Business principles and management 11e

ISBN 978-0-07-803680-4 MHID 0-07-803680-1

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As the leading program in its fi eld, Communicating at Work takes a strategic ap- proach that applies scholarly principles to real-world business situations. A strong multicultur- al focus, an emphasis on evolving communication technologies, and groundbreaking adaptive learning tools help students connect to practice, real-world skills, and success in their Business Communication courses.

Digital learning solutions that assess and improve student performance. Now with Connect Communication, the Communicating at Work program integrates an interactive eBook with dynamic online activities, speech tools, and assignments that help stu- dents study more eff ectively and effi ciently. Confi rm what you know and learn what you don’t through LearnSmart, Connect Communication’s adaptive learning system. Find out more at www.mcgraw-hillconnect.com.

McGraw-Hill Create provides a simple way for instructors to customize their courses. To register and get more information, go to http://create.mcgraw-hill.com.

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www.mhhe.com/adler11e

Ronald B. Adler Jeanne Elmhorst

Kristen Lucas

Eleventh Edition

Strategies

for Success

in Business

and the

Professions

Communicating at Work

11e

Strategies for Success in B

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CONNECT COMMUNICATION

Communicating at Work is available to instructors and students in traditional print format, as well as online within an integrated assign- ment and assessment platform. These online tools, collectively called Connect Communication, make managing assignments easier for instructors—and make learning and studying more motivating and efficient for students.

Additional Speech Tools The Topic Finder helps students select a topic for speech assignments. EasyBib is a Web-based tool that simplifies and automates the formatting of citations and bibliographies. Survey Monkey, also a Web-based tool, helps students create and manage audience-analysis questionnaires.

Outline Tool with enhanced user interface guides students systematically through the process of organizing and outlining their speeches. Instructors can customize part of the outliner, and also turn it off if they don’t want students to use it.

LearnSmart McGraw-Hill’s adaptive learning system, helps assess student knowledge of course content and maps out a personalized study plan for success. Accessible within Connect Communication, LearnSmart uses a series of adaptive ques- tions to pinpoint the concepts students understand—and those they don’t. The result is an online tool that helps students learn faster and study more efficiently and that enables instructors to customize classroom lectures and activities to meet their students’ needs.

Speech Capture in Connect gives instructors the ability to evalu- ate speeches live, using a fully customizable rubric. Instructors can also upload speech videos on behalf of students, as well as create and manage peer review assignments. In addition, students can upload their own videos for self-review and/or peer review.

Assignable and Assessable Activities Instructors can deliver assignments and test easily online, and students can practice skills that fulfill learning objectives at their own pace and on their own schedule.

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CONNECT COMMUNICATION

Communicating at Work is available to instructors and students in traditional print format, as well as online within an integrated assign- ment and assessment platform. These online tools, collectively called Connect Communication, make managing assignments easier for instructors—and make learning and studying more motivating and efficient for students.

Additional Speech Tools The Topic Finder helps students select a topic for speech assignments. EasyBib is a Web-based tool that simplifies and automates the formatting of citations and bibliographies. Survey Monkey, also a Web-based tool, helps students create and manage audience-analysis questionnaires.

Outline Tool with enhanced user interface guides students systematically through the process of organizing and outlining their speeches. Instructors can customize part of the outliner, and also turn it off if they don’t want students to use it.

LearnSmart McGraw-Hill’s adaptive learning system, helps assess student knowledge of course content and maps out a personalized study plan for success. Accessible within Connect Communication, LearnSmart uses a series of adaptive ques- tions to pinpoint the concepts students understand—and those they don’t. The result is an online tool that helps students learn faster and study more efficiently and that enables instructors to customize classroom lectures and activities to meet their students’ needs.

Speech Capture in Connect gives instructors the ability to evalu- ate speeches live, using a fully customizable rubric. Instructors can also upload speech videos on behalf of students, as well as create and manage peer review assignments. In addition, students can upload their own videos for self-review and/or peer review.

Assignable and Assessable Activities Instructors can deliver assignments and test easily online, and students can practice skills that fulfill learning objectives at their own pace and on their own schedule.

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Communicating at Work

Strategies for Success in Business and the Professions

Eleventh Edition

Ronald B. Adler Santa Barbara City College, Emeritus

Jeanne Elmhorst Central New Mexico Community College

Kristen Lucas University of Louisville

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COMMUNICATING AT WORK

Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY, 10020. Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Previous editions © 2010, 2008, 2005, 2002, 1999, 1996, 1992, 1989, 1986, and 1983. 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 The 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.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3 2

ISBN: 978-0-07-803680-4 MHID: 0-07-803680-1

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All credits appearing at the end of the book are considered to be an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data

Adler, Ronald B. (Ronald Brian), 1946- Communicating at work : strategies for success in business and the professions / Ronald B. Adler, Jeanne Marquardt Elmhorst, Kristen Lucas.—11th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-07-803680-4 (softcover : alk. paper) ISBN-10: 0-07-803680-1 (softcover : alk. paper) 1. Business communication. 2. Interpersonal communication. I. Elmhorst, Jeanne Marquardt. II. Lucas, Kristen. III. Title. HF5718.A33 2013 658.495—dc23 2012033867

The Internet addresses listed in the text were accurate at the time of publication. The 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

Ronald B. Adler, Jeanne Elmhorst, Kristen Lucas, Communicating at Work, 11e

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Ronald B. Adler is professor emeritus at Santa Barbara City College. Throughout his career, he has specialized in the study of organizational and interpersonal communication. He is the author of Confidence in Communication: A Guide to Assertive and Social Skills and coauthor of Understanding Human Communication, Interplay: The Process of Interpersonal Communication, as well as the widely used text Looking Out/Looking In. Professor Adler is a consultant for a number of corporate, professional, and government clients and leads workshops in such areas as conflict resolution, presentational speaking, team building, and interviewing.

about the authors

Jeanne Elmhorst is an instructor in communication studies at Central New Mexico Community College in Albuquerque, New Mexico. Her courses reflect the variety in the communication discipline: business and professional, public speaking, listening, intercultural, and interpersonal. Jeanne lived and taught in Asia for three years and continues to find opportunities to travel, study, and volunteer in other countries. She enjoys designing and presenting communica- tion training for business and not-for-profit clients.

Kristen Lucas is an assistant professor in the Department of Management at University of Louisville, where she directs the business communication program. She teaches courses, conducts research, and facilitates management training sessions on organizational communication, workplace dignity, and careers. Her research has appeared in Journal of Business Ethics, Management Communication Quarterly, and Journal of Applied Communication Research.

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preface

The eleventh edition enhances the strategic approach, real-world practicality, and reader- friendly voice that have made Communicating at Work the market leader for three dec- ades. On every page, students learn how to communicate in ways that enhance their own career success and help their organization operate effectively.

This edition retains the features that have been praised by faculty and students: a strong emphasis on ethical communication, focus on cultural diversity, discussions of evolving communication technologies, self-assessment tools to help users analyze their own communication strengths and shortcomings, and coverage of communication in face-to-face and mediated contexts.

Highlights of the Eleventh Edition • NEW Connect Communication. Communicating at Work is available to instruc-

tors and students in traditional print format, as well as online within an integrated assignment and assessment platform. These online tools, collectively called Connect Communication, make managing assignments easier for instructors—and make learning and studying more motivating and efficient for students.

• NEW LearnSmart. No two students are alike. McGraw-Hill LearnSmart™ is an intelligent learning system that uses a series of adaptive questions to pinpoint each student’s knowledge gaps. LearnSmart then provides an optimal learning path for each student, so less time is spent in areas the student already knows and more time in areas the student doesn’t know. The result is LearnSmart’s adaptive learning path helps students retain more knowledge, learn faster, and study more efficiently.

NEW Speech Prep App

McGraw-Hill’s new Speech Prep App is a mobile tool designed to help users build confidence in their public speaking skills through practice. Users can view sample speech clips; create and organize note cards; and time, record, and review their own speeches. Students can continue to use the app after they complete their public speaking course—it will come in handy for any speech they have to give in their personal and professional life. Go to www.mhhe.com/speechprep to purchase the App for Apple or Android devices.

• Enhanced speech capture. Designed for use in face-to-face, real-time classrooms, as well as online courses, enhanced speech capture in Connect Communication allows instructors to evaluate student speeches using fully customizable rubrics. Instructors can also create and manage true peer review assignments and upload videos on behalf of students for optimal flexibility.

• Enhanced strategic focus. The new subtitle of this edition reflects an enhanced focus on communicating strategically. Every chapter offers spe- cific tips on how to craft messages and relate to others in ways that achieve desired results. Each part is introduced with a Strategic Case that provides an example from the business world to illustrate chapter concepts. Connect activities based around the feature allow for further analysis.

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• NEW Interviewing Materials Appendix. A new section on interviewing materials (Appendix I) prepares students for informational and employment interviews with sample strategies, questions, and responses for a positive interviewing experience.

• The latest coverage of communication technology. Both the text and Technology Tip sidebars show students how to use the latest communication technology to enhance career success. For additional coverage, a new module on using computer-mediated communication in a business environment is available in McGraw-Hill Create. Visit www.mcgrawhillcreate.com .

• Streamlined chapters for improved teaching and learning. With thoughtful edits and a reorganized chapter structure, the eleventh edition is designed to provide optimal coverage of material in fewer chapters.

• Added coverage of important topics. Throughout the text, new research is cited to demonstrate that the principles and strategies covered are based on far more than just “common sense.” Coverage has been added or expanded on a variety of important topics, including dignity in the workplace, incivility and workplace bullying, effective meeting management, listening styles, and more.

NEW Culture at Work Sidebars

Throughout the text, these boxes highlight the ways which culture applies to every aspect of business and professional communication. Topics covered include the risks of poor translations, negotiating styles in Asia and the West, how teamwork differs in individualis- tic and collectivist cultures, and adapting presentations to cultur- ally diverse audiences.

Collaboration in Cyberspace: Geography Makes a Difference How important is communication when members from across the country and around the world meet in cyberspace? To answer this question, corporate giants Verizon and Microsoft commissioned a study to determine how virtual teams in a variety of indus- tries and countries collaborate.

The study revealed that the importance of col- laboration on performance was consistent across various industries (e.g., health care, government, financial services, manufacturing) and around the world. As one member of the Verizon/Microsoft study remarked, “global companies that collaborate better, perform better. Those that collaborate less, do not perform as well. It’s just that simple.”

Researchers discovered cultural differences in workers’ communication preferences. For example, Americans were more likely to enjoy working alone. They expressed a preference for using e-mail rather

than the telephone. They were more comfortable with audio, video, and web conferencing technolo- gies than people of other regions of the world, and they were more likely to multitask when on confer- ence calls.

Europeans expressed a preference for commu- nicating in real time with colleagues. They felt more obligated to answer the phone, and they expected others to call them back rather than leave a voice mail message. Professionals in the Asia-Pacific region, more than anywhere else, expressed a desire to keep in touch throughout the workday. As a result they found the phone an indispensable tool and preferred instant messaging to e-mail. Differences like these show teams are more productive when members take cultural differences into account when planning to communicate.

Source: Frost & Sullivan. (2006). Meetings around the world: The impact of collaboration on business performance. Retrieved from http:// newscenter.verizon.com/kit/collaboration/MAW_WP.pdf

CULTURE�at work

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Updated Case Study Sidebars

New cases from large corporations, small businesses, world of business, and the professions offer compelling examples of how the principles in the book operate in everyday life.

Device-Free Meetings It’s no surprise that meeting-goers in high-tech envi- ronments like California’s Silicon Valley often bring along and use digital communication devices—laptops, smartphones, tablets, and a host of other gad gets that keep attendees in touch with the outside world.

Multitasking device users suffer from what one observer calls “continual partial attention.” An indus- try insider describes the problem: “One of my biggest frustrations when I was an engineer at Google was being summoned to an executive meeting only to find three-quarters of the executives too busy with their laptops. I’d spend hours preparing a summary of my project status, a briefing on a new strategy area, or a review of staffing assignments. Nothing commu- nicates disrespect to your reports like ignoring them when they’re with you.”

In an effort to stem this problem, a growing number of firms in the information economy and

beyond have declared a ban on mobile devices in meetings. For example, San Francisco design firm Adaptive Path encourages staffers to leave their laptops and other devices behind when they attend meetings. John Vars, cofounder of San Francisco’s Dogster.com , explains the logic of his company’s pol- icy on device-free meetings: “Even if people are just taking notes, they are not giving the natural human signals that they are listening to the person who is speaking. It builds up resentment. It can become something that inhibits good teamwork.”

The results of these device-free meetings are encouraging. Dogster’s Vars reports, “Meetings go quicker and there is also just a shared experience. People are communicating better, the flow is faster.”

Sources: Guynn, J. (2008, March 31). Silicon meetings go ‘topless’. Los Angeles Times, p. A1; Rands. (2007, August 31). The laptop her- ring [Web log post]. Rands in repose. Retrieved from http://www. randsinrepose.com/archives/2007/08/31/the_laptop_herring.html

case STUDY

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Hallmark Features • Practical, real-world guidance. Loaded with practical, real-world examples, Communicating at Work

is known for its accessible and no-nonsense writing style and features that help students consider the application of the concepts and skills they are learning.

Successfully Navigating Job Fairs Job fairs offer the chance to network with employ- ers and to secure job interviews, sometimes on the spot. In this respect, job fairs serve as initial interviews.

Some job fairs are set on college and university campuses, where employers look for graduating students. Community fairs are open to the public at large. Some target a specific field such as health care or engineering, while others offer a diverse array of organizations and fields.

Before you go

● Ask yourself what will make you stand out from the hundred people a recruiter might see in a day.

● Gain a competitive edge by learning about the employers that interest you. Learn what posi- tions they are hiring for and what qualifica- tions are required. If possible, discover whether companies will be conducting job interviews at the fair or soon thereafter. You may be able to discover this sort of information from the career fair. Contact the company and you may be able to find out whether the person at the table is doing the hiring or if a human resources representative screens for quality candidates to recommend.

● Rehearse your “elevator” speech so you can present yourself clearly and professionally. (See Chapter 1, p. 21.) Bring copies of both your generic résumé and customized versions for posi- tions you will be seeking. Dress conservatively and professionally.

● Carry a briefcase (a shoulder strap leaves your hands free for handshakes and writing notes) with a professional portfolio that you can easily pull out to retrieve résumés and letters of recom- mendation. Pack tissues and breath mints.

At the fair

● Arrive early. Spend a few minutes getting a feel for the way the fair operates. Is the atmosphere formal or informal?

● Don’t ever ASK what an employer does. KNOW before you go.

● Manage your time efficiently: Approach your second-tier choices first to “warm up” so you are confident when approaching your first choices. Some employers pack up an hour or so before the designated closing time, so don’t wait until the last minute.

● If you must stand in line, use that time to talk with other candidates: Find out what they’ve found about employers and positions.

● Approach the company’s representative with confidence: “Hello. I’m Janya Greer. I’m a jour- nalism and English major, and I’m interested in the writing positions.” Remember, you are being evaluated from the moment you make contact.

● Always think about how your career objectives and qualifications meet the employer’s needs. Have specific questions that show you’ve done your homework.

● Ask for the business card of anyone you speak with.

After the fair

● For employers who look like a good match, fol- low up with a phone call or e-mail to express thanks and confirm your interest.

● Remind the person where you met, what you talked about, and about your skills and qualifications. Add any information you neglected to mention at the job fair. Express your interest in learning more about the fit between you and the organization.

Source: University of New Mexico Career Center. Retrieved from http://www.collegegrad.com and www.career.unm.edu

CAREER tip

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Career Guidance

Career Tip boxes give practical advice on how to be more successful in work-related situations. Topics include get- ting recognized by your bosses, cubicle etiquette, difference as advantage, and using a telephone log.

• Appendices on business presentations and business writing. An appendix with sample presentations (Appendix II) covers both informative and persuasive speeches with exemplary outlines, visuals, and helpful annotations. An appendix on business writing (Appendix III) includes tips for writing well in a business environment, as well as information on choosing the best format for résumés and job applications.

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Persuasive Strategies Self-Assessment

Rate your presentation on the following items using this scale: 3 5 accomplished excellently, 2 5 accomplished competently, 1 5 needs improvement. 1. I maximized my credibility by a. Demonstrating my competence through knowledge of the topic and sharing my

credentials. b. Earning the trust of my audience via honesty and impartiality. 2. I structured my arguments logically by a. Using the most effective organization plan for my goal and audience (problem–

solution, criteria satisfaction, comparative advantages, motivated sequence). b. Avoiding the use of logical fallacies (ad hominem, post hoc, etc.). 3. I used appropriate psychological strategies such as a. Appealing to my audience’s needs. b. Structuring a realistic goal. c. Focusing my appeals on my critical audience segment. d. Deferring my thesis with a hostile audience. e. Presenting ample evidence to support my claims . f. Citing opposing ideas when appropriate. g. Adapting to the cultural style of my audience.

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Self-Assessment

Self-Assessment features help students see how well they are applying concepts and identify their own communication strengths and weaknesses.

Avoiding Computer Catastrophes in Presentations When you use computers as presentational aids, you can count on an equipment failure sooner or later. The following tips can minimize the chances that hardware or software glitches will scuttle your performance.

● Set up in advance. Give yourself lots of time to set up and test your equipment before the pre- sentation is scheduled to begin. The last thing you want your audience to see is you frantically rebooting the computer, swapping cables, and trying to troubleshoot software.

● Always bring two of everything. Assume your equipment will fail because it certainly will at some time. Borrow backups for laptop comput- ers, display panels or projectors, modems, and any other hardware you plan to use.

● Back up your programs. Having your work saved on a CD, flash drive, or some other storage medium can salvage a catastrophe. You might also want to e-mail a copy of your files to yourself as another form of backup.

● Have backup technical support available. Line up an expert you can call if something doesn’t work.

● Beware of the Web. Real-time use of the Internet is an invitation to disaster. Connections can be slow, and websites can go down without notice. Whenever possible, it’s best to store images of sites you will use on your hard drive and/or on a backup medium: CD, DVD, or flash drive.

● Have a contingency plan. Be prepared for the pos- sibility your equipment will fail. Have copies of key exhibits prepared as handouts. They may not be as glamorous as high-tech displays, but they’re far better than nothing.

TECHNOLOGY tip

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Evolving Technology

Technology Tip boxes show readers how to use a variety of communication tools to achieve their goals. New topics include professional networking services such as LinkedIn, when it can be best to go offline, using smartphones to rehearse presentations, valuable communication software, and tips on working in virtual teams.

Ethical Considerations

Throughout the text and in Ethical Challenge boxes, students are invited to consider ways of incorporating ethical considerations into day-to- day work contexts.

Asking Hard Questions about Ethical Behavior Among its core values, electronics manufacturer Texas Instruments (TI) includes a respect for indi- viduals, a commitment to long-term relationships, a concern for the environment, and a sense of duty to the communities where it does business.

TI encourages employees to use the following guidelines whenever they have a concern about whether a business action is consistent with the company’s values. This information is provided to TI employees on a business-card-size mini- pamphlet to carry with them. You can use the same

guidelines when faced with ethical challenges of your own.

Is the action legal? Does it comply with our values? If you do it, will you feel bad? How will it look in the newspaper? If you know it’s wrong, don’t do it! If you’re not sure, ask. Keep asking until you get an answer.

Source: Texas Instruments, Inc. (2011). Corporate social responsibility: The TI ethics quick test. Retrieved from http://www.ti.com/corp/docs/ company/citizen/ethics/quicktest.shtml

ETHICAL challenge

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• Diversity. Working with people from different backgrounds is more important and more common than ever. Communicating at Work encourages cultural understanding by exploring issues of diversity throughout the text.

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Chapter-by-Chapter Changes

Chapter 1 New focus on personal networking and cultural networking differences; new Technology Tip and Case Study boxes.

Chapter 2 Streamlined and updated section on corporate culture; enhanced coverage of categories of diversity.

Chapter 3 Updated content on listening styles; updated Self-Assessment feature based on cutting-edge research.

Chapter 4 Enhanced section on language and identity management; new Career Tip features on touch and swearing; new Case Study on language and catastrophe.

Chapter 5 New sections on workplace dignity, bullying, and incivility; restructured section on sexual harassment that focuses on avoiding and responding to those issues.

Chapter 6 New streamlined chapter on interviewing; updated coverage of responding to illegal interview questions.

Chapter 7 New section on leader–member relations and Leader–Member Exchange (LMX) theory; new Case Study on teamwork.

Chapter 8 Updated and revised section on agendas, including coordinated samples of goals, agendas, and minutes; revised discussion of problem solving and brainstorming.

Chapter 9 New examples of opening statements; revised discussion of speech analysis to include cultural factors.

Chapter 10 Updated examples of support materials; new Culture at Work feature.

Chapter 11 Updated Technology Tip on using smartphones to analyze speech delivery; revised tips for using notes in a speech.

Chapter 12 New Case Study about online training; enhanced coverage of ethical persuasion.

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Teaching and Learning with Communicating at Work An array of resources makes teaching and learning both more efficient and more effective.

Create Design your ideal course materials with McGraw- Hill’s Create — www.mcgrawhillcreate.com! Rearrange or omit chapters, combine material from other sources, and/or upload your syllabus, or any other content you have written, to make the perfect resources for your students. Search thousands of leading McGraw-Hill textbooks to find the best content for your students, and then arrange it to fit your teaching style. You can even personalize your book’s appearance by selecting the cover and adding your name, school, and course information. When you order a Create book, you receive a compli- mentary review copy. Get a printed copy in 3 to 5 business days or an electronic copy (eComp) via e-mail in about an hour.

Register today at www.mcgrawhillcreate.com and craft your course resources to match the way you teach.

Tegrity Campus Tegrity Campus is a service that makes class time available all the time by automatically capturing every lecture in a searchable format for students to review when they study and complete assignments. With a simple one-click start and stop process, you can capture all computer screens and corresponding audio. Students replay any part of any class with easy-to-use browser-based viewing on a PC or Mac.

Educators know that the more students can see, hear, and experience class resources, the better they learn. With Tegrity Campus, students quickly recall key moments by using Tegrity Campus’s unique search feature. This search helps students efficiently find what they need, when they need it, across an entire semester of class recordings. Help turn all your students’ study time into learning moments immediately supported by your lecture.

To learn more about Tegrity, watch a two-minute Flash demo at http://tegrity campus.mhhe.com.

Online Learning Center The Online Learning Center at www.mhhe.com/adler11e has been thoroughly updated and improved by Carolyn Clark of Salt Lake Community College. The site provides instructors with additional resources, including:

• The Instructor’s Manual incorporates tools for both new and experienced instruc- tors including: learning objectives, chapter summaries, discussion launchers, class- room activities, and additional resources.

• PowerPoint Slides for each chapter. • The Test Bank offers multiple-choice, true or false, and essay questions for each

chapter. McGraw-Hill’s computerized EZ Test allows the instructor to create customized exams using the publisher’s supplied test items or the instructor’s own questions. A version of the test bank is also provided in Microsoft Word files for instructors who prefer that format.

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CourseSmart CourseSmart is a new way for faculty to find and review eTextbooks. It’s also a great option for stu- dents who are interested in accessing their course materials digitally and saving money. CourseSmart offers thousands of the most commonly adopted textbooks across hundreds of courses from a wide variety of higher education publishers. It is the only place for fac- ulty to review and compare the full text of a textbook online, providing immediate access without the environmental impact of requesting a print exam copy. At CourseSmart, students can save up to 50 percent off the cost of a print book, reduce their impact on the environment, and gain access to powerful Web tools for learning, including full text search, notes and highlighting, and e-mail tools for sharing notes between classmates.

McGraw-Hill Campus McGraw-Hill Campus is the first of its kind institu- tional service providing faculty with true single sign-on access to all of McGraw-Hill’s course content, digital tools, and other high-quality learning resources from any learning management system (LMS). This innovative offering allows for secure and deep integration and seamless access to any of our course solutions such as McGraw- Hill Connect ® , McGraw-Hill Create™, McGraw-Hill LearnSmart™, or Tegrity ®. McGraw-Hill Campus includes access to our entire content library, including eBooks, assessment tools, presentation slides, and multimedia content, among other resources, providing faculty open and unlimited access to prepare for class, create tests/quizzes, develop lecture material, integrate interactive content, and much more.

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We are grateful for the suggestions from colleagues whose thoughts helped guide us in preparing this new edition:

acknowledgments

Allen R. Bean, Southeast Community College

Graham D. Bodie, Louisiana State University

Carol Brennan, South Plains College Robert N. Burns, Salt Lake Community

College Katherine M. Castle, University of

Nebraska-Lincoln Carolyn Clark, Salt Lake Community

College Kandice N. Diaz, El Paso Community

College Cyndi Dunn, Sierra Community College Richard I. Falvo, El Paso Community

College Stacy Gresell, Lone Star College-CyFair Daria S. Heinemann, Florida State

College at Jacksonville Pamela Hopkins, East Carolina University Mary S. Lynch, Waukesha County

Technical College

Gordon McLean, Florida State College at Jacksonville

Jorge D. Mota, San Jacinto College, Central Campus

Angela Niedermyer, Austin Community College

Jan Poppenga, Southeast Community College

Christina Ross, Tarrant County College Northwest

Michael J. Scrivens, Finger Lakes Community College

Katherine Taylor, University of Louisville Blair Thompson, Western Kentucky

University Susan Tomasovic, George Mason

University J.D. Wallace, Abilene Christian University Robert Zetocha, Southeast Community

College

Our heartfelt thanks go to Em Griffin, Wheaton College, for his suggestions on showing the connection between communication theories and the practical skills and strategies in this book. His advice supports Kurt Lewin’s observation that there is nothing so practical as a good theory. We continue to be grateful to Carolyn Clark for her ongoing role in updating the instructor materials and new end-of-chapter activities, as well as for many other insightful suggestions.

We also acknowledge the people at McGraw-Hill whose efforts have helped bring Communicating at Work to market: Susan Gouijnstook, Briana Porco, Clare Cashen, Suzie Flores, Rhona Robbin, Carey Eisner, Jamie Daron, Karyn Morrison, and Matthew Baldwin. As this edition goes to press, we bid farewell to our longtime marketing manager Leslie Oberhuber. We will miss her talents and congeniality.

A hardworking and skilled group of freelance professionals also contributed to this edition. Deborah Kopka’s copyediting transformed a less-than-perfect manuscript into the book you are holding. Kay Mikel proofread every word of the page proofs to make sure the book is error-free. As always, Sherri Adler’s selection of photos contributed to the appealing design of this edition.

Ronald B. Alder Jeanne Elmhorst