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Solutions Manual For Business Communication 16th Edition by Carol Lehman
Solutions Manual For Business Communication 16th Edition by Carol Lehman
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Business
Communication
16th Edition By
Carol Lehman
(Solutions Manual,
All Chapters
100% Original
Verified, A+ Grade)
Chapter 1
Establishing a Framework for
Business Communication
Learning Objectives
1. Define communication and describe the main purposes for communication in business.
2. Explain the communication process model and the ultimate objective of the communication
process.
3. Discuss how information flows in an organization (formally and informally; downward, upward, and
horizontally; and through various levels).
4. Explain how legal and ethical constraints, diversity challenges, changing technology, and team
environment act as strategic forces that influence the process of business communication.
Chapter Overview
Understanding what communication is and how it occurs is central to successful transactions in the
workplace. Business communication does not take place in a vacuum but is impacted by various
strategic forces, including legal and ethical constraints, diversity challenges, changing technology, and
team environment.
Organizational ShowCASE
Parts 1 and 2 highlight communication challenges at the Center for Disease Control and Prevention
(CDC) and spotlight Dr. Thomas Frieden, the Center’s director. Part 3 uses classroom discussion and
further research to help students consider and apply concepts that have led to the organization’s
success, looking at communicating internationally.
Cases
A real-world case related to Cynthia Cooper, WorldCom whistleblower leads students to consider how
brave they would be in standing up for what is ethically right. The OFFICE video case addresses the
appropriateness of humor when delivering bad news; the Inside View video case takes a look at
corporate diversity. With the Holistic Assessment case, students explore whether the United States can
succeed in today’s team-oriented environment without rewarding rugged individuality, a basic element
of U.S. entrepreneurship.
Web Enrichment
Two enrichment topics available at the companion website allow students to explore (1) Culture and
Communication and (2) Frameworks for Ethical Analysis. You may use these resources to provide
students with a more in-depth look into the everyday realities of these topics. A portion of the Electronic
Café and ShowCASE, Part 2 have been extended to the companion website.
Technology Features
A variety of electronic teaching and student resources aid you in achieving instructional goals at the
companion website and with the WebTutor or Aplia product available with the 16th edition. The text
companion website provides a variety of electronic study aids that can be customized to fit your course
design. Included are narrated PowerPoint slides, electronically-graded quizzes, threaded discussion
ideas, enrichment content, assignment drop boxes, and video clips for each part of the text.
PowerPoint Slides
Lecture Slides — Key chapter concepts are presented to instructors and students in the following
formats:
• Instructor’s CD and Companion website (Instructor’s Resources): File downloads for displaying in
the classroom.
• Companion website (Student’s Resources): Slide downloads for convenient printing of handouts
for taking class notes.
• E-lectures — Slides with engaging narration of key concepts useful as reinforcement of lectures and
exam reviews are available through the WebTutor product.
Resource Slides — Class enrichment and solutions to end-of-chapter activities and applications are
available at the Companion website (Instructor’s Resources) and on the Instructor’s CD.
Chapter Outline
ShowCASE, Part 1: Communication Challenges at the CDC
VALUE OF COMMUNICATION
Your Turn 1-1: Career Portfolio
ShowCASE, Part 2, Spotlight Communicator:Thomas Frieden, Director, CDC, Leadership for the Times
Levels of Communication
SUMMARY/CHAPTER REVIEW
ACTIVITIES/APPLICATIONS
CASES
Ethics Put to the Test
Video Case: The Office: Office Humor and Layoffs: A Bad Combination
Video Case: Inside View: Corporate Diversity
Holistic Assessment Case: Can the United States Succeed Without Rewarding Rugged Individuality?
Teaching Suggestions
Organizational Showcase
The following suggestions will provide insights for incorporating the organizational showcase. Chapter 1
highlights communication challenges at Centers for Disease Control and Prevention (CDC); spotlights
Dr. Thomas Frieden, the Center’s director; and allows students to consider and apply concepts that the
organization and its leaders use to ensure successful and appropriate communication with its
constituents.
Part 2: Spotlight Communicator: Thomas Frieden, Director, CDC, Leadership for the Times
As the director of the CDC, Thomas Frieden’s is a visible spokesperson. As a communicator, he is
outspoken and unafraid of confronting controversial issues. He solicits information from his staff and
from community health partners as part of his decision-making process.
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4 Chapter 1 Establishing a Framework for Business Communication
Part 2 (web content): Thomas Frieden Director, CDC, Leadership for the Times
1 What combination of communication skills is necessary for Tom Frieden to be an effective
director of the CDC?
Frieden employs an information heavy and confrontational style when dealing with
controversial. Health-related issues. He shows zeal and activism as the leader of the CDC, even in
the face of criticism from more conservative opponents.
2 How did Frieden establish his reputation as an aggressive, innovative change agent?
Part of Frieden’s reputation as an agent for change comes from his outspokenness about the
need for more HIV testing and condom distribution as important elements in the fight against
HIV/AIDS. He also is innovative in his approach to soliciting information from his staff and from
local health care partners. He understands the need of working with others to distribute
information,
3 To what extent does controversy stir productive communication?
Controversy can stir productive communication because controversy often forces those involved
to communicate with groups they have not communicated with in the past. Controversy also
leads to communicating with the public, especially during a public health crisis. The public, in
turn, provides additional information to health care providers and the CDC.
1 Refer to the Communication Process Model presented in Figure 1-1. In a class discussion, identify
barriers that the CDC might experience in communicating its AIDS campaign to people in various
subcultures.
Classroom discussion might focus on language, cultural views of the disease, location of
resources, and others.
2 Identify some barriers that the CDC might experience in communicating its AIDS campaign to
people in various countries.
In addition to language barriers, the CDC is challenged by various cultures’ differing views of the
disease. Some cultures view AIDS as a medical issue, while others consider it a social issue to be
handled through social agencies rather than science. The location of the resource center in
Ethiopia will impact how some countries view its resources.
I will feel better about myself. I will have fewer health I will have fewer health
problems related to obesity, problems related to obesity,
including, heart attack, stroke, including, heart attack, stroke,
and diabetes. and diabetes.
I will have more energy to spend I will have more energy and be I can play sports with my
time with my friends. able to accomplish more tasks children and grandchildren
during my waking hours. because I will have more energy.
Learning Objective 1
Define communication and describe the main purposes for communication in business.
1 Introduction
An engaging start is vital for this first chapter because everything in the chapter contributes
background for the remaining content. Conduct an activity to help students relax and get to
know each other better and to lead into discussions about interpersonal communication.. Use a
“mixer” exercises described in “The First Class Session” section of the Introduction.
Another mixer activity would involve having students find all other class members who have the
same major, assemble into a group, and meet one another. Each person would then introduce
one of the persons in the group. A variation would be to have students find all other class
members who share the same birth month.
2 Value of Communication
Students need to be impressed with the importance of
communication to business success. Managers spend up
to 80 percent of their time communicating—working in
small groups, writing reports, and speaking with
employees and clients. Assign Activities 1 and 2 to allow
students to see typical communication activities in a
manager’s day and to reflect on their communication
activities in a given day.
Resource slide
Groups are formed to achieve specific goals, but they must also expend energy maintaining
relationships within the group. The larger the group, the more interpersonal relationships that
must be maintained.
3 In small groups, ask students to complete Activity 3 at the end of the chapter. Compare lists for
commonalities. Using the lists generated above, have each student record the habits that he or
she personally needs to overcome.
Learning Objective 2
Explain the communication process model and the ultimate objective of the communication process.
1 Communication Process
Show the communication process model and the
channels of communication as you discuss the
communication process.
Show the visuals (below) as you lead a class discussion of about selecting an appropriate
communication channel.
Learning Objective 3
Discuss how information flows in an organization (formally and informally; downward, upward, and
horizontally; and through various levels).
Lecture slide
Refer to Figure 1-4, p. 12.
2 Communication Flow in Organizations
Formal and Informal Channels
• Show the following visuals as you discuss formal and informal channels of communication in
organizations and the importance of the grapevine as an informal communication system.
3 Levels of Communication
Because the course is new to most students, vocabulary, theory, and background for later study
are introduced here. Major concepts to cover include the following topics:
1. The major purpose of communication is to satisfy needs—personal, social, task, or job.
Interpersonal communication grows into group communication, which grows into
organizational communication as size and complexity lead to different needs.
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Chapter 1 Establishing a Framework for Business Communication 9
2. Formal organizations are marked by characteristics that call for increases in the amount and
effectiveness of communication: specialization of individuals and units and interdependence of
individuals and units.
3. The concept that all people have task and maintenance goals—get the job done and feel good
about themselves—is an important factor in understanding the difference between an
externally imposed system and an internally (within the person) generated system.
Learning Objective 4
Explain how legal and ethical constraints, diversity challenges, changing technology, and team
environment act as a strategic force that influence the process of business communication.
1 Legal and Ethical Constraints as a Strategic Force
Influencing Business Communication
Lead a class discussion of changes that have occurred in the
business environment over the last 25 years. Solicit
comments on changes that have impacted the four areas
of the strategic model: legal/ethical issues, diversity
challenges, changing technology, and team environment.
Summarize with ways that communication has been
impacted because of these changes. Project the strategic Lecture slide
forces model as you introduce this material. Refer to Figure 1-6, p. 16.
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Resource slide
─ Alleged infidelities by golf champion Tiger Woods led him to take a leave of absence from
golf, and he’s lost endorsements from Gillette and global consulting and technology firm
Accenture.
─ Illinois Governor Rod Blagojevich (see photo on p. 17) is facing federal corruption charges
after he was accused or trading President Barak Obama’s former Senate seat to the
highest bidder.
─ CEOs of large companies that accepted government bailouts had their salaries capped as
part of accepting the funds.
─ When he was hired to become the head football coach at Notre Dame, former Georgia
Tech coach George O’Leary lied about receiving a master’s degree from New York
University and about having played football at the University of New Hampshire. When
the information surfaced, he was fired after serving in the position for five days.
─ False statements concerning his involvement with Monica Lewinsky lowered public
confidence in former President Bill Clinton and lead to legal charges of perjury.
─ Use of banned drugs by Olympic contenders caused several athletes to be disqualified or
stripped of their medals.
─ All-Star baseball shortstop Miguel Tejada was sentenced to one-year probation for lying to
Congress about the use of steroids by an ex-teammate.
─ Bill Gates and Microsoft underwent an extended legal battle with the Justice Department
to defend charges that the company had pursued illegal measures to establish a
monopoly in the computer software market.
Discuss the seven causes of unethical behavior in the workplace and each of the examples
provided. To increase relevance, encourage students to share incidents they have experienced or
those reported in the newspapers and magazine articles collected in Activity 5.
• Excessive emphasis on profits. Ask students to recount
other incidents in which ethics were sacrificed for
profit: For example, a steady decline in WorldCom’s
profits due to an overcapacity of land telephone lines
led management to alter the accounting records to
approximate the level of income expected by the Resource slide Resource slide Resource
financial community. slide Resource slide Resource slide
• Misplaced corporate loyalty. Lead students in a
discussion of the seductive quality of an unethical
Resource slide
environment and potential risks and remedies.
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12 Chapter 1 Establishing a Framework for Business Communication
• Obsession with personal advancement. Ask students the following question: When does
personal ambition become obsessive?
• Expectation of not getting caught. Many people think they will never get caught making illegal
copies of software, one of the most widespread “white collar” crimes in the world. The
Software Publishers Association reports, however, that more than 4,000 claims have been
settled against such offenders since 1990. Ask students why “fuzz busters” were invented? Is
speeding wrong as long as no police are around?
• Unethical tone set by top management. This problem is deep-rooted in the corporate culture
of some organizations. Corporate culture is extremely difficult to change and can take years.
The time factor should, however, not be a deterrent to efforts to bring about an ethical work
environment. Assign Activity 6 that requires students to read an article related to
management responsibility for ethics.
• Uncertainty about whether an action is wrong. Refer to the disputed 2000 presidential
election to illustrate the various interpretations of legal and ethical vote counting issues.
• Unwillingness to take an ethical stand. Lead a discussion about whistle-blowing and the
consequences that result. The following article profiles four whistleblowers who made history
in 2003: The whistle-blowers. (2003, January 13), Business Week, 90.
Assign Case 1: Ethics Put to the Test, where students must consider how they would choose when
confronted with an ethical dilemma. The case outlines the situation faced by WorldCom Vice
President of Internal Audit Cynthia Cooper when she aided in the audited that ousted CEO Bernie
Ebbers.
• Continue your discussion of analyzing ethical dilemmas by walking students through the
framework on the resource slide by relating it to an ethical issue that has been in the
news—e.g., Martha Stewart allegedly selling her ImClone stock early on a tip from a friend at
the company about a drug being rejected.
You may also refer to two theories discussed on the companion website:
• Utilitarian Theory. One ought to do what provides the greatest balance of good over harm for
all parties involved.
• Ross Doctrine of Prima Facia Duties. Duties include not harming people, keeping promises,
showing gratitude, acting in a just way, and providing reparations to those who have been
harmed by one’s actions.
• Problems in Central America and the Caribbean have also brought a significant number of
immigrants to the United States.
• Ask students to complete Activity 7 to learn more about international students and the
barriers they face at your institution
• Euro Disney is a good example of what can go wrong when a company tries to create a new
venture in a foreign country without taking the context of the national culture into
consideration. Executives at Euro Disney presumed U.S. company policies would be equally as
successful at Euro Disney. Immediate problems occurred: Employees resisted Disney’s
disregard for national customs—the unpopular dress code prohibiting facial hair and limiting
make-up and jewelry and the no-alcohol-in-the-park policy (the French generally include wine
with most meals).
• When Walmart opened a Supercenter in Mexico City, thousands of local residents poured in to
see and buy the latest products from the United States. Managers decided to leave the English
labels on products when they discovered that Mexican customers actually preferred products
in “American” packaging to the ones with Spanish labels. For Mexicans, buying goods from the
United States is a mark of status.
• A similar phenomenon occurred in Moscow. When McDonald’s opened its first restaurant in
the former Soviet Union, Muscovites took home the styrofoam containers as souvenirs and
were willing to stand in line just to sample the food Americans take for granted here.
• Coca-Cola committed an offense similar to McDonald’s when they placed the flags of the 24
nations participating in the World Cup on their packaging. Among the flags was Saudi Arabia’s,
which includes sacred words from the Koran. Muslims were incensed, as they believe that holy
words should not be used as a sales device, much less on packaging destined for the trash.
7 Intergenerational Issues
• Show the visual as you discuss workplace demographics
by age.
• Ask students to think of words and phrases that have
different meanings for 20 year olds, 50 year olds, and
80 year olds.
• Lead a discussion of the challenges of a younger
manager supervising older workers. These challenges are
discussed in greater depth in a Strategic Forces feature Resource slide
in Chapter 3.
8 Gender Issues
Ask students why sexual harassment has become such an issue during the last decade. Focus on
the presence of greater numbers of women in the workplace, more openness as a society to
sexual discussion and behaviors, more media attention to the issue, and large monetary
settlements in publicized cases. Ask students how attention to sexual harassment issues has
affected communication in the workplace.
Resource slide
Read about how instant messaging can be an advantage and a disadvantage at work
Have students visit the companion website to read the articles and lead a class discussion focusing
on the features and uses of IM, and the advantages and disadvantages listed below.
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Chapter 1 Establishing a Framework for Business Communication 19
Resource slide
• Discuss the concept of synergy and 1+1=3 as your project the visual (left). Focus on how the
whole can be greater than the sum of the parts due to the fact that complementary skills of
team members result in greater results. Furthermore, creativity is fostered through the
exchange of ideas and building on each other’s ideas.
• Discuss communication patterns for successful teams. Remind students that trust-building
occurs each time team members share information about themselves with other team
members. Discuss the need for openness among team members and the concept of shared
leaderships, where different team members lead at different times, depending on the specific
task being accomplished.
• Assign Application 5, which requires students to take a team player quiz assessing their team
orientation and how it may affect career success.
Lecture slide
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Chapter 1 Establishing a Framework for Business Communication 21
Some students may feel comfortable with technology and teams because of their educational
settings/experiences. Others may have had a personal experience with an ethical issue that they
can share. Discuss with students, especially international or non-traditional students their
experiences with diversity.
Summary
• Lead students in a discussion of the communication issues of a present-day businessperson
and those of a businessperson of 25 years ago. Reflect changes in legal/ethical issues,
diversity, technology, and team environment. What issues would be consistent for the two
groups? What issues would be different?
• Assign selected activities and cases at the end of the chapter.
Chapter Review
1 What are the three purposes for which people communicate? What percentage of a manager’s
time is spent communicating? Give examples of the types of communication that managers use.
(Obj. 1)
The three purposes of communication are to inform, to persuade, and to entertain. Managers
spend approximately 60 to 80 percent of their time involved in some form of communication,
including attending meetings, writing reports, presenting information to groups, explaining and
clarifying procedures and work assignments, evaluating and counseling employees, and
promoting company products, services, and image. Communication activities in which managers
are typically engaged include attending meetings and writing reports related to strategic plans
and company policy; presenting information to large and small groups; explaining and clarifying
management procedures and work assignments; coordinating the work of various employees,
departments, and other work groups; evaluating and counseling employees; and promoting the
company’s products/services and image.
2 Describe the five stages in the communication process using the following terms: (a) sender, (b)
encode, (c) channel, (d) receiver, (e) decode, (f) feedback, and (g) interferences or barriers. (Obj. 2)
The five stages of the communication model follow.
a. The sender encodes a message.
b. The sender selects an appropriate channel and transmits the message.
c. The receiver decodes the message.
d. The receiver encodes the message (feedback) to clarify any part of the message not
understood. Sender and receiver give feedback until the message is understood.
e. The sender and receiver remove or minimize interferences that hinder the communication
process.
3 What is the difference between intrapersonal and interpersonal communication? (Obj. 3)
Intrapersonal is the communication that occurs within a person as the person processes
information; interpersonal communication occurs between or among people.
4 How is the formal flow of communication different from the informal flow of communication?
(Obj. 4)
The formal flow follows obvious organizational lines. The informal flow is sometimes referred to
as the grapevine because it does not follow predictable lines of flow.
5 What are some common causes of unethical behavior in the workplace? (Obj. 4)
The common causes of unethical behavior in the workplace are (a) excessive emphasis on profits,
(b) misplaced corporate loyalty, (c) obsession with personal advancement, (d) expectation of not
getting caught, (e) unethical tone set by top management, (f) uncertainty about whether an
action is wrong, and (g) unwillingness to take an ethical stand.
6 Describe several intercultural communication barriers and how they might be overcome. (Obj. 4)
Intercultural barriers include stereotypes, differences in the interpretation of time, differing
personal space requirements, body language, translation limitations, and lack of language
training. Strategies for overcoming these barriers include learning about the other person’s
culture, having patience with yourself and the other person, and getting help in the form of
resources when needed.
7 Describe several ways that communication technology can assist individuals and organizations.
(Obj. 4)
Communication technology can assist individuals and organizations in collecting and analyzing
data, shaping messages to be clearer and more effective, and communicating quickly and
efficiently over long distances.
8 What legal and ethical concerns are raised over the use of technology? (Obj. 4)
Concerns raised over the use of technology include information ownership issues, access to
information issues, and threats to privacy.
9 How does communication in work teams differ from that of traditional organizations? (Obj. 4)
Communication in work teams differs from that in traditional organizations in that ommunication
patterns are different; trust is a primary factor; open meetings are the norm; shared leadership
exists; and listening, problem solving, conflict resolution, and negotiation are important factors.
10 Why has communication been identified as perhaps the single most important aspect of team work?
(Obj. 4)
Communication has been identified as perhaps the most important aspect of team work because
open lines of communication are essential to increasing interaction between employees and
management as well as horizontally among team members, with other teams, and with
supervisors.
Digging Deeper
1 What aspect of cultural diversity do you feel will impact you most in your career: international,
intercultural, intergenerational, or gender? Explain your answer, including how you plan to deal
with the challenge.
Answers will vary, but student responses should focus on one of the three listed here, using
concepts from the chapter to defend their answers. For example, if intergenerational issues arise,
students could talk with relatives of the same generation as co-workers to obtain suggestions
about how to communicate more effectively.
2 Lack of Internet access is causing some nations to be classified as information “have-nots.”
What international communication problems could result?
For businesses with offices around the globe, a lack of Internet access at some sites could mean
delays in receiving corporation information, deficiencies in access to information for research, and
difficulties in communicating with colleagues at other sites. From a political perspective, a lack of
Internet access would detract from the amount of international information available to citizens
of a nation.
3 Considering the four strategic forces discussed, how is business communication today different
from that of 30 years ago? In what ways is it easier? In what ways is it more difficult?
More communication is conducted through electronic channels than 30 years ago, which makes some
communication easier. But changing technology presents a new set of issues, including privacy,
ownership and copyright, and access. A more diverse workforce has provided corporations with
additional viewpoints that can reach a more diverse audience, but this diversity has raised issues in
communicating across cultural differences. Team environments have made the workforce more
productive by providing a channel for communicating with supervisors more directly and on a more
personal level.
Activities
Teaching Suggestions and Possible Solutions
Applications
Teaching Suggestions and Possible Solutions
2. Each student should identify those products that seem most appropriate to his or her chosen
career field and explain their importance.
3. All four strategic forces could be impacted by technology discussed in the article:
Technology: The technological advances discussed will severely test workers’ ability to
maintain personal touch for workplace communication. The pervasiveness of technology will
make one’s communication skills more distributed and public.
Diversity: The new $100 computer with Internet access discussed would impact the
workforce in developing nation by providing more opportunities for diversity in the
workplace.
Teams: With easier and more convenient communication devices, work teams can
collaborate more easily and more often.
Advantages Disadvantages
Collaboration Potential non-work use/losses to productivity
Stress relief which can increase productivity Issues with security and bandwidth
Staff recruitment and marketing tool
Connection with the CEO
7 Understanding Diversity Issues (Obj. 4) Web enrichment content available at companion website
In completing this application, students will interact firsthand with a person of a cultural
background different from their own. The translation issue will raise awareness of the
communication challenges faced in global business activity.
READ THINK WRITE SPEAK COLLABORATE
Cases
Teaching Suggestions and Possible Solutions
2 Video Case: The Office: Office Humor and Layoffs: A Bad Combination
Students should view the video segment and complete the following activities:
1. In small groups, discuss how the communication process between David and Malcolm breaks
down. Where do the barriers begin and how could these barriers have been avoided?
The breakdown begins with David’s devil-may-care attitude about hirings and his “by the way”
manner as he encodes the message. Malcolm continues the breakdown, decoding the message
related to Alex’s firing, and Malcolm encodes his feedback in response. Ethical communication
practices also would indicate that this conversation should have been conducted in a private
setting to avoid distractions and communicate respect for each other and the situation.
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28 Chapter 1 Establishing a Framework for Business Communication
3. What are some possible differences between an effective company diversity program and a
company's public relations efforts about diversity?
A company’s public relations efforts can create messages that the company is committed to
diversity. These can be distributed through different channels depending on the message and
the intended audience. An effective company diversity program requires the support of
management and encompasses many aspects of diversity, such as problem-solving,
development, production, marketing, and sales. An effective diversity program capitalizes on
the strengths of the diverse groups within the company in order to reach the most diverse
market possible.
4. Why would more than 60 companies write to the Supreme Court supporting the right for a
university to consider race as a factor for admission? How do you think that businesses will
benefit from minority college graduates in the long run?
The companies that wrote to the Supreme Court in support of race as a factor for admission to
a university believe that U.S. companies need diverse leadership. They understand that they
depend heavily on U.S. universities to educate quality students who are prepared to move into
leadership positions in companies. When there is a lack of diverse graduates who are highly
educated, the effect is felt in the corporate community, especially in the areas of
compensation and promotions. In the long run, both businesses and minority college graduates
will benefit from diversity at the university level.
React
Use this article to encourage discussion among students on the specific ways that universities
contribute to diversity in companies. Have students share examples of minorities who are college
graduates and are making a contribution to diversity in their workplace. Would they be able to
perform their jobs without a college degree? How might their unique perspective enhance diversity
in their workplace?
Discuss the positive and negative aspects of considering race as a factor for admission to a
university. Research articles for information on the acceptance rate statistics for minority applicants
at universities. How does it compare with ten years ago? Compare these statistics with research
data on the percentage of minorities who are managers in companies today. Are there any
correlations? Does the research show that more minority college graduates are in management
positions in the workplace?
4 Holistic Assessent Case: Can the United States Succeed Without Rewarding Rugged Individuality?
1. How would you respond to those with concerns about loss of individual incentive? Argue for
or against the increased emphasis on team reward, using either personal examples or
examples from business.
Arguments in favor of increased emphasis on team reward include: (a) team reward encourages
synergistic results that surpass what solo individuals can achieve; (b) team reward encourages
cooperation rather than competition. Arguments against emphasis on team reward include: (a)
contribution of team members is never completely equal, so reward should be to the individual; and
(b) mediocrity results from team reward, since individuals are not challenged to rise above the norm.
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30 Chapter 1 Establishing a Framework for Business Communication
2. Structure a reward system that recognizes both individual and team performance. You may
use an organization of your choice to illustrate.
A possible reward system would include the following elements for each team member: a
percentage of merit based on team performance, a percentage from team member appraisals,
and a percentage from the supervisor.
3. Select a specific corporation or nation that has implemented the team model. Describe the
transition away from a hierarchical structure and the consequences that have resulted from
the shift, both positive and negative.
Organizations selected will vary. Focus on how well the student described the transition from
hierarchical structure to teams and positive and negative consequences that resulted. If you are
following the sequence of chapters in the text, students will not yet have been exposed to
concepts related to message impact, such as adaptation and strategy. Consequently, evaluation
of this assignment should not focus heavily on such factors.
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