Enhancing Student Learning Through Scaffolded Client Projects

[We’re pleased to welcome author Elizabeth Tomlinson of West Virginia University. Tomlinnson recently published an article in Business and Professional Communication Quarterly entitled “Enhancing Student Learning Through Scaffolded Client Projects.” Below, Tomlinson outlines the inspiration for this study:]

As a Teaching Assistant Professor, much of my research tends to focus on advancing the Scholarship of Teaching and Learning (STL). I want to ensure that the pedagogical practices I’m using are meeting my students’ needs, as well as advancing pedagogy within the disciplinBPCQ_v77n1_72ppiRGB_powerpoint.jpge. Simultaneously, I want to ensure that the clients who graciously allow my students to work with them have a great experience and receive worthwhile materials that they can actually use. I am not an instructor who is comfortable with the status quo— as a business school professor, I’m continually looking for ways to enhance student readiness for the workforce while improving students’ experiences in my courses. This impetus led to my systematic investigation into what ways client projects (CP) are currently being used across the business communication course, as well as the best practices in place to teach those types of projects. The survey data from other instructors pointed to a need for a model for teaching CP, which the article demonstrates.

I was first introduced to the CP concept in conversations with Gerry Winter, one of my mentors at Kent State. She explained how she had used the projects in the past, and also provided some advice on how to fit these types of projects within the framework of technical and business communication courses.

Regarding the findings for this project, one of the surprises to me was the differences between the actual problems instructors using CP face and the problems instructors not currently using CP fear. I hope that the article speaks to both of these audiences. In the future, we should continue to critically examine our pedagogical practices—it’s important to bring our knowledge of good research practices into the classroom to examine how we plan and deliver our courses, while continually assessing how to teach more effectively.

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How Great Leadership Communication Yields Positive Job Satisfaction Scores

[We’re pleased to welcome authors Julian Erben of the University of Koblenz-Landau and Frank Schneider of the University of Mannheim. Erben and Schneider recently published an article in the International Journal of Business Communication entitled “In the Ear of the Beholder: Self-Other Agreement in Leadership Communication and Its Relationship With Subordinates’ Job Satisfaction,” co-authored by Michaela Maier. From Erben and Schneider:]

There is no doubt that effective leadership communication is one of the key factors for an organization’s success. But how good is leadership communication in the reality of everyday business? To answer this question, it’s not enough to rely solely on leaders’ self-ratings. Armed with a new instrument to assess the perceived quality of a leaders’ communication from the leaders own perspective and the perspective of their respective subordinates, we 17124643767_c7e281926f_z.jpgwere curious to explore how the perception of leadership communication within a leader-subordinate dyad may differ, and how different perceptions are related to concrete organizational outcomes.

The findings in this study underline the importance of taking into consideration both leader and subordinate perceptions of leadership communication. Results show, that they may in fact differ, and whether they differ or not is substantially related to relevant outcomes. It particularly points out the desirability of congruent positive perceptions of leadership communication as it appears to be a clear indicator of high job satisfaction of subordinates.

This has practical implications for the teaching and training of leadership communication, especially the importance of developing supervisory training programs that enhance the communicative behaviors of leaders and at the same time make them more perceptive for how their subordinates see things.

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Image attributed to David Sanabria (CC)

Do Employers Forgive Applicants’ Bad Spelling in Resumes?

[We’re pleased to welcome authors Christelle Martin-Lacroux of the University of Grenoble and Alain Lacroux of the University of Toulon. They recently published an article in Business and Professional Communication Quarterly entitled “Do Employers Forgive Applicants’ Bad Spelling in Resumes?,”which is currently free to read through BCQ. From Martin-Lacroux and Lacroux:]

It is now well established that students’ spelling deficiencies are increasing and that this has become a growing concern for employers, whcorrecting-1870721_1280.jpgo now consider correct spelling and grammar as one of the most important skills needed by organizations. Despite the significant amount of time spent on writing at work and employers’ growing dissatisfaction with their employees’ spelling skills, little is known about recruiters’ attribution and decision making when they read application forms with spelling errors. Our paper in Business and Professional Communication Quarterly contributes to fill this gap by describing how spelling mistakes in application forms have a detrimental impact on applicants’ chance to be shortlisted. Our findings rely on an experiment on 536 professional recruiters who had to assess application forms varying in their form (presence or absence of spelling errors) and their content (high or low level of professional experience). We found that spelling errors and work experience have a strong impact on recruiters’ shortlisting decisions. All things being equal, the odds of rejecting an application form were 3.65 times higher when the form was error laden, whereas the odds of rejecting an application form were 2.7 times higher when the form indicated a low level of work experience. Not surprisingly, the recruiter’ spelling ability influence their decision to reject or not an application form from the selection process.  For example, the odds of rejecting an error-laden application form when assessed by a recruiter with weak spelling abilities were two times lower than the odds of rejecting this form when evaluated by a recruiter with strong spelling abilities. We made another interesting finding that applicants need to be aware of: the number of spelling errors did not influence the recruiters’ decision. Application forms can be rejected even with very few spelling errors.

In conclusion, applicants do need to be vigilant about the potential negative impression they make on recruiters with a faulty application form: few spelling errors can be as detrimental as a lack of professional experience!

Please find the full abstract to the article below:

Spelling deficiencies are becoming a growing concern among employers, but few studies have quantified this phenomenon and its impact on recruiters’ choice. This article aims to highlight the relative weight of the form (the spelling skills) in application forms, compared with the content (the level of work experience), in recruiters’ judgment during the selection process. The study asked 536 professional recruiters to evaluate different application forms. The results show that the presence of spelling errors has the same detrimental impact on the chances of being shortlisted as a lack of professional experience, and recruiters’ spelling skills also moderate their judgment.

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Photo under (CC) license. 

A Space for Place in Business Communication Research

As technology allows more employees to have a “mobile” workplace, what happens to effective business communication overall? Should more businesses adopt an open-concept floor-plan to foster better collaboration?

Author Deborah Andrews of the University of Delaware addresses the emerging millennial habits of group collaboration and workplace design in her recently published article in the International Journal of Business Communication entitled “A Space for Place in Business Communication Research.” From Andrews:

I’m inspired a lot by things, by objects and spaces and what they can make happen. For ye2392869301_65bb870ab9_m.jpgars, too, I have focused my research and teaching on business communication. So when my university started talking about the new “integrated science and engineering” laboratory it was building to fosterinnovation and creativity through collaboration, I wondered: can a building do this? Curious, I looked at some other campuses and, sure enough, many such buildings were being constructed and promoted with similar rhetoric. Because it’s essentially a matter of communication, I was particularly interested in the many occurrences of collaboration in these statements about how the building would deliver on its promise. I saw that term invoked as well in real estate columns, the marketing reports of design consultancies, and popular business articles about new offices being created, for example, by Google, Facebook, and Amazon. I knew then that I had an enticing research project: matching the rhetoric of these new laboratories and offices to results on the ground.

It’s becoming a commonplace of material culture studies that objects create subjects, the things we live with make us the people we are, maybe even more than the other way around. But I’ve been surprised about the extent to which academic administrators, corporate CEOs, and entrepreneurs believe that the right arrangement of plan and furnishings in an office can foster the achievement of organizational goals.

Examining that fit between the rhetoric of the office or lab as a transformative space and results on the ground is an inviting area for communications research. As one anthropologist notes, we often overlook the things in our environment because they are “blindingly obvious.” We take them for granted. My International Journal of Business Communication article aims to encourage researchers to take another look at the physical environment of a 21st Century workplace as it relates to the communication needed to get work done there. We know that the environment shapes us. But can it shape us in desired ways? And how can we tell?

 

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Office image attributed to Jesus Corrius (CC).

Learning Effective Business Communication Through LeBron James’s Career

[We’re pleased to welcome author Alperen Manisaligil of Case Western Reserve University, who recently published an article in the Journal of Management Education entitled “Taking Your Talents to Business Communications: Analyzing Effective Communication Through LeBron James’s Career Moves,” co-authored by Diana Bilimoria. Below Manisaligil explains the inspiration for the research, and surprising conclusions. From Manisaligil:]

3408889046_b3188df44e_z.jpgI came to Cleveland in 2011 from Turkey to pursue my PhD in Organizational Behavior at Case Western Reserve University, and I observed how sorry most of the Clevelanders were because LeBron James left the Cavs for the Miami Heat and how happy and hopeful most of Clevelanders (including myself) felt after LeBron’s return in the Summer of 2014. In the Fall of 2014, I was asked to prepare and teach a required undergraduate class that covered business communications and all functional areas of business (accounting, finance, human resources management, management information systems, marketing, and operations management). The first class was on August 26, 2014, the summer LeBron James announced his return to the Cleveland Cavaliers (Cavs).

One of the first principles of effective business communication is to draw the attention of your audience at the beginning of the communication. I wanted to come up with an interesting activity so that I can demonstrate what I teach at the very start. I thought I could transform the communication of LeBron James and the Cavs majority owner Dan Gilbert during LeBron’s career moves into an engaging in-class activity by using their publicly available videos and open letters. When I took the idea to one of my teaching mentors, Diana Bilimoria, she thought it was a brilliant idea and that I could even turn this activity into a publication (she later become the co-author of the article).

With the goal of publishing the activity for the benefit of other management educators, I prepared a case study and enriched the activity with media richness and channel expansion theories. I wanted to add academic depth to an event that everybody was talking about and take the conversation to a whole new level, focusing on what we all could learn from it. I designed and taught the activity for the first time, and it was well received by my students—I was even nominated for a university-wide as well as a school-wide teaching award at the end of the semester for teaching the course. Then, we wanted to see test potential modifications for this activity and Dr. Bilimoria used the activity in her elective graduate course on leadership, emphasizing LeBron’s growth as a leader most particularly.

What surprised me about the findings is that gender and nationality did not impact students’ learning from the activity, and students from different backgrounds were similarly engaged during the activity. Maybe we owed it to the fact that we taught the activity in a university in Cleveland, so I would be curious to learn management educators’ experiences using this activity in other geographical locations.

Media choices are increasing rapidly, adding new challenges for managers as they complete business communication tasks. I hope with the help of this activity, we can help practitioners make better-informed decisions in choosing the most appropriate medium to communicate and enrich their use of the chosen medium.

I and my co-author received excellent guidance from the action editor Jen Leigh, as well as two anonymous reviewers. I’m also thankful to Rachel Messina King, Phil Thompson, and Stacey Chung for their comments to earlier drafts.

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LeBron James photo attributed to: Keith Allison (CC)

Writing With Resonance

jmia_26_1-cover[We’re pleased to welcome Ninna Meier from Copenhagan Business School, and Charlotte Wegener from Aalborg University. Meier and Wegener recently published an article in Journal of Management Inquiry entitled “Writing with Resonance.” From Meier and Wegener:]

  • What inspired you to be interested in this topic?
    We started writing about resonance and practicing resonant writing in the spring of 2014. We wanted to understand why some texts have impact and others don’t; why some texts are a pleasure to read, why their messages linger. In short: we wanted to understand resonance as something which may happen between writer, text, and reader.  With writing being the primary mode of dissemination of research results for most academics, we wondered why this important topic was so poorly understood and received so little serious scholarly attention.
  • Were there findings that were surprising to you?
    As we started experimenting with our writing, academic and otherwise, we learnt that this is something you can offer through your writing, but never deliver. We also found valuable lessons in how to write this way from fiction writers.
  • How do you see this study influencing future research and/or practice?
    Based on our investigations and experiences we are now breaking grounds for a new research field and writing practice, as this way of writing, which we call Open Writing, in our view is obviously linked to calls for Open Science.

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What Goes Unsaid: Studying Nonverbal Behavior in the Workplace

2177716513_8732301485_zEffective communication between employees is integral to the performance and success of any organization. Communication between individuals is much more complex than it may appear on the surface, with nonverbal cues adding depth to interactions beyond verbal exchanges. As a result, it comes as no surprise that studies of employee communication cannot be complete without considering the implications of nonverbal behaviors. In a Journal of Management paper published this year entitled “Nonverbal Behavior and Communication in the Workplace: A Review and an Agenda for Research,” authors Silvia Bonaccio, Jane O’Reilly, Sharon L. O’Sullivan, and François Chiocchio argue that nonverbal behavior should be further integrated into organizational research. The abstract for the article:

Nonverbal behavior is a hot topic in the popular management press. However, management scholars have lagged behind in understanding this important form of communication. Although some theories discuss limited aspects of nonverbal behavior, there has yet to be a comprehensive review of nonverbal behavior geared toward organizational scholars. Furthermore, the extant literature is scattered across several areas of inquiry, making the field appear disjointed and challenging to access. Current Issue CoverThe purpose of this paper is to review the literature on nonverbal behavior with an eye towards applying it to organizational phenomena. We begin by defining nonverbal behavior and its components. We review and discuss several areas in the organizational sciences that are ripe for further explorations of nonverbal behavior. Throughout the paper, we offer ideas for future research as well as information on methods to study nonverbal behavior in lab and field contexts. We hope our review will encourage organizational scholars to develop a deeper understanding of how nonverbal behavior influences the social world of organizations.

You can read “Nonverbal Behavior and Communication in the Workplace: A Review and an Agenda for Research” from Journal of Management free for the next two weeks by clicking here.

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*Employee image attributed to jeanbaptisteparis (CC)