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SAGE Business Skills Author Guidelines

PRODUCT

SAGE Business Skills (SBS) is a digital resource to help students develop practical business

and professional skills. With easy access to a range of multimedia content, students can

develop relevant, in-demand skills needed to confidently transition from the classroom to the

workplace. The platform’s modular design allows for easy student self-discovery through the

library catalog as well as the ability for faculty members to embed within their Learning

Management Systems or syllabus for classroom support.

AUDIENCE & TONE

SBS is aimed at upper-level undergraduates enrolled in business and allied fields but could

also be used by students outside of the traditional business degree who are looking to ready

themselves for employment. When writing, keep in mind that SBS is designed to be an

engaging and enjoyable experience for students. There are no citation requirements, but we do

encourage you to refer to research that supports the direction you are providing in the content.

Below is a sample of how to do this (you can find more sample content in the Appendix of this

document):

Want to dig into this more and see the research behind the art and science of Business Communication? Check out

this article: Communicating Organizational Trust: An Exploration of the Link Between Discourse and Action.

We love this quote: “Words in themselves do not communicate trust unless there is corresponding action that

attests to the veracity of the words.”

WHAT DOES SBS CONSIST OF?

At launch, SBS will consist of five modules:

1. Business Communication 2. Data Analytics 3. Soft Skills & Professionalism 4. Leadership & Management 5. Entrepreneurship

Please review this brief video on our SAGE’s Skills site: https://study.sagepub.com/skills. The

video presents an early prototype of the platform. Keep in mind this is a quick overview tour for

authors and editors to orient themselves to this new SAGE idea and not highly polished

marketing video. Below is a quick snapshot of the four levels users will access across the site:

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Within each of these Modules there will be 10 Skills (such as Emotional Intelligence within

the Soft Skills & Professionalism Module or Demystifying Excel within in the Data Analytics

Module). Within each Skill there will be a minimum of 10 Topics. These Topics are the real

heart of the platform and where all the content is found. For ease of use on the platform these

topics are clustered under a Table of Contents (TOC), which is essentially a list of headings

that organize the underlying Topics. This enables us to add more topics as we grow and not

force users to just keep scrolling down the page to find more content. These TOC headings

help condense the accordion so users can open and close and keep things manageable on the

screen.

Each Skill within a Module is taken on by a sole author. Each Skill should aim to have the

following content (see Content Types table below for more details):

3-5 Table of Contents Headings, with the first heading being “Overview.” The Skill

author writes the skill overview. These headings should be broad and general enough

to encapsulate the Topics included within. Consult your SAGE Editor or Editor-in-

Chief (EIC) for assistance in writing these. While they are not discoverable on the

platform via search, they will help the user decide their route through the platform.

Note that depending on which Module you are working on, the EIC and/or SAGE

Editor may have already drafted these headings.

Under each of these TOC headings, Skill authors should have anywhere from 2-8

Topics—but keep the overall Topic count in mind when organizing. How these

Topics titles are worded is important as they will be discoverable on the platform via

the language you use. Strive for succinct and informative headings (such as

“Conveying Messages with Data Visualizations” under the Data Visualizations Skill;

or “Crowdfunding” under the Funding Your Business Skill within the

Entrepreneurship module).

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CONTENT TYPES

Before you begin writing, you can download your authoring templates from our interim Skills

site: https://study.sagepub.com/skills. The template includes prompts and pull-down menus to

help you select the content type to use for all your Topics. For each Topic within your Skill,

aim to have a good mix of the following content types. For instance, do not use the same

scenario type for all your topics. Mix things up so we are providing students with an engaging,

rich, and varied learning experience.

CONTENT NAME DESCRIPTION Notes/Amount

Module Self-

Assessment

Written by EIC. Ten (10) MCQs that touch on the entire

module. EIC submit once all content complete. Further

Reading section with 5-10 items that uses APA style and is

not limited to SAGE resources.

One in each module.

Module Overview Written by EIC. Introductory text that is approx. 800-1200

words that provides overview of the module. Can include

images w/ captions. Grounding essay that gives overview

of skill topic and gives a quick tour of what they will find

throughout the module and why this set of skills is

important. Should be written by the Editor in Chief. This is

Need to Know. No theory or jargon. Straight talk, man.

Newly commissioned. The heart of the skill. Possibly

enhanced with video or other material. Can include Further

Reading section that uses APA style and is not limited to

SAGE resources.

One in each module.

Skill TOC Written in collaboration by EIC, SAGE Editorial, and Skill

Authors. Lists out headings that capture the skill content in

that section. Enables content to be organized into sections

and limit the number of accordions displayed on the screen

at one time. Note that this content is for organizational

purposes only and will not be discoverable.

First item on each

outline is “Overview.”

One TOC per Skill.

Skill Overview Written by Skill Author. Approx. 500-800 word overview

that encapsulates the skill. Brief anchor essay. Can include

Further Reading section.

One for each skill.

Skill Self-

Assessment

Written by Skill Author. Overview quiz with 5 questions

that provides a quick look into what will be covered and

allows user to assess their existing strengths before

entering the skill.

One for each skill.

General Skills

Content

Written by Skill Author. Content that is in an accordion but

not scenarios. Primarily text but can also include video,

data, and/or images. Can also include links to company

info, company reports, material submitted by companies,

and repurposed content.

Scenario Style 1:

Explore Your

Options

Written by Skill Authors. Explore all options to promote

critical thinking.

Aim for 1-3 per TOC

heading.

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Contains: Brief scenario/job situation that has 3-6

sentences. Answer choices consist of four options

containing not more than two sentences each.

Feedback Popup: appears when choice is selected. Content

is no longer than 1 to 3 sentences. All have some pros and

cons, but it could have a best answer.

Functionality Multimedia: Scenario can include image,

data, or video in scenario itself and in the feedback. No

more than one type of multimedia content in each section.

Scenario Style 2:

Multiple Choice

Questions

Written by Skill Authors. A short quiz either at the end of a

section or as the main content in a section to allow the

user to check their understanding. If alone, must have

introductory text to lead into quiz.

Contains between 3 to 5 MCQ questions. These questions

must work stand alone and not be contingent on each

other. There should be between 3 and 5 answers. Each

answer choice should be supported by why it is wrong, as

well indicate what the correct answer is.

Functionality/ Multimedia: users will select their answers

and click submit. They will then be told the correct answer.

Scenario can include image, data, or video in scenario itself

and in the feedback. Need to include iframes and Data

Planet embeds. No more than one type of multimedia

content in each section.

Aim for 1-3 per TOC

heading.

Scenario Style 3:

One question at a

time

Written by Skill Authors. For students to focus on one

question at a time and work through that question until

they get it correct. User moves horizontally and they do

not scroll down through questions.

Contains: Three questions and three answer choices.

Feedback will tell the users why the user got the question

wrong and invite them to either: a) attempt to try the

question again or b) move on to the next question. The

user will only find the correct answer if they choose it.

Functionality/Multimedia: Questions and answers can

include images, video, data. Users can attempt the

question again and again. Users submit the answer to each

question individually and work to uncover the answer

before moving on.

Aim for 1-3 per TOC

heading.

Notes from the

Field

Written by Skill Authors, Outside Contributors (such as

companies, societies, etc. brought in by EIC and SAGE), and

by SAGE Editorial. First-person or company perspective on

a business situation. Can include images, video, data. Can

also include Review Questions to trigger classroom or other

discussion.

Aim for at least one

per TOC heading but

really can be

unlimited throughout

the skills.

Ask The Experts

(not standalone)

Written by Skill Authors and by SAGE Editorial. Boxed text

with a few sentences to one paragraph and toll-free links

to SJ content. Should not be standalone skill content but

Aim for at least one

per TOC heading.

Consult with SAGE

Editorial on specific

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come at the end of content to reinforce the skill and back it

up with empirical evidence.

journals and amount

to use. Authors may

also use their own

journal publications if

they receive proper

permissions from

publisher.

MULTIMEDIA ELEMENTS: HOW MUCH TO INCLUDE?

SBS is a visual, interactive product and as such authors can request to add the following

elements throughout the platform (you will also have prompts in the Template for guidance):

Brief video clips (either provided by author or created by SAGE). Each Topic can

include up to two videos. Video can encompass actual live footage of interviews,

onsite business-in-action, brief SAGE-created animations. See Appendix for sample

video that is available to request. All video requests must be approved by SAGE editor

during Skill/Topic development.

Still images (either provided by author with appropriate permissions or procured by

SAGE via Getty Images). If the content lends itself to adding visual images you can

include up to five images per skill.

Excel spreadsheets. If relevant to your Skill, each topic could have up to 10

downloadable Excel spreadsheets. These will be made available via hyperlink on the

platform. See spreadsheet template in the Appendices section of this document.

Embeds from Data Planet (consult your SAGE editor for access to DP). If relevant to

your skill, each Topic can have up to two DP embeds. See the Appendices section of

this document for more info on including embeds.

SAGE will incur all the costs for creating bespoke video for SBS. Please consult with your

EIC and SAGE Editor when planning out multimedia elements.

THIRD-PARTY CONTENT and PERMISSIONS

If you would like to include your own or other figures or tables, please keep in mind

permissions. If the figure or table is not your own unpublished work and requires permission

for re-use, you must include the source line specified by the copyright holder.

Captions and Descriptions: Each figure and table should include a detailed caption for the

benefit of the visually impaired using text-to-speech readers. For example:

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See this SAGE site for further information on reuse of copyright material and what is

considered Fair Use: https://us.sagepub.com/en-us/nam/copyright-and-permissions

Because of the potential cost and time that might be required to secure permission to reuse

copyrighted content, SAGE reserves the right to make a final determination on whether it will

appear in SAGE Business Skills. When you submit your work to SAGE we ask that you flag

any third-party content you have included for our further review.

REUSE OF SAGE MATERIAL

We can use a limited amount of content from SAGE Reference works. Please consult your

editor for further details and access to SAGE Knowledge.

HOW TO SUBMIT YOUR CONTENT and OUR REVIEW PROCESS

SAGE has created a both an EIC template and a Skills Author Template. EICs will submit just

one document that includes their module overview as well as the module’s self-assessment.

This is submitted at the end of the editing process once all the authors submit their individual

topics and they have been reviewed and approved. Once all the content is complete for your

entire Skill, please email your completed Word doc to your SAGE editor. Once your SAGE

editor initially approves your content, they will send it along to the EIC for review. If the

feedback is substantive enough to require revision, SAGE will send you the queries. If it is

only light edits, we will begin the process of submitting it to production.

APPENDICES

Appendix A: Types of Video content

Animation Explainer – video containing 2D animations with 2 or 3 objectives only.

The video can have some motion affects and can contain voice over animation. Click

here to view a sample video.

Whiteboard Explainer - Whiteboard animation is a process where a creative story and

storyboard with pictures is drawn on a whiteboard (or something that resembles a

whiteboard) by artists who record themselves in the process of their artwork. The

artist's hand is shown drawing the animation. These videos feature a minimalistic

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design, a voice over narrator and require a script to be created. Click here to view a

sample video.

Infographics Video – This video is suited to displaying and explaining large numbers,

financial data and facts and figures. This approach creates of graphic objects then

animate objects with transitions. The video has a voice over narrator and script to be

created. Click here to view a sample video.

Screencast Video – These videos feature a recording of a computer screen that often

contains audio narration using screencast. The videos also allow for annotations, e.g.

circling, highlighting, arrows, zooms. The videos are created using a software (e.g.

Camtasia) with audio recording through the same software. These scripts can either

contain unscripted or scripted narration. Click here to view a sample video.

Interview video – these videos feature interviews with academics or on site filming in

businesses, which can be enhanced with animation, text and b-roll of stock images or

footage. Click here to view a sample video.

Appendix B: Template for Excel Spreadsheets

If you wish to add a downloadable Excel spreadsheet to a topic, please download the sample

file below and add your data, being sure to follow the instructions in the excel document. Once

you have created the Excel file, highlight in yellow the text you wish to be hyperlinked to the

file and insert the following afterwards “[Insert file: excel file name] in your topic template.

Sample Excel

workbook.xlsx

Example:

Please download the data here [Insert file: spreadsheet 1] and create your own line graph.

Appendix C: Data Planet Embeds

Data Planet is a repository of statistical data that can be embedded into SAGE Business Skills

either as a ‘live’ embed where the data will update automatically with new data or as a ‘static’

embed where the data will remain the same. If you believe a topic would benefit from a data

embed reach out to your SAGE Editor or Diana Aleman (Diana.Aleman@sagepub.com) for

access to Data Planet.

This embed allows you to create a data visualization using one or more data sets in Data

Planet. Some data restrictions may apply, which your SAGE Editor or Diana Aleman can

advise on. Once you have found a data set(s) that you would like to embed in your topic, click

the “create link (DOI)” button at the bottom left side of the page (see image below) and paste

the resulting DOI into your topic template.

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Appendix D: Sample Text for Each Content Type

Module Self-Assessment

Even if you have had just an internship, have worked your way through school, or are starting your first

job, this self-assessment will help you identify the skill areas to begin working on. Think of actual work

situations you have been in or visualize yourself in situations you aspire to be in!

To begin:

• Answer the statements in terms of whether the statement describes what you are like.

• Click the button that best indicates the degree to which you feel the statement is like you.

• When complete, submit and explore the skills best suited to you.

How true is this statement to you:

1. I feel nervous about my ability to write professional email that would be read outside the

company by customers or clients. 2. I am comfortable working in a global business setting and working effectively with people of

different cultures and backgrounds. 3. I feel nervous when I have to communicate with colleagues or clients on the phone or in person 4. I am confident walking into a job interview and know how to impress. 5. Traveling for work and representing my company is something I find nerve-wracking 6. I know how to respond to receiving feedback that is critical of my work 7. I get very nervous with the idea of communicating with a particularly challenging colleague 8. I love to stand up in front of my colleagues and supervisor and present 9. I grew up on technology and feel confident using social media in a professional setting. 10. I am very good at negotiating anything! I’m a closer.

Note: Skilll self-eval should be written in the same manner but with just 5 questions.

Module Overview [not actual text that will be used; just a sample to show length] Entrepreneurship is an exciting field in which motivated individuals can merge their unique ideas with

proven business practices. Etc etc etc... We are in the era of entrepreneurship. Historically,

entrepreneurship could be traced back from the development of human civilization and therefore, one

can say that it is as old as history itself. As a field of scientific enquiry, it drew attention and

momentum only in the last few decades. Today, a phenomenal growth in the research interest and

outcomes are clearly visible across disciplines in this field and it is considered as the backbone of the

economy of any nation.

Many issues are important and need to be understood in the context of developing an economy but two

main aspects need to be addressed while understanding entrepreneurship. One is the factors that

facilitate the process of entrepreneurship development and the other is identifying the processes

through which an organization/enterprise has to pass through to become an entrepreneurial one.

Entrepreneurship is the creation of a variety of novel businesses. Many definitions are available in the

literature of entrepreneurship (Morris, 1998) and all have their own merits. It suffers from the problem

of definition, nature of its relationship with uncertainty and its identity crisis (liability of newness or on

novelty). Keeping a cognitive structure of the people of a society, the economic structure of a nation

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and its socio-political system and an overall scope for business, one may attempt to understand

entrepreneurship effectively and then define it.

In this process, probably, the economists should be remembered first. They differentiated an

entrepreneur from an ordinary performing employee (worker) or a change-agent/catalyst/leader from a

sincere manager. Later on, other scientists too joined this field looking at the role and importance of

non-economic factors contributing to the process of entrepreneurship. Today, it is an interdisciplinary

field of study.

Entrepreneurship has to be treated as a long-term competitive strategy, though for some organizations it

could be only a part of the short-term strategy. In fact, the role of entrepreneurship has also changed

drastically in the last decade, particularly after liberalization and globalization have become the

acceptable framework of national development across the world. As a result, one can see a dramatic

shift in the mindset of people, organizations and government policies. Fast growing organizations even

go for audits of non-quantifiable functions as they are ready to invest in anything, where there is

positive outcome but not on something that appears non-productive. This reflects a sense of

involvement, concern on cost effectiveness and preparation of the mindset of all kinds of organizations

for entering innovatively in the new/novel fields.

These enhanced involvements of private corporations and increased participation of new entrants in the

market have created a culture of entrepreneurial transformation in a nation like India. For example,

privatization in the field of telecommunication in the last decade has shown an increasing involvement

of private corporations and impact of governance and management control on creating opportunities for

entrepreneurs and influencing the economy (see Table 1.1).

In this module you will explore how to:

List Out ­­­ Many Exciting Things

Entrepreneurship has to be treated as a long-term competitive strategy, though for some organizations it

could be only a part of the short-term strategy. In fact, the role of entrepreneurship has also changed

drastically in the last decade, particularly after liberalization and globalization have become the

acceptable framework of national development across the world. As a result, one can see a dramatic

shift in the mindset of people, organizations and government policies. Fast growing organizations even

go for audits of non-quantifiable functions as they are ready to invest in anything, where there is

positive outcome but not on something that appears non-productive. This reflects a sense of

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involvement, concern on cost effectiveness and preparation of the mindset of all kinds of organizations

for entering innovatively in the new/novel fields.

An entrepreneur is that individual who is involved in an entrepreneurial service and one who has

novelty in terms of ideas, processes and outcomes. He could be judged on the basis of the impact on the

economic system, business environment, market and stakeholders that form the entire society. Same

holds true with the definition of entrepreneurs and entrepreneurship that originated among the French

first.

We have seen the process and behavior of entrepreneurship and entrepreneurs. It requires examining

the venture process, the venture capital, resource assessment, talent availability and business

environment. All entrepreneurs could be categorized broadly as entrepreneurs (general/all), women,

technical and social. Here exists scope for small business management, performance of entrepreneurial

organization by examining issues related to survival as well as growth and inbreeding professionalism

to convert all organizations into corporate entrepreneurship.

Entrepreneurship also refers to the mindset of the entrepreneurs, to the degree of proactivity they

possess for being ahead of the competitors as well as the risk-taking ability and innovation in the

outcomes of the organizations. Here, economy, market, technological advancement and the socio-

political environment play important roles. The time has now come to encourage entrepreneurs develop

themselves and initiate entrepreneurial strategies to benefit.

Skill Outline (overview is always the first item and overall list can be 3-5 headings) Heading 1: Overview

Heading 2: Starting Off on the Right Foot

Heading 3 Communicating as a Solo Artist and Within Teams

Heading 4: Listening & Feedback

Heading 5: Influencing and Leading

Skill Overview

Today’s workplace is filled with technology that enables instantaneous communication. Every

year will bring even more advances in technology to the workplace; but strip away all these

tools and the essential need for strong and effective verbal and written communication remains.

The ability to be articulate and impactful—both in your written and verbal communication-- is

a key skill that will always be in high demand. Communication skills are woven not just in

every day emails and meetings with your colleagues, but in how a company executes on

strategy, or convinces stakeholders to invest, or steers a company through a crisis. Knowing

how to effectively write, speak, and even listen will set you up for professional success. In this

skillset you will find real-world scenarios, videos, data, and more that will help you

Learn strategies for making a great impression when starting a new job.

Figure out the best ways to work with your new colleagues and start to “read” situations.

See how current research can help you understand what drives workplace behavior and

communication.

General Skills Content

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It is no surprise that communication is essential for a successful organization. Each and every member

of an organization is responsible for helping to build the complicated web of communication that keeps

an organization healthy and moving forward. Yet, everyone is different and you’ll find your colleagues

have varying communication styles, preferences, and strengths. Some of your co-workers will tend to

favor email; others love to flit about the office visiting folks in person; some will startle you with their

love of the land-line phone call; while others rely on texting and Instant Messaging for quick and

efficient communication about daily issues as well as long-term projects.

Further, some of your colleagues you will never meet as they work in a remote location! You’ll find

that each organization has its unique culture and part of successfully fitting into your new position is

getting a sense of that culture and how you can play your part while still be able to express who you are

and allow your specific strengths to shine.

Further, today’s workplace also has a wide range of ages as people are living long healthy lives and

staying in their jobs longer than previous generations. It is commonplace to have people in their early

20s working alongside employees well into their 60s or 70s (check out this great article, Work Values

Across Generations)

Also, we love data and here are some hard, cold facts about employment across the generations. Find

yourself on the graph!

[INSERT DP Table or Video here]

Scenario Type 1

Communicating with Your Supervisor and Co-workers

It is 3 months after your graduation and you have landed a new job as a Marketing Assistant at a

medium-sized consulting firm. Congratulations! Your manager assigns you the task of shadowing a

senior marketing manager to learn about how they develop and execute the company’s social media

strategy. What is the first step you take with this manager?

1. Jump right in and tell her all the ideas you have for the social media feed? a. [response text for this choice: You’re new and at this stage here to learn. Don’t

presume to know enough at this early stage of your career to question a more senior

employee—particularly one you were assigned to shadow. Observe and ask questions

and wait until you’re asked or the opportunity arises to offer your opinion.] 2. Ask how you can help her out?

a. [response text for this choice: While this is helpful and shows your heart is in the right

place, it’s open ended and puts the onus on her to assign you something. You’re new

and here to learn. Let her set the agenda and then move to both agreeing on next steps

together.

3. Introduce yourself and tell her you’re excited to learn from her?

a. [response text for this choice: Good choice! A key part of successful work life is

building trust with your colleagues (organizational trust)…. And trust begins with

respect and willingness to learn from others—particularly as you’re just starting out!]

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4. Let her know how she can quickly add more followers? a. [response text to this choice: While you might have some tips she can use, save your

input until better understand their strategic objectives and can apply the experience you

have to their needs.]

Scenario Type 2

It is 3 months after your graduation and you have landed a new job as a Marketing Assistant at a

medium-sized consulting firm. Congratulations! Your manager assigns you the task of shadowing a

senior marketing manager to learn about how they develop and execute the company’s social media

strategy. What is the first step you take with this manager?

1. Jump right in and tell her all the ideas you have for the social media feed? a. [response text for this choice: You’re new and at this stage here to learn. Don’t

presume to know enough at this early stage of your career to question a more senior

employee—particularly one you were assigned to shadow. Observe and ask questions

and wait until you’re asked or the opportunity arises to offer your opinion.] 2. Ask how you can help her out?

a. [response text for this choice: While this is helpful and shows your heart is in the right

place, it’s open ended and puts the onus on her to assign you something. You’re new

and here to learn. Let her set the agenda and then move to both agreeing on next steps

together.

3. Introduce yourself and tell her you’re excited to learn from her?

a. [response text for this choice: Good choice! A key part of successful work life is

building trust with your colleagues (organizational trust)…. And trust begins with

respect and willingness to learn from others—particularly as you’re just starting out!]

4. Let her know how she can quickly add more followers? a. [response text to this choice: While you might have some tips she can use, save your

input until better understand their strategic objectives and can apply the experience you

have to their needs.]

Scenario Type 3: [see wireframes]

Knowing When To Skip the Tech and Talk Directly

You’ve been on the job for almost a year. As you gain more confidence in your role you are faced with

some new challenges. Think of your ideal or actual workplace today and think judge which situations

you can handle with email or other electronic communication, such as Instant Message, and which

situations are best to handle by phone or in person?

Question 1 (in person): Always remember that any electronic communication is the property of your

company and is stored. So, if you have something you feel a bit sensitive about (such as discussing the

actions of a more senior employee) or don’t want someone else to read if forwarded, try and talk about

it in person. Second choice here would be the phone. Telling your boss about this doesn’t mean you

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won’t actually step up and do the report for the other manager but it’s good for your career and

relationship with your boss to let her know you’re doing this. When in doubt, choose transparency.

Question 2 (email): An issue like this with potential fallout is something you likely want to document.

In our opinion, you should first provide the details of what is happening in an email. Carefully craft it

and then send to your boss while also requesting an in-person (or over phone if you’re remote) meeting

to discuss the situation and come up with a plan. Your boss may need to consult with HR and will work

with you on a solution.

Question 3: (in person): We advocate that you meet in person for a more involved topic like this. Your

boss will likely want to set up a longer meeting to discuss and give her time to plan but opening up the

discussion in person shows initiative and that you are confident enough to have this conversation and

not just drop it in an email and wait for a response.

Question 4 (phone or in person): Take time to look specifically at what you feel you aren’t skilled to

handle. Be positive about the opportunity that this presents and ask your boss if there are resources you

can tap into that will help you get to the level where you can complete the task. Frame it as positive

learning opportunity and that you’re excited to take it on. It will take time to learn everything you need

to know for a job and this is an opportunity for skilling up and your boss will likely appreciate your

honesty and initiative. We choose phone or in person here as an email in this situation can be perceived

as very black and white: “I don’t know how to do this.” Phone or in person provides a more nuanced

way to discuss professional development opportunities.

Questions 5: (email) This one is a bit of a thinker and really depends on your relationship with the

person going on leave. But when in doubt, a quick email or IM that says “Thinking about you” goes a

long way. You also need to respect a colleague’s privacy, so going directly into their office at a tough

time may not be welcome. So, trust your instinct on this one and, when in doubt, consult with

colleagues and see what the general consensus is. Perhaps the only communication is that you all pitch

in and send flowers or a card.

ASK THE EXPERTS—SAGE Journals or Reference Content Reuse

What to dig into this more and see the research behind the art and science of Business Communication?

Check out this article: Communicating Organizational Trust: An Exploration of the Link Between

Discourse and Action. We love this quote: “Words in themselves do not communicate trust unless

there is corresponding action that attests to the veracity of the words.”

https://doi.org/10.1177/2329488414525464

Or

Consult the Experts: Many styles of workplace communication exist and different companies often

have their own corporate culture. For an interesting look at how one new employee used humor to

acclimate to her new workplace, check out: Humor in the workplace: A regulating and coping

mechanism in socialization

Or

What to dig into this more and see the research behind the art and science of Business Communication?

Check out this article: Communicating Organizational Trust: An Exploration of the Link Between

Discourse and Action. We love this quote: “Words in themselves do not communicate trust unless

SAGE Publishing. CONFIDENTIAL. DO NOT DISTRIBUTE. 2020 14

there is corresponding action that attests to the veracity of the words.”

https://doi.org/10.1177/2329488414525464

Or

Dig further into the research behind the variety of communication behaviors and styles in these articles:

Cultural determinants of email communication styles

Optimizing Millennials’ Communication Styles

Want to read the very scary tale of how poor communication can have a catastrophic impact on a

business? Read this SAGE Business Case:

Managing to Sell but Failing to Communicate: The Case of the Family Behind Dow Jones

Humor in the workplace: A regulating and coping mechanism in socialization

Many styles of workplace communication exist and different companies often have their own corporate

culture. For an interesting look at how one new employee used humor to acclimate to her new

workplace, check out:

NOTES FROM THE FIELD

Carole Jenson works for the human resources department of a regional bank in the southeastern United

States. This is her first job after college. Carole’s performance reviews are outstanding. After handling

the paperwork for benefits packages in her first year, she is now in charge of the department's minority

hiring initiative. In just 12 months, she developed an internship program called Minority Advance in

conjunction with her alma mater and other area universities. Under the program, students of color

receive a stipend for interning with the bank their senior year. If their performance is satisfactory, they

are offered permanent positions after graduation. Initial results are very encouraging. The percentage of

minority hires is steadily increasing and Carole has just finished.

The success of Minority Advance attracted the attention of the local newspaper, which was doing a

feature on diversity initiatives in business. That's when the trouble began. A reporter came to the bank

and interviewed Carole’s manager (the human resources director) when Carole was on vacation. The

director described Minority Advance as her own brainchild and took credit for the program's success.

When the article came out, it spoke in glowing terms of the program, citing it as a model workplace

diversity effort. Carole Jenson was not mentioned once in the article. Furious at seeing her ideas and

hard work “stolen” by the director, Carole has arranged an appointment to meet with her tomorrow

morning.

Discussion Questions

Some discussion points to use in your classroom or to get you thinking about this situation:

• Why do you think the Human Resources director claimed credit for this program?

• What should Carole say during her appointment to address this breach of trust?

• Put yourself in Carole’s situation. How would you proceed?