INSTRUCTOR’S MANUAL
BUSINESS COMMUNICATION
13TH EDITION
CHAPTER 1: SUCCEEDING IN BUSINESS
ANSWERS AND ANALYSIS FOR END-OF-CHAPTER EXERCISES AND CASES
1.1 Reviewing the Chapter
LO: 1-1–1-7
Difficulty Level: Easy
General answers are provided below. Ideally, we want students to be able to relate these ideas to
specific instances to show that they understand and can apply the concepts.
1. Why do businesses need to be able to communicate well? (LO 1-1)
Communication helps organizations and the people in them achieve their goals. People
put things in writing to create a record, convey complex data, make things convenient for
the reader, save money, and convey their own messages more effectively. In addition,
employees with effective communication skills are highly valued.
Employers rely on their employees to communicate with internal and external audiences
to get work done. Employees spend a great deal of time, if not most, writing and speaking
in the workplace. Being a good communicator will increase your chances of raises and
promotions.
2. What are some flawed assumptions about workplace communication? What is the reality
for each myth? (LO 1-2)
Myth: “An administrative assistant will do all of my writing.”
Reality: Because of automation and restructuring, job responsibilities in offices have
changed. Today, many offices do not have typing pools. Most secretaries have become
administrative assistants with their own complex tasks such as training, research, and
database management for several managers. Managers are likely to take care of their own
writing, data entry, and phone calls.
, Myth: “I’ll use form letters or templates when I need to write.”
Reality: Form letters only cover routine situations, many of which are computerized or
outsourced. The higher students rise, the more frequently they’ll face situations that
aren’t routine and demand creative solutions.
Myth: “I’m being hired as an accountant, not a writer.”
Reality: Almost every entry-level professional or managerial job requires you to write
email messages, speak to small teams, write documents, and present your work for annual
reviews. Workers who do these things well are likely to be promoted beyond the entry
level.
Myth: “I’ll just pick up the phone.”
Reality: Important phone calls require follow-up letters, memos, or email messages.
People in organizations put information in writing to make themselves visible, create a
record, convey complex data, make things convenient for the reader, save money, and
convey their own messages more effectively.
3. What are the costs of poor communication? (LO 1-3)
Some costs can include wasted time, wasted effort, jeopardizing goodwill, and legal
problems.
4. What is the difference between internal and external audiences? (LO 1-4)
Internal audiences are other people in the same organization: subordinates, superiors,
and peers. External audiences are people outside the organization: customers, suppliers,
distributors, unions, stockholders, potential employees, trade associations, special interest
groups, government agencies, the press, and the general public.
5. What are the basic criteria for effective messages? (LO 1-5)
Good business and administrative writing meets five basic criteria: it’s clear, complete,
and correct; it follows conventions; it saves the reader’s time; it builds goodwill; and it’s
ethical.
6. What are the questions for analyzing a business communication situation? (LO 1-6)
• What is your purpose in communicating?
• Who is your audience?
• How will the audience initially react to the message?
• What information must your message include?
• What benefits will your audience find convincing?
• How can you ensure that you communicate ethically?
, 7. What are the five different audiences your message may need to address? (LO 1-6)
• Gatekeeper
• Primary
• Secondary
• Auxiliary
• Watchdog
8. What are the five characteristics of good audience benefits? (LO 1-6)
• Adapt benefits to the audience
• Stress intrinsic as well as extrinsic motivators
• Prove benefits with clear logic and explain them in adequate detail
• Overcome potential obstacles
• Phrase benefits in You-Attitude
1.2 Assessing Your Punctuation and Grammar Skills
Difficulty Level: Easy to Hard (depending on students’ knowledge)
The answers to the Diagnostic Test, B.1, from Appendix B can be found in the Appendix B
Instructor’s Manual file.
1.3 Messages for Discussion I—Asking for a Class
LO: 1-5, 1-6
Difficulty Level: Medium
Message 1
• Salutation is too informal. The message is to a professional that the writer does not
know personally.
• Message lacks you-attitude.
• Message lacks goodwill by stating the student didn’t take it last year “cuz I really
didn’t want to.”
• There is no incentive for the audience to act on the message.
• Grammar and spelling need to be improved.
Message 2
• The salutation is better than the first message but still not effective enough.
• The writer blames other people instead of the student taking responsibility.
• The tone is too informal overall.
• The writer dismisses their program and the audience’s expertise (“I shouldn’t have to
take this class anyway, but whatever”).
• The writer is too demanding.
• There is no incentive for the audience to act on the message.
• The message lacks you-attitude. The emphasis is on the writer not the reader.
, Message 3
• The salutation is good.
• The tone is much better than the previous two.
• The student takes responsibility and politely asks to be put on a waiting list in case a
seat opens, something that the instructor can do without adding to their workload
(reflects understanding of audience needs, values, and attitudes).
• The student builds goodwill by stating their interest in the course.
• The closing is professional by thanking the reader for her time.
Message 4
• The salutation is good.
• The spelling and grammar need attention and lose goodwill for the writer in the current
state.
• The tone is too informal.
• The writer seems to be uninformed and offers little reason for the reader to act.
• The writer doesn’t explain his need for taking this course.
• The closing is insincere and not appropriate.
1.4 Messages for Discussion II—Responding to Rumors
LO: 1-5, 1-6
Difficulty Level: Medium
Message 1
• The subject line is vague and overly positive (could be perceived as insincere).
• The first paragraph emphasizes the writer’s role, rather than stating what readers need
and want to know: how they will be affected by the merger.
• The second paragraph contains negative references and blames readers for the rumors
that are circulating.
• Even the last paragraph sheds no new light on the effects of the merger on employees.
As a result, rumors are likely to increase rather than decrease.
Message 2
• This memo gives too little information.
• The subject line is not specific.
• The body of the memo offers no details to make “no lay-offs” seem credible. For the
rumors to stop employees must be reassured—by hard information from someone they
trust—that their jobs are not in jeopardy.
• The writer dismisses rumors and implies blame on anyone not in HR.
BUSINESS COMMUNICATION
13TH EDITION
CHAPTER 1: SUCCEEDING IN BUSINESS
ANSWERS AND ANALYSIS FOR END-OF-CHAPTER EXERCISES AND CASES
1.1 Reviewing the Chapter
LO: 1-1–1-7
Difficulty Level: Easy
General answers are provided below. Ideally, we want students to be able to relate these ideas to
specific instances to show that they understand and can apply the concepts.
1. Why do businesses need to be able to communicate well? (LO 1-1)
Communication helps organizations and the people in them achieve their goals. People
put things in writing to create a record, convey complex data, make things convenient for
the reader, save money, and convey their own messages more effectively. In addition,
employees with effective communication skills are highly valued.
Employers rely on their employees to communicate with internal and external audiences
to get work done. Employees spend a great deal of time, if not most, writing and speaking
in the workplace. Being a good communicator will increase your chances of raises and
promotions.
2. What are some flawed assumptions about workplace communication? What is the reality
for each myth? (LO 1-2)
Myth: “An administrative assistant will do all of my writing.”
Reality: Because of automation and restructuring, job responsibilities in offices have
changed. Today, many offices do not have typing pools. Most secretaries have become
administrative assistants with their own complex tasks such as training, research, and
database management for several managers. Managers are likely to take care of their own
writing, data entry, and phone calls.
, Myth: “I’ll use form letters or templates when I need to write.”
Reality: Form letters only cover routine situations, many of which are computerized or
outsourced. The higher students rise, the more frequently they’ll face situations that
aren’t routine and demand creative solutions.
Myth: “I’m being hired as an accountant, not a writer.”
Reality: Almost every entry-level professional or managerial job requires you to write
email messages, speak to small teams, write documents, and present your work for annual
reviews. Workers who do these things well are likely to be promoted beyond the entry
level.
Myth: “I’ll just pick up the phone.”
Reality: Important phone calls require follow-up letters, memos, or email messages.
People in organizations put information in writing to make themselves visible, create a
record, convey complex data, make things convenient for the reader, save money, and
convey their own messages more effectively.
3. What are the costs of poor communication? (LO 1-3)
Some costs can include wasted time, wasted effort, jeopardizing goodwill, and legal
problems.
4. What is the difference between internal and external audiences? (LO 1-4)
Internal audiences are other people in the same organization: subordinates, superiors,
and peers. External audiences are people outside the organization: customers, suppliers,
distributors, unions, stockholders, potential employees, trade associations, special interest
groups, government agencies, the press, and the general public.
5. What are the basic criteria for effective messages? (LO 1-5)
Good business and administrative writing meets five basic criteria: it’s clear, complete,
and correct; it follows conventions; it saves the reader’s time; it builds goodwill; and it’s
ethical.
6. What are the questions for analyzing a business communication situation? (LO 1-6)
• What is your purpose in communicating?
• Who is your audience?
• How will the audience initially react to the message?
• What information must your message include?
• What benefits will your audience find convincing?
• How can you ensure that you communicate ethically?
, 7. What are the five different audiences your message may need to address? (LO 1-6)
• Gatekeeper
• Primary
• Secondary
• Auxiliary
• Watchdog
8. What are the five characteristics of good audience benefits? (LO 1-6)
• Adapt benefits to the audience
• Stress intrinsic as well as extrinsic motivators
• Prove benefits with clear logic and explain them in adequate detail
• Overcome potential obstacles
• Phrase benefits in You-Attitude
1.2 Assessing Your Punctuation and Grammar Skills
Difficulty Level: Easy to Hard (depending on students’ knowledge)
The answers to the Diagnostic Test, B.1, from Appendix B can be found in the Appendix B
Instructor’s Manual file.
1.3 Messages for Discussion I—Asking for a Class
LO: 1-5, 1-6
Difficulty Level: Medium
Message 1
• Salutation is too informal. The message is to a professional that the writer does not
know personally.
• Message lacks you-attitude.
• Message lacks goodwill by stating the student didn’t take it last year “cuz I really
didn’t want to.”
• There is no incentive for the audience to act on the message.
• Grammar and spelling need to be improved.
Message 2
• The salutation is better than the first message but still not effective enough.
• The writer blames other people instead of the student taking responsibility.
• The tone is too informal overall.
• The writer dismisses their program and the audience’s expertise (“I shouldn’t have to
take this class anyway, but whatever”).
• The writer is too demanding.
• There is no incentive for the audience to act on the message.
• The message lacks you-attitude. The emphasis is on the writer not the reader.
, Message 3
• The salutation is good.
• The tone is much better than the previous two.
• The student takes responsibility and politely asks to be put on a waiting list in case a
seat opens, something that the instructor can do without adding to their workload
(reflects understanding of audience needs, values, and attitudes).
• The student builds goodwill by stating their interest in the course.
• The closing is professional by thanking the reader for her time.
Message 4
• The salutation is good.
• The spelling and grammar need attention and lose goodwill for the writer in the current
state.
• The tone is too informal.
• The writer seems to be uninformed and offers little reason for the reader to act.
• The writer doesn’t explain his need for taking this course.
• The closing is insincere and not appropriate.
1.4 Messages for Discussion II—Responding to Rumors
LO: 1-5, 1-6
Difficulty Level: Medium
Message 1
• The subject line is vague and overly positive (could be perceived as insincere).
• The first paragraph emphasizes the writer’s role, rather than stating what readers need
and want to know: how they will be affected by the merger.
• The second paragraph contains negative references and blames readers for the rumors
that are circulating.
• Even the last paragraph sheds no new light on the effects of the merger on employees.
As a result, rumors are likely to increase rather than decrease.
Message 2
• This memo gives too little information.
• The subject line is not specific.
• The body of the memo offers no details to make “no lay-offs” seem credible. For the
rumors to stop employees must be reassured—by hard information from someone they
trust—that their jobs are not in jeopardy.
• The writer dismisses rumors and implies blame on anyone not in HR.
