Business communication rentz lentz pdf

Business Writing

how the Question with numerical preceding the question i.e. 1. Question
· Answer the Question: demonstrate clear, concise, and confident answers. Answers found in text.
· Examples for Each Question: detailed specific examples for each question. Examples can be found within:
o Text
o Work experience
o Fictional story
o Video (YouTube) tell the reader where in the video to start and end. Give reader brief description to what the reader is looking for.
o Article (scholarly or non-scholarly) tell the reader where in the article to start and end. Give reader brief description to what the reader is looking for.
o Lecture, stories I share, information I provide in lecture can be used as examples.

Lesikar’s Business Communication C O N N E C T I N G I N A D I G I T A L W O R L D

T H I RT E E N T H E D I T I O N

Kathryn Rentz U N I V E R S I T Y O F C I N C I N N AT I

Paula Lentz U N I V E R S I T Y O F W I S C O N S I N – E A U C L A I R E

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LESIKAR’S BUSINESS COMMUNICATION: CONNECTING IN A DIGITAL WORLD, THIRTEENTH EDITION

Published by McGraw-Hill/Irwin, a business unit of Th e McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY, 10020. Copyright © 2014 by Th e McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Previous editions © 2011, 2008, and 2005. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of Th e McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

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Library of Congress Cataloging-in-Publication Data Rentz, Kathryn. Lesikar’s business communication : connecting in a digital world / Kathryn Rentz, UNIVERSITY OF CINCINNATI, Paula Lentz, UNIVERSITY OF WISCONSIN, EAU CLAIRE. — THIRTEENTH EDITION. pages cm Includes index. ISBN 978-0-07-340321-2 (alk. paper) — ISBN 0-07-340321-0 (alk. paper) 1. Commercial correspondence. 2. English language—Business English. 3. Business communication. I. Lentz, Paula. II. Title. HF5721.L37 2014 651.7—dc23 2012049183

Th e Internet addresses listed in the text were accurate at the time of publication. Th e inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at these sites.

www.mhhe.com

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Dr. Kathryn Rentz Dr. Kathryn Rentz is a Professor of English at the University of Cincinnati. She taught her fi rst business writing class as a doctoral student at the University of Illinois at Urbana-Champaign in the early 1980s and has been teaching workplace writing ever since. She helped establish the University of Cincinnati’s professional writing program and has served as its coordinator. She has also won the English Department’s teaching award, directed the department’s graduate program, and helped direct the composition program.

Dr. Rentz’s affi liation with the Association for Business Communication goes back to her beginnings as a business writing teacher. She has performed many roles for the ABC, including serving on the board of directors and chairing the publications board. She served two terms as an Associate Editor of the Journal of Business Communication and was Interim Editor from 2000–2001, for which she won the Francis W. Weeks Award of Merit. In 2008 she won the ABC’s Meada Gibbs

Outstanding Teacher Award. In 2011 she was elected Second Vice President for the association, and she will serve as its president in 2013–2014.

Dr. Rentz has published articles on business communication pedagogy and research in such journals as Business Communication Quarterly, the Journal of Business Communication, Technical Communication Quarterly, and the Journal of Business and Technical Communication . She has participated in many professional meetings and seminars over the years and is always learning from her colleagues and her students.

Dr. Paula Lentz Dr. Paula Lentz is an Assistant Professor and Academic Program Director in the Department of Business Communication at the University of Wisconsin–Eau Claire. She teaches Business Writing, Business Writing II, and Advanced Business Writing. She is also a developer and coordinator of the department’s Business Writing Fun- damentals Program, which ensures that students have basic writing skills essential for success in their fi rst business writing course. In addition, she chaired the College of Business’s Writing Task Force, which developed a college-wide policy for assess- ing students’ writing skills as part of their grade on any writing assignment in any business class.

Dr. Lentz is particularly interested in qualitative research that explores narratives and organizational cultures, genre theory, and writing pedagogy in online environments. She has published in such journals as Academy of Educational Leadership Journal, Wisconsin Business Education Association Journal, Equal

Opportunities International, and Qualitative Research in Organizations and Management. She has also presented her research at several national and regional conferences, including those of the Association for Business Communication and the Academy of Management.

Prior to becoming a full-time academic, she worked as a technical writer and publications editor. She continues to do freelance editing and provides consulting and writing services for several organizations. She received a BA from Coe College, an MA from UW–Eau Claire, and a PhD in Rhetoric and Scientifi c and Technical Communication from the University of Minnesota.

A B O U T T H E A U T H O R S

iii

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A Debt of Gratitude Our deepest respect and appreciation go to Ray Lesikar , who wrote the fi rst edition of this book over 35 years ago and led it through 10 revisions. From the beginning, Ray emphasized currency and realism, adaptation to the reader, and straightforward, courteous, correct use of language. A particular strength of his was persuasive writing, to which he brought considerable professional experience. He was a beloved teacher as well as a busy consultant and prolifi c author, and it is fair to say that, in these roles and as a leader in the Association for Business Communication, he exerted as strong an infl uence on business communication as anyone else in the fi eld before or since.

In 1991 Ray invited an accomplished business communication and information systems professor at San Diego State University to join him as a coauthor. Th us, with the 6th edition, Marie Flatley came on board. Besides doing much of the revision work, Marie added a chapter on communication-related technologies and integrated technology throughout the book. Ever since then, technological currency has been a defi ning trait of Business Communication . An expert on information systems, Marie also put her special stamp on the graphics and research chapters, and she made Lesikar’s book one of the fi rst to provide PowerPoint slides, Web-based material, and online activities. Th ough she has retired from teaching and has offi cially stepped down as an author for this book, she continues to off er her expertise in other venues.

Ray and Marie made a great team, and they set positive examples for us in ways that are too numerous to list. We’re enormously grateful to them and honored to carry on their work.

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P R E F A C E

v

A lot has changed in the three years since the 12th edi- tion of Lesikar’s Business Communication: Connecting in a Digital World was published. Twitter and tablets have now become key players on the technology scene, along with Facebook, email marketing, smartphones, and cloud applications. Th e economies of the United States and many other countries have settled into a recession, creating a tougher job market and chang- ing business and consumer needs. Th e presence of Gen Yers in the workplace has increased, while Baby Boomers are prolonging their retirement. Th e bound- aries between cultures and countries have become more permeable, making the business world “fl atter” and workplaces more diverse. And there’s more in- formation overload, making incisive analysis, lucid presentation of data, and development of targeted per- suasive strategies more critical. Th ese changes have necessitated major revisions to the book. Yet its focus on fundamentals remains. Being able to assess a communication situation and audience, determine an appropriate strategy for meeting a busi- ness goal, and use words and visuals skillfully is the foundation for all the other skills. Th e balance between currency and timelessness—a distinguishing trait of this book throughout its 12 previous editions—is one we’ve worked hard to maintain.

THIS BOOK’S APPROACH AND FEATURES Each business communication textbook brings a some- what unique perspective to the subject. Th is section describes our approach.

Th e Nature of Business Communication Our primary assumption about business communica- tion is that it is a problem-solving activity . Lesikar’s was the fi rst book to take this approach, and it is still the only book with this approach at its core. From the fi rst page to the last, this book makes clear that successful business communication requires analysis, judgment, imagination, and eff ort. Rules of thumb and common patterns are helpful, but preparing an eff ective docu- ment or presentation takes a lot of planning and revi- sion. Students need to be told up front that business communication is not that easy . . . but undertaken with creativity, intelligence, and diligence, it can be ex- tremely rewarding and even fun.

Toward this end, this book includes the most problem-solving cases, by far, of any book on the market—over 150 of them. Th ese realistic scenarios make students consider specifi c contextual factors as they shape their messages, proposals, and reports. In addition, the cases acquaint students with goals they’re likely to encounter on the job, from resolving ethical issues, solving management problems, and craft ing company policies to reporting information, selling a product or idea, and managing customer relations. Th e realistic practice that these cases provide is the key payoff of this book’s approach.

Technology To plan and communicate well, students must know what kinds of communication technologies are avail- able, how their usage diff ers, and how to use them re- sponsibly. Th e medium carries its own message, and what medium one uses aff ects one’s communication choices. Plus, familiarity with a wide range of tools enables one to write better, work more effi ciently, and produce more professional-looking products. With- out overwhelming the students with technical details, we’ve incorporated dozens of useful communication- related technologies into this book, in every chapter and on almost every topic. Students must also understand that technology changes. At the foundation of good communication is the ability to do research, to think, to understand other people, to organize one’s thoughts logically and tactically, and to use well-chosen verbal and visual elements. We keep our primary emphasis on these skills.

Today’s Students Th ese days, students have a lower tolerance than ever for longwindedness, outdatedness, and irrel- evance. We believe that they have a right to expect their business communication book to practice what it preaches. Many of our edits were thus intended to make this edition more reader focused, effi cient, en- gaging, and real. On the other hand, today’s students tend to want clear-cut, quick answers to every question, and this is an unrealistic expectation to bring to business commu- nication. Th ey need to understand what an uncertain enterprise communication is and to be encouraged to solve problems with their own resourceful thinking. Odd as it may sound, they also need to be en- couraged to expand their technological literacy. Re- search shows that students are expert at using a few

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vi Preface

applications (e.g., phone apps, email clients, Facebook, and Twitter) but unaware of many other applications useful in business. Further, students tend to be familiar only with such basic soft ware features as “open,” “save,” “copy,” “paste,” “print,” and “save.” Th us, most students can even use some instruction on Word, PowerPoint, and Excel. Research shows as well that increased use of digi- tal written communication has reduced students’ skill with other media (e.g., body language and facial ex- pressions, oral communication). Businesses need em- ployees who can interview others, conduct an eff ective phone conference, and fi nd information. Many of the exercises and cases in this book require students to practice these skills. Another fact we’ve kept in mind is that business communication students’ needs and interests can vary greatly, even within the same class. Some students will want to work for major corporations, while others plan to work for small businesses, start their own, or seek work in the nonprofi t sector. Some have modest career goals, while others want the fast track to the executive suite. Some will bring strong skills and experience to their coursework, while others will need extra atten- tion to the basics. A comprehensive business commu- nication textbook should accommodate a wide range of student abilities and goals. Th is understanding of our students informs the text of the book as well as these special features:

• Learning Objectives at the start, at the end, and throughout each chapter that make the main goals of the chapter clear.

• Introductory Challenges (formerly “Introductory Situations”) that launch each chapter and each form of business communication with a business scenario to draw students quickly into the topic being discussed.

• Examples of good and bad solutions for the Intro- ductory Challenges.

• Full-page Case Illustrations (real business messages, proposals, and reports), with margin notes, to show how to apply the book’s advice.

• Outlines and checklists to help students grasp basic organizational patterns and editing guidelines.

• Communication Matters boxes that provide expert commentary, interesting facts, and helpful tips.

• Technology in Brief boxes illustrating numerous tools and techniques for making the most of tech- nological aids to business communication.

• Chapter summaries that distill each chapter’s con- tents into key points.

• Critical Th inking Questions , Skills Building Exer- cises , and Problem-Solving Cases at the end of the

chapters to promote comprehension, retention, and skillful use of concepts.

• An Online Learning Center (OLC) that provides online quizzing, PowerPoint slides, video cases, and Bizcom Tools & Tips, a collection of business com- munication Web resources.

• A QR code at the end of every chapter that takes students directly to the book’s online resources.

TODAY’S TEACHERS Business communication teachers face a daunting task: teaching a complex set of concepts and skills in an en- vironment of shrinking resources, increasing class size, and sometimes insuffi cient support from department administrators. Perhaps the main challenge of the job is that the workload tends to encourage an emphasis on surface features (e.g., correctness and formatting), while eff ective business communication depends as well on higher-order skills (e.g. critical thinking, adap- tation to the audience, and editing one’s work). How to do it all—and do it well? In working to make this edition appealing to students, we hope we’ve helped with a major part of the battle. Th e student features listed above also give teachers many excellent talking points and many resources for creating engaging activities and assignments. In addition, we include the following help for instructors:

• Annotated PowerPoint slides for each chapter that include summaries, examples, and interactive slides.

• A downloadable Instructor’s Resource Manual , which includes sample syllabi and rubrics, sample lectures and classroom activities keyed to the PowerPoint slides, answers to end-of-chapter Critical Th inking Questions and Skills Building Exercises, and sample solutions to selected Problem-Solving Cases.

• Appendices on formatting, grading symbols, and documentation of sources.

• A detailed chapter on correctness , ending with a diagnostic test for students (with the answers pro- vided in Appendix A).

• A downloadable Test Bank for each chapter, along with a computerized test generator for building custom tests.

• An Online Learning Center (OLC) that includes resources for every chapter along with video cases and an extensive collection of business communi- cation Web resources, Bizcom Tools & Tips.

• A link to Bcomm Teacher Xchange (bcommteacher- xchange.wordpress.com), our blog for business

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Preface vii

communication instructors. As of the end of 2012, we’d posted almost 100 articles, and we post a new one every other week. You can easily keep track of the latest news, tips, and resources in business communication by using the RSS feed or an email subscription.

ORGANIZATION OF THE BOOK Like the 12 editions before it, this book moves from the more foundational topics to the more specialized ones. The chapters certainly do not have to be taught in the sequence in which they’re presented (in fact, a few instructors we know swear by starting with the job-search chapter), but the building-blocks ap- proach represented by this plan tends to work well. Part I introduces students to the world of business communication. Chapter 1 describes the important role that communication plays in the workplace, cur- rent challenges for business communicators, main cat- egories of business communication, and the business communication process. Chapter 2, picking up on a major trend discussed in the previous chapter, dis- cusses the special challenges posed by cross-cultural communication. Part II reviews the basic techniques of clear, cor- rect, reader-adapted writing. Chapter 3 helps students choose the best wording for their readers, while Chap- ter 4 focuses on writing eff ective sentences and para- graphs. Chapter 5 ends this section with advice on managing tone and emphasis. Part III opens with a chapter on the writing pro- cess, the importance of readable formatting, and special considerations for each major medium of business writing, including social media. This sec- tion then provides patterns and advice for preparing the most common message types: good-news and neutral messages, bad-news messages, persuasive messages and proposals, and messages related to the job search. These chapters also discuss the choice of direct or indirect structure for the different types of messages. Part IV concentrates on report writing, begin- ning with such basics as determining the problem and purpose, gathering and analyzing data, creating a logical structure, writing and formatting the con- tents, and preparing reports collaboratively. It then discusses four types of short reports and the long, formal report; business research methods, including Internet research; and the use of visuals to enhance reader comprehension. Part V turns to oral communication, with a chapter on interpersonal communication and meetings and a chapter on oral reports and presentations. Th e topics range from the basics of speaking and listening to the

eff ective use of diff erent media, including presentation soft ware and Web-conferencing tools. Part VI provides two chapters—one on writing- related technologies and one on correctness—that can assist students with almost all the other chapters in the book. Appendices also provide grading checklists, addi- tional guidelines for formatting written documents, and advice and models for documenting sources.

WHAT’S NEW IN THE 13TH EDITION Th is edition of Lesikar’s Business Communication main- tains the book’s focus on the fundamentals of successful business communication while adapting to the current business and academic environments and incorporat- ing the advice of our helpful reviewers. Perhaps the most noticeable changes are that

• Th e cross-cultural communication and research chapters have been moved to earlier locations in the book to better refl ect their importance.

• Th e chapters on good-news and neutral, bad-news, and persuasive messages and proposals no longer have the words “Directness” and “Indirectness” in their titles. Th ese chapters still recommend the more common pattern of organization for each message type, but the change is meant to allow students more latitude in choosing the pattern that best suits the situation.

• Th e writing style is better adapted to today’s stu- dents. It is less stuff y, more effi cient, and easier to comprehend.

• Just as technology now plays a role in every facet of business, it is everywhere in this book—in the text, in the boxed material, in the examples, in the exercises and cases, and in the visual material. Eff ective use of communication technologies, which has been a special focus of Lesikar’s since the 6th edition, has acquired even greater prominence in this edition.

• A QR code at the end of each chapter now makes it easy for students to visit the book’s website, where they’ll fi nd many more resources.

• Th ree new executives are featured in the book’s six Part Openers: Stuart Crabb, head of learning and development at Facebook; Lynn Marmer, chief communications offi cer for Kroger Company; and Caroline Molina-Ray, Executive Director of Research and Publications at Apollo Research Institute. As with each previous new edition, the references,

examples, visuals, and exercises have been updated in

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every chapter. In addition, each chapter has undergone signifi cant revision, as follows:

Chapter 1: Understanding Workplace Communication • Now opens with an Introductory Challenge (a hy-

pothetical workplace scenario) to generate student interest in the chapter contents.

• Provides the latest statistics on the importance of communication skills in the workplace.

• Updates the “Current Challenges for Business Com- municators” section with research on workplace trends from the experts at the Institute for the Future, Apollo Research Institute, and the Aspen Institute.

• Incorporates new media and genres into the discussion of types of workplace communication. Chapter 2: Communicating Across Cultures

• Now follows Chapter 1 to refl ect the increasing importance of communicating well with those in or from other countries and cultures.

• Includes Hofstede’s “power distance” factor in the discussion of diff erent cultures’ attitudes toward social hierarchy.

• Includes research on the cultural infl uences on online communication.

• Updates the page of additional resources on cross- cultural communication. Chapter 3: Adapting Your Words to Your Readers

• Updates the Introductory Challenge as well as the boxed material on annoying business clichés, in- tergenerational communication, and grammar and style checkers.

• Includes a reference to and defi nition of plain language . • Uses a more logical, less redundant structure and

sharper headings, making the chapter’s points clearer and more distinct. (For example, connota- tion and denotation, oft en-confused words, and id- ioms were all discussed in one section. Now they’ve been separated for better emphasis.)

• Expands and updates the discussion of language referring to those with disabilities. Chapter 4: Constructing Clear Sentences and Paragraphs

• Opens with an updated Introductory Challenge. • Trims the prefatory sections to get more quickly to

the chapter’s advice. • Adds Communication Matters boxes on limiting

the use of “there is/there are” and on avoiding the use of vague “this.”

• Includes clearer advice about using short sentences for emphasis and varying sentence structure (e.g., use of coordination and subordination) to manage emphasis.

• Expands the discussion of faulty parallelism.

Chapter 5: Writing for a Positive Eff ect • Makes a better case up front for paying attention to

the human relations dimension of business writing. • Shortens the discussion of “the old language of

business” since today’s students rarely use this lan- guage. Th ey do overuse clichés, so the section on this stylistic problem has been expanded.

• Renames the section previously labeled “Resisting the Tendency to Be Formal” to “Choosing the Right Level of Formality” and does a better job of help- ing students manage the writer–reader relationship through appropriate word choice.

• Renames the section “Tailoring Your Message to Your Reader,” which covered points already made in the chapter, to “Avoid Blaming the Reader” and discusses techniques for being tactful. Th is new section also includes a brief discussion of avoiding anger, replacing the unnecessarily long section on this topic.

• Adds a Technology in Brief box on “Courtesy in the Age of Mobile Devices” based on the latest advice from Emily Post’s Etiquette .

• Better incorporates the concluding section on managing emphasis by focusing on techniques that contribute to a positive eff ect. Chapter 6: Choosing the Best Process and Form

• Updates the audience analysis checklist to ad- dress what the audience knows; what the audi- ence needs to know; and what the audience needs to think, feel, do, or believe as a result of the communication.

• Provides current advice on letter writing, particularly on avoiding the use of greetings such as “to whom it may concern” and other outdated expressions.

• Revises the discussion of email to treat it as the established form of business communication it has become rather than as an emerging technology. Th e sections on email content and structure have also been deleted to make the discussion of email more parallel with that of letters and memos.

• Replaces outdated content on pros and cons of email with advice on current email practices in the workplace and on the role of email in the context of newer communication technologies such as texting and instant messaging.

• Adds a Communication Matters box on the top 10 email mistakes.

• Updates the information on text and instant mes- saging and social media communication as forms of business messages.

• Adds the content from Chapter 17 regarding print versus online documents, updates this content to refl ect the primary diff erences between the two

viii Preface

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types, and off ers current advice for writing Web content. Chapter 7: Getting to the Point in Good-News and Neutral Messages

• Shift s the title’s focus from directness (an organiza- tional strategy) to the categories of messages being discussed (good-news and neutral).

• Incorporates a running narrative about routine communication at a hypothetical company, White Label Industries, throughout the chapter’s Introduc- tory Challenges. Th is enables instructors to discuss various communication tasks within a single com- pany and provides a consistent scenario for address- ing audience, context, and communication goals.

• Updates the good and bad examples to match the new Introductory Challenge scenarios.

• Clarifi es the discussion on how to begin a message directly.

• Updates the Case Illustrations. • Includes a section on direct claims, previously in

the chapter on negative messages, with the ratio- nale that routine claims require an approach more like that of neutral messages than that of bad-news messages.

• Adds a Communication Matters box about a company that is doing away with email as a com- munication channel. Th is presents an excellent dis- cussion point for instructors.

• Includes 52 revised or new Problem-Solving Cases. Chapter 8: Maintaining Goodwill in Bad-News Messages

• Shift s the title’s focus on indirectness (an organiza- tional strategy) to a focus on the category of mes- sages being discussed (bad-news).

• Cites current research on when to use the direct versus the indirect approach for communicating bad news.

• Addresses the use of apologies in bad-news messages.

• Continues the White Label Industries narrative from Chapter 7 in some of the Introductory Challenges for bad-news messages, which lets instructors continue the simulation in a diff erent rhetorical context.

• Incorporates additional new Introductory Chal- lenges throughout the chapter, with new good and bad sample solutions.

• Adds three new Case Illustrations of bad-news mes- sages written in the indirect approach: a refused re- quest to an external audience, a refused request to an internal audience, and a negative announcement.

• Omits the discussion of direct claims (moved to Chapter 7), keeping the focus in this chapter on preparing claims for an unreceptive audience.

• Adds a Technology in Brief box on using Quick Parts for messages that are sent frequently or routinely.

• Includes 36 revised or new Problem-Solving Cases. Chapter 9: Making Your Case with Persuasive Mes- sages and Proposals

• Includes “Proposals” in the chapter title to better signal where this topic is covered.

• Updates the “Sales Messages” section with a new Introductory Challenge and new bad and good ways to handle it, new Case Illustrations, and ref- erences to the newer sales media (e.g., Facebook pages and Twitter messages).

• Adds a new section, “Enhancing Your Message with Visuals,” to highlight the importance of planning compelling visual components for sales messages.

• Adds a Communication Matters box on Web re- sources for proposal writing.

• Ends with 35 revised or new Problem-Solving Cases for sales and proposal writing. Chapter 10: Conducting a Winning Job Campaign

• Cites current research on the value employers place on internships.

• Adds a Technology in Brief box on tips for creating an eff ective LinkedIn profi le.

• Includes comments in various parts of the chapter on how employers and job seekers use social net- working sites in the hiring or job-search process.

• Distinguishes between features of print résumés and electronic résumés.

• Clarifi es the discussion of the various types of elec- tronic résumés (e.g., email, scannable, Web-based).

• Provides an extended discussion of best practices for creating electronic résumés.

• Clarifi es when to include references with a résumé. • Adds a Communication Matters box reporting a study

on how much time employers spend reviewing résu- més before deciding whether a candidate is a good fi t.

• Updates the Case Illustrations for the résumé and cover letter examples.

• Adds a Communication Matters box on the 10 toughest interview questions.

• Adds a Communication Matters box emphasizing the importance of thank-you notes. Chapter 11: Preparing Informative and Infl uential Business Reports

• Clarifi es the discussion of problem statements by using “problem statement” to mean a description of the situation requiring a solution and “purpose statement” to mean the stated goal of the research conducted to fi nd that solution.

Preface ix

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• Adds basic guidelines for conducting research as preparation for Chapter 13 (“Conducting Research for Decision Makers”).

• Includes a new Technology in Brief box on report- writing soft ware.

• Reduces the overly long section on writing head- ings but extends the discussion of making them parallel. Chapter 12: Choosing the Right Type of Report

• Updates the discussion of problem statements for reports to incorporate the distinction between “problem statement” and “purpose statement.”

• Updates and enhances the sample reports. • Adds a new sample progress report to show stu-

dents how to prepare one about a course project. • Removes audit reports since these are too special-

ized and oft en too routinized to be useful to most students.

• Ends with 35 revised or new Problem-Solving Cases and 152 additional report topics. Chapter 13: Conducting Research for Decision Makers

• Is now grouped with the report-writing chapters to signal the importance of research to report writing.

• Opens with a new motivational section, “Why Research Matters,” followed by an overview of the main categories of research.

• Gets quickly to resources that students and professionals are likely to use—e.g., the Internet and other Web resources—rather than getting bogged down right away in a list of reference materials.

• Includes a new section on conducting research with social networking tools—Facebook, Twitter, LinkedIn, wikis, blogs, and listservs—and social bookmarking tools.

• Explains what a database (e.g., ABI/Inform) is and how to search it.

• Streamlines the discussion of reference materials by putting these resources into a descriptive table and updates the page-long List of Resources by Research Question.

• Includes more thorough, concrete advice on designing surveys.

• Expands the discussion of ethical guidelines for conducting research. Chapter 14: Using Visuals to Make Your Point

• Changes “graphics” to “visuals” throughout to bet- ter refl ect that business communicators have more options than just those that graph raw data.

• Adds a new Introductory Challenge. • Adds a Communication Matters box on infographics.

• Incorporates many new visuals to illustrate common types of visuals used in business communication.

• Adds a Communication Matters box on avoiding chartjunk. Chapter 15: Communicating Eff ectively in Meetings and Conversations

• Incorporates a new Introductory Challenge. • Adds a Communication Matters box providing spe-

cifi c exercises and tips for improving voice quality. • Adds a Communication Matters box on negotia-

tion as an interpersonal skill. • Includes a Technology in Brief box encouraging

students to become familiar with online meeting tools such as Skype and to try using these tools for their group meetings.

• Updates the discussion of phone etiquette and or- ganizes the information clearly into categories of initiating calls, answering calls directly, and screen- ing calls for others.

• Deletes the discussion on using speech-recognition soft ware for creating messages and reports. Some of the information is relocated to Chapter 17, “Lever- aging Technology for Better Writing.”

• Updates the Communication Matters box on using a professional handshake.

• Adds information regarding current research on the relationship between the technology use of “digital natives’” (Gen Xers and Gen Yers) and the potential underdevelopment of their nonverbal communication skills. Chapter 16: Delivering Oral Reports and Business Speeches

• Enhances and clarifi es the section on oral reports. • Replaces “Making Formal Speeches” with “Giving

Speeches and Presentations” to reduce the empha- sis on speeches and increase the emphasis on the more common types of talks.

• Adds advice on choosing the best medium/media for the presentation.

• Adds sections on planning for interaction with the audience and choosing the means of audience feed- back (e.g., Q&A, Twitter).

• Adds a Communication Matters box on TED talks. • Gives better advice about planning and using visu-

als to support a talk. • Relabels the section “Use of PowerPoint” as “Use

of Presentation Soft ware” and presents guidelines for using any presentation tool (e.g., Prezi, Google Docs, SlideRocket).

• Adds a section on using handouts to support a talk.

x Preface

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• Recasts the fi nal section on virtual presentations as “Delivering Web-Based Presentations” and moves it up in the chapter to refl ect the increased popularity of webinars. Chapter 17: Leveraging Technology for Better Writing

• Focuses the chapter specifi cally on technologies that enhance writing ability rather than on general communication technologies since the latter are discussed throughout the text.

• Eliminates redundancies between this chapter and Chapter 13 (“Conducting Research for Decision Makers”) in terms of gathering information electronically.

• Distinguishes between, and discusses separately, the use of technology to organize a project and the use of technology to organize a document.

• Reorganizes content to fl ow more logically. For ex- ample, the discussion of speech-recognition soft ware is moved to the section on technologies for draft ing rather than on technologies for revising and editing.

• Updates terminology to refl ect current usage (e.g., “electronic calendar” rather than “personal information management tool”).

• Discusses RSS feeds and tablet or smartphone apps as information-gathering tools.

• Mentions multimedia tools, document design soft ware, and Web development soft ware as options for creating and presenting information.

• Omits the discussion of print versus electronic documents (moved to Chapter 6).

• Adds visuals of iPad apps to refl ect current technology used in business communication.

• Provides a Communication Matters box on knowing one’s audience before using texting abbreviations or other “text speak.” Chapter 18: Conveying Professionalism Th rough Correctness

• Includes 50 new practice sentences to build students’ skills in the use of pronoun case, pronoun–antecedent agreement, subject–verb agreement, punctuation, and the apostrophe.

• Provides additional guidelines on pronoun– antecedent agreement.

• Adds a Communication Matters box citing current news articles that discuss the relationship between an employee’s use of good grammar and success in the workplace. In addition, Appendix B (“Physical Presentation

of Letters, Memos, and Reports”) and Appendix E (“Documentation and the Bibliography”) have been updated to refl ect current practices and technologies for formatting documents and citing sources.

ACKNOWLEDGMENTS Many dedicated business communication instructors and business professionals have contributed to this book throughout its long history. We extend our sin- cere thanks to them for their ideas and inspiration. We are especially indebted to those who have served as reviewers for this and past editions. Th ey truly de- serve much of the credit for improvements in this book.

Reviewers of the 12th edition:

Melissa Bakeman, California State University— San Bernardino

Charles D. Baker, Kent State University

Donna M. Carlon, University of Central Oklahoma

Andrea Deacon, University of Wisconsin—Stout

James H. Donelan, University of California— Santa Barbara

John S. Donnellan, The University of Texas at Austin (retired)

Heather Duvall, University of Central Oklahoma

Daniel L. Emery, University of Oklahoma

Connie Golden, Lakeland Community College

Lawrence W. Hahn, San Diego Miramar College

Harold Hellwig, Idaho State University

Richard Lacy, California State University, Fresno

Nancy Kathryn LeGrand, Southeast Missouri State University

Faith McDonald, The Pennsylvania State University

Gregory H. Morin, University of Nebraska—Omaha

Lauren Paisley, Genesee Community College

Richard D. Parker, High Point University

Diana Reep, University of Akron

Patty Saliba, Belhaven University

Terry Sanders, Macon State College

Jean Anna Sellers, Fort Hays State University

Ida Short, Schoolcraft College

Cecil V. Tarrant III, Western Illinois University

Deborah Valentine, Emory University

Reviewers of previous editions:

Laura Alderson, University of Memphis

Carolyn Ashe, University of Houston—Downtown

Jean Baird, Bringham Young University—Idaho

James J. Balakier, University of South Dakota

Preface xi

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Lecia Barker, University of Colorado

Melissa Barth, Appalachian State University

Rathin Basu, Ferrum College

Jill M. Batson, Henderson State University

Linda Bell, Reading Area Community College

Kenneth R. Bellinder, National–Louis University

Sandra K. Christianson, National American University

Audrey Cohen, Kingsborough Community College

Brenda A. Cornelius, University of Arkansas Community College at Hope

Sara Cushing, Piedmont Technical College

Mary Beth Debs, University of Cincinnati

Linda Di Desidero, University of Maryland University College

Norma J. Dexter, Florida State University—Panama City

Gloria Diemer, Suffolk County Community College

Michael E. Durkee, Miramar Community College

Carolyn Embree, The University of Akron

Donna Everett, Morehead State University

Lu Ann Farrell, Clinton Community College

Dale Fike, Redlands Community College

Alicen Fiosi, Lamar University

Sheryl Fitzpatrick, Waldorf College

Fernando Ganivet, Florida International University

Sean J. Glassberg, Horry–Georgetown Technical College

Glenn Good, Front Range Community College

Katherine Gotthardt, National American University

Diana Green, Weber State University

Frances K. Griffi n, Oklahoma State University

Susan A. Heller, Reading Area Community College

Guillermo A. Hernandez, De Anza College

Deborah Holder, Piedmont Technical College

Robert Insley, University of North Texas

Jane Johansen, University of Southern Indiana

Jean Kapinsky, Northcentral Technical College

Jeanette A. Karjala, Winona State University

Brian Keliher, Grossmont College

Susan King, Union County College

Melinda Knight, University of Rochester

Marianna Larsen, Utah State University

Anita Leffel, The University of Texas at San Antonio

Nancy K. Legrand, Southeast Missouri State University

Jere Littlejohn, University of Mississippi

John La Lone, Tarleton State University—Central Texas

Jeanette S. Martin, University of Mississippi

Kenneth R. Mayer, Cleveland State University

Robert J. McMahon, National American University

Elizabeth Metzger, University of South Florida

Richard R. Meza, Columbia College of Missouri

Andrea Muldoon, University of Wisconsin—Stout

Rebecca Pope-Ruark, Elon University

R. Wayne Preslar, Methodist College

Zane Quible, Oklahoma State University

Windy Rachal, Nicholls State University

Pamela L. Ramey, Kent State University

Evette W. Richardson, Norfolk State University

Lillie A. Robinson, North Carolina AT&T University

Heidi Schultz, University of North Carolina—Chapel Hill

Janet Sebesy, Cuyahoga Community College

Mageya R. Sharp, Cerritos College

Stacey Short, Northern Illinois University

Julie Simon, Clarkson College

Karen J. Smith, Columbia Southern University

Lisa Gueldenzoph Snyder, North Carolina AT&T University

Eric Soares, California State University, East Bay

Jessica Stoudenmire, El Camino College

Sandy Thomas, Kansas City Kansas Community College

Traci Thompson, Kilgore College—Longview

David A. Victor, Eastern Michigan University

David Ward, University of Wisconsin—Madison

Gary T. Ward, Reedley College

Kelly Warren, Wayland Baptist University

Karen Schelter Williams, San Diego Mesa College

Laura Williams, Lipscomb University

Bennie J. Wilson, III, University of Texas at San Antonio

Robert Zackowski, Horry Georgetown Technical College

xii Preface

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Preface xiii

In addition, we would particularly like to thank Lora Arduser for her major contributions to the research chapter and Appendix E, Riley Dugan and Emily Elsner Twesme for the problem-solving cases they contributed, and Heather Smith for her excellent work on the PowerPoint slides and Instructor’s Manual. Finally, on our respective home fronts, we acknowledge the support of our loved ones. Kathy acknowledges the support of Dave, Caroline, and Michael Rentz; her sister, Rebecca Horn; and friends

in the English Department at the University of Cincinnati. Paula acknowledges her husband John, family members, friends, and colleagues in the College of Business at the University of Wisconsin–Eau Claire. Your support has made this book possible.

Kathryn Rentz Paula Lentz

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xiv Contents

LESIKAR’S BUSINESS COMMUNICATION (13th ed.), by Kathryn Rentz and Paula Lentz, brings the contemporary perspective of two experienced teachers to Ray Lesikar’s classic textbook. Following the standard set by the 6th edition, this book integrates current technologies and trends throughout while maintaining an emphasis on the fundamentals: careful analysis of the communication problem, development of an audience-focused solution, and clear, correct use of language and visuals. Combined with abundant realistic examples, exercises, and cases, this approach makes Lesikar’s one of the most pedagogically eff ective books in the fi eld.

A Quick Look

PART OPENERS The six sections of the book begin with part

openers featuring quotes from distinguished

business leaders in such well-known companies

as Facebook and Berkshire Hathaway. These

opening comments attest to the importance of

business communication skills in the real world.

LESIKKAAR’S B Paula Lentz, brings th

PART TWO

With a net worth of around $44 billion, War-

ren Buff ett is ranked by Forbes magazine as

the second-richest person in the world, after

Microsoft Cofounder and Chairman Bill

Gates. Buff ett made his fi rst stock purchase

at the age of 11 but sold before the stock

skyrocketed. Th is early lesson taught him to

study hard and carefully analyze potential in-

vestments. Th e result was the development

of one of the world’s largest holding compa-

nies, Berkshire Hathaway, Inc.

Although best known for his ability to

pick stocks, Buff ett was honored in 2006 by

the National Commission on Writing for

America’s Families, Schools, and Colleges for

writing Berkshire Hathaway’s annual report.

Buff ett writes, “One way or another, you have to project your ideas to other people.

Writing isn’t necessarily easy. . . . But you get better and better at it, and I encourage

everybody to do that.”

Warren E. Buffett, CEO of Berkshire Hathaway, Inc.

Fundamentals of Business Writing

3 Adapting Your Words to Your Readers

4 Constructing Clear Sentences and Paragraphs

5 Writing for a Positive Effect

As head of Learning & Development for

Facebook, Stuart Crabb knows what qualities

companies look for in a job candidate. He has

over 20 years’ experience helping companies

hire the right people, develop their talent,

and become more culturally diverse.

What does it take to succeed at Facebook?

According to Crabb, the answers are “criti-

cal thinking,” “problem solving,” “creativity,”

and “performance.” It also takes being “mo-

tivated,” “individually accountable,” and a

“good fi t” with the company culture.

Th ese happen to be key traits of successful

business communicators, too. Th ey under-

stand that communicating well takes analysis, judgment, and even ingenuity. It takes

being attuned to people and to each communication situation. And it takes not only

verbal skill but also technological and visual literacy.

Like business itself, business communication can be challenging. But the chal-

lenge can be fun, and solving communication problems can bring enormous rewards.

Th is book will help prepare you for an exciting future as both a businessperson and a

communicator.

Stuart Crabb, Head of Learning & Development for Facebook

PART ONE

Introduction

1 Understanding Workplace Communication

2 Communicating Across Cultures

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Contents xv

at the 13th Edition

GOOD AND BAD EXAMPLES Numerous good and bad examples of

various business documents—from

messages to memos to reports—are

featured throughout the text. These

writing samples allow students to

learn by example. For easy reference,

good examples are highlighted with a

green bulls-eye and bad examples are

denoted by a red missed target.

158 PART 3 Basic Patterns of Business Messages

• If appropriate, achieve a secondary goal (e.g., reselling or confi rming a mutual understanding).

• Close with a goodwill-building comment, adapted to the topic of the message.

Contrasting Acknowledgments Th e following two messages show bad and good ways to acknowledge Mr. Lee’s order. As you would expect, the good version follows the plan described in the preceding paragraphs.

Slow Route to a Favorable Message. Th e bad example begins indirectly, empha- sizing receipt of the order. Although intended to produce goodwill, the second sen- tence further delays what the reader wants most to hear. Moreover, the letter is written from the writer’s point of view (note the we-emphasis).

Dear Mr. Lee:

Your April 4 order for $1,743.30 worth of Protect-O paints and supplies has been received. We are pleased to have this nice order and hope that it marks the beginning of a long relationship. As you instructed, we will bill you for this amount. We are shipping the goods today by Blue Darter Motor Freight.

We look forward to your future orders.

Sincerely, This one delays the important news.

This direct message is better.

Dear Mr. Lee:

Your selection of Protect-O paints and supplies was shipped today by Blue Darter Freight and should reach you by Wednesday. As you requested, we are sending you an invoice for $1,743.30, including sales tax.

Welcome to the Protect-O circle of dealers. Our representative, Ms. Cindy Wooley, will call from time to time to offer whatever assistance she can. She is a highly competent technical adviser on paint and painting.

Here in the home plant we also will do what we can to help you profi t from Protect-O products. We’ll do our best to give you the most effi cient service. And we’ll continue to develop the best possible paints—like our new Chem-Treat line. As you will see from the enclosed brochure, Chem-Treat is a real breakthrough in mildew protection.

We genuinely appreciate your order, Mr. Lee. We are determined to serve you well in the years ahead.

Sincerely,

Fast-Moving Presentation of the Good News. The better message begins directly, telling Mr. Lee that he is getting what he wants. The remainder of the message is a customer welcome and subtle selling. Notice the good use of reader emphasis and positive language. The message closes with a note of appreciation and a friendly, forward look.

Cindy She is a

otect-O ontinue will see tection.

you well

CHAPTER 8 Maintaining Goodwill in Bad-News Messages 211

Contrasting Negative Announcements Good and bad techniques in negative announcements are illustrated in the following two messages. Th e bad one is direct, which in some circumstances may be acceptable but clearly is not in this case. Th e good one follows the pattern just discussed.

Directness Here Alarms the Readers. Th is bad example clearly will upset the readers with its abrupt announcement in the beginning. Th e readers aren’t prepared to receive the negative message. Th ey probably don’t understand the reasons behind the negative news. Th e explanation comes later, but the readers are not likely to be in a receptive mood when they see it. Th e message ends with a repetition of the bad news.

To our employees:

National Window Systems management sincerely regrets that effective February 1 you must begin contributing 25 percent of the cost of your medical insurance. As you know, in the past the company has paid the full amount.

This decision is primarily the result of the rising costs of health insurance, but our profi ts also have declined the last several quarters. Given this tight fi nancial picture, we needed to fi nd ways to reduce expenses.

We trust that you will understand why we must ask for your help with cutting costs to the company.

Sincerely,

Convincing Explanation Begins a Courteous Message. Th e better example fol- lows the recommended indirect pattern. Its opening words begin the task of convinc- ing the readers of the appropriateness of the action to be taken. Aft er more convincing explanation, the announcement fl ows logically. Perhaps it will not be received positively by all recipients, but it represents a reasonable position given the facts presented. Aft er the announcement comes an off er of assistance to help readers deal with their new situ- ation. Th e last paragraph reminds readers of remaining benefi ts and reassures them that management understands their interests. It ends on an appreciative, goodwill note.

To All Employees:

Companies all across the United States, no matter how large or small, are struggling to keep up with the rising cost of healthcare. Legislators, healthcare providers, and businesspeople everywhere are working to fi nd a solution to the skyrocketing cost of health insurance.

We are feeling this situation here in our own company. The premiums that we pay to cover our health benefi ts have increased by 34 percent over the last two years, and they now represent a huge percentage of our expenditures. Meanwhile, as you know, our sales have been lower than usual for the past several quarters.

For the short term, we must fi nd a way to cut overall costs. Your management has considered many options and rejected such measures as cutting salaries and reducing personnel. Of the solutions that will be implemented, the only change that affects you directly concerns your medical insurance. On March 1 we will begin deducting 25 percent of the cost of the premium.

Jim Taylor in the Personnel Offi ce will soon be announcing an informational meeting about your insurance options. Switching to spousal coverage, choosing a less expensive plan with lighter deductibles, or setting up a fl exible spending

This indirect example follows the bad-news pattern.

Directness here sends a negative message.

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xvi Contents

INTRODUCTORY CHALLENGE Each box presents a realistic business

scenario and provides students with a context

for the topics discussed in the chapter.

Introduce yourself to routine inquiries by assuming you are the assistant to the vice president for administration of White Label Industries (WLI). WLI is the manufacturer and distributor of an assortment of high-quality products. You and your boss were recently chatting about WLI’s plans to relocate its regional headquarters. Your boss tells you that she and other top management have cho- sen the city but have not been able to fi nd the perfect offi ce space. She says that they have not been happy with what realtors have found for them or with what they have found in their own searches of classifi ed ads and realty agencies’ websites. When you suggest that they expand their search to something a little less traditional such as

craigslist, your boss says, “Great idea! I don’t think any of us have used craigslist, though. Could you fi nd some locations and show them to us at our Friday meeting?” You’re a bit intimidated by the prospect, but you know that this is a great chance to demonstrate your professional skills. You visit craigslist and fi nd what you believe would be the perfect offi ce headquarters. You know you could just show the executives the ad at the meeting, but having read the ad and having analyzed your audience, you know the executives will need more information. To present your best professional image at Friday’s meeting, you need to write a routine inquiry seeking additional details about the offi ce space.

INTRODUCTORY CHALLENGE

Searching for New Regional Headquarters

TECHNOLOGY IN BRIEF These boxes refl ect how current technologies

affect business communication, covering

such topics as the top 10 email mistakes,

courteous use of mobile devices, and tools

and technologies that students will encounter

in the workplace.

The table of contents generator tool in today’s word- processing software frees writers from both the physical formatting and the accuracy tasks. Just a few clicks pro- duce and format the table of contents, along with leaders and page numbers. Additionally, today’s generators add links so that those reading the report on the screen rather than on paper can easily navigate to a particular section or page by simply clicking it in the table of contents. The table of contents generator works with Word’s built- in styles, which you use as tags to mark the different levels of headings that will be included in the table of contents. If you are using a standard report template, styles are already

incorporated in it. If you are creating your own report from a blank document, you could use predefi ned styles or defi ne your own styles to create titles, headings, and subheads. Styles provide consistency so that headings at certain lev- els always appear the same, helping the reader see the re- lationship of the parts of your report. Furthermore, if you decide to change the material in your report after you have generated the table of contents, you simply regenerate it to update page numbers with only a few clicks. Shown here is a sample table of contents automatically created in Word 2010.

TECHNOLOGY IN BRIEF

Using a Table of Contents Generator for Speed and Accuracy

COMMUNICATION MATTERS Communication Matters boxes contain

authoritative and anecdotal commentary to

emphasize communication concepts from

each chapter.

Blogger and writing expert Mary Cullen surveyed a wide range of clients from various industries to ask them “which overused phrases they would like to see banished.” Here are their top replies:

1. At the end of the day

2. 30,000-foot view

3. Give 110%

4. Think outside of the box

5. FYI

6. 800-pound gorilla

7. Throw under the bus

8. My bad

9. Rightsizing

10. Reaching out

11. Low-hanging fruit

12. Paradigm shift

13. Take it offl ine

14. At this point in time

15. Synergy

16. Action item

Cullen adds one more that particularly bothers her: “Going forward.” “Where else would we go?” she asks. “Backward?”

SOURCE: “Top 25 Jargon and Gobbledygook Phrases 2011,” Instructional Solutions, www.instructionalsolutions.com , 2012, Web, 20 May 2012. From Instructional Solutions, www.instructionalsolutions.com. Reprinted with permission.

COMMUNICATION MATTERS

The Most Annoying Business Clichés

THEMATIC BOXES Each chapter features thematic boxes to highlight and reinforce important topics.

MATHEMTHHEMTH TICMATHEMTH

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Contents xvii

ENGAGING PHOTOS AND SCREEN CAPTURES Visuals of contemporary people and companies help students

relate to the material and understand key points.

NUMEROUS CASE ILLUSTRATIONS Annotated examples of real business messages, reports,

and other documents show how to apply the concepts

discussed in the chapters.

QUICK ACCESS TO ONLINE RESOURCES A QR code and URL at the end of every chapter will take

students directly to the contents of the website’s Bizcom

Tools & Tips. Here they’ll fi nd over a hundred Web-based

resources—from technology videos to grammar and style tips

to advice on proposal writing and other topics.

RELEVANT AND CHALLENGING CASES An extensive collection of scenario-based cases gives

students practice solving communication problems on

a wide range of business topics, from Internet use to

customer service to marketing research.

CHAPTER 00 Chapter Title 159159

C A S E I L L U S T R A T I O N

Online Order Acknowledgment (Order Confirmation with a Second Purpose) . This email message thanks the reader for her order and invites her to participate in this company’s online product review.

From: Gardeners Supply [mailto:gardeners@e-news.gardeners.com] Sent: Thursday, January 08, 2013 9:08 AM To: KATHRYN.RENTZ@UC.EDU Subject: Tell Us What You Think About Our Products

Pictures provide

a quick visual

confirmation of

the order

Moves to

another goal

of the

message

Links make

participation

easy

Thanks

the reader

and

indicates

a shared

interest

Adds a

reader

benefit and

incentive

Forward-

looking

ending

builds

goodwill

Men's Waterproof Gloves

Glove Set, 3 Pairs

Thank you again for shopping with us.

The Employee-Owners at Gardener’s Supply

Copyright @2008 America’s Gardening Resource, Inc.

Dear Kathryn,

Thank you for your purchase from Gardener’s Supply. We hope you are enjoying your items and that this year’s garden will be your best ever!

Your satisfaction with our products is important to us, and we want to hear what you have to say about them. We recently added customer reviews to our website, which helps us improve our product selection and helps other gardeners find the best products to suit their needs.

We’re hoping you’ll take a moment to rate and review some or all of the items you have purchased from us. Other gardeners will appreciate your opinions and advice, and you may also enjoy reading what fellow gardeners have to say!

Each time you submit a product review to our website, your name will be entered in a monthly drawing for a $1,000 prize (see information below).

Here are the item(s) you recently purchased. Just click on an item to write a review.

Rate and review it

Rate and review it

If approached patiently, humbly, and sincerely, forming international business rela- tions can be incredibly exciting. Be ready to make and acknowledge mistakes, and to forgive them in others. Mutual respect is key—perhaps the key—to successful cross- cultural communication.

THERE’S MORE . . . What time is it in Kyoto, Japan, when it’s 9 a.m. your time? Where can you fi nd an on- line dictionary for Italian? How should you dress when doing business in Chile? Scan the QR code in the margin with your smartphone or use your Web browser to fi nd out at www.mhhe.com/leskiar13e. Choose Chapter 2 > Bizcom Tools & Tips.

1. Businesses are becoming increasingly global in their operations. • Being able to communicate across cultures is necessary in these operations. • Specifi cally, it helps in satisfying customers’ needs, gaining additional

business, getting along with co-workers, hiring good people, and avoiding misinterpretations.

2. When learning about a culture, start with the big picture . • Learn about the infl uence of topography, history, and religion on the culture. • Remember that businesspeople the world over share many of the same goals. • Learn about others’ cultures to avoid ethnocentrism and to enhance your cross-

cultural communication. 3. How people use body positions and body movements varies across cultures.

• How people walk, gesture, smile, and touch diff ers from culture to culture. • Understanding others’ body movements is important in cross-cultural

communication. 4. People in diff erent cultures diff er in their ways of relating to people.

• Specifi cally, they diff er in their practices and thinking concerning time, space, odors, frankness, social hierarchy, workplace values, and social behavior.

• We should not use our own culture’s practices as standards for interpreting and evaluating the practices of those from other cultures.

• Instead, we should try to understand other cultures and adapt our communication styles accordingly.

5. Language equivalency problems are another major cause of miscommunication in cross-cultural communication, but you can minimize them. • Some words in a language have no equivalent in other languages. • Languages can also diff er greatly in terms of grammar and syntax. • As in English most words in other languages have multiple meanings

1 Explain why communicating clearly across cultures is important to business.

2 Describe three major factors that infl uence a country or region’s culture.

3 Describe cultural differences regarding body positions and movements and use this knowledge effectively in communicating.

4 Describe the impact of culture on views and practices concerning human relations and use this knowledge effectively in communicating.

5 Explain the language equivalency problem and techniques for minimizing its effects.

S U M M A R Y B Y L E A R N I N G O B J E C T I V E S

P R O B L E M - S O L V I N G C A S E S

Shorter Reports

1 You started working for a local car dealership as an offi ce clerk when you were in high school. You’re in college now, but you still work there part time, and you’ve noticed that the management of the company seems to respect your opinion and judgment a little more each day. Today you and some others were hanging around the coff eemaker with one of the owners, who mentioned that he’d seen a new electronic sign at one of his competitor’s sites. “I wonder how much it costs to buy one of those things?” he asks.

“People can see us from the highway, so an electronic sign with changing messages might be a good investment.” Aft er a moment of thought, he turns to you. “Will you fi nd out what kind of electronic sign businesses usually use, and what they cost?” he asks. “And see how you change the content on the sign. Is it hard to learn how to use it once it’s set up?” You tell him you’ll look into the matter and send him an email about it. Do the appropriate research and tell your boss everything he needs to know to decide whether to pursue this idea.