2: Collaboration, Interpersonal Communication, and Business Etiquette 2-12
Using Nonverbal Communication Effectively
To be a better speaker and listener, pay closer attention to nonverbal cues in every situation:
• Be aware of the cues you send when you’re talking.
If something doesn’t feel right, ask the speaker an honest and respectful question.
Class discussion question: Some nonverbal signals, particularly touch and facial expressions, are
vulnerable to misinterpretation—such as when a person smiles to be friendly but the other party interprets
this as an expression of romantic interest. Given these risks, should you play it safe and avoid sending any
signals that could be misinterpreted? Why or why not?
Section 7: Developing Your Business Etiquette
Learning Objective 7: Explain the importance of business etiquette, and identify three key areas in which
good etiquette is essential.
Etiquette is now considered an essential business skill.
Poor etiquette can:
Business Etiquette in the Workplace
Workplace etiquette includes a variety of behaviors, habits, and aspects of nonverbal communication.
Personal appearance guidelines include:
• Matching your style of dress to the situation
• Dressing modestly and simply
Telephone etiquette is essential for overcoming the lack of visual contact and feedback:
• Be conscious of how your voice sounds.
2: Collaboration, Interpersonal Communication, and Business Etiquette 2-13
Business Etiquette in Social Settings
When meeting people, learn about their cultural customs beforehand.
When introducing two other people, remember to:
• Speak both their first and last names clearly.
When conducting business over a meal, be sure that you:
• Choose foods that are easy to eat.
• Avoid ordering alcoholic beverages or save them until after business is concluded.
Business Etiquette Online
Learn the basics of professional online behavior to avoid mistakes that could hurt your company or
your career. Here are some guidelines to follow:
• Avoid personal attacks.
• Stay focused on the original topic; don’t hijack threads.
2: Collaboration, Interpersonal Communication, and Business Etiquette 2-14
Business Etiquette Using Mobile Devices
The way you use your mobile devices sends a message—positive or negative—about your
professionalism and respect for others. Avoid these:
• Selecting obnoxious ring tones
• Talking loudly in open offices or public places
Class discussion question: As mobile devices become more commonplace in business settings around
ETHICS DETECTIVE
Solving the Case of the Missing Team
1. Students’ answers will most likely vary. Those who place the good of the organization before
themselves will agree with the colleague who stated that the goal of the team was to solve a problem
for the company and not seek personal recognition. Those who are most interested in advancing their
2. Students want to argue either side of this question. As a matter of etiquette, at least, Mueller could’ve
avoided any bruised feelings by saying “we” rather than “my team.”
HIGHLIGHT BOX: THE ART OF PROFESSIONALISM
Being a Team Player
1. Students will have to answer this one honestly for themselves. People who truly prefer to work alone
can have a hard time in a team-based environment.
2. Unprofessionalism in others is no excuse to act unprofessionally, of course. Ultimately, though, it
comes down to individual choice and matters of self-respect and social awareness.
2: Collaboration, Interpersonal Communication, and Business Etiquette 2-15
HIGHLIGHT BOX: COMMUNICATING ACROSS CULTURES
Whose Skin Is This Anyway?
1. Students will no doubt have a range of opinions on this matter, and those opinions will be influenced
by their experiences as employees and as consumers, and by their relative depth of perspective in
matters of business. Any considered response to this question must include context and common
2. This question is more nuanced than the previous issue; but again, it comes down to a matter of
context and common sense. A building supplies wholesaler and a bank might both cater to a clientele
fond of body art, but brand message and customer experience mean two different things to these two
businesses.
COMMUNICATION CHALLENGES AT CEMEX
Individual Challenge
This is a chance for students to demonstrate an understanding of resolving conflict and the purposes of
collaborative writing. All three communication choices offered in the text have potential shortcomings.
Calling her out of the blue could create even more tension and misunderstanding, particularly if language
Remember the rules for resolving conflict:
• Proactive management
• Communication
• Openness
2: Collaboration, Interpersonal Communication, and Business Etiquette 2-16
appreciate the interactive nature of the wikis and her attention to their postings, but that they’re noticing
she’s making several changes that don’t seem necessary.
Team Challenge
The guidelines developed by the team should incorporate the following points about collaborative writing that
apply to this scenario:
• Restate the agreed upon project goals.
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
2.2. Groupthink is an unhealthy willingness of team members to set aside their personal opinions and
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 effective meetings.
2.5. The advantages of virtual meetings are lower costs and resource usage, reduced wear and tear on
2.6. The listening process consists of receiving (actually hearing the message), decoding (assigning
meaning), remembering (storing the message for future reference), evaluating (weighing the
Copyright © 2018 Bovée and Thill LLC
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 content
of the presentation and are taking notes or sharing information in real time via a backchannel of
some sort. Of course, they also could be openly ignoring you or rejecting you and your message.
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:
I. Call to Order
II. Approval of Minutes from Previous Meeting (5 minutes)
III. Director Reports
A. Real Estate Director’s Report: A closer look at cost overruns on Greentree site (10
minutes)
B. Finance Director’s Report on Quarterly Revenues and Expenses (15 minutes)
IV. New Business
2: Collaboration, Interpersonal Communication, and Business Etiquette 2-19
A. Discussion of Cost Overrun Issues (20 minutes)
B. Discussion of Additional Quarterly Budget Issues
C. Presentation of Divisional Budget
V. Announcements
VI. Adjournment
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
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 offer a variety of ways to deal
2.18. Encourage students to implement the guidelines for effective collaborative writing listed in the
chapter. At least one team is likely to attempt 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 little 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 fit in with this group, or perhaps just “go along to get along” long enough to find another
position? Looking for opportunities to quietly lead by better example is another avenue to
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
Copyright © 2018 Bovée and Thill LLC
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
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
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 often
2.25. Students’ memos should address the following points:
• Etiquette is now considered an essential business skill. Nobody wants to work with someone
who is rude to colleagues or an embarrassment to the company.
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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 efforts. 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
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