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by: Frederick Notetaker


Marketplace > University of Missouri - St. Louis > Business > BA 5100 > BA 5100 MANAGERIAL COMMUNICATION
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About this Document

Reading the book helps before the test
Yvonne Marie Elliott





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This 45 page Bundle was uploaded by Frederick Notetaker on Saturday January 9, 2016. The Bundle belongs to BA 5100 at University of Missouri - St. Louis taught by Yvonne Marie Elliott in Fall 2015. Since its upload, it has received 25 views. For similar materials see MANAGERIAL COMMUNICATION in Business at University of Missouri - St. Louis.




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Date Created: 01/09/16
Group 1 Discuss the basics of A-type or C-type conflict. Then share the way conflict was handled when you were growing up. Was the conflict in your family usually A or C type? What is your main strategy today in the workplace: avoiding, accommodating, compromising, competing, etc., and how has it changed since you were a child? Groups 2, 3, 4, 5 Break into groups and discuss the tendencies of the private, sociable, dominant and open communication styles. Move into the group that you scored highest in. Do you believe the score is a good reflection of your style? Why or why not? What are they strengths and weaknesses of your style.? How can this information be helpful to you in the workplace? What organization model (from Chapter 2) might be a good fit for you? Listening Across Generations 1.Visit the link and complete Millennial survey. Your Millennial score is 64 0YOU▼ 5010• 4Sil(b. 192•-11Baby Boo(b. 194•33Gen X(b. 1965- 198•73Millen This is part of a Pew Research Center series of reports exploring the behaviors, values and opinions of teens and twenty-somethings that make up the Millennial Generation. Modify your responses below to see how they would affect your 2.Move into your generational group and discuss the characteristics listed in Chapter 4. Do you agree with the characteristics and possible problem areas assigned to your group? What if any items would you remove and why? Gen Xers (born 1965-1979) and Millennials (born 1980-1995) are actually quite different when it comes to communication and working styles. For example, Gen Xers are fiercely independent. This generation of latchkey kids grew up with the message of, “If you want something done right, do it yourself!” Conversely, the hyper-collaborative Millennials grew up with a poster in every classroom that read, “There is no ‘I’ in team.” They bring their collaborative and independent natures with them into the workplace. What unites them is that they both came of age in rapidly changing decades—both generations are adaptable to change and consistently pursue innovative ways to complete projects efficiently. MC: We seem to hear so much about Baby Boomers (born 1946-1964) and Millennials that we almost forget about Xers. But Gen Xers are the ones who are at the point in their careers where they should be seen as candidates for mid-and upper-level management positions. What are Gen Xers bringing to the generational mix? HU: That could not be more true! It’s unfortunate that Gen Xers are often ignored—in fact, Pew Research calls them the “forgotten middle child generation.” Gen Xers provide a necessary glue to the generational mix—they are realistic, honest, and transparent in everything they do. They are the generation that pokes holes and asks multiple questions so they leave no stone unturned. They are a generation that champions work-life balance while simultaneously excelling in careers by using their pristine time management skills, streamlining processes, and managing teams honestly. MC: What are some of the most popular, but perhaps inaccurate, stereotypes about the generations? HU: Here’s a common myth about each of these three generations: “Boomers are SO averse to change.”— Boomers are actually the ones who wants to be on the cutting edge. They’re excited about change. “Gen Xers are cynical slackers who don’t want to be team players.”—Gen Xers are actually truth-seekers. Too often, this is seen as them being negative or cynical. “Millennials are entitled and want a trophy for every single thing they do.”—The truth is, this generation wants to make an impact on the world. They just may need some guidance on how they can do that. Gen Xers are squeezed and strapped for time, so time off may be the  ultimate reward. They want to do great work in the time that they are in the  office—this is the generation that pushed for work­life balance, after all— but when they go home, they log out and there’s a clear line between their  personal and professional lives. They are fiercely independent (around half of this generation were latchkey kids), so they value a work environment  that allows for them to work independently and free of micro­managing.  Additionally, members of this generation tend to be skeptical. In the office,  they look for a transparent and honest work environment. As employees  and managers, they champion this!  MC: It has been conventional wisdom that members of the Gen X and Millennial generations aren’t very attracted to government work—they see it as slow and stodgy. Is this really true? How can cities attract these generations? HU: I actually believe that younger generations are driven to work in government. Unfortunately, though, Gen Xers and Millennials may be disheartened about what they can accomplish in that setting. But an industry’s success can be tied directly to great PR and marketing! Think about how “sexy” careers in computer science and engineering are now. Was that the case 20 years ago? Not so much. Government can reach Xers and Millennials now by giving the opportunity to innovate, make a difference, and lead. As far as recruiting people of these generations, for Gen Xers, it’s all about the opportunity to lead. If Gen Xers feel stalled underneath the “gray ceiling” (sea of Boomers in leadership positions who aren’t retiring), then the question is how can Xers’ skills be used? Maybe it’s a new project or a position that hasn’t been invented yet. For Millennials, it’s about the contributions that they can make early in their careers. Government jobs make a huge difference in communities and the state of Minnesota! But Millennials need to see that difference they can make from day one. Also, consider your generation’s perspective on: Respect, decision making, work ethic, fun at work, dress code, loyalty (on job). Just for fun consider favorite song, performer or musical group, hero/heroine and first time you used a computer. Which topic areas do you think would cause the most problems when listening to multiple generations in the workplace? BA 5100 – MANAGERIAL COMMUNICATION COLLEGE OF BUSINESS ADMINISTRATION University of Missouri ­ St. Louis Fall 2015 Instructor:  Yvonne Marie Elliott Office: 1305 SSB  (Tower) Office hours by appointment Email: Phone: 314­210­4774 COURSE DESCRIPTION: An analysis of business writing and speaking, and the communication conventions common in  organizations. Emphasis is placed on developing skills critical to career advancement and  necessary for effective organizational functioning. A second goal is to prepare students for  assignments in other business courses. This course must be taken within the first 12 credit hours  of study, preferably in the student's first semester. COURSE MATERIALS Required Text: Communicating for Results: A Guide for Business and the Professions, 10th  edition, Cheryl Hamilton Course Site: http// We will use the Blackboard course software to communicate in this class. I will post class  assignments, grades, and other info on this site.  OBJECTIVES As a result of your participation in this class you will be able to:  Analyze communication as a transactional process involving effective and ethical behaviors in business and processional settings.   Demonstrate listening skills that contribute to achieving accuracy in interactions.   Display skills for participating effectively in the interview process.   Demonstrate awareness of effective leadership styles and leadership skills.   Present effective informative and persuasive speeches.  Units of Instruction  Interpersonal and organizational communication  Interviewing and group communication  Oral presentations Methods of Instruction A variety of the following instructional methods may be used during the semester:  Lectures                     Discussion Groups  DVDs                         Guest Speakers  Case Studies ACADEMIC INTEGRITY The University of Missouri Collected Rules and Regulations, section 200.010 on Standard of  Student Conduct states that students are obligated to adhere to high standards of academic  honesty in all their work. Academic dishonesty includes, but is not limited to: cheating,  plagiarism, fabricating information, copying an individual assignment from another student, and  disruption of teaching or other University activity.  GRADING POLICY Grades will be based on the following: Midterm Test  30% Final Exam 30% PowerPointless                          10% Informative Presentation  15% Persuasive Presentation             15% Midterm and Final Exam Exam format is a combination of essay and multiple choice questions. The final exam is not comprehensive. Informative and Persuasive presentations are required for completion of this course. Exceptions to scheduled test times are not permitted unless there is an emergency or other valid reason.  A=94 and above; A­=90­93; B+=87­89%; B=83­86%; B­=80­82%; C+=75­79%;C=65­74%; C­ =60­64%; F=60%  Grades for this class are NOT “curved” or “rounded.” ATTENDANCE/ DROP POLICY I expect you to maintain a reasonable attendance record. Attendance will not be taken during each class period. You will be responsible for the class material presented during your absence. You may drop this course with either a “withdraw/passing” or “excused” grade  before  the designated drop date. After this point, you will not be able to drop the course with a “w/p” or excused grade. Consult the academic calendar so that you are aware of the drop date this semester.  Additional Notes:  Attendance: You are expected to attend class regularly. If you miss class, you are still  responsible for the material covered during your absence. There is no extra credit given  for class attendance.  Late Written Assignments: Assignments submitted after the due date will have 15  points deducted.   Extra Credit: Unless there are extenuating circumstances, there will not be extra credit  opportunities.  Test Protocol: Once tests begin, students must remain in the classroom during the entire  testing period.  Enterprise Here is the easy info to dig up and it covers the majority of the report obviously we will want to add more interesting tidbits. Enterprise Rent-A-Car From Wikipedia, the free encyclopedia Enterprise Rent-A-Car Pick Enterprise, we'll pick you up Type Subsidiary Car rental Industry Founded 1957 Founder Jack Taylor Clayton, Missouri, United States Headquarters [1] Key people Pamela Nicholson, President & CEO Andrew C. Taylor, Executive Chairman Donald A Ross, Vice Chairman Revenue $18.1 billion Number of employees 83,000 Enterprise Holdings, Inc. Parent Website Enterprise Rent­A­Car Ann Arbor, MI Enterprise Rent­A­Car in Feltham, UK Enterprise Rent­A­Car is a car rentalcompany headquartered in Clayton,Missouri, United  States in Greater St. Louis. In addition to car rental, Enterprise also oversees commercial fleet  management, used car sales, and commercial truck rental operations. Enterprise Rent­A­Car was established inSt. Louis, Missouri in 1957 by Jack C. Taylor. Originally  known as "Executive Leasing Company," in 1969, Taylor renamed the company "Enterprise" after  the aircraft carrier  USS     Enterprise, on which he served during World War II. In 2009, Enterprise  became a subsidiary ofEnterprise Holdings, Inc., following the company's 2007 acquisition  of Vanguard Automotive Group, the parent company of National Car Rental and Alamo Rent a Car. [ The resulting company was 21st on the 2008 Forbes list of "Largest Private Companies in  America." [3][4][5][6] Contents   [hide]    1    Company information   2    Fleet management controversy   3    Enterprise CarShare   4    Sponsorships   5    References   6    External links Company information [edit] Enterprise Rent­A­Car is the largest rental car company in the United States,  and has more than  [7][8] [itation]needed 5,400 “home city” locations, and 419 airport locations. Enterprise Rent­A­Car inChippenham, UK Enterprise Rent­A­Car’s primary focus is the local rental car market, specializing in car rentals to  consumers who need a replacement car as the result of an accident, mechanical repair, theft, or who [citation  require a vehicle for a special occasion such as a short business or leisure trip. In the late 1990s need, Enterprise Rent­A­Car also began expanding its operations to include the airport market, and  now serves airports in the United States, Canada, the UK, Spain, Germany and Ireland. The  [9] company's initial entry into Europe came in 1994. By 2005, Enterprise Rent­A­Car's customer service has been recognized seven times by J.D. Power [10] and Associates as highest in customer satisfaction for rental car companies at or near airports.  The [11][12] company was named ninth on Business Week'stop 25 companies customer service list in 2007. In 2006, Business Week listed Enterprise among the top ten places to begin a career.  Although the [13] company's pay for management trainees was among the lowest on the list (at an average $34,000),  "those who catch on"  quickly get a chance to run a branch office with the responsibility to generate  a profit. There are certain requirements and qualifications to become promoted to an Assistant  Manager, and many of these qualifications may depend on the employee's sales. According to  BusinessWeek's list of "Best Places to Launch a Career," Enterprise was in the top 15. Within five  years, a successful manager may take positions at headquarters or become an area manager  [13] responsible for multiple branches. Fleet management controversy [edit] During model years 2006­2008, 66,000 of the Chevrolet Impalas the company ordered were  purchased without side­curtain airbags, saving the company $11.5 million ($175 per vehicle), even  though the airbags were standard in retail models.  The practice, which the company notes does not "violate any federal mandate", came to national attention when cars being retired from their rental  fleet were sold with claims that side­curtain air bags were included.  About 5,000 Chevrolet  [14] Cobalts and Buick LaCrosseswere also purchased with the side air bags omitted.  Enterprise  admitted that it inaccurately advertised and sold 745 Chevrolet Impalas—model years 2006 through  2008—that were identified online as having side air bags, when in fact they did not. A company  spokesman said that it would inform customers who had bought the cars, and offer to buy them back [14] from the customers.  According to Safety Research and Strategies, a safety research firm that  regularly works with the automotive industry, it is a highly unusual practice to delete safety features.  "I’ve never seen a standard safety feature removed from a vehicle. I’ve been doing this work for 17  years and, until now, had yet to see this happen,” said Sean Kane of Safety Research & Strategies. [14] Enterprise CarShare [edit] Enterprise CarShare cars on a street in Washington, D.C. In 2008, Enterprise piloted its first on­campuscarsharing program at Washington University in St.  Louis.  The program, called WeCar, was introduced at the University of South Florida in July 2009. [1 As of September 2012, WeCar has 100 carsharing programs in more than 30 American states and Canada, and the service offers almost 100 electric cars and plug­in hybrids, including the Nissan  Leaf and theChevrolet Volt. [16] [17] By September 2013, WeCar was re­branded as Enterprise CarShare. Sponsorships [edit]  NCAA  NHL  UEFA Europa League References [edit] 1.  Jump up ^ Loomis, Carol (June 4, 2013). "Enterprise names Pamela Nicholson CEO". Cable News Network.  Retrieved April 29, 2014. 2.  Jump up ^ Louis, St. (August 3, 2009). "Enterprise launches new holding company". Retrieved2009­08­17. 3.  Jump up ^ America's Largest Private Companies: #21 Enterprise Rent­A­Car, from Forbes 4.  Jump up ^ "Frequently Asked Questions." Enterprise Rent­a­Car. Retrieved June 14, 2009. 5.  Jump up ^ "Clayton city, Missouri." U.S. Census Bureau. Retrieved June 13, 2009. 6.  Jump up ^ Hathaway, Matthew. "KC Star: Enterprise didn’t tell buyers cars lacked side air bags."St. Louis Post­ Dispatch. August 17, 2009. Retrieved August 18, 2009. 7.  Jump up ^ List Of Car Rental Companies,, retrieved April 29, 2014 8.  Jump up ^ "About Enterprise". Enterprise Rent­A­Car. Retrieved April 29, 2014. 9.  Jump up ^ Volkman, Kelsey (November 21, 2011), "Enterprise to buy Citer, enter France and Spain", St. Louis  Business Journal,, retrieved December 21, 2011 10.  Jump up ^ "Enterprise Rent­A­Car ranks highest on J.D. Power survey" ­ St. Louis Business Journal 11.  Jump up ^ "Customer Service Champs" ­ Business Week ­ March 5, 2007 12.  Jump up ^ "The Customer Service Elite" ­ Business Week ­ March 5, 2007 13. ^  Jump up to :      "No. 5 Enterprise: A clear road to the top". Business Week. September 18, 2006. 14. ^  Jump up to :          "Investigation finds Enterprise Rent­A­Car sold Chevy Impalas without standard side air  bags". The Kansas City Star. August 15, 2009. Retrieved 2009­08­17. a b 15. ^  Jump up to :    "USF joins Enterprise WeCar sharing program". Tampa Bay Business Journal. July 23, 2009.  Retrieved 2009­08­17. 16.  Jump up ^ Jim Motavalli (2012­09­21). "In Greenville, S.C., the First Shoots of an E.V. Ecosystem". The New  York Times. Retrieved 2012­09­25. 17.  Jump up ^ Journal of College Teaching & Learning – August 2008 Volume 5, Number 8 A Comparative Study Of Ethical Values Of Business Students: American Vs. Middle Eastern Cultures Michael Shurden, Lander University, USA Susan Shurden, Lander University, USA Douglass Cagwin, Zayed University, Dubai, UAE ABSTRACT Business schools must prepare students to face the world and yet maintain strong ethical convictions. The question of ethics in the business environment is not exclusive to the United States. Ethical business behavior is a multinational issue, and all business schools world-wide must deal with this issue. However, cultural differences often define acceptable ethical behavior. For example, the acceptable amount of a “token” gift from one party to another is an ethical issue. Some American businesses do not even allow employees to accept gifts from clients, while within other businesses, both National and International, it is an acceptable tradition. Bribery of foreign officials during the 1970’s addressed this issue of what is acceptable in the form of gifts and/or payments between public officials when they initiated the Foreign Corrupt Practices Act of 1977, which prohibits the “paying, offering, promising to pay (or authorizing to pay or offer) money or anything of value… corrupt payments to a foreign official, a foreign political party or party official, or any candidate for foreign political office” ( Ethical situations involving foreign officials and diplomats in other countries can also affect business transactions, which may ultimately be controlled by graduates from business schools in our colleges and universities. Consequently, the question is “What are the differences in ethical perceptions and values between cultures?” Once this question is addressed, business professors can adapt their teaching methods to help shape and mold the ethical values of business students. In a search for the answer to these ethical questions between cultures, the authors representing two universities, decided to conduct a small research sample on their business students. One of the colleges is a small public university located in the Southeastern United States, and the other is a university located in the Middle Eastern country of the United Arab Emirates (UAE). A small sample of students from selected business classes of each school were given a 16 question ethics quiz which had been taken from The Wall Street Journal. The questions ranged from personal use of company e-mail on the job to whether or not the individuals had lied about sick days or had taken credit for another’s work. The authors hoped to determine whether there were any significant differences between the answers given from the two schools pertaining to these types of ethical issues and to learn to what extent the different cultures had in shaping the ideas of these future business professionals. Keywords: ethics, students, business INTRODUCTION ebster’s dictionary defines ethics as a “discipline dealing with good and evil and with moral duty; moral principles or practice.” However, the definition of ethics may vary from company to W company. For example, Eli Lilly Company stated that ethics means “No Lilly employees should do anything, or be expected to take any action that they would be ashamed to explain to their family or friends.” Eastman Kodak has a business ethics policy, which emphasizes that Kodak’s business practices throughout the world are to be conducted in a manner, which is above reproach. General Dynamics’ definition of ethics according to their ethics Vice President is “telling the truth and being fair and doing no voluntary harm.” This means that one should not allow themselves to get into a position that compromises his/her judgment, such as the position in which a supplier may find oneself when taking the potential buyer of their product to lunch. And then there is the most 27 Journal of College Teaching & Learning – August 2008 Volume 5, Number 8 basic question that Electronic Data Systems uses to judge their ethic’s policies, “Would we want to do business with ourselves?” (Abend, 1988). The ethics question in the business environment seems to cycle back through time. Bribery of foreign officials and the Watergate scandal of the 1970’s (Abend, 1988) were followed in the late 1980’s by the secret world of Michael Milken and Ivan Boesky and their lucrative insider trading schemes on Wall Street (Stewart, 1991). These situations brought about investigations from the government by the Treadway Commission, which concluded that business students needed to be taught more about ethical situations in order to avoid them (Kullberg, 1988). This trend seemed to pass through business schools for a while, but now it seems to have lost momentum. In 2001, big scandals again rocked the business world. We observed Enron executives and their accountants, Arthur Anderson, be accused and charged with serious infractions in reporting financial information by hiding billions of dollars in debts behind fictitious partnerships (Morse, 2003). About the same time, WorldCom’s Chief Financial Officer, Scott Sullivan, acknowledged over-reporting of profits in WorldCom’s financial statements. The same group of external auditors failed to detect the impropriety (Ripley, 2003). And, then while the business world was still trying to process the unreliability of financial reporting, Martha Stewart was indicted and found guilty, along with her stockbroker, Peter Bacanovic, for conspiracy, obstruction of justice and making false statements in the sale of Stewart’s shares of Imclone stock (, 2004). The incidences mentioned above are referred to as “white collar” crimes. Our legal system typically sets the basis for what is considered offensive in our society, defined by Kullberg (1988) as “illegal behavior or blatant misconduct”. However, because of the diverse nature of the subject matter of white-collar crime, it is often difficult to set a definition to the term (Chibe, 2006). Typically white-collar crimes include insider trading, embezzlement, bribery, forgery, fraud, and computer crimes. Current definitions of white collar crime include health care fraud, securities fraud, and environmental crimes (Chibe, 2006). The term came to be in 1939 when it was noted that the perpetrators of these crimes wore white-collar shirts, and that they were professionals in the business world, such as lawyers, bankers, and now accountants (thefreedictionary). Additionally, white collar crime is becoming a global issue, and a 2006 Symposium entitled “The Changing Face of White-Collar Crime” actually covered this issue and how the Foreign Corrupt Practices Act addresses the concern (Chibe, 2006). While the above improprieties involve American businesspeople and businesses, it has been observed by the authors that there is an increasing influx of foreigners purchasing and operating businesses in the United States. These businesses range from small convenience stores, hotel chains, and tourist shops to major industries such as Fuji, a Japanese owned manufacturer of camera equipment and film. Many of the small convenience stores, hotels, and tourist shops that were aforementioned are owned by Middle Eastern businessmen and operated by their families. The question arises as to whether or not there are ethical differences between cultures, particularly between Middle Eastern cultures and American cultures. Before answering this question, it would be helpful to analyze the thought processes that an individual uses when approaching and solving ethical dilemmas. As an individual encounters an ethical situation, whether black/white (or a gray, unclear issue), they mentally analyze the options available and try to solve the problem in one of three ways according to Kullberg (1988). From personal observation and communication with Middle Eastern students, one of the authors noted that Middle Eastern individuals typically think in black/white. Either a situation is acceptable or it is “haram”, meaning forbidden by their Muslim religion. This author who currently lives and teaches in the Middle East believes that the exposure to western values that the girls get in college has started to create a gray area, so that they are interpreting situations in different ways. With that explanation in mind, one model in which people approach and solve ethical situations is referred to as the “utility” model. Utility in the economic sense means “satisfaction”. Using this model would mean that a person would approach the problem by trying to satisfy the largest number of people or as Kullberg says “maximize happiness for the greatest number of people.” Another model is referred to as the “enlightened self-interest” model in which the person making the ethical decision would “pursue self-interest in a way that minimizes harmful consequences for others.” The final model is one that many Americans have learned throughout the years, from family, teachers, and religion. It is the “Golden Rule” model, which takes the Biblical approach of “treat others as you would want to be treated” (Kullberg, 1988). 28 Journal of College Teaching & Learning – August 2008 Volume 5, Number 8 After identifying these three models, it is possible to try and explore the minds of the business students that have been surveyed. While Middle Eastern students might use one of the first two approaches in solving ethical dilemmas, the third approach needs to be analyzed further as it is based on a religion that differs from their own. Virtually all native students in the UAE are Muslim and follow the Islam beliefs based on the Quran and teachings of Muhammad, which in many regards has stricter religious views than Christianity. However, one possibility in this regard is the aspect of tolerance, which is discussed by Verkuyten and Slooter, (2007). In their article they address the fact that religious, cultural, and ethnic differences are currently a “hot topic”. Verkuyten and Slooter, (2007) conclude that tolerance seems to increase with increased education, so the authors of the current study assume that if living and working in the United States, Muslims could tolerate the “Golden Rule” model as part of their ethical reasoning. However, a further study of the religious beliefs of Muslims finds that they too have a principle similar to the “Golden Rule”. This Muslim principle is a form of the “Ethic of Reciprocity,” common to almost all, and states that “Not one of you is a believer until he loves for his brother what he loves for himself” (Fourth Hadith of an- Nawawi 13). Consequently, the third model of treating others as you wish to be treated would most likely be a principle that is prevalent and often used in Middle Eastern Culture. THE STUDY For purposes of the study, two small universities were selected. One set of participants is representative of a small, public university located in the southeastern United States. The other set represents a Middle Eastern university located in Dubai, an emirate of the UAE. The university located in UAE is an all female university while the U.S. university is coed. Some of the questions have been modified because of currency differences and religious beliefs. These questions are indicated by an asterisk (*). The currency of the UAE is the Dirham, and the question was changed in order for the UAE students to comprehend the currency difference, and the denomination was adjusted so that it would be equivalent to the question asked the U.S. students. The value of the Dirham is 3.673 dhs to $1. Additionally, the question regarding visiting a pornographic web site was slightly modified as pornographic websites are blocked by the UAE government and theoretically unavailable for access. However, the question was modified to read “Is it unethical to visit dating websites using office equipment?” This question would be comparable to our pornographic website question considering the fact that visiting a dating web-site is venturing into forbidden area and is very close to the U.S. idea of pornographic web-sites. This study was conducted on an all female population within the UAE university, and in the Middle East, female students are forbidden to date, or even be alone with an eligible male. Other than family, no touching is allowed by any outsider. Punishment for any female venturing into these sites would be much like with our teen-agers, resulting in a loss of privileges such as taking away their car. With these clarifications in mind, the 16 question ethics quiz was administered to a small group of students from the American university and the Middle Eastern university. The classes surveyed at the American university consisted of both upper and lower level business classes consisting of coed students of all socioeconomic groups. Those surveyed in the UAE consisted of upper level business classes, females, generally of upper-middle socioeconomic status. Eighty seven students were surveyed at the American university, and fifty-seven surveys were collected at the UAE University. Table I shows the results of the surveys with regard to the two colleges. Although many similarities may be noted, there were apparent differences in the responses. The first six questions deal primarily with the use of office technology. Approximately eighty-two percent of the respondents from the American university believe it is wrong to play games on the office computer during work, while sixty- three percent of the UAE students believe this situation is wrong. The significant difference in the answer to this question could be because of the fact that the UAE students are all female, and Muslim women are rarely allowed to work outside of the home. The estimate of the percentage of those holding jobs prior to entering college is 5%. Consequently, issues of what is or is not tolerated in the work community, as well as possible “downtime” at work, are areas to which they are unfamiliar. Another interpretation for the difference is that the UAE students read the question as meaning “playing games at times when you are supposed to be working”, definitely defining the situation as unethical in their opinion; otherwise, they see no reason for asking the question. 29 Journal of College Teaching & Learning – August 2008 Volume 5, Number 8 Table I College Questions USA UAE Yes Yes 1. Is it wrong to use company e-mail for personal reasons? 58% 61% 2. Is it wrong to use office equipment to help your children or spouse to do schoolw64%? 68% 3. Is it wrong to play computer games on office equipment during the workday? 82% 63% 4. Is it wrong to use office equipment to do internet shopping? 81% 74% 5. Is it unethical to blame an error you made on a technological glitch? 78% 84% 6. Is it unethical to visit pornographic web sites using office equipment?* 99% 86% 7. What’s the value at which a gift from a supplier or client becomes t$25.00ng?* 33% 21% $50.00 37% 14% $100.00 30% 65% 8. Is a $50.00 gift to a boss unacceptable?* 34% 53% 9. Is a $50.00 gift from the boss unacceptable?* 27% 37% 10. Of gifts from suppliers: Is it OK to take a $200 pair of football tickets?* 40% 32% 11. Is it OK to take a $120 pair of theater tickets?* 43% 44% 12. Is it OK to take a $100 holiday food basket?* 45% 35% 13. Is it OK to take a $25 gift certificate?* 72% 58% 14. Can you accept a $75 prize won at a raffle at a supplier’s conference?* 92% 68% 15. Due to on-the-job pressure, have you ever abused or lied about sick days? 30% 68% 16. Due to on-the-job pressure, have you ever taken credit for someone else’s work o4%idea? 19% The Wall Street Journal Ethics Quiz, October 21, 1999. Another area of difference was the value of a gift which would become troublesome. Nearly two-thirds of the UAE students believe a gift is troublesome if it reaches approximately $100. The American students were somewhat evenly spread across the three choices, with approximately 30% being troubled at a $100 gift. At all three levels of accepting gifts from a supplier, the UAE students had more ethical responses. In contrast to previous responses, 34% of the Americans believe a $50 gift TO your boss is unacceptable while 53% of the UAE students believe this amount is unacceptable. Also, 72% of the Americans believe it is ok to accept a $25 gift certificate, as compared to 58% of the Middle Easterners. Ninety-six percent of the American students believe it is acceptable to receive a $75 prize at a supplier’s conference compared to a 68% acceptable response for the UAE students. The high percentage of differences in this response, with the UAE students having a higher ethical perception, may be due to the aforementioned issue of bribery being a significant international topic. It is noted by one of the authors that UAE students have trouble with this aspect of gifts being given and received. They first ask themselves “Why is the gift made? Is it a bribe?” The amount to them is not as important as the motivation behind the gifts, while in the United States we make rules with limits on gifts, rather than determine the motivation. The author notes that his students will bring him a “latte” to class, and in their way they are just being nice. To refuse to accept this gesture would be hurtful to them as their intent is not to bribe. However, if in the UAE there were separate graders of papers other than the teacher, to offer the grader a “latte” would be interpreted as a bribe because a direct transaction is going on. So accepting a bribe is not being honest, while accepting a gift is normal. One of the most surprising results was the difference in responses relating to abusing or lying about sick days. Over two-thirds of the UAE students have abused or lied about sick days compared to 30% of the American students. Approximately 19% of the UAE students have taken credit for someone else’s work or ideas compared to only 4% for the American students. While American students may or may not have answered these questions with complete honesty, the UAE students probably answered with full comprehension and honestly. In addition to the various aspects of gift giving, they are taught to be honest in all dealings—they may hedge or exaggerate with their teacher, but they would never tell the teacher an outright lie. Additionally helping each other is expected, while doing their own work at this particular university is a new concept to them. However, a much larger sample size is needed to be able to more fully explain the differences in the responses between the two colleges. 30 Journal of College Teaching & Learning – August 2008 Volume 5, Number 8 Table II presents a comparison of the students surveyed from the two universities and how American executives responded to the quiz. Numerous differences can be noted throughout the quiz. Many of these differences can be explained by the fact that students lack or have limited real-world experiences that actually place them in these situations. For example, students do not sit in offices with computers in front of them all day long. They may not realize how easy it is to play a computer game or do some Internet shopping during slow times. Table II Questions USA Exe. UAE Yes Yes* Yes 1. Is it wrong to use company e-mail for personal reasons? 58% 34% 61% 2. Is it wrong to use office equipment to help your children or spouse to do s64%olwor37% 68% 3. Is it wrong to play computer games on office equipment during the workday? 82% 49% 63% 4. Is it wrong to use office equipment to do internet shopping? 81% 54% 74% 5. Is it unethical to blame an error you made on a technological glitch? 78% 61% 84% 6. Is it unethical to visit pornographic web sites using office equipment? 99% 87% 86% 7. What’s the value at which a gift from a supplier or client become$25.00blin33% 33% 21% $50.00 37% 33% 14% $100.00 30% 33% 65% 8. Is a $50.00 gift to a boss unacceptable? 34% 35% 53% 9. Is a $50.00 gift from the boss unacceptable? 27% 12% 37% 10. Of gifts from suppliers: Is it OK to take a $200 pair of football tickets?40% 70% 32% 11. Is it OK to take a $120 pair of theater tickets? 43% 70% 44% 12. Is it OK to take a $100 holiday food basket? 45% 35% 35% 13. Is it OK to take a $25 gift certificate? 72% 45% 58% 14. Can you accept a $75 prize won at a raffle at a supplier’s conference? 92% 40% 68% 15. Due to on-the-job pressure, have you ever abused or lied about sick days? 30% 11% 68% 16. Due to on-the-job pressure, have you ever taken credit for someone else’s 4%rk or 4%ea? 19% * Results from a study published in The Wall Street Journal, October 21, 1999. The same is true in regard to gifts and entertainment. Student’s responses are based more on the abstract rather than reality since most are not in executive positions. American executives are often exposed to these types of situations and realize how difficult these decisions can actually be. The responses of the students indicate a stronger ethical consideration than the executives when it comes to using technology at the office. However, the results were mixed regarding supplier relations. An additional survey needs to be conducted in this area of the Middle Eastern executive, with an analysis being made which would put the study on more equitable terms. CONCLUSIONS The differences that have been observed between the American and Middle Eastern students have raised enlightenment on the cultural differences between the two counties. While it is doubtful that many of the UAE students will live and work in the United States because the idea of living away from family, except on a temporary basis, is not an accepted practice, much can be learned from the study as to the ethical perceptions to which they adhere. Additionally, it is not known if the females surveyed will actually work in the business world. If unmarried, the oldest brother will usually determine what jobs, if any can be accepted. If they marry, it is up to the husband if they may work outside of the home. If they enter the business world, the females in the sample will almost all work in accounting or human resources and would be called professionals. There is a program in the UAE called Emiratisation where a set percentage of human resource employees must be Emiratis, so approximately 60% would work, and of that 60%, approximately 2/3 would work for the government in either of the aforementioned areas. Consequently, as educators in either culture, we are preparing business students to enter the business world, and, as such, we have a significant impact on their training and ethical perceptions. Obviously, ethics does begin at home with early teaching from parents, religious institutions, and grade school teachers. However, it has been 31 Journal of College Teaching & Learning – August 2008 Volume 5, Number 8 argued that ethics cannot be taught past a certain age. Kullberg (1988) has declared this untrue, and ethics education has and should continue into the college years. Kullberg and the current authors definitely recommend more college classes on ethics, as well as discussions and ethical scenarios being incorporated into all business classes. However, once students enter the business world, each company is responsible for revealing to their employees what is acceptable and unacceptable behavior in their business environment. In prior years, General Dynamics installed ethics hotlines where employees could pick up the phone and contact someone within the company on how to handle certain ethical dilemmas. Also, ethics guidelines in the form of written statements were given to employees of Eastman Kodak and Eli Lilly. Employees were to carefully study what the company expected of them in certain situations. Lastly, acknowledgement by signature has proven effective for Hallmark Cards and Solutia (formerly Monsanto) where top management acknowledged compliance to ethical standards. Such standards for Hallmark Cards included what is acceptable as a gift or gratuity to an employee, and that they had not violated those policies (Abend, 1988). Additionally an increase in the enforcement of penalties in the form of fines and prison terms for violations of statutes such as the Foreign Corrupt Practices Act has brought awareness to the seriousness of ethics and morals in our cultures. Criminal or civil penalties may be imposed for violation of the act, which pertains to direct or indirect bribery of public officials by any type of business entity be it public or non-public. The business could be accessed as high as a $2,000,000 fine, while any officer, director or stockholder could be accessed $100,000 and imprisoned for up to five years. A further note is that individual fines cannot be paid by the firm, thus imposing a significant hardship on the individual involved (Goudy, 2003) In conclusion, business students should be made aware that trying to avoid violating a policy is not always enough for a company. Many times the mere appearance of a conflict to the ethical standards of a company can lead to trouble. Thus, avoiding the uncompromising situation altogether, and erring on the side of cautiousness is always advised. AUTHOR INFORMATION Mike Shurden is a Professor of Management at Lander University in Greenwood, SC. He has previous teaching experience at the University of North Alabama in Florence, and at Louisiana Tech University in Ruston. Dr. Shurden received both his undergraduate business degree and MBA from Delta State University in Cleveland, MS. He received his DBA from Louisiana Tech University. He has over twenty six years of teaching experience at the college level. He has numerous academic publications over his career. His work can be found in journals such as Business Horizons and the Academy of Educational Leadership Journal. Dr. Shurden primarily teaches quantitative management, and his research focus is on educational leadership. Susan Shurden is an Instructor of Accounting at Lander University in Greenwood, SC. She has previous teaching experience at Erskine College in Due West, SC. Mrs. Shurden received her undergraduate Accounting degree and Masters in Professional Accountancy (MPA) from Louisiana Tech University in Ruston. She is a CPA through the state of Louisiana (status inactive) and is currently working on her Ph.D in Educational Leadership at Clemson University. She has eighteen years of teaching experience at the college level. Mrs. Shurden primarily teaches in financial accounting. Her research focus is on ethics in higher education. Douglass Cagwin is Associate Professor of Accounting at Zayed University in Dubai. He has previous teaching experience at Lander University, Greenwood, South Carolina and at the University of Texas at Brownville. Dr. Cagwin received Masters and Ph.D. degrees in Accounting from the University of Arkansas, and his undergraduate accounting degree from Iowa State University. He has over twenty years of controllership experience in manufacturing and distribution and three years experience in public accounting. Dr. Cagwin primarily teaches managerial accounting, auditing, and accounting information systems. His research focuses on determining the net value obtained from implementation of sophisticated cost accounting systems. 32 Journal of College Teaching & Learning – August 2008 Volume 5, Number 8 REFERENCES 1. Abend, J. (1988). Corporate ethics: An overview. New Accountant, 4(1), 4-11. 2. Chibe, R. J. (2006). A golden age of white-collar criminal prosecution. The Journal of Criminal Law & Criminology, 96(2), 389-395. 3. Goudy, G. (2003). Name an oxymoron: Business ethics. Business Credit, 105(3), 67-71. 4. Fourth Hadith of an-Nawawi 13. Retrieved December 14, 2007, from 5., accessed 6/5/05. 6., accessed 11/28/07. 7. Kullberg, D. R. (1988). Right and wrong: How easy to decide? New Accountant, 4(1), 16-20, 37. 8. Mish, F. C. (Ed.), The Merriam Webster Dictionary. (Springfield, Massachusetts). 9. Morse, J., & Bower, A. (2003). The party crasher. Time, 160(27), 53-56. 10. Ripley, A. (2003). The night detective. Time, 160(27), 45-50. 11. Stewart, J. B. (1991). Scenes from a scandal: The secret world of Michael Milken and Ivan Boesky. The Wall Street Journal, B8. 12. The wall street journal workplace-ethics quiz. The Wall Street Journal, October 21, 1999, B1. Retrieved June 3, 2005, from 13. Verkuyten, M. & Slooter, L. (2007). Tolerance of Muslim beliefs and practices: Age related differences and context effect. International Journal of Behavioral Development, 31(5), 467-477. NOTES 33 Journal of College Teaching & Learning – August 2008 Volume 5, Number 8 NOTES 34 Bus Ad 5100 Fall 2015 T eam Presentation  Submit draft of PowerPoint to instructor by 11/2. PowerPoint guidelines provided in Chapter 12.  Team presentations due 11/9.  Presentation should be 15 minutes. Case Study Worksheet Company Profile and History Describe your customer’s products or services. Include information about the company's history and current place in the market, public perceptions, etc. EXAMPLE:  Wingtip Toys, established in 1956, is the premier supplier to toy retailers worldwide.  Revenues in 2003: $3.5 million  Wingtip Toys ceased IT development after September 11, 2001, and has not pursued any recent IT development.] Slide 1: include a graphic maybe? With the below bullets: Founding Vision “Take care of customers and your employees first and profits will follow” Slide 2: maybe another graphic and the below bullets:  Enterprise Rent A Car  Alamo  National Script slide 1 and 2: (approximately 3 minutes) Enterprise Rent a Car was founded 55 years ago, in 1957, by St. Louis native, Jack Taylor. His founding vision to “take care of customers and your employees first and profits will follow” remains among the company’s top values. The family owned business has indeed seen that profits will follow. Over the years, the company has grown to include not only car rental services, but also car sharing services, commercial truck rental, corporate fleet management and retail car sales. Head quartered in St. Louis MO, Enterprise Holdings is the largest car rental company in the world, with annual revenues of 19.4 billion dollars and over 80,000 employees. Enterprise rent a car, the flag ship of Enterprise Holdings, has locations in North America and Europe. It has been ranked highest in customer satisfaction among North American airport rentals by J. D. Powers 9 times! Their focus is not only on car rental, but also fleet management and retail sales. Enterprise Holdings acquired Alamo in 2007. Their focus is on family and leisure; they are the official rental car of Walt Disney World and Disneyland. In addition to domestic locations, Alamo is expanding into South American and has locations in Uraguay, Belize and Peru. National car rental was also acquired by Enterprise Holdings in 2007. Their focus is on the business traveler, specifically the frequent airport traveler. They were recognized as the top rental car services in 2011by Executive Travel Magazine and have locations in the US, Canada, Mexico, the Caribbean, South America and Asia. Communication Style of Company (Internal and External) Refer to info from Chapter 2 in your textbook and discuss which model most closely aligns with this company’s communication practices. Also, include key messages in internal and external communication. System contingency model  Internal o Work/life balance very important o Don’t want to overwork their employees o Corporate Campuses  Professional  Suit & Tie  A bit stuffy  Managers easy to speak with but execs also in the building o IT Campuses  More relaxed  Business casual or casual  Open to suggestions  Managers easy to speak with  External o Enterprise  Caters to anyone  Professional  Personable  “We’ll pick you up” o National  Cater to the Businessperson  Professional  Get customers in & out as quickly as possible  Customer rental kiosks o Alamo  Caters to the family & vacationers  Personable  Relaxed & caring Business Situation Slide 1: Fleet Management Controversy New goal focus on customer safety more than saving. Problem Customer Safety During model years 2006-2008, 66,000 of the Chevrolet Impalas the company ordered were purchased without side-curtain airbags, saving the company $11.5 million ($175 per vehicle), even though the airbags were standard in retail models. The practice, which the company notes does not "violate any federal mandate", came to national attention when cars being retired from their rental fleet were sold with claims that side-curtain air bags were included. About 5,000 Chevrolet Cobalts and Buick LaCrosses were also purchased with the side air bags omitted. Enterprise admitted that it inaccurately advertised and sold 745 Chevrolet Impalas—model years 2006 through 2008—that were identified online as having side air bags, when in fact they did not. A company spokesman said that it would inform customers who had bought the cars, and offer to buy them back from the customers. According to Safety Research and Strategies, a safety research firm that regularly works with the automotive industry, it is a highly unusual practice to delete safety features. "I’ve never seen a standard safety feature removed from a vehicle. I’ve been doing this work for 17 years and, until now, had yet to see this happen,” said Sean Kane of Safety Research & Strategies Slide 2: Enterprise CarShare Goal / Problem expanding into new markets to fast. Enterprise CarShare cars on a street in Washington, D.C. In 2008, Enterprise piloted its first on-campus carsharing program at Washington University in St. Louis. The program, called WeCar, was introduced at the University of South Florida in July 2009. As of September 2012, WeCar has 100 carsharing programs in more than 30 American states and Canada, and the service offers almost 100 electric cars and plug-in hybrids, including the Nissan Leaf and the Chevrolet Volt. By September 2013, WeCar was re-branded as Enterprise CarShare. Slide 3: Enterprise Current Challenges As said before Enterprise Holdings acquired Alamo in 2007 as well as National car rental. There are always problems when an organization acquires others. The problem Enterprise currently is facing is these three companies that do the exact same thing especially now have not fully integrated. They still use three different systems that all have to coordinate together. Currently they are working on integrating their data systems, which is no small feat. Which one is right, works best or is easiest to use will always pull internal customers in different directions and will make them fight change. Technical Situation (IF APPLICABLE) [Provide a detailed evaluation of the customer's current technical situation. Identify what the customer uncovered during the evaluation of its systems, the technical challenges the customer is facing, and how the customer believes it can meet the challenges. EXAMPLE: Wingtip Toys' current environment runs on older computers that are no longer capable of handling the bandwidth necessary for servicing Wingtip Toys' worldwide customer base. Additionally, Wingtip Toys would like to allow customers to automate their orders and also would like to eliminate telephone and paper orders.] Slide 1: Network Infrastructure  Old technologies at the branches o Moving from T1 lines to cable/DSL  Integrating National & Alamo o Figuring out what equipment is at each site o How everything is connected o Changing to meet Enterprise Standards Solution Summarize your team’s solutions or recommendations for your customer's or company’s problem. Goal Problem Solution Companies that expand too quickly sometimes over leverage their assets causing their collapse. Example Chuck E. Cheese over expanded and was split into multiple franchises. Solution pick one O/S for the company and make it uniform/standard/ user friendly. Bus Ad 5100  Managerial Communication Course Outline UM – St. Louis Fall 2015   Instructor: Yvonne Marie Elliott Phone: 314­210­4774  Week 1    M  Introductions, Syllabus 8/24          Course outline, Textbook Week 2      M   Chapter 1: The Communication Process: An Intro 8/31            Basic Model of Communication and Communication Ethics Week 3     M    Labor Day Holiday 9/7                      No class  Week 4     M    Chapter 2: Communication in the Workplace 9/14                    Demonstration: Organizational Models       Week 5     M   Chapter 3: Conflict, Culture and Relationships 9/21            Week 6     M    Chapter 4: Effective Listening 9/28             Week 7     M    Chapter 5: Nonverbal Communication 10/5                  Demonstration: Organizational Models                  Chapter 6: Overcoming Obstacles in Communications               Week  8     M   Midterm Exam: Chapters 1, 2, 3, 4, 5, 6,  (7 p.m.­8:30 p.m.) 10/12                                   Week 9     M    Chapter 11: Informative Presentations 10/19                 Plan, Research, Organize & Deliver      Begin Team Assignments Week 10      M   Chapter 9: Small Group Communication & Problem Solving 10/26       Review midterm results/   Work on Team Assignment                            Submit topics for individual Informative and Persuasive presentations       Week 11       M   Chapter 10: Participation & Leadership in Teams 11/2   Work on Team Assignments  Team assignment drafts due     Week 12       M Chapter 7: Basic Information for All Types of Interviews 11/9                      Chapter 8:  The Employment Interview Team Assignments due (in voicethread) Week 13  M Chapter 13: Persuasive Presentations: Individual or Team    11/16 Read Chapter 12: Verbal & Visual Supporting Material                             Assignment due 


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