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Communicating For Results A Guide For Business And The Professions 11th Edition Cheryl Hamilton - Solutions

Compare the four ethical rules and/or the ethics traps from this chapter to Walmart’s bribery incident in Mexico. How did this incident affect the company’s ethical standards and the faith employees, customers, and investors have in Walmart? In what ways was Walmart obligated to fit in with the
How do companies like Walmart use one-way, circular, and/or transaction communication?What specific advice would you give Walmart executives to improve their communication with employees, customers, and/or the general public?
6. Unit IV Activity: Now that you have studied the content of this chapter, go back to Unit IV (p. 300) and reread the Real-Life Case of Madoff’s Ponzi scheme and the role of Markopolos.a. In groups of three to seven, show your knowledge of written communication by discussing your answers to the
5. Informative Activity: In teams, prepare a 200- to 300-word informative report on a topic you deal with regularly.Prepare a formal copy of the report with visual aids to turn in to your professor. Also, write a tweet to announce the report to your classmates. Be prepared to present your report
4. Persuasive Activity: In teams, select a problem on campus or in the community. Research the problem and prepare a persuasive report with recommendations including the following:a. Prepare a formal copy of the report to turn in to your professor.b. Also, plan and produce a 3- to 4-minute video on
3. Email Activity: In small groups of four, read the email below received by a professor and complete the following:a. Make a list of everything that is wrong with the email;b. Rewrite the email the way the student should have written it; andc. Write an email response that the professor
2. Resume Activity: Divide into groups of four to six members. Each member should prepare a conventional, paper resume and print enough copies for each person in the group. As a group, look at each resume and do the following:a. Select the two that are the most likely to grab the immediate
1. Career Activity: In small groups, have each group member bring three or four email messages received either at home or at work. At least one of these email messages should be one that caused the member to get angry or be confused. As a group, read through all the email samples and select one
Summarize guidelines for planning and writing to persuade—especially planning, outlining, and writing various types of persuasive reports.
Pinpoint guidelines for planning and writing to inform—especially planning, outlining, and writing various types of informative reports.
Discuss guidelines for writing effective resumes including conventional, electronic, web, and social media resumes.
Determine the five functions of effective written communication, and list specifics on writing successful email messages, tweets, videos, and letters.
6. Unit IV Activity: Now that you have studied the content of Chapter 13 on Persuasive Presentations, go back to Unit IV (p. 300) and take another look at the Real-Life Case that deals with Markopolos. Show your knowledge by completing the following:a. In groups of three to seven, answer the
5. Career Activity—Using Presenter View: In groups of two to four, select a persuasive speech topic of interest to all members and prepare a mini outline that includes the title, position statement, and main arguments organized into a specific persuasive pattern and complete the following:(1)
4. Watch the MindTap persuasive video for We Must Save NASA! and read the outline of the presentation on pages 400–403. In small groups, discuss answers to the following:(1) Take each part of the speech—introduction, body, and conclusion—and discuss Joe’s strengths and weaknesses (include
3. Career Activity: In small groups, discuss the types of fallacious reasoning included in the box on page 386 to make sure everyone is clear on all seven of them. Next, locate several local newspapers, at least one national newspaper like the Wall Street Journal, and several articles on company
2. Career Activity: In small groups, discuss the use of logos and ethos in presenting a persuasive presentation in the workplace. Identify two key pointers for each factor that you think would be the best advice for employees new to the workplace. Be sure to discuss the different ways to cite
1. In groups of four to seven, pick a good topic for a persuasive presentation. Determine the following:(a) a well-worded position statement; (b) the organization pattern that would work best with your topic and why; (c) at least two specific ways to create audience involvement with your topic—be
Identify three characteristics found in successful team presentations, and suggest several tips for handling Q&A (questions and answers).
List the steps for preparing a persuasive speech, and describe each of the following persuasive organizational patterns: claim/reasons, causal, problem–solution,criteria satisfaction, comparative advantages, and motivated sequence.
Briefly describe each of the four factors/theories necessary to make your presentations persuasive, and pinpoint at least two practical tips each factor/theory provides the persuasive speaker, including the four methods of citing evidence in a presentation.
Explain the meaning of persuasion, and the different types of persuasive presentations.
4. Unit IV Activity: Now that you have studied the content of Chapter 12 on Verbal and Visual Supporting Materials, go back to Unit IV (p. 300) and take another look at the Real-Life Case that deals with Markopolos. Show your knowledge by completing the following:a. In groups of three to seven,
3. Career Activity: Select a manuscript of a recent business presentation printed in the Vital Speeches.If your library does not carry this magazine, look for it in EBSCOHost, Military and Government database.In groups of three to five, discuss what visual aids the speaker could have used with
2. Speech Activity: Each student should prepare one or two quality PowerPoint slides they plan to use in their next presentation. Print a copy of each visual to share with others. In small groups, critique the slides from each group member, covering at least three items that make the slide
1. Career Activity: In small groups, go to EBSCOHost and click on the Military and Government Collection, and look for a business presentation that the group likes from a recent Vital Speeches magazine.Each group member should read the speech looking for examples of each type of supporting
Pinpoint major guidelines for effective use of PowerPoint.
List and briefly discuss suggestions for designing visuals, including tips for text visuals, graphic visuals, general design principles, and color.
Identify important guidelines for selecting visual aids, including what mistakes to avoid, how many visuals to use, and appropriate size and typeface.
Discuss the benefits of using visual aids in a presentation and list several types of effect visuals.
Identify with dos and don’ts the following supporting materials used in quality presentations: explanations, comparisons, illustrations, examples, statistics, and expert opinions.
Unit IV Activity: Now that you have studied the content of Chapter 11 on Informative Presentations, go back to Unit IV (p. 300) and take another look at the Real-Life Case that deals with Markopolos. Show your knowledge by completing the following:a. In groups of three to seven, answer the Chapter
Delivery Activity: Review Impromptu speaking on page 328. In small groups or as a class, practice good delivery by giving an impromptu presentation lasting from one to two minutes. Have someone keep time.a. Take the topics generated in Activity 7 (each topic should be on single strip of paper).b.
Impromptu Activity: In small groups write as many impromptu topics as you can in 15 to 20 minutes.Topics can be humorous or serious (keep them clean) and should be general enough to relate to everyone in your group or class. When finished, check your topics for clarity and spelling then write or
Speaker Notes Activity: In small groups, discuss the difference between an outline and speaker notes. Share experiences on what you have used for notes in past presentations over the years and how successful or unsuccessful they were. As a group, take a position on the best way to use notes and be
Myth or Fact Activity: In small groups, discuss the Myth or Fact statements in the margins of this chapter coming to complete agreement on the best answer for each. Do your answers agree with the comments in the text? If not, be prepared to defend your position by giving examples when possible.
Brainstorming Activity: In groups of three or five, brainstorm at least five possible informative speech topics for each of these general headings:business, education, sports, social issues, how-to topics, relationships, ethics, and health.When finished, read through the list of topics in Figure
Vital Speeches Activity: In small groups, go to EBSCOHost and click on the Military and Government Collection, and look for an informative speech that the group likes from a recent Vital Speeches. After reading the speech, complete the following:a. Make an outline of the speech determining which
Career Activity: In small groups, take the most interesting speech outline from career activity 1 and have half of the group prepare an introduction for the speech, and half of the group prepare a conclusion for the speech. Make sure that you include all the steps that are usually found in an
Career Activity: In groups of three to five, select four business-related topics for informative speeches.Select the topic that the group thinks would make the best business-related speech and complete the following:a. Create several possible main points that might be included.b. To show your
5. Unit III Activity: Now that you have studied the content of this chapter, go back to Unit III (p. 194) and reread the Real-Life Case on Amazon.a. In groups of three to seven, show your knowledge of communication in groups by discussing your answers to Chapter 10 questions on page 196.b.
4. In groups of three to five discuss the leadership style that is exhibited by your instructor (or an assistant)in this class. Think of specific examples to support your choice of leadership style. In your discussion, compare the style from this class to the style used by a professor in another
3. Think of the small group activities you have completed in this class. Form a discussion group of three to five people and have each individual member offer two scenarios with contrasting leadership styles and how the other group members responded. As a discussion group, select your two favorite
2. Career Activity: In groups of three to five, complete the following: Discuss the task and maintenance functions that are used by successful workplace teams and pick two from each category that if absent would cause serious group problems. Discuss the dysfunctional behaviors listed on pages
1. Career Activity: Ask five to seven people to form a circle in the middle of the room with one or two persons to sit behind and slightly to the right or left of each of the members in the inner circle. Assign each person in the inner circle a task or maintenance function—place a folded card
Identify the leader’s responsibilities during a team meeting.Andersen Ross/Getty Images
Describe each of the different approaches to leadership described in this chapter and explain what contribution each makes to the person learning to be an effective leader.
Define task, maintenance, and dysfunctional roles as used by effective team participants, and briefly list and explain the group behaviors that fall under each category.
Summarize the communication skills needed by effective team members and why these skills are so important.
5. Unit III Activity: Now that you have studied the content of this chapter, go back to Unit III (p. 194) and reread the Real-Life Case on Amazon.a. In groups of three to seven, show your knowledge of problem solving in teams by discussing your answers to the Chapter 9 questions on pages
4. Based on the content in this chapter, imagine that you are speaking at the orientation for new students next fall. Outline the top three topics that you would include in the body of your training session. You only have five minutes for the training and you want to help students be successful in
3. Career Activity: Assume that someone in your organization must be transferred to a branch store and that the decision as to who will be transferred has been left to the employees. The branch store is 85 miles from your current store, and all jobs in this organization are considered functionally
2. In small groups, practice brainstorming by listing the qualities you look for in a teacher—stop at the end of 2 minutes. Count your list and compare its length with other group’s lists. Discuss which of the rules for effective brainstorming gave your group the most trouble and why. Discuss
1. In small groups, practice writing good discussion questions by first evaluating what is wrong in each of the following discussion questions and then rewriting each question to conform to the guidelines in this chapter.a. Should our campus build a new parking garage or ban student cars from the
Briefly summarize these group formats: roundtable, panel, symposium, and forum.Phovoir/Shutterstock.com
List the steps of the basic problem-solving procedure, including how to use criteria correctly in step 5, and determine which steps are the most crucial to successful problem solving.
Briefly describe the seven characteristics of successful problem-solving teams, and determine which ones are normally the most important and why.
Define the term small group, and list the uses and values of teams in the effective organization.
5. Unit III Activity: Now that you have studied the content of Chapter 8 on The Employment Interview, go back to Unit III (p. 194) and reread the Real-Life Case on Amazon.a. In groups of three to seven, show your knowledge of interviewing by discussing your answers to the Chapter 8 questions on
4. Career Activity: In small groups and without looking at the answers ahead of time, complete the Awareness Check on page 247. Try to come to a group agreement on each question. When finished, check your answers with those provided at the end of the text. As a group, discuss those questions that
3. Career Activity: In small groups, select five interview questions (three included in this chapter and two that you create) and write both good and bad answers to each question. Be prepared to explain what makes each answer either a good or a bad one. Then, break into pairs and practice asking
2. Career Activity: Form into groups of four or six then further divide into teams of two. Each person should prepare a resume (perhaps the one from Activity #1)or list of education, work experiences, and desired job or career. Exchange lists/resumes and plan three standard and three behavioral
1. Resume Activity: In groups of three to five, each member should prepare a personal Conventional Resume following the guidelines found in this chapter.There are also multiple resume books in your library to give you samples.a. Make sure the information in each resume is true and updated for
Summarize important suggestions for interviewers when conducting an interview, especially how to know which interview questions are lawful and which are not.
Identify the phases of a successful interview, and discuss what an interviewer should include in each phase.
Summarize suggestions for interviewees when preparing for an interview, including creating the right impression, handling different types of interviews, answering tough standard and behavioral questions, and asking the interviewer appropriate questions.
Identify the basic methods for successful job hunting, including locating specific jobs; preparing a conventional, electronic (ASCII), web (HTML), and a social media profile/resume; and writing a powerful letter of application.
6. Unit III Activity: Now that you have studied the content of Chapter 7 on Basic Information for All Types of Interviews, go back to Unit III (p. 194) and take another look at the Real-Life Case about Amazon.Show your knowledge by completing the following:a. In groups of three to seven, answer the
5. Career Activity: In small groups share personal experiences or stories of people you know who have asked for raises. In addition, find at least one article on asking a supervisor or manager for a raise. Decide on the best answers to the following questions:(a) What questions and techniques work
4. Career Activity: Watch the video for the MindTap Skype video on page 203. Note that there are three different “takes” for this situation. In groups of three to five, complete the following:a. Discuss the specific differences between the first two takes of the Skype interview which had
3. Quality Questions Activity: In groups of four to six people (use an even number if possible), prepare two quality questions for each type listed on pages 207–211—one question for each type may come from the text; the other questions should be created by the group. Keep in mind that most
2. Practice Activity: Use your same group from Activity#1 above. Once you feel comfortable with questions to ask during an information-seeking interview(see Activity 1 above), conduct one interview with a member of your group and at least one interview with a professional from your community or
1. Information-Seeking Activity: In groups of four to seven, develop a list of five or more quality interview questions that could be asked in an informationseeking interview. Select a specific job (such as sales associate or waiter) and a category into which the questions would fit (e.g.,
List at least five tips on how to answer questions effectively during an interview.
Briefly summarize the methods for organizing interview questions and when each is most effective: the funnel, inverted funnel, hourglass, and diamond sequences.
Briefly list the types of questions used in an interview and where each fits on a continuum from “interviewer control” to “interviewee control.”
Identify and briefly describe the three phases of an effective interview.
Define the term interview; list the 10 most common types of interviews; and suggest at least two guidelines for effective use of each.
8. Unit II Activity: Now that you have studied the content of Chapter 6 on Anxiety, Technology, and Other Communication Obstacles, go back to Unit II(p. 102) and take another look at the Real-Life Case that deals with engineer Bill LeMessurier and the Citigroup Center tower in New York City. Show
7. LinkedIn Activity: In groups of three to five with at least one member having a LinkedIn Profile (if possible), discuss the following:a. Which information about preparing a LinkedIn Profile did you find the most valuable? Why? Do those of you with a profile agree?b. Whether you have a profile or
6. Self-Nudging Activity: Amy Cuddy in her book, Presence(2015) and in her TED talk on "Power Posing"knows the power of positive imagery. However, she warns that a problem some people have in using selfaffirmations or positive statements discussed in this chapter, is that they try to take too large
5. Positive Imagery Activity: In groups of four or five, write a positive imagery exercise using the one on page 168 as a guide.a. Begin by reading the exercise out loud.b. Make a list of the elements of giving a presentation that usually cause your group members the most anxiety, such as eye
4. Confidence Activity: To improve your speaker confidence using positive imagery, divide into small groups and complete the following:a. Based on the chapter information on situational and trait anxiety, have each member write three to five positive statements that relate to speaking skills or any
3. Harassment Activity: Sexual harassment and bullying can occur via email and social networking sites. In small groups of three to five, share cases of electronic harassment or bullying of which you are aware. Using the suggestions for handling such problems that are listed in this chapter and by
2. Career Activity: In small groups, use graph paper to draw two creative geometric shapes equal in difficulty to those found in Figure 6.2. Your task is to use the rules for giving effective instructions presented in this chapter to explain how to draw each shape in 5 minutes or less. Practice on
1. Technology Activity: In groups of five to seven people, make a list of all the technology (such as social media sites, YouTube, and email) that people in your group use to communicate (a) with friends and family, (b) in class and training situations, and (c) in the workplace. As a group, rank
Briefly describe each of the following obstacles to communication, and list at least two practical tips to correct each obstacle: vague instructions, jumping to conclusions, bypassing, and sexual harassment.Charlie Schuck/Photodisc/Jupiter Images
Identify specific ways that technology has changed the way we communicate, and list tips for successfully communicating using different types of technology.
Define the terms situational anxiety and trait anxiety, identify which type anxiety gives you the most problems, and list several specific tips for managing each type of anxiety and which ones seem the best for you.
7. Unit II Activity: Now that you have studied the content of Chapter 5 on Nonverbal Communication, go back to Unit II (p. 102) and take another look at the Real-Life Case that deals with engineer Bill LeMessurier and the Citigroup Center tower in New York City.Show your knowledge by completing
6. Touch Activity: Watch the video on MindTap (see page 129) about Carolyn, a professional lawyer, who is a touch-apprehensive person. Carolyn gives six examples of situations involving touch that make her uncomfortable. In small groups complete the following:a. Discuss the video and Carolyn's
5. Career Activity: The first impressions you make when interviewing for a job are based mainly on nonverbal communication. Before meeting in small groups of three to five, take the First Impressions Quiz from Quintessential Careers (Hansen, 2016)at
4. Career Activity: In groups of two to four people, take another look at the information given in this chapter for greeting and sharing business cards in Japan. Search YouTube for a video of the proper way to share cards and/or conduct a brief Internet search for additional information. Then, in
3. Nonverbal Behavior Activity: In pairs or small groups consider the answers to the following questions and be prepared to share them:a. List the nonverbal behaviors you consider to be the most valuable in the college classroom?Share personal experiences;b. List the nonverbal behaviors you think
2. Career Activity: In groups of two to five, do some extra research on business casual dress in the workplace.Find at least three articles from a Google search and a search of library and college databases such as EBSCOhost and see what specific clothing suggestions you can find. Also, interview
1. Gesture Activity: In small groups of three to seven, make a list of the major gestures used as emblems in the United States. Then using Google, research databases available through college and city libraries, or books such as Gestures: The Do’s and Taboos of Body Language Around the World by
Identify how to improve your nonverbal skills through immediacy behaviors, expectancy violations theory, and effective habits.
Describe the role that nonverbal symbols and culture shock play in international business transactions and what can be done to minimize any negative effects.
List and discuss the major types of nonverbal communication in the workplace and the cultural differences found for each type.
Define and explain the term nonverbal communication and how it differs in each of the three cultural levels:technical, formal, and informal.

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