Bus 340 Communications

http://twitter.com/jetblue

The airline was also one of the �irst companies to truly get the social part of social media—that Twitter and other systems were about more than just pushing information outward. Morgan Johnstone, the JetBlue communications staffer who got the company started on Twitter, recognized early on the power of listening via social media. He wanted to hear what people were saying about the company, whether it was plea for help during travel, a compliment for a company employee, or even an unpleasant criticism. This interaction became so valuable to the company that it now has more than two dozen Twitter agents all ready to interact in real time with the 2 million travelers who follow the company. They answer questions, resolve problems and complaints, and even rebook �lights on the spot if needed. (When a customer needs speci�ic help, JetBlue’s Twitter team usually takes the conversation private via direct messaging, and its Twitter homepage now encourages customer with service issues to phone or email for help.)

For a company that is all about moving people from point A to point B, it’s no surprise that mobile communication has become an essential part of JetBlue’s connection with its customers. Customers who ask for help or who post complaints on Twitter often do so via their mobile devices, whether they’re on their way to catch a �light, stuck in an airport trying to rebook on a different �light, or even on board an aircraft waiting to take off. Mobile is now a core element in the company’s communication strategy, with a mobile-friendly website and JetBlue smartphone apps. However the company innovates as it moves forward, its focus will be on using digital, social, and mobile communication to make sure customers have the best possible experience.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000156C)

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1.1 Understanding Why Communication Matters LEARNING OBJECTIVE

1 Explain the importance of effective communication to your career and to the companies where you will work. Whether it’s as simple as a smile or as ambitious as JetBlue’s social media program (pro�iled in the chapter-opening Communication Close-Up), communication (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001441) is the process of transferring information and meaning between senders and receivers, using one or more media and communication channels. The essence of communication is sharing—providing data, information, insights, and inspiration in an exchange that bene�its both you and the people with whom you are communicating.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000156E) As Figure 1.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#P700101245100000000000000000108F) indicates, this sharing can happen in a variety of ways, including simple and successful transfers of information, negotiations in which the sender and receiver arrive at an agreed-on meaning, and unsuccessful attempts in which the receiver creates a different message than the one the sender intended.

Communication is the process of transferring information and meaning between senders and receivers.

You will invest a lot of time and energy in this course developing your communication skills, so it’s fair to ask whether the effort will be worthwhile. This section outlines the many ways in which good communication skills are critical for your career and for any company you join.

COMMUNICATION IS IMPORTANT TO YOUR CAREER

Ambition and great ideas aren’t enough; you need to be able to communicate with people to succeed in business.

Improving your communication skills may be the single most important step you can take in your career. You can have the greatest ideas in the world, but they’re no good to your company or your career if you can’t express them clearly and persuasively. Some jobs, such as sales and customer support, are primarily about communicating. In �ields such as engineering or �inance, you often need to share complex ideas with executives, customers, and colleagues, and your ability to connect with people outside your �ield can be as important as your technical expertise. If you have the entrepreneurial urge, you will need to communicate with a wide range of audiences—from investors, bankers, and government regulators to employees, customers, and business partners.

The changing nature of employment is putting new pressure on communication skills, too. Many companies now supplement their permanent workforces with independent contractors who are brought on for a short period or even just a single project. Chances are you will spend some of your career as one of these freelancers, working without the support network that an established company environment provides. You will have to “sell yourself ” into each new contract, communicate successfully in a wide range of work situations, and take full responsibility for your career growth and success.

If you launch a company or move into an executive role in an existing organization, you can expect communication to consume the majority of your time. Top executives spend most of their workdays communicating, and businesspeople who can’t communicate well don’t stand much chance of reaching the top.

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Figure 1.1 Sharing Information

These three exchanges between a software project manager (left) and his boss (right) illustrate the variety of ways in which information is shared between senders and receivers. In the top exchange, the sender’s meaning is transmitted intact to the receiver, who accepts what the sender says at face value. In the middle exchange, the sender and receiver negotiate the meaning by discussing the situation. The negotiated meaning is that everything is �ine so far, but the risk of a schedule slip is now higher than it was before. In the bottom exchange, the receiver has a negative emotional reaction to the word think and as a result creates her own meaning—that everything probably is not �ine, despite what the sender says.

In fact, improving your communication skills may be the single most important step you can take in your career. The world is full of good marketing strategists, good accountants, good engineers, and good attorneys—but it is not full of good communicators. View this as an opportunity to stand out from your competition in the job market.

Strong communication skills give you an advantage in the job market.

Employers sometimes express frustration at the poor communication skills of many employees—particularly recent college graduates who haven’t yet learned how to adapt their communication styles to a professional business environment.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001570) If you learn to write well, speak well, listen well, and recognize the appropriate way to communicate in any situation, you’ll gain a major advantage that will serve you throughout your career.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001572)

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Check out the cutting edge of business communication

This Pinterest board created by the authors highlights some of the most important changes taking place in the �ield of business communication. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

COMMUNICATION IS IMPORTANT TO YOUR COMPANY Aside from the personal bene�its, communication should be important to you because it is important to your company. Effective communication helps businesses in numerous ways, by promoting5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001574)

Effective communication yields numerous business bene�its.

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A stronger sense of trust between individuals and organizations Closer ties with important communities in the marketplace Opportunities to in�luence conversations, perceptions, and trends Increased productivity and faster problem solving Better �inancial results and higher return for investors Earlier warning of potential problems, from increasing business costs to critical safety issues Stronger decision making based on timely, reliable information Clearer and more persuasive marketing messages Greater employee engagement with their work, leading to higher employee satisfaction and lower employee turnover

WHAT MAKES BUSINESS COMMUNICATION EFFECTIVE? Effective communication strengthens the connections between a company and all of its stakeholders (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000014A9) —those groups affected in some way by the company’s actions: customers, employees, shareholders, suppliers, neighbors, the community, the nation, and the world as a whole.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001576) To make your communication efforts as effective as possible, focus on making them practical, factual, concise, clear, and persuasive:

Effective messages are practical, factual, concise, clear, and persuasive.

Provide practical information. Give recipients useful information, whether it’s to help them perform a desired action or understand a new company policy. Give facts rather than vague impressions. Use concrete language, speci�ic detail, and information that is clear, convincing, accurate, and ethical. Even when an opinion is called for, present compelling evidence to support your conclusion. Present information in a concise, ef�icient manner. Concise messages show respect for people’s time, and they increase the chances of a positive response. Do your best to simplify complex subjects to help your readers, and make sure you don’t inadvertently complicate simple subjects through careless writing.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001578) The ability to explain a complex subject in simple terms is immensely valuable, whether you’re training new employees or pitching a business plan to investors. Clarify expectations and responsibilities. Craft messages to generate a speci�ic response from a speci�ic audience. When appropriate, clearly state what you expect from audience members or what you can do for them. Offer compelling, persuasive arguments and recommendations. Show your readers precisely how they will bene�it by responding to your message in the way you want them to.

Keep these �ive important characteristics in mind as you compare the ineffective and effective versions of the message in Figure 1.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P70010124510000000000000000010E0) .

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1.2 Communicating as a Professional LEARNING OBJECTIVE

2 Explain what it means to communicate as a professional in a business context. You’ve been communicating your entire life, of course, but if you don’t have a lot of work experience yet, meeting the expectations of a professional environment might require some adjustment. A good place to start is to consider what it means to be a professional. Professionalism (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000149D) is the quality of performing at a high level and conducting oneself with purpose and pride. It means doing more than putting in the hours and collecting a paycheck: True professionals go beyond minimum expectations and commit to making meaningful contributions. Professionalism can be broken down into six distinct traits: striving to excel, being dependable and accountable, being a team player, demonstrating a sense of etiquette, making ethical decisions, and maintaining a positive outlook (see Figure 1.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P700101245100000000000000000110C) on page 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#page_8) ).

Communication is an essential part of being a successful professional.

A key message to glean from Figure 1.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P700101245100000000000000000110C) is how much these elements of professionalism depend on effective communication. For example, to be a team player, you have to be able to collaborate, resolve con�licts, and interact with a wide variety of personalities. Without strong communication skills, you won’t be able to perform to your potential, and others won’t recognize you as the professional you’d like to be.

Figure 1.2 Effective Professional Communication

At �irst glance, the top email message here looks like a reasonable attempt at communicating with the members of a project team. However, compare it with the bottom version by referencing the notes lettered (a) through (h) to see just how many problems the original message really has.

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Figure 1.3 Elements of Professionalism

To be respected as a true professional, develop these six qualities.

This section offers a brief look at the skills employers will expect you to have, the nature of communication in an organizational environment, and the importance of adopting an audience-centered approach.

UNDERSTANDING WHAT EMPLOYERS EXPECT FROM YOU Today’s employers expect you to be competent at a wide range of communication tasks. Fortunately, the skills employers expect from you are the same skills that will help you advance in your career:8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000157A)

Employers expect you to possess a wide range of communication skills.

Recognizing information needs, using ef�icient search techniques to locate reliable sources of information (particularly from online sources), and using gathered information ethically; this collection of skills is often referred to as digital information �luency9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000157C) Organizing ideas and information logically and completely Expressing ideas and information coherently, persuasively, and concisely Actively listening to others Communicating effectively with people from diverse backgrounds and experiences Using communication technologies effectively and ef�iciently Following accepted standards of grammar, spelling, and other aspects of high-quality writing and speaking Communicating in a civilized manner that re�lects contemporary expectations of business etiquette, even when dealing with indifferent or hostile audiences Communicating ethically, even when choices aren’t crystal clear or you have to share news that people don’t want to hear Managing your time wisely and using resources ef�iciently Using critical thinking (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001459) , which is the ability to evaluate evidence completely and objectively in order to form logical conclusions and make sound recommendations

You’ll have the opportunity to practice these skills throughout this course, but don’t stop there. Successful professionals continue to hone communication skills throughout their careers.

COMMUNICATING IN AN ORGANIZATIONAL CONTEXT In addition to having the proper skills, you need to learn how to apply those skills in the business environment, which can be quite different from the social and scholastic environments you are accustomed to. Every organization has a formal communication network

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(http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001485) , in which ideas and information �low along the lines of command (the hierarchical levels) in the company’s organization structure (see Figure 1.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P7001012451000000000000000001148) ). Throughout the formal network, information �lows in three directions. Downward communication �lows from executives to employees, conveying executive decisions and providing information that helps employees do their jobs. Upward communication �lows from employees to executives, providing insight into problems, trends, opportunities, grievances, and performance, thus allowing executives to solve problems and make intelligent decisions. Horizontal communication �lows between departments to help employees share information, coordinate tasks, and solve complex problems.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000157E)

A company’s formal communication network mirrors its organizational structure.

Every organization also has an informal communication network (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001489) , often referred to as the grapevine or the rumor mill, which encompasses all communication that occurs outside the formal network. Some of this informal communication takes place naturally as a result of employee interaction on the job and in social settings, and some of it takes place when the formal network doesn’t provide information that employees want. In fact, the inherent limitations of formal communication networks helped spur the growth of social media in the business environment.

ADOPTING AN AUDIENCE-CENTERED APPROACH

An audience-centered approach involves understanding, respecting, and meeting the needs of your audience members.

Figure 1.4 Formal Communication Network

The formal communication network is de�ined by the relationships between the various job positions in the organization. Messages can �low upward (from a lower-level employee to a higher-level employee), downward (from a higher-level employee to a lower-level employee), and horizontally (between employees at the same or similar levels across the organization).

An audience-centered approach (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001439) involves understanding and respecting the members of your audience and making every effort to get your message across in a way that is meaningful to them. This approach is also known as adopting the “you” attitude (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000014B1) , in contrast to messages that are about “me.” Learn as much as possible about the biases, education, age, status, style, and personal and professional concerns of your receivers. If you’re addressing people you don’t know and you’re unable to �ind out more about them, try to project yourself into their position by using common sense and imagination. This ability to relate to the needs of others is a key part of emotional intelligence, a combination of emotional and social skills that is widely considered to be a vital characteristic of successful managers and leaders.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001580) The more you know about the people you’re communicating with, the easier it is to concentrate on their needs—which, in turn, makes it easier for them to hear your message, understand it, and respond positively.

REAL-TIME UPDATES

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The fundamentals of emotional intelligence

Understand the �ive elements that make up this essential quality for business success. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

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Etiquette, the expected norms of behavior in a particular situation, can have a profound in�luence on your company’s success and your career.

A vital element of audience-centered communication is etiquette (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000147D) , the expected norms of behavior in any particular situation. In today’s hectic, competitive world, etiquette might seem a quaint and outdated notion. However, the way you conduct yourself and interact with others can have a profound in�luence on your company’s success and your career. When executives hire and promote you, they expect your behavior to protect the company’s reputation. The more you understand such expectations, the better chance you have of avoiding career-damaging mistakes. The principles of etiquette discussed in Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) will help you communicate with an audience-centered approach in a variety of business settings.

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1.3 Exploring the Communication Process LEARNING OBJECTIVE

3 Describe the communication process model and the ways social media are changing the nature of business communication. Even with the best intentions, communication efforts can fail. Messages can get lost or simply ignored. The receiver of a message can interpret it in ways the sender never imagined. In fact, two people receiving the same information can reach different conclusions about what it means.

Viewing communication as a process helps you identify steps you can take to improve your success as a communicator.

Fortunately, by understanding communication as a process with distinct steps, you can improve the odds that your messages will reach their intended audiences and produce their intended effects. This section explores the communication process in two stages: �irst by following a message from one sender to one receiver in the basic communication model and then by expanding on that approach with multiple messages and participants in the social communication model.

THE BASIC COMMUNICATION MODEL By viewing communication as a process (Figure 1.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P7001012451000000000000000001171) ), you can identify and improve the skills you need to be more successful. Many variations on this process model exist, but these eight steps provide a practical overview:

Figure 1.5 The Basic Communication Process

This eight-step model is a simpli�ied view of how communication works in real life; understanding this basic model is vital to improving your communication skills.

The sender has an idea. Whether a communication effort will ultimately be effective starts right here and depends on the nature of the idea and the motivation for sending it. For example, if your motivation is to offer a solution to a problem, you have a better chance of crafting a meaningful message than if your motivation is merely to complain about a problem. The sender encodes the idea as a message. When someone puts an idea into a message (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001495) —which you can think of as the “container” for an idea—he or she is encoding (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001465) it, or expressing it in words or images. Much of the focus of this course is on developing the skills needed to successfully encode your ideas into effective messages.

The medium is the form a message takes, whereas the channel is the system used to deliver the message.

The sender produces the message in a transmittable medium. With the appropriate message to express an idea, the sender now needs a communication medium (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000144D) to present that message to the intended audience. To update your boss on the status of a project, for instance, you might have a dozen or more media choices, from a phone call to an instant message to a slideshow presentation. The sender transmits the message through a channel. Just as technology continues to increase the number of media options at your disposal, it continues to provide new communication channels (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001449) you can use to transmit your messages. The distinction between medium and channel can get a bit murky, but think of the medium as the form a message takes (such as a Twitter update) and the channel as the system used to deliver the message (such as a mobile phone). The audience receives the message. If the channel functions properly, the message reaches its intended audience. However, mere arrival at the destination is no guarantee that the message will be noticed or understood correctly. As “How Audiences Receive Messages” (page 12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#page_12) ) explains, many messages are either ignored or misinterpreted as noise. The audience decodes the message. After a message is received, the receiver needs to extract the idea from the message, a step known as decoding (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000145D) . “How Audiences Decode Messages” (page 13

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(http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#page_13) ) takes a closer look at this complex and subtle step in the process. The audience responds to the message. By crafting messages in ways that show the bene�its of responding, senders can increase the chances that recipients will respond in positive ways. However, as “How Audiences Respond to Messages” (page 14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#page_14) ) points out, whether a receiver responds as the sender hopes depends on the receiver (1) remembering the message long enough to act on it, (2) being able to act on it, and (3) being motivated to respond. The audience provides feedback to the sender. In addition to responding (or not responding) to the message, audience members may give feedback (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001481) that helps the sender evaluate the effectiveness of the communication effort. Feedback can be verbal (using written or spoken words), nonverbal (using gestures, facial expressions, or other signals), or both. Just like the original message, however, this feedback from the receiver also needs to be decoded carefully. A smile, for example, can have many meanings.

Considering the complexity of this process—and the barriers and distractions that often stand between sender and receiver—it should come as no surprise that communication efforts often fail to achieve the sender’s objective. Fortunately, the better you understand the process, the more successful you’ll be.

The following sections take a closer look at two important aspects of the process: environmental barriers that can block or distort messages and the steps audiences take to receive, decode, and respond to messages.

Barriers in the Communication Environment

Within any communication environment, messages can be disrupted by a variety of communication barriers (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001445) . These barriers include noise and distractions, competing messages, �ilters, and channel breakdowns:

A number of barriers can block or distort messages before they reach the intended audience.

Noise and distractions. External distractions range from uncomfortable meeting rooms to computer screens cluttered with instant messages and reminders popping up all over the place. Internal distractions are thoughts and emotions that prevent audiences from focusing on incoming messages. The common habit of multitasking—attempting more than one task at a time—is practically guaranteed to create communication distractions. Multitasking dramatically increases the workload on your brain because you’re forcing it to constantly switch between sets of rules and contexts, which requires it to reorient each time.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001582)

Rather than getting more done, research shows that chronic multitasking often reduces productivity and increases errors.13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001584) As more communication takes place on mobile devices, the need to insulate yourself from noise and distractions will keep growing. Competing messages. Having your audience’s undivided attention is a rare luxury. In most cases you must compete with other messages that are trying to reach your audience at the same time. Filters. Messages can be blocked or distorted by �ilters, any human or technological interventions between the sender and the receiver. Filtering can be both intentional (such as automatically �iling incoming messages based on sender or content) or unintentional (such as an overly aggressive spam �ilter that deletes legitimate emails). As mentioned previously, the structure and culture of an organization can also inhibit the �low of vital messages. And in some cases the people or companies you rely on to deliver your message can distort it or �ilter it to meet their own needs. Channel breakdowns. Sometimes the channel simply breaks down and fails to deliver your message. A colleague you were counting on to deliver a message to your boss might have forgotten to do so, or a computer server might have crashed and prevented your blog from updating.

Minimizing barriers and distractions in the communication environment is everyone’s responsibility.

Everyone in an organization can help minimize barriers and distractions. As a communicator, try to be aware of any barriers that could prevent your messages from reaching their intended audiences. As a manager, keep an eye out for any organizational barriers that could be inhibiting the �low of information. A small dose of common sense and courtesy goes a long way in any situation. Silence your phone before you step into a meeting. Don’t talk across the tops of other people’s cubicles. Be sensitive to volume when you’re listening to music or podcasts or watching videos; even if you’re wearing headphones, audio that leaks into your colleagues’ spaces can disrupt their work�low and concentration.

Finally, take steps to insulate yourself from distractions. Don’t let messages interrupt you every minute of the day. Instead, set aside time to attend to messages all at once so that you can focus the rest of the time. If the environment is noisy or busy, �ind ways to block out distractions, such as wearing noise-canceling headphones.

Inside the Mind of Your Audience

After a message works its way through the communication channel and reaches the intended audience, it encounters a whole new set of challenges. Understanding how audiences receive, decode, and respond to messages will help you create more effective messages.

How Audiences Receive Messages

For an audience member to receive a message, three events need to occur: The receiver has to sense the presence of a message, select it from all the other messages clamoring for attention, and perceive it as an actual message (as opposed to random, pointless noise).14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001586) You can appreciate the magnitude of this challenge by driving down any busy street in a commercial section of town. You’ll encounter hundreds of messages

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—billboards, posters, store window displays, car stereos, pedestrians waving or talking on mobile phones, car horns, street signs, traf�ic lights, and so on. However, you’ll sense, select, and perceive only a small fraction of these messages.

To truly receive a message, audience members need to sense it, select it, then perceive it as a message.

Today’s business audiences are much like drivers on busy streets. They are inundated with so many messages and so much noise that they can miss or ignore many of the messages intended for them. Through this course, you will learn a variety of techniques to craft messages that get noticed. In general, follow these �ive principles to increase your chances of success:

To improve the odds that your messages will be successfully perceived by your audience, pay close attention to expectations, ease of use, familiarity, empathy, and technical compatibility.

Consider audience expectations. Deliver messages using the media and channels that the audience expects. If colleagues expect meeting notices to be delivered by email, don’t suddenly switch gears and start delivering the notices via blog postings without telling anyone. Of course, sometimes going against expectations can stimulate audience attention, which is why advertisers sometimes do wacky and creative things to get noticed. For most business communication efforts, however, following the expectations of your audience is the most ef�icient way to get your message across. Ensure ease of use. Even if audiences are actively looking for your messages, they probably won’t see them if you make them hard to �ind, hard to navigate, or hard to read. Emphasize familiarity. Use words, images, and designs that are familiar to your audience. For example, most visitors to company websites expect to see information about the company on a page called “About” or “About Us.” Practice empathy. Make sure your messages speak to the audience by clearly addressing their wants and needs—not yours. People are inclined to notice messages that relate to their individual concerns.15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001588) Design for compatibility. For the many messages delivered electronically these days, be sure to verify technological compatibility with your audience. For instance, if your website requires visitors to have a particular video capability in their browsers, you won’t reach those audience members who don’t have that software installed or updated.

How Audiences Decode Messages

A received message doesn’t “mean” anything until the recipient decodes it and assigns meaning to it, and there is no guarantee the receiver will assign the same meaning the sender intended. Even well-crafted, well-intentioned communication efforts can fail at this stage because assigning meaning through decoding is a highly personal process that is in�luenced by culture, individual experience, learning and thinking styles, hopes, fears, and even temporary moods. Moreover, audiences tend to extract the meaning they expect to get from a message, even if it’s the opposite of what the sender intended.16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000158A) In fact, rather than “extract” your meaning, it’s more accurate to say that your audience members re-create their own meaning—or meanings—from the message.

Decoding is a complex process; receivers often extract different meanings from messages than senders attempt to encode in them.

Cultural and personal beliefs and biases in�luence the meaning audiences get from messages. For instance, the human brain organizes incoming sensations into a mental “map” that represents the person’s individual perception (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001499) of reality. If an incoming detail doesn’t �it into that perception, a message recipient may simply distort the information to make it �it rather than rearrange his or her mental map—a phenomenon known as selective perception (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000014A1) .17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000158C) For example, an executive who has staked her reputation on a particular business strategy might distort or ignore evidence that suggests the strategy is failing.

Selective perception occurs when people ignore or distort incoming information to �it their preconceived notions of reality.

Differences in language and usage also in�luence received meaning. If you ask an employee to send you a report on sales �igures “as soon as possible,” does that mean within 10 seconds, 10 minutes, or 10 days? By clarifying expectations and resolving potential ambiguities in your messages, you can minimize such uncertainties. In general, the more experiences you share with another person, the more likely you are to share perception and thus share meaning (see Figure 1.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P70010124510000000000000000011DB) ).

Individual thinking styles are another important factor in message decoding. For example, someone who places a high value on objective analysis and clear logic might interpret a message differently than someone who values emotion or intuition (reaching conclusions without using rational processes).

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Figure 1.6 How Shared Experience Affects Understanding

The more two people or two groups of people share experiences—personal, professional, and cultural—the more likely it is that receivers will extract the intended meanings senders encode into the messages.

How Audiences Respond to Messages

Your message has been delivered, received, and correctly decoded. Now what? Will audience members respond in the way you’d like them to? Only if three events occur.

Audiences will likely respond to a message if they remember it, if they’re able to respond, and if they’re properly motivated to do so.

First, the recipient has to remember the message long enough to act on it. Simplifying greatly, memory works in several stages: Sensory memory momentarily captures incoming data from the senses; then, whatever the recipient pays attention to is transferred to short-term memory. Information in short-term memory quickly disappears if it isn’t transferred to long-term memory, which can be done either actively (such as when a person memorizes a list of items) or passively (such as when a new piece of information connects with something else the recipient already has stored in long-term memory). Finally, the information needs to be retrieved when the recipient wants to act on it.18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000158E) In general, people �ind it easier to remember and retrieve information that is important to them personally or professionally. Consequently, by communicating in ways that are sensitive to your audience’s wants and needs, you greatly increase the chance that your messages will be remembered and retrieved.

Second, the recipient has to be able to respond as you wish. Obviously, if recipients simply cannot do what you want them to do, they will not respond according to your plan. By understanding your audience (you’ll learn more about audience analysis in Chapter 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#P7001012451000000000000000001F59) ), you can work to minimize these unsuccessful outcomes.

By explaining how audiences will bene�it by responding positively to your messages, you’ll increase their motivation to respond.

Third, the recipient has to be motivated to respond. You’ll encounter many situations in which your audience has the option of responding but isn’t required to. For instance, a record company may or may not offer your band a contract, or your boss may or may not respond to your request for a raise. Throughout this course, you’ll learn techniques for crafting messages that can help motivate readers to respond positively to your messages.

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The Internet of Things

See how the IoT is reshaping numerous business processes, including business communication. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

THE FUTURE OF COMMUNICATION

The Internet of Things

The Internet of Things (IoT) refers to the billions of devices now connected to the Internet and the networking potential of having all these gadgets communicate with each other, feed data into vast information warehouses, and interact with people and the physical environment. These “things” range from simple sensors that measure temperature, location, and other parameters all the way up to robots and other complex systems. People and animals with Internet-capable sensors (such as implanted chips) or devices also qualify as things in this model.

Imagine you walk into a department store and your mobile phone automatically gives you directions to the aisle where you could �ind the clothing styles you have recently been browsing online or discussing in social media. When you reach that aisle and start browsing, a coupon pops up on your phone, offering discounts on the speci�ic items you’re considering. When you pull a garment off the rack, the store’s customer database checks other purchases you’ve made and suggests which items you already own that coordinate with this piece. If you could use an accessory to complete the out�it, the store’s computers can tell your phone just where to take you. And if you need more advice, you can text or talk—and possibly not know whether you’re conversing with a store employee or an automated chatbot on a computer somewhere.

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Now imagine this simple concept expanded and applied in various ways to industrial facilities, agriculture, transportation, buildings, health care, and other systems. By relying on networked IoT devices for such communication functions as observing, measuring, and reporting, these enhanced systems can supplement or replace communication �lows that were previously carried out by human participants.

IoT is poised to reshape many business processes on a scale that some experts compare to the Industrial Revolution of the 19th century. It also seems likely to in�luence business communication as it takes over some routine tasks and brings the power of smart networking and computing to others. Basic communication skills will remain as essential as ever, but don’t be surprised if some of the conversations you have in the future aren’t with your fellow humans.

WHAT’S YOUR PREDICTION?

Research the current state of IoT innovation to identify one way in which the technology has the potential to change business communication practices, such as automated report writing or conversational bots that mimic human speech or writing. Do you agree with the predictions the experts make? Why or why not?

Sources: Stacey Higginbotham, “IBM Is Bringing in Watson to Conquer the Internet of Things,” Fortune, 15 December 2015, fortune.com (http://fortune.com) ; Jacques Bughin, Michael Chui, and James Manyika, “An Executive’s Guide to the Internet of Things,” McKinsey Quarterly, August 2015, www.mckinsey.com (http://www.mckinsey.com) ; Cora Cloud, “Internet of Things (IOT) Role in Business Communications,” Digium, 9 April 2015, blogs.digium.com (http://blogs.digium.com) ; Danial Burrus, “The Internet of Things Is Far Bigger Than Anyone Realizes,” Wired, accessed 3 March 2016, www.wired.com (http://www.wired.com) .

THE SOCIAL COMMUNICATION MODEL The basic model presented in Figure 1.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P7001012451000000000000000001171) illustrates how a single idea moves from one sender to one receiver. In a larger sense, it also helps represent the traditional nature of much business communication, which was primarily de�ined by a publishing or broadcasting mindset. For external communication, a company issued carefully scripted messages to a mass audience that didn’t have many options for responding to those messages or initiating messages of their own. Customers and other interested parties had few ways to connect with one another to ask questions, share information, or offer support. Internal communication tended to follow the same “we talk, you listen” model, with upper managers issuing directives to lower-level supervisors and employees.

The conversational and interactive social communication model is revolutionizing business communication.

In recent years, however, a variety of technologies have enabled and inspired a new approach to business communication. In contrast to the publishing mindset, this social communication model (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000014A5) is interactive, conversational, and usually open to all who wish to participate. Audience members are no longer passive recipients of messages but active participants in a conversation. Social media have given customers and other stakeholders a voice they did not have in the past. And businesses are listening to that voice. In fact, one of the most common uses of social media among U.S. businesses is monitoring online discussions about a company and its brands.19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001590)

The social communication model can increase the speed of communication, reduce costs, improve access to expertise, and boost employee satisfaction.

Instead of transmitting a �ixed message, a sender in a social media environment initiates a conversation by asking a question or sharing valuable information. Information shared this way is often revised and reshaped by the web of participants as they forward it and comment on it. People can add to it or take pieces from it, depending on their needs and interests. Figure 1.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P700101245100000000000000000120B) lists some of the signi�icant differences between the traditional and social models of business communication.

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Figure 1.7 The Social Communication Model

The social communication model differs from conventional communication strategies and practices in a number of signi�icant ways. You’re probably already an accomplished user of many new-media tools, and this experience will help you on the job.

For all their advantages, social media tools also present a number of communication challenges.

The social communication model offers many advantages, but it has a number of disadvantages as well. Potential problems include information overload, a lower level of engagement with tasks and other people, fragmented attention, information security risks, reduced productivity, and the dif�iculty of maintaining a healthy boundary between personal and professional lives.20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001592) All business professionals and managers need to choose and use digital tools wisely to control the �low of information they receive.

Of course, no company, no matter how enthusiastically it embraces the social communication model, is going to be run as a club in which everyone has a say in every business matter. Instead, a hybrid approach is emerging in which some communications (such as strategic plans and policy documents) follow the traditional approach, whereas others (such as project management updates and customer support messages) follow the social model.

You can learn more about business uses of social media in Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) .

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1.4 The Mobile Revolution LEARNING OBJECTIVE

4 Outline the challenges and opportunities of mobile communication in business. As much of a game changer as social media have been, some experts predict that mobile communication will change the nature of business and business communication even more. The venture capitalist Joe Schoendorf says that “mobile is the most disruptive technology that I have seen in 48 years in Silicon Valley.”21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001594) The researcher Maribel Lopez calls mobile “the biggest technology shift since the Internet.”22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001596)

Companies recognize the value of integrating mobile technology, from communication platforms to banking to retail. Mobile apps and communication systems can boost employee productivity, help companies form closer relationships with customers and business partners, and spur innovation in products and services (see Figure 1.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P7001012451000000000000000001222) ). Given the advantages and the rising expectations of employees and customers, �irms on the leading edge of the mobile revolution are working to integrate mobile technology throughout their organizations.23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001598)

This section offers a high-level view of the mobile revolution, and you’ll see coverage of speci�ic topics integrated throughout the book—everything from collaborative writing and research to presentations and job search strategies.

Figure 1.8 Mobile Communication Tools

Mobile technologies offer multiple ways to improve communication and other key business processes. For example, note-taking apps such as Note Taker HD offer an easy and unobtrusive way to take notes during meetings, site visits, and other business functions.

Software Garden

THE RISE OF MOBILE AS A COMMUNICATION PLATFORM Whether it’s emailing, social networking, watching videos, or doing research, the percentage of communication and media consumption performed on mobile devices continues to grow. For millions of people around the world, a mobile device is their primary way, if not their only way, to access the Internet. Globally, more than 80 percent of Internet users access the web with a mobile device at least some of the time.24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000159B)

Mobile devices are rapidly taking over as the primary communication platform for many business professionals.

Mobile has become the primary communication tool for many business professionals, including a majority of executives under age 40.25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000159D) Email and web browsing rank �irst and second in terms of the most common nonvoice uses of smartphones, and more email messages are now opened on mobile devices than on PCs.26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000159F) Roughly half of U.S. consumers use a mobile device exclusively for their online search needs, and many online activities that eventually migrate to a PC screen start out on a mobile screen.27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015A1) For many people, the fact that a smartphone can make phone calls is practically a secondary consideration; data traf�ic from mobile devices far outstrips voice traf�ic.28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015A3)

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Moreover, mobile phones—particularly smartphones—have become intensely personal devices in ways that PCs never did. For many users, the connection is so close they feel a sense of panic when they don’t have frequent access to their phones.29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015A5) When people are closely attached to their phones, day and night, they are more closely tied to all the information sources, conversations, and networks that those phones can connect to. As a result, mobile connectivity can start to resemble a continuous stream of conversations that never quite end, which in�luences the way businesses need to interact with their stakeholders. If wearable technologies become mainstream devices, they will contribute even more to this shift in behaviors (see Figure 1.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P7001012451000000000000000001235) ).

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Exploring the potential of wearable technologies

Will wearable technologies in�luence business and business communication? These presentations explore the potential. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

The parallels between social media and mobile communication are striking: Both sets of technologies change the nature of communication, alter the relationships between senders and receivers, create opportunities as well as challenges, and force business professionals to hone new skills. In fact, much of the rise in social communication can be attributed to the connectivity made possible by mobile devices. Companies that work to understand and embrace mobile, both internally and externally, stand the best chance of capitalizing on this monumental shift in the way people communicate.

HOW MOBILE TECHNOLOGIES ARE CHANGING BUSINESS COMMUNICATION

Figure 1.9 Wearable Technology

Smartwatches and other wearable mobile devices offer intriguing possibilities for business communication. The Uno Noteband incorporates Spritz speed-reading technology that makes it easier to read message content quickly.

Used by permission of Uno Inc.

The rise of mobile communication has some obvious implications, such as the need for websites to be mobile friendly. If you’ve ever tried to browse a conventional website on a tiny screen or �ill in complicated online forms using the keypad on your phone, you know how frustrating the experience can be. Users increasingly expect websites to be mobile friendly, and they’re likely to avoid sites that aren’t optimized for mobile.30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015A7) As mobile access overtakes computer-based access, some companies now take a mobile-�irst approach, in which websites are designed for optimum viewing on smartphones and tablets rather than conventional PC screens.31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015A9) Another successful approach is creating mobile apps that offer a more interactive and mobile-friendly experience than a conventional website can provide.

However, device size and portability are only the most obvious changes. Just as with social media, the changes brought about by mobile go far deeper than the technology itself. Mobile changes the way people communicate, with profound implications for virtually every aspect of business communication.

People who grew up with mobile phones often expect to have the same level of connectivity in their roles as both customers and as employees.

The social media pioneer Nicco Mele coined the term radical connectivity to describe “the breathtaking ability to send vast amounts of data instantly, constantly, and globally.”32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015AB) Mobile plays a major and ever-expanding role in this phenomenon by keeping people connected 24/7, wherever they may be. People who’ve grown up with mobile communication technology expect to have immediate access to information and the ability to stay connected to their various social and business networks.33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015AD)

Here are the most signi�icant ways mobile technology is changing the practice of business communication:

Constant connectivity is a mixed blessing: You can work from anywhere at any time, but it’s more dif�icult to disconnect from work and recharge yourself.

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Constant connectivity is a mixed blessing. As with social media, mobile connectivity can blur the boundaries between personal and professional time and space, preventing people from fully disengaging from work during personal and family time. On the other hand, it can give employees more �lexibility to meet their personal and professional obligations.34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015AF) In this regard, mobile plays an important role in efforts to reduce operating costs through telecommuting and other nontraditional work models.35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015B1) Small mobile displays and sometimes-awkward input technologies present challenges for creating and consuming content, whether it’s typing an email message or watching a video. As you’ll read in Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) , for example, email messages need to be written and formatted differently to make them easier to read on mobile devices. Mobile users are often multitasking—roughly half of mobile phone usage happens while people are walking, for instance—so they can’t give full attention to the information on their screens.36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015B3) Moreover, mobile use often occurs in environments with multiple distractions and barriers to successful communication. Mobile communication, particularly text messaging, has put pressure on traditional standards of grammar, punctuation, and writing in general. Chapter 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#P7001012451000000000000000001F59) has more on this topic.

Mobile devices can serve as sensory and cognitive extensions.37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015B5) For example, they can help people experience more of their environment (such as augmented reality apps that superimpose information on a live camera view) and have instant access to information without relying on faulty and limited human memory. The addition of location- aware content, such as facility maps and property information, enhances the mobile experience.

Mobile devices create a host of security and privacy concerns for end users and corporate technology managers alike.38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015B7) Companies are wrestling with the “bring your own device” or “BYOD” phenomenon, in which employees want to be able to access company networks and �iles with their personal smartphones and tablets, both in the of�ice and away from it. These devices don’t always have the rigorous security controls that corporate networks need, however, and users don’t always use the devices in secure ways. Mobile tools can enhance productivity and collaboration by making it easier for employees to stay connected and giving them access to information and work tasks during forced gaps in the workday or while traveling.39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015B9)

Mobile apps can assist in a wide variety of business tasks, from research to presentations40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015BB) (see Figure 1.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000125F) ). Companies aren’t restricted to commercially available apps, either. With digital publishing tools, companies can create custom apps with content and capabilities geared speci�ically toward their customers or employees.41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015BD)

Figure 1.10 Mobile Communication: Opportunities and Challenges

From 24/7 connectivity to business-oriented apps that let professionals perform work tasks on the go (such as making notes for a presentation, as shown here on the mobile version of PowerPoint), mobile technology is revolutionizing business communication.

MS PowerPoint by Microsoft Corporation

Mobile connectivity can accelerate decision making and problem solving by putting the right information in the hands of the right people at the right time. For example, if the people in a decision-making meeting need more information, they can do the necessary research on the spot.42

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Mobile communication also makes it easier to quickly tap into pockets of expertise within a company.43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015C1)

Customer service can be improved by making sure technicians and other workers always have the information they need right at hand.44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015C3)

Companies can also respond and communicate faster during crises.45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015C5)

Collaboration and problem solving are two key areas where mobile connectivity can boost productivity by enabling real-time interaction and access to vital information.

With interactivity designed to take advantage of the capabilities of mobile devices (including cameras, accelerometers, compasses, and GPS), companies can create more engaging experiences for customers and other users.46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015C7)

The mobile revolution complicates business communication in some ways, but it can enhance communication in many other ways if done thoughtfully.You’ll read more about mobile in the chapters ahead.

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1.5 Using Technology to Improve Business Communication LEARNING OBJECTIVE

5 List four general guidelines for using communication technology effectively. Today’s businesses rely heavily on technology to enhance communication. In fact, many of the technologies you might use in your personal life, from microblogs to video games, are also used in business. Technology is discussed extensively throughout this book, with speci�ic advice on using both common and emerging tools. The four-page photo essay “Powerful Tools for Communicating Effectively (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#P70010124510000000000000000012B3) ” (see pages 22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#page_22) –25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#page_25) ) provides an overview of the technologies that connect people in of�ices, factories, and other business settings.

MOBILE APP

Pocket collects content you’d like to read or view later and syncs it across your mobile devices.

However, anyone who has used advanced technology knows the bene�its are not automatic. Poorly designed or inappropriately used technology can hinder communication more than help. To communicate effectively, learn to keep technology in perspective, guard against information overload and information addiction, use technological tools productively, and frequently disengage from the computer to communicate in person.

KEEPING TECHNOLOGY IN PERSPECTIVE

Don’t rely too much on technology or let it overwhelm the communication process.

Perhaps the single most important point to remember about technology is that it is simply a tool, a means by which you can accomplish certain tasks. Technology is an aid to interpersonal communication, not a replacement for it. Technology can’t think for you or communicate for you, and if you lack some essential skills, technology can’t �ill in the gaps. Throughout the book, you’ll see advice on keeping the focus on your messages and your audiences, and using technology to enhance the communication process.

GUARDING AGAINST INFORMATION OVERLOAD

Information overload results when people receive more information than they can effectively process.

The overuse or misuse of communication technology can lead to information overload (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000148D) , in which people receive more information than they can effectively process. Information overload makes it dif�icult to discriminate between useful and useless information, reduces productivity, and ampli�ies employee stress both on the job and at home, even to the point of causing health and relationship problems.47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015C9)

You often have some level of control over the number and types of messages you choose to receive. Use the �iltering features of your communication systems to isolate high-priority messages that deserve your attention. Also, be wary of subscribing to too many Twitter streams and other sources. Focus on the information you truly need in order to do your job.

An important step in reducing information overload is to avoid sending unnecessary messages.

As a sender, you can help reduce information overload by making sure you don’t send unnecessary messages. In addition, when you send messages that aren’t urgent or crucial, let people know so they can prioritize. Also, most communication systems let you mark messages as urgent; however, use this feature only when it is truly needed. Its overuse leads to annoyance and anxiety, not action.

USING TECHNOLOGICAL TOOLS PRODUCTIVELY Facebook, Twitter, YouTube, and other technologies are key parts of what has been called the information technology paradox, in which information tools can waste as much time as they save. Social media are a particular source of concern: While they offer great opportunities for connecting with customers and other stakeholders, the potential for distraction can waste signi�icant amounts of employee time.

MOBILE APP

WhatsApp lets you send and receive messages, videos, and other content via your phone’s Internet connection.

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Inappropriate web use not only distracts employees from work responsibilities, it can leave employers open to lawsuits for sexual harassment if inappropriate images are displayed in or transmitted around the company.48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015CB) Social media have created another set of managerial challenges, given the risk that employee blogs or social networking pages can expose con�idential information or damage a �irm’s reputation in the marketplace. With all these technologies, the best solution lies in developing clear policies that are enforced evenly for all employees.49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015CD)

Communicating in today’s business environment requires at least a basic level of technical competence.

Managers need to guide their employees in the productive use of information tools because the speed and simplicity of these tools are also among their greatest weaknesses. The �lood of messages from an expanding array of digital sources can signi�icantly affect employees’ ability to focus on their work. In one study, workers exposed to a constant barrage of emails, instant messages, and phone calls experienced an average 10-point drop in their functioning intelligence quotient.50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015CF)

DIGITAL + SOCIAL + MOBILE: TODAY’S COMMUNICATION ENVIRONMENT

It’s All Fun and Games—and Effective Business Communication

The fact that millions of people spend billions of hours playing games on their mobile devices is not lost on companies looking for ways to enhance communication with employees and customers. Whether they feature skill, chance, or compelling story lines, successful games try to engage users intellectually and emotionally—just as successful business communicators try to do.

Gami�ication is the addition of game-playing aspects to an activity or a process with the goal of increasing user engagement, and it’s a natural �it for social media and mobile devices. Foursquare’s check-in competitions, in which the person who “checks in” using Foursquare the most times during a certain time window is crowned the “mayor” of that location, were an early use of gami�ication. Foursquare wasn’t invented as a way for people to become imaginary mayors of places where they shop or eat, of course. It is an advertising platform that relies on user activity and user- generated content, and the game element encourages people to use the app more frequently.

Foursquare is a simple example of gami�ication, but other companies are pushing the concept in new ways to engage and motivate employees and other stakeholders. For example, Bunchball’s Nitro software applies gami�ication concepts to a number of business communication platforms. On a customer-service system, the software rewards employees for increasing their productivity, meeting their service commitments to customers, and sharing knowledge with their colleagues. On several collaboration and brainstorming systems, gami�ication encourages people to make more connections, share ideas, and boost their in�luence within a community. Employee orientation systems can use game concepts to help new hires learn their way around the organization.

Gami�ication is also a key strategy for many companies trying to improve customer loyalty. Badgeville’s Reputation Mechanics system, for example, boosts the pro�ile of knowledgeable customers who share expertise on social media sites and other online forums. By rewarding their product champions (see page 345 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004a7a#page_345) ) this way, companies encourage them to keep contributing their expertise, thereby helping other customers be successful and satis�ied.

Incidentally, if you are in the Millennial generation—those born between about 1981 and 1995—you’re a special target of gami�ication in the workplace and the marketplace, given your generation’s enthusiasm for video games. Don’t be surprised to �ind more gami�ied apps and systems on the job and everywhere you turn as a consumer.

CAREER APPLICATIONS

1. Gami�ication is about in�luencing employee and customer behaviors in ways that bene�it a company. Is this ethical? Explain your answer. 2. Assume a company provides a job-search game app that helps you navigate your way through applying for a job, explore various job

openings, and understand what it would be like to work there. Would the app make you feel more positively about the company, or would you �ind that using a game for this purpose would trivialize something as important as your job search? Explain your answer.

Sources: Bunchball website, accessed 3 March 2016, www.bunchball.com (http://www.bunchball.com) ; Badgeville website, accessed 3 March 2016, badgeville.com (http://badgeville.com) ; Foursquare for Business website, accessed 3 March 2016, business.foursquare.com (http://business.foursquare.com) ; Christopher Swan, “Gami�ication: A New Way to Shape Behavior,” Communication World, May–June 2012, 13–14.

In addition to using your tools appropriately, knowing how to use them ef�iciently can make a big difference in your productivity. You don’t have to become an expert in most cases, but you do need to be familiar with the basic features and functions of the tools you are expected to use on the job. As a manager, you also need to ensure that your employees have suf�icient training to productively apply the tools you expect them to use.

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WIKI

Get the latest news on gami�ication

The Gami�ication Wiki offers information on gami�ication concepts and examples across a variety of industries. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

RECONNECTING WITH PEOPLE

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Even the best technologies can hinder communication if they are overused. For instance, a common complaint among employees is that managers rely too heavily on email and don’t communicate face to face often enough.51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015D1) Speaking with people over the phone or in person can take more time and effort and can sometimes force you to confront unpleasant situations directly, but it is often essential for solving tough problems and maintaining productive relationships.52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015D3)

No matter how much technology is involved, communication is still about people connecting with people.

Moreover, even the best communication technologies can’t show people who you really are. Remember to step out from behind the technology frequently to learn more about the people you work with and to let them learn more about you.

POWERFUL TOOLS FOR COMMUNICATING EFFECTIVELY

The tools of business communication evolve with every advance in digital technology. The 20 technologies highlighted on the next four pages help businesses rede�ine the of�ice, collaborate and share information, connect with stakeholders, and build communities of people with shared interests and needs. For more examples of business uses of social media tools in particular, see pages 207 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003480#page_207) –214 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000353f#page_214) in Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) .

REDEFINING THE OFFICE

Thanks to advances in mobile and distributed communication, the “of�ice” is no longer what it used to be. Technology lets today’s professionals work on the move while staying in close contact with colleagues, customers, and suppliers. These technologies are also rede�ining the very nature of some companies, as they replace traditional hierarchies with highly adaptable, virtual networks.

Web-Based Meetings

Andrey Popov/Shutterstock

Web-based meetings allow team members from all over the world to interact in real time. Meetings can also be recorded for later playback and review. Various systems support instant messaging, video, collaborative editing tools, and more.

Videoconferencing and Telepresence

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Videoconferencing provides many of the beneits of in-person meetings at a fraction of the cost. Advanced systems feature telepresence, in which the video images of meeting participants are life-sized and extremely realistic.

Shared Online Workspaces

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Online workspaces help teams work productively, even if they are on the move or spread out across the country. In addition to providing controlled access to shared �iles and other digital resources, some systems include such features as project management tools and real-time document sharing (letting two or more team members view and edit a document on screen at the same time).

Voice Technologies

Fancy Collection/Superstock

Speech recognition (converting human speech to computer commands) and speech synthesis (converting computer commands to human speech) can enhance communication in many ways, including simplifying mobile computing, assisting workers who are unwilling or unable to use keyboards, and allowing “one-sided” conversations with information systems. Speech analytics software can evaluate conversations to improve customer service and other interactions. Mobile VoIP lets people make voice calls on WiFi networks to save connection and roaming charges.

Mobile Business Apps

Courtesy of bossjock studio, www.bossjockstudio.com (http://www.bossjockstudio.com)

ITranslateapp.com (http://ITranslateapp.com)

Courtesy of Hipmunk, http://www.hipmunk.com (http://www.hipmunk.com)

As the range of business software applications on smartphones and tablet computers continues to expand, almost anything that can be accomplished on a regular computer can be done on a mobile device (although not always as ef�iciently or with the same feature sets).

COLLABORATING AND SHARING INFORMATION

The need to work with and share information quickly and easily is a constant in business. A wide variety of tools have been developed to facilitate collaboration and sharing, from general purpose systems such as instant messaging to more specialized capabilities such as data visualization.

Instant Messaging

http://www.bossjockstudio.com/

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Instant messaging (IM) is one of the most widely used digital communication tools in the business world, replacing many conversations and exchanges that once took place via email or phone calls. Enterprise IM systems are similar to consumer IM systems in many respects but have additional security and collaboration features. Group messaging systems add �ile sharing and information-management tools to help teams work more ef�iciently.

Wikis

Wikis promote collaboration by simplifying the process of creating and editing online content. Anyone with access (some wikis are private; some are public) can add and modify pages as new information becomes available.

Crowdsourcing and Collaboration Platforms

Innocentive, Inc.

Crowdsourcing, inviting input from groups of people inside or outside the organization, can give companies access to a much wider range of ideas, solutions to problems, and insights into market trends.

Data Visualization

Courtesy Tableau

Data visualization is a powerful tool for presenting and exploring sets of data that are very large, complex, or dynamic. As more companies rely on “big data” to identify and capitalize on market opportunities, the ability to extract insights from these large data sets can be an important competitive advantage.

Internet of Things

The Internet of Things (IoT) refers to the billions of smart, autonomous devices that are now connected via the Internet. These “things” are sensors, controllers, and other devices that send, receive, or process data. This machine-based communication can support or even replace conventional methods of business communication.

CONNECTING WITH STAKEHOLDERS

Electronic media and social media in particular have rede�ined the relationships businesses have with internal and external stakeholders. Any groups affected by a company’s decisions now have tools to give voice to their opinions and needs, and companies have many more conversational threads that need to be monitored and managed.

Applicant Tracking Systems

Applicant tracking systems now play a huge role in employment-related communications. At virtually all large companies and many medium and small companies, your résumé and application information will be entered into one of these systems. Recruiters use various tools to identify promising candidates and manage the interview and selection process. After hiring, some �irms use talent management systems to track employee development through workers’ entire careers at the company.

Blogging

Courtesy of Xerox Corporation

Blogs let companies connect with customers and other audiences in a fast and informal way. Commenting features let readers participate in the conversation, too.

Online Video

Google and the Google logo are registered trademarks of Google Inc., used with permission.

The combination of low-cost digital video cameras and video-sharing websites such as YouTube has spurred a revolution in business video. Product demonstrations, company overviews, promotional presentations, and training seminars are among the most popular applications of business video. Branded channels allow companies to present theirvideos as an integrated collection in a customized user interface.

Content Curation

Bovee and Thill, LLC website

Content curation, selecting videos and other items of interest to followers of a website or blog, has become one of the most popular ways to connect with stakeholders. Pinterest and Scoop.it are among the leading technologies in this area.

Podcasting

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With the portability and convenience of downloadable audio and video recordings, podcasts have become a popular means of delivering everything from college lectures to marketing messages. Podcasts are also used for internal communication, replacing conference calls, newsletters, and other media.

BUILDING COMMUNITIES

One of the most signi�icant bene�its of new communication technologies is the ease with which companies can foster a sense of community among customers, enthusiasts, and other groups. In some instances, the company establishes and manages the online community, while in others the community is driven by product champions or other enthusiasts.

User-Generated Content Sites

“Screenshot” from Segway Social. Copyright by Rodney C. keller. Used by permission of Rodney C. keller.

User-generated content sites let businesses host photos, videos, software programs, technical solutions, and other valuable content for their customer communities.

Gaming Technologies

Monkey Business/Fotolia

Adding game-playing elements to business processes (such as competitions for sales or service teams) can increase engagement from employees and customers alike.

Microblogging

Courtesy of Mathews, Inc

Microblogging services (of which Twitter is by far the best known) are a great way to share ideas, solicit feedback, monitor market trends, and announce special deals and events.

Social Networking

Courtesy of Fezzari Bicycles. To see more information go to www.fezzari.com (http://www.fezzari.com) .

Businesses use a variety of social networks as specialized channels to engage customers, �ind new employees, attract investors, and share ideas and challenges with peers.

Community Q&A Sites

http://www.fezzari.com/

Many companies now rely heavily on communities of customers to help each other with product questions and other routine matters.

1.6 Committing to Ethical and Legal Communication LEARNING OBJECTIVE

6 De�ine ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical communication choices.

Ethics (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001475) are the accepted principles of conduct that govern behavior within a society. Ethical behavior is a companywide concern, but because communication efforts are the public face of a company, they are subjected to particularly rigorous scrutiny from regulators, legislators, investors, consumer groups, environmental groups, labor organizations, and anyone else affected by business activities. Ethical communication (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001469) includes all relevant information, is true in every sense, and is not deceptive in any way. In contrast, unethical communication can distort the truth or manipulate audiences in a variety of ways:53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015D5)

Misleading audiences in any way is unethical.

Plagiarizing. Plagiarism is presenting someone else’s words or other creative product as your own. Note that plagiarism can be illegal if it violates a copyright (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001455)

, which is a form of legal protection for the expression of creative ideas.54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015D7) Omitting essential information. Your audience must have all the information necessary to make an intelligent, objective decision. Selective misquoting. Distorting or hiding the true intent of someone else’s words is unethical. Misrepresenting numbers. Statistics and other data can be unethically manipulated by increasing or decreasing numbers, exaggerating, altering statistics, or omitting numeric data. Distorting visuals. Images can be manipulated in unethical ways, such as altering photos to deceive audiences or changing the scale of graphs and charts to exaggerate or conceal differences. Failing to respect privacy or information security needs. Failing to respect the privacy of others or failing to adequately protect information entrusted to your care can also be considered unethical (and is sometimes illegal).

Transparency gives audience members access to all the information they need in order to process messages accurately.

The widespread adoption of social media has increased the attention given to the issue of transparency (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000014AD) , which in this context refers to a sense of openness, of giving all participants in a conversation access to the information they need to accurately process the messages they are receiving. In addition to the information itself, audiences deserve to know when they are being marketed to and who is behind the messages they read or hear.

For example, with stealth marketing, companies recruit people to promote products to friends and other contacts in exchange for free samples or other rewards, without requiring them to disclose the true nature of the communication. This can range from paying consumers to give product samples as “gifts” to paying popular Vine contributors to work products and brand names into the segments they post on the popular video-sharing service.55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015D9) Critics of stealth marketing, including the U.S. Federal Trade Commission (FTC), assert that such techniques are deceptive because they don’t give targets the opportunity to raise their instinctive defenses against the persuasive powers of marketing messages.56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015DB)

Aside from ethical concerns, trying to fool the public is simply bad for business. As the LaSalle University communication professor Michael Smith puts it, “The public backlash can be long, deep, and damaging to a company’s reputation.”57 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015DD)

DISTINGUISHING ETHICAL DILEMMAS FROM ETHICAL LAPSES

An ethical dilemma is a choice between alternatives that may not be clearly right or clearly wrong.

Some ethical questions are easy to recognize and resolve, but others are not. Deciding what is ethical can be a considerable challenge in complex business situations. An ethical dilemma (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000146D) involves choosing among alternatives that aren’t clear-cut. Perhaps two con�licting alternatives are both ethical and valid, or perhaps the alternatives lie somewhere in the gray area between clearly right and clearly wrong. Every company has responsibilities to multiple groups of people inside and outside the �irm, and those groups often have competing interests. For instance, employees naturally want higher wages and more bene�its, but investors who have risked their money in the company want management to keep costs low so that pro�its are strong enough to drive up the stock price. Both sides have a valid ethical position.

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An ethical lapse is making a choice you know to be unethical.

Figure 1.11 Unethical Communication

The writers of this memo clearly want the company to continue funding their pet project, even though the marketing research doesn’t support such a decision. By comparing this memo with the version shown in Figure 1.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P70010124510000000000000000013D4) (be sure to read the lettered annotations), you can see how the writers twisted the truth and omitted evidence in order to put a positive “spin” on the research.

In contrast, an ethical lapse (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001471) is a clearly unethical choice. With both internal and external communication efforts, the pressure to produce results or justify decisions can make unethical communication a tempting choice. Telling a potential customer you can complete a project by a certain date when you know you can’t is simply dishonest, even if you need the contract to save your career or your company. There is no ethical dilemma here.

Compare the messages in Figures 1.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P70010124510000000000000000013BD) and 1.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P70010124510000000000000000013D4) for examples of how business messages can be unethically manipulated.

ENSURING ETHICAL COMMUNICATION Ensuring ethical business communication requires three elements: ethical individuals, ethical company leadership, and the appropriate policies and structures to support employees’ efforts to make ethical choices.58 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015DF) Moreover, these three elements need to work in harmony. If employees see company executives making unethical decisions and �louting company guidelines, they might conclude that the guidelines are meaningless and emulate their bosses’ unethical behavior.

MOBILE APP

The PRSA Ethics app is a mobile version of the Publish Relations Society of America’s code of ethics.

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Figure 1.12 Ethical Communication

This version of the memo from Figure 1.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P70010124510000000000000000013BD) presents the evidence in a more honest and ethical manner.

Responsible employers establish clear ethical guidelines for their employees to follow.

Employers have a responsibility to establish clear guidelines and set examples for ethical behavior, including ethical business communication. Many companies establish an explicit ethics policy by using a written code of ethics (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P700101245100000000000000000143D) to help employees determine what is acceptable. A code is often part of a larger program of employee training and communication channels that allow employees to ask questions and report instances of questionable ethics. To ensure ongoing compliance with their codes of ethics, many companies also conduct ethics audits (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001479) to monitor ethical progress and to point out any weaknesses that need to be addressed.

However, whether or not formal guidelines are in place, every employee has a responsibility to communicate in an ethical manner. In the absence of clear guidelines, ask yourself the following questions about your business communications:59 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015E1)

If you can’t decide whether a choice is ethical, picture yourself explaining your decision to someone whose opinion you value.

Have you de�ined the situation fairly and accurately? What is your intention in communicating this message? What impact will this message have on the people who receive it or who might be affected by it? Will the message achieve the greatest possible good while doing the least possible harm? Will the assumptions you’ve made change over time? That is, will a decision that seems ethical now seem unethical in the future? Are you comfortable with your decision? Would you be embarrassed if it were printed in tomorrow’s newspaper or spread across the Internet? Think about a person whom you admire and ask yourself what he or she would think of your decision.

ENSURING LEGAL COMMUNICATION In addition to ethical guidelines, business communication is also bound by a wide variety of laws and regulations, including the following areas:

Business communication is governed by a wide variety of laws designed to ensure accurate, complete messages.

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Promotional communication. Marketing specialists need to be aware of the many laws that govern truth and accuracy in advertising. These laws address such issues as product reviews written by bloggers who receive compensation from the companies involved, false and deceptive advertising, misleading or inaccurate labels on product packages, and bait-and-switch tactics in which a store advertises a lower- priced product to lure consumers into a store but then tries to sell them a more expensive item.60 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015E3) Chapter 12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004853#P7001012451000000000000000004853) explores this area in more detail. Contracts. A contract (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001451) is a legally binding promise between two parties in which one party makes a speci�ied offer and the other party accepts. Contracts are fundamental to virtually every aspect of business, from product sales to property rental to credit cards and loans to professional service agreements.61 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015E5) Employment communication. A variety of local, state, and federal laws govern communication between employers and both potential and current employees. For example, job descriptions must be written in a way that doesn’t intentionally or unintentionally discriminate against women, minorities, or people with disabilities.62 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015E7) Intellectual property. In an age when instant global connectivity makes copying and retransmitting digital �iles effortless, the protection of intellectual property has become a widespread concern. Intellectual property (IP) (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001491)

includes patents, copyrighted materials, trade secrets, and even Internet domain names.63 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015E9) Bloggers and social media users in particular need to be careful about IP protection, given the carefree way that some post the work of others without offering proper credit.

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Guidelines for trouble-free blogging

The Electronic Frontier Foundation offers a free Legal Guide for Bloggers. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

Financial reporting. Finance and accounting professionals who work for publicly traded companies (those that sell stock to the public) must adhere to stringent reporting laws. For instance, a number of corporations have recently been targets of both government investigations and shareholder lawsuits for offering misleading descriptions of �inancial results and revenue forecasts. Defamation. Negative comments about another party raise the possibility of defamation (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P7001012451000000000000000001461)

, the intentional communication of false statements that damage character or reputation.64 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015EB) (Written defamation is called libel; spoken defamation is called slander.) Someone suing for defamation must prove (1) that the statement is false, (2) that the language is injurious to the person’s reputation, and (3) that the statement has been published. Transparency requirements. Governments around the world are taking steps to help ensure that consumers and other parties know who is behind the information they receive, particularly when it appears online. The European Union, for instance, outlaws a number of online marketing tactics, including “�logs,” short for “fake blogs,” in which an employee or a paid agent posing as an independent consumer posts positive stories about a company’s products.65 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015ED) In the United States, FTC guidelines require bloggers and other social media users who review products to disclose if they receive compensation for writing reviews.66 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015EF)

If you have any doubts about the legality of a message you intend to distribute, ask for advice from your company’s legal department. A small dose of caution can prevent huge legal headaches and protect your company’s reputation in the marketplace.

For the latest information on ethical and legal issues in business communication, visit real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) .

COMMUNICATION CHALLENGES AT Jetblue Imagine that you’ve joined the Twitter team at JetBlue as one of the more than two dozen communication specialists tasked with monitoring conversations about the company in the Twittersphere and responding to questions, requests, and complaints from passengers. Use what you’ve learned in this chapter to address the following challenges.

INDIVIDUAL CHALLENGE: Find a recent Twitter conversation between a passenger and JetBlue. It can be a compliment, a complaint, or a question. How well do you think the JetBlue team handled the conversation? Does the conversation re�lect well on JetBlue? If you had been the passenger, would you have been satis�ied with the outcome? Why or why not?

TEAM CHALLENGE: With a team assigned by your instructor, analyze the writing style of several dozen JetBlue tweets. Next, choose another well- known company that is on Twitter and analyze a series of its tweets. How do the two companies compare in terms of the general tone of their social

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media writing? Is one more formal than the other? Does one emphasize self-promotion more than the other? Does one engage with customers more, answering queries and resolving complaints? Summarize your analysis, with examples from both companies.

Quick Learning Guide

KEY TERMS

audience-centered approach Understanding and respecting the members of your audience and making every effort to get your message across in a way that is meaningful to them

code of ethics A written set of ethical guidelines that companies expect their employees to follow

communication The process of transferring information and meaning using one or more media and communication channels

communication barriers Forces or events that can disrupt communication, including noise and distractions, competing messages, �ilters, and channel breakdowns

communication channels Systems used to deliver messages

communication medium The form in which a message is presented; the three primary categories of media are oral, written, and visual

contract A legally binding promise between two parties in which one party makes a speci�ied offer and the other party accepts

critical thinking The ability to evaluate evidence completely and objectively in order to form logical conclusions and make sound recommendations

decoding Extracting the idea from a message

defamation The intentional communication of false statements that damage someone’s character or reputation

encoding Putting an idea into a message (using words, images, or a combination of both)

ethical communication Communication that includes all relevant information, is true in every sense, and is not deceptive in any way

ethical dilemma Situation that involves making a choice when the alternatives aren’t completely wrong or completely right

ethical lapse A clearly unethical choice

ethics The accepted principles of conduct that govern behavior within a society

ethics audits Ongoing efforts to monitor ethical progress and to point out any weaknesses that need to be addressed

etiquette The expected norms of behavior in a particular situation

feedback Information from receivers regarding the quality and effectiveness of a message

formal communication network Communication channels that �low along the lines of command

informal communication network All communication that takes place outside the formal network; often referred to as the grapevine or the rumor mill

information overload Condition in which people receive more information than they can effectively process

intellectual property (IP) Assets including patents, copyrighted materials, trade secrets, and even Internet domain names

message The “container” in which an idea is transmitted from a sender to a receiver

perception A person’s awareness or view of reality; also, the process of detecting incoming messages

professionalism The quality of performing at a high level and conducting oneself with purpose and pride

selective perception The inclination to distort or ignore incoming information rather than change one’s beliefs

social communication model An interactive, conversational approach to communication in which formerly passive audience members are empowered to participate fully

stakeholders Groups affected by a company’s actions: customers, employees, shareholders, suppliers, neighbors, the community, and the world at large

transparency Giving all participants in a conversation access to the information they need to accurately process the messages they are receiving

“you” attitude Communicating with an audience-centered approach; creating messages that are about “you,” the receiver, rather than “me,” the sender

SUMMARY OF LEARNING OBJECTIVES

1 Explain the importance of effective communication to your career and to the companies where you will work. Effective communication is important to your career because no matter what line of work you pursue, you need to be able to share information with other people. You can have the greatest business ideas in the world, but they’re no good to anyone if you can’t express them clearly and persuasively. In addition to bene�iting you personally, your communication skills will help your company in multiple ways, offering (1) closer ties with important communities in the marketplace; (2) opportunities to in�luence conversations, perceptions, and trends; (3) increased productivity and faster problem solving; (4) better �inancial results; (5) earlier warning of potential problems; (6) stronger decision making; (7) clearer and more persuasive marketing messages; and (8) greater employee engagement with work.

2 Explain what it means to communicate as a professional in a business context. Communicating as a professional starts with being a professional, which embodies striving to excel, being dependable and accountable, being a team player, demonstrating a sense of etiquette, making ethical decisions, and maintaining a positive outlook.

As a professional, you will be expected to apply a wide range of communication skills, including organizing ideas and information; expressing yourself coherently and persuasively in a variety of media; building persuasive arguments; critically evaluating data and information; actively listening to others; communicating effectively with diverse audiences; using communication technologies; following accepted standards of grammar, spelling, and other aspects of high-quality writing and speaking; adapting your messages and communication styles as needed; demonstrating strong business etiquette; communicating ethically; respecting con�identiality; following applicable laws and regulations; and managing your time wisely and using resources ef�iciently.

Applying these skills effectively in an organizational context involves learning how to use both the formal and informal communication networks in your organization. The formal network mirrors the of�icial hierarchy and structure of the organization; the informal network involves all the communication among members of the organization, regardless of their job positions. Adopting an audience-centered approach involves understanding and respecting the members of your audience and making every effort to get your message across in a way that is meaningful to them. This approach is also known as adopting the “you” attitude (where “you” is the recipient of the message you are sending).

3 Describe the communication process model and the ways social media are changing the nature of business communication. Communication is a complex and subtle process, and any attempt to model it involves some simpli�ication, but it is helpful to view the process as eight steps: (1) the sender starts with an idea to share; (2) the sender encodes the meaning of that idea as a message; (3) the sender produces the message in a transmittable medium; (4) the sender transmits the message through a channel; (5) the audience receives the message; (6) the audience decodes the message to extract its meaning; (7) the audience responds to the message; and (8) the audience provides feedback to the sender.

Social media are transforming the practice of business communication and changing the nature of the relationships between companies and their stakeholders. Traditional business communication can be thought of as having a “publishing” mindset, in which a company produces carefully scripted messages and distributes them to an audience that has few options for responding to the company or interacting with one another. In contrast, the social model uses social media tools to create an interactive and participatory environment in which all parties have a chance to join the conversation. Many of the old rules and expectations, including tight control of the content and distribution of the message, no longer apply in this new environment.

4 Outline the challenges and opportunities of mobile communication in business. The challenges of mobile communications in business include the need for websites to be mobile friendly, the dif�iculty of creating and consuming content on small screens and keyboards, the potential for always-on connectivity to blur the lines between personal and professional time, the dif�iculty of getting and keeping the attention of multitasking audiences, and a variety of security and privacy concerns. The opportunities include giving employees more �lexibility to meet their personal and professional obligations, using mobile devices as sensory and cognitive extensions, enhancing productivity and collaboration, assisting in a wide variety of business tasks, accelerating decision making and problem solving, and creating more engaging experiences for customers and other users.

5 List four general guidelines for using communication technology effectively. First, keep technology in perspective. Make sure it supports the communication effort rather than overwhelming or disrupting it. Second, guard against information overload and information technology addiction. Third, learn how to use technological tools productively—and avoid using them in deliberately unproductive ways. Fourth, reconnect in person from time to time to ensure that communication is successful and that technology doesn’t come between you and the people you need to reach.

6 De�ine ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical communication choices. Ethics are the accepted principles of conduct that govern behavior within a society. Ethical communication is particularly important in business because communication is the public face of a company, which is why communication efforts are intensely scrutinized by company stakeholders. The difference between an ethical dilemma and an ethical lapse is a question of clarity. An ethical dilemma occurs when the choice is unclear because two or more alternatives seem equally right or equally wrong. In contrast, an ethical lapse occurs when a person makes a conscious choice that is clearly unethical.

To make ethical choices in any situation, ask yourself these six questions: (1) Have I de�ined the situation fairly and accurately? (2) What is my intention in communicating this message? (3) What impact will this message have on the people who receive it or who might be affected by it? (4) Will the message achieve the greatest possible good while doing the least possible harm? (5) Will the assumptions I’ve made change over time? That is, will a decision that seems ethical now seem unethical in the future? (6) Am I truly comfortable with my decision?

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

1-1. What bene�its does effective communication give you and your organization? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#P7001012451000000000000000001086)

1-2. What are the �ive attributes of effective business communication? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#P7001012451000000000000000001086)

1-3. What are the six traits of professionalism? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P70010124510000000000000000010D6)

1-4. Why should communicators take an audience-centered approach to communication? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P70010124510000000000000000010D6)

1-5. What steps have to occur before an audience member perceives the presence of an incoming message? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P7001012451000000000000000001165)

1-6. What are the most common barriers to successful communication? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P7001012451000000000000000001165)

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1-7. What does “BYOD” refer to, and what are the implications of this phenomenon? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000121B)

1-8. How is communication affected by information overload? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#P7001012451000000000000000001272)

1-9. What is an ethical dilemma? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P7001012451000000000000000001393)

1-10. What is an ethical lapse? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P7001012451000000000000000001393)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

1-11. Why do you think communication is vital to the success of every business organization? Explain brie�ly. [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#P7001012451000000000000000001086)

1-12. How does a company’s use of social media re�lect audience-centered communication? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P70010124510000000000000000010D6)

1-13. How might overuse of social media on the job affect a person’s ability to truly receive important business messages? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P7001012451000000000000000001165)

1-14. What changes would you make to your email messages if you know your recipients are typically walking or riding on mass transit when they read your messages? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000121B)

1-15. You’re the CEO of a company whose sales are declining, and there is a 50/50 chance you will need to lay off some of your employees sometime in the next two to three months. You have to decide whether to tell them now so they can look for new jobs as soon as possible, even though you’re not yet sure layoffs will be necessary, or wait until you are sure layoffs will occur. Explain why this is an ethical dilemma. Be sure to consider the effect a sudden exodus of valuable employees could have on the company’s prospects. [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P7001012451000000000000000001393)

Practice Your Skills 1-16. Message for Analysis: Analyzing Communication Effectiveness [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#P7001012451000000000000000001086) Read the following blog posting, and then (1) analyze whether the message is effective or ineffective (be sure to explain why) and (2) revise the message so that it follows this chapter’s guidelines.

It has come to my attention that many of you are lying on your time cards. If you come in late, you should not put 8:00 on your card. If you take a long lunch, you should not put 1:00 on your time card. I will not stand for this type of cheating. I simply have no choice but to institute an employee monitoring system. Beginning next Monday, video cameras will be installed at all entrances to the building, and your entry and exit times will be logged each time you use electronic key cards to enter or leave. Anyone who is late for work or late coming back from lunch more than three times will have to answer to me. I don’t care if you had to take a nap or if you girls had to shop. This is a place of business, and we do not want to be taken advantage of by slackers who are cheaters to boot. It is too bad that a few bad apples always have to spoil things for everyone.

Exercises

Each activity is labeled according to the primary skill or skills you will need to use. To review relevant chapter content, you can refer to the indicated Learning Objective. In some instances, supporting information will be found in another chapter, as indicated.

1-17. Writing: Compositional Modes: Summaries [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#P7001012451000000000000000001086) , Chapter 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#P7001012451000000000000000001F59) Write a paragraph introducing yourself to your instructor and your class. Address such areas as your background, interests, achievements, and goals. Submit your paragraph using an email, blog, or social network, as indicated by your instructor.

1-18. Media Skills: Microblogging [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#P7001012451000000000000000001086) , Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) Write four effective messages (no more than 140 characters each) to persuade other college students to take the business communication course. Think of the �irst message as the “headline” of an advertisement that makes a bold promise regarding the value this course offers every aspiring business professional. The next three messages should be supporting points that provide evidence to back up the promise made in the �irst message.67 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#P70010124510000000000000000015F1)

1-19. Fundamentals: Analyzing Communication Effectiveness [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#P7001012451000000000000000001086) Identify a video clip (on YouTube or another online source) that you believe represents an example of effective communication. It can be in any context, business or otherwise, but make sure it is something appropriate to discuss in class. Post a link to the video on your class blog, along with a brief written summary of why you think this example shows effective communication in action.

1-20. Planning: Assessing Audience Needs [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P70010124510000000000000000010D6) , Chapter 3

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000121B

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000121B

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(http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#P7001012451000000000000000001B46) Choose a business career that sounds interesting to you and imagine that you are getting ready to apply for jobs in that �ield. Naturally, you want to create a compelling, audience-focused résumé that answers the key questions a hiring manager is most likely to ask. Identify three personal or professional qualities you have that would be important for someone in this career �ield. Write a brief statement (one or two sentences) regarding each quality, describing in audience-focused terms how you can contribute to a company in this respect. Submit your statements via email or the class blog.

1-21. Communication Etiquette: Communicating with Sensitivity and Tact [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P70010124510000000000000000010D6) Potential customers frequently visit your production facility before making purchase decisions. You and the people who report to you in the sales department have received extensive training in etiquette issues because you deal with high-pro�ile clients so often. The rest of the workforce has not received such training, however, and you worry that someone might inadvertently say or do something that would offend one of these potential customers. In a two-paragraph email, explain to the general manager why you think anyone who might come in contact with customers should receive basic etiquette training.

1-22. Collaboration: Team Projects; Planning: Assessing Audience Needs [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P70010124510000000000000000010D6) , Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) , Chapter 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#P7001012451000000000000000001F59) Your boss has asked your work group to research and report on corporate child-care facilities. Of course, you’ll want to know who (besides your boss) will be reading your report. Working with two team members, list four or �ive other things you’ll want to know about the situation and about your audience before starting your research. Brie�ly explain why each of the items on your list is important.

1-23. Planning: Constructing a Persuasive Argument [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#P70010124510000000000000000010D6) , Chapter 12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004853#P7001012451000000000000000004853) Blogging is a popular way for employees to communicate with customers and other parties outside the company. In some cases employee blogs have been quite bene�icial for both companies and their customers by providing helpful information and “putting a human face” on other formal and imposing corporations. In other cases, however, employees have been �ired for posting information that their employers said was inappropriate. One particular area of concern is criticism of the company or individual managers. Should employees be allowed to criticize their employers in a public forum such as a blog? In a brief email message, argue for or against company policies that prohibit critical information in employee blogs.

1-24. Fundamentals: Analyzing Communication Effectiveness [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P7001012451000000000000000001165) Use the eight phases of the communication process to analyze a miscommunication you’ve recently had with a coworker, supervisor, classmate, teacher, friend, or family member. What idea were you trying to share? How did you encode and transmit it? Did the receiver get the message? Did the receiver correctly decode the message? How do you know? Based on your analysis, identify and explain the barriers that prevented your successful communication in this instance.

1-25. Fundamentals: Analyzing Communication Effectiveness [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000121B) Using a mobile device, visit the websites of �ive companies that make products or provide services you buy or might buy in the future. Which of the websites is the most user friendly? How does it differ from the other sites? Do any of the companies offer a mobile shopping app for your device?

1-26. Technology: Using Communication Tools [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#P7001012451000000000000000001272) Find a free online communication service that you have no experience using as a content creator or contributor. Services to consider include blogging (such as Blogger), microblogging (such as Twitter), community Q&A sites (such as YahooAnswers), and user-generated content sites (such as Flickr). Perform a basic task such as opening an account or setting up a blog. Was the task easy to perform? Were the instructions clear? Could you �ind help online if you needed it? Is there anything about the experience that could be improved? Summarize your conclusions in a brief email message to your instructor.

1-27. Communication Ethics: Distinguishing Ethical Dilemmas and Ethical Lapses [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P7001012451000000000000000001393) Knowing that you have numerous friends throughout the company, your boss relies on you for feedback concerning employee morale and other issues affecting the staff. She recently asked you to start reporting any behavior that might violate company policies, from taking of�ice supplies home to making personal long-distance calls. List the issues you’d like to discuss with her before you respond to her request.

1.28. Communication Ethics: Distinguishing Ethical Dilemmas and Ethical Lapses [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P7001012451000000000000000001393) Brie�ly explain why you think each of the following is or is not ethical.

a. Keeping quiet about a possible environmental hazard you’ve just discovered in your company’s processing plant b. Overselling the bene�its of instant messaging to your company’s managers; they never seem to understand the bene�its of

technology, so you believe it’s the only way to convince them to make the right choice c. Telling an associate and close friend that she needs to pay more attention to her work responsibilities, or management will �ire her d. Recommending the purchase of equipment your department doesn’t really need in order to use up your allocated funds before the

end of the �iscal year so that your budget won’t be cut next year, when you might have a real need for the money 1-29. Communication Ethics: Providing Ethical Leadership [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P7001012451000000000000000001393) Cisco, a leading manufacturer of equipment for the Internet and corporate networks, has developed a code of ethics that it expects employees to abide by. Visit the company’s website at www.cisco.com (http://www.cisco.com) and �ind its Code of Conduct. In a brief paragraph describe three speci�ic examples of things you could do that would violate these provisions; then list at least three opportunities that Cisco provides its employees to report ethics violations or ask questions regarding ethical dilemmas.

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#P7001012451000000000000000001B46

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000121B

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#P7001012451000000000000000001272

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#P7001012451000000000000000001393

http://www.cisco.com/

Expand Your Skills Critique the Professionals

Locate an example of professional communication from a reputable online source. It can re�lect any aspect of business communication, from an advertisement or a press release to a company blog or website. Evaluate this communication effort in light of any aspect of this chapter that is relevant to the sample and interesting to you. For example, is the piece effective? Audience-centered? Ethical? Using whatever medium your instructor requests, write a brief analysis of the piece (no more than one page) citing speci�ic elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that describes an innovative use of mobile technology in business communication. Write a brief email message to your instructor or a post for your class blog describing the item and summarizing the information you found.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

1-30. Why is critical thinking considered an essential communication skill? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#P7001012451000000000000000001165)

1-31. How is mobile technology changing the practice of business communication? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000121B)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#rP700101245100000000000000000156C) . JetBlue website, accessed 3 March 2016, www.jetblue.com (http://www.jetblue.com) ; JetBlue Facebook page, accessed 3 March 2016, www.facebook.com/jetblue (http://www.facebook.com/jetblue) ; Yuyu Chen, “What Twitter Marketers Can Learn from JetBlue, Emirates and Royal Dutch Airlines,” ClickZ, 18 November 2015, www.clickz.com (http://www.clickz.com) ; “5 Social Media All-Stars,” CNNMoney, 29 August 2013, money.cnn.com (http://money.cnn.com) ; JetBlue Twitter account, accessed 3 March 2016, https://twitter.com/JetBlue (https://twitter.com/JetBlue) ; Todd Wasserman, “How JetBlue’s Social Media Strategy Took Flight,” Mashable, 1 June 2011, mashable.com (http://mashable.com) ; “A Day In The Life: Social Media,” BlueTales blog, 19 January 2012, blog.jetblue.com (http://blog.jetblue.com) , Chantal Tode, “JetBlue Exec: Mobile Is Discovery Piece for Travelers,” Mobile Marketer, 22 January 2013, www.mobilemarketer.com (http://www.mobilemarketer.com) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP700101245100000000000000000156E) . Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 580.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001570) . “Employers: 13 Common Complaints About Recent Grads,” Youturn, 2 October 2012, www.youturn.com (http://www.youturn.com) .

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001572) . Julie Connelly, “Youthful Attitudes, Sobering Realities,” New York Times, 28 October 2003, E1, E6; Nigel Andrews and Laura D’Andrea Tyson, “The Upwardly Global MBA,” Strategy + Business 36 (Fall 2004): 60–69; Jim McKay, “Communication Skills Found Lacking,” Pittsburgh Post-Gazette, 28 February 2005, www.delawareonline.com (http://www.delawareonline.com) .

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001574) . Martin Zwilling, “How Effective Is Your Business Communication Skill?” Forbes, 20 January 2015, www.forbes.com (http://www.forbes.com) ; Brian Solis, Engage! (Hoboken, N.J.: John Wiley & Sons, 2010), 11–12; “Majority of Global Companies Face an Engagement Gap,” Internal Comms Hub website, 23 October 2007, www.internalcommshub.com (http://www.internalcommshub.com) ; Gary L. Neilson, Karla L. Martin, and Elizabeth Powers, “The Secrets to Successful Strategy Execution,” Harvard Business Review, June 2008, 61–70; Nicholas Carr, “Lessons in Corporate Blogging,” BusinessWeek, 18 July 2006, 9; Susan Meisinger, “To Keep Employees, Talk—and Listen—to Them!” HR Magazine, August 2006, 10.

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001576) . Daft, Management, 147.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001578) . Zwilling, “How Effective Is Your Business Communication Skill?”

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#rP700101245100000000000000000157A) . Susan Adams, “How to Communicate Effectively at Work,” Forbes, 17 November 2015, www.forbes.com (http://www.forbes.com) ; “CEOs to Communicators: ‘Stick to Common Sense,’” Internal Comms Hub website, 23 October 2007, www.internalcommshub.com (http://www.internalcommshub.com) ; “A Writing Competency Model for Business,” BizCom101.com (http://BizCom101.com) , 14 December 2007, www.business-writing-courses.com (http://www.business-writing-courses.com) ; Sue Dewhurst and Liam FitzPatrick, “What Should Be the Competency of Your IC Team?” white paper, 2007, competentcommunicators.com (http://competentcommunicators.com) .

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#rP700101245100000000000000000157C) . “Digital Information Fluency Model,” 21cif.com (http://21cif.com) , accessed 11 February 2014, 21cif.com (http://21cif.com) .

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#rP700101245100000000000000000157E) . Philip C. Kolin, Successful Writing at Work, 6th ed. (Boston: Houghton Mif�lin, 2001), 17–23.

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#rP7001012451000000000000000001580) . “The Explainer: Emotional Intelligence,” Harvard Business Review video, 18 August 2015, accessed 2 March 2016, hbr.org (http://hbr.org) ; Laura L.

http://websearch.businesscommunicationnetwork.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#P700101245100000000000000000121B

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#rP700101245100000000000000000156C

http://www.jetblue.com/

http://www.facebook.com/jetblue

http://www.clickz.com/

http://money.cnn.com/

https://twitter.com/JetBlue

http://mashable.com/

http://blog.jetblue.com/

http://www.mobilemarketer.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP700101245100000000000000000156E

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001570

http://www.youturn.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001572

http://www.delawareonline.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001574

http://www.internalcommshub.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001576

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001084#rP7001012451000000000000000001578

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#rP700101245100000000000000000157A

http://www.internalcommshub.com/

http://bizcom101.com/

http://www.business-writing-courses.com/

http://competentcommunicators.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#rP700101245100000000000000000157C

http://21cif.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#rP700101245100000000000000000157E

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#rP7001012451000000000000000001580

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP7001012451000000000000000001582

Myers and Mary L. Tucker, “Increasing Awareness of Emotional Intelligence in a Business Curriculum,” Business Communication Quarterly, March 2005, 44–51.

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP7001012451000000000000000001582) . Walter Frick, “The Curious Science of When Multitasking Works,” Harvard Business Review, 6 January 2015, hbr.org (http://hbr.org) .

13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP7001012451000000000000000001584) . Pete Cashmore, “10 Web Trends to Watch in 2010,” CNN Tech, 3 December 2009, www.cnn.com (http://www.cnn.com) .

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP7001012451000000000000000001586) . Paul Martin Lester, Visual Communication: Images with Messages (Belmont, Calif.: Thomson South-Western, 2006), 6–8.

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP7001012451000000000000000001588) . Michael R. Solomon, Consumer Behavior: Buying, Having, and Being, 6th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2004), 65.

16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP700101245100000000000000000158A) . Anne Field, “What You Say, What They Hear,” Harvard Management Communication Letter, Winter 2005, 3–5.

17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP700101245100000000000000000158C) . Chuck Williams, Management, 2nd ed. (Cincinnati: Thomson South-Western, 2002), 690.

18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP700101245100000000000000000158E) . Charles G. Morris and Albert A. Maisto, Psychology: An Introduction, 12th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2005), 226–239; Saundra K. Ciccarelli and Glenn E. Meyer, Psychology (Upper Saddle River, N.J.: Prentice Hall, 2006), 210–229; Mark H. Ashcraft, Cognition, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2006), 44–54.

19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP7001012451000000000000000001590) . Ben Hanna, 2009 Business Social Media Benchmarking Study, Business.com (http://Business.com) , 2 November 2009, 11.

20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001163#rP7001012451000000000000000001592) . “Managing Yourself: Conquering Digital Distraction,” Harvard Business Review, June 2015, 110–113, hbr.org (http://hbr.org) ; Michael Killian, “The Communication Revolution—‘Deep Impact’ About to Strike,” Avaya Insights blog, 4 December 2009, www.avayablog.com (http://www.avayablog.com) .

21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP7001012451000000000000000001594) . “The Mobile Revolution Is Just Beginning,” press release, World Economic Forum, 13 September 2013, www.weforum.org (http://www.weforum.org) .

22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP7001012451000000000000000001596) . Maribel Lopez, “Three Trends That Change Business: Mobile, Social and Cloud,” Forbes, 28 January 2012, www.forbes.com (http://www.forbes.com) .

23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP7001012451000000000000000001598) . Kevin Custis, “Three Ways Business Can Be Successful on Mobile,” Forbes, 15 November 2013, www.forbes.com (http://www.forbes.com) ; “IBM Survey: Speed and Analytics Key Drivers in Mobile Adoption for Organizations,” press release, IBM, 19 November 2013, www.ibm.com (http://www.ibm.com) .

24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP700101245100000000000000000159B) . “More Than Nine in 10 Internet Users Will Go Online via Phone,” eMarketer, 6 January 2014, www.emarketer.com (http://www.emarketer.com) .

25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP700101245100000000000000000159D) . Christina “CK” Kerley, The Mobile Revolution & B2B, white paper, 2011, www.b2bmobilerevolution.com (http://www.b2bmobilerevolution.com) .

26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP700101245100000000000000000159F) . Jordie van Rijn, “The Ultimate Mobile Email Statistics Overview,” Emailmonday.com (http://Emailmonday.com) , accessed 9 February 2014, www.emailmonday.com (http://www.emailmonday.com) .

27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015A1) . Jessica Lee, “46% of Searchers Now Use Mobile Exclusively to Research [Study],” Search Engine Watch, 1 May 2013, searchenginewatch.com (http://searchenginewatch.com) .

28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015A3) . Dennis McCafferty, “10 Awesome Facts About the Mobile Revolution,” CIO Insight, 6 December 2013, www.cioinsight.com (http://www.cioinsight.com) .

29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015A5) . Yun-Sen Chan, “Smartphones Are Changing Person-to-Person Communication,” Modern Media Mix, 23 April 2013, modernmediamix.com (http://modernmediamix.com) .

30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015A7) . “Mobile Facts and Market Stats,” Mocapay, accessed 10 February 2014, www.mocapay.com (http://www.mocapay.com) .

31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015A9) . Richa Jain, “Making a Case for Mobile First Designs,” Sitepoint, 21 November 2014, www.sitepoint.com (http://www.sitepoint.com) ; Mobile Revolution (Nashua, NH: Extron, 2011, PDF ebook).

32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015AB) . Nicco Mele, The End of Big: How the Internet Makes David the New Goliath (New York: St. Martin’s Press, 2013), 1–2.

33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015AD) . “JWT’s 13 Mobile Trends for 2013 and Beyond,” J. Walter Thompson website, 2 April 2013, www.jwt.com (http://www.jwt.com) .

34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015AF) . The Changing Role of Mobile Communications in the Workplace, white paper, Frost & Sullivan, accessed 8 February 2014, www.frost.com (http://www.frost.com) .

35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015B1) . Top 10 Ways Successful Small Businesses Use Mobile Tech, white paper, T-Mobile, 2012.

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http://business.com/

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http://www.jwt.com/

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http://www.frost.com/

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36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015B3) . Armen Ghazarian, “How Do Users Interact with Mobile Devices,” Medium.com (http://Medium.com) , 29 November 2013, medium.com (http://medium.com) .

37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015B5) . “JWT’s 13 Mobile Trends for 2013 and Beyond.”

38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015B7) . “Bring Your Own Device: BYOD Is Here and You Can’t Stop It,” Garner, accessed 9 February 2014, www.garner.com (http://www.garner.com) .

39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015B9) . Jessica Twentyman, “Deploying Smartphones, Tables, and Apps for a New Employee Communication Era,” SCM, January/February 2013, 28–29; The Changing Role of Mobile Communications in the Workplace.

40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015BB) . Aaref Hilaly, “The Biggest Opportunity in Mobile That No One Is Talking About,” LinkedIn, 17 December 2013, www.linkedin.com (http://www.linkedin.com) .

41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015BD) . Adobe Digital Publishing Solution, accessed 3 March 2016, www.adobe.com (http://www.adobe.com) .

42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015BF) . Michael Saylor, The Mobile Wave: How Mobile Intelligence Will Change Everything (New York: Vanguard Press, 2012), 10.

43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015C1) . The Changing Role of Mobile Communications in the Workplace.

44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015C3) . Top 10 Ways Successful Small Businesses Use Mobile Tech.

45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015C5) . Milton Kazmeyer, “The Impact of Wireless Communication in the Workplace,” Houston Chronicle, accessed 10 February 2014, smallbusiness.chron.com (http://smallbusiness.chron.com) .

46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015C7) . Gregg Hano, “The Power of Corporate Communications on Mobile Apps,” Mag+, 1 August 2013, www.magplus.com (http://www.magplus.com) .

47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015C9) . Tara Craig, “How to Avoid Information Overload,” Personnel Today, 10 June 2008, 31; Jeff Davidson, “Fighting Information Overload,” Canadian Manager, Spring 2005, 16+.

48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015CB) . Eric J. Sinrod, “Perspective: It’s My Internet—I Can Do What I Want,” News.com (http://News.com) , 29 March 2006, www.news.com (http://www.news.com) .

49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015CD) . Eric J. Sinrod, “Time to Crack Down on Tech at Work?” News.com (http://News.com) , 14 June 2006, www.news.com (http://www.news.com) .

50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015CF) . Jack Trout, “Beware of ‘Infomania,’” Forbes, 11 August 2006, www.forbes.com (http://www.forbes.com) .

51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015D1) . “Many Senior Managers Communicate Badly, Survey Says,” Internal Comms Hub, 6 August 2007, www.internalcommshub.com (http://www.internalcommshub.com) .

52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015D3) . Mike Schaffner, “Step Away from the Computer,” Forbes, 7 August 2009, www.forbes.com (http://www.forbes.com) .

53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015D5) . Philip C. Kolin, Successful Writing at Work, 6th ed. (Boston: Houghton Mif�lin, 2001), 24–30.

54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015D7) . Nancy K. Kubasek, Bartley A. Brennan, and M. Neil Browne, The Legal Environment of Business, 3rd ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 172.

55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015D9) . Kurt Wagner, “Stealth Marketing: How Brands In�iltrate Vine With Product Placement,” Mashable, 22 July 2014, mashable.com (http://mashable.com) .

56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015DB) . Word of Mouth Marketing Association, “WOM 101,” accessed 2 June 2010, womma.org (http://womma.org) ; Nate Anderson, “FTC Says Stealth Marketing Unethical,” Ars Technica, 13 December 2006, arstechnica.com (http://arstechnica.com) ; “Undercover Marketing Uncovered,” CBSnews.com (http://CBSnews.com) , 25 July 2004, www.cbsnews.com (http://www.cbsnews.com) ; Stephanie Dunnewind, “Teen Recruits Create Word-of-Mouth ‘Buzz’ to Hook Peers on Products,” Seattle Times, 20 November 2004, www.seattletimes.com (http://www.seattletimes.com) .

57 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015DD) . Linda Pophal, “Tweet Ethics: Trust and Transparency in a Web 2.0 World,” International Association of Business Communicators, 1 September 2009, www.iabc.com (http://www.iabc.com) .

58 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015DF) . Daft, Management, 155.

59 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015E1) . Based in part on Robert Kreitner, Management, 9th ed. (Boston: Houghton Mif�lin, 2004), 163.

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015B3

http://medium.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015B7

http://www.garner.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015BB

http://www.linkedin.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015BD

http://www.adobe.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015BF

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015C1

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015C3

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#rP70010124510000000000000000015C5

http://smallbusiness.chron.com/

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http://www.magplus.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015CB

http://news.com/

http://www.news.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015CD

http://news.com/

http://www.news.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001270#rP70010124510000000000000000015D1

http://www.internalcommshub.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015D9

http://mashable.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015DB

http://womma.org/

http://arstechnica.com/

http://cbsnews.com/

http://www.cbsnews.com/

http://www.seattletimes.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015DD

http://www.iabc.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015E1

60 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015E3) . Henry R. Cheeseman, Contemporary Business and E-Commerce Law, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 841–843.

61 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015E5) . Cheeseman, Contemporary Business and E-Commerce Law, 201.

62 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015E7) . John Jude Moran, Employment Law: New Challenges in the Business Environment, 2nd ed. (Upper Saddle River, N.J.: Prentice Hall, 2002), 186–187; Kubasek et al., The Legal Environment of Business, 562.

63 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015E9) . Cheeseman, Contemporary Business and E-Commerce Law, 325.

64 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015EB) . Kubasek et al., The Legal Environment of Business, 306.

65 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015ED) . Robert Plummer, “Will Fake Business Blogs Crash and Burn?” BBC News, 22 May 2008, news.bbc.co.uk (http://news.bbc.co.uk) .

66 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015EF) . Liza Darwin, “Why Those FTC Blogger Requirements Aren’t Working,” Re�inery29, 7 April 2015, www.re�inery29.com (http://www.re�inery29.com) .

67 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001433#rP70010124510000000000000000015F1) . The concept of a four-tweet summary is based on Cliff Atkinson, The Backchannel (Berkeley, Calif.: New Riders, 2010), 120–121.

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015EB

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001390#rP70010124510000000000000000015ED

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2 Collaboration, Interpersonal Communication, and Business Etiquette

LEARNING OBJECTIVES

After studying this chapter, you will be able to

1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001624 List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F4) Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177E List the key steps needed to ensure productive team meetings.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017E9 Identify the major technologies used to enhance or replace in-person meetings.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000180E Identify three major modes of listening, describe the listening process, and explain the problem of selective listening.

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P7001012451000000000000000001891 Explain the importance of nonverbal communication, and identify six major categories of nonverbal expression.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D4 Explain the importance of business etiquette, and identify four key areas in which good etiquette is essential.

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COMMUNICATION CLOSE-UP AT Cemex www.cemex.com (http://www.cemex.com)

You probably have been on a lab team or other project team that had trouble collaborating. Maybe you couldn’t get everyone in the same room at the same time, or important messages got buried in long email threads, or good ideas were lost because the right information didn’t get to the right people at the right time.

Imagine trying to collaborate when you have thousands of potential team members spread across dozens of countries. The Mexican company Cemex is one of the world’s largest producers of concrete and its two primary components, cement and aggregates (crushed stone, sand, and gravel). Cemex faces teamwork challenges on a global scale, with 44,000 employees in more than 50 countries. After a period of worldwide expansion that began in the 1990s, the century-old company now operates quarries, cement plants, and other facilities on every continent except Antarctica.

Concrete and cement are two of the oldest products on earth and might not spring to mind when most people think of innovation. However, innovation is key to Cemex’s long-term success, for several reasons. First, architects and builders continue to push the envelope by creating designs that require concrete with new performance and handling qualities. Second, Cemex’s ability to operate pro�itably depends on running ef�icient operations, from raw material extraction to processing to transportation. Third, the production and distribution of concrete-related products have signi�icant environmental impacts, including the acquisition and consumption of heating fuels required by high-temperature cement kilns.

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http://www.cemex.com/

An innovative collaboration platform helps the global cement company Cemex operate with the agility and �lexibility of a small company.

Pressmaster/Shutterstock

To stay competitive and pro�itable and to minimize the environmental effects of its operations, Cemex knew it needed to accelerate the pace of innovation. Company leaders �igured the way to do that was to enable better collaboration, and the way to do that was to enable better communication.

The company’s response to this multilayered challenge is a comprehensive online collaboration platform called Shift, which combines social networking, wikis, blogs, a Twitter-like microblogging system, social bookmarking, videoconferencing, a trend-spotting tool called Shift Radar, and more. A custom mobile app lets employees access the system wherever their work takes them.

By connecting people and information quickly and easily, Shift helps overcome the barriers of geography, time zones, and organizational boundaries. Employees and managers can tap into expertise anywhere in the company, workers with similar responsibilities can share ideas on improving operations, and problems and opportunities can be identi�ied and brought to management’s attention in much less time.

Technology is only part of the solution, however. Many companies that have implemented social platforms struggle to get employees to change ingrained behaviors and use the new tools. By getting top-level executives on board early, Cemex achieved nearly universal adoption, with 95 percent of employees using Shift and forming more than 500 online communities based on technical specialties and shared interests. That level of engagement is paying off in numerous ways, such as launching a new global brand of ready-mix concrete in one-third the expected time, nearly tripling the company’s use of renewable energy, and reducing carbon dioxide emissions by almost 2 million metric tons.

Perhaps most impressive, Shift has lived up to its name by shifting the entrenched hierarchical culture of a large, old-school company to a more agile and responsive social business that is better prepared to face the future in its highly competitive markets. As Gilberto Garcia, Cemex’s innovation director, puts it, social collaboration “can make a big company look like a small company” by connecting people and ensuring the free exchange of ideas.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AAA)

2.1 Communicating Effectively in Teams LEARNING OBJECTIVE

1 List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

The interactions among the employees at Cemex (pro�iled in the chapter-opening Communication Close-Up) represent one of the most essential elements of interpersonal communication. Collaboration (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001998) — working together to meet complex challenges—is a prime skill expected in a wide range of professions. No matter what career path you pursue, it’s a virtual guarantee that you will need to collaborate in at least some of your work activities. Your communication skills will pay off handsomely in these interactions because the productivity and quality of collaborative efforts depend heavily on the communication skills of the professionals involved.

Collaboration—working together to solve complex problems—is an essential skill for workers in nearly every profession.

A team (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019DA) is a unit of two or more people who share a mission and the responsibility for working to achieve a common goal.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AAC) Problem-solving teams (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019C8) and task forces (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019D4) assemble to resolve speci�ic issues and then disband when their goals have been accomplished. Such teams are often cross-functional, pulling together people from a variety of departments who have different areas of expertise and responsibility. The diversity of opinions and experiences can lead to better decisions, but competing interests can cause tensions that highlight the need for effective communication. Committees (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P700101245100000000000000000199B) are formal teams that usually have a long life span and can become a permanent part of the organizational structure. Committees typically deal with regularly recurring tasks, such as an executive committee that meets monthly to plan strategies and review results.

Team members have a shared mission and are collectively responsible for their work.

ADVANTAGES AND DISADVANTAGES OF TEAMS

When teams are successful, they can improve productivity, creativity, employee involvement, and even job security.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AAE) Teams are often at the core of participative management (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019C5) , the effort to involve employees in the company’s decision making. A successful team can provide a number of advantages:4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB0)

Effective teams can pool knowledge, take advantage of diverse viewpoints, increase acceptance of solutions the team proposes, and achieve higher performance.

Increased information and knowledge. By pooling the experience of several individuals, a team has access to more information. Increased diversity of views. Team members can bring a variety of perspectives to the decision-making process—as long as these diverse viewpoints are guided by a shared goal.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB2) Increased acceptance of a solution. Those who participate in making a decision are more likely to support it and encourage others to accept it. Higher performance levels. Working in teams can unleash new levels of creativity and energy in workers who share a sense of purpose and mutual accountability. Effective teams can be better than top-performing individuals at solving complex problems.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB4)

ETHICS DETECTIVE

Solving the Case of the Missing Team

When the company president assembled the team to �ind creative solutions to the company’s cash �low problems, few people thought it would succeed. Through plenty of hard work, however, you and your colleagues have found new sources of investment capital. Now it’s time to present your accomplishments to the board of directors, and your entire team has been looking forward to this meeting for weeks. Because appearing in front of the board can be a major career boost, the team planned to present the results together, giving each person a few minutes in the limelight.

However, Jackson Mueller, the chief �inancial of�icer and leader of your team, had a surprise for you this morning. He’d received word at the last minute that the board wanted a short, concise presentation, and he said the best way to comply was with a single presenter. No one was happy about the change, but Mueller is the highest-ranking employee on the team and the only one with experience presenting to the board.

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Disappointment turned to dismay as you and your teammates watched from the back of the conference room. Mueller deftly compressed your 60-minute presentation down to 20 minutes, and the board showered him with praise. However, he never introduced any of the other team members, so your potential moment in the sun passed without recognition.

ANALYSIS

1. Did Mueller behave unethically by not introducing you and your colleagues to the board? Explain your answer. 2. Later, you complain to a colleague that by stressing “my team” so often, Mueller actually made the presentation all about him, not the

team. But one of your colleagues argues that the team’s assignment was to solve the problem, not to score career points with the board, so that goal shouldn’t have been such a top priority. Explain why you agree or disagree.

Although teamwork has many advantages, it also has a number of potential disadvantages. At the worst, working in teams can be a frustrating waste of time. Teams and business leaders need to be aware of and work to counter the following potential disadvantages:

Teams need to avoid the negative impact of groupthink, hidden agendas, excessive costs, and employee overload.

Groupthink. Like other social structures, business teams can generate tremendous pressure to conform with accepted norms of behavior. Groupthink (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019B3) occurs when peer pressure causes individual team members to withhold contrary or unpopular opinions. Teams af�licted with groupthink can be so focused on protecting group harmony that they oversimplify problems, ignore information that threatens consensus, and fail to consider risks and negative consequences.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB6) Hidden agendas. Some team members may have a hidden agenda (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019B6) —a private, counterproductive motive, such as a desire to take control of the group, to undermine someone else on the team, or to pursue a business goal that runs counter to the team’s mission. Cost. Aligning schedules, arranging meetings, and coordinating individual parts of a project can eat up a lot of time and money. Overload. Some companies have embraced collaborative work approaches to such an extent that they’re overloading employees with team assignments. Moreover, as a company’s best contributors gain a reputation for helping others and getting things done, they often �ind themselves assigned or invited to even more team efforts. As a result, team activities can take up so much of a person’s day that individual responsibilities get pushed to nights and weekends, leading to exhaustion and lower productivity.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AB8)

CHARACTERISTICS OF EFFECTIVE TEAMS The most effective teams have a clear objective and shared sense of purpose, have a strong sense of trust in each other, communicate openly and honestly, reach decisions by consensus, think creatively, know how to resolve con�lict, and believe that their work matters.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ABA) Teams that have these attributes can focus their time and energy on their work, without being disrupted by destructive con�lict (see page 41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#page_41) ).

Effective teams have a clear sense of purpose, open and honest communication, consensus-based decision making, creativity, and effective con�lict resolution.

REAL-TIME UPDATES

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Google’s research into effective teamwork

Google used its world-class data analysis capabilities to identify �ive factors that most effective teams consistently exhibit. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

In contrast, teams lacking one or more of these attributes can get bogged down in con�lict or waste time and resources pursuing unclear goals. Common reasons for dysfunctional team efforts include management expectations that are either unclear or not accepted by all team members, a reluctance by team members to prioritize team goals over their personal goals, reward systems that don’t recognize team contributions, and leadership that tolerates negative and counterproductive behaviors.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ABC)

GROUP DYNAMICS

Group dynamics are the interactions and processes that take place within a team.

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The interactions and processes that take place among the members of a team are called group dynamics (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019B0) . Productive teams tend to develop clear norms (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019BF) , informal standards of conduct that members share and that guide member behavior. Group dynamics are in�luenced by several factors: the roles team members assume, the current phase of team development, the team’s success in resolving con�lict, and the team’s success in overcoming resistance.

Assuming Team Roles

Each member of a group plays a role that affects the outcome of the group’s activities.

Members of a team can play various roles, which fall into three categories (see Table 2.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001677) ). Members who assume self-oriented roles (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019CE) are motivated mainly to ful�ill personal needs, so they tend to be less productive than other members. “Dream teams” comprising multiple superstars often don’t perform as well as one might expect because high-performing individuals can have trouble putting the team’s needs ahead of their own.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ABE) In addition, highly skilled and experienced people with dif�icult personalities might not contribute, for the simple reason that other team members may avoid interacting with them.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC0) Far more likely to contribute to team goals are members who assume team-maintenance roles (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019DD) to help everyone work well together and those who assume task-oriented roles (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019D7) to help the team reach its goals.13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC2)

Allowing for Team Evolution

Teams typically evolve through a number of phases on their way to becoming productive. A variety of models have been proposed to describe the evolution toward becoming a productive team. Figure 2.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001692) shows how one commonly used model identi�ies the phases a problem-solving team goes through as it evolves:14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC4)

Teams typically evolve through a variety of phases, such as orientation, con�lict, brainstorming, emergence, and reinforcement.

TABLE 2.1 Team Roles—Functional and Dysfunctional

Dysfunctional: Self-Oriented Roles Functional: Team-Maintenance Roles Functional: Task-Oriented Roles

Controlling: Dominating others by exhibiting superiority or authority Withdrawing: Retiring from the team either by becoming silent or by refusing to deal with a particular aspect of the team’s work Attention seeking: Calling attention to oneself and demanding recognition from others Diverting: Focusing the team’s discussion of topics of interest to the individual rather than of those relevant to the task

Encouraging: Drawing out other members by showing verbal and nonverbal support, praise, or agreement Harmonizing: Reconciling differences among team members through mediation or by using humor to relieve tension Compromising: Offering to yield on a point in the interest of reaching a mutually acceptable decision

Initiating: Getting the team started on a line of inquiry Information giving or seeking: Offering (or seeking) information relevant to questions facing the team Coordinating: Showing relationships among ideas, clarifying issues, and summarizing what the team has done Procedure setting: Suggesting decision- making procedures that will move the team toward a goal

1. Orientation. Team members socialize, establish their roles, and begin to de�ine their task or purpose. Team-building exercises and activities can help teams break down barriers and develop a sense of shared purpose.15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC6) For geographically dispersed virtual teams, creating a “team operating agreement” that sets expectations for online meetings, communication processes, and decision making can help overcome the disadvantages of distance.16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AC8)

2. Con�lict. Team members begin to discuss their positions and become more assertive in establishing their roles. Disagreements and uncertainties are natural in this phase.

3. Brainstorming. Team members air all the options and fully discuss the pros and cons of each. At the end of this phase, members begin to settle on a single solution to the problem. Note that although group brainstorming remains a highly popular activity in today’s companies, it may not always be the most productive way to generate new ideas. Some research indicates that having people brainstorm individually and then bring their ideas to a group meeting is more successful.17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ACA)

4. Emergence. Consensus is reached when the team �inds a solution that all members are willing to support (even if they have reservations).

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5. Reinforcement. The team clari�ies and summarizes the agreed-on solution. Members receive their assignments for carrying out the group’s decision, and they make arrangements for following up on those assignments.

Figure 2.1 Phases of Group Development

Groups generally progress through several stages on their way to becoming productive and reaching their objectives.

Sources: B. Aubrey Fisher, Small Group Decision Making: Communication and the Group Process, 2nd ed. (New York: McGraw-Hill, 1980), 145–149; Stephen P. Robbins and David A. DeCenzo, Fundamentals of Management: Essential Concepts and Applications, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2004), 334–335; Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 602–603.

You may also hear the process de�ined as forming, storming, norming, performing, and adjourning, the phases identi�ied by researcher Bruce Tuckman when he proposed one of the earliest models of group development.18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ACC) Regardless of the model you consider, these stages are a general framework for team development. Some teams may move forward and backward through several stages before they become productive, and other teams may be productive right away, even though some or all members are in a state of con�lict.19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ACE)

REAL-TIME UPDATES

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Three factors that distinguish smart teams

Common sense might tell you that smarter individuals make for a smarter team, but these researchers discovered otherwise. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Resolving Con�lict

Con�lict in teams can be either constructive or destructive.

Con�lict in team activities can arise for a number of reasons: competition for resources, disagreement over goals or responsibilities, poor communication, power struggles, or fundamental differences in values, attitudes, and personalities.20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD0) Although the term con�lict sounds negative, con�lict isn’t necessarily bad. It can be constructive if it forces important issues into the open, increases the involvement of team members, and generates creative ideas for solving a problem. Teamwork isn’t necessarily about happiness and harmony; even teams that have some interpersonal friction can excel with effective leadership and team players who are committed to strong results. As the teamwork experts Andy Boynton and Bill Fischer put it, “Virtuoso teams are not about getting polite results.”21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD2)

Destructive con�lict can lead to win-lose or lose-lose outcomes.

In contrast, con�lict is destructive if it diverts energy from more important issues, destroys the morale of teams or individual team members, or polarizes or divides the team.22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD4) Destructive con�lict can lead to win-lose or lose-lose outcomes, in which one or both sides lose, to the detriment of the entire team. If you approach con�lict with the idea that both sides can satisfy their goals to at least some extent (a win-win strategy), you can minimize losses for everyone. For a win-win strategy to work, everybody must believe that (1) it’s possible to �ind a solution that both parties can accept, (2) cooperation is better for the organization than competition, (3) the other party can be trusted, and (4) greater power or status doesn’t entitle one party to impose a solution.

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Ten tips to help resolve workplace con�lict

Use these techniques to defuse con�lict and help people focusing on solving problems. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

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The following seven measures can help team members successfully resolve con�lict:

Proactive behavior. Deal with minor con�lict before it becomes major con�lict. In team settings, con�lict between two people can spread if it isn’t addressed early. Communication. Get those directly involved in a con�lict to participate in resolving it. These participants should choose their words and nonverbal gestures carefully in order to maintain focus on the problem at hand and to avoid further in�laming an already uncomfortable situation.23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD6) Openness. Get feelings out in the open before dealing with the main issues. Research. Seek factual reasons for a problem before seeking solutions. Flexibility. Don’t let anyone lock into a position before considering other solutions. Fair play. Insist on fair outcomes; don’t let anyone avoid a fair solution by hiding behind the rules. Alliance. Get opponents to �ight together against an “outside force” instead of against each other.

Overcoming Resistance

One particular type of con�lict that can impede progress is resistance to change. Sometimes this resistance is clearly irrational, such as when people resist any kind of change, whether the change makes sense or not. Sometimes, however, resistance is perfectly logical. A change may require someone to relinquish authority or give up comfortable ways of doing things.

When you encounter resistance or hostility, try to maintain your composure and address the other person’s emotional needs.

Whenever you encounter resistance, your �irst instinct might be to argue even more forcefully for the proposed change. However, this approach is often counterproductive because it doesn’t get at the roots of the resistance, and the other party is likely to dig in even deeper.

Rather than pushing harder, stop talking and start listening. Apply the active listening skills discussed on page 52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#page_52) , and let people express their reservations about the change. Make sure the other party knows you are listening, too, by choosing your nonverbal gestures carefully and by expressing interest in and sympathy for their concerns. Listening encourages others to open up about their worries, which can help you address them, and it can unveil legitimate issues that you have failed to consider.

With a line of communication open, recognize that your primary goal is not to win the argument but rather to build a relationship that can lead to solving the dilemma at hand.24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AD8) Even if you have the authority to force the change, if you rely on force alone you’ll create resentment and probably fail to get the level of emotional agreement needed for true success.

THE ART OF PROFESSIONALISM

Being a Team Player

Professionals know that they are contributors to a larger cause, that it’s not all about them. Just as in athletics and other team efforts, being a team player in business is something of a balancing act. On the one hand, you need to pay enough attention to your own efforts and skills to make sure you’re pulling your own weight. On the other hand, you need to pay attention to the overall team effort to make sure the team succeeds. Remember that if the team fails, you fail, too.

Great team players know how to make those around them more effective, whether it’s by lending a hand during crunch time, sharing resources, removing obstacles, making introductions, or offering expertise. In fact, the ability to help others improve their performance is one of the key attributes executives look for when they want to promote people into management.

Being a team player also means showing loyalty to your organization and protecting your employer’s reputation—one of the most important assets any company has. Pros don’t trash their employers in front of customers or in their personal blogs. When they have a problem, they solve it; they don’t share it.

CAREER APPLICATIONS

1. If you prefer to work by yourself, should you take a job in a company that uses a team-based organization structure? Why or why not? 2. You can see plenty of examples of unprofessional business behavior in the news media and in your own consumer and employee

experiences. Why should you bother being professional yourself ?

As you establish a comfortable working relationship, continue to be aware of elements of resistance that remain unspoken. For example, employees who bring up technical reasons for resisting a plan to improve ef�iciency may be worried deep down that the company will get so ef�icient it will no longer need them. Through the various types of active listening described later in the chapter, you can get a better idea of what’s really behind the reluctance to change. Ask questions to make sure you understand the resistance and to con�irm your understanding of it, then acknowledge the other party’s concerns.

With a better understanding of the resistance, the next step is to move toward a resolution through collaborative effort. Resisters will be more likely to listen to your reasoning after you’ve shown a willingness to listen to theirs, so calmly explain again why the change is in the organization’s best interests. Even if you pursue the original plan without modi�ication, those who initially resisted will now be more likely to cooperate and contribute.

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2.2 Collaborating on Communication Efforts LEARNING OBJECTIVE

2 Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback.

When a team collaborates on reports, websites, presentations, and other communication projects, the collective energy and expertise of the various members can produce results that transcend what each individual could do alone.25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ADA) However, collaborating on team messages requires special effort and planning.

GUIDELINES FOR COLLABORATIVE WRITING

MOBILE APP

The Basecamp app provides mobile access to this popular project management system.

In any collaborative effort, team members coming from different backgrounds may have different work habits or priorities: A technical expert may focus on accuracy and scienti�ic standards, an editor may be more concerned about organization and coherence, and a manager may focus on schedules, costs, and corporate goals. In addition, team members differ in writing styles, work habits, and personality traits.

To collaborate effectively, everyone must be �lexible and open to other opinions, focusing on team objectives rather than on individual priorities.26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ADC) Successful writers know that most ideas can be expressed in many ways, so they avoid the “my way is best” attitude. The following guidelines will help you collaborate more successfully:27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001ADE)

Successful collaboration on writing projects requires a number of steps, from selecting the right partners and agreeing on project goals to establishing clear processes and avoiding writing as a group.

Select collaborators carefully. Whenever possible, choose a combination of people who together have the experience, information, and talent needed for each project. Agree on project goals before you start. Starting without a clear idea of what the team hopes to accomplish inevitably leads to frustration and wasted time. Give your team time to bond before diving in. If people haven’t had the opportunity to work together before, make sure they can get to know each other before being asked to collaborate. Clarify individual responsibilities. Because members will be depending on each other, make sure individual responsibilities are clear. Establish clear processes. Make sure everyone knows how the work will be managed from start to �inish. Avoid composing as a group. The actual composition is the only part of collaborative communication that does not usually bene�it from group participation. Brainstorming the wording of short pieces of text such as headlines and slogans can be an effective way to stimulate creative word choices. For longer projects, however, it is usually more ef�icient to plan, research, and outline together but assign the task of writing to one person or divide larger projects among multiple writers. If you divide the writing, try to have one person do a �inal revision to ensure a consistent style. Make sure tools and techniques are ready and compatible across the team. Even minor details such as different versions of software can delay projects. Check to see how things are going along the way. Don’t assume that everything is working just because you don’t hear anything negative.

TECHNOLOGIES FOR COLLABORATIVE WRITING

A wide variety of collaboration tools now exist to help professionals work on reports, presentations, and other communication efforts.

A variety of tools and systems are available to help writers collaborate on everything from short documents to entire websites. The simplest tools are software features such as commenting (which lets colleagues write comments in a document without modifying the document text) and tracking changes (which lets one or more writers propose changes to the text while keeping everyone’s edits separate and reversible). The widely used Adobe Acrobat digital document system (PDFs) also has group review and commenting features, including the option for live collaboration.

Collaboration Systems

Writing for websites often involves the use of a content management system (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019A4) , which organizes and controls website content and can include features that help team members work together on webpages and other documents. These tools range from simple blogging systems to more extensive enterprise systems that manage web content across an entire corporation. Many systems include work�low features that control how pages or documents can be created, edited, and published.

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Wiki bene�its include simple operation and the ability to post new or revised material instantly without a formal review process.

In contrast to the formal controls of a content management system, a wiki (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019E6) , from the Hawaiian word for quick, is a website that allows anyone with access to add new material and edit existing material. Public wikis (Wikipedia is the best known) allow any registered user to edit pages; private wikis are accessible only with permission. A key bene�it of wikis is the freedom to post new or revised material without prior approval. Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) offers guidelines for effective wiki collaboration.

Teams and other work groups can also take advantage of a set of broader technologies often referred to as groupware or collaboration platforms. These technologies let people communicate, share �iles, review previous message threads, work on documents simultaneously, and connect using social networking tools. These systems help companies capture and share knowledge from multiple experts, bringing greater insights to bear on tough challenges.28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE0) Collaboration systems often take advantage of cloud computing, a somewhat vague term that refers to on-demand capabilities delivered over the Internet, rather than through conventional on-site software.29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE2)

Figure 2.2 Shared Online Workspaces

Shared online workspaces give employees instant access to the all the �iles they need, from company reports to website content.

Shared workspaces (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019D1) are online “virtual of�ices” that give everyone on a team access to the same set of resources and information (see Figure 2.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P7001012451000000000000000001724) ). You may see some of these workspaces referred to as intranets (restricted-access websites that are open to employees only) or extranets (restricted sites that are available to employees and to outside parties by invitation only). Many intranets have now evolved into social networking systems that include a variety of communication and collaboration tools, from microblogging to video clip libraries. For example, the performance troupe Blue Man Group uses a social intranet to help its 500 employees plan, stage, and promote shows all over the world.30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE4)

Social Networks and Virtual Communities

A community of practice links professionals with similar job interests; a key bene�it is accumulating long-term organizational knowledge.

Social networking technologies are rede�ining teamwork and team communication by helping erase the constraints of geographic and organization boundaries. Some companies use social networks to form virtual communities or communities of practice that link employees with similar professional interests throughout the company and sometimes with customers and suppliers as well.

Internal social networks help companies assemble the best resources for a given task, regardless of where the employees are located.

Social networks foster collaboration by identifying and connecting the best people to work on each problem or project, no matter where they are around the world or what their of�icial roles are in the organization. Such communities are similar to teams in many respects, but one major

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difference is in the responsibility for accumulating organizational knowledge over the long term, beyond the duration of any speci�ic project. For example, the pharmaceutical company P�izer has a number of permanent product-safety communities that provide specialized advice on drug safety issues to researchers throughout the organization.31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE6)

Social networking can also help a company maintain a sense of community even as it grows beyond the size that normally permits extensive daily interaction. At the online retailer Zappos, fostering a supportive work environment is the company’s top priority. To encourage the sense of community among its expanding workforce, Zappos uses social networking tools to track employee connections and encourage workers to reach out and build relationships.32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AE8)

Collaboration via Mobile Devices

Collaboration apps for mobile devices support nearly all the features of computer-based platforms.

Figure 2.3 Collaboration on Mobile Devices

Mobile connectivity is transforming collaboration activities, helping teams and work groups stay connected no matter where their work takes them. For example, this team was able to discuss and edit a press release using their tablets in different locations.

Courtesy of Cafe Ria

Mobile devices add another layer of options for collaborative writing and other communication projects, particularly when used with cloud computing. Today’s mobile systems can do virtually everything that �ixed-web collaboration systems can do, from writing on virtual whiteboards to sharing photos, videos, and other multimedia �iles.33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AEA) Mobility lets workers participate in online brainstorming sessions, seminars, and other formal or informal events from wherever they happen to be at the time (see Figure 2.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P7001012451000000000000000001739) ). This �lexibility can be particularly helpful during the review and production stages of major projects, when deadlines are looming and decisions and revisions need to be made quickly.

TABLE 2.2 Giving Constructive Feedback

How to Be Constructive Explanation

Think through your suggested changes carefully.

Many business documents must illustrate complex relationships between ideas and other information, so isolated and super�icial edits can do more harm than good.

Discuss improvements rather than �laws.

Instead of saying “this is confusing,” for instance, explain how the writing can be improved to make it clearer.

Focus on controllable behavior.

The writer may not have control over every variable that affected the quality of the message, so focus on those aspects the writer can control.

Be speci�ic. Comments such as “I don’t get this” or “Make this clearer” don’t give the writer much direction.

Keep feedback impersonal. Focus comments on the message, not on the person who created it.

Verify understanding. If in doubt, ask for con�irmation from the recipient to make sure that the person understood your feedback.

Time your feedback carefully.

Respond in a timely fashion so that the writer has suf�icient time to implement the changes you suggest.

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How to Be Constructive Explanation

Highlight any limitations your feedback may have.

If you didn’t have time to give the document a thorough edit, or if you’re not an expert in some aspect of the content, let the writer know so that he or she can handle your comments appropriately.

An important aspect of mobile collaboration and mobile communication in general is uni�ied communication (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019E0) , which integrates such capabilities as voice and video calling, voice and video conferencing, instant messaging, and real-time collaboration software into a single system. By minimizing or eliminating the need to manage multiple communication systems and devices, uni�ied communication promises to improve response times, productivity, and collaboration efforts.34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AEC)

REAL-TIME UPDATES

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The bene�its of mobile collaboration

Going mobile helps teams work faster and more effectively. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

GIVING—AND RESPONDING TO—CONSTRUCTIVE FEEDBACK

When you give writing feedback, make it constructive by focusing on how the material can be improved.

Aside from processes and tools, collaborative communication often involves giving and receiving feedback about writing efforts. Constructive feedback (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P700101245100000000000000000199E) , sometimes called constructive criticism, focuses on the process and outcomes of communication, not on the people involved (see Table 2.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P700101245100000000000000000174F) ). In contrast, destructive feedback (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019AA) delivers criticism with no guidance to stimulate improvement.35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AEE) For example, “This proposal is a confusing mess, and you failed to convince me of anything” is destructive feedback. The goal is to be more constructive: “Your proposal could be more effective with a clearer description of the manufacturing process and a well-organized explanation of why the positives outweigh the negatives.” When giving feedback, avoid personal attacks and give the person clear guidelines for improvement.

When you receive constructive feedback on your writing, keep your emotions in check and view it as an opportunity to improve.

When you receive constructive feedback, resist the understandable urge to defend your work or deny the validity of the feedback. Remaining open to criticism isn’t easy when you’ve invested lots of time and energy in a project, but good feedback provides a valuable opportunity to learn and to improve the quality of your work.

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2.3 Making Your Meetings More Productive LEARNING OBJECTIVE

3 List the key steps needed to ensure productive team meetings. Much of your workplace communication will occur during in-person or online meetings, so your ability to contribute to the company—and to be recognized for your contributions—will depend to a large degree on your meeting skills. Well-run meetings can help companies solve problems, develop ideas, and identify opportunities. Meetings can also be a great way to promote team building through the experience of social interaction.36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF0) As useful as meetings can be, though, they can be a waste of time if they aren’t planned and managed well. You can help ensure productive meetings by preparing carefully, conducting meetings ef�iciently, and using meeting technologies wisely.

PREPARING FOR MEETINGS The �irst step in preparing for a meeting is to make sure the meeting is really necessary. Meetings can consume hundreds or thousands of dollars of productive time while taking people away from other work, so don’t hold a meeting if some other form of communication (such as a blog post) can serve the purpose as effectively.37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF2) If a meeting is truly necessary, proceed with these four planning tasks:

To ensure a successful meeting, decide on your purpose ahead of time, select the right participants, choose the venue and time, and set a clear agenda.

De�ine your purpose. Meetings can focus on exchanging information, reaching decisions, or collaborating to solve problems or identify opportunities. Whatever your purpose, de�ine the best possible result of the meeting (such as “we carefully evaluated all three product ideas and decided which one to invest in”). Use this hoped-for result to shape the direction and content of the meeting.38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF4) Select participants for the meeting. The rule here is simple: Invite everyone who really needs to be involved, and don’t invite anyone who doesn’t. For decision-making meetings, for example, invite only those people who are in a direct position to help the meeting reach its objective. The more people you have, the longer it will take to reach consensus. Meetings with more than 10 or 12 people can become unmanageable if everyone is expected to participate in the discussion and decision making. Choose the venue and the time. Online meetings (see page 50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#page_50) ) are often the best way—and sometimes the only way—to connect people in multiple locations or to reach large audiences. For in-person meetings, review the facility and the seating arrangements. Is theater-style seating suitable, or do you need a conference table or some other layout? Pay attention to room temperature, lighting, ventilation, acoustics, and refreshments; these details can make or break a meeting. If you have control over the timing, morning meetings are often more productive because people are generally more alert and not yet engaged with the work of the day. Set the agenda. The success of a meeting depends on the preparation of the participants. Distribute a carefully written agenda to participants, giving them enough time to prepare as needed (see Figure 2.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P7001012451000000000000000001791) on the next page). A productive agenda answers three key questions: (1) What do we need to do in this meeting to accomplish our goals? (2) What issues are of greatest importance to all participants? (3) What information must be available in order to discuss these issues?39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF6)

CONDUCTING AND CONTRIBUTING TO EFFICIENT MEETINGS

Everyone shares the responsibility for successful meetings.

Everyone in a meeting shares the responsibility for making the meeting productive. If you’re the leader, however, you have an extra degree of responsibility and accountability. The following guidelines will help leaders and participants contribute to more effective meetings:

Keep the discussion on track. A good meeting draws out the best ideas and information the group has to offer. Good leaders occasionally need to guide, mediate, probe, stimulate, summarize, and redirect discussions that have gotten off track. Follow agreed-on rules. The larger the meeting, the more formal you need to be to maintain order. Formal meetings use parliamentary procedure (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019C2) , a time-tested method for planning and running effective meetings. The best-known guide to this procedure is Robert’s Rules of Order. Encourage participation. You may discover that some participants are too quiet and others are too talkative. Draw out nonparticipants by asking for their input. For the overly talkative, you can say that time is limited and others need to be heard. Participate actively. Make a point to contribute to the progress of the meeting and the smooth interaction of participants. Use your listening skills and powers of observation to size up the interpersonal dynamics of the group, then adapt your behavior to help the group achieve its goals. Speak up if you have something useful to say, but don’t talk or ask questions just to demonstrate how much you know about the subject at hand. Use mobile devices respectfully. Tweeting key points from a convention speech or using your phone or tablet to jot down essential ideas and follow-up questions can be productive and respectful ways to use a device during a meeting. Checking Facebook or working on unrelated tasks is not. If you intend to use your device to take notes during a meeting, consider letting the meeting leader know that’s what you’re doing.40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AF8)

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Close effectively. At the conclusion of the meeting, verify that the objectives have been met or arrange for follow-up work, if needed. Summarize the general conclusion of the discussion and any actions that need to be taken. Make sure all participants have a chance to clear up any misunderstandings.

Figure 2.4 Typical Meeting Agenda

Agenda formats vary widely depending on the complexity of the meeting and the presentation technologies that will be used. One good approach is to �irst distribute a detailed planning agenda so that presenters know what they need in order to prepare, then create a simpler display agenda such as this PowerPoint slide to guide the progress of the meeting. Note how the agenda includes the time limit for each topic.

PUTTING MEETING RESULTS TO PRODUCTIVE USE In most cases, the value of a meeting doesn’t end when the meeting ends. For example, problems or opportunities brought up during a meeting need to be addressed, any action items assigned during the meeting need to be acted on, and key decisions and announcements should be distributed to anyone who is affected but was unable to attend. Having a written, audio, or video record of a meeting also gives the participants a chance to verify their impressions and conclusions.

Minutes are written summaries of important information presented and the decisions made in meetings.

The conventional method of recording meetings is through written minutes (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019B9) , a summary of the important information presented and the decisions made. One person is usually assigned to keep notes as the meeting progresses and then to share them afterward. The speci�ic format of the minutes is less important than making sure you record all the key information, particularly regarding responsibilities that were assigned during the meeting. Typical elements include a list of those present and a list of those who were invited but didn’t attend, followed by the times the meeting started and ended, all major decisions reached at the meeting, all tasks assigned to meeting participants, and all subjects that were deferred to a later meeting. In addition, the minutes objectively summarize important discussions, noting the names of those who contributed major points. Any handouts, slides, or supporting documents can be attached to the minutes when they are distributed.

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Figure 2.5 Capturing Key Decisions and Discoveries from a Meeting

Meeting technologies such as the MeetingBooster system help teams and other groups capture decisions and discoveries from meetings and put this information to productive use.

Courtesy of MeetingBooster

Depending on the meeting technologies at your disposal, you may have software speci�ically designed to record, distribute, and store meeting minutes (see Figure 2.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P70010124510000000000000000017B6) ). Some systems automatically forward action items to each employee, record audio discussions for future playback, and make all the relevant documents and �iles available in one convenient place.41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AFA)

To review the tasks that contribute to productive meetings, refer to “Checklist: Improving Meeting Productivity.”

CHECKLIST Improving Meeting Productivity A. Prepare carefully.

Make sure the meeting is necessary Decide on your purpose Select participants carefully Choose the venue and the time Establish and distribute a clear agenda

B. Lead effectively and participate fully. Keep the meeting on track Follow agreed-on rules Encourage participation Participate actively Close effectively

C. Put the results to effective use. Distribute meeting minutes to participants and other interested parties Make sure task assignments are clearly communicated

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2.4 Using Meeting Technologies LEARNING OBJECTIVE

4 Identify the major technologies used to enhance or replace in-person meetings. Today’s companies use a number of technologies to enhance or even replace traditional in-person meetings. Holding virtual meetings (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019E3) can dramatically reduce costs and resource usage, reduce wear and tear on employees, and give teams access to a wider pool of expertise (see Figure 2.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017EE) ).

Virtual meeting technologies connect people spread around the country or around the world.

Instant messaging (IM) and teleconferencing are the simplest forms of virtual meetings. Videoconferencing lets participants see and hear each other, demonstrate products, and transmit other visual information. Telepresence (see Figure 2.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017F9) ) enables realistic conferences in which participants thousands of miles apart almost seem to be in the same room.42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AFC) The ability to convey nonverbal subtleties such as facial expressions and hand gestures makes these systems particularly good for negotiations, collaborative problem solving, and other complex discussions.43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001AFE)

MOBILE APP

Cisco WebEx gives you mobile access to one of the world’s most popular online meeting platforms.

The most sophisticated web-based meeting systems combine the best of real-time communication, shared workspaces, and videoconferencing with other tools, such as virtual whiteboards, that let teams collaborate in real time. Such systems are used for everything from spontaneous discussions among small groups to carefully planned formal events such as press conferences, training sessions, sales presentations, and webinars (web-based seminars).44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B00) One of the newest virtual tools is online brainstorming, in which a company can conduct “idea campaigns” to generate new ideas from people across the organization.

Conducting successful virtual meetings requires extra planning and more diligence during the meeting.

Conducting successful virtual meetings requires extra planning beforehand and more diligence during the meeting. Recognizing the limitations of the virtual meeting format is a key to using it successfully.45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B03) Because virtual meetings offer less visual contact and nonverbal communication than in-person meetings, for example, leaders need to make sure everyone stays engaged and has the opportunity to contribute. Participants have a responsibility to pay attention and avoid the temptation to work on other tasks. To keep everyone focused, make sure the meeting time is dedicated to discussion and interaction, rather than getting everyone up to speed on the issues. Distribute background information before the meeting so that participants can join the meeting ready to collaborate.46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B05)

For the latest information on meeting technologies, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) .

Figure 2.6 Virtual Meetings

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With broadband wireless connections, virtual meetings are easy to conduct using smartphones or tablets.

Courtesy of Cisco Systems, Inc. Unauthorized use not permitted

Figure 2.7 Telepresence

How many people are actually in this conference room in Chicago? Only the two people in the foreground are in the room; the other participants are in Atlanta or London. Virtual meeting technologies such as this telepresence system connect people spread across the country or around the world.

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2.5 Improving Your Listening Skills LEARNING OBJECTIVE

5 Identify three major modes of listening, describe the listening process, and explain the problem of selective listening. Your long-term career prospects are closely tied to your ability to listen effectively. In fact, some 80 percent of top executives say listening is the most important skill needed to get things done in the workplace.47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B07) Plus, today’s younger employees place a high premium on being heard, so listening is becoming even more vital for managers.48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B09)

Listening is one of the most important skills in the workplace.

Effective listening strengthens organizational relationships, alerts the organization to opportunities for innovation, and allows the organization to manage growing diversity both among the workforce and among the customers it serves.49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B0B) Companies whose employees and managers listen effectively are able to stay informed, up to date, and out of trouble. Conversely, poor listening skills can cost companies millions of dollars per year as a result of lost opportunities, legal mistakes, and other errors. Effective listening is also vital to the process of building trust between organizations and between individuals.50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B0D)

RECOGNIZING VARIOUS TYPES OF LISTENING Effective listeners adapt their listening approaches to different situations. The primary goal of content listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019A1) is to understand and retain the information in the speaker’s message. Because you’re not evaluating the information at this point, it doesn’t matter whether you agree or disagree, approve or disapprove—only that you understand. Try to overlook the speaker’s style and any limitations in the presentation; just focus on the information.51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B0F)

To be a good listener, adapt the way you listen to suit the situation.

The goal of critical listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019A7) is to understand and evaluate the meaning of the speaker’s message on several levels: the logic of the argument, the strength of the evidence, the validity of the conclusions, the implications of the message, the speaker’s intentions and motives, and the omission of any important or relevant points. If you’re skeptical, ask questions to explore the speaker’s point of view and credibility. Be on the lookout for bias that could color the way the information is presented, and be careful to separate opinions from facts.52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B11)

The goal of empathic listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019AD) is to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view, regardless of whether you share that perspective. By listening with empathy, you help the individual vent the emotions that prevent a calm, clear-headed approach to the subject. Avoid the temptation to jump in with advice unless the person speci�ically asks for it. Also, don’t judge the speaker’s feelings, and don’t try to tell people they shouldn’t feel this or that emotion. Instead, let the speaker know that you appreciate his or her feelings and understand the situation. After you establish that connection, you can help the speaker move on to search for a solution.53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B13)

Listening actively means making the effort to turn off your internal “�ilters” and biases to truly hear and understand what the other person is saying.

No matter what mode they are using at any given time, effective listeners try to engage in active listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001995) , making a conscious effort to turn off their own �ilters and biases to truly hear and understand what the other party is saying. They ask questions to verify key points and encourage the speaker through positive body language.54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B15)

UNDERSTANDING THE LISTENING PROCESS Listening is a far more complex process than most people think—and most of us aren’t very good at it. People typically listen at no better than a 25 percent ef�iciency rate, remember only about half of what’s said during a 10-minute conversation, and forget half of that within 48 hours.55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B17)

Furthermore, when questioned about material they’ve just heard, they are likely to get the facts mixed up.56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B19)

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Why is such a seemingly simple activity so dif�icult? The reason is that listening is not a simple process, by any means. Listening follows the same sequence as the general communication process model described in Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) (page 10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000010d4#page_10) ), with the added challenge that it happens in real time. To listen effectively, you need to successfully complete �ive steps:57 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B1B)

Listening involves �ive steps: receiving, decoding, remembering, evaluating, and responding.

1. Receiving. You start by physically hearing the message and acknowledging it. Physical reception can be blocked by noise, impaired hearing, or inattention. Some experts also include nonverbal messages as part of this stage because these factors in�luence the listening process as well.

2. Decoding. Your next step is to assign meaning to the words and phrases, which you do according to your own values, beliefs, ideas, expectations, roles, needs, and personal history. Decoding is also in�luenced by the circumstances, the speaker’s tone, facial gestures, and other nonverbal signals. For example, if someone says, “Well, that’s just lovely,” a sarcastic tone signals that the intended meaning is the opposite of the literal meaning of the words.

3. Remembering. Before you can act on the information, you need to store it for future processing. As you learned in Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) , incoming messages must �irst be captured in short-term memory before being transferred to long-term memory for more permanent storage.

4. Evaluating. The next step is to evaluate the message by applying critical thinking skills to separate fact from opinion and evaluate the quality of the evidence.

5. Responding. After you’ve evaluated the speaker’s message, you react. If you’re communicating one-on-one or in a small group, the initial response generally takes the form of verbal feedback. If you’re one of many in an audience, your initial response may take the form of applause, laughter, or silence. Later, you may act on what you have heard.

If any one of these steps breaks down, the listening process becomes less effective or may even fail entirely. As both a sender and a receiver, you can reduce the failure rate by recognizing and overcoming a variety of physical and mental barriers to effective listening.

OVERCOMING BARRIERS TO EFFECTIVE LISTENING

Good listeners actively try to overcome barriers to successful listening.

Good listeners look for ways to overcome potential barriers throughout the listening process (see Table 2.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000183C) ). You may not be able to control some factors, such as conference room acoustics or poor phone reception. You can control other factors, however, such as not interrupting speakers and not creating distractions that make it dif�icult for others to pay attention. And don’t think you’re not interrupting just because you’re not talking. Such actions as texting or checking your watch can interrupt a speaker and lead to communication breakdowns.

TABLE 2.3 What Makes an Effective Listener?

Effective Listeners Ineffective Listeners

Listen actively Listen passively

Take careful and complete notes, when applicable Take no notes or ineffective notes

Make frequent eye contact with the speaker (depends on culture to some extent) Make little or no eye contact—or inappropriate eye contact

Stay focused on the speaker and the content Allow their minds to wander, are easily distracted, work on unrelated tasks

Mentally paraphrase key points to maintain attention level and ensure comprehension Fail to paraphrase

Adjust listening style to the situation Listen with the same style, regardless of the situation

Give the speaker nonverbal cues (such as nodding to show agreement or raising eyebrows to show surprise or skepticism)

Fail to give the speaker nonverbal feedback

Save questions or points of disagreement until an appropriate time Interrupt whenever they disagree or don’t understand

Overlook stylistic differences and focus on the speaker’s message Are distracted by or unduly in�luenced by stylistic differences; are judgmental

Make distinctions between main points and supporting details Are unable to distinguish main points from details

Look for opportunities to learn Assume they already know everything that’s important to know

Sources: Madelyn Burley-Allen, Listening: The Forgotten Skill (New York: Wiley, 1995), 70–71, 119–120; Judi Brownell, Listening: Attitudes, Principles, and Skills (Boston: Allyn & Bacon, 2002), 3, 9, 83, 89, 125; Larry Barker and Kittie Watson, Listen Up (New York: St. Martin’s, 2000), 8, 9, 64.

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the most common barriers to effective listening. If your mind wanders, you may stay tuned out until you hear a word or phrase that gets your attention again. But by that time, you’re unable to recall what the speaker actually said; instead, you remember what you think the speaker probably said.58 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B1D)

Your mind can process information much faster than most speakers talk, so you need to focus to listen effectively.

One reason listeners’ minds tend to wander is that people think faster than they speak. Most people speak at about 120 to 150 words per minute, but listeners can process audio information at up to 500 words per minute or more.59 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B1F) Consequently, your brain has a lot of free time whenever you’re listening, and if left unsupervised, it will �ind a thousand other things to think about. Make the effort to focus on the speaker and use the extra time to analyze and paraphrase what you hear or to take relevant notes.

Overcoming interpretation barriers can be dif�icult because you may not even be aware of them. As Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) notes, selective perception leads listeners to mold messages to �it their own conceptual frameworks. Listeners sometimes make up their minds before fully hearing the speaker’s message, or they engage in defensive listening—protecting their egos by tuning out anything that doesn’t con�irm their beliefs or their view of themselves.

Even when your intentions are good, you can still misinterpret incoming messages if you and the speaker don’t share enough language or experience. When listening to a speaker whose native language or life experience is different from yours, try to paraphrase that person’s ideas. Give the speaker a chance to con�irm what you think you heard or to correct any misinterpretation.

If the information you hear will be important to use later, write it down or otherwise record it. Don’t rely on your memory. If you do need to memorize, you can hold information in short-term memory by repeating it silently or organizing a long list of items into several shorter lists. Four techniques can help to store information in long-term memory: (1) associate new information with something closely related (such as the restaurant in which you met a new client), (2) categorize the new information into logical groups (such as alphabetizing a list of names), (3) visualize words and ideas as pictures, and (4) create mnemonics such as acronyms or rhymes.

For a reminder of the steps you can take to overcome listening barriers, see “Checklist: Overcoming Barriers to Effective Listening (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000187C) .”

CHECKLIST Overcoming Barriers to Effective Listening

Lower barriers to message reception whenever you can (such as avoiding interrupting speakers by asking questions or by exhibiting disruptive nonverbal behaviors). Avoid selective listening by focusing on the speaker and carefully analyzing what you hear. Keep an open mind by avoiding any prejudgment and by not listening defensively. Don’t count on your memory; write down or record important information. Improve your short-term memory by repeating information or breaking it into shorter lists. Improve your long-term memory by using association, categorization, visualization, and mnemonics.

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2.6 Improving Your Nonverbal Communication Skills LEARNING OBJECTIVE

6 Explain the importance of nonverbal communication, and identify six major categories of nonverbal expression.

Nonverbal communication can supplement or even replace verbal messages (those that use words).

Nonverbal communication (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P70010124510000000000000000019BC) is the interpersonal process of sending and receiving information, both intentionally and unintentionally, without using written or spoken language. Nonverbal signals play a vital role in communication because they can strengthen a verbal message (when the nonverbal signals match the spoken words), weaken a verbal message (when nonverbal signals don’t match the words), or replace words entirely. For example, you might tell a client that a project is coming along nicely, but your forced smile and nervous glances will send an entirely different message.

RECOGNIZING NONVERBAL COMMUNICATION You’ve been tuned in to nonverbal communication since your �irst contact with other human beings. Paying special attention to nonverbal signals in the workplace will enhance your ability to communicate successfully. Moreover, as you work with a diverse range of people in the global marketplace, you’ll also need to grasp the different meanings of common gestures, expressions, and other signals in various cultures. Six types of signals are particularly important:

Nonverbal signals include facial expression, gesture and posture, vocal characteristics, personal appearance, touch, and time and space.

Facial expression. Your face is the primary vehicle for expressing your emotions; it reveals both the type and the intensity of your feelings.60 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B21) Your eyes are especially effective for indicating attention and interest, in�luencing others, regulating interaction, and establishing dominance.61 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B23) Gesture and posture. The way you position and move your body expresses both speci�ic and general messages, some voluntary and some involuntary. Many gestures—a wave of the hand, for example—have speci�ic and intentional meanings. Other types of body movement are unintentional and express more general messages. Slouching, leaning forward, �idgeting, and walking briskly are all unconscious signals that can reveal whether you feel con�ident or nervous, friendly or hostile, assertive or passive, powerful or powerless. Vocal characteristics. Voice carries both intentional and unintentional messages. A speaker can intentionally control pitch, pace, and stress to convey a speci�ic message. For instance, compare “What are you doing?” and “What are you doing?” Unintentional vocal characteristics can convey happiness, surprise, fear, and other emotions (for example, fear often increases the pitch and pace of your speaking voice). Personal appearance. People respond to others on the basis of their physical appearance, sometimes fairly and other times unfairly. Although an individual’s body type and facial features impose some limitations on appearance, you can control grooming, clothing, accessories, piercings, tattoos, and hairstyle. To make a good impression, adopt the style of the people you want to impress. Many employers also have guidelines concerning attire, body art, and other issues, so make sure you understand and follow them.62 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B25) Touch. Touch is an important way to convey warmth, comfort, and reassurance—as well as control. Touch is so powerful, in fact, that it is governed by cultural customs that establish who can touch whom and how in various circumstances. Even within each culture’s norms, however, individual attitudes toward touch vary widely. A manager might be comfortable using hugs to express support or congratulations, but his or her subordinates could interpret those hugs as a show of dominance or sexual interest.63 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B27) Touch is a complex subject. The best advice: When in doubt, don’t touch. Time and space. Like touch, time and space can be used to assert authority, imply intimacy, and send other nonverbal messages. For instance, some people try to demonstrate their own importance or disregard for others by making other people wait; others show respect by being on time. Similarly, taking care not to invade private space, such as standing too close when talking, is a way to show respect for others. Keep in mind that expectations regarding both time and space vary by culture.

USING NONVERBAL COMMUNICATION EFFECTIVELY

Work to make sure your nonverbal signals match the tone and content of your spoken communication.

Paying attention to nonverbal cues makes you a better speaker and a better listener. When you’re talking, be more conscious of the nonverbal cues you could be sending. Are they effective without being manipulative? Consider a situation in which an employee has come to you to talk about a raise. This situation is stressful for the employee, so don’t say you’re interested in what she has to tell you and then spend your time glancing at your computer or checking your watch. Conversely, if you already know you won’t be able to give her the raise, be honest in your expression of emotions. Don’t overcompensate for your own stress by smiling too broadly or shaking her hand too vigorously. Both nonverbal signals would raise her hopes without justi�ication. In either case, match your nonverbal cues to the tone of the situation.

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What signals does your personal appearance send?

Also consider the nonverbal signals you send when you’re not talking—the clothes you wear, the way you sit, the way you walk (see Figure 2.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P70010124510000000000000000018B3) ). Are you talking like a serious business professional but dressing like you belong in a dance club or a frat house? Whether or not you think it is fair to be judged on super�icial matters, the truth is that you are judged this way. Don’t let careless choices or disrespectful habits undermine all the great work you’re doing on the job.

Figure 2.8 Nonverbal Signals

The nonverbal signals you send in any business setting in�luence how others perceive you and your ideas.

Radoslaw Korga/Shutterstock

When you listen, be sure to pay attention to the speaker’s nonverbal cues. Do they amplify the spoken words or contradict them? Is the speaker intentionally using nonverbal signals to send you a message that he or she can’t put into words? Be observant, but don’t assume that you can “read someone like a book.” Nonverbal signals are powerful, but they aren’t infallible, particularly if you don’t know a person’s normal behavioral patterns.64 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B29) For example, contrary to popular belief, avoiding eye contact and covering one’s face while talking are not reliable clues that someone is lying. Even when telling the truth, most people don’t make uninterrupted eye contact with the listeners, and various gestures such as touching one’s face might be normal behavior for particular people.65 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B2B) Moreover, these and other behaviors may be in�luenced by culture (in some cultures, sustained eye contact can be interpreted as a sign of disrespect) or might just be ways of coping with stressful situations.66 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B2D)

CHECKLIST Improving Nonverbal Communication Skills

Understand the roles that nonverbal signals play in communication, complementing verbal language by strengthening, weakening, or replacing words. Note that facial expressions (especially eye contact) reveal the type and intensity of a speaker’s feelings. Watch for cues from gestures and posture. Listen for vocal characteristics that can signal the emotions underlying the speaker’s words. Recognize that listeners are in�luenced by physical appearance. Be careful with physical contact; touch can convey positive attributes but can also be interpreted as dominance or sexual interest. If there is any doubt, don’t touch. Pay attention to the use of time and space.

If something doesn’t feel right, ask the speaker an honest and respectful question; doing so may clear everything up, or it may uncover issues you need to explore further. See “Checklist: Improving Nonverbal Communication Skills (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P70010124510000000000000000018BD) ” for a summary of key ideas regarding nonverbal skills.

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2.7 Developing Your Business Etiquette LEARNING OBJECTIVE

7 Explain the importance of business etiquette, and identify four key areas in which good etiquette is essential.

Etiquette is an essential element of every aspect of business communication.

You may have noticed a common thread running through the topics of successful teamwork, productive meetings, effective listening, and nonverbal communication: All these activities depend on mutual respect and consideration among all participants. Nobody wants to work with someone who is rude to colleagues or an embarrassment to the company. Moreover, shabby treatment of others in the workplace can be a huge drain on morale and productivity.67 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B2F) Poor etiquette can drive away customers, investors, and other critical audiences—and it can limit your career potential.

This section addresses some key etiquette points to remember when you’re in the workplace, out in public, online, and using mobile devices. Long lists of etiquette rules can be dif�icult to remember, but you can get by in almost every situation by remembering to be aware of your effect on others, treating everyone with respect, and keeping in mind that the impressions you leave behind can have a lasting effect on you and your company. As the etiquette expert Cindy Post Senning points out, “The principles of respect, consideration, and honesty are universal and timeless.”68 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B31)

BUSINESS ETIQUETTE IN THE WORKPLACE

Personal appearance can have considerable impact on your success in business.

Workplace etiquette includes a variety of behaviors, habits, and aspects of nonverbal communication. Although it isn’t always thought of as an element of etiquette, your personal appearance in the workplace sends a strong signal to managers, colleagues, and customers (see Figure 2.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018E1) ). Pay attention to the style of dress where you work and adjust your style to match. Expectations for speci�ic jobs, companies, and industries can vary widely. The �inancial industries tend to be more formal than high-tech �irms, for instance, and sales and executive positions usually involve more formal expectations than positions in engineering or manufacturing. Observe others, and don’t be afraid to ask for advice. If you’re not sure, dress modestly and simply—earn a reputation for what you can do, not for what you wear. Table 2.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018E9) offers some general guidelines on assembling a business wardrobe that’s cost-effective and �lexible.

Figure 2.9 Showing Respect for Organizational Culture

Being aware of expectations for personal appearance in a business setting is not only a sign of respect; it will help keep you from making career- limiting mistakes.

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Grooming is as important as attire. Pay close attention to cleanliness, and avoid using products with powerful scents, such as perfumed soaps, colognes, shampoos, and after-shaves (many people are bothered by these products, and some are allergic to them).

Your telephone skills will be vital to your business success.

TABLE 2.4 Assembling a Business Wardrobe

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1 Smooth and Finished (Start with This)

2 Elegant and Re�ined (Add This to Column 1)

3 Crisp and Starched (Add This to Column 2)

4 Up-to-the-Minute Trendy (Add This to Column 3)

1 Smooth and Finished (Start with This)

2 Elegant and Re�ined (Add This to Column 1)

3 Crisp and Starched (Add This to Column 2)

4 Up-to-the-Minute Trendy (Add This to Column 3)

Choose well-tailored clothing that �its well; it doesn’t have to be expensive, but it does have to �it and be appropriate for business. Keep buttons, zippers, and hemlines in good repair. Select shoes that are comfortable enough for long days but neither too casual nor too dressy for the of�ice; keep shoes clean and in good condition. Make sure the fabrics you wear are clean, are carefully pressed, and do not wrinkle easily. Choose colors that �latter your height, weight, skin tone, and style; sales advisors in good clothing stores can help you choose.

Choose form-�itting (but not skin-tight) clothing—not swinging or �lowing fabrics, frills, or fussy trimmings. Choose muted tones and soft colors or classics, such as a dark blue suit or a basic black dress. If possible, select a few classic pieces of jewelry (such as a string of pearls or diamond cuff links) for formal occasions. Wear jackets that complement an out�it and lend an air of formality to your appearance. Avoid jackets with more than two tones; one color should dominate.

Wear blouses or shirts that are or appear starched. Choose closed top- button shirts or button- down shirt collars, higher-neckline blouses, or long sleeves with French cuffs and cuff links. Wear creased trousers or skirts with a lower hemline.

Supplement your foundation with pieces that re�lect the latest styles. Add a few pieces in bold colors but wear them sparingly to avoid a garish appearance. Embellish your look with the latest jewelry and hairstyles but keep the overall effect looking professional.

IM and other text-based tools have taken over many exchanges that used to take place over the phone, but phone skills are still essential. Because phone calls lack the visual richness of face-to-face conversations, you have to rely on your attitude and tone of voice to convey con�idence and professionalism. Here are some important tips for using phones at work (for etiquette points speci�ically about mobile devices, see page 60 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#page_60) ):69 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B33)

COMMUNICATING ACROSS CULTURES

Whose Skin Is This, Anyway?

Generational differences abound in the workplace, but few are quite as visible as body art: tattoos, piercings (other than ear lobes), and hair dyes in unconventional colors. According to survey data from the Pew Research Center, people younger than 40 are much more inclined than those older than 40 to display some form of body art. For example, people 26 to 40 years old are four times more likely to have tattoos than people who are 41 to 64 years old.

With such profound differences, it’s no surprise that in many workplaces body art has become a contentious issue between employees wanting to express themselves and employers wanting to maintain particular standards of professional appearance. As the employment law attorney Danielle S. Urban notes, the issue gets even more complicated when religious symbolism is involved.

Who is likely to win this battle? Will the body art a�icionados who continue to join the workforce and who are now rising up the managerial ranks force a change in what is considered acceptable appearance in the workplace? Or will they be forced to cover up to meet traditional standards?

So far, most companies seem to be relying on the judgment of their employees and managers, rather than enforcing strict guidelines. Many seem to accept that tastes and norms are changing and that body art has become a widespread form of self-expression rather than a mode of rebellion. Starbucks, which used to require employees to hide tattoos under long sleeves, recently revised its policy to allow employees to display tattoos everywhere except on their faces. The semiconductor giant Intel even featured photos of employee tattoos in its online technology newsletter.

Job seekers and active employees are still advised to be discreet, however, particularly with facial piercings and large, visible tattoos. In one recent survey about a third of employers said they would be less likely to promote an employee with visible piercings or tattoos. The nonverbal signals you think you are sending might not be the signals a manager receives—or wants to receive.

CAREER APPLICATIONS

1. Should companies have stricter standards of appearance for “customer-facing” employees than for employees who do not interact with customers? Why or why not?

2. Should companies allow their employees the same freedom of expression and appearance as their customers exhibit? For example, if a �irm’s clientele tends to be heavily tattooed, should employees be allowed the same freedom? Why or why not?

Sources: “Employers Reveal the Top Factors Preventing Workers’ Chance of Promotion in New CareerBuilder Survey,” CareerBuilder, 2 July 2015, www.careerbuilder.com (http://www.careerbuilder.com) ; Micah Solomon, “Starbucks to Allow Tattoos, Piercings: Wise or Risky Customer Service, HR Move?” Forbes, 17 October 2014, www.forbes.com (http://www.forbes.com) ; “Intel Tattoos Speak Volumes,” 17 March 2011, Intel Free Press, www.intelfreepress.com (http://www.intelfreepress.com) ; Rita Pyrillis, “Body of Work,” Workforce Management, November 2010, www.workforce.com (http://www.workforce.com) ; Danielle S. Urban, “What to Do About ‘Body Art’ at Work,” Workforce Management, March 2010, www.workforce.com (http://www.workforce.com) ; “Tattooed Gen Nexters,” Pew Research Center, 9 December 2008, pewresearch.org (http://pewresearch.org) .

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Be conscious of how your voice sounds. Don’t speak in a monotone; vary your pitch and in�lections so people know you’re interested. Slow down when conversing with people whose native language isn’t the same as yours.

Basic courtesy on the phone makes communication more ef�icient and more pleasant for everyone involved.

Be courteous when you call someone. Identify yourself and your organization, brie�ly describe why you’re calling, and verify that you’ve called at a good time. Minimize the noise level in your environment as much as possible. For important or complicated conversations, plan what you want to say before calling. Convey a positive, professional attitude when you answer the phone. Answer promptly and with a smile so that you sound welcoming. Identify yourself and your company (some companies have speci�ic instructions for what to say when you answer). Establish the needs of your caller by asking, “How may I help you?” If you know the caller’s name, use it. If you can’t answer the caller’s questions, either forward the call to a colleague who can or advise the caller on how to get his or her questions resolved. If you do forward a call, put the caller on hold and call the next person yourself to verify that he or she is available. End calls with courtesy and clarity. Close in a friendly, positive manner and double-check all vital information such as meeting times and dates.

If you never or rarely check your voicemail, disable it or record an outgoing message advising callers to reach you another way.

Use your own voicemail features to help callers. Record a brief, professional-sounding outgoing message for regular use. When you will be away or unable to answer the phone for an extended period, record a temporary greeting that tells callers when you will respond to their messages. If you don’t check your messages regularly or at all, disable your voicemail. Letting messages pile up for days or weeks without answering them is extremely thoughtless. Be considerate when leaving voicemail messages. Retrieving voicemail messages can be a chore, so be thoughtful about leaving them. Unless voicemail is the best or only choice, consider leaving a message through other means, such as text messaging or email. If you do leave a voicemail message, make it as brief as possible. Leave your name, number (don’t assume the recipient has caller ID), reason for calling, and times you can be reached. State your name and telephone number slowly so the other person can easily write them down; repeat both if the other person doesn’t know you.

BUSINESS ETIQUETTE IN SOCIAL SETTINGS

Etiquette is particularly important when you represent your company in public.

From business lunches to industry conferences, you may be asked to represent your company in public. Make sure your appearance and actions are appropriate to the situation. Get to know the customs of other cultures when it comes to meeting new people. For example, in North America, a �irm handshake is expected when two people meet, whereas a respectful bow of the head is more appropriate in Japan. If you are expected to shake hands, be aware that the passive “dead �ish” handshake creates an extremely negative impression for many people. If you are physically able, always stand when shaking someone’s hand.

MOBILE APP

The Good Manners iPhone app helps you make appropriate choices in a variety of social situations.

When introducing yourself, include a brief description of your role in the company. When introducing two other people, speak their �irst and last names clearly and then offer some information (perhaps a shared professional interest) to help the two people ease into a conversation.70 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B35)

Generally speaking, the lower-ranking person is introduced to the senior-ranking person, without regard to gender.71 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B37)

Business is often conducted over meals, and knowing the basics of dining etiquette will make you more effective in these situations.72 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B39) Start by choosing foods that are easy to eat. Avoid alcoholic beverages in most instances, but if drinking one is appropriate, save it for the end of the meal. Leave business documents under your chair until entrée plates have been removed; the business aspect of the meal doesn’t usually begin until then.

Remember that business meals are a forum for business. Don’t discuss politics, religion, or any other topic likely to stir up emotions. Don’t complain about work, don’t ask deeply personal questions, avoid profanity, and be careful with humor—a joke that entertains some people could easily offend others.

REAL-TIME UPDATES

LEARN MORE BY WATCHING THIS VIDEO

Dining etiquette simpli�ied

The etiquette expert Barbara Pachter offers tips to help you get comfortable at business lunches and dinners. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

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BUSINESS ETIQUETTE ONLINE Digital media seem to be a breeding ground for poor etiquette. Learn the basics of professional online behavior to avoid mistakes that could hurt your company or your career. Here are some guidelines to follow whenever you are representing your company while using digital media:73 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B3B)

When you represent your company online, you must adhere to a high standard of etiquette and show respect for others.

Avoid personal attacks. The anonymous and instantaneous nature of online communication can cause even level-headed people to strike out in blog postings, social networks, and other media. Stay focused on the original topic. If you want to change the subject of an email exchange, a forum discussion, or a blog comment thread, start a new message. Don’t present opinions as facts, and support facts with evidence. This guideline applies to all communication, of course, but online venues in particular seem to tempt people into presenting their beliefs and opinions as unassailable truths. Follow basic expectations of spelling, punctuation, and capitalization. Sending careless, acronym-�illed messages that look like you’re texting your high school buddies makes you look like an amateur. Use virus protection and keep it up to date. Sending or posting a �ile that contains a computer virus puts others at risk. Use dif�icult-to-break passwords on email, Twitter, and other accounts. If someone hacks your account, it can create spam headaches —or worse—for your contacts and followers. Ask if this is a good time for an IM chat. Don’t assume that just because a person is showing as “available” on your IM system that he or she wants to chat at this moment. Watch your language and keep your emotions under control. A single indiscretion could haunt you forever. Avoid multitasking while using IM and other tools. You might think you’re saving time by doing a dozen things at once, but you’re probably making the other person wait while you bounce back and forth between IM and your other tasks. Never assume privacy. Assume that anything you type will be stored forever, could be forwarded to other people, and might be read by your boss or the company’s security staff. Don’t use “Reply All” in email unless everyone can bene�it from your reply. If one or more recipients of an email message don’t need the information in your reply, remove their addresses before you send. Don’t waste others’ time with sloppy, confusing, or incomplete messages. Doing so is disrespectful. Respect boundaries of time and virtual space. For instance, don’t start using an employee’s personal Facebook page for business messages unless you’ve discussed it beforehand, and don’t assume people are available to discuss work matters around the clock, even if you do �ind them online in the middle of the night. Be careful of online commenting mechanisms. For example, many blogs and websites now use your Facebook login to let you comment on articles. If your Facebook pro�ile includes your job title and company name, those could show up along with your comment.

Respect personal and professional boundaries when using Facebook and other social networking tools.

BUSINESS ETIQUETTE USING MOBILE DEVICES

Your mobile phone habits send a signal about the degree of respect you have for those around you.

Like every other aspect of communication, your mobile device habits say a lot about how much respect you have for the people around you. Selecting obnoxious ringtones, talking loudly in open of�ices or public places, using your phone right next to someone else, making excessive or unnecessary personal calls during work hours, invading someone’s privacy by using your phone’s camera without permission, taking or making calls in restrooms and other inappropriate places, texting during a meal or while someone is talking to you, allowing incoming calls to interrupt meetings or discussions—these are all disrespectful choices that re�lect negatively on you.74 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B3D) In general, older employees, managers, and customers are less tolerant of mobile device use than younger people are, so don’t assume that your habits will be universally acceptable.75 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B3F)

Virtual assistants and other mobile phone voice features can annoy and disrupt the workplace and social settings if not used with respect for others.

Virtual assistants, such as the Siri voice recognition system in Apple iPhones, raise another new etiquette dilemma. From doing simple web searches to dictating entire memos, these systems may be convenient for users, but they can create distractions and annoyances for other people.76 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B41) As with other public behaviors, think about the effect you have on others before using these technologies.

MOBILE APP

Locale can “geofence” your smartphone, automatically changing settings based on your location—such as activating silent mode when you arrive at your of�ice.

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Note that expectations and policies regarding mobile device use vary widely from company to company. At one extreme, the venture capitalist Ben Horowitz �ines his employees if they even look at a mobile device while an entrepreneur is pitching a business plan because he considers it disrespectful to people making presentations.77 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000198f#P7001012451000000000000000001B43) Not all bosses are quite so strict, but make sure you understand the situation in your workplace.

COMMUNICATION CHALLENGES AT Cemex You recently joined Cemex and quickly became an enthusiastic user of the company’s Shift collaboration platform, particularly its wiki capability. In your brief time being involved with the wiki, you have observed some behavior that runs counter to the spirit of collaborative writing. Study these two scenarios and decide how to respond.

INDIVIDUAL CHALLENGE: An employee in Spain keeps editing your pages on the wiki, often making changes that seem to add no value as far as you can tell. She doesn’t seem to be editing other employees’ pages nearly so often, so you are beginning to wonder whether she has a personal grudge against you. You want to address this uncomfortable situation without dragging your boss into it. First, decide how to approach your contentious colleague. Should you call her on the phone, send her an email message, or perhaps insert a sarcastic comment about excessive editing on one of her wiki pages? Second, whichever mode of communication you’ve chosen, outline the message you think you should share with her.

TEAM CHALLENGE: A common dilemma in every form of collaborative writing is deciding how soon to share early drafts with your colleagues to get their feedback and contributions. Should you send out an unpolished rough draft for the team’s input before investing a lot of time in polishing and formatting, or should you do a second or third draft to enhance readability—knowing the team might delete entire sections you’ve worked hard to polish? On one of the Cemex wikis where you collaborate with colleagues, some contributors seem to go into “grammar attack mode” whenever a rough draft appears. They seem to ignore the message and content altogether and instead focus on punctuation, grammar, and formatting concerns. With a small team of fellow students, draft some brief guidelines for wiki contributors, conveying these three points: (1) Punctuation, grammar, and formatting are de�initely important, but worrying about them too early in the writing process can hamper the free exploration of ideas and information. (2) When reviewing early drafts, wiki users need to make a conscious effort to look past the presentation and focus on the information. (3) Contributors who post rough drafts seeking input should make the pages at least minimally readable so that reviewers can focus on the content and ideas. (To learn more about editing and working with wikis, you can peek ahead to page 221 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003607#page_221) in Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) .)

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Quick Learning Guide

KEY TERMS

active listening Making a conscious effort to turn off �ilters and biases to truly hear and understand what someone is saying

collaboration Working together to meet complex challenges

committees Formal teams that usually have a long life span and can become a permanent part of the organizational structure

constructive feedback Critique that focuses on the process and outcomes of communication, not on the people involved

content listening Listening to understand and retain the speaker’s message

content management systems Computer systems that organize and control the content for websites

critical listening Listening to understand and evaluate the meaning of the speaker’s message

destructive feedback Criticism delivered with no guidance to stimulate improvement

empathic listening Listening to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view

group dynamics Interactions and processes that take place among the members of a team

groupthink Situation in which peer pressure causes individual team members to withhold contrary or unpopular opinions

hidden agenda Private, counterproductive motives, such as a desire to take control of a group

minutes Written summary of the important information presented and the decisions made during a meeting

nonverbal communication Information sent and received, both intentionally and unintentionally, without using written or spoken language

norms Informal standards of conduct that group members share and that guide member behavior

parliamentary procedure A time-tested method for planning and running effective meetings; the best-known guide to this procedure is Robert’s Rules of Order

participative management An effort to involve employees in a company’s decision making

problem-solving teams Teams that assemble to resolve speci�ic issues and then disband when their goals have been accomplished

selective listening Listening to only part of what a speaker is saying; ignoring the parts one doesn’t agree with or �ind interesting

self-oriented roles Unproductive team roles in which people are motivated mainly to ful�ill personal needs

shared workspaces Online “virtual of�ices” that give everyone on a team access to the same set of resources and information

task forces A form of problem-solving teams, often with members from more than one organization

task-oriented roles Productive team roles directed toward helping a team reach its goals

team A unit of two or more people who share a mission and the responsibility for working to achieve a common goal

team-maintenance roles Productive team roles directed toward helping everyone work well together

uni�ied communication A single system of communication that integrating voice and video calling, voice and video conferencing, instant messaging, real-time collaboration software, and other capabilities

virtual meetings Meetings that take place online rather than in person

wiki Special type of website that allows anyone with access to add new material and edit existing material

SUMMARY OF LEARNING OBJECTIVES

1 List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics. Teams can achieve a higher level of performance than individuals because of the combined intelligence and energy of the group. Motivation and creativity can �lourish in team settings. Moreover, individuals tend to perform better because they achieve a sense of purpose by belonging to a group. Teams also bring more input and a greater diversity of views, which tends to result in better decisions. And because team members participate in the decision process, they are more committed to seeing the team succeed. Teams are not without disadvantages, however. Poorly managed teams can be a waste of everyone’s time. For example, if members are pressured to conform, they may develop groupthink, which can lead to poor-quality decisions and ill-advised actions. Some members may let their private motives get in the way.

Four important aspects of group dynamics are assuming team roles, allowing for team evolution, resolving con�lict, and overcoming resistance.

2 Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. Key guidelines for collaborative writing include (1) carefully selecting collaborators, (2) agreeing on project goals before starting, (3) giving the team time to bond before starting the work, (4) clarifying individual responsibilities, (5) establishing clear processes, (6) avoiding composing as a group, (7) making sure tools and techniques are ready and compatible, and (8) checking to see how things are going along the way.

Major collaboration technologies include web content management systems, wikis, groupware, and shared workspaces.

To give constructive feedback, focus on the work and how it can be improved, rather than on the person and the mistakes.

3 List the key steps needed to ensure productive team meetings. The most important step in planning a meeting is to make sure that a meeting is necessary and is the best way to accomplish the given objective. If it is, proceed by identifying the purpose of the meeting, selecting the right mix of participants to accomplish the goal, choosing the venue and time carefully, and setting a clear agenda.

Once the meeting is under way, work to keep the discussion on track, follow agreed-upon rules, encourage participation, participate actively yourself, and close the meeting effectively to make sure all decisions and action items are clearly understood.

4 Identify the major technologies used to enhance or replace in-person meetings. Meeting enhancement and replacement technologies range from simple audio teleconferencing and IM chat sessions to videoconferences, telepresence systems, web-based meetings, and virtual worlds such as realistic-looking online conference rooms.

5 Identify three major modes of listening, describe the listening process, and explain the problem of selective listening. Content listening is listening to understand and retain the information in the speaker’s message. Critical listening is listening to understand and evaluate the meaning of the speaker’s message on several levels, including the logic of the argument and the strength of the evidence. Empathic listening is listening to understand the speaker’s feelings, needs, and wants. Regardless of the mode used, effective listeners try to engage in active listening, making a conscious effort to turn off their own �ilters and biases to truly hear and understand what the other party is saying.

The listening process involves �ive activities: (1) receiving (physically hearing the message), (2) decoding (assigning meaning to what you hear), (3) remembering (storing the message for future reference), (4) evaluating (thinking about the message), and (5) responding (reacting to the message, taking action, or giving feedback).

The listening process can be hampered by a variety of barriers, one of the most common of which is selective listening. When people listen selectively, they hear only parts of the speaker’s message, because either they allow their minds to wander or they engage in defensive listening by tuning out information that threatens their beliefs or egos.

6 Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Nonverbal communication is important because nonverbal signals can strengthen, weaken, or even replace verbal messages. The major categories of nonverbal signals are facial expression, gestures and posture, vocal characteristics, personal appearance, touch, and the use of time and space.

7 Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Attention to etiquette is essential to success in every form of business communication—so much so that etiquette is considered an important business skill. Poor etiquette can hinder team efforts, drain morale and productivity, drive away customers and investors, and limit your career potential. Four key areas in which good etiquette is essential are the workplace, social settings in which you represent your employer, online interactions in which you represent your employer, and when using mobile devices.

MyBCommLab®

Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

2-1. How can organizations and employees bene�it from successful teamwork? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622)

2-2. What is groupthink, and how can it affect an organization? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622)

2-3. How can employees and companies take advantage of social networking technologies to promote teamwork? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F2)

2-4. What is parliamentary procedure? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C)

2-5. What are the advantages of virtual meetings? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017E7)

2-6. What are the main activities that make up the listening process? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000180C)

2-7. How does content listening differ from critical listening and empathic listening? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000180C)

2-8. What are the six major categories of nonverbal communication? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F)

2-9. Why do mobile devices present unique etiquette challenges? [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

2-10. You head up the interdepartmental design review team for a manufacturer of high-performance motorcycles, and things are not going well. The design engineers and marketing strategists keep arguing about which should be a higher priority, performance or aesthetics, and the accountants say both groups are driving up the cost of the new model by adding too many new features. Everyone has valid points

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to make, but the team is bogging down in con�lict. Explain how you could go about resolving the stalemate. [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622)

2-11. You and another manager in your company disagree about whether employees should be encouraged to create online pro�iles on LinkedIn and other business-oriented social networking websites. You say these connections can be valuable to employees by helping them meet their peers throughout the industry and valuable to the company by identifying potential sales leads and business partners. The other manager says that encouraging employees to become better known in the industry will only make it easier for competitors to lure them away with enticing job offers. Write a brief email message that outlines your argument. (Make up any information you need about the company and its industry.) [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F2)

2-12. How can nonverbal communication help you run a meeting? How can it help you call a meeting to order, emphasize important topics, show approval, express reservations, regulate the �low of conversation, and invite a colleague to continue with a comment? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C) , [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F)

2-13. Why do you think people are more likely to engage in rude behaviors during online communication than during in-person communication? [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2)

2-14. You’re giving your �irst major presentation at your new job and you notice at least half the people in the small conference room are looking at their mobile devices more than they are looking at you. How should you handle the situation? [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2)

Practice Your Skills 2-15. Message for Analysis: Planning Meetings [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C)

A project leader has made notes about covering the following items at the quarterly budget meeting. Prepare a formal agenda by putting these items into a logical order and rewriting, where necessary, to give phrases a more consistent sound.

Budget Committee Meeting to be held on December 12, 2018, at 9:30 a.m., and we have allotted one hour for the meeting I will call the meeting to order. Real estate director’s report: A closer look at cost overruns on Greentree site. (10 minutes) The group will review and approve the minutes from last quarter’s meeting. (5 minutes) I will ask the �inance director to report on actual versus projected quarterly revenues and expenses. (15 minutes) I will distribute copies of the overall divisional budget and announce the date of the next budget meeting. Discussion: How can we do a better job of anticipating and preventing cost overruns? (20 minutes) Meeting will take place in Conference Room 3, with WebEx active for remote employees. What additional budget issues must be considered during this quarter?

Exercises

2-16. Collaboration: Working in Teams [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622) , [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F2) In teams assigned by your instructor, prepare a 10-minute presentation on the potential disadvantages of using social media for business communication. When the presentation is ready, discuss how effective the team was using the criteria of (a) having a clear objective and a shared sense of purpose, (b) communicating openly and honestly, (c) reaching decisions by consensus, (d) thinking creatively, and (e) knowing how to resolve con�lict. Be prepared to discuss your �indings with the rest of the class.

2-17. Negotiation and Con�lict Resolution: Resolving Con�licts; Communication Ethics: Providing Ethical Leadership [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622) , Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) During team meetings, one member constantly calls for votes or decisions before all the members have voiced their views. As the leader, you asked this member privately about his behavior. He replied that he is trying to move the team toward its goals, but you are concerned that he is really trying to take control. How can you deal with this situation without removing the member from the group?

2-18. Collaboration: Collaborating on Writing Projects; Media Skills: Blogging [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#P70010124510000000000000000016F2) In this project you will conduct research on your own and then merge your results with those of the rest of your team. Search Twitter for messages on the subject of workplace safety. (You can use Twitter’s advanced search function or use the “twitter.com (http://twitter.com) ” site quali�ier on a regular search engine.) Compile at least �ive general safety tips that apply to any of�ice setting, and then meet with your team to select the �ive best tips from all those the team has collected. Collaborate on a blog post that lists the team’s top �ive tips.

2-19. Communication Etiquette: Etiquette in the Workplace, Participating in Meetings [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C) , [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2) In group meetings, some of your colleagues have a habit of interrupting and arguing with the speaker, taking credit for ideas that aren’t theirs, and shooting down ideas they don’t agree with. As the newest person in the group, you’re not sure if this is accepted behavior in this company, but it concerns you both personally and professionally. Should you go with the �low and adopt their behavior or stick with your own communication style, even though you might get lost in the noise? In a two-paragraph email message or post for your class blog, explain the pros and cons of both approaches.

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http://twitter.com/

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2-20. Collaboration: Participating in Meetings [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C) With a classmate, attend a local community or campus meeting where you can observe a group discussion, vote, or take other group action. Take notes individually during the meeting and, afterward, work together to answer the following questions.

a. What is your evaluation of this meeting? In your answer, consider (1) the leader’s ability to clearly articulate the meeting’s goals, (2) the leader’s ability to engage members in a meaningful discussion, (3) the group’s dynamics, and (4) the group’s listening skills.

b. How did group members make decisions? Did they vote? Did they reach decisions by consensus? Did those with dissenting opinions get an opportunity to voice their objections?

c. How well did the individual participants listen? How could you tell? d. Did any participants change their expressed views or their votes during the meeting? Why might that have happened? e. Did you observe any of the communication barriers discussed in Chapter 1

(http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P70010124510000000000000000 ? Identify them.

f. Compare the notes you took during the meeting with those of your classmate. What differences do you notice? How do you account for these differences?

2-21. Collaboration: Leading Meetings [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#P700101245100000000000000000177C) , Chapter 3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#P7001012451000000000000000001B46) Every month, each employee in your department is expected to give a brief oral presentation on the status of his or her project. However, your department has recently hired an employee who has a severe speech impediment that prevents people from understanding most of what he says. As the department manager, how will you resolve this dilemma? Please explain.

2-22. Collaboration: Using Collaboration Technologies [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#P70010124510000000000000000017E7) In a team assigned by your instructor, use Zoho (free for personal use) or a comparable system to collaborate on a set of directions that out-of-town visitors could use to reach a speci�ic point on your campus, such as a stadium or dorm. The team should choose the location and the mode(s) of transportation involved. Be creative—brainstorm the best ways to guide �irst-time visitors to the selected location using all the media at your disposal.

2-23. Interpersonal Communication: Listening Actively [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000180C) For the next several days, take notes on your listening performance during at least a half-dozen situations in class, during social activities, and at work, if applicable. Referring to the traits of effective listeners in Table 2.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#P700101245100000000000000000183C) , rate yourself on these positive listening habits using always, frequently, occasionally, or never. In a report no longer than one page, summarize your analysis and identify speci�ic areas in which you can improve your listening skills.

2-24. Nonverbal Communication: Analyzing Nonverbal Signals [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F) Select a business letter and envelope you have received at work or home. Analyze their appearance. What nonverbal messages do they send? Are these messages consistent with the content of the letter? If not, what could the sender have done to make the nonverbal communication consistent with the verbal communication? Summarize your �indings in a post on your class blog or in an email message to your instructor.

2-25. Communication Etiquette: Etiquette in the Workplace [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#P70010124510000000000000000018D2) As the regional manager of an international accounting �irm, you place high priority on professional etiquette. Not only does it communicate respect to your clients, it also instills con�idence in your �irm by showing that you and your staff are aware of and able to meet the expectations of almost any audience. Earlier today you took four new employees to lunch with an important client. You’ve done this for years, and it’s usually an upbeat experience for everyone, but today’s lunch was a disaster. One of the employees made not one, not two, but three calls on his mobile phone during lunch. Another interrupted the client several times and even got into a mild argument. The third employee kept telling sarcastic jokes about politics, making everyone at the table uncomfortable. And the fourth showed up dressed like she was expecting to bale hay or work in a coal mine, not have a business lunch in a posh restaurant. You’ve already called the client to apologize, but now you need to coach these employees on proper business etiquette. Draft a brief memo to these employees, explaining why etiquette is so important to the company’s success—and to their individual careers.

Expand Your Skills Critique the Professionals

Celebrities can learn from successful businesses when it comes to managing their careers, but businesses can learn from successful celebrities, too—particularly when it comes to building communities online using social media. Locate three celebrities (musicians, actors, authors, or athletes) who have sizable fan bases on Facebook and analyze how they use the social network. Using whatever medium your instructor requests, write a brief analysis (no more than one page) of the lessons, positive or negative, that a business could learn from these celebrities. Be sure to cite speci�ic elements from the Facebook pages you’ve chosen, and if you think any of the celebrities have made mistakes in their use of Facebook, describe those as well.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on improving your active listening skills in business situations. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F

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http://websearch.businesscommunicationnetwork.com/

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

2-26. Should teams try to resolve all con�licts that come up in the course of doing their work? Why or why not? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#P7001012451000000000000000001622)

2-27. Considering what you’ve learned about nonverbal communication, what are some of the ways in which communication might break down during an online meeting in which the participants can see video images of only the person presenting at any given time—and then only his or her head? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#P700101245100000000000000000188F)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#rP7001012451000000000000000001AAA) . “Company Pro�ile,” Cemex website, accessed 8 March 2016, www.cemex.com (http://www.cemex.com) ; “Transforming the Way We Work,” Cemex website, accessed 8 February 2015, www.cemex.com (http://www.cemex.com) ; Cemex: Building the Future, accessed 11 May 2013, www.cemex.com (http://www.cemex.com) ; Cemex Shift Twitter account, accessed 11 May 2013, twitter.com/CX_Shift; Dion Hinchcliffe, “Social Business Success: CEMEX,” ZDNet, 1 February 2012, www.zdnet.com (http://www.zdnet.com) ; “Cemex and Becoming a Social Business with IBM Software,” video embedded in Jesus Gilberto Garcia, Miguel Angel Lozano Martinez, and Arturo San Vicente, “Shift Changes the Way Cemex Works,” Management Exchange, 15 July 2011, www.managementexchange.com (http://www.managementexchange.com) ; Debra Donston-Miller, “Social Business Leader Cemex Keeps Ideas Flowing,” InformationWeek, 6 November 2012, www.informationweek.co.uk (http://www.informationweek.co.uk) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AAC) . Courtland L. Bovée and John V. Thill, Business in Action, 5th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2011), 172.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AAE) . “Five Case Studies on Successful Teams,” HR Focus, April 2002, 18+.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB0) . Stephen R. Robbins, Essentials of Organizational Behavior, 6th ed. (Upper Saddle River, N.J.: Prentice Hall, 2000), 98.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB2) . Max Landsberg and Madeline Pfau, “Developing Diversity: Lessons from Top Teams,” Strategy + Business, Winter 2005, 10–12.

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB4) . “Groups Best at Complex Problems,” Industrial Engineer, June 2006, 14.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB6) . Natalie D. Brecher, “Breaking Bad: Stop Deceptive Groupthink,” Journal of Property Management 80, no. 6 (November–December 2015): 45.

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AB8) . Rob Cross, Reb Rebele, and Adam Grant, “Collaborative Overload,” Harvard Business Review, January–February 2016, 74–79.

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ABA) . Martha Mendoza and Michael Liedtke, “Google Study of Teamwork Finds ‘How’ Is More Important Than ‘Who,”’ Columbus Dispatch, 23 November 2015, www.dispatch.com (http://www.dispatch.com) ; Nicola A. Nelson, “Leading Teams,” Defense AT&L, July–August 2006, 26–29; Larry Cole and Michael Cole, “Why Is the Teamwork Buzz Word Not Working?” Communication World, February–March 1999, 29; Patricia Buhler, “Managing in the 90s: Creating Flexibility in Today’s Workplace,” Supervision, January 1997, 241; Allison W. Amason, Allen C. Hochwarter, Wayne A. Thompson, and Kenneth R. Harrison, “Con�lict: An Important Dimension in Successful Management Teams,” Organizational Dynamics 24, no. 2 (August 1995): 201.

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ABC) . David Dye, “Broken Teamwork,” Leadership Excellence Essentials, February 2016, 16.

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ABE) . Geoffrey Colvin, “Why Dream Teams Fail,” Fortune, 8 June 2006, 87–92.

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC0) . Tiziana Casciaro and Miguel Sousa Lobo, “Competent Jerks, Lovable Fools, and the Formation of Social Networks,” Harvard Business Review, June 2005, 92–99.

13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC2) . Stephen P. Robbins and David A. DeCenzo, Fundamentals of Management: Essential Concepts and Applications, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2004), 266–267; Jerald Greenberg and Robert A. Baron, Behavior in Organizations, 8th ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 279–280.

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC4) . B. Aubrey Fisher, Small Group Decision Making: Communication and the Group Process, 2nd ed. (New York: McGraw-Hill, 1980), 145–149; Robbins and DeCenzo, Fundamentals of Management, 334–335; Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 602–603.

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC6) . Michael Laff, “Effective Team Building: More Than Just Fun at Work,” Training + Development 6, no. 8 (August 2006): 24–35.

16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AC8) . Claire Sookman, “Building Your Virtual Team,” Network World, 21 June 2004, 91.

17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ACA) . Jared Sandberg, “Brainstorming Works Best if People Scramble for Ideas on Their Own,” Wall Street Journal, 13 June 2006, B1.

18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ACC) . Mark K. Smith, “Bruce W. Tuckman—Forming, Storming, Norming, and Performing in Groups,” Infed.org (http://Infed.org) , accessed 5 July 2005,

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19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001ACE) . Robbins and DeCenzo, Fundamentals of Management, 258–259.

20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD0) . Daft, Management, 609–612.

21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD2) . Andy Boynton and Bill Fischer, Virtuoso Teams: Lessons from Teams That Changed Their Worlds (Harrow, UK: FT Press, 2005), 10.

22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD4) . Thomas K. Capozzoli, “Con�lict Resolution—A Key Ingredient in Successful Teams,” Supervision 56, no. 12 (November 1999), 14–16.

23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD6) . Amy Gallo, “Choose the Right Words in an Argument,” Harvard Business Review, 16 June 2014, hbr.org (http://hbr.org) .

24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001620#rP7001012451000000000000000001AD8) . Mark Goulston, “Practical Tips for Overcoming Resistance,” Harvard Business Review, 1 July 2013, hbr.org (http://hbr.org) .

25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001ADA) . Jon Hanke, “Presenting as a Team,” Presentations, January 1998, 74–82.

26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001ADC) . William P. Galle Jr., Beverly H. Nelson, Donna W. Luse, and Maurice F. Villere, Business Communication: A Technology-Based Approach (Chicago: Irwin, 1996), 260.

27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001ADE) . Mary Beth Debs, “Recent Research on Collaborative Writing in Industry,” Technical Communication 38, no. 4 (November 1991): 476–484.

28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE0) . Rob Koplowitz, “Building a Collaboration Strategy,” KM World, November/December 2009, 14–15.

29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE2) . Eric Knorr and Galen Gruman, “What Cloud Computing Really Means,” InfoWorld, 3 May 2012, www.infoworld.com (http://www.infoworld.com) ; Lamont Wood, “Cloud Computing Poised to Transform Communication,” LiveScience, 8 December 2009, www.livescience.com (http://www.livescience.com) .

30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE4) . “How Blue Man Group Gets Creative with Its Social Intranet,” Socialtext website, accessed 1 May 2012, www.socialtext.com (http://www.socialtext.com) .

31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE6) . Richard McDermott and Douglas Archibald, “Harnessing Your Staff ’s Informal Networks,” Harvard Business Review, March 2010, 82–89.

32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AE8) . Tony Hsieh, “Why I Sold Zappos,” Inc., 1 June 2010, www.inc.com (http://www.inc.com) .

33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AEA) . “Adobe Connect Mobile,” Adobe website, accessed 27 February 2014, www.adobe.com (http://www.adobe.com) .

34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AEC) . Parks Associates, “Mobile Collaborative Communications for Business,” white paper, accessed 27 February 2014, www.parksassociates.com (http://www.parksassociates.com) .

35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000016f0#rP7001012451000000000000000001AEE) . Chuck Williams, Management, 2nd ed. (Cincinnati: Thomson South-Western, 2002), 706–707.

36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF0) . Ron Ashkenas, “Why We Secretly Love Meetings,” Harvard Business Review blogs, 5 October 2010, blogs.hbr.org (http://blogs.hbr.org) .

37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF2) . Douglas Kimberly, “Ten Pitfalls of Pitiful Meetings,” Payroll Manager’s Report, January 2010, 1, 11; “Making the Most of Meetings,” Journal of Accountancy, 28 February 2009, 22.

38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF4) . Cyrus Farivar, “How to Run an Effective Meeting,” BNET website, accessed 12 August 2008, www.bnet.com (http://www.bnet.com) .

39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF6) . “Better Meetings Bene�it Everyone: How to Make Yours More Productive,” Working Communicator Bonus Report, July 1998, 1.

40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AF8) . Janine Popick, “Business Meeting Etiquette: 8 Pet Peeves,” Inc., 9 April 2012, www.inc.com (http://www.inc.com) .

41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000177a#rP7001012451000000000000000001AFA) . “Features Overview,” MeetingSense website, accessed 11 May 2013, www.meetingsense.com (http://www.meetingsense.com) .

42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001AFC) . Roger O. Crockett, “The 21st Century Meeting,” BusinessWeek, 26 February 2007, 72–79.

43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001AFE) . Steve Lohr, “As Travel Costs Rise, More Meetings Go Virtual,” New York Times, 22 July 2008, www.nytimes.com (http://www.nytimes.com) .

44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001B00) . GoToMeeting website, accessed 3 May 2012, www.gotomeeting.com (http://www.gotomeeting.com) ; “Unlock the Full Power of the Web Conferencing,” CEO World, 20 November 2007, www.ceoworld.biz (http://www.ceoworld.biz) .

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45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001B03) . Nick Morgan, “How to Conduct a Virtual Meeting,” Harvard Business Review blogs, 1 March 2011, blogs.hbr.org (http://blogs.hbr.org) .

46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000017e4#rP7001012451000000000000000001B05) . Keith Ferrazzi, “How to Run a Great Virtual Meeting,” Harvard Business Review, 27 March 2015, www.hbr.org (http://www.hbr.org) .

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48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B09) . Carmine Gallo, “Why Leadership Means Listening,” BusinessWeek, 31 January 2007, www.businessweek.com (http://www.businessweek.com) .

49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B0B) . Augusta M. Simon, “Effective Listening: Barriers to Listening in a Diverse Business Environment,” Bulletin of the Association for Business Communication 54, no. 3 (September 1991): 73–74.

50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B0D) . Robyn D. Clarke, “Do You Hear What I Hear?” Black Enterprise, May 1998, 129.

51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B0F) . Dennis M. Kratz and Abby Robinson Kratz, Effective Listening Skills (New York: McGraw-Hill, 1995), 45–53; J. Michael Sproule, Communication Today (Glenview, Ill.: Scott Foresman, 1981), 69.

52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B11) . Brownell, Listening, 230–231.

53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B13) . Kratz and Kratz, Effective Listening Skills, 78–79; Sproule, Communication Today, 69.

54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B15) . Bill Brooks, “The Power of Active Listening,” American Salesman, June 2003, 12; “Active Listening,” Study Guides and Strategies website, accessed 5 February 2005, www.studygs.net (http://www.studygs.net) .

55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B17) . Bob Lamons, “Good Listeners Are Better Communicators,” Marketing News, 11 September 1995, 13+; Phillip Morgan and H. Kent Baker, “Building a Professional Image: Improving Listening Behavior,” Supervisory Management (November 1985): 35–36.

56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B19) . Clarke, “Do You Hear What I Hear?”; Dot Yandle, “Listening to Understand,” Pryor Report Management Newsletter Supplement 15, no. 8 (August 1998): 13.

57 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B1B) . Brownell, Listening, 14; Kratz and Kratz, Effective Listening Skills, 8–9; Sherwyn P. Morreale and Courtland L. Bovée, Excellence in Public Speaking (Orlando, Fla.: Harcourt Brace, 1998), 72–76; Lyman K. Steil, Larry L. Barker, and Kittie W. Watson, Effective Listening: Key to Your Success (Reading, Mass.: Addison Wesley, 1983), 21–22.

58 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B1D) . Patrick J. Collins, Say It with Power and Con�idence (Upper Saddle River, N.J.: Prentice Hall, 1997), 40–45.

59 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001809#rP7001012451000000000000000001B1F) . Morreale and Bovée, Excellence in Public Speaking, 296.

60 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B21) . Dale G. Leathers, Successful Nonverbal Communication: Principles and Applications (New York: Macmillan, 1986), 19.

61 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B23) . Gerald H. Graham, Jeanne Unrue, and Paul Jennings, “The Impact of Nonverbal Communication in Organizations: A Survey of Perceptions,” Journal of Business Communication 28, no. 1 (Winter 1991): 45–62.

62 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B25) . Danielle S. Urban, “What to Do About ‘Body Art’ at Work,” Workforce Management, 24 March 2010, www.workforce.com (http://www.workforce.com) .

63 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B27) . Virginia P. Richmond and James C. McCroskey, Nonverbal Behavior in Interpersonal Relations, 4th ed. (Boston: Allyn & Bacon, 2000), 153–157.

64 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B29) . Mary Ellen Slayter, “Pamela Meyer on the Science Behind ‘Liespotting,”’ SmartBlog on Workforce, 14 September 2010, smartblogs.com (http://smartblogs.com) .

65 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B2B) . Slayter, “Pamela Meyer on the Science Behind ‘Liespotting.”’

66 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000188d#rP7001012451000000000000000001B2D) . Joe Navarro, “Body Language Myths,” Psychology Today, 25 October 2009, www.psychologytoday.com (http://www.psychologytoday.com) ; Richmond and McCroskey, Nonverbal Behavior in Interpersonal Relations, 2–3.

67 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B2F) . John Hollon, “No Tolerance for Jerks,” Workforce Management, 12 February 2007, 34.

68 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B31) . Linton Weeks, “Please Read This Story, Thank You,” NPR, 14 March 2012, www.npr.org (http://www.npr.org) .

69 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B33) . Alan Cole, “Telephone Etiquette at Work,” Work Etiquette website, 14 March 2012, www.worketiquette.co.uk (http://www.worketiquette.co.uk) ; Alf Nucifora, “Voice Mail Demands Good Etiquette from Both Sides,” Puget Sound Business Journal, 5–11 September 2003, 24; Ruth Davidhizar and Ruth

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Shearer, “The Effective Voice Mail Message,” Hospital Material Management Quarterly 22, no. 2 (2000): 45–49; “How to Get the Most Out of Voice Mail,” CPA Journal 70, no. 2 (February 2000): 11; Jo Ind, “Hanging on the Telephone,” Birmingham Post, 28 July 1999, PS10; Larry Barker and Kittie Watson, Listen Up (New York: St. Martin’s Press, 2000), 64–65; Lin Walker, Telephone Techniques (New York: AMACOM, 1998), 46–47; Dorothy Neal, Telephone Techniques, 2nd ed. (New York: Glencoe McGraw-Hill, 1998), 31; Jeannie Davis, Beyond “Hello” (Aurora, Colo.: Now Hear This Inc., 2000), 2–3; “Ten Steps to Caller-Friendly Voice Mail,” Managing Of�ice Technology, January 1995, 25; Rhonda Finniss, “Voice Mail: Tips for a Positive Impression,” Administrative Assistant’s Update, August 2001, 5.

70 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B35) . Dana May Casperson, Power Etiquette: What You Don’t Know Can Kill Your Career (New York: AMACOM, 1999), 10–14; Ellyn Spragins, “Introducing Politeness,” Fortune Small Business, November 2001, 30.

71 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B37) . Tanya Mohn, “The Social Graces as a Business Tool,” New York Times, 10 November 2002, sec. 3, 12.

72 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B39) . Casperson, Power Etiquette, 44–46.

73 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B3B) . “Are You Practicing Proper Social Networking Etiquette?” Forbes, 9 October 2009, www.forbes.com (http://www.forbes.com) ; Pete Babb, “The Ten Commandments of Blog and Wiki Etiquette,” InfoWorld, 28 May 2007, www.infoworld.com (http://www.infoworld.com) ; Judith Kallos, “Instant Messaging Etiquette,” NetM@ blog, accessed 3 August 2008, www.netmanners.com (http://www.netmanners.com) ; Michael S. Hyatt, “E-Mail Etiquette 101,” From Where I Sit blog, 1 July 2007, www.michaelhyatt.com (http://www.michaelhyatt.com) .

74 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B3D) . J. J. McCorvey, “How to Create a Cell Phone Policy,” Inc., 10 February 2010, www.inc.com (http://www.inc.com) .

75 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B3F) . Chad Brooks, “Poor Mobile Manners Not Lost on Bosses,” Fox Business, 29 October 2013, smallbusiness.foxbusiness.com (http://smallbusiness.foxbusiness.com) .

76 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B41) . Nick Wing�ield, “Oh, for the Good Old Days of Rude Cellphone Gabbers,” New York Times, 2 December 2011, www.nytimes.com (http://www.nytimes.com) .

77 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000018d0#rP7001012451000000000000000001B43) . Cromwell Schubarth, “VC Ben Horowitz on What He Wants in a Startup and Why Rap Genius Is It,” Silicon Valley Business Journal, 4 February 2014, www.bizjournals.com (http://www.bizjournals.com) .

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http://www.bizjournals.com/

3 Communication Challenges in a Diverse, Global Marketplace LEARNING OBJECTIVES

After studying this chapter, you will be able to

1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B75) Discuss the opportunities and challenges of intercultural communication.

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BBA De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFF) Explain the importance of recognizing cultural variations, and list eight categories of cultural differences.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001CA0 List four general guidelines for adapting to any business culture.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CCA Identify seven steps you can take to improve your intercultural communication skills.

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COMMUNICATION CLOSE-UP AT Kaiser Permanente kp.org (http://kp.org)

Delivering quality health care is dif�icult enough, given the complexities of technology, government regulations, evolving scienti�ic and medical understanding, and the variability of human performance. It gets even more daunting when you add the challenges of communication among medical staff and between patients and their caregivers, which often takes place under stressful circumstances. Those communication efforts are challenging enough in an environment where everyone speaks the same language and feels at home in a single cultural context—but they’re in�initely more complex in the United States, whose residents identify with dozens of different cultures and speak several hundred languages.

The Oakland-based health-care system Kaiser Permanente has been embracing the challenges and opportunities of diversity since its founding in 1945. It made a strong statement with its very �irst hospital when it refused to follow the then-common practice of segregating patients by race. Now, as the largest not-for-pro�it health system in the United States, Kaiser’s client base includes more than 10 million members from over 100 distinct cultures.

At the core of Kaiser’s approach is culturally competent care, which it de�ines as “health care that acknowledges cultural diversity in the clinical setting, respects members’ beliefs and practices, and ensures that cultural needs are considered and respected at every point of contact.” These priorities are woven into Kaiser’s organizational culture, structure, and business practices.

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Kaiser Permanente CEO Bernard J. Tyson believes a culturally competent workforce is essential to the health provider’s aim of serving the diverse U.S. population.

REUTERS/Mario Anzuoni

Delivering this standard of care requires a mix of skills and knowledge that range from an awareness of medical issues of concern to speci�ic cultures to language �luency (and translation skills in more than 100 languages) to the awareness needed to handle cultural traditions and values in a sensitive manner. Kaiser’s Centers of Excellence in Culturally Competent Care at facilities around the country are a good example of the extent the company takes to serve its diverse clientele. Each center focuses on one or more cultures prominent in a given locale, with a particular emphasis on improving care outcomes for population segments that have historically been underserved.

Kaiser believes that effectively serving a diverse client base requires an equally diverse staff. As the chairman and CEO Bernard J. Tyson explains, “The rich diversity of our organization re�lects the diversity of the people we serve each and every day.” Nearly half the executive team are women, for example, and people of color make up nearly 60 percent of the company’s workforce.

In addition to helping Kaiser communicate more effectively with its customers, the strategic emphasis on diversity and inclusion is good for businesses. Its target market segments also happen to be among the country’s fastest-growing demographic groups, and Kaiser’s ability to connect with these audiences gives it an important competitive advantage.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001ED2)

3.1 Understanding the Opportunities and Challenges of Communication in a Diverse World LEARNING OBJECTIVE

1 Discuss the opportunities and challenges of intercultural communication.

Diversity includes all the characteristics that de�ine people as individuals.

Kaiser Permanente (pro�iled in the chapter-opening Communication Close-Up) illustrates the opportunities and the challenges for business professionals who know how to communicate with diverse audiences. Although the concept is often framed in terms of ethnic background, a broader and more useful de�inition of diversity (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E25) includes “all the characteristics and experiences that de�ine each of us as individuals.”2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001ED4) As one example, the pharmaceutical company Merck identi�ies 19 separate dimensions of diversity, including race, age, military experience, parenting status, marital status, and thinking style.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001ED6) As you’ll learn in this chapter, these characteristics and experiences can have a profound effect on the way businesspeople communicate.

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Intercultural communication (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E35) is the process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs differently. Every attempt to send and receive messages is in�luenced by culture, so to communicate successfully, you need a basic understanding of the cultural differences you may encounter and how you should handle them. Your efforts to recognize and bridge cultural differences will open up business opportunities throughout the world and maximize the contributions of all the employees in a diverse workforce.

OPPORTUNITIES IN A GLOBAL MARKETPLACE

You will communicate with people from many other cultures throughout your career.

Chances are good that you’ll be working across international borders sometime in your career. Thanks to communication and transportation technologies, natural boundaries and national borders are no longer the impassable barriers they once were. Local markets are opening to worldwide competition as businesses of all sizes look for new growth opportunities outside their own countries. Thousands of U.S. businesses depend on exports for signi�icant portions of their revenues. Every year, these companies export hundreds of billions of dollars’ worth of materials and merchandise, along with billions more in personal and professional services. If you work in one of these companies, you may well be called on to visit or at least communicate with a wide variety of people who speak languages other than English and who live in cultures quite different from what you’re used to. Among the United States’s top 10 global trading partners, only Canada and Great Britain have English as an of�icial language; Canada also has French as an of�icial language.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001ED8)

Not surprisingly, effective communication is important to cross-cultural and global business. In a recent survey, nearly 90 percent of executives said their companies’ pro�its, revenue, and market share would all improve with better international communication skills. In addition, half of these executives said communication or collaboration breakdowns had affected major international business efforts in their companies.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EDA) The good news here is that improving your cultural communication skills could make you a more valuable job candidate at every stage of your career.

ADVANTAGES OF A DIVERSE WORKFORCE

The diversity of today’s workforce brings distinct advantages to businesses:

A broader range of views and ideas A better understanding of diverse, fragmented markets A broader pool of talent from which to recruit

Even if you never visit another country or transact business on a global scale, you will interact with colleagues from a variety of cultures and with a wide range of characteristics and life experiences. Many innovative companies are changing the way they approach diversity, from seeing it as a legal requirement (providing equal opportunities for all) to seeing it as a strategic opportunity to connect with customers and take advantage of the broadest possible pool of talent.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EDC) Smart

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business leaders recognize the competitive advantages of a diverse workforce that offers a broader spectrum of viewpoints and ideas, helps businesses understand and identify with diverse markets, and enables companies to bene�it from a wider range of employee talents. “It just makes good business sense,” says Gord Nixon, the CEO of the Royal Bank of Canada.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EDE)

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Looking for jobs at diversity-minded companies?

DiversityWorking.com (http://DiversityWorking.com) connects job searchers with companies that recognize the value of diverse workforces. Go to www.real-timeupdates.com/bct14 (http://www.real-timeupdates.com/bct14) and select Learn More in the Students section.

Diversity is simply a fact of life for all companies. The United States has been a nation of immigrants from the beginning, and that trend continues today. The western and northern Europeans who made up the bulk of immigrants during the nation’s early years now share space with people from across Asia, Africa, Eastern Europe, and other parts of the world. Across the United States, the term minority as it is traditionally applied to nonwhite residents makes less and less sense every year. Non-Hispanic white Americans now account for about 60 percent of the overall U.S. population, but that �igure will drop below 50 percent in two or three decades. Caucasian Americans already make up less than half the population in hundreds of cities and counties.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE0)

However, you and your colleagues don’t need to be recent immigrants to constitute a diverse workforce. Differences in everything from age and gender identi�ication to religion and ethnic heritage to geography and military experience enrich the workplace. Immigration and workforce diversity create advantages—and challenges—for business communicators throughout the world.

REAL-TIME UPDATES

LEARN MORE BY EXPLORING THIS INTERACTIVE WEBSITE

Take a closer look at how the United States is changing

The U.S. population is aging and becoming more diverse; dive into the details with this interactive presentation. Go to www.real- timeupdates.com/bct14 (http://www.real-timeupdates.com/bct14) and select Learn More in the Students section.

THE CHALLENGES OF INTERCULTURAL COMMUNICATION Today’s increasingly diverse workforce encompasses a wide range of skills, traditions, backgrounds, experiences, outlooks, and attitudes toward work—all of which can affect communication in the workplace. Supervisors face the challenge of connecting with these diverse employees, motivating them, and fostering cooperation and harmony among them. Teams face the challenge of working together closely, and companies are challenged to coexist peacefully with business partners and with the community as a whole.

A company’s cultural diversity affects how its business messages are conceived, composed, delivered, received, and interpreted.

The interaction of culture and communication is so pervasive that separating the two is virtually impossible. The way you communicate is deeply in�luenced by the culture in which you were raised. The meaning of words, the signi�icance of gestures, the importance of time and space, the rules of human relationships—these and many other aspects of communication are de�ined by culture. To a large degree, your culture in�luences the way you think, which naturally affects the way you communicate as both a sender and a receiver.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE2) Intercultural communication is much more complicated than simply matching language between sender and receiver; it goes beyond mere words to beliefs, values, and emotions.

Culture in�luences everything about communication, including

Language Nonverbal signals Word meaning Time and space issues Rules of human relationships

Elements of human diversity can affect every stage of the communication process, from the ideas a person deems important enough to share to the habits and expectations of giving feedback. In particular, your instinct is to encode your message using the assumptions of your culture. Members of your audience, however, decode your message according to the assumptions of their culture. The greater the difference between cultures, the greater the chance for misunderstanding.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE4)

Throughout this chapter, you’ll see examples of how communication styles and habits vary from one culture to another. These examples are intended to illustrate the major themes of intercultural communication, not to give an exhaustive list of the styles and habits of any particular culture. With an

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understanding of these major themes, you’ll be prepared to explore the speci�ics of any culture.

3.2 Developing Cultural Competency LEARNING OBJECTIVE

2 De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping.

Cultural competency requires a combination of attitude, knowledge, and skills.

Cultural competency (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E15) includes an appreciation for cultural differences that affect communication and the ability to adjust one’s communication style to ensure that efforts to send and receive messages across cultural boundaries are successful. In other words, it requires a combination of attitude, knowledge, and skills.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE6) Kaiser Permanente, pro�iled at the beginning of the chapter, is a good example of a contemporary organization that values cultural competency so highly that it makes it a high-level strategic imperative.

Achieving cultural competency can take time and effort, but the good news is you’re already an expert in culture—at least the culture in which you grew up. You understand how your society works, how people are expected to communicate, what common gestures and facial expressions mean, and so on. The bad news is that because you’re such an expert in your own culture, your communication is largely automatic; that is, you rarely stop to think about the communication rules you’re following. An important step toward successful intercultural communication is becoming more aware of these rules and the way they in�luence your communication.

REAL-TIME UPDATES

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How not to behave in 15 countries

These brief and occasionally humorous pointers will help keep you out of trouble. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

UNDERSTANDING THE CONCEPT OF CULTURE

Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and behavioral norms.

Culture (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E21) is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior. Your cultural background in�luences the way you prioritize what is important in life, helps de�ine your attitude toward what is appropriate in a given situation, and establishes rules of behavior.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EE8)

You belong to several cultures, each of which affects the way you communicate.

Actually, you belong to several cultures. In addition to the culture you share with all the people who live in your own country, you belong to other cultural groups, including an ethnic group, possibly a religious group, and perhaps a profession that has its own special language and customs. With its large population and long history of immigration, the United States is home to a vast array of cultures (see Figure 3.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BCE) ).13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EEA) In contrast, Japan is much more homogeneous, having only a few distinct cultural groups.14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EEC)

Members of a given culture tend to have similar assumptions about how people should think, behave, and communicate, and they all tend to act on those assumptions in much the same way. Cultures can vary in their rate of change, degree of complexity, and tolerance toward outsiders. These differences affect the level of trust and openness you can achieve when communicating with people of other cultures.

You learn culture both directly (by being instructed) and indirectly (by observing others).

People learn culture directly and indirectly from other members of their group. As you grow up in a culture, you are taught by the group’s members who you are and how best to function in that culture. Sometimes you are explicitly told which behaviors are acceptable. At other times you learn by observing which values work best in a particular group. In these ways, culture is passed on from person to person and from generation to generation.15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EEE)

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Cultures tend to offer views of life that are both coherent (internally logical) and complete (able to answer all of life’s big questions).

In addition to being automatic, culture tends to be coherent; that is, a culture seems to be fairly logical and consistent when viewed from the inside. Certain norms within a culture may not make sense to someone outside the culture, but they probably make sense to those inside. Such coherence generally helps a culture function more smoothly internally, but it can create disharmony between cultures that don’t view the world in the same way.

Finally, cultures tend to be complete; that is, they provide their members with most of the answers to life’s big questions. This idea of completeness dulls or even suppresses curiosity about life in other cultures. Not surprisingly, such completeness can complicate communication with other cultures.16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF0)

Figure 3.1 Language Diversity in the United States

Language is one of the distinguishing factors of population diversity. This chart shows the trend in the relative ranking of a number of languages other than English spoken in the United States since 1980.

Source: “Top Languages Other than English Spoken in 1980 and Changes in Relative Rank, 1990-2010,” U.S. Census Bureau, 14 February 2013, www.census.gov (http://www.census.gov) .

OVERCOMING ETHNOCENTRISM AND STEREOTYPING

Ethnocentrism is the tendency to judge all other groups according to the standards, behaviors, and customs of one’s own group.

Ethnocentrism (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E29) is the tendency to judge other groups according to the standards, behaviors, and customs of one’s own group. Given the automatic in�luence of one’s own culture, when people compare their culture with others, they often conclude that their own is superior.17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF2) An even more extreme reaction is xenophobia (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E41) , a fear of strangers and foreigners. Clearly, businesspeople who take these views are not likely to communicate successfully across cultures.

Stereotyping is assigning generalized attributes to an individual on the basis of membership in a particular group.

Distorted views of other cultures or groups also result from stereotyping (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E3D) , assigning a wide range of generalized attributes to an individual on the basis of membership in a particular culture or social group. For instance, assuming that an older colleague will be out of touch with the youth market or that a younger colleague can’t be an inspiring leader would be stereotyping age groups.

Cultural pluralism is the acceptance of multiple cultures on their own terms.

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Those who want to show respect for others and to communicate effectively in business need to adopt a more positive viewpoint in the form of cultural pluralism (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E1D) —the practice of accepting multiple cultures on their own terms. When crossing cultural boundaries, you’ll be more effective if you move beyond simple acceptance and adapt your communication style to that of the new cultures you encounter—even integrating aspects of those cultures into your own.18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF4) A few simple habits can help:

You can avoid ethnocentrism and stereotyping by avoiding assumptions, withholding judgment, and accepting differences.

Avoid assumptions. Don’t assume that others will act the same way you do, use language and symbols the same way you do, or even operate from the same values and beliefs. For instance, in a comparison of the 10 most important values in three cultures, people from the United States had no values in common with people from Japanese or Arab cultures.19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF6) Withhold judgment. When people act differently, don’t conclude that they are in error or that their way is invalid or inferior. Acknowledge distinctions. Don’t ignore the differences between another person’s culture and your own.

Unfortunately, overcoming ethnocentrism and stereotyping is not a simple task, even for people who are highly motivated to do so. Moreover, research suggests that people often have beliefs and biases that they’re not even aware of—and that may even con�lict with the beliefs they think they have.20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EF8)

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3.3 Recognizing Variations in a Diverse World LEARNING OBJECTIVE

3 Explain the importance of recognizing cultural variations, and list eight categories of cultural differences. You can begin to learn how people in other cultures want to be treated by recognizing and accommodating eight main types of cultural differences: contextual, legal and ethical, social, nonverbal, age, gender, religious, and ability.

CONTEXTUAL DIFFERENCES

Cultural context is the pattern of physical cues, environmental stimuli, and implicit understanding that conveys meaning between members of the same culture.

Every attempt at communication occurs within a cultural context (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E19) , which is the pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning between two members of the same culture. However, cultures around the world vary widely in the role that context plays in communication.

High-context cultures rely heavily on nonverbal actions and environmental setting to convey meaning; low-context cultures rely more on explicit verbal communication.

In a high-context culture (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E2D) , people rely less on verbal communication and more on the context of nonverbal signals and environmental setting to convey meaning. For instance, a Chinese speaker often expects the receiver to discover the essence of a message and uses indirectness and metaphor to provide a web of meaning.21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EFA) The indirect style can be a source of confusion during discussions with people from low-context cultures, who are more accustomed to receiving direct answers. Also, in high-context cultures the rules of everyday life are rarely explicit; instead, as individuals grow up, they learn how to recognize situational cues (such as gestures and tone of voice) and how to respond as expected.22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EFC) The primary role of communication in high-context cultures is building relationships, not exchanging information.23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001EFE)

In a low-context culture (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E39) such as the United States, people rely more on verbal communication and less on circumstances and cues to convey meaning. In such cultures rules and expectations are usually spelled out through explicit statements such as “Please wait until I’m �inished” or “You’re welcome to browse.”24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F00) The primary task of communication in low-context cultures is exchanging information.25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F02)

Contextual differences are apparent in the way businesspeople approach situations such as decision making, problem solving, negotiating, interacting among levels in the organizational hierarchy, and socializing outside the workplace.26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F04) For instance, businesspeople in low-context cultures tend to focus on the results of the decisions they face, a re�lection of the cultural emphasis on logic and progress (for example, “Will this be good for our company? For my career?”). In comparison, higher-context cultures emphasize the means or the method by which a decision will be made. Building or protecting relationships can be as important as the facts and information used in making the decisions.27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F06) Consequently, negotiators working on business deals in such cultures may spend most of their time together building relationships rather than hammering out contractual details.

The distinctions between high and low context are generalizations, of course, but they are important to keep in mind as guidelines. Communication tactics that work well in a high-context culture may back�ire in a low-context culture and vice versa.

LEGAL AND ETHICAL DIFFERENCES Cultural context in�luences legal and ethical behavior, which in turn can affect communication. For example, the meaning of business contracts can vary from culture to culture. Whereas a manager from a U.S. company would tend to view a signed contract as the end of the negotiating process, with all the details resolved, his or her counterpart in many Asian cultures might view the signed contract as an agreement to do business—and only then begin to negotiate the details of the deal.28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F08)

As you conduct business around the world, you’ll �ind that both legal systems and ethical standards differ from culture to culture. Making ethical choices across cultures can seem complicated, but you can keep your messages ethical by applying four basic principles:29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F0A)

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Honesty and respect are cornerstones of ethical communication, regardless of culture.

Actively seek mutual ground. To allow the clearest possible exchange of information, both parties must be �lexible and avoid insisting that an interaction take place strictly in terms of one culture or another. Send and receive messages without judgment. To allow information to �low freely, both parties must recognize that values vary from culture to culture, and they must trust each other. Send messages that are honest. To ensure that information is true, both parties must see things as they are—not as they would like them to be. Both parties must be fully aware of their personal and cultural biases. Show respect for cultural differences. To protect the basic human rights of both parties, each must understand and acknowledge the other’s needs and preserve the other’s dignity by communicating without deception.

SOCIAL DIFFERENCES

Formal rules of etiquette are explicit and well de�ined, but informal rules are learned through observation and imitation.

The nature of social behavior varies among cultures, sometimes dramatically. Some behavioral rules are formal and speci�ically articulated (table manners are a good example), whereas others are informal and learned over time (such as the comfortable distance to stand from a colleague during a discussion). The combination of formal and informal rules in�luences the overall behavior of most people in a society most of the time. In addition to the factors already discussed, social norms can vary from culture to culture in the following areas:

Respect and rank are re�lected differently from culture to culture in the way people are addressed and in their working environment.

Attitudes toward work and success. In the United States, for instance, a widespread view is that people who attain success through individual effort and initiative are to be admired. Roles and status. Culture in�luences the roles people play, including who communicates with whom, what they communicate, and in what way. Culture also dictates how people show respect and signify rank. For example, it would sound odd to address your boss in the United States as “Manager Jones,” but including a professional title is common in China.30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F0C)

The rules of polite behavior vary from country to country.

Use of manners. What is polite in one culture may be considered rude in another. For instance, asking a colleague “How was your weekend?” is a common way of making small talk in the United States, but the question sounds intrusive to people in cultures in which business and private lives are seen as separate spheres.

Attitudes toward time, such as strict adherence to meeting schedules, can vary throughout the world.

Concepts of time. People in low-context cultures see time as a way to plan the business day ef�iciently, often focusing on only one task during each scheduled period and viewing time as a limited resource. However, executives from high-context cultures often see time as more �lexible. Meeting a deadline is less important than building a business relationship.31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F0E) Future orientation. Successful companies tend to have a strong future orientation, planning for and investing in the future, but national cultures around the world vary widely in this viewpoint. Some societies encourage a long-term outlook that emphasizes planning and investing—making sacri�ices in the short term for the promise of better outcomes in the future. Others are oriented more toward the present, even to the point of viewing the future as hopelessly remote and not worth planning for.32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F10) Openness and inclusiveness. At the national level as well as within smaller groups, cultures vary on how open they are to accepting people from other cultures and people who don’t necessarily �it the prevailing norms within the culture. An unwillingness to accommodate others can range from outright exclusion to subtle pressure to conform to majority expectations.

Cultures around the world exhibit varying degrees of openness toward both outsiders and people whose personal identities don’t align with prevailing social norms.

Use of communication technologies. Don’t assume that colleagues and customers around the world use the same communication tools you do. For example, although mobile phone usage is high in most countries around the world, the percentage of users with smartphones and the broadband service required for communication services such as video varies widely.33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F12)

NONVERBAL DIFFERENCES

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The meaning of nonverbal signals can vary widely from culture to culture, so you can’t rely on assumptions.

As discussed in Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) , nonverbal communication can be a helpful guide to determining the meaning of a message—but this situation holds true only if the sender and receiver assign the same meaning to nonverbal signals. For instance, the simplest hand gestures have different meanings in different cultures. A gesture that communicates good luck in Brazil is the equivalent of giving someone “the �inger” in Colombia.34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F14) Don’t assume that the gestures you grew up with will translate to another culture; doing so could lead to embarrassing mistakes.

REAL-TIME UPDATES

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Seven common hand gestures that will stir up trouble in other cultures

Find out what gestures that have positive meanings in the United States can have intensively negative meanings in other cultures. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

When you have the opportunity to interact with people in another culture, the best advice is to study the culture in advance and then observe the way people behave in the following areas:

Greetings. Do people shake hands, bow, or kiss lightly (on one side of the face or both)? Do people shake hands only when �irst introduced or every time they say hello or goodbye? Personal space. When people are conversing, do they stand closer together or farther apart than you are accustomed to? Touching. Do people touch each other on the arm to emphasize a point or slap each other on the back to show congratulations? Or do they refrain from touching altogether? Facial expressions. Do people shake their heads to indicate “no” and nod them to indicate “yes”? This is what people are accustomed to in the United States, but it is not universal. Eye contact. Do people make frequent eye contact or avoid it? Frequent eye contact is often taken as a sign of honesty and openness in the United States, but in other cultures it can be a sign of aggressiveness or disrespect. Posture. Do people slouch and relax in the of�ice and in public, or do they sit up and stand up straight? Formality. In general, does the culture seem more or less formal than yours?

Following the lead of people who grew up in the culture is not only a great way to learn but a good way to show respect as well.

AGE DIFFERENCES

A culture’s views on youth and aging affect how people communicate with one another.

In U.S. culture youth is often associated with strength, energy, possibilities, and freedom, and age is sometimes associated with declining powers and the inability to keep pace. Older workers can, however, offer broader experience, the bene�its of important business relationships nurtured over many years, and high degrees of “practical intelligence”—the ability to solve complex, poorly de�ined problems.35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F16)

In contrast, in cultures that value age and seniority, longevity earns respect and increasing power and freedom. For instance, in many Asian societies the oldest employees hold the most powerful jobs, the most impressive titles, and the greatest degrees of freedom and decision-making authority. If a younger employee disagrees with one of these senior executives, the discussion is never conducted in public. The notion of “saving face”—avoiding public embarrassment—is too strong. Instead, if a senior person seems to be in error about something, other employees will �ind a quiet, private way to communicate whatever information they feel is necessary.36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F19)

The multiple generations within a culture present another dimension of diversity. Today’s workplaces can have three, four, or even �ive generations working side by side.37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F1B) Each has been shaped by dramatically different world events, social trends, and technological advances, so it is not surprising that they often have different values, expectations, and communication habits. For instance, Generation Y workers (see “Us Versus Them: Generational Con�lict in the Workplace (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001C64) ”) have a strong preference for communicating via short digital messages, but Baby Boomers and Generation Xers sometimes �ind these brief messages to be abrupt and impersonal.38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F1D)

GENDER DIFFERENCES Gender in�luences workplace communication in several important ways. First, the perception of gender roles in business varies from culture to culture, and gender bias can range from overt discrimination to subtle and even unconscious beliefs.

COMMUNICATING ACROSS CULTURES

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Us Versus Them: Generational Con�lict in the Workplace

The way adults view the world is profoundly shaped by the social and technological trends they experienced while growing up, so it’s no surprise that each generation entering the workforce has a different perspective than the generations already at work. Throw in the human tendencies to resist change and to assume that whatever way one is doing something must be the best way to do it, and you have a recipe for con�lict. Moreover, generations in a workplace sometimes feel they are competing for jobs, resources, in�luence, and control. The result can be tension, mistrust, and communication breakdowns.

Lumping people into generations is an imprecise science at best, but it helps to know the labels commonly applied to various age groups and to have some idea of their broad characteristics. These labels are not of�icial, and there is no general agreement on when some generations start and end, but you will see and hear references to the following groups (approximate years of birth are shown in parentheses):

The Radio Generation (1925–1945). People in this group are beyond what was once considered the traditional retirement age of 65, but some want or need to continue working. Baby Boomers (1946–1964). This large segment of the workforce, which now occupies many mid- and upper-level managerial positions, got its name from the population boom in the years following World War II. The older members of this generation have now reached retirement age, but many will continue to work beyond age 65—meaning that younger workers waiting for some of these management spots to open up might have to wait a while longer. Generation X (1965–1980). This relatively smaller “MTV generation” is responsible for many of the innovations that have shaped communication habits today but sometimes feels caught between the large mass of baby boomers ahead of them and the younger Generation Y employees entering the workforce. As Generation X begins to take over the management ranks, it is managing in a vastly different business landscape—one in which virtual organizations and networks of independent contractors replace much of the hierarchy inherited from the Baby Boomers. Generation Y (1981–1995). Also known as millennials, this youngest generation currently in the workforce is noted for its entrepreneurial instincts and technological savvy. This generation’s comfort level with social media and other communication technologies is helping to change business communication practices but is also a source of concern for managers worried about information leaks and employee productivity. Generation Z (after 1996). If you’re a member of Generation Y, those footsteps you hear behind you are coming from Generation Z, also known as Generation I (for Internet) or the Net Generation. Those in the �irst full generation to be born after the World Wide Web was invented are now entering the workforce.

These brief summaries can hardly do justice to entire generations of workers, but they give you some idea of the different generational perspectives and the potential for communication problems. As with all cultural con�licts, successful communication starts with recognizing and understanding both differences and similarities. Beneath the super�icial differences in technology usage and other factors, various generations are a lot more alike than they are different.

CAREER APPLICATIONS

1. How would you resolve a con�lict between a Baby Boomer manager who worries about the privacy and productivity aspects of social networking and a Generation Y employee who wants to use these tools on the job?

2. Consider the range of labels from the Radio Generation to the Net Generation. What does this tell you about the possible in�luence of technology on business communication habits?

Sources: Rebecca Knight, “Managing People from 5 Generations,” Harvard Business Review, 25 September 2014, hbr.org (http://hbr.org) ; Anne Fisher, “When Gen X Runs the Show,” Time, 14 May 2009, www.time.com (http://www.time.com) ; Deloitte, “Generation Y: Powerhouse of the Global Economy,” research report, 2009, www.deloitte.com (http://www.deloitte.com) ; “Generation Y,” Nightly Business Report website, 30 June 2010, www.pbs.org (http://www.pbs.org) ; Sherry Posnick-Goodwin, “Meet Generation Z,” California Educator, February 2010, www.cta.org (http://www.cta.org) ; Ernie Stark, “Lost in a Time Warp,” People & Strategy 32, no. 4 (2009): 58– 64.

Second, although the ratios of men and women in entry-level professional positions is roughly equal, the share of management roles held by men increases steadily the further one looks up the corporate ladder. This imbalance can signi�icantly affect communication in such areas as mentoring, which is a vital development opportunity for lower and middle managers who want to move into senior positions. In one survey, for example, some men in executive positions expressed reluctance to mentor women, partly because they �ind it easier to bond with other men and partly out of concerns over developing relationships that might seem inappropriate.39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F1F)

Broadly speaking, men tend to emphasize content in their messages, whereas women tend to emphasize relationship maintenance.

Third, evidence suggests that men and women tend to have somewhat different communication styles. Broadly speaking, men emphasize content and outcomes in their communication efforts, whereas women place a higher premium on relationship maintenance.40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F21) As one example, men are more likely than women to try to negotiate a pay raise. Moreover, according to research by Linda Babcock of Carnegie Mellon University, both men and women tend to accept this disparity, viewing assertiveness as a positive quality in men but a negative one in women. Changing these perceptions could go a long way toward improving communication and equity in the workplace.41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F23)

Fourth, outdated concepts of gender and sexual orientation continue to be a source of confusion, controversy, and discrimination. Many people do not �it or wish to be �it into a simplistic heterosexual, male/female categorization scheme, but discriminatory company policies and the behaviors and attitudes of supervisors and coworkers can deprive these individuals of a fair and satisfying work experience. In response, many companies have taken steps to ensure equal opportunities and fair treatment for lesbian, gay, bisexual, and transgender (LGBT) job applicants and employees. Companies can also take steps to make sure their nondiscrimination policies protect employees’ right to gender expression based on personal gender identity.42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F25)

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Communication plays a critical role in all these efforts, from listening to the needs of diverse employee groups to providing clear policies and educating employees on important issues.

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Explore the Corporate Equality Index

The Human Rights Campaign assesses corporate policies and practices regarding equal rights and opportunities for LGBT employees. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

RELIGIOUS DIFFERENCES

U.S. law requires employers to accommodate employees’ religious beliefs to a reasonable degree.

As one of the most personal and in�luential aspects of life, religion brings potential for controversy and con�lict in the workplace setting—as evidenced by a signi�icant rise in the number of religious discrimination lawsuits in recent years.43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F27) Many employees believe they should be able to follow and express the tenets of their faith in the workplace. However, companies may need to accommodate employee behaviors that can con�lict with each other and with the demands of operating the business. The situation is complicated, with no simple answers that apply to every situation. As more companies work to establish inclusive workplaces, you can expect to see this issue being discussed more often in the coming years.

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Legal aspects of religion in the workplace

Get an overview of the laws that govern religious expression in the workplace. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

ABILITY DIFFERENCES Colleagues and customers with disabilities that affect communication represent an important aspect of the diversity picture. People whose hearing, vision, cognitive ability, or physical ability to operate electronic devices is impaired can be at a signi�icant disadvantage in today’s workplace. As with other elements of diversity, success starts with respect for individuals and sensitivity to differences.

Assistive technologies help employers create more inclusive workplaces and bene�it from the contributions of people with physical or cognitive impairments.

Employers can also invest in a variety of assistive technologies that help people with disabilities perform activities that might otherwise be dif�icult or impossible. These technologies include devices and systems that help workers communicate orally and visually, interact with computers and other equipment, and enjoy greater mobility in the workplace. For example, designers can emphasize web accessibility, taking steps to make websites more accessible to people whose vision is limited. Assistive technologies create a vital link for thousands of employees with disabilities, giving them opportunities to pursue a greater range of career paths and giving employers access to a broader base of talent.44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F29)

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3.4 Adapting to Other Business Cultures LEARNING OBJECTIVE

4 List four general guidelines for adapting to any business culture. Whether you’re trying to work productively with members of another generation in your own of�ice or with a business partner on the other side of the world, adapting your approach is essential to successful communication. This section offers general advice on adapting to any business culture and speci�ic advice for professionals from other cultures on adapting to U.S. business culture.

GUIDELINES FOR ADAPTING TO ANY BUSINESS CULTURE You’ll �ind a variety of speci�ic tips in “Improving Intercultural Communication Skills (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC6) ” on page 80 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#page_80) , but here are four general guidelines that can help all business communicators improve their cultural competency:

An important step in understanding and adapting to other cultures is to recognize the in�luences that your own culture has on your communication habits.

Become aware of your own biases. Successful intercultural communication requires more than just an understanding of the other party’s culture; you need to understand your own culture and the way it shapes your communication habits.45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F2B) For instance, knowing that you value independence and individual accomplishment will help you communicate more successfully in a culture that values consensus and group harmony. Be careful about applying the “Golden Rule.” You probably heard this growing up: “Treat people the way you want to be treated.” The problem with the Golden Rule is that other people don’t always want to be treated the same way you want to be treated, particularly across cultural boundaries. The best approach: Treat people the way they want to be treated. Exercise tolerance, �lexibility, and respect. As IBM’s Ron Glover puts it, “To the greatest extent possible, we try to manage our people and our practices in ways that are respectful of the core principles of any given country or organization or culture.”46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F2D) Practice patience and maintain a sense of humor. Even the most committed and attuned business professionals can make mistakes in intercultural communication, so it is vital for all parties to be patient with one another. As business becomes ever more global, even people in the most tradition-bound cultures are learning to deal more patiently with outsiders and to overlook occasional cultural blunders.47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F2F) A sense of humor is a helpful asset as well, allowing people to move past awkward and embarrassing moments. When you make a mistake, simply apologize and, if appropriate, ask the other person to explain the accepted way; then move on.

GUIDELINES FOR ADAPTING TO U.S. BUSINESS CULTURE If you are a recent immigrant to the United States or grew up in a culture outside the U.S. mainstream, you can apply all the concepts and skills in this chapter to help adapt to U.S. business culture. Here are some key points to remember as you become accustomed to business communication in this country:48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F31)

The values espoused by American culture include individualism, equality, and privacy.

Individualism. In contrast to cultures that value group harmony and group success, U.S. culture generally expects individuals to succeed by their own efforts, and it rewards individual success. Even though teamwork is emphasized in many companies, competition between individuals is often expected and even encouraged. Equality. Although the country’s historical record on equality has not always been positive and some inequalities still exist, equality is considered a core American value. This principle applies to race, gender, social background, and even age. To a greater degree than people in many other cultures, Americans believe that every person should be given the opportunity to pursue whatever dreams and goals he or she has in life. Privacy and personal space. Although this seems to be changing somewhat with the popularity of social networking and other personal media, people in the United States are accustomed to a fair amount of privacy. That also applies to their “personal space” at work. For example, they expect you to knock before entering a closed of�ice and to avoid asking questions about personal beliefs or activities until they get to know you well. Time and schedules. U.S. businesses value punctuality and the ef�icient use of time. For instance, meetings are expected to start and end at designated times. Religion. The United States does not have an of�icial state religion. Many religions are practiced throughout the country, and people are expected to respect each other’s beliefs. Communication style. Communication tends to be direct and focus more on content and transactions than on relationships or group harmony.

As with all observations about culture, these are generalizations, of course. Any nation of more than 300 million people will exhibit a wide variety of behaviors. However, following these guidelines will help you succeed in most business communication situations.

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3.5 Improving Intercultural Communication Skills LEARNING OBJECTIVE

5 Identify seven steps you can take to improve your intercultural communication skills. Communicating successfully between cultures requires a variety of skills (see Figure 3.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CCE) ). You can improve your intercultural skills throughout your career by studying other cultures and languages, respecting preferences for communication styles, learning to write and speak clearly, listening carefully, knowing when to use interpreters and translators, and helping others adapt to your culture.

Figure 3.2 Components of Successful Intercultural Communication

Communicating in a diverse business environment is not always an easy task, but you can continue to improve your sensitivity and build your skills as you progress in your career.

STUDYING OTHER CULTURES Effectively adapting your communication efforts to another culture requires not only knowledge about the culture but also the ability and motivation to change your personal habits as needed.49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F33) Fortunately, you don’t need to learn about the whole world all at once. Many companies appoint specialists for countries or regions, giving employees a chance to focus on just one culture at a time. And if your employer conducts business internationally, it may offer training and support for employees who need to learn more about speci�ic cultures.

REAL-TIME UPDATES

LEARN MORE BY EXPLORING THIS INTERACTIVE WEBSITE

How are your global travel skills?

Take this quiz to see if you have the knowledge to travel like a pro. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Even a small amount of research and practice will help you get through many business situations. In addition, most people respond positively to honest effort and good intentions, and many business associates will help you along if you show an interest in learning more about their cultures. Don’t be afraid to ask questions. People will respect your concern and curiosity. You will gradually accumulate considerable knowledge, which will help you feel comfortable and be effective in a wide range of business situations.

Numerous websites and books offer advice on traveling to and working in speci�ic cultures. Also try to sample newspapers, magazines, and even the music and movies of another country. For instance, a movie can demonstrate nonverbal customs even if you don’t grasp the language. (However, be

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careful not to rely solely on entertainment products. If people in other countries based their opinions of U.S. culture only on the silly teen �licks and violent action movies that the United States exports around the globe, what sort of impression do you imagine they’d get?) For some of the key issues to research before doing business in another country, refer to Table 3.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CE2) on the next page.

STUDYING OTHER LANGUAGES

Successful intercultural communication can require the modi�ication of personal communication habits.

As commerce continues to become more globalized and many countries become more linguistically diverse, the demand for multilingual communicators continues to grow as well. The ability to communicate in more than one language can make you a more competitive job candidate and open up a wider variety of career opportunities.

Making an effort to learn about another person’s culture is a sign of respect.

Even if your colleagues or customers in another country speak your language, it’s worth the time and energy to learn common phrases in theirs. Doing so not only helps you get through everyday business and social situations but also demonstrates your commitment to the business relationship. After all, the other person probably spent years learning your language.

MOBILE APP

iTranslate translates more than 80 languages and features voice input and output.

Mobile devices can be a huge help in learning another language and in communicating with someone in another language. A wide variety of apps and websites are available that help with essentials words and phrases, grammar, pronunciation, text translation, and even real-time audio translation (see Figure 3.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D52) on page 83 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#page_83) ).

English is the most prevalent language in international business, but don’t assume that everyone understands it or speaks it the same way.

Finally, don’t assume that people from two countries who speak the same language speak it the same way. The French spoken in Québec and other parts of Canada is often noticeably different from the French spoken in France. Similarly, it’s often said that the United States and the United Kingdom are two countries divided by a common language. For instance, period (punctuation), elevator, and gasoline in the United States are full stop, lift, and petrol in the United Kingdom.

RESPECTING PREFERENCES FOR COMMUNICATION STYLE Communication style—including the level of directness, the degree of formality, media preferences, and other factors—varies widely from culture to culture (see Figures 3.4a (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D6D) –d (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D85) on pages 84 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#page_84) –87 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#page_87) ). Knowing what your communication partners expect can help you adapt to their particular style. Once again, watching and learning are the best ways to improve your skills. However, you can infer some generalities by learning more about the culture. For instance, U.S. workers typically prefer an open and direct communication style; they �ind other styles frustrating or suspect. Directness is also valued in Sweden as a sign of ef�iciency, but heated debates and confrontations are unusual. Italian, German, and French executives usually don’t put colleagues at ease with praise before they criticize; doing so seems manipulative to them. Meanwhile, professionals from high-context cultures, such as Japan or China, tend to be less direct.50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F35) Finally, in general, business correspondence in other countries is often more formal than the style used by U.S. businesspeople.

TABLE 3.1 Doing Business in Other Cultures

Action Details to Consider

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Action Details to Consider

Understand social customs How do people react to strangers? Are they friendly? Hostile? Reserved? How do people greet each other? Should you bow? Nod? Shake hands? How do you express appreciation for an invitation to lunch, dinner, or someone’s home? Should you bring a gift? Send �lowers? Write a thank-you note? Are any phrases, facial expressions, or hand gestures considered rude? How do you attract the attention of a waiter? Do you tip the waiter? When is it rude to refuse an invitation? How do you refuse politely? What topics may or may not be discussed in a social setting? In a business setting? How do social customs dictate interaction between men and women? Between younger people and older people?

Learn about clothing and food preferences

What occasions require special attire? What colors are associated with mourning? Love? Joy? Are some types of clothing considered taboo for one gender or the other? How many times a day do people eat? How are hands or utensils used when eating? Where is the seat of honor at a table?

Assess political patterns How stable is the political situation? Does the political situation affect businesses in and out of the country? Is it appropriate to talk politics in social or business situations?

Understand religious and social beliefs

To which religious groups do people belong? Which places, objects, actions, and events are sacred? Do religious beliefs affect communication between men and women or between any other groups? Is there a tolerance for minority religions? How do religious holidays affect business and government activities? Does religion require or prohibit eating speci�ic foods? At speci�ic times?

Learn about economic and business institutions

Is the society homogeneous or heterogeneous? What languages are spoken? What are the primary resources and principal products? Are businesses generally large? Family controlled? Government controlled? What are the generally accepted working hours? How do people view scheduled appointments? Are people expected to socialize before conducting business?

Appraise the nature of ethics, values, and laws

Is money or a gift expected in exchange for arranging business transactions? Do people value competitiveness or cooperation? What are the attitudes toward work? Toward money? Is politeness more important than factual honesty?

THE FUTURE OF COMMUNICATION

Real-Time Translation

If you’ve ever tried to converse in a language other than you native tongue, you know what a challenge this can be. As a listener, you have to convert the incoming sounds to discrete words and assemble these words into coherent phrases and sentences in order to extract the meaning. And unlike reading a written document, you have to do all this processing almost instantaneously, without the luxury of going back over something you didn’t get. As a speaker, you have to �ind the right words, assemble them into phrases and sentences using the second language’s grammar rules, and then pronounce them all correctly enough so they make sense to the other party. Reaching this level of pro�iciency can take years of study and practice.

Translating speech in real time is a challenging technical proposition, but a number of companies are making progress. Perhaps most notable so far is Skype Translator, which can translate voice and video calls and instant messages in multiple languages. A variety of smartphone and smartwatch apps offer translation, where speakers take turns talking to the device, then listen as it outputs the translated speech. The technology promises to keep evolving, becoming more versatile and more accurate, but it has already reached the point of being a useful business communication tool.

WHAT’S YOUR PREDICTION?

Research several apps and other solutions that offer real-time translation. Are they being used successfully in business communication? Do you think they will ever make it unnecessary to learn other languages in order to communicate effectively with diverse, global audiences?

Sources: “Skype Translator,” Skype, accessed 14 March 2016, www.skype.com (http://www.skype.com) ; Stu Robarts, “Google Translate App Now Translates Street Signs and Real-Time Conversations,” Gizmag, 14 January 2015, www.gizmag.com (http://www.gizmag.com) ; iTranslate Voice website, accessed 14 March 2016, itranslatevoice.com (http://itranslatevoice.com) .

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Figure 3.3 Mobile Language Tools

Translation apps are handy tools for working in multilingual business settings. Even if you don’t speak a word of a particular language, you can get fast translations of essential phrases.

iTranslateapp.com (http://iTranslateapp.com)

WRITING CLEARLY Writing clearly is always important, of course, but it is essential when you are writing to people whose �irst language is not English. Follow these recommendations to make sure your message can be understood (see Figure 3.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D8E) on page 88 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#page_88) ):51 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F37)

Clarity and simplicity are essential when writing to or speaking with people who don’t share your native language.

Choose words carefully. Use precise words that don’t have the potential to confuse with multiple meanings. For instance, the word right has several dozen different meanings and usages, so look for a synonym that conveys the speci�ic meaning you intend, such as correct, appropriate, desirable, moral, authentic, or privilege.52 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F39) Be brief. Use simple sentences and short paragraphs, breaking information into smaller chunks that are easier for readers to process. Use plenty of transitions. Help readers follow your train of thought by using transitional words and phrases. For example, tie related points together with expressions such as in addition and �irst, second, and third. Address international correspondence properly. Refer to Appendix A (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000070ad#P70010124510000000000000000070AD) for more information. Cite numbers and dates carefully. In the United States, 12-05-18 means December 5, 2018, but in many other countries it means May 12, 2018. Dates in Japan and China are usually expressed with the year �irst, followed by the month and then the day; therefore, to write December 5, 2018, in Japan, write it as 2018-12-05. Similarly, in the United States and Great Britain, 1.000 means one with three decimal places, but it means one thousand in many European countries. Avoid slang, idiomatic phrases, and business jargon. Everyday speech and writing are full of slang and idiomatic phrases (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001E31) —phrases that mean more than the sum of their literal parts. Examples from U.S. English include “Knocked one out of the park” and “More bang for the buck.” Your audience may have no idea what you’re talking about when you use such phrases.

Humor does not “travel well” because it usually relies on intimate knowledge of a particular culture.

Avoid humor and references to popular culture. Jokes and references to popular entertainment usually rely on culture-speci�ic information that might be completely unknown to your audience.

Although some of these differences may seem trivial, meeting the expectations of an international audience illustrates both knowledge of and respect for the other cultures.

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Figures 3.4a Intercultural Business Letter: Ineffective Original Draft

This letter (from a Kentucky company that designs radio-controlled airplanes) exhibits a number of problems that would create dif�iculties for its intended reader (the manager of a manufacturing company in China). Follow the changes in Figure 3.4b (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D75) , c (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D7D) , and d (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D85) to see how the letter was adapted and then translated for its target audience.

SPEAKING AND LISTENING CAREFULLY Languages vary considerably in the signi�icance of tone, pitch, speed, and volume, which can create challenges for people trying to interpret the explicit meaning of words themselves as well as the overall nuance of a message. The English word progress can be a noun or a verb, depending on which syllable you emphasize. In Chinese the meaning of the word mà changes depending on the speaker’s tone; it can mean mother, pileup, horse, or scold. And routine Arabic speech can sound excited or angry to an English-speaking U.S. listener.53 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F3B)

Speaking clearly and getting plenty of feedback are two of the keys to successful intercultural conversations.

To ensure successful conversations between parties who speak different native languages or even regional variations of the same language, speakers and listeners alike need to make accommodations.54 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F3D) Speakers should adjust the content of their messages and the style of their delivery to accommodate the needs of their listeners and the circumstances of the conversation. For example, if you are speaking in person or over an electronic connection that includes a video component, you can use hand gestures and other nonverbal signals to clarify your spoken message. When you don’t have a visual connection, however, you must take extra care to convey your meaning through words and vocal characteristics alone. Conversely, listeners need to be tolerant of accents, vocabulary choices, gestures, and other factors that might distract them from hearing the meaning of a speaker’s message.

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Figure 3.4b Intercultural Business Letter: First Revision

This version eliminates most of the problems with overly informal phrases and potentially offensive language. With these revisions, it would function well as a message between native speakers of English, but it still has some wording and formatting issues that could create dif�iculties for a Chinese reader. Compare with Figure 3.4c (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001D7D) .

When talking with people whose native language is different from yours, remember that the processing of even everyday conversations can be dif�icult. For instance, speakers from the United States sometimes string together multiple words into a single, mystifying pseudoword, such as turning “Did you eat yet?” into “Jeetyet?” In spoken French, many word pairs are joined as a matter of rule, and the pronunciation can change depending on which words are next to one another. In these instances, nonnative French speakers can have a hard time telling when one word ends and the next one begins.

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Figure 3.4c Intercultural Business Letter: Final Revision

Here is the �inal English version, revised to ensure more successful translation into Chinese and to conform to standard practices in Chinese business communication (including removing the inside address).

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Study the seven habits of effective intercultural communicators

The willingness to take risks is a key habit; see what the other six are. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

To be more effective in intercultural conversations, speak slowly and clearly, but avoid talking down to the other person by overenunciating words or oversimplifying sentences. Don’t rephrase until it’s obviously necessary, because immediately rephrasing something you’ve just said doubles the translation workload for the listener. As the conversation progresses, look for and ask for feedback to make sure your message is getting through. At the end of the conversation, double-check to make sure you and the listener agree on what has been said and decided.

To listen more effectively in intercultural situations, accept what you hear without judgment and let people �inish what they have to say.

As a listener, you’ll need some practice to get a sense of vocal patterns. The key is simply to accept what you hear, without jumping to conclusions about meaning or motivation. Let other people �inish what they have to say. If you interrupt, you may miss something important. You’ll also show a lack of respect. If you do not understand a comment, ask the person to repeat it. Any momentary awkwardness you might feel in asking for extra help is less important than the risk of unsuccessful communication.

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Figure 3.4d Intercultural Business Letter: Translated Version

Here is the translated version, formatted in accordance with Chinese business communication practice.

USING INTERPRETERS, TRANSLATORS, AND TRANSLATION SOFTWARE You may encounter business situations that require using an interpreter (for spoken communication) or a translator (can be used for both spoken and written communication). Interpreters and translators can be expensive, but skilled professionals provide invaluable assistance for communicating in other cultural contexts.55 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F3F) Keeping up with current language usage in a given country or culture is also critical to avoid embarrassing blunders. In marketing and advertising, where being in tune with contemporary culture is critical, companies sometimes use transcreation, which essentially amounts to re-creating the material for a new cultural context, rather than simply translating the text.56 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001e0f#P7001012451000000000000000001F41)

For important business communication, use a professional interpreter (for oral communication) or translator (for oral or written communication).

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Figure 3.5 Writing for Multilingual Audiences

In today’s global and diversi�ied work environment, chances are that many of your messages will be read by people whose native language is not English. Notice how speci�ic wording changes and modi�ications to sentence structure make the “Effective” version easier for nonnative speakers to read.

Some companies use back-translation to ensure accuracy. Once a translator encodes a message into another language, a different translator retranslates the same message into the original language. This back-translation is then compared with the original message to discover any errors or discrepancies.

The time and cost required for professional translation has encouraged the development of computerized translation tools. Dedicated software tools, mobile apps, and online services such as WorldLingo and Google Translate offer various forms of automated translation. Major search engines let you request translated versions of the websites you �ind. Although none of these tools can translate as well as human translators, they are getting better all the time.

HELPING OTHERS ADAPT TO YOUR CULTURE

Help others adapt to your culture; it will create a more productive workplace and teach you about their cultures as well.

Everyone can contribute to successful intercultural communication. Whether a younger person is unaccustomed to the formalities of a large corporation or a colleague from another country is working on a team with you, look for opportunities to help people �it in and adapt their communication style. For example, if a nonnative English speaker is making mistakes that could hurt his or her credibility, you can offer advice on the appropriate words and phrases to use. Most language learners truly appreciate this sort of assistance, as long as it is offered in a respectful manner. Moreover, chances are that while you’re helping, you’ll learn something about the other person’s culture and language, too.

You can also take steps to simplify the communication process. For instance, oral communication in a second language is usually more dif�icult than written forms of communication, so instead of asking a foreign colleague to provide information in a conference call, you could ask for a written response instead of or in addition to the live conversation.

For a brief summary of ideas to improve intercultural communication in the workplace, see “Checklist: Improving Intercultural Communication Skills (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001DEB) .” For additional information on communicating in a world of diversity, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Chapter 3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#P7001012451000000000000000001B46) .

CHECKLIST Improving Intercultural Communication Skills

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Understand your own culture so that you can recognize its in�luences on your communication habits. Study other cultures so that you can appreciate cultural variations. Study the languages of people with whom you communicate, even if you can learn only a few basic words and phrases. Help nonnative speakers learn your language. Respect cultural preferences for communication style. Write clearly, using brief messages, simple language, generous transitions, and appropriate international conventions. Avoid slang, humor, and references to popular culture. Speak clearly and slowly, giving listeners time to translate your words. Ask for feedback to verify that communication was successful. Listen carefully and ask speakers to repeat anything you don’t understand. Use interpreters and translators for important messages.

COMMUNICATION CHALLENGES AT Kaiser Permanente Kaiser Permanente puts a high priority on appreciating diversity and fostering a sense of inclusiveness among employees and patients. Imagine you’re a department manager in a Kaiser medical center, where you’re expected to maintain a climate of inclusion and support for employees of every cultural background. How would you address these challenges?

INDIVIDUAL CHALLENGE: Mihai Ciceu joined your department after relocating from Romania last year. He is a brilliant pricing and underwriting analyst, but he resists working with other employees, even in team settings where collaboration is expected. Given the importance that you place on teamwork, how should you handle the situation? List several alternatives for addressing this dilemma, identify which approach you would choose, and explain why you would do so.

TEAM CHALLENGE: Your employees are breaking into ethnically based cliques. Members of ethnic groups eat together, socialize together, and often chat in their native languages while they work. You appreciate how these groups give their members a sense of community, but you worry that these informal communication channels are alienating employees who are outside these groups and fragmenting the �low of information. How can you encourage a stronger sense of community and teamwork within your department? Brainstorm at least three steps you can take to encourage better cross-cultural communication in your department.

Quick Learning Guide

KEY TERMS

cultural competency An appreciation for cultural differences that affect communication and the ability to adjust one’s communication style to ensure that efforts to send and receive messages across cultural boundaries are successful

cultural context The pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning between two members of the same culture

cultural pluralism The practice of accepting multiple cultures on their own terms

culture A shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior

diversity All the characteristics and experiences that de�ine each of us as individuals

ethnocentrism The tendency to judge other groups according to the standards, behaviors, and customs of one’s own group

high-context culture Culture in which people rely less on verbal communication and more on the context of nonverbal actions and environmental setting to convey meaning

idiomatic phrases Phrases that mean more than the sum of their literal parts; such phrases can be dif�icult for nonnative speakers to understand

intercultural communication The process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs differently

low-context culture Culture in which people rely more on verbal communication and less on circumstances and nonverbal cues to convey meaning

stereotyping Assigning a wide range of generalized attributes to an individual on the basis of membership in a particular culture or social group

xenophobia Fear of strangers and foreigners

SUMMARY OF LEARNING OBJECTIVES

1 Discuss the opportunities and challenges of intercultural communication. The global marketplace spans natural boundaries and national borders, allowing worldwide competition between businesses of all sizes. Therefore, today’s businesspeople are likely to communicate across international borders with people who live in different cultures. Moreover, even domestic workforces are becoming more diverse, with employees having different national, religious, and ethnic backgrounds. In this environment, companies can bene�it from a broad range of viewpoints and ideas, get a good understanding of diverse markets, and recruit workers from the broadest possible pool of talent. However, intercultural communication presents challenges as well, including motivating diverse employees to cooperate and to work together in teams as well as understanding enough about how culture affects language to prevent miscommunication.

2 De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping. Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior. Culture is learned by listening to advice from other members of a society and by observing their behaviors. This double-edged method uses direct and indirect learning to ensure that culture is passed from person to person and from generation to generation.

Ethnocentrism is the tendency to judge other groups according to the standards, behaviors, and customs of one’s own group. Stereotyping is assigning a wide range of generalized attributes to individuals on the basis of their membership in a particular culture or social group, without considering an individual’s unique characteristics. To overcome ethnocentrism and stereotyping, work to avoid assumptions, withhold judgment, and acknowledge distinctions.

3 Explain the importance of recognizing cultural variations and list eight categories of cultural differences. People from different cultures encode and decode messages differently, increasing the chances of misunderstanding. By recognizing and accommodating cultural differences, we avoid automatically assuming that everyone’s thoughts and actions are just like ours. Begin by focusing on eight categories of differences: contextual differences (the degree to which a culture relies on verbal or nonverbal actions to convey meaning), legal and ethical differences (the degree to which laws and ethics are regarded and obeyed), social differences (how members value work and success, recognize status, de�ine manners, and think about time), nonverbal differences (differing attitudes toward greetings, personal space, touching, facial expression, eye contact, posture, and formality), age differences (how members think about youth, seniority, and longevity), gender differences (how men and women communicate and the spectrum of gender identi�ication), religious differences (how beliefs affect workplace relationships), and ability differences (inclusive strategies that enable people with disabilities to communicate more fully with the rest of the workforce).

4 List four general guidelines for adapting to any business culture. You can adapt to any business culture by (1) becoming aware of your own cultural biases so that you can understand how these forces shape your communication habits; (2) ignoring the Golden Rule (treating people the way you want them to treat you) and instead treating them the way they want to be treated; (3) exercising tolerance, �lexibility, and respect; and (4) practicing patience and maintaining a sense of humor to get you through the bumpy spots.

5 Identify seven steps you can take to improve your intercultural communication skills. Communicating successfully between cultures requires a variety of skills, all of which you can continue to improve throughout your career. Make your intercultural communication effective by (1) studying other cultures; (2) studying other languages; (3) respecting your audience’s preferences for communication style; (4) writing as clearly as possible; (5) speaking as clearly as you can; (6) listening carefully and using interpreters, translators, and translation software when necessary; and (7) helping others adapt to your own culture.

MyBCommLab®

Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

3-1. What are the potential advantages of a diverse workforce? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B73)

3-2. What is cultural competence? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-3. What is ethnocentrism, and how can it be overcome in communication? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-4. How do high-context cultures differ from low-context cultures? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFD)

3-5. In addition to contextual differences, what other categories of cultural differences exist? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFD)

3-6. How does a sense of humor come in handy during intercultural communication? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E)

3-7. How can the Golden Rule cause problems in intercultural communication? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E)

3-8. What steps can you take to help someone from another culture adapt to your culture? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

3-9. Make a list of the top �ive priorities in your life (for example, fame, wealth, family, spirituality, peace of mind, individuality, artistic expression). Compare your list with the priorities that seem to be valued in the culture in which you are currently living. (You can be as broad or as narrow as you like in de�ining culture for this exercise, such as overall U.S. culture or the culture in your college or university.) Do your personal priorities align with the culture’s priorities? If not, how might this disparity affect your communication with other members of the culture? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-10. How does making an effort to avoid assumptions contribute to the practice of cultural pluralism? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-11. Why is it important to understand your own culture when attempting to communicate with people from other cultures? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E)

3-12. Think about the last three movies or television shows set in the United States that you’ve watched. In what ways would these entertainment products be helpful or unhelpful for people from other countries trying to learn about U.S. culture? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8)

3-13. How can helping someone adapt to your culture help you gain a better understand of it yourself ? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8)

Practice Your Skills 3-14. Message for Analysis: Adapting to Cultural Differences [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) Your boss wants to send a brief email message welcoming employees recently transferred to your department from the company’s Hong Kong branch. These employees, all of whom are Hong Kong natives, speak English, but your boss asks you to review his message for clarity. What would you suggest your boss change in the following email message? Why? Would you consider this message to be audience centered? Why or why not? (Hint: Do some quick research on Hong Kong to identify the style of English that people there are likely to speak.)

I wanted to welcome you ASAP to our little family here in the States. It’s high time we shook hands in person and not just across the sea. I’m pleased as punch about getting to know you all, and I for one will do my level best to sell you on America.

Exercises

3-15. Intercultural Communication: Recognizing Cultural Variations [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#P7001012451000000000000000001B73) , [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFD) , [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E) Review the de�initions of the generations on page 77 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#page_77) . Based on your year of birth, to which generation do you belong? Do you feel a part of this generation? Why or why not? If you were born outside the United States, do the generational boundaries seem accurate to you? Now consider the biases that you might have regarding other generations. For example,

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if you are a member of Generation Y, what do you think about the Baby Boomers and their willingness to embrace new ideas? Identify several of your generational biases that could create friction in the workplace. Summarize your responses to these questions in a post on your class blog or an email message to your instructor.

3-16. Intercultural Communication: Adapting to Cultural Variations [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E) You are a new manager at K & J Brick, a masonry products company that is now run by the two sons of the man who founded it 50 years ago. For years, the co-owners have invited the management team to a wilderness lodge for a combination of outdoor sports and annual business planning meetings. You don’t want to miss the event, but you know that the outdoor activities weren’t designed for someone like you, whose physical impairments prevent participation in the sporting events. Draft a short email message to the rest of the management team, suggesting changes to the annual event that will allow all managers to participate.

3-17. Intercultural Communication: Writing for Multiple-Language Audiences [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) Reading English-language content written by nonnative English speakers can be a good reminder of the challenges of communicating in another language. The writing can be confusing or even amusing at �irst glance, but the key to remember here is that your writing might sound just as confusing or amusing to someone else if your roles were reversed.

Identify a company that is based in a non-English-speaking country but that includes English-language text on its website. (The advanced search capabilities of your favorite search engine can help you locate websites from a particular country.) Study the language on this site. Does it sound as though it was written by someone adept at English? If the �irst site you’ve found does have writing that sounds natural to a native U.S. English speaker, �ind another company whose website doesn’t. Select a section of text (at least several sentences long) and rewrite it to sound more “American.” Submit the original text and your rewritten version to your instructor. 3-18. Intercultural Communication: Writing for Multiple-Language Audiences; Collaboration: Team Projects [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) , Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) With a team assigned by your instructor, review the Facebook pages of �ive companies and look for words and phrases that might be confusing to a nonnative speaker of English. If you (or someone on the team) are a nonnative speaker, explain to the team why those word choices could be confusing. Choose three sentences, headlines, company slogans, or other pieces of text that contain potentially confusing words and rewrite them to minimize the chances of misinterpretation. As much as possible, try to retain the tone of the original—although you may �ind that this is impossible in some instances. Use Google Docs to compile the original selections and your revised versions, then email the documents to your instructor.

3-19. Intercultural Communication: Speaking with Multiple-Language Audiences; Collaboration: Team Projects [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) , Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) Working with two other students, prepare a list of 10 examples of slang (in your own language) that might be misinterpreted or misunderstood during a business conversation with someone from another culture. Next to each example, suggest other words you might use to convey the same message. Do the alternatives mean exactly the same as the original slang or idiom? Submit your list of original words and suggested replacements, with an explanation of why each replacement is better than the original.

3-20. Intercultural Communication: Writing for Multiple-Language Audiences [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) Explore the powers and limitations of free online translation services such as Google Translate. Enter a sentence from this chapter, such as “It gets even more daunting when you add the challenges of communication among medical staff and between patients and their caregivers, which often takes place under stressful circumstances.” First, translate the sentence from English to Spanish. Next, copy the Spanish version and paste it into the translation entry box and back-translate it from Spanish to English. Now repeat this test for another language. Did the sentence survive the round trip? Does it still sound like normal business writing when translated back into English?

(a) What are the implications for the use of automated translation services for international correspondence? (b) Would you feel comfortable using an online tool such as this to translate an important business message? (c) How might you use this website to sharpen your intercultural communication skills? Summarize your �indings in a brief report. 3-21. Intercultural Communication: Speaking with Multiple-Language Audiences; Media Skills: Podcasting [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8) , Chapter 7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003055#P7001012451000000000000000003055) Your company was one of the �irst to use podcasting as a business communication tool. Executives frequently record messages (such as monthly sales summaries) and post them on the company’s intranet; employees from the 14 of�ices in Europe, Asia, and North America then download the �iles to their music players or other devices and listen to the messages while riding the train to work, eating lunch at their desks, and so on. Your boss asks you to draft the opening statement for a podcast that will announce a revenue drop caused by intensive competitive pressure. She reviews your script and hands it back with a gentle explanation that it needs to be revised for international listeners. Improve the following statement in as many ways as you can:

Howdy, comrades. Shouldn’t surprise anyone that we took a beating this year, given the insane pricing moves our knucklehead competitors have been making. I mean, how those clowns can keep turning a pro�it is beyond me, what with steel costs still going through the roof and labor costs heating up—even in countries where everybody goes to �ind cheap labor—and hazardous waste disposal regs adding to operating costs, too.

Expand Your Skills Critique the Professionals

Find an online business document—such as a company webpage, blog post, Facebook Info tab, or LinkedIn pro�ile—that you believe commits an intercultural communication blunder by failing to consider the needs of at least some of its target readers. For example, a website might use slang or idiomatic language that could confuse some readers, or it might use language that offends some readers. In a post on your class blog, share the text you found and explain why you think it does not succeed as effective intercultural communication. Be sure to include a link back to the original material.

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001C9E

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CC8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000003055#P7001012451000000000000000003055

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on communicating with business contacts in another country or culture. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

3-22. What three habits can help you develop a sense of cultural pluralism? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8)

3-23. What four principles apply to ethical intercultural communication? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFD)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#rP7001012451000000000000000001ED2) . Bernard J. Tyson, “Diversity and Inclusion Are in Kaiser Permanente’s DNA,” Kaiser Permanente website, accessed 11 March 2016, kp.org (http://kp.org) ; Marianne Aiello, “Diversity No Gimmick in Kaiser Permanente Ad Campaign,” HealthLeaders Media, 25 November 2015, www.healthleadersmedia.com (http://www.healthleadersmedia.com) ; “Top Reasons to Join Kaiser Permanente As a Woman in Tech,” Kaiser Permanente website, accessed 11 March 2016, kp.org (http://kp.org) ; “Kaiser Permanente—Achieving Our Mission and Growing the Business Through the National Diversity Agenda,” Catalyst, 25 January 2011, www.catalyst.org (http://www.catalyst.org) ; “DiversityInc Top 50” and “Diversity Leadership: Dr. Ronald Copeland, Kaiser Permanente,” DiversityInc, accessed 11 March 2016, www.diversityinc.com (http://www.diversityinc.com) ; “Census Bureau Reports at Least 350 Languages Spoken in U.S. Homes,” U.S. Census Bureau, 3 November 2015, www.census.gov (http://www.census.gov) . “Local and National Diversity Programs,” Kaiser Permanente website, accessed 12 March 2016, kp.org (http://kp.org) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED4) . Michael R. Carrell, Everett E. Mann, and Tracey Honeycutt-Sigler, “De�ining Workforce Diversity Programs and Practices in Organizations: A Longitudinal Study,” Labor Law Journal 57, no. 1 (Spring 2006): 5–12.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED6) . “Dimensions of Diversity—Workforce,” Merck website, accessed 4 January 2011, www.merck.com (http://www.merck.com) .

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED8) . “Top Trading Partners - January 2016,” U.S. Census Bureau website, accessed 12 March 2016, www.census.gov (http://www.census.gov) .

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDA) . Economist Intelligence Unit, “Competing Across Borders: How Cultural and Communication Barriers Affect Business,” Economist, 2012, 4, www.economistinsights.com (http://www.economistinsights.com) .

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDC) . Nancy R. Lockwood, “Workplace Diversity: Leveraging the Power of Difference for Competitive Advantage,” HR Magazine, June 2005, special section, 1–10.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDE) . Alan Kline, “The Business Case for Diversity,” USBanker, May 2010, 10–11.

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE0) . “Quick Facts: United States,” U.S. Census Bureau website, accessed 12 March 2016, www.census.gov (http://www.census.gov) ; Paul Taylor, “The Next America,” Pew Research Center, 10 April 2014, www.pewresearch.org (http://www.pewresearch.org) ; “More Than 300 Counties Now ‘Majority– Minority,’” press release, U.S. Census Bureau website, 9 August 2007, www.census.gov (http://www.census.gov) ; Robert Kreitner, Management, 9th ed. (Boston: Houghton Mif�lin, 2004), 84.

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE2) . Tracy Novinger, Intercultural Communication: A Practical Guide (Austin: University of Texas Press, 2001), 15.

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE4) . Larry A. Samovar and Richard E. Porter, “Basic Principles of Intercultural Communication,” in Intercultural Communication: A Reader, 6th ed., edited by Larry A. Samovar and Richard E. Porter (Belmont, Calif.: Wadsworth, 1991), 12.

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EE6) . Arthur Chin, “Understanding Cultural Competency,” New Zealand Business, December 2010/January 2011, 34–35; Sanjeeta R. Gupta, “Achieve Cultural Competency,” Training, February 2009, 16–17; Diane Shannon, “Cultural Competency in Health Care Organizations: Why and How,” Physician Executive, September–October 2010, 15–22.

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EE8) . Linda Beamer and Iris Varner, Intercultural Communication in the Workplace, 2nd ed. (New York: McGraw-Hill Irwin, 2001), 3.

13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEA) . “Summary by Country,” Ethnologue website, accessed 12 March 2016, www.ethnologue.com (http://www.ethnologue.com) .

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEC) . Philip R. Harris and Robert T. Moran, Managing Cultural Differences, 3rd ed. (Houston: Gulf, 1991), 394–397, 429–430.

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEE) . Lillian H. Chaney and Jeanette S. Martin, Intercultural Business Communication, 2nd ed. (Upper Saddle River, N.J.: Prentice Hall, 2000), 6.

http://websearch.businesscommunicationnetwork.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#P7001012451000000000000000001BB8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#P7001012451000000000000000001BFD

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b46#rP7001012451000000000000000001ED2

http://www.healthleadersmedia.com/

http://www.diversityinc.com/

http://www.catalyst.org/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED4

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED6

http://www.merck.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001ED8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDA

http://www.economistinsights.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDC

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EDE

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE0

http://www.pewresearch.org/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE2

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b6f#rP7001012451000000000000000001EE4

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EE6

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EE8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEA

http://www.ethnologue.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEC

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EEE

16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF0) . Beamer and Varner, Intercultural Communication in the Workplace, 4.

17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF2) . Chaney and Martin, Intercultural Business Communication, 2nd ed., 9.

18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF4) . Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 455.

19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF6) . Lillian H. Chaney and Jeanette S. Martin, Intercultural Business Communication, 4th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2007), 53.

20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF8) . Project Implicit website, accessed 29 December 2010, implicit.harvard.edu/implicit.

21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001EFA) . Linda Beamer, “Teaching English Business Writing to Chinese-Speaking Business Students,” Bulletin of the Association for Business Communication 57, no. 1 (1994): 12–18.

22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001EFC) . Edward T. Hall, “Context and Meaning,” in Intercultural Communication, 6th ed., edited by Larry A. Samovar and Richard E. Porter (Belmont, Calif.: Wadsworth, 1991), 46–55.

23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001EFE) . Daft, Management, 459.

24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F00) . Charley H. Dodd, Dynamics of Intercultural Communication, 3rd ed. (Dubuque, Ia.: Brown, 1991), 69–70.

25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F02) . Daft, Management, 459.

26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F04) . Hannah Seligson, “For American Workers in China, a Culture Clash,” New York Times, 23 December 2009, www.nytimes.com (http://www.nytimes.com) .

27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F06) . Beamer and Varner, Intercultural Communication in the Workplace, 230–233.

28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F08) . Ed Marcum, “More U.S. Businesses Abandon Outsourcing Overseas,” Seattle Times, 28 August 2010, www.seattletimes.com (http://www.seattletimes.com) .

29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F0A) . Guo-Ming Chen and William J. Starosta, Foundations of Intercultural Communication (Boston: Allyn & Bacon, 1998), 288–289.

30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F0C) . Joyce Millet, “Chinese Etiquette & Protocol,” Protocol Professionals, accessed 12 March 2016, www.protocolprofessionals.com (http://www.protocolprofessionals.com) .

31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F0E) . Chaney and Martin, Intercultural Business Communication, 2nd ed., 122–123.

32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F10) . Mansour Javidan, “Forward-Thinking Cultures,” Harvard Business Review, July–August 2007, 20.

33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F12) . “The 100 Million Club 2013: The Top 14 Mobile Markets by Number of Mobile Subscriptions and 3G/4G Subscribers,” MobiThinking, 26 November 2013, www.mobithinking.com (http://www.mobithinking.com) .

34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F14) . Novinger, Intercultural Communication, 54.

35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F16) . Peter Coy, “Old. Smart. Productive.” BusinessWeek, 27 June 2005, www.businessweek.com (http://www.businessweek.com) ; Beamer and Varner, Intercultural Communication in the Workplace, 107–108.

36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F19) . Beamer and Varner, Intercultural Communication in the Workplace, 107–108.

37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F1B) . Rebecca Knight, “Managing People from 5 Generations,” Harvard Business Review, 25 September 2014, hbr.org (http://hbr.org) .

38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F1D) . Steff Gelston, “Gen Y, Gen X and the Baby Boomers: Workplace Generation Wars,” CIO, 30 January 2008, www.cio.com (http://www.cio.com) .

39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F1F) . Joanna Barsh and Lareina Yee, “Changing Companies’ Minds About Women,” McKinsey Quarterly, no. 4 (2011): 48–59.

40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F21) . John Gray, Mars and Venus in the Workplace (New York: HarperCollins, 2002), 10, 25–27, 61–63.

41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#rP7001012451000000000000000001F23) . Jennifer Luden, “Ask for a Raise? Most Women Hesitate,” NPR, 14 February 2011, www.npr.org (http://www.npr.org) .

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF0

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF6

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bb4#rP7001012451000000000000000001EF8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001EFA

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001EFC

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001EFE

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F00

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F02

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F04

http://www.nytimes.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F06

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F08

http://www.seattletimes.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F0A

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F0C

http://www.protocolprofessionals.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F10

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F12

http://www.mobithinking.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000001bfb#rP7001012451000000000000000001F16

http://www.businessweek.com/

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