technical communication process and...

INSTRUCTOR’S MANUAL

to accompany

TECHNICAL COMMUNICATION

Process and Product Eighth Edition

Sharon J. Gerson

DeVry University (Emeritus)

Steven M. Gerson

Johnson County Community College

Boston Columbus Indianapolis New York San Francisco Upper Saddle River

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Instructor’s Manual to accompany Gerson/Gerson, Technical Communication: Process and Product, Eighth Edition

Copyright © 2014, 2012, 2008 Pearson Education, Inc.

All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for

classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except

in the case of brief quotations embodied in critical articles and reviews.

10 9 8 7 6 5 4 3 2 1–OPM–16 15 14 13

ISBN 10: 0-321-88861-8

ISBN 13: 978-0-321- 88861-7

www.pearsonhighered.com

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TABLE OF CONTENTS

Instructor’s Resource Center vii

MyTechCommLab ix

Preface

Introducing the Textbook .....................................................................................................1

Changes to Organization and Content of Chapters ..............................................................2

Organizing Your Class .........................................................................................................8

17-Week Semester Course Outline ......................................................................................9

15-Week Semester Course Outline ....................................................................................12

8-Week Semester Course Outline ......................................................................................14

Design and Instructional Aids ............................................................................................15

Developing Communication Skills with End-of-Chapter Activities .................................16

Added Values! ...................................................................................................................17

Chapter 1 An Introduction to Technical Communication

Abstract ..............................................................................................................................19

The Difference Between Technical Communication and Other Types of Writing ...........20

Communication Channels ..................................................................................................20

The Importance of Technical Communication .................................................................21

Teamwork .........................................................................................................................21

Dispersed Teams and Wikis ...............................................................................................22

Teaching Suggestions .......................................................................................................23

Apply Your Knowledge ....................................................................................................25

Answers to Quiz Questions ................................................................................................27

Chapter 2 The Communication Process

Abstract .............................................................................................................................28

Teaching Suggestions ........................................................................................................29

Provide an Overview of the Writing Proces ......................................................................29

Explain Why the Writing Process Is Important ................................................................30

Provide Different Types of Prewriting Techniques ...........................................................30

Focus on Purpose and Communication Channel ...............................................................31

Discuss Rough Drafting ....................................................................................................32

Discuss Rewriting .............................................................................................................32

Review the Communication Process at Work ...................................................................35

Conclusion ........................................................................................................................35

Apply Your Knowledge .....................................................................................................36


Chapter 3 Objectives in Technical Communication

Abstract .............................................................................................................................44



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Clarity—methods for developing ideas precisely ..............................................................45

Conciseness—methods for achieving an appropriate technical communication style .....46

Accuracy—the importance of correct grammar and mechanics ........................................46

Organization—methods for ordering one's correspondence ..............................................47

Ethics—methods for encouraging moral standards in technical communication



Chapter 4 Audience Recognition

Abstract ..............................................................................................................................58




Chapter 5 Ethical Considerations

Abstract ........................................................................................................................67

Opening Scenario ...............................................................................................................68

Ethics in The Workplace ....................................................................................................68

Legal, Practical, and Ethical Considerations .....................................................................69



Chapter 6 Research

Abstract ..............................................................................................................................73


Rules for Quoting ...............................................................................................................74

Rules for Paraphrasing .......................................................................................................76

Rules for Summarizing ......................................................................................................78



Chapter 7 Routine Correspondence

Abstract ..............................................................................................................................82


Memos, Letters, E-mail, Instant Messages, and Text Messages .......................................84



Chapter 8 Social Media

Abstract ..............................................................................................................................97


Opening Scenario ...............................................................................................................98

YouTube and Facebook .....................................................................................................99

Twitter ................................................................................................................................99

The Writing Process .........................................................................................................100

Prewriting .........................................................................................................................100


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Writing .............................................................................................................................101

Rewriting ..........................................................................................................................101

Test for Usability .............................................................................................................102

Apply Your Knowledge ...................................................................................................103

Answers to Quiz Questions ..............................................................................................105

Chapter 9 The Job Search

Abstract ...........................................................................................................................106

Teaching Suggestions ......................................................................................................107



Chapter 10 Document Design

Abstract ............................................................................................................................114




Chapter 11 Using Visual Aids

Abstract ............................................................................................................................123




Chapter 12 Communicating to Persuade

Abstract ............................................................................................................................135


Fliers ..............................................................................................................................136

Brochures ........................................................................................................................137

Sales Letters ....................................................................................................................138

Press Releases ..................................................................................................................138

Interaction with Other Teams ..........................................................................................139



Chapter 13 Technical Descriptions and Process Analyses

Abstract ............................................................................................................................144


Graphics ...........................................................................................................................146




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Chapter 14 Instructions, User Manuals, and Standard Operating Procedures

Abstract ............................................................................................................................149


Audience Recognition ......................................................................................................150



Chapter 15 Web Sites and Online Help

Abstract ............................................................................................................................157




Chapter 16 Short, Informal Reports

Abstract ............................................................................................................................165


Evaluation Checklist ........................................................................................................167



Chapter 17 Long, Formal Reports

Abstract ............................................................................................................................177




Chapter 18 Proposals

Abstract ............................................................................................................................187


Fact Sheets .......................................................................................................................190



Chapter 19 Oral Presentations

Abstract ............................................................................................................................203


The Writing Process .........................................................................................................204

Prewriting ........................................................................................................................204

Writing the Presentation ..................................................................................................207



Appendix A: Grammar, Punctuation, Mechanics, and Spelling

Abstract ............................................................................................................................213




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GETTING REGISTERED

To register for the Instructor Resource Center (IRC), go to www.pearsonhighered.com and click

“Educators.”

1. Click “Catalog & Instructor Resources.”

2. Request access to download digital supplements by clicking the “New users, request Access” link.

Follow the provided instructions. Once you have been verified as a valid Pearson instructor, an instructor

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DOWNLOADING RESOURCES

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Technical Communication: Process and Product, 8/e

Gerson/Gerson

©2014 | Pearson | Cloth; 600 pp | Instock

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MyTechCommLab offers the best multimedia resources for technical communication in one,

easy-to-use place. Students will find more than 100 interactive model documents and 48 case

studies. There are also extensive guidelines, tutorials, and exercises for Document Design,

Writing, and Research, and a large bank of diagnostics and practice for Grammar review.

! Interactive model documents (100+) cover the most commonly used formats, including

memos, reports, proposals, definitions and descriptions, and letters. Each document

includes rollover annotations highlighting purpose, audience, design, and other critical

topics.

! Quizzes for model documents let students practice what they have learned.

! Case Studies (35+) cover the entire range of technical communication documents,

including emails, formal reports, and presentations. Each provides the case background,

questions for consideration, and activities that students can complete and submit to their

instructors.

! Four case studies cover document design and graphics.

! Three case studies cover usability.

! Seven case studies provide realistic scenarios in which the stages of the writing process

are put into real-world focus.

! A Visual Rhetoric Tutorial leads students step-by-step through the process of designing

an effective document—developing basic document architecture, choosing colors and

typefaces, using images, and putting it all together to create a usable document.

! A Web Design Tutorial provides basic instruction for novices on building a Web page

and creating hyperlinks.

! Writing Process Tutorials lead students through each stage of the writing process—from

prewriting to final formatting.

! A Writing Formal Reports Tutorial offers step-by-step guidance for creating one of the

most common document types in technical communication and for working with sources.

! Writing Activities provide hundreds of exercises for students to apply what they have

learned.

! Diagnostic tests allow instructors and students to identify individual weaknesses and

create study plans.

! Practice exercises and activities (3,000+) cover common sentence grammar errors as well

as other issues related to style, usage, punctuation, and mechanics. Activities include

sentence and paragraph editing exercises, and grammar exercises provide remedial

feedback to help students learn as they practice.


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! Unlimited use of EBSCO gives students instant access to thousands of academic journals

and periodicals from any computer with an Internet connection.

! Citation style guides outline rules and examples to follow for APA, CMS, and MLA

styles.

! Avoiding Plagiarism Tutorials are self-paced and provide self-scoring tests, exercises,

and tutorials on how to recognize and avoid plagiarism.

MyTechCommLab empowers student writers and facilitates writing instruction by uniquely

integrating a composing space and ePortfolio with proven resources and tools.

In the easy-to-use composing space, which looks and functions like the most popular word

processing programs, resources are available at students’ fingertips as they research, draft, and

revise. They can also upload documents that are in other file types. All work in the course can be

saved in MyTechCommLab, so instructors are able to access and manage their students’ writing

in one place.

With only a few clicks, the Portfolio feature allows students to create e-portfolios of their work

that they can easily share with their instructor, other evaluators, and peers.

The Assignments section of MyTechCommLab enables instructors to easily create and deliver

assignments online and helps keep students on track by listing due dates and assignment details

in one place. Another feature to keep everyone on track is the flexible Gradebook. Capturing

student grades from self-grading aspects of the site and grades given to writing assignments by

the instructor, the Gradebook allows instructors to easily assess student and class progress.

This new design MyTechCommLab replaces the previous version. Here are some additional

features you will find only in the new MyTechCommLab:

• More intuitive, familiar navigation. The top navigation bar has been replaced by a left-

hand navigation tree.

• Composing Space. In the easy-to-use composing space, which looks and functions like

the most popular word processing programs, resources are available at a student’s

fingertips as they research, draft, and revise; students can get the help they need when

they need it, without ever leaving their writing environment. Students can also upload

documents that are in other file types. All student work in the course can be saved in

MyTechCommLab so instructors are able to access and manage their students’ writing in

one place.

• Adaptive To Do list and Study Plan. Each student’s Study Plan will adapt based on her

diagnostic results, assets required by the instructor, or comments made by the instructor

on her writing submissions. The student can track the status of all assignments and

required activities on their To Do list.

• Portfolio. Students can create e-portfolios of their work that they can easily share with

their instructor, other evaluators, and peers. Students can include multimodal

compositions in their portfolios, export them as .html or PDF files, or continue adding to

them throughout their college career and beyond.

• Assignments. Instructors can easily create and deliver assignments online and keep

students on track by listing due dates and assignment details in one place.


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• Gradebook. The flexible Gradebook captures student grades from self-grading aspects of

the site and grades given to writing assignments by the instructor. The Gradebook allows

instructors to easily assess student and class progress.

• Support for section instructors (teaching assistants). Instructors can now assign

“section instructors” (a.k.a., TA status) to course members.

• Interactive chat and whiteboard. Chat & Class Live tools enable instructors and

students to engage in synchronous chat and whiteboard sessions.

• Enhanced announcements manager. Announcements now have date and time display

settings as well as expirations.

• Enhanced email manager. A native email manager allows users to more efficiently

control course email.

• Enhanced document and file sharing. The document sharing tool allows instructors and

students to post documents to be shared with the class. Instructors can use document

sharing to post their syllabus and other course documents.

• Improved accessibility. Pearson is committed to making our content and technology

accessible to all users. We’ve made changes throughout the application so the user

interaction is consistent with Section 508 recommendations.

• Improved mobility. In the ongoing effort to make our content and technology mobile-

ready, we’ve redeveloped media resources, including the Writing in Action, Common

Grammar Errors, and Avoiding Plagiarism videos, to work across more platforms and

devices.

• Model Documents Player. An updated, enhanced player makes it easier to navigate and

view helpful annotations and writing samples, including emails, letters, presentations, and

essays. It also works across more platforms and mobile devices, and is Section 508-

compliant/accessible. Additional sample documents will be added to the Lab this year.

• Office Hours Plus. Completely updated videos address 10 topics useful for college

writers, including writing process, avoiding plagiarism, and peer review.

• Grammar Podcasts. Additional podcasts have been added to the Resources and the

Writer’s Toolkit areas.

• Writing Strategies Topics. This new section offers instruction and practice for 9 of the

traditional modes or patterns, including Argument, Cause and Effect, Comparison and

Contrast, Definition, Description, Division and Classification, Illustration, Narration, and

Process writing.

• Writing in Action Videos. New instructional videos cover such writing purposes as

Writing to Inform and Writing to Reflect.

• New eText Options. A new eText is available in both MyTechCommLab and the

Pearson eText app.

• Introducing WriteClick! WriteClick is a powerful application that encourages writers to

think critically about their writing, then review, edit, and revise effectively--anywhere

they write. WriteClick instantly analyzes writing for grammar and spelling errors,

provides suggestions on writing skills, and puts useful tools at the writer’s fingertips.

WriteClick is available at no additional cost with MyTechCommLab.


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INTRODUCTION

Introducing the Textbook

This Instructor’s Manual provides a step-by-step approach to using the eighth edition of Technical Communication: Process and Product. We include Our unique approach to technical communication makes Technical Communication: Process and

Product a very useful text. Usually, technical communication books briefly mention the writing process in a chapter early in the text. They rarely mention process again. Our text, in contrast, makes the writing process an integral part of technical communication. Each chapter shows you how to use the writing process to create a type of technical communication (memos, letters, descriptions, instructions, social media, etc.). We include units entitled “The Writing Process at Work,” which consist of samples of student or professional writing to reveal the process in action. “The Writing Process at Work” units start with prewriting, show a rough draft, provide sample revisions, and conclude with a finished copy. You will find insightful callouts with commentary from the reviewers or the author of the document. Thus, these units of instruction model the writing process for your students, providing them a writing technique they can emulate when constructing their own correspondence both for class and later in the workplace. You will also find an exciting new chapter entitled “Ethical Considerations” (Chapter 5). With the information in this chapter, you can instruct your students on how to follow ethical decision-making strategies and communicate effectively with many people. Featured in this chapter is a financial advisor who exhibits ethical concepts in his dealings with clients. Throughout the textbook, you will find many applications of ethical considerations to the updated content. In addition to Chapter 1 “An Introduction to Technical Communication” which emphasizes strategies for effective interaction in teams, we have included collaborative concepts in many

! overviews of each chapter ! sample course outlines for 17-week semesters, 15-week

semesters, and 8-week semesters ! teaching suggestions ! possible answers to end-of-chapter case studies and

activities ! answers to questions about clarity, conciseness, mechanics

and grammar ! quizzes and answers to quiz questions


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chapters. We have also included team writing activities and case studies at the end of chapters. These case studies and team writing projects encourage your students to write collaboratively, interact with each other in small groups, and create work-related correspondence drawn from business-industry scenarios. End-of-chapter “Problem-Solving Think Pieces” and “Web Workshops” allow students to practice critical thinking and give them a chance to explore technical communication samples from a global perspective. You will find that both you and your students will benefit from our practical approach to writing and extended end-of-chapter assignments.

Changes to Organization and Content of Chapters

Chapter 1 (“An Introduction to Technical Communication”) has been significantly revised. We bring you up to date on collaboration and social media in the workplace. New to this chapter, we provide the following:

• Purposes of technical communication

• Figure 1.1 showing the purposes of technical communication

• Technological communication advances through mobile apps

• Table 1.3 mobile apps

• Information on time spent communicating in the workplace including e-mail, telephone, real-time communication tools, and social media

• Figure 1.2 time spent communicating on the job

• Updated content on cost of communication on the job

• Updated information on collaboration in the workplace and software to use for effective collaboration

• Updated chapter highlights Chapter 2 (“The Communication Process”) explains why process—prewriting, writing, and rewriting—will improve correspondence. We discuss the rationale for the writing process and supply an example of this process in practice. We emphasize the recursive nature of the writing process. The writing process is dynamic, with the three parts (prewriting, writing, and rewriting) often occurring simultaneously. In addition, this chapter explains the benefits and challenges of communication channels, including e-mail, instant messages, text messages, letters, memos, reports, Microsoft PowerPoint, and more. New to this chapter are the following:

• Updated channels of communication to include social media

• New mind map graphic to enhance visual appeal to prewriting options

• Table 2.2 provides updated Internet search engines

• Figure 2.2 The Society for Technical Communiction single sourcing link

• Updated and compressed writing process sample

Chapter 3 (“Objectives in Technical Communication”) provides a detailed discussion of three major objectives in successful technical writing: clarity, conciseness, and accuracy. Discussion


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of these goals coupled with numerous illustrations will assist students in understanding the style of writing unique to the field of technical communication. New to this chapter includes the following:

• All new Communication at Work scenario with Nicole Stefani, public relations expert

• Updated reasons for clarity in technical communication

• New Fig. 3.1 with updated content on the shrinking size of technical communication

• Updated content for Table 3.1 on size characteristics of communication channels

• Updated content on readability formulas

• Addition of information on reading habits today

• New examples of ways to achieve conciseness

• FAQ on proofreading in the workplace

• Updated information on organizational techniques

• Example of analysis of smartphone rates

• Short report example using spatial organization

• Before and After examples showing chronological organization

• Letter on energy concerns organizing content by importance

• Comparison contrast example of social media sites’ service options

• Executive summary example showing problem/solution

• Short report example organized by cause and effect Chapter 4 (“Audience Recognition”) teaches how to communicate with different levels of audience and focuses on the importance of definition, multiculturalism, avoiding biased language, and personalization. We discuss the need to understand diversity—age, gender, culture, and religion—and communicate appropriately. New to this chapter is information about the following:

• Content about an audience’s personality traits

• Figure 4.1 e-mail message to a high-tech audience about anti-terrorism procedures

• Figure 4.2 e-mail message to a low-tech audience about anti-terrorism procedures

• Green technology example (Figure 4.3) from a high-tech writer to a lay audience

• Updated research, statistics, and visual aids about the multicultural population

• Figure 4.7 SurveyMonkey Web Site with Spanish Option

• Figures 4.8 and 4.9 showing census population statistics as of 2010 and 2050

• Before and After examples of biased and unbiased writing to enhance visual appeal

Chapter 5 (“Ethical Considerations”) teaches how to make decisions in the workplace based on ethical strategies.

• All new chapter

• All new Communication at Work scenario with Sean Colter, financial advisor

• Information about the importance of ethical behavior in the workplace

• Information about liability laws and trademark

• Information about the ethics of social media use on the job

• Dot.Com Updates about hypertext links to corporate social media guidelines

• Dot.Com Updates about copyright laws

• Information about boilerplate content and copyright


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• Questions to ask when confronted by an ethical dilemma

• End-of-chapter activities emphasizing ethics in the workplace

Chapter 6 (“Research”) teaches how to find and document information using primary and secondary sources. We discuss how to find research online. New to this chapter, we focus on the following information:

• Figure 6.2 SurveyMonkey Web Site for Creating Questionnaires

• Figure 6.3 Home Page for Delicious.com

• Figure 6.4 Google Search Engine

• Information on quoting, paraphrasing, and summarizing

• Examples of quoting, paraphrasing, and summarizing

• Techniques for using social media for research

Chapter 7 (“Routine Correspondence”). This chapter brings together everyday correspondence written on the job including memos, letters, e-mail, instant messages, and text messages. We provide criteria for this everyday correspondence, numerous samples, and checklists. New to this chapter, we include information about the following topics:

• Reorganized and streamlined content

• Updated discussion and samples of routine messages including inquiry, response, cover, complaint, adjustment, order, and confirmation

• Figure 7.5 e-mail response about computer security

• Streamlined the criteria for writing effective routine correspondence

• Added content on order messages

• Figure 7.11 order e-mail message about desktop PCs

• Updated information on instant messages

• Highlighted information about the importance of collaboration with IM

• Updated information on text messages Chapter 8 (“Social Media”) helps you to understand the uses of social media in the workplace. In this exciting chapter, you will find useful guidelines for appropriate applications of the power of social media. With social media, you can teach your students how to communicate with vast audiences. In this chapter, you will meet a social media manager whose ability to communicate via social media shows you how useful social media is in the workplace. This is the only technical communication textbook on the market today to offer an entire chapter on the powerful world of social media and its usefulness in the workplace. You will find the following information in this up-to-date chapter:

• Updated and streamlined content

• Using social media for crisis communication

• Table 8.3 Facebook Statistics as of 2012

• Figure 8.5 Total Facebook Users in the United States by Age Cohort

• Use of social media for collaboration in the workplace

• FAQ Virtual Worlds in the Workplace


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Chapter 9 (“The Job Search”) helps you find employment, write a resume, send a resume, write a letter of application or e-mail message, and interview effectively. We show you several different types of resumes and explain when each resume type should be used. Also provided in this chapter are samples of resumes, letters of application, e-mail cover messages, follow-up letters and e-mail, and job acceptance letters. Our checklists will help you to revise these documents, prepare for an interview, and follow up after an interview. New to this chapter are the following:

• Information about researching the Internet to find jobs

• Using social media to find jobs

• Problems with digital dirt in the job search

• Information about and criteria for use of LinkedIn in the job search

• Using mobile apps in the job search

• Updated and streamlined information about traditional job-search techniques

• Information about ethical considerations when job searching

• Updated information about using a portfolio in the job search

• Figure 9.1 LinkedIn Profile Page

• Figure 9.2 Jobs by CareerBuilder App

• Figure 9.3 Creating a PDF Link on a Resume

• Figure 9.4 Hyperlink to Examples in a PowerPoint Portfolio

• Updated information about video resumes

• Updated and streamlined information about cover e-mail messages and letters of application

• Figure 9.8 letter of application

• Figure 9.9 e-mail cover message

• A job packet, complete with a job advertisement and an individual’s response to the opening with a cover e-mail message and resume

• Figure 9.10 job advertisement found in an online site

• Figure 9.11 e-mail cover message prefacing an attached resume in response to the job advertisement in Figure 9.10

• Figure 9.12 reverse chronological resume responding to the job advertisement in Figure 9.10

• Streamlined content about follow-up correspondence Chapter 10 (“Document Design”) explains various ways to create an effective page layout by considering use of highlighting techniques and visual aids. Students will see one document revised several times to illustrate the use of different design elements. New content includes

• Figure 10.12 GBA Architects/Engineers Web page illustrating successful use of document design

• Figure 10.13 MoDOT Web page illustrating successful use of document design

Chapter 11 (“Using Visual Aids”) focuses on tables and figures with tips for appropriate use of visual aids. We provide you criteria for creating both tables and numerous different types of figures. Also provided are examples of the many different types of visual aids. New to this chapter we provide the following:


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• Addition of sample of inaccessible content about social media

• Examples of figures and tables using social media use by age cohort

• FAQ three-dimensional graphics

• Table 11.2 percentage of social media usage by age cohort from 2010 to 2013

• Figure 11.3 vertical groupedbar chart showing percentage of social media usage by age cohort from 2010 to 2013

• Figure 11.8 pie chart showing number of monthly visits to social media sites in millions

• Figure 11.9 line chart showing percentage of social media usage by age cohort from 2010 to 2013

Chapter 12 (“Communicating to Persuade”) focuses on the importance of argument and persuasion in technical communication. We discuss methods for creating effective persuasive documents. New to this chapter, you will find the following:

• Figure 12.1 persuasive e-mail on smartphones

• Figure 12.3 Spiral16 Web site showing ethos

• Figure 12.4 persuasive e-mail effectively using ethos, pathos, and logos

• Figure 12.8 sales letter

• Figure 12.11 sample brochure

• Figure 12.12 Handmark Press Release

Chapter 13 (“Technical Descriptions and Process Analyses”) discusses how to write specifications for mechanisms, tools, and pieces of equipment. New to this chapter, you will find the following:

• Streamlined content and examples for the Writing Process at Work Chapter 14 (“Instructions, User Manuals, and Standard Operating Procedures”) explains how to write instructions that show customers how to use or operate equipment. New to this chapter, you will find the following:

• Updated information about collaboration when writing user manuals

• Technology update about mobile apps for instructions Chapter 15 (“Web Sites and Online Help”) teaches the importance of Web sites for business; how to distinguish among Web-accessibility problems, such as cognitive, hearing, and visual impairments; maintain ethical standards to ensure your Web site’s credibility and privacy; learn how the growth of mobile devices such as smartphones impacts Web site design; design a successful Web site; create effective online help. New to this chapter, we provide the following:

• Reorganized content

• Importance of the Web for Corporate Communication

• Information about the international growth of the Internet

• Figure 15.1 International usage of Internet by continents

• Information about Web accessibility

• Considerations for handheld mobile devices


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• Credibility and security in Web sites

• Table 15.2 evaluation of Web site credibility

• Ethics and Web sites

• Security on Web sites Chapter 16 (“Short, Informal Reports”) discusses the similarities and differences among various short reports, including trip reports, progress reports, lab reports, feasibility/recommendation reports, incident reports, investigative reports, and meeting minutes. Chapter 17 (“Long, Formal Reports”) discusses the purpose of long, formal, research reports in business. We emphasize how using both primary and secondary research can enhance content and development of a topic. An illustration of a questionnaire is also included along with discussion of this primary source of research. Chapter 18 (“Proposals”) focuses on the criteria for writing effective internal and external proposals. New to this chapter is the following:

• Updated information about internal and external proposals

• Dot.Com Updates on proposals

• Figure 18.5, an exciting and all-new proposal for a smartphone app Chapter 19 (“Oral Presentations”) contains instruction on the following: listening skills, conducting everyday oral communication, tips for using the telephone and voice mail, making informal oral presentations, tips for teleconferences and videoconferences, making formal oral presentations, creating PowerPoint presentations, using the writing process for oral communication, and using effective visual aids in oral presentations. New to this chapter is the following:

• Information on multicultural concerns in relation to nonverbal communication

• Information about Prezi for visual aids in presentations

• Dot.Com Updates on Prezi

• Information about Skype

• Updated and enhanced information on PowerPoint

• New sample PowerPoint slides, Figure 19.2 Appendix A (“Grammar, Punctuation, Mechanics, and Spelling”) provides you rules and conventions for correct grammar, punctuation, mechanics, and spelling. This is a useful chapter because your students will find it to be an abbreviated handbook. The rules and examples will give your students an accessible approach to understanding the mechanical and grammatical issues of writing Appendix B (“Parenthetical Source Citations and Documentation”) contains information on parenthetical source citations and documentation, examples from the Council of Science Editors (CSE) style manual, and APA and MLA style format.


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New to this edition is Appendix C. (“Letter Formats”)

• Full-block format

• Full-block format with subject line

• Simplified format

Organizing Your Class

Teaching technical communication using the writing process (prewriting, writing, and rewriting) helps students write effectively. In addition to helping students, the writing process also is teachable. The overall organization of Technical Communication: Process and Product provides you with an effective teaching methodology. A process-approach to writing can help you minimize lecture and maximize your students’ hands-on application. Every chapter of our textbook gives you the following:

Using the above information, you can organize your course any way you choose. Each chapter in Technical Communication: Process and Product can be taught in any sequence. However, to give you some suggestions for course organizations using our text, following are sample course outlines for a 17-week semester, a 15-week semester, and an 8-week semester.

! chapter objectives ! opening scenarios ! objectives for each type of technical document ! criteria to follow ! unique prewriting techniques geared toward different channels of

technical communication ! organizational techniques for rough drafting ! guidelines for rewriting ! checklists to help readers make sure they have accomplished the goals of

each writing activity ! samples of student-written and professionally written correspondence

which help your students emulate the writing process

! samples from corporate communication and student writing for classroom discussion

! Technology tips for using Microsoft Word 2010 ! end-of-chapter activities, allowing individuals and teams to practice the

different types of communication taught throughout the textbook

! collaborative writing projects and case studies

! problem-solving think pieces to help students practice critical thinking

! Web workshops to let students explore communication on a global level ! chapter highlights

! quiz questions and answers


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17- Week Semester Course Outline

Week 1 Introduction to course objectives and assignments

Chapters 1-2, define technical communication, collaborative techniques, and explain the writing process Chapter 5, explain ethical strategies for decision making and effective workplace communication End-of-chapter activities

Week 2 Chapters 3-4, discuss clarity, conciseness, accuracy, organization, and audience.

Discuss Chapter 8, social media. End-of-chapter activities Week 3 Chapter 9, discuss document design. End-of-chapter activities Chapter 7, discuss routine correspondence (essential components) Chapter 12, discuss sales letters—objectives, criteria, and samples Collaborative sales letter writing activity (refer to Chapter 1 for team-writing skills)—prewriting, writing a rough draft, rewriting through peer revision Homework: prewrite, write rough draft of individual sales letter Week 4 Collaborative sales letter reviewed and revisions discussed. Homework due. Peer

evaluations of individual sales letters. Revisions based on peer group evaluations Week 5 Sales Letters due

Chapter 7, discuss letter of inquiry—objectives, criteria, and samples Collaborative letter of inquiry writing activity—prewriting, writing a rough draft, rewriting through peer revision Collaborative letter of inquiry reviewed and revisions discussed Homework: prewrite, write rough draft of individual letter of inquiry

Week 6 Homework due. Peer evaluations of individual letter of inquiry Revisions based on peer group evaluations Letter of Inquiry due

Chapter 7, discuss memos—objectives, criteria, samples Collaborative memo writing activity—prewriting, writing a rough draft, rewriting through peer revision Homework: prewrite, write rough draft of individual memo

Week 7 Collaborative memos reviewed and revisions discussed Homework due. Peer evaluations of individual memo Revisions based on peer group evaluations Memo due

Chapter 11, discuss graphics. End-of-chapter activities. Week 8 Chapter 13, discuss technical descriptions and process analyses—objectives, criteria, samples


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Collaborative description writing activity—prewriting, writing a rough draft, rewriting through peer revision Collaborative description reviewed and revisions discussed Homework: prewrite, write rough draft of individual description

Week 9 Homework due. Peer evaluations of description Revisions based on peer group evaluations Technical Description due

Chapter 14, discuss instructions—objectives, criteria, and samples Collaborative instruction writing activity—prewriting, writing a rough draft, rewriting through peer revision

Week 10 Collaborative instruction reviewed and revisions discussed Homework: prewrite, write rough draft of instructions Homework due. Peer evaluations of instruction Revisions based on peer group evaluations Week 11 Technical Instructions due

Chapter 16, discuss progress report—objectives, criteria, and samples Homework: prewrite and write rough draft progress report Homework due. Peer evaluations Revisions based on peer group evaluations Week 12 Progress reports due Chapter 18, discuss proposals—objectives, criteria, and samples Homework: prewrite Homework due—tutorial review of prewriting Chapter 6, research—objectives, criteria, and samples Discussion of documentation and use of quoting and paraphrasing Homework: rough drafts for abstract and introduction Week 13 Homework due—rough drafts for peer evaluations Revisions from peer group evaluations Homework: rough drafts for proposal body Homework due—peer evaluations of proposal body Revisions from peer group evaluations Homework: rough draft for proposal conclusion Week 14 Homework due—rough drafts for peer evaluation Revision from peer group evaluations Chapters 7, cover letter—objectives, criteria, and samples Homework: rough draft cover letter Homework due—peer evaluations Revisions from peer group evaluations


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Week 15 Proposal and Cover Letter due

Chapter 9, resumes and letters of application--objectives, criteria, and samples Homework: rough draft resume Homework due—peer evaluations Revision from peer group evaluations Homework: rough draft letter of application Week 16 Homework due—rough draft for peer evaluations Revisions from peer group evaluations Resume and Letter of Application due

Semester review for final exam Week 17 Final Exam


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15-Week Semester Course Outline Week 1 Introduction to course objectives and assignments

Chapters 1-2, 5 define technical communication, explain the communication process, and discuss ethical decision making strategies

Week 2 Chapters 3-4, discuss clarity, conciseness, accuracy, organization, and audience.

Discuss Chapter 8, social media. End-of-chapter activities Week 3 Chapter 10, discuss document design. End-of-chapter activities

Chapter 7, discuss routine correspondence (essential components) Discuss letter of inquiry—objectives, criteria, and samples Collaborative letter of inquiry writing activity (refer to Chapter 1 for team-writing skills)—prewriting, writing a rough draft, rewriting through peer revision Collaborative letters reviewed and revisions discussed Homework: prewrite, write rough draft of individual letter of inquiry

Week 4 Homework due. Peer evaluations of individual letters of inquiry Revisions based on peer group evaluations

Letters of Inquiry due Chapter 7, discuss memos—objectives, criteria, samples Collaborative memo writing activity—prewriting, writing a rough draft, rewriting through peer revision Homework: prewrite, write rough draft of individual memo Week 5 Collaborative memos reviewed and revisions discussed Homework due. Peer evaluations of individual memo Revisions based on peer group evaluations Memo due

Chapter 11. Discuss graphics. End-of-chapter activities. Week 6 Chapter 13, discuss technical descriptions and process analyses—objectives, criteria,

samples, collaborative description writing activity--prewriting, writing a rough draft, rewriting through peer revision Collaborative description reviewed and revisions discussed Homework: prewrite, write rough draft of individual description

Week 7 Homework due. Peer evaluations of description revisions based on peer group

evaluations Technical Description due

Chapter 14, discuss instructions—objectives, criteria, and samples Collaborative instruction writing activity—prewriting, writing a rough draft, rewriting through peer revision


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Week 8 Collaborative instruction reviewed and revisions discussed Homework: prewrite, write rough draft of individual letter of inquiry Homework due. Peer evaluations of instruction Revisions based on peer group evaluations Week 9 Technical Instructions due

Chapter 18, proposals—objectives, criteria, and samples Homework: prewrite Homework due—tutorial review of prewriting Chapter 6, research—objectives, criteria, and samples Week 10 Discussion of documentation and use of quoting and paraphrasing In-class activities (documenting, quoting, and paraphrasing) Homework: rough drafts for abstract and introduction Week 11 Homework due—rough drafts for peer evaluations Revisions from peer group evaluations Homework: rough drafts for proposal body Homework due—peer evaluations of proposal body Revisions from peer group evaluations Homework: rough draft for proposal conclusion Week 12 Homework due—rough drafts for peer evaluation Revision from peer group evaluations Chapter 7, cover letter—objectives, criteria, and samples Homework: rough draft cover letter Homework due—peer evaluations Revisions from peer group evaluations Week 13 Proposal and Cover Letter due

Chapter 9, resumes and letters of application—objectives, criteria, and samples Homework: rough draft resume Homework due—peer evaluations Revision from peer group evaluations Homework: rough draft letter of application Week 14 Homework due—rough draft for peer evaluations Revisions from peer group evaluations

Resume and Letter of Application due

Semester review for final exam Week 15 Final Exam


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8-Week Semester Course Outline Week 1 Introduction to course objectives and assignments

Chapter 1, introduce technical communication and collaborative strategies in the workplace Chapters 2, 3, 4 discuss process, goals of technical communication, and audience conerns

Chapter 7, discuss routine correspondence (essential components) Discuss letter of inquiry—objectives, criteria, and samples Homework: plan and package a rough draft of individual letter of inquiry

Week 2 Homework due. Peer evaluations of individual letters of inquiry Revisions based on peer group evaluations Chapter 8, discuss social media

Letter of Inquiry due Chapter 7, discuss memos and e-mail messages—objectives, criteria, samples

Homework: plan and package rough draft of individual memo or e-mail message Week 3 Homework due. Peer evaluations of individual memo or e-mail Revisions based on peer group evaluations Memo or e-mail message due

Chapters 10 and 11, discuss document design and graphics Week 4 Chapter 14, discuss instructions—objectives, criteria, and samples Homework due. Peer evaluations of instruction Revisions based on peer group evaluations Week 5 Instructions due

Chapter 18, proposals—objectives, criteria, and samples Homework: plan Chapter 6, research—objectives, criteria, and samples Week 6 Homework due—rough drafts proposals for peer evaluation Revision from peer group evaluations Chapters 7, cover letter—objectives, criteria, and samples Homework: rough draft cover letter Homework due—peer evaluations Revisions from peer group evaluations Week 7 Proposal and Cover Letter due

Chapter 9, resumes and letters of application—objectives, criteria, and samples Homework: rough draft resume Homework due--peer evaluations Revision from peer group evaluations Homework: rough draft letter of application


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Week 8 Homework due—rough draft for peer evaluations Revisions from peer group evaluations

Resume and Letter of Application due

Semester review for final exam Final Exam

Note: In the above sample syllabi, we haven’t included all possible assignments or combinations of assignments. For example, you might want to replace the sales letter with a flier, the proposal with a Web site or oral presentation or long report, or the technical description with a brochure or newsletter or process analysis. You might have your students script a video for YouTube about a newly created product at a business. You can adapt our sample syllabi to meet your students’

needs and curriculum requirements.

As you noticed by reading these sample course outlines, much time is spent in class working with collaborative writing, prewriting, rough drafts, and peer group revisions. These are primary objectives of our text. Technical Communication: Process and Product guides the students toward their finished products through the process approach to writing. Not only does this process approach help the students construct effective technical correspondence, but also it accomplishes two additional goals.

1. The collaborative writing encourages teamwork (see Chapter 1 for further information on this topic). We constantly use collaborative writing activities. Student team projects help involve everyone actively in writing. In a team project, no one student can sit passively, especially if his or her grade is tied to the writing activity. Collaboration also allows students to practice their technical communication skills and receive immediate feedback from their peers.

2. The process approach turns your class into a writing workshop where students spend time writing, reading, and revising rather than listening to lectures. The process approach minimizes teacher-focused instruction and maximizes your students’ hands-on application.

To help you implement the above goals, we have provided many end-of-chapter activities. They include assignments that can be done individually or in teams. We also include case studies. Furthermore, the easily accessible criteria checklists in each chapter can be used for peer group evaluations. These checklists will help your students provide each other constructive criticism.

Design and Instructional Aids

To maximize the teaching and learning experience for those using this eighth edition, Technical

Communication: Process and Product features a wide variety of design and instructional aids, including the following:


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• Learning Objectives boxes provide bulleted lists of key topics students will learn as they work through each chapter.

• Communication at Work chapter opening scenarios present real people in the workplace and their communication challenges.

• The Writing Process at Work examples demonstrate the writing process in action from prewriting through writing through revision to finished product.

• Marginal call-outs clarify and highlight key points in sample documents.

• Before and After examples demonstrate to students the importance of revision.

• FAQs (Frequently Asked Questions) boxes provide answers to questions people ask about topical issues.

• Technology Tips boxes show students how to use Microsoft Word 2010 features to improve the effectiveness of their communication.

• Spotlight boxes highlight real people in the workplace, their on-the-job communication challenges, and their use of multiple communication channels to succeed.

• Checklist boxes guide students through the revision stage of their writing.

• Sample documents written for different audiences provide examples of documents written for lay audiences, low-tech audiences, and high-tech audiences and are annotated to explain the rationale for document design, word choice, and other technical communciation strategies.

• Topical chapter references in the margins provide links to related topics in other

chapters.

• Dot.com Updates boxes point students to valuable online resources.

• Chapter Highlights boxes summarize key points discussed in the chapter.

Developing Communication Skills with End-of-Chapter Activities

Each chapter concludes with an Apply Your Knowledge section, providing students with ample opportunities to apply chapter concepts to real-world situations, work collaboratively, and develop critical thinking skills. These varied activities appeal to different learning styles, including role playing, research, collaboration, and discovery. Following are the four types of applications featured in every chapter:


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• Case Studies present real-world scenarios and on-the-job communication challenges.

• Individual and Team Projects provide students an opportunity to apply principles discussed in the chapter drawing from personal experience, research, or collaboration.

• Problem-Solving Think Pieces help students practice critical thinking skills.

• Web Workshops allow students to research technical communication topics through the Internet.

For the eighth edition, we moved the quiz questions to the instructor’s manual for your convenience. You can use these simple questions to determine if students read the text.

ADDED VALUES!

• MyTechCommLab (www.mytechcommlab.com).Instructors who package MyTechCommLab

with Technical Communication: Process and Product provide their students with a

comprehensive resource that offers the very best multimedia support for technical writing in one

integrated, easy!to!use site. Features include tutorials, case studies, interactive model documents,

activities, quizzes, Web links, multimedia resources, and more. MyTechCommLab may be packaged with the text for an additional small cost and is available for purchase at

www.mytechcommlab.com.

• Companion Web Site (www.pearsonhighered.com/gerson). Fully streamlined and updated to

accompany the eighth edition, the open!access companion Web site includes resources designed

to complement the student text. Organized by chapter, the Web site features numerous

chapter!specific activities and exercises (both individual and collaborative), additional exercises focused on the writing process, and gradable quizzes to accompany every chapter.

• Interactive Pearson eText. An eText version of Technical Communication: Process and

Product is also available on MyTechCommLab. This dynamic, online version of the text includes

marginal icons that link students to over 100 additional resources located on MyTechCommLab and designed specifically for this text.

• CourseSmart. Students can subscribe to Technical Communication: Process and Product as a

CourseSmart eText at www.CourseSmart.com. The site includes all of the book’s content in a format that enables students to search the text, bookmark passages, save their own notes, and

print reading assignments that incorporate lecture notes.

For instructors

In addition to this Instructor’s Manual, the following additional resources are available for instructors:

• PowerPoint Slides. Fully revised to accompany the eighth edition, the PowerPoint presentations

(which can be adapted for personal use if desired) provide a wealth of chapter!by-chapter slides

that can be projected or printed to enhance in!class instruction or simply used for review and class

planning. To download the slides, go to www.pearsonhighered.com/educator, click on Catalog &


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Instructor Resources, sign in using your Pearson login name and password, and search

“Download Resources” by author name or keyword. You must first be registered.

• MyTest. Pearson MyTest is a powerful assessment generation program that helps instructors

easily create and print quizzes, study guides, and exams. Questions and tests are authored online,

allowing instructors ultimate flexibility and the ability to efficiently manage assessments anytime,

anywhere. To access MyTest, go to www.pearsonhighered.com/mytest/, log on, and follow the instructions. You must first be registered.


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ABSTRACT

Teachers often are asked, “What is technical communication, and how does it differ from written communication taught in traditional composition classes?” To answer those questions, this chapter defines technical communication and stresses the importance

of technical communication in business and industry.

CHAPTER 1

AN INTRODUCTION

TO TECHNICAL

COMMUNICATION

@Distinctions

@Communication Channels

@Purposes

@Importance

@Teamwork

@Dispersed Teams and

Groupware


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@The Difference Between Technical Communication and Other Types of Writing

We are all familiar with different types of writing, such as creative writing, expressive essays, expository writing, journalism, and technical communication. Students, in contrast, are not always aware of distinctions among these types of communication. Technical Communication:

Process and Product (eighth edition) clarifies what exactly constitutes technical communication. To make the distinctions clearer to your students, you might want to elaborate. Consider these possibilities:

1. Create an analogy. Ask students to list different types of shoes they own, such as boots, loafers, tennis shoes, bedroom slippers, and dress shoes. Then ask them why they own such diverse shoes. The answer is obvious; each type of shoe serves a unique purpose. They would not wear their dress shoes to shovel snow nor their tennis shoes to a wedding. The same holds true for writing. One type of writing does not fit all purposes. No one would write poetry, essays, or diary entries at work. On the job, students will need to use technical communication skills.

2. Chart the differences. To further explain the analogy above, provide the students samples of different types of writing, such as a poem, a journalistic editorial, an expressive essay, a persuasive movie review, and a technical report.

Poem Journalism Essay Movie Review Report

Ask the students to review these different types of writing and compare/contrast them on

the basis of word usage, sentence structure, page layout, and audience (for example). The students then could list the unique traits of each type of writing. This visual helps students clearly see how technical communication differs from other types of writing.

NOTE: If the above five different types of writing are too complex and too time consuming, limit the comparison/contrast to a typical, student-written essay and a technical report. Even that would be sufficient to clarify the difference between technical communication and other types of written communication.

@ Communication Channels

What are communication channels? Radio, television, films, and newspapers are communication channels. Poetry and literature are communication channels. In technical communication, common channels (choices, options, alternatives for written documentation) include the Internet, memos, letters, e-mail messages, short reports, long reports, proposals, tweets, instant messages, technical descriptions, process analyses, instructions, resumes, and more.


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The keys to communication channels are that these channels are all different. Each serves a unique purpose, dependent upon the audience and goal of the communication. To help your students understand that one type of communication will not suffice for all instances, try this:

1. Put students in small groups. 2. Ask them to list what they perceive to be characteristic traits of each communication

channel. 3. To accomplish #2 above, suggest that they answer the reporter’s questions: who, what,

when, where, why, and how. For example, what is a memo, who might a memo’s audience be, what could be the purpose of a memo, when would you send a memo, how would you send a memo, how would you write/design a memo, etc.?

4. Ask students to compare their lists with other group’s lists.

@ The Importance of Technical Communication

You probably have encountered people in business who have suffered due to their poor written and verbal skills. You have talked to people who were not promoted because their writing was flawed, or you have heard stories about bosses rejecting reports because of misspelled words. Similarly, you have received flawed correspondence from companies and concluded that such companies were either unprofessional or incompetent. In contrast, you have talked to employees who were praised and respected for their writing skills—they have earned promotions or been given more responsibilities due to their writing abilities.

Another way to emphasize the importance of technical communication is by drawing on

the persuasive powers of corporate spokespersons. Your students soon will be seeking employment, and companies in your community want to hire employees who can communicate successfully. These corporations know that the skills you’re teaching are important. Invite business employees, personnel directors, and human resource supervisors to speak to your classes. Let the community work for you to prove that technical communication is a valuable skill.

@ Teamwork

To simulate the use of teamwork in the work place, emphasize teamwork in the classroom. The goal is to prepare students for their future careers.

Clarify to your students how important

technical communication is by sharing anecdotes. Nothing drives a point home more effectively than

true stories. Share your personal experience stories

with your students.


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You can help your students by assigning numerous team writing activities or team projects. These could include simple assignments, such as team-written letters or memos that take approximately one or two class periods. Longer team projects, such as team-written proposals or instructional manuals, take approximately two to four weeks.

Team writing is not easy. Students miss class, have different levels of ability, and varying degrees of enthusiasm. Good students are frustrated by weaker students; poor students coast on the abilities of better students. Such challenges are inevitable, but they are worth the trouble. Solving the problems that necessarily accompany teamwork also helps prepare your students for their future careers. One way to reward the good team players and punish the slackers is through a grading procedure. For example, if a team project (such as a long, instructional manual) is worth 25 points, consider breaking the grade down as follows:

Because of this grading methodology, the student’s grade reflects his or her effort, or lack thereof, since 20 of the 25 points are based on the student’s work. Nonetheless, 5 of the points (equaling 1/5 of the grade) depend on the other team members’ efforts. This helps give every student in the group a sense of ownership in the project and encourages their involvement.

Student involvement is the other benefit of teamwork. Team projects require active learning. If students are required to work with others to write letters, memos, reports, or manuals, they cannot just sit and listen to lectures. They must put pen to paper or fingers to keyboard. We like team projects because they minimize teacher-centered education and maximize student involvement.

@ Dispersed Teams and Wikis

In today’s society, many employees will work for companies with multiple locations in different cities or even different countries. They will work with teammates in diverse and dispersed locations. How can they communicate effectively with colleagues who work in other locations? E-mail, cell phones, teleconferences, and videoconferences will work in many instances. An emerging technology that helps employees write collaboratively from diverse locations is a Wiki. Your students are already familiar with one Wiki—Wikipedia, an open source, online encyclopedia that allows people to collaboratively insert content. You might want to have your students use a Wiki for collaborative projects. Try these sources:

• http://www.wikispaces.com

• http://www.pbwiki.com

! 15 points = the student’s designated part of the team project ! 5 points = the overall grade of the team project (all of the

students’ parts added together and averaged) ! 5 points = the student’s attendance (ie. involvement in the

project)


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You can open student or classroom accounts—free—in both of these sites. As a trial application of Wikis,

1. Have your students open an account in either of these sites. 2. Using the Wiki site for collaboration, ask students to individually address this topic:

“What is technical communication, and how will it assist you in your career goals?” 3. Other students in the team can add their content and/or change existing content. The Wiki

allows your students to interact collaboratively. The Wiki will also allow you to view various versions of the text. Thus, as the content grows, you can see who has added what details.

4. Provide students feedback on their finished project.

TEACHING SUGGESTIONS

1. To help your students recognize the importance of technical communication, get them out of the classroom and into a work environment. Ask students to visit a job site in their field of interest. While there, have them visit several employees with different job responsibilities. These could include supervisors and subordinates from diverse work areas within a company (technicians, accountants, purchasing agents, personnel managers, etc.).

Have your students ask these people the following questions:

Once they return to class with samples and answers to the questions, your students can

assess their findings as follows:

• Add up the time spent writing and divide by the number of people involved. This will give the students a percentage of work time spent writing. How does the number compare to the 31 percent norm?

! What type of documents do they write (channels of

communication)? ! How much time do they spend writing on the job?

! How often do they work with teams of fellow employees on a

project?

! How many employees make up the team?

! Do managers and supervisors oversee their writing?

! Will the employees provide the students samples of typical business correspondence for class discussion?


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• Decide which types of correspondence are written most often and in which professions.

• Figure out the difference between the amount of time supervisors write and the amount of time subordinates spend writing.

• Figure out how much time is spent working with others on team projects.

These answers can be decided on in small groups and then presented to the class either through brief, oral presentations or through short, written reports. 2. Team projects truly play an important role in the work place. Students can learn a great deal from the positive aspects of a team project—how to get along with others, how to help each other, and how to learn from each other. To ensure team successes, use this chapter’s focuses on “Conflict Resolution in Team Meetings” and “Strategies for Successful Collaboration.” First, when teams are formed, ask the teams to do the following:

• Clarify their goals (what exactly they plan to do)

• Assign duties (who will do what)

• Create a schedule (when specific parts of the project will be completed) Tell the students to write a brief e-mail or memo to you addressing the above concerns and count this e-mail or message as part of their group grade. This first step will provide the team guidelines, help to ensure equal participation in the project, and give the team focus. Midway through the team project, ask the team to reflect on their accomplishments or challenges. At this point, they can identify any problems (technology problems, time problems, skill-related problems, or challenges within the team in terms of personnel issues). They should analyze the problems and suggest solutions to “breach the gap”—an HPI issue. Have the students individually write you an e-mail addressing these points. Then, you can decide if you need to step in and help out (giving more time for the project, helping with technology needs, counseling a problem student, or—worse case scenario—reassigning team members). Finally, at the end of the project, assign an e-mail, memo, or follow-up status report about the team project. The students should focus on work accomplished (what they did and what they learned), problems encountered, and suggested solutions for future teamwork.


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APPLY YOUR KNOWLEDGE

Case Study

Individual and Team Projects, Problem-Solving Think Pieces, and Web

Workshops

Individual and Team Projects, Problem-Solving Think Pieces, and Web Workshops rarely have absolute answers. The challenge is for your students to be engaged in the discussion, research, process of discovery, analysis of findings, and presentation of findings. These activities can be performed individually, in small groups, or orally in class discussion. You might want to have students respond to the challenges in writing or in open classroom discussion. In many of the subsequent chapters in this instructor’s manual, we provide possible answers to numerous assignments and activities.

Date: To: Instructor From: Team Leader Subject: Solutions for Improved Team Interaction In response to the case study on page 19, regarding Gulfview Architectural and Engineering Services, please find my suggested solution to the team’s interaction challenges:

Analyze the problem—To determine the gaps that might exist and cause the problems in the meetings, I have to focus on HPI “Root Cause Analysis.” These include all of the topics listed on page 15 in the textbook. Invent solutions—As team leader, I should meet with the team members individually to discuss HPI Intervention Techniques, shown on page 16 in the textbook. Perhaps the team needs to attend a training session on “How to Collaborate in Groups.” Plan the approach—To solve the team’s problems, before the next meeting on Wednesday at 8:00 a.m., I will meet with each member individually. Together, we will discuss how to improve our meetings and how to gauge this success. Our verifiable measures could include amounts of participation, willingness to listen to others, and improved methods of communication (such as e-mail or wikis or instant messaging).

Let’s meet at your convenience to review these suggestions. I’d be happy to work with you on implementing them or on revising them according to your input.


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Quiz Questions

1. Define technical communication.

2. What are five channels of technical communication?

3. List three reasons why technical communication is important in business.

4. What is the percentage of time employees spend writing?

5. What are the top five skills employers want?

6. Define silo building.

7. Explain why business depends on teamwork to ensure quality.

8. List five causes for collaborative breakdown, according to Human Performance Improvement (HPI).

9. List four HPI intervention options to help a team solve its problems.

10. List three things a team leader can do to ensure successful teamwork.


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Answers to Quiz Questions

1. Technical communication is documents written for and about business and industry. It focuses on products and services. 2. Memos, letters, e-mail, reports, proposals, resumes, Web sites, online help screens, brochures, fliers, user manuals, technical descriptions, and newsletters. 3. Maintains good customer-client relations, ensures that work is accomplished, provides documentation, generates income, keeps machinery working, ensures the correct purchase of equipment, helps you get jobs, lets participants communicate in teleconferences/videoconferences, defines terminology, informs a large audience about your products and services. 4. 31% 5. Communication skills, honesty/integrity, interpersonal skills, strong work ethic, teamwork 6. Silo building is a metaphor for departments and employees who behave as if they are not responsible to other areas within a company. 7. Teamwork ensures a higher quality of work, diversity of opinions, checks and balances, broad-based understanding, and empowerment. 8. Levels of knowledge, limited resources, unclear processes, limited information, insufficient support, wellness of team members. 9. Improve compensation packages, employee recognition programs, performance appraisals, training. 10. Set guidelines, provide compatible hardware and software, encourage participation, avoid taking sides.
