Telephone Message Form Appendix 2

Telephone Message Form – Appendix 2.02 (1A)

For: ______Date: ______Time: ______
M______
of ______
Phone ______
Area Code Number Extension
Message: ______
______
Signed: ______

Sample Telephone Script – Appendix 2.02 (1B)

“Hello, this is Joe Jones at 252-555-7945, Extension 911. I am calling to speak with Mrs. Williams regarding my son Tommy who is in her fourth period class. She may reach me at this number until 5:00 p.m. After 5:00 p.m., I will be at home and the number is 252-555-8043. Thank you.”

Completed Phone Message - Key

Mrs. Williams – call Joe Jones at 555-7945 before 5:00 p.m.; after 5:00 p.m. at 555-8043. This is regarding his son Tommy in your third period class.

(Should also include today’s date and student’s signature)

For: _____Mrs. Williams______Date: ______Time: ______
Mr. Joe Jones______
Phone ______252______555-7955______911______
Area Code Number Extension
Message: ____ Call Joe Jones at the above number before 5:00 p.m.; after 5:00 p.m. at 252-555-8043. This is regarding his son Tommy in your 3rd period class.
Signed: ______

Feedback Practice – Appendix 2.02 (2)

Directions: Read the following situations and complete the chart with ways you would respond.

You have just learned that a co-worker failed to complete his work and your supervisor held you responsible.
You and your supervisor had a disagreement about your work responsibilities.
Your manager scheduled you to work on a day you requested to have off.
You and your co-worker cannot agree about who should stay late to close the store.

Feedback Responses

Constructive:Destructive:

1.
2.
3.
4.

Explain the differences between the two types of feedback responses.

Which type of response is preferred for use in business? Why?

Name ______

Teamwork Review – Appendix 2.02 (3)

Directions: Respond to the following questions about basic teamwork concepts.

Identify the benefits of teamwork.

Describe the types of teams.

Describe how a team is formed.

Identify and define the team roles.

Describe how you can become a team player.

Visual Presentation – Appendix 2.02 (4)

Appearance - 20%

Neatness43210

Creativity43210

Eye catching43210

Catchy title/caption43210

Interesting graphics43210

Content - 50%

Components

Written Communication43210

Oral Communication43210

Communication Technology43210

Structure - 30%

Conveys main idea43210

Shows clear thought43210

Accurate graphic examples43210

Clear organization43210

Good grammar43210

Correct spelling43210

Appropriate for audience43210

Bonus Point10

Grade = ______= ______

4 Outstanding evidence of criteria

3 Substantial evidence of criteria, but minor flaws are present

2 Some evidence of the criteria, but major flaws are present

1 Little or no evidence of the criteria

We’re in This Together – Appendix 2.02 (5)

It’s for Real – Workplace Ethics

Series I, Issue 13

Ling, one of the five friends in It’s for Real, is assigned to work on a team with Dylan, who is uncooperative. He makes working together very difficult.

In a team, all members believe that what they are doing is important and they want to work together to make sure the team’s goals are reached. Team members recognize that what they accomplish together by blending the talents of several people will almost always be superior to what can be accomplished by one person working alone.

It’s Your Decision

What would you do in each of the following situations? Compose complete sentences for your answers.

You have been asked to serve on a team with a person for whom you have very little respect. All team members are expected to help and support one another. What will you do?

Every time the team meets to work on this project, one member gives an excuse for why she hasn’t finished her part of the project. She always promises to have it ready for the next meeting. What will you do?

One person on your team won’t share the information. What will you do?

Competition is normal, but one member of your team seems hostile and jealous of the others. What will you do?

You’re the only team member that disagrees with an idea that has been suggested. What will you do?

We’re in This Together TEACHER’S GUIDE

Solutions to this week’s activity:

Suggested answers; accept others as appropriate.

You don’t have to respect someone to work with him or her, although it helps. Be courteous, fair, and helpful. Keep your thoughts about the person to yourself.

2. Tell her in a professional manner that she is causing problems for the rest

of the team and that if she can’t serve effectively she should ask her

supervisor to be taken off the team. Be clear about what is expected from

her.

Make sure everyone on the team is getting a fair share of credit and that

team chores are divided equally. This individual may feel that he or she is unappreciated.

Compliment the person when he or she offers a good plan or idea. Be

friendly. Perhaps the person feels insecure.

Tactfully say you disagree with the idea and explain why. While everyone may not be happy with your comment, they will understand your reason. They may want to discuss your objection. Be willing to listen to what they have to say.

Team Members ______

Team Activity – Appendix 2.02 (6)

Materials Needed: Paper, markers, magazines, scissors, etc.

Directions: Your team is to create a poster which is representative of your group. In order to complete this activity, your group will have to reach a consensus. Remember that every member in the group should be represented. Complete and discuss the debriefing questions after your group has created your poster.

Debriefing Questions:

Which type of team was your group? Explain how your group showed characteristics of this type.

How was your team formed?

3. Identify the team roles which were present in your team.

4. What team player characteristics were displayed in your group?

Team Problem-Solving Case Study – Appendix 2.02 (7)

Directions: In teams of five, review the following case study. Then use the problem-solving steps that follow to assist your team and solve the problem.

Case Study: Baron’s Café is a restaurant specializing in Italian food that seats 50 customers. It is open every day for lunch and dinner. Weekend nights are always busy, with the wait time often being an hour. On a typical weekend night, the front room is fully staffed with one hostess, five waiters, and two busers. There is one manager on duty for both the front room and the kitchen areas.

This Saturday night, a group has reserved half the seats for a party from 5 to 8 pm. Three waiters and one buser have notified the manager that they cannot work Saturday night. The manager calls a meeting of the staff to develop an action plan. The staff must address the staffing problem and be prepared to handle possible complaints about prices, food quality, and/or service.

Step 1: Identify and analyze the problem.

What is the problem?

What criteria define the problem?

What are your constraints?

Step 2: Collect and analyze data.

What do you need to know about the problem that you don’t already know?

What information/resources are available to you to help you solve this problem?

Step 3: Consider possible solutions.

What are some possible solutions developed by your team through brainstorming?

Appendix 2.02 (7): Problem-Solving Case Study Continued

Step 4: Choose the best plan.

Considering your answers in Step 1, which plan seems best? Why?

Step 5: Implement the plan.

What clues might indicate that the plan is (is not) working?

Step 6: Observe, evaluate, and adjust.

If this plan fails, what would your team recommend doing next time?

What resources/information/team practices assisted your team in the problem-solving process? Give details.

Adapted from:

Littrell, J.J., Lorenz, James H. & Smith, Harry T. (2004). From School to Work. Tinley Park, IL. The

Goodheart-Willcox Company.

Working as a Team – Appendix 2.02 (8)

Directions: Work with 3 or 4 classmates to develop a computer buying chart as described below. Begin the group project by establishing team roles and brainstorming how to set up the chart. As a group, present your completed chart to the class.

TEAM PROJECT: CREATING A COMPUTER-BUYING GUIDE

Assume your team works in a computer purchasing assistance department of a large store. Customers call your information line for help in deciding which new computers to purchase. Your manager has asked your team to aid customers in this decision-making process by designing a chart that shows the following categories:

types of computers available, such as desk-top systems, lap-tops, etc.
important buying information, such as features, consumer rating, price ranges, options, etc.
other information your team feels is valuable.

Research the information needed by checking consumer magazines, buying guides, newspapers, magazines, and the Internet. Design the chart on a large piece of paper or poster board. Indicate what types of pictures and information should be shown where.

What events/interactions occurred among the members of your team during the following stages?

Forming stage:

Storming stage:

Norming stage:

Performing stage:

2. Which of these events/interactions were helpful? Harmful?

Appendix 2.02 (8): Working as a Team Continued

3. Which team members fit each of the following roles?

Leader(s):

Encourager(s):

Taskmaster(s):

Critic(s):

Recorder:

4. How did your team address any disagreements that occurred? Arrive at

decisions?

5. Which characteristics of an effective team developed within your group during

the project?

Oral Presentation – Appendix 2.02 (9)

Presentation - 20%

Good diction and poise43210

Volume appropriate for all to hear43210

Materials organized43210

Focuses on topic43210

Uses equipment correctly43210

Holds audience attention43210

Appropriate length43210

Visual Aids- 20%

Included required information43210

Accurate information43210

Easily understood43210

Neat, legible43210

Correct spelling43210

Grammar43210

Group Process - 20%

All members participate in presentation43210

Positive/productive group dynamics43210

All members participated in preparation43210

Informed responses to questions43210

Content - 40%

Importance of following directions43210

Ramifications of not following directions43210

Relevant Situation #143210

Relevant Situation #243210

Bonus Point10

Grade = ______= ______

4 Outstanding evidence of criteria

3 Substantial evidence of criteria, but minor flaws are present

2 Some evidence of the criteria, but major flaws are present

1 Little or no evidence of the criteria

Effective Communication – Appendix 2.02 (10)

Prepare a written message describing how to save a file to a floppy disk using a word processing program. Exchange your message with a partner. Evaluate each of your communication skills by answering the questions below.

Who was the sender of the message?

What was the encoder?

What was the message? Was it clear?

What was the channel? Was it effective?

Who was the receiver?

What was the decoder?

Did effective communication occur? Why or why not? Provide your feedback below.

Writing a Memo – Appendix 2.02 (11)

Assume you are the Chairman of the Prom Committee. Write a memorandum to your committee advising them of a meeting on January 16, 2006 at 3:15 p.m. in Room 151. Describe agenda items that will be discussed at the meeting and any additional information that the committee members will need to prepare for the meeting.

Directions: Complete the following form and use it as a guide to type the memo.

MEMORANDUM

TO:______

FROM:______

DATE:______

SUBJECT:______

______

MEMO Template – Appendix (12A)

Date: ______

To: ______Name

______Position

From: ______Your Name

______Position

Subject: ______

Text: ______

______

MEMO Rubric – Appendix 2.02 (12B)

Retrieved from:

CRITERIA / SCORE
Submission/ Completeness / All required components, printed Rubric included with any hard copy submissions.
Appearance / Professional in all regards.
Format / Follows standard memo format; contains all required parts.
Organization / Logical, professional, appropriate presentation of content.
Clarity / Command of language and style.
Breadth / Depth is sufficient to fully cover and explain the topic to readers, leaving them with few or no questions.
Tone / Professional, appropriate for document type and audience.
Critical Thinking Skills / Interesting, demonstrates higher-level thinking skills, creative problem-solving and strong understanding of assignment material.
Grasp of Material / Finished assignment demonstrates mastery of subject matter.
Grammar/Mechanics / Editing, punctuation, spelling, word choice, subject-verb agreement, parallelism, etc. Avoids 3 major sentence errors: fragments, comma splices, and run-ons.
Late Deduction

RATING SCALE:

4 Outstanding evidence of criteria

3Substantial evidence of criteria, but minor flaws are present

2Some evidence of the criteria, but major flaws are present

1Little or no evidence of the criteria

Business Letter Template – Appendix 2.02 (13A)

______Your Name

______Your Address

______

______Recipient’s Name

______Recipient’s Title

______Recipient’s Address

______

Dear ______:

Text: ______

______

Sincerely,

______Your Name

______Your Title

______Reference Initials

Letter Rubric – Appendix 2.02 (13B)

Retrieved from: Volweb.utk.edu/Schools/Bedford/harrisms/letterrubric.htm

Rubric for the Business Letter

Score / 1 / 2 / 3 / 4
Layout/ Design / Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper grammar or punctuation for a business letter. / Letter appears busy or boring. Text may be difficult to read. May have some grammar and or punctuation that indicates it is a business letter. / The letter is eye-catching and attractive. Text is easy to read. Grammar, style, and punctuation is indicative of a business letter. / The letter is creatively designed with easily read text. Grammar, style, and purpose all excellent for a business letter.
Information, style, audience, tone / Information is poorly written, inaccurate, or incomplete. / Some information is provided, but is limited or inaccurate. / Information is well written and interesting to read. / Information is accurate and complete, is creatively written, and is cleverly presented.
Accurate Parts of the Friendly Letter / Improper form is used. / Most business letter elements out of place or missing. / Some business letter elements may be missing. / Letter is complete with all required elements.
Grammar, Punctuation, and choice of words for the friendly letter / Grammar, punctuation, and choice of words poor for a business letter. / Information mislabeled or missing. Inaccurate punctuation or grammar. / Style, purpose, audience, grammar, and punctuation all fair and indicative of a business letter. / Excellent job on presentation, style, grammar, and punctuation.
Following Classroom Guidelines and Directions / Students are often out of their area without permission and are disruptive to the class. / Students occasionally leave area without permission. / Students stay in their area and talk quietly to their own partner only. / Students are always on task, stay in their own area, and work quietly. Students followed project directions and classroom directions.

Working in Task Groups – Appendix 2.02 (14)

There is a trend in business and industry to use more and different types of task groups. Many business objectives are better met by using a group approach.

Directions: Work with a task group to brainstorm illustrations that demonstrate the understanding of the guidelines.

Guideline 1: Show your readiness to help the group.

Brainstorm ways to demonstrate: (Example: Do your share of the work on a regular basis.)

Workplace characteristics displayed: (Example: Cooperation, dependability)

Guideline 2: Accept the role the group assigns to you.