{"id":1309,"date":"2022-12-05T17:49:53","date_gmt":"2022-12-05T17:49:53","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/?post_type=back-matter&p=1309"},"modified":"2023-04-29T18:39:20","modified_gmt":"2023-04-29T18:39:20","slug":"glossary-of-key-terms","status":"publish","type":"back-matter","link":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/back-matter\/glossary-of-key-terms\/","title":{"raw":"Glossary of Key Terms","rendered":"Glossary of Key Terms"},"content":{"raw":"

Chapter 1: Business Communication Foundations<\/h1>\r\n
\r\n

Key Takeaways<\/h3>\r\n
    \r\n \t
  • Communication forms a part of your self-concept, and it helps you understand yourself and others, solve problems and learn new things, and build your career.<\/li>\r\n \t
  • The communication process involves understanding, sharing, and meaning, and it consists of eight essential elements: source, message, channel, receiver, feedback, environment, context, and interference. Among the models of communication are the transactional process, in which actions happen simultaneously, and the constructivist model, which focuses on shared meaning.<\/li>\r\n \t
  • Communication meets our physical needs by helping us maintain physical and psychological well-being; our instrumental needs by helping us achieve short- and long-term goals; our relational needs by helping us initiate, maintain, and terminate relationships; and our identity needs by allowing us to present ourselves to others in particular ways.<\/li>\r\n \t
  • As a communicator, you are responsible for being prepared and ethical. Being prepared includes being organized, clear, concise, and punctual. Being ethical includes being egalitarian, respectful, and trustworthy and overall, practicing the \u201cgolden rule.\u201d<\/li>\r\n<\/ul>\r\n<\/div>\r\n

    Key Terms:<\/h2>\r\nSelf-Concept<\/strong> \u2013 your sense of self and awareness of who you are.\r\nCommunication<\/strong> \u2013 defined as the process of understanding and sharing meaning.\r\nUnderstanding<\/strong> \u2013 to understand is to perceive, to interpret, and to relate our perception and interpretation to what we already know.\r\nSharing<\/strong> \u2013 Sharing means doing something together with one or more people.\r\nMeaning<\/strong> \u2013 what we share through communication.\r\nSource<\/strong> \u2013 The source imagines, creates, and sends the message.\r\nMessage<\/strong> \u2013 the stimulus or meaning produced by the source for the receiver or audience.\r\nChannel<\/strong> \u2013 the way in which a message or messages travel between source and receiver.\r\nReceiver<\/strong> \u2013 The receiver receives the message from the source, analyzing and interpreting the message in ways both intended and unintended by the source.\r\nFeedback<\/strong> \u2013 Feedback is composed of messages the receiver sends back to the source.\r\nEnvironment <\/strong>\u2013 the atmosphere, physical and psychological, where you send and receive messages.\r\nContext<\/strong> \u2013 The context of the communication interaction involves the setting, scene, and expectations of the individuals involved.\r\nInterference<\/strong> \u2013 Interference is anything that blocks or changes the source\u2019s intended meaning of the message.\r\nTransactional Model<\/strong> \u2013 communication actions often happening at the same time.\r\nConstructivist Model<\/strong> \u2013 focus on the negotiated meaning, or common ground, when trying to describe communication.\r\n\r\n
    \r\n\r\n

    Chapter 2: Team Building and Dynamics<\/h1>\r\n
    \r\n

    Key Takeaways<\/h3>\r\n
      \r\n \t
    • In intrapersonal communication, we communicate with ourselves.<\/li>\r\n \t
    • Self-concept involves multiple dimensions and is expressed in internal monologue and social comparisons.<\/li>\r\n \t
    • Leaders fulfill a group role that is associated with status and power within the group that may be formally or informally recognized by people inside and\/or outside of the group. While there are usually only one or two official leaders within a group, all group members can perform leadership functions, which are a complex of beliefs, communication patterns, and behaviors that influence the functioning of a group and move a group toward the completion of its tasks.<\/li>\r\n \t
    • Groups and their individual members come together and grow apart in predictable patterns.<\/li>\r\n \t
    • Part of being an effective communicator is learning to receive messages from others through active listening and reading.<\/li>\r\n \t
    • Conflict is unavoidable and can be an opportunity for clarification, growth, and even reinforcement of the relationship.<\/li>\r\n \t
    • Every problem has common components: an undesirable situation, a desired situation, and obstacles between the undesirable and desirable situations. Every problem also has a set of characteristics that vary among problems, including task difficulty, number of possible solutions, group member interest in the problem, group familiarity with the problem, and the need for solution acceptance.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

      Key Terms:<\/h2>\r\nIntrapersonal communication<\/strong> \u2013 communication with one\u2019s self, and that may include self-talk, acts of imagination and visualization, and even recall and memory\r\nSelf-concept<\/strong> \u2013 what we perceive ourselves to be\r\nSocial comparisons<\/strong> \u2013 evaluating ourselves in relation to our peers of similar status, similar characteristics, or similar qualities\r\nInternal monologue<\/strong> \u2013 refers to the self-talk of intrapersonal communication\r\nLeadership<\/strong> \u2013 complex of beliefs, communication patterns, and behaviors that influence the functioning of a group and move a group toward the completion of its task\r\nDesignated leaders<\/strong> \u2013 officially recognized in their leadership role and may be appointed or elected by people inside or outside the group\r\nEmergent leaders<\/strong> \u2013 gain status and respect through engagement with the group and its task and are turned to by others as a resource when leadership is needed\r\nDirective leaders<\/strong> \u2013 help provide psychological structure for their group members by clearly communicating expectations, keeping a schedule and agenda, providing specific guidance as group members work toward the completion of their tasks, and taking the lead on setting and communicating group rules and procedures\r\nParticipative leaders<\/strong> \u2013 work to include group members in the decision-making process by soliciting and considering their opinions and suggestions\r\nSupportive leaders<\/strong> \u2013 show concern for their followers\u2019 needs and emotions\r\nAchievement-oriented leaders<\/strong> \u2013 strive for excellence and set challenging goals, constantly seeking improvement and exhibiting confidence that group members can meet their high expectations\r\nLegitimate power<\/strong> \u2013 the power that flows from the officially recognized position, status, or title of a group member\r\nExpert power<\/strong> \u2013 comes from knowledge, skill, or expertise that a group member possesses and other group members do not\r\nReferent power<\/strong> \u2013 comes from the attractiveness, likeability, and charisma of the group member\r\nInformation power<\/strong> \u2013 comes from a person\u2019s ability to access information that comes through informal channels and well-established social and professional networks\r\nReward power<\/strong> \u2013 comes from the ability of a group member to provide a positive incentive as a compliance-gaining strategy\r\nCoercive power<\/strong> \u2013 comes from the ability of a group member to provide a negative incentive\r\nGroup socialization<\/strong> \u2013 involves how the group members interact with one another and form relationships\r\nUncertainty theory<\/strong> \u2013 states that we choose to know more about others with whom we have interactions in order to reduce or resolve the anxiety associated with the unknown\r\nForming stage<\/strong> \u2013 initiation of group formation\r\nStorming stage<\/strong> \u2013 a time of struggles as the members themselves sort out their differences\r\nNorming stage<\/strong> \u2013 where the group establishes norms, or informal rules, for behavior and interaction\r\nPerforming stage<\/strong> \u2013 the group accomplishes its mandate, fulfills its purpose, and reaches its goals\r\nAdjourning stage<\/strong> \u2013 when members leave the group\r\nNew group member<\/strong> \u2013 your level of acceptance will increase as you begin learning the group\u2019s rules, spoken and unspoken\r\nFull members<\/strong> \u2013 enjoy knowing the rules and customs, and can even create new rules.\r\nDivergent group members<\/strong> \u2013 pull back, contribute less, and start to see themselves as separate from the group\r\nMarginal group members<\/strong> \u2013 start to look outside the group for their interpersonal needs\r\nEx-member<\/strong> \u2013 one who no longer belongs to the group\r\nConflict<\/strong> \u2013 the physical or psychological struggle associated with the perception of opposing or incompatible goals, desires, demands, wants, or needs\r\nDefensive communication<\/strong> \u2013 characterized by control, evaluation, and judgments\r\nSupportive communication<\/strong> \u2013 focuses on points and not personalities\r\nFace-detracting strategies<\/strong> \u2013 involve messages or statements that take away from the respect, integrity, or credibility of a person\r\nFace-saving strategies<\/strong> \u2013 protect credibility and separate the message from the messenger\r\nEmpathetic (Active) listening<\/strong> \u2013 involves listening to both the literal and implied meanings of a message which involves hearing accurately, comprehending and interpreting, evaluating, and responding.\r\nGunnysacking (or backpacking)<\/strong> \u2013 the imaginary bag we all carry into which we place unresolved conflicts or grievances over time\r\nProblem statement<\/strong> \u2013 a single sentence that summarizes the problem\r\nProblem question<\/strong> \u2013 a question posed from the issues the group has analyzed\r\nNominal group technique<\/strong> \u2013 guides decision-making through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members\r\nMajority rule<\/strong> \u2013 a commonly used decision-making technique in which a majority (one-half plus one) must agree before a decision is made\r\nMinority rule<\/strong> \u2013 a decision-making technique in which a designated authority or expert has the final say over a decision and may or may not consider the input of other group members\r\nConsensus rule<\/strong> \u2013 a decision-making technique in which all members of the group must agree on the same decision\r\n\r\n
      \r\n\r\n

      Chapter 3: Message Prep and Delivery<\/h1>\r\n
      \r\n

      Key Takeaways<\/h3>\r\n
        \r\n \t
      • Language is a system of words used as symbols to convey ideas, and it has rules of syntax, semantics, and context. Words have meaning only when interpreted by the receiver of the message.<\/li>\r\n \t
      • There are several reasons why people fear writing, but there are also several strategies to reduce or eliminate those fears and perceptions are influenced by how we select, organize, and interpret words and ideas.<\/li>\r\n \t
      • Our perceptions are influenced by our individual differences and preconceived notions.<\/li>\r\n \t
      • Messages are primary, secondary, and auxiliary. A message can be divided into a five-part structure composed of an attention statement, introduction, body, conclusion, and residual message.<\/li>\r\n \t
      • Language is a system governed by rules of syntax, semantics, and context; we use paradigms to understand the world and frame our communications.<\/li>\r\n \t
      • Emphasize your message by using visuals, signposts, internal summaries and foreshadowing, and repetition.<\/li>\r\n \t
      • To better understand your audience, learn about their demographic traits, such as age, gender, and employment status, as these help determine their interests, needs, and goals. In addition, become aware of your perceptions and theirs, and practice fairness in your communications.<\/li>\r\n \t
      • Choose the most effective channel for your document and consider the possible ramifications of what you have written before you send it.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

        Key Terms:<\/h2>\r\nLanguage<\/strong> \u2013 a system of symbols, words, and\/or gestures used to communicate meaning\r\nSemantic triangle<\/strong> \u2013 This triangle illustrates how the word (which is really nothing more than a combination of four letters) refers to the thought, which then refers to the thing itself\r\nPreunderstanding<\/strong> \u2013 a set of expectations and assumptions from previous experience that we apply to a new problem or situation\r\nConventions<\/strong> \u2013 The customary forms and configurations (of communication) that members expect\r\nSelection<\/strong> \u2013 This action of sorting competing messages, or choosing stimuli\r\nStage<\/strong> \u2013 refers to the setting, scene, and context of the communication interaction, and can be equally applied to written or oral communication\r\nInternal stimuli<\/strong> \u2013 those that arise from within one\u2019s self, such as being hungry\r\nExternal stimuli<\/strong> \u2013 involve stimulation from outside one\u2019s self, such as the image of the attractive classmate or the sound of the instructor\u2019s voice\r\nSelective exposure<\/strong> \u2013 both information we choose to pay attention to and information that we choose to ignore, or that is unavailable to us\r\nSelective attention<\/strong> \u2013 involves focusing on one stimulus, like the image of an attractive classmate, and tuning out a competing stimulus, like the instructor\u2019s voice\r\nSelective retention<\/strong> \u2013 involves choosing to remember one stimulus over another\r\nOrganization<\/strong> \u2013 the process of sorting information into logical categories or series\r\nProximity<\/strong> \u2013 Organization based on relationship of space to objects\r\nContinuity<\/strong> \u2013 Drawing connections between things that occur in sequence\r\nSimilarity<\/strong> \u2013 Grouping things or concepts by properties they share\r\nClosure<\/strong> \u2013 Tendency to use previous knowledge to fill in the gaps in an incomplete idea or picture\r\nCritical thinking<\/strong> \u2013 can be defined as \u201cself-directed, self-disciplined, self-monitored, and self-corrective thinking\u201d\r\nConfirmation bias<\/strong> \u2013 when you only pay attention to information that reinforces your existing beliefs and ignore or discredit information that contradicts your beliefs\r\nEgocentrism<\/strong> \u2013 defined as the use of self-centered standards to determine what to believe and what to reject\r\nSociocentrism<\/strong> \u2013 the use of society-centered standards\r\nPrimary messages<\/strong> \u2013 the intentional content of a message, both verbal and nonverbal\r\nSecondary messages<\/strong> \u2013 the unintentional content of a message, both verbal and nonverbal\r\nAuxiliary messages<\/strong> \u2013 the intentional and unintentional ways a primary message is communicated\r\nAttention statement<\/strong> \u2013 used to capture the attention of your audience\r\nIntroduction<\/strong> \u2013 a clear statement your topic\r\nBody<\/strong> \u2013 your message in detail, using any of a variety of organizational structures\r\nConclusion<\/strong> \u2013 summary of the main points and relating them to the overall topic\r\nResidual message<\/strong> \u2013 a message or thought that stays with your audience well after the communication is finished, is an important part of your message\r\nSyntactic rules<\/strong> \u2013 govern the order of words in a sentence. In some languages, such as German, syntax or word order is strictly prescribed\r\nSemantic rules<\/strong> \u2013 govern the meaning of words and how to interpret them\r\nContextual rules<\/strong> \u2013 govern meaning and word choice according to context and social custom\r\n\r\n
        \r\n\r\n

        Chapter 4: Research<\/h1>\r\n
        \r\n

        Key Takeaways<\/h3>\r\n
          \r\n \t
        • Research is a vital first step to effective writing. Research can be conducted and recorded in both informal and formal reports containing internal and external factors. Research can be done through primary and secondary methods. It is important to use an APA style of writing as well when recording, reporting, and conducting research to stay ethical and credible in business.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

          Key Terms:<\/h2>\r\nAnalysis<\/strong> \u2013 In analysis, gathered data is examined and organized so those who are less familiar with technical details can be guided through the data. Analysis can also help uncover patterns and trends in data.\r\nAnalytical Reports<\/strong> \u2013 Those used to help make a decision (e.g., whether to hire more people, expand a product line, etc.)\r\nInterviews<\/strong> \u2013 conversations, typically in small groups, where one party asks questions of another. Interviews are usually conducted in person, between two people (the person asking questions and the person answering them); however, these can also take place over the phone and may involve multiple parties.\r\nInformational Reports<\/strong> \u2013 Those used to inform people throughout the organization about something of importance.\r\nObservations<\/strong> \u2013 the researcher watches something and records what they see. It is important to avoid influencing whatever you\u2019re watching.\r\nPrimary Research<\/strong> \u2013 defined as research you collect yourself. This type of research is done to fill in gaps found during secondary research review.\r\nSurveys<\/strong> \u2013 typically written documents that are sent out to individuals to fill out. Surveys are more rigid than interviews, as an interviewer can change their planned questions based on the subject\u2019s responses. Surveys, however, are pre-written and can only respond in limited anticipated ways.\r\nResearch<\/strong> \u2013 the process of finding the information needed to answer your research question and then deriving or building the answer from the information you found.\r\nResearch Question<\/strong> \u2013 the statement of the thing you don\u2019t know that motivates your research.\r\nResearch writing<\/strong> \u2013 the process of sharing the answer to your research question along with the evidence on which your answer is based, the sources you use, and your own reasoning and explanation.\r\nSecondary research<\/strong> \u2013 is gathering information from other people\u2019s primary research.\r\nPrimary research<\/strong> \u2013 is usually defined as research you collect yourself.\r\nQualitative data<\/strong> - data that are generally non-numeric and require context, time, or variance to have meaning or utility.\r\nQuantitative data<\/strong> - data that are numeric and therefore largely easier to understand.\r\n\r\n
          \r\n\r\n

          Chapter 5: Fundamentals of Persuasion<\/h1>\r\n
          \r\n

          Key Takeaways<\/h3>\r\n
            \r\n \t
          • Persuasion is the act of presenting arguments for change, while motivation involves the force to bring about change. The concept of measurable gain assesses audience response to a persuasive message.<\/li>\r\n \t
          • Use reliable strategies and persuasive indirect message patterns to persuade readers to buy products or services, adopt your ideas, or support initiatives.<\/li>\r\n \t
          • The art of argument in writing involves presenting supportive, relevant, effective evidence for each point and doing it in a respectful and ethical manner.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

            Key Terms:<\/h2>\r\nPersuasion<\/strong> \u2013 an act or process of presenting arguments to move, motivate, or change your audience.\r\nMotivation<\/strong> \u2013 distinct from persuasion in that it involves the force, stimulus, or influence to bring about change.\r\nMASLOW\u2019s hierarchy of needs<\/strong> \u2013 a six level diagram of needs that include physiological, safety, love\/belonging, esteem, and self-actualization\r\nCIALDINI\u2019s six principles of persuasion<\/strong> \u2013 Reciprocity, Scarcity, Authority, Commitment and consistency, Consensus, Liking\r\nAIDA<\/strong> \u2013 a typical four part pattern for persuasive messages that include an attention-getting opening, interest building body, desire-building details, and action motivated closing\r\nMeasurable Gain<\/strong> \u2013 a system of assessing the extent to which audience members respond to a persuasive message\r\nReciprocity<\/strong> \u2013 the mutual expectation for exchange of value or service\r\nScarcity<\/strong> \u2013 the perception of inadequate supply or a limited resource\r\nToulmin\u2019s Three-Part Rhetorical Strategy<\/strong> \u2013 a focus on three elements in persuasive writing: Claim, data, and warrant\r\nGASCAP\/T<\/strong> \u2013 Argument strategies for generalization, analogy, sign, consequence, authority, principle, and testimony.\r\nEmotions<\/strong> \u2013 a psychological and physical reaction, such as fear or anger, to stimuli that we experience as a feeling.\r\nEmotional Resistance<\/strong> \u2013 involves getting tired, often to the point of rejection, of hearing messages that attempt to elicit an emotional response.\r\nFallacies<\/strong> \u2013 another way of saying false logic\r\nLogical Argument<\/strong> \u2013 An argument with a claim that contains premises which support a conclusion.\r\nPremise<\/strong> \u2013 a claim, or piece of evidence, that supports the conclusion, and a conclusion is the main idea of the argument\r\nClaim<\/strong> \u2013 or a statement or opinion on a topic\r\nBusiness Proposal<\/strong> \u2013 documents designed to make a persuasive appeal to the audience to achieve a defined outcome, often proposing a solution to a problem.\r\nEthos<\/strong> \u2013 refers to credibility\r\nLogos<\/strong> \u2013 logic or reason.\r\nPathos<\/strong> \u2013 passion and enthusiasm\r\n\r\n
            \r\n\r\n

            Chapter 6: Types of Business Reports<\/h1>\r\n
            \r\n

            Key Takeaways<\/h3>\r\n
              \r\n \t
            • A report is a business document that helps convey information. Informational and analytical reports are some of the types of business reports and they require organization and a clear purpose. For example, business proposals are a type of report that needs to target a specific audience.<\/li>\r\n \t
            • When meeting to develop a business document, it is important to record all elements of the meeting through meeting minutes and plan ahead using an agenda.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

              \r\nKey Terms:<\/h2>\r\nInformal reports<\/strong> \u2013 short reports, under 10 pages, that have specific topics with simple headings\r\nFormal reports<\/strong> \u2013 longer, 10+ page documents that address complex topics that require substantial description of background, research on topic, end evidence to support solutions.\r\nInformational reports<\/strong> \u2013 summarizes information and data found on a particular topic\r\nAnalytical reports<\/strong> \u2013 collected information and research to provide analysis for one or more recommendations.\r\nStakeholder<\/strong> \u2013 anyone who will be affected by the contents of what you write\r\nDirect Stakeholders<\/strong> \u2013 those initially impacted by what you write\r\nIndirect Stakeholders<\/strong> \u2013 those that are not impacted until a later time.\r\nRemote Stakeholders<\/strong> \u2013 not affected until far into the future\r\nReports<\/strong> \u2013 documents designed to record and convey information to the reader.\r\nMeeting Minutes<\/strong> \u2013 type of informal report that summarizes the discussion and results from a meeting.\r\nExpense Reports<\/strong> \u2013 informal reports that nearly always have a prescribed format. These reports consist primarily of amount of expenditures by type of expense\r\nStatus Updates<\/strong> \u2013 internal to a company in addressing a business situation, or they may be external in providing the status of a project to another organization. These reports are short and tightly focused to the purpose. They are informational reports.\r\nTrip or Conference Reports<\/strong> \u2013 used to summarize and transmit learning from a trip or conference. They are informational, and they increase the value of the trip or conference as they share what was learned with others.\r\nWeb posting<\/strong> \u2013 typically used for external communication, but institutions that have private networks may use these postings for internal communication.\r\nEmail<\/strong> \u2013 may be used for internal or external reports depending upon company policy.\r\nResearch reports<\/strong> \u2013 gather and explain data; these reports are informational.\r\nFeasibility reports<\/strong> \u2013 for smaller or simpler projects can also be considered informal reports. These are analytical, as they provide analysis and propose a direction to take.\r\nBusiness Plans<\/strong> \u2013 typically informational reports about what a new or existing company plans to do over the next period of time\r\nBusiness Proposal<\/strong> \u2013 a written offer for sale. It is used for complex sales processes.\r\nOther complex recommendations<\/strong> \u2013 come in the form of a formal report. These recommendations result from a business problem that an individual or team has been asked to solve.\r\n\r\n
              \r\n\r\n

              Chapter 7: Business Writing Media<\/h1>\r\n
              \r\n

              Key Takeaways<\/h3>\r\n
                \r\n \t
              • A text message is a brief written message sent and received using a digital device. It is useful for informal, brief, time-sensitive communication.<\/li>\r\n \t
              • E-mail is useful for both internal and external business communications. The content and formatting of an e-mail message should reflect professionalism and follow the rules of netiquette.<\/li>\r\n \t
              • Social customs that exist in traditional, live, human interaction also influence the rules and customs by which we interact with each other in the online environment.<\/li>\r\n \t
              • Memos are brief business documents usually used internally to inform or persuade employees concerning business decisions on policy, procedure, or actions.<\/li>\r\n \t
              • Letters are brief, print messages often used externally to inform or persuade customers, vendors, or the public.<\/li>\r\n \t
              • A letter has fifteen parts, each fulfilling a specific function.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

                \r\nKey Terms:<\/h2>\r\nNetiquette<\/strong> \u2013 refers to etiquette, or protocols and norms for communication, on the Internet.\r\nTexting<\/strong> \u2013 written communication in the form of brief messages on a digital device\r\nE-mail<\/strong> \u2013 electronic mail\r\nMemo<\/strong> \u2013 used for communicating policies, procedures, or related official business within an organization. It is often written from a one-to-all perspective (like mass communication), broadcasting a message to an audience, rather than one-on-one, interpersonal communication. It may also be used to update a team on activities for a given project, or to inform a specific group within a company of an event, action, or observance.\r\nGrapevine<\/strong> \u2013 the unofficial, informal communication network within an organization\r\nLetters<\/strong> \u2013 brief messages sent to recipients that are often outside the organization\r\n\r\n
                \r\n\r\n

                Chapter 8: Routine Messages<\/h1>\r\n
                \r\n

                Key Takeaways<\/h3>\r\n
                  \r\n \t
                • Follow best practices when sharing information, requesting information or action, and replying to such messages.<\/li>\r\n \t
                • When something goes wrong in a commercial situation, courteous communication is essential when both asking for and responding to complaints and claims.<\/li>\r\n \t
                • Write carefully when addressing negative situations, such as delivering bad news, usually by burying the bad news after a buffer and rationale, and following it with redirection to minimize the harm that the message might cause.<\/li>\r\n \t
                • Despite being treated by some as optional, goodwill messages are essential to healthy professional relationships and professional advancement as long as you follow the writing conventions associated with them.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

                  \r\nKey Terms:<\/h2>\r\nThank-you message\u00a0<\/strong>\u2013\u00a0Replies to information shares that require a quick and concise response.\r\nClaim\u00a0<\/strong>\u2013\u00a0\u00a0explains what went wrong and demands compensation from the offending party.\r\nComplaint\u00a0<\/strong>\u2013\u00a0explains what went wrong and merely demands correction or apology.\r\nAdjustment\u00a0<\/strong>\u2013\u00a0communication that a company grants what the complainant or claimant has asked for.\r\nBuffer\u00a0<\/strong>\u2013\u00a0A formal or business form of writing in letters to soften negative news with more positive comments.\r\nJustification <\/strong>\u2013\u00a0\u00a0explains the background or context for the bad news before delivering the bad news itself.\r\nSales message<\/strong> \u2013 the central persuasive message that intrigues, informs, persuades, calls to action, and closes the sale.\r\n\r\n
                  \r\n\r\n

                  Chapter 9: Nonverbal Delivery<\/h1>\r\n
                  \r\n

                  Key Takeaways<\/h3>\r\n
                    \r\n \t
                  • Nonverbal communication is the process of conveying a message without the use of words; it relates to the dynamic process of communication, the perception process and listening, and verbal communication.<\/li>\r\n \t
                  • Nonverbal communication is fluid and fast, universal, confusing, and contextual. It can add to or replace verbal communication and can be intentional or unintentional.<\/li>\r\n \t
                  • Nonverbal communication communicates feelings and attitudes, and people tend to believe nonverbal messages more than verbal ones.<\/li>\r\n \t
                  • Nonverbal communication can be categorized into eight types: space, time, physical characteristics, body movements, touch, paralanguage, artifacts, and environment.<\/li>\r\n \t
                  • To use nonverbal communication to enhance your message, watch reactions and consider enrolling an observer to help you become aware of your nonverbal habits and how your audience receives nonverbal messages.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

                    \r\nKey Terms:<\/h2>\r\nNonverbal communication\u00a0<\/strong>\u2013\u00a0\u00a0the process of conveying a message without the use of words\r\nIllustrator\u00a0<\/strong>\u2013\u00a0\u00a0nonverbal messages which control, maintain or discourage interaction\r\nAffect Displays<\/strong> \u2013\u00a0nonverbal communication that express emotions or feelings\r\nAdaptor<\/strong>\u00a0\u2013\u00a0 displays of nonverbal communication that help you adapt to your environment and each context, helping you feel comfortable and secure.\r\n\r\nProxemics\u00a0<\/strong>\u2013\u00a0 the study of the human use of space and distance in communication\r\nTerritory\u00a0<\/strong>\u2013\u00a0 the space you claim as your own, are responsible for, or are willing to defend.\r\nPersonal space<\/strong> \u2013 the \u201cbubble\u201d of space surrounding each individual\r\nChronemics\u00a0<\/strong>\u2013\u00a0 the study of how we refer to and perceive time\r\nKinesics\u00a0<\/strong>\u2013\u00a0 study of body movements\r\nHaptics<\/strong> \u2013\u00a0Touch in communication interaction\r\nParalanguage\u00a0<\/strong>\u2013\u00a0 verbal and nonverbal aspects of speech that influence meaning, including tone, intensity, pausing, and even silence.\r\nPregnant pause<\/strong> \u2013 a silence between verbal messages that is full of meaning\r\nArtifacts<\/strong> \u2013\u00a0 forms of decorative ornamentation that are chosen to represent self-concept\r\nEnvironment\u00a0<\/strong>\u2013\u00a0 involves the physical and psychological aspects of the communication context.\r\n\r\n
                    \r\n\r\n

                    Chapter 10: Negative News and Crisis Communication<\/h1>\r\n
                    \r\n

                    Key Takeaways<\/h3>\r\n
                      \r\n \t
                    • Delivering negative news involves a buffer or cushion statement, an explanation, the negative news itself, and a redirecting statement. Whether you choose a direct or indirect approach, the message should be delivered clearly and concisely, with respect for the receiver and the organization.<\/li>\r\n \t
                    • Eliciting negative news through feedback is an important way to avert problems, safeguard valuable relationships, and achieve paradigm shifts. Feedback may be qualitative or quantitative and may be requested through open-ended or closed-ended questions.<\/li>\r\n \t
                    • Because crises are bound to happen despite the best planning, every organization should have a crisis communication plan, which includes designating a crisis communication team and spokesperson.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

                      \r\nKey Terms:<\/h2>\r\nNegative news message<\/strong> \u2013 a message that delivers news that the audience does not want to hear, read, or receive\r\nInternal communication<\/strong> \u2013 the sharing and understanding of meaning between individuals, departments, or representatives of the same business\r\nExternal communication<\/strong> \u2013 the sharing and understanding of meaning between individuals, departments, or representatives of the business and parties outside the organization\r\nAssurance<\/strong> \u2013 a statement that the contributing factors that gave rise to the situation has been corrected or were beyond the control of the company and its representatives.\r\nFeedback<\/strong> \u2013 the verbal and\/or nonverbal response to a message, and that message may involve a company product or service.\r\nCustomer relationship management<\/strong> \u2013 the relationship between the organization (sometimes represented by the product or service itself) and the customer.\r\nConfounding factors<\/strong> \u2013 or factors that can alter the results, must be anticipated and controlled. All of this involves a cost, and not every product, service, or study needs this type of investigation.\r\nClosed-ended questions<\/strong> \u2013 questions that allow for interpretation and a range of responses in the respondent\u2019s own words\r\nOpen-ended questions<\/strong> \u2013 questions that limit the responses to a preselected range of options or choices.\r\nCrisis communication plan<\/strong> \u2013 the prepared scenario document that organizes information into responsibilities and lines of communication prior to an event.\r\n\r\n
                      \r\n\r\n

                      Chapter 11: Public Speaking<\/h1>\r\n
                      \r\n

                      Key Takeaways<\/h3>\r\n
                        \r\n \t
                      • Public speaking does not have to be a \u201cfright or flight\u201d experience; it can be like holding half of a friendly conversation. This will especially be true if you do a good job of preparing and organizing your presentation ahead of time.<\/li>\r\n \t
                      • What counts as being a good communicator in one business context doesn\u2019t in another, so being able to adapt to various business settings and audiences will help you be more successful in your career. This includes being well-versed in areas of upwards, horizontal, and downward communication.<\/li>\r\n \t
                      • In preparing an informative speech, use your knowledge and consider the audience\u2019s knowledge, avoid unnecessary jargon, give credit to your sources, and present the information ethically.<\/li>\r\n \t
                      • Informative presentations illustrate, explain, describe, and instruct the audience on topics and processes.<\/li>\r\n \t
                      • A persuasive speech may stimulate thought, convince, call to action, increase consideration, or develop tolerance of alternate perspectives.<\/li>\r\n \t
                      • A speech to persuade presents an attention statement, an introduction, the body of the speech with main points and supporting information, a conclusion, and a residual message.<\/li>\r\n \t
                      • To use movement strategically in your presentation, keep it natural and consider using the speaker\u2019s triangle, the three-step sequence, facial gestures, and eye contact.<\/li>\r\n \t
                      • Strategically chosen visual aids will serve to illustrate, complement, and reinforce your verbal message.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

                        \r\nKey Terms:<\/h2>\r\nUpward communication<\/strong>\u00a0\u2013 includes speeches, proposals, or briefings that are directed at audience members who hold higher positions in the organizational hierarchy than the sender.\r\nHorizontal communication<\/strong>\u00a0\u2013 This communication may occur between colleagues working in the same area or between colleagues with different areas of expertise.\r\nDownward communication<\/strong> \u2013 includes messages directed at audience members who hold a lower place on the organizational hierarchy than the sender.\r\nCommunication to outside stakeholders<\/strong>\u00a0\u2013 includes messages sent from service providers to people who are not employed by the organization but conduct business with or support it.\r\nBriefings\u00a0<\/strong>\u2013 short presentations that either update listeners about recent events or provide instructions for how to do something job related\r\nTechnical briefings<\/strong>\u00a0\u2013 Briefings that provide instructions like how to use a new identification badge\r\nDebrief\u00a0<\/strong>\u2013 People in supervisory or leadership positions often provide training, which includes presentations that prepare new employees for their jobs or provide instruction or development opportunities for existing employees.\r\nElevator Speech<\/strong>\u00a0\u2013 a presentation that persuades the listener in less than thirty seconds, or around a hundred words.\r\nImpromptu Speech<\/strong>\u00a0\u2013 a speech given with little to no preparation about a topic\r\nReciprocity\u00a0<\/strong>\u2013 a relationship of mutual exchange and interdependence, is an important characteristic of a relationship, particularly between a speaker and the audience.\r\nMutuality<\/strong>\u00a0\u2013 when you search for common ground and understanding with the audience, establishing this space and building on it throughout the speech.\r\nNon Judgmentalism<\/strong>\u00a0\u2013 underlines the need to be open-minded, an expression of one\u2019s willingness to examine diverse perspectives.\r\nHonesty\u00a0<\/strong>\u2013 directly relates to trust, a cornerstone in the foundation of a relationship with your audience.\r\nRespect\u00a0<\/strong>\u2013 can be defined as an act of giving and displaying particular attention to the value you associate with someone or a group.\r\nTrust<\/strong>\u00a0\u2013 the ability to rely on the character or truth of someone, that what you say you mean and your audience knows it.\r\nExploitation\u00a0<\/strong>\u2013 this means taking advantage, using someone else for one\u2019s own purposes.\r\nClaim\u00a0<\/strong>\u2013 the statement that will be supported by evidence.\r\nEvidence\u00a0<\/strong>\u2013 also called grounds, supports the claim.\r\nWarrant\u00a0<\/strong>\u2013 the underlying justification that connects the claim and the evidence.\r\nPropositions of face<\/strong>\u00a0\u2013 focus on beliefs and try to establish that something \u201cis or isn\u2019t.\u201d\r\nPropositions of value<\/strong> \u2013 focus on persuading audience members that something is \u201cgood or bad,\u201d \u201cright or wrong,\u201d or \u201cdesirable or undesirable.\u201d\r\nPropositions of policy<\/strong>\u00a0\u2013 advocates that something \u201cshould or shouldn\u2019t\u201d be done.\r\nAdoption\u00a0<\/strong>\u2013 the speaker wants to persuade the audience to take on a new way of thinking, or adopt a new idea.\r\nDiscontinuance\u00a0<\/strong>\u2013 the speaker persuading the audience to stop doing something they have been doing, such as smoking.\r\nDeterrence<\/strong> \u2013 a call action that focuses on persuading audience not to start something if they haven\u2019t already started.\r\nAnticipation step<\/strong>\u00a0\u2013 As professional speakers lead up to a main point, they raise their hand slightly, perhaps waist high to engage the audience.\r\nImplementation step<\/strong>\u00a0\u2013 involves using your arms and hands above your waist.\r\nRelaxation step<\/strong> \u2013 where the letting go motion complements your residual message, concludes the motion.\r\nFacial gestures<\/strong>\u00a0\u2013 involve using your face to display feelings and attitudes nonverbally.\r\nEye contact<\/strong>\u00a0\u2013 refers to the speaker\u2019s gaze that engages the audience members.\r\n\r\n
                        \r\n\r\n

                        Chapter 12: Career Development - Finding a Job<\/h1>\r\n
                        \r\n

                        Key Takeaways<\/h3>\r\n
                          \r\n \t
                        • In order to meet your career goal, it is important to develop hard and soft skills, network, and strategize.<\/li>\r\n \t
                        • A r\u00e9sum\u00e9 will represent your skills, education, and experience in your absence. Businesses increasingly scan r\u00e9sum\u00e9s into searchable databases, so, it is important to know what style of r\u00e9sum\u00e9 to use for the job you are applying for.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

                          Key Terms:<\/h2>\r\nHard skills<\/strong>\u00a0\u2013 concrete or objective abilities that you learn and perhaps have mastered.\r\nSoft skills<\/strong>\u00a0\u2013 subjective skills that have changed very little over time.\r\nCareer Development\u00a0<\/strong>\u2013 a lifelong process in which we become aware of, interested in, knowledgeable about, and skilled in a career.\r\nNetworking<\/strong> \u2013 the process by which people build relationships with one another for the purpose of helping each other achieve professional goals.\r\nSTAR\u00a0<\/strong>\u2013 one such technique that quickly helps you present the stories of your career in a way to demonstrate skills to the interviewer. STAR stands for Situation, Task, Activity, and Result.\r\nR\u00e9sum\u00e9\u00a0<\/strong>\u2013 a document that summarizes your education, skills, talents, employment history, and experiences in a clear and concise format for potential employers.\r\n\r\n
                          \r\n\r\n

                          Chapter 13: Ethics<\/h1>\r\nUtilitarianism<\/strong>\u00a0\u2013 utilitarianism suggests that an ethical action is one whose consequence achieves the greatest good for the greatest number of people.\r\nDeontology\u00a0<\/strong>\u2013 contends that each of us owes certain duties to others (deon is a Greek word for duty or obligation) and that certain universal rules apply to every situation and bind us to these duties.\r\nVirtue Theory (Kantianism)\u00a0<\/strong>\u2013 focuses on the character of the decision-maker\u2014a character that reflects the training we receive growing up. In this view, our ethical analysis of a decision is intimately connected with the person we choose to be.\r\nPhr\u00f3n\u0113sis\u00a0<\/strong>\u2013 a type of practical wisdom that enables us to act virtuously.\r\nStockholders\u00a0<\/strong>\u2013 those who own shares of the company\u2019s stock.\r\nShareholders\u00a0<\/strong>\u2013 individuals and institutions that own stock (or shares) in a corporation.\r\nCorporate Social Responsibility (CSR)<\/strong> \u2013 the practice by which a business views itself within a broader context, as a member of society with certain implicit social obligations and environmental responsibilities.\r\nEthical relativism<\/strong>\u00a0\u2013 a philosophy according to which there is no right or wrong and what is ethical depends solely on the context.\r\nDescriptive approach<\/strong> \u2013 sees the company as composed of various stakeholder groups, each with its own interests.\r\nInstrumental approach\u00a0<\/strong>\u2013 connects stakeholder management and financial outcomes, proposing that appropriate management of stakeholder interests is important and useful because it contributes to a positive bottom line.\r\nNormative approach<\/strong>\u00a0\u2013 considers stakeholders as ends in themselves rather than simply as means to achieve better financial results.\r\nEnabling stakeholders\u00a0<\/strong>\u2013 these are regulatory stakeholders including stockholders, legislatures, government regulators, and boards of directors.\r\nFunctional stakeholders<\/strong>\u00a0\u2013 those who influence inputs, such as suppliers, employees, and unions, and those influencing outputs such as customers, distributors, and retailers.\r\nDiffused stakeholders<\/strong>\u00a0\u2013 include other organizations such as nongovernmental organizations (NGOs), voters, and mass media organizations with less direct relationships but potential for meaningful impacts on firms.\r\nNormative stakeholders<\/strong>\u00a0\u2013 these include competitors and peers influence the norms or informal rules of the industry\r\nKey suppliers<\/strong> \u2013 these are lucrative or steady customers.\r\nTriple Bottom Line (TBL)<\/strong>\u00a0\u2013 this is a measure described in 1994 by John Elkington, a British business consultant, and it forces us to reconsider the very concept of the \u201cbottom line\u201d, which includes social (people), environmental (planet), and economic factors (profit).","rendered":"

                          Chapter 1: Business Communication Foundations<\/h1>\n
                          \n

                          Key Takeaways<\/h3>\n
                            \n
                          • Communication forms a part of your self-concept, and it helps you understand yourself and others, solve problems and learn new things, and build your career.<\/li>\n
                          • The communication process involves understanding, sharing, and meaning, and it consists of eight essential elements: source, message, channel, receiver, feedback, environment, context, and interference. Among the models of communication are the transactional process, in which actions happen simultaneously, and the constructivist model, which focuses on shared meaning.<\/li>\n
                          • Communication meets our physical needs by helping us maintain physical and psychological well-being; our instrumental needs by helping us achieve short- and long-term goals; our relational needs by helping us initiate, maintain, and terminate relationships; and our identity needs by allowing us to present ourselves to others in particular ways.<\/li>\n
                          • As a communicator, you are responsible for being prepared and ethical. Being prepared includes being organized, clear, concise, and punctual. Being ethical includes being egalitarian, respectful, and trustworthy and overall, practicing the \u201cgolden rule.\u201d<\/li>\n<\/ul>\n<\/div>\n

                            Key Terms:<\/h2>\n

                            Self-Concept<\/strong> \u2013 your sense of self and awareness of who you are.
                            \nCommunication<\/strong> \u2013 defined as the process of understanding and sharing meaning.
                            \nUnderstanding<\/strong> \u2013 to understand is to perceive, to interpret, and to relate our perception and interpretation to what we already know.
                            \nSharing<\/strong> \u2013 Sharing means doing something together with one or more people.
                            \nMeaning<\/strong> \u2013 what we share through communication.
                            \nSource<\/strong> \u2013 The source imagines, creates, and sends the message.
                            \nMessage<\/strong> \u2013 the stimulus or meaning produced by the source for the receiver or audience.
                            \nChannel<\/strong> \u2013 the way in which a message or messages travel between source and receiver.
                            \nReceiver<\/strong> \u2013 The receiver receives the message from the source, analyzing and interpreting the message in ways both intended and unintended by the source.
                            \nFeedback<\/strong> \u2013 Feedback is composed of messages the receiver sends back to the source.
                            \nEnvironment <\/strong>\u2013 the atmosphere, physical and psychological, where you send and receive messages.
                            \nContext<\/strong> \u2013 The context of the communication interaction involves the setting, scene, and expectations of the individuals involved.
                            \nInterference<\/strong> \u2013 Interference is anything that blocks or changes the source\u2019s intended meaning of the message.
                            \nTransactional Model<\/strong> \u2013 communication actions often happening at the same time.
                            \nConstructivist Model<\/strong> \u2013 focus on the negotiated meaning, or common ground, when trying to describe communication.<\/p>\n

                            \n

                            Chapter 2: Team Building and Dynamics<\/h1>\n
                            \n

                            Key Takeaways<\/h3>\n
                              \n
                            • In intrapersonal communication, we communicate with ourselves.<\/li>\n
                            • Self-concept involves multiple dimensions and is expressed in internal monologue and social comparisons.<\/li>\n
                            • Leaders fulfill a group role that is associated with status and power within the group that may be formally or informally recognized by people inside and\/or outside of the group. While there are usually only one or two official leaders within a group, all group members can perform leadership functions, which are a complex of beliefs, communication patterns, and behaviors that influence the functioning of a group and move a group toward the completion of its tasks.<\/li>\n
                            • Groups and their individual members come together and grow apart in predictable patterns.<\/li>\n
                            • Part of being an effective communicator is learning to receive messages from others through active listening and reading.<\/li>\n
                            • Conflict is unavoidable and can be an opportunity for clarification, growth, and even reinforcement of the relationship.<\/li>\n
                            • Every problem has common components: an undesirable situation, a desired situation, and obstacles between the undesirable and desirable situations. Every problem also has a set of characteristics that vary among problems, including task difficulty, number of possible solutions, group member interest in the problem, group familiarity with the problem, and the need for solution acceptance.<\/li>\n<\/ul>\n<\/div>\n

                              Key Terms:<\/h2>\n

                              Intrapersonal communication<\/strong> \u2013 communication with one\u2019s self, and that may include self-talk, acts of imagination and visualization, and even recall and memory
                              \nSelf-concept<\/strong> \u2013 what we perceive ourselves to be
                              \nSocial comparisons<\/strong> \u2013 evaluating ourselves in relation to our peers of similar status, similar characteristics, or similar qualities
                              \nInternal monologue<\/strong> \u2013 refers to the self-talk of intrapersonal communication
                              \nLeadership<\/strong> \u2013 complex of beliefs, communication patterns, and behaviors that influence the functioning of a group and move a group toward the completion of its task
                              \nDesignated leaders<\/strong> \u2013 officially recognized in their leadership role and may be appointed or elected by people inside or outside the group
                              \nEmergent leaders<\/strong> \u2013 gain status and respect through engagement with the group and its task and are turned to by others as a resource when leadership is needed
                              \nDirective leaders<\/strong> \u2013 help provide psychological structure for their group members by clearly communicating expectations, keeping a schedule and agenda, providing specific guidance as group members work toward the completion of their tasks, and taking the lead on setting and communicating group rules and procedures
                              \nParticipative leaders<\/strong> \u2013 work to include group members in the decision-making process by soliciting and considering their opinions and suggestions
                              \nSupportive leaders<\/strong> \u2013 show concern for their followers\u2019 needs and emotions
                              \nAchievement-oriented leaders<\/strong> \u2013 strive for excellence and set challenging goals, constantly seeking improvement and exhibiting confidence that group members can meet their high expectations
                              \nLegitimate power<\/strong> \u2013 the power that flows from the officially recognized position, status, or title of a group member
                              \nExpert power<\/strong> \u2013 comes from knowledge, skill, or expertise that a group member possesses and other group members do not
                              \nReferent power<\/strong> \u2013 comes from the attractiveness, likeability, and charisma of the group member
                              \nInformation power<\/strong> \u2013 comes from a person\u2019s ability to access information that comes through informal channels and well-established social and professional networks
                              \nReward power<\/strong> \u2013 comes from the ability of a group member to provide a positive incentive as a compliance-gaining strategy
                              \nCoercive power<\/strong> \u2013 comes from the ability of a group member to provide a negative incentive
                              \nGroup socialization<\/strong> \u2013 involves how the group members interact with one another and form relationships
                              \nUncertainty theory<\/strong> \u2013 states that we choose to know more about others with whom we have interactions in order to reduce or resolve the anxiety associated with the unknown
                              \nForming stage<\/strong> \u2013 initiation of group formation
                              \nStorming stage<\/strong> \u2013 a time of struggles as the members themselves sort out their differences
                              \nNorming stage<\/strong> \u2013 where the group establishes norms, or informal rules, for behavior and interaction
                              \nPerforming stage<\/strong> \u2013 the group accomplishes its mandate, fulfills its purpose, and reaches its goals
                              \nAdjourning stage<\/strong> \u2013 when members leave the group
                              \nNew group member<\/strong> \u2013 your level of acceptance will increase as you begin learning the group\u2019s rules, spoken and unspoken
                              \nFull members<\/strong> \u2013 enjoy knowing the rules and customs, and can even create new rules.
                              \nDivergent group members<\/strong> \u2013 pull back, contribute less, and start to see themselves as separate from the group
                              \nMarginal group members<\/strong> \u2013 start to look outside the group for their interpersonal needs
                              \nEx-member<\/strong> \u2013 one who no longer belongs to the group
                              \nConflict<\/strong> \u2013 the physical or psychological struggle associated with the perception of opposing or incompatible goals, desires, demands, wants, or needs
                              \nDefensive communication<\/strong> \u2013 characterized by control, evaluation, and judgments
                              \nSupportive communication<\/strong> \u2013 focuses on points and not personalities
                              \nFace-detracting strategies<\/strong> \u2013 involve messages or statements that take away from the respect, integrity, or credibility of a person
                              \nFace-saving strategies<\/strong> \u2013 protect credibility and separate the message from the messenger
                              \nEmpathetic (Active) listening<\/strong> \u2013 involves listening to both the literal and implied meanings of a message which involves hearing accurately, comprehending and interpreting, evaluating, and responding.
                              \nGunnysacking (or backpacking)<\/strong> \u2013 the imaginary bag we all carry into which we place unresolved conflicts or grievances over time
                              \nProblem statement<\/strong> \u2013 a single sentence that summarizes the problem
                              \nProblem question<\/strong> \u2013 a question posed from the issues the group has analyzed
                              \nNominal group technique<\/strong> \u2013 guides decision-making through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members
                              \nMajority rule<\/strong> \u2013 a commonly used decision-making technique in which a majority (one-half plus one) must agree before a decision is made
                              \nMinority rule<\/strong> \u2013 a decision-making technique in which a designated authority or expert has the final say over a decision and may or may not consider the input of other group members
                              \nConsensus rule<\/strong> \u2013 a decision-making technique in which all members of the group must agree on the same decision<\/p>\n

                              \n

                              Chapter 3: Message Prep and Delivery<\/h1>\n
                              \n

                              Key Takeaways<\/h3>\n
                                \n
                              • Language is a system of words used as symbols to convey ideas, and it has rules of syntax, semantics, and context. Words have meaning only when interpreted by the receiver of the message.<\/li>\n
                              • There are several reasons why people fear writing, but there are also several strategies to reduce or eliminate those fears and perceptions are influenced by how we select, organize, and interpret words and ideas.<\/li>\n
                              • Our perceptions are influenced by our individual differences and preconceived notions.<\/li>\n
                              • Messages are primary, secondary, and auxiliary. A message can be divided into a five-part structure composed of an attention statement, introduction, body, conclusion, and residual message.<\/li>\n
                              • Language is a system governed by rules of syntax, semantics, and context; we use paradigms to understand the world and frame our communications.<\/li>\n
                              • Emphasize your message by using visuals, signposts, internal summaries and foreshadowing, and repetition.<\/li>\n
                              • To better understand your audience, learn about their demographic traits, such as age, gender, and employment status, as these help determine their interests, needs, and goals. In addition, become aware of your perceptions and theirs, and practice fairness in your communications.<\/li>\n
                              • Choose the most effective channel for your document and consider the possible ramifications of what you have written before you send it.<\/li>\n<\/ul>\n<\/div>\n

                                Key Terms:<\/h2>\n

                                Language<\/strong> \u2013 a system of symbols, words, and\/or gestures used to communicate meaning
                                \nSemantic triangle<\/strong> \u2013 This triangle illustrates how the word (which is really nothing more than a combination of four letters) refers to the thought, which then refers to the thing itself
                                \nPreunderstanding<\/strong> \u2013 a set of expectations and assumptions from previous experience that we apply to a new problem or situation
                                \nConventions<\/strong> \u2013 The customary forms and configurations (of communication) that members expect
                                \nSelection<\/strong> \u2013 This action of sorting competing messages, or choosing stimuli
                                \nStage<\/strong> \u2013 refers to the setting, scene, and context of the communication interaction, and can be equally applied to written or oral communication
                                \nInternal stimuli<\/strong> \u2013 those that arise from within one\u2019s self, such as being hungry
                                \nExternal stimuli<\/strong> \u2013 involve stimulation from outside one\u2019s self, such as the image of the attractive classmate or the sound of the instructor\u2019s voice
                                \nSelective exposure<\/strong> \u2013 both information we choose to pay attention to and information that we choose to ignore, or that is unavailable to us
                                \nSelective attention<\/strong> \u2013 involves focusing on one stimulus, like the image of an attractive classmate, and tuning out a competing stimulus, like the instructor\u2019s voice
                                \nSelective retention<\/strong> \u2013 involves choosing to remember one stimulus over another
                                \nOrganization<\/strong> \u2013 the process of sorting information into logical categories or series
                                \nProximity<\/strong> \u2013 Organization based on relationship of space to objects
                                \nContinuity<\/strong> \u2013 Drawing connections between things that occur in sequence
                                \nSimilarity<\/strong> \u2013 Grouping things or concepts by properties they share
                                \nClosure<\/strong> \u2013 Tendency to use previous knowledge to fill in the gaps in an incomplete idea or picture
                                \nCritical thinking<\/strong> \u2013 can be defined as \u201cself-directed, self-disciplined, self-monitored, and self-corrective thinking\u201d
                                \nConfirmation bias<\/strong> \u2013 when you only pay attention to information that reinforces your existing beliefs and ignore or discredit information that contradicts your beliefs
                                \nEgocentrism<\/strong> \u2013 defined as the use of self-centered standards to determine what to believe and what to reject
                                \nSociocentrism<\/strong> \u2013 the use of society-centered standards
                                \nPrimary messages<\/strong> \u2013 the intentional content of a message, both verbal and nonverbal
                                \nSecondary messages<\/strong> \u2013 the unintentional content of a message, both verbal and nonverbal
                                \nAuxiliary messages<\/strong> \u2013 the intentional and unintentional ways a primary message is communicated
                                \nAttention statement<\/strong> \u2013 used to capture the attention of your audience
                                \nIntroduction<\/strong> \u2013 a clear statement your topic
                                \nBody<\/strong> \u2013 your message in detail, using any of a variety of organizational structures
                                \nConclusion<\/strong> \u2013 summary of the main points and relating them to the overall topic
                                \nResidual message<\/strong> \u2013 a message or thought that stays with your audience well after the communication is finished, is an important part of your message
                                \nSyntactic rules<\/strong> \u2013 govern the order of words in a sentence. In some languages, such as German, syntax or word order is strictly prescribed
                                \nSemantic rules<\/strong> \u2013 govern the meaning of words and how to interpret them
                                \nContextual rules<\/strong> \u2013 govern meaning and word choice according to context and social custom<\/p>\n

                                \n

                                Chapter 4: Research<\/h1>\n
                                \n

                                Key Takeaways<\/h3>\n
                                  \n
                                • Research is a vital first step to effective writing. Research can be conducted and recorded in both informal and formal reports containing internal and external factors. Research can be done through primary and secondary methods. It is important to use an APA style of writing as well when recording, reporting, and conducting research to stay ethical and credible in business.<\/li>\n<\/ul>\n<\/div>\n

                                  Key Terms:<\/h2>\n

                                  Analysis<\/strong> \u2013 In analysis, gathered data is examined and organized so those who are less familiar with technical details can be guided through the data. Analysis can also help uncover patterns and trends in data.
                                  \nAnalytical Reports<\/strong> \u2013 Those used to help make a decision (e.g., whether to hire more people, expand a product line, etc.)
                                  \nInterviews<\/strong> \u2013 conversations, typically in small groups, where one party asks questions of another. Interviews are usually conducted in person, between two people (the person asking questions and the person answering them); however, these can also take place over the phone and may involve multiple parties.
                                  \nInformational Reports<\/strong> \u2013 Those used to inform people throughout the organization about something of importance.
                                  \nObservations<\/strong> \u2013 the researcher watches something and records what they see. It is important to avoid influencing whatever you\u2019re watching.
                                  \nPrimary Research<\/strong> \u2013 defined as research you collect yourself. This type of research is done to fill in gaps found during secondary research review.
                                  \nSurveys<\/strong> \u2013 typically written documents that are sent out to individuals to fill out. Surveys are more rigid than interviews, as an interviewer can change their planned questions based on the subject\u2019s responses. Surveys, however, are pre-written and can only respond in limited anticipated ways.
                                  \nResearch<\/strong> \u2013 the process of finding the information needed to answer your research question and then deriving or building the answer from the information you found.
                                  \nResearch Question<\/strong> \u2013 the statement of the thing you don\u2019t know that motivates your research.
                                  \nResearch writing<\/strong> \u2013 the process of sharing the answer to your research question along with the evidence on which your answer is based, the sources you use, and your own reasoning and explanation.
                                  \nSecondary research<\/strong> \u2013 is gathering information from other people\u2019s primary research.
                                  \nPrimary research<\/strong> \u2013 is usually defined as research you collect yourself.
                                  \nQualitative data<\/strong> – data that are generally non-numeric and require context, time, or variance to have meaning or utility.
                                  \nQuantitative data<\/strong> – data that are numeric and therefore largely easier to understand.<\/p>\n

                                  \n

                                  Chapter 5: Fundamentals of Persuasion<\/h1>\n
                                  \n

                                  Key Takeaways<\/h3>\n
                                    \n
                                  • Persuasion is the act of presenting arguments for change, while motivation involves the force to bring about change. The concept of measurable gain assesses audience response to a persuasive message.<\/li>\n
                                  • Use reliable strategies and persuasive indirect message patterns to persuade readers to buy products or services, adopt your ideas, or support initiatives.<\/li>\n
                                  • The art of argument in writing involves presenting supportive, relevant, effective evidence for each point and doing it in a respectful and ethical manner.<\/li>\n<\/ul>\n<\/div>\n

                                    Key Terms:<\/h2>\n

                                    Persuasion<\/strong> \u2013 an act or process of presenting arguments to move, motivate, or change your audience.
                                    \nMotivation<\/strong> \u2013 distinct from persuasion in that it involves the force, stimulus, or influence to bring about change.
                                    \nMASLOW\u2019s hierarchy of needs<\/strong> \u2013 a six level diagram of needs that include physiological, safety, love\/belonging, esteem, and self-actualization
                                    \nCIALDINI\u2019s six principles of persuasion<\/strong> \u2013 Reciprocity, Scarcity, Authority, Commitment and consistency, Consensus, Liking
                                    \nAIDA<\/strong> \u2013 a typical four part pattern for persuasive messages that include an attention-getting opening, interest building body, desire-building details, and action motivated closing
                                    \nMeasurable Gain<\/strong> \u2013 a system of assessing the extent to which audience members respond to a persuasive message
                                    \nReciprocity<\/strong> \u2013 the mutual expectation for exchange of value or service
                                    \nScarcity<\/strong> \u2013 the perception of inadequate supply or a limited resource
                                    \nToulmin\u2019s Three-Part Rhetorical Strategy<\/strong> \u2013 a focus on three elements in persuasive writing: Claim, data, and warrant
                                    \nGASCAP\/T<\/strong> \u2013 Argument strategies for generalization, analogy, sign, consequence, authority, principle, and testimony.
                                    \nEmotions<\/strong> \u2013 a psychological and physical reaction, such as fear or anger, to stimuli that we experience as a feeling.
                                    \nEmotional Resistance<\/strong> \u2013 involves getting tired, often to the point of rejection, of hearing messages that attempt to elicit an emotional response.
                                    \nFallacies<\/strong> \u2013 another way of saying false logic
                                    \nLogical Argument<\/strong> \u2013 An argument with a claim that contains premises which support a conclusion.
                                    \nPremise<\/strong> \u2013 a claim, or piece of evidence, that supports the conclusion, and a conclusion is the main idea of the argument
                                    \nClaim<\/strong> \u2013 or a statement or opinion on a topic
                                    \nBusiness Proposal<\/strong> \u2013 documents designed to make a persuasive appeal to the audience to achieve a defined outcome, often proposing a solution to a problem.
                                    \nEthos<\/strong> \u2013 refers to credibility
                                    \nLogos<\/strong> \u2013 logic or reason.
                                    \nPathos<\/strong> \u2013 passion and enthusiasm<\/p>\n

                                    \n

                                    Chapter 6: Types of Business Reports<\/h1>\n
                                    \n

                                    Key Takeaways<\/h3>\n
                                      \n
                                    • A report is a business document that helps convey information. Informational and analytical reports are some of the types of business reports and they require organization and a clear purpose. For example, business proposals are a type of report that needs to target a specific audience.<\/li>\n
                                    • When meeting to develop a business document, it is important to record all elements of the meeting through meeting minutes and plan ahead using an agenda.<\/li>\n<\/ul>\n<\/div>\n

                                      \nKey Terms:<\/h2>\n

                                      Informal reports<\/strong> \u2013 short reports, under 10 pages, that have specific topics with simple headings
                                      \nFormal reports<\/strong> \u2013 longer, 10+ page documents that address complex topics that require substantial description of background, research on topic, end evidence to support solutions.
                                      \nInformational reports<\/strong> \u2013 summarizes information and data found on a particular topic
                                      \nAnalytical reports<\/strong> \u2013 collected information and research to provide analysis for one or more recommendations.
                                      \nStakeholder<\/strong> \u2013 anyone who will be affected by the contents of what you write
                                      \nDirect Stakeholders<\/strong> \u2013 those initially impacted by what you write
                                      \nIndirect Stakeholders<\/strong> \u2013 those that are not impacted until a later time.
                                      \nRemote Stakeholders<\/strong> \u2013 not affected until far into the future
                                      \nReports<\/strong> \u2013 documents designed to record and convey information to the reader.
                                      \nMeeting Minutes<\/strong> \u2013 type of informal report that summarizes the discussion and results from a meeting.
                                      \nExpense Reports<\/strong> \u2013 informal reports that nearly always have a prescribed format. These reports consist primarily of amount of expenditures by type of expense
                                      \nStatus Updates<\/strong> \u2013 internal to a company in addressing a business situation, or they may be external in providing the status of a project to another organization. These reports are short and tightly focused to the purpose. They are informational reports.
                                      \nTrip or Conference Reports<\/strong> \u2013 used to summarize and transmit learning from a trip or conference. They are informational, and they increase the value of the trip or conference as they share what was learned with others.
                                      \nWeb posting<\/strong> \u2013 typically used for external communication, but institutions that have private networks may use these postings for internal communication.
                                      \nEmail<\/strong> \u2013 may be used for internal or external reports depending upon company policy.
                                      \nResearch reports<\/strong> \u2013 gather and explain data; these reports are informational.
                                      \nFeasibility reports<\/strong> \u2013 for smaller or simpler projects can also be considered informal reports. These are analytical, as they provide analysis and propose a direction to take.
                                      \nBusiness Plans<\/strong> \u2013 typically informational reports about what a new or existing company plans to do over the next period of time
                                      \nBusiness Proposal<\/strong> \u2013 a written offer for sale. It is used for complex sales processes.
                                      \nOther complex recommendations<\/strong> \u2013 come in the form of a formal report. These recommendations result from a business problem that an individual or team has been asked to solve.<\/p>\n

                                      \n

                                      Chapter 7: Business Writing Media<\/h1>\n
                                      \n

                                      Key Takeaways<\/h3>\n
                                        \n
                                      • A text message is a brief written message sent and received using a digital device. It is useful for informal, brief, time-sensitive communication.<\/li>\n
                                      • E-mail is useful for both internal and external business communications. The content and formatting of an e-mail message should reflect professionalism and follow the rules of netiquette.<\/li>\n
                                      • Social customs that exist in traditional, live, human interaction also influence the rules and customs by which we interact with each other in the online environment.<\/li>\n
                                      • Memos are brief business documents usually used internally to inform or persuade employees concerning business decisions on policy, procedure, or actions.<\/li>\n
                                      • Letters are brief, print messages often used externally to inform or persuade customers, vendors, or the public.<\/li>\n
                                      • A letter has fifteen parts, each fulfilling a specific function.<\/li>\n<\/ul>\n<\/div>\n

                                        \nKey Terms:<\/h2>\n

                                        Netiquette<\/strong> \u2013 refers to etiquette, or protocols and norms for communication, on the Internet.
                                        \nTexting<\/strong> \u2013 written communication in the form of brief messages on a digital device
                                        \nE-mail<\/strong> \u2013 electronic mail
                                        \nMemo<\/strong> \u2013 used for communicating policies, procedures, or related official business within an organization. It is often written from a one-to-all perspective (like mass communication), broadcasting a message to an audience, rather than one-on-one, interpersonal communication. It may also be used to update a team on activities for a given project, or to inform a specific group within a company of an event, action, or observance.
                                        \nGrapevine<\/strong> \u2013 the unofficial, informal communication network within an organization
                                        \nLetters<\/strong> \u2013 brief messages sent to recipients that are often outside the organization<\/p>\n

                                        \n

                                        Chapter 8: Routine Messages<\/h1>\n
                                        \n

                                        Key Takeaways<\/h3>\n
                                          \n
                                        • Follow best practices when sharing information, requesting information or action, and replying to such messages.<\/li>\n
                                        • When something goes wrong in a commercial situation, courteous communication is essential when both asking for and responding to complaints and claims.<\/li>\n
                                        • Write carefully when addressing negative situations, such as delivering bad news, usually by burying the bad news after a buffer and rationale, and following it with redirection to minimize the harm that the message might cause.<\/li>\n
                                        • Despite being treated by some as optional, goodwill messages are essential to healthy professional relationships and professional advancement as long as you follow the writing conventions associated with them.<\/li>\n<\/ul>\n<\/div>\n

                                          \nKey Terms:<\/h2>\n

                                          Thank-you message\u00a0<\/strong>\u2013\u00a0Replies to information shares that require a quick and concise response.
                                          \nClaim\u00a0<\/strong>\u2013\u00a0\u00a0explains what went wrong and demands compensation from the offending party.
                                          \nComplaint\u00a0<\/strong>\u2013\u00a0explains what went wrong and merely demands correction or apology.
                                          \nAdjustment\u00a0<\/strong>\u2013\u00a0communication that a company grants what the complainant or claimant has asked for.
                                          \nBuffer\u00a0<\/strong>\u2013\u00a0A formal or business form of writing in letters to soften negative news with more positive comments.
                                          \nJustification <\/strong>\u2013\u00a0\u00a0explains the background or context for the bad news before delivering the bad news itself.
                                          \nSales message<\/strong> \u2013 the central persuasive message that intrigues, informs, persuades, calls to action, and closes the sale.<\/p>\n

                                          \n

                                          Chapter 9: Nonverbal Delivery<\/h1>\n
                                          \n

                                          Key Takeaways<\/h3>\n
                                            \n
                                          • Nonverbal communication is the process of conveying a message without the use of words; it relates to the dynamic process of communication, the perception process and listening, and verbal communication.<\/li>\n
                                          • Nonverbal communication is fluid and fast, universal, confusing, and contextual. It can add to or replace verbal communication and can be intentional or unintentional.<\/li>\n
                                          • Nonverbal communication communicates feelings and attitudes, and people tend to believe nonverbal messages more than verbal ones.<\/li>\n
                                          • Nonverbal communication can be categorized into eight types: space, time, physical characteristics, body movements, touch, paralanguage, artifacts, and environment.<\/li>\n
                                          • To use nonverbal communication to enhance your message, watch reactions and consider enrolling an observer to help you become aware of your nonverbal habits and how your audience receives nonverbal messages.<\/li>\n<\/ul>\n<\/div>\n

                                            \nKey Terms:<\/h2>\n

                                            Nonverbal communication\u00a0<\/strong>\u2013\u00a0\u00a0the process of conveying a message without the use of words
                                            \nIllustrator\u00a0<\/strong>\u2013\u00a0\u00a0nonverbal messages which control, maintain or discourage interaction
                                            \nAffect Displays<\/strong> \u2013\u00a0nonverbal communication that express emotions or feelings
                                            \nAdaptor<\/strong>\u00a0\u2013\u00a0 displays of nonverbal communication that help you adapt to your environment and each context, helping you feel comfortable and secure.<\/p>\n

                                            Proxemics\u00a0<\/strong>\u2013\u00a0 the study of the human use of space and distance in communication
                                            \nTerritory\u00a0<\/strong>\u2013\u00a0 the space you claim as your own, are responsible for, or are willing to defend.
                                            \nPersonal space<\/strong> \u2013 the \u201cbubble\u201d of space surrounding each individual
                                            \nChronemics\u00a0<\/strong>\u2013\u00a0 the study of how we refer to and perceive time
                                            \nKinesics\u00a0<\/strong>\u2013\u00a0 study of body movements
                                            \nHaptics<\/strong> \u2013\u00a0Touch in communication interaction
                                            \nParalanguage\u00a0<\/strong>\u2013\u00a0 verbal and nonverbal aspects of speech that influence meaning, including tone, intensity, pausing, and even silence.
                                            \nPregnant pause<\/strong> \u2013 a silence between verbal messages that is full of meaning
                                            \nArtifacts<\/strong> \u2013\u00a0 forms of decorative ornamentation that are chosen to represent self-concept
                                            \nEnvironment\u00a0<\/strong>\u2013\u00a0 involves the physical and psychological aspects of the communication context.<\/p>\n

                                            \n

                                            Chapter 10: Negative News and Crisis Communication<\/h1>\n
                                            \n

                                            Key Takeaways<\/h3>\n
                                              \n
                                            • Delivering negative news involves a buffer or cushion statement, an explanation, the negative news itself, and a redirecting statement. Whether you choose a direct or indirect approach, the message should be delivered clearly and concisely, with respect for the receiver and the organization.<\/li>\n
                                            • Eliciting negative news through feedback is an important way to avert problems, safeguard valuable relationships, and achieve paradigm shifts. Feedback may be qualitative or quantitative and may be requested through open-ended or closed-ended questions.<\/li>\n
                                            • Because crises are bound to happen despite the best planning, every organization should have a crisis communication plan, which includes designating a crisis communication team and spokesperson.<\/li>\n<\/ul>\n<\/div>\n

                                              \nKey Terms:<\/h2>\n

                                              Negative news message<\/strong> \u2013 a message that delivers news that the audience does not want to hear, read, or receive
                                              \nInternal communication<\/strong> \u2013 the sharing and understanding of meaning between individuals, departments, or representatives of the same business
                                              \nExternal communication<\/strong> \u2013 the sharing and understanding of meaning between individuals, departments, or representatives of the business and parties outside the organization
                                              \nAssurance<\/strong> \u2013 a statement that the contributing factors that gave rise to the situation has been corrected or were beyond the control of the company and its representatives.
                                              \nFeedback<\/strong> \u2013 the verbal and\/or nonverbal response to a message, and that message may involve a company product or service.
                                              \nCustomer relationship management<\/strong> \u2013 the relationship between the organization (sometimes represented by the product or service itself) and the customer.
                                              \nConfounding factors<\/strong> \u2013 or factors that can alter the results, must be anticipated and controlled. All of this involves a cost, and not every product, service, or study needs this type of investigation.
                                              \nClosed-ended questions<\/strong> \u2013 questions that allow for interpretation and a range of responses in the respondent\u2019s own words
                                              \nOpen-ended questions<\/strong> \u2013 questions that limit the responses to a preselected range of options or choices.
                                              \nCrisis communication plan<\/strong> \u2013 the prepared scenario document that organizes information into responsibilities and lines of communication prior to an event.<\/p>\n

                                              \n

                                              Chapter 11: Public Speaking<\/h1>\n
                                              \n

                                              Key Takeaways<\/h3>\n
                                                \n
                                              • Public speaking does not have to be a \u201cfright or flight\u201d experience; it can be like holding half of a friendly conversation. This will especially be true if you do a good job of preparing and organizing your presentation ahead of time.<\/li>\n
                                              • What counts as being a good communicator in one business context doesn\u2019t in another, so being able to adapt to various business settings and audiences will help you be more successful in your career. This includes being well-versed in areas of upwards, horizontal, and downward communication.<\/li>\n
                                              • In preparing an informative speech, use your knowledge and consider the audience\u2019s knowledge, avoid unnecessary jargon, give credit to your sources, and present the information ethically.<\/li>\n
                                              • Informative presentations illustrate, explain, describe, and instruct the audience on topics and processes.<\/li>\n
                                              • A persuasive speech may stimulate thought, convince, call to action, increase consideration, or develop tolerance of alternate perspectives.<\/li>\n
                                              • A speech to persuade presents an attention statement, an introduction, the body of the speech with main points and supporting information, a conclusion, and a residual message.<\/li>\n
                                              • To use movement strategically in your presentation, keep it natural and consider using the speaker\u2019s triangle, the three-step sequence, facial gestures, and eye contact.<\/li>\n
                                              • Strategically chosen visual aids will serve to illustrate, complement, and reinforce your verbal message.<\/li>\n<\/ul>\n<\/div>\n

                                                \nKey Terms:<\/h2>\n

                                                Upward communication<\/strong>\u00a0\u2013 includes speeches, proposals, or briefings that are directed at audience members who hold higher positions in the organizational hierarchy than the sender.
                                                \nHorizontal communication<\/strong>\u00a0\u2013 This communication may occur between colleagues working in the same area or between colleagues with different areas of expertise.
                                                \nDownward communication<\/strong> \u2013 includes messages directed at audience members who hold a lower place on the organizational hierarchy than the sender.
                                                \nCommunication to outside stakeholders<\/strong>\u00a0\u2013 includes messages sent from service providers to people who are not employed by the organization but conduct business with or support it.
                                                \nBriefings\u00a0<\/strong>\u2013 short presentations that either update listeners about recent events or provide instructions for how to do something job related
                                                \nTechnical briefings<\/strong>\u00a0\u2013 Briefings that provide instructions like how to use a new identification badge
                                                \nDebrief\u00a0<\/strong>\u2013 People in supervisory or leadership positions often provide training, which includes presentations that prepare new employees for their jobs or provide instruction or development opportunities for existing employees.
                                                \nElevator Speech<\/strong>\u00a0\u2013 a presentation that persuades the listener in less than thirty seconds, or around a hundred words.
                                                \nImpromptu Speech<\/strong>\u00a0\u2013 a speech given with little to no preparation about a topic
                                                \nReciprocity\u00a0<\/strong>\u2013 a relationship of mutual exchange and interdependence, is an important characteristic of a relationship, particularly between a speaker and the audience.
                                                \nMutuality<\/strong>\u00a0\u2013 when you search for common ground and understanding with the audience, establishing this space and building on it throughout the speech.
                                                \nNon Judgmentalism<\/strong>\u00a0\u2013 underlines the need to be open-minded, an expression of one\u2019s willingness to examine diverse perspectives.
                                                \nHonesty\u00a0<\/strong>\u2013 directly relates to trust, a cornerstone in the foundation of a relationship with your audience.
                                                \nRespect\u00a0<\/strong>\u2013 can be defined as an act of giving and displaying particular attention to the value you associate with someone or a group.
                                                \nTrust<\/strong>\u00a0\u2013 the ability to rely on the character or truth of someone, that what you say you mean and your audience knows it.
                                                \nExploitation\u00a0<\/strong>\u2013 this means taking advantage, using someone else for one\u2019s own purposes.
                                                \nClaim\u00a0<\/strong>\u2013 the statement that will be supported by evidence.
                                                \nEvidence\u00a0<\/strong>\u2013 also called grounds, supports the claim.
                                                \nWarrant\u00a0<\/strong>\u2013 the underlying justification that connects the claim and the evidence.
                                                \nPropositions of face<\/strong>\u00a0\u2013 focus on beliefs and try to establish that something \u201cis or isn\u2019t.\u201d
                                                \nPropositions of value<\/strong> \u2013 focus on persuading audience members that something is \u201cgood or bad,\u201d \u201cright or wrong,\u201d or \u201cdesirable or undesirable.\u201d
                                                \nPropositions of policy<\/strong>\u00a0\u2013 advocates that something \u201cshould or shouldn\u2019t\u201d be done.
                                                \nAdoption\u00a0<\/strong>\u2013 the speaker wants to persuade the audience to take on a new way of thinking, or adopt a new idea.
                                                \nDiscontinuance\u00a0<\/strong>\u2013 the speaker persuading the audience to stop doing something they have been doing, such as smoking.
                                                \nDeterrence<\/strong> \u2013 a call action that focuses on persuading audience not to start something if they haven\u2019t already started.
                                                \nAnticipation step<\/strong>\u00a0\u2013 As professional speakers lead up to a main point, they raise their hand slightly, perhaps waist high to engage the audience.
                                                \nImplementation step<\/strong>\u00a0\u2013 involves using your arms and hands above your waist.
                                                \nRelaxation step<\/strong> \u2013 where the letting go motion complements your residual message, concludes the motion.
                                                \nFacial gestures<\/strong>\u00a0\u2013 involve using your face to display feelings and attitudes nonverbally.
                                                \nEye contact<\/strong>\u00a0\u2013 refers to the speaker\u2019s gaze that engages the audience members.<\/p>\n

                                                \n

                                                Chapter 12: Career Development – Finding a Job<\/h1>\n
                                                \n

                                                Key Takeaways<\/h3>\n
                                                  \n
                                                • In order to meet your career goal, it is important to develop hard and soft skills, network, and strategize.<\/li>\n
                                                • A r\u00e9sum\u00e9 will represent your skills, education, and experience in your absence. Businesses increasingly scan r\u00e9sum\u00e9s into searchable databases, so, it is important to know what style of r\u00e9sum\u00e9 to use for the job you are applying for.<\/li>\n<\/ul>\n<\/div>\n

                                                  Key Terms:<\/h2>\n

                                                  Hard skills<\/strong>\u00a0\u2013 concrete or objective abilities that you learn and perhaps have mastered.
                                                  \nSoft skills<\/strong>\u00a0\u2013 subjective skills that have changed very little over time.
                                                  \nCareer Development\u00a0<\/strong>\u2013 a lifelong process in which we become aware of, interested in, knowledgeable about, and skilled in a career.
                                                  \nNetworking<\/strong> \u2013 the process by which people build relationships with one another for the purpose of helping each other achieve professional goals.
                                                  \nSTAR\u00a0<\/strong>\u2013 one such technique that quickly helps you present the stories of your career in a way to demonstrate skills to the interviewer. STAR stands for Situation, Task, Activity, and Result.
                                                  \nR\u00e9sum\u00e9\u00a0<\/strong>\u2013 a document that summarizes your education, skills, talents, employment history, and experiences in a clear and concise format for potential employers.<\/p>\n

                                                  \n

                                                  Chapter 13: Ethics<\/h1>\n

                                                  Utilitarianism<\/strong>\u00a0\u2013 utilitarianism suggests that an ethical action is one whose consequence achieves the greatest good for the greatest number of people.
                                                  \nDeontology\u00a0<\/strong>\u2013 contends that each of us owes certain duties to others (deon is a Greek word for duty or obligation) and that certain universal rules apply to every situation and bind us to these duties.
                                                  \nVirtue Theory (Kantianism)\u00a0<\/strong>\u2013 focuses on the character of the decision-maker\u2014a character that reflects the training we receive growing up. In this view, our ethical analysis of a decision is intimately connected with the person we choose to be.
                                                  \nPhr\u00f3n\u0113sis\u00a0<\/strong>\u2013 a type of practical wisdom that enables us to act virtuously.
                                                  \nStockholders\u00a0<\/strong>\u2013 those who own shares of the company\u2019s stock.
                                                  \nShareholders\u00a0<\/strong>\u2013 individuals and institutions that own stock (or shares) in a corporation.
                                                  \nCorporate Social Responsibility (CSR)<\/strong> \u2013 the practice by which a business views itself within a broader context, as a member of society with certain implicit social obligations and environmental responsibilities.
                                                  \nEthical relativism<\/strong>\u00a0\u2013 a philosophy according to which there is no right or wrong and what is ethical depends solely on the context.
                                                  \nDescriptive approach<\/strong> \u2013 sees the company as composed of various stakeholder groups, each with its own interests.
                                                  \nInstrumental approach\u00a0<\/strong>\u2013 connects stakeholder management and financial outcomes, proposing that appropriate management of stakeholder interests is important and useful because it contributes to a positive bottom line.
                                                  \nNormative approach<\/strong>\u00a0\u2013 considers stakeholders as ends in themselves rather than simply as means to achieve better financial results.
                                                  \nEnabling stakeholders\u00a0<\/strong>\u2013 these are regulatory stakeholders including stockholders, legislatures, government regulators, and boards of directors.
                                                  \nFunctional stakeholders<\/strong>\u00a0\u2013 those who influence inputs, such as suppliers, employees, and unions, and those influencing outputs such as customers, distributors, and retailers.
                                                  \nDiffused stakeholders<\/strong>\u00a0\u2013 include other organizations such as nongovernmental organizations (NGOs), voters, and mass media organizations with less direct relationships but potential for meaningful impacts on firms.
                                                  \nNormative stakeholders<\/strong>\u00a0\u2013 these include competitors and peers influence the norms or informal rules of the industry
                                                  \nKey suppliers<\/strong> \u2013 these are lucrative or steady customers.
                                                  \nTriple Bottom Line (TBL)<\/strong>\u00a0\u2013 this is a measure described in 1994 by John Elkington, a British business consultant, and it forces us to reconsider the very concept of the \u201cbottom line\u201d, which includes social (people), environmental (planet), and economic factors (profit).<\/p>\n","protected":false},"author":545042,"menu_order":2,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"back-matter-type":[],"contributor":[],"license":[],"class_list":["post-1309","back-matter","type-back-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/pressbooks\/v2\/back-matter\/1309","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/pressbooks\/v2\/back-matter"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/wp\/v2\/types\/back-matter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/wp\/v2\/users\/545042"}],"version-history":[{"count":5,"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/pressbooks\/v2\/back-matter\/1309\/revisions"}],"predecessor-version":[{"id":1870,"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/pressbooks\/v2\/back-matter\/1309\/revisions\/1870"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/pressbooks\/v2\/back-matter\/1309\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/wp\/v2\/media?parent=1309"}],"wp:term":[{"taxonomy":"back-matter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/pressbooks\/v2\/back-matter-type?post=1309"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/wp\/v2\/contributor?post=1309"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-oswego-businesscommunicationmgrs2\/wp-json\/wp\/v2\/license?post=1309"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}