Introductionmyresource.phoenix.edu/secure/resource/BCOM275R1/bc… · Web viewto accompany....

Online Instructor’s Manualto accompany

Communicating in the Workplace

Thomas CheesebroWaukesha County Technical College

Linda O’ConnorWaukesha County Technical College

Francisco RiosUniversity of Wyoming

Prentice Hall

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______________________________________________________________________________Copyright © 2010 Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey, and Columbus, Ohio. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey.

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ISBN-13: 978-0-13-236592-5 ISBN-10: 0-13-236592-8

TABLE OF CONTENTS

Introduction…………………………………………………………….2

Course Outline……………………………………………………….. ..3

Chapter 1 Answer Key………………………………………………...6

Chapter 2 Answer Key………………………………………………...8

Chapter 3 Answer Key……………………………………………….10







Chapter 10 Answer Key……………………………………………...35





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Chapter 15 Answer Key……………………………………………...46INTRODUCTION

Communicating in the Workplace has been written to provide students with essential communication competencies through a practical, experiential approach based on the needs of employers and employees alike. Principles and skills of communication are presented in a style that students can master and apply. Community college students who are preparing for careers in business and industry, health care, service, or technology fields need the skills presented in this text to be successful in their personal and professional lives.

The goals of this text will be met when students see the relevancy of these communication skills in the world of work. In addition, the occupational context in which the skills are presented offers a comfortable setting to practice these skills so that students gain the confidence to use them outside the classroom.

The text is divided into fifteen chapters that cover the following topic areas: Communication Concepts Perception Cultural Diversity Language Listening and Responding Interpersonal Relationship Skills Conflict Resolution Teamwork Preparing the Informative Presentation Organizing Informative Outlines Verbal and Visual Supports Gathering Information Delivering Presentations Persuasive Speaking Interviewing Skills

All of the fifteen chapters also follow a format that includes learning objectives, chapter content, review questions, key terms and concepts, web activities, assignments, and case studies.

The learning objectives sections provide an overview of the topics being addressed; the chapter content sections develop specific skills and techniques students can use to improve their communication proficiency; the review question sections allow students to determine their understanding of the chapter content; the key terms and concepts sections highlight important information for quick reference; web activities, assignments and case studies offer a variety of exercises for practical application of the skills learned.

This instructor’s manual contains the following resources:

Sample course outline

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Answer keys

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COURSE OUTLINE for Communicating in the WorkplaceBased on a 16-week semester

Week Activity

1. Read Chapter 1: Communication Concepts; Answer Review Questionsa. Assignment #1.1—Communication Process Modelb. Assignment #1.2—Feedback Exercisec. Assignment #1.3—Communication Tips Presentation

or Assignment #1.4—Personal Experience Talkd. Assignment #1.5—Communication Self-Assessmente. Assignment #1.6—Case Study

2. Read Chapter 2: Perception; Answer Review Questionsa. Assignment #2.1—Self Perception Exerciseb. Assignment #2.2—Perception of Self Exercisec. Assignment #2.3—Fact-Opinion Confusion Exercised. Assignment #2.4—Perception Checking Skillse. Assignment #2.5—Learning Conversationsf. Assignment #2.6—Critical Media Literacy

3. Read Chapter 3: Cultural Diversity; Answer Review Questionsa. Assignment #3.1—Intercultural Personality Profileb. Assignment #3.2—Intercultural Show and Tellc. Assignment #3.3—Making Intercultural Contact:

Article Search or Assignment #3.4—Making Intercultural Contact: Interview

d. Assignment #3.5—Disrupting Bias and Discrimination

4. Read Chapter 4: Language; Answer Review Questionsa. Assignment #4.1—Figurative Languageb. Assignment #4.2—Connotation in Languagec. Assignment #4.3—Specific versus General Languaged. Assignment #4.4—Abstraction Ladderse. Assignment #4.5—Nonverbal Charadesf. Assignment #4.6—Nonverbal Intercultural Differencesg. Assignment #4.7—Nonverbal Communication Article

Review

5. Read Chapter 9: Preparing the Informative Presentation; Answer Review Questionsa. Assignment #9.1—Brainstorming Topics b. Assignment #9.2—Map Your Topicc. Assignment #9.3—Audience Analysis -d. Assignment #9.4—Specific Purpose Statements e. Assignment #9.5—Writing Central Ideasf. Assignment #9.6—The Informative Speech

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6. Read Chapter 10: Organizing Informative Outlines AND Read Chapter 11: Verbal and Visual Supports; Answer Review Questions

a. Assignment #10.1—Develop Main Pointsb. Assignment #10.2—Scrambled Outlinesc. Assignment #10.3—Group Practice Outlines d. Assignment #10.4—Informative Outline Drafte. Assignment #11.1—Recognizing Supportsf. Assignment #11.2—One Point Speechg. Assignment #11.3—Persuasive Ad Exercise

7. Read Chapter 12: Gathering Information AND Read Chapter 13: Delivering Presentations; Answer Review Questions

a. Assignment #12.1—Find Your Sourcesb. Assignment #12.2—Evaluate Your Informationc. Assignment #12.3—Make Your Reference Paged. Assignment #13.1—Reduce Speaker Anxietye. Assignment #13.2—Famous Speech Analysisf. Assignment #13.3—Videotape Rehearsal

8. Informative Speech Presentations and Mid-Term Exam

9. Read Chapter 5: Listening and Responding; Answer Review Questionsa. Assignment #5.1—Listening Self-Assessmentb. Assignment #5.2—Listening Skills Testc. Assignment #5.3—Listening Reportsd. Assignment #5.4—Response Styles Questionnairee. Assignment #5.5—Response Styles Practicef. Assignment #5.6—Case Study

10. Read Chapter 6: Interpersonal Relationship Skills; Answer Review Questionsa. Assignment # 6.1—Behavior Descriptions b. Assignment # 6.2—Feeling Messagesc. Assignment # 6.3—Consequence Statementsd. Assignment # 6.4—Request Statements e. Assignment # 6.5—Four-Part Assertion Message

Identification Self-Assessmentf. Assignment # 6.6—Four-Part Assertion Messages

Practiceg. Assignment # 6.7—When to Use Four-Part Assertion

Messages

11. Read Chapter 7: Conflict Resolution; Answer Review Questionsa. Assignment #7.1—Determine Conflict Stylesb. Assignment #7.2—Managing Conflict Self-Assessment

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c. Assignment #7.3—Managing Conflict Self-Assessment Scoring

d. Assignment #7.4—Make a Predictione. Assignment #7.5—Conflict Role Playing f. Assignment #7.6—Responding to Criticism

12. Read Chapter 14: Persuasive Speaking; Answer Review Questionsa. Assignment #14.1—Ad Analysisb. Assignment #14.2—Logical Fallacy Identification

c. Assignment #14.3—Practice Outlinesd. Assignment #14.4—Persuasive Speech Analysise. Assignment #14.5—The Persuasive Speech

13. Read Chapter 8: Teamwork and Collaboration; Answer Review Questionsa. Assignment #8.1—Participation Style Self-Analysisb. Assignment #8.2—Self-Analysis of Teamworkc. Assignment #8.3—A Problem Solving Exercise d. Assignment #8.4—Interview a Work Team or

Assignment #8.5—Team Article Review

14. Persuasive Speech Presentations

15. Read Chapter 15: Interviewing Skills; Answer Review Questionsa. Assignment #15.1—Employment Interview

Assignmentb. Assignment #15.2—Applicant’s Plan Sheet c. Assignment #15.3—Interviewer’s Plan Sheetd. Assignment #15.4—Interview Report Form

16. Final Exam

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Chapter 1 Answer Key Review Questions

1. Briefly explain three specific situations where communication skills will be important in your future occupation. Answers may vary but should include three occupational situations and the importance of the communication.

2. Your text states that the goal of effective communication is to achieve “shared understanding.” Explain what shared understanding means. Provide three suggestions that you think would make this goal more likely to occur between senders and receivers.Answers may vary but should include an explanation of a shared understanding and three suggestions that make this goal more attainable.

3. The section “Communication Process Model” mentions that when communicating, you function as a “transceiver.” Describe two situations where you were a transceiver, both sending and receiving messages simultaneously.Answers may vary but should include two situations with a description of the student’s role as sender and receiver.

4. Communication occurs within a context. Describe the physical, functional, relational, and cultural context of an interaction you recently had with someone else.Answers may vary but should include four contexts with an example for each for the interactions that the student recently had.

5. Give some recent examples of messages you have sent to others at each of the following levels:a. Small Talkb. Information Talkc. Opinions Talkd. Feelings TalkAnswers may vary but should include all four levels with specific examples for each.

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6. Find a short article from a magazine, newspaper, or Internet site that illustrates the relationship between communication and ethics. Provide a brief summary of the article.Answers may vary but should include a summary showing the relationship between communication and ethics.

7. Describe one of the barriers discussed in Chapter 1 that you have some difficulty with. What makes this barrier especially troublesome for you? List two steps you think you could take to minimize this barrier. Answers may vary but should include one barrier and two steps to overcome that barrier.

8. Brainstorm a list of at least three advantages and three disadvantages of communication technology. Answers may vary but should include a list of 3 advantages and 3 disadvantages of technology.

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1. Provide at least two examples of different points of view you have had with someone else. What do you think caused these different viewpoints? How did you deal with them?Answers may vary but should include two examples, causes, and methods of dealing with the differences.

2. After reading this chapter, what does perception mean to you? How does perception affect your communication? Answers may vary but should include a definition and an explanation.

3. Explain, in your own words, the difference between objective and subjective reality. Why would this distinction be important for someone to know? Answers may vary but should include a contrast of the two realities and the importance of the differences.

4. Complete the following statement: The idea that every aspect of people’s identities including their gender, race, ethnicity, etc., influences their perceptions suggests that ________.Answers may vary.

5. List and describe the elements of the perception model (Figure 2.2).List should include the following: Prior Knowledge, Prior Experiences, Psychological State.

6. List the three processes people use to make sense of the world around them.Lists should include three of the following: selective attention, self-fulfilling prophecy, the halo effect, attribution error, and projection.

7. Explain the differences between facts and opinions.

Statements of Fact Statements of Opinion

1. Are based on observable sensory data. Observations report only what you can see, hear, taste, touch, or smell.

1. Go beyond what has been observed.

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2. Are only about the past or the present, never the future.

2. Are about the past, present or future.

3. Are objective and devoid of any interpretations, conclusions, or assumptions about what has been observed

3. Include interpretations, conclusions, or assumptions about what has been observed and are, consequently, subjective.

8. What is a perception check? When would you use perception checking? Why would it be an important skill to have?Perception checks, sometimes called impression checks, are responses to someone's verbal or nonverbal communication that share an impression of the person's message in an open-minded, non-evaluative way and that invite a response from the person.

Use and importance responses may vary.

9. Share a time when you had a learning conversation with someone. How did it go? What worked? What didn’t work?Answers may vary but should include a narrative with assessment.

10. How would the five questions for thinking critically about what appears in the media benefit you? Answers may vary but should include discussion of the following:

Who created this message? What creative techniques were used to attract my

attention? How might other people understand this message differently than I

do? What values, lifestyles, and points of view are being represented in, or

omitted from, this message? Why is this message being sent?

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1. What are some important cross-cultural communication experiences you have had? What did you learn from these?Answers may vary but should include experiences and lessons.

2. Marshall McLuhan described the world as a global village. Explain how events and activities in other parts of the world affect you. Answers may vary but should include events and impact.

3. Describe the importance of cross-cultural communication to you. Answers may vary but should discuss how you are likely to encounter differences in school, at work, or in your personal relationships.

4. Explain the concept that your intercultural communication might involve “walking on eggs.” Walking on eggs refers to the idea that certain topics create tension for people who have been historically oppressed. This tension can make those communicating with these groups hesitant to approach these topics. Tension-producing communications may include ethnic, racist, or sexist jokes, politically sensitive topics, affirmative action, bilingual education, race relations, same-sex marriage, and religion.

5. Explain the meaning of “arm’s-length” racism.“Arm’s-length” racism suggests that you don’t mind working with or socializing with ethnic minority people, but that you would oppose any closer relationship such as, for example, dating or marrying a person from a different group.

6. List three strategies for communicating with people for whom English is not their first language.Answers may vary but should include three of the following: Learn a second language Communicate that you value languages and appreciate the attempts by

others to learn your language Remember a person’s intelligence has nothing to do with his or her

ability to speak English Maintain a respectful orientation

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Minimize the level of stress and work to make the message as understandable as possible.

Provide as many clues as possible

7. Identify three privileges that you have experienced because of your race, ethnicity, gender, religion, or sexual orientation.

Answers may vary.

8. Which cross-cultural communication competencies would you like to develop?

Answers may vary but should include a discussion of at least two of the following: An ability to acknowledge your own prejudices and biases and the life-

long work needed to overcome them An ability to work toward equal status relationships with people who are

different from you An ability to challenge your own personal assumptions about the skills

and competencies of employees who are different An ability to learn as much as possible about how your own culture is

different from others and how that difference contributes to a particular way of viewing yourself and others

An ability to take risks in an effort to communicate with people from other cultures

An ability to learn about how individuals and groups of people like to be treated and accommodate them as much as possible

9. Describe some of your own “hot buttons” and the ways you deal with these in an interpersonal communication setting.“Hot buttons” are words that evoke an emotional response in another person. Calling someone an “affirmative action hire,” for example, does little to produce positive working relations.Answers may vary but should include the “hot buttons” and the student’s ways to deal with them.

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1. Describe a time when you experienced a breakdown in communication due to lack of clarity or purposefulness of your, or someone else’s, verbal or nonverbal symbols. What did you learn from this experience?Answers may vary but should include an experience and a lesson.

2. Provide a list of three to five of your favorite statements that use figurative language. How might you restate those in a way that they could not be misunderstood?

Answers may vary but should include at least three statements and restatements. Give the shirt off your back. Fall head over heels in love. Walking on cloud nine. Raining cats and dogs. Pulling your leg. Like a bat out of hell.

3. Give an example of one personal characteristic (conservative or liberal, for example) that could be described using several different words depending upon the impact you wish to have on the listener. Answers may vary but should include an example and the desired impact.

4. Explain how place or context impacts your communication.Answers may vary.

5. List three strategies for sharing verbal messages to help you to achieve shared understanding. Explain why those strategies would be effective.Answers may vary but could include any of the following along with a discussion of why the strategy would be effective.

Avoid informal communication (using teen speak, cursing, strong dialects, halting or hesitating while talking, or speaking in ways that are grammatically incorrect)

Ask for feedback about your communication skills Express what you want and need more directly Give feedback Be willing to share Use specific language

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6. Explain the three principles of nonverbal communication that you believe are most important. Explain why these are the most important for you to keep in mind when communicating.Answers may vary but could include any of the following with an explanation of the importance of each:

Nonverbal communication is present everywhere and makes up the bulk of the messages you send.

People often do very little to learn and understand nonverbal communication.

Nonverbal messages are sent in advance of verbal messages. Most nonverbal messages are about people’s identities, emotions, and

relationships. Nonverbal communication, like verbal communication, is culture-

bound.

7. Share an example of a difference in verbal or nonverbal communication across cultures.Answers may vary.

8. Given the list of guidelines for effective nonverbal communication, what steps will you take in the future to assure that nonverbal messages are clear and purposeful?Answers may vary but could include any of the following with an explanation of the steps you will take to implement each.

All nonverbal messages must be verified. A helpful verbal strategy for checking understanding is to describe the nonverbal behaviors you observe.

Consider the messages you are communicating nonverbally. Recognize the impact that status and power have on your nonverbal

communication. Observe nonverbal communication in clusters. Be cautious when making generalizations about the meaning of

nonverbal cues. Each message must be interpreted by considering the uniqueness of the individual, the physical and social setting, and the cultural context in which the communication occurs.

9. Discuss how you feel about your ability to send messages, both verbally and nonverbally. What are your strengths? What areas need improvement? Answers may vary but should include the three elements of the question.

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Answer Key for Assignment 4.3Assignment 4.3: Specific Versus General Language

In addition to developing accuracy in your communication, you must also strive for clarity in your messages. Following is a series of words that will enable you to distinguish between general and specific language. For each pair of words, place an X next to the word that is more specific.

1 Equipment Computer X

2 Refrigerator X Appliance

3 Apartment X Residence

4 Organize File X

5 Exercise Walk X

6 Pulley X Mechanism

7 Letter X Correspondence

8 Vehicle Automobile X

9 Fuel Diesel X

10 Union X Organization

11 Add X Compute

12 Legal document Contract X

13 Solar power X Energy

14 Luggage Suitcase X

15 Business Store X

16 Bank transaction Deposit X

17 Phone book X Directory

18 Window covering Blinds X

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Answer Key for Assignment 4.4Assignment 4.4: Abstraction Ladders

Another way to sharpen your awareness of the distinction between general and specific language is to rank the following groups of items from the most general (#1) to the most specific (#5). Notice how the meaning changes with the item you rank #5, as it presents the clearest picture.

Ranking Group 14 Human biology1 Knowledge3 Biology2 Science5 Reproductive system

Ranking Group 21 Transportation3 Land vehicle5 Jeep2 Vehicle4 Four-wheel drive

Ranking Group 33 Aerobic exercise4 Swimming1 Physical activity2 Exercise5 Backstroke

Ranking Group 41 Work2 Employment4 Computer worker5 Programmer3 Occupation

Ranking Group 54 Central Campus2 School1 Education5 Business Building

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3 Post-secondary

Ranking Group 61 Equipment2 Machine5 Brake lathe4 Metal cutter3 Industrial machine

Ranking Group 72 Business1 Organization3 Store5 J.F.Ward’s4 Department store

Ranking Group 83 Carbohydrates1 Nourishment5 French fries4

Potatoes2 Food

Ranking Group 95 Cola1 Refreshment3 Nonalcoholic beverage2 Beverage4 Soft drink

Ranking Group 105 1/2” Hammer drill4 Power drill1 Mechanism2 Tool3 Power tool

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1. Briefly explain any three specific situations where listening will be an important part of your life.Answers may vary but should include school, work, and home.

2. Describe the steps in the listening process.Answers may vary but should include the following: hearing, selecting, attending, understanding, evaluating, remembering, and responding.

3. How is listening defined in your text?Listening is “the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages.”

4. Explain four listening principles that are discussed in your text.Explanations may vary but should include the following: Listening is learned. Listening is active. Listening occurs faster than speech. Listening requires emotional control.

5. List three tangible benefits of effective listening in the workplace.Answers may vary but could include the following: improved productivity, better relationships, and higher morale

6. Discuss several ways listening differs from hearing.Answers may vary but should include the following:

Hearing is involuntary. Listening, in contrast, involves making a choice. Listening requires preparation. Listening happens when you decode the message in an attempt to understand

what the speaker intended. Feedback is needed to assure that accurate listening has occurred.

7. Identify the note-taking style described in the text that you find most effective to increase your understanding. Explain why this style works for you.Answers may vary but could include the following: outlining, mapping, diagramming, or memory devices, along with a discussion of why that style is effective.

8. Describe when you would use each of the response styles and how you would know whether or not each was effective.

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Answers may vary but should include when you select each of the following and how you assess the effectiveness of each: Evaluating Interpreting Supporting Questioning Paraphrasing

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Answer Key for Assignment 5.4: Response Styles QuestionnaireNote to instructors: After students have completed the questionnaire by writing their own responses and circling matches, have students work in groups to label all five of the responses (A–E). Such identification will help students distinguish the various responses from one another.

Then have students tally the frequency of the various responses they circled to determine their own response style pattern. For example, a student may find that he or she wrote and matched primarily evaluating responses. This information can help the student become more aware of his or her response style when interacting with others and make conscious choices to select response styles that are more appropriate for the situation and person with whom the student is communicating.

Below is an answer key for labeling the responses in the questionnaire and a table for students to record answers.

Item Response A Response B Response C Response D Response E1. evaluating supporting paraphrasing interpreting questioning2. questioning paraphrasing evaluating supporting interpreting3. questioning evaluating paraphrasing interpreting supporting4. evaluating questioning paraphrasing interpreting supporting5. paraphrasing questioning evaluating interpreting supporting6. evaluating interpreting paraphrasing questioning supporting7. supporting paraphrasing interpreting questioning evaluating8. paraphrasing questioning evaluating supporting interpreting9. evaluating supporting questioning paraphrasing interpreting10. questioning paraphrasing evaluating interpreting supporting

Response Styles Practice Worksheet(Answers will vary.)

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Student Answer Sheet for Assignment 5.4

Item Response A Response B Response C Response D Response E1.2.3.4.5.6.7.8.9.10.

Response Type: Times Matched Times WrittenEvaluatingInterpretingSupportingQuestioningParaphrasing

Total 10 Total 10(+)

Response Styles Analysis Response Styles Practice Worksheet(Answers will vary.)

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1. Give three of the reasons presented in your text for why relationships are important.Answers may vary but could include any of the following:

People receive and share information better Define and understand goals Avoid the negative effects of conflict and confusion Build rapport Promote self-confidence Positive overall effect on the working environment

2. List six elements of the supportive climate. Give a workplace example for a time when you have witnessed each. Answers may vary but should include an example for each of the following:

Description Problem Orientation Spontaneity Empathy Equality Provisionalism

3. Describe the differences among assertive, aggressive, and nonassertive communication.Answers may vary but should include these elements:Assertiveness: Stating what you think, feel, want, or need in a way that is direct, honest, and respectful of others.Aggressiveness: Stating thoughts, feelings, wants, or needs directly and honestly but in a way that is disrespectful of others.Nonassertiveness: Respecting others while stating your thoughts, feelings, wants, or needs indirectly or not at all.

4. Identify the characteristics of each element of the four-part assertion message.Answers may vary but should include these elements.

Behavior Description A factual description of the behavior causing the

problem.

Feeling Message A statement of your feelings in response to the

behavior.22

Consequence Statement An identification of the tangible consequences

you are experiencing as a result of the behavior.

Request Statement A statement of request as a possible solution to

the problem.

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Answer Key for Assignment 6.1: Behavior Descriptions Behavior Description Recognition PracticeBehavior descriptions should meet the following criteria:

Behavior descriptions should report only behaviors you can observe with your senses.

Behavior descriptions should exclude any evaluation of the behavior or statement of what you believe may be the feelings, motives, or intentions that prompted the behavior.

Behavior descriptions should be specific and tentative rather than general and absolute. Avoid words like “always” and “never.”

Some of the following statements describe only observable behavior while others go beyond and deal with motives, feelings, attitudes, etc. Put an “X” next to those statements that describe specific behaviors only.

______1. You never pay your fair share.______2. You waste my time with stupid questions.______3. You gave me a dirty look for telling an ethnic joke at the party.__ X _ 4. You asked for directions to the customer service center.__ X _ 5. You told me that you got a new job offer and may leave here.__ X _ 6. I just saw you punch in on Stewart's time card.______7. You were really annoyed when I wouldn't change vacations with you.__ X __8. You called the service department and said Job #2217 was ready.__ X __9. This morning you interrupted me while I was on the phone with a customer.__ X _10. You look at the newspaper when I am talking to you._____ 11. You were rude to that customer.__ X _12. You took the parts from your machine and put them in the boxes without

checking them for the correct size._____ 13. You twisted the way the accident occurred to fit your version.__X__14. You changed my work schedule on Friday for next week’s work._____ 15. You ignore safety policy so you can get the job done faster.

Writing Behavior Descriptions PracticeAnswers may vary but should include clear, specific, and observable information.

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Answer Key for Assignment 6.2: Feeling MessagesFeeling Messages Recognition PracticeFeeling messages contain these elements:

Feeling messages include an “I” message that makes it clear to a receiver that you are claiming ownership of and accepting responsibility for the feelings you are expressing;

Feeling messages identify the precise feeling you are experiencing (hurt, annoyance, happiness, uncertainty, confidence).

Following are 15 statements, some of which describe feelings directly and specifically. Put an “X” next to those statements that clearly describe what the speaker is feeling.______1. I feel it's time for us to take a break.__ X__2. I'm really grateful you loaned me your car while mine was being repaired.__ X _ 3. I get annoyed when you turn up the television while I'm studying.__ X _ 4. My feelings are hurt when you tell me I'm inconsiderate of others.______5. You are such an easygoing person.______6. This darn fighting all the time is a pain. __ X _ 7. Apart from all the work I have to do, I feel a sense of accomplishment with this

job.__ X _ 8. I'm surprised that you asked for a raise. ______9. I don't feel good about being here; Sam's always complaining about something._____10. I feel that going on second shift if you don't have to is really stupid._____11. I feel you could practice more.__ X_12. When you're late from work, I feel concerned._____14. I am clumsy—always have been, always will be._____15. I feel like I'm on top of the world.

Writing Feeling Messages PracticeAnswers may vary but should include an I message and the name of a specific feeling.

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Answer Key for Assignment 6.3: Consequence StatementsConsequence Statement Recognition PracticeConsequence statements report the effects of others’ actions on you in tangible, concrete terms.

Telling others how their behavior has had real, lasting effects on your time, money, work, possessions, and effectiveness or health and safety shares your consequences with them.

These tangible, concrete effects can be measured in terms of gains, savings or losses. As such, they represent the most potent form of consequence by showing how someone’s behavior affects you directly.

Label the following statements as “T” for tangible or “I” for intangible._ T _ 1. . . . because I have to spend money on repairs.____ 2. . . . because my feelings are hurt._ T _ 3. . . . because my calculator doesn't work anymore, and I need it._ T _ 4. . . . because I was unable to complete the work on time._ T _ 5. . . . because I could be injured if we have an accident._ T _ 6. . . . because I have to spend three hours redoing the work._ T _ 7. . . . because I can't go as fast as you do._ T _ 8. . . . because I'm late for work and get docked for pay.____ 9. . . . because I'm embarrassed to say I don't know.___ 10. . . . because I get annoyed and aggravated.___ 11. . . . because that makes me look bad.___ 12. . . . because then people won't believe me.___ 13. . . . because I think you don't like me.___ 14. . . . because my standing in the community is lessened. _ T_15. . . . because I lose my place and have to start over.

Writing Consequence Statements PracticeProvide tangible consequence statements for the following messages:

Answers may vary but should include a tangible result of the other person’s action.

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Answer Key for Assignment 6.4: Request Statements Request Statement Recognition PracticeRequest statements require the following three essential parts:

Place an “R” next to those statements listed below which make direct and specific requests. Those statements that are not specific and direct requests should be left blank.__R_ 1. Please hand me that file folder on the desk.______2. Thanks to your late arrival, we couldn’t start the safety training on time.__R _ 3. Would you kindly return the insurance enrollment forms by Friday this week?_____4. The outgoing message on the answering machine needs to be updated.__ R_ 5. Would you go to Quality Plating to pick up the reconditioned parts that I have on

order?__ R 6. Since I've been putting in overtime at work, could you please help getting supper on

the table?_____7. Employee to boss: “You know, it's been almost a year and a half since I had my

last raise.”__ R_ 8. If you could, I’d like you to pick me up for work tomorrow because my car won't

be repaired until Wednesday.__ R_ 9. I want to talk to you about the low rating you gave me on my work evaluation last

month.____10. Wouldn't it be a good idea to move on to the next item on the agenda? This

meeting is running too long already.__R_11. I'd like you to let me know before you use that new numerical control machine so

that I can see how it works.____12. What do you know about the settings on this new copier?_ R_13. Can you help me file this batch of office equipment requests that came in this

morning?_ R_14. Would it be possible for you to change vacation days with me next week?____15. Why can't I have the same assignments as everybody else? I can do everything

they can.

Writing Request Statements Practice Provide a behavior description and an appropriate request statement for the stem sentences that follow: Answers may vary but should include a direct, specific request.

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Answer Key for Assignment 6.5: Four-Part Assertion Message Self-Assessment

Mark the correct letter to identify each of the statements 1- 16 below. Mark “A” for behavior descriptions; orMark “B” for skillful feeling messages; orMark “C” for tangible consequence statements; orMark “D” for request statements.

1. C “Because now I have to replace three panels.”

2. D “I want you to help position this piece and then tack it in place.” 3. A “When you said there would be time to finish this, ...” 4. D “Could you please change machines with me?” 5. B “I am so relieved about that.” 6. D “Please decide whether you will accept the job or not.” 7. B “I'm surprised about the idea you presented.” 8. C “I will have to hire someone to fix my car.” 9. A “When you leave my test equipment out in the snow, ...”10. C “I am going to have to spend over three hours analyzing the problem.”11. C “I have to recalculate the charges.”12. A “When you leave scratches and pit marks in the new lens, ...”13. D “Please help me align the new part before break.”14. A “When you said, ‘No!’ you would not switch vacations with me, ...”15. B “I get so fearful with this equipment.”16. B “I feel angry when that happens.”

17. – 20. Write a four-part assertive statement that includes the assertive statements you have studied. Label each of the components of your response. Answers may vary but should include all four part of the assertive message.

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1. This chapter discusses several benefits that can result when you are faced with an interpersonal conflict. Describe an interpersonal conflict you have experienced and explain which of these benefits occurred as you attempted to resolve the conflict.Answers may vary but should include the example and the benefits of the following:

Strengthens relationships and facilitates team building Encourages open communication and cooperative problem solving Increases productivity Deals with real issues and concentrates on win–win resolutions Calms and focuses towards results Supports respectful workplace and client relationships and a client

satisfaction/service orientation Facilitates an environment of openness and permission for service recovery and

improvement

2. Explain the difference among the five types of interpersonal conflicts.

Answers may vary but should discuss the differences among the following: Pseudo conflicts are not real conflicts, but are only perceived as conflicts. Fact conflicts are at hand when individuals disagree about information that

could be easily verified. Ego conflicts occur when a dispute centers on status or power. Value conflicts focus on personal beliefs that you hold near and dear. Need conflicts usually occur when the needs of one individual are at odds with

the needs of another. 3. Match the letter of each conflict management style in Column A with the appropriate

characteristic in Column B. (Refer to the “Managing Conflict Model.”)

Column A Column B

a. Forcers _E__1. Want peace at any priceb. Collaborators _B__2. See conflict as a natural way to meet needs c. Compromisers _C__3. Want each side to gain somethingd. Avoiders _D__4. Lack commitment to finding solutionse. Accommodators _A__5. Believe winning is the only thing

_B__6. View the other as equal in a conflict_E__7. Believe conflict is destructive_C__8. Use voting or bargaining to decide_A__9. Love challenge and achievement_D__10. Are impersonal or distant

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4. Discuss the values that each of the following Conflict Strategy Guidelines offers you when faced with a conflict:

Answers may vary but should include the value of each of the following:a. Recognize the “enemies” that can limit your ability to manage conflict effectively.b. Identify your needs and those of the other person.c. Plan what you want to say.d. Choose the right time. e. Take turns speaking and listening.f. Set the stage for finding a solutiong. Express appreciation.

5. Define three different types of criticism and the three different ways of responding to criticism.

Fogging is a technique of calmly acknowledging unfair, manipulative criticism without agreeing or disagreeing with it.

Negative assertion is a technique where you strongly agree with valid criticism without having to apologize or give excuses

Negative inquiry is a technique of actively questioning your critic for specific information about vague criticism.

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Assignment 7.4: Role of Dr. Smith

You are a doctor at Drugs, LTD. You have been working on a special project for the U.S. Government. Your task is to find a neutralizing agent for some nerve gas that has been stored in tanks in a desolate part of New Mexico. The tanks are starting to leak and wind currents could destroy people in nearby towns. Santa Fe, a town 30 miles south, has approximately 75,000 people, and most wind currents in this region move from north to south.

You discover an agent that will neutralize the nerve gas and halt the threat. Unfortunately, it is made from the rind of the Ugli orange, a rare fruit grown only in South America. You also find out that the summer’s stock of these oranges has been used up. You hear about a grower, however, who has 3,000 left. You need all these oranges if you are to neutralize all of the gas. You have been authorized to spend up to $25,000 for the oranges.

You find out that a Dr. Jones—from a rival pharmacy company—will also be bidding for the oranges. They’ve stolen ideas of yours before, so you don’t want to give too much information about your project to Dr. Jones. Your task is to try to influence Dr. Jones not to bid for the oranges.

Keep in mind that the purchase and subsequent sale of the neutralizing agent will mean a big profit for your company and could move you to a much higher position within the company.

Round 1: Assigned Conflict Style

Round 2: Collaboration Style

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Assignment 7.4: Role of Dr. Jones

You are a doctor at Acme Pharmacy, Inc. You have discovered a serum that can cure a disease called Rudosen which causes deformed babies in pregnant women. Unfortunately, the serum is made from the juice of a rare fruit called the Ugli orange, which grows only in South America. You find out that all the Ugli oranges have been sold from last summer’s harvest, and you must wait at least six months before you can attain more. However, you can’t wait. A plague of Rudosen has broken out, and you need the serum now!

You heard of a grower who has not sold his stock of Ugli oranges. He has 3,000 left, and you need all 3,000 to make enough serum to hold you for the next six months. You also find out that a Dr. Smith—from a rival company—will be bidding for the oranges for a product his company is in the process of making.

You have been authorized to spend up to $25,000 for the oranges. You also have the opportunity to discuss the situation with Dr. Smith and to try to influence him not to interfere with your purchase of these oranges. Realize also that this purchase and subsequent sale could mean a great profit for your company, but more importantly, you could win the Nobel Peace Prize for your efforts.

Round 1: Assigned Conflict Style

Round 2: Collaboration Style

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1. Give an example of each of the five factors that can enhance team performance.

Answers may vary but should include an example for each factor below: Clear goals Capable team members Commitment to excellence Outside recognition Collaborative climate

2. Describe the seven-step problem-solving strategy based on the ideas of John Dewey.

Answers should include the following steps in order: Define the problem Analyze the problem Establish criteria for a solution Consider possible solutions Select a solution Implement the solution Follow-up on the solution

3. List the information required for accurate meeting minutes. a) the date, place, and time of the meeting b) a list of members present and sometimes those absent c) a list of topics that were discussed d) a brief description of decisions made and/or follow-up actions required e) the date of the next meeting f) the time the meeting adjournedg) a signature of the member who prepared the minutes

4. Name four of the positive participation skills required of team members. Any four of the following skills are acceptable:AccountabilityTrustworthinessSpirit of CooperationRespectfulnessEnthusiasmWillingness to Resolve Conflicts

5. List four responsibilities of team leaders.

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Leaders set meeting agendas and see to it that these agendas are distributed to the other members in advance of the meeting.

Leaders need to encourage participation. Leaders need to keep the discussion on track. Leaders need to clarify and summarize frequently. Leaders need to facilitate problem solving. Leaders need to bring closure to the meeting.

6. Give an example of three of the responsibilities that team members have.Examples should be focused on these activities:

Members need to attend meetings regularly and be on time. Members should come to meetings prepared. Members need to stay involved during the course of the meeting. Members need to adhere to the meeting protocol established by the team.

7. Name the steps in the team organization process. Recruiting members Training the members Identifying roles Selecting meeting format Determining a team assessment method Identifying methods of conflict resolution

8. After a team is organized, it will go through several stages. List the five stages. The form stage The norm stage The work stage The storm stage The perform stage

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1. List three reasons why informative presentations are important.Answers may vary but should include reasons related to work, school, and community.

2. Describe four types of informative presentations you may have to give.Answers should include tools/mechanisms, processes or procedures, incidents, and ideas.

3. Explain why analyzing your audience is essential for your informative presentation.Answers may vary but should include reasons to make the speech relevant to the audience’s needs, concerns, and interests.

4. List two types of information to be included in your audience analysis.Answers should include demographic and psychographic types of information.

5. Describe three guidelines for writing an effective specific purpose statement for your informative presentation.Answers should include the following guidelines: Specific purpose should be a complete sentence. Specific purpose should contain only one key idea. Specific purpose should be stated in measurable terms.

6. List five guidelines for formulating the central idea of your informative presentation.Answers should include the following guidelines:

A central idea must be expressed as a sentence. A central idea should not be expressed as a question. A central idea should contain only one key idea. A central idea consists of a subject and a focus. A central idea should be stated in the introduction and the conclusion.

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1. List six criteria for effective main points in your informative presentation.Answers should include the following criteria: State main points in sentence form. Choose between three and five main points. Include only one idea for each main point. Establish a direct connection with the central idea. Make the main points parallel. Include balanced information in all main points.

2. Explain the differences among the three patterns of organization for your main points.Answers may vary but should include mention of these three: chronological = time order, topical = random order, or spatial = geographic order.

3. Identify three main elements of your informative presentation outline. Answers should include introduction, body, and conclusion.

4. Explain what transitions are and why they are important for a successful informative presentation.Answers may vary but should include a definition and description of the importance of transitions. Transitions are words or phrases that create a bridge between ideas. It is also important for you to make a smooth connection between one main point and the next.

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1. List three reasons why verbal and visual supports are important.Answers may vary but should include reasons to ensure interest, understanding, and believability.

2. Find an example of each of the six types of verbal supports.Answers may vary but should include an example of each of the following: Explanations Examples Statistics Stories Testimonies Comparisons

3. Obtain an example of each of the six types of visual supports. Answers may vary but should include an example of each of the following: Objects or models Charts or graphs Lists Tables Photographs Diagrams

4. Describe the four factors that influence your choice of visual supports.Answers should include the following:

The nature of your subject The audience’s level of sophistication The place your presentation will occur The purpose the visual will serve

5. Summarize the seven suggestions for effective visual supports.Answers may vary but should include the following guidelines:

Make sure the visual is large enough for the entire audience to see. Keep the visual simple by resisting the temptation to cram too much information

onto a single visual. Create “eye appeal” by using colors, fonts, and graphics in imaginative ways. Have a definite purpose in mind for using the visual. Introduce the visual, explain it, and then put it away.

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Be certain you have the necessary equipment available and in working order before the presentation.

Practice the speech using the visuals.

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1. Describe three different types of print sources of information.Answers should include descriptions of books, reference materials, and periodicals.

2. What is a library database? Name three such databases you might use to research your speech.Answers may vary and could include any of the following: EBSCOHost, Facts.com, InfoTrac, and ProQuest.

3. Identify the five tips for good Web searchingAnswers should include the following:

How reliable is the authority of the site? What’s the purpose & objectivity of the site? How is the content of the site? How current is the website? Does the website meet your needs?

4. Using the five tips for good Web searching, evaluate three sources of information for your speech assignment. Answers may vary but should include answers to question 3 above for tips.

5. Create a bibliographic citation for your textbook in either the MLA or APA format.Answers may vary but should include correct MLA and APA format.

6. Explain the difference between a bibliographic card and an evidence card.Answers may vary but should include the following differences: Bibliographic cards provide the essential information for creating a bibliography or reference page for your sources. You record each of your sources on a separate index card. Evidence cards are used to record specific information you have selected from your authoritative sources.

7. Describe three ways that plagiarism can occur in a speech presentation.Answers may vary but should include the following:

Plagiarism occurs when you use the works of others in your presentation without crediting the source. Failure to credit your sources when you quote, paraphrase, or borrow ideas from those sources is a serious violation of ethical public speaking.

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Answer Key for Assignment #12.4 Case Study: Trivial Pursuit

To give you more practice in using print and online resources for research, your instructor will divide your class in groups of three or four. Each group will be sent to your college library to find answers to the following trivia questions and to record the sources of your answers in MLA or APA bibliographic format.

1. What does a prestidigitator do? Slight of hand magic tricks

2. Who did James Buchanan beat in the 1856 presidential election?

John C. Fremont3. What city in northeastern France was the place of origin for a famous cheese?

Muenster, also spelled Munster4. What is unique about the menu at San Francisco’s Millennium Restaurant?

Organic Gourmet Vegetarian Food5. In 1903, what did Dr. George Crile invent, and how is it used today?

He invented an inflatable rubber suit for patients who had to be operated on in a sitting or semi-sitting position; G-suit

6. When the Noble prize was established in 1901, there were only five awards. Which award was added in 1968?

Economics7. What is the main ingredient in andouillette?

Tripe (stomach)8. How many quarter horses are owned in the State of Tennessee?

The most current statistics, which are printed in a September 2008 government brochure (see link below), are from 2004.47,000 quarter horses in Tennessee. http://www.nass.usda.gov/Statistics_by_State/Tennessee/Quick_Facts/quickfacts.pdf

9. Many modern medicines originated from medicinal plants. Which medicine came from the willow bark?

Aspirin10.When your car has a mass air flow problem, what should you do?

Replace the mass air flow sensor

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http://www.nass.usda.gov/Statistics_by_State/Tennessee/Quick_Facts/quickfacts.pdf


1. Discuss three suggestions for coping with speaker anxiety that you found most helpful in the chapter.Answers may vary and could include any of the following:

Examine the unrealistic beliefs you may have about addressing an audience, such as that the audience will be able to sense your nervousness and perceive you as incompetent, that your delivery must be perfect, or that you cannot deliver an effective speech because you are not a professional speaker.

Be well prepared. Accept that some tension before a presentation is natural. Consider doing some slow, deep breathing prior to speaking. Practice positive self-talk. Have a strong introduction.

2. List and explain the four different delivery styles.Answers should include explanations of the following:

Manuscript deliveries are read word-for-word off the printed page. Memorized deliveries avoid dependence upon notes. Extemporaneous deliveries require you to be thoroughly prepared and well

rehearsed, but to deliver the speech in a conversational style with little reliance on notes.

Impromptu deliveries involve speaking unexpectedly or off-the-cuff.

3. Explain the differences among a speaker’s outline, note cards, and a speaker’s map.Answers may vary and could include any of the following:

A speaker’s outline is an abbreviated form of the detailed outline you prepared. It may contain your central idea and main points, along with some key words and phrases to remind you of what you want to say.

If you choose to prepare note cards instead, remember some of these tips: number them sequentially; keep the information on each card as brief as possible; write legibly or type them; use boldfacing, underlining, or colored highlighting to make key information stand out; practice your delivery with your note cards; use them as inconspicuously as possible.

If you choose to prepare a map for your speaking notes, you will be designing a visual representation of your information. Maps can look like a solar system, with main points orbiting around a central idea, or they may resemble an organizational chart with boxed information arranged in a linear pattern.

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4. Discuss three suggestions for practicing your delivery.Answers may vary and could include any of the following:

Practice out loud. Practice in front of an audience if you can. Practice with your visuals. Time your speech. Use visualization.

5. Explain the difference between articulation and pronunciation.Answers should include the following: Articulation refers to the clarity with which you speak your words. Pronunciation involves placing correct emphasis on the various syllables of a word.

6. What are nonfluencies? Why should they be avoided in your speech delivery?Answers should include the following: Nonfluencies are words or vocalizations that serve no purpose. The most common are

“you knows” and “ums” and “uhs.” Repeated use of them is distracting and may reveal a lack of confidence.

7. What are the three nonverbal elements of delivery?Answers may vary and should include the following: Posture Gestures Facial expressions

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1. List several benefits that result from your ability to use persuasion effectively.

Answers may vary and could include any of the following: You become more adept at establishing your personal credibility. You develop greater sensitivity in establishing common ground with your listeners. You learn to use vivid language and compelling evidence in supporting your position. You become more proficient in connecting with your listeners emotionally. You become a more resourceful researcher. You become a more critical thinker. You become more aware of the importance of ethical communication. You experience increased confidence as a communicator.

2. This chapter lists three types of persuasive presentations: Fact,Value, and Policy. Identify the following topics as F, V, or P.

a) __F__Students achieve higher grades with individualized instruction.b) __P__We need to curb violence in our city’s schools.c) __V__Capital punishment is inhumane.d) __F__Vitamin C cuts the rate of colds in half. e) __P__We must find a way to reduce alcohol-induced traffic fatalities.f) __P__Child abuse is a problem that needs to be solved.g) __V__Hybrid cars are the best way to protect our environment.h) __V__Professional athletes are paid too much money.i) __F__A majority of community college students finds jobs after graduation.j) __P__Parking availability on campus needs to be improved.

3. You can be a more effective persuader by using logical (logos), ethical (ethos), and emotional (pathos) appeals in your presentation.List two suggestions that you can use to create each of these appeals.Answers may vary and could include any of the following:

a. Logical Appeal1. Document the source of your information.2. Share the author’s credentials. 3. Select statistics and examples that are current.4. Choose reputable publications.5. Avoid any logical fallacies.

b. Ethical Appeal1. Demonstrate your competence.2. Convince your audience that you are honest.

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3. Demonstrate empathy for your audience.c. Emotional Appeal

1. Your word choice, tone of voice, and selection of material should provoke an emotional reaction in the audience.

2. Make appeals to the audience in a way that implies that if the audience accepts an idea, buys a product, or participates in a cause, needs will be satisfied.

4. Describe some information you read or heard about that motivated you to do

something. For example, maybe you heard a speaker talk about the benefits of exercising regularly, and you began a more consistent exercise program yourself. Then for your example, tell which of the needs on Maslow’s Hierarchy motivated you in this instance. Increased self-esteem could have been the motivator in the exercise example.Answers may vary but should include mention of needs below:

5. Briefly describe what the persuasive speaker tries to accomplish in each of the five steps of Monroe’s Motivated Sequence.Answers may vary but should include mention of the following steps:

Attention Step, capture the audience's attention Problem Step, includes four sub-steps:

-Stating the problem-Illustrating the problem -Showing the ramifications of the problem-Pointing out the direct effects of the problem on the audience

Solution Step, present five sub-steps: -Stating the solution (central idea) -Explaining the solution -Showing how the solution will solve the problem -Showing how others have solved problems with this solution -Answering the two most likely objections to the solution

Visualization Step, provides the opportunity for you to show what the future will be like through a hypothetical story.

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Action or Approval, from your audience by leading, instructing, challenging, or inducing the audience to act on or accept your solution.

6. When does the Advantages-Disadvantages pattern of organization work best for a persuasive speaker and why?This pattern of organization arranges information based upon pros and cons; it is particularly effective when your audience may not be totally sympathetic to your position.

7. Explain the two approaches you can use in the Cause-Effect pattern of organization.Cause-effect is another pattern of organization that works well for persuasive speakers who can take one of two approaches: a) identifying significant causes and their respective effects, and b) pin-pointing important effects and suggesting their possible causes.

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Assignment 14.2: Logical Fallacy Identification

Match the logical fallacies in Column A with the example in Column B.

Column A Column B

A. Hasty Generalization_E___ I passed my Communication Skills test on Monday. That was right after I went to church on Sunday. I can see the power of prayer.

B. Either/Or Thinking__C__ Emotions are like an onion. As you peel away the outer layers, you become more tearful.

C. Faulty Comparison__D__ If I make an exception for you and let you turn in your assignments late, I will have to make an exception for everyone.

D. Slippery Slope__A__ Three of my friends say they are going to vote for Senator Smith. I guess Senator Smith is a very popular candidate.

E. Faulty Causation__B__ In our class, students either study and pass, or they don’t study and fail.

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1. Describe the importance of interviewing in today’s business world.Answers may vary but should include the focus on the interview as your ticket to getting a job, as well as advancing on the job, by being the most desirable candidate in the field of applicants.

2. List three of the most common mistakes made during an interview.Answers could include any of the following:

Don't prepare Dress inappropriately Poor communication skills Too much communication Talk too much Don't talk enough Fuzzy facts Give the wrong answer Badmouthing past employers Forget to follow-up

3. Name the four major steps to prepare for an interview. Answers should include the following:

Researching the company Updating your paperwork Rehearsing your responses Ensuring a positive first impression

4. Give three examples each of the three main types of interview questions.Answers may vary but should include three examples of traditional questions, behavior-based questions, and illegal questions.

5. Write a PAR story for each of the two questions below:

Describe a time when you had to go more than halfway to deal with a coworker in a difficult situation.

Answers may vary but should include a problem, action, and result for each story presented in each answer.

Tell me about a time when you had to make an important decision with limited facts.

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Answers may vary but should include a problem, action, and result for each story presented in each answer.

6. Describe how you would respond to two of the illegal questions mentioned in this chapter.Answers may vary but should include one of the following choices:

Simply answer the question you have been asked. Refuse to answer the question. Respond as to why you think the employer might be asking the question and

respond with your perception of the employer’s intent. Ask a question. For instance, you might say, “Could you explain how you think

my having children would affect my job performance?”

7. List three guidelines to help you participate effectively in the interview.Answers may vary and could include any of the following:

When scheduling the interview with the employer, you should note the time, place, and name of the person that you will meet.

Prior to the interview, consider traveling to the employer's address to know where it is and how long it takes to get there.

Arrive in plenty of time before the scheduled interview. Create a positive impression the moment you enter the office. Be pleasant and courteous to those you meet. Bring along your updated resume. Be prepared to complete an application form. Bring along a portfolio as evidence of your past accomplishments. Know the interviewer’s name and title. Dress and groom appropriately. Let the interviewer take the lead. Listen and respond accordingly. Respond with honesty and completeness. Be positive about yourself and your previous experiences at work and at school. Avoid any temptation to bad mouth former employers or teachers. Avoid one or two word responses. Explain what qualifications you have and give concrete examples of those

qualifications. If you're unsure of what the interviewer is asking, paraphrase the question to

clarify any misunderstanding. In all of your answers, emphasize what you have to offer the company. Sit up in your chair and lean slightly forward. Make eye contact, smile, and keep an open body posture by avoiding crossed

arms and legs. Use head nods and facial expressions that signal attentiveness and interest. Ask appropriate questions.

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Avoid questions about salary, vacation time, sick days, etc. End the interview on a positive note. Express thanks for the interviewer’s time and attention, and find out when a

decision will be made and how you will be contacted. Ask the interviewer for a business card, and use it for writing your follow-up

letter. Have a briefly prepared closing statement that makes you a memorable

candidate in the eyes of the interviewer.

8. Describe the essential information to be included in an effective follow-up letter.Answers may vary but should include the following:

Thank the employer for the interview. Express acceptance or rejection of a job offer. Explain what you like about the position. Sound enthusiastic about working for the firm.

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