Chapter 1—Effective and Ethical Communication at Work

MULTIPLE CHOICE

1. Communication skills are
|a. |not as important in technical fields. |
|b. |critical to effective job placement, performance, career advancement, and organizational success. |
|c. |required only for high-level positions. |
|d. |not as important in a down economy. |

ANS: B

| |Feedback |
|A |Communication skills are needed in both technical and nontechnical fields. |
|B |Surveys of employers consistently show that communication skills are critical to effective job placement, performance,|
| |career advancement, and organizational success. |
|C |Communication skills are needed at all levels of employment. |
|D |Communication skills are especially valuable in a gloomy economy in which hordes of job seekers vie for limited |
| |openings. |

PTS: 1 DIF: 3 REF: p. 3 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Communication Skills and You TYP: Conceptual

2. Which of the following statements about writing skills is most accurate?
|a. |Writing skills in today's workplace are an advantage, but they are not a necessity. |
|b. |You are born with the skills to be a good writer. |
|c. |Having good writing skills can improve your chances for promotion and can result in higher earnings. |
|d. |Today's communication technologies have made writing obsolete. |

ANS: C

| |Feedback |
|A |The ability to write well, which has always been a career advantage, is now a necessity. |
|B |You are not born with the abilities to read, listen, speak, or write effectively; these skills must be learned. |
|C |The ability to write well on the job can have a positive impact on promotions and can result in significantly higher |
| |incomes. |
|D |Today's communication technologies have made writing skills even more important. |

PTS: 1 DIF: 3 REF: p. 4 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Communication Skills and You TYP: Conceptual

3. Today's economy is based on
|a. |information and knowledge. |
|b. |physical labor. |
|c. |a supply of raw materials. |
|d. |capital. |

ANS: A

| |Feedback |
|A |Today's economy is based on information and knowledge. Physical labor, raw materials, and capital are no longer the |
| |key ingredients in the creation of wealth. |
|B |Today's economy is based on information and knowledge. Physical labor, raw materials, and capital are no longer the |
| |key ingredients in the creation of wealth. |
|C |Today's economy is based on information and knowledge. Physical labor, raw materials, and capital are no longer the |
| |key ingredients in the creation of wealth. |
|D |Today's economy is based on information and knowledge. Physical labor, raw materials, and capital are no longer the |
| |key ingredients in the creation of wealth. |

PTS: 1 DIF: 3 REF: p. 5 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Thriving as a Knowledge Worker in the Information Age TYP: Conceptual

4. Knowledge and information workers must be able to think critically, make decisions, and
|a. |design effective Web pages. |
|b. |communicate information to others. |
|c. |install software programs. |
|d. |lift heavy objects. |

ANS: B

| |Feedback |
|A |Knowledge and information workers must be able to think critically, make decisions, and communicate those decisions to|
| |others. |
|B |Knowledge and information workers must be able to think critically, make decisions, and communicate those decisions to|
| |others. |
|C |Knowledge and information workers must be able to think critically, make decisions, and communicate those decisions to|
| |others. |
|D |Knowledge and information workers must be able to think critically, make decisions, and communicate those decisions to|
| |others. |

PTS: 1 DIF: 3 REF: p. 5 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Thriving as a Knowledge Worker in the Information Age TYP: Conceptual

5. Thinking creatively and critically means
|a. |agreeing with your supervisor at all times. |
|b. |going with your gut instinct. |
|c. |being able to make decisions quickly. |
|d. |having opinions that are backed by reason and evidence. |

ANS: D

| |Feedback |
|A |Thinking creatively and critically means having opinions that are backed by reason and evidence. |
|B |Thinking creatively and critically means having opinions that are backed by reason and evidence. |
|C |Thinking creatively and critically means having opinions that are backed by reason and evidence. |
|D |Thinking creatively and critically means having opinions that are backed by reason and evidence. |

PTS: 1 DIF: 3 REF: p. 6 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Thriving as a Knowledge Worker in the Information Age TYP: Conceptual

6. Which of the following statements is least accurate?
|a. |Workers at all levels need to think creatively and critically. |
|b. |Employees should expect employers to provide them with a clearly defined career path. |
|c. |Most workers today will not find nine-to-five jobs or receive predictable pay increases. |
|d. |Workers must be willing to continually learn new skills. |

ANS: B

| |Feedback |
|A |All workers, from executives to subordinates, need to think creatively and critically. |
|B |Workers today should not presume that companies will provide them with a clearly defined career path. |
|C |Most workers today will not find nine-to-five jobs, predictable pay increases, lifetime security, or conventional |
| |workplaces. |
|D |In today's fast-paced, ever-changing world of work, employees will engage in constant training to acquire new skills |
| |to remain up-to-date with evolving technologies and procedures. |

PTS: 1 DIF: 3 REF: p. 5-7 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Thriving as a Knowledge Worker in the Information Age TYP: Conceptual

7. The most significant trends in today's dynamic workplace include team-based projects, flattened management hierarchies, and
|a. |union participation and regulation. |
|b. |more homogeneous workforces. |
|c. |global competition. |
|d. |stricter clothing and dress codes. |

ANS: C

| |Feedback |
|A |Some of the most significant trends in today's workplace include global competition, flattened management hierarchies,|
| |and team-based projects. |
|B |Some of the most significant trends in today's workplace include global competition, flattened management hierarchies,|
| |and team-based projects. |
|C |Some of the most significant trends in today's workplace include global competition, flattened management hierarchies,|
| |and team-based projects. |
|D |Some of the most significant trends in today's workplace include global competition, flattened management hierarchies,|
| |and team-based projects. |

PTS: 1 DIF: 3 REF: p. 7 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

8. Which of the following statements about global competition is least accurate?
|a. |Only medium and large companies compete globally. |
|b. |Many traditional U.S. companies generate more profit abroad than locally. |
|c. |Saturated local markets have encouraged companies to search for emerging markets around the world. |
|d. |Successful communication in global markets requires developing new skills and attitudes. |

ANS: A

| |Feedback |
|A |Small, medium, and large companies increasingly find themselves competing in global rather than local markets. |
|B |Many traditional U.S. companies now generate more profit abroad than at home. |
|C |Improved systems of communication, advanced forms of transportation, and saturated local markets have all encouraged |
| |companies to move beyond familiar territories to emerging markets around the world. |
|D |To successfully communicate in global markets, you must develop news skills and attitudes. These include cultural |
| |knowledge and sensitivity, flexibility, and patience. |

PTS: 1 DIF: 3 REF: p. 7-8 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Cultural imperatives
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

9. For years businesses have been flattening their management hierarchies. This flattening means that
|a. |information must flow through more layers of management. |
|b. |it takes longer to make decisions. |
|c. |various areas within an organization have little contact with one another. |
|d. |employees at all levels must be skilled communicators. |

ANS: D

| |Feedback |
|A |Flattening means that fewer layers of management separate decision makers from line workers. |
|B |In flat organizations, where the lines of communication are shorter, decision makers can react more quickly to market |
| |changes. |
|C |Restructured companies organize work with horizontal teams that allow various areas to interact more efficiently. |
|D |Nearly everyone in today's flattened organizations must be an excellent writer and communicator. |

PTS: 1 DIF: 3 REF: p. 8 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

10. Which of the following statements about team-based management is least accurate?
|a. |Companies use team-based management as a way to empower employees and boost their involvement in decision making. |
|b. |When individuals on teams don't share the same background or training, working relationships can become strained. |
|c. |Some companies must hire communication coaches to help team members get along. |
|d. |Companies that use team-based management prefer to train employees in these skills rather than hire new workers who |
| |already possess these skills. |

ANS: D

| |Feedback |
|A |Companies are expanding team-based operations to empower employees and boost their involvement in decision making. |
|B |Working relationships on cross-functional teams can become strained when individuals don't share the same location, |
| |background, knowledge, or training. |
|C |Some companies hire communication coaches to help team members get along. |
|D |Companies prefer to hire employees who already possess the skills necessary to work effectively as part of a team. |

PTS: 1 DIF: 3 REF: p. 8-9 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Teamwork
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

11. Shondra has clients located throughout the world, and she would like to schedule a real-time meeting with them to present information about a new product. Which of the following communication technologies should she choose?
|a. |Teleconferencing or videoconferencing |
|b. |E-mail |
|c. |A blog or a wiki |
|d. |Text messaging |

ANS: A

| |Feedback |
|A |Shondra should choose teleconferencing or videoconferencing; both communication technologies enable businesspeople to |
| |conduct real-time meetings with associates around the world. |
|B |Shondra should choose teleconferencing or videoconferencing; both communication technologies enable businesspeople to |
| |conduct real-time meetings with associates around the world. |
|C |Shondra should choose teleconferencing or videoconferencing; both communication technologies enable businesspeople to |
| |conduct real-time meetings with associates around the world. |
|D |Shondra should choose teleconferencing or videoconferencing; both communication technologies enable businesspeople to |
| |conduct real-time meetings with associates around the world. |

PTS: 1 DIF: 5 REF: p. 9-11 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Application

12. Which of the following statements about today's work environments is least accurate?
|a. |The "anytime, anywhere" office requires only a mobile phone and a wireless computer. |
|b. |Many companies now have unassigned workspaces that are up for grabs as employees arrive to the workplace each day. |
|c. |Most communication in today's work environments is oral. |
|d. |Working from home or on the road makes communication skills even more important. |

ANS: C

| |Feedback |
|A |Only a mobile phone and a wireless computer are required for an "anytime, anywhere" office. |
|B |To save on office real estate, a growing number of companies provide "nonterritorial" or unassigned workspaces that |
| |are up for grabs. The first to arrive gets the best desk and the corner window. |
|C |Staying connected in today's work environments involves sending messages, most of which are written. This means that |
| |employees' writing skills are constantly on display. |
|D |As more and more employees work separately, communication skills have become even more important. |

PTS: 1 DIF: 3 REF: p. 9 | p. 12 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

13. Which of the following statements about workplace diversity is the most accurate?
|a. |Teams with diverse membership are more likely to create the products that consumers demand. |
|b. |The number of older workers is decreasing. |
|c. |The white non-Hispanic population of the United States continues to grow. |
|d. |A diverse staff is less able to respond to changes in customer base in local and world markets. |

ANS: A

| |Feedback |
|A |Teams members with various experiences and backgrounds are more likely to create the products that consumers demand. |
|B |The number of older workers is increasing. |
|C |The white non-Hispanic population of the United States is decreasing. |
|D |A diverse staff is better able to read trends and respond to changes in customer base in local and world markets. |

PTS: 1 DIF: 3 REF: p. 12-13 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Cultural imperatives
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

14. Select the best definition of communication.
|a. |Communication is the transmission of information from one individual or group to another. |
|b. |Communication is the transmission of data from one individual or group to another. |
|c. |Communication is the transmission of information and meaning from one individual or group to another. |
|d. |Communication is the transmission of ideas from one individual or group to another. |

ANS: C

| |Feedback |
|A |Communication is the transmission of information and meaning from one individual or group to another. |
|B |Communication is the transmission of information and meaning from one individual or group to another. |
|C |Communication is the transmission of information and meaning from one individual or group to another. |
|D |Communication is the transmission of information and meaning from one individual or group to another. |

PTS: 1 DIF: 1 REF: p. 13 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Understanding the Process of Communication TYP: Definition

15. The process of communication is successful only when
|a. |the fastest communication channel is used. |
|b. |the sender pronounces all words perfectly. |
|c. |positive feedback is given. |
|d. |the receiver understands an idea as the sender intended it. |

ANS: D

| |Feedback |
|A |The process of communication is successful only when both the sender and the receiver agree on the meaning of what was|
| |transmitted. |
|B |The process of communication is successful only when both the sender and the receiver agree on the meaning of what was|
| |transmitted. |
|C |The process of communication is successful only when both the sender and the receiver agree on the meaning of what was|
| |transmitted. |
|D |The process of communication is successful only when both the sender and the receiver agree on the meaning of what was|
| |transmitted. |

PTS: 1 DIF: 3 REF: p. 13 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Conceptual

16. The process of communication begins when
|a. |a message is put into words. |
|b. |a message is sent over a communication channel to the receiver. |
|c. |the sender has an idea. |
|d. |the receiver actually receives the message and decodes it. |

ANS: C

| |Feedback |
|A |The process of communication begins when the person with whom the message originates⎯the sender⎯has an idea. |
|B |The process of communication begins when the person with whom the message originates⎯the sender⎯has an idea. |
|C |The process of communication begins when the person with whom the message originates⎯the sender⎯has an idea. |
|D |The process of communication begins when the person with whom the message originates⎯the sender⎯has an idea. |

PTS: 1 DIF: 3 REF: p. 13 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Conceptual

17. When promoters of Kentucky Fried Chicken in China used their successful "finger-lickin' good" slogan, they didn't realize it would translate to "eat your fingers off." To avoid similar problems, the sender of the message must
|a. |select a proper communication channel. |
|b. |provide means to ensure reliable feedback. |
|c. |decode the message properly to facilitate comprehension. |
|d. |choose appropriate words or symbols as part of the encoding process. |

ANS: D

| |Feedback |
|A |During the encoding process, the sender must select appropriate words or symbols that will not be misunderstood or |
| |misinterpreted by the receiver. |
|B |During the encoding process, the sender must select appropriate words or symbols that will not be misunderstood or |
| |misinterpreted by the receiver. |
|C |During the encoding process, the sender must select appropriate words or symbols that will not be misunderstood or |
| |misinterpreted by the receiver. |
|D |During the encoding process, the sender must select appropriate words or symbols that will not be misunderstood or |
| |misinterpreted by the receiver. |

PTS: 1 DIF: 5 REF: p. 14 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Application

18. The U.S. Army carefully selected the words used in its slogan, "Be all you can be," while
|a. |selecting the channel. |
|b. |encoding the message. |
|c. |decoding the message. |
|d. |evaluating the message. |

ANS: B

| |Feedback |
|A |Encoding a message requires selecting words that convey a precise meaning. |
|B |Encoding a message requires selecting words that convey a precise meaning. |
|C |Encoding a message requires selecting words that convey a precise meaning. |
|D |Encoding a message requires selecting words that convey a precise meaning. |

PTS: 1 DIF: 5 REF: p. 14 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Application

19. E-mails, cell phones, spoken words, letters, Web pages, and reports are all examples of
|a. |messages. |
|b. |channels. |
|c. |encoding tools. |
|d. |decoders. |

ANS: B

| |Feedback |
|A |E-mails, cell phones, spoken words, letters, Web pages, and reports are all examples of communication channels. |
|B |E-mails, cell phones, spoken words, letters, Web pages, and reports are all examples of communication channels. |
|C |E-mails, cell phones, spoken words, letters, Web pages, and reports are all examples of communication channels. |
|D |E-mails, cell phones, spoken words, letters, Web pages, and reports are all examples of communication channels. |

PTS: 1 DIF: 3 REF: p. 14 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution TOP: Understanding the Process of Communication
TYP: Conceptual

20. Zachary needs to deliver a sensitive message to a colleague and decides to deliver it face to face. Zachary is in the process of
|a. |encoding the message. |
|b. |decoding the message. |
|c. |preparing for feedback. |
|d. |selecting the channel for the message. |

ANS: D

| |Feedback |
|A |Selecting the channel for the message means deciding how the message will be sent to the receiver. |
|B |Selecting the channel for the message means deciding how the message will be sent to the receiver. |
|C |Selecting the channel for the message means deciding how the message will be sent to the receiver. |
|D |Selecting the channel for the message means deciding how the message will be sent to the receiver. |

PTS: 1 DIF: 5 REF: p. 14 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Application

21. Robert must send an e-mail message to a client in Turkey. He is carefully selecting his words to ensure that his Turkish client, who speaks English as a second language, will understand them. He is involved in which part of the communication process?
|a. |Message encoding |
|b. |Idea formation |
|c. |Message transmission |
|d. |Message decoding |

ANS: A

| |Feedback |
|A |Encoding is the step in the communication process that involves converting the idea into words or gestures that will |
| |convey meaning to the receiver. |
|B |Encoding is the step in the communication process that involves converting the idea into words or gestures that will |
| |convey meaning to the receiver. |
|C |Encoding is the step in the communication process that involves converting the idea into words or gestures that will |
| |convey meaning to the receiver. |
|D |Encoding is the step in the communication process that involves converting the idea into words or gestures that will |
| |convey meaning to the receiver. |

PTS: 1 DIF: 5 REF: p. 14 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Cultural imperatives TOP: Understanding the Process of Communication
TYP: Application

22. While reading an e-mail message from her boss, Mallory is distracted by numerous typographical and spelling errors. These errors that detract from the message and make it difficult to read are called
|a. |bypassing. |
|b. |feedback. |
|c. |noise. |
|d. |frame of reference. |

ANS: C

| |Feedback |
|A |Noise is anything that interrupts the transmission of a message in the communication process, including typographical |
| |and spelling errors. |
|B |Noise is anything that interrupts the transmission of a message in the communication process, including typographical |
| |and spelling errors. |
|C |Noise is anything that interrupts the transmission of a message in the communication process, including typographical |
| |and spelling errors. |
|D |Noise is anything that interrupts the transmission of a message in the communication process, including typographical |
| |and spelling errors. |

PTS: 1 DIF: 5 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Synchronous messaging TOP: Understanding the Process of Communication
TYP: Application

23. Suzanne has just received an e-mail message from a client and is reading it carefully to determine her client's needs. She is involved in the ____ part of the communication process.
|a. |encoding |
|b. |channel selection |
|c. |decoding |
|d. |feedback |

ANS: C

| |Feedback |
|A |Translating a message from its symbol form into meaning involves decoding. |
|B |Translating a message from its symbol form into meaning involves decoding. |
|C |Translating a message from its symbol form into meaning involves decoding. |
|D |Translating a message from its symbol form into meaning involves decoding. |

PTS: 1 DIF: 5 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns, Audience
TOP: Understanding the Process of Communication TYP: Application

24. Which of the following is an example of an internal disruption in the decoding process?
|a. |Loud construction sounds outside prevent Eric from hearing the message. |
|b. |Brianna finds her mind drifting during a lecture as she thinks about her upcoming trip to Paris. |
|c. |Giorgio is finding it hard to pay attention during the interview because the interviewer's phone keeps ringing. |
|d. |Sierra finds it difficult to read her colleague's e-mail message because it's filled with grammatical errors and typos. |

ANS: B

| |Feedback |
|A |A loud sound is an example of an external disruption in the decoding process. |
|B |Daydreaming is an example of an internal disruption in the decoding process. |
|C |A ringing phone is an example of an external disruption in the decoding process. |
|D |Grammatical errors and typos are examples of semantic obstacles during the encoding process. |

PTS: 1 DIF: 5 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Application

25. Jeanette is offended when she notices that only masculine pronouns are used in the company's human resources manual. What type of decoding problem does this cause?
|a. |Closed communication climate |
|b. |Bypassing |
|c. |External disruption |
|d. |Semantic obstacle |

ANS: D

| |Feedback |
|A |Semantic obstacles, such as misunderstood words or emotional reactions to certain terms, can cause problems during the|
| |decoding process. |
|B |Semantic obstacles, such as misunderstood words or emotional reactions to certain terms, can cause problems during the|
| |decoding process. |
|C |Semantic obstacles, such as misunderstood words or emotional reactions to certain terms, can cause problems during the|
| |decoding process. |
|D |Semantic obstacles, such as misunderstood words or emotional reactions to certain terms, can cause problems during the|
| |decoding process. |

PTS: 1 DIF: 5 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Gender differences TOP: Understanding the Process of Communication
TYP: Application

26. Thomas includes the sentence "Let me know whether I can answer any questions" at the end of his e-mail message as a way to encourage
|a. |decoding. |
|b. |feedback. |
|c. |frame of reference. |
|d. |bypassing. |

ANS: B

| |Feedback |
|A |Senders of messages can encourage feedback by including sentences such as "Let me know whether I can answer any |
| |questions." |
|B |Senders of messages can encourage feedback by including sentences such as "Let me know whether I can answer any |
| |questions." |
|C |Senders of messages can encourage feedback by including sentences such as "Let me know whether I can answer any |
| |questions." |
|D |Senders of messages can encourage feedback by including sentences such as "Let me know whether I can answer any |
| |questions." |

PTS: 1 DIF: 5 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Application

27. As her supervisor explains the new procedure, Rachel nods her head. Rachel's response is an example of
|a. |verbal feedback. |
|b. |noise. |
|c. |evaluation. |
|d. |nonverbal feedback. |

ANS: D

| |Feedback |
|A |Nonverbal feedback uses body language such as a head nod to let the sender know whether the message has been received |
| |and understood. |
|B |Nonverbal feedback uses body language such as a head nod to let the sender know whether the message has been received |
| |and understood. |
|C |Nonverbal feedback uses body language such as a head nod to let the sender know whether the message has been received |
| |and understood. |
|D |Nonverbal feedback uses body language such as a head nod to let the sender know whether the message has been received |
| |and understood. |

PTS: 1 DIF: 5 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Application

28. ____ helps the sender know whether the message was received and understood.
|a. |Feedback |
|b. |Noise |
|c. |Bypassing |
|d. |An evaluative response |

ANS: A

| |Feedback |
|A |Feedback helps the sender know that the message was received and understood. |
|B |Feedback helps the sender know that the message was received and understood. |
|C |Feedback helps the sender know that the message was received and understood. |
|D |Feedback helps the sender know that the message was received and understood. |

PTS: 1 DIF: 3 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Conceptual

29. You are talking with the president of your company about a possible merger. Which of the following is the most useful feedback you can provide during the conversation?
|a. |I just don't understand why you think we should go through with this merger. |
|b. |If I understand you correctly, your recommendation is that we go through with the merger. |
|c. |There's no way this merger can possibly work. |
|d. |Are you insane? |

ANS: B

| |Feedback |
|A |Descriptive feedback such as "If I understand you correctly, your recommendation is that we go through with the |
| |merger" is more useful than evaluative feedback such as "There's no way this merger can possibly work." |
|B |Descriptive feedback such as "If I understand you correctly, your recommendation is that we go through with the |
| |merger" is more useful than evaluative feedback such as "There's no way this merger can possibly work." |
|C |Descriptive feedback such as "If I understand you correctly, your recommendation is that we go through with the |
| |merger" is more useful than evaluative feedback such as "There's no way this merger can possibly work." |
|D |Descriptive feedback such as "If I understand you correctly, your recommendation is that we go through with the |
| |merger" is more useful than evaluative feedback such as "There's no way this merger can possibly work." |

PTS: 1 DIF: 5 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns, Audience
TOP: Understanding the Process of Communication TYP: Application

30. Ryan says that he will answer his client's questions "soon." Ryan plans to answer the questions by early next week; his client expects the answers by the end of the day. This misunderstanding results from
|a. |bypassing. |
|b. |differing frames of reference. |
|c. |noise. |
|d. |using the incorrect communication channel. |

ANS: A

| |Feedback |
|A |Bypassing occurs when two people attach different meanings to the words being used. |
|B |Bypassing occurs when two people attach different meanings to the words being used. |
|C |Bypassing occurs when two people attach different meanings to the words being used. |
|D |Bypassing occurs when two people attach different meanings to the words being used. |

PTS: 1 DIF: 5 REF: p. 15-16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Rhetorical considerations
TOP: Overcoming Interpersonal Communication Barriers TYP: Application

31. Differences in frames of reference are especially significant when
|a. |working on improving one's listening skills. |
|b. |communicating with persons from a different culture. |
|c. |overcoming physical barriers to communication. |
|d. |dealing with conflicting emotions. |

ANS: B

| |Feedback |
|A |Differences in frames of reference are especially significant when communicating with persons from a different culture|
| |because a person's frame of reference is formed by a combination of experiences, education, culture, expectation, |
| |personality, and other elements. |
|B |Differences in frames of reference are especially significant when communicating with persons from a different culture|
| |because a person's frame of reference is formed by a combination of experiences, education, culture, expectation, |
| |personality, and other elements. |
|C |Differences in frames of reference are especially significant when communicating with persons from a different culture|
| |because a person's frame of reference is formed by a combination of experiences, education, culture, expectation, |
| |personality, and other elements. |
|D |Differences in frames of reference are especially significant when communicating with persons from a different culture|
| |because a person's frame of reference is formed by a combination of experiences, education, culture, expectation, |
| |personality, and other elements. |

PTS: 1 DIF: 3 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Cultural imperatives
TOP: Overcoming Interpersonal Communication Barriers TYP: Conceptual

32. An American sales team offended a group of Brazilian businesspeople by starting its sales presentation without first engaging in informal conversation as expected in the Brazilian culture. The communication barrier in this instance could be attributed to
|a. |bypassing. |
|b. |a lack of listening skills. |
|c. |failure to recognize different frames of reference. |
|d. |emotional interference caused when senders or receivers are distracted by internal feelings. |

ANS: C

| |Feedback |
|A |A significant barrier to communication in this instance could be attributed to failure to recognize different frames |
| |of reference. |
|B |A significant barrier to communication in this instance could be attributed to failure to recognize different frames |
| |of reference. |
|C |A significant barrier to communication in this instance could be attributed to failure to recognize different frames |
| |of reference. |
|D |A significant barrier to communication in this instance could be attributed to failure to recognize different frames |
| |of reference. |

PTS: 1 DIF: 5 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Cultural imperatives TOP: Overcoming Interpersonal Communication Barriers
TYP: Application

33. Jessica sends her résumé to several companies. Unfortunately, it is poorly formatted and contains several typographical errors. What kind of communication barrier may this cause?
|a. |Bypassing |
|b. |Differing frames of reference |
|c. |Emotional distraction |
|d. |Physical distraction |

ANS: D

| |Feedback |
|A |A poorly formatted résumé that contains typographical errors presents a physical distraction in the communication |
| |process. |
|B |A poorly formatted résumé that contains typographical errors presents a physical distraction in the communication |
| |process. |
|C |A poorly formatted résumé that contains typographical errors presents a physical distraction in the communication |
| |process. |
|D |A poorly formatted résumé that contains typographical errors presents a physical distraction in the communication |
| |process. |

PTS: 1 DIF: 5 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns, Rhetorical considerations
TOP: Overcoming Interpersonal Communication Barriers TYP: Application

34. Aleksandr is having trouble concentrating on a report he is reading because his cell phone keeps ringing and his colleagues keep sending him text messages and tweets. What kind of communication barrier is this?
|a. |Differing frames of reference |
|b. |Digital interruptions |
|c. |Lack of language skill |
|d. |Bypassing |

ANS: B

| |Feedback |
|A |Knowledge workers such as Aleksandr are increasingly distracted by multitasking, digital and information overload, |
| |conflicting demands, and constant digital availability. These are examples of digital interruptions. |
|B |Knowledge workers such as Aleksandr are increasingly distracted by multitasking, digital and information overload, |
| |conflicting demands, and constant digital availability. These are examples of digital interruptions. |
|C |Knowledge workers such as Aleksandr are increasingly distracted by multitasking, digital and information overload, |
| |conflicting demands, and constant digital availability. These are examples of digital interruptions. |
|D |Knowledge workers such as Aleksandr are increasingly distracted by multitasking, digital and information overload, |
| |conflicting demands, and constant digital availability. These are examples of digital interruptions. |

PTS: 1 DIF: 5 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns, Rhetorical considerations | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution
TOP: Overcoming Interpersonal Communication Barriers TYP: Application

35. While conducting an orientation session for new employees, Clayton noticed looks of confusion on the faces of some listeners. He then paused and asked his audience, "What questions do you have so far?" Clayton was striving to overcome interpersonal communication barriers by
|a. |questioning his assumptions, biases, and prejudices. |
|b. |improving his language and listening skills. |
|c. |creating an environment for useful feedback. |
|d. |reducing physical distractions. |

ANS: C

| |Feedback |
|A |By asking his audience for questions, Clayton was creating an environment for useful feedback. Creating an environment|
| |for feedback can help a communicator clear up many misunderstandings. |
|B |By asking his audience for questions, Clayton was creating an environment for useful feedback. Creating an environment|
| |for feedback can help a communicator clear up many misunderstandings. |
|C |By asking his audience for questions, Clayton was creating an environment for useful feedback. Creating an environment|
| |for feedback can help a communicator clear up many misunderstandings. |
|D |By asking his audience for questions, Clayton was creating an environment for useful feedback. Creating an environment|
| |for feedback can help a communicator clear up many misunderstandings. |

PTS: 1 DIF: 5 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns, Rhetorical considerations
TOP: Overcoming Interpersonal Communication Barriers TYP: Application

36. Naoko has just moved to the United States and is taking a class to improve her English skills. What interpersonal communication barrier is she trying to overcome?
|a. |Lack of language skill |
|b. |Bypassing |
|c. |Differing frames of reference |
|d. |Digital interruptions |

ANS: A

| |Feedback |
|A |To overcome barriers caused by a lack of language skill, each individual needs an adequate vocabulary, a command of |
| |basic punctuation and grammar, and skill in written and oral expression. |
|B |To overcome barriers caused by a lack of language skill, each individual needs an adequate vocabulary, a command of |
| |basic punctuation and grammar, and skill in written and oral expression. |
|C |To overcome barriers caused by a lack of language skill, each individual needs an adequate vocabulary, a command of |
| |basic punctuation and grammar, and skill in written and oral expression. |
|D |To overcome barriers caused by a lack of language skill, each individual needs an adequate vocabulary, a command of |
| |basic punctuation and grammar, and skill in written and oral expression. |

PTS: 1 DIF: 5 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Standard English
TOP: Overcoming Interpersonal Communication Barriers TYP: Application

37. Which of the following is an example of an internal organizational communication?
|a. |A tweet sent to a customer about a private sale that will take place tomorrow |
|b. |A Web site advertising a company's products |
|c. |A meeting of all department managers |
|d. |An annual report sent to company stockholders |

ANS: C

| |Feedback |
|A |A tweet about a private sale sent to a customer is an example of external organizational communication. |
|B |A Web site advertising a company's products is an example of external organizational communication. |
|C |A meeting of all department managers is an example of internal organizational communication. |
|D |An annual report sent to company stockholders is an example of internal organizational communication. |

PTS: 1 DIF: 5 REF: p. 17 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Communicating in Business Organizations TYP: Application

38. Which of the following is an example of external organizational communication?
|a. |An employee performance appraisal |
|b. |A brochure sent to a prospective customer |
|c. |A report recommending a change in company procedure |
|d. |An e-mail message to employees about an upcoming training seminar |

ANS: B

| |Feedback |
|A |An employee performance appraisal is an example of internal organizational communication. |
|B |A brochure sent to a prospective customer is an example of external organizational communication. |
|C |A report recommending a change in company procedure is an example of internal organizational communication. |
|D |An e-mail message to employees about an upcoming training seminar is an example of internal organizational |
| |communication. |

PTS: 1 DIF: 5 REF: p. 17 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Communicating in Business Organizations TYP: Application

39. The three basic functions of business communication are to
|a. |inform, entertain, and impress. |
|b. |inform, persuade, and promote goodwill. |
|c. |inform, persuade, and explain. |
|d. |inform, instruct, and entertain. |

ANS: B

| |Feedback |
|A |The three basic functions of business communication are to inform, persuade, and promote goodwill. |
|B |The three basic functions of business communication are to inform, persuade, and promote goodwill. |
|C |The three basic functions of business communication are to inform, persuade, and promote goodwill. |
|D |The three basic functions of business communication are to inform, persuade, and promote goodwill. |

PTS: 1 DIF: 3 REF: p. 17 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns, Rhetorical considerations
TOP: Communicating in Business Organizations TYP: Conceptual

40. Which of the following statements about communication in today's business organizations is most accurate?
|a. |Memos and letters still make up the dominant forms of communication in the workplace. |
|b. |Text messaging is considered unprofessional and is rarely used by business organizations. |
|c. |Web chat is becoming the preferred communication channel for online customer service. |
|d. |A company intranet can be accessed by anyone with Internet access. |

ANS: C

| |Feedback |
|A |Companies are shifting away from one-sided, slow forms of communication such as memos and letters to more interactive,|
| |fast-results communication. |
|B |Text messaging is used by many individuals within business organizations to stay connected with colleagues and |
| |customers. |
|C |Web chat is rapidly becoming the preferred communication channel for online customer service because it allows |
| |immediate feedback. |
|D |An intranet is a company version of the Internet that is accessible only to employees. |

PTS: 1 DIF: 3 REF: p. 17-18 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Syn./asyn. choice | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution TOP: Communicating in Business Organizations
TYP: Conceptual

41. Kenna is communicating with a colleague in real time over the Internet using a private chat room. Kenna is using a communication technology called
|a. |instant messaging (IM). |
|b. |blogging. |
|c. |e-mailing. |
|d. |text messaging. |

ANS: A

| |Feedback |
|A |Instant messaging allows users to create a private chat room to communicate in real time over the Internet. |
|B |Instant messaging allows users to create a private chat room to communicate in real time over the Internet. |
|C |Instant messaging allows users to create a private chat room to communicate in real time over the Internet. |
|D |Instant messaging allows users to create a private chat room to communicate in real time over the Internet. |

PTS: 1 DIF: 1 REF: p. 18 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Synchronous communication, Communication evolution
TOP: Communicating in Business Organizations TYP: Definition

42. Which of the following statements comparing oral and written communication is least accurate?
|a. |Written communication is preferred when a permanent record is needed. |
|b. |Written messages are generally more organized and well-considered than oral messages. |
|c. |One advantage of oral communication such as a face-to-face meeting is that it allows for immediate feedback. |
|d. |Oral communication is preferred when presenting formal or complex ideas. |

ANS: D

| |Feedback |
|A |One advantage of written communication is that it leaves a permanent record. |
|B |Writing an idea instead of delivering it orally enables communicators to develop a more organized, well-considered |
| |message. |
|C |Oral communication allows for immediate feedback. |
|D |Written communication is better when presenting formal or complex ideas. |

PTS: 1 DIF: 3 REF: p. 18 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns, Rhetorical considerations
TOP: Communicating in Business Organizations TYP: Conceptual

43. Which of the following is an example of horizontal communication in an organization?
|a. |Four payroll clerks meet to discuss a new payroll processing procedure. |
|b. |A supervisor submits a progress report about a current project to the vice president. |
|c. |An employee suggests a way to improve customer service. |
|d. |A supervisor sends an e-mail message to all division employees detailing the newest procedure for submitting expense |
| |account reports. |

ANS: A

| |Feedback |
|A |An example of horizontal communication in an organization involves four payroll clerks meeting to discuss a new |
| |payroll processing procedure. |
|B |An example of upward communication involves a supervisor submitting a progress report about a current project to the |
| |company's vice president. |
|C |An example of upward communication involves an employee suggesting a way to improve customer service. |
|D |An example of downward communication involves a supervisor sending an e-mail message to all division employees |
| |detailing the newest procedure for submitting expense account reports. |

PTS: 1 DIF: 5 REF: p. 20-22 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Information in Organizations TYP: Application

44. Which of the following is an example of an informal organizational communication channel?
|a. |A supervisor gives a performance appraisal to her subordinate. |
|b. |An employee suggests to his supervisor a way to increase productivity in his department. |
|c. |Sales team members hold a virtual meeting to discuss potential customers. |
|d. |An employee starts a blog to share her personal work experiences, opinions, and observations. |

ANS: D

| |Feedback |
|A |A performance appraisal is an example of downward flow, which is a formal communication channel. |
|B |An employee suggestion is an example of upward flow, which is a formal communication channel. |
|C |A virtual meeting of sales team members is an example of horizontal flow, which is a formal communication channel. |
|D |A blog is an example of an informal communication channel. |

PTS: 1 DIF: 3 REF: p. 22 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution
TOP: Improving the Flow of Communication in Organizations TYP: Conceptual

45. Which of the following statements about formal and informal communication channels is most accurate?
|a. |All relevant organizational information should flow through formal communication channels. |
|b. |Ideally, the heaviest flow of information within an organization should be downward from decision makers to workers. |
|c. |Managers should do everything possible to avoid grapevine communication within an organization. |
|d. |The longer the lines of communication, the greater the chance for message distortion. |

ANS: D

| |Feedback |
|A |Relevant organizational information flows through both formal and informal communication channels. |
|B |Ideally, the heaviest flow of information should be upward with information being fed steadily to decision makers. |
|C |The grapevine can be a powerful, fairly accurate, and speedy source of organization information; and it should be used|
| |productively by managers. |
|D |Messages are more likely to become distorted if they must travel through long lines of communication. |

PTS: 1 DIF: 3 REF: p. 19-24 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Communication in Organizations TYP: Conceptual

46. Covering up incidents, abusing sick days, lying to a supervisor, taking credit for a colleague's ideas, and inflating grades on a résumé are examples of
|a. |breaking the law. |
|b. |actions necessary to get ahead today. |
|c. |unethical actions. |
|d. |workplace distrust. |

ANS: C

| |Feedback |
|A |These incidents are not violations of law; they are unethical actions. |
|B |These incidents are not actions necessary to get ahead; they are unethical actions. |
|C |These actions are examples of unethical actions. |
|D |These incidents are not examples of distrust; they are unethical actions. |

PTS: 1 DIF: 3 REF: p. 25-26 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Examining Ethics in the Workplace TYP: Conceptual

47. Which of the following statements about laws is least accurate?
|a. |People in accounting and finance should be aware of the Sarbanes-Oxley Act. |
|b. |Anything published on the Internet is in the public domain and can be used freely. |
|c. |Assume that anything produced privately after 1989 is copyrighted. |
|d. |The concept of fair use gives individuals limited rights to use copyrighted materials without requiring permission. |

ANS: B

| |Feedback |
|A |The Sarbanes-Oxley Act has restrictions that are relevant for those in the accounting, finance, investing, and |
| |corporate management fields. |
|B |Internet items are covered by copyright laws and cannot be used freely unless they are in the public domain. |
|C |Anything produced privately after 1989 should be assumed to be copyrighted. |
|D |Under the concept of fair use, individuals have limited rights to use copyrighted material without requiring |
| |permission. |

PTS: 1 DIF: 3 REF: p. 26 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Examining Ethics in the Workplace TYP: Conceptual

48. Ethical business communicators strive to tell the truth, label opinions so that they are not confused with facts, are objective, write clearly, use inclusive language, and
|a. |ensure that communication flows upward, downward, and horizontally. |
|b. |give credit when using the ideas of others. |
|c. |encourage feedback. |
|d. |choose appropriate channels of communication. |

ANS: B

| |Feedback |
|A |Ethical business communicators strive to give credit when using the ideas of others. Ethical communication has little |
| |to do with the directional flow of communication, feedback, or choosing appropriate channels. |
|B |Ethical business communicators strive to give credit when using the ideas of others. Ethical communication has little |
| |to do with the directional flow of communication, feedback, or choosing appropriate channels. |
|C |Ethical business communicators strive to give credit when using the ideas of others. Ethical communication has little |
| |to do with the directional flow of communication, feedback, or choosing appropriate channels. |
|D |Ethical business communicators strive to give credit when using the ideas of others. Ethical communication has little |
| |to do with the directional flow of communication, feedback, or choosing appropriate channels. |

PTS: 1 DIF: 3 REF: p. 26-27 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Examining Ethics in the Workplace TYP: Conceptual

49. Jamie has been asked by her boss to sign off on financial statements that she believes are false. Although she feels uncomfortable doing this, she's afraid that she'll be fired if she doesn't comply. Into what ethical trap has Jamie fallen?
|a. |Rationalization trap |
|b. |Ends-justify-the-means trap |
|c. |False necessity trap |
|d. |Doctrine-of-relative filth trap |

ANS: C

| |Feedback |
|A |Because Jamie has convinced herself she has no other choice, she has fallen into the false necessity trap. |
|B |Because Jamie has convinced herself she has no other choice, she has fallen into the false necessity trap. |
|C |Because Jamie has convinced herself she has no other choice, she has fallen into the false necessity trap. |
|D |Because Jamie has convinced herself she has no other choice, she has fallen into the false necessity trap. |

PTS: 1 DIF: 5 REF: p. 27-29 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Examining Ethics in the Workplace TYP: Application

50. Because your department has not reached its sales quota, your boss has asked you to change figures to show that sales were higher than they actually were. Which of the following questions is not important as you decide what to do?
|a. |Is the action you are considering legal? |
|b. |Are there other alternatives? |
|c. |Can you discuss the problem with someone whose advice you trust? |
|d. |What is the best channel of communication to use in responding to your boss? |

ANS: D

| |Feedback |
|A |When faced with difficult ethical decisions, all of the questions shown are helpful except the question regarding |
| |deciding on a channel of communication. |
|B |When faced with difficult ethical decisions, all of the questions shown are helpful except the question regarding |
| |deciding on a channel of communication. |
|C |When faced with difficult ethical decisions, all of the questions shown are helpful except the question regarding |
| |deciding on a channel of communication. |
|D |When faced with difficult ethical decisions, all of the questions shown are helpful except the question regarding |
| |deciding on a channel of communication. |

PTS: 1 DIF: 5 REF: p. 29 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Examining Ethics in the Workplace TYP: Application

TRUE/FALSE

1. In making hiring decisions, employers often rank communication skills among the most-requested competencies.

ANS: T

| |Feedback |
|Correct |Employers often rank communication skills among the most-requested competencies when they are making hiring |
| |decisions. |
|Incorrect |Employers often rank communication skills among the most-requested competencies when they are making hiring |
| |decisions. |

PTS: 1 DIF: 3 REF: p. 3 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Communication Skills and You TYP: Conceptual

2. Because of new communication technologies, writing skills are especially important today.

ANS: T

| |Feedback |
|Correct |Writing skills are even more important today because technology enables us to transmit messages more rapidly,|
| |more often, and to greater numbers of people than ever before. |
|Incorrect |Writing skills are even more important today because technology enables us to transmit messages more rapidly,|
| |more often, and to greater numbers of people than ever before. |

PTS: 1 DIF: 3 REF: p. 4 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Communication Skills and You TYP: Conceptual

3. You are born with the abilities to read, listen, speak, and write effectively.

ANS: F

| |Feedback |
|Correct |Communication skills are not inborn, but they can be learned. |
|Incorrect |Communication skills are not inborn, but they can be learned. |

PTS: 1 DIF: 3 REF: p. 4 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Communication Skills and You TYP: Conceptual

4. The key ingredients in today's economy are information and knowledge.

ANS: T

| |Feedback |
|Correct |Information and knowledge are the key ingredients in today's economy. |
|Incorrect |Information and knowledge are the key ingredients in today's economy. |

PTS: 1 DIF: 3 REF: p. 5 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Thriving as a Knowledge Worker in the Information Age TYP: Conceptual

5. Knowledge and information workers are paid for their ability to learn and to think creatively and critically.

ANS: T

| |Feedback |
|Correct |Knowledge and information workers engage in mind work and are paid for their ability to learn and to think |
| |creatively and critically. |
|Incorrect |Knowledge and information workers engage in mind work and are paid for their ability to learn and to think |
| |creatively and critically. |

PTS: 1 DIF: 3 REF: p. 5 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Thriving as a Knowledge Worker in the Information Age TYP: Conceptual

6. Small, medium, and large companies increasingly find themselves competing in global rather than local markets.

ANS: T

| |Feedback |
|Correct |Because of improved systems of telecommunication, advanced forms of transportation, and saturated local |
| |markets, many companies of all sizes are moving beyond familiar territories to emerging markets around the |
| |world. |
|Incorrect |Because of improved systems of telecommunication, advanced forms of transportation, and saturated local |
| |markets, many companies of all sizes are moving beyond familiar territories to emerging markets around the |
| |world. |

PTS: 1 DIF: 3 REF: p. 7 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - International applications
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

7. Flattened management hierarchies allow companies to react more quickly to market changes.

ANS: T

| |Feedback |
|Correct |In flat organizations, where the lines of communication are shorter, decision makers can react more quickly |
| |to market changes. |
|Incorrect |In flat organizations, where the lines of communication are shorter, decision makers can react more quickly |
| |to market changes. |

PTS: 1 DIF: 3 REF: p. 8 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

8. Communication technologies such as e-mail, instant messaging, text messaging, cell phones, blogs, wikis, and wireless networking allow employees to collaborate and complete their work from anywhere in the world.

ANS: T

| |Feedback |
|Correct |Tools such as e-mail, instant messaging, text messaging, cell phones, blogs, wikis, and wireless networking |
| |allow employees and virtual teams to collaborate and complete their work from anywhere geographically. |
|Incorrect |Tools such as e-mail, instant messaging, text messaging, cell phones, blogs, wikis, and wireless networking |
| |allow employees and virtual teams to collaborate and complete their work from anywhere geographically. |

PTS: 1 DIF: 3 REF: p. 9 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

9. The number of people in the workforce who telecommute is decreasing.

ANS: F

| |Feedback |
|Correct |The number of telecommuting employees is increasing annually. |
|Incorrect |The number of telecommuting employees is increasing annually. |

PTS: 1 DIF: 3 REF: p. 9 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

10. Diverse workforces are not able to respond as effectively as homogeneous workforces to changes in local markets.

ANS: F

| |Feedback |
|Correct |A diverse staff is better able to read trends and respond to the increasingly diverse customer base in local |
| |and world markets. |
|Incorrect |A diverse staff is better able to read trends and respond to the increasingly diverse customer base in local |
| |and world markets. |

PTS: 1 DIF: 3 REF: p. 13 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Cultural imperatives
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Conceptual

11. As long as the message is properly transmitted from the sender to the receiver, successful communication has taken place.

ANS: F

| |Feedback |
|Correct |Communication has as its central objective the transmission of meaning. The process of communication is |
| |successful only when the receiver understands an idea as the sender intended it. |
|Incorrect |Communication has as its central objective the transmission of meaning. The process of communication is |
| |successful only when the receiver understands an idea as the sender intended it. |

PTS: 1 DIF: 3 REF: p. 13 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Conceptual

12. Decoding is the process of converting an idea into words or gestures that will convey meaning.

ANS: F

| |Feedback |
|Correct |Encoding is the process of converting an idea into words or gestures that will convey meaning. Decoding is |
| |the process of translating the message from its symbol form into meaning. |
|Incorrect |Encoding is the process of converting an idea into words or gestures that will convey meaning. Decoding is |
| |the process of translating the message from its symbol form into meaning. |

PTS: 1 DIF: 1 REF: p. 13 | p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Definition

13. The process of communication begins when the receiver puts a message into writing.

ANS: F

| |Feedback |
|Correct |The process of communication begins when the person with whom the message originates⎯the sender⎯has an idea. |
|Incorrect |The process of communication begins when the person with whom the message originates⎯the sender⎯has an idea. |

PTS: 1 DIF: 3 REF: p. 13 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Conceptual

14. The sender of a message has primary responsibility for the success or failure of the communication transaction.

ANS: T

| |Feedback |
|Correct |Because the sender initiates a communication transaction, he or she has primary responsibility for its |
| |success or failure. |
|Incorrect |Because the sender initiates a communication transaction, he or she has primary responsibility for its |
| |success or failure. |

PTS: 1 DIF: 3 REF: p. 14 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Conceptual

15. The best feedback to a message is descriptive rather than evaluative.

ANS: T

| |Feedback |
|Correct |The best feedback to a message is descriptive rather than evaluative. |
|Incorrect |The best feedback to a message is descriptive rather than evaluative. |

PTS: 1 DIF: 3 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Conceptual

16. You and your boss come from very different educational and professional backgrounds. You are most likely to experience communication barriers due to differing frames of reference.

ANS: T

| |Feedback |
|Correct |A common barrier to clear communication is your frame of reference, which is formed by a combination of your |
| |experiences, education, culture, expectations, personality, and many other elements. Because your frame of |
| |reference is totally different from everyone else's, you will never see things exactly as others do. |
|Incorrect |A common barrier to clear communication is your frame of reference, which is formed by a combination of your |
| |experiences, education, culture, expectations, personality, and many other elements. Because your frame of |
| |reference is totally different from everyone else's, you will never see things exactly as others do. |

PTS: 1 DIF: 5 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Socioeconomic differences
TOP: Overcoming Interpersonal Communication Barriers TYP: Application

17. Samantha's poor listening skills cause her to miss much of what her colleagues say during meetings. The barrier to communication she is experiencing is a lack of language skill.

ANS: T

| |Feedback |
|Correct |Poor listening skills, which are an example of a lack of language skill, can prevent us from hearing oral |
| |messages clearly and thus responding appropriately. |
|Incorrect |Poor listening skills, which are an example of a lack of language skill, can prevent us from hearing oral |
| |messages clearly and thus responding appropriately. |

PTS: 1 DIF: 5 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Overcoming Interpersonal Communication Barriers TYP: Application

18. Creating an environment for useful feedback is an effective way to overcome communication obstacles.

ANS: T

| |Feedback |
|Correct |Planning for feedback is an effective way to overcome communication barriers. Asking questions such as "Are |
| |there any other points you would like me to cover?" is a good way to encourage feedback. |
|Incorrect |Planning for feedback is an effective way to overcome communication barriers. Asking questions such as "Are |
| |there any other points you would like me to cover?" is a good way to encourage feedback. |

PTS: 1 DIF: 3 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Overcoming Interpersonal Communication Barriers TYP: Conceptual

19. External communication includes sharing ideas and messages with superiors, coworkers, and subordinates.

ANS: F

| |Feedback |
|Correct |Internal communication includes sharing ideas and messages with superiors, coworkers, and subordinates. |
| |External communication includes sharing ideas with customers, clients, the public, suppliers, and government |
| |agencies. |
|Incorrect |Internal communication includes sharing ideas and messages with superiors, coworkers, and subordinates. |
| |External communication includes sharing ideas with customers, clients, the public, suppliers, and government |
| |agencies. |

PTS: 1 DIF: 3 REF: p. 17 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Communicating in Business Organizations TYP: Conceptual

20. Wes is sending an e-mail message to the Securities and Exchange Commission to ask about a specific Sarbanes-Oxley regulation. This is an example of external communication.

ANS: T

| |Feedback |
|Correct |Communication with customers, clients, suppliers, the public, and government agencies are examples of |
| |external communication. |
|Incorrect |Communication with customers, clients, suppliers, the public, and government agencies are examples of |
| |external communication. |

PTS: 1 DIF: 5 REF: p. 17 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Communicating in Business Organizations TYP: Application

21. The three primary business communication functions are to inform, to persuade, and to entertain.

ANS: F

| |Feedback |
|Correct |Business communication functions fall into three primary categories: (1) to inform, (2) to persuade, and (3) |
| |to promote goodwill. |
|Incorrect |Business communication functions fall into three primary categories: (1) to inform, (2) to persuade, and (3) |
| |to promote goodwill. |

PTS: 1 DIF: 3 REF: p. 17 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Communicating in Business Organizations TYP: Conceptual

22. Today's organizations prefer interactive, fast-results communication, such as e-mail, instant messaging, text messaging, and cell phones.

ANS: T

| |Feedback |
|Correct |Today's organizations prefer interactive, fast-results communication, such as e-mail, instant messaging, text|
| |messaging, and cell phones. |
|Incorrect |Today's organizations prefer interactive, fast-results communication, such as e-mail, instant messaging, text|
| |messaging, and cell phones. |

PTS: 1 DIF: 3 REF: p. 17 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Technology | AACSB: Tier 2 - Communication evolution
TOP: Communicating in Business Organizations TYP: Conceptual

23. One advantage of oral communication over written communication is that it minimizes misunderstandings.

ANS: T

| |Feedback |
|Correct |Oral communication minimizes misunderstandings because communicators can immediately ask questions to clarify|
| |uncertainties. |
|Incorrect |Oral communication minimizes misunderstandings because communicators can immediately ask questions to clarify|
| |uncertainties. |

PTS: 1 DIF: 3 REF: p. 18 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Communicating in Business Organizations TYP: Conceptual

24. One disadvantage of written communication is that it can be dangerous.

ANS: T

| |Feedback |
|Correct |Because words committed to hard or soft copy become public record, one disadvantage of written communication |
| |is that it can be dangerous. |
|Incorrect |Because words committed to hard or soft copy become public record, one disadvantage of written communication |
| |is that it can be dangerous. |

PTS: 1 DIF: 3 REF: p. 18 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Communicating in Business Organizations TYP: Conceptual

25. Information flows through formal communication channels in three directions: downward, upward, and spiral.

ANS: F

| |Feedback |
|Correct |Information among workers flows through formal channels in three directions: downward, upward, and |
| |horizontal. |
|Incorrect |Information among workers flows through formal channels in three directions: downward, upward, and |
| |horizontal. |

PTS: 1 DIF: 3 REF: p. 19 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Communication in Organizations TYP: Conceptual

26. A free exchange of information helps boost efficiency and productivity within organizations.

ANS: T

| |Feedback |
|Correct |The new economy is made up of e-commerce and Internet-based companies, and the old economy is made up of |
| |bricks-and-mortar companies. |
|Incorrect |The new economy is made up of e-commerce and Internet-based companies, and the old economy is made up of |
| |bricks-and-mortar companies. |

PTS: 1 DIF: 3 REF: p. 19 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Information in Organizations TYP: Conceptual

27. Tonya, a company department manager, frequently communicates via e-mail with other department managers within the company. This is an example of an upward flow of communication.

ANS: F

| |Feedback |
|Correct |Lateral channels transmit information horizontally among workers at the same level, such as between |
| |department managers. |
|Incorrect |Lateral channels transmit information horizontally among workers at the same level, such as between |
| |department managers. |

PTS: 1 DIF: 5 REF: p. 22 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Communication in Organizations TYP: Application

28. Many of today's companies have decreased the number of operating units and managers, thereby shortening lines of communication.

ANS: T

| |Feedback |
|Correct |By decreasing the number of operating units and managers, many companies have been able to shorten the lines |
| |of communication. |
|Incorrect |By decreasing the number of operating units and managers, many companies have been able to shorten the lines |
| |of communication. |

PTS: 1 DIF: 3 REF: p. 21 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Communication in Organizations TYP: Conceptual

29. Jacqueline, a payroll clerk, came up with an idea for processing payroll more efficiently and presented it to the Human Resources Department manager. This is an example of a downward flow of communication.

ANS: F

| |Feedback |
|Correct |Information flowing upward allows employees to suggest methods for improving efficiency to management. |
|Incorrect |Information flowing upward allows employees to suggest methods for improving efficiency to management. |

PTS: 1 DIF: 5 REF: p. 21 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Communication in Organizations TYP: Application

30. A company's management team has come up with a strategic plan and will share it with all employees. This is an example of downward communication.

ANS: T

| |Feedback |
|Correct |Information flowing downward moves from decision makers, such as a management team, down to workers. |
|Incorrect |Information flowing downward moves from decision makers, such as a management team, down to workers. |

PTS: 1 DIF: 5 REF: p. 20 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Communication in Organizations TYP: Application

31. Downsizing, cost-cutting measures, and the tremendous influx of temporary workers in the current workplace all contribute to the reduced feelings of trust employees feel toward their employers.

ANS: T

| |Feedback |
|Correct |Downsizing, cost-cutting measures, and the tremendous influx of temporary workers in the current workplace |
| |can all contribute to reduced feelings of trust employees may feel toward their employers. These factors |
| |hinder effective upward communication. |
|Incorrect |Downsizing, cost-cutting measures, and the tremendous influx of temporary workers in the current workplace |
| |can all contribute to reduced feelings of trust employees may feel toward their employers. These factors |
| |hinder effective upward communication. |

PTS: 1 DIF: 3 REF: p. 22 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Improving the Flow of Communication in Organizations TYP: Conceptual

32. Managers can use the grapevine productively by sharing bad news as well as good news.

ANS: T

| |Feedback |
|Correct |One way a manager can use the grapevine productively is by sharing bad news as well as good news. |
|Incorrect |One way a manager can use the grapevine productively is by sharing bad news as well as good news. |

PTS: 1 DIF: 3 REF: p. 23 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Communication in Organizations TYP: Conceptual

33. Richard just learned that an untrue, negative rumor about him is circulating around his workplace. He should ignore it because it will eventually go away.

ANS: F

| |Feedback |
|Correct |Richard should be aggressive in determining who originated the rumor and follow up with documentation |
| |explaining what really happened. Simply ignoring a rumor is not effective. |
|Incorrect |Richard should be aggressive in determining who originated the rumor and follow up with documentation |
| |explaining what really happened. Simply ignoring a rumor is not effective. |

PTS: 1 DIF: 5 REF: p. 24 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Communication in Organizations TYP: Application

34. Ethics can be defined as "the conventional standards of right and wrong that prescribe what people should do."

ANS: T

| |Feedback |
|Correct |"Ethics" is often defined as "the conventional standards of right and wrong that prescribe what people should|
| |do." |
|Incorrect |"Ethics" is often defined as "the conventional standards of right and wrong that prescribe what people should|
| |do." |

PTS: 1 DIF: 1 REF: p. 24 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Ethics and morals TOP: Looking at Business and Ethics
TYP: Definition

35. Being ethical makes good business sense.

ANS: T

| |Feedback |
|Correct |Being ethical makes good business sense because ethical companies endure less litigation, less resentment, |
| |and less government regulation. |
|Incorrect |Being ethical makes good business sense because ethical companies endure less litigation, less resentment, |
| |and less government regulation. |

PTS: 1 DIF: 3 REF: p. 25 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Ethics and morals TOP: Looking at Business and Ethics
TYP: Conceptual

36. Most business schools today focus on teaching students how to earn short-term, immediate profits.

ANS: F

| |Feedback |
|Correct |Concerned business schools are revamping their curricula to place more emphasis on values reflecting the |
| |greater good and less on short-term, immediate profits. |
|Incorrect |Concerned business schools are revamping their curricula to place more emphasis on values reflecting the |
| |greater good and less on short-term, immediate profits. |

PTS: 1 DIF: 1 REF: p. 25 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Looking at Business and Ethics TYP: Definition

37. Some states have passed "Plain English" laws that require businesses to write policies, warranties, and contracts in language comprehensible to average readers.

ANS: T

| |Feedback |
|Correct |Laws passed by some states require businesses to write policies, warranties, and contracts in Plain English, |
| |language that is comprehensible to average readers. Plain English means short sentences, simple words, and |
| |clear organization. |
|Incorrect |Laws passed by some states require businesses to write policies, warranties, and contracts in Plain English, |
| |language that is comprehensible to average readers. Plain English means short sentences, simple words, and |
| |clear organization. |

PTS: 1 DIF: 3 REF: p. 27 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Application | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Standard English
TOP: Examining Ethics in the Workplace TYP: Conceptual

38. Laura frequently uses her work computer to check personal e-mail; however, she feels what she is doing is acceptable because her colleagues use their computers much more than she does for personal activities. Laura has fallen into the self-deception ethical trap.

ANS: F

| |Feedback |
|Correct |Laura has fallen into the doctrine-of-relative-filth ethical trap because she thinks her unethical actions |
| |look good compared to worse behavior by others. |
|Incorrect |Laura has fallen into the doctrine-of-relative-filth ethical trap because she thinks her unethical actions |
| |look good compared to worse behavior by others. |

PTS: 1 DIF: 5 REF: p. 28 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Examining Ethics in the Workplace TYP: Application

39. Daniel has altered figures on his firm's financial statements to make revenues for the quarter look higher. He thinks that doing this will cause an increase in his firm's stock price, which will make stockholders happy. He has fallen into the ends-justify-the-means ethical trap.

ANS: T

| |Feedback |
|Correct |Daniel has fallen into the ends-justify-the-means trap because he has taken this unethical action to |
| |accomplish a desirable goal. |
|Incorrect |Daniel has fallen into the ends-justify-the-means trap because he has taken this unethical action to |
| |accomplish a desirable goal. |

PTS: 1 DIF: 5 REF: p. 29 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Examining Ethics in the Workplace TYP: Application

40. Janice believes her supervisor has done something wrong. She should immediately go to the head of the company to make sure that the wrongdoing doesn't continue.

ANS: F

| |Feedback |
|Correct |Before going to the head of the company, Janice should approach her supervisor first with her suspicions. |
|Incorrect |Before going to the head of the company, Janice should approach her supervisor first with her suspicions. |

PTS: 1 DIF: 5 REF: p. 29 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Analysis | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Personal, Corporate, Legal, Ethical responsibilities
TOP: Examining Ethics in the Workplace TYP: Application

COMPLETION

1. A(n) ____________________ or information worker is one who generates, processes, and exchanges information.

ANS: knowledge

PTS: 1 DIF: 1 REF: p. 5 OBJ: 1-1
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion
TOP: Thriving as a Knowledge Worker in the Information Age TYP: Definition

2. ____________________ is the transmission of information and meaning from one individual to another.

ANS: Communication

PTS: 1 DIF: 1 REF: p. 13 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Definition

3. The person with whom the message originates is known as the ____________________.

ANS: sender

PTS: 1 DIF: 3 REF: p. 13 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Conceptual

4. The process of converting an idea into words or gestures that will convey meaning is called ____________________.

ANS: encoding

PTS: 1 DIF: 1 REF: p. 14 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Definition

5. The medium over which a message is physically transmitted, such as e-mail, cell phone, or spoken word, is called the ____________________.

ANS: channel

PTS: 1 DIF: 1 REF: p. 14 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Definition

6. Anything that interrupts the transmission of a message in the communication process is called ____________________.

ANS: noise

PTS: 1 DIF: 1 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Definition

7. In the communication process, the individual for whom the message is intended is the ____________________.

ANS: receiver

PTS: 1 DIF: 1 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Definition

8. Translating a message from its symbol form into meaning involves ____________________.

ANS: decoding

PTS: 1 DIF: 1 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Definition

9. The verbal and nonverbal responses of the receiver create ____________________, which helps the sender know that the message was received and understood.

ANS: feedback

PTS: 1 DIF: 1 REF: p. 15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Definition

10. ____________________ occurs when people interpret the meanings of words differently.

ANS: Bypassing

PTS: 1 DIF: 1 REF: p. 15 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Overcoming Interpersonal Communication Barriers TYP: Definition

11. An individual's frame of ____________________ is formed by a combination of experiences, education, culture, expectations, personality, and many other elements.

ANS: reference

PTS: 1 DIF: 1 REF: p. 16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Cultural imperatives TOP: Overcoming Interpersonal Communication Barriers
TYP: Definition

12. The three primary functions of business communication are to inform, to persuade, and to promote ____________________.

ANS: goodwill

PTS: 1 DIF: 3 REF: p. 17 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Communicating in Business Organizations TYP: Conceptual

13. Official information among workers typically flows through formal channels in three directions: downward, upward, and ____________________.

ANS: horizontally

PTS: 1 DIF: 1 REF: p. 19 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Information in Organizations TYP: Definition

14. Policies, procedures, directives, job plans, and mission goals flow ____________________ from managers to employees.

ANS: downward

PTS: 1 DIF: 1 REF: p. 20 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Information in Organizations TYP: Definition

15. Feedback from employees to management forms the ____________________ flow of communication in most organizations.

ANS: upward

PTS: 1 DIF: 1 REF: p. 21 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Information in Organizations TYP: Definition

16. Workers at the same level coordinate tasks, share information, solve problems, and resolve conflicts through ____________________ communication.

ANS: horizontal

PTS: 1 DIF: 1 REF: p. 22 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Information in Organizations TYP: Definition

17. The ____________________ is an informal channel of communication that carries organizationally relevant gossip and functions through social relationships.

ANS: grapevine

PTS: 1 DIF: 1 REF: p. 22 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Information in Organizations TYP: Definition

18. ____________________ refers to the conventional standards of right and wrong that prescribe what people should do.

ANS: Ethics

PTS: 1 DIF: 1 REF: p. 24 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Ethics | AACSB: Tier 2 - Ethics and morals TOP: Looking at Business and Ethics
TYP: Definition

19. ____________________ are verifiable and often are quantifiable; opinions are beliefs held with confidence but without substantiation.

ANS: Facts

PTS: 1 DIF: 1 REF: p. 27 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Analytic | AACSB: Tier 2 - Truthfulness TOP: Examining Ethics in the Workplace
TYP: Definition

20. ____________________ language is language that does not discriminate against individuals or groups on the basis of their sex, ethnicity, disability, race, sexual orientation, or age.

ANS: Inclusive

PTS: 1 DIF: 1 REF: p. 27 OBJ: 1-7
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Conclusion | AACSB: Tier 1 - Diversity | AACSB: Tier 2 - Cultural imperatives, Gender differences
TOP: Examining Ethics in the Workplace TYP: Definition

ESSAY

1. Describe five trends occurring in today's dynamic workplace and discuss how communication skills are related to those changes.

ANS:
Students will select five of the following and answers will vary.

|1) |Heightened global competition: Successful communication in global markets requires developing new skills and attitudes.|
| |These include cultural knowledge and sensitivity, flexibility, and patience. |
|2) |Flattened management hierarchies: Today's flatter organizations require that employees at all levels possess strong |
| |written and oral communication skills because their input and commitment are necessary for their organizations to be |
| |successful. |
|3) |Expanded team-based management: When companies form cross-functional teams, individuals must work together and share |
| |information. These employees must develop strong interpersonal, negotiation, and collaboration techniques. |
|4) |Innovative communication technologies: To use new communication technologies, including e-mail, instant messaging, text|
| |messaging, PDAs, fax, voice mail, cell phones, powerful laptop computers, satellite communications, wireless |
| |networking, tweeting, teleconferencing, videoconferencing, blogs, wikis, and peer-to-peer tools effectively, business |
| |communicators must know how to select the best communication channel, how to use each channel and medium most |
| |effectively, and how to use online search tools efficiently. |
|5) |"Anytime, anywhere" and nonterritorial offices: Working in open offices, having flexible working arrangements, |
| |telecommuting, and being a member of virtual teams all require the need for even stronger communication skills. Staying|
| |connected involves sending messages, most of which are written, meaning that one's writing skills are constantly on |
| |display. |
|6) |Increasingly diverse workforce: Business communicators must be able to interact with many coworkers who differ from |
| |them in race, ethnicity, gender, age, and many other ways. |
|7) |Renewed emphasis on ethics: Business communicators today must be more aware of their personal actions and |
| |accountability. |

PTS: 1 DIF: 5 REF: p. 7-13 OBJ: 1-2
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Theory application | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Trends Affecting You in Today's Dynamic Workplace TYP: Application

2. Describe the steps in the communication process and how noise affects the process.

ANS:
Student answers will vary.

The communication process has the following steps:
|1) |The sender has an idea, which can be influenced by such things as mood, frame of reference, background, culture, |
| |physical makeup, and the context of the situation. |
|2) |The sender encodes the message, which means converting the idea into words or gestures that will convey meaning. |
| |Bypassing occurs when misunderstandings result from missed meanings. |
|3) |The message travels over a communication channel. Examples include computers, telephones, cell phones, letters, |
| |memorandums, reports, announcements, pictures, spoken words, faxes, and Web pages. Anything that interrupts the |
| |transmission of a message in the communication process is called noise. Channel noise ranges from static that disrupts |
| |a telephone conversation to typographical and spelling errors in a letter or e-mail message. Channel noise might even |
| |include the annoyance a receiver feels when the sender chooses an improper medium for sending a message. |
|4) |The receiver decodes the message. Only when the receiver understands the meaning intended by the sender does |
| |communication take place. Decoding can be disrupted internally by the receiver's lack of attention to or bias against |
| |the sender. It can be disrupted externally by loud sounds or illegible words. Decoding can also be sidetracked by |
| |semantic obstacles, such as misunderstood words or emotional reactions to certain terms. |
|5) |Feedback travels to the sender. Feedback, which may be verbal and nonverbal, helps the sender know that the message was|
| |received and understood. |

PTS: 1 DIF: 5 REF: p. 13-15 OBJ: 1-3
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Theory application | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Understanding the Process of Communication TYP: Application

3. Describe the four significant interpersonal barriers to communication. Explain how these barriers to communication can be overcome.

ANS:
Student answers will vary.

The four interpersonal barriers to communication are as follows:
|1) |Bypassing: Bypassing occurs when people assign differing meanings to words. This happens because people sometimes |
| |attach different meanings to words. Bypassing can lead to major miscommunication because people assume that meanings |
| |are contained in words. Actually, meanings are in people. |
|2) |Differing frames of reference: Everyone has a unique frame of reference that is formed by his or her experiences, |
| |education, culture, expectations, personality, and many other elements. As a result, everyone brings his or her own |
| |biases and expectations to any communication situation. |
|3) |Lack of language skill: Each individual needs an adequate vocabulary, a command of basic punctuation and grammar, and |
| |skill in written and oral expression. Moreover, poor listening skills can prevent us from hearing oral messages clearly|
| |and thus responding properly. |
|4) |Distractions: Emotional interference and physical distractions can be barriers to communication. To reduce the |
| |influence of emotions on communication, both senders and receivers should focus on the content of the message and try |
| |to remain objective. Physical distractions such as faulty acoustics, noisy surroundings, or a poor cell phone |
| |connection can disrupt oral communication. Similarly, sloppy appearance, poor printing, careless formatting, and |
| |typographical or spelling errors can disrupt written messages. |

These barriers can be overcome in the following ways:
|1) |Recognize that the entire communication process is susceptible to breakdown. Anticipate problems in encoding, |
| |transmitting, and decoding a message. |
|2) |Focus on the receiver's environment and frame of reference. |
|3) |Arrange ideas logically and use words precisely. |
|4) |Question your own preconceptions; continually examine your personal assumptions, biases, and prejudices. |
|5) |Create an environment for useful feedback. |

PTS: 1 DIF: 5 REF: p. 15-16 OBJ: 1-4
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Theory application | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Overcoming Interpersonal Communication Barriers TYP: Application

4. Compare and contrast formal and informal channels of organizational communication.

ANS:
Student answers will vary.

Information flows formally in organizations in three ways:
|1) |Downward flow: Information flowing downward generally moves from decision makers, including the CEO and managers, |
| |through the chain of command to workers. This information includes job plans, policies, procedures, and feedback about |
| |employee performance. |
|2) |Upward flow: Information flowing upward provides feedback from nonmanagement employees to management. This information |
| |includes such items as progress reports and suggestions. |
|3) |Horizontal flow: Lateral channels transmit information horizontally among workers at the same level. These channels |
| |enable individuals to coordinate tasks, share information, solve problems, and resolve conflicts. |

Information also flows informally in organizations, most commonly through the grapevine, an informal channel of communication that functions through social relationships and carries organizationally relevant gossip. The grapevine can also be used by managers as an excellent source of information about employee morale and problems.

PTS: 1 DIF: 5 REF: p. 19-24 OBJ: 1-6
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Theory application | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Improving the Flow of Information in Organizations TYP: Application

5. Describe the five ethical traps that business communicators often face when making ethical decisions and give a workplace-related example of each.

ANS:
Student answers will vary.

|1) |False Necessity Trap: People act from the belief that they are doing what they must do. For example, an employee |
| |inflates his or her sales figures because he or she is afraid he or she will lose his or her job. |
|2) |Doctrine-of-Relative-Filth Trap: Unethical actions sometimes look good when compared to worse behavior by others. For |
| |example, you add a little bit to this month's expense account, but you know that many of your coworkers pad their |
| |expense accounts much more every time they submit them. |
|3) |Rationalization Trap: In falling into the rationalization trap, people try to explain away unethical actions by |
| |justifying them with excuses. For example, you sneak out of work a little bit early several times a month, but you feel|
| |you deserve to because you work so hard while you're in the office. |
|4) |Self-Deception Trap: Individuals fall into the self-deception trap when they try to make themselves look better than |
| |they are. For example, to impress potential employers, a job applicant says she worked longer at a job than she did. |
|5) |Ends-Justify-the-Means Trap: Taking unethical actions to accomplish a desirable goal is a common trap. For example, a |
| |supervisor starts false rumors about an unproductive employee so that he or she has a reason to fire the employee, |
| |which will boost productivity in the department. |

PTS: 1 DIF: 5 REF: p. 27-29 OBJ: 1-5
NAT: AACSB: Tier 1 - Reflective thinking | AACSB: Tier 2 - Theory application | AACSB: Tier 1 - Communication | AACSB: Tier 2 - Patterns
TOP: Examining Ethics in the Workplace TYP: Application