CHAPTER 1
SOLUTIONS
Succeeding in the Social and Mobile Workplace
Critical Thinking Discussion Guide
Note: Solutions to Chapter Review questions 1-10 appear in the Annotated Instructor’s Edition.
11. What could be the career fallout for someone who is unwilling or unable to train to
become a better communicator? Can workers today be successful if their writing
is and remains poor? (L.O. 1)
12. Why do executives and managers spend more time listening than do workers?
(L.O. 2)
Before they can make decisions, executives must listen to feedback from supervisors,
13. What arguments could you give for or against the idea that body language is a
science with principles that can be interpreted accurately by specialists? (L.O. 3)
Although few would argue that body language does send silent messages, no scientific
principles have evolved explaining exactly what those messages mean. Most
14. Imagine that businesspeople from a high-context culture (e.g., Japan or China)
meet their counterparts from a low-context culture (the United States) for the first
time to negotiate and sign a manufacturing contract. What could go wrong? How
about conflicting perceptions of time? (L.O. 4)
Misunderstandings are almost assured if both sides are not aware of their diverging
perceptions and willing to accommodate each other. A businessperson who prefers
15. It is quite natural to favor one’s own country over a foreign one. To what extent
can ethnocentrism be considered a normal reaction, and when could it become
destructive and unproductive? Provide examples to support your answer. (L.O. 5)
The love of country can express itself in healthy patriotic sentiment or in potentially
Activities and Cases
1.1 Introduce Yourself (L.O. 1) This e-mail or memo is an excellent way to assess
students’ skills and, at the same time, get to know them. Don’t grade this assignment, but be
sure to write a friendly comment on all papers or send friendly e-mail replies to demonstrate
1.2 Small-Group Presentation: Introduce Team Members (L.O. 1, 2) Decide whether
you wish each student to (a) interview a group member and introduce that person to the
group or (b) introduce himself or herself to the class. Class size may help you decide.
Encourage students to consider this a casual introduction. However, it is a good opportunity
1.3 Social Media Inventory (L.O. 1, 3, 4) The generalization that young people today are
digital natives and as such must all be extremely tech savvy may not apply to all students,
1.4 Soft Skills: Personal Strengths Inventory (L.O. 1) Your students should submit a list
of four categories of soft skills. Encourage them to frame statements that will be useful when
1.5 Rating Your Listening Skills (L.O. 2) This quiz focuses on good listening techniques
1.6 Listening: An In-Person or Virtual Social Media Interview (L.O. 2) The answers will
vary. Students could brainstorm and discuss their interview questions in class or prepare
questions at home. Then they could approach their interviewees in person, by phone, by e-
1.7 Listening and Nonverbal Cues: Skills Required in Various Careers (L.O. 2, 3)
Student teams should generate lists of listening and nonverbal cues that include some of the
following: good eye contact, avoiding being distracted by others, not interrupting, taking
1.8 Nonverbal Communication: How Do You Come Across? (L.O. 3)
Answers will vary. Ask students to review the aspects of nonverbal behavior discussed in
1.9 Nonverbal Communication: Reading Body Language (L.O. 3) These
body movements do not necessarily mean the same thing when used by different
individuals. Remember that to a certain degree nonverbal communication can be culture or
1.10 Nonverbal Communication: How Best to Signal I Messed Up (L.O. 3) This is a
good exercise for teams. Suggest that team members take turns demonstrating each of the
1.11 Nonverbal Communication: Signals Sent by Casual Attire (L.O. 3) This activity can
be expanded into a research paper topic. A variation on this activity relies on student
1.12 Nonverbal Communication: Gestures From Around the World (L.O. 3, 4) Students
should be able to find a number of gestures and their meanings discussed at various
1.13 Intercultural Communication: Watching Those Pesky Idioms (L.O. 4)
a. thinking out of the box having creative, unconventional ideas
b. bottleneck a slowdown or congestion
1.14 Intercultural Communication: Probing Cultural Stereotypes (L.O. 4, 5) This activity
drives home the limiting nature of stereotypes, even positive ones. Very few of us are
comfortable representing our entire culture, although others may perceive and designate us
1.15 Intercultural Communication: Negotiating Diversity in Job Interviews (L.O. 4, 5)
Role-playing relies on a solid knowledge of the workplace and interviewing techniques. If
role-playing is too advanced for students, a discussion of differences between the
interviewer and interviewee and how they could be bridged might be productive. In the first
example, students should recognize the preconceived notions that come with gender
expectations. A female boss interviewing a male assistant is still in a minority.
a. Students should recognize that explicit references to gender roles would be
inappropriate and that the sex of the applicant has no bearing on the qualifications for
Communication Workshop: Technology
Exploring Career Prospects in Your Field With LinkedIn
This first Communication Workshop encourages students to visit LinkedIn and potentially
similar social media networks and job boards, such as Indeed or CareerBuilder. The goal is
to motivate students early in the semester to recognize the value of this course in
developing the communication skills that many job placement advertisements require.