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2: Collaboration, Interpersonal Communication, and Business Etiquette 2-1
TEST YOUR KNOWLEDGE
2.1. Few activities in business today are the sole focus of a single individual, so successful teamwork
is vital to virtually everything a company does. Even individual salespeople who travel from
customer to customer outside the oce rely on a support sta to coordinate schedules, provide
AACSB: Interpersonal relations and teamwork
2.2. Groupthink is an unhealthy willingness of team members to set aside their personal opinions
and values to go along with the rest of the team when belonging to the group seems more
2.3. Employees and companies can take advantage of social networking technologies by erasing the
2.4. Parliamentary procedure is a time-tested method for planning and running e ective meetings.
2.5. The advantages of virtual meetings are lower costs and resource usage, reduced wear and tear
2.6. The listening process consists of receiving (actually hearing the message), decoding (assigning
communication
2.7. Someone using content listening is trying to understand and retain the speaker’s message.
Someone using critical listening is trying to understand and evaluate the meaning of the
and oral communication (See MyBCommLab for additional insights)
2.8. An individual can communicate nonverbally through the use of facial expression, gesture and
[LO-6] AACSB: written and oral communication
2.9. Mobile devices present unique etique/e challenges because of their ubiquitous and personal
nature and because etique/e expectations can di er so widely. Younger employees who grew up
in the digital era may think nothing of using their devices whenever and wherever, but others,
technology
APPLY YOUR KNOWLEDGE
2.10. Answers will vary, but students should recognize the opportunity to turn the conflict into a
constructive means for bringing important issues into the open, increasing the involvement of
Copyright © 2018 Bovée and Thill LLC
2: Collaboration, Interpersonal Communication, and Business Etiquette 2-2
2.11. In the email message, students should discuss the benefit of social networking (e.g., connecting
people across organizational boundaries) and how networking technology is an essential
[LO-2] AACSB: Information technology
2.12. Nonverbal communication can reinforce the points you’re trying to make in the meeting (or it
can interfere if it clashes with your words). For example, a meeting leader might reinforce a call
to order by standing up to say, “Let’s begin.” Other nonverbal signals include using hand gestures
2.13. Students should recognize the di erent, sometimes vastly di erent, contexts of in-person and
online communication. Online communication is a leaner medium, with fewer visual cues, so it
doesn’t support the level of immediate feedback that helps keep emotions and behaviors in
2.14. This is a tricky and potentially unnerving scenario for a new employee to navigate because you
might not be fully aware of cultural norms regarding the use of mobile devices in company
meetings. The audience behavior could be a sign that people are deeply engaged with the
As the speaker in this situation, start by using your best judgment to get the “feel of the room,”
taking into consideration the nature of your relationship to the attendees. For example, if you’re
a lower-ranking employee, you might need to accept the behavior and move on as best you can.
One possible response would be to stop your presentation and ask if you are providing the
information people expected to get from you. The verbal and nonverbal responses from
PRACTICE YOUR SKILLS
2.15. Message for Analysis
Here is one way of reorganizing and rewording the information provided to create a well-organized agenda:
AGENDA
Budget Committee Meeting
Copyright © 2018 Bovée and Thill LLC
2: Collaboration, Interpersonal Communication, and Business Etiquette 2-3
December 12, 2015, 9:30 a.m.
Conference Room 3
I. Call to Order
II. Approval of Minutes from Previous Meeting (5 minutes)
III. Director Reports
IV. New Business
V. Announcements
VI. Adjournment
[LO-3] AACSB: Interpersonal relations and teamwork
Exercises
2.16. In the presentation, students should discuss challenges such as how to ensure that employees
present a positive image of the organization through the messages they send. The exercise
written and oral communication
2.17. Although this member’s response indicates he wants to be seen as playing a task-facilitating role,
he actually seems to be playing a self-oriented role. Students may o er a variety of ways to deal
2.18. Encourage students to implement the guidelines for e ective collaborative writing listed in the
chapter. At least one team is likely to a/empt writing as a group. If so, having them describe the
2.19. This exercise gives students the opportunity to imagine their responses to an uncomfortable
situation when they probably have li/le personal or positional power to deal with it. This group
is clearly dysfunctional, so students need to consider this larger context as well—do they really
want to 8t in with this group, or perhaps just “go along to get along” long enough to 8nd
Interpersonal relations and teamwork
Copyright © 2018 Bovée and Thill LLC
2: Collaboration, Interpersonal Communication, and Business Etiquette 2-4
2.20. This exercise gives students an opportunity to practice listening, observing nonverbal cues, and
critiquing a group in action. To answer the questions, students will have to pay attention to a
number of things occurring at the meeting. By comparing notes with a partner, students will see
2.21. Students should try to be as inclusive as possible without making the situation unreasonably
uncomfortable. Consider two options: they might ask the speech-impaired person to team up
with one or more other employees and let that team report as a unit; or they might provide an
teamwork
2.22. In addition to providing an opportunity for collaboration, this exercise encourages students to
take an audience-centered approach to a topic with which they are likely to be very familiar. The
2.23. This assessment provides students with information about their listening skills. If you choose to
communication
2.24. Students will discuss how nonverbal messages need not be human gestures; they also include
the appearance of written messages. Students will consider how letter and memo quality is
Analytical thinking
2.25. Students’ memos should address the following points:
Etique/e is now considered an essential business skill. Nobody wants to work with someone who is rude
to colleagues or an embarrassment to the company.
[LO-7] AACSB: Interpersonal relations and teamwork
ASSISTED GRADING QUESTIONS (accessed on MyBCommLab)
2.26. Teams shouldn’t necessarily try to resolve all conflicts that arise in the course of their
collaboration e orts. Destructive conflict that threatens the team’s ability to function should
definitely be addressed and resolved. However, teams can still function with the presence of
some conflict, such as when some members don’t agree with the team’s goals but are
relations and teamwork
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2: Collaboration, Interpersonal Communication, and Business Etiquette 2-5
2.27. This situation invites students to acknowledge that gestures can be just as important as facial
expressions since they can also influence the reception of a message. Since communication is a
Copyright © 2018 Bovée and Thill LLC
