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Business communication polishing your professional presence 2nd edition shwom test bank

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About our authors

Barbara Shwom, PhD, is Professor of Instruction in Writing at Northwestern University, where she teaches in the Weinberg College of Arts and Sciences, Kellogg School of Management, and McCormick School of Engineering and Applied Science. For more than 30 years, she has designed and taught communication courses that have influenced this textbook, including Writing in Organizations, Communicating Complex Data, Engineering Design and Communication, and How to Become an Expert in Roughly 10 Weeks.

Professor Shwom’s teaching at Northwestern has been recognized by both an outstanding teacher award and an appointment as a fellow of Northwestern’s Searle Center for Advancing Teaching and Learning. Professor Shwom has gained industry experience as the managing principal of Communication Partners, a consulting practice that works with clients from a range of industries, including biotechnology, high tech research and development, pharmaceuticals, management consulting, market research, financial services, engineering and consumer products.

Professor Shwom’s research interests include evolving genres of business communication, visual communication of data, and methods of persuasion. In addition to many articles, she is also the coauthor of a textbook on graphics and visual communication for managers. She currently sits on the Board of Directors of the Association for Business Communication and the editorial review board of Business and Professional Communication Quarterly and has served as president for both the Association for Business Communication and the Association of Professional Communication Consultants.

Lisa Gueldenzoph Snyder, PhD, is a Professor and the Chairperson of the Department of Business Education in the College of Business and Economics at North Carolina Agricultural and Technical State University in Greensboro. She earned a doctorate in Higher Education Administration from Bowling Green State University in Ohio, where she also received a master’s degree in Business Education. Her Bachelor’s in Business Education is from Northern Michigan University.

Dr. Snyder is widely published in journals such as, The Business Communication Quarterly, Journal of Business Communication, Business Education Digest, The Delta Pi Epsilon Journal, and NABTE Review. She regularly presents sessions on business communication and instructional practices at local, regional, and national professional development events, workshops, and conferences. Dr. Snyder received the Meada Gibbs Outstanding Teacher Award from the Association for Business Communication, and the Distinguished Alumni Award from the Business Education program at Bowling Green State University. She also has received the Innovative Instructional Practices Award from Delta Pi Epsilon, the Distinguished Service Award from the Ohio Business Teachers Association, and the Collegiate Teacher of the Year Award from both the North Carolina Business Education Association and the Southern Business Education Association.

Dr. Snyder is the 2018 President of the Association for Business Communication and has served as the National President of the Association for Research in Business Education, the Research Coordinator for the National Association for Business Teacher Education, and the Past-Chair of the Policies Commission for Business and Economic Education. She is also actively involved with the National Business Education Association.

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3 A01_SHWO7660_01_SE_FM.indd Page 3 11/01/16 9:42 PM f-w-155-user CANADIAN EDITION Business Communication Polishing Your Professional Presence Barbara Shwom Northwestern University Lisa Gueldenzoph Snyder North Carolina A&T State University Liz Clarke Centennial College With contributions from Julia M. Lewis Satov and Julie Hamilton Toronto

4 A01_SHWO7660_01_SE_FM.indd Page 4 11/01/16 9:42 PM f-w-155-user Editorial Director: Claudine O Donnell Acquisitions Editor: Jennifer Sutton Marketing Manager: Euan White Program Manager: Emily Dill Project Manager: Susan Johnson Developmental Editor: Lise Dupont Production Services: Mohinder Singh, ienergizer Aptara, Ltd. Permissions Project Manager: Alison Derry Photo Permissions Research: Melody English, Integra Text Permissions Research: Renae Horstman, Integra Interior Designer: Anthony Leung Cover Designer: Anthony Leung Cover Image: Life On White/Getty images Vice-President, Cross Media and Publishing Services: Gary Bennett Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within the text. Original edition published by Pearson Education, Inc., Upper Saddle River, New Jersey, USA. Copyright [2015] Pearson Education, Inc. This edition is authorized for sale only in Canada. If you purchased this book outside the United States or Canada, you should be aware that it has been imported without the approval of the publisher or the author. Copyright [2017] Pearson Canada Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Canada Inc., Permissions Department, 26 Prince Andrew Place, Don Mills, Ontario, M3C 2T8, or fax your request to , or submit a request to Permissions Requests at Library and Archives Canada Cataloguing in Publication Shwom, Barbara Lynne, author Business communication: polishing your professional presence/barbara Shwom, Lisa Gueldenzoph Snyder, Liz Clarke. 1st Canadian edition. Includes index. ISBN (paperback) 1. Business communication. 2. Business writing. I. Snyder, Lisa Gueldenzoph, author II. Clarke, Liz, 1963, author III. Title. HF5718.S C V0SA ISBN 13:

5 A01_SHWO7660_01_SE_FM.indd Page 5 11/01/16 9:42 PM f-w-155-user Dedication To our husbands for their continued patience, and to our families for their enduring support. To our students for helping us be better teachers by challenging us to learn more every day. To our colleagues in our universities, in the Association for Business Communication, and in business for providing valuable feedback and insight. Barbara and Lisa To my students, who inspire me, teach me, and lead me into new ways of thinking about communication, technology, culture, and diversity. To my mother, the late Betty Clarke, who was the best teacher I ve ever known. To Letta, Vonda, Florence, Janet, Helen, George, and Charlie. My first instructors in diversity. To Freddie, my co-pilot throughout the preparation of this manuscript. Yes, we can go for a walk now. Liz Clarke

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7 A01_SHWO7660_01_SE_FM.indd Page 7 11/01/16 9:42 PM f-w-155-user About The Authors Barbara Shwom Barbara Shwom, Ph.D., is Professor of Instruction in Writing at Northwestern University, where she teaches in the Weinberg College of Arts and Sciences, Kellogg School of Management, and McCormick School of Engineering and Applied Science. For more than 30 years she has designed and taught communication courses that have influenced this textbook, including Writing in Organizations, Communicating Complex Data, Engineering Design and Communication, and How to Become an Expert in Roughly 10 Weeks. Professor Shwom s teaching at Northwestern has been recognized by both an outstanding teacher award and an appointment as a fellow of Northwestern s Searle Center for Teaching Excellence. Professor Shwom has gained industry experience as the managing principal of Communication Partners, a consulting practice that works with clients from a range of industries, including biotechnology, high-tech research and development, pharmaceuticals, management consulting, market research, financial services, engineering, and consumer products. Professor Shwom s research interests include evolving genres of business communication, visual communication of data, and methods of persuasion. In addition to many articles, she is also the co-author of a textbook on graphics and visual communication for managers. She currently sits on the editorial review board of Business Communication Quarterly and has served as president for both the Association for Business Communication and the Association of Professional Communication Consultants. Lisa Gueldenzoph Snyder Lisa Gueldenzoph Snyder, Ph.D., is a Professor and Chairperson of the Department of Business Education in the School of Business and Economics at North Carolina Agricultural and Technical State University in Greensboro. In addition to business communication, she teaches classes in computer applications and ecommerce. She earned a doctorate in Higher Education Administration from Bowling Green State University in Ohio, where she also received a master s degree in Business Education. Her Bachelor of Science in Business Education is from Northern Michigan University. Dr. Snyder is widely published in journals, such as the Business Communication Quarterly, Journal of Business Communication, Business Education Digest, The Delta Pi Epsilon Journal, and NABTE Review. She has made over 150 presentations at local, regional, and national professional development events, workshops, and conferences. Dr. Snyder received the Meada Gibbs Outstanding Teacher Award from the Association for Business Communication and the Distinguished Alumni Award from the Business Education program at Bowling Green State University. She has also received the Innovative Instructional Practices Award from Delta Pi Epsilon, the Distinguished Service Award from the Ohio Business Teachers Association, and the Collegiate Teacher of the Year Award from both the North Carolina Business Education Association and the Southern Business Education Association. Dr. Snyder is also an active member of the Association of Business Communication, Delta Pi Epsilon, and National Business Education Association. Liz Clarke Liz Clarke, MBA, has been a full-time faculty member at the School of Business, Centennial College, since August Professor Clarke is also the Coordinator for the Business Administration: Leadership and Management Advanced Diploma Program at the school. Over the last 15 years, Professor Clarke has focused on emerging educational and business technologies as well as trends in business communications across a variety of both graduate and undergraduate programs and courses. In 2014, she represented Centennial College at the coveted biennial CASE (Canadian Academics Studying Europe) conference. Hosted by the University of Applied Sciences and Arts, Northwestern Switzerland, CASE 2014 concentrated on European law, banking, governance, and migration and took place in Paris, Strasbourg, Stuttgart, Zurich, and Olten. In 2012, Professor Clarke was nominated by her students for Centennial College s prestigious Wicken Teaching Excellence Award. vii

8 A01_SHWO7660_01_SE_FM.indd Page 8 11/01/16 9:42 PM f-w-155-user viii About the Authors Professor Clarke has over 25 years experience working with clients in a wide range of industries, including research, financial services, information technology (IT), supply chain and logistics, and education, including the Ontario Institute for Cancer Research, the Ontario College of Art and Design, Armstrong Partnership LP, CIBC, the Canadian Urban Transit Association, and the Toronto Region Research Alliance. In 2015, she is a member of the International Association of Business Communicators (IABC). Professor Clarke holds a Master of Business Administration from the Rotman School of Management, University of Toronto, where she graduated with Dean s List Honours. She completed an Honours Bachelor of Arts degree at Brock University, where she won the J.H. and J.F. Harding Prize honouring Excellence in Theatre and Dramatic Literature (English).

9 A01_SHWO7660_01_SE_FM.indd Page 9 11/01/16 9:42 PM f-w-155-user Brief Contents Preface xvii Supplements xviii ACKNOWLEDGMENTS xix VISUAL WALK-THROUGH xx Part 1 Establishing Context and Basics 1 Becoming a Successful Business Communicator 2 2 Managing the Communication Process: Analyzing, Composing, Evaluating 26 Part 2 Working with Others 3 Who Am I? Understanding and Adapting Interpersonal Communication Styles 64 4 Who Are You? Understanding Intercultural Communication and Workplace Diversity 94 5 What Are the Tools and What Are the Rules? Communications Technologies in the Workplace How Can We Be Better, Together? Collaboration and Productivity 160 Part 3 Delivering Effective Messages 7 Communicating Routine Messages and Building Goodwill Communicating Persuasive Messages Communicating Bad News Messages 256 Part 4 Researching, Proposing, Reporting, and Presenting 10 Finding and Evaluating Business Information Preparing Business Reports and Proposals Preparing and Delivering Business Presentations 382 Appendix A Communicating Your Professional Brand: Social Media, Résumés, Cover Letters, and Interviews 431 Appendix B Questions to Ask about Key Communications Technologies 447 Appendix C Formats for Business Documents 453 Appendix D Documentation and Reference Styles 463 Glossary 479 References 485 Index 493 ix

10 A01_SHWO7660_01_SE_FM.indd Page 10 11/01/16 9:42 PM f-w-155-user Contents Preface xvii Supplements xviii ACKNOWLEDGMENTS xix VISUAL WALK-THROUGH xx Part 1 Establishing Context and Basics 1 Becoming a Successful Business Communicator 2 LO 1.1 Why should you study business communication? 4 Effective business communicators have a competitive edge in the job market 4 Communication skills will help you, and your employer, succeed 5 LO 1.2 Why is business communication challenging? 7 Business communication is a complex process 7 Barriers often block successful communication 8 Context adds to the complexity 9 Multiple audiences have different needs 9 Social media expands communication opportunities and responsibilities 10 LO 1.3 What characteristics do successful business communicators share? 10 Effective communicators are strategic 10 Effective communicators are professional 12 Effective communicators are adaptable 16 2 Learning Objectives in Review 22 Key Terms 22 Review Questions 22 Critical Thinking 23 Developing Your Communication Skills 23 Managing the Communication Process: Analyzing, Composing, Evaluating 26 LO 2.1 Why should you spend time analyzing? 28 Analyzing the purpose focuses the message 28 Analyzing the audience helps you meet their needs 30 Analyzing the content ensures a complete message 31 Analyzing the medium helps you choose the best delivery option 32 Ethics Ethics in Communication: Using O-A-R 34 LO 2.2 What is involved in composing? 34 Practising strategic time management 35 Technology Boost Your Brainpower: Become a Single Tasker 36 Organizing the message 37 Drafting the content 40 Designing a professional format and delivery 41 LO 2.3 How does evaluating improve your communication? 46 Revise content: Improve effectiveness 46 Edit for style and tone: Project a professional image 49 Culture Considering Culture in Business Communications 51 Proofread to increase your credibility 52 Review feedback to improve your communication strategy 54 Learning Objectives in Review 57 Key Terms 57 case study 58 Review Questions 59 Critical Thinking 59 Developing Your Communication Skills 60 x

11 A01_SHWO7660_01_SE_FM.indd Page 11 11/01/16 9:42 PM f-w-155-user Contents xi Part 2 Working with Others 3 Who Am I? Understanding and Adapting Interpersonal Communication Styles 64 LO 3.1 Why do you need to understand communication styles? 66 Understand that styles are adaptable 66 Define and understand your communications comfort zone 67 Culture How Can You Optimize Your Personal Communication Style at School? At Work? 69 Learn to adapt: Get out of your comfort zone 70 Ethics Photography and Audio and Video Recordings: Just Because You Can, Does It Mean You Should? 71 Technology Has Facebook Made You Fumble? Beware the Impact of Social/ Mobile Technologies on Face-to-Face Business Etiquette 73 LO 3.2 What listening skills will help you communicate better with others? 74 Hearing accurately 75 Comprehending and interpreting 76 Evaluating 79 Responding 79 LO 3.3 What speaking strategies will encourage others to listen to you and understand what you are saying? 80 Focus on your audience 80 Share the conversation 81 Use clear, unambiguous language 81 Support your message with appropriate nonverbal communication 81 Avoid upward inflection 82 Avoid language that triggers a negative response 82 Be aware of gender-specific communication styles 84 Apply ACE to support interpersonal communication skills 85 4 Learning Objectives in Review 87 Key Terms 87 case study 87 Review Questions 89 Critical Thinking 89 Developing Your Communication Skills 89 Who Are You? Understanding Intercultural Communication and Workplace Diversity 94 LO 4.1 Why do we need to study intercultural communication and workplace diversity? 96 Understand the impact of culture and diversity on communication 97 Know that each individual is unique 98 Develop a mindset of cultural intelligence 98 LO 4.2 What do you need to know to improve your cultural intelligence? 100 Understand how cultures differ 100 Ethics Speak My Language: Learn and Preserve Your Languages 102 Integrate communication style and culture: The Lewis model of cultural types 105 Be aware that common language does not equal common meaning or culture 106 Develop strategies that help you communicate interculturally 107 LO 4.3 How can you make your communications inclusive? 109 Develop a mindset of inclusion 109 Learn the art of respectful inquiry 116 Culture When the Questions Say More Than the Answers 117 Use ACE to navigate diverse and intercultural situations 119 Learning Objectives in Review 121 Key Terms 121 case study 121 Review Questions 123 Critical Thinking 123 Developing Your Communication Skills 124

12 A01_SHWO7660_01_SE_FM.indd Page 12 11/01/16 9:42 PM f-w-155-user xii Contents 5 What Are the Tools and What Are the Rules? Communications Technologies in the Workplace 128 LO 5.1 Why is an understanding of communications technologies important? 130 Understand media richness theory (MRT) 130 Consider a few basics about using communications technologies 131 Ask important questions about technology tools 134 LO 5.2 What are the main functions of communications technologies? 136 Use distribution tools to share information 136 Use networking tools to discuss, build community, and expand connections 140 Technology When Complaints Go Viral 142 Use collaboration tools to work virtually with others 142 Culture Assumptions and Access 146 LO 5.3 What are the best practices of experienced virtual communicators? Conference calls 148 Virtual meetings and videoconferences 150 Webinars (mass audience) 151 Social media Learning Objectives in Review 154 Key Terms 154 case study 154 Review Questions 155 Critical Thinking 155 Developing Your Communication Skills 156 How Can We Be Better, Together? Collaboration and Productivity 160 LO 6.1 How do you communicate effectively as part of a team? 162 Create a team charter 162 Give the team time to develop 164 Ethics Team Dynamics = Team Ethics? 165 Plan for effective meetings 166 Be a valued team member 167 LO 6.2 How can working on a team help you develop leadership skills? 169 Identify and practise key leadership fundamentals 169 Use conflict management to help develop leadership skills 170 LO 6.3 What are some key aspects of high-performance team collaboration? 175 Enhance productivity with virtual best practices 175 Technology Social Collaboration: Taking the Team Online 177 Develop the c factor in your team 178 Culture The Second Hour : Creating a C Factor Team Culture 179 Use a peer coaching model for feedback 180 Learning Objectives in Review 184 Key Terms 184 case study 184 Review Questions 185 Critical Thinking 186 Developing Your Communication Skills 186 Part 3 Delivering Effective Messages 7 Communicating Routine Messages and Building Goodwill 190 LO 7.1 How do you compose messages containing questions and requests? 192 Decide between a direct or an indirect message 192 Provide reasons for the request 193 Adopt the receiver s perspective and include audience benefits 193 Conclude with gratitude and a call for action 195

13 A01_SHWO7660_01_SE_FM.indd Page 13 11/01/16 9:42 PM f-w-155-user Contents xiii LO 7.2 How do you compose informational messages? 197 Reply to questions with a direct answer 197 Respond to customer requests by creating goodwill 197 Highlight key points in confirmation messages 199 Organize routine announcements so they are easy to skim 199 Format instructions so readers can easily follow the steps 200 Ethics Is Blind Courtesy Copy (BCC) Like Spying? 201 Use your own templates to save time and reduce errors 203 Technology Raise Efficiency and Accuracy with Clipboard Manager Software 204 LO 7.3 What kinds of messages build goodwill in business relationships? 204 Culture Routine Messages and Corporate Culture: How Can You Get It Right? 205 Thank you messages 206 Congratulatory messages 207 Sympathy messages 208 For-your-information messages 208 LO 7.4 How can you use social media to build goodwill in business? 210 Provide quick responses to questions and concerns 210 Build real-time goodwill by creating community with social media Learning Objectives in Review 214 Key Terms 215 case study 215 Review Questions 217 Critical Thinking 217 Developing Your Communication Skills 218 Communicating Persuasive Messages 222 LO 8.1 How can the ACE process help you persuade your audience? 224 Analyzing helps you plan your message 224 Composing implements the persuasive plan 228 Evaluating helps you review the draft for effectiveness 228 LO 8.2 What are the basic elements of persuasion? 229 Building credibility 230 Culture Adapting Persuasive Appeals 231 Constructing a logical argument 231 Appealing to your audience s emotions 234 Ethics Is Being Persuasive Like Being Dishonest? 235 LO 8.3 What types of business messages require persuasion? 238 Recommendations for action 239 Sales messages 240 Technology Composing a Persuasive Recommendation with Presentation Software 242 Social media: Indirect persuasion 246 Persuasion helps you motivate others Learning Objectives in Review 250 Key Terms 250 case study 250 Review Questions 252 Critical Thinking 252 Developing Your Communication Skills 252 Communicating Bad News Messages 256 LO 9.1 How does the ACE process help you deliver bad news effectively? 258 Analyzing and planning bad news messages 258 Technology Can You , Text, or Tweet Bad News? 262 Using effective strategies to compose bad news messages 263 Evaluating bad news messages 268 Checking cultural assumptions about delivering bad news 269

14 A01_SHWO7660_01_SE_FM.indd Page 14 11/01/16 9:42 PM f-w-155-user xiv Contents Culture Gaining Intercultural Perspective on Bad News 270 LO 9.2 What types of bad news messages are common in business? 271 Denying customer claims 271 Acknowledging mistakes or problems 272 Ethics To Apologize... or Not to Apologize 273 Communicating negative change 273 LO 9.3 How can you control the spread of bad news through social media? 275 Having a plan in place 275 Technology From Hashtag to Bashtag 275 Learning Objectives in Review 279 Key Terms 279 case study 279 Review Questions 281 Critical Thinking 282 Developing Your Communication Skills 282 Part 4 Researching, Proposing, Reporting, and Presenting 10 Finding and Evaluating Business Information 286 LO 10.1 How do you determine what information you need? 288 Analyze the research question and topic 289 Identify audience concerns and needs 290 Establish the scope of the research 291 Define research activities 291 Culture Blurred Lines? 292 Develop a work plan 293 LO 10.2 How do you conduct and evaluate research in print and online sources? 295 Gather relevant print and electronic files 295 Search the web strategically 295 Technology Going beneath the Surface of the Web 297 Use an online index or database to find articles and business data 298 Use a library or bookseller to find relevant books 299 Follow leads in reliable sources 299 Evaluate your sources for credibility 299 LO 10.3 How do you conduct and evaluate primary research? 300 Conduct survey research to gather information that is easy to compare 302 Conduct interview research to gather in-depth information 306 Conduct observational research to understand how people act 308 Ethics How to Be an Ethical Researcher 309 LO 10.4 How can you use social media in your research? 310 Search for experts 311 Post questions to your network and beyond 311 Share information 311 Gather anecdotal evidence 312 LO 10.5 How can you effectively organize the results of your research? 312 Build your reference list as you research 312 Organize documents and notes on your computer and in the cloud 313 Organize your findings by research questions 315 Learning Objectives in Review 319 Key Terms 320 case study 320 Review Questions 321 Critical Thinking 321 Developing Your Communication Skills 322

15 A01_SHWO7660_01_SE_FM.indd Page 15 11/01/16 9:42 PM f-w-155-user Contents xv 11 Preparing Business Reports and Proposals 326 LO 11.1 How can ACE help you write a business report? 328 Analyze to understand the purpose and report type 328 Analyze to understand the audience s needs 328 Analyze to choose the best medium 329 Compose your report to meet audience expectations 329 Compose using an objective and easy-to-read style 330 Evaluate by reviewing on your own and getting feedback from others 331 LO 11.2 How should you structure typical business reports? 332 Progress reports 332 Travel reports 332 Formal reports 332 Technology Using Software Features to Help Format Formal Reports 335 LO 11.3 How do you prepare an effective proposal? 350 Understand the problem and propose a well-balanced solution 351 Identify the appropriate type of proposal 351 LO 11.4 How do you properly respond to a request for proposal? 354 Structure an RFP proposal like a formal report 354 Follow specified guidelines when responding to RFPs 355 Use proposal-writing software to increase efficiency 358 Culture Proposals for a Non-Canadian Audience: Extra Research Is Required 359 LO 11.5 How do you integrate visuals into reports? 360 Choose the best form of display: table or graph 360 Choose the best type of graph 360 Design graphs and tables to communicate 363 Integrate data displays within the text 365 Ethics Representing Data Ethically 366 LO 11.6 How should you document your research? 368 Determine what needs to be documented 368 Prepare the documentation 369 Learning Objectives in Review 372 Key Terms 372 case study 373 Review Questions 374 Critical Thinking 374 Developing Your Communication Skills Preparing and Delivering Business Presentations 382 LO 12.1 What do you analyze when planning a business presentation? 384 Analyze your purpose and outcome: Why? 385 Analyze your audience: Who? 385 Analyze your message: What? 386 Analyze your setting: Where? 387 Analyze your medium options: How? 387 LO 12.2 How do you compose the presentation? 388 Identify the type of presentation 388 Organize the content 388 Create a storyboard 393 Develop a template 395 Design individual slides 397

16 A01_SHWO7660_01_SE_FM.indd Page 16 11/01/16 9:42 PM f-w-155-user xvi Contents Evaluate your slides in a practice session 398 Technology PowerPoint Tip: Use Hyperlinks to Customize Presentations 405 Create effective handouts 405 LO 12.3 How do you deliver and evaluate the presentation? 407 Set the stage 407 Culture Meeting Audience Expectations 408 Control your body 410 Use your voice effectively 410 Present your visuals effectively 411 Coordinate with your team 411 Ethics Plagiarism or Repurposing? 412 Evaluate the audience s response 413 LO 12.4 How do you handle questions and answers? 413 Plan for a question-and-answer (Q&A) session 414 Answer questions skillfully 415 LO 12.5 How do you adapt your approach for online presentations? 416 In a live online presentation, manage the audience experience 416 In a podcast, provide content that offers lasting value 417 Learning Objectives in Review 421 Key Terms 422 case study 422 Review Questions 426 Critical Thinking 426 Developing Your Communication Skills 427 Appendix A Communicating Your Professional Brand: Social Media, Résumés, Cover Letters, and Interviews 431 Appendix B Questions to Ask about Key Communications Technologies 447 Appendix C Formats for Business Documents 453 Appendix D Documentation and Reference Styles 463 Glossary 479 references 485 Index 493

17 A01_SHWO7660_01_SE_FM.indd Page 17 11/01/16 9:42 PM f-w-155-user Preface Mastering the skills needed for proficient and professional business communication has never been more challenging than it is now. Students are confronted with a dizzying array of technologies that can facilitate messaging, but can these technologies help people communicate? To further complicate matters, many postsecondary students find themselves seated in real or virtual classrooms with people who may speak quite varied versions of the common language of instruction: English. On the other side of the real or virtual podium stands the university or college instructor. Across the postsecondary spectrum, instructors are faced with culturally diverse classrooms, reflecting decidedly nonhomogeneous English language skills. Often, fewer resources are at hand to support instructors in helping students become more polished communicators. How can students and instructors make sense of this complex communications environment? Why should they bother trying? Some old-fashioned truths about the Canadian workplace remain. Employers continue to rank strong verbal and written communication skills among the most highly desired qualities of their employees (see Chapter 1 for employer data). Being polished and professional in your messaging, be that via Twitter, Skype, or a face-to-face presentation, is critical to every business-related employment situation. Mastering this wide range of skills will go a long way toward ensuring a graduate s current and future employability, regardless of his or her primary area of study. This text reflects a distinctly Canadian approach to communication studies. After acquiring the simple yet powerful ACE framework in Chapter 2, students are led on a journey through self-discovery and self-awareness of their current communication style in Chapter 3. Chapter 4 builds on this self-knowledge by exploring the impact that culture and diversity have on one s communication preferences. Together, these three chapters give students the foundational tools they need as they venture further into a review of communications technologies in Chapter 5. Once students understand the need to analyze, evaluate, and compose their messages, are cognizant of their preferred communication style and the styles of others, and can choose between the best available technologies to facilitate messaging, Chapter 6 leads them into putting these elements together as team members and leaders. In the contemporary Canadian workplace, all of these skills are vital to an employee s long-term success. For readers who want concrete examples of how the key elements of each chapter support success in the workplace, look no further than the Work features that bookend each chapter. At the opening of each chapter, students learn about real communication challenges that confront professionals across all walks of life. Seemingly harmless choices can have deep real-world ramifications. At the close of each chapter, the problem identified at the opening is solved using the ACE framework as well as the techniques and concepts discussed in the chapter. Real business professionals + real-world problems + real content-based solutions = real learning. Social media, as well as mobile and other emerging technologies, provides an astounding array of options for both business professionals and postsecondary learners. How can one possibly make sense of channel selection when a new option appears on the horizon almost daily? In this text, a discussion of communications technologies is incorporated into each chapter. In the same manner that ACE provides a simple yet powerful framework for messaging, Chapter 5 teaches students to match their purpose with one of three activities: distributing, networking, or collaborating. Chapter 5, in concert with the more detailed Appendix B: Questions to Ask about Key Communications Technologies, teaches students to ask evaluative questions about technologies that have not even been developed yet, thus allowing students to leverage new technologies for the most applicable communication purpose. A detailed yet forward-thinking approach to technology, a deep exploration of one s own communication styles and the styles of others, a respectful yet thought-provoking look at cross-cultural communication and diverse workplaces, and a pragmatic toolkit on collaboration are the elements that combine to make Business Communications: Polishing Your Professional Presence the most dynamic, current, and engaging Canadian text in its category. xvii

18 A01_SHWO7660_01_SE_FM.indd Page 18 15/01/16 3:16 PM f-w-155-user Supplements At the Instructor Resource Centre, instructors can easily register to gain access to a variety of instructor resources available with this text in downloadable format. If assistance is needed, our dedicated technical support team is ready to help with the media supplements that accompany this text. Visit 247pearsoned.custhelp.com for answers to frequently asked questions and toll-free user support phone numbers. The following supplements are available with this text: Instructor s Resource Manual. Revised for use with the Canadian Edition by Denise Blay, Fanshawe College, this manual includes a variety of handy resources for instructors. Test Bank. Revised by Bruce Watson, Southern Alberta Institute of Technology. Students learn better when they are held accountable for what they have learned. That is why we developed a bank of questions in multiple-choice, true/false, and essay format. TestGen Computerized Test Bank. This is a powerful assessment generation program that helps instructors easily create and print quizzes and exams. Questions and tests are authored online, allowing ultimate flexibility and the ability to efficiently create and print assessments any time, anywhere. PowerPoint Presentations. Revised for the Canadian Edition by Liz Clarke, Centennial College, these visual aids display, summarize, and help explain core information presented in each chapter. All of the PowerPoint slides have been updated for consistency and to reflect current content in this new edition. xviii

19 A01_SHWO7660_01_SE_FM.indd Page 19 11/01/16 9:42 PM f-w-155-user Acknowledgments A Word of Thanks The US authors, Barbara Shwom and Lisa Gueldenzoph Snyder, created the initial text with great wisdom, experience, and skill. I am grateful to have had such amazing material as my starting point. Lise Dupont and the team at Pearson Canada, including Jennifer Sutton, Emily Dill, Susan Johnson, and Mohinder Singh, have shown fantastic patience, resolve, and determination to get this important book out to students in Canada. I am grateful for their support. Many thanks to Julia Satov, who graciously shared her wisdom and creativity with me in the development of the Ethics and Culture boxes that appear throughout the book. Thank you to Julie Hamilton, who jumped in and showed considerable talent and perseverance in the overhaul of Chapters 10 and 11. A huge thank you to Work professionals who have patiently stuck with this process through many iterations. You are learning heroes in this book! Marc Edwards Amy Elder Mark Federman Marzena Gersho Kathleen Leslie Wendy Kam Marcy Farzana Mawani Jeff Plotnikoff Courtney Rivington Adrienne Rosen Carolyn Swadron Thank you to Catherine Town and David Pritchard for being interviewed for this book. Your input has been invaluable. Enormous gratitude to my friends and family who heard, often more than once, that I was on a deadline and had to work on the book instead of doing something, ironically, infinitely more communicative. I promise to bring my now rusty interpersonal skills back up to speed as quickly as I can. Special Thanks to Reviewers Several instructors, some of whom didn t want to be mentioned by name below, reviewed the entire Canadian manuscript; others provided feedback on key sections. We are grateful to everyone for their input and advice, which helped to ensure the content is both relevant and realistic. Trevor Arkell, Humber College Institute of Technology and Advanced Learning Bob Basil, Kwantlen Polytechnic University Denise Blay, Fanshawe College Kathlyn Bradshaw, Algonquin College of Applied Arts and Technology Bonnie Feigenbaum, Concordia University Katharine Ferguson, Seneca College of Applied Arts and Technology Ange Frymire (Fleming), Kwantlen Polytechnic University Marcia Gunter, Seneca College of Applied Arts and Technology Wendy Keller, Concordia University J. P. Lamarche, Algonquin College of Applied Arts and Technology Hugh MacDonald, University of Toronto Marian MacDonald, Niagara College of Applied Arts and Technology Peter C. Miller, Seneca College of Applied Arts and Technology Heather Peace, Algonquin College of Applied Arts and Technology Robin Potter, Seneca College of Applied Arts and Technology Melanie A. Rubens, Seneca College of Applied Arts and Technology Tanya Stewart, Fleming College of Applied Arts and Technology Christian Venhuizen, Simon Fraser University xix

20 A01_SHWO7660_01_SE_FM.indd Page 20 11/01/16 9:42 PM f-w-155-user Visual Walk-Through We have created a book that effectively presents core communication competencies in 12 chapters. Part One: Establishing Context and Basics (Chapters 1 & 2) Part One addresses the basic communication competencies of business communication and introduces the ACE (Analyzing, Composing, Evaluating) framework. Part Two: Working with Others (Chapters 3, 4, 5, & 6) Part Two takes students through the process of understanding their own communication style and preferences to understanding that others also have styles and preferences. In some cases, style and preference can be influenced by culture and by the diversity of the stakeholders participating in communication. Then students explore the various technologies that can facilitate (or impair) communication. The last chapter in this section, Chapter 6, puts all these elements together in a practical review of good collaborative practices in the workplace. Part Three: Delivering Effective Messages (Chapters 7, 8, & 9) This section reviews professional approaches to routine and goodwill messages, persuasive messages, and bad news messages. Part Four: Researching, Proposing, Reporting, and Presenting (Chapters 10, 11, & 12) More formal business documents, the research that can go into preparing them, and the skills needed to present them are reviewed in the final section. Appendices Appendix A: Communicating Your Professional Brand: Social Media, Résumés, Cover Letters, and Interviews Appendix B: Questions to Ask about Key Communications Technologies Appendix C: Formats for Business Documents Appendix D: Documentation and Reference Styles xx

21 A01_SHWO7660_01_SE_FM.indd Page 21 11/01/16 9:42 PM f-w-155-user Visual Walk-Through xxi Get the Best Results from Your Communication At the heart of the book is a flexible communication process called ACE, which stands for Analyzing, Composing, and Evaluating. ACE applies to any situation, from simple messages to formal business presentations. As you go through the book, you continue to acquire knowledge about how to apply this framework and why it is important. Evaluate ACE Analyze M05_SHWO7660_01_SE_C05.indd Page /01/16 9:52 AM f-447 O... Wendy Kam Marcy Cofounder and Lifestyle Blogger, Hip + Urban Girl s Guide Director of Marketing, Adfluent Media Photo courtesy of Wendy Kam Marcy and Geoff WORK What started out as a hobby blog in 2010, Hip + Urban Girl s Guide (HUG), quickly grew to become a popular women s lifestyle website. We cover food, style, travel, and local events in Toronto. We also work with various public relations agencies Introduction In Chapter 3 we looked at individual communications styles and their impact on interpersonal communications. In Chapter 4 we looked at some key aspects of interpersonal communications in the context of cultural variables and diverse identities. In practice, how will you use this knowledge and these skills on a dayto-day basis? Working relationships and business partnerships can now span great distances while being rooted in a strong local network. Virtual business relationships can cross borders or Work Business Profiles can take the form of telecommuting within a province, region, How can we keep it together when we are so far apart? and brands to promote their products and events through our site and social media. Now in its fifth year, HUG is a successful small business with an international support team. My business partner and cofounder lives in Los Angeles, I live in Toronto, and our guest bloggers are scattered throughout the city. The agencies we work with and clients we represent are primarily in Canada. My accountant is in Edmonton and I have a business advisor/ mentor in San Francisco. Everything happens so fast in the digital world. Assignments often arrive on our desk with extremely tight turnaround times. How do we successfully juggle multiple campaigns, accommodate everyone s schedules (without inconveniencing one another), keep track of deliverables and deadlines, and manage all the different time zones? Check the end of this chapter to find out how Wendy uses ACE to professionally manage all these important stakeholders, decisions, and action plans! Director of Marketing, 9:00 a.m.: Staff meeting with eight people in person, two connecting by teleconference, and one connecting by Skype Adfluent Media 10:30 a.m.: s to connections within the local office, provincial head office, and across to Asian and European destinations 12:30 p.m.: Lunch event with clients and partners 2:30 p.m.: Videoconference with team in South America 4:30 p.m.: Final edit of presentation materials for use tomorrow in a videoconference with Asian team (simultaneous edit/ review with Canadian contacts across three provinces using Google Docs) 5:30 p.m.: A quick blog entry to inform all subscribed clients of At the beginning of this chapter, Wendy described her complex understand the basics about communications technologies so working relationships with internal and external partners you can manage both upsides and risks involved in their use, spread across a wide geographic area. How does Wendy use understand the functional application of communications ACE to manage her choices? assess the available tools and channels to select the right Clear, one thoughtful, and timely communication is the key to making everything flow seamlessly in the blogging business. acquire best practices when employing virtual communica- Analyze. When a pitch arrives by , my business partner and I analyze each request. Typically, we know right away if the campaign is a fit for our audience and if it is worth our time to pursue it. We look at immediate profitability, the potential for an ongoing business relationship, and any other opportunities a new campaign might open up. With this information we reply to each other via with our thoughts. Usually we are in agreement, but there are times when one of us needs to persuade and sell the other person on the idea. When this happens, we discuss further by phone or Skype. 129 Once we accept the campaign, we determine how we should proceed: Should we continue correspondence by ? Would it be better to schedule a teleconference with the agency/client? Should we meet the agency/client in person? or city. Although global business travel and face-to-face The remain Work important sections to initiate and in solidify the business Canadian a change Edition in product specifications relationships, many day-to-day operational aspects of longdistance relationships contemporary can be supported using business current and professionals who This chapter explores how you can highlight emerging communications technologies. Similarly, some are aspects implementing of your work will likely remain the local: core interactions concepts with of each chapter. colleagues, teammates, supervisors, and clients. Communications technologies chapter can opens also enhance with and support a real-life local com- problem technologies, Each munications efforts. In reality, the average business day may scenario, involve a mix of and long-distance each and chapter local interactions closes using with for your a purpose, solution and many modes, from face-to-face conversations to to web that conferencing. includes For example: the implementation of ACE tion tools. as well as core chapter concepts. Wendy Kam Marcy Cofounder and Lifestyle Blogger, Hip + Urban Girl s Guide Photo courtesy of Wendy Kam Marcy and Geoff WORK ACE Analyze We make this decision knowing that some people communicate effectively electronically whereas others prefer face-to-face interaction. From experience, when it comes to the initial client briefing, it is best to do it in person when ACE Compose Compose ACE Evaluate M05_SHWO7660_01_SE_C05.indd Page /01/16 7:36 PM f-w-155-user WORK 153 possible. This is especially true for larger projects. Having the decision makers in one room (or in one real-time videoconference) allows for more fluent communication, proper introductions, and a stronger foundation of trust. Compose. Our typical order of operation is as follows: 1. A briefing with the client to discuss objectives 2. The creation of a marketing strategy and an execution plan 3. Gaining approval and signoff from the client As one can see, the other cofounder and I would find ing all this information back and forth very tedious and time consuming. We typically find it more productive to communicate in real time over the phone or via Skype, where we can share screens and prepare documents in real time. As cofounders, we also have to make decisions on who is going to write the post, which social channels to leverage, and how to prioritize other content. The entire team has to ensure we are all on the same page by constantly engaging with one another. Opportunities for our team to meet in person are rare, so we rely heavily on virtual tools to collaborate and check in with each other. Spontaneous communication needs to occur regularly. Evaluate. Our team stays organized and well prepared using cloud-based tools like Google Drive. We are able to share and evaluate draft work and make corrections in a single document. This is all accessible anytime, anywhere, with a single login using a Gmail account. When the team needs a status meeting to review or evaluate our work, we use Google Hangouts. Regardless of where my team members are located or what device they prefer to use, I can hold videoconferences and even livestream meetings. This tool allows me to keep a history of my Hangouts, so I can always reference past conversations. The Google suite of products, Skype, FaceTime, and other tools are all very powerful collaborative communications tools that make it possible for long-distance teams such as ours to stay productive. It is pretty remarkable how we have managed to run a successful, creative business with minimal face-to-face interaction!

22 A01_SHWO7660_01_SE_FM.indd Page 22 11/01/16 9:42 PM f-w-155-user xxii Visual Walk-Through M07_SHWO7660_01_SE_C07.indd Page /16/15 2:34 PM s-w-149 O... Practical Advice 208 Chapter 7 Communicating Routine Messages and Building Goodwill FIGURE 7.15 Congratulatory Message INEFFECTIVE Congratulations! Rebecca : I was just reading the online version of The Halifax Chronicle Herald as you know, we used to live there several years ago, and I like to keep up with the local news. Anyway, I noticed an article about the Halifax Entrepreneur of the Year and was so surprised to see you won it this year! Congratulations! I m sure it was well deserved. Thanks, Pierre EFFECTIVE WHY IS THIS LESS EFFECTIVE? Begins with a focus on the writer rather than expressing congratulations. Mentions the congratulations as an afterthought and says I m sure it was well deserved, which suggests that others may doubt whether the recipient deserved the award. Includes a casual closing of thanks, which does not match the message. Review the Results Congratulations! Hi, Rebecca: Congratulations on receiving the Halifax Entrepreneur of the Year Award! I read about it in the online version of The Halifax Chronicle Herald, which I still read even though I ve moved from Halifax. I was so happy for you when I saw the photo of you holding the plaque. I know the award was well deserved. The time and effort you put into your work is exceptional. Regards, Pierre Pierre Lavoie Sales & Marketing Belmont Paper Products 2797 Av Watt Sainte-Foy, QC G1P 3X3 (418) (418) Fax (800) Toll Free sympathy message (also called condolences) A message that expresses compassion and understanding when someone experiences a loss. For-your-information (FyI) message A message written as an act of kindness to pass along information you think someone will appreciate knowing. Targeted examples are provided throughout the book that highlight core communication skills, such as: Analyzing your audience and making choices about the best way to communicate with that audience Identifying and understanding interpersonal communication styles Navigating situations that require competency in communicating across cultures and with diverse audiences Composing a clear message Evaluating communication in ways that improve efficacy and readability WHY IS THIS M04_SHWO7660_01_SE_C04.indd MORE Page /01/16 9:39 AM f-447 O... EFFECTIVE? Begins with the congratulations, emphasizing its importance. 118 Chapter 4 Who Are You? Understanding Intercultural Communication and Workplace Diversity Uses the phrase I know it was well deserved, expressing InapproprIate request confidence. Includes a Using the female supporting first comment name ignores about theto: Kristopher Smythe recipient s the hard official work. request From: Wendy Gibson to use male Subject: Updating Your Online Bio Uses Regar references. ds, which A is Hi Krystal, misguided attempt more appropriate for a to appear friendly. I hope you don t mind if I address you, between us, as Krystal. I have called you Krystal congratulations message. since we both started working here five years ago and it is a hard habit to break! Uses a signature Fails to provide block because In he any case, I need some information from you for a project I m working on. Can you get is sending adequate this context from his business back to me fairly quickly as I m on a deadline? for the request. account. The signature block is Without context, Marital Status: In the online bio that was updated before your gender transition, or useful because the reader it provides would full whatever it is called, you are listed as married (to Steve) with three children. Is this contact information. question the need still correct? for this Pronouns: I can t decide if you should be called he or she in the bio. Maybe I information. This should I use she until six months ago and then switch to he for the more current As with all routine messages, use a direct structure when organizing congratulatory request would items? For example, She graduated from the University of Toronto with an MBA in notes. Identify the purpose for writing in the first sentence. seem Then invasive. provide any supporting 1995, and then He was awarded the President s Gold Leaf Success Award in June details, followed by a friendly closing. Consider the differences between the two Will that work? Voluntary Service: The online bio discusses your work with the ValleyBrook Business messages in FIGURE Association, but I wonder if, under the present circumstances, you would like this left out. Sympathy messages I m working on these updates now. I ll just go with what I ve got If I don t hear from you by Friday. Even if you do not have a close personal relationship with co-workers or business Thanks! acquaintances, they will appreciate your expressions of sympathy when they have experienced a Wendy Gibson loss. Many people do not know what to say when a colleague becomes seriously Site ill or Administrator has experienced a death in the family. Although you can use purchased get-well cards and x345 preprinted sympathy notes to deliver your message, be sure to also include a few lines that show your compassion and understanding. Just like thank you notes, sympathy messages (also called condolences) are more meaningful when handwritten and sent appropriate request shortly after you hear about the situation. Read the example in FIGURE Addresses recipient in a manner To: Kristopher Smythe consistent with the From: Wendy Gibson For-your-information messages recipient s request. Subject: Updating Your Online Bio Hi Kristopher, This final category of goodwill messages, illustrated in FIGURE Provides 7.17, detailed has no formal name, context for but you can think of them as for-your-information (FyI) messages: Messages Currently, sent to there is a project underway to ensure that all the information on our corporate website is up to date. Your bio is available at: request. KSmythe. Could you please review the current bio and let me know how you would like any changes to appear? Allows the recipient flexibility in channel selection for providing updates. Provides reassurance that the recipient will have a chance to verify the information. This also appeals to best interests. There are a few options in terms of getting these changes to me. You could send me any specific changes you want by . Please be as precise as possible. We could meet for coffee to discuss any changes you recommend. This has the added advantage of allowing us to go through the changes in detail to ensure accuracy. Either way, I will provide you with a full edit with your changes by for your review and verification. If I could have your suggested changes by Friday, I d really appreciate it. Thanks! Wendy Gibson Site Administrator x345 FIGURE 4.12 An Inappropriate and an Appropriate Request for Sensitive Information Ignores the recipient s request to be referred to as male. The decision is not Wendy s to make. An unstated assumption that the recipient may feel embarrassed or ashamed. This is inappropriate. Phrases request in terms of the recipient s best interests. Reinforces sincerity and interest in accuracy.