arise in digital workspaces. Any three of the following (or any additional ways students may raise): ▪ Establish daily rituals such as check-in meetings at 9am and 4pm and a definite time to take a lunch break ▪ Check in and collaborate on projects via video or audio touchpoints rather than checking up ▪ Establish regular times when available to answer questions and provide feedback ▪ Participate in informal social activities such as a virtual mingle ▪ Contact others in one-on-one conversation whilst still respecting their thinking and unconnected time 6. a.Explain information richness and provide examples of an information rich channel and a lean channel. Information richness is the amount of detail, cues and information that a communication channel can carry and the extent to which the message enables the sender and receiver to reach a common understanding. Complex communication tasks such as sharing different viewpoints, giving and receiving feedback, negotiating, avoiding potential misunderstandings and managing conflict require a rich variety of information. Richer tools such as Web conferencing and videoconferencing are more interactive tools suited to two-way communication of ideas, asking questions, making suggestions and presenting different views. Leaner, text-based media such as email, chat and bulletin boards are suitable for pushing routine information and plans in one direction. 6b.What purposes are served by regular communication? (i)acknowledgement and communication, (ii)clarification of requests, (iii)keeping everyone in the loop, (iv)focussing on tasks, (v)providing timely feedback and (vi)goal accomplishment.

REVIEW QUESTIONS 4 1. a.Identify practices that build an individual’s resilience. ▪ Connection and trusted relationships ▪ Wellness and disciplined self-care ▪ Healthy thinking and emotional self control ▪ Goal clarity, direction and meaning 1b.What does organisational resilience involve? Organisational resilience involves the ability to adapt creatively and constructively to change so as to endure and recover from challenges in a manner that leaves the organisation more flexible and better able to adapt to future challenges. Resilient organisations are resourceful, flexible and able to adapt to change, volatility and uncertainty through the choice of new options and alternatives to sustain and strengthen the organisation. 2. a.Create a checklist for living a healthy lifestyle when studying at University. Aim to maintain work-study-life balance by creating a balanced timetable of social, relationship, health and academic responsibilities. Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Prioritise coursework requirements and create a schedule of course assessments that highlights due dates to prevent stress caused by last minute panic. Engage in disciplined health self-care adapted to your circumstances/preferences: ▪ exercising for about 30 minutes for at least five days of the week ▪ breaking up the exercise into 10-15 minute chunks of time during the day ▪ following a healthy diet to fuel mind and body ▪ learning techniques to manage stress ▪ building resilience through mindfulness in the form of journaling, yoga or meditation 2b.Identify and explain how you can put your energy into making two small changes immediately to help you become a healthier version of yourself. Answer will depend on individual student need and circumstances. 3. a. How does positive self-talk strengthen resilience? Positive self-talk builds resilience by: ▪ identifying strengths and capabilities ▪ fostering a hopeful outlook ▪ helping to reduce stress and boost confidence ▪ focusing on positive experiences to build positive memories and outlook. 3b. Describe strategies that support reframing. Strategies include: ▪ observation of thoughts in action and listening to them rather than judging them as positive or negative ▪ meditation to enhance awareness of thoughts, quieten the mind and reduce negative mind chatter ▪ acknowledgement of negativity and shifting it from pessimism to optimism and positivity ▪ development of self-awareness by being mindful of thoughts plus using a thought journal to record thoughts or any triggers that set off positive or negative self-talk. 3c. How does goal clarity combined with emotional self-control help when facing a stressful uncertain situation? Goal clarity combined with emotional self-control helps to: ▪ set realistic future directions ▪ provides purpose and meaning ▪ affords a sense of control to respond rather than react ▪ orients a person towards achievement. 4. a.Identify factors that cause traps in decision making. ▪ assumptions based on past experience ▪ misperceptions and distortions ▪ biases and subjective opinions ▪ irrational thoughts and assumptions in thinking ▪ group think and conformity 4b.Identify two traps in decision making and explain how to reduce the impact of those flaws. Students to choose two traps identified in Table 12 or choose from other examples of traps. Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Explain how to reduce impact using information from column two or other sources. 5. What does an organisation’s sustainable recovery for the long-term future depend on? Sustainable recovery for the mid and longer-term future depends on: ▪ reinventing processes ▪ interacting in new ways to manage disruptions and survive through uncertainty and volatility ▪ aligning with and extending the organisation’s existing capabilities without undermining its strategic intent.

APPLY YOUR KNOWLEDGE 2 Work individually. 1. Virtual communication behaviours. a. Identify five best practice communication behaviour of teams that depend on virtual collaboration tools. ▪ Communicating and clarifying key result areas ▪ Matching technology to task ▪ Making intentions clear ▪ Staying connected and in sync ▪ Being responsive and supportive ▪ Being open and inclusive 1b. Discuss reasons for making intentions clear and communicating regularly. Reasons include: ▪ Creation of a sense of belonging, engagement and achievement through consistent, clear and regular communication ▪ Acknowledgement of progress and successes ▪ Sharing of information about priorities, unexpected emergencies and time demands ▪ Involving, motivating and engaging team members in the team’s work. 1c. Outline how members of a team can build trust. ▪ Engagement in the task behaviours necessary for goal and task achievement ▪ Engagement in the socioemotional behaviours to maintain harmonious and satisfying relations ▪ Team updates to enhance commitment to the team and its purpose ▪ Provide feedback to acknowledge team members and build motivation ▪ Check-ins to confirm team members are working towards achievement of goals ▪ One-on-one virtual chats to clarify requests and provide timely feedback ▪ Ensure information is shared and everyone is kept in the loop. 1d. Present your findings in a short information report. Plan, write, edit and submit report. Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

2. Personal resilience plan. University students who are aware of and have the resilience skills to adapt well to change and the pressures of study, assessment and examinations interact effectively in relationships and groups. Create your personal resilience plan by: ▪ Identifying the resilience skills and strategy you currently use. What works well? Responses will differ between students depending on individual need. ▪

Identifying three resilience skills you would like to develop further.

▪

Writing one goal for each of the skills you identified.

▪

Identifying potential obstacles in developing these skills.

▪

Deciding how to avoid, deal with or overcome the potential obstacle.

Record and reflect. Over the next month record and reflect in a journal on the results from your plan. ANSWER: Responses will differ between students depending on individual need however the expectation is that the answers will address any of the resilience practices of (i)connection and trusted relationships, (ii)wellness and disciplined self-care, (iii)healthy thinking and emotional self-control and (iv)goal clarity, direction and meaning. 3. Negative thinking a. Identify four types of negative thinking. ▪ ▪ ▪ ▪

Filtering to sift out the positive aspects of a situation and magnify negative aspects Personalising to automatically blame self when something bad happens Catastrophising and automatically anticipating the worst Polarising to see things only as either good or bad, perfect or a total failure

b. Nominate three likely results from negative thinking. ▪ self-absorption ▪ inaction ▪ anxiety

Work in small groups. 4a. Discuss activities that promote teamwork in both co-located and virtual teams. ▪ ▪ ▪ ▪

discussion and setting of team objectives sharing ideas, questioning and seeking out the opinions of others being responsive, supportive, open and inclusive making intentions clear and testing ideas in a way that criticises the ideas, not the speaker.

b. select three interdependent behaviours of people working in virtual workplaces and identify each of your selected behaviours as task or socio-emotional behavior. Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

Any of the following or additional task and socioemotional behaviours identified by students, ▪ Task behaviours –setting and discussion of team objectives, monitoring team performance, completing projects, problem solving, making changes, trialling and testing ideas and actions to adapt in response to threats and changing circumstances and uncertainty ▪ Socioemotional behaviours – positive interactions that make intentions clear, building relationships, being responsive, supportive and trust building, openness and inclusiveness when sharing information and ideas, seeking out and acknowledging the opinions of others. c. Review the purposes of regular, consistent communication in Figure 9 and explain how the purposes support successful performance. Positive acknowledgement and communication combined with the clarification of requests and keeping everyone in the loop heightens the focus on tasks. Timely constructive feedback linked to the tasks enhances performance and successful achievement of goals. The interrelationship between the purposes secures regular, consistent communication that creates a sense of belonging to the team, engagement with the team and achievement of team objectives. 5.a. Explain how the skills of versatility, flexibility and adaptability: • help to strengthen an organisation’s resilience • assist employees to be productive contributors in the future o Facilitate an organisation to: ▪ ▪ ▪

▪ ▪

consider possible alternatives design preventative systems for unpredictable events make rational decisions about and plan for new options that may include reorganizing the organisation’s structure to pivot to new opportunities or reinvent core processes to develop new products confirm supply chain resilience for future volatile conditions maintain strong and supportive relationships with key stakeholders.

o Assist employees to be productive contributors in the future: Individual adaptability at work enables employees to effectively adjust and/or anticipate to taskrelated, environmental and vocational demands. Employees are expected to: ▪ work in situations of sustained change and unpredictability ▪ adapt and be proactive in situations of uncertainty and ambiguity ▪ engage with networks in increasingly interconnected and complex workplaces. Employers and their organisations seek people who are open to new experiences and willing to learn, adapt and respond flexibly rapid change, fit flexibly with altered or unexpected circumstances and engage with teams, networks, big data and technology. 5b. Through some research find an example of a resilient organisation that has sustained its performance over a long period of time. Identify the features contributing to its resilience.

Responses will differ between students depending on the organisation, location and experiences however the expectation is that the answers will address any of the resilience practices of organisations that have demonstrated the ability to adapt creatively and constructively to change and recover from challenges. Features are likely to include specific examples of: ▪ reframing adversity and challenges as opportunities for ongoing development ▪ problem solving and effective decision making in challenging and difficult circumstances ▪ organisational and team resilience through application of socio-emotional processes and task processes to innovate and adapt flexibly to meet the challenges and disruptions ▪ flexible decision making and choice of new options and alternatives to build sustainability and enable better adaptation to future challenges. Adaptability has enabled agile responses to change, crisis, volatility and uncertainty.

END OF CHAPTER Activities and questions Work Individually 1. a. How can leaders of virtual teams compensate for the missing in-person contact of co-located teams? Encourage informal and social interactions: ▪ Check in and catch up with virtual team members via virtual one-on-one conversations ▪ Calendar invites by managers or team leaders for ‘coffee chats’ of 15-20 minutes for informal discussions or chats about work related matters or life outside of work ▪ A virtual happy hour to celebrate a milestone ▪ An online social event such as trivia session to have fun and engage with others can help colleagues to stay connected and engaged within the organisational and team culture ▪ Scheduled virtual informal team social calls that are voluntary such as ‘show and tell’ sessions to display and talk about something a team member is interested in to enable sharing and learning more about one another ▪ Morning and afternoon virtual check-ins on channels such as Google Chat to talk about non-work activities to facilitate connection and cohesion ▪ Sharing lunch virtually on a regular day of the week allows team members to move around and stretch while eating and chat about anything without being fully focused on work to assist sharing and create a weekly informal connection point ▪ Inviting other teams to share virtual lunch assist sharing and connections ▪ Keep conferencing and chat channels open when people are working remotely and so far away from one another to encourage formal and informal interaction.

1b. Create a poster identifying activities members of a virtual team can take part in to enhance social and informal interactions. The poster will be displayed and discussed at your next virtual team meeting. Poster to portray any of the above pictorially.

2. Keep a resiliency journal to reflect on the ways in which you strengthen your resilience over the semester. a. Each week record a list of your: • goals • accomplishments • special achievements. b. Note any particular challenges such as completing a demanding project or having a difficult conversation and explain how you addressed the challenges (what worked out well or not so well) c. Use the journal to refer to those times when you used or strengthened your resilience in order to energize you and promote confidence as you face new challenges. d. Add accomplishments to your journal throughout your life and career. Responses will differ between students depending on individual need, the lecturer’s specific input and approach. The expectation is that the answers will address any of the resilience practices of (i)connection and trusted relationships, (ii)wellness and disciplined self-care, (iii)healthy thinking and emotional self-control and (iv)goal clarity, direction and meaning.

3.Building resilience. a. Write down two experiences when you overcame a tough situation. Responses will differ between students because of differing individual experiences. b. Describe how were you able to do it. In your answer identify what worked well for you and what worked not so well. The expectation is that answers will describe the actions taken in terms of one or more of the resilience practices of (i)connection and trusted relationships, (ii)wellness and disciplined selfcare, (iii)healthy thinking and emotional self-control and (iv)goal clarity, direction and meaning and discuss what worked well for them and what worked not so well. c. What is important for you to keep in mind next time you meet similar experiences? Reflection on actions they can take in similar experiences.

4.Change will be an inevitable part of your career. Throughout your career you will experience successes and encounter unexpected and unavoidable problems. a. Give some examples of responses appropriate to handling unexpected situations and uncontrollable circumstances. ▪ being open, curious and willing to solve unexpected problems innovatively ▪ moving out of your comfort zone and taking considered risks Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

▪ ▪ ▪ ▪ ▪

using emotional intelligence and active listening focusing on the positive, questioning when in doubt and collaborating observing, paying attention to detail and actively seeking out new opportunities risking new behaviours and stretching life skills and self-knowledge when responding to change and uncertainty researching, applying critical thinking and aiming for continuous improvement.

b. Think back over the last few weeks and make a list of the times you behaved resiliently. Responses will differ between students depending on individual situations, differing experiences and behaviour. c. Identify one resilience or one adaptability skill you would like to strengthen. Create an action plan to help you develop that skill. Responses will differ between students depending on individual situations, differing experiences and behaviour. The expectation is that the action plan will as a minimum identify the specific skills, actions and/or activities to develop the skill, timeframes and how achievement will be measured or ascertained. d. Explain how resilience and adaptability skills enhance your opportunities in employment applications. Employers seek employees with the required technical and professional skills as well as the ability to: ▪ work in situations of sustained change and unpredictability ▪ adapt and be proactive in situations of uncertainty and ambiguity ▪ engage with colleagues and networks in increasingly interconnected and complex workplaces.

5. In a short written answer: a. Explain what Business Continuity Management revolves around Business Continuity Management. BCM revolves around: ▪ Identification of critical aspects that sustain the business and would be impacted by the loss of various services ▪ Formulation of ways to continue Business as Usual (BAU) by using alternative methods that do not rely on the missing service. b. Identify the parts of an effective BCM plan An effective Business Continuity Plan determines responsibilities and how to assess the impact of the disruption, determines an appropriate response, decides how to communicate the plan, aims to ensure safety of staff, customers and other stakeholders, decides how to activate alternatives if required and carry out recovery objectives. c. Identify what preparedness for disruptions should align with to ensure survival Preparedness for disruptions should ensure alignment with and extension of the organisation’s existing capabilities without undermining its strategic intent to ensure its survival through Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

disruptions. Sustainable recovery for the mid and longer-term future depends on reinventing processes and interacting in new ways to manage disruptions and survive through uncertainty and volatility.

Work in groups

6. In readiness for the next team Zoom meeting, your team leader has asked your group to develop a short presentation supported with visuals. The purpose of the presentation is to outline the opportunities and challenges for employees and their organisation of working remotely. Prepare the presentation. After your delivery, the meeting members are to select and discuss two of the challenges and plan how to manage them. Opportunities of working remotely employees ▪ greater flexibility and more autonomy ▪ working with a more diverse range of team members on digital channels ▪ improvement in work-life balance and less stress ▪ flexibility to spend more time with their families ▪ freedom to choose where to live regardless of work ▪ time saving because of no daily commute Challenges of working remotely employees ▪ tiredness from working online ▪ tendency to increase output to make up for the lack of visibility ▪ missing unplanned interactions and accidental connections that create new ideas ▪ remembering to take breaks, stopping work at a reasonable time ▪ difficulty turning off when the day is meant to be over ▪ blurring of boundaries between work and non-work Opportunities of working remotely organisation ▪ improved diversity and talent ▪ reduced overhead costs ▪ reduced travel time, conference expenses and shorter meetings ▪ expanded real-time communication via easy mobile access to information ▪ data, files and approvals stored in one easily accessible digital location ▪ increased productivity due to improved employee engagement flowing from increased autonomy Challenges of working remotely organisation ▪ Employee disengagement ▪ faulty functioning of plant and equipment ▪ WHS risks of employees working in a non-ergonomic home office environment ▪ inadequate technology infrastructure such as broadband dropouts ▪ decline in spontaneous communication can undermine innovation and collaboration

▪

lack of trust and constant monitoring by managers may break remote workers sense of autonomy

Responses will differ between students depending on group’s choice of challenge and the lecturer’s specific input and approach. The expectation is that the answers will address two of the challenges and develop a plan that clearly indicates actions, timeframes and KPIs. Develop the presentation.

7. Building resilience takes time and purposeful behaviours, thoughts and actions. a. Brainstorm and list the practices that build resilience. ▪ Connection ▪ Trusted relationships ▪ Wellness ▪ Disciplined self-care ▪ Healthy thinking ▪ Emotional self-control ▪ Goal clarity ▪ Direction and meaning b. Discuss behaviours you would recommend to help a friend ‘bounce back’ from losing their job because of a company merger. Discussion focuses on the circumstances the friend can alter, modify and learn from to develop and strengthen resilience through: ▪ Healthy thinking ▪ Emotional self-control ▪ Goal clarity, direction and meaning ▪ Disciplined self-care ▪ Positive self-talk, reframing and visualisation. c. Critically evaluate this statement. ‘The past is there to learn from, not to dwell on’. Reflection on the past and open-mindedness allows understanding of situations and learning from actions that facilitated coping. Adaptability entails creative and optimistic use of the actions in future adverse, disruptive or upset situations to build resilience: ▪ Healthy positive thinking rather than negative filtering, personalising, catastrophising and polarising ▪ Rational decision making rather than over-confidence, anchoring, status quo and recallability traps in decision making d. Create a group presentation of your findings. Deliver presentation on any digital channel chosen by the lecturer.

8. Non-routine skills a. Identify the non-routine skills that enable an organisation to build resilience, adaptability and sustainability.

The non-routine skills are critical thinking, problem solving, decision making, collaboration and communication to enable adaptability and working in unexpected ways in response to uncertain and unpredictable conditions. b. Discuss the likely outcomes from the use of ‘What if … happens’ questions in conjunction with the application of the non-routine skills, data and information. Thinking about and planning proactively for new directions requires consideration of uncertainty and what may go wrong when making decisions. ‘What if … happens’ questions can lead to the anticipation and identification of emerging threats and risks when problem solving and making decisions about the: • design of preventative systems for unpredictable events • reorganisation of an organisation’s structure to pivot to new opportunities • reinvention of core processes to develop new products • allocation of ample resources to recover from chaotic and ambiguous situations • verification of supply chain resilience for volatile conditions • maintenance of strong and supportive relationships with key stakeholders.

CASE STUDY Adapt and thrive during uncertainty 1. Should Natalie have been prepared for the challenges ahead of time? Should the CEO? Sample answer. Broader picture question Yes organisations, companies and their CEOs should be prepared for unpredictable events and disruptions. Most of Australia was unprepared for disruptive events of this nature. Some organisations were much better prepared for example those with disaster preparedness plans. The degree to which an organisation should have been prepared for disruptions such as those for Covid-19 depends on many factors. In the case of the Not For Profit board the need for extensive disaster preparedness is limited as the consequences of disruption are minimal because the flexibility and geographic spread of the workforce (the board) acts to mitigate most disruptions. What is appropriate for one organisation is not so for another. 2. The Not for Profit Board worked well together. What abilities described in this chapter did the Board use to adapt and meet the challenges caused by the disruptions? Sample answer: Students to analyse and evaluate the board’s success in adapting to the challenges triggered by the unpredictable crisis ▪ Adapted to fit altered, unexpected circumstances – collaboration in extraordinary board meeting to determine action, board agreement to conduct weekly web conferences while wile preparations for the AGM were underway, and also to facilitate Business As Usual (BAU) ▪ Engaged with others along digital channels – electronic meeting, mailing lists, website, voting system ▪ Applied new strategies and techniques – electronic AGM, advised members of change, changed meetings to web conference and limited to 30 minutes Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

▪

▪ ▪

Changed behaviour to meet the new situation – coordination of tasks required in a technological solution, chairperson delivered address electronically, formal meeting schedule changed to fortnightly to allow the ‘off week’ meeting slot to be used for working groups to advance project. Made decisions, implemented actions and focussed energy on things that could be controlled. Blending of formal and informal communications.

3. a. What challenges are posed by meetings that change between formal, informal and working party? Part A Sample answer: Students to differentiate broad role of each type of working party. Boards are strategic. ▪ Operational discussion initially facilitates the scoping of strategy, ensuring practicable outputs and objectives. ▪ Too much operational discussion consumes the limited time for strategic discussion. The board can become ‘bogged down’ in minutiae. ▪ Boards have formal responsibilities to discharge. Minutes of meetings capture these responsibilities. ▪ Meetings that drift between operational and strategic can have ‘muddled’ minutes that are difficult to record accurately. b. Speculate the likely common difficulties Callum and others experienced when participating in virtual meetings. Part b. Sample answer: Students to recall information that covers some of the following points. ▪ delays in start of the meeting ▪ different time zones ▪ problems with the technology ▪ distracted by other things such email, instant messenger, Facebook and others ▪ background noise unless wearing earphones ▪ not knowing who is in the meeting, who is speaking and having difficulty in getting a word in ▪ asking a question and nobody answers especially when asking for volunteers or someone to take an action ▪ conference call or virtual meeting goes on for too long, concentration level tends to drop, eats into time for other commitments 4.Which of the Covid-19 communications working methods should the board keep post quarantine? Why? Sample answer: Analysis and evaluation The stop gap and workarounds in place now are in some(many) cases superior to what the board used to employ. The technological solutions post quarantine will help to overcome the limitations of physical distance, time and commitments of the members For example use of: ▪ teleconferences through facilities borrowed from a local university ▪ formal meetings and Chairperson’s AGM address delivered electronically. ▪ communication to membership electronically Copyright © 2021 Pearson Australia (a division of Pearson Australia Group Pty Ltd) – 9780655703778 / Dwyer / Communication for Business and the Professions: Strategies and Skills, 7e

▪ ▪ ▪

technological solution for coordination of the tasks to electronic mailing lists, the website, a voting system and other tasks weekly web conferences for communication and planning as well as facilitating Business As Usual (BAU) formal meetings scheduled electronically fortnightly to allow the ‘off week’ electronic meetings slot to be used for working groups to advance projects

Refer to Daniel’s working paper for explanation of how the changed communications and work patterns of the board led to improvements in communication and productivity. 5.Given the rapid and large-scale shift across many industries towards working remotely what do you think is the role of Government in facilitating public communication during crisis? How does this translate into government responsibility for ensuring universal communications infrastructure? Sample answer: A Big question for critical thinking and evaluation in terms of: the approach of government and private industries ▪ governments are responsible for the health of people and the economy ▪ Covid-19 recovery required robust and universal communications infrastructure ▪ where the private sector cannot or will not provide such infrastructure, Government intercession is indicated ▪ consideration of different approaches with humanist and economic at the forefront. 6. How might the key points in Daniel’s working paper and the shorter and more frequent board meetings support social interactions and connection as well as task behaviour? Sample answer: Synthesis and evaluation Students to synthesise and evaluate ideas from the key points in the working paper and the concept of shorter and more frequent meetings ▪ Increased frequency of communication increases the sharing of information, decision making and problem solving ▪ Decreased duration of communication respects time of colleagues for other tasks, reflection, planning and commitments ▪ Increase in efficacy of communication produces desired or intended results even given the challenges of technology ▪ Blending of formal, informal and working-party elements during meetings allows board members to focus on tasks in formal connections and to share in informal connections interests, information and social interactions that are supportive, responsive and inclusive ▪ Ability to convene meetings rapidly once a common platform had been selected for web conferencing enables projects to be started (or problems addressed) with a meeting touchpoint, scheduling of check-ins and provision of timely feedback ▪ Ability to leverage to common platform for ad hoc tasks and works allows board members to engage remotely in the interdependent socioemotional and task behaviours ▪ Ease of introducing guests to meetings because of the guests’ general level of competency in web conferencing platforms.