Week 3 Discussion 6.00Nonverbal CommunicationIn this assignmen

Week 3 Discussion 6.00
Nonverbal Communication
In this assignment, you will study how nonverbal
communication plays an important role in managerial
communications.
Using the South University Online Library, research nonverbal
communication.
In your professional experiences, you may have experienced
managers that were not great at communicating with you as
employees. For one reason or another, the manager was unable
to effectively communicate with his or her employees. A large
part of communication is not what the manager says, but his or
her nonverbal communication and listening skills.
First, provide summary details about a situation in which you
had a manager or other leader who was not good at nonverbal
communication or was not an active listener. What was the
conversation about? Explain the details that led up to the
conversation and the main topic of the conversation.
Then,
select one of the following bullet points:
· Why do you feel the leader or manager was not actively
listening? What did the leader or manager do in regard to
nonverbal communication to show you that he or she was not
actively listening or was not effectively communicating with
you? How did you react to the situation? Support your response
with research.
· What could the manager do in order to improve his or her
active listening skills and body language in conversations such
as you discussed? What would you have done differently if you
were the manager? Support your response with research.

Week 3 Discussion $6.00
As the Chief Human Resource Officer of Community State
University, your legal team has just contacted you. They
informed you that your organization has been selected to
undergo a Federal I-9 audit. You decided to do a spot check on
5 random departments and noticed that numerous I-9’s was
completed incorrectly. You only have one month before the
auditors arrive to do an entire I-9 audit on over 100 departments
and the president of the university expects a strategic plan on
how to tackle this issue in 2 days.
For the first part of your post, briefly describe the immigration
forms and documents needed to work in the United States.
Research and review an I-9 Form and list the documents you
would produce to establish legal U.S. status.
For the second part of your post, use Figure 2-1 Strategic
Planning process for the Organization (Mathis, 2017, p. 44) to
recommend a plan of action to correct the deficient forms
described in the scenario above. Remember this plan will be
presented to the University president, should include a short and
long- term solution for the I-9 completion process.
For the third part of your post, analyze whether the I-9 Form
and other documents are enough to establish legal status in the
U.S. and are adequate protection for employers. Justify one
additional safeguard that could be added to protect the employer
from unknowingly hiring an illegal immigrant.
Printed by: [email protected] Printing is for personal, private

use only. No part of this book may be
reproduced or transmitted without publisher's prior permission.
Violators will be prosecuted.

Orientation and Training
© 2017 South University
You've finally hired the person you feel is the right candidate
for the job after numerous levels of
tests and interviews! What do you do next? Or rather what
happens to the new hire now? You
wouldn't want the new recruit to be lost in the maze, would
you? HR needs to come to his/her
rescue by inducting the new hire into the system and helping
him or her adapt through training.
Training
There are several aspects to training in the workplace. Training
new hires is something every
company undertakes. It is a costly endeavor but it can reduce
indirect costs in many ways.
Training new hires involves
• Orientation: Introduces the new hire to the organization as a
whole
• Off-site training: Is less stressful and enables more depth of
knowledge
• On-the-job training: Is preferred to retain specific skills and

actions
Training current employees involves:
• Retraining: Provides new skills to assimilate new technology
and systems
• Off-site training: Provides broader knowledge or information
that can only be gained in
specific educational or industrial settings
• Career development and educational assistance: Provides
lifelong learning for employees
and increases the firm's internal store of knowledge and
resources for training and internal
recruitment
Let’s see how Training impacts the bottom line.
2 Training
HR HEADLINE: Training Impacts Bottom Line
WakeMed health system in North Carolina is a shining example
of how training can deliver
mission-critical skills and positively impact the bottom line.
The organization's four education
departments provide over 160,000 hours of training annually,
which represents an investment of
over $2 million. This commitment starts with the board of

directors, who specify learning needs
during the annual strategic planning process.
A critical business issue facing many health care providers
has been the transition from paper to
electronic patient records. At WakeMed, this involves over
230,000 patients in the emergency
department, 7,700 babies delivered, and over 327,000 patients
treated by specialty care
physicians. This obviously creates an immense volume of
records. To successfully transfer all the
records required training for both clinical and nonclinical staff.
The solution was to utilize multiple
methods—including online modules, instructor-led classes, self-
paced learning, and computer-
based training—that were delivered 24/7 to accommodate
workers' schedules. The system will go
live in the near future, but WakeMed is confident that up-front
training will ease the transition.
In further pursuit of continuous improvement, WakeMed
tackled a key patient care need—
transporting critically ill heart patients from rural areas to city-
based emergency centers. The
training team created a simulation-based learning program that
uses a patient simulator named
Sam. Sam weighs 160 pounds and costs $75,000. He is capable
of breathing, blinking, and dying,
and he can be given a wide variety of treatments. During the
simulation, the care team assesses
Sam's condition based on over 1,000 data points. They order
helicopter transport since it reduces
the two-hour ambulance trip to a half hour. En route to the
hospital, the simulator provides
scenarios to which the care team must respond in order to
stabilize and save Sam. During a post-
simulation debrief, the care team identifies areas where
additional education and training were

needed to keep Sam alive.
Page 2 of 3
Human Resource Management
©2017 South University
3 Training
WakeMed's training initiatives have helped the health care
system decrease patient mortality
rates, prevent delays in care, and improve efficiency. They also
address a business goal of
increasing the number of cardiac patients who come to
WakeMed for treatment. Now that's the
way to show that training pays off.
Page 3 of 3

Strategic Components
of Effective Recruiting
Page 2 of 2
2 Strategic Components of Effective Recruiting
Recruitment Sources and Strategic Recruiting
HR PERSPECTIVE:
Behavioral Assessments

Testing and Selection
HRM chooses from a wide array of tests and processes in hiring.
Commonly used tools for most
positions:
• Application/resume
• References from previous employer
• Interview(s)
Low skilled and low paid positions may only require the
applicant's resume, references and an
interview. Labor supply and demand influences HRM's
selection tools. A more intensive selection
process is needed for a highly skilled, highly paid position or
when the labor supply is high.
For example, when hiring for a cashier at McDonald's during a
period of low labor supply, an
applicant may be hired based on an application and interview.
Selectivity is a good practice, but
specific skill/pay level and the current supply and demand of
labor determine the process.
Criteria used in intensive selection processes:
• Ability/cognitive/skills-based tests
• Personality and psychological tests
• Credit and background checks
• Honesty and judgment tests

• Medical exams, particularly in the healthcare industry or
physically demanding work
• Fingerprinting, bonding, and polygraphs, especially in
security-sensitive jobs
• Certificates and license checks
Firms don’t typically spend much time or money finding the
perfect applicant for a position that
pays minimum wage.
HRM must use valid and reliable tests. Valid means tests
measure what they are supposed to
measure.
2 HR Perspective: Behavioral Assessments
One drawback to testing is it can inadvertently lead to
discrimination. For example, there are
several test questions on the SAT exam for high school students
that have been deemed invalid.
These questions refer to cows, pastures, and agriculture issues.
Urban students, which include a
larger number of minorities, tend to find such questions
difficult. Such questions have been
removed from the standardized test because they do not measure
intelligence, but instead
measure familiarity with topics.
Reliability means measuring consistently over time and among

various individuals. The problems
of reliability and validity often occur in personality testing.
Regardless, using personality tests is a
growing trend.
The use of behavioral assessments is an emerging trend in the
selection practices of many
organizations. These assessments focus on determining
candidates' suitability for jobs based on a
range of attributes. The following explains how several
companies are benefiting from their use.
(Mathis et al., 2017).
Companies attempt to assess job candidates on a wide range of
attributes to improve P/E fit
Testing knowledge or hard skills can often be done in a
relatively straightforward and easy way by
asking candidates questions about the job content area or having
them perform a sample of the
job duties. Such ability tests help ensure that those hired will be
capable of successfully
performing the tasks involved in the job.
But there is much more to P/E fit than a good match between
the applicant and the job
requirements. Employers also need to determine whether
applicants will work well with their
designated teams or work units and if they will be a good long-
term fit for the organization as a
whole. Assessing the applicant's fit with the organization's
culture, their work style, and their
potential are much more difficult.
That's where behavioral assessments come into play. A company
usually works with experts in

Industrial/Organization Psychology to identify the competencies
that have proven to lead to
successful job performance. This often involves studying top
performers to see what differentiates
them from average or poor performers. Those qualities are then
built into an assessment tool,
which is often administered online early in the screening
process. Each company can customize its
assessment to measure employee performance elements that are
most critical to success. Two
companies in the same industry may value different aspects of
employee performance.
AMC Theaters found that using a behavoral assessment to
determine applicants' friendliness,
service orientation, and dependability reduced turnover to well
below industry averages and
improved employee engagement by 40%. This led to increased
customer satisfaction scores,
which in turn resulted in higher revenue at its theaters. Seaport
Hotel & World Trade Center, Inc.
Page 2 of 3
3 HR Perspective: Behavioral Assessments

in Boston instituted a 20-minute behavioral assessment in its
online screening process and
reduced turnover to single-digit levels. The assessment focused
on determining each job
candidate's cultural fit for a particular job in the hotel.
These powerful results have led to an uptick in the use of
behavioral assessments. While skill and
knowledge tests are used by over half of U.S. companies, over a
third are now using behavioral
assessments to refine their selection process and generate better
organization results. Considering
the popularity of behavioral assessments, discuss the following
questions:
1. What ethical and legal concerns does the use of behavioral
assessments raise?
Do you believe that these assessments might be more subject to
bias than skill and
knowledge tests might be?
2. How do you think applicants might react to being asked to
complete a
behavioral assessment? Would you personally hesitate to
participate in this type of
screening for a job? (Mathis et al., 2017)
Mathis, R.L., Jackson, J.H., Valentine, S.R. & Meglich, P.
(2017). Human resource management. (15th ed.).

Boston, MA: Cengage Learning
Page 3 of 3
Legal Issues in Selection

of 3
2 Legal Issues in Selection
Recruiting in Labor Markets
There are several legal issues that HRM needs to consider in
determining how extensive the selection and placement process
should
be. Besides costs and time HRM should prepare for future
claims
against the company. Some of the more important issues HRM

needs
to consider are:
• Negligent hiring
• Unintentional discrimination
• Providing equal employment opportunities
• Immigrant and illegal immigrant applicants
• Misuse of medical and other testing results
Negligent hiring is a legal term that indicates wrongful action
on the
part of the employer. Consider the case of a landlord who hired
a
property manager who subsequently raped one of the residents.
"If the
landlord did not perform a background check, or ignored the
results of
the background check, s/he could be held criminally liable for
the
rape." — (Greer, 2001).
Let's consider another example of negligent hiring in the
healthcare
industry. It is the responsibility of HRM to call the state
licensing
board and ensure that the appropriate nursing or medical license
of a
health care provider is current and without any problems. If HR
neglects or ignores this issue and if a patient is injured in any
way by
the medical practitioner, the center will be held liable besides
the
individual.
So it is essential that HRM, despite the cost, perform thorough
background checks to ensure that applicants do not have bad
records.
Naturally the firm should ensure that it does not discriminate in
trying

to avoid negligent hiring. This can be a catch-22 situation. Yet
the
courts seem to have ruled favorably for firms that have been so
accused. Leading court cases in this area have held that "if an
employer's rule against hiring applicants with criminal records
has an
adverse impact on minorities, the practice violates Title VII
unless it is
Page 3 of 3
3 Legal Issues in Selection
justified by business necessity" (Susser & Jett, 1987, p. 285).
Susser, P.A, & Jett D.H. (1987). Negligent hiring: What you
don't
know can hurt you. Employment Relations Today, (14) 3, 279–
286.

Outsourcing
Page 2 of 2
2 Outsourcing
External Recruiting and Outsourcing
XYZ Inc. is expanding rapidly and decides against hiring new
HR
personnel. Instead it plans to outsource some HR functions,
including
payroll. XYZ Inc. may hire a firm such as ABC Corp., which

provides
payroll services. The HR department of XYZ Inc. no longer
needs to
collect time cards, calculate the pay, Social Security and other
withholding, or create paychecks. Instead the employee submits
timesheets, signed off by the supervisor, over the intranet and
ABC
Corp. performs all the associated activities related to payroll.
The
paychecks are delivered by overnight mail and given to
employees on
payday.
XYZ Inc. benefits both directly and indirectly from using the
services of
ABC Corp.:
• There are no payroll and associated costs such as Social
Security
and benefits.
• There are no worker's compensation requirements.
• There are fewer legal requirements that apply to outsourced
workers than for employees.
It is the responsibility of ABC Corp. to provide safe and equal
employment to their workers. But XYZ Inc. too has a few
responsibilities. In view of Wal-Mart's recent problems with
outsourcing illegal immigrant labor, XYZ Inc. can be held liable
if it is
aware that the outsourced company hires illegal immigrants.
Recruitment Sources and Strategic Recruiting

When hiring externally, HRM uses several sources to �nd
applicants, depending on the skills and
educational requirements, position title and level, and the
industry.
HRM uses some of the following sources:
Job fairs
College Career Centers
College Internships
Newsprint (industry-speci�c periodicals and local newspapers)
Radio
Television
Headhunters and executive placement �rms
Temporary employment agencies
Employment agencies
Word-of-mouth by current employees and customers
Current interns and temporary workers
Internet and company websites
Career development sites such as Monster.com
(http://www.monster.com/), LinkedIn

(https://www.linkedin.com), Indeed (https://www.indeed.com),
CareerBuilder
(http://careerbuilder.com)
Industry-speci�c sites such as Society for Human Resource
Management
(http://www.shrm.org/).
Local advertising brings in local residents, eliminating
relocation expenses.
Colleges provide inexpensive labor, but most college-level
applicants are inexperienced and require
intensive training. The Internet is quite inexpensive or free.
Imagine how many résumés you’ll sort
through when posting a job vacancy on Monster.com! Some HR
personnel report getting thousands of
résumés weekly after advertising on well-known websites. Many
applicants aren't even very
interested in the jobs. HRM must carefully weigh costs and
bene�ts of various recruitment efforts
against the needs and the vacancy.
Firms that seek additional diversity or are required to engage in
Af�rmative Action need to be
especially careful. If a �rm wants to hire more minorities, it
cannot go about its recruitment efforts in
the traditional fashion. For instance, if going to a local private
college will not likely yield many Hispanic

applicants, HRM needs to focus its recruitment efforts and use
tools that attract a Hispanic audience.
For example, your local technical college, community college,
or public university may have a large
http://www.monster.com/
https://www.linkedin.com/
https://www.indeed.com/
http://careerbuilder.com/
http://www.shrm.org/
Hispanic population. It is a good idea to make enquiries with
the career development of�ce of that
college or university. Advertising in Spanish language
newspapers and periodicals may increase the
diversity of applicants, or a job fair in primarily Hispanic
neighborhoods.
Recruiting can be an important part of an organization's overall
strategy and not simply an expense to
be minimized. To be effective, recruiters need to understand
competitors' business strategies and
practices, labor market dynamics, the importance of both
quality and quantity of talent, and time and
money limits. The following �gure shows the components of
effective strategic recruiting.

Additional Materials
Strategic Components of Effective Recruiting
(media/week3/SUO_MGT3045_W3%20L3.pdf?
_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92916)
(media/week3/SUO_MGT3045_W3_L3%20B.pdf?
(media/week3/SUO_MGT3045_W3_L3%20C.pdf?
https://myclasses.southuniversity.edu/content/enforced/92916-
17109821/media/week3/SUO_MGT3045_W3%20L3.pdf?_&d2lS
essionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92916
17109821/media/week3/SUO_MGT3045_W3_L3%20B.pdf?_&d
2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92916
17109821/media/week3/SUO_MGT3045_W3_L3%20C.pdf?_&d
2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92916

External Recruiting and Outsourcing
Companies can recruit externally by advertising vacant
positions. There are bene�ts and drawbacks of
external recruiting:
Bene�ts:
Generates new ideas.
Increases diversity since new hires bring diverse experiences
from other �rms, maybe even
competitors, and new ways of operating.
Drawbacks:
Performance is an unknown. He/she may not �t into the �rm.
New hire may be motivated to change jobs for higher pay or
bene�ts, which reduces the
retention rate.
Costs of advertising and other selection tools are typically
greater than internal recruiting.
HRM generally uses a combination of internal and external
recruitment efforts to maximize the
bene�ts of the hiring techniques.
The Cost of Recruiting
Different formulas are used to evaluate recruiting costs. The

calculation most often used divides total
recruiting expenses for the year by the number of hires for the
year:
Total recruiting expenses
Number of recruits hired
The problem with this approach is accurately identifying items
that should be included in recruiting
expenses. Should expenses for testing, background checks,
relocations, or signing bonuses be included,
or excluded?
Once such questions are answered, the costs can be allocated to
various sources to determine how
much each hire from each source costs. It is logical for
employers to evaluate recruiting costs as a
primary metric. Recruiting costs might include employment
agencies, advertising, internal sources, and
external means. The costs can also be sorted by type of job—
costs for hiring managers, administrative
assistants, bookkeepers, and sales personnel are all different.
Certainly cost is an issue and some employers are quite
concerned about cost per hire, but quality
might be the trade-off. If an organization rushes the hiring
process, less-quali�ed candidates may be
hired. Thus, time will be spent dealing with mismatched or

underperforming employees, and the
organization will incur more costs hiring a replacement. (Mathis
et al., 2017, p. 229).
One way in which HRM can entirely avoid recruiting is to
outsource the job instead. Outsourcing
refers to the strategy where a �rm hires another �rm to provide
required services. The workers who
provide the service are employees of the external �rm.
Outsourcing (media/week3/SUO_MGT3045_W3%20L2.pdf?
There are generally two ways to �nd candidates for required
positions in a �rm. The �rst is called
internal hiring. This means choosing a suitably skilled
individual from the current staff to �ll vacant

positions.
There are several bene�ts to internal hiring:
The employee is known and �ts in with the �rm’s culture.
The employee’s skill level, motivation, attitude, and potential
are also known.
The longer an employee is with a �rm, the longer he or she will
likely remain—this increases
retention and reduces the turnover rate.
Seeing other employees achieve upward mobility tends to
motivate other employees.
It is the least expensive way to �ll vacant positions.
Potential drawbacks to recruiting employees internally:
There may be other employees who believe that they are a better
�t for the position, which may
create competition and hard feelings among staff.
The individual who is promoted may need to supervise others
who were formerly at the same
level.
Diversity may suffer, as internal hiring does not allow for new
blood to enter the workplace. This
may lead to stagnation.

It creates another vacancy that also needs to be �lled.
There are several legal issues HRM needs to consider in
determining how extensive the selection and
placement process should be. Besides costs and time, HRM
should prepare for future claims against
the company. Read the following to learn more about legal
issues involving selection.
Legal Issues in Selection
(media/week3/SUO_MGT3045_W3%20L1.pdf?
SUO Discussion Rubric (80 Points) - Version 1.2
Course: MGT3045-Human Resource Management SU01
Response
No Submission
0 points
Emerging (F-D: 1-27)
27 points

Satisfactory (C: 28-31)
31 points
Proficient (B: 32-35)
35 points
Exemplary (A: 36-40)
40 points
Criterion Score
Quality of Initial
Posting
/ 40No initial posting exists to
evaluate.
The information provided
is inaccurate, not focused
on the assignment’s topic,
and/or does not answer
the question(s) fully.
Response demonstrates
incomplete understanding
of the topic and/or

inadequate preparation.
is accurate, giving a basic
understanding of the
topic(s) covered. A basic
understanding is when
you are able to describe
the terms and concepts
covered. Despite this
basic understanding, initial
posting may not include
complete development of
all aspects of the
assignment.
is accurate, displaying a
good understanding of the
topic(s) covered. A good

you are able to explain the
terms and topics covered.
Initial posting
demonstrates sincere
reflection and addresses
most aspects of the
assignment, although all
concepts may not be fully
developed.
is accurate, providing an
in-depth, well thought-out
topic(s) covered. An in-
depth understanding
provides an analysis of the
information, synthesizing

what is learned from the
course/assigned readings.
Participation
No Submission
0 points
13 points
16 points
18 points
20 points
Criterion Score
Participation in
Discussion
/ 20No responses to other
classmates were posted in
this discussion forum.
May include one or more
of the following:

*Comments to only one
other student's post.
*Comments are not
substantive, such as just
one line or saying, “Good
job” or “I agree.
*Comments are off topic.
Comments to two or more
classmates’ initial posts
but only on one day of the
week. Comments are
substantive, meaning they
reflect and expand on
what the other student
wrote.
classmates’ initial posts on
more than one day.

Comments are
wrote.
and to the instructor's
comment (if applicable) on
two or more days.
Responses demonstrate
an analysis of peers’
comments, building on
previous posts. Comments
extend and deepen
meaningful conversation
and may include a follow-
up question.

Total / 80
Overall Score
Writing
No Submission
0 points
13 points
Satisfaction (C: 14-16)
16 points
18 points
20 points
Criterion Score
Writing Mechanics
(Spelling, Grammar,
Citation Style) and
Information Literacy
/ 20No postings for which to
evaluate language and

grammar exist.
Numerous issues in any of
the following: grammar,
mechanics, spelling, use of
slang, and incomplete or
missing citations and
references. If required for
the assignment, did not
use course, text, and/or
outside readings (where
relevant) to support work.
Some spelling,
grammatical, and/or
structural errors are
present. Some errors in
formatting citations and
references are present. If
required for the

assignment, utilizes
sources to support work
for initial post but not
comments to other
students. Sources include
course/text readings but
outside sources (when
relevant) include non-
academic/authoritative,
such as Wikis and .com
resources.
Minor errors in grammar,
mechanics, or spelling in
the initial posting are
present. Minor errors in
references may exist. If
required for the

for both the initial post
and some of the
comments to other
course and text readings
as well as outside sources
(when relevant) that are
academic and
authoritative (e.g., journal
articles, other text books,
.gov Web sites,
professional organization
Web sites, cases, statutes,
or administrative rules).
Minor to no errors exist in
grammar, mechanics, or

spelling in both the initial
post and comments to
others. Formatting of
citations and references is
correct. If required for the
and the comments to
other students. Sources
include course and text
readings as well as outside
sources (when relevant)
that are academic and
.gov Web sites,

No Submission
0 points minimum
There was no
submission for this
assignment.
Emerging (F to D Range)
1 point minimum
Satisfactory progress has not been met on
the competencies for this assignment.
Satisfactory (C Range)
56 points minimum
Satisfactory progress has been achieved
on the competencies for this assignment.
Proficient (B Range)
64 points minimum
Proficiency has been achieved on the
competencies for this assignment.
Exemplary (A Range)
72 points minimum

The competencies for this
assignment have been
mastered.
Feedback and Listening
Feedback and Listening
Receiving and giving feedback is an important part of listening.
To ensure a leader is decoding a
message as intended, he or she must provide feedback to the
speaker to let the speaker know
that he or she has been heard and understood.
To communicate effectively, a leader should elicit feedback
from subordinates, peers, bosses,
customers, and competitors so they can gauge how well their
message was understood.
Another more formal approach leaders may use to provide
feedback to employees is through
performance appraisals. However, this approach provides
limited feedback opportunities because
performance appraisal may only be conducted once or twice a
year. So leaders should plan to
provide positive and negative feedback at intervals more often
and consistently to communicate

effectively and to improve performance. During these
exchanges, leaders should take the
opportunity to provide and receive feedback through nonverbal
communication. Using and
reading nonverbal cues such as eye contact, gestures, facial
expressions, and personal appearance
provide an added dimension of information that leaders should
be aware of and should use to
optimize their comprehension of messages received and the
effectiveness of messages sent.
Leaders face significant challenges in their quest to
communicate effectively. For example, leaders
must overcome the difficulty of receiving feedback from
individuals they rarely meet. For example,
in large organizations, leaders may only meet with certain key
individuals once per week. It is
difficult to develop mutual understanding with such limited
exposure. As a result, leaders may find
it difficult to read facial and other nonverbal cues unless they
develop skills for interpreting these
cues.
In addition, leaders face challenges associated with obtaining
important and essential feedback
from customers and competitors. In the case of customers,
leaders may use tools to obtain
feedback such as surveys, tracking sales targets, complaints,
and phone calls. Unfortunately,
competitors are not likely to provide such direct feedback;
although in some industries,
competitors share information that can be obtained through
trade journals and through
government industry and economic reports. In addition, leaders
may obtain feedback about
competitors by observing their advertising campaigns.

2
Leaders must have keen listening skills. They need to hear and
understand what their colleagues
are saying to ensure they understand corporate objectives.
Leaders also need to listen and
comprehend the viewpoints of their subordinates to ensure a
high level of positive employee
morale. Above all, leaders must listen to and understand the
needs of their customers and use this
knowledge to adapt products and services to ensure customer
satisfaction.
However, there are several reasons why leaders may not listen
well. They may:
• Be too busy.
• Believe that they know more than others.
• Be power hungry.
• Hear only what confirms their own opinion or that of their
superior.
• Need to learn to listen well.
What is the downside of not listening well?
The result of poor listening is miscommunication and
misunderstanding.
The credibility of leaders may suffer when they do not listen to
others.

Leaders are unable to perform the leadership role effectively if
they do not listen and comprehend
what their employees are saying.
"If we were supposed to talk more than we listen, we would
have two mouths and one ear."
—Mark Twain
"Most people do not listen with the intent to understand; they
listen with the intent to reply."
—Steven Covey
Good listeners are empathic; they listen to hear, understand, and
connect to a speaker well to
identify with the speaker's ideas, thoughts, and emotions.
Why do leaders need to be empathic listeners? When leaders
attempt to understand what
speakers say, their empathy demonstrates caring and
acceptance. In addition, it enables them to
appreciate the speakers' perspectives, and it helps leaders to
avoid making dangerous self-serving
assumptions.
Although empathic listening is not easy, it is possible and
achievable. Leaders should begin to
listen empathically by:
• Practicing active listening: Avoiding making judgments or
filtering information; active
listening reflects complete open-mindedness.
• Empathizing with speakers: In addition to acknowledging facts
during listening, leaders
should acknowledge the validity of the speakers' feelings and
emotions during listening

sessions.
Managerial Communications
3
• Focusing on speakers: Leaders should make a visible effort to
listen actively to speakers
and to express concern for the issues that they are describing
and, if appropriate, to
suggest possible courses of action.
• Improving listening skills: Leaders must critically evaluate the
effectiveness their own
listening skills as they listen to others by monitoring how well
they are accurately hearing,
comprehending, responding to, and acting upon the issues that
have been expressed to
them by speakers.
Managerial Communications

Nonverbal Communication
Using appropriate body language is important for effective
communication. For example, standing up
straight and breathing deeply will remove any hint of
nervousness from your voice because good
posture opens your diaphragm, resulting in the strengthening of
your voice. Communicating with a
strong voice improves the effectiveness of your message making
it easy to hear and believable.
Another example of effective use of body language involves use
of gestures. Using gestures effectively
involves emphasizing key points of a message by using hands
and facial cues.
Some distracting gestures are:
Gripping the lectern so hard that your knuckles turn white
Playing with your hair, a paper clip, a pen, or note cards
Playing with the change in your pockets
Covering your mouth or face with your hands
Another form of body language is when the speaker is walking

and moving around while giving a
presentation. If you have seen Tom Peters, the author of In
Search of Excellence, giving a lecture, you
will see the energy with which he speaks on the stage. He paces
and moves around and rarely stands at
the lectern. His movements convey his passion and lead the
audience to listen intently.
Maintaining eye contact with the audience is a critical form of
body language. When a speaker makes
strong eye contact with the audience, this communicates the
speaker's interest in each audience
member, and it is hard for audience members to tune out of the
presentation.
Making strong eye contact may be easier when speakers are
addressing one or two people, but strong
eye contact can be maintained even with a large group by
frequently scanning the room and creating
the impression with the audience that it's a one-to-one
conversation.:
Albert Mehrabian (1972) found in his research that only about 7
percent of a message's emotional
meaning was conveyed through verbal means, while about 55
percent of it was communicated through
nonverbal cues, such as facial expression, gestures, and posture,
and about 38 percent of the

emotional meaning was conveyed through the vocal quality of
the speaker.
Here are some tips for improving nonverbal communications:
Listen carefully to what the speaker says. Look for disconnects
between the verbal message and
nonverbal cues.
If you sense inconsistency, ask questions and rephrase to
ascertain the true intent of the sender's
message.
Observe that all nonverbal cues are consistent. For example, if
an individual professes to be
pleased but stands with arms crossed with a frown on his or her
face and avoids eye contact.
Consider what you know about the individual. If you know him
or her well, you will be able to
understand the nonverbal cues better.
Practice observing and validating nonverbal cues and
perceptions. Verify the sender's intent
against your initial impression.
Be more aware of your own nonverbal cues. Do others
misunderstand your intentions when you
speak? Do people often ask you, "What's wrong?" Use a mirror,

friends, and colleagues to verify your
facial expressions and body language.
View a Pdf Transcript of Nonverbal Communication
(media/week3/SUO_BUS3041_W3_L2.pdf?
17118015/media/week3/SUO_BUS3041_W3_L2.pdf?_&d2lSessi
onVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850
Audience
Audience
Effective leadership communication requires leaders to analyze
their audience to develop and
convey the appropriate message. Skilled communicators must
know the audience and the
audience's level of preparedness to understand the information
that is being conveyed.
Based on the audience analysis, leaders will know:
• How fast or slow to speak

• The amount of technical language to use
• How in-depth the information can and should be
• The level of description and definition needed
• The credibility the leader has with the audience
Leaders must also consider the room in which they will deliver
the message. Is the room a large
auditorium with a fixed seating pattern or a small room where
chairs and tables and be arranged?
Will everybody be able to see and hear the speaker? A best
practice is to test the microphone to
verify that the speaker's voice is clearly audible. In a meeting
room, speakers should determine
where they will sit to host their dialogue. If the table is a
rectangle, they may want to sit at the
head of the table or along the side. Sitting in the middle along
one side of the table may make a
speaker more visible and accessible to other meeting
participants. Speakers may appear to be
unapproachable and distant by sitting at the head of the table.
NonVerbal Communication
NonVerbal
Nonverbal communication is a powerful tool, and when it is
misdirected or misread, it can result in

misunderstandings and miscommunication. Leaders need to be
aware of how to use and read
nonverbal cues effectively. It is important to understand and
read nonverbal cues because:
• Nonverbal messages help convey emotions through facial
expressions, tone of the voice,
and body language.
• Nonverbal cues are often more credible to audiences than
words. When your facial
expression contradicts what you say, others perceive you to be
dishonest.
• Nonverbal communication enhances and sometimes replaces
verbal and written
communication.
•
It is possible that nonverbal cues derail and contradict verbal
and written messages because:
• Nonverbal communication tends to function within a cultural
context. Some facial
expressions, such as frowning and smiling, are universal
signals, but while a gesture such
as a thumbs-up may convey that everything is great in the
United States, it is considered
an obscene gesture in some Asian countries.
• Nonverbal messages are subjective and ambiguous. In fact,
research shows that bullies
have problems reading facial expressions and perceive
relatively neutral expressions as
threatening. They, therefore, tend to pick fights with those who

may be perceived as
innocent bystanders by other observers (Goleman, 2006).
• Nonverbal communication is often outside your control. For
example, when speaking to
your supervisor or boss whom you do not like, your dislike may
show on your face.
• Nonverbal cues may contradict not only what you say but also
other nonverbal cues.
Which specific nonverbal cues do you need to consider?
• Eye contact
• Facial expressions
• Gestures
• Posture and body orientation
• Proximity
• Vocal quality such as tone, volume, and pace
• Humor
Written Communication
Writing skills are as important as speaking skills. There are
several types of written communication
that a leader needs to produce. The following are some
examples:
Formal business letters
Performance appraisals and disciplinary notices for
subordinates

Letters and notes for documentation purposes
Handwritten internal and external notes
E-mails
Web pages
Agendas and meeting minutes
Reports, including technical reporting of data and factual
information
Leaders must produce written correspondence that re�ects the
policies of the organization.
Therefore, while writing letter and e-mails, leaders must follow
these guidelines:
Use authority and position appropriately by communicating
through the prescribed chain of
command and by respecting the authority designated by the
organization regarding decision
making, policy issues, and employee relations.
Revise, edit, and edit again. Readers of written communication
make judgments about leaders
based on the leader's written expression. Therefore, leaders
must ensure that the content of
their messages is professional, and free of grammatical,
punctuation, language, and

typographical errors.
Leaders must archive important correspondence as appropriate,
especially for personnel �les
and customer �les.
Improperly produced written communication can lead to
lawsuits, termination of employment, and
dif�culties in dealing with disgruntled employees. Leaders must
proceed cautiously and carefully when
they are producing written documents.
Leaders must be cautious ensuring the correct documentation of
personnel and customer-related
issues, and minutes of meetings. These of�cial forms of
documentation must be accurate in case this
information is needed in the future. Even the most con�dential
documents may be subject to public
scrutiny. Therefore, leaders must be knowledgeable about the
information and documentation needs
of their team.
View a Pdf Transcript of Feedback and Listening

Verbal Communication
Download: Video Transcript (PDF 165.02KB)
(media/transcripts/SU_W3L1.pdf?
As a leader, you need to communicate with colleagues face-to-
face and over the telephone, conduct
department meetings, and allocate work assignments to groups
of two or three employees. In addition,
you may need to provide training to employees, speak to the
press, and often make presentations at
seminars to the board of directors or to the local rotary club.
Leaders must develop effective strategies for dealing with
public speaking situations, especially if they
have any fears related to public speaking. Leaders must speak to
small groups of people all day, every
day, and they often must speak formally to large groups. Even if
they dislike speaking to groups of
people, leaders constantly need to improve public speaking

skills and gain more con�dence and an
improved comfort level when speaking in public. The best way
to improve public speaking skills is to
practice them.
You can develop public speaking skills by learning a few basic
tips on the following aspects of verbal
communication:
Project your voice outward.
Move your lips. You cannot enunciate words clearly if you do
not open your mouth.
Speak a little more loudly and slowly than you normally do to
gain the audience's attention.
Keep breathing. Deep breaths will help improve the timbre and
strength of your voice.
Vary the volume and tone of your voice.
01:36
17118015/media/transcripts/SU_W3L1.pdf?_&d2lSessionVal=x
vaVgUyXRoe3ruwtwbTEE4vbH&ou=92850
Do not use �llers or sounds and words while pausing, such as
"um," "err," "like," "you know," etc.

Fillers distract the audience.
Ask a friend, a colleague, an instructor, or a classmate to assess
the quality of your voice. You can also
make a video of yourself rehearsing a presentation. Your own
observation yourself will help identify
areas in which you need improvement.
Top seven secrets for delivering speeches that inspire, inform
and entertain from Simon Sinek, one of
the most-watched Ted Talks presenters of all time.
Don’t talk right away - Instead, quietly walk out on stage. Then
take a deep breath, �nd your
place, wait a few seconds and begin. “I know it sounds long and
tedious and it feels excruciatingly
awkward when you do it,” Sinek says, “but it shows the
audience you’re totally con�dent and in
charge of the situation.”
Show up to give, not to take - Often people give presentations
to sell products or ideas, to get
people to follow them on social media, buy their books or even
just to like them. Sinek calls these
kinds of speakers “takers,” and audiences can see through these
people right away. And, when
they do, they disengage.
Make eye contact with audience members one by one. -

Scanning and panning is your worst
enemy, says Sinek. “While it looks like you’re looking at
everyone, it actually disconnects you
from your audience.”
Speak unusually slowly - When you get nervous, it’s not just
your heart beat that quickens. Your
words also tend to speed up. Audiences are more patient and
forgiving than we know.
Ignore the naysayers - Dismiss the people furrowing their
brows, crossing their arms or shaking
their heads “no.” Instead, focus only on your supporters -- the
people who are visibly engaged,
enjoying your presentation and nodding “yes.” If you �nd the
audience members who are
positively interacting with you, you’ll be much more con�dent
and relaxed than if you try to
convince the naysayers.
Turn nervousness into excitement. Olympic competitors take
their body’s signs of nervousness --
clammy hands, pounding heart and tense nerves -- and
reinterpret them as side excitement and
exhilaration.
Say thank you when you’re done - Applause is a gift, and when
you receive a gift, it’s only right to

express how grateful you are for it.
View a Pdf Transcript of Audience
SUO Discussion Rubric (80 Points) - Version 1.2
Course: BUS3041-Managerial Communications SU02
Response
No Submission
0 points
27 points
31 points
35 points
40 points

Criterion Score
Quality of Initial
Posting
/ 40No initial posting exists to
evaluate.
is inaccurate, not focused
on the assignment’s topic,
and/or does not answer
the question(s) fully.
Response demonstrates
incomplete understanding
of the topic and/or
inadequate preparation.
is accurate, giving a basic
topic(s) covered. A basic

you are able to describe
the terms and concepts
covered. Despite this
basic understanding, initial
posting may not include
complete development of
all aspects of the
assignment.
is accurate, displaying a
good understanding of the
topic(s) covered. A good
you are able to explain the
terms and topics covered.
Initial posting
demonstrates sincere

reflection and addresses
most aspects of the
assignment, although all
concepts may not be fully
developed.
is accurate, providing an
in-depth, well thought-out
topic(s) covered. An in-
depth understanding
provides an analysis of the
information, synthesizing
what is learned from the
course/assigned readings.
Participation
No Submission
0 points

13 points
16 points
18 points
20 points
Criterion Score
Participation in
Discussion
/ 20No responses to other
classmates were posted in
this discussion forum.
May include one or more
of the following:
*Comments to only one
other student's post.
*Comments are not
substantive, such as just
one line or saying, “Good

job” or “I agree.
*Comments are off topic.
but only on one day of the
week. Comments are
wrote.
classmates’ initial posts on
more than one day.
Comments are
wrote.

and to the instructor's
comment (if applicable) on
two or more days.
Responses demonstrate
an analysis of peers’
comments, building on
previous posts. Comments
extend and deepen
meaningful conversation
and may include a follow-
up question.
Total / 80
Overall Score
Writing
No Submission
0 points

13 points
Satisfaction (C: 14-16)
16 points
18 points
20 points
Criterion Score
Writing Mechanics
(Spelling, Grammar,
Citation Style) and
Information Literacy
/ 20No postings for which to
evaluate language and
grammar exist.
Numerous issues in any of
the following: grammar,
mechanics, spelling, use of
slang, and incomplete or

missing citations and
references. If required for
the assignment, did not
use course, text, and/or
outside readings (where
relevant) to support work.
Some spelling,
grammatical, and/or
structural errors are
present. Some errors in
references are present. If
required for the
for initial post but not
comments to other

course/text readings but
outside sources (when
relevant) include non-
academic/authoritative,
such as Wikis and .com
resources.
Minor errors in grammar,
mechanics, or spelling in
the initial posting are
present. Minor errors in
references may exist. If
required for the
and some of the
comments to other

course and text readings
as well as outside sources
(when relevant) that are
academic and
.gov Web sites,
Minor to no errors exist in
grammar, mechanics, or
spelling in both the initial
post and comments to
others. Formatting of
citations and references is
correct. If required for the

and the comments to
other students. Sources
include course and text
readings as well as outside
sources (when relevant)
that are academic and
.gov Web sites,
No Submission
0 points minimum
There was no

submission for this
assignment.
Emerging (F to D Range)
1 point minimum
Satisfactory progress has not been met on
the competencies for this assignment.
Satisfactory (C Range)
56 points minimum
Satisfactory progress has been achieved
on the competencies for this assignment.
Proficient (B Range)
64 points minimum
Proficiency has been achieved on the
competencies for this assignment.
Exemplary (A Range)
72 points minimum
The competencies for this
assignment have been
mastered.

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