Solution Manual For Essentials of Business Communication, 11th Edition

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Solution Manual For Essentials of Business Communication, 11th Edition is a structured study guide that simplifies complex textbook topics.

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CHAPTER 1
SOLUTIONS
Succeeding in the Social and Mobile Workplace
Critical Thinking Discussion Guide
Note: Solutions to Chapter Review questions 1-10 appear in the Annotated Instructor’s Edition.
11. What could be the career fallout for someone who is unwilling or unable to train to
become a better communicator? Can workers today be successful if their writing
is and remains poor? (L.O. 1)
Each of us probably knows at least one example of a highly successful dyslexic person
or a poor writer who is admired and thrives in the world of work. However, such cases
are the exception rather than the rule. Surveys of employers find over and over again
that woefully unprepared young job applicants will fall behind in their careers and not be
promoted if they are even hired in the first place.
12. Why do executives and managers spend more time listening than do workers?
(L.O. 2)
Before they can make decisions, executives must listen to feedback from supervisors,
specialists, and others. They must also listen to their bosses—boards of directors and
owners—as well as to customers, especially when handling serious complaints. Minds
are like parachutes; they work well only when open. All three levels of workers should
have good listening skills; but because the decisions coming from executives may be
more critical, their listening skills should perhaps be most highly developed.
13. What arguments could you give for or against the idea that body language is a
science with principles that can be interpreted accurately by specialists? (L.O. 3)
Although few would argue that body language does send silent messages, no scientific
principles have evolved explaining exactly what those messages mean. Most
researchers agree that nonverbal cues contain much information, but specifically what
those cues mean is unknown. In Nonverbal Communication, authors Hickson and
Stacks wrote, “The nonverbal message by itself may be ambiguous; in almost every
instance it needs the verbal message to complete the process of communication.”
[Madison, WI: WCB Brown & Benchmark, 1993, p. 8.] Julius Fast, author of the
precedent-setting Body Language, stated that “nonverbal language is partly instinctive,
partly taught, and partly imitative.” [New York: Pocket Books, 1970, p. 14.] But it is not a
science with principles that always hold true.
14. Imagine that businesspeople from a high-context culture (e.g., Japan or China)
meet their counterparts from a low-context culture (the United States) for the first
time to negotiate and sign a manufacturing contract. What could go wrong? How
about conflicting perceptions of time? (L.O. 4)

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Misunderstandings are almost assured if both sides are not aware of their diverging
perceptions and willing to accommodate each other. A businessperson who prefers
directness and relies mainly on precise written information (low context) will be impatient
with a businessperson who avoids saying no, seemingly doesn’t get to the point, or
communicates in what appear to be ambiguous messages (high context). Moreover, the
person raised in a low-context culture will expect a quick decision and is “ready to do
business,” whereas the member of a high-context culture will want to consult with other
managers, and the group may say yes only after lengthy deliberations. In turn, because
low-context communicators may be perceived as pushy and rude, their foreign
counterparts may not want to do business with them. As for time orientation, Americans
tend to live by the clock. Time is a commodity that can be spent or wasted. Punctuality is
a generally accepted virtue. In other parts of the world, time is not such a high priority
and is kept approximately at best. Smart negotiators can test Americans’ patience and
throw them off balance simply by strategically dragging out negotiations.
15. It is quite natural to favor one’s own country over a foreign one. To what extent
can ethnocentrism be considered a normal reaction, and when could it become
destructive and unproductive? Provide examples to support your answer. (L.O. 5)
The love of country can express itself in healthy patriotic sentiment or in potentially
hateful jingoism or nationalism. Ethnocentrism can be defined as putting one’s own
culture first and making it central to one’s world. Most Americans would probably
describe themselves as patriotic. This means recognizing the great accomplishments of
one’s country of origin and being proud of them without, however, dismissing other
countries contemptuously and viewing the rest of the world as inferior. Ethnocentrism
turns into a negative trait once closed-mindedness or even hatred of other cultures sets
in. The key is openness, tolerance, and empathy.
Activities and Cases
1.1 Introduce Yourself (L.O. 1) This e-mail or memo is an excellent way to assess
students’ skills and, at the same time, get to know them. Don’t grade this assignment, but be
sure to write a friendly comment on all papers or send friendly e-mail replies to demonstrate
that you have an interest in them as students and as individuals. You may want to use the
profile function in your institution’s learning-management system to have students create
professional profiles covering the information requested or additional information you may
want to gather. This assignment may be revisited later in the term to practice professional
online presence (e.g., in a LinkedIn profile) when you cover employment communication. If
you are tech savvy and teach smaller classes, you may want to try introductions by tweet in
140 characters or fewer. These messages might include a tiny URL taking the recipient to a
profile, website, or other virtual location. More information about using LinkedIn is provided
in Chapter 13.
1.2 Small-Group Presentation: Introduce Team Members (L.O. 1, 2) Decide whether
you wish each student to (a) interview a group member and introduce that person to the
group or (b) introduce himself or herself to the class. Class size may help you decide.
Encourage students to consider this a casual introduction. However, it is a good opportunity

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for students to not only learn about each other but also start to develop the skill of speaking
in front of a group.
This informal oral assignment induces students to become aware of their employability skills.
You could make it more structured by asking them to record in writing the information they
learn in the interview to create a short biographical sketch. The main purpose of this
assignment is to encourage students to start thinking about presenting themselves well on
professional social media platforms such as LinkedIn and in other forums of public opinion.
If students are not on LinkedIn yet, impress upon them that it’s about time they created an
account! Many students are now urged to join LinkedIn in high school.
1.3 Social Media Inventory (L.O. 1, 3, 4) The generalization that young people today are
digital natives and as such must all be extremely tech savvy may not apply to all students,
not even the millennials among them. Taking stock of students’ social media and technology
use can be important for getting to know the class and its members’ preparedness. Assign
the inventory activity to small groups or collect written responses from individuals if you fear
that students might hesitate to admit that they do not fit the stereotype of the
hyperconnected contemporary and do not own the latest electronics, particularly given that
gadgets tend to be expensive. You may also want to ask about attitudes: how important are
smartphones and staying connected with friends via text or Facebook to the students? Do
they see any disadvantages in being connected nonstop?
1.4 Soft Skills: Personal Strengths Inventory (L.O. 1) Your students should submit a list
of four categories of soft skills. Encourage them to frame statements that will be useful when
they prepare a résumé later in the course. For example, under “Thinking and problem
solving,” a student might write, “Learned new spreadsheet program and prepared cost
projection for remodeling office,” or “Learn new software applications quickly and with little
training.”
1.5 Rating Your Listening Skills (L.O. 2) This quiz focuses on good listening techniques
as presented in the textbook. Although some of the answers are obvious, an interactive quiz
presents an alternative learning mode that can pique student interest and reinforce good
habits.
1.6 Listening: An In-Person or Virtual Social Media Interview (L.O. 2) The answers will
vary. Students could brainstorm and discuss their interview questions in class or prepare
questions at home. Then they could approach their interviewees in person, by phone, by e-
mail, or via LinkedIn or Facebook. A special word of caution when contacting professionals
on LinkedIn: Warn students not to relentlessly pursue random strangers, but to work from
within their own established LinkedIn circle of professional acquaintances or their
acquaintances’ contacts. This assignment could be done orally or in writing (e-mail, memo)
individually, in small groups, or in class. The task could be expanded to a group oral
presentation or written report.
1.7 Listening and Nonverbal Cues: Skills Required in Various Careers (L.O. 2, 3)
Student teams should generate lists of listening and nonverbal cues that include some of the
following: good eye contact, avoiding being distracted by others, not interrupting, taking
notes, paraphrasing instructions, asking pertinent questions in a nonthreatening manner,
leaning forward, and showing empathy and compassion. Critical listening involves judging
and evaluating what you are hearing. Discriminative listening is necessary when you must

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identify main ideas and understand an argument. Teams should generate cues and
behaviors to reflect these forms of listening in relation to the professional roles they are
analyzing.
1.8 Nonverbal Communication: How Do You Come Across? (L.O. 3)
Answers will vary. Ask students to review the aspects of nonverbal behavior discussed in
this chapter and to focus on specific cues. Remind the class to look for aspects of
professionalism, such as a straight but not rigid posture, and steady yet not staring eye
contact. Students might observe slouching, playing with pens and pencils, or nervous
gestures such as tugging at necklaces and ears, or running fingers through hair.
1.9 Nonverbal Communication: Reading Body Language (L.O. 3) These
body movements do not necessarily mean the same thing when used by different
individuals. Remember that to a certain degree nonverbal communication can be culture or
subculture specific, and context always plays a major role in the interpretation of this type of
communication. Students may have other interpretations, but these body movements can be
construed to mean the following:
a. Whistling, wringing hands: nervous or fearful
b. Bowed posture, twiddling thumbs: bored
c. Steepled hands, sprawling sitting position: contemplative or relaxed
d. Rubbing hand through hair: frustrated or nervous
e. Open hands, unbuttoned coat: relaxed
f. Wringing hands, tugging ears: upset or nervous
1.10 Nonverbal Communication: How Best to Signal I Messed Up (L.O. 3) This is a
good exercise for teams. Suggest that team members take turns demonstrating each of the
nonverbal messages. They should then discuss how effective each would be. Of course,
some would be quite dangerous if they require taking your hands off the steering wheel. Be
sure to discuss with students the difficulty of cultural implications. Although a gesture might
be effective in one country, it might not work in another.
1.11 Nonverbal Communication: Signals Sent by Casual Attire (L.O. 3) This activity can
be expanded into a research paper topic. A variation on this activity relies on student
experiences. Instead of conducting interviews in the community, they can conduct a forum
among students who work, asking them to comment on casual-dress policies in the jobs
they have had.
1.12 Nonverbal Communication: Gestures From Around the World (L.O. 3, 4) Students
should be able to find a number of gestures and their meanings discussed at various
websites. Here is one example: “The fingertip kiss, in which the tips of the thumb and fingers
are kissed and quickly moved forward away from the face, is a sign of affection and may be
used as a greeting in Sicily and Portugal. The fingertip kiss is not used often in Italy and the
British Isles, but it is common in France, Germany, Greece, and Spain to signify praise.”
[See Martin, J., & Chaney, L. 2006. Global business etiquette. Westport, CT: Praeger, p.
53.]
1.13 Intercultural Communication: Watching Those Pesky Idioms (L.O. 4)
a. thinking out of the box having creative, unconventional ideas
b. bottleneck a slowdown or congestion

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c. connect the dots being able to see a relationship between discrete features
d. hell on wheels an extremely difficult person
e. drop the ball handle things badly, make a mistake
f. get your act together get more organized
g. stay the course pursue a goal regardless of obstacles
h. in the limelight at the center of attention
i. low on the totem pole the last person in a chain of command, least important
1.14 Intercultural Communication: Probing Cultural Stereotypes (L.O. 4, 5) This activity
drives home the limiting nature of stereotypes, even positive ones. Very few of us are
comfortable representing our entire culture, although others may perceive and designate us
as “ambassadors” of our countries of origin. Students may find some stereotypes flattering,
but most will recognize that they are ambivalent at best. Few Jewish students, for example,
would enjoy being called good with money because it’s an old anti-Semitic prejudice
couched in positive language. Likewise, being seen as a Latin lover is a mixed blessing, and
not all Asian students are studious and nerdy. Students should also recognize that we may
be amused by positive and even negative stereotypes leveled at others, but we may react
with less humor once the barbs of prejudice are pointed at us.
1.15 Intercultural Communication: Negotiating Diversity in Job Interviews (L.O. 4, 5)
Role-playing relies on a solid knowledge of the workplace and interviewing techniques. If
role-playing is too advanced for students, a discussion of differences between the
interviewer and interviewee and how they could be bridged might be productive. In the first
example, students should recognize the preconceived notions that come with gender
expectations. A female boss interviewing a male assistant is still in a minority.
a. Students should recognize that explicit references to gender roles would be
inappropriate and that the sex of the applicant has no bearing on the qualifications for
the job.
b. Any questions about the candidate’s national origin should be avoided unless the
interviewee volunteers such information. If the accent does not hinder communication,
only the skills, experience, and ability of the candidate should be considered.
c. In the last decade, turbans and other religious symbols have been perceived negatively
because some Americans associate them with radical Muslims and even terrorists. Yet
in a job interview, turbans and other forms of religious garb should not be addressed, nor
should they be considered relevant to the hiring decision.
d. Age discrimination against people over forty is outlawed in the United States. Any
question making age a factor in the hiring process would be illegal and should be
avoided. Questions should be kept relevant, referring solely to the requirements of the
job posting.
e. Disability cannot and should not be used against the candidate applying for the job. The
interviewer could put the candidate at ease by extending common courtesy to him or her
and making sure to speak with the person at eye level. Patronizing behavior should be
avoided.

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Communication Workshop: Technology
Exploring Career Prospects in Your Field With LinkedIn
This first Communication Workshop encourages students to visit LinkedIn and potentially
similar social media networks and job boards, such as Indeed or CareerBuilder. The goal is
to motivate students early in the semester to recognize the value of this course in
developing the communication skills that many job placement advertisements require.
Students should become familiar with using Internet job-search tools, LinkedIn in particular.
This activity takes them through the steps of locating positions in their career fields. They
should find three advertisements and print them. They should analyze the skills required,
tasks to be performed, and salary ranges for the listed jobs. You may ask them to discuss
these findings in groups or submit them in a report.
Alternatively, student teams could be asked to examine other popular job boards, such as
CollegeGrad and Monster. Besides the largest professional networking site, LinkedIn,
Glassdoor is potentially eye-opening as it offers accurate salary estimates and anonymous
reviews from within organizations, written by current or former employees.
Because students sometimes need gentle nudging to go beyond what is assigned, direct
them to LinkedIn’s Learning tab; Monster’s Resumes, Jobs, and Career Resources links,
which offer a wealth of job-related information; or the popular iPQ Career Planner app. A
simple Google search yields links to websites and news articles that also provide job-
seeking advice.

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CHAPTER 2
SOLUTIONS
Planning Business Messages
Note: Solutions to Chapter Review questions 1-10 appear in the Annotated Instructor’s Edition.
Critical Thinking Discussion Guide
11. The use of digital communication has overtaken face-to-face and voice-to-voice
communication in the workplace. How has this shift changed the fundamental
process of communication? (L.O. 1)
The authors of this text argue that the basic elements of communication have not changed
as a result of digital transmission. More messages are being transmitted faster, farther, and
more cheaply than ever. Successful communication still requires the transmission of
meaning from sender to receiver. However, others might contend that communication has
profoundly changed as a result of new technologies. In response, everyone acknowledges
that e-mail and micromessaging media have shortened messages and response times. In
addition, the communication process has changed from unidirectional to multidirectional.
Yet, to be successful, communication still requires that meaning be transferred effectively—
regardless of the media involved.
12. Is it necessary to follow a writing process when preparing a short message? A long
message? Why or why not? (L.O. 2)
Following a writing process is helpful for any size message. Although short messages take
less time, following a systematic process helps you avoid writer’s block and the necessity of
starting over once you get to the end of the message and realize what you were trying to
say. Analyzing your purpose, thinking about your audience, collecting information,
organizing your ideas, composing carefully, and revising a message before sending it will
always result in an improved product. Following the process also saves time in the long run.
13. In their e-mails, writers sometimes use abbreviations such as FYI (“for your
information”) and ASAP (“as soon as possible”). Others sometimes use LOL
(“laughing out loud”), 4 u (“for you”), and gr8 (“great”). What’s the difference
between these abbreviations, and how do they contribute to one’s professional
image? (L.O. 4)
The first two abbreviations (FYI and ASAP) are acceptable in e-mails because most
business writers understand their meaning. The last three are informal, and many consider
them unprofessional. When business writers rely on shortcuts such as B4 (“before”), they
may be perceived as ignorant, lazy, or adolescent. Using such abbreviations in messages
to friends, of course, is perfectly acceptable. But in the workplace, it’s more professional to
stick to accepted abbreviations.

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14. A grocery clerk helps a customer with purchases to her car, and the clerk says No
problem or Not a problem when thanked. What’s the problem with these
expressions? What could be said instead? Why do you think some people are now
adopting these expressions instead of the conventional You’re welcome?
The problem is that No problem sounds negative and may be inappropriate, as in this
instance. A number of alternatives can work as well: You are very welcome, My pleasure,
Happy to help, We are happy to serve you, We aim to please, Certainly, and Enjoy. People
may be switching to Not a problem or No problem because they are bored with the
conventional You’re welcome, which in itself is not altogether meaningful. The new
expression seems more contemporary and hip, but it doesn’t seem to fit all circumstances.
15. To focus on the “you” view, should writers scrub all uses of I and we from their
writing? Why or why not? (L.O. 4)
Although writers are encouraged to use the “you” view, doing so does not mean that they
must remove all first-person pronouns. Doing so would make a message sound unnatural
and contrived. It would also be extremely difficult to achieve in most first-person messages.
Conscientious business writers strive to focus on the audience, but they should not sterilize
their messages by removing all uses of I and we.
Note: Solutions to the Writing Improvement Exercises are provided in the Annotated
Instructor’s Edition.
Communication Workshop: Career Skills
Perfecting Your Critical-Thinking, Problem-Solving,
and Decision-Making Skills
1. Identify and clarify the problem. Students will first focus on the problem of the chaos
caused by multiple lines. Where should customers stand?
2. Gather information. When solving any problem, we need information. Students will
probably relate their experiences at banks and airlines (which often have roped areas to
clearly force single lines), sporting events (where fans frequently crowd
concessionaires), and retail stores (where people often politely form lines at checkout
counters). Grocery stores have multiple lines, but they are physically separated.
3. Evaluate the evidence. Evidence would logically come from observing customer lines
at McDonald’s stores and customer lines at other types of retail establishments. At how
many McDonald’s stores was customer behavior observed? Where did the evidence
regarding alternative customer behavior originate? Was that information based on a
wide number of retail establishments? Was it documented? Was it anecdotal?
4. Consider the alternatives. Many people prefer the orderliness of single lines.
Customers know that they are being treated fairly. No one can crowd ahead. However,
when big crowds of people are involved, the line can look very long. At McDonald’s a

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single line might snake around and at rush times actually flow out the door, giving the
impression that the restaurant is very crowded. Rushed customers might take one look
and leave to find a less crowded restaurant. However, major competitors seem to have
gone to single lines. Wendy’s International and Burger King use single lines
successfully. By the way, a Wendy’s spokesperson said, “With stopwatches we’ve
proved [a single line] is faster. But consumer perception is the only thing that counts.”
Setting up line areas separated by physical barriers might crowd the counter area and
make it difficult for disabled people to stay in line. As an alternative, students might
suggest that one or two of the McDonald’s try using a single-line system for several
months.
5. Choose the best alternative. Students will select one alternative and offer reasons
supporting it in a memo or in class discussion. Most important is that they go through the
critical-thinking steps to arrive at a decision and that they are able to defend their
solution.

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CHAPTER 3
SOLUTIONS
Organizing and Drafting Business Messages
Critical Thinking Discussion Guide
11. A recent PayScale survey revealed a significant gap in perception between managers
and new grads. “Overall, the majority of workers (87 percent) feel well prepared
(immediately or within 3 months) for their job upon graduation from college. In
contrast, only about half of managers (50 percent) feel that employees who recently
graduated from college are well prepared for the workforce.” The skill most lacking,
said the managers, was writing proficiency. What could explain this gap in
perception between managers and new grads? (L.O. 1–5)
The gap might be explained by a difference in standards. Students have been graded on
their work according to academic standards. It could very well be that employers have
different and perhaps higher standards. Students have an opportunity to rewrite some
assignments, but on the job this permissive attitude doesn’t exist. Additionally, academic
assignments often focus on how the writer feels rather than requiring clear organization and
presentation of data.
Critics of such studies as that of PayScale contend that managers frequently do not know
how to judge “writing proficiency.” Managers may think that a misspelled or mistyped word
reveals poor language skills. Yet, employers have a right to expect college graduates to be
well trained.
Commenting on the PayScale report, Dan Schawbel, research director at Future Workplace,
said, “Graduates need strong communication and problem-solving skills if they want to
interview well and succeed in the workplace, because effective writing, speaking and critical
thinking enables you to accomplish business goals and get ahead. No working day will be
complete without writing an email or tackling a new challenge, so the sooner you develop
these skills, the more employable you will become.” [PayScale. 2016, May 17. Leveling up:
How to win in the skills economy.]The use of digital communication has overtaken face-to-
face and voice-to-voice communication in the workplace. How has this shift changed the
fundamental process of communication? (L.O. 1)
12. How can bad writing waste a businessperson’s time? A researcher asked that
question of workers who read business material an average of 25 hours per week
(about half of which was e-mail). What writing flaws do you think they named?
Should new employees be trained in writing effectively on the job? (L.O. 1–5)
Of the 547 businesspeople interviewed in this study, 81 percent reported that what they read
was frequently ineffective because it was (a) too long, (b) poorly organized, (c) unclear, (d)

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filled with jargon, and (e) imprecise. The author of the study claimed that “entry-level
employees get little training in how to write in a brief, clear, and incisive way. Instead, they’re
immersed in first-draft emails from their managers, poorly edited reports, and jargon-filled
employee manuals.” Rarely are new employees given any training in writing. Students
taking this course, however, will receive definite training in how to avoid all of these writing
faults.
13. Ashley, a twenty-one-year-old college graduate with a 3.5 GPA, was hired for her first
job. She was a fast learner on all the software, but her supervisor had to help her with
punctuation. On the ninth day of her job, she resigned, saying: “I just don’t think this
job is a good fit. Commas, semicolons, spelling, typos—those kinds of things just
aren’t all that important to me. They just don’t matter.” For what kind of job is Ashley
qualified? (L.O. 1–5)
By refusing to develop fundamental language skills or to recognize their importance, Ashley
is limiting herself to jobs such as selling shoes or waiting on tables. If she wants a job as a
knowledge worker (and most college graduates do), she will have to pay close attention to
words and punctuation so she can express her ideas and gain credibility among her peers
and superiors.
14. Why is audience analysis so important in the selection of the direct or indirect
organization strategy for a business message? (L.O. 2)
Audience analysis is important because it helps the writer decide whether the receiver will
react positively or negatively to the message. Help your students develop the habit of
always thinking of the audience first. Ask students to put themselves in the place of the
receiver. For example, suggest that writers picture a recipient, such as Lisa, who sits in the
first row. How would she feel if she received the contemplated message? If the message is
expected to upset her, it might be better to break the news softly. Most business messages,
of course, are not sensitive and should be handled directly. But occasionally, especially with
bad news, the indirect method may work better.
15. Now that you have studied the active and passive voice, what do you think when
someone in government or business says, “Mistakes were made”? Is it unethical to
use the passive voice to avoid specifics? (L.O. 4)
By using the passive voice in the familiar statement Mistakes were made, the speaker or
writer is avoiding responsibility by refusing to identify who or what caused the mistakes.
Politicians and business executives often use the passive voice when they don’t want to
reveal what happened or who was to blame. However, most people would consider it
unethical to cover up wrongdoing or mistakes by using the passive voice.
Note: Solutions to the Writing Improvement Exercises are provided in the Annotated
Instructor’s Edition.

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Radical Rewrites
3.1 Radical Rewrite: Improving a Message About Checking References (L.O. 4, 5)
Weaknesses
a. Lacks parallelism in the first sentence; should read as follows: . . . many of you are
reviewing candidates’ applications and checking references. Match verbs: reviewing and
checking.
b. Lacks parallelism in the third sentence; should read as follows: by calling or by writing.
(The second by could also be dropped.)
c. Lacks parallelism in the fourth sentence; should read as follows: Calling is preferred
because it’s easier, quicker, and more revealing. Match adverbs. Note, too, that revision
will avoid the passive voice.
d. Punctuates fragment as a sentence (which can be used to prove that you did your
homework).
e. Includes dangling modifier and passive voice (When calling to check references, several
important steps). An introductory verbal phrase must be followed by a logical subject.
Who is calling?
f. Fails to begin each item in the bulleted list with a verb to match the other verbs.
g. Uses a dangling modifier and passive voice in last sentence; should read as follows: By
following these guidelines, you can obtain. An introductory verbal phrase must be
followed by a logical subject.
3.1 Radical Rewrite: Improving a Message About Checking References (L.O. 4, 5)
Revision
To: All Managers
From: Mark Sanchez <marksanchez@zycamindustries>
Subject: Improving Reference-Checking Procedures
With our recent increase in hiring, many of you are reviewing candidates’ applications and their
references are being checked. Our CEO has asked me to provide all managers with guidance on
how to check references to obtain the best information.
Generally, the two ways to check references are by calling or to make an inquiry by writing.
Calling is preferred because its easier, can be done more quickly, and calling can reveal more.
The main advantage of calling is that people will often provide more valuable information over
the phone then they would in writing. However writing does provide stronger documentation.
Which can be used to prove that you did your homework. References from former employers are
likely to be more valuable than personal references, and can help avoid negligent hiring claims.
Educational references should also checked when necessary
When calling to check references, several important steps should be followed to obtain the best
information:
• Call once to schedule the reference check, then call back when you said you would.

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• Plenty of time for the call should be allotted.
• Ask only about job-related information, do not ask inappropriate questions.
• Good notes should be taken, especially in relation to the candidate’s former employment.
• At the end, you should summarize and thank the reference for the information.
By following these guidelines, meaningful information can be obtained that will help you make
the best hiring decisions.
Mark
Vice President, Human Resources | mark.sanchez@zycamindustries | Office: 455-390-5539 | Cell: 455-290-9760
Communication Workshop: Social Media
Eight Guidelines for Safe Social Networking
Students should be able to generate from their own experience many tips for using social media
safely. By conducting online research, they will find additional wise advice. If you need to prime
the pump for your students, ask questions such as the following: How easy is it for identity
thieves to obtain personal information about you through social media? What is phishing? Can
you name phishing attempts that you have experienced and resisted? Do you know anyone who
has been scammed or whose identity was stolen? Do you receive a lot of spam? What does it
mean to overshare? Students will find many entertaining examples of oversharing as well as
cautionary tales online.

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Guffey & Loewy, Essentials of Business Communication, 11.
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CHAPTER 4
SOLUTIONS
Revising Business Messages
Critical Thinking Discussion Guide
11. A blogger recently asserted that “the pervasive use of email for business has made
the work of writing well even more difficult because it invites—relentlessly—hitting
Send before you have thought through, organized, reviewed, and even rewritten your
message.” Do you agree that the process of writing has become more difficult with
e-mail? (L.O. 1–5)
Some might argue that e-mail has made the process easier because it’s so simple to dash
off a message without thinking too hard about it. However, that is precisely the problem.
Good writing requires thought, as well as revision. Celebrated author James Michener, who
wrote over 40 books, said, “I’m not a very good writer, but I’m an excellent rewriter.”
Especially in business writing, clear messages take time to create and even more time to
revise.
12. You have just submitted a beautifully researched report. But your supervisor
focused on the two or three little errors that you missed and gave none of the praise
you expected. Was this fair of your supervisor? (L.O. 4, 5)
It doesn't matter whether it was fair. You made mistakes, and those mistakes obscured the
excellent work you did. Take the criticism graciously, and promise to be more careful in
proofreading in the future. This is a good lesson in the need for excellent proofreading. No
matter how outstanding your research was, it was overlooked because of a few careless
mistakes. No matter how small, a few mistakes can cast doubt on the entire project.
Resolve not to let this happen again.
13. It’s easy to use clichés because they just roll off the tongue. What’s wrong with tried-
and-true expressions such as it is what it is and at the end of the day? (L.O. 2)
Clichés are so tired that they have lost their capacity to communicate any specific meaning.
They are imprecise and sound boring and worn out. When you find yourself using an
expression that sounds very familiar, try to replace it with a more concrete expression that
says exactly what you mean.
14. Because business writing should have high “skim value,” why not write everything
in bulleted lists? (L.O. 3)
Although listing items in bulleted or enumerated lists does improve readability, excessive
use of such lists thwarts other business writing goals. Business writing must be purposeful,
goal oriented, and conversational. Achieving a friendly, conversational tone is difficult or
impossible in a bulleted list. It’s also difficult to be persuasive or to convey a “you” view in

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Guffey & Loewy, Essentials of Business Communication, 11.
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lists. Bulleted lists are valuable to improve “skim value,” but they are appropriate only when
used occasionally in presenting related ideas. Used excessively, they begin to look like
laundry lists and turn off readers.
15. Conciseness is valued in business. However, can messages be too short? (L.O. 1)
Of course, messages can be too short. Although conciseness is valued, messages must be
clear. If extra verbiage is needed to explain, then a message should be longer. Persuasive
and sales messages are necessarily longer than routine business memos and e-mails.
Messages should be as long as necessary to be clear and effective. However, they should
not be curt or abrupt.
Note: Solutions to the Writing Improvement Exercises are provided in the Annotated
Instructor’s Edition.
Radical Rewrites
4.1 Radical Rewrite: Information E-Mail—Negative Announcement
Weaknesses
a. Does not provide a helpful subject line.
b. Starts indirectly with an explanation instead of the main idea: scheduling interviews.
c. Fails to develop reader benefits, such as explaining why the readers should be
interested.
d. Sounds negative (unable to offer; avoid making poor selections; should not have to urge
you).
e. Buries a verb (made a decision instead of decided).
f. Has a long lead-in (This is to inform you that).
g. Suffers from flabby expression (in view of the fact that), other wordiness, repetition, and
a demanding tone.
h. Fails to make the interview dates and rooms highly readable with a list.
i. Inserts request (send me your ranking lists) in the middle of a paragraph instead of at
the end of the message where action items should go.
j. Does not include an end date and reason for returning the ranking lists.
4.1 Radical Rewrite: Information E-Mail—Negative Announcement
Revision
To: Management Staff
From: Nathan Weintraub <nweintraub@bien.com>
Subject: Invitation to Help Interview Possible Interns
You are invited to help us interview six excellent student candidates for three paid internships.
These potential interns from our local college could bring fresh ideas and talent to your projects.

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