STUDY GUIDE Exam 1 EN215 Business Communication

STUDY GUIDE Exam 1 EN215 Business Communication

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

____ 1. One of the fastest ways to ensure your career success is toa. learn how to design Web pages.b. post a persuasive résumé online.c. develop excellent communication skills.d. invite your boss out to lunch periodically.

____ 2. On the job you are more likely to be taken seriously and promoted if youa. look and sound professional.b. frame your degree or certificate and hang it on your office or cubicle wall.c. appear to be busy even when you're not really doing anything.d. do all of these.

____ 3. Because the U.S. economy is increasingly ____ based, education is extremely important.a. politicallyb. productionc. knowledged. labor

____ 4. Major trends in today's dynamic world of work include increased emphasis on self-directed work groups and virtual teams, heightened global competition, innovative communication technologies, new work environments, and focus ona. creating an entirely online presence.b. promoting from within.c. restructuring and downsizing.d. information and knowledge as corporate assets.

____ 5. Communication is defined as "the transmission of information and meaning from one individual or group to another." The crucial element of this definition is ____.a. transmission.b. information.c. meaning.d. all of these are equally important.

____ 6. The communication process begins when the sendera. determines the appropriate communication channel.b. has an idea.c. encodes an idea into a message.d. plans for feedback.

____ 7. Many of us are poor listeners becausea. the brain can process information at least three times as fast as people talk.b. we tend to "tune out" speakers whose ideas run counter to our own.c. we would rather talk than listen.d. All of these are correct.

____ 8. You can improve your listening skills if you follow tips for active listening, includinga. keeping an open mind, establishing a receptive mind-set, and listening between the lines.

b. establishing a receptive mind-set, concentrating on appearance and delivery, and sifting information through biases.

c. capitalizing on lag time, concentrating on your next comment, and taking as many notes as possible.

d. All of these are correct.

____ 9. Your boss is giving instructions for a new method of keeping expense accounts. However, you find it difficult to concentrate because you think the change is unnecessary. What type of barrier to effective listening are you experiencing?a. Language problem barrierb. Psychological barrierc. Physical barrierd. Nonverbal distraction barrier

____ 10. A listener who nods her head and maintains eye contact with a speaker is probablya. listening actively to what the speaker is saying.b. not understanding what the speaker is saying.c. faking attention while she listens to music on her MP3 player.d. formulating her response to a point with which she disagrees.

____ 11. Brian is attending a seminar on workplace efficiency and must make a presentation on this topic when he returns to work. Brian can increase his comprehension by keeping an open mind, listening for main points, taking selective notes, anda. closing his eyes.b. speaking up immediately when he does not agree with the speaker.c. filling in the lag time by reviewing in his mind other things he must do that day.d. judging ideas, not appearances.

____ 12. Amelia has made a conscious effort to become an active listener. Therefore, she shuts down her computer, turns off her cell phone, and asks her assistant to hold all incoming calls when she conducts interviews. What technique is she using to improve listening?a. Keeping an open mindb. Establishing a receptive mind-setc. Capitalizing on lag timed. Controlling her surroundings

____ 13. Which of the following is considered a form of nonverbal communication?a. Facial expressions, such as a frown or raising the eyebrowsb. Eye contact, such as staring or avoiding looking someone in the eyec. Time, such as showing up too late or too earlyd. All of these are forms of nonverbal communication

____ 14. Nonverbal communication includesa. all unwritten and unspoken messages, intended or not.b. only body language and gestures that accompany a spoken message.c. only eye contact and facial expressions that support the meaning of the words.d. only cues that reveal agreement with or contradiction of the verbal message.

____ 15. Most people think that the best predictor of a speaker's true feelings is his or hera. facial expressions.b. posture.c. gestures.d. eyes.

____ 16. Suzanne wants to make a good impression during a job interview. What should she do?a. Avoid eye contact with her interviewer in order to show respect.b. Slump down in her chair to show that she's relaxed.c. Wear professional business attire.d. She should do all of these.

____ 17. Melissa noticed that Stephen slammed his desk drawer right after he said that he was happy to work late. Melissa shoulda. tell Stephen that he should behave more professionally.b. respond to the verbal message only and thank him for working late.c. politely seek additional information by saying, I'm not sure that you really want to stay

late. Do you have somewhere you need to be?d. fire Stephen for insubordination.

____ 18. Every country has a unique culture or common heritage thata. teaches its members how to behave and conditions their reactions.b. results from a common gene pool.c. is created by a structured educational system.d. comes from an orderly system of government and laws.

____ 19. Communicators in ____ cultures (such as those in North America, Scandinavia, and Germany) depend little on the context of a situation to convey their meaning. They tend to be logical, analytical, and action oriented.a. high-contextb. Asianc. ancientd. low-context

____ 20. North Americans value straightforwardness and are suspicious of evasiveness. These traits identify the cultural dimension ofa. individualism.b. formality.c. communication style.d. time orientation.

____ 21. An American businessperson who thinks that all Swiss are hard-working, efficient, and neat is illustrating an example ofa. ethnocentrism.b. tolerance.c. stereotyping.d. a cultural norm.

____ 22. Robert frequently comments that he likes working independently because that's the American way—and the American way is the best way! Robert's belief in the superiority of his own culture is an example ofa. stereotyping.b. individualism.c. ethnocentrism.d. communication style.

____ 23. Working with people from other cultures will requires tolerance. One of the best ways to become more tolerant is bya. practicing empathy.b. increasing your individualism.

c. encouraging ethnocentrism.d. knowing your communication style.

____ 24. While conducting business with a customer from Italy, Zoe was careful to speak slowly and clearly, using short sentences and short, familiar words. But she noticed that the customer had a glazed expression and did not understand her. Zoe shoulda. repeat what she has said in a louder voice.b. graciously accept the blame for not making her meaning clear.c. end the conversation until an interpreter can be found.d. require the Italian businessperson to restate the message in simple words.

____ 25. When speaking with someone for whom English is a second language, you should talk slowly, enunciate clearly, check frequently for comprehension, observe eye messages, listen without interrupting, anda. follow up in writing.b. avoid smiling, which might make you appear to lack seriousness.c. use vocabulary words that will impress the listener.d. assume that the listener understands if he or she nods and smiles in agreement.

____ 26. When writing for a multicultural audience, you are more likely to be understood if you use short sentences and short paragraphs and if you includea. slang, such as This product really rocks!b. idioms, such as You can improve your bottom line by using this product.c. acronyms, such as ASAP.d. action-specific verbs, such as e-mail me if you have any questions rather than contact me if

you have any questions.

____ 27. Max is preparing a contract between his company and one in Mexico. What should he do when citing numbers in the contract?a. Use figures for all dates for clarity.b. Use American currency figures.c. Use figures instead of spelling them out.d. Do all of these.

____ 28. Which of the following is a benefit of a diverse work environment?a. Better ability to create the products that consumers desireb. Fewer discrimination lawsuits, fewer union clashes, and less government regulatory actionc. Improvement of employee relationships and increased productivityd. All of these are benefits of a diverse work environment.

____ 29. Megahertz Technology Solutions, Inc. recently suffered a discrimination lawsuit. Advice to improve its workforce diversity is likely to include understanding the value of differences, providing diversity training for employees, building on similarities, anda. hiring a more homogenous work group.b. making fewer assumptions.c. requiring all employees to use jargon that conveys stereotypes.d. making sure all employees conform to a standard company culture.

____ 30. Workers who communicate successfully with diverse audiences must make few assumptions, learn about their own and other cultures, anda. seek common ground.b. help others conform.c. avoid noticing differences.d. All of these are correct.

____ 31. When you prepare a business message or oral presentation, you should be certain that your writing is economical, persuasive, audience-oriented, anda. purposeful.b. creative.c. lengthy.d. formal.

____ 32. When preparing a business message, you should make your writing audience-oriented. Audience-oriented means you shoulda. write to solve a problem or convey information.b. attempt to get your audience to believe and accept your message.c. present ideas clearly but concisely.d. concentrate on looking at the problem from the receiver's perspective.

____ 33. Business writing should be purposeful. In this context, purposeful can best be defined asa. presenting ideas clearly and concisely.b. concentrating on the receiver's perspective instead of your own.c. solving problems and conveying information.d. getting your audience to believe and accept your message.

____ 34. Business writing should be economical. In this context, economical can best be defined asa. presenting ideas clearly and concisely.b. concentrating on the receiver's perspective instead of your own.c. solving problems and conveying information.d. getting your audience to believe and accept your message.

____ 35. Business writing should be persuasive. In this context, persuasive can best be defined asa. presenting ideas clearly and concisely.b. concentrating on the receiver's perspective instead of your own.c. solving problems and conveying information.d. getting your audience to believe and accept your message.

____ 36. The first phase of the writing process involves analyzing the audience and your purpose for writing, anticipating how your audience will react to your message, anda. investigating background information.b. composing your message.c. adapting your message to the audience.d. looking for previous company documents on the topic.

____ 37. During the second phase of the writing process, you conduct research,a. clarify the audience demographics, and edit word choices.b. anticipate audience reaction, and adapt the message.c. organize ideas, and compose the message.d. evaluate message effectiveness, and revise as needed.

____ 38. In the final phase of the writing process, check the message for clarity and readability, proofread for errors, anda. evaluate for effectiveness.b. assess the cost in the selected delivery channel.c. solve the problem.d. forward the document to the publishing department.

____ 39. Experts say that writers should spend the most time in the ____ stage of the writing process.a. prewritingb. writingc. revisingd. transmission

____ 40. The primary purpose of business writing is typically to inform or persuade; a common secondary purpose is toa. promote goodwill.b. comply with governmental regulations.c. create written documentation.d. avoid lawsuits.

____ 41. Before Melissa organizes and composes her message, she should ask two questions: (1) Why am I sending this message? and (2)a. Why did my boss give this task to me?b. What do I hope to achieve with this message?c. How can I get this message written as quickly as possible?d. Do I have enough time and financial resources to complete the work?

____ 42. Travis must determine the channel for an important business message. In this context, channel refers to thea. individuals who will receive the message.b. degree of formality required.c. medium through which the message is sent.d. tone and approach needed to accomplish his purpose.

____ 43. You are selecting a channel for sending your message. Which of the following is not a factor to consider when making this decision?a. The amount and speed of feedback and interactivity requiredb. Cost of the channelc. The confidentiality and sensitivity of the messaged. The primary channel used by your competitors

____ 44. Which of the following communication channels would be considered the richest medium?a. Written proposalb. E-mail messagec. Face-to-face conversationd. Discussion board posting

____ 45. Human Resources Manager Claire Siu must inform Anthony that company job changes require him to seek retraining or lose his position. The best channel for Ms. Siu to deliver this message isa. an e-mail message.b. face-to-face communication.c. voice mail.d. an instant message.

____ 46. Michael usually holds team meetings on Tuesday mornings, but he needs to reschedule next week's meeting to Wednesday morning. To tell team members that the date of the next meeting has been changed, Michael shoulda. send an e-mail.b. meet in person with each team member to explain the change.c. call a team meeting to announce the change.d. write a short team report to explain the change.

____ 47. Lindsay is writing a property description for a new real estate brochure. To make her brochure more effective, Lindsay should anticipate her audience. This means shea. identifies the property's outstanding traits and describes them clearly.b. concentrates on the price and value of the property.c. writes using familiar words and a friendly, informal tone.d. considers what the readers are like and how the readers will react to the message.

____ 48. Profiling the audience for a business message helps the writera. identify the appropriate tone, language, and channel.b. guarantee that the audience will respond positively to the message.c. select slang and jargon the audience will recognize and appreciate.d. create a perfect first draft.

____ 49. One technique that improves business writing is the use of empathy. Empathy refers toa. using inclusive language to eliminate bias.b. putting yourself in the receiver's shoes to adapt the message to the receiver's needs.c. appealing to the audience by using a sender focus.d. formatting documents to meet business standards.

____ 50. Which of the following sentences best focuses on the audience?a. We are very pleased to have you as our newest customer.b. You can help us by sending us your payment immediately.c. Register now to lock in your preferred travel dates.d. All of these sentences are focused on the audience rather than the sender.

____ 51. Jorge must inform Samantha that she is not eligible to have an August vacation for which she recently applied. Which of the following sentences best demonstrates the "you" view Jorge should use in denying Samantha's application?a. I have not approved your vacation for August because you applied too late.b. We didn't receive your application early enough for the August vacation schedule.c. Although the August schedule is full, you may qualify for a vacation in September if you

apply now.d. The August vacation schedule was posted in May. You should have consulted it before

applying now.

____ 52. Create a conversational but professional tone in letters, e-mail messages, instant messages, and memos bya. choosing a clear format and effective document layout.b. smiling and using good eye contact.c. using familiar words, occasional contractions, and pronouns such as I and you.d. using slang and IM abbreviations such as IMHO and BTW.

____ 53. Marketing Director Kiprova will inform the board of directors that customers are not responding positive to the company's Paris Hilton ads. Which of the following is the most appropriate announcement?a. Our customers are ripping on our Paris Hilton ads, even though we know these ads rock.b. Our customers are badmouthing this awesome new marketing campaign; they are

obviously just out of it.c. I have received criticism of the new Paris Hilton ads from our customers.d. It has come to my attention that our customers have denigrated our strategic

implementation of Paris Hilton's notoriety in our novel ad campaign.

____ 54. As employees conduct more business using instant messaging, they should send messages that are informal, conversational, and

a. professional.b. streamlined (e.g., using abbreviations such as ur for you are).c. casual, including low-level language.d. filled with slang and jargon.

____ 55. Which of the following represents the best business writing?a. We regret that we are unable to accept you as a credit customer at this time.b. You will never be sorry that you opened a checking account with our bank.c. We cannot accept the returned merchandise because it is not resalable.d. You can return all resalable merchandise for a store credit.

____ 56. Which of the following is most acceptable for business writing?a. Every physician must carry his own malpractice insurance.b. Every physician must carry their own malpractice insurance.c. All physicians must carry their own malpractice insurance.d. Every physician must carry his or her own malpractice insurance.

____ 57. Business writers are encouraged to use plain English, which meansa. using active-voice verbs, personal pronouns, short sentences, and familiar words.b. writing without weakening qualifiers.c. avoiding all negative expressions.d. including slang and low-level diction that everyone understands.

____ 58. Francisco is writing an article for the company's intranet to encourage managers to use plain English. Which of these sentences uses an appropriate business style to express Francisco's point?a. If you obliterate the obfuscation in your e-mail messages, your department members will

respond more appropriately.b. Employees will respond better to e-mail messages that are written with familiar language

and a friendly, conversational style.c. Before sending an e-mail message to your department, run it up the flagpole to see if

anyone salutes.d. Per company directives, please cease and desist from sending out incomprehensible e-

mail messages to department members.

____ 59. Business writers who use words such as conceptualize, remuneration, and terminate are using language many readers would considera. slang.b. conversational.c. jargon.d. unfamiliar.

____ 60. Which of the following is most acceptable for business writing?a. It is imperative that we ascertain whether you qualify for benefits.b. Our company stipulates that you must submit your hours so that we can compensate you

properly.c. Please check with your supervisor for information about salary increases.d. Your remuneration will perpetuate for three weeks after your termination.

True/FalseIndicate whether the statement is true or false.

____ 61. In making hiring decisions, employers often rank communication skills among the most requested competencies.

____ 62. Because of today's communication technology, writing skills are less important than in the past.

____ 63. We are born with the ability to read, listen, speak, and write.

____ 64. Theresa will be working with Alex on a virtual team to develop a new marketing plan. Because they won't meet face to face, their work will be less dependent on good communication skills.

____ 65. The central objective of communication is the transmission of meaning.

____ 66. Anything that disrupts the transmission of a message in the communication process is called noise.

____ 67. Words have the same basic meanings for everyone; therefore, messages communicated verbally are always understood.

____ 68. After explaining a new procedure to her employees, Amy asks, "Is there anything that wasn't clear?" She is asking this question to encourage feedback.

____ 69. Most people listen with 50 percent or higher efficiency.

____ 70. Psychological barriers to listening include hearing disabilities, poor acoustics, and noisy surroundings.

____ 71. If you want to become a better listener, your first step is to stop talking.

____ 72. Brooke is listening to a difficult presentation on nanotechnology development. As a good listener, she should take complete notes of everything said.

____ 73. When verbal and nonverbal messages conflict, listeners tend to believe the verbal message.

____ 74. Both your personal appearance and the physical appearance of your business documents transmit immediate and important nonverbal messages.

____ 75. Zach's company does business globally. By associating with people from diverse cultures, Zach can widen his knowledge of intercultural messages and can increase his tolerance of differences.

____ 76. Greg will be the student speaker for graduation. To ensure that his nonverbal cues support his verbal message, he should ask friends and family to monitor his conscious and unconscious body movements and gestures.

____ 77. Joseph will be traveling to South America to increase sales for his company. Because the meanings of nonverbal gestures are similar in all cultures, Joseph can indicate that everything is OK with his South American customers by using his thumb and forefinger to form a circle.

____ 78. Laura values individualism and personal responsibility in herself and coworkers. These values are typical of North American culture.

____ 79. Bijan and his family place great emphasis on tradition, ceremony, and social rules. Bijan is most likely a member of a low-context culture.

____ 80. North Americans consider time a precious commodity and correlate it with productivity, efficiency, and money.

____ 81. Cross-cultural communication can be improved by practicing tolerance and ethnocentrism.

____ 82. For international trade it is a good idea to learn and use the metric system.

____ 83. Developing a diverse staff that can work together cooperatively is one of the biggest challenges facing business organizations today.

____ 84. Because Ryan has never met a person from Germany, he is worried about traveling there to do business for his company. Ryan could reduce his worry by attending a meeting of the local German club and interacting with its members from Germany.

____ 85. Businesses that want to capitalize on cultural diversity need to train workers to think and act alike in order to reduce conflicts.

____ 86. A business message should be long because quantity enhances quality.

____ 87. The ability to prepare concise, audience-centered, persuasive, and purposeful messages comes naturally.

____ 88. To be effective, the three phases of the writing process must be performed in sequence, moving from Phase 1 to Phase 2 to Phase 3 in order.

____ 89. An important aspect of the first phase of writing a business message is anticipating the audience's reaction to the message.

____ 90. Shannon is writing a proposal to try to convince the board of directors to upgrade the company's computer equipment. After completing the prewriting phase, Shannon should immediately start composing the report.

____ 91. The final task in the third phase of the writing process is evaluating your message to decide whether it accomplishes your goal.

____ 92. Most writers spend equal amounts of time on each of the three phases of the writing process: prewriting, writing, and revising.

____ 93. As you become a more skilled and experienced business writer, you will be more likely to alter, compress, and rearrange the writing process steps to suit your needs.

____ 94. The primary purposes of most business documents are to inform and to promote goodwill. A common secondary purpose is sales growth.

____ 95. Alonso needs to get feedback from sales representatives located across the U.S. and Europe. Because he needs to have the most interactivity and feedback possible, the best channel of communication for Alonso is videoconferencing or teleconferencing.

____ 96. Face-to-face conversation is a richer medium than a written report.

____ 97. Today's businesses increasingly use e-mail and instant messaging for conducting business, but hard-copy memos are still written for messages that require persuasion, permanence, and formality.

____ 98. Don't send a message unless you know exactly who your audience is.

____ 99. You are more likely to achieve your communication goals if you profile your audience and shape the message to that profile.

____ 100. Although messages may have a primary and a secondary audience, the writer needs to profile only the primary audience to determine the best presentation of the message.

____ 101. Ben Franklin stated this opinion about business messages: To be good it ought to have a tendency to benefit the reader. His opinion reflects the importance of analyzing the purpose of the message.

____ 102. Empathy, which increases the likelihood of a successful message, occurs when writers put themselves in the audience's shoes when creating the message.

____ 103. To emphasize the "you" view in e-mail messages, you must avoid any phrases that include the "I/we" view such as I'm happy or We're delighted.

____ 104. Monica is writing her first safety inspection report. To sound businesslike and professional, Monica should include expressions such as the affected party, the undersigned, and the writer.

____ 105. Positive language generally conveys more information than negative language does.

____ 106. The sentence You must submit your application by Friday is a more effective business message than Please submit your application by Friday.

____ 107. The statement Every employee has ten minutes for their morning break is an effective example of using inclusive language.

____ 108. Some business, legal, and government documents are written in an inflated and confusing style that obscures meaning. This style of writing is often referred to as legalese or federalese.

____ 109. Whenever possible in business writing, substitute longer, less familiar words for shorter, simpler words.

____ 110. A message that is shorter and more conversational is less likely to achieve its goal than a message that is longer and more formal.

CompletionComplete each statement.

111. ____________________ skills refer to reading, listening, nonverbal, speaking, and writing skills.

112. ____________________ is defined as "the transmission of information and meaning from one individual or group to another."

113. In the communication process, ____________________ means converting an idea into words or gestures that will convey meaning.

114. When you decide the spoken or written means by which you will send a message, you have selected the ____________________ of communication.

115. When the receiver translates the message from its symbol form into meaning, it is known as ____________________.

116. The verbal and nonverbal responses of the receiver create ____________________, a vital part of the entire communication process that helps the sender know that the message was received and understood.

117. ____________________ cues include eye contact, facial expression, body movements, space, time, territory, and appearance.

118. According to a model developed by cultural anthropologist Edward T. Hall, ____________________ refers to the stimuli, environment, or ambience surrounding an event and is arranged on a continuum from low to high.

119. The belief in the superiority of one's own culture is known as ____________________. This natural attitude is found in all cultures.

120. ____________________ means learning about beliefs and practices different from our own and appreciating them. One of the best ways to develop this trait is to practice empathy.

121. During the ____________________ phase of the writing process, the writer will analyze the audience and the purpose for writing.

122. Sam is collecting and organizing information for a marketing report he is writing. Sam is involved in the second phase of the writing process, which is the ____________________ phase.

123. Catherine is proofreading her cover letter and résumé for accuracy before e-mailing them to a prospective employer. She is in the third phase of the writing process, which is the ____________________ phase.

124. An interesting theory, called ____________________ richness, describes the extent to which a channel or medium recreates or represents all the information available in the original message.

125. The channel of choice for corporate communicators today is clearly ____________________.

126. ____________________ is the process of creating a message that suits your audience. One important aspect of this process is tone.

127. Conveyed largely by the words in a message, ____________________ affects how a receiver feels upon reading or hearing a message.

128. Putting yourself in the receiver's shoes to better adapt your message to that person's needs is called ____________________.

129. Theresa has emphasized second-person pronouns (you, your) instead of first-person pronouns (I/we, us, our) in a letter to a customer. She is using the ____________________ view.

130. Megahertz Technology Solutions CEO Bianca Reyes has developed a company policy stating that all documents must be written in clear, concise language using familiar words. CEO Reyes is part of the ____________________ English movement.

STUDY GUIDE Exam 1 EN215 Business CommunicationAnswer Section

MULTIPLE CHOICE

1. ANS: CDeveloping excellent communication skills is one of the fastest ways to ensure your career success.

PTS: 1 DIF: 3 REF: p. 2 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Communication Skills: Your Ticket to Work or Your Ticket Out the Door

2. ANS: AIf you look and sound professional while working, you are more likely to be taken seriously and promoted.

PTS: 1 DIF: 3 REF: p. 4-5 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Professionalism Counts With Employers

3. ANS: CBecause the U.S. economy is increasingly knowledge based, education is extremely important. Two thirds of all new jobs require some kind of postsecondary education.

PTS: 1 DIF: 3 REF: p. 9 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: How Does Your Education Affect Your Income?

4. ANS: DA major trend in the new world of work includes a focus on information and knowledge as corporate assets. Corporate America is increasingly aware that information is the key to better products and increased profitability. Other trends in today's workplace include flattened management hierarchies and more participatory management.

PTS: 1 DIF: 3 REF: p. 7 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Succeeding in the Changing World of Work

5. ANS: CCommunication is successful only if meaning is exchanged, making "meaning" the crucial element. You can send information; but if it means nothing to the receiver, true communication has not occurred.

PTS: 1 DIF: 3 REF: p. 7 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Understanding the Communication Process

6. ANS: BThe communication process begins when the sender has an idea.


7. ANS: DMany of us are poor listeners because our brains can process information faster than speakers talk, because we tend to "tune out" speakers whose ideas run counter to our own, and because we would rather talk than listen.

PTS: 1 DIF: 3 REF: p. 11 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Barriers to Effective Listening

8. ANS: AActive listening tips include stopping your talking, controlling your surroundings, establishing a receptive mind-set, keeping an open mind, listening for main points, capitalizing on lag time, listening between the lines, judging ideas and not appearances, holding your fire, taking selective notes, and providing feedback. They do not include using biases or concentrating on appearances or your own next comment.

PTS: 1 DIF: 3 REF: p. 12 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Improving Listening Skills

9. ANS: BYou are experiencing a psychological barrier. Psychological barriers result from having different cultural, ethical, and personal values, including preconceived thoughts. Language barriers refer to word choices, physical barriers refer to problems in the setting, and nonverbal barriers refer to body language and other delivery dynamics.

PTS: 1 DIF: 5 REF: p. 12 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, AnalysisTOP: Keys to Building Powerful Listening Skills

10. ANS: AWhile it is possible this listener is confused, faking attention, or considering a snappy comeback, the eye contact and head nodding probably indicate she is listening actively to and is interested in the speaker's message.


11. ANS: DBrian will comprehend better, and probably make a better presentation back at work, if he judges ideas and not appearances. If he disagrees with the speaker, he should not immediately speak up, and he should not let his mind wander to other tasks he needs to do. He also needs to maintain eye contact with the speaker.


12. ANS: DActive listeners strive to do all of these, but Amelia is focusing on controlling her surroundings by removing as many competing sounds and distractions as possible.


13. ANS: DAll of the options listed are forms of nonverbal communication. Facial expressions, eye contact, and use of time are just a few examples of forms of nonverbal communication.

PTS: 1 DIF: 3 REF: p. 12 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Enhancing Your Nonverbal Communication Skills

14. ANS: A

Nonverbal communication is all communication except the actual words (verbal communication). Body language, eye contact, gestures, and facial expressions are only a part of nonverbal communication.


15. ANS: DWhile all of these types of nonverbal communication may provide some indication of the speaker's feelings, most people think that the eyes are the best predictor of a speaker's true feelings.

PTS: 1 DIF: 3 REF: p. 13 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: How the Eyes, Face, and Body Send Silent Messages

16. ANS: CSuzanne should wear professional business attire to send a positive message to the interview. She should also maintain eye contact to signal interest, attentiveness, strength, and credibility. In addition, she should encourage communication and interaction by leaning forward, sitting erect, and looking alert during the interview.

PTS: 1 DIF: 5 REF: p. 15 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, AnalysisTOP: How Appearance Sends Silent Messages

17. ANS: CWhen you perceive nonverbal cues that contradict verbal meanings, politely probe for more information. You can improve communication and resolve confusion by asking a sincere, polite question.

PTS: 1 DIF: 5 REF: p. 15 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, AnalysisTOP: Keys to Building Strong Nonverbal Skills

18. ANS: AEvery country has a unique culture or common heritage that teaches its members how to behave and conditions their reactions. This culture or common heritage has nothing to do with a common gene pool.

PTS: 1 DIF: 3 REF: p. 16 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: How Culture Affects Communication

19. ANS: DCommunicators in low-context cultures tend to be logical, analytical, and action-oriented. They depend little on the context of a situation to convey meaning.

PTS: 1 DIF: 3 REF: p. 16-17 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Contexts | AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Context

20. ANS: CIn business situations, North Americans tend to value straightforwardness and are suspicious of evasiveness. These values illustrate communication style.

PTS: 1 DIF: 3 REF: p. 18 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Communication

21. ANS: C

The belief that all members of a group have the same behavioral pattern is stereotyping and not ethnocentrism, tolerance, or a cultural norm.

PTS: 1 DIF: 5 REF: p. 19 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, Analysis TOP: Controlling Ethnocentrism and Stereotyping

22. ANS: CEthnocentrism reveals itself in statements such as The American way is the best way. This type of ethnocentrism may be accompanied by stereotyping, which is an oversimplified behavior pattern applied to entire groups. Neither of these beliefs is likely to help you communicate with other cultures.

PTS: 1 DIF: 5 REF: p. 19 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, Analysis TOP: Controlling Ethnocentrism and Stereotyping

23. ANS: ATolerance requires you to have sympathy for and appreciation of the customs of other cultures. You develop this tolerance through practicing empathy, which helps you to see the world through another's eyes. If you are more individualistic or ethnocentric, you will probably have less tolerance.

PTS: 1 DIF: 3 REF: p. 19 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Controlling Ethnocentrism and Stereotyping

24. ANS: BZoe did well to speak slowly, simply, and clearly with this customer. Now she should graciously accept the blame for not being clear instead of repeating the same words more loudly or asking the other person to restate her message.

PTS: 1 DIF: 5 REF: p. 20 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, AnalysisTOP: How to Minimize Oral Miscommunication Among Intercultural Audiences

25. ANS: AWhen speaking with someone for whom English is a second language, you should confirm the results and agreements in writing.

PTS: 1 DIF: 3 REF: p. 20 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: How to Minimize Oral Miscommunication Among Intercultural Audiences

26. ANS: DA multicultural audience is less likely to understand American slang, idioms, or acronyms. The audience is more likely to understand clear writing that uses short sentences, short paragraphs, and action-specific verbs.

PTS: 1 DIF: 3 REF: p. 20-21 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion | AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives TOP: How to Minimize Written Miscommunication Among Intercultural Audiences

27. ANS: CIn citing numbers, Max should use figures (for example, 15) instead of spelling them out (for example, fifteen). He should convert dollar figures into local currency and avoid using figures to express months. For clarity, he should instead spell out the month.

PTS: 1 DIF: 5 REF: p. 21 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, AnalysisTOP: How to Minimize Written Miscommunication Among Intercultural Audiences

28. ANS: DOrganizations that hire employees with various experiences and backgrounds are better able to create the products that consumers desire. In addition, organizations that set aside time and resources to cultivate and capitalize on diversity will suffer fewer discrimination lawsuits, fewer union clashes, and less government regulatory action. Most important is the growing realization among organizations that diversity is a critical bottom-line business strategy to improve employee relationships and to increase productivity.

PTS: 1 DIF: 3 REF: p. 21 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Benefits of a Diverse Workforce

29. ANS: BMegahertz Technology Solutions, Inc. can capitalize on workforce diversity by understanding the value of differences, by providing diversity training for employees, by building on similarities, and by making fewer assumptions.

PTS: 1 DIF: 5 REF: p. 22 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, AnalysisTOP: Improving Communication Among Diverse Workplace Audiences

30. ANS: ASuccessful communicators avoid assumptions; learn about all cultures; invite, use, and give feedback; and seek common ground. Pretending differences don't exist or trying to help others conform will not improve your communication success with diverse populations who desire to be recognized and respected.

PTS: 1 DIF: 3 REF: p. 22 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Improving Communication Among Diverse Workplace Audiences

31. ANS: ABusiness writers must strive to produce messages and oral presentations that are economical, persuasive, audience-oriented, and purposeful. The formality and creativity of the writing will vary based on the audience and the purpose of the message.

PTS: 1 DIF: 3 REF: p. 32 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: The Basics of Business Writing

32. ANS: DBusiness messages are audience-oriented when the writer concentrates on the reader's perspective. Of course, the other skills listed are also important qualities of your business writing, but they do not represent audience orientation.

PTS: 1 DIF: 1 REF: p. 32 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: The Basics of Business Writing

33. ANS: CBusiness writing should be clear, concise, and written from the receiver's perspective. However, purposeful identifies the reason for the writing, which is to solve a problem or convey information.

PTS: 1 DIF: 1 REF: p. 32 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Communication; Tier 2-Purpose | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion

TOP: The Basics of Business Writing34. ANS: A

Business writing should solve a problem, use the appropriate channel, and be written from the receiver's perspective. However, economical identifies the qualities of conciseness and clarity.

PTS: 1 DIF: 1 REF: p. 32 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: The Basics of Business Writing

35. ANS: DBusiness writing should present ideas clearly and concisely, be written from the receiver's perspective, solve a problem, and convey information. However, persuasive means that the writer tries to get the audience to believe and accept the message.

PTS: 1 DIF: 1 REF: p. 32 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: The Basics of Business Writing

36. ANS: CMany beginning business writers forget to complete the first phase of the writing process, which involves analyzing the audience and purpose, anticipating how the audience will react, and adapting the message to the audience. By analyzing the audience and purpose first, you can focus your research and better compose your message.

PTS: 1 DIF: 3 REF: p. 33 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Purpose, Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Prewriting

37. ANS: CDuring the writing stage, you will research and organize your message; then you compose the message. Developing knowledge of the audience occurs in the first stage (prewriting), and evaluating and editing occur in the final stage (revising).

PTS: 1 DIF: 3 REF: p. 34 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Writing

38. ANS: AThe last step of the writing process is evaluation, which is part of the revising stage.

PTS: 1 DIF: 3 REF: p. 34 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Revising

39. ANS: CBeginning writers often neglect the last phase of revising their documents for clarity, conciseness, tone, and readability. However, the best business messages require extensive work in the revising phase to be certain the document best meets the audience's needs and the purpose of the message. Experts recommend that approximately 50 percent of a writer's time should be spent in this final phase.

PTS: 1 DIF: 3 REF: p. 34 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Scheduling the Writing Process

40. ANS: AIn addition to informing and persuading, an effective business message will promote goodwill, which means that you and your organization will look good in the eyes of your audience. Maintaining the goodwill of customers and employees is essential to business growth and your career advancement.

PTS: 1 DIF: 3 REF: p. 35 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Purpose | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion

TOP: Identifying Your Purpose41. ANS: B

All workers may question their boss's decision, their time, and their resources. Nevertheless, to determine the best organization and presentation, they must focus upon the reason for sending the message and this question: What do I hope to achieve with this message?

PTS: 1 DIF: 5 REF: p. 35 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Identifying Your Purpose

42. ANS: CThe channel refers to the medium through which Travis will send his message.

PTS: 1 DIF: 1 REF: p. 35 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Selecting the Best Channel

43. ANS: DConsider the following factors when selecting a communication channel: importance of the message, amount and speed of feedback and interactivity required, necessity of a permanent record, cost of the channel, degree of formality required, confidentiality and sensitivity of the message.

PTS: 1 DIF: 5 REF: p. 35 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, Conclusion TOP: Selecting the Best Channel

44. ANS: CMedia richness describes the extent to which a channel or medium recreates or represents all the information available in the original message. A richer medium, such as face-to-face conversation, permits more interactivity and feedback. A leaner medium, such as a proposal, e-mail message, or discussion board posting, presents a flat, one-dimensional message.

PTS: 1 DIF: 3 REF: p. 35 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Technology; Tier 2-Communication evolution | AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Selecting the Best Channel

45. ANS: BThe best channel for the delivery of bad news, such as the potential loss of employment, is face-to-face communication. Good news, such as bonus pay for performance, could be delivered through e-mail, voice mail, or instant messaging. Careful writers consider the type of message in selecting the channel.

PTS: 1 DIF: 5 REF: p. 36 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Technology; Tier 2-Communication evolution | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Selecting the Best Channel

46. ANS: AE-mail is a better choice for routine announcements. Using individual meetings, a team meeting, or a short report to announce the changed meeting time would be inefficient.

PTS: 1 DIF: 5 REF: p. 36 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Technology; Tier 2-

Communication evolution | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Selecting the Best Channel

47. ANS: DWhen anticipating an audience, Lindsay should consider what the readers are like and how they will react. This will assist her in writing a description of the property and benefits that appeal to her audience.

PTS: 1 DIF: 5 REF: p. 36-37 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, Conclusion TOP: Anticipating the Audience

48. ANS: AProfiling the audience helps the writer develop a document that has the appropriate tone and language for that audience. It also helps the writer select a channel that will be most effective. Unfortunately, profiling will not eliminate the need for revising the document, nor will it guarantee that the audience will respond positively to the message.

PTS: 1 DIF: 3 REF: p. 37 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Profiling the Audience

49. ANS: BEmpathy involves shaping a message so that it appeals to the receiver. Writers can do this by putting themselves in the receiver's shoes.

PTS: 1 DIF: 1 REF: p. 38 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Communication; Tier 2-Analysis | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Audience Benefits

50. ANS: CThe sentence Register now to lock in your preferred travel dates places focus on the audience. The other sentences place more focus on the sender.

PTS: 1 DIF: 5 REF: p. 38 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, Conclusion TOP: Audience Benefits

51. ANS: CEach of the messages provides similar information to Samantha, but only one (You may qualify for a vacation in September if you apply now although the August schedule is full) represents effective use of the "you" view. It shows the benefits to the receiver (September vacation) without sounding accusatory.

PTS: 1 DIF: 5 REF: p. 38-39 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, Conclusion TOP: "You" View

52. ANS: CYou will have a conversational tone when you use familiar words, occasional contractions, and first- or second-person pronouns. Professional messages do not include IM abbreviations, slang, sentence fragments, and chitchat.

PTS: 1 DIF: 3 REF: p. 40 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Conversational but Professional

53. ANS: CUsing the words ripping on, rock, badmouthing, awesome, and out of it is unprofessional. Words such as denigrate, strategic implementation, and notoriety are examples of inflated language that may be unfamiliar. The word criticism better describes the customers' reactions.

PTS: 1 DIF: 5 REF: p. 40 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Conversational but Professional

54. ANS: AOf these options, only professional is correct. Avoid the other options because they include sloppy or unprofessional qualities.

PTS: 1 DIF: 3 REF: p. 40 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Conversational but Professional

55. ANS: DOf these options, only You can return all resalable merchandise for a store credit is worded in a positive manner. The other options indicate what cannot be done. This use of negative language is more likely to create hostility in the audience.

PTS: 1 DIF: 5 REF: p. 41 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Positive Language

56. ANS: CThe most acceptable option is All physicians must carry their own malpractice insurance. The use of a plural noun as antecedent (physicians) matches the plural pronoun (their) and is preferred to the singular (physician) with the awkward his or her. Using the singular physician with the plural their is grammatically incorrect.

PTS: 1 DIF: 5 REF: p. 42 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Gender differences | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis TOP: Inclusive Language

57. ANS: APlain English is the use of active-voice verbs, personal pronouns, short sentences, and familiar words. Business writers strive to use plain language and to avoid excessively formal or informal writing.

PTS: 1 DIF: 1 REF: p. 42 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Plain English

58. ANS: BOnly Employees will respond better to e-mail message that are written with familiar language and a friendly, conversational style uses positive expression, plain language, and a "you" attitude.

PTS: 1 DIF: 5 REF: p. 42 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Adapting to the Task and Audience

59. ANS: DThese words would be unfamiliar to many readers. Wise business writers use more familiar alternatives (conceptualize–see, remuneration–pay, terminate–end).

PTS: 1 DIF: 3 REF: p. 43 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Familiar Words

60. ANS: CThe most acceptable option is Please check with your supervisor for information about salary increases. The other sentences use long and unfamiliar words.

PTS: 1 DIF: 5 REF: p. 43 OBJ: TYPE: Application

NAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Familiar Words

TRUE/FALSE

61. ANS: TEmployers often rank communication skills among the most requested competencies in making hiring decisions.

PTS: 1 DIF: 3 REF: p. 2 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: The Importance of Communication Skills to Your Career

62. ANS: FWriting skills are particularly important on the job today because people are writing more than ever before and because many people work together but are not physically together.

PTS: 1 DIF: 3 REF: p. 3 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion | AACSB: Tier 1-Use of information technology; Tier 2-Communication evolutionTOP: Why Are Writing Skills Increasingly Important?

63. ANS: FThe abilities to read, listen, speak, and write effectively are not inborn. When it comes to communication, it is more nurture than nature. Good communicators are not born; they are made.

PTS: 1 DIF: 3 REF: p. 6 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Using This Book to Build Your Career Communication Skills

64. ANS: FTheresa and Alex are among many employees who are working on virtual teams. This means they will be more dependent on their communication skills to work together effectively.

PTS: 1 DIF: 5 REF: p. 7 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Patterns; Tier 2-Teamwork | AACSB: Tier 1-Use of information technology; Tier 2-Asynchronous messaging, Synchronous messaging, Communication evolution | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, Analysis TOP: Succeeding in the Changing World of Work

65. ANS: TSimply putting a message out, whether spoken or written, does not meet the purpose of communication. Meaning must be sent and received. The transmission of the words must result in understanding for communication to occur.


66. ANS: TAnything that disrupts the transmission of a message in the communication process is called noise. Channel noise ranges from static that disrupts a telephone conversation to spelling errors in an e-mail message.

PTS: 1 DIF: 1 REF: p. 10 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Understanding the Communication Process

67. ANS: F

A major problem when communicating any message verbally is that words have different meanings for different people. This is why skilled communicators try to use familiar words with concrete meanings.


68. ANS: TAmy can encourage feedback by asking questions such as "Is there anything that wasn't clear?"

PTS: 1 DIF: 5 REF: p. 10-11 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, AnalysisTOP: Understanding the Communication Process

69. ANS: FSome researchers suggest that we listen at only 25 percent efficiency.

PTS: 1 DIF: 3 REF: p. 11 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Improving Listening Skills

70. ANS: FPhysical, not psychological, barriers include hearing disabilities, poor acoustics, and noisy surroundings. Psychological barriers occur because we each bring a unique set of cultural, ethical, and personal values to the communication process.

PTS: 1 DIF: 3 REF: p. 11 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Barriers to Effective Listening

71. ANS: TIt is human nature to prefer to talk than to listen. To improve listening skills, you must, indeed, stop talking and listen more to practice active listening skills.

PTS: 1 DIF: 3 REF: p. 12 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Keys to Building Powerful Listening Skills

72. ANS: FGood listeners take selective notes of the most important points, but do not allow the note-taking process to interfere with concentration on the total message.


73. ANS: FWhen verbal and nonverbal messages conflict, listeners tend to believe the nonverbal message.


74. ANS: TEmployees send important nonverbal messages to others through their physical appearance and through the way their business documents look. Both personal appearance and the physical appearance of a document can have a positive or a negative effect on the receiver.

PTS: 1 DIF: 3 REF: p. 15 OBJ: TYPE: Conceptual

NAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: How Appearance Sends Silent Messages

75. ANS: TAssociating with other cultures, both at work and at leisure, can improve your nonverbal skills by widening your knowledge of and tolerance for intercultural nonverbal messages.


76. ANS: TYou can ensure that your verbal and nonverbal messages match by asking family and friends to observe your presentation to monitor your nonverbal behavior. Another effective technique is to videotape yourself so that you can evaluate your presentation skills.


77. ANS: FThe meanings of many nonverbal gestures differ from culture to culture. Don't assume that a familiar American gesture has universal meaning. In fact, forming the thumb and forefinger in a circle is obscene in South America.

PTS: 1 DIF: 5 REF: p. 16 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, Analysis TOP: How Culture Affects Communication

78. ANS: TAs a typical North American, Laura tends to value individualism and responsibility.

PTS: 1 DIF: 5 REF: p. 17-18 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, Analysis TOP: Individualism

79. ANS: FPeople in high-context cultures place more emphasis on tradition, ceremony, and social rules than members of low-context cultures do.

PTS: 1 DIF: 5 REF: p. 18 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, Analysis TOP: Formality

80. ANS: TNorth Americans consider time a precious commodity. They correlate time with productivity, efficiency, and money. Keeping people waiting for business appointments wastes time and is rude.

PTS: 1 DIF: 3 REF: p. 18-19 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Time

81. ANS: FEthnocentrism is the belief in the superiority of one's own culture. It is wise to be tolerant in cross-cultural communication, but ethnocentrism can handicap communication.

PTS: 1 DIF: 3 REF: p. 19 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-

Conclusion TOP: Controlling Ethnocentrism and Stereotyping82. ANS: T

Because the metric system is so widely used throughout the world, for international trade it is a good idea to learn and use this system.

PTS: 1 DIF: 3 REF: p. 21 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: How to Minimize Written Miscommunication Among Intercultural Audiences

83. ANS: TOne of the biggest challenges facing business organizations today is developing a diverse staff that can work together cooperatively.

PTS: 1 DIF: 3 REF: p. 21 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion | AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives TOP: Benefits of a Diverse Workforce

84. ANS: TThe fear of the unknown is a common feeling that decreases as you interact with diverse people. By meeting some Germans before he travels, Ryan is likely to reduce his worries.

PTS: 1 DIF: 5 REF: p. 22 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion, AnalysisTOP: Improving Communication Among Diverse Workplace Audiences

85. ANS: FDiversity makes an organization innovative and creative. Sameness fosters an absence of critical thinking called "groupthink."

PTS: 1 DIF: 3 REF: p. 22 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Improving Communication Among Diverse Workplace Audiences

86. ANS: FBusiness messages should be clear but concise. Length is not rewarded in business. Instead, conciseness and clarity are what count in business.


87. ANS: FSome natural writers do exist; but the ability to be concise, audience-centered, persuasive, and purposeful in your written messages requires training. However, following a systematic process, studying model messages, and practicing the craft can make nearly anyone a successful business writer or speaker.


88. ANS: FThe writing process is not always linear. It does not always proceed from Phase 1 to Phase 2 to Phase 3. Often the writer must circle back and repeat an earlier step.

PTS: 1 DIF: 3 REF: p. 33 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: The Writing Process for Business Messages and Oral Presentations

89. ANS: TAnticipating the audience's reaction is one of the most important aspects of the prewriting phase of the writing process because it assists the writer in creating a message that is more likely to be successful.

PTS: 1 DIF: 3 REF: p. 33 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Prewriting

90. ANS: FBefore Shannon can organize material and compose her proposal, she must collect information in the researching step of the second phase in the writing process.

PTS: 1 DIF: 5 REF: p. 34 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Writing

91. ANS: TThe third phase of the process involves revising, proofreading, and evaluating your message. The final step in the third phase involves evaluating your message to decide whether it accomplishes your goal.

PTS: 1 DIF: 3 REF: p. 34 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Revising

92. ANS: FThe time you spend on each phase varies depending on the complexity of the problem, the purpose, the audience, and your schedule. Writers spend the most time (about 45 percent) on the revising phase of the writing process because it is the most important part.

PTS: 1 DIF: 3 REF: p. 34 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Scheduling the Writing Process

93. ANS: TBeginning writers should follow the writing process described in the text carefully as they develop their skills. When they become experienced writers, they can use the writing process stages more flexibly. This growth is natural and desirable.

PTS: 1 DIF: 3 REF: p. 34 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Analyzing the Purpose and the Audience

94. ANS: FPersuasion and information are the primary purposes of most business documents. Goodwill is a common secondary purpose.

PTS: 1 DIF: 3 REF: p. 35 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Purpose | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion

TOP: Identifying Your Purpose95. ANS: T

Because Alonso needs a media-rich channel to permit interaction, he should use videoconferencing or teleconferencing to gain information from this geographically dispersed group.

PTS: 1 DIF: 5 REF: p. 35-36 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Technology; Tier 2-Communication evolution | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Selecting the Best Channel

96. ANS: TA richer medium, such as face-to-face conversation, permits more interactivity and feedback. A leaner medium, such as a written report, presents a flat, one-dimensional message.

PTS: 1 DIF: 5 REF: p. 35 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Technology; Tier 2-Communication evolution | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Selecting the Best Channel

97. ANS: TAlthough technology has increased the use of e-mail and instant messaging, it is true that business must still use hard-copy memos in cases that require persuasion, permanence, and formality.

PTS: 1 DIF: 3 REF: p. 36 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Technology; Tier 2-Communication evolution | AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Switching to Faster Channels

98. ANS: FAlthough you can't always know exactly who the receiver is, you can imagine some of that person's characteristics.

PTS: 1 DIF: 3 REF: p. 37 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Anticipating the Audience

99. ANS: TBeginning writers often focus on the topic or message contents and purpose first. Although the message contents and purpose are important, you will be more likely to achieve your goal if you adapt that content to the audience before and as you write.

PTS: 1 DIF: 3 REF: p. 37 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Anticipating the Audience

100. ANS: FThe primary audience is important, but so is the secondary audience. If a message will have more than one audience, you must adapt your message so that you create a meaningful and efficient communication for both primary and secondary audiences.

PTS: 1 DIF: 3 REF: p. 37 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Responding to the Profile

101. ANS: FThe opinion of Ben Franklin, an early American political leader, reflects the importance of stressing reader benefits to readers of business documents.

PTS: 1 DIF: 5 REF: p. 38 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, Conclusion TOP: Audience Benefits

102. ANS: TUsing empathy forces you to see the communication or problem from the perspective of your audience. When that occurs, you create a message sensitive to audience needs, which increases the likelihood of success.

PTS: 1 DIF: 3 REF: p. 38 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Audience Benefits

103. ANS: FUsing the "you" view means that you stress the audience viewpoint in the document, but it does not require you to eliminate all use of first-person pronouns. In fact, the use of first-person pronouns can increase the warmth and sincerity of the message.

PTS: 1 DIF: 3 REF: p. 38-39 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: "You" View

104. ANS: FThese expressions and other third-person constructions can make Monica's report sound too formal; they are not conversational and do not make her report sound businesslike or professional.

PTS: 1 DIF: 5 REF: p. 40 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Conversational but Professional

105. ANS: TThe clarity and tone of a message are considerably improved if you use positive rather than negative language. Positive language generally conveys more information than negative language does. Moreover, positive messages are uplifting and pleasant to read. Positive wording tells what is and what can be done rather than what isn't and what can't be done.

PTS: 1 DIF: 3 REF: p. 41 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Courteous Language

106. ANS: FWording messages courteously by adding words like please is more effective than using words that sound demanding or preachy.

PTS: 1 DIF: 5 REF: p. 41 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Courteous Language

107. ANS: FUsing inclusive language is important, but this example does so incorrectly by using a singular noun antecedent (employee) with a plural pronoun (their).

PTS: 1 DIF: 5 REF: p. 42 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Inclusive Language

108. ANS: TSome business, legal, and government documents are written in an inflated and confusing style that obscures meaning. This style of writing has been given various terms such as legalese, federalese, bureaucratic gobbledygook, doublespeak, and the official style.

PTS: 1 DIF: 3 REF: p. 42 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Plain English

109. ANS: FYour business messages will be more readable if you use short, familiar, simple words. In addition, a readable message is more likely to result in a positive response from your audience.

PTS: 1 DIF: 3 REF: p. 43 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Familiar Words

110. ANS: FBy keeping the reader in mind, being concise, and using familiar language, the writer can create a message that is more likely to achieve its goal. A longer, more formal message is likely to be less readable and, therefore, less likely to achieve its goal.

PTS: 1 DIF: 3 REF: p. 43 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Familiar Words

COMPLETION

111. ANS:CommunicationRationale: Communication skills refer to reading, listening, nonverbal, speaking, and writing skills.

PTS: 1 DIF: 1 REF: p. 3 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: The Importance of Communication Skills to Your Career

112. ANS:CommunicationRationale: Communication is "the transmission of information and meaning from one individual or group to another."


113. ANS:encodingRationale: When the sender converts an idea into words or gestures, the communicator is encoding the message.


114. ANS:channelRationale: The channel is the means by which a message is transmitted. Channels include both spoken and written means.

PTS: 1 DIF: 1 REF: p. 10 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion | AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives TOP: Understanding the Communication Process

115. ANS:decodingRationale: When the receiver translates the message from its symbol form into meaning, it is known as decoding.

PTS: 1 DIF: 1 REF: p. 10 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion

TOP: Understanding the Communication Process116. ANS:

feedbackRationale: The verbal and nonverbal responses of the receiver create feedback, a vital part of the entire communication process that helps the sender know that the message was received and understood.


117. ANS:NonverbalRationale: Nonverbal cues include eye contact, facial expression, body movements, space, time, territory, and appearance.


118. ANS:contextRationale: According to a model developed by cultural anthropologist Edward T. Hall, context refers to the stimuli, environment, or ambience surrounding an event and is arranged on a continuum from low to high.

PTS: 1 DIF: 1 REF: p. 16 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Diversity; Tier 2-Contexts | AACSB: Tier 1-Reflective Thinking; Tier 2-ConclusionTOP: Context

119. ANS:ethnocentrismRationale: The belief in the superiority of one's own culture is known as ethnocentrism. This natural attitude is found in all cultures.

PTS: 1 DIF: 1 REF: p. 19 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Controlling Ethnocentrism and Stereotyping

120. ANS:ToleranceRationale: Tolerance means learning about beliefs and practices different from our own and appreciating them. One of the best ways to develop tolerance is to practice empathy.

PTS: 1 DIF: 1 REF: p. 19 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Diversity; Tier 2-Cultural imperatives | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Comparing Key Cultural Values

121. ANS:prewritingRationale: The prewriting phase involves analyzing the audience and the purpose for writing. During this phase you will also anticipate how your audience will react to the message and will adapt your message to the audience.

PTS: 1 DIF: 3 REF: p. 33 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Communication; Tier 2-Purpose, Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Prewriting

122. ANS:

writingRationale: The writing phase of the writing process includes researching and organizing information. Sam will also compose his report during this phase.

PTS: 1 DIF: 5 REF: p. 34 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Writing

123. ANS:revisingRationale: The third phase of the process involves revising, proofreading, and evaluating your message or document.

PTS: 1 DIF: 5 REF: p. 34 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Revising

124. ANS:mediaRationale: An interesting theory, called media richness, describes the extent to which a channel or medium recreates or represents all the information available in the original message.

PTS: 1 DIF: 1 REF: p. 35 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Communication; Tier 2-Syn./Asyn. choice | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Selecting the Best Channel

125. ANS:e-mailRationale: Because technology and competition continue to accelerate the pace of business, the channels of choice today must be fast, cheap, and easy. E-mail meets those criteria effectively.

PTS: 1 DIF: 3 REF: p. 36 OBJ: TYPE: ConceptualNAT: AACSB: Tier 1-Use of information technology; Tier 2-Communication evolution | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Switching to Faster Channels

126. ANS:AdaptationRationale: Adaptation is the process of creating a message that suits your audience. One important aspect of adaptation is tone.

PTS: 1 DIF: 1 REF: p. 35 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Selecting the Best Channel

127. ANS:toneRationale: One important aspect of adaptation is tone. Conveyed largely by the words in a message, tone affects how a receiver feels upon reading or hearing a message.

PTS: 1 DIF: 1 REF: p. 38 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Adapting to the Task and Audience

128. ANS:empathy

Rationale: Empathy involves putting yourself in the receiver's shoes. This means that you look at the topic of the communication from your receiver's perspective. Using empathy can help you write a more effective message.

PTS: 1 DIF: 1 REF: p. 38 OBJ: TYPE: DefinitionNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Conclusion TOP: Audience Benefits

129. ANS:youRationale: By emphasizing second-person pronouns instead of first-person pronouns, Theresa is using the "you" view.

PTS: 1 DIF: 5 REF: p. 38-39 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Communication; Tier 2-Audience | AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, Conclusion TOP: "You" View

130. ANS:PlainRationale: For more than three decades, government agencies and consumer groups have worked together in the Plain English movement, encouraging all documents to be written clearly and concisely to create easy-to-understand material. CEO Reyes of High Tech Solutions supports this Plain English movement.

PTS: 1 DIF: 5 REF: p. 42 OBJ: TYPE: ApplicationNAT: AACSB: Tier 1-Reflective Thinking; Tier 2-Analysis, ConclusionTOP: Plain English

STUDY GUIDE Exam 1 EN215 Business Communication

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