Business Communication Quarterly

Lessons From Ugly Betty: Business Attire as a Conformity Strategy

In today's marketplace, a premium is placed on corporate image and business attire. The rationale is that appearance reflects on the employer. We tell students that first impressions, made within the first 60 seconds of meeting, are critical to their future success. As professors of management and marketing, we are routinely engaged in preparing students for professional occupations inclusive of an awareness that business attire is often reflective of a willingness to conform to workplace norms. We have known for quite some time that appearance can be indicative of conformity. Countless stories and lawsuits reveal lost career opportunities because employees failed to “look the part.” This reality is exemplified in the sitcom Ugly Betty, which provides weekly challenges encouraging us to consider the value of conformity as reflected by our appearance. Betty is an aspiring editor of a major fashion magazine. Raised in a blue-collar, working-class family, Betty does not conform to contemporary notions of style. Clothes in her world have a practical application that should not overshadow the individual's inner beauty. Betty functions with the utmost integrity in a world of competition and greed as her counterparts claw their way up the corporate ladder. Interestingly, they, unlike Betty, remain under the radar as their fashionable sense of style provides a veneer of honesty, fair play, and an unquestionable willingness to conform to the company dress code.

Networking: a Key To Career Communication and Management Consulting Success

Now that job security with one organization is a relic of the past and companies are outsourcing training and other 'nonessential' functions, I suggest in my career communication classes that students develop the same inventive strategies to plan their employ- ment futures that management consultants use to market themselves in the 21st century. The most important of these skills is networking: the use of person-to-person, print, and electronic communication tools to alert potential employers that, as candidates, they are the confident, cooperative, uniquely qualified experts that companies seek.

Practitioners' Views About the Use of Business Email Within Organizational Settings: Implications for Developing Student Generic Competence

Although extensive research has been done on teaching emails and on the use of emails in organisations, little research exists about how to incorporate organizational practitioners' views as the voices of the community of social practice. To remedy this pedagogical gap, this article uses a genre approach to discuss organizational practitioners' views on the use of email in organizational settings. It also develops seven teaching and learning stages for situated learning and teaching in business communication based upon the presented study findings.

Rethinking Job References: a Networking Challenge

Can job references play an active role in shaping your career plans? Would you consider your references as part of your personal and professional network? Although most professionals may respond with a resounding 'Yes, of course!' to these questions, I realized that many of my students were skeptical about job references. To counter this, and to help improve their chances in the job market, I designed a multistep assignment that expanded students' understanding of job references and required them to identify persons who were potential job references and members of their career network. This article provides the details for the assignment.

Consulting By Business College Academics: Lessons for Business Communication Courses

This article briefly reports on my very preliminary attempt to explore consulting by business academics. I began with a simple question: What lessons might BC instructors draw from the consulting practices of business academics? I interviewed three professors at the business college of a large Midwestern university who also consult on the side: Erin Dawson (a pseudonym), an associate professor of marketing; Thomas Chacko, a professor of management; and Sri Nilakanta, an associate professor of management information systems (MIS). Additionally, I leafed through the marketing plan Erin had written for her client, a local boat manufacturer. Below, I briefly discuss my main preliminary findings.

Management Consulting and Teaching: Lessons Learned Teaching Professionals To Control Tone in Writing

In working with business executives, engineers, and government officials to improve their writing, I learned that it is much easier to teach clarity than tone. To bolster lessons on tone, I now draw on theory and research from interpersonal communication and social psychology. In the following discussion, I describe one such approach: applying the concept of defensiveness to business and technical writing.

Consulting On Negotiation: Teaching Business Students Basic Techniques

My experience as a consultant has provided a wealth of information and ideas that I often share with my college students. Perhaps the most important skill I have honed has been the ability to negotiate deals and contracts. No other factor has had such a direct impact on the success of my consulting business. The art of negotiation is understood by few people or regularly utilized, and yet most people negotiate several times a day. Each time a person buys a product or service, an internal as well as external negotiation occurs. We barter professionally, personally, and psychologically with little or no thought of improving this much-needed skill.

Best Practices in Preparing Students for Mock Interviews

Studies have shown the importance of employment interview preparation in boosting the confidence and performance of students and jobseekers when they interview. This article reviews several techniques for preparing students for mock job interviews and, hence, actual job interviews.

Use of Uncertainty Reduction and Narrative Paradigm Theories in Management Consulting and Teaching: Lessons Learned

Teaching business communication while performing professional business consulting is the perfect learning match. The bizarre but true stories from our consulting world provide excellent analogies for classroom learning, and feedback from students about the consulting experiences reaffirms the power of using stories for teaching. When discussing this article, we recognized that we used two distinct communication theories for consulting and then for relaying these experiences in teaching. First, we talked about the challenge of truly in-depth process consulting: determining with the client what they need, not simply what they want. This requires extensive uncertainty reduction theory--continuing to drill down until the true nature of the problem is revealed and further consulting can begin.

Professional Characteristics Communicated By Formal Versus Casual Workplace Attire

In this article, we describe ongoing research about the professional characteristics projected by formal versus casual workplace attire. We also describe our research about preferences for company norms and standards regarding typical workplace attire.

Trends in Industry Supervisors' Feedback On Business Communication Internships

The purpose of this empirical study is to explore expectations of industry insiders and identify how student interns are performing in relation to those expectations as defined by 11 performance areas. The results of a survey of 238 industry supervisors were collected over a 5-year period in the departments of English and communication at a private university in the Northeast. While the results suggest that student interns tend to meet their supervisors' expectations in many areas, performance categories such as initiative, writing skills, and oral communication skills require increased attention in the ways we prepare students for their internships and post-graduation employment and, perhaps, the ways we help onsite supervisors develop expectations for and evaluate our interns.

Writing for the Robot: How Employer Search Tools Have Influenced Résumé Rhetoric and Ethics

To date, business communication scholars and textbook writers have encouraged résumé rhetoric that accommodates technology, for example, recommending keyword-enhancing techniques to attract the attention of searchbots: customized search engines that allow companies to automatically scan résumés for relevant keywords. However, few scholars have discussed the ethical implications of adjusting résumé keywords for the sole purpose of increasing searchbot hits. As the résumé genre has evolved over the past century, strategies of résumé “padding” have likewise evolved, at each stage violating one of four maxims of the Cooperative Principle. Direct factual misrepresentation violates the maxim of quality and is of course discouraged, but résumé writers have turned in succession to violations of manner (formatting tricks) and then more recently to violations of quantity and/or relevance with deceptive keywording techniques. The authors conclude by suggesting several techniques to business communication instructors that may encourage students to create more ethically sound résumés.

Teaching Professional Writing to American Students in a Study Abroad Program

Studying abroad enhances the intercultural competencies of American students, but that enhancement strategy may be seen as an obstacle to those in business and technical fields who follow a tight curriculum and work to cover expenses. To meet their needs, U.S. professional communication faculty are designing short courses that can be delivered abroad during between-term periods and that foster an understanding of the situations and genres of the field within a context of cultural dislocation. Based on the courses described in this article, the best approach is to settle students in one location rather than touring; keep student numbers low by an entrepreneurial approach to keeping costs low; encourage students to live as the locals do, in apartments rather than hotels; explicitly plan appropriate access to technology; use class time to provide structure and reflection, but allow free time for collateral learning; and make sure the course grows local roots.

Teaching Teams About Teamwork: Preparation, Practice, and Performance Review

Regardless of the justifications we use for team member selection or the techniques preferred for managing team conflict, an often-overlooked yet critically important first step of collaborative assignments involves teaching teams about teamwork. Prior to working on a team project, students need to practice the collaborative skills required to complete the assignment. Although teaching teams about teamwork is not a new concept, students are often left to “sink or swim,” and they mistakenly apply individual work processes to group experiences. Falling under the categories of instructional methodology as well as classroom strategies, concepts related to teaching teams about teamwork provide students with the tools they need to perform well in collaborative assignments.

No Place to Play: Current Employee Privacy Rights in Social Networking Sites

Employers have legitimate business interests in monitoring workplace Internet use: to minimize legal exposure, to increase productivity, and to avoid proprietary information loss. Since employees arguably have no expectation of privacy in their work on employers' computers, there are few grounds for complaint if they are disciplined for straying from corporate policy on such use. In this heavily scrutinized work environment, it is no small wonder that employees crave a place to unwind and play “electronically” after hours. In unprecedented numbers, America's workers are visiting online social networking sites (OSNs) and posting tidbits that might not be considered job-appropriate by their employer. Here, many postulate they do have an expectation of and indeed a right to privacy, especially in arenas used to express personal freedoms and exercise individualism that has no bearing on their workplace.

Merck's Open Letters and the Teaching of Ethos

In fall 2004, Merck faced a significant threat to the company's public image because of the withdrawal of VIOXX, and Merck executives were forced to defend the company's actions, its motivation for those actions, and its reputation. Confronted with enormous rhetorical challenges, Merck tried to generate public goodwill toward the company by creating a personalized image of a corporate giant worthy of understanding, sympathy, and trust. Open letters released during the initial response to the VIOXX crisis rely on the intimacy of interpersonal communication and demonstrate to students of business communication arguments based on ethos.

Are Business-Oriented Social Networking Web Sites Useful Resources for Locating Passive Jobseekers? Results of a Recent Study

Employment recruiters often maintain that business-oriented social networking Web sites offer a fertile source of information concerning “passive” jobseekers. These individuals, according to placement specialists, are persons who are currently employed and not seeking a career change. Many human resources professionals maintain that passive jobseekers are especially desirable because they represent an untapped pool of potential candidates who are not already associated with placement agencies or other recruiting professionals. Also, many passive candidates are considered to be especially stable employees. Although special effort may be required to convince the passive jobseeker to seek employment elsewhere, this effort is worthwhile because of the quality of the individual and the ultimate payoff to the recruiter who successfully places the candidate . The managers of business-oriented social networking sites do not dispute the notion that their services are oriented toward passive jobseekers. Indeed, some of these sites, such as LinkedIn and Power Search, explicitly promote their networks as providing vast databases of passive candidates accessible to recruiters. However, the assumption that members of business-oriented social networking Web sites are passive jobseekers has never been validated. The purpose of this study is to examine the accuracy of this assumption.

Enterprise Networking Web Sites and Organizational Communication in Australia

This article aims to report initial findings about networking in organizational settings in Australia through the use of enterprise social software.

Designing a Successful Group-Report Experience

Report assignments and collaborative assignments can both be fraught with risk. Report projects, if notstration) and/or can leave students wondering what they are supposed to have learned—all while creating a major grading burden for the instructor. Poorly planned group projects can cause similar difficulties, with the added danger of creating interpersonal stress in the student groups. Yet for many reasons, the report assignment is the perfect choice for the collaborative project. Because of its extra length and complexity, the report enables several students to contribute meaningful research, writing, and document design decisions to one product or a related set of products. If the project goes well, each student will learn important lessons both about report writing and about teamwork. To maximize the likelihood that the project will go well, the instructor must think through a wide range of variables and decide, based upon his or her learning objectives, what the features of the project will be.

Facilitating Teamwork With Lean Six Sigma and Web-Based Technology

One of the largest team-based projects that I worked on in industry involved a team of more than a dozen members, a multiyear timeline, and a budget well into six figures. Our task was to deliver a new corporate Web site. As the business owner of that project, I remember sitting down with our IT manager, who explained that she would be assisting the team in managing the cost, scope, and time involved in delivering the end product. I was thrilled to have someone who would help ensure we were successful across those variables, until she told me that I had to pick one of the three as the most important. When the team ran into issues, she said her team would sacrifice aspects of the other two. Although I insisted all three were equally important, the manager ultimately decided that cost would be the controlling variable because it was the one by which she and her team would be judged by her supervisor. My experience with projects like this one has led me to think about what successful teams look like and then to determine how best to foster such teams.

An Exploratory Study of Indian University Students' Use of Social Networking Web Sites: Implications for the Workplace

Increasingly, individuals across the world seek relations of cooperation and collaboration rather than that of command and control. This need has influenced the rate at which individuals have allowed the Internet to intricately weave itself into their everyday lives in just over a decade. For many people, human interaction has truly adopted a virtual dimension. Online communities now link to one another and form a complicated technical web of interactions. Social networking Web sites (SNWs) are online tools that have transformed the virtual encounters of the past that were technical and impersonal to today's virtual socialization that is truly nontechnical, social, and interpersonal. The purpose of this article is to report the findings of a study we conducted among university students. We developed a survey to identify the reasons for which individuals use SNWs. We believe that these findings contribute to understanding future workplace expectations and arrangements.

Team-Building Success: It's in the Cards

Our classes have experienced higher quality outcomes when the Diversity Card Game was used to form teams than when the game was not used. Student feedback has also reinforced the value of the whole brain model through the card game.

Students Advise Fortune 500 Company: Designing a Problem-Based Learning Community

This article describes the process of planning and implementing a problem-based learning community. Business and communication students from a large university in the Western United States competed in teams to solve an authentic business problem posed by a Fortune 500 company. The company's willingness to adopt some of their recommendations testified to the professional quality of their final product. This experience gave students an opportunity to apply communication concepts to a business problem. They learned how to make vital connections between theory and practice and between shared knowledge and shared knowing. In the process, students grew personally and professionally.

Team Virtual Discussion Board: Toward Multipurpose Written Assignments

What do teams, writing, time, technology, and critiques have in common? If you said they all have the letter 't' in them, you were correct. There can be so much more, though, when we connect each of these words in our course written assignments. Most of us use teams in our graduate and undergraduate organizational communication classes. What follows is a brief description of written (letter) assignments that use student pairs in a virtual Blackboard-based discussion board.

Do Business Communication Technology Tools Meet Learner Needs?

While institutions of higher education are enthusiastically embracing technology-mediated learning (TML), little research has been conducted to identify factors that influence student use of TML tools or determine whether use of them increases student learning. This study of business communication students at two universities found that (1) students tend to be sensing, visual, active, and sequential learners; (2) perceived usefulness and perceived ease of use of TML tools are positively associated with perceived learning success; (3) learning styles do influence the students' usage behavior of certain TML tools; and (4) students' sensing/intuitive learning style is related to their perceived learning success.

Writing for Business: a Graduate-Level Course in Problem-Solving

When I was assigned to teach graduate-level business writing in a Master's of Professional Communication (MPC) program, I was unsure what to do with the course. What kind of writing instruction do students need that they have not already received in their undergraduate business writing classes or in other required graduate writing courses? What makes an advanced writing class advanced? In order to answer those questions, I began looking for articles by other teachers and scholars in the field of professional and business writing. I discovered that in terms of assignments, teachers and scholars seem to agree that client projects form the cornerstones of business writing curricula.

Employer Preferences for Résumés and Cover Letters

This article reports the results of a survey of employers' preferences for résumé style, résumé delivery method, and cover letters. Employers still widely prefer the standard chronological résumé, with only 3% desiring a scannable résumé. The vast majority of employers prefer electronic delivery, either by email (46%) or at the company's Web site (38%), with only 7% preferring a paper copy. Cover letters are preferred by a majority (56%). Preferences regarding résumé style and cover letters were independent of national (USA) vs. multinational geographic range, company size, type of industry, or respondent's job function. Smaller companies prefer résumé delivery by email, and human resources workers prefer delivery using the company's Web site.

The Rhetorical Helix of the Biotechnology and Pharmaceutical Industries: Strategies of Transformation Through Definition, Description and Ingratiation

Transformation wields great power. As individuals, we can define who we are and describe those essential characteristics that make us unique. Our view of ourselves, however, may not necessarily align with the opinions of those around us. Thus, the ability to reinvent oneself, to change how others see us and react to us, is critical for the process of ingratiation.

Incorporating Reflective Practice Into Team Simulation Projects for Improved Learning Outcomes

The use of simulation games in business courses is a popular method for providing undergraduate students with experiences similar to those they might encounter in the business world. As such, in 2003 we were pleased to find a classroom simulation tool that combined the decision-making and team experiences of a senior management group with a fun, realistic, and competitive plot: We selected the Business Strategy Game, an online simulation for use with the textbook Crafting and Executing Strategy: The Quest for Competitive Advantage. We then enhanced the student experience by blending the simulation game with reflective writing tools that help students recognize how team experiences and decisions ripple though an enterprise.

Structuring a Competency-Based Accounting Communication Course At the Graduate Level

The authors describe a graduate capstone accounting class as a basis for building communication skills desired by both accounting practitioners and accounting faculty. An academic service-learning (ASL) component is included. Adopted as a required class for a master of science degree in accounting at two universities, this course supports accounting accreditation. Surveys offer evidence that both accounting practitioners and faculty rate, in slightly different order, the three most important skills as written communication, oral communication, and analytical/critical thinking. Accounting curricula worldwide are under pressure to develop better skills in these areas as well as to meet assessment and accreditation directives and criteria. The authors designed a communication course utilizing ASL that not only meets all of the above objectives but also provides the student with hands-on experiential learning. Information about this course provides a guide to accounting and business faculty who may wish to pursue such an approach in their schools.

What's the Right Answer? Team Problem-Solving in Environments of Uncertainty

Whether in the workplace or the classroom, many teams approach problem-solving as a search for certainty—even though certainty rarely exists in business. This search for the one right answer to a problem creates unrealistic expectations and often undermines teams' effectiveness. To help teams manage their problem-solving process and communication better, I teach a systematic comparison approach that transforms the search for certainty into a search for the best alternative based on clearly defined and weighted criteria. With this method, team members realize that all problem- solving involves subjective judgments, but that making that subjectivity transparent increases the chances that an adopted solution will in fact solve the business problem at hand.

Social Networking Web Sites and Human Resource Personnel: Suggestions for Job Searches

Social networking once meant going to a social function such as a cocktail party, conference, or business luncheon. Today, much social networking is achieved through Web sites such as MySpace, FaceBook, or LinkedIn. Many individuals use these sites to meet new friends, make connections, and upload personal infor- mation. On social networking Web sites (SNWs) that focus more on business connections, such as LinkedIn, individuals upload job qualifi- cations and application information. These SNWs are now being used as reference checks by human resource (HR) personnel. For this reason, SNW users, particularly university students and other soon-to-be job applicants, should ask the following questions: Am I loading information that I want the world to see? Is this really a picture that shows me in the best light? What impression would another person have of me if he or she went through my site? Although SNWs are a great way to be connected with friends, family, and friends-to-be, they can present problems when potential employers begin to search through them for information concerning job applicants. Many potential employees would be mortified to learn that employers could potentially read the personal information posted on MySpace, Facebook, LinkedIn, or other SNWs. Searches on SNWs allow employers to look into what is done 'after hours,' socially or privately, by the applicant. A résumé may be just a snapshot of a job applicant, while other personal information may be found online. Many job applicants have learned the hard way that what they post may come back to haunt them (Rodriquez, 2006). Human Resources and SNWs Many companies that recruit on college campuses look up applicants on MySpace, Facebook, LinkedIn, and other SNWs. What they find on these sites presents a dilemma for the recruiters. Students post comments that they may think are private but can be read by many. These posts can be provocative comments on any subject from drinking to recreational drugs to sexual exploits. Although they may seem innocent enough to the students who have posted them, college recruiters or graduate admission officers may look at these postings as immature and unprofessional. Recruiters are warning universities' career resource centers that they are looking at SNWs and that it would be best to work with students about how they are presenting themselves on these sites. The lifestyle the students are presenting online may not be what corporate recruiters or graduate school admission officers want in potential applicants.

Project Management, Critical Praxis, and Process-Oriented Approach to Teamwork

To help alleviate issues of free-riding and conflicts in team projects, this study proposes the systematic incorporation of project management methods to introduce a process-oriented approach to and a critical praxis in team projects. We examined how the systematic use of project management methods influenced students' performance in team projects. The findings demonstrate that such an approach enables the documentation and evaluation of and reflection on both individual and team work. Our findings indicate that project management tools enhance team member accountability and help reduce free-riding.

Using Critical Praxis to Understand and Teach Teamwork

The authors pursue three aims in this article. The first is to underscore critical praxis as an especially valuable approach to understanding and enabling teamwork. The second is to offer four dimensions of teamwork—vision, roles, processes, and relationships— as salient areas to interrogate using critical praxis. The third aim is to consider the implications and methods for teaching teamwork in the classroom context. In the process of doing so, the authors highlight limitations of prevailing theoretical approaches and note changes in their own practice of teaching and facilitating teamwork that have occurred through a commitment to critical praxis.

Facilitating Better Teamwork: Analyzing the Challenges and Strategies of Classroom-Based Collaboration

To help students develop teamwork skills, teachers should be aware of the strategies students already employ to assert authority and manage conflict. Researchers studying engineering students have identified two such approaches: transfer-of-knowledge sequences, in which students emulate teacher and pupil roles; and collaborative sequences, in which students use circular talk to reach consensus. As demonstrated in this article, these strategies are also used by students in professional communication courses. The second half of this article provides specific suggestions for designing team assignments, interacting effectively with student teams, and developing evaluations that value the process of teamwork.

Teamwork Through Team Building: Face-to-Face to Online

This article describes the ways the authors incorporated team-building activities into our online business writing courses by interrogating the ways that kinesthetic learning translates into the electronic realm. The authors review foundational theories of team building, including Cog's Ladder and Tuckman's Stages, and offer sample exercises they have converted. The authors show how the medium affects the exercises, how the choices made as teachers affect the exercises, and how they adjusted to meet the needs of their students. The authors argue that teamwork most successfully occurs after team building, and too often this team building is lacking in online environments.

Team Attributes, Processes, and Values: a Pedagogical Framework

This article proposes a pedagogical framework to help students analyze their group and team interactions. Intersecting five fundamental group attributes (group size, group goal, group member interdependence, group structure, and group identity) with three overarching group processes (leadership, decision making, and conflict management) creates an analytical tool for the examination of team interaction. Furthermore, each group attribute/group process intersection encourages analytical questions targeting assumptions, values, and ethical positions embedded within the group. One advantage of this heuristic device is that it weds team member behaviors with the values members espouse and enact during team interactions. Pedagogical considerations are also discussed.

The Effect of Rater Training On Reducing Social Style Bias in Peer Evaluation

This study employed a quasiexperimental control group design in a university setting to test the effect of a rater-training program on reducing social style bias in intragroup peer evaluations after controlling for ability based on GPA. Comparison of rating scores of the test group to the control group indicated minimal social style rating bias in the test group, whereas significant bias was exhibited in the control group. Implications for college instructors who use peer evaluations for grading in team projects are discussed.

The Emotionally Challenging, Open-Ended Interview

For most job candidates, the interview experience is "an emotionally challenging endeavor". To succeed in interviews, candidates must understand the emotional labor needed to "manage their feelings" as they "create a publicly observable facial and bodily display". This is particularly true when recruiters use open-ended interviews that are not constrained to a narrow set of questions. My work in conducting research interviews illustrates several aspects of emotional labor in the interview context. Although I will talk from the perspective of the interviewer, my discussion of my own emotional labor is instructive for people entering an open-ended interview as either interviewer or interviewee because the challenges of emotional labor within the open-ended interview context apply to either interview role. Additionally, although I will draw on examples of datagathering interviews within a research context, this discussion of emotional labor applies to any interview setting--research, job interview, and so on--because the difficulties one encounters are similar across various open-ended interview situations.

Expressive Practices: the Local Enactment of Culture in the Communication Classroom

As students participate in corporate communication classes, they may, on occasion, use the term culture to make sense of their experiences. The authors use Mino's idea of a learning paradigm to shift the emphasis away from teaching traditional theories of culture and use student-centered experiences to teach culture as an expressive practice. Using instances drawn from their own classrooms, the authors show how students can recognize the value of understanding their role in creating culture each time they choose how to act, how to evaluate others' behavior, and whether to label what is going on as cultural.

Integrating Writing Skills and Ethics Training in Business Communication Pedagogy: a Résumé Case Study Exemplar

An integrated approach to teaching résumé construction in the business communication classroom focuses on simultaneously (a) emphasizing writing-related proficiencies and (b) encouraging ethical and moral orientations to this task. This article provides a résumé construction exemplar that operationalizes these two pedagogical goals. The techniques and exercises used in the exemplar are presented as a way to make ethics education accessible for both business communication instructors and students.

Job Interviewing

One of the most challenging modules in my business communication course is the job search. Why? Because it seems that everyone has a strong opinion and a list of "do's and dont's" or "best and worst" for job seekers. In my class, students who would normally be text-messaging, doing homework for another class, or puzzled by the "you-perspective" become excited when we start discussing job search topics—the wrong and right style for the résumé and cover letter, appropriate interview attire, legal and illegal interview questions. By the end of the module, we have discussed so many different views and exceptions to the rules that some students roll their eyes and ask, "So, what are we supposed to do, Dr. Muir?" And then we have another round at it! For those reasons, I refused to teach any aspect of the job search for several semesters. Instead I would send students to my university's Career Services office (because they actually handle recruitment and placement and have their own set of guidelines), or I would invite guest speakers from industry to talk with students on a variety of topics relevant to the job search. (Note: It is particularly rewarding and empowering when the guest speaker agrees with you on just about everything you try to teach students.)

Messy Problems and Lay Audiences: Teaching Critical Thinking Within the Finance Curriculum

This article investigates the critical thinking difficulties of finance majors when asked to address ill-structured finance problems. The authors build on previous research in which they asked students to analyze an ill-structured investment problem and recommend a course of action. The results revealed numerous critical thinking weaknesses, including a failure to address the client's problem, use analytical tools systematically, construct rhetorically useful graphics, or translate finance concepts and methodologies into lay language. The present research aims to understand more deeply why students struggle with ill-structured problems. Using think-aloud protocols, audiotaped interviews, and other strategies, the authors explore causes of finance students' difficulties and suggest strategies for addressing them. The results suggest that the homework tasks typically given them, such as quantitative problem sets using algorithmic procedures, do not prepare them to confront ill-structured problems requiring disciplinary arguments aimed at specified audiences. Research further suggests that teaching audience adaptation--especially for nonexpert audiences--is helpful in promoting critical thinking.

PowerPoint-Based Lectures in Business Education: an Empirical Investigation of Student-Perceived Novelty and Effectiveness

The use of PowerPoint (PPT)-based lectures in business classes is prevalent, yet it remains empirically understudied in business education research. The authors investigate whether students in the contemporary business classroom view PPT as a novel stimulus and whether these perceptions of novelty are related to students' self-assessment of learning. Results indicate that the degree of novelty that undergraduate business students associate with PPT-based teaching significantly relates to their perceptions of PPT's impact on cognitive learning and classroom interaction. Students' views of PPT as a novel stimulus are also associated with their perception of specific constructive and dysfunctional classroom behaviors and attitudes. The authors discuss their findings and offer implications for instructors and researchers in business education.

404 File Not Found: Citing Unstable Web Sources

Researchers, including students, must accommodate to the mutating character of hyperlinks on the World Wide Web. A small study of citations in three volumes of BCQ demonstrates the phenomenon of 'URL rot,' the disappearance of sites cited in the sample articles. Digital technology itself is now being used to create pockets of permanence, but with the understanding that preservation of content is only one ingredient in the mix of media and format migration. Databases like JSTOR offer digitally preserved copies of many scholarly journals. Online journals and search engines may offer their own archives. In general, researchers should cite digital articles in databases where possible and consider avoiding references to online journals with print editions.

Actively Learning About Readers: Audience Modelling in Business Writing

The advantages of peer feedback in business writing classes are clear. Students receive more appraisals of their writing than any single lecturer can ever realistically deliver. Also, the feedback comes from different perspectives and sometimes carries extra credibility coming from fellow students. Students gain from giving one another feedback as well. It is certainly learning by doing. Critiquing the work of colleagues raises awareness of the many ways to approach a given task and demands skills of analysis and attention to detail. Delivering feedback also requires tact and the ability to look for positives to commend as well as areas to improve. Reviewing written documents is a skill that students will certainly use in their future work lives. However, many of us have experienced problems with peer reviewing. Students hesitate to criticise their friends and prefer praising in a general way rather than suggesting improvements, which requires confidence.

Activists' Influence Tactics and Corporate Policies

Corporations increasingly pay attention to issues of social responsibility, but their policies and procedures to articulate such responsibilities are not just a result of the good will of top management. Often, such policies and procedures are devised because some stakeholders raised their voice on issues relating to the interests of employees, investors, governments, and others. One category of visible though heterogeneous stakeholders is composed of 'activist groups.' In this article, we present a range of tactics that activist groups employ to influence corporate policy and conclude with some corporate policy responses to these tactics, illustrated with some examples. Different Tactics Activist groups usually start an influence campaign by collecting and organizing information about some issue about which they are concerned (e.g., sustainable development, human rights, labor conditions), disseminating this information to their audiences and formulating desired outcomes. They inform the target firm's top management of their particular concern and propose desired outcomes or alternative courses of action. If the firm's responses are considered inadequate, they will likely continue their campaign, but by starting to employ a more varied set of tactics. Below, we discuss four different types of tactics that activist groups use to leverage pressure on firms and that do not rely on the state or legal action for resolution of the issue: shareholder activism, political consumerism, social alliances, and alternative business systems (de Bakker and den Hond, 2007).

Communicating Across the Curriculum in an Undergraduate Business Program: Management 100: Leadership and Communication in Groups

Educating undergraduate business students in the 21st century requires more than addressing the quantitative side of business; rather, it calls for including the more qualitative 'soft skills,' such as speaking and writing. This article examines the design, delivery, and effectiveness of an undergraduate program dedicated to leadership, teamwork, and communication and describes this program within the context of the communication across the curriculum movement.

Creating Appropriate Graphics for Business Situations

Charts and graphs are ubiquitous in business documents, and most students in my business communication courses are well aware that they need to be able to create many different types of data representation. Most of them have had a great deal of experience working with spreadsheet applications, and they know how to manipulate data and present it in the various forms permitted by their software.

Developing Policies About Uncivil Workplace Behavior

Workplace incivility, including aggression and bullying, is a troubling phenomenon. Uncivil behaviors not only harm individuals but also diminish employee performance and sometimes result in legal action against companies. Thus, it behooves organizations and management to become vigilant and responsive to such behaviors. Yet the evidence shows that with the recent exception of attempted legislation in Hawaii (Chiem, 2007), few companies or jurisdictions in the United State have policies and procedures aimed at addressing uncivil behavior. This article outlines some points to consider when developing policies to counteract uncivil behavior in the workplace. In the process, we incorporate the views of two corporate representatives (a diversity manager at Georgia Power, a human resource manager at PepsiCo) and an attorney with the U.S. military. Developing a Policy About Uncivil Behavior Any organization wishing to develop a policy about uncivil behavior should establish a task force or committee representing various categories of employees. These members may serve as liaisons to their units. Here are some points for the group to consider in creating the policy: Define Uncivil Behavior There will likely be much discussion as committee members try to develop a definition, but this is necessary to create a policy.

Incorporating Film Into the Research Paper

Teachers face two serious difficulties when assigning research papers. The first appears to be an issue of motivation but is really one of mental disposition. Many students are so deeply influenced by contemporary visual culture--especially by film--that they lack familiarity with close reasoning. They are accustomed to absorbing entertaining, but loosely connected, streams of images in an impressionistic way and are uneasy and anxious when given a major assignment in an exclusively written medium. Inexperienced in the systematic compilation and analysis of information, they often perform poorly. These students may appear to be unenthusiastic about their topics; in fact, they do badly because they are methodologically disoriented. They run aground while sailing in the unfamiliar seas of organized, sequential, linear logic. This problem often shows itself in the frequent, and frequently gratuitous, use of illustrations in research papers. Instructors often comment that 'students love pictures.' It would be more accurate to say that students understand pictures and are comfortable with them. The second difficulty is a by-product of the Web. Plagiarism has become so widespread that it poses a real threat to the academic enterprise. Yet its detection is both difficult and time-consuming, and an instructor must be on absolutely solid ground before bringing a student up on such serious charges. Furthermore, even if available, an expensive counter-plagiarism program such as Turnitin cannot always deliver conclusive evidence. Plagiarism must be addressed, but today, articles that existed previously only in print can be optically scanned, free essays are available online, and papers can be purchased and downloaded from numerous commercial outlets. We have addressed both of these problems by strategically using appropriate motion pictures as entrees into the subject matter and as points of comparison to help organize research papers. We first provide our students with a list of films that bear on relevant topics.

The Interview Project: Reinforcing Business Communication Competence

As business communication instructors, we understand the value of helping students learn, discuss, apply, and manipulate communication strategies on the basis of purpose and audience. This rhetorical bent encourages active learning through activities and multipurpose projects, but active learning often works best when students believe they are engaging concepts that will be useful to them in the future. I learned two very important facts early in my first business communication courses, taught at Iowa State University: First, the majority of my students were required by their majors to take the course, and second, many dreaded or resented taking what they thought of as another boring, impractical, useless 'English' class. To help my students believe that communicating professionally is vital to success, I developed an interview project, completed early in the semester, that encourages students to see beyond their preconceptions while practicing a variety of communication skills with professionals in different workplaces. A Multiphase Interview Project Interview projects are not new in business communication courses but can be extremely effective in actively engaging students. In the multiphase assignment I've developed, students plan, coordinate, conduct, transcribe, and synthesize interviews with three acquaintances or family members who work in different organizations.

Learning the Intricacies of Effective Communication Through Game Design

As many teachers of communication come to realize, students often operate under the misconception that the effective use of language consists primarily of memorizing and applying the rules and regulations of grammar. Even worse, some students believe that they must inherit a talent for language and that without a genetic predisposition, they can never learn to use language well. Demonstrating otherwise isn't easy, but because good communication skills are crucial to success in a professional environment, teachers must attempt to do so. In Introduction to Technical and Scientific Communication, a course I teach at James Madison University, I have students complete a fairly traditional assignment in a somewhat nontraditional way, one that highlights the intricacies of effective communication in a context that students find accessible. A typical assignment for an introductory-level technical communication class requires students to write a set of instructions for a procedure they know well. This straightforward assignment is useful but rather uninspiring, not only because students have difficulty realistically defining the audience they're addressing but also because it's much too easy to tap into the already existing sea of instructions available on the Internet. I remembered an assignment from my days as a graduate student teaching freshman composition. The assignment, based on the rhetorical mode of process analysis, required students to create and explain a game generically called 'Student.'

Legal Consequences of Employer Discharge Procedures

The employment contract is sometimes misunderstood by both employees and employers. Drafters of employee manuals, policies, and procedures should be aware that the nature of the at-will employment relationship can be transformed into a binding employment contract by the words and phrases chosen. Just imagine the following scenario: On his first day as an Otis Accounting firm employee, Eric was provided an employee manual outlining all firm policies and procedures. Eric was not provided a written employment contract. Despite exemplary work performance at Otis Accounting for more than 2 years, Eric was fired because his supervisor, who belonged to one political party, discovered a bumper sticker for a candidate from the opposing party on Eric's car. Devastated by the unexpected dismissal, Eric sued for wrongful termination. To determine its potential liability, Otis Accounting must first ascertain the nature of its employment relationship with Eric.

Practicing Professional Communication Principles by Creating Public Service Announcements

A primary goal of most introductory business and technical communication courses is to introduce students to the idea that the professional communication most of them will engage in is different from the writing they do for academic purposes. This overall idea covers several principles concerning professional writing. First, in an academic essay, a student may tell all he or she knows about a topic to an expert reader (the instructor); in professional writing situations, however, writers are most likely sharing only a small part of the information they know with nonexpert readers. Second, when writing in professional situations, writers must actively envision audiences different from themselves, audiences that will have different concerns and purposes than the writers do. Finally, the audience, purpose, and medium of a professional communication situation drive the choices a writer will make. If students are to understand these principles, discussing them in class is insufficient; students must also practice them. Implementing active learning that applies these principles authentically can be challenging. The makeup of many business and technical communication courses means that not all students share expertise in a given field that they can draw on for common assignments. Hypothetical assignments may not give students a deep sense of context, and students may continue to perceive the instructor as the real audience for such assignments.

Selection and Interview Procedures at a Multinational Company

Creating policies and procedures for selecting and interviewing job candidates is usually the responsibility of a company's human resources department, often with the guidance and approval of its legal affairs office. Such requirements are designed in accordance with U.S. federal and state laws related to civil rights, gender and ethnic rights, age discrimination, disabilities, and family leave, among others. These laws govern the conduct for companies during the recruitment process (Andrews and Baird, 2005), and though federal laws affect companies with US$50,000 or more in federal contracts and more than 15 employees, most U.S. companies tend to comply because of the threat of litigation. In speaking with Jim Olson, a retired auto industry executive, it became clear that compliance with employment laws regarding recruitment practices are largely influenced by corporate culture.

Strengthening the Ethics and Visual Rhetoric of Sales Letters

This article provides details about a comprehensive assignment for teaching sales letters in a business communication course. During the past 5 years, this assignment has evolved, moving beyond one that focused almost exclusively on strategies for making the letter persuasive, and therefore effective, to an expanded form that devotes time and attention to the ethics and visual rhetoric of the letter. In addition to composing a sales letter, each student is required to write a detailed, thoughtful analysis of the ethics and visual appeal of his or her letter.

Successful Writing At Work: Concise Edition

Philip Kolin's purpose in writing Successful Writing at Work: Concise Edition is to introduce professional and business writing to undergraduate students who probably will not be taking other business writing courses. Kolin forgoes theory and provides ample exercises and examples. The concise edition, at 344 pages (10 chapters) and US$55, is 412 pages shorter and US$23 less than the full version, Successful Writing at Work (Kolin, 2006). While the book includes many of the important topics of the full version (such as discrete chapters devoted to letter writing, job applications, and writing procedures), the savings may not justify the loss of content and depth.

Teaching Students the Persuasive Message Through Small Group Activity

Teaching students to write persuasive messages is a critical feature of any undergraduate business communications course. For the persuasive writing module in my course, students write a persuasive message on the basis of the four-part indirect pattern often used for sales or fund-raising messages. The course text I use identifies these four components by their rhetorical functions: gain attention, build interest, reduce resistance, and motivate action.

Using a Client Memo to Assess Critical Thinking of Finance Majors

This article describes a holistic, discourse-based method for assessing the critical thinking skills of undergraduate senior-level finance majors. Rejecting a psychometric assessment approach in which component features of critical thinking are disaggregated, this study is based on a holistic scoring of student memos. Students were asked to recommend and justify a course of action to a lay client facing an ill-structured finance problem. Analysis of student memos reveals critical thinking weaknesses that may be ameliorated by changes in assignments or instructional methods. The memos reveal four kinds of critical thinking problems: (a) failure to address the client's problem, (b) random rather than purposeful application of finance tools and methodologies, (c) inability to translate finance concepts or methods into lay language, and (d) inability to construct rhetorically useful graphics. The curricular implications of this study are discussed.

Waiver Culture: The Unintended Consequence of Ethics Compliance

The passage of the U.S. Sarbanes-Oxley Act (2002) spawned a series of compliance and ethics programs--the revised Principles of Federal Prosecution of Business Organizations known as the Thompson Memo (Thompson, 2003), the revised Federal Sentencing Guidelines that included the Effective Compliance and Ethics Program and the corporate 'culpability score' (U.S. Sentencing Commission, 2004), and another revision of the Principles of Federal Prosecution of Business Organizations now known as the McNulty Memo (McNulty, 2006). These programs were meant to shift business toward an 'organizational culture that encourages ethical conduct and a commitment to compliance with the law' (U.S. Sentencing Commission, 2007). These developments spurred human resource departments and legal counsel to draft new workplace policies to embrace, implement, and monitor compliance programs. Consequently, there was a dramatic increase in the number of businesses with some kind of ethics training: from 44% in pre-guideline 1987 up to 92% in post-guideline 2005 (Berenbeim, 2006). Because compliance with the McNulty Memo and Federal Sentencing Guidelines can substantially reduce an organization's sentence of improper conduct or cause the government not to prosecute (Berenbeim, 2006), an organization under investigation could turn to its newly minted compliance programs and its cooperation as a shield. But these federal guidelines lacked a clear definition of an organization's 'cooperation' and whether a lack of cooperation could be viewed as obstruction of justice and thereby increase punishment of that organization.

Writing Government Policies and Procedures in Plain Language

Ask ordinary citizens for an example of unreadable prose, and half of them will show you a government document; the other half will point to something written by a lawyer. As a government lawyer for more than 30 years, I wrote and reviewed safety regulations and technical policies and procedures for a major federal agency and eventually supervised other lawyers who did the same. Although I never met a technical document I didn't have the urge to rewrite, I always thought that what my fellow lawyers wrote was pretty clear. Then the plain-language movement came along, and I found I had a lot of room for improvement.

Writing Policies and Procedures

Over the years, I have had several enlightening and eventful encounters as I helped to develop organization policies and procedures. Most recently, when we voted to approve the revised mission statement for our business school, faculty members cheered and uttered sighs of relief. For months, we had debated every word, phrase, sentence, and paragraph in the many drafts we created. We were often reminded that the statement should conform to the mission of the larger university and that it should be readily understood by the average reader. The most contentious issue was how we could articulate the historical legacy of the minority-serving institution yet focus on its future as a full-fledged member of a highly regarded university system. We sought the advice of the chancellor, provost, advisory board, students, community members, and business owners, among others.

A Column Sponsored by the ABC Teaching Committee

If you asked your students whether they'd rather listen to a lecture, take notes from PowerPoint slides, or work with classmates on a project, most would probably opt for the project. Although definitions vary, active learning strategies are classroom techniques that engage students with the subject they're studying by discussing it, writing about it, applying it in some meaningful context, or otherwise working it into the fabric of their own experience and prior knowledge. They become active creators of knowledge rather than passive recipients of information.

Communication Skills for the Processing of Words, 5th Edition

This text aims to prepare students for entry-level jobs and foster their career progress after they enter the workplace. The focus of this book is not as broad as the typical introductory text on business communication. However, this book could be the right choice for an advanced business writing course in a high school or an introductory business writing course in a college, university, or technical school. This book might also work well as a supplement in a postsecondary business communication course for use by students who either have not completed a 1st-year composition course or who have completed that course without mastering grammar, mechanics, and style. This textbook includes 18 units: 8 discuss specific types of punctuation (e.g., commas and colons); 7 cover usage and mechanics (e.g., capitalization and numbers); and 3 cover grammar (e.g., subject and verb agreement).

Integrating Business Core Knowledge Through Upper Division Report Composition

The most ambitious project of many undergraduate business communication courses is the formal report. This assignment typically requires the use of many writing skills nurtured throughout the course. Skills such as proper style, tone, organization, flow, and mechanics are enhanced through the writing of memos and various types of letters (persuasive, bad news, etc.). While these skills are all evident in a report, it is a much different kind of document. This synthesis of writing skills can be complemented by the integration of fundamental business subject knowledge. Both skill sets can be concurrently developed through business simulation report assignments, particularly in upper division business communication courses. Such courses are often required in business programs where students have already completed courses in business law, management, basic business statistics, and computer applications. Choosing an appropriate topic and scope for such a report writing assignment can be challenging. As offered in Business Communication Quarterly, many good assignments lend themselves to adoption, each with varying degrees of flexibility, coverage of current topics, and data analysis requirements. The following formal report assignment provides the opportunity to present a wide enough scope to integrate several business disciplines.

Lessons Learned From Instructional Design Theory: an Application in Management Education

Given that many doctoral programs do not provide extensive training on how to present course information in the classroom, the current paper looks to educational psychology theory and research for guidance. Richard Mayer and others' copious empirical work on effective and ineffective instructional design, along with relevant research findings in cognitive science, are summarized and adapted to the management education context. The goal of this article is to enhance instructors' ability to effectively relay course material and to offer specific advice for how instructors can implement prior research findings.

Rhetorical Grammar, 5th Edition

Throughout the book, Kolln works to build the readers' confidence and encourage them to think of grammar as a tool. Rhetorical Grammar is a textbook for undergraduate students, and Kolln keeps this target audience in mind by making the 322- page book user-friendly.

An Outline for a Course in Report Writing for Company Executives

A case study about a continuing education course in Report Writing for company executives.

Case Studies Online

The March 1998 special issue of BCQ included 15 original cases for classroom use. We have now run out of the print version of the journal, but this site provides .pdf versions for your use. You are welcome to download and print these for your classes. Copyright for any other use of this material rests with the ABC. Listed below are links to supplemental materials for some cases. The materials include sample student responses to assignments (with identifying information masked) as well as comments on those samples and teaching and learning notes. The materials are not intended to be answers to case problems nor models of best practices but points for analysis and discussion.