CHAPTER 1
Communicating at Work
Resource Guide
The opening page of each chapter in Communicating at Work lists desired learning outcomes. The
Resource Guide will assist you in locating activities and resources from the text and Instructor Manual
that are relevant to each objective.
Chapter Objectives
Resources
Explain the role of communication in career
success, providing examples to support your
claims.
In the text:
Activities: 1
Career Tip: Careers in Communication
Case Study: Derogatory E-mails Lead to Firings
Instructor’s Manual online:
Discussion Launchers: 1,2
Classroom Activities: 1, 2
Written Application Exercise 1
Apply the key principles of communication,
knowledge of the basic elements of the
communication model, and considerations of
effective communication channel use to a specific
situation, showing how each one affects the
outcome of the interaction.
Key terms: asynchronous communication,
channel, decoding, encoding, feedback,
instrumental communication, message, noise,
receiver, relational communication, sender,
synchronous communication
In the text:
Activities: 2,5
Technology Tip: The Virtues of Going Offline
Instructor’s Manual online:
Personal Reflection for Journaling
Discussion Launchers: 3-8
Classroom Activities: 3-7
Written Application Exercise 2
Video Activities: 1-5
Describe how formal and informal communication
networks operate in a given situation in your career
field; then create a strategic plan of personal
networking to accomplish your goals within an
organization.
Key terms: downward communication, formal
communication networks, horizontal
communication, informal communication
networks, networking, organizational charts,
upward communication
In the text:
Activities: 3, 4
Career Tips:
Getting Recognized by Your Bosses
Culture at Work: Guanxi: Networking Chinese-
Style
Technology Tip: Your Professional LinkedIn
Profile
Instructor’s Manual online:
Discussion Launchers: 9-13
Classroom Activities: 8-12
Written Application Exercise 3
Video Activities: 6
Apply the concepts of ethical communication
discussed here to one or more ethically challenging
situations.
In the text:
Activities: 6
Ethical Challenge:
Ethical Communication Choices
Instructor’s Manual online:
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Discussion Launchers: 14
Classroom Activities: 13, 14
Written Application Exercise 4
About Chapter 1
This chapter stresses the importance of communication for entering and advancing in a career. It
establishes the central role of communication skills and principles in the inventory of competencies
students need in the workplace.
This chapter lays the groundwork for understanding the nature of communication. Communication is
unavoidable, strategic, irreversible, must be understood in context, involves instrumental, relational, and
identity goals, and is not a panacea. Each communication context is a unique combination of factors.
Communicators can become more effective by recognizing the role each element (sender, encoding,
message, channel, receiver, decoding, noise, feedback) of the communication model plays in the process
of building shared meaning. Readers are alerted to the impact of noise (environmental, physiological, and
psychological). Channel characteristics are discussed, enabling readers to make informed choices.
Formal (upward, downward, and horizontal) and informal networks or organizational communication
are introduced, with tips for using each to effectively manage our professional identities. Several
approaches to examining the ethics of communication are presented.
While emphasizing that communication is not a panacea for all business and professional concerns,
this chapter heightens awareness of the many choices and channels available to communicators, and it
spurs appreciation for the implications and consequences of those choices. The goal is to encourage
students to become more astute analyzers of the communication process and to become more aware of
their own and others’ choices while communicating in various business environments.
Each ensuing chapter builds on ideas introduced here. The instructor can reinforce this groundwork
by referring back to Chapter 1 concepts as they are expanded on throughout the rest of the text.
Personal Reflection for Individual Journaling Assignment
Before reading this chapter, write down what communication means to you. After reading the
chapter, reread your initial response. In what ways was your description similar to the
characteristics pointed out in the text? In what ways did your description differ? How could your
new knowledge about the process of communication help you become a better communicator?
Discussion Launchers
1. From your own work experience, add to the reasons given in the text for the importance of
communication in the workplace.
2. In this course you will be studying a number of communication skills such as listening, giving
clear instructions, interviewing, writing reports, participating in groups, and delivering
presentations. Select a career or hobby that interests you, and explain which of these
communication skills would be most important to your success in that area.
3. Choose one of the principles of communication explained in the text. Provide three examples that
illustrate this principle. How could you apply your knowledge of this principle in a future
interaction to prevent or reduce misunderstanding?
4. One of the first models of communication was based on the telegraph. Known as the linear model
of communication, it represented the communication process as: Sender- Message- Receiver.
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Compare and contrast this model to the transactional model presented in your text. How accurate
is each of these models as an illustration of the communication process?
5. Does meaning reside in words, in people, or in the interactions that take place among people? Use
the communication model from the text to justify your answers.
6. What are some of the advantages and disadvantages of relying solely on oral communication to
send your ideas? What are some of the advantages and disadvantages of relying solely on written
communication?
7. Recall instances you’ve witnessed of inappropriate or rude use of mobile phones or voice mail.
Identify the consequences of each example. What can be done to educate the public about
appropriate usage?
8. “New technology ensures better communication in the workplace.” Take a stand on this
statement, and use examples to bolster your position.
9. As a new employee, why is it especially important to be able to identify your organization’s
conventional (formal) communication networks?
10. Describe an effective and an ineffective use of downward communication you have experienced
in an organization. Why was the communication effective or ineffective? What was the
outcome? What improvements would you suggest?
11. Upward communication in many organizations is neither open nor frank. Have you (or someone
you know) ever distorted a message to your superiors? Why did you (or your acquaintance)
distort the information? Would the distortion be considered ethical in light of any of the ethical
principles you read about in this chapter? Explain your answer.
12. Can you think of situations in which there are clear advantages to using only the formal or
informal networks in an organization? Can you think of situations in which using both is
preferable?
13. Describe situations when communication goals would be better met by using informal networks
before formal ones, and other situations when goals would be better met by using informal
networks after formal ones. What difference does the chronological context make? What is the
impact of each message when the order is switched? (For example, is there a difference between
asking for a raise in person and then following up with a letter versus asking in a letter and then
following up with a personal request?)
14. Think of a “white lie” that you have told. Why did you tell the lie? After reading the section on
ethical challenges in this chapter, do you believe the lie was justified? What guidelines would you
use for deciding when lying can be justified?
Classroom Activities
1. Students’ Hopes, Concerns, and Expectations for the Course
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Objective: The purpose of this activity is to discuss students’ hopes, concerns, expectations, and/or goals
for the course that might serve as a guide or checklist for their progress during the semester.
Procedure: First, have students write down several communication goals they would like to accomplish
as a result of completing this course and several expectations they have of the course. (Provide some 5” x
8” note cards for their use.) Be sure to tell the students not to write their names on the cards, and then
collect them.
Class Discussion: Spend some time on each goal or purpose and the reasons why it is important. Relate
these goals to your goals as the instructor and to the goals outlined in the textbook. Point out where your
goals and the students’ goals are similar and where they are different. In the next class, you might want to
point out any modifications you made to your goals as a result of student input. Throughout the semester,
you can call attention to student goals as they relate to each chapter or project.
Variation: This activity could be done with the nominal group technique, with each group giving you
five to six goals and expectations. This provides for individual input, student discussion, and an
introduction to NGT, which will be taught in Chapter 8.
2. Communication in Your Local Job Market
Objective: The purpose of this activity is to allow students to apply information on the importance of
communication in the workplace to the current trends in one’s own locale. Further, students should be
able to identify the various types of skills that are associated with enhanced communication.
Procedure: Have students bring in the classified ads of your local (or nearest metropolitan area)
newspaper or screen shots of online ads. In class, divide students into small groups or pairs. Have
students scan ads and keep track of the number of ads scanned and the number that ask specifically for
communication skills. They can make a quick graph, like one of the following:
Number of Ads Scanned
Number Requesting Communication Skills
%
Number of
Ads Scanned
Number Requiring
Communication Skills by
that Name
Type of Field
After about 10 to 15 minutes, tally up the totals from each group, and compare the results with
information in the text.
Variation: Ask students to bring to class descriptions of their current jobs or jobs they are or will be
interested in applying for. (You can have several descriptions on-hand that represent a variety of career
areas that you obtained from local businesses or from job placement services on campus.)
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Class Discussion: After completing this activity, class discussion could focus on the value placed on
communication skills and students’ ability to identify the variety of skills associated with enhanced
communication.
• Can you identify any trends?
• Are there specific items unique to your region of the country?
• What types of new or unfamiliar terminology do you see?
• How many jobs emphasize communication skills?
• What types of jobs seem to emphasize communication skills?
• Which communication skills are stressed?
3. Communication Is Unavoidable
Objective: This activity reinforces the impact of communication behaviors in professional settings.
Procedure: Divide students into small groups. Ask each group to take out a piece of paper. Instruct them
as follows: “Fold the paper to create three columns (i.e., two vertical creases). In the first (left) column,
list six examples of communication behaviors you have witnessed that unintentionally left a negative
impression on others in a workplace setting. Describe the behavior in concrete, observable words. Do not
include your interpretation of the behavior. Skip a few spaces between each example.”
After the groups have completed their lists, have them exchange papers with another group. For each
example, the new group will write their interpretation of the behavior in the middle column. Exchange
papers again. In the third (right) column, the third group will write an alternative interpretation of the
original behavior.
Class Discussion: In round-robin fashion, ask each group to share a behavior and two possible
interpretations. Groups may wish to enact the behaviors. After each interpretation, elicit from the class
possible alternative interpretations. Encourage students not to jump to conclusions when interpreting
others’ behaviors. Elicit reasons why any communication behavior does not have a single clearly
identifiable meaning. Tie the discussion to the communication model. Discuss ways we can become
more aware of our own unintended messages.
4. Communication Is Irreversible
Objective: This activity reinforces the impact of communication behaviors in professional settings.
Procedure: Divide the class into groups. Instruct students within each group to share examples from
their experience of excellent and/or ineffective business and professional communication. As a group,
discuss the lessons they learned from each experience. You may wish to read a couple of examples to get
students thinking:
● “I once had a professor who was blind. After one day of class, he had memorized the names of all 30
students, and he could recognize them by voice and their position in the classroom. This experience
reminded me how it’s possible to do almost anything with enough focus and that I have no business
complaining when things get a little hard for me. It also reminded me how much people like being
remembered by name. Now I try to apply that lesson to people I meet.”
● “I work at a local golf course. After being there for almost a year and getting lots of good feedback
from our customers, I asked my boss for a small raise. He replied, ‘Are you kidding? I could train a
monkey to do your job.’ Even though I knew the comment wasn’t fair, it hurt. I hope I remember
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never to toss off thoughtless comments without thinking about their potential to hurt others. The
experience also taught me a lesson about how not to manage employees!”
Class Discussion: Ask each group to summarize their favorite example for the class. After each example,
discuss how these lessons in effective or ineffective communication can be useful for all students. Point
out the irreversible nature of these communication acts. The ways we communicate may be remembered
and talked about for years!
5. Formulating Communication Models
Objective: After completing this activity, students should be able to (1) identify various models that are
used to describe the communication process and (2) discuss the relationships that exist among models
developed by other class members.
Procedure: Place students into groups, and assign them the task of drawing their own model of
communication. Although students will have examined the model presented in the text, they still should
be able to develop their own. If you wish, provide the class with a number of examples to get them
started. Once they are finished, have each group pick a representative to describe its model to the rest of
the class.
Class Discussion: Class discussion could center on the similarities and differences among student models
and those described in the text.
• What are the relationships among the models that each group has created?
• What are the similarities and differences that exist among the various models?
• If we were to develop a model as an entire class, which elements would we keep from the
various models, and which ones would we leave out?
6. The Communication Model
Objective: The purpose of this activity is to familiarize students with the elements of the communication
model and to help them understand how this model applies to their daily interactions.
Procedure: Distribute to each student a placard on which you have printed the name of an element from
the communication model (sender; encoding; message; channel; receiver; decoding; feedback;
environmental noise; physiological noise; psychological noise).
Ask students to form groups so that each group contains all the elements of the model. Each group will
then create a skit that (1) describes the process that occurs as the message flows from sender to receiver;
(2) explains how meaning is affected by individual perceptions, noise, and channel; and (3) examines how
feedback functions throughout the process.
The best skits will identify a specific sender, receiver, message, channel, and type of noise, and will
explain how each element affects the message. For this reason it’s helpful to encourage students to base
their skits on a situation they have recently participated in. For less-mature students, you could supply a
specific message and situation for each group to enact.
Class Discussion: After each skit, ask the class for suggestions for improving the communication. For
example, could the message be encoded more clearly? How could the noise be reduced? How might a
different channel affect the message?
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7. Choosing the Optimal Communication Channel
Objective: Students will become more aware of effective and ineffective uses of communication
channels in the workplace.
Procedure: Briefly explain to students the concept of media richness theory. Rich media (e.g., face–to–
face; teleconferencing; telephone) are those that provide a variety of communication cues. Lean media
(e.g., e-mail, memo, bulletin board) provide few communication cues. Rich media are preferred when
messages are non-routine (unexpected, urgent, very important, or complex). Lean media should be used
for routine (predictable, non -complex) messages. If a rich channel is used for routine messages, there will
be an information glut. It’s a waste of resources. If a lean channel is used for a non-routine message, there
will be an information gap. This can lead to confusion and/or resentment.
Draw the following chart on the board. Elicit examples from students that illustrate appropriate and
inappropriate uses of rich and lean communication channels.
Non-Complex Messages
Complex Messages
Rich channels
Too much information.
Effective communication.
Lean channels
Effective communication.
Not enough information
Adapted from Lengel, R.H., & Daft, R. (1998). The selection of communication media as an executive
skill. The Academy of Management Executive II(3), 126.
8. Understanding Communication Flow
Objective: This activity helps students tease out some of the confusions they may have regarding
communication flow.
Procedure: Ask each student to write out three questions they have about how communication flow
applies in real workplaces. To encourage divergent thinking, you could read some of the sample
questions listed below.
Defining the direction of communication flow:
• Do we decide if communication is upward or downward because of job titles, or because of
tone of voice?
• Can downward communication be supportive?
• Can upward communication be disconfirming?
• Is horizontal communication always respectful?
Distinguishing formal from informal communication
• Do we decide if communication is formal or informal based on the location, the activity, the
topic, clothing style, tone of voice, or other?
• Where and when does informal communication occur?
• Can informal communication take place in the office during work hours?
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Using communication in the workplace
• Is informal communication constructive or destructive to work quality?
• If my friend gets promoted so she becomes my supervisor, how does that change the way we
talk during work? Does it change the way we talk after work?
• Why should we study communication flow? How can it help us?
Class Discussion: Collect the questions. Read them out loud one at a time, inviting the class to suggest
answers. Guide them to a clearer understanding of these concepts.
9. Effective Upward and Downward Communication
Objective: Students will understand differences in language style and word choice used in upward versus
downward communication.
Procedure: Summarize for the class the article titled “How organizational hierarchy affects language in
workplace e-mail” [available at http://www.examiner.com/quotations-in-national/how-organizational-
hierarchy-affects-language-workplace-e-mail ]. This article reports a study by Georgia Tech, which
analyzed numerous corporate emails to compare language used in upward versus downward
communication. As you read the article, have students list examples of typical phrases used in upward
communication and those used in downward communication.
Class Discussion: Follow up by discussing the findings. You may wish to ask questions such as
• What differences did you notice between the language used in upward and downward
communication?
• What type of instrumental goals does each type of language seem to convey?
• Think of your own upward and downward communication, in jobs you may have held, or in the
classroom. Has the upward and downward communication you’ve experiences shown similar
characteristics?
• Can you think of some workplaces where there might not be distinct differences between the
language of upward and downward communication?
10. Formal Networks
Objective: After completing this activity, students should be able to better identify formal
communication networks in organizations. Additionally, they should be able to distinguish
communication characteristics that are representative of the various types of formal networks.
Procedure: Copy for the class some organizational charts from local organizations. To access a variety of
organizational charts, you may ask students to bring in charts from campus or other organizations they
belong to or places they work (some organizations may not allow their charts to be shared). Using
information in the chapter, ask students to identify the type of information that flows through each of
these formal networks. Illustrate the principle by displaying an organizational chart of your college.
Students are often amazed when they see an organizational chart for their own school. Some students are
unaware of who answers to whom in athletics, student activities, or their own major area of study.
Class Discussion: After students have studied the chart and asked their questions, ask them to speculate
on the path that certain information could take.
• What kind of information is communicated at and among various levels on the chart?
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• What types of channels are used to communicate at and among various levels on the chart?
• How does an organization direct the type of information that occurs at each level?
11. Functions of Downward Communication
Objective: This activity helps students develop an understanding of the functions of downward, upward,
and horizontal communication in real organizations.
Procedure: Divide the class into groups. Assign each group the task of contacting several people who
work as supervisors or managers in various organizations. Students should ask the supervisors to give
examples of the kinds of information they communicate with their subordinates. They should then
compile a list of examples and classify them according to the types of downward communication listed in
Table 1-2 in the text.
Class Discussion: After students have assembled and categorized their lists, discuss the following
questions:
• Which types of downward communication were mentioned most frequently?
• Did you collect any examples that you had trouble classifying? If so, what were they?
• Are there any types of downward communication listed in Table 1-2 that you didn’t get
examples for? If so, come up with some examples of your own.
• In what ways might the types of communication vary according to the type of organization?
Variations: Assign the class to investigate upward and/or horizontal communication flow.
12. Analyzing Your Choice of Networks
Objective: The purpose of this activity is to allow students to predict and analyze the choices they
would make about using formal and informal communication networks in an organization.
Procedure: Have students consider your college or university as the organization. Ask them to consider
which networks they would use for each of the following situations, and why:
As a student:
a. You want to appeal a grade that you believe was unfair.
b. You want to find the best chemistry teacher.
c. You want to let an instructor know that you will miss the first week of class.
As an instructor (employee of the college):
a. You have a student who is appealing a grade and you want to know the best way to handle
the situation.
b. You want to take a class in another department and want to find the best instructor.
c. You rarely miss class, but your daughter is graduating out of state, and you will miss the
last week of class before finals.
Class Discussion: Compare and contrast the formal and informal networks available to each type of
individual in each situation.
• What factors influence your choices?
• In what situations would you choose only formal networks? Informal networks?
• In what situations would you choose both formal and informal networks?
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13. Ethical Dimensions of Communication
Objective: This activity presents students with an opportunity to evaluate actions in light of various
ethical perspectives. Students will become more familiar with various ethical perspectives by comparing
analyses. This will reinforce the knowledge that no single perspective is always the best to use. Finally,
students will generate a guideline for deciding which ethical perspective(s) to apply in various types of
situations.
Procedure: Divide the class into groups. Ask each group to select one of the following situations or to
describe a situation from their own lived experience in which ethics may have been compromised.
• Alexi sees a co-worker falsify her time sheet. Alexi doesn’t tell the manager because she’s
worried that her co-worker would find out who “tattled” and would get her back in some way.
• Josh starts his own lawn care business. When he fills out his income tax form, he does not
report several payments that were made to him in cash.
• Brenda is the Treasurer on the Board of Directors for a Homeowners Association. Brenda
takes several road trips for her own benefit. On each trip, she purchases an item for
Association use. In truth, the item could have been bought closer to home. Brenda then writes
herself a check from Association funds to reimburse herself for mileage expenses.
• Stuart recently received his driver’s license. He is backing out of a crowded parking lot and
accidentally dings a parked car, causing a dent that is a little unsightly but not too serious. No
one is in sight. Stu drives off, thinking, “Boy, am I lucky no one saw that.”
• Duane needs a suit for an important ceremony he has to attend, but he is struggling to pay
tuition and feels he can’t afford to rent one or to buy one. Instead, he purchases a suit, wears it
for the event, and then returns it to the store the next day and gets his money back.
• Sigi asks her older sister Heather to tell their Mom that Sigi is not at home doing her
homework because she is attending the Youth Night activities at church. Actually, Sigi has
gone to see a graphic movie that Mom disapproves of. Trying to be a good sister, Heather
goes along with this. Later, a friend reveals to Mom that Sigi was not at church.
Ask the groups to analyze their chosen situation from the perspective of three different ethical principles
from this chapter. From the view of each perspective, would the actions taken be considered ethical or
not? Each group should be prepared to justify their answers. Each group should also write down a few
sentences they could say to the person in the scenario to help them make a principled decision when faced
with a conflict between what they believe is right versus what is practical.
Class Discussion: Ask groups to summarize their analyses to the entire class and to share the advice they
have written to the person in the scenario. Ask the class to recommend which of the ethical principles
they would find most helpful (and why) in making decisions about their own behavior.
14. Ethical Dilemmas in Organizations
Objective: This activity presents students with an opportunity to evaluate real case studies in light of
various ethical perspectives. Students will become more familiar with various ethical perspectives by
comparing analyses. This will reinforce the knowledge that no single perspective is always the best to use.
Finally, students will generate a guideline for deciding which ethical perspective(s) to apply in various
types of situations.
Procedure: Select one of the actual case studies from the IGE Ethical Fitness Seminar. Dozens of
fascinating cases are available at http://www.globalethics.org/dilemmas.php.
Present the case study to the class.
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Class Discussion: Analyze the dilemma from the perspective of three different ethical principles from
this chapter. What action would each perspective suggest? Which of the perspectives do they find most
helpful in guiding them to a principled decision when faced with a conflict between what they believe is
right versus what is practical.
Written Application Exercises
1. Communication in Your Own Life
A. Read the section of your text titled “The Importance of Communication” and the Career Tip in
your text titled “Careers in Communication.”
B. Visit the National Communication Association website and explore some of the links under the
Education / Student Resources section. For example, you might want to read about Famous
Graduates in Communication or Areas of Interest within Communication.
C. Browse through the Table of Contents of your text.
1. Select a topic that interests you.
2. Use the Table of Contents, the glossary, and the index to locate material in your text about
that topic. For example, if you chose “Relational Listening,” you will find this phrase cross-
referenced in the Table of Contents, the glossary and the index.
D. Summarize what you learned as you browsed the text to read about your chosen topic. How can
this effective communication skill benefit you in your career (and/or personal life)? How will you
go about applying what you’ve learned? Include at least one very specific example.
2. Model of Communication
To complete this exercise, choose one of the case studies below OR use a communication scenario from
your own life. For this exercise, you will submit a completed table, plus a paragraph.
CASE STUDIES FOR APPLICATION EXERCISE 2:
CASE STUDY 1: The nursing report
While doing clinical rotations at the hospital, we would record a report regarding our patients just
before we left duty. When the next RN would come on, they would play the recording. We would
record information such as their current status, level of consciousness, what medications were
given and which ones are due. It would get confusing to me at times while listening to the
recordings. I found it helpful to listen to the entire message first, and then listen to it again while
taking notes. I would also pause the recording if I needed extra time. It was very helpful when the
previous nurse didn’t ramble, and was able to talk about one patient at a time.
CASE STUDY 2: Student email
You are a professor of an online public speaking class, which requires students to upload videos
of their speeches. At the end of the second week, several days after the first video was due, you
receive the following email from a student enrolled in your class:
<<hey teacher now i can get in the page the you gave us ,,the other day that you help us
me and Bob. well now i tryed to put a video into the page but it wont let me do it.. its
taking foverer if just keeps donwloading. what whould i do??>>