INSTRUCTOR’S MANUAL
BUSINESS COMMUNICATION: POLISHING YOUR PROFESSIONAL PRESENCE
5TH EDITION
Chapter 1 | Introduction
Professional presence is the ability to project competence,
credibility, and confidence. This chapter explains why
communicating well is challenging, how you will benefit
from becoming a better communicator, and what
characteristics you should be able to demonstrate after
completing this course to be a successful communicator.
CRITICAL THINKING QUESTION
What are your desired professional characteristics? How will you project those at work? Write a list of 5 to 10
words that describe the image you want to project as a professional. Then write a brief paragraph explaining
why those specific characteristics are important for your individual professional presence.
CRITICAL THINKING NOTE: Students’ answers will vary. This prompt could be used as a discussion starter, small
group activity, or homework assignment.
Why is it challenging to communicate effectively? p. 4
LO 1.1 Explain why communication is a complex
process that is affected by context and requires more
than the delivery of messages.
TEACHING TIP: To help students understand the complexity of communication, give them opportunities to
reflect on their own successful and unsuccessful communication experiences.
▪ Communication is more than the exchange of messages; it is the process by which participants not
only exchange messages (information, ideas, and feelings) but also co-create and share meaning.
▪ Success in communication is affected by a broad array of factors that go beyond the language you use,
including the physical, social, and cultural context in which you communicate; your relationship with
your audience; the audience’s knowledge and expectations; and your own self-awareness.
▪ Audience is the intended recipients of your communication.
,Communication is a complex process, p. 5
▪ Communication experts have been developing models of the
communication process for decades.
▪ Models are useful visual tools that explain how a process works,
especially when a process is complex and all its parts are not
visible.
▪ Each new model provides additional insights into how the communication process works.
See the Transmission Model of Communication in FIGURE 1.1 on p. 5
▪ One of the first models developed to explain the communication
process.
▪ Focuses only on a single exchange of information from the sender
to the receiver.
▪ Does not take into account the many additional variables
involved in effective communication.
▪ The Transmission Model introduced the key elements of
communication:
o Medium: The method you use to deliver a message—for
example, telephone, face-to-face meeting, email, text
message, or website.
o Channel: The method you use to deliver a message, a
synonym of medium.
o Encode: To translate the meaning of a message into words, images, or actions.
o Decode: To interpret the words, images, and actions of a message and attach meaning to
them.
,Barriers are another element of communication. Barriers are obstacles
that get in the way of effective communication and come in many forms:
▪ Technological barriers may occur when your audience does not
have access to the medium you are choosing.
▪ Physiological barriers occur when something related to the
physical functioning of a body becomes an obstacle.
▪ Psychological barriers include unexamined biases and assumptions.
▪ Semantic barriers occur when language is ambiguous or difficult to understand.
▪ Language barriers arise when senders and receivers do not have a shared language.
▪ Cultural barriers inhibit clear communication and can occur even when there is a shared language.
DISCUSSION STARTER: Which of these barriers have you experienced as a communicator? As a
listener/reader? How did you overcome that barrier to reach your communication goal? Or how would you,
now that you know more about the transactional model of communication?
TO PRACTICE THE CONTENT IN THIS SECTION, ASSIGN KEY CONCEPT EXERCISE:
1 Communication is a complex process, p. 30
IN-CLASS ACTIVITY: Have you ever been misunderstood?
Most people have experienced either being misunderstood or misunderstanding someone else. Ask students
to provide examples, preferably from their work experiences or student interactions rather than personal
relationships. Explore what went wrong, focusing attention particularly on encoding/decoding, medium,
barriers, and feedback. If they were able to develop shared meaning through their communication, ask them
to explain how. Throughout the discussion, help the students identify why the communication did not work
well.
SUPPLEMENTAL EXERCISE: Analyzing a Miscommunication
Consider a time when you were unsuccessful at communicating something in the workplace. Consider all the
possible barriers that may have interfered with the successful communication of your message. See p. 7 for a
discussion of barriers. Write a brief blog posting (100–150 words) with an attention-grabbing headline (see
“Writing Headlines That Get Results” for help with that, at http://www.copyblogger.com/writing-headlines-
that-get-results/) and post it to the class blog or discussion forum. Other students will be able to read your
post, so be sure not to use real names of workplaces or people, and proofread carefully before you submit it.
Read some of the other posts and respond to some of the students’ comments to which you can relate.
, Communication is affected by context, p. 5
Despite its contributions to communication theory, the transmission
model does not provide a full understanding of what happens when we
communicate. For example, it does not take into account the iterative
back-and-forth process that good communicators use to ensure
understanding. Receivers become senders as they provide verbal and
nonverbal feedback.
▪ Feedback is any form of verbal or nonverbal response to a message.
▪ The Interaction Model of Communication portrays communication as a dynamic process that depends
on context and feedback.
▪ It also introduces the concept of context—the internal and external circumstances and forces that
influence communication.
▪ The Transactional Model of Communication expands the concept of context to address social,
relational, and cultural factors:
o Social context includes how learned behaviors and norms
influence communication choices.
o Relational context arises from past history and current
relationships with your audience.
o Cultural context refers to the role that culture plays in
influencing expectations about communication.
Communication is more than the exchange of information. People communicate to form and maintain
relationships, to persuade others, to learn, to increase self-esteem, to develop new ideas, and to work
collaboratively.
Communication is the means by which we influence the world and create meaning.
DISCUSSION STARTER: Provide an example of context and ask why it is important to consider in business
communication.
TO PRACTICE THE CONTENT IN THIS SECTION, ASSIGN KEY CONCEPT EXERCISE:
2 Communication is affected by context, p. 30
BUSINESS COMMUNICATION: POLISHING YOUR PROFESSIONAL PRESENCE
5TH EDITION
Chapter 1 | Introduction
Professional presence is the ability to project competence,
credibility, and confidence. This chapter explains why
communicating well is challenging, how you will benefit
from becoming a better communicator, and what
characteristics you should be able to demonstrate after
completing this course to be a successful communicator.
CRITICAL THINKING QUESTION
What are your desired professional characteristics? How will you project those at work? Write a list of 5 to 10
words that describe the image you want to project as a professional. Then write a brief paragraph explaining
why those specific characteristics are important for your individual professional presence.
CRITICAL THINKING NOTE: Students’ answers will vary. This prompt could be used as a discussion starter, small
group activity, or homework assignment.
Why is it challenging to communicate effectively? p. 4
LO 1.1 Explain why communication is a complex
process that is affected by context and requires more
than the delivery of messages.
TEACHING TIP: To help students understand the complexity of communication, give them opportunities to
reflect on their own successful and unsuccessful communication experiences.
▪ Communication is more than the exchange of messages; it is the process by which participants not
only exchange messages (information, ideas, and feelings) but also co-create and share meaning.
▪ Success in communication is affected by a broad array of factors that go beyond the language you use,
including the physical, social, and cultural context in which you communicate; your relationship with
your audience; the audience’s knowledge and expectations; and your own self-awareness.
▪ Audience is the intended recipients of your communication.
,Communication is a complex process, p. 5
▪ Communication experts have been developing models of the
communication process for decades.
▪ Models are useful visual tools that explain how a process works,
especially when a process is complex and all its parts are not
visible.
▪ Each new model provides additional insights into how the communication process works.
See the Transmission Model of Communication in FIGURE 1.1 on p. 5
▪ One of the first models developed to explain the communication
process.
▪ Focuses only on a single exchange of information from the sender
to the receiver.
▪ Does not take into account the many additional variables
involved in effective communication.
▪ The Transmission Model introduced the key elements of
communication:
o Medium: The method you use to deliver a message—for
example, telephone, face-to-face meeting, email, text
message, or website.
o Channel: The method you use to deliver a message, a
synonym of medium.
o Encode: To translate the meaning of a message into words, images, or actions.
o Decode: To interpret the words, images, and actions of a message and attach meaning to
them.
,Barriers are another element of communication. Barriers are obstacles
that get in the way of effective communication and come in many forms:
▪ Technological barriers may occur when your audience does not
have access to the medium you are choosing.
▪ Physiological barriers occur when something related to the
physical functioning of a body becomes an obstacle.
▪ Psychological barriers include unexamined biases and assumptions.
▪ Semantic barriers occur when language is ambiguous or difficult to understand.
▪ Language barriers arise when senders and receivers do not have a shared language.
▪ Cultural barriers inhibit clear communication and can occur even when there is a shared language.
DISCUSSION STARTER: Which of these barriers have you experienced as a communicator? As a
listener/reader? How did you overcome that barrier to reach your communication goal? Or how would you,
now that you know more about the transactional model of communication?
TO PRACTICE THE CONTENT IN THIS SECTION, ASSIGN KEY CONCEPT EXERCISE:
1 Communication is a complex process, p. 30
IN-CLASS ACTIVITY: Have you ever been misunderstood?
Most people have experienced either being misunderstood or misunderstanding someone else. Ask students
to provide examples, preferably from their work experiences or student interactions rather than personal
relationships. Explore what went wrong, focusing attention particularly on encoding/decoding, medium,
barriers, and feedback. If they were able to develop shared meaning through their communication, ask them
to explain how. Throughout the discussion, help the students identify why the communication did not work
well.
SUPPLEMENTAL EXERCISE: Analyzing a Miscommunication
Consider a time when you were unsuccessful at communicating something in the workplace. Consider all the
possible barriers that may have interfered with the successful communication of your message. See p. 7 for a
discussion of barriers. Write a brief blog posting (100–150 words) with an attention-grabbing headline (see
“Writing Headlines That Get Results” for help with that, at http://www.copyblogger.com/writing-headlines-
that-get-results/) and post it to the class blog or discussion forum. Other students will be able to read your
post, so be sure not to use real names of workplaces or people, and proofread carefully before you submit it.
Read some of the other posts and respond to some of the students’ comments to which you can relate.
, Communication is affected by context, p. 5
Despite its contributions to communication theory, the transmission
model does not provide a full understanding of what happens when we
communicate. For example, it does not take into account the iterative
back-and-forth process that good communicators use to ensure
understanding. Receivers become senders as they provide verbal and
nonverbal feedback.
▪ Feedback is any form of verbal or nonverbal response to a message.
▪ The Interaction Model of Communication portrays communication as a dynamic process that depends
on context and feedback.
▪ It also introduces the concept of context—the internal and external circumstances and forces that
influence communication.
▪ The Transactional Model of Communication expands the concept of context to address social,
relational, and cultural factors:
o Social context includes how learned behaviors and norms
influence communication choices.
o Relational context arises from past history and current
relationships with your audience.
o Cultural context refers to the role that culture plays in
influencing expectations about communication.
Communication is more than the exchange of information. People communicate to form and maintain
relationships, to persuade others, to learn, to increase self-esteem, to develop new ideas, and to work
collaboratively.
Communication is the means by which we influence the world and create meaning.
DISCUSSION STARTER: Provide an example of context and ask why it is important to consider in business
communication.
TO PRACTICE THE CONTENT IN THIS SECTION, ASSIGN KEY CONCEPT EXERCISE:
2 Communication is affected by context, p. 30
