Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Introduction …………….……….……….……….……….……….……….……….……….………………….……….……….……….……….….. 6
Part I: Suggestions for Teaching the Course..……….……….……….…………….……….……….……….……….…….……….…….. 8
General Suggestions for Instruction …………………….…………….……….……….…………….……….……….……….……….….. 8
Plan Ahead to Avoid Typical Student Complaints ……………….……….…………….……….…….……….……….………….. 9
Strive …..……….……….…….……..………..…………….……….……….……….…. 18
Summary ………….……….……….……….……….……….…….……….……….…………….……….……….……….……….………… 18
Suggestions for Creating an Engaging Classroom Climate …………….……….………….……….……….……….……….…… 19
Clarity ………..……….……….……….……….……….……….…………….…………….……….……….……….……….……….……… 19
Personal Experience ……………….……….……….……….…………….…………….……….……….……….……….……….……… 20
Resources for Learning More About Student Engagement, Motivation, Strategies, and Techniques .……….…… 25
Suggested Course Syllabus and Schedules ………..……….……….…………….……….…….……….……….……….……….…… 26
Sample Syllabus Content: Assignments, Evaluation Procedures ………………….……….……….……….…….………… 26
Sample Syllabus Content: Student Responsibilities Statement …………………….……….……….……….……….……… 27
Sample Course Syllabus ……………….……….……….…….……….……..……..……….……….……….……….……….………… 28
Examples of Short-Term Projects ..……….……….……….……….……….……….………………….……….……….……….…… 43
Helpful Links for Planning a Service Learning Assignment ………….……….……….……….……….……….……….…… 44
Available Supporting Materials for Textbook ………….……….…………….…….………………..……………….……….………. 45
Useful Internet Resources ………..……….…………….……….……….…….……………….……….……….……….…….……….…… 47
Teaching Resources …………….……….……….……….……….……..……..……….……….……….…….……….……….………… 47
Learning Outcomes and Assessment ……………..……….……….……….…………….…………….……….……….……….…… 48
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Discourage Procrastination …………………….……….……….……….…………….……….…….……….……….……….………… 53
Sample Online Course Syllabus ………..……….……….………………..………….……………….……….……….……….……… 58
Business and Professional Communication Online Course Outline ………………….……….……….……….……….…… 60
Summary ………….……….……….……….……….……….…….……….……….…………….……….……….……….……….………… 62
Part III: Chapter Resources …..……….……….……….……….……….…………….…….………………..……………….……….………. 63
Overview of MindTap Resources …………………….……….……….……….………….……….……….……….……….……….…… 63
Online Resources for Chapter 1 …..……….……….……….……….……….…………….……….…………….……….……….…… 73
Test Bank for Chapter 1 …….……….……….……….……….……….…….……………….…………….……….……….……….…… 75
Chapter Two: Organizations in the Workplace: Which Ones Fit You Best? ………….……….……….……….……….… 83
Learning Objectives for Chapter 2 ………..……….……….……….……….………….……………….……….……….……….…… 83
Chapter 2 Outline ……….……….……….…….……….……….…….……………….……….……….……….……….…………….…… 83
Learning Objectives for Chapter 3 ………..……….……….……….……….………….……………….……….……….……….…… 99
Chapter 3 Outline ……….……….……….…….……….……….…….……………….……….……….……….……….…………….…… 99
Classroom Activities for Chapter 3 …………….……….…………….……….……….…………….……….……….……….……. 106
MindTap Resources for Chapter 3 ….……….……….……….……….……….……….…………….……….…….……….………. 108
Online Resources for Chapter 3 …..……….……….……….……….……….…………….……….…………….……….……….…. 109
MindTap Resources for Chapter 4 ….……….……….……….……….……….……….…………….……….…….……….………. 126
Online Resources for Chapter 4 …..……….……….……….……….……….…………….……….…………….……….……….…. 127
Test Bank for Chapter 4 …….……….……….……….……….……….…….……………….…………….……….……….……….…. 128
Chapter Five: Nonverbal Communication ……….……….……….…………….……….…….……….……….……….……….…. 136
Learning Objectives for Chapter 5 ………..……….……….……….……….………….……………….……….……….……….…. 136
Chapter Six: Anxiety, Technology, and Other Communication Obstacles ………………..……………….…….……….. 152
Learning Objectives for Chapter 6 ………..……….……….……….……….………….……………….……….……….……….…. 152
Chapter 6 Outline ……….……….……….…….……….……….…….……………….……….……….……….……….…………….…. 152
Classroom Activities for Chapter 6 …………….……….…………….……….……….…………….……….……….……….……. 157
MindTap Resources for Chapter 6 ….……….……….……….……….……….……….…………….……….…….……….………. 159
Chapter 7 Outline ……….……….……….…….……….……….…….……………….……….……….……….……….…………….…. 170
Classroom Activities for Chapter 7 …………….……….…………….……….……….…………….……….……….……….……. 176
MindTap Resources for Chapter 7 ….……….……….……….……….……….……….…………….……….…….……….………. 177
Online Resources for Chapter 7 …..……….……….……….……….……….…………….……….…………….……….……….…. 177
Test Bank for Chapter 7 …….……….……….……….……….……….…….……………….…………….……….……….……….…. 179
Online Resources for Chapter 8 …..……….……….……….……….……….…………….……….…………….……….……….…. 197
Test Bank for Chapter 8 …….……….……….……….……….……….…….……………….…………….……….……….……….…. 199
Chapter Nine: Small-Group Communication and Problem Solving ….……….……….……….……….……….……….…. 207
Learning Objectives for Chapter 9 ………..……….……….……….……….………….……………….……….……….……….…. 207
Chapter 9 Outline ……….……….……….…….……….……….…….……………….……….……….……….……….…………….…. 207
Learning Objectives for Chapter 10 ……………….……….……….……….……….…..…….……….……….……….……….…. 226
Chapter 10 Outline ……..……….……….……….…….……….…………….……….……….……….……….……….……….………. 226
Classroom Activities for Chapter 10 ….……….……….…………….……….……….…………….……….……….……….……. 231
MindTap Resources for Chapter 10 ………………….……….……….……….……….…………….……….…….……….………. 232
Online Resources for Chapter 10 ………….……….……….……….……….……….…………….…………….……….……….…. 232
MindTap Resources for Chapter 11 ………………….……….……….……….……….…………….……….…….……….………. 254
Online Resources for Chapter 11 ………….……….……….……….……….……….…………….…………….……….……….…. 254
Test Bank for Chapter 11 …..……….……….……….……….……….…………….……….…………….……….……….……….…. 257
Chapter Twelve: Verbal and Visual Supporting Materials …..…….……….……….…………….……….……….……….…. 265
Learning Objectives for Chapter 12 ……………….……….……….……….……….…..…….……….……….……….……….…. 265
Chapter Thirteen: Persuasive Presentations: Individual or Team ……..……….……….……….……….……….……….…. 283
Learning Objectives for Chapter 13 ……………….……….……….……….……….…..…….……….……….……….……….…. 283
Chapter 13 Outline ……..……….……….……….…….……….…………….……….……….……….……….……….……….………. 283
Classroom Activities for Chapter 13 ….……….……….…………….……….……….…………….……….……….……….……. 296
MindTap Resources for Chapter 13 ………………….……….……….……….……….…………….……….…….……….………. 296
Classroom Activities for Chapter 14 ….……….……….…………….……….……….…………….……….……….……….……. 318
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
MindTap Resources for Chapter 14 ………………….……….……….……….……….…………….……….…….……….………. 318
Online Resources for Chapter 14 ………….……….……….……….……….……….…………….…………….……….……….…. 319
Test Bank for Chapter 14 …..……….……….……….……….……….…………….……….…………….……….……….……….…. 320
Analyze This Real- cation and Listening …….……………. 330
Reflect and Respond ……………….……….……….…………….…………….……….……….……….……….……….……….……. 332
Case Study 3 .……….……….……….……….……….……….……….…………….…………….……….……….……….……….……….. 333
Analyze This Real-Life Case: ………..……….……….……….……….……….…………….……….……….…….……….………. 333
Amazon: Hiring Practices That Continue to Raise the Bar…….……….……….…………….……….…….……….………. 333
Ready-to-Use Forms ……………….……….……….……….……….…..…….……….……….……….……….……….……….……….. 341
Self-Description Questionnaire (page 1) …………..……….……..……..……….……….……….……….……….…….………. 342
Self-Description Questionnaire (page 2) …………..……….……..……..……….……….……….……….……….…….………. 343
Final Self-Description Questionnaire (p. 1) ……………….……….…………….……….……….…….……….……….………. 344
Final Self-Description Questionnaire (p. 2) ……………….……….…………….……….……….…….……….……….………. 345
Form C: Interview Evaluation ………….…………….……….……….……….…………….……….……….……….…….………. 351
Full Outline of the Basic Problem-Solving Sequence ….……….……….……..……..……….……….……….……….……. 352
Group Project Evaluation Form ..……….……….……….…………….……….…………….……….……….……….……….……. 353
Business and Professional Communication 1321 ……………..……….…………….……………….……….…….……….…. 354
Evaluation for Group Symposium Assignment ………..……….……….…………….……….…………….……….……….…. 356
Sample 2: Persuasive Speech ……..……….……….……….……….……….…………….……….…………….……….……….…. 367
Part VI: References .……….………………..…………….……….……….……….……….…………….……….……….…………….…….. 371
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
This Manual (IRM) corresponds with Communicating for Results: A Guide
for Business and the Professions, by Cheryl Hamilton. This book takes a broad and analytical
activities, quizzes, and more challenging questions or (2) an advanced course that builds on the
broad scope of the textbook by revisiting fundamental concepts and employing the more
challenging activities and questions available in MindTap and this IRM as a foundation for
advanced concepts and practical exercises.
In addition, this edition of the Hamilton textbook is well integrated with many substantive and
playing activities for each case study. These case study scenarios can be assigned for out-of-
class meetings, used as in-class activities, or assigned online by using MindTap.
For this edition of the IRM, we continue to use the same basic format as previous editions. This
Part I provides information regarding textbook-specific teaching tools for the traditional
Part II provides information for the flipped (or hybrid) online classroom as well as the fully
online classroom. This part includes:
Links to informative webpages that relate to assessment, one of the hot topics in higher
education today
surveys, and videos
For both experienced instructors and novices, opportunities to explore the rich resources
learning consultant to discuss your options).
Part III includes a general overview of resources common to all chapters but then focuses on the
Online resources
Test bank questions (true-false, multiple choice, and short answer).
Part IV provides the four case study scenarios, including:
Associated role-playing activities
Questions related to each chapter of the book.
This section of the ual (IRM) includes general suggestions for
outlines. In addition, other sections address how to create an engaging classroom environment
and develop a service learning assignment for your course. This section also lists supporting
MindTap and online resources.
decisions and deliver the speech in an ethical and appealing manner that will help achieve that
goal, all with the audience members in mind. Thus, the instructor models the educational and
instructional objectives that Hamilton supports which also are reflected in the sample syllabus
in this section and the chapter-specific materials in Part III.
In addition, although you might think that students would understand the diverse applications of
coverage, a recommended reading list for learning more about effective teaching, a sample
syllabus template (with suggestions for course policies that assist a smooth delivery of the
course), and a sample syllabus for a 16-week course, with sample schedule, assignments, and
grading factors.
business
At least three common criticisms emerge time after time when students are permitted to evaluate
this course and the instructor at the end of the semester. By far the most frequent criticism is that
instructors do not make the assignments clear. Although students who are regularly absent seem
to be the most vocal in criticisms, other students often feel the same way. The following three
keys help eliminate the complaint of vague assignments:
1. Pass out the course syllabus (e.g., the sample syllabus in this IRM) early in the semester
(the first week of class is best). The syllabus should include carefully written
2. Include with the syllabus a statement about student responsibilities. For example, the
statement could read:
first check with other students to get detailed information about the missed work.
Afterward, the student may wish to contact the teacher with feedback about an
understanding of the nature of the missed work
weakened instructor influence.
ctor
has no business experience
Every beginning instructor should make an intense effort to network with local business leaders.
Lunch with them; visit their places of work. Make contact a routine part of your work, and you
As a rule, business students are more skeptical and fearful than the average student who enrolls
for fundamentals, public speaking, or even interpersonal communication. Business student
degree plans are extremely tight; they fail to see any connection between business and a
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
and the majority would not elect to take a course requiring any platform
business experience.
A practical course does not mean an activities course devoid of theory. In fact, for an idea,
concept, or skill to be really useful, the student must know the theory on which it rests. The
student otherwise will not be able to adapt and modify the skill or concept to fit a specific
situation. However, because a student enrolled in a business and professional communication
illustrated with examples extracted from business and professional situations. The beginning of
success in the
students need specific help in a particular area (during class or after the course is completed),
they can go to the text for an answer.
Would you feel pleased and confident if your boss asked you to present a new procedure
at your next business meeting?
Do you know how to prepare impressive visual aids to use while speaking?
Do you know how to organize an effective problem-solving discussion?
Are you aware of possible methods of handling conflict?
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
It is also important to reverse the common notion among students that they are enrolled in a
platform speaking course. Explain to the students that although the course does include some
platform experience, it also incorporates many other important areas, such as interpersonal
communication, interviewing, and problem-solving in groups. Tell students that by the time they
the academic quality of a speech course. Many students
do not need the course. Others associate a speech class with frivolity and sometimes
label it an easy course, a snap. Make it clear in the beginning that you have high expectations for
each student in the class and that you will not settle for anything less than their best. Explain the
course objectives early in the semester, and do not make the course too easy. You will usually
helping them achieve a more positive attitude about themselves and creating a learning
environment where students will encourage each other. You can fulfill this responsibility by
periodically making positive statements to the entire class and giving recognition to individual
students who excel on a test or presentation. Take time to counsel each student, and give
positive reinforcement where needed and justified.
were ineffective in determining someone . Instead, the
researchers discov
everyone else in the workplace. The more recent Peter Hart Research Associates survey (2006)
concluded that business professionals consider teamwork, critical thinking, and communication
as the three most highly valued skills in potential employees.
The best way to convince students of the practicality of the course is to make sure that all class
activities and graded assignments also are practical. A practical activity or assignment is one
that demonstrates, practices, or evaluates a specific skill useful to the student. Part III of this
that has proven to be very beneficial to students is Activity 7.2 (in Section III of the IRM). In
1. It gives the younger students practical experience outside the classroom. Even if the
students do not plan to be interviewers, the assignment gives valuable insights into why
2. It lets the business community know that the communication department is teaching a
3. It gives the instructor a list of community people to call when guest speakers are needed
during the following semester.
Obviously, some courses are primarily public speaking courses while others are essentially
interpersonal communication courses. The observations in this section do not apply to the latter.
However, when business and professional communication contains all or most of the content
skepticism arises
their careers will not necessitate speech-making. In addition to skepticism, many students are
very much afraid. A recent Gallup poll found speechmaking to be the number one fear of the
American people. Business students are no exception. Some of them delay taking the course
until their last semester because of this fear.
It would be nice to hear business students say . Is
there another course I c
sections of the course are placed after interpersonal communication, interviewing, and group
decision-making. This order gives a natural and relaxed development of skills by allowing
students to build each new skill on previous skills. Thus, the students first grasp how difficult
Interviewing is a little more threatening but involves all of the previously learned interpersonal
skills. Without even being told, the students begin to see the importance of speaking skills.
Group decision-making builds on the skills from interpersonal communication and interviewing
and puts the student into a one-to-many situation. Teamwork requires all of the previously
learned skills. When students present their ideas to the group or try to convince the group that a
important to the business speaker who wishes to use information to produce the greatest impact
on listeners. Of course, it is impossible to teach everything included in the text. Each semester,
you can vary the areas that you emphasize depending on student needs. However, allow time for
your students to give at least one informative and one persuasive presentation before the
semester ends. These speeches may be the only instruction they will ever receive in this field,
in the semester. Activities involving oral presentations can be successfully used early in the
speech-making. For example, during the first week, most instructors have students introduce
themselves or better yet, introduce another member of the class. This approach can be an
enjoyable experience that molds unacquainted individuals into a group, or it can be a threatening
experience if called a speech of introduction.
students to drop the class entirely. When the speaking unit is placed last, these problems are
greatly diminished.
If you are an instructor who has always placed speaking first in the course, consider trying this
approach, and place it last (or at least not first). Given available evidence, the number of
business students who elect to take a second course will increase; class dropouts will decrease;
The following suggestions for guest speakers can be employed to enliven the course:
1. An airline pilot (perhaps a former business and professional communication student) to
discuss the importance of communication and how it relates to the airline industry
2. A debate between two business people on the value of ethics in business
3. An Equal Employment Opportunity Commission (EEOC) officer from the college or
local company to discuss lawful and unlawful questions, especially any new rulings
4. An experienced personnel director to discu
5. A hospital administrator to discuss the importance of group decision-making in the
medical profession
6. A business employee who gives oral presentations for the company speakers bureau to
discuss effective speaking
10 h
Such comments virtually disappear when professionals from the real world evaluate student
work. Outside evaluations can be used in place of, or in addition to, those of the instructor. For
example, Activity 8.1 for Chapter 8 (in Part III of this IRM) requires the student to write a
resume and a letter of application requesting an interview. The student is then interviewed for
world. esumes to a company personnel director (one
class per director) for evaluation? Tell the director that you would like these student resumes to
be evaluated as if they had actually been received by the personnel department. A simple
evaluation procedure will get the best response –
level sorting process). Students who turn in photocopies or versions that are poorly composed,
people are selected to interview.
In the experience of many instructors, business people are quite willing to help students. Most of
them are appalled by the quality of young applicants seeking employment. Anything that they
can do to help, they will. One personnel director even suggested that the students be given a
chance to rework their letters and resumes and that she would grade them a second time.
Experimentation with various evaluation methods has convinced many instructors that students
assignments. Even though students may feel they have gained some skills and confidence from
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
the course, they are so used to thinking of themselves as average or even poor communicators
that they continue to underrate themselves. capability is closely
meet with each student individually (or with two or three students in a small group) to discuss
the first evaluations and encourage students to make plans to overcome weaknesses. The results
of a brief student-professor conference are astounding your students will be easier to teach,
more willing to learn, and less likely to drop the course. It is not necessary to grade this activity,
but it is desirable to make the conference mandatory. The Self-Description Questionnaire in Part
Final Self-Description Questionnaire (also in Part V) and then compare those answers to the
The James McCroskey Personal Report of Communication Apprehension (PRCA) is a second
self-report survey that can be used for comparison purposes. When pre-semester and post-
semester surveys are administered, student scores generally drop, indicating less apprehension
There are two ways to approach this task. First, you can have students watch and evaluate a
sample presentation or interview. Taking this approach, before each graded assignment, but after
the chapters have been discussed, give students a chance to test their evaluation capabilities. For
example, before the interviewing assignment, play a video of a sample interview and ask the
students to critique it. When possible, give the students the same evaluation form that will be
using YouSeeU on MindTap. This is an appropriate approach when no sample performances are
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
available. A fun assignment for students is to write a script and actually stage the performance
(such as bad interview versus good interview) or to give actual performances online or in front of
the class. These performances can be taped for later viewing online on MindTap. These
assigned.
The following suggestions help students become involved in the evaluations:
1. After presenting at least one of the speeches (or all, if time permits) have each student
complete a self-evaluation by recording the speech; then assign students to watch their
2. On some (or all) performances, require the audience to evaluate each performer by using
3. Some evaluations are written; some are delivered orally in class; and others are presented
online. Sometimes a combination of these methods is used. Class size usually dictates
1. Do not expect 100 percent communication when speaking with students (Chapter 1), and
make expectations clear (Chapter 3).
2. Seldom make evaluative comments (Chapter 1). Most students respond better to a
3. Be very aware of nonverbal messages, whether sent intentionally or unintentionally
4. Manage the class in an open manager style, and handle conflicts in problem-solving or
compromising ways whenever possible (Chapter 3). Students need to feel that their ideas
have merit as part of the dialogue, even if student ideas differ from those of the instructor.
5. Ask questions effectively. If questions are too open, they cause fear and even mistrust; if
too specific, they hamper creativity.
6. Promote class participation by using brainstorming, nominal group techniques, and small
7. Give effective lectures by using a variety of supporting materials (Chapters 11 through
14) directed toward the specific frames of reference of the students (Chapter 1), and
model the use of effective visual aids with lectures (Chapter 13). In the business world
today, computer-generated visual aids are common. Instructor should demonstrate these
visual aids for students, teaching students how to produce them and expecting students to
use visual aids effectively. Instructors should interweave lectures with varied
instructional strategies and innovative approaches. Creativity and boldness must prevail
to capture and retain student attention and to maximize student learning.
Among its findings, the Peter D. Hart Research Associates survey (2006, p. 5) states, When
evaluating the skills of potential new hires, business executives place the greatest emphasis on
(1) teamwork skills, (2) critical thinking and analytical reasoning skills, and (3) communication
skills Instructors in the communication field tend to be biased about the important role that our
courses can play in preparing students to become successful professionals, and the Hart study
contributes evidence that supports this position. Because the concepts in the Hamilton book
prepare students to develop all three of the sought-after skills cited in the report, the potential of
particular audience. However, because of the needs of the average business and professional
student and the goals of the business and professional communication course, specific teaching
suggestions can be made with confidence.
As student enrollment in business and professional programs continues to grow, enrollment in
business communication courses will rise concomitantly. If these business students deem the
material and with each other. When students are engaged and thinking about what they are
doing, learning can be enhanced and retained. The bottom line is simple: Do everything you can
to help students learn.
Instructors must make sure that all of expectations are clear. When instructors clearly explain
expectations about what will happen (and how) in class meetings the kind of work students will
academic honesty, extra credit options, and elements of the course grade is essential for
laying a clear foundation for the class and linking course content to the text and
associated MindTap resources.
Detailed assignment descriptions should be provided in writing by posting the material
online or in MindTap or by distributing copies in class.
to understand how they will be evaluated.
The grade form and the assignment description should clearly indicate whether the
instructor is looking for specific elements unique to the assignment (such as the required
use of presentation aids).
Make clear connections between all elements of the course. Give students a framework not just
experience and using personal examples in their speeches. Sometimes the instructor can
personalize assignments; for instance, students might be required to give (1) a short speech of
introduction for a classmate about to deliver a classroom speech or (2) an announcement speech
about an upcoming campus event that class members might be interested in attending.
Instructors should do what they can to make the class meetings interactive. That is, do not talk
specific materials in Part III provide many ideas for interactive opportunities that enable students
to engage with ideas and with each other.
Instructors should connect course material to student experiences. Consider more than just
future experiences (such as potential careers), and link past and current experiences as well. Pay
attention to campus and community events that illustrate the course concepts. Tie your course to
the topics and activities that students are experiencing in other courses, such as a campus read or
campus-wide requirements (e.g., speaking across the curriculum or senior experience
presentations).