A Beginners Guide to Business Etiquette

Technical Report

By: Courtney J. Skemp

A Beginners Guide to Business Etiquette

Technical Report By: Courtney J. Skemp

Table of Contents
Introduction..3 Instructional Goal......4 Instructional Analysis.....5 Audience and Context Analysis....6 Performance Objectives.12 Criterion-Referenced Test Items....13 Instructional Strategy.16 Media Selection Rationale..30 Formative Evaluation...31
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Introduction
Why make this module?
As more and more young people enter the workforce, it is important that they understand the ins and outs of the professional world. Having a basic understanding of business etiquette concepts will put students ahead of the pack in an increasingly competitive job market. This module is designed to supplement content from an Introduction to Business textbook designed for ninth grade students.

How?
First, this module will be practical and useful. The Introduction to Business textbook that this module supplements lacks information that was deemed useful by the instructor. This module helps to present that information in an easy to understand and humorous way. Second, this module is written from a young business professionals perspective, making it more interesting to read than something written by a textbook company. It also makes the information more relevant because it is current. Thirdly, this module will be well organized. Each area of the five basic elements of business etiquette is addressed clearly and concisely. After each section, the information is tested to gauge retention.

About the Author

Miss Courtney J. Skemp graduated from Edinboro University of Pennsylvania in May of 2007 with a B.S. in Business and a minor in Economics. During college and four years after, Courtney worked as a server, bartender, and then franchise trainer for Quaker Steak and Lube. While franchise training, Courtney discovered her love for teaching others, which led her to the decision to continue her education further. In the spring of 2011, Courtney began working on her Masters in Education and her BCIT (Business, Computer, and Information Technology) K12 certification at Indiana University of Pennsylvania. Upon completion of her degree, Courtney plans on teaching secondary business education classes in either Pittsburgh, PA or Charlotte, NC.

Instructional Goal
The learner will be able to summarize the four basic areas of business etiquette. This defuzzed goal is categorized in the verbal domain. The learner, a young professional, will need to state and explain (summarize) the four basic areas of business etiquetteverbal/written communication, body language/ gestures, dress/appearance, and business meeting conduct. The learner is to simply store this information in their memory during the instruction and remember it when it is needed for some related task.

Instructional Analysis

Audience and Context Analysis

Information Categories
1. Entry Behaviors2. Prior Knowledge-

Learner Characteristics
The young professional (student) must be able to read at a grade 9 reading level. The young professional should have a basic level of knowledge about the introductory elements of business, as learned from the text Introduction to Business, a business textbook for grade 9 students. This self instructional module will be given to the students as a supplement during Unit 7 of the text, Career Planning in a Global Economy. The students attitude toward the content should be a positive one, as the class where this information is presented is an elective course. Students with interest in learning about business have chosen to take this class in lieu of other elective courses. Students at the grade 9 level, usually around the ages of 14-15, may not yet have the self-discipline required to complete a self instructional module on their own time without any instructor involvement. This means that their attitude towards the delivery system may not be the most positive one. However, there may be many students who enjoy working independently and on their own time, and will embrace the idea of the self instructional module as a means of learning the information.

Learner Analysis
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3. Attitude Toward Content-

4. Attitudes Toward Potential Delivery System-

Audience and Context Analysis

Information Categories
5. Motivation for Instruction (ARCS)-

Learner Characteristics
Using the ARCS model, the instructional designer will determine how much motivation and interest there is for learning the given topic. Because the students have chosen to take the class where this information will be taught, the motivation and interest level will be greater than if the students we simply forced to learn the information. The appropriate questions will be asked by a test group to gauge interest. The designer will make sure to increase motivation and interest for the students by showing them how the information is relevant to them. Attention will be gained initially by using a humorous story. The young business professional will understand the relevance of learning the four basic areas of business etiquette because of the humorous and embarrassing events that took place in this personal story. Those events could have been avoided if the author had a better understanding of business etiquette. Confidence will be instilled in the learner since formatting of the instruction will be userfriendly and challenging enough for grade 9 students, and there will be positive feedback given at the end of cluster. Satisfaction will be sustained when the students complete the module and have a better understanding of the four basic areas of business etiquette so that they can avoid social faux pas in the workplace.

Learner Analysis
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Audience and Context Analysis

Information Categories
6. Education and Ability Level-

Learner Characteristics
The education and ability level would be that of any student who has successfully completed grade 8 according to Pennsylvania standards and completed the first six units of the Introduction to Business class. The general learning preferences of the students at this grade level are most likely lecture/discussion mixed with group activities. The students have had some experience with independent study, but are more accustomed to the aforementioned learning approaches. This self instructional module will be a great stepping stone for preparing students for more independent learning, something they will do later on in high school and in high education.

Learner Analysis

7. General Learning Preferences-

8. Attitudes Toward Training Organization-

Although some students may not like school, generally speaking most students will have a positive attitude toward high school as a learning environment. Regardless of how they feel about it, children are required to be there by law until the age of 18 or with parental consent, where they can drop out if they choose.

Audience and Context Analysis

Information Categories
9. Group Characteristics

Learner Characteristics
As a group, students in grade 9 are all in similar stages of adolescence. Socially, they want intimacy, respect, adult-like leadership roles and are able to commit to things and follow through with them. Intellectually, they are mastering their abstract thinking, enjoy demonstrating their acquired knowledge, are creating new possibilities from information around them and they grow impatient with meaningless activity. It is important to keep children of this age actively engaged and keep the information relevant so learning can occur.

Learner Analysis
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Audience and Context Analysis

Information Categories Performance Site Characteristics
NA

Performance Context Analysis

1. Managerial Supervisory Support-

2. Physical Aspects of the Site-

NA

3. Social Aspects of the Site-

NA

4. Relevance of Skills At Site-

NA

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Audience and Context Analysis

Information Categories
1. Number/ Nature of Sites-

Learning Site Characteristics

The students will be completing the selfinstruction module on their own time while learning the information of unit 7 in the Introduction to Business textbook. The students will be responsible for completing the module, whether they do it outside of school (home, library) or inside school during free class time or study hall. The module can be completed where the student feels most comfortable doing so.

Learner Context Analysis

2. Site Compatibility with instructional needs -

Because the module is self-contained with verbal information, the only instructional needs the students will have is a flat surface to write on and a pen/pencil to write with. If the students have any questions while completing the module, they can feel free to ask the instructor for guidance during regular school hours. The students will be required to complete the module, which will take about an hour from start to finish, on their own time and will be given a week to do so, so that they can do it when it is more convenient for them.

3. Site compatibility with learner needs-

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Performance Objectives
1. After reading the section on Verbal Communication in Business Etiquette, the young business professional will summarize using multiple-choice questions, how to properly introduce superiors, colleagues, and subordinates with 90% accuracy. 2. After reading the section on Verbal Communication in Business Etiquette, the young business professional will summarize using multiple-choice questions, how to make small talk and conduct a phone conversation with 90% accuracy. 3. After reading the section on Written Communication in Business Etiquette, the young business professional will summarize using true/false questions, how to properly write an email with 90% accuracy. 4. After reading the section on Body Language/Gestures in Business Etiquette, the young business professional will summarize using multiple-choice questions, how to shake hands and make eye contact in the workplace with 90% accuracy. 5. After reading the section on Body Language/Gestures in Business Etiquette, the young business professional will summarize using fill-in-the-blank questions, the importance of good posture and being aware of your facial expressions with 90% accuracy. 6. After reading the section on Dress/Appearance in Business Etiquette, the young business professional will summarize, using matching and multiple-choice questions, the definition of casual and formal business attire and the importance of properly accessorizing with 90% accuracy. 7. After reading the section on Meetings in Business Etiquette, the young business professional will state the three types of business meetings, using matching questions, and summarize using multiple-choice questions, how one should conduct themselves during those meetings with 90% accuracy.

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Criterion-Referenced Test Items

Subordinate Skills
1.0 Summarize how to properly introduce superiors, colleagues, and subordinates. (Communication) 1.1 State how to make Proper Introductions

SCOAT Objectives
After reading the section on Verbal Communication in Business Etiquette, the young business professional will summarize using multiplechoice questions, how to properly introduce superiors, colleagues, and subordinates with 90% accuracy. After reading the section on Verbal Communication in Business Etiquette, the young business professional will summarize using multiplechoice questions, how to make small talk and conduct a phone conversation with 90% accuracy. After reading the section on Written Communication in Business Etiquette, the young business professional will summarize using true/false questions, how to properly write an email with 90% accuracy.

Test Item
Example Test Item: When introducing a subordinate and a superior to someone new, in what order should they be introduced? A. superior, then subordinate B. subordinate, then superior Example Test Item: From the list of topics below, which is most appropriate to make conversation about while on a break at work? A. sports B. politics C. religion D. gender preferences Example Test Item: True or False? It is good practice to begin all emails with an informal greeting, like Hey or Hi.

1.0 Summarize how to make small talk and conduct a phone conversation. (Communication) 1.2 State how to make Conversation /Small Talk 1.3 State how to conduct a Phone Conversation 1.0 Summarize how to properly write an email. (Communication) 1.4 State how to write an Email/Memo

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Criterion-Referenced Test Items

Subordinate Skills
2.0 Summarize how to shake hands and make eye contact in the workplace. (Body Language/Gestures) 2.1 State how to Shake Hands 2.2 State how to make Eye Contact

SCOAT Objective
After reading the section on Body Language/Gestures in Business Etiquette, the young business professional will summarize using multiplechoice questions, how to shake hands and make eye contact in the workplace with 90% accuracy.

Test Item
Example Test Item: When shaking hands with business associates, your grip should be A. loose and gentle B. hard and strong C. firm and strong D. you shouldnt shake hands with associates, you should always hug Example Test Item: Define posture.

2.0 Summarize the importance of good posture and being aware of your facial expressions. (Body Language/Gestures) 2.3 State the importance of Posture 2.4 State the importance of being aware of your Facial Expressions 3.0 Summarize the definition of casual and formal business attire and the importance of properly accessorizing. (Dress/Appearance) 3.1 Define Casual Workplace attire 3.2 Define Formal Workplace attire 3.3 State the importance of properly Accessorizing

After reading the section on Body Language/Gestures in Business Etiquette, the young business professional will summarize using fill-in-theblank questions, the importance of good posture and being aware of your facial expressions with 90% accuracy. After reading the section on Dress/Appearance in Business Etiquette, the young business professional will summarize, using matching and multiplechoice questions, the definition of casual and formal business attire and the importance of properly accessorizing with 90% accuracy.

Example Test Item: Business casual dress is appropriate for A. a job interview B. working extra hours on a Saturday C. a formal company dinner D. a networking event

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Criterion-Referenced Test Items

Subordinate Skills
4.0 Summarize how one should conduct themselves during different types of business meetings. (Business Meetings) State how one should conduct themselves in the following business meeting scenarios: 4.1 Boardroom 4.2 Dining 4.3 Casual

SCOAT Objective
After reading the section on Meetings in Business Etiquette, the young business professional will state the three types of business meetings, using matching questions, and summarize using multiple-choice questions, how one should conduct themselves during those meetings with 90% accuracy.

Test Item
Example Test Item: During a business meeting held in a Boardroom, the person who leads the meeting should A. remain quiet and let them meeting take its course B. be the only one who speaks during the meeting C. encourage, but control discussions D. come into the meeting without an agenda

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Instructional Objectives
CLUSTER OBJECTIVES Summarize verbal communication in Business Etiquette. TIME 15 minutes

Sequence and Clustering of Objectives

Summarize written communication in Business Etiquette.

10 minutes

Summarize body language and gestures in Business Etiquette.

15 minutes

Summarize dress and appearance in Business Etiquette.

10 minutes

Summarize business meeting conduct in Business Etiquette.

10 minutes

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Instructional Objectives
Preinstructional, Assessment, and Follow-Through Activities
PREINSTRUCTIONAL ACTIVITIES
Motivation: Attention will be gained initially by using a humorous story. The young business professional will understand the relevance of learning the four basic areas of business etiquette because of the humorous and embarrassing events that took place in this personal story. Those events could have been avoided if the author had a better understanding of business etiquette. Confidence will be instilled in the learner since formatting of the instruction will be user-friendly and challenging enough for grade 9 students, and there will be positive feedback given at the end of cluster. Satisfaction will be sustained when the students complete the module and have a better understanding of the four basic areas of business etiquette so that they can avoid social faux pas in the workplace. Prerequisite Skills: The learner must be able to read at a grade 9 reading level. The young business professional should have a basic knowledge about the introductory elements of business, as learned from the text Introduction to Business, a business textbook for grade 9 students. The self instructional module will be given to the students as a supplement during Unit 7 of the text, Career Planning in a Global Economy.

Objectives: Instructional Objectives will be listed at the beginning of each chapter to inform learners of the information that will be presented.

Student Groupings and Media Selection: Student groupings will not be used at this time. The media selection will be print material.

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Instructional Objectives
Preinstructional, Assessment, and Follow-Through Activities
ASSESSMENT
Pretest: No pretest of entry behaviors will be given at this time, as the learners will have already met the requirements for this module by being members of a grade 9 Introduction to Business class.

Practice Tests: No practice test will be given at this time. Posttest: Upon completion of each chapter, the learner will be required to complete a short posttest including such types of items as multiple choice questions, completion questions, and true/false questions to ensure mastery of skills. Student Groupings and Media Selection: Student groupings will not be used at this time. The media selection will be print material.

FOLLOW-THROUGH ACTIVITIES
Memory Aids: A humorous approach will be used to help the learner remember the verbal information given, along with quizzes at the end of each section for the learner to recall the information. If the learner cannot recall the information asked in each check, then they will be instructed to return to the previous section and read it again. Transfer: The learner will be able to review this module after its completion and apply the knowledge in real-life situations not associated with the Introduction to Business class. Student Groupings and Media Selection: Student groupings will not be used at this time. The media selection will be print material.

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Instructional Objectives
Content Presentation and Student ParticipationObjective 1
OBJECTIVE: Summarize verbal communication in Business Etiquette.
CONTENT PRESENTATION Content: The section of verbal communication in Business Etiquette will be divided into two parts: proper introductions and small talk/phone conversations. In print form, explanations will be given as how to properly introduce superiors, colleagues, and subordinates to others. Explanations will also be given as how to make small talk and conduct proper phone conversations. Examples:

To avoid social faux pas upon meeting new people and making introductions, here are six general guidelines to follow:
1. Introduce people in business based on rank (superiors 1st, colleagues 2nd , subordinates 3rd), not gender or age. 2. In business, the client, guest or visitor outranks the boss or co-worker and should be introduced first. 3. Keep the forms of address equal to avoid differential treatment or the appearance of preferential treatment. 4. Never use an honorific, otherwise known as titles, like Ms., Mr., or Dr. to introduce yourself. 5. Demonstrate professionalism and credibility by clearly stating your full name. 6. Do not call a person by his or her first name when meeting or being introduced for the first time. Use their title and last name until invited to be on a first-name basis.

Student Groupings and Media Selection: Student grouping will not be used at this time. The media selection will be print material.

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Instructional Objectives
STUDENT PARTICIPATION

Content Presentation and Student ParticipationObjective 1

Practice Items: Upon completion of this chapter, the learner will complete a short test that includes multiple choice questions. Each part of the Verbal Communication information will be assessed after the content is given; therefore the information about proper introductions will be assessed separately from the information on small talk and phone conversations. Example Practice Items: 1. When introducing a subordinate and a superior to someone new, in what order should they be introduced? A. superior, then subordinate B. subordinate, then superior C. introduce them simultaneously 2. When introducing a client, guest or visitor to your boss, who should be introduced first? A. yourself B. your boss C. The guest 3. You are introduced to a new superior, Mr. David Smith, at work. When should you start calling him Dave? A. as soon as you meet him B. when he gives you permission C. you would always call him Mr. Smith no matter what

Feedback: Answers will be provided at the end of each chapter for the learner to peruse before moving onto the next chapter. The learner will be encouraged to review any questions that were missed during the test by going back into the content and re-reading those sections. 1. A 2. C 3. B Student Groupings and Media Selection: Student groupings will not be used at this time. The media selection will be print material.

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Instructional Objectives
OBJECTIVE: Summarize written communication in Business Etiquette.
CONTENT PRESENTATION Content: In the section of written communication in Business Etiquette, the learner will summarize how to write an email and a memo. In print form, explanations will be given as how to properly write an email and a memo for the workplace. Examples: 2

Content Presentation and Student ParticipationObjective 2

Our goal is to construct email that:

1. Will actually be read 2. Will actually be understood 3. Will not annoy the receiver 4. Does not take up too much time on the receivers end

To achieve this goal, it is important to keep emails in KISS (Keep it simple, Stupid!) format. This can be achieved by remembering the following tips:
1. The email should quickly answer, Whats the point?! People want to know what do you need from me? Answer this question quickly. Skip long introductions, backgrounds, compliments and details. Jump to the point. State it clearly using minimal words. 2. The email should be addressed respectfully. Greet every email with a polite, Hello or Good Morning/Afternoon/ Evening. Avoid slang, such as Hi or Hey. 3. The email should be free of grammatical errors and hard to read fonts. Keeping things easy to read and understand will help you to appear professional and capable to the people that you work with. 4. The email should be closed respectfully and with a signature. Close every email with Best Regards or Sincerely or Thank You. Create a signature that is attached to the bottom of every outgoing email message that includes all of your contact information. This will make you easier to contact. Student Groupings and Media Selection: Student grouping will not be used at this time. The media selection will be print material.

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Instructional Objectives
Content Presentation and Student ParticipationObjective 2
STUDENT PARTICIPATION Practice Items: Upon completion of this chapter, the learner will complete a short test that includes true/false questions summarizing the information presented. Sample Practice Items: True or False? Please indicate whether each statement is either True or False by writing the word in the space provided. 1. It is good practice to begin all emails with an informal greeting, like Hey or Hi. _________ 2. A well written email should be free of grammatical errors. _________ 3. One of the goals of an email is to be understood by the receiver. ___________ 4. An email should include a long introduction that is full of personal stories and compliments so the recipient of the email feels important. _________ 5. The senders contact information should be included in a signature . __________

Feedback: Answers will be provided at the end of each chapter for the learner to peruse before moving onto the next chapter. The learner will be encouraged to review any questions that were missed during the test by going back into the content and rereading those sections. 1. False 2. True 3. True 4. False 5. True

Student Groupings and Media Selection: Student groupings will not be used at this time. The media selection will be print material.

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Instructional Objectives
OBJECTIVE: Summarize body language/gestures in Business Etiquette.
CONTENT PRESENTATION Content: The section of body language and gestures in Business Etiquette will be divided into two parts: shaking hands/making eye contact and the importance of good posture/ facial expression awareness. In print form, explanations will be given on how to properly shake hands and make eye contact with others. Explanations will also be given on the importance of good posture and being aware of your facial expressions in the workplace. Examples: 3

Content Presentation and Student ParticipationObjective 3

A proper introduction is often accompanied by a handshake, which is considered a universal greeting in the business world. Below are some guidelines for a handshake that will leave a lasting impression.
1. Use a firm, not forceful, grip. You are not competing in a strong-man competition, so there is no need to grab someones hand as hard as you can. An uncomfortable handshake is never a pleasant experience for anyone. 2. Avoid offering a fish hand A limp hand is never a good idea in the business world, because it makes you look like a wuss just sayin. Ladies, this is especially important for you. Be equal, not inferior. 3. Shake from your elbow If you shake from your shoulder, you risk jolting your handshake partner. The idea is to connect, not be overbearing. 4. Pump your hand only 2-3 times. A business handshake should be brief and to the point. Holding on any longer can make people feel uncomfortable. 5. One hand is better than two. The use of two hands with strangers is seen as intrusive. Dont be a creeper. Student Groupings and Media Selection: Student grouping will not be used at this time. The media selection will be print material.

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Instructional Objectives
STUDENT PARTICIPATION

Content Presentation and Student ParticipationObjective 3

Practice Items: Upon completion of this chapter, the learner will complete a short test that includes multiple choice questions. Each part of the Body Language/Gestures information will be assessed after the content is given; therefore the information about shaking hands and eye contact will be assessed separately from the information on posture and facial expressions. Example Practice Items: 1. When shaking hands with your business associates, you grip should be A. loose and gentle B. hard C. strong and firm D. you should never shake hands with business associates, you should always hug 2. When shaking hands, you should shake from your A. elbow B. wrist C. shoulder D. waist 3. It is best to avoid offering a fish hand when shaking hands. What is a fish hand? A. a limp hand B. a gang gesture C. a verbal business greeting D. a two-handed handshake

Feedback: Answers will be provided at the end of each chapter for the learner to peruse before moving onto the next chapter. The learner will be encouraged to review any questions that were missed during the test by going back into the content and re-reading those sections. 1. C 2. A 3. A Student Groupings and Media Selection: Student groupings will not be used at this time. The media selection will be print material.

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Instructional Objectives
OBJECTIVE: Summarize dress/appearance in Business Etiquette.
CONTENT PRESENTATION Content: In the section of dress and appearance in Business Etiquette, the learner will define casual and formal workplace attire and summarize where each should be worn. The learner will also state the importance of properly accessorizing. In print form, definitions will be given of casual and formal workplace attire where each should be worn. An explanation will be given on the importance of properly accessorizing for the workplace. Examples: 4

Content Presentation and Student ParticipationObjective 4

Business casual dress is defined as a middle ground between business formal wear and casual wear. It is worn for less formal occasions like coming into work on a weekend or a casual luncheon.
For women it is defined as: A reasonable length skirt or trousers of a non-jeans material combined with a top (such as a dress shirt, polo, or sweater set) is considered acceptable. An informal dress with appropriate skirt length is also acceptable. For men it is defined as: A combination of collared shirt (such as a dress shirt or polo shirt), cotton trousers (such as khakis or blue, green, brown, or black trousers) with a belt, jeans and modest shoes (such as loafers) with socks is generally acceptable. A blazer or business jacket can optionally be added. General rules of thumb for both sexes: Dont look like a slob. Make sure your clothes are ironed and stain free. Avoid baring it all. No bare midriffs, flip-flops, miniskirts, tank tops, or underwear as outer wear. Student Groupings and Media Selection: Student grouping will not be used at this time. The media selection will be print material.

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Instructional Objectives
Content Presentation and Student ParticipationObjective 4
STUDENT PARTICIPATION Practice Items: Upon completion of this chapter, the learner will complete a short test that includes matching and multiple choice questions summarizing the information presented. Example Practice Items: 1. Business casual attire is defined as A. a middle ground between business formal wear and casual attire B. casual clothing that you wear around the house 2. Business casual dress is appropriate for A. a job interview B. working extra hours on a Saturday C. a formal company dinner D. a networking event 3. Pick the appropriate business casual mens outfit below. A. t-shirt, jeans, no belt, sneakers B. suit jacket, vest, button down shirt, belt, dress pants, dress shoes C. button down shirt, jeans, belt, flip-flops D. collared polo shift, khaki pants, belt, socks, loafers Feedback: Answers will be provided at the end of each chapter for the learner to peruse before moving onto the next chapter. The learner will be encouraged to review any questions that were missed during the test by going back into the content and re-reading those sections. 1. A 2. B 3. D Student Groupings and Media Selection: Student groupings will not be used at this time. The media selection will be print material.

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Instructional Objectives
OBJECTIVE: Summarize business meeting conduct in Business Etiquette.
CONTENT PRESENTATION Content: In the section of business meeting conduct in Business Etiquette, the learner will state the three different kinds of business meetings and summarize how one should conduct themselves during those meetings. In print form, definitions of the three different types of business meetings will be given, as well as explanations of how one should conduct themselves during each type of meeting. Examples: 5

Content Presentation and Student ParticipationObjective 5

Business meetings, regardless of type, are an important part of business operations. Most companies schedule weekly or bi-weekly meetings to work out important problems, plan future endeavors, or get employee feedback.
In the boardroom, meetings are usually more formal and are conducted following an agendaa list or outline of things to be considered or done. These meetings are typically ran by one person, who makes sure that the meeting stays on task and covers the appropriate topics of discussion. This person will also take notes, also known as minutes, during the meeting. A copy of the minutes will be emailed to all who attend shortly after the meeting. Those who are attending the meeting should come prepared, ready to contribute, and on time dont be lazy. No one likes the lazy person. Make sure to listen attentively and jot down your own personal notes. Time is usually saved for additional questions and concerns at the end of the meeting, so make sure to write down any that you may have that do not get answered or addressed during the discussion. If areas of the agenda are not met due to time constraints, be prepared to have another meeting sooner than usual. The pace of most businesses is fast moving and things need to get accomplished as quickly as possible. Student Groupings and Media Selection: Student grouping will not be used at this time. The media selection will be print material.

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Instructional Objectives
STUDENT PARTICIPATION

Content Presentation and Student ParticipationObjective 5

Practice Items: Upon completion of this chapter, the learner will complete a short test that includes matching and multiple choice questions summarizing the information presented. Example Practice Items: 1. During a business meeting held in a Boardroom, the person who leads the meeting should A. remain quiet and let them meeting take its course B. be the only one who speaks during the meeting C. encourage, but control discussions D. come into the meeting without an agenda 2. Notes taken during a business meeting are also known as A. jots B. minutes C. notes D. papers 3. Which of the following is not proper behavior during a business meeting? A. talking on your cell phone B. contributing ideas C. taking notes D. asking appropriate questions

Feedback: Answers will be provided at the end of each chapter for the learner to peruse before moving onto the next chapter. The learner will be encouraged to review any questions that were missed during the test by going back into the content and rereading those sections. 1. C 2. B 3. A Student Groupings and Media Selection: Student groupings will not be used at this time. The media selection will be print material.

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Instructional Objectives
SESSION EVENTS AND OBJECTIVES
After reading the section on Verbal Communication in Business Etiquette, the young business professional will summarize using multiple-choice questions, how to properly introduce superiors, colleagues, and subordinates with 90% accuracy. After reading the section on Verbal Communication in Business Etiquette, the young business professional will summarize using multiple-choice questions, how to make small talk and conduct a phone conversation with 90% accuracy. After reading the section on Written Communication in Business Etiquette, the young business professional will summarize using true/false questions, how to properly write an email with 90% accuracy. After reading the section on Body Language/Gestures in Business Etiquette, the young business professional will summarize using multiple-choice questions, how to shake hands and make eye contact in the workplace with 90% accuracy. 3 After reading the section on Body Language/Gestures in Business Etiquette, the young business professional will summarize using fill-in-the-blank questions, the importance of good posture and being aware of your facial expressions with 90% accuracy. After reading the section on Dress/Appearance in Business Etiquette, the young business professional will summarize, using matching and multiple-choice questions, the definition of casual and formal business attire and the importance of properly accessorizing with 90% accuracy. After reading the section on Meetings in Business Etiquette, the young business professional will state the three types of business meetings, using matching questions, and summarize using multiple-choice questions, how one should conduct themselves during those meetings with 90% accuracy. 15 min

TIME

15 min

Lesson Allocation

10 min

10 min

10 min

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Media Selection Rationale

SESSION OBJECTIVES TYPE(S) OF LEARNING MEDIA SELECTIONS & STUDENT GROUPINGS DELIVERY SYSTEM(S)

1, 2

Verbal Information

Verbal Information This is a selfinstructional so the module will be completed individually. The media will be print based.

4, 5

Verbal Information

Self-Instructional

Verbal Information

Verbal Information

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Formative Evaluation
To formatively evaluate this self-instruction module, I would first test it out on a group of students in one of my Introduction to Business classes before I full implement it in all of them. One of the main focuses from the evaluation would be to find out if learners can use the module without my assistance and if the learners actually learn something from the module. I would give a pretest and a posttest to make sure that my objectives were achieved. I would also use the pre- and post- tests to find out if the information was too difficult or too easy for the learners to comprehend. I would conduct a rough item analysis of the quiz questions to see if they are truly criterion-referenced test items. At the end, the students would be asked to complete an attitudinal questionnaire. This questionnaire would measure whether or not the students liked the module and if they thought that they learned something from it. My goal from that questionnaire would be to achieve an average of 80-90% satisfaction from the students. I would also have a fellow business teacher review the module for errors and inconsistencies. I believe that it would be beneficial to have another subject-matter expert (SME) review the material to ensure that it is relevant and correctly presented.

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