Business Communication: In Person, In Print, Online
INSTRUCTOR’S GUIDE
Chapter 12
Employment Communication
Overview
Résumés describe skills and experiences necessary for the job and
usually follow a chronological format. Cover letters elaborate on the
most important information and reveal the writer’s communication
skills.
Learning Objectives
• Write and format a résumé.
• Write a cover letter or inquiry email.
• Present yourself well during an employment interview.
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Quick Links for Chapter 12
PPT Slides | Solutions to Exercises | Handouts | Video Suggestions | Company Examples | BizCom in the News
Teaching Suggestions
Resources
LO1: Write and format a résumé.
INTRODUCE the ways a résumé summarizes an applicant’s work history
and qualifications for a job.
INSTRUCT students to prepare a résumé draft that includes all the
necessary components (refer to the textbook). Then, ask students to
polish their résumé with information about their significant or most
important experiences and achievements—work, school, or volunteer
experience—using exact language. Refer to the PPT slide with tips for
including work experiences.
DISTRIBUTE “Achievement-Oriented Words” handout. Instruct students
to work on their résumés to improve content and to edit for more
concise, bulleted lists using the verbs from the handout.
Resources
LO1: Write and format a résumé.
the blog, ask students to share their volunteer experiences and discuss
which of these experiences have potential to strengthen a résumé.
Ask each team to draft the best way to include these experiences in a
résumé, with particular attention to clarity, honest representation, and
effective word choice. Encourage each team to share the results with
the class.
the examples, such as the chocolate bar. Under what circumstances, if
any, would they use such an approach? Discuss the potential pitfalls as
well as the opportunity to differentiate oneself.
14-week business: For students who are familiar with the traditional
résumé format, challenge them to create a professional online or video
résumé. In addition to the résumé, instruct students to analyze how
these alternative formats differ from the traditional one—in their
purpose, context, and audience focus. Ask students to identify specific
challenges presented by these alternative formats.
Resources
LO2: Write a cover letter or inquiry email.
and unsolicited. Ask students to prepare three cover letter drafts, with
each draft fitting the opening for the context and audience. Encourage
students to share with the class what they had to change in the drafts
and why they decided to make these changes.
INTRODUCE the importance of a cover letter (or email).
Resources
LO2: Write a cover letter or inquiry email.
INSTRUCT students to work with a partner to practice matching their
résumé and cover letter. Ask students to complete the following:
• Identify a particular job and company that interests you.
• Tailor your cover letter to that audience, using suggestions from
the book: elaborate on the most significant information from the
résumé, demonstrate your job qualifications, and use a
confident tone.
• Exchange your résumés and cover letters with the partner. Check
how well the suggestions about writing cover letters have been
implemented. Add your own suggestions on how the writer can
help the recruiter to visualize the writer’s experiences.
communications? What would you consider “over-the-top”?
14-week business: ASK students to research jobs in their ideal company.
Instruct students to select a position (even if it’s not advertised) that
interests them. Ask students to compose an unsolicited email inquiry
about the position and send the email to the HR department or a hiring
manager within the company. If students get a positive response, they
can share the results with the rest of the class.
Resources
LO3: Present yourself well during an employment interview.
Resources
LO3: Present yourself well during an employment interview.
14-week business: INSTRUCT students to work in teams. In each team,
ask students to complete the following:
EXPLAIN the purpose of a behavioral interview and how to structure a
response using the “STAR” format.
SHOW the two video examples of a behavioral interview response.
Question 1 asks for a positive example, and question 2 asks for a
Question 1
S/T (Situation or Task): Sales reps get a list of prospects.
A (Action): Converted the lists into an Excel model with much more
detail. Created a powerful tool that is often updated.
Question 2:
Resources
LO3: Present yourself well during an employment interview.
S/T (Situation or Task): Meeting room concept for Le Meridien brand.
A (Action): Tried to connect with the designer but didn’t get a
response. Didn’t want to “annoy” people, so she didn’t follow up as
quickly as she should have. Project was on the backburner.
Feedback for Crystal
• + Good, relevant example, stressing the transition between
working at property level and corporate.
INSTRUCT students to work with a partner and practice answering
standard and behavioral interview questions. Ask students to prepare
in advance, use the textbook material when asking each other
questions, and provide feedback on each other’s performances.
Resources
LO4: Follow up throughout the selection process.
INTRODUCE successful ways to follow up after an interview.
SHOW “Possible Communication Breakdowns” PPT slide, and ask
students how they would handle each:
1. Students should let the first situation go. Companies will often send
a generic confirmation that the résumé was received—this doesn’t
qualifications.
2. If students are really interested, they can send an email to follow
up. They deserve a response, even if it’s a rejection. The question is
3. It’s acceptable to call the company at this point. Students should
still be polite. (You never know—the company could just be slow in
deciding.)
FACILITATE a discussion on communication challenges during the
selection process. Ask students—if they’re willing—to share some of
their experiences of not hearing back from companies. How did they
handle the situation? What could they do differently next time?
in pairs and to reply to the second message on each other’s phone.
Students should then give each other feedback on their messages
PLAY the voice mail messages on the slide as examples of
communication during the selection process. Instruct students to work
Resources
LO5: Practice business etiquette in the workplace.
DISCUSS strategies for managing an online reputation. Ask students to
Google themselves to see what emerges. Encourage students to make
changes so that they are represented positively online.
14-week business: For students who have participated in a job search
process, ask them to share their experiences with social recruiting. Has
an employer asked them about information they found online? Have
them found evidence of being search for online? Have they worked for
a company that has searched for candidates online?
Solutions to Exercises
The 3Ps in Practice: Writing a Résumé
Students’ responses will vary greatly. The process questions walk through content found on a
well-developed résumé. These questions should help students brainstorm what to include in
their résumé.
After students have answered all questions for the process, they have the information needed to
prepare their résumés. As a finished product, the résumé should tell a story about the student
and set the student apart for the job.
1. Improve your résumé.
2. Customize your résumé for a job.
Evaluate students’ résumés based on how they adapted them for this potential job. Did students
consider the organizational culture, position, or location in their résumé development? Did they
3. Create an infographic résumé.
4. Create a social résumé.
Evaluate students’ social résumés based on professionalism and how well they link to
5. Customize a cover letter.
Cover letters will vary based on the company selected and the experience of the students.
Evaluate cover letters based on the criteria in the text. An effective cover letter will achieve the
following:
6. Change your cover letter to an email message.
7. Applying for an internal position
8. Rewrite a networking email.
Ron needs to write this email with a more professional tone. In addition, his questions should be
more pointed and specific. Below is a possible revision of Ron’s email.
To: Nancy Delancy
From: Ronald Fergeson
Subject: Seeking Marketing Internship Advice
Dear Ms. Delancy,
Maryam Benoit speaks highly of you and suggested that I contact you about a possible summer
internship in marketing. After hearing about Maryam’s terrific experience last summer, I know
Ron
9. Expand your network.
Students should join the LinkedIn professional social networking site and become familiar with
10. Write networking emails.
Students will write a networking email to express interest in a profession and request an
11. Research a potential employer.
Students’ responses will vary depending on the companies students choose. Students should
demonstrate use of credible resources and professional business writing in their email to their
peers.
12. Prepare a list of questions for a potential employer.
13. Prepare a career preparation portfolio.
This portfolio is a tool for students’ future career goals. This exercise provides some ideas for
preparing a well-rounded portfolio; evaluate portfolios based on expectations set in class.
14. Practice a behavioral interview.
Students should prepare short stories in advance of the class period. Encourage students to
brainstorm stories from their work and other experiences that will differentiate them. Students
You may supplement students’ understanding of behavioral interview questions by showing the
sample responses to two questions in the Chapter 12 PowerPoint. Also, the Bank on Me
15. Practice dressing up for an interview.
Making a good first impression during an interview is critical. This fun exercise can give students
16. Leave a voice mail message.
Students should use the guidelines in the chapter to leave a short, professional voice mail
17. Write a thank-you email.
18. Follow up after an interview.
19. Discuss options for gifts.
Discussions will vary based on individual experiences and organizational cultures. Generally an
appropriate business gift will be:
20. Practice introducing people at work.
a. Carly, this is Ian Mendoza, my manager. Ian, this is Carly Singleton, from Atlanta. (The
rationale is that Carly, as an important potential client, is more important than an internal
21. Practice eating a business meal.
Students should familiarize themselves with the guidelines presented in the chapter for enjoying
a business meal. Students should practice attending or hosting a business dinner either in a
cafeteria or at a restaurant.
22. Evaluate your online reputation.