Essentials of Business Communication CDN Guffey
SM Additional Activities and Cases New Edition
2025/2026
1.4 Listening: An In-Person or Virtual Social Media Interview (Obj. 2)
How much and to whom do businesspeople listen?
Your Task.
Interview a businessperson about his or her workplace listening. Connect with a worker in your
circle of friends, family, and acquaintances; in your campus network; at a prior or current job; or
via LinkedIn or Facebook. Come up with questions to ask about listening, such as the following:
(a) How much active listening do you practise daily? (b) To whom do you listen on the job? (c)
How do you know that others are or are not listening to you? (d) Can you share anecdotes of
poor listening that led to negative outcomes? (e) Do you have tips for better listening?
ANS:
The answers will vary. Students could brainstorm and discuss their interview questions in class
or prepare questions at home. Then they could approach their interviewees in person, by phone,
by email, or via LinkedIn or Facebook. A special word of caution when contacting professionals
on LinkedIn: Warn students not to relentlessly pursue random strangers, but to work from within
their own established LinkedIn circle of professional acquaintances or their acquaintances’
contacts. This assignment could be done orally or in writing (email, memo) individually, in small
groups, or in class. The task could be expanded to a group oral presentation or written report.
1.5 Listening and Nonverbal Cues: Skills Required in Various Careers (Objs. 2,
3)
Do the listening skills and behaviours of individuals differ depending on their careers?
Your Task.
Your instructor will divide you into teams and give each team a role to discuss, such as business
executive, teacher, physician, police officer, attorney, accountant, administrative assistant,
mentor, or team leader. Create a list of verbal and nonverbal cues that a member of this
profession would display to indicate that he or she is listening.
,ANS:
Student teams should generate lists of listening and nonverbal cues that include some of the
following: good eye contact, avoiding being distracted by others, not interrupting, taking notes,
paraphrasing instructions, asking pertinent questions in a nonthreatening manner, leaning
forward, and showing empathy and compassion. Critical listening involves judging and
evaluating what you are hearing. Discriminative listening is necessary when you must identify
main ideas and understand an argument. Teams should generate different cues and behaviours
to reflect these forms of listening in relation to the professional roles they are analyzing.
1.6 Body Language (Obj. 3)
Can body language be accurately interpreted?
Your Task.
What attitudes do the following body movements suggest to you? Do these movements always
mean the same thing? What part does context play in your interpretations?
a. Whistling, wringing hands
b. Bowed posture, twiddling thumbs
c. Steepled hands, sprawling sitting position
d. Rubbing hand through hair
e. Open hands, unbuttoned coat
f. Wringing hands, tugging ears
ANS:
a. Whistling, wringing hands Nervousness or fear
b. Bowed posture, twiddling thumbs Boredom
c. Steepled hands, sprawling sitting position Contemplation or relaxation
d. Rubbing hand through hair Frustration or nervousness
e. Open hands, unbuttoned coat Relaxation, confidence
f. Wringing hands, tugging ears Distress or nervousness
1.7 Nonverbal Communication: Universal Sign for “I Goofed” (Obj. 3)
To promote tranquility on the highways and reduce road rage, motorists submitted the following
suggestions. They were sent to a newspaper columnist who asked for a universal nonverbal
signal admitting that a driver had “goofed.”
,Your Task.
In small groups consider the pros and cons of each of the following gestures intended as an
apology when a driver makes a mistake. Why would some fail?
a. Lower your head slightly and bonk yourself on the forehead with the side of your closed
fist. The message is clear: I’m stupid. I shouldn’t have done that.
b. Make a temple with your hands, as if you were praying.
c. Move the index finger of your right hand back and forth across your neck—as if you
were cutting your throat.
d. Flash the well-known peace sign. Hold up the index and middle fingers of one hand,
making a V, as in victory.
e. Place the flat of your hands against your cheeks, as children do when they have made a
mistake.
f. Clasp your hand over your mouth, raise your brows, and shrug your shoulders.
g. Use your knuckles to knock on the side of your head. Translation: Oops! Engage brain.
h. Place your right hand high on your chest and pat a few times, like a basketball player who
drops a pass or a football player who makes a bad throw. This says, I’ll take the blame.
i. Place your right fist over the middle of your chest and move it in a circular motion. This
is universal sign language for I’m sorry.
j. Open your window and tap the top of your car roof with your hand.
k. Smile and raise both arms, palms outward, which is a universal gesture for surrender or
forgiveness.
l. Use the military salute, which is simple and shows respect.
m. Flash your biggest smile, point at yourself with your right thumb, and move your head
from left to right, as if to say, I can’t believe I did that.
ANS:
This is a good exercise for teams. Suggest that team members take turns demonstrating each of
the nonverbal messages described here. They should then discuss how effective each would be.
Of course, some would be quite dangerous if they require taking your hands off the steering
wheel. Be sure to discuss with students the difficulty of cultural implications. Although a gesture
works in one country, it might not work in another.
1.8 Nonverbal Communication: Signals Sent by Casual Attire (Obj. 3)
Although many employers allow casual attire, not all employers and customers are happy with
the results. To learn more about the implementation, acceptance, and effects of casual-dress
programs, select one of the following activities, all of which involve some form of interviewing.
, Your Task.
a. In teams, gather information from human resources directors to determine which
companies allow casual or dress-down days, how often, and under what specific
conditions. The information may be collected by personal interviews, email, telephone,
instant messaging, or on the Web.
b. In teams, conduct inquiring-reporter interviews. Ask individuals in the community how
they react to casual dress in the workplace. Develop a set of standard interview questions.
c. In teams, visit local businesses on both casual days and traditional business-dress days.
Compare and contrast the effects of business-dress standards on such factors as the
projected image of the company, the nature of the interactions with customers and with
fellow employees, the morale of employees, and the productivity of employees. What
generalizations can you draw from your findings?
ANS:
This activity can be expanded into a research paper topic. A variation on this activity relies on
student experiences. Instead of conducting interviews in the community, they can conduct a
forum among students who work, asking them to comment on casual-dress policies in the jobs
they have had.
1.9 Nonverbal Communication Around the World (Objs. 3, 4)
Gestures play an important role when people communicate. Because culture shapes the meaning
of gestures, miscommunication and misunderstanding can easily result in international situations.
Your Task.
Use the Web to research the meanings of selected gestures. Make a list of ten gestures (other
than those discussed in the text) that have different meanings in different countries. Consider the
fingertip kiss, nose thumb, eyelid pull, nose tap, head shake, and other gestures. How are the
meanings different in other countries?
ANS:
Students should be able to find a number of gestures and their meanings discussed at various
websites. Here is one example: “The fingertip kiss, in which the tips of the thumb and fingers
are kissed and quickly moved forward away from the face, is a sign of affection and may be used
as a greeting in Sicily and Portugal. The fingertip kiss is not used often in Italy and the British
Isles, but it is common in France, Germany, Greece, and Spain to signify praise.” [See Martin, J.,
& Chaney, L. 2006. Global business etiquette. Westport, CT: Praeger, p. 53.]
SM Additional Activities and Cases New Edition
2025/2026
1.4 Listening: An In-Person or Virtual Social Media Interview (Obj. 2)
How much and to whom do businesspeople listen?
Your Task.
Interview a businessperson about his or her workplace listening. Connect with a worker in your
circle of friends, family, and acquaintances; in your campus network; at a prior or current job; or
via LinkedIn or Facebook. Come up with questions to ask about listening, such as the following:
(a) How much active listening do you practise daily? (b) To whom do you listen on the job? (c)
How do you know that others are or are not listening to you? (d) Can you share anecdotes of
poor listening that led to negative outcomes? (e) Do you have tips for better listening?
ANS:
The answers will vary. Students could brainstorm and discuss their interview questions in class
or prepare questions at home. Then they could approach their interviewees in person, by phone,
by email, or via LinkedIn or Facebook. A special word of caution when contacting professionals
on LinkedIn: Warn students not to relentlessly pursue random strangers, but to work from within
their own established LinkedIn circle of professional acquaintances or their acquaintances’
contacts. This assignment could be done orally or in writing (email, memo) individually, in small
groups, or in class. The task could be expanded to a group oral presentation or written report.
1.5 Listening and Nonverbal Cues: Skills Required in Various Careers (Objs. 2,
3)
Do the listening skills and behaviours of individuals differ depending on their careers?
Your Task.
Your instructor will divide you into teams and give each team a role to discuss, such as business
executive, teacher, physician, police officer, attorney, accountant, administrative assistant,
mentor, or team leader. Create a list of verbal and nonverbal cues that a member of this
profession would display to indicate that he or she is listening.
,ANS:
Student teams should generate lists of listening and nonverbal cues that include some of the
following: good eye contact, avoiding being distracted by others, not interrupting, taking notes,
paraphrasing instructions, asking pertinent questions in a nonthreatening manner, leaning
forward, and showing empathy and compassion. Critical listening involves judging and
evaluating what you are hearing. Discriminative listening is necessary when you must identify
main ideas and understand an argument. Teams should generate different cues and behaviours
to reflect these forms of listening in relation to the professional roles they are analyzing.
1.6 Body Language (Obj. 3)
Can body language be accurately interpreted?
Your Task.
What attitudes do the following body movements suggest to you? Do these movements always
mean the same thing? What part does context play in your interpretations?
a. Whistling, wringing hands
b. Bowed posture, twiddling thumbs
c. Steepled hands, sprawling sitting position
d. Rubbing hand through hair
e. Open hands, unbuttoned coat
f. Wringing hands, tugging ears
ANS:
a. Whistling, wringing hands Nervousness or fear
b. Bowed posture, twiddling thumbs Boredom
c. Steepled hands, sprawling sitting position Contemplation or relaxation
d. Rubbing hand through hair Frustration or nervousness
e. Open hands, unbuttoned coat Relaxation, confidence
f. Wringing hands, tugging ears Distress or nervousness
1.7 Nonverbal Communication: Universal Sign for “I Goofed” (Obj. 3)
To promote tranquility on the highways and reduce road rage, motorists submitted the following
suggestions. They were sent to a newspaper columnist who asked for a universal nonverbal
signal admitting that a driver had “goofed.”
,Your Task.
In small groups consider the pros and cons of each of the following gestures intended as an
apology when a driver makes a mistake. Why would some fail?
a. Lower your head slightly and bonk yourself on the forehead with the side of your closed
fist. The message is clear: I’m stupid. I shouldn’t have done that.
b. Make a temple with your hands, as if you were praying.
c. Move the index finger of your right hand back and forth across your neck—as if you
were cutting your throat.
d. Flash the well-known peace sign. Hold up the index and middle fingers of one hand,
making a V, as in victory.
e. Place the flat of your hands against your cheeks, as children do when they have made a
mistake.
f. Clasp your hand over your mouth, raise your brows, and shrug your shoulders.
g. Use your knuckles to knock on the side of your head. Translation: Oops! Engage brain.
h. Place your right hand high on your chest and pat a few times, like a basketball player who
drops a pass or a football player who makes a bad throw. This says, I’ll take the blame.
i. Place your right fist over the middle of your chest and move it in a circular motion. This
is universal sign language for I’m sorry.
j. Open your window and tap the top of your car roof with your hand.
k. Smile and raise both arms, palms outward, which is a universal gesture for surrender or
forgiveness.
l. Use the military salute, which is simple and shows respect.
m. Flash your biggest smile, point at yourself with your right thumb, and move your head
from left to right, as if to say, I can’t believe I did that.
ANS:
This is a good exercise for teams. Suggest that team members take turns demonstrating each of
the nonverbal messages described here. They should then discuss how effective each would be.
Of course, some would be quite dangerous if they require taking your hands off the steering
wheel. Be sure to discuss with students the difficulty of cultural implications. Although a gesture
works in one country, it might not work in another.
1.8 Nonverbal Communication: Signals Sent by Casual Attire (Obj. 3)
Although many employers allow casual attire, not all employers and customers are happy with
the results. To learn more about the implementation, acceptance, and effects of casual-dress
programs, select one of the following activities, all of which involve some form of interviewing.
, Your Task.
a. In teams, gather information from human resources directors to determine which
companies allow casual or dress-down days, how often, and under what specific
conditions. The information may be collected by personal interviews, email, telephone,
instant messaging, or on the Web.
b. In teams, conduct inquiring-reporter interviews. Ask individuals in the community how
they react to casual dress in the workplace. Develop a set of standard interview questions.
c. In teams, visit local businesses on both casual days and traditional business-dress days.
Compare and contrast the effects of business-dress standards on such factors as the
projected image of the company, the nature of the interactions with customers and with
fellow employees, the morale of employees, and the productivity of employees. What
generalizations can you draw from your findings?
ANS:
This activity can be expanded into a research paper topic. A variation on this activity relies on
student experiences. Instead of conducting interviews in the community, they can conduct a
forum among students who work, asking them to comment on casual-dress policies in the jobs
they have had.
1.9 Nonverbal Communication Around the World (Objs. 3, 4)
Gestures play an important role when people communicate. Because culture shapes the meaning
of gestures, miscommunication and misunderstanding can easily result in international situations.
Your Task.
Use the Web to research the meanings of selected gestures. Make a list of ten gestures (other
than those discussed in the text) that have different meanings in different countries. Consider the
fingertip kiss, nose thumb, eyelid pull, nose tap, head shake, and other gestures. How are the
meanings different in other countries?
ANS:
Students should be able to find a number of gestures and their meanings discussed at various
websites. Here is one example: “The fingertip kiss, in which the tips of the thumb and fingers
are kissed and quickly moved forward away from the face, is a sign of affection and may be used
as a greeting in Sicily and Portugal. The fingertip kiss is not used often in Italy and the British
Isles, but it is common in France, Germany, Greece, and Spain to signify praise.” [See Martin, J.,
& Chaney, L. 2006. Global business etiquette. Westport, CT: Praeger, p. 53.]
