Case 12-2 Williams V. Braum Ice Cream Stores, Inc

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Case 12-2 Williams v. Braum Ice Cream Stores, Inc.

Oklahoma Court of Appeals 534 P.2d 700 (1974)

Plaintiff Williams purchased a cherry pecan ice cream cone from the defendant’s shop. While eating the ice cream, she broke her tooth on a cherry pit that was in the ice cream. She sued defendant Braum Ice Cream Stores, Inc., for breach of implied warranty of merchantability. The trial court ruled in favor of the defendant, and the plaintiff appealed.

Judge Reynolds

There is a division of authority as to the test to be applied where injury is suffered from an object in food or drink sold to be consumed on or off the premises. Some courts hold there is no breach of implied warranty on the part of a restaurant if the object in the food was “natural” to the food served. These jurisdictions recognize that the vendor is held to impliedly warrant the fitness of food, or that he may be liable in negligence in failing to use ordinary care in its preparation, but deny recovery as a matter of law when the substance found in the food is natural to the ingredients of the type of food served. This rule, labeled the “foreign-natural test” by many jurists, is predicated on the view that the practical difficulties of separation of ingredients in the course of food preparation (bones from meat or fish, seeds from fruit, and nutshell from the nut meat) is a matter of common knowledge. Under this natural theory, there may be a recovery only if the object is “foreign” to the food served. How far can the “foreign-natural test” be expanded? How many bones from meat or fish, seeds from fruit, nutshells from the nut meat or other natural indigestible substances are unacceptable under the “foreign-natural test”?

The other line of authorities hold[s] that the test to be applied is what should “reasonably be expected” by a customer in the food sold to him.

[State law] provides in pertinent part as follows:

1. . . . a warranty that the goods shall be merchantable is implied in a contract for their sale if the seller is a merchant with respect to goods of that kind. Under this section, the serving for value of food or drink to be consumed either on the premises or elsewhere is a sale.

2. Goods to be merchantable must be at least such as

a. are fit for the ordinary purposes for which such goods are used; . . . In Zabner v. Howard Johnson’s Inc. . . . the Court held:

The “foreign-natural” test as applied as a matter of law by the trial court does not recommend itself to us as being logical or desirable. The reasoning applied in this test is fallacious because it assumes that all substances which are natural to the food in one stage or another of preparation are, in fact, anticipated by the average consumer in the final product served. . . .

Categorizing a substance as foreign or natural may have some importance in determining the degree of negligence of the processor of food, but it is not determinative of what is unfit or harmful in fact for human consumption. A nutshell natural to nut meat can cause as much harm as a foreign substance, such as a pebble, piece of wire, or glass. All are indigestible and likely to cause injury. Naturalness of the substance to any ingredients in the food served is important only in determining whether the consumer may reasonably expect to find such substance in the particular type of dish or style of food served.

The “reasonable expectation” test as applied to an action for breach of implied warranty is keyed to what is “reasonably” fit. If it is found that the pit of a cherry should be anticipated in cherry-pecan ice cream and guarded against by the consumer, then the ice cream was reasonably fit under the implied warranty.

In some instances, objects which are “natural” to the type of food but which are generally not found in the style of the food as prepared, are held to be the equivalent of a foreign substance.

We hold that the better legal theory to be applied in such cases is the “reasonable expectation” theory, rather than the “naturalness” theory as applied by the trial court. What should be reasonably expected by the consumer is a jury question, and the question of whether plaintiff acted in a reasonable manner in eating the ice cream cone is also a fact question to be decided by the jury. *

Reversed and remanded in favor of Plaintiff, Williams.

Critical Thinking About The Law

The criteria selected are important in determining the outcome of a case. Put simply, depending on the court’s selection from many possible criteria, it can reach multiple conclusions. Judging a case according to criteria X, Y, and Z can yield a vastly different decision than if the same case were judged according to criteria A, B, and C.

Case 12-2 illustrates the foregoing assertion. The trial court had made a legal decision based on criterion X, namely, the “foreign-natural” test. The appeals court, however, held that the trial court must redecide the case, this time on the basis of criterion Y, or the “reasonable expectation” test.

The critical thinking questions enable you to examine carefully the key differences between the two tests, including the possible implications. The larger project of the questions is to increase your awareness of the extent to which a legal decision is dependent upon the criteria chosen to reach that decision.

1. What is the fundamental difference between the natures of the two tests discussed by the court in Case 12-2?

Clue: Reread the discussion of the two tests to formulate your answer.

2. Which of the two tests is more likely to yield ambiguous reasoning when applied?

Clue: Refer to your answer in question 1.

Implied Warranty of Fitness for a Particular Purpose

 A second implied warranty that may be the basis for a product liability case is the  implied warranty of fitness for a particular purpose , which arises when a seller knows that the purchaser wants to purchase a good for a particular use. The seller tells the consumer that the good can be used for that purpose, and the buyer reasonably relies on the seller’s expertise and purchases the product. If the good cannot be used for that purpose, and, as a result of the purchaser’s attempt to use the good for that purpose, the consumer is injured, a product liability action for breach of warranty of fitness for a particular purpose is justified. For example, if a farmer needed oil for his irrigation engine and he went to a store and told the seller exactly what model irrigation engine he needed oil for, the seller would be creating an implied warranty of fitness for a particular purpose by picking up a can of oil, handing it to the farmer, and saying, “This is the product you need.” If the farmer purchases the recommended oil, uses it in the engine, and the engine explodes because the oil was not heavy enough, the seller would have breached the warranty of fitness for a particular purpose. If the farmer were injured by the explosion, he would be able to recover on the basis of breach of warranty.

implied warranty of fitness for a particular purpose

A warranty that arises when the seller tells the consumer a good is fit for a specific use.

Express Warranties

The seller or the manufacturer may also be held liable for breach of an express warranty, which is created by a seller in one of three ways: by describing the goods, by making a promise or affirmation of fact about the goods, or by providing a model or sample of the good. If the goods fail to meet the description, fail to do what the seller claimed they would do, or fail to be the same as the model or sample, the seller has breached an express warranty. For example, if a 200-pound man asks a seller whether a ladder will hold a 200-pound man without breaking, the seller who says that it will is affirming a fact and is thus expressly warranting that the ladder will hold a 200-pound man without breaking. If the purchaser takes the ladder home, climbs up on it, and it breaks under his weight, causing him to fall to the ground, he may bring a product liability action against the seller on the basis of breach of an express warranty.

A memorable example of an express warranty is the claim many companies made that their software was “Y2K compliant.” When the nation was in fear of a possible chaotic result of the date change to the year 2000, many computer companies came out with “Year 2000–compliant” software. This claim, however, was usually written outside of the contract and, therefore, was an express warranty. Because businesses had the potential to lose a lot of money after Y2K, they felt that they needed someone to help reimburse what they might lose. Many decided that the easiest targets would be these “Y2K-safe” software companies, because the businesses could sue on the basis of breach of an express warranty. 11

11  J. L. Dam, “Can Business Sue for Cost of Fixing the ‘Year 2000’ Problem?” Lawyers Weekly USA, www.lawyersweekly.com.

Defenses to Breach-of-Warranty Actions

Two common defenses used in cases based on breach of warranty arise from the UCC; they make sense in a commercial setting when a transaction is between two businesspeople, but they make little—if any—sense in the context of a consumer injury. Therefore, the courts have found ways to limit the use of these defenses in product liability cases in most states.

The first such defense is that the purchaser failed to give the seller notice within a reasonable time after he or she knew or should have known of the breach of warranty, as required by the UCC. Obviously, most consumers would not be aware of this rule and, as a result, many early breach-of-warranty cases were lost. Most courts today avoid this requirement by holding (1) that a long delay is reasonable under the particular circumstances, (2) that the section imposing the notice requirement was not intended to apply to personal injury situations, or (3) that the requirement is inapplicable between parties who have not dealt with each other, as when a consumer is suing a manufacturer.

The second defense is the existence of a  disclaimer . A seller or manufacturer may relieve itself of liability for breach of warranty in advance through the use of disclaimers. The disclaimer may say (1) that no warranties are made (as is), (2) that the manufacturer or seller warrants only against certain consequences or defects, or (3) that liability is limited to repair, replacement, or return of the product price.

disclaimer

Disavowal of liability for breach of warranty by the manufacturer or seller of a good in advance of the sale of the good.

Again, these disclaimers make sense in a commercial context, but seem somewhat harsh in the case of consumer transactions. Thus, the courts do not look with favor on disclaimers. First, the disclaimer must be clear; in many cases, courts have rejected the defendant’s use of a disclaimer as a defense on the ground that the retail purchaser either did not see the disclaimer or did not understand it. Thus, a businessperson using disclaimers to limit liability must be sure that the disclaimers are very plainly stated on an integral part of the product or package that will not be removed before retail purchase by the consumer. In some cases, however, despite clear disclaimers, courts have held disclaimers to consumers invalid, stating either that these disclaimers are unenforceable adhesion contracts resulting from gross inequities of bargaining power and are, therefore, unenforceable; or that they are unconscionable and contrary to the policy of the law. The UCC, in fact, now contains a provision stating that a limitation of consequential damages for injury to a person in the case of consumer goods is prima facie unconscionable.

The statute of limitations may also be used defensively in a case based on strict liability for breach of warranty. Under the UCC, the statute of limitations runs four years from the date on which the cause of action arises. In an action based on breach of warranty, the cause of action, according to the UCC, arises at the time of the sale. This rule would severely limit actions for breach of warranty, as defects often do not cause harm immediately. Section 2-725(2) of the UCC, however, changes the time that the cause of action arises to the date when the breach of warranty is or should have been discovered when a warranty “explicitly extends to the future performance of the goods, and the discovery of the breach must await the time of performance.” This section, when applicable, makes the statute of limitations less of a potential problem for the plaintiff. In a few states, courts have simply decided to apply the tort statute of limitations, as running from the date of injury or the date when the defect was or should have been discovered, to all product liability cases grounded in breach of warranty.

Strict Liability in Tort

The third and most prevalent theory of product liability used during the past three decades is strict liability in tort, established in the 1963 case of Greenman v. Yuba Power Products Co. 12  and incorporated in Section 402A of the Restatement (Second) of Torts. This section reads as follows:

12  59 Cal.2d 57 (1962).

1. One who sells any product in a defective condition, unreasonably dangerous to the user or consumer or his family is subject to liability for physical harm thereby caused to the ultimate user or consumer, or to his property, if

a. the seller is engaged in the business of selling such a product; and

b. it is expected to and does reach the consumer or user without substantial change in the condition in which it was sold.

2. The rule stated in Subsection (1) applies although

a. the seller has exercised all possible care in the preparation and sale of his product; and

b. the user or consumer has not bought the product from or entered into any contractual relation with the seller. *

Under this theory, the manufacturer, distributor, or retailer may be held liable to any reasonably foreseeable injured party. Unlike causes of action based on negligence or, to a lesser degree, breach of warranty, product liability actions based on strict liability in tort focus on the product, not on the producer or seller. The degree of care exercised by the defendant is not an issue in these cases. The issue in such cases is whether the product was in a “defective condition, unreasonably dangerous” when sold. To succeed in a strict liability action, the plaintiff must prove that

1. the product was defective when sold;

2. the defective condition rendered the product unreasonably dangerous; and

3. the product was the cause of the plaintiff’s injury.

Applying the Law to the Facts . . .

Let’s say that Amy buys slippers from a slipper manufacturer named Slip-On. A year later she falls down the stairs in her home while wearing the slippers. Subsequently she brings a strict liability action against Slip-On. She proves that she fell down the stairs because her slippers were missing a grip on the sole that would allow for stable traction on all hard surfaces, thus rendering her slippers in their current state unsafe for walking on wood floors, tile, etc. Amy has proved two of the three prongs she needs to be successful against Slip-On. What prong is Amy missing?

The defect is usually the most difficult part of the case for the plaintiff to establish. A product may be defective because of (1) some flaw or abnormality in its construction or marketing that led to its being more dangerous than it otherwise would have been, (2) a failure by the manufacturer or seller to adequately warn of a risk or hazard associated with the product, or (3) a design that is defective. For example, in 1966, Mr. Dolinski purchased a bottle of Squirt from a vending machine and drank most of the contents. He soon felt ill and discovered a decomposed mouse and mouse feces at the bottom of the bottle. He suffered physical and mental distress and avoided soft drinks after this experience. Under strict liability in tort, he sued that bottle manufacturer and distributor, Shoshone Coca-Cola Bottling Company, and a jury awarded him $2,500. Moreover, this was the first case in which the Nevada state courts recognized the doctrine of strict liability. 13

13  Dolinski v. Shoshone Coca-Cola, 82 Nev. 439, 420 P.2d 855 (1966).

A defect in manufacture or marketing generally involves a specific product that does not meet the manufacturer’s specifications. Proof of such a defect is generally provided in one or both of two ways: (1) experts testify as to the type of flaw that could have caused the accident that led to the plaintiff’s injury; (2) evidence of the circumstances surrounding the accident led the jury to infer that the accident must have been caused by a defect in the product. Notice in the following case how the court makes an analogy to res ipsa loquitur when finding the existence of a defect caused by the defendant.

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

3Ps In Practice.

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This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest.

 

 

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Ober / Newman Business Communication: In Person, In Print, Online 8e

Current, fast-paced, & interesting – Just like business itself.

The business world is evolving rapidly, and you deserve a textbook that keeps pace. Business Communication: In Person, In Print, Online presents innovative content that refl ects the variety of communication technology used in today’s workplace. The text moves beyond describing new media to helping you use social media and other emerging communication technologies. With engaging examples and an innovative, visual format, this edition grabs your attention and makes you want to read.

Business Communication: In Person, In Print, Online, 8e

• Refl ects how people communicate in business today.

• Illustrates principles with current, real-world examples.

• Engages readers with creative visuals and an accessible writing style.

• Reinforces learning and promotes skill-building with a variety of online resources.

Business Communication: In Person, In Print, Online

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Refl ects How People Communicate in Business Today

Business Communication: In Person, In Print, Online prepares you for challenging situations you will face in the digital workplace. Effective, accurate written and oral communication skills are still paramount. But in today’s competitive business environment, you need to be more than a successful communicator; you need to use communication to differentiate yourself.

Prepares You for Today’s Digital Workplace

Get more familiar with communicating through social media.

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• Sending important information in a meeting • Providing instant reminders24

Social Media Perhaps the more interesting technologies for communication are social media. Web 2.0, which encourages online interaction, has opened the door for people to participate on the web. This is quite different from the one- way communication of the early Internet, when companies would post brochure-like websites for people to consume.

The real value of social media for companies is the opportunity to con- nect with people online. Social media is about the conversation. To promote interaction, companies use 2.0 technologies, for example, blogs, wikis, video, and social networking sites. These tools are used on the Internet (for the public), on a company’s intranet (for employee access only), and on extranets (private networks for people outside the company, e.g., custom- ers or franchisees). Examples of social media are shown in Figure 6.

For many companies, social media focuses on user-generated content (UGC), also called consumer-generated media (CGM). This content can be blog entries, product reviews, videos, or other messages posted about a company. As we discussed earlier in the Glassdoor example, this content isn’t always positive. In Chapter 7, we’ll explore how to respond to negative online comments.

The Fortune Global 100 companies are using social media actively. Seventy- nine percent are using at least one of four main social platforms—Twitter, videos, Facebook, and blogs—to communicate with customers.25 Of these tools, Twitter is the most frequently used.26 As a student, you may not be excited about Twitter (the average Twitter user is 39 years old),27 but this has proved useful for companies,

Companies use social media to have a conversation with internal and external audiences.

After introducing a few examples here, we’ll discuss social media— and other technologies—where relevant throughout the book. For example, we’ll explore wikis for team communication; social networking for interpersonal communication; email, blogs, and instant messaging for written communication; user- generated content for customer communication; and video for oral presentations.

as we’ll discuss later. The Fortune Global 100’s frequency of social media activity is shown in Figure 7.28

Blogs Companies use blogs to connect with employees and customers. Successful blogs are updated regularly with news or commentary, and many encourage inter- activity through comments, email subscriptions, and RSS (Really Simple Syndica- tion) feeds to share news and other content.

Wegmans, a regional supermarket, has an active blog called “Fresh Stories” to educate and engage customers—and keep them coming back. The blog includes videos, photos, and posts by CEO Danny Wegman. In one recent post, the CEO wrote,

With the spring season upon us (we hope! It’s been a cold April in the Roches- ter area), I wanted to kick off the season with a fresh story from the farm. I’m hoping you’ll start sharing your growing stories and questions as we experi- ence this new season together!29

With a blog, a CEO can build direct relationships with customers and personal- ize the company, particularly with a conversational style such as Danny Wegman’s.

The Wegmans blog also allows open comments, which are not always positive. Following the earthquake and tsunami disasters in Japan, one customer wrote,

Visit the author’s blog at www.bizcominthenews .com for current communication examples.

Figure 7 How Fortune

Learn how to listen to and engage online audiences.

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Ober / Newman Business Communication: In Person, In Print, Online 8e

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Newman / Ober Business Communication: In Person, In Print, Online 8e

new content

• Move from diversity to inclusion.

• Adapt communication to multicultural and international audiences.

• Participate in online (web) meetings and videoconferences.

• Create PowerPoint® “decks” and represent ideas using creative graphics.

• Manage your online reputation.

New Content Helps You:

Understand how to communicate ethically and avoid legal consequences of communication.

front of a jury about the content of this email I am about to send?’ If the answer is anything other than an unqualifi ed ‘yes,’ it is not an email that should be sent.”40

You might ask yourself the same question for all communications related to your company.

ETHICS AND COMMUNICATION Beyond the legal requirements, companies will expect you to communicate ethi- cally. Consider this situation: Brian Maupin, a Best Buy employee, posted videos about the company on YouTube.41 His fi rst cartoon video, which received over 3.3 million views within two weeks, mocked a customer of “Phone Mart,” desperate for the latest version of the iPhone (Figure 12).

Before Maupin was invited back after being suspended, he created another video poking fun at the company’s policies. This interaction, between the store employee and the woman who “run[s] the ethics department” at the corporate offi ce, illustrates gray areas in communication ethics—and the importance of social media policies.

Was Maupin’s behavior ethical? Most corporate executives would consider the videos disparaging to the company. Although Maupin didn’t expect the videos to be such a huge success, he still publicly disagreed with sales policies, questioned loyalty to a top Best Buy supplier (Apple), and insulted customers. Things worked

Communicate ethically.

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Maupin: How is it any business of Phone Mart’s what I do in my spare time?

Head of Corporate Ethics Department: If it hurts us or one of our Phone Mart partners, like Apple, then it hurts all the Phone Mart employees and stockholders, and we must take action to protect the company from these attacks, James Cameron.

You iPhone4 vs HTC Evo tinywatchproductions

tinywatchproductions 4,707,322 views

Figure 12 Best Buy Employee Posts a Video

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• Use email, instant messaging, and texting effectively at work.

• Respond to customer comments and complaints online.

• Answer behavioral interview questions and prepare for a case interview.

New Content Helps You:

Delete Junk Reply Reply All Forward Print

Email

From:

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Includes a simple, standard closing.

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Gives a rationale for the deadline.

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Figure 12 Well-Written Email

© CENGAGE LEARNING 2013

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See Chapter 12, Employment Communication, for tips on phone and video interviews.

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Wow! You really read my review!

Reply Delete Block User

“What TO Do” – A simple and personal thank you

Figure 13 Yelp’s Advice to Managers for Responding to a Positive Customer Post

The Plymouth manager’s response (at the bottom of Figure 12) could be more substantive, but her response is brief and funny. For informal social media interac- tions, this works just fi ne to connect with the writer and other prospective custom- ers. Considering the reviewer’s casual post, it might look odd for the manager to respond with something longer and more formal.

Yelp offers the example in Figure 13 with good advice for responding to posi- tive feedback online. For an authentic approach, personalize the response: provide a photo and your own name (not just the company’s name), mention the writer’s name, thank the writer for the post, address specifi c comments from the post, and offer solutions or other ways to stay in touch.

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Ober / Newman Business Communication: In Person, In Print, Online 8eNewman / Ober Business Communication: In Person, In Print, Online 8e

Illustrates Principles with Current, Real-World Examples Business Communication: In Person, In Print, Online is interesting to read. Principles and skills come alive with many examples of communication at work. You’ll learn how companies use communication to their advantage—and how companies struggle with communication.

Sample annotated letters, emails, blog posts, and other messages illustrate what works well and what could be improved.

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CITIES SERVED: DAILY DEPARTURES: HEADQUARTERS: EMPLOYEES:

CONNECT WITH SWA ELSEWHE

MOST RECENT RECOGNITION

• Examples are integrated right into the paragraph text, such as Best Buy’s suspension of an employee for a video posted on YouTube, Toyota’s response to safety recalls, McDonald’s adaptation to interna- tional markets, Google’s strategy for hiring, and more.

FREE SHIPPING

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from the company’s leader.

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Figure 12 Borders Updates Reward Customers During the Bankruptcy Process

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Companies customize their websites in other ways, too. Site navigation for high-context cultures, for example, might include subtle guidance and new pages opening in several new browser windows. This strategy allows the user to select new entry points for further exploration. But for low-context cultures, which tend to have more linear thought patterns, navigational cues may be more explicit, and new pages will open within the current window, to allow the user to go back and forth easily.23

We all interpret events through our own mental fi lter, and that fi lter s based on our unique knowledge,

experiences, and perspectives. For example, the language of time is as different among cultures as the lan- guage of words. Americans, Canadi- ans, Germans, and Japanese are very time conscious and precise about appointments; Latin American and Middle Eastern cultures tend to be more casual about time. For example, f your Mexican host tells you that he

or she will meet with you at 3:00, it’s most likely más o menos (Spanish for more or less”) 3:00.

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• A companion blog, BizCom in the News (www.bizcominthenews.com), spotlights communication issues that make headlines. Browse stories by chapter or by topic, and access stories on the book’s Facebook page (www.facebook.com/bizcominthenews).

Illustrates Principles with Current, Real-World Examples

• Expanded end-of-chapter exercises include six new company scenarios that help you develop skills that will transfer to the workplace. For example, Aggresshop prepares you to respond to a customer complaint on the company’s blog and select the appropriate channel to communicate organizational change.

CHAPTER 1 Understanding Business Communication 33

Aggresshop Imagine you work for Aggresshop, an upscale women’s clothing boutique with 16 stores throughout the United States. At www.cengagebrain.com, you’ll fi nd Aggresshop’s company blog for customers and employees.

As you’ll read in the scenario, Aggresshop is experiencing many customer com- plaints about its sales associates’ overly aggressive techniques (two posts are shown below). The CEO decides to change the sales compensation structure to address this issue.

On the blog, you’ll see examples of several communication concepts discussed in Chapter 1: directions of communication, communication media, barriers to communica- tion, and ethics in communication. This scenario will also help you learn to do the following:

• Respond to customer complaints on a company blog.

• Communicate a change internally.

• Tailor message content and tone for different audiences and communication channels.

To help you practice your business communication your instructor may assign the

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Current, fast-paced, & interesting – Just like business itself.

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• Engaging model documents help you learn the many types of writing—both in print and online. Models provide marginal callouts with detailed writing instructions.

CHAPTER 12 Employment Communication 417

Chooses present tense verbs to describe current

responsibilities.

Includes relevant skills and hobbies (optional).

Starts with educational background, most relevant for a graduating student.

Education Moraine Valley Community College, Palos Hills, IL • Associate in Science Degree (A.S.), 3.8 G.P.A.,

Expected Graduation 2012 • Dean’s List All Semesters • Coursework: International Business, Fundamentals of

Accounting, Business Mathematics, Financial Accounting, Computer Applications in Accounting

The American International University in Rome Study Abroad, High School Program, Summer 2010 • Lived with a host family for three weeks • Studied Italian and Introduction to Business

Management

Employment Moraine Valley Community College Teaching Assistant, Computer Applications in Accounting, (2011-present) • Assist professor with grading 150 papers each semester • Hold daily office hours for students • Provide tutoring on challenging course material

Lakewatch Apartments Property Accountant (2009-2012) • Processed all accounts payable including taxes,

mortgages, and monthly bills • Maintained cash receipt journals for various properties • Processed and deposited rental income • Maintained general ledger and reconciled all bank

statements • Produced special reports for the partners and investors

Other • Notary Public, State of Illinois • Proficient in Peachtree and Microsoft Word, Excel,

and Outlook • Proficient Italian • Hobbies include guitar, tennis, model airplanes

Highlights experience to differentiate his candidacy.

Uses a simple, creative design; includes clear

contact information and a professional email address.

Marcus C. Benini

Uses bold type to emphasize job title, which is more

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Chooses past tense verbs to describe previous

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Figure 4 Sample Résumé 1 (Chronological)

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Creative visuals enhance your learning experience and aid in retention.

Engages with Creative Visuals & an Accessible

Writing Style With strong visual appeal, this edition encourages you to read. Where appropriate, content is presented visually— in tables and graphics. Written in a professional, conversational style, Business Communication: In Person, In Print, Online aids comprehension and refl ects business writing in companies today.

 

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Reinforces Learning & Promotes Skill-Building with a Variety of Innovative Digital Resources

The eighth edition of Business Communication: In Person, In Print, Online integrates the most advanced new technology for effi cient and effective study opportunities.

CengageNOW™ is an integrated, online learning system that gives you more control over your success. This innovative, intuitive tool combines the best of current technology to help you plan and study more effectively.

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digital tools

• A diagnostic Personalized Study Plan helps you identify troublesome concepts and creates individualized study plans for better class preparation and grades.

• With CengageNOW you also get PowerPoint® slides, videos, digital fl ash

cards, games, and an integrated ebook to make studying business communication more effective and convenient.

CengageNOW:

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Innovative Digital Resources

CourseMate is a unique website, created to support this text, to make course concepts come alive with interactive learning, study, and exam preparation tools. CourseMate delivers what you need, including an interactive eBook, quizzes, videos, KnowNOW!, Career Transitions interactive tool, and more!

Log in through www.cengagebrain.com to see what is available.

• Pretests

• Posttests

• PowerPoint study slides

• Flash cards

• Multimedia company scenarios

• BizComInTheNews.com

Through CourseMate,

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Ober / Newman Business Communication: In Person, In Print, Online 8e

digital tools Newman / Ober Business Communication: In Person, In Print, Online 8e

Helpful tools including fl ash cards, crossword puzzles, and videos are at your fi ngertips!

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Business Communication: In Person, In Print, Online 8e www.cengagebrain.com

Find free resources and more at CengageBrain.com

Buy, Download orRENT

TEXTBOOKS and save

up to60% on

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Business Communication In Person, In Print, Online

8e

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Business Communication In Person, In Print, Online

AMY NEWMAN Cornell University

SCOT OBER Ball State University

8e

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© 2013, 2009 South-Western, Cengage Learning

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

Library of Congress Control Number: 2011941238

ISBN-13: 978-1-111-53316-8

ISBN-10: 1-111-53316-4

South-Western 5191 Natorp Boulevard Mason, OH 45040 USA

Cengage Learning products are represented in Canada by Nelson Education, Ltd.

For your course and learning solutions, visit www.cengage.com Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com

Back Cover Icons: © iStockphoto.com/Giorgio Magini

Business Communication: In Person, In Print, Online 8e Newman Ober

Vice President of Editorial, Business: Jack W. Calhoun

Publisher: Erin Joyner

Acquisitions Editor: Jason Fremder

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xvii

Brief Contents PART 1

FOUNDATIONS OF BUSINESS COMMUNICATION

1 Understanding Business Communication 2

2 Team and Intercultural Communication 36

3 Interpersonal Communication Skills 70

PART 2 DEVELOPING YOUR BUSINESS WRITING SKILLS

4 The Writing Process 104

5 Revising Your Writing 140

PART 3 WRITTEN MESSAGES

6 Neutral and Positive Messages 180

7 Persuasive Messages 208

8 Bad-News Messages 248

PART 4 REPORT WRITING

9 Planning the Report and Managing Data 284

10 Writing the Report 324

PART 5 ORAL AND EMPLOYMENT COMMUNICATION

11 Oral Presentations 366

12 Employment Communication 412

REFERENCE MANUAL A LANGUAGE ARTS BASICS 468 B FORMATTING BUSINESS DOCUMENTS 503 C COMMON TYPES OF BUSINESS REPORTS 524 D GLOSSARY 532

Index 536

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xix

Contents

Part 1 FOUNDATIONS OF BUSINESS COMMUNICATION 3

1 Understanding Business Communication 2 Communicating in Organizations 4 The Components of Communication 5

The Communication Model 5 Directions of Communication 7

Communication Barriers 10 Verbal Barriers 10 Nonverbal Barriers 12

Communication Media Choices 13 Traditional Communication Channels 14 Technology-Based Communication Media 14 Choosing Communication Media 18 Convergence of Communication Media 19

Potential Legal Consequences of Communication 20 Ethics and Communication 21

What Affects Ethical Behavior 22 Ethics Pays 22 Framework for Ethical Decision Making 23 Communicating Ethically 24

Introducing the 3Ps (Purpose, Process, Product) Model 24

The 3Ps In Action: An Ethical Decision from the Movie Up in the Air 25 The 3Ps In Practice: Media Choices in the Movie Up in the Air 26 Summary 27 Exercises 27 Company Scenario: Aggresshop 33 Notes 34

2 Team and Intercultural Communication 36 Work Team Communication 38

The Variables of Group Communication 38 Initial Group Goals 38 Giving Constructive Feedback 39 Con� ict Resolution 40 The Ethical Dimension of Team Communication 41

Collaboration on Team Writing Projects 42 Applying Strategies for Team Writing 42 Commenting on Peers’ Writing 43 Using Technology for Work in Teams 44

Intercultural Communication 45 Cultural Differences 46 Group-Oriented Behavior 49 Strategies for Communicating Across Cultures 50

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Contentsxx

Diversity Within the United States 51 The Value of Diversity 51 Ethnicity Issues in Communication 53 Gender Issues in Communication 54 Communicating with People with Disabilities 56 Communicating Across Generations 58

The 3Ps In Action: Addressing Disrespectful Comments 59 The 3Ps In Practice: Tailoring a Message to Different Audiences 60 Summary 61 Exercises 61 Company Scenario: Dewey, Wright, and Howe 68 Notes 69

3 Interpersonal Communication Skills 70 Nonverbal Communication 72

Body Movement 72 Physical Appearance 73 Voice Qualities 73 Time 74 Touch 74 Space and Territory 74

Listening 75 The Value of Listening 75 The Problem of Poor Listening Skills 76 Keys to Better Listening 77

Using Social Media to Build Business Relationships 79 Engaging Customers Online 79 Engaging Employees Online 81

Communicating by Voice and Text Messaging 82 Business Meetings 84

Determining the Meeting Format 84 Planning the Meeting 87 Facilitating the Meeting 90 Participating in the Meeting 90 Following Up the Meeting 91

The 3Ps In Action: Listening to Customers 93 The 3Ps In Practice: Planning a Meeting 95 Summary 96 Exercises 96 Company Scenario: In the Loop Soup Kitchen 102 Notes 103

Part 2 DEVELOPING YOUR BUSINESS WRITING SKILLS 105

4 The Writing Process 104 An Overview of the Writing Process 106 Audience Analysis 107

Who Is the Primary Audience? 107 What Is Your Relationship with the Audience? 107

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Contents xxi

How Will the Audience Likely React? 108 What Does the Audience Already Know? 108 What Is Unique About the Audience? 108 Example of Audience Analysis 109 Ethical Persuasion 110

Planning 110 Purpose 110 Content 111 Organization 112

Drafting 114 Letting Go 115 Overcoming Writer’s Block 116 Writing for Different Media 117

Revising 123 Revising for Content 123 Revising for Style 124 Revising for Correctness 124

Proofreading 124

The 3Ps In Action: Responding to the Embarrassing Sign at a National Fast-Food Restaurant 126 The 3Ps In Practice: Announcing Writing Skills Workshops 128 Summary 129 Exercises 129 Company Scenario: Writeaway Hotels 137 Notes 138

5 Revising Your Writing 140 What Do We Mean by Style? 142 Choosing the Right Words 142

Write Clearly 142 Write Concisely 147

Writing Effective Sentences 151 Use a Variety of Sentence Types 151 Use Active and Passive Voice Appropriately 152 Use Parallel Structure 153

Developing Logical Paragraphs 154 Keep Paragraphs Uni� ed and Coherent 155 Control Paragraph Length 157

Creating an Appropriate Tone 158 Write Con� dently 158 Use a Courteous and Sincere Tone 159 Use Appropriate Emphasis and Subordination 160 Use Positive Language 162 Stress the “You” Attitude 163

The 3Ps In Action: Revising Content for an Entertainment Company Website 166 The 3Ps In Practice: Revising an Email to Employees 167 Summary 168 Exercises 168 Company Scenario : Writeaway Hotels 178 Notes 179

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Contentsxxii

Part 3 WRITTEN MESSAGES 181

6 Neutral and Positive Messages 180 Types of Neutral and Positive Messages 182 Planning a Neutral or Positive Message 182 Organizing a Neutral Message 182

Major Idea First 183 Explanation and Details 184 Friendly Closing 185

Sending Instant Messages for Neutral Messages 186 When to IM at Work 186 How to IM at Work 187

Responding to a Neutral Message 187 Composing Goodwill Messages 190

Recognition Notes 191 Congratulatory Notes 191 Thank-You Notes 191 Sympathy Notes 193

Addressing Customer Comments Online 194 Deciding Whether to Respond 194 Responding to Positive Reviews 195 Anticipating Customer Needs Online 196

The 3Ps In Action: Responding to a Request for Information 198 The 3Ps In Practice: Responding to Online Feedback 199 Summary 200 Exercises 200 Company Scenario: In the Loop 206 Notes 207

7 Persuasive Messages 208 Planning Persuasive Messages 210 Analyzing Your Audience 210

Knowing Your Audience 210 Applying Persuasion Principles 211

Writing a Short Persuasive Message 214 Determining How to Start the Message 214 Justifying Your Idea or Request 217 Dealing with Obstacles 219 Motivating Action 219

Writing a Sales Letter 220 Selecting a Central Selling Theme 220 Gaining the Reader’s Attention 222 Creating Interest and Building Desire 223 Motivating Action 227

Writing and Responding to Negative Customer Feedback 228 Writing Customer Complaint Letters and Online Reviews 230 Responding to Negative Feedback 232

The 3Ps In Action: A Sales Letter to Automobile Customers 235 The 3Ps In Practice: Requesting a Visit to Another Dealership 237

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Contents xxiii

Summary 238 Exercises 238 Company Scenario: PersuadeCafé 245 Notes 246

8 Bad-News Messages 248 Planning the Bad-News Message 250

Organizing to Suit Your Audience 251 Justifying Your Decision 255 Giving the Bad News 257 Closing on a Pleasant Note 258

Composing Bad-News Replies 259 Rejecting an Idea 260 Refusing a Favor 261 Refusing a Customer Request 261

Announcing Bad News 263 Bad News About Normal Operations 264 Bad News About the Organization 266 Bad News About Jobs 267

The 3Ps In Action: Rejecting an Idea to Spin Off a Company Division 269 The 3Ps In Practice: Announcing the Close of a Division 271 Summary 272 Exercises 272 Company Scenario: Aggresshop 280 Notes 282

Part 4 REPORT WRITING 285

9 Planning the Report and Managing Data 284 Who Reads and Writes Reports 286 Finding Sources for Your Report 286

Identifying Types of Data 288 Searching for Relevant Sources 289 Evaluating Sources of Information 289

Collecting Data Through Questionnaires 293 Constructing the Questionnaire 294 Writing the Cover Letter or Email 297

Displaying Quantitative Information 298 Constructing Tables 299 Preparing Charts 303

Interpreting Data 309 Making Sense of the Data 309 Considering the Ethical Dimension 311

The 3Ps In Action: Displaying Nutritional Information 312 The 3Ps In Practice: Developing a Questionnaire about Dessert Items 313 Summary 314 Exercises 314 Company Scenario: PersuadeCafé 322 Notes 323

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Contentsxxiv

10 Writing the Report 324 Planning the Report 326

Selecting a Report Format 326 Organizing the Report 329 Outlining the Report 334

Drafting the Report 336 Drafting the Body 336 Drafting Supplementary Sections 339

Developing an Effective Writing Style 342 Tone 342 Pronouns 343 Verb Tense 343 Emphasis and Subordination 343 Coherence 344

Documenting Your Sources 346 Why We Document Sources 346 What Has to Be Documented 346 How to Document Sources 347 Distortion by Omission 348

Refi ning Your Draft 349 Revising 349 Formatting 350 Proofreading 350

The 3Ps In Action: Interpreting Data for Consumers 352 The 3Ps In Practice: Writing an Executive Summary for a PowerPoint Report 353 Summary 354 Exercises 354 Company Scenario: PersuadeCafé 364 Notes 365

Part 5 ORAL AND EMPLOYMENT COMMUNICATION 367

11 Oral Presentation 366 The Role of Business Presentations 368 Planning the Presentation 368

Purpose 369 Audience Analysis 370 Delivery Method 372

Organizing the Presentation 374 The Opening 374 The Body 376 The Ending 378 Humor in Business Presentations 378

Planning Team and Online Presentations 379 Team Presentations 379 Online Presentations 380

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Contents xxv

Developing Visual Support for Business Presentations 381 Creating Presentation Slides 381 Using Presentation Slides 388 Using Video 390 Creating and Using Handouts 390

Practicing and Delivering the Presentation 391 Practicing the Presentation 391 Delivering the Presentation 392

The 3Ps In Action: Giving Feedback to a Speaker 396 The 3Ps In Practice: Preparing for a TED Conference Presentation 398 Summary 399 Exercises 399 Company Scenario: PersuadeCafé 409 Notes 410

12 Employment Communication 412 Putting Your Best Self Forward 414 Preparing Your Résumé 414

Résumé Length 414 Résumé Format 418 Résumé Content 420 Résumés on the Web 428

Writing Cover Letters and Inquiry Emails 431 Cover Letters 431 Inquiry Emails 435

Preparing for a Job Interview 437 Researching the Organization 437 Practicing Interview Questions 437 Managing a Video or Phone Interview 441 Preparing Your Own Questions 441 Dressing for Success 442

Conducting Yourself During the Interview 443 Following Up Throughout the Process 445 Practicing Business Etiquette 448

Meeting and Greeting 448 Dining 449 Giving Gifts 451 Managing Your Online Reputation 451 Working in an Of� ce 452

The 3Ps In Action: Sending a Thank-You Note 454 The 3Ps In Practice: Writing a Résumé 456 Summary 457 Exercises 457 Company Scenario: Bank on Me 463 Notes 465

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Contentsxxvi

REFERENCE MANUAL 467

A Language Arts Basics 468 LAB 1: Parts of Speech 468

Application 471 LAB 2: Punctuation—Commas 472

Commas Used Between Expressions 473 Commas Used After Expressions 474 Commas Used Before and After Expressions 474 Application 476

LAB 3: Punctuation—Other Marks 478 Hyphens 478 Semicolons 479 Colons 480 Apostrophes 481 Periods 482 Quotation Marks 482 Italics (or Underlining) 483 Ellipses 483 Application 484

LAB 4: Grammar 485 Complete Sentences 486 Modi� ers (Adjectives and Adverbs) 486 Agreement (Subject/Verb/Pronoun) 487 Case 488 Application 489

LAB 5: Mechanics 490 Abbreviations 491 Capitalization 491 Numbers 492 Spelling 493 Word and Paragraph Division 494 Application 495

LAB 6: Word Usage 496 Application 501

B Formatting Business Documents 503 Formatting Letters and Memos 503

Letter and Punctuation Styles 503 Stationery and Margins 503 Required Letter Parts 503 Optional Letter Parts 505 Memo Header Format 506

Formatting Primarily Text Reports 506 Margins 516 Spacing and Fonts 516 Report Headings 516 Headers, Footers, and Page Numbers 516

Formatting Reports in Presentation Software 516 Documenting Sources 517

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Contents xxvii

C Common Types of Reports 524 Periodic Reports 524

Routine Management Reports 524 Compliance Reports 524 Progress Reports 524

Proposals 524 Project Proposals 525 Research Proposals 525

Policies and Procedures 528 Policy 528 Procedure 528

Situational Reports 530

D Glossary 532

Index 536

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xxix

Introducing Amy Newman

Amy Newman specializes in business communication at the Cornell Uni- versity School of Hotel Administra- tion. As a senior lecturer, she teaches two required communication courses: a freshman business writing and oral communication class and an upper- level persuasive communication class. Amy also teaches an elective, Corpo- rate Communication, which focuses on communication strategy, crisis communication, and social media.

Amy was an adjunct instructor at Ithaca College; Milano, The New School for Management and Urban Policy in New York City; and eCornell, where she taught classes online. She has won several awards for excellence in teach- ing and student advising and grants to develop technology-based learning solutions.

Amy’s research focuses on social media and other communication tech- nologies. She has published articles and delivered presentations about instant messaging, email, and social media. Her current work examines hospitality managers’ perspectives on social media and the ethical implications of social media participation.

Prior to joining Cornell, Amy spent 20 years working for large companies, such as Canon, Reuters, Scholastic, and MCI. Internally, she held senior-level manage- ment positions in human resources and leadership development. As an external consultant, Amy worked to improve communication and employee performance in hospitality, technology, education, publishing, fi nancial services, and entertain- ment companies.

A graduate of Cornell University and Milano, Amy is co-author of Business Communication: In Person, In Print, Online, 8e. Amy has developed several multimedia company scenarios to accompany the book and maintains a blog, BizCom in the News.

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xxxi

Acknowledgments

Kate Archard, University of Massachusetts, Boston

Fiona Barnes, University of Florida Christina Bergenholtz, Quinsigamond

Community College David Bolton, University of Maryland Dominic Bruni, University of Wisconsin,

Oshkosh Marilyn Chalupa, Ball State University Cindi Costa, Mohave Community College Melissa Diegnau, Riverland Community

College Peggy Fisher, Ball State University

Jorge Gaytan, North Carolina, AT&T Bill Graham, Seton Hall University Valerie Gray, Harrisburg Area Community

College Mary Groves, University of Nevada, Reno Gloria Lessman, Bellevue University Karen Messina, SUNY Orange Bill McPherson, Indiana University-Purdue Jean Anna Sellers, Fort Hays State University Stacey Short, Northern Illinois University Lynn Staley, University of Missouri, St. Louis Sanci C. Teague, Western Kentucky

Community and Technical College

Lisa Barley, Eastern Michigan University Lia Barone, Norwalk Community College Carl Bridges, Arthur Andersen Consulting Annette Briscoe, Indiana University Southeast Mitchel T. Burchfi eld, Southwest Texas

Junior College Janice Burke, South Suburban College Leila Chambers, Cuesta College G. Jay Christensen, California State

University, Northridge Cheryl Christiansen, California State

University, Stanislaus Connie Clark, Lane Community College Miriam Coleman, Western Michigan

University

Anne Hutta Colvin, Montgomery County Community College

Doris L. Cost, Metropolitan State College of Denver

L. Ben Crane, Temple University Ava Cross, Ryerson Polytechnic University Nancy J. Daugherty, Indiana University-

Purdue University, Indianapolis Rosemarie Dittmer, Northeastern

University Gary Donnelly, Casper College Graham N. Drake, State University of New

York, Geneseo Kay Durden, The University of Tennessee

at Martin

Business Communication: In Person, In Print, Online was inspired by my teaching and learn- ing from students at Cornell, and I am grateful for how they have shaped my thinking about business communication and who I am as an instructor. I thank my faculty col- leagues for their extraordinary support and guidance in my teaching and professional development: Judi Brownell, Daphne Jameson, David Lennox, Craig Snow, and Maria Loukianenko Wolfe. I also extend my sincere thanks to Cornell Student Services staff Curtis Ferguson and Molly deRoos for their input on chapter content.

Throughout the revision process, I have consulted many colleagues, friends, and family for valuable feedback on book content and, when needed, a sympathetic ear: Joshua Bronstein, Daniel Meyerson, Laura Newman, Crystal Thomas, and my wonder- ful, encouraging husband, Ed Marion. I dedicate this book to my mother, who passed the year before publication and who taught me my fi rst word: hot.

Several research assistants contributed to this edition and its supplements. With- out their help, the book would not have the currency and life that I intended: Katie Satinsky, Grace Lee, Abigail Needles, and Zachary Ruben.

The following instructors participated in the editorial review board for the eighth edition. Throughout each stage of the revision process, they offered creative input that shaped the chapter content and dynamic design. I thank each of them for their valu- able feedback and suggestions:

I would also like to acknowledge the following reviewers for their thoughtful contribu- tions on previous editions:

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xxxii Acknowledgments

Laura Eurich, University of Colorado at Colorado Springs

Mary Groves, University of Nevada, Reno Phillip A. Holcomb, Angelo State University Larry R. Honl, University of Wisconsin,

Eau Claire Kristi Kelly, Florida Gulf Coast University Margaret Kilcoyne, Northwestern State

University Michelle Kirtley Johnston, Loyola University Alice Kinder, Virginia Polytechnic Institute

and State University Emogene King, Tyler Junior College Richard N. Kleeberg, Solano Community

College Patricia Laidler, Massasoit Community College Lowell Lamberton, Central Oregon

Community College E. Jay Larson, Lewis and Clark State College Kimberly Laux, Saginaw Valley State

 
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Process & Maintain Workplace Information

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BSBINM201 Process and maintain workplace information

 

Learner Instructions 1

(Collect and process information)

Submission details

Students Name  
Student ID  
Group  
Assessor’s Name  
Assessment Date/s  

The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.

Submit this document with any required evidence attached. See specifications below for details.

Performance objective

You must be able to collect and process verbal and written communication, complying with organisational policies and procedures.

Assessment description

In a typical office environment, you will need to collect and process information. This commonly requires you to perform multiple tasks. In this assessment, you will be acting the role of an administrative worker. Your role will require you to answer the telephone, greet customers and process the post and email.

All tasks must be completed according to the policies and procedures of the organisation. You will be given time in advance to learn the policies and procedures before the assessment commences.

Tasks the candidate will need to perform include:

· answer telephone

· sort and respond to email

· sort and forward postal mail.

You will also be asked to write brief answers to a short-answer test.

Procedure

1. Review the scenario below.

You are employed as an administrative worker at Innovative Widgets. Your role is to monitor incoming calls and mail. Innovative Widgets is currently looking for a new bookkeeper and the Manager is receiving applications over the phone, on email and in person.

You must collect the required information and process it according to the policies and procedures of Innovative Widgets.

2. You will be provided with time to review and learn the policy and procedures for Innovative Widgets, attached to this task (and in the Appendices of your Student Workbook), which include:

a. Innovative Widgets organisational chart and contact list

b. telephone policy and procedure

c. postal mail policy and procedure

d. email policy and procedure.

3. Finally, you must assume the role of administrative worker, you must come to your assessment prepared to collect and process information from phone calls, emails and postal mail. When your assessor tells you, the task will begin and you must:

a. check postal mail and email and follow procedure

b. respond to phone calls.

Note: No one is available at Innovative Widgets today. So when you try their extension, you’ll get no answer. You’ll need to take messages.

Also note: All emails sent as part of this task will go to your assessor. Your assessor will provide this before you start. For example, even though you are emailing a message to the Manager of Innovative Widgets, the actual email address will be your assessor’s.

Specifications

You must:

· participate in the activity on the date and time specified by your assessor

· come to class prepared for work on the day of the activity:

· dressed appropriately

· prepared with mobile phone, pens and notepad

· bringing procedures and charts (see below)

· sort postal mail correctly

· forward emails correctly

· send phone messages.

Your assessor will be looking for:

· compliance with all relevant policy and procedures

· accurate collection of information

· ability to handle more than one task at one time

· completion of processing of information within given timeframe.

 

Candidate: I declare that this work has been completed by me honestly and with integrity and that I have been assessed in a fair and flexible manner. I understand that the Institute’s Student Assessment, Reassessment and Repeating Units of Competency Guidelines apply to these assessment tasks.  

Signature: ___________________

 

Date: ____/_____/_____

 

Appendix 1: Innovative Widgets organisational chart and contact list

 

innovative

Innovative Widgets organisational chart

 

Name/Title Ext. Mobile Status
Bob Jenkins – Manager x1111 0411 111 111  
Sid Gilmour – Accountant x2222 0422 222 222  
David Barrett – Human Resources x3333 0433 333 333  
Nick Waters – Sales x4444 0444 444 444  

 

· In – in and can be contacted

· DND – Do Not Disturb, in a meeting

· Off-site –working but at another location (available on mobile)

Appendix 2: Telephone policy and procedure

iconsPolicy

Innovative Widgets receive calls from many of our customers and colleagues. We take pride in ensuring that every interaction with Innovative Widgets is professional, courteous and helpful.

Good telephone manner and message-taking procedures are essential for ensuring that our customers receive the service that they deserve.

It is the responsibility of all employees at Innovative Widgets to follow the telephone policy and procedure.

Procedure

Calls to the general telephone number will be answered by reception and transferred to the relevant extension as necessary.

1. Answer the phone before the third ring, and greet the caller:

Innovative Widgets good morning/afternoon.

May I help you?

2. If they need to be transferred to someone:

(Repeat the name of the person wanted.) One moment please.

If the extension is busy:

(Name’s) extension is busy at the moment. Would you like to hold or may I take a message?

If the person is unavailable:

(Name) is not available at the moment. May I take a message?

If the person is off-site:

(Name) is not on-site at the moment but they are available on their mobile phone, would you like that number?

3. When taking messages, record:

a. who do they want to speak to

b. full name of caller

c. date and time of call

d. contact number

e. other information as specified by the caller.

4. Confirm the details back to the caller, by reading their responses.

5. Ask the customer if there is anything else that you can help them with:

Is there anything else I can help you with today?

6. End the call:

Thank you for calling. Goodbye.

7. Send an email to the person in question:

Subject: Message from <Name of caller>, <Date> <Time>

Hi <Name>

Please call <Name of caller> <Phone Number>.

<Include other information as specified>

Regards

<Your name>

 

 

Appendix 3: Knowledge questions on information management

1. Explain in your own words how legislation, regulations, standards and codes of practice might affect information management:

a. Legislation: (e.g. Privacy legislation)

 

 

 

 

 

 

b. Regulations:

 

 

 

 

 

 

c. Standards: (e.g. ISO 9001 Quality management, or ISO 19600 Compliance management)

 

 

 

 

 

 

d. Codes of Practice

 

 

 

 

 

 

 

2. Describe in your own words, and give examples, a range of filing systems:

a. Paper-based:

 

 

 

 

 

 

 

b. Software-based:

 

 

 

 

 

 

Appendix 4: Postal mail policy and procedure

iconsPolicy

In order for mail to reach the correct person in a timely manner, it is essential that postal mail sorting and forwarding procedures are followed.

Procedure (postal mail)

1. Check the mailbox daily at 10 am.

2. Open all mail

3. Sort mail into in-trays by:

a. manager

b. sales

c. accounting/purchasing

d. human resources

e. customer service (customer complaints)

f. to be filed (includes newsletters, pricelists and product information).

4. Confidential information must be delivered directly to the person specified.

5. High priority items must be marked ‘urgent’ and be delivered directly to the person/department in question.

 

Appendix 5: Email policy and procedure

iconsPolicy

Innovative Widgets has a general contact email address: [email protected]

In order for email to reach the correct person in a timely manner, it is essential that email sorting and forwarding procedures are followed.

Procedure (email)

1. Check email three times daily.

2. Read all mail.

3. Forward email to:

a. manager

b. sales

c. accounting/purchasing

d. human resources.

4. When you forward the email, identify the appropriate person’s name from the contact list, and provide some explanation of the email.

Dear <Recipient>,

Please find attached <summary of message>.

Regards,

<Your name>

5. High priority items must be marked ‘urgent’ and be delivered directly to the person/department in question.

 

 

 

BSBINM201 Learner Instructions 1

Version 1.0 Page 7 of 10

 
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Capsim Simulation Competition Experience

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Looking for someone with advanced knowledge in the Capstone Simulation/Competition coursework through Capstone website.  Must be familiar with the Capstone Webb Application as the work is completed there.  Multiple assignments and simulation coursework.

 

Example of Course work to coincide with Simulation work:

 

 

 

Prepare a policy position that addresses the issue, “Does it make sense to invest in the productivity improvements offered by the HR module?”

Suppose that you apply the maximums to recruiting and training. Here are the costs:

1.                  Recruiting costs per new worker are $5000.

2.                  Each employee trains 80 hours per year at $20 per training hour

3.                  Workforce complement increases by 4.2% to cover the 80 hours people are in training.

For this exercise you need a spreadsheet and both the Capstone Courier and Annual Report. Use the Round 2 reports for the analysis. Human Resources statistics like workforce complement and turnover are on Courier page 12. Use Annual Report Income Statement’s total Labor cost to estimate payroll costs.

Assume the following productivity payoffs:

1.                  Round 1 – 102%

2.                  Round 2 – 105%

3.                  Round 3 – 108%

4.                  Round 4 – 112%

5.                  Round 5 – 115%

6.                  Round 6 – 118%

Therefore, in Round 6 each worker would be 1.18 times as effective as the beginning worker, and your workforce complement would fall to 1/1.18 or 85% of its current level.

For a quick evaluation, assume your total labor expenditure from the Annual Report Income Statement will stay flat for the next six years.

How much of a cost savings might you expect in the sixth year? For example, if the total labor costs on the Income Statement says $29M, and costs stay the same for six years, then in the last year your costs would fall to $29/1.18 M. Apply the same approach to years one through five to get a total savings over time.

Would this justify the necessary expenditures in recruiting and training made over time? Assume a turnover of 10% and no increase in workforce size. Since you are sending workers to training for 80 hours or two weeks each year, you also need to expand the workforce enough to cover the workers that are in training. We are looking for a ballpark answer, not a precise answer, so that you can decide whether or not a payoff in HR productivity justifies the expense.

So far we have assumed our workforce and labor contracts are constant. In practice the market is growing at about 14%, and your labor contract has a 5% wage escalator. How does this affect the numbers? At what level, if any, would you recommend that your company invest in recruiting and training? Are there any factors beyond the simple numbers that should be considered?

Length: 1 – 2 pages of analysis not including title page and references as well as all of the calculations that you generated to come up with your solution.

Your response should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Please use at minimum of three outside scholarly sources for support.

 
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