Communications Chapter 2 Homework Reserved May Not Copied Scanned Duplicated Whole

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Chapter 2 Solutions to Activities

2.1 Soft Skills: Which Competencies Are More Desirable? (Obj. 1)

Students should find a range of soft skills mentioned, including oral and written communication

skills and team skills. But they will also find a combination of soft skills and character traits

2.2 Soft Skills: Personal Strengths Inventory (Obj. 1)

Your students should submit a list of four categories of soft skills. Encourage them to frame

2.3 Reaching Group Decisions: Majority, Consensus, or What? (Obj. 1)

More than one strategy may be appropriate for these situations. The authors’ recommendations

follow.

a. Majority would work, but consensus would be better.

b. Majority

2.4 Resolving Workplace Conflicts: Apply a Plan (Obj. 1)

Students should apply the following six-step procedure: (1) Listen to each person’s position. (2)

2.5 Workplace Conflict: The Perils of Groupthink (Obj. 1)

2.6 Groupthink: Fastest Decision May Not Be Best (Obj. 1)

a. This group seemed too eager to make a quick decision. It failed to consider alternatives, and

the chair was too invested in his recommendation.

2.7 Meeting Malaise: Beyond Contempt (Obj. 2)

Answers will vary, but most will support the advice provided in this book. John Hollon, author

2.8 Evaluating Meetings: Productive or Not? (Obj. 2)

Getting Ready for the Meeting

a. Was the meeting truly necessary?

b. Were the right people there according to the purpose of the meeting?

c. Was an agenda distributed?

Conducting the Meeting

a. Did the meeting start on time?

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b. Did the meeting chair open with an introduction of the topic, a summary of topics, possible

solutions, a tentative agenda, and/or a review of ground rules?

Ending the Meeting and Following Up

a. Were decisions reviewed, action items discussed, and/or a schedule for completion

established?

b. Were committee members reminded to follow through on action items?

Virtual Meetings

Students may want to explore the following questions and add their own observations:

a. What technology was used to connect the participants? Was it effective overall?

2.9 Stand-Up Meetings: Keeping Business Meetings Short and Sweet (Obj. 2)

Answers will vary. Students may come up with creative methods to ensure turn-taking and

participation by instituting a system of sanctions and rewards. They may realize that not all

companies or industries may be able or willing to hold supershort daily stand-up meetings.

2.10 Virtual Meetings: Improving Distance Meeting Buy-In (Obj. 2)

a. Setting a more reasonable start time for the Seattle office would have shown courtesy to the

2.11 Virtual Meetings: Connecting by Skype to Clarify an Order (Obj. 2)

This simulation should proceed smoothly as long as each participating student has created a

Skype account and downloaded the Skype connection software or app. Students could be asked

2.12 Web Conferencing: Take a Quick Tour (Obj. 2)

This engaging video makes Web conferencing sound simple and easy.

Step 1. Schedule a meeting by using Outlook, the WebEx site, or IM.

2.13 Rating Your Listening Skills (Obj. 3)

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2.14 Listening: Recognizing Good Habits (Obj. 3)

Students should be able to name five good and five bad listening behaviors. They should clearly

2.15 Listening: An In-Person or Virtual Social Media Interview

The answers will vary. Students could brainstorm and discuss their interview questions in class

or prepare questions at home. Then they could approach their interviewee in person, by phone,

2.16 Listening and Nonverbal Cues: Skills Required in Various Careers (Objs. 3, 4)

2.17 Nonverbal Communication: Body Language (Obj. 4)

The following 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

subculture specific, and context always plays a major role when you interpret this type of

communication. Students may have other interpretations, but these body movements can be

construed to mean the following:

2.18 Nonverbal Communication: Universal Sign for I Goofed (Obj. 4)

This is a good exercise for teams. Suggest that team members take turns demonstrating each of

2.19 Verbal vs. Nonverbal Signals (Obj. 4)

Although this is a neat trick, it hardly proves that nonverbal signals are ALWAYS more

2.20 Nonverbal Communication: Signals Sent by Casual Attire (Obj. 4)

This activity can be expanded into a research paper topic. A variation on this activity relies on

2.21 Nonverbal Communication: Comparing and Contrasting Casual and Business Casual

(Obj. 4)

Team reports defining business casual will probably include some of the following information:

2.22 The Silent Language of Tattoos: How Much Self-Expression on the Job? (Obj. 4)

The wisdom of permanent body adornment aside, most people would probably still agree that it

is unwise to risk rejection when applying for a job simply for the sake of showing off a tattoo.

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2.23 Nonverbal Communication Around the World (Obj. 4)

Students should be able to find a number of gestures and their meanings discussed at various

2.24 Guide to Business Etiquette and Workplace Manners: Sharpening Your Skills

(Obj. 5)

Students are encouraged to take the pretest and study the 17 business etiquette topics presented at

2.25 Business Etiquette: Breaking the Smartphone Habit in Meetings (Obj. 5)

(a) Short policy statement: In using a smartphone or other wireless device, be professional.

Respect others.

(b) More complete policy:

• Turn your smartphone off or on vibrate. Keep it off the meeting table.

• Don’t look at it during a meeting or conversation.

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Another source suggests three general strategies to minimize disruptions from mobile devices in

meetings: