Objectives

• To recognize how to properly handle conflict and

make decisions in the workplace.
• To understand the importance of communicating,
writing, speaking and listening well.
• To identify various computer operations and their
proper uses in the workplace.
• To realize the importance of being an effective leader
and a good team member.
• To understand the importance of ethics and goal
setting.
• To identify skills needed to manage time and money
in an orderly manner.
• To recognize effective research skills and practices.

2
 Main Menu

• Business Management Skills

• Communication Skills
• Computer Skills
• Interpersonal Skills
• Personal Skills
• Organizational Skills
• Research Skills
3
 Conflict in the Workplace
• Is common with any business
−between employees
−between management and employees
−between an employee and a group
−between groups
−between companies

5
 Conflict in the Workplace
• May be caused by numerous situations,
including:
−different values and beliefs of employees
−different views
−poor communication
−different goals
−personal style difference
−results dependent on other employees or
departments
−inconsistent managing styles
−misuse of power

6
 Conflict in the Workplace
• Can be resolved through prevention and
management techniques
−identify and confront the underlying problems
−be honest with management
−clarify communication
−remain calm
−stress cooperation; not competition
−keep an open mind

7
 Conflict Management as a Leader
• Is important for a cooperative environment
−remain impartial and listen to all sides
−resolve conflict quickly
−compromise in an effort to address all
concerns fairly

8
Conflict Management as a Team Member
• Is necessary in a professional environment
−try to understand differing points of view
−strive to maintain a positive working
environment, even during conflict
−encourage management to resolve conflict
quickly and fairly

9
 Ethical Decision Making
• Involves the study and examination of
moral and social responsibilities in relation
to business practices
−questions to help recognize if an action is
ethical
• Is it legal?
• Is it right?
• Is it beneficial?
• Could it be publicly known?
• Could other employees, managers and family
members respect the decision?

10
 Ethical Decision Making
• Someone has offered you a stolen recipe
for a product your competition is making.
Should you take it?
• One of your new candy bars was marketed
to increase energy, but you discover none
of the ingredients added provide an energy
boost. Although your customers will never
know, should you continue to market the
candy as an energy bar?

11
 Effective Communication
• Requires the following:
−gather thoughts and information before
communicating
−take time to calm down if someone is angry or
upset
−prepare to give immediate and honest
feedback
−remember the messages are important to the
person delivering it
−try not to intimidate or pressure someone
−treat everyone with respect

13
Verbal & Nonverbal Communication
• Can be used to understand and interpret a
person’s message
• May contradict each other

14
 Verbal Communication
• Involves communicating through words
• Includes the following:
−tone of voice (inflection)
−pitch
−volume
−emphasis

15
 Tone of Voice
• Is the raising and lowering of the voice
−can indicate a question by raising voice at the
end of message
−can indicate a statement by lowering voice at
the end of message
• Can be referred to as inflection

16
 Pitch
• Is how high or deep a voice is
−can be considered authoritative if a voice is
very low
−will get higher when a person is angry

17
 Volume
• Is how loud or quiet a voice is
−can be too loud and overwhelm a listener
−can be too quiet for listeners to hear

18
 Emphasis
• Is the placing of more impact on certain
words
−can change the meaning of the word
−can change the context of the word

19
 Nonverbal Communication
• Involves messages communicated through
body movement
• Includes the following:
−eye-contact
−posture
−personal space

20
 Eye-Contact
• Is to look at someone while communicating
−is important because it proves the receiver of
the message is paying attention
−is hard for one to do if he is shy, nervous or
lacks self-confidence

21
 Posture
• Involves the body position
−can indicate a person’s mood
−can be misinterpreted

22
 Personal Space
• Is the area allowed between two or more
people
−is smaller the closer the relationship
−is considered social space when people are 4
to 12 feet apart

23
Communicating with Different Audiences
• Requires the ability to communicate
efficiently with the following:
−men and women
−people of all ages
−people of other nations or cultures

Diversity refers to differences in terms of age, generation, race, class,

gender, culture, education, etc.
24
Communicating with Different Audiences
• Requires the following skills:
−appreciate the differences
−eliminate judgmental opinions
−demonstrate empathy
−acquire new patterns of behavior and belief
−tolerate ambiguity

25
 Communicating with Co-Workers
• Co-workers: people who work together
−should be treated with equality
−should always follow through with
commitments
−should never criticize each other in front of
others
−should be willing to assist or help each other

26
Communicating with Authority Figures
• Authority figures: bosses, teachers,
policemen, coaches, etc.
−should be respected
−should provide praise and credit to people
who are responsible for the success
−should strive for consistency when dealing
with different people

27
 Communicating with Elders
• Elders: grandparents, parents, veterans,
etc.
−have more life experiences; therefore, it is
important to listen and learn from them
−should be treated with patience
−should be treated with respect and manners

28
 Communicating with People from Different
Cultures
• Can be a very different experience from
listening to people in the same culture
• Requires attention to the following:
−translation limitations: words from one
language do not always translate exactly to
another
−body language: eye contact, posture and
facial expressions carry different meanings
throughout the world

29
 Passive-Aggressive Personalities
• Suppress their feelings
−unmotivated
−procrastinate: to put off doing something,
especially out of habitual carelessness or
apathy
−stubborn
−suppress emotions instead of deal with them
directly

30
Communicating with Passive-Aggressive
Personalities
• Example: A co-worker is mad at you for not
mailing a letter he asked you to mail.
Instead of telling you he is mad, he
purposely arrives late to a meeting with
you.
−passive-aggressive people should be
motivated by encouraging them to work harder
and express themselves more

31
 Assertive Personalities
• Express their opinions in such a way to
avoid offending others
−direct
−honest
−helpful
−self-motivated and capable of applying
themselves without having to be forced by
others

32
Communicating with Assertive Personalities
• Example: You forgot to mail your co-
worker’s letter. You realize what you have
done and immediately mail the letter. You
apologize to your co-worker explaining it
was a simple mistake. You also offer to call
the mail recipient and explain why the letter
is arriving late.
−assertive people are a good balance between
passive-aggressive and aggressive

33
 Aggressive Personalities
• Cause people to be overly energetic and
forceful with their opinions and requests
−impatient
−pushy
−obnoxious
−“wound up” and on the move

34
Communicating with Aggressive Personalities
• Example: Your co-worker asked you to mail
a letter for him. Instead of allowing you
reasonable time to mail the letter, your co-
worker continues to repeatedly ask you if
you have mailed it and begins to explain
how he would have already mailed it by
now.
−it is important not to get angry or irritated with
aggressive personalities

35
 Writing Skills
• Are necessary in order to communicate
effectively
• Can be unique to a particular profession
−a teacher may have to tailor his or her writing
so a third grader can understand and
comprehend what she is reading
−a journalist must use a specific style of writing
called AP style

36
 Writing Skills
• Include having a general comprehension of
basic spelling, grammar and punctuation

Term Definition Example

Noun a word which Michael, New York,
describes a person, chair
place or thing
Pronoun a word which replaces he, she, they, who
or substitutes a noun
Verb a word which bring, read, jump
describes an action
Adjective a word which old, tired, pretty
describes a noun or
pronoun

37
Common Grammatical Mistakes
• Include the following:
−using run-on sentences
−confusing singular and plural words (i.e., using
improper verb tense)
−confusing “a” and “an”
−using incomplete or fragmented sentences

38
 Sentence Punctuation
• Includes the following:
−a period ends a basic sentence
−a question mark ends a direct question or
inquiry
−an exclamation mark is used to express
urgency or extreme emotion

39
 Rules for Commas
• Include the following:
−separate elements in a series
• one, two, three
−connect two independent clauses
• He laughed, but then realized what he had
done.
−separate related adjectives
• He was tall, dark and handsome

40
 Rules for Commas
• Include the following:
−avoid confusion
• Mostly people, are kind.
• Mostly, people are kind.
−separate quotation marks
• Marcus asked, “How old is she?”
−distinguish typographical rules
• Lincoln, NE
• Daniel Sutton, III

41
 Rules for Apostrophes
• Include the following:
−use to form the possessive case of a singular
noun
• add an apostrophe before the s
• Juan’s car; Sara’s house
−use to form the possessive case of a plural
noun
• add an apostrophe after the s
• girls’ teams
−use to create contractions
• can’t = can not
• it’s = it is

42
Common Punctuation Mistakes
• Include the following:
−using too many commas
−using the wrong punctuation mark at the end
of a sentence
−misusing dashes, hyphens and apostrophes

43
 Writing Skills
• Organization of written papers should
include:
−an introduction
• a thesis or introductory statement
• a roadmap or intended outline
−the body
• appropriate transitions
• at least three main points
• a detailed content and analysis
−the conclusion
• a summary of main points
• a restatement of the thesis
• a concluding statement
44
 E-Mail
• Is a message transmitted through
electronic networks and arrives at an
electronic address (e.g.,
yourname@someplace.com)
−is commonly misused
• sender can appear lazy, rude and uneducated
if he does not proofread his e-mail

45
 Writing Skills: E-Mail
• Includes the following tips:
−do not type in all caps
−always put a subject in the subject line
−refrain from colors, graphics and fonts which
are hard to read
−do not use work related e-mail addresses for
social e-mails
−do not forward crude jokes and stories through
work e-mails; e-mails remain in the system
even when deleted
−spell check e-mail
−always include a signature
46
 Speaking
• Is the most common way of communicating
• Should be organized to be clear and
concise
• Occasions might include:
−school elections
−class presentations
−pep-talks
−work meetings
−job interviews
−charity events
−award ceremonies

47
 Speaking Skills: Speeches
• Include the following:
−introduce yourself
−understand the audience
−be familiar with how the audience feels about
the speech topic
−speak slowly
−repeat major points

48
 Organizing a Speech
• Should include the following:
−begin with an “attention getting device,” such
as:
• story
• quote
• statistic
−present a roadmap, or outline, of the speech
−introduce the main points
−discuss each point in detail
−cite references when appropriate
−provide a general summary of ideas
−conclude with an idea similar to the opening

49
 Speaking Skills: Telephone
• Include the following tips:
−use manners and courtesy
−promptly pick up the phone within three rings
−answer with “hello” or another formal greeting;
do not answer informally
−answer “this is she/he” not “this is her/him”
−say goodbye and do not hang-up without
acknowledging the call is over

50
 Listening Skills
• Are one of the most important aspects of
communicating well
• Active listener: letting a speaker know one
is listening and hearing
−respectful to the speaker
−easier to absorb and understand the
information
• Will help people respond specifically,
accurately and honestly

51
 Listening Skills
• Include the following tips:
−do not make judgments about the speaker
which may cloud interpretation of the message
−focus attention on the speaker and away from
distractions

52
 Desktop Publishing Software
• Is used for composition, layout, editing and
formatting of a document
• Can include:
−text
−graphics and pictures
−templates for letters, calendars and
publications

54
Writing & Desktop Publishing Software
• Programs to use include:
−Microsoft® Word®
−Microsoft® Publisher®
−Adobe® InDesign®
• Popular uses include:
−letters
−newsletters
−calendars
−reports and essays
−brochures and fliers

55
 Presentation Applications
• Are used to display information, usually in
the form of a slideshow
• Programs to use include:
−Microsoft® PowerPoint®
−Prezi Pro®
−Corel® Presentations
• Popular uses include:
−business and educational presentations
−photo slideshows

56
 Presentation Application Tips
• Include the following:
−limit the amount of text on one slide
−use bullets to organize information
−font size should be at least 24 point
−avoid hard to read fonts and colors

57
 Spreadsheet Applications
• Are a screen-oriented interactive program
enabling a user to lay out data on screen
−rectangular table (or grid) of information, often
financial data
• Programs to use include:
−Microsoft® Excel®
−KSpread®
−OpenOffice Calc®
−Abykus®

58
 Spreadsheet Applications
• Popular uses include:
−calculating financial information
−organizing numerical and textual data
−creating charts and graphs
• Tips and features include:
−automatic calculations using formulas
−combine spreadsheets into a workbook
−auto-fill function recognizes patterns in the
spreadsheet

59
 Database Applications
• Are like an electronic filing cabinet
• Are a processing system in which data can
be stored, manipulated, reported and
managed
• Programs to use include:
−Microsoft® Access®
−MySQL®
−Oracle®

60
 Database Applications
• Popular uses include:
−reports and data collection
−address books
−reservation systems
−customer, payroll and employee information
−sales and order tracking

61
 Database Applications
• Tips include:
−sketch your database relationships on paper
before creating
−keep track of the relationships between
various parts of the database
−integrate formulas to calculate data with ease
• Features include:
−grouping, sorting and arranging various types
of data
−creating multiple reports using the same data
−compiling mail merge documents

62
Collaborative & Groupware Applications
• Allow multiple users to work on related
tasks at the same time
• Provide an avenue to help users
coordinate and keep track of ongoing
projects together
• Programs to use include:
−Lotus® Notes
−Microsoft® SharePoint®

63
Collaborative & Groupware Applications
• Popular uses include:
−organizing calendars and schedules
−databases
−reference libraries
• Tips and features include:
−allow teams to work on same project from any
location
−document sharing
−extension to clients, suppliers, etc.

64
 Operating System Applications
• Are software designed to control the
hardware of a computer in order to allow
users and application programs to make
use of it
• Programs to use include:
−Microsoft® Windows®
−Mac® OS
−Linux®

65
 E-Mail Applications
• Include the following computer-based
programs:
−Microsoft® Outlook®
−Windows® Live Mail
−Mozilla® Thunderbird
• Web browsers may also substitute for the
mail client, such as:
−Gmail®
−Hotmail®
−Yahoo®

66
 Netiquette
• Is etiquette or proper behavior in the
electronic environment
• Violations include:
−sending an immediate, angry overreaction to
an e-mail message
−typing a message in all capital letters
−forwarding personal messages without
permission
−sending a personal message to an entire list
of contacts
−sending e-mail messages criticizing others
−using emoticons– typed symbols to indicate
facial expressions– in business e-mail 67
 E-Mail Privacy
• Courts have upheld the right of
corporations to review the e-mail of
employees who use company resources to
compose and send e-mail messages, such
as:
−hardware
−software
−time
• Employees should be sensible in their use
of e-mail
−do not put in electronic writing anything you
would not want publicly distributed
68
 E-Mail Privacy Policies
• Have been implemented by many
organizations
• Should clearly define an employer’s
expectations about how e-mail should be
used by employees
• Should outline conditions for when
personal e-mail is acceptable

69
 E-Mail Issues
• Include the following:
−spam: unsolicited commercial e-mail
• uses an inexpensive Internet connection
−worms and viruses
• use e-mail as a way of reaching vulnerable
computers

70
 E-Mail Issues
• Also include the following:
−phishing: an e-mail falsely claiming to be an
established legitimate business
• attempts to scam the user into providing
private information which will be sued for
identity theft
• directs the user to visit a bogus website
• asks the user to update personal information
the real organization already has, such as:
− passwords
− credit card information
− social security number
− bank account number

71
 Leadership
• Is the quality of a person allowing them to
guide, direct or influence people
• Characteristics include:
−ambitious
−dynamic
−persuasive
−credible
−organized
−optimistic

73
 Leadership
• Is natural for some people, others have to
develop the skills necessary to be a leader
• Is an instrumental part of any group or
team; a leader initiates thinking in a group
and motivates action
• Helps determine the appropriate way to
handle conflict
• Is the ability to recognize different
personalities and how to use different
methods to relate to them

74
 Leadership Styles
• Include the following:
−autocratic: makes decisions independently
−participative: shares decision-making authority
with others
−free rein: empowers employees to function
independently

75
 Methods of Leadership
• Coach Jones is coaching the softball
championship. He really needs his two best
players to play harder. He knows one of the
girls is shy and insecure while the other is
aggressive and confident. He motivated the
first girl by taking her aside and quietly
explaining how she can play better. He
shouts to the other girl to focus on the
game and work harder.
−How was Coach Jones a leader?
−Why did he treat both girls differently in order
to get the same results?
76
 Methods of Leadership
• Tom is the manager at a pizza place. He
want his employees to come up with a new
slogan idea. No one seems to care or want
to participate. Tom offers incentives, such
as a raise and a day off to whoever comes
up with the idea.
−How did Tom motivate his employees?
−Was he a good leader?
−What other methods might have worked?

77
 Teamwork
• Helps accomplish goals and tasks
efficiently
• Can form naturally
• Can form as the result of a collective
interest, such as a soccer team

78
 Successful Teamwork
• Consists of cooperation, compromise and
collaboration
−cooperation: each team member offers
assistance and listens to everyone’s ideas
−compromise: each team member is willing to
give up an idea of their own to consider or use
ideas of others
−collaboration: each team member expands on
the thoughts, opinions and ideas of others

79
 Successful Teamwork
• Is accomplished when team members trust
each others
• Can be accomplished through the
following:
−communicate effectively
−demonstrate capability
−display concern for other team members
−apply fairness to all team members
−admit when people are wrong or do not know
the answer
−welcome new members with patience and
guidance
80
 Team Effectiveness
• Can be measured by whether the team:
−achieved the goals
−accomplished the objectives
−were able to give and receive feedback
−were able to present the achievements to the
organization

81
 Team Effectiveness
• Can be measured by whether the team
members:
−listen carefully
−provide clear and accurate instructions
−ask clear questions
−understand their individual roles and
responsibilities
−communicate in a professional manner
−communicate effectively with a diverse
audience
−react properly during conflict

82
 Community Involvement
• Includes extra-curricular activities, groups,
clubs and organizations
−sports teams
−student clubs
−service organizations
−church groups or local youth groups
−choir or other performing groups

83
 Community Involvement
• Accomplishes the following:
−meet new people, learn new things, build your
résumé, learn social skills and discover
personal talents
−develop leadership, communication,
citizenship and competitive skills
−gain experience with people of varying ages,
cultures, socioeconomic backgrounds,
attitudes and abilities
−build tolerance

84
 Assessing Self Accuracy
• Helps people identify their strengths and
weaknesses
−create a list of accomplishments, how and why
they were achieved
−create a list of failures, how and why they
failed
• Helps people learn from their mistakes

86
 Constructive Criticism
• Is evaluative judgment of others
• Helps improve people’s work
• Should be offered and received
• Should be a judgment of a person’s work,
not of a person’s character

87
 Types of Goals
• Include the following:
−long-term goals: goal set for a year or more
• for example: you set a goal your freshman
year to be on the varsity basketball team your
junior year
−short-term goals: goals set for less than a year
• for example: you set a goal to get an A on next
week’s history quiz

88
 Goal Setting
• Should be realistic to a person’s
capabilities
−On Wednesday, Jenny decides she wants to
tryout for the school talent show where she
will sing a song she has never sung before.
On Friday, Jenny is upset she did not make it
into the show.
• What is wrong with Jenny’s goal?
• Did Jenny set a realistic goal?
• How might she have better set her goal?

89
 Goal Setting
• Should be realistic to time
−Jenny only allowed two days to practice her
song. If Jenny had decided a month or two
before the tryout to start practicing she may
have been able to be in the show.

90
 Goal Setting
• Should include a strategy for
accomplishing the goal
−Jenny could have asked her music teacher for
some voice lessons or could have started
practicing by joining her church choir.

91
 Goal Setting
• Should include a method for monitoring the
progress of the goal
−If Jenny had realized after a couple of weeks
she was not very good at singing, but really
wanted to participate in the show, she could
have changed her talent to dancing, which she
has been practicing for years.

92
 Personality
• Is the characteristics of a person including
behavioral and emotional tendencies,
personal and social traits, self-concept and
social skills
• Is unique to each individual

93
 Personality Traits
• Include the following:
−introvert: a person who is more comfortable
with his or her own thoughts and feelings
−extrovert: a person who enjoys sharing
thoughts and ideas with others
−adaptability: ability to adapt to new
circumstances, such as a new boss or new
coach

94
 Personality Traits
• Include the following:
−dependability: people can count on someone
to do what they are asked, such as return a
friend’s library book on time or take a kid
brother to school
−responsibility: ability to get tasks done
efficiently and effectively such as being able to
organize a school trip or fundraiser

95
 Personality Traits
• Include the following:
−tolerance: ability to handle different people
and their different attitudes, such as not
judging some one based on their color, race,
ethnicity or other demographics
−honesty: ability to be honest with actions and
opinions even when wrong, such as a student
who admits she cheated on a test even
though she could fail

96
 Personality Traits
• Include the following:
−empathy: sympathetic toward people and
showing feeling when someone is hurt, such
as listening to a friend when he is upset about
the loss of a family member
−courtesy: respecting others in a friendly
manner, such as listening to people’s thoughts
and ideas without interruption

97
 Personality Traits
• Include the following:
−self control: ability to control feelings and
actions, especially when the feelings or
actions could be harmful to the person or
someone else, such as somebody not losing
her temper when driving because it could
result in a car wreck
−respect: ability to show willingness,
appreciation and consideration for others,
such as being attentive when a teacher is
lecturing

98
 Ethics
• Are the moral rules and values governing
the conduct of a person or group
• Force people to make difficult choices
which may not serve their personal best
interest but serve the interest of others
• Lead to successful relationships, business
and life

99
 Ethics
• Provide the following rewards:
−respected more in the workplace
−trusted by co-workers and peers
−admired by family, friends and co-workers
• Reduce people’s chances of making illegal
decisions

100
 Organization
• Promotes effectiveness and efficiency
• Allows people to stay on schedule
• At school:
−color code school subjects
−punch holes in loose papers and keep them in
binder
−date all work and keep in order
−create reminders for homework

102
 Organization
• At work:
−label all folders
−use computer databases
−keep phone and work logs
−keep all business information in order
• record: information or data on a particular
subject collected and preserved
• payroll: the total sum of money to be paid out
to employees at a given time
• directory: contains an alphabetical or classified
listing of names, addresses and other data

103
 Money Management
• Is important, but can be difficult
• Should be a necessary skill utilized in all
stages of life
−write down every dollar spent and earned
−budget money for fees and bills
−save money for personal items
−begin a savings account for future needs

104
 Time Management
• Refers to how people allocate their time
• Requires the ability to prioritize
responsibilities according to importance
−school
−work
−extra-curricular activities
−homework
−sports practices
−social commitment

105
 Time Management
• Helps organize obligations in order of
importance and allot the most time to the
most important obligations
• Allows people to complete all of their tasks

106
 Time Management
• Can be monitored every day with the
following:
−time log: a record of a person’s activities every
minute of the day
• used to show people where they spend the
majority of their time
• helps people not waste time
−schedule book or calendar
• hourly tasks
• responsibilities
• events and due date

107
 Research Skills
• Are needed to locate, analyze and present
information
• Include the following:
−discovering
−interpreting
−revising
−citing

109
 Types of Reference Materials
• Include the following:
−Internet
−magazines
−newspapers
−encyclopedias
−trade publications

110
 Internet Research
• Popular search engines include:
−Google™
−Bing™
−Ask.com™
• Tips include the following:
−include quotation marks around specific words
−use credible and accurate sources
−try different combinations of words or phrases
−check for accuracy when typing a web
address

111
Textbook & Literature Research
• Features include:
−glossary: list of terms and definitions used
throughout the book
−index: database which allows you to locate a
specific author, title or subject
−table of contents: outline or list of available
chapters and sections
−appendix: section of supplemental materials or
additional references

112
 Bibliography Rules
• Include the following:
−list sources in alphabetical order according to
author’s last name
• if an author is not given, the entry should be
alphabetized by the first word in the item’s title
(excluding “A”, “An” or “The”)
−include the page numbers for articles from
magazines or newspapers
−include a period at the end of every entry

113
 Editorial Research Styles
• Refer to the rules or guidelines used to
present information for written material
• Refer to specific methods of:
−citing sources
−organizing a professional document
−arranging pages and information
• Examples include:
−APA Style
−MLA Style

114
 APA Style Guidelines
• Were established by the American
Psychological Association
• Refer to Publication Manual of the
American Psychological Association
• Include the following:
−specifically formatted title page
−page numbers and a continual page heading
−short overview of the research paper or essay
known as an “abstract”
−list of references
−follows the author-date method for in-text
citations
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 MLA Style Guidelines
• Were created by the Modern Language
Association in 1883
• Refer to MLA Handbook for Writers of
Research Papers or MLA Style Manual and
Guide to Scholarly Publishing
• Include the following:
−one-inch margins
−works cited page
−separate page for end notes
−running heading with page number in top right
corner
−referencing an author’s name in parenthesis at
the end of a quotation 116
Ethics in Writing & Broadcasting
• Identify all possible sources
• Ensure the accuracy and validity of
information
• Avoid distortions or fabrications
• Avoid misleading statements
• Avoid stereotyping
• Never plagiarize

117
 Plagiarism
• Is the unauthorized use of information
• Includes:
−copying
−imitating
−giving inappropriate citations
−infringing on copyright laws

118
 Copyright Laws
• Regulate the use of specific expressions or
ideas except by the person or company
who generated the idea
• Are identified by the © symbol
• Protect a variety of items, such as:
−printed material
−artwork or pictures
−music and audio recordings
−software

119
 Intellectual Property Rights
• Protect the specific rights of inventors,
authors and computer IP holders
• Are related to the expression of ideas, not
necessarily the idea themselves
• May be shared on an exclusive basis
according to the property rights holder

120
 Resources
• Hawkins, K. W. & Bryant, P. F. (1999). Perceived communication skill needs
for work groups. Communication Research Reports, 16 (2), 167-174.
• Hoover, J. D. (2005). Effective small group and team communication (2nd
ed.). Belmont, CA: Thomson Wadsworth.
• Lehman, C. M. (2011). Business communication. Mason, OH: South-Western
Cengage Learning.
• O’Hair, D., Stewart, R., & Rubenstein, H. (2004). A speaker’s guidebook.
Boston, MA: Bedford/St. Martin’s
• Rothwell, J. D. (2004). In mixed company: Communicating in small groups
and teams (5th ed.). Belmont, CA: Thomson Wadsworth.
• Siberman, M. L. (2010). Unforgettable experiential activities. San Francisco,
CA: Jossey-Bass.
• Jones, Lawrence K. The Encyclopedia of Career and Work Issues.
• Wray, Luft & Highland. Fundamentals of Human Relations.
• http://kidshealth.org
• http://www.speaking.com
• http://ubl.occ.oced.edu
• http://owl.english.purdue.edu/owl/resource/557/01
• http://www.jlhs.nhusd.k12.ca.us/Classes/Science/Research.html
• http://www.apastyle.apa.org
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 Acknowledgements
Production Coordinators
Emily Winkler
Amy Baker
Maggie Bigham
Kellie Pond
Graphic Designer
Daniel Johnson
Technical Writer
Jessica Odom

V.P. of Brand Management Executive Producer

Clayton Franklin Gordon W. Davis, Ph.D.
© MMXIV
CEV Multimedia, Ltd. 122