Business and Professional Communication, 3rd edition
Kelly M. Quintanilla, Shawn T. Wahl
Chapter 1: Business and Professional Excellence in the Workplace
Chapter Activities
Activities to Illustrate Key Concepts
Activity 1:Practice Interviews
Description:This is a simulation activity to provide an opportunity to practice business communication skills, practice professional nonverbal skills, and gain confidence in interviewing.It is designed as a practice and discussion learning opportunity.
Directions:
1.Divide the students into groups of two students.If you have an odd number you can have two interviewers in one of the groups.
2.Each person in the group will take a turn at being the interviewee.
3.Each group will quickly decide upon the type of position or job.
4.The interviewee will take approximately 3 minutes to strategize what he or she will do doing the interview to display professional communication skills, proper nonverbal signals, and create a good impression.
5.The interviewer will use the 3 minutes to plan the interview.
6.The interview should last about 3 to 5 minutes.
7. After each person has had a turn, they should debrief each other about the experience, with each giving the other an evaluation on the display of the business communication skills, professional nonverbal signals, and if a good first impression was made on the interviewer.
8.The class can then come back together and debrief and share important observations discovered.
Activity 2:Ethical Business Communication
Description:This is a small-group discussion activity to stimulate students to think about the ethics of lying in professional and business communication.
Directions:
1.Divide the students into groups of three or four students.
2.Each group will take 5 minutes to quickly do a round of the game "Two Truths and a Lie."
3.As a class, spend a few minutes discussing how the students tried to determine the lie.
4.Class should watch the following video:Steve Martin: Used Cars
5.Divide the students into their original groups of three to four students and have them discuss the following questions for 5 minutes:
a.Should consumers just expect and accept that salespeople will lie?
b.How do you decide when to tell the truth or "shade the truth?"
c.If you are committed to excelling in your professional business communication, does this leave room for lies or half-truths?
6.The class can then come back together and debrief and share important observations discovered.
Activity 3:Discovering and Developing Cultural Awareness
Description:This large- and small-group discussion activity should help students discover and develop a greater appreciation for cultural awareness within the class.It is designed as anawareness and discussion learning opportunity.
Directions:
1.Start by giving the class the following definition of culture:Intercultural communication occurs between different nationalities, ethnic groups, and even within cultures.This includes differences between rural and city, age groups, and other demographic differentiations.Culture involves the way groups of people communicate, personal beliefs, attitudes, and nonverbal gestures.
2.As a class, brainstorm to determine how many cultures or subcultures might exist within the group of students.
3. If students are willing, have different cultural groups give a few ways they communicate that is different than others.Take care to not make anyone feel uncomfortable.
4.Divide the group up into 4 to 5 students each and assign each group one of the cultures.
5.Have the groups discuss for 5 minutes how they would demonstrate cultural sensitivity to individuals from this culture or subculture.They should have specific examples.
6.The class can then come back together and debrief and share important observations discovered.