How do trademarks affect information technology? What are the effects of the Lanham Act on trademarks? What is the significance of trademarks on a global business market? Explain. U


After reading about trademarks, discuss the following: How do trademarks affect information technology? What are the effects of the Lanham Act on trademarks? What is the significance of trademarks on a global business market? Explain. Use examples from relevant, recent news items to support your explanation. 


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In today’s world of network architecture and the process by which companies communicate with their employees and their customers, it is important to fully understand the weaknesses


In today’s world of network architecture and the process by which companies communicate with their employees and their customers, it is important to fully understand the weaknesses and strengths of the architecture. Consider an example of a real-word company, whether it be from your own work experience or even a business you may shop through (e.g., Amazon). Evaluate your knowledge of that company and discuss the following items:

  • Describe the communication methods applied (e.g., email, chat)
  • Elaborate on a personal experience you have had with a network connection that has left you avoiding this site or company based on its inability to provide reliable connectivity for its service.


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Part 1: Research Security Awareness Policies (0/1 completed) Note: In this part of the lab, you will review an example of a security awareness training policy in order to form a bas


Part 1: Research Security Awareness Policies (0/1 completed)

Note: In this part of the lab, you will review an example of a security awareness training policy in order to form a basis for their purpose and usage. Understanding the reason behind a security awareness training policy is key to understanding the component policies and procedures. Please take time to review the research thoroughly and think through the concepts of the policy itself.

1. Review the security awareness training policy at the following website:

2. For the sample security awareness training policy that you reviewed in the step above, discuss the policy’s main components. You should focus on the need for a security awareness program and its key elements.

Part 2: Create a Security Awareness Policy (0/6 completed)

Note: A strong security awareness policy is a key component of a strong organizational security posture. The effectiveness of a security awareness training policy and program will directly influence how well employees will value and protect the organization’s security position. When writing a security awareness training policy, consider the following questions:

  • Is the policy statement as concise and readable as possible? For example, no more than one to three sentences.
  • Is the entire policy as concise and readable as possible? For example, no more than two to three pages.
  • Does the policy align well with other governing documents?
  • Does the policy speak directly to the target audience?
  • Does the policy state the “why” with only the minimal detail, and rely on standards or guidelines for the “how”? Policies should be written in such a way that they will not need frequent updates.
  • Does the policy adequately describe scope and responsibilities?
  • Are the policy’s revision, approval, and distribution documented?

After the policy has been approved, its success relies on proper delivery and understanding. To simply give a new employee 5 minutes to read and sign a policy during orientation is not enough. Focused and interactive “policy understanding” sessions should guarantee every employee understands the policy’s reasoning and necessity. Customizing these sessions according to department or function can drastically increase how much employees retain of and apply the training during their work. Repeat sessions reinforce the policies and keep material fresh in their minds.

1. Review the following scenario for the fictional Bankwise Credit Union:

  • The organization is a local credit union that has several branches and locations throughout the region.
  • Online banking and use of the internet are the bank’s strengths, given its limited human resources.
  • The customer service department is the organization’s most critical business function.
  • The organization wants to be in compliance with the Gramm-Leach-Bliley Act (GLBA) and IT security best practices regarding its employees.
  • The organization wants to monitor and control use of the Internet by implementing content filtering.
  • The organization wants to eliminate personal use of organization-owned IT assets and systems.
  • The organization wants to monitor and control use of the e-mail system by implementing e-mail security controls.
  • The organization wants to implement security awareness training policy mandates for all new hires and existing employees. Policy definitions are to include GLBA and customer privacy data requirements, in addition to a mandate for annual security awareness training for all employees.

2. Create a security management policy with defined separation of duties for the Bankwise Credit Union.

Bankwise Credit Union

Security Awareness Training Policy

Policy Statement
Define your policy verbiage.

Purpose/Objectives
Define the policy’s purpose as well as its objectives.

Scope
Define whom this policy covers and its scope. What elements, IT assets, or organization-owned assets are within this policy’s scope?

Standards
Does the policy statement point to any hardware, software, or configuration standards? If so, list them here and explain the relationship of this policy to these standards.

Procedures
Explain how you intend to implement this policy for the entire organization.

Guidelines
Explain any roadblocks or implementation issues that you must overcome in this section and how you will surmount them per defined guidelines. Any disputes or gaps in the definition and separation of duties responsibility may need to be addressed in this section.

Challenge Exercise (0/2 completed)Note: The following challenge exercise is provided to allow independent, unguided work – similar to what you will encounter in a real situation.

There are many vendors that provide security awareness training software to organizations that do not have the time nor the resources to create their own. When selecting a software vendor, many organizations will issue a Request for Information (RFI) to potential vendors, outlining the details of what the organization would like to learn about the vendor’s solution. You can read more about RFIs here: https://www.smartsheet.com/free-request-for-information-templates.

As a security manager at eChef, an online marketplace for high-end kitchenware, you have been tasked with selecting a security awareness training software provider.

Use the internet to research real security awareness training software providers.

1.Identify three security awareness training software providers.

2.Identify 10 questions that you would include in your RFI.



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SHOWCASING YOUR KNOWLEDGE, SKILLS, AND ABILITIES Week 2 Assignment – Showcasing Your Knowledge, Skills, and Abilities Overview Now that you have been assigned a role on the team, it


 WEEK 2 ASSIGNMENT – SHOWCASING YOUR KNOWLEDGE, SKILLS, AND ABILITIES

Week 2 Assignment – Showcasing Your Knowledge, Skills, and Abilities

Overview

Now that you have been assigned a role on the team, it is your responsibility to make the Project Manager aware of the knowledge, skills, and abilities you bring.Locate a job posting on indeed.com, glassdoor.com, monster.com, or other job boards and read the description of the position. This can be the same one you identified in the discussion for this week. What skills do they specifically call for in your area of expertise? These should sound familiar. This will give you an idea of what real employers are looking for now in your discipline.Take some time to review previous assignments submitted during your time at Strayer or even deliverables you may have submitted while on the job during your time at Strayer, focusing specifically on the pieces that relate to your area of study. Take notes as you review to use to inform your assignment submission.

Instructions

Use the provided Word Document Template to prepare a 1–3 page memo to the Project Manager showcasing the knowledge, skills, and abilities you are bringing to the team. Be sure to provide the following:

  • A high-level overview of the key requirements and duties of the job you have just taken with the new company. This can be taken from the job posting you identified in the discussion for this week. The overview you provide should be consistent with what is emphasized in the job posting.
  • A URL to the job posting for your position. Be sure that this is a persistent link and a current posting—not one you have used in a previous assignment. Again, this can be the same one you posted as part of the discussion for this week. 
  • Explanation of why you are a good fit for this project. You can expand on what you submitted in the discussion for this week. This is your opportunity to reference specific experiences that make you uniquely qualified for this role on the team. Be sure you also include an explanation of why those experiences are relevant to the position.
  • A list of any certifications you have. If none, list any specific accomplishments you have achieved relevant to the project or that would demonstrate the skills that certification might demonstrate. Be sure to include a brief explanation of why the certification or accomplishment is relevant to the job and/or your role in the project.

Write the memo as if you are responding to questions from the PM on what they can expect from you on the project. 

Creative people make a logo and paste here If you’re not creative, you can just put your fictitious organization’s name here

Memo

To: <Your Project Manager’s Name Here>

From: <Your Name Here>

CC: <Anyone else who gets a copy here>

Dear <Your Project Manager’s Name Here>. Thanks for the invitation to this team. Here is the information as I understand it:

CEO: <CEO’s Name Here>

CIO: <CIO’s Name Here>

Cybersecurity Specialist: <Cybersecurity’s Name Here>

Networking Specialist: < Networking’s Name Here>

IT Project Management Specialist: <ITPM’s Name Here>

Data Analytics Specialist: <DA’s Name Here>

Software Development Lead: <Software Dev Lead’s Name Here>

Our organization

<an overview and history/background of your fictitious organization. Follow the instructions on what to talk about here 1-3 paragraphs>

My Expertise I bring to the team

<Your Role on the team and what you will be doing. This is an overview of what you’ve learned at Strayer in your concentration. Be specific about how your interaction will serve the project you envision 1-2 pages. Be specific about what you learned in your classes.>

STREET ADDRESS, CITY, STATE ZIP CODE

T: TELEPHONE W: WEBSITE

2


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The first component of the summative assessment for this course is the development and creation of a risk analysis paper. The assessment will allow students the opportunity to inves


The first component of the summative assessment for this course is the development and creation of a risk analysis paper. The assessment will allow students the opportunity to investigate international and U.S. cyberlaws; state statutes; criminal, civil, private, and public laws; and ethics and then compare them within the current cyber business model of an organization to identify any implications for information technology. Students will research their chosen organization, studying the business models, to identify key areas of potential risk due to the business activities and industry.

Prompt

Submit a comprehensive risk analysis paper that identifies the cyberlaw foundations that affect the current information technology business model. The framework for the assessment will include how the business model ensures that their current cyber practices are both legal and ethical.

Specifically the following critical elements must be addressed:

  1. Define and evaluate the information technology business model of the organization.
  2. Analyze the precise cyber-security laws, private and public laws, state statutes, criminal and civil laws, and ethical guidelines that are pertinent to the organization.
  3. Evaluate the current cyberlaws, regulations, and policies within the organization as they relate to the organization’s information systems.
  4. Cyberlaw crimes
    1. Evaluate how cyber-related crimes should be investigated and handled within an organization.
    2. Analyze the impact that these cyber-crimes can have on an organization’s information technology structure.
    3. Evaluate the appropriate information security measures that should be in place to safeguard an organization’s information.
  5. Cyber-crime and e-commerce
    1. Analyze the organization’s current information systems security measures in place that allow users to access the organization’s data.
    2. Evaluate the current cyberlaws to ensure that they protect the organization’s data against outside intrusion.

What to Submit

Your paper must be submitted as a three- to five-page Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.



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Within an organization, the dependability of network infrastructures has become top priority. The fundamentals of how this infrastructure works within the organization requires a sy


Within an organization, the dependability of network infrastructures has become top priority. The fundamentals of how this infrastructure works within the organization requires a systems thinking mindset and the ability to properly develop an analysis plan. You have been tasked with analyzing the current network architecture of the organization and determining any key changes that should occur as the organization prepares for future growth. You will evaluate traffic patterns to determine critical aspects of your business and provide basic insight into what should be done to the network from a capability aspect and from a security viewpoint as the organization prepares for future growth. Ultimately, you will recommend a design for the future network architecture of the organization.

Prompt

For this milestone, you will create a project analysis plan. Your plan will identify the network applications of the current network including a description of how the current network is designed by explaining how the different layers of the Open Systems Interconnection (OSI) model relate to each other within the network.

Refer to the following files when completing this milestone:

To complete this assignment, address the following critical elements:

  • Identify the network applications that are a part of the current network.
  • Identify and label the components of the network with the appropriate OSI network layer(s) (refer to the Organizational Network Diagram – Current file)
  • Provide a nontechnical description of the role and functions of key components, including routers, switches, and firewalls.
  • Provide a brief analysis of the current network configuration in terms of day-to-day business operations. Consider the following questions as a guide to your analysis:
    • What is the impact of losing connectivity between the Dallas router and the Memphis router? Which applications might be impacted between locations?
    • What is the risk of just having a single router or switch within the Memphis office?
    • How effective is the firewall in the current network?
  • Summarize the project requirements and deliverables

What to Submit

Your assignment should be 1 to 2 pages in length with double spacing and should conform to academic writing standard expectations for mechanics, content organization, and use of APA style.

See attached additional resources.

Server FarmServer Farm

IP PhoneIP Phone

End-usersEnd-users

Corporate ComputersCorporate Computers

Switch-1Switch-1

Dallas OfficeDallas Office

SNHUEnergy, Inc. Logical Network Design

RouterRouter

Memphis Office

Network

Video Conferencing

Video Conferencing

  • IT 640 Memphis Office Network Diagram Current.vsdx

,

Dallas Office

DALLAS_SW_01

PAYROLL

Memphis Office

MEMPHIS_SW-01

MEMPHIS_WKS_003

DALLAS_WKS_003

ACCOUNTING E-MAIL

DALLAS_SW-02

HR

DALL_RTR_03

SNHUEnergy, Inc. Physical Network Design

MEMPHIS_RTR_002DALLAS_WKS_002

DALLAS_WKS_001

MEMPHIS_WKS_002

Operations Dallas Office:

Total Employees – 90

Applications –

Email

Payroll

Accounting

HR

Services –

VoIP Phone System

Video Conferencing

Hardware –

Routers – 1

Switches – 2

Firewalls – 1

Connectivity –

Internet

Memphis Office:

Total Employees – 30

Applications –

Billing

Operations

Services –

VoIP Phone System

Video Conferencing

Hardware –

Routers – 1

Switches – 1

Firewalls – 0

Connectivity –

Internet

Billing

Internet

MEMPHIS_WKS_001

Organizational Network

  • IT 640 Organizational Network Diagram Current.vsdx

,

Server FarmServer Farm

WAP’sWAP’s

IP PhoneIP Phone

End-usersEnd-users

Corporate ComputersCorporate Computers

Switch-2Switch-2

INTERNETINTERNET

FIREWALL

SNHUEnergy, Inc. Logical Network Design

RouterRouter Switch-1Switch-1

Dallas Office Network

Video Conferencing

Video Conferencing

  • IT 640 Dallas Office Network Diagram Current.vsdx


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An integral part of supporting ELLs is advocating for their needs and encouraging families to engage in the school community. Not only do teachers and school administrators support


 Assessment Description

An integral part of supporting ELLs is advocating for their needs and encouraging families to engage in the school community. Not only do teachers and school administrators support students, but the involvement of families in the educational community is an important component of student success.

Imagine you are a part of a team of ESL teachers that has been tasked with detailing a plan to school administrators for how to engage ELL families in your school.

In 750-1,000 words, create a family engagement plan that promotes partnership with ELL families and advocates for their needs. Include the following in your plan:

  • Summary of the school’s ELL demographics, including language and cultural backgrounds. Discuss pertinent social contextual information, including sociopolitical factors affecting ELLs and their families (e.g., local political and societal attitudes toward ELL families in the community).
  • Key components of any programs, methods, or technological tools you plan to use to support families of ELLs by keeping them informed and engaged with the school community. Include a justification of how you plan to use the selected programs, methods, or tools, given the school’s ELL demographics and context.
  • A nine-month calendar outline with possible meetings (e.g., ELL/bilingual parent advisory committee or council meetings), including topics and four schoolwide events (one each quarter) to engage ELL families. Include a description of the activities at each of the four schoolwide events and an explanation of what will need to be done to foster ELL family collaboration and engagement.
  • Brief summary of at least three resources in your local community that could be offered as resources to ELL families. (Ensure the resources are local to your school context and not national resources.)
  • Discussion of six collaboration strategies between educators, school personnel, families, and the community to enhance ESL teaching and build partnerships with ELL families. Include at least two strategies that incorporate the use of technology.

Support your plan with a minimum of three scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines,



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Create a resume that describes your experience so far as well as your career goals and interests. Besides summarizing your background, this document will also serve as the first imp


 

Touchstone 3.2: Your Resume

ASSIGNMENT: Create a resume that describes your experience so far as well as your career goals and interests. Besides summarizing your background, this document will also serve as the first impression of your communication skills. The emphasis in grading will be on the content of the resume, not the formatting. You may choose to use the attached template or to use your own formatting (for instance, if you are revising your existing resume rather than creating a new one from scratch). If you use the template, be sure to replace the example content with your own.

Download the template & example.

If you have an existing resume, be sure to review and revise it in light of the content in Tutorial 3.4.1, “Resumes,” before submitting.

A. Directions

  1. Using the provided template https://collepals.com/2023/05/01/create-a-resume-that-describes-your-experience-so-far-as-well-as-your-career-goals-and-interests-besides-summarizing-your-background-this-document-will-also-serve-as-the-first-imp/, develop a resume that highlights your education, professional experience (paid or unpaid), and professional interests.
    1. Review the tutorial on writing your resume.
  2. As you begin, remember to follow the guidelines of professional communication.
    1. Understand your audience (what would your ideal employer want to see? For example, a business in marketing or advertising may appreciate more creativity, while other fields would expect a more serious tone.)
    2. Be relevant. Make sure the experiences and interests you include relate to the objective.
    3. Be clear, concise, complete, and consistent.
    4. While you do not want to be strictly objective in this touchstone, you do want to be honest. Avoid exaggeration and outright misrepresentation.
  3. We hope this will be an opportunity to help you strengthen your resume with grader feedback and improve your next job search.

Resumes by Sophia

In this lesson, you will learn about creating a resume—a snapshot of your education, experience, and

skills. Specifically, you will learn about

1. Resume Basics

a. Personal Statement

b. Work Experience

c. Education

d. Special Skills

e. Training and Certifications

f. Volunteer Experience/Other Experience

g. References

2. Targeted Resumes

a. Applicant Tracking Services (ATS)

b. Keywords

3. Special Circumstances

1. Resume Basics

 BEFORE YOU START

In this course so far, we have mostly been discussing communication strategies that you will use in

various workplace settings. In this Challenge, we will be looking at the communication tools and strategies

that will help you get interviewed and hired for a job in the first place. Great communication skills are an

asset for any job hunter and especially for the skills of job hunting itself.

A resume is a document that summarizes a job seeker’s work history, education, skills, and accomplishments for potential employers. Your resume is your first introduction to a potential employer. It is a written picture of who you are, a marketing tool, a selling tool, and a promotion of you as an ideal candidate for any job you may be interested in.

A resume is also just the first step in the job seeking process. Few people get hired based on their resume alone. The purpose of a resume is to get selected for an interview and further steps of the hiring process.

Although you might tweak your resume for each job you apply for, you won’t want to create each from

WHAT’S COVERED

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scratch. A general resume will give you a starting point for each job you apply for, as well as giving you a default resume you can bring to job fairs.

 HINT

Even most small companies now require applicants to complete an online form. Some will use software

that automatically pulls information from an uploaded resume. Others might require you to copy and paste

each section of your resume into a form, which admittedly is not much fun. However, a well-organized and

cleanly formatted resume will help you complete these forms. You might also keep a plain text version of

your resume just for copy and pasting!

 DID YOU KNOW

The artist and inventor Leonardo da Vinci is credited with creating one of the first known resumes! In

1482, at the age of 30 and not yet famous, da Vinci applied for a job as “maker of things,” with the Duke of

Milan, by writing a letter that briefly listed his many skills and accomplishments that were relevant for the

role. The resume got da Vinci the job and Sforza became a longtime patron of da Vinci and later

commissioned him to paint The Last Supper. Perhaps the hardest part of writing a resume is figuring out how to organize and present your information in the most effective way. While resumes can vary based on the field and where you are in your career, there are a few essential categories that are almost always included, such as contact information, work history, and education.

Resumes that emphasize skills and licensure over work experience and education are called Functional Resumes. Resumes that emphasize education and work experience are called Chronological Resumes. While the two would likely have the same content, the big difference is the sequencing of major sections. For most jobs, a chronological resume will tell employers what your most recent job is and how it naturally leads to the one that is open. But some jobs that require specific technical expertise, such as computer programming or medical assistant, will mainly want to know if each candidate brings the specific skills they need and will emphasize languages known or equipment they have been trained and licensed to operate. If you are unsure which is right for you, begin with a chronological resume.

You may begin your resume with a blank document or use a resume template. If you do choose a resume template, avoid ones that are overly colorful or splashy or which include images of yourself. These are not the norm in most industries. Unless you are looking for a job in a design or artistic field, the layout of your resume doesn’t need to be beautiful and unique; it just needs to be clear, concise, and easy to skim.

In most industries, it is traditional for resumes to be only one page. If you write a resume that fills two or more pages, a potential employer is not likely to keep reading past the first page anyway! Restricting the length of your resume also pushes you to keep it succinct and organized and to only include information that is relevant and useful for the potential employer. If your resume is too long, ask yourself if there is more information than you need. You might drop a couple of older jobs, or lose a few bullet points from your job descriptions. However, do not make the font smaller to fit more on the resume; the resume should be easy to read.

Margins should be at least half an inch on every side. The norm is one inch, but you have a bit more flexibility than with business letters and can extend them a little if it helps fit the content on one page. The purpose of using standard margins is to make sure that your resume will print correctly if someone chooses to print it. If the margins are very small, the text might get cut off on a print out.

The modern version of this practice is to ensure file type compatibility regardless of what device your resume is viewed on. Microsoft Word or Google Docs are common tools, but if your resume includes a lot of formatting

© 2023 SOPHIA Learning, LLC. SOPHIA is a registered trademark of SOPHIA Learning, LLC. Page 2

or unusual fonts, it might look strange when it is opened on a device that doesn’t have the software for your file type. The safest option is to use a PDF, which essentially turns your document into a static image. But don’t forget to save local versions in the software that you used for creating your resume!

Your resume should have your name and contact information at the top, so that potential employers can easily see whose resume they are looking at and how to get in touch. Other information you might want to include could be your current title, your preferred means of contact, your website or LinkedIn URL, your pronouns, and your city of residence. There is also more flexibility in layout than there is with business letters. The important thing is that it is neat and easy to read.

 EXAMPLE Raymond D. Allen 415 Camelot Court Milwaukee, WI 53201 617-866-4924 [email protected]

 HINT

Be sure your email address is simple and professional, a variation on your name instead of one you share

with family or reflecting your hobbies and interests. Do not use any email address associated with your

current job unless you are applying for a new job in the same organization. If you can keep your college

email address after graduation, that is another good option.

1a. Personal Statement

Many resumes have a personal statement, either as a summary or an objective, at the top, particularly for people starting out on their career path. This is a statement that sums up your strengths and experiences and your goals for both the immediate and long-term future. If you are at the beginning of your career, you can focus on your goals. Note that any job applicant can describe themselves as “highly motivated,” or “a self- starter,” so try to make yours more unique to you. It is generally good to have a personal statement at the top of a resume, but can it be omitted if space is an issue.

When writing your personal statement, consider that a summary describes your work experience while an objective describes your immediate career goals.

Type Length Example

Summary 3-4

sentences

Highly motivated and results-driven professional with 5+ years of experience in project management and team leadership. Proven track record of successfully managing multi-million dollar projects, leading cross-functional teams, and delivering projects on time and within budget. Strong communication, problem-solving, and leadership skills. Seeking a challenging role in project management where I can utilize my skills and experience to drive success.

Objective 1 concise

sentence

Experienced recruiter seeking the opportunity to join a team of experienced HR professionals so I can learn and grow my skills

⭐ BIG IDEA

If you have a lot of relevant experience, use a summary to describe all of it. Objectives are usually best if

© 2023 SOPHIA Learning, LLC. SOPHIA is a registered trademark of SOPHIA Learning, LLC. Page 3

you’re an entry-level candidate or you’re switching careers.

1b. Work Experience

Your work experience is usually listed on your resume in reverse chronological order with the most recent job first, then going back to your first job. If you have a longer work history, you will leave off older jobs or the less related jobs. Your employment history usually includes your job title, the name of the employer, the location, and the dates of employment. Listings of your work experience should offer sufficient detail that the reader could check your background if needed.

Each job should have a few bullet points highlighting your accomplishments. This is also where you can emphasize skills you learned at your past jobs even if they don’t seem to be related to the current position. Your job description should take the form of brief statements using action verbs. For example, consider an entry-level position stocking shelves at a grocery store. Even if you’re applying for an office job, you can emphasize the transferable skills you learned and demonstrated at this position.

 EXAMPLE Inventory Associate, Rite-Aid, Milwaukee Wisconsin, May 2018- June 2021

Assured that store inventory remained stocked. Maintained clear aisles for a neat and safe shopping experience. Engaged with and assisted customers as needed. Selected to train new staff based on my own skills.

Emphasize the real strengths and skills you have demonstrated. A career coach can help you brainstorm these and put them into writing, or you can enlist a friend or family member to play the role of coach: your friend should ask you questions about your job experience that lead you to describe your specific job functions and responsibilities in general terms (as opposed to job-specific terms) and determine which of these can translate into transferable skills for your resume.

1c. Education

Like work experience, education is organized on your resume in reverse chronological order with the most recent degree, diploma, or certificate listed first. You should usually include the date you finished (or dates you attended) each program as well as the location, if it is not evident from the name of the institution. If you have not yet graduated, you can put the year you plan to graduate and “(Expected)”. Your education will rarely include high school once you have a college degree. As with work experience, you can add bullet points with details about accomplishments. For example, if you did not major in the field you are applying for work, you can emphasize coursework that was applicable.

 EXAMPLE Associate’s Degree in Business, Milwaukee Community College, May 2021

3.8 grade point average. Coursework included Introduction to Marketing, Business Communication, and Principles of Management.

Whether you put Education or Work History first on your resume depends upon the job you are applying for and the job you are applying for. For example, if it’s an entry level position with a Bachelor’s degree as a requirement, you would put education first. If the job description wants 3-5 years of experience, you would want to put that first.

1d. Special Skills

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In some cases, specific technical skills may be more important than when and how you attained them. For example, if you’re applying for jobs as a computer programmer, the most important category would usually be the list of programming languages you’ve mastered. Other job openings might have you emphasizing software, hardware, or machines you can operate, or technical processes you know well. You may change the title of this section to match, such as “Technical Skills,” or “Programming Expertise.” This would then be listed first, before even work history or education, though these would ideally demonstrate your expertise as well. This would make your resume functional, instead of chronological.

 HINT

Some “soft skills” phrases, like “self-starter” and “excellent communicator,” appear on so many resumes

employers will barely notice them. While employers are certainly looking for self-starters and excellent

communicators, this is better demonstrated through your work history and explained in your cover letter

or interview.

1e. Training and Certification

As with special skills, specific (and up-to-date) training and certifications may be more important than work history for some jobs and may appear at the top. This is especially true if the licensure is a legal requirement for the job, such as for many jobs in accounting, nursing, and teaching. As with education, you would list the license or certificate followed by the certifying body, the location if otherwise unclear, and the date you received it.

You may combine sections under a title like Education and Licensure or Education and Training.

1f. Volunteer Experience/Other Activities

One of the bigger questions about compiling a resume is how much to include accomplishments outside of professional (i.e., paid) work. The answer depends on how much work experience you have, and how related your experience is to the job. For example, a teacher seeking their first job may not have any direct professional experience, but extensive experience with youth as a volunteer mentor could make the difference in proving their skills at working with children.

Volunteering and hobbies should not take up valuable space on your resume if you have a robust work history, unless they are relevant for the roles you are seeking. However, if you have some room to spare, there are two good reasons you might include this information: either because you can make the argument that it demonstrates transferable skills, or because you are hoping to sound interesting and connect with employers as people.

 EXAMPLE Being a regular volunteer at the cat sanctuary (as noble as it is) may not make much of a

difference if you’re applying for a job that isn’t related in any way to animals or nonprofit work. But if

your role involved managing other volunteers, keeping track of the cat food supply, or soliciting

donations, there are many jobs where this could be relevant experience, even if they don’t involve

cats at all.

Be careful when including hobbies solely to sound interesting, as this can backfire! If you do include a brief mention of hobbies, make sure they are activities that you can discuss passionately and engagingly; if your interviewer asks about your marathon running, you should be ready to describe how the strict training regimen keeps you focused and goal-oriented, or how you run to raise money for a cause you care about. Running in and of itself is not interesting except to other runners, but the reasons someone may care about it can be very interesting, and the same applies for most hobbies.

The truth is that you just never know how some information will affect your chances. It might make a

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connection to someone on the hiring committee with the same passions, or—such as if the volunteering or hobby is related to politics or religion—it might color their perceptions of you in ways that are not favorable.

⭐ BIG IDEA

Always prioritize paid work, education, and skills on your resume, but if you have space to spare, you

might mention volunteering or hobbies if you can explain how they show aspects of your character or skill

set, if you can talk about them in a way that will make others interested and not bored, and if they are

unlikely to be divisive.

1g. References

References may be required in the application, although it is rare for organizations to contact references until late in the process when they are on the verge of making an offer. The usual practice is to have your references in a second document ready to upload or send upon request. While your resume may say “References available upon request,” this is widely understood and does not need to be stated.

As a general rule, you should plan to have two different types of references—character references and professional references. Character references are sourced from people who know you very well, usually for many years, and can speak to who you are as a person. This is why we call them “character” references. These are people who can attest to the nature of your character. It is okay to use personal friends or friends of your family for character references, although it is generally not a good idea to include direct family members as they may not be perceived as impartial.

Professional references are from those you have worked for in the past. Good professional references do not have to be from similar types of work you are applying for. In most cases, anyone that you have worked for can work well as a professional reference (although someone in an industry or field you are applying for would be even better). Typically, professional references will be asked to comment on your work ethic, reliability, and how well you work with others. So pick professional references who know what kind of worker you are; someone whom they would like to hire again, given the opportunity.

If you are a recent graduate, you may also wish to add a third type of reference—an academic reference. This is normally a former teacher or professor who had you as a student. Academic references are typically used for entry-level positions or other academic jobs. As one gains professional experience, the utility of academic references loses value and professional references, as well as character references, become much more relevant.

2. Targeted Resumes

While the general resume is a good starting point, the conventional wisdom in the 21st Century is to make each resume “match” the job description by echoing the specific requirements of the job. As always, this doesn’t mean lying, but it may mean making slight changes to the words in your resume. For example, if a job description asks for “three to five years of supervisory experience,” you may change a line in your resume stating that you “managed staff” to say “supervised staff.” Why? Because some companies now have computers do the initial cut of resumes, performing scans of resumes and searching for keywords. Even if humans are doing the scanning, you want to make sure they catch the key qualifications they are looking for.

 HINT

Keep the job listing open and accessible as you prepare your resume and cover letter and refer back to it

frequently. Note that bookmarking the position in your web browser will get you through the resume and

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cover letter stages, but it may not be available once you are invited to interview, so you may want to copy

the text of the job listing into a document on your computer for later reference.

2a. Applicant Tracking System (ATS)

We’ve stressed the importance of customizing your resume for every job you apply to. Here’s another reason why that’s so important. It’s estimated that over 80% of large employers use an Applicant Tracking System (ATS) to sort and filter the large number of applications they receive. To make it through the filter, you must clearly show that you have the skills and qualifications for the position.

An ATS will generally scan your experience section, evaluate your years of experience, and search for keywords throughout your resume.

No ATS processes are identical, but here are a few tips to keep in mind:

Format your resume appropriately.

Customize your resume to include keywords from the job posting in your bullet points. Use the exact

same language to ensure the ATS recognizes the keywords.

 EXAMPLE If the job posting requires candidates to have skills in “building relationships,” your

resume should use the exact phrase “building relationships” instead of “build relationships.”

Ensure that you show how you meet the qualifications for the position. You may have to list bullet points

with the same skills under multiple positions to show that you have the years of experience required for

the job.

Try using Jobscan to scan your resume. After you upload your resume and the job posting, Jobscan will

analyze your resume and give you a score to help you see how well you’ve tailored your resume to the

role.

 HINT

Remember, you’re creating your resume for two audiences: the ATS and the hiring manager. You need to

make sure your resume works for both.

⭐ BIG IDEA

You could spend a lot of time trying to tweak and improve your resume to beat the ATS. To be even more

effective in your job search, we highly recommend networking with individuals at the organization, in

addition to applying to open positions. This strategy can help get your resume reviewed by the hiring

manager, rather than relying solely on the ATS to flag your application.

2b. Keywords

Make sure you are using the keywords that are listed in the job description. Many resumes are never delivered to a company because the resumes didn’t include the right keywords. Below are keywords that often appear in resumes across different industries. Remember, you should always check to see how the job description you are applying for uses these keywords!

Industry Common Keywords

Business, Finance, and Law analyze data, budget management, GAAP, invoicing, etc.

Customer Service, Retail, Human Resources, client relationships, hospitality, PeopleSoft, talent

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Tourism acquisition, etc.

Education biology, counseling, program development, recruiting, etc.

Health Care, Medicine FDA, nursing, on-call, public health, etc.

Information Technology, Computer Science algorithms, C++, frameworks, SQL server, etc.

Manufacturing, Transportation distribution, fabrication, inventory, SolidWorks, etc.

Marketing, Media, Publishing, Graphic Design Adobe, branding, CRM, project delivery, etc.

⭐ BIG IDEA

Visit Jobscan for more examples of keywords, along with other tips on how to use keywords.

3. Special Circumstances

Many people may have issues in their work history that make writing a resume especially hard. The most common are long absences from the workforce, either because of raising children or unplanned/unwanted unemployment. While an unexplained absence might make potential employers curious, it is important to be truthful in your resume. You can address any questions that come up in the interview. Another common issue is a checkered work history, for example having several jobs in a short timespan, or a job that didn’t work out and which you cannot use as a reference. As with an absence from the workforce, you can use the interview to address this if the question arises.

 TRY IT

Either begin writing or revising a resume that has at least your most recent job and highest level of

education. Be sure to write bullet points under the job description that use action verbs to show the

transferable skills you’ve demonstrated in that position. You can find a list of verbs here.

In this lesson, you learned about how to build a resume that helps you introduce yourself to potential

employers. After resume basics, you learned about the key sections on most resumes: a personal

statement, work experience, education, special skills, training and certification, and volunteer

experience/other activities. You also learned about listing references, which may be included on a

resume but are more often sent separately. You learned how to create a targeted resume by using

the same words and phrases in a description when you apply for a job, and how to treat special

circumstances that create gaps in your resume’s timeline.

Source: This content has been adapted from Lumen Learning’s “Business Communication Skills for Managers”. Access for free at https://courses.lumenlearning.com/wm-businesscommunicationmgrs/

SUMMARY

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  • Resumes
    • 1. Resume Basics
      • 1a. Personal Statement
      • 1b. Work Experience
      • 1c. Education
      • 1d. Special Skills
      • 1e. Training and Certification
      • 1f. Volunteer Experience/Other Activities
      • 1g. References
    • 2. Targeted Resumes
      • 2a. Applicant Tracking System (ATS)
      • 2b. Keywords
    • 3. Special Circumstances

,

Raymond D. Allen

415 Camelot Court Milwaukee, WI 53201 617-866-4924 [email protected] 

Objective

An entry-level position in management with potential for growth and professional development

Education

Associate’s Degree in Business, Milwaukee Community College, May 2022

· 3.8 grade point average

· Coursework included Introduction to Marketing, Business Communication, and Principles of Management

Professional Associations

Future Entrepreneurs, 2018-Present

· Chapter Coordinator of Recruitment, Southeast Wisconsin, 2020-Present

· Session Panelist at Regional Conference, Chicago, 2022

Employment History

Inventory Associate, Rite-Aid, Milwaukee Wisconsin, May 2018- June 2021 

Assured that store inventory remained stocked

Maintained clear aisles for a neat and safe shopping experience


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Imagine that you have been asked to give a five-minute oral presentation at the next staff meeting. The purpose is to teach your colleagues some strategy or technique for better com


 

Unit 4 Touchstone: Oral Presentation

ASSIGNMENT: Imagine that you have been asked to give a five-minute oral presentation at the next staff meeting. The purpose is to teach your colleagues some strategy or technique for better communication. Feel free to draw on the content you have already learned in this class!

Since you will not be able to share a screen, it is recommended that you do not try to teach people how to use a technology, but some other best practice. You may do something related to technology, as long as you do not need to do a demonstration. Use of visual aids is optional and will not be assessed directly.

Example topics could be:

  • Humor at work: what’s appropriate and what’s not
  • How to soothe an angry customer on the phone
  • How to give constructive criticism in person
  • Advice for professional emails

These are some suggestions, but you can select any topic that is related to workplace communication and which can be explained in five minutes.

Don’t be daunted by the time limit. That’s as long as ten television commercials, which usually tell a story and make a pitch in 30 seconds!

Before you begin you may want to review the content on Organizing Presentations and Delivering Presentations.



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It is difficult to know how to handle organizational conflict. When you hear the word conflict,?? you might think about people arguing and creating an unpleasant work environment. H


 

It is difficult to know how to handle organizational conflict. When you hear the word “conflict,” you might think about people arguing and creating an unpleasant work environment. However, sometimes conflict can be healthy when it comes from recognizing disagreement and differences as symptoms of a deeper organizational problem that can be addressed. A degree of conflict is vital to group success in order to avoid groupthink and to generate more innovative ideas among members of a group, who may have diverse opinions and points of view.

Review the case study below and apply your learning to answer the questions for this assignment.

Touchstone 2: Managing Organizational Conflict

SCENARIO: An insurance company executive and her managers have been challenged by their company to increase the productivity of their 100 customer service associates. The associates are very diverse in all respects, including cultural background and languages spoken. The executive observes associates mingling during work hours and is concerned they are under-performing as a result. She makes a unilateral decision to have associates log their time on each call so they are more accountable for their time. Associates complain that this new tracking system takes time from their schedule, making them less productive. After a few months, morale and productivity are lower, and tensions are high due to the tracking system. The insurance executive hires you as an independent management consultant to analyze the situation and recommend solutions, including helping the stakeholders decide if the tracking system should remain in place. Note that it is not your job to make this decision but to facilitate an agreement supported by all or most of the organization.

ASSIGNMENT: Use the best practices for managing and moderating conflict in the workplace that you’ve learned in Unit 2 to address this scenario. The insurance executive has hired you as an independent management consultant to analyze the situation and recommend solutions, including whether the tracking system should remain in place.

To complete the assignment, download the response template and answer the following questions in 5-7 sentences each. You will return the completed template as your Touchstone submission.

 ASSIGMENT QUESTIONS:

  1. What decision-making approach will you recommend the executive take for achieving the best decision on whether to keep this tracking system in place and for obtaining cooperation from the customer service associates? Why do you think this method is best? (See tutorial 2.3.3 “Building Consensus”).
  2. You recommend that the executive and managers meet with their customer service associates to better connect with them and create empathy as a key step toward resolving the conflict. What advice would you give to the executives and managers to facilitate such a meeting? What advice would you give to customer service associates? (See tutorials 1.3.1 “Listening”, 1.3.2 “Business Meetings”, and 2.3.2 “Managing Conflict”)
  3. To accommodate their customers, the company employs a number of native speakers of Spanish, Russian, and other languages. In your recommendation about this tracking system issue, how will you ensure the meeting feels inclusive and equitable to these staff members? (See tutorials 2.2.4 “Advantages and Challenges of Diversity and Inclusion”, and 2.2.5 “Strategies for Inclusive Communication.”)
  4. Can you identify how this organization’s conflict might result in improvements to its internal processes and productivity? Can you explain some possible benefits of such improvements to the larger organization? (See tutorials 2.3.2 “Managing Conflict” and 2.3.3 “Building Consensus”).

Page 1

Business Communication – Touchstone 1 (Unit 2)

Type Your Name Here

Business Communication

Date here

Using what you have learned about business communication through Unit 2, respond to the following questions in response to the scenario. For each question, you should write a paragraph-length response (5–7 sentences) to receive credit for this assignment. You may use your Sophia tutorials as a resource.

Question 1: What decision-making approach will you recommend the executive take for achieving the best decision on whether to keep this tracking system in place and for obtaining cooperation from the customer service associates? Why do you think this method is best?

Question 2: You recommend that the executive and managers meet with their customer service associates to better connect with them and create empathy as a key step toward resolving the conflict. What advice would you give to the executives and managers to facilitate such a meeting? What advice would you give to customer service associates?

Question 3: To accommodate their customers, the company employs a number of native speakers of Spanish, Russian, and other languages. In your recommendation about this tracking system issue, how will you assure the meeting feels inclusive and equitable to these staff members? 

 

Question 4: Can you identify how this organization’s conflict might result in improvements to its internal processes and productivity? Can you explain some possible benefits of such improvements to the larger organization?

image2.png

,

Building Consensus by Sophia

In this lesson, you will learn about building consensus, helping groups come to a mutual decision. In

particular, you will learn about:

1. Decision Making Theory

2. Decision Making Process

1. Decision Making Theory

In the last unit, you learned that diverse groups create better outcomes than individuals. When individuals come with a multitude of skills and experiences, their work often leads to more creative and better considered decisions. A diverse team also brings a range of perspectives that can better address a diverse world.

There are other benefits to teamwork. Working and celebrating successes as a team leads to higher morale. When people are involved in decision making, they have a better understanding of decisions and more investment in the outcome. These are some of the reasons teams are used in the workplace.

However, the very thing that gives a team its strength—diverse backgrounds and opinions—can make it difficult to reach consensus. Recall the example of a diverse team of healthcare professionals developing a curriculum; in that example the conflicting priorities of each team member made it difficult to move forward on the bigger goals. Such difficulty reaching consensus might not result in open conflict, but can result in indecision and an inability to move forward in any direction. This makes consensus building more complicated than conflict resolution. You don’t just have to get everyone to agree to a compromise, but get them enthusiastic about the same plan. Delivering into the science of decision making can help explain how to be a better decision maker.

Alan Rowe and James Boulgarides researched decision making from a managerial perspective, and released a highly-influential article (1987) and book (1994) on the topic. While it is one of many models, it is a useful one for thinking about decision making in the specific context of your own team.

The Rowe and Boulgarides Decision Style Theory begins with a look at how each person makes decisions based on two continuums. The first is tolerance for uncertainty. Those with higher tolerance for uncertainty are willing to suspend making decisions; those with lower tolerance for uncertainty want the matter to be decided. The other continuum is between logical and social approaches to decision making. The analytical approach looks for evidence, while the social approach will look to satisfy the most people.

Say some friends are planning to dine out. As they consider restaurants, Annie asks about parking, traffic,

WHAT’S COVERED

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reservations for large groups, and other logistical considerations. Connie is exasperated by Annie’s questions and says, “Who cares? Let’s just go downtown and see what looks good!” Djamila doesn’t like that suggestion, but is also impatient with Annie’s questions.

“Can’t someone just pick the place?” she asks.

“I don’t care where we eat either, I just want to stop arguing!” Brenda says. In the terminology of decision style theory, each friend represents different points on the two continuums. Rowe and Boulgarides drew this as a quadrant with four general categories for how people come to decisions.

Logical Social

High tolerance for uncertainty Analytical Conceptual

Low tolerance for uncertainty Directive Behavioral

Annie is analytical. She is the one looking at menus, prices, parking, and peak hours to make sure the

group doesn’t face any long waits, that everybody’s dietary needs are met, etc. She doesn’t feel pressure

to make a decision, and would rather the best decision be made.

Djamila is directive. She wishes somebody would take charge and name the restaurant without all the

discussion. She wants it to be a good choice, of course, but doesn’t need to process all the available

information the way Annie does.

Connie is conceptual. She is open minded about the restaurant, doesn’t feel any urgency to make a

decision, and may seem indifferent because she can roll with whatever decision is made. If anything, she

might be reluctant to settle on a decision because she wants to try something new. She might drive

Djamila crazy by suggesting new restaurants even after it seems the matter has been decided.

Brenda is behavioral. She is most concerned about everybody being happy with the decision, so they can

have fun as a group. She is thinking less about the food than the way everybody feels when they get

there. Knowing one person might be dissatisfied will make her dissatisfied.

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Understanding the range of personalities and how they respond to decisions can help explain why something simple like deciding where to go for dinner can be so difficult. It’s not just that members of the group have different opinions; it’s that they have different approaches to making decisions.

However, it’s important to remember that these are continuums, not absolutes. In fact, maybe a fifth friend is right smack in the middle of both continuums and trying to help the others come to a consensus. She knows about decision theory and how to meet the needs of each person.

Assuring Annie that the restaurant they pick will take reservations and have reasonable prices, even if

she can’t promise parking will be a cinch. This meets her need to have some of the logistical questions

answered.

Asking Djamila if she can make the reservation, meeting her need to be in charge.

Taking one of Connie’s suggestions of new restaurants, filling her need to try new things.

Maintaining a positive and upbeat attitude, fulfilling Brenda’s need for everyone to get along.

While not all decisions will be resolved this easily, you can become skilled at building consensus by

identifying what each person needs and trying to meet that need, whether it’s having key information, the

feeling of responsibility and ownership, the opportunity to explore possibilities, or a feeling of group buy-in.

 BIG IDEA

It is easier to build consensus when each member of the group understands what each other person

needs and is committed to meeting those needs.

 TERMS TO KNOW

Analytical

A person who looks to data to inform decisions, and is comfortable with uncertainty. Analytical

thinkers like to have information available and evidence supporting the decision.

Directive

A person who looks to leaders to make firm decisions. Directive people often want to be a part of

the process.

Conceptual

A person who is focused on new experiences, and may prefer the decision be left unmade so

there are more possibilities. Conceptual people can get behind a decision if it promises new

experiences.

Behavioral

A person who looks to the group to come to consensus and puts group satisfaction over personal

preference. A behavioral person wants to be assured that everyone is amenable to the decision.

2. Decision Making Process

Knowing about decision making theory can help meet the needs of individuals for consensus building, but may not be enough for complex decisions, or processes that involve several decisions. Fortunately, there are group decision-making mechanics aligned to the model above.

First, having a structured decision making process in and of itself gives a feeling of fairness and order. If

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decisions are made without an established process, it may feel to some that some decisions are being rushed into or forced upon them.

Let’s look at four common ways of making decisions in groups. On the left side are those methods that require maximum group involvement (consensus and voting). This side is better aligned to the Conceptual and Behavioral styles. On the right are those methods that use the least amount of input from all members (compromise and authority rule).

Consensus is the ideal process, meaning that ultimately everybody supports the decision. While not all members may support the decision equally, they all do agree to carry it out. If you’ve ever served on a jury, you might know how difficult it can be to reach consensus. Especially in the U.S., people put great value on individual voices and personal opinions. It may be easier for some people to simply be outvoted or overruled than to be pressured into going along with a decision. To reach consensus group members must listen carefully to other opinions and be willing to change their mind.

 EXAMPLE An organization is adopting a new conduct policy that covers a range of potential

issues from a dress code to preventing unwanted employee behaviors. Because the entire staff will

have to adhere to the policy, it is especially important for everyone to agree to it before it becomes

officially adopted.

Even though this style of decision making has many advantages, it has its limitations as well—it requires a great deal of creativity, trust, communication, and time on the part of all group members. It may be difficult to make the time or find a time for everyone to participate.

 HINT

One way to reach consensus in a large group is to have a process in place that gives people a chance to

brainstorm and consider the example above. They may first invite all staff to name their biggest concerns

about the current work environment and propose solutions. These can be collected in a single web page

where people can view and vote on each proposed policy change. Administrators can gather and

disseminate the most agreed upon policies to begin the discussion.

When groups have a hard time reaching consensus, they may opt for the next strategy, which does not require unanimous agreement. This is letting the majority rule. In the U.S. and many other countries great value is put on the simple principle that you put a question to a vote. In most cases this can simply be “half the people plus one,” though some situations may require a two-thirds majority or another number that shows broader support. In most cases voting feels fair, even if not everyone agrees with the decision. It can be effective if consensus can’t be reached and the decision needs to be made.

 EXAMPLE A gardening center has to relocate to a bigger location, and the owners want staff buy-

in instead of simply deciding on a new site. Two sites are proposed, one close to the old site and big

enough for their current needs but with minimal room for further expansion. The other is further away

and has much more room for growth. There are pros and cons to both locations, and the staff has

discussed it at length and simply can’t come to consensus. But everybody does agree that they need

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to make the choice, and also agree that whatever the site, they will give their best effort to making the

store successful. In this situation a vote will put the matter to rest.

The downside of majority rule is that while the minority may agree that the process was fair, they will not have the same investment in the decision. Moreover, regularly voting on decisions may silence minority opinions. Perhaps most seriously, letting the majority rule can cancel out the advantages of diversity or allow the majority to ignore the rights and concerns of the minority.

 EXAMPLE An organization will vote on a new health care plan. One plan has higher employee

contributions but better benefits. The other plan has a lower employee contribution but higher out-of-

pocket costs for doctor visits and prescriptions. A majority of staff are healthy, and prefer the cheaper

plan, but the staff with chronic health conditions, or dependents with chronic health conditions, will be

severely impacted.

Both consensus and voting may include compromise to reach unanimous or majority agreement. This method often carries a positive connotation because it is perceived as fair since each member gives up something, as well as gaining something. However, compromise might also mean that nobody is really happy or excited about the decision.

 EXAMPLE An office building wants to make better use of its space for staff amenities. Staff have a

lot of ideas on how to use the space. Some propose a workout room, others want a quieter space for

yoga and meditation. Yet others simply want a comfortable place to spend their breaks. The company

proposes a compromise, a flexible space with some exercise equipment, yoga mats, and a corner with

comfortable chairs, and reaches consensus. In the end, the environment is too mixed for it to be useful

to anyone.

The next decision method on the spectrum is minority rule. The prospect of minority rule may feel at odds with the American way of life, but is actually the most common way decisions are made in organizations, whether they are public or private, for-profit or non-profit. An executive committee, board of directors, or other panel usually makes or approves major decisions. Ideally, these groups have representation from across stakeholder groups, are diverse, and comprise people who are both experts and highly ethical.

 EXAMPLE An organization facing budget shortfalls needs to lay off workers. In this unfortunate

situation, it is unlikely that consensus will be reached, or that majority rule will lead to fair outcomes. In

this case, minority rule of organizational leaders may be the best solution. However, as this group is

likely to have high-ranking leaders, they may also simply protect their own interests and come to a

compromised solution that doesn’t look at the best way to shore up the long-term needs of the

organization. The fairness and long-term impact on the organization depends on the decision makers

having a reasoned discussion, listening to one another, and considering the interests of all. It is a case

where transparency and accountability are of utmost importance to maintain trust within the

organization.

At the far right of the continuum is authority rule, where the leader of an organization makes decisions. This may be necessary when quick decisions have to be made, such as in an emergency situation, or in situations where even a minority group cannot come to agreement. It might also be done when the leader of an organization wants to take sole responsibility for a controversial decision. In most cases, and certainly in successful cases, the decision is still preceded with extensive discussion and participation, but ultimately left to one person. Having an authority rule requires a lot of trust in the decision maker.

 EXAMPLE While juries are one of the best-known examples of consensus, the courtroom also

provides a classic example of the other end of the spectrum. The judge has authority over the trial and

the courtroom, and will make several decisions about the process when there is no time for

deliberation, such as what can be admissible evidence, when to censure a lawyer or other participant

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for their behavior, and even when to take breaks. The judge at a criminal trial will determine the

sentence if the defendant is found guilty. The trust in a judge’s legal expertise and lack of material

interest in the trials they preside over is paramount to the judicial system working; if the public loses

trust in the judge’s impartiality or legal expertise, the system fails. Similarly, any situation in which an

authority rules requires confidence that they want the best decision for the organization, and that they

follow a transparent and fair process. It also presumes that the authority will seek the advice of experts

to guide their decisions.

As you might guess, the Directive decision-making style will lean toward the authoritative model, with a trusted leader making firm decisions, while the Behavioral style will want consensus. The Analytical style would prefer minority rule, provided that the minority here represents a group of informed experts. The Conceptual decision maker will lean toward majority rule, which balances the need for a quicker decision with the most buy-in. Whichever decision style is most dominant in your group may determine the ideal way to make decisions.

However, the best decision making processes will also depend on the context. There is not a “one way fits all” approach to making group decisions. When you find yourself in a task or decision-making group, you should consider taking stock of the task at hand before deciding as a group the best ways to proceed.

 HINT

One way to make all decisions feel fair to a group is to have an appropriate amount of discussion

beforehand with multiple points of view represented. Another way is to have consensus on the process

itself, if not on the ultimate decision. For example, while your group may be unable to agree on a direct

decision, they may be agreed on “putting it to a vote,” or entrusting the decision to one or more

respected leaders in the group.

 TERMS TO KNOW

Consensus

Everybody in the group has a voice and agrees to the decision. Some situations require

consensus for a decision to be successful, when individual buy-in is necessary.

Majority Rule

A question is put to a vote and whichever decision gets the most votes prevails. Majority rule feels

fair to most people and can be useful when consensus can’t be reached.

Minority Rule

A select group of people – usually experts and leaders – makes a decision on behalf of the group.

This is necessary when consensus cannot be reached and voting is unlikely to lead to the best

decision.

Authoritative

A single person makes a decision, often for sole accountability. Even in authoritative models,

decisions should follow discussion where all voices are heard.

In this lesson, you learned about decision-making theory and some of the more common decision-

making styles. Everyone has a somewhat different approach to making decisions, often based on

their tolerance for uncertainty and their degree of logical versus social orientation. You also learned

SUMMARY

© 2022 SOPHIA Learning, LLC. SOPHIA is a registered trademark of SOPHIA Learning, LLC. Page 6

about different kinds of decision-making process. Decision-making in groups falls along a continuum

from consensus to authoritative, with the process depending on both decision styles of the members

of the group and the context of the decision itself.

Source: This content has been adapted from Lumen Learning’s “Business Communication Skills for Managers”. Access for free at https://courses.lumenlearning.com/wm-businesscommunicationmgrs/

Analytical

A person who looks to data to inform decisions, and is comfortable with uncertainty. Analytical thinkers

like to have information available and evidence supporting the decision.

Authoritative

A single person makes a decision, often for sole accountability. Even in authoritative models, decisions

should follow discussion where all voices are heard.

Behavioral

A person who looks to the group to come to consensus and puts group satisfaction over personal

preference. A behavioral person wants to be assured that everyone is amenable to the decision.

Conceptual

A person who is focused on new experiences, and may prefer the decision be left unmade so there are

more possibilities. Conceptual people can get behind a decision if it promises new experiences.

Consensus

Everybody in the group has a voice and agrees to the decision. Some situations require consensus for a

decision to be successful, when individual buy-in is necessary.

Directive

A person who looks to leaders to make firm decisions. Directive people often want to be a part of the

process.

Majority Rule

A question is put to a vote and whichever decision gets the most votes prevails. Majority rule feels fair to

most people and can be useful when consensus can’t be reached.

Minority Rule

A select group of people – usually experts and leaders – makes a decision on behalf of the group. This

is necessary when consensus cannot be reached and voting is unlikely to lead to the best decision.

TERMS TO KNOW

© 2022 SOPHIA Learning, LLC. SOPHIA is a registered trademark of SOPHIA Learning, LLC. Page 7

  • Building Consensus
    • 1. Decision Making Theory
    • 2. Decision Making Process

,

Listening by Sophia

Listening is at least half of communication, but doesn’t get as much attention as a skill you can

develop as writing and speaking. In this lesson, you will learn about the importance of listening

and the skill of active listening, including:

1. Active Listening

2. Speaking for Active Listening

1. Active Listening

How many times have you wanted to talk about a subject very important to you only to find that the people you’re talking to aren’t really listening? They may look like they’re listening, but they’re not paying attention at all. Perhaps you’ve given a presentation at work or at school and noticed half the audience are whispering to one another or playing on their phones. Frustrating, isn’t it?

How about being on the flip side? How often do you spend a conversation so eager to share your ideas that you completely stop listening to the person who’s talking? Perhaps you even allow yourself to get distracted by your devices while someone is talking to you. What information and connections have you missed while poorly listening?

 BRAINSTORM

Make a list of all the ways you can tell if people are, or are not, listening.

Communication isn’t just about talking: it’s about listening. As you saw in the social communication model, effective communication only happens when all parties are engaged in uncovering and understanding the meaning behind the words. Though a person may be described as “a great communicator,” because they can speak persuasively or compose an impressive sentence, the best communicators are also good listeners.

 HINT

Remember that the first guideline of effective communication is knowing your audience, and there’s no

better way to do this than simply listening!

However, listening is more than sitting still and paying attention. In fact, listening is a skill you develop, just like public speaking or writing. The best practices for communicating as a listener are often grouped under the term active listening. This term refers to a set of learned skills that help other people communicate with you and feel heard.

WHAT’S COVERED

© 2022 SOPHIA Learning, LLC. SOPHIA is a registered trademark of SOPHIA Learning, LLC. Page 1

During active listening, listeners give feedback to the speaker, confirming an understanding of what the speaker has said by asking questions and making clarifying statements. Rather than focusing on what they want to say once it’s their turn to speak or allowing themselves to be distracted, listeners reassure the speaker that they’re interested in the subject matter and want to completely understand the point the speaker is trying to make. It’s the ultimate way of making a fellow participant feel valued in the conversation.

Here are some key skills you should master in order to be an active listener:

1. Pay close attention and paraphrase to ensure understanding: If you can step into the conversation by

saying, “So let me see if I understand this correctly. What you’re saying is….” then you’re practicing active

listening. If you’re saying, “Uh-huh, uh-huh,” but not recapping a set of statements, then you are listening

passively. It is more likely that you will misunderstand or miss something and less likely you will remember

© 2022 SOPHIA Learning, LLC. SOPHIA is a registered trademark of SOPHIA Learning, LLC. Page 2

it later.

2. Ask open-ended questions: These questions can encourage the speaker to elaborate on a point, rather

than forcing them to say yes or no. This elaboration can also help you understand better what the

speaker is trying to communicate. Prompts like “Can you say more about that?” or “What did you do

next?” will clue the speaker as to which aspects of their speech are most interesting to you, or where

they need to elaborate for clarity.

3. Give good nonverbal cues: Make eye contact, lean in while the speaker is talking, and don’t let your gaze

drift away. If you’re leaning back in a chair or reading what’s on your co


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