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2-2014

Reading for Work: Reviving a Neglected Communication Skill

Clive Muir Stephen F Austin State University, [email protected]

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This Article is brought to you for free and open access by the Business Communication and Legal Studies at SFA ScholarWorks. It has been accepted for inclusion in Faculty Publications by an authorized administrator of SFA ScholarWorks. For more information, please contact [email protected]. COMMUNICATION

Reading for Work: Reviving a Neglected Communication Skill

BY CLIVE Mum

ollege instructors often complain most 17-year-old U.S. students can analyze textual, graphic, and other that students do not read understand basic information, less symbols. In the school and workplace, Ctextbooks and instead prefer to than 10 percent of them can perform readers use a variety of forms of use their own cryptic PowerPoint notes advanced, critical-level reading tasks. information, including books, reports, from class for completing assignments If they attend college, low-performing periodicals, memos, letters, Web sites, and tests. Yet, reading does not seem to readers often arrive or are placed in and e-mail. get the time and attention that writing noncredit, developmental reading and speaking do and reading may classes with the hope of transferring Reading as a Communication Skill be taken for granted. In other words, into degree programs. Yet, even higher- Despite its clear relevance to students write reports and memos, create performing readers in college often lack the communication process, reading visual aids, and deliver presentations the ability to answer more analytical pedagogy receives far less attention that are graded; whereas instructors give and critical questions about what than other communication skills. For most reading tasks as homework that they read. This predicament has led example, a cursory search of the archives are not directly assessed, although they employers to express concerns about of two leading business communication do affect students' success in the course. a growing illiteracy problem among journals produced far fewer articles Compounding the problem, as students their employees and to suggest that this focused on reading and literacy skills experience an "information deluge," they issue could jeopardize their companies' compared with writing, speaking, are less inclined to read carefully and productivity and competitiveness in the technology, and even listening, another critically. For all these reasons, business global economy. A glaring headline in neglected communication skill. Some instructors should integrate critical the business press compared illiteracy business instructors have expended reading into class activities. This article with a "time-bomb" (Bernstein, 2002, efforts in the past four decades to describes a reading regimen that applies p. 122) that hinders workers' ability increase attention on reading as an a familiar learning taxonomy to everyday to acquire skills and knowledge and important business skill (McKeown, business news. diminishes their sense of achievement 1974; Sumner, 1979; Horning, 2007; The reading problems that students and ownership of their job performance Corus and Ozanne, 2011) and to experience in high school and college and career development (Corus & encourage reading skills across the have direct repercussions on their Ozanne, 2011). For purposes of this curriculum similar to initiatives for performance in the workplace. Data article, the author defines reading as writing; however, reading pedagogy is from the National Center for Education using one's cognitive, cultural, and stymied by the increasing and extensive Statistics (2009) show that, although psychological abilities to interpret and use of computers as a teaching tool

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and source of information, which gives Figure 1. Domains of Learning in Bloom's Taxonomy students the false notion that close, critical reading is no longer necessary (Horning, 2007). Another problem is that most business instructors are not Analyze •• Evaluate •• Create trained to teach reading, which raises T the question of how instructors can best Apply integrate reading skills into business courses. High school business teachers T agreed overwhelmingly (89.1%) that Understand their courses should incorporate some reading instruction but were less enthu- t siastic (41.3%) about being required by Remember institutional assessments to measure reading outcomes (Polkinghorne, 2010). Horning (2007) posited that the practice Source: Anderson & Krathwohl (2001). and development of reading skills should not be relegated to homework the concepts and ideas found in such things, and designing new products. assignments but explicitly targeted as a information: The upper three domains (analyze, learning outcome. Level 1: Remember. At the evaluate, and create) require deeper lowest level of learning, one recalls or thinking about the information read. Bloom's Learning Taxonomy memorizes basic concepts, facts, terms, The reader must answer questions Teaching reading does not require and answers. This level typically involves whose answers are not obvious, make specialized training beyond using an the most tasks and asks students factual decisions, solve problems, and create acceptable tool; for example, Bloom's questions (what, when, where, why, and new knowledge. A learning activity may Learning Taxonomy has been used how). The answers to such questions culminate with questions or tasks in all for more than 50 years to develop and are explicitly stated in the text. An or any of the three upper-level domains. measure teaching and learning goals example of a recall task might be to list Business communication courses, for and objectives for many subjects. three functional areas or divisions in a example, should engage students in Psychologist Benjamin Bloom (1956) business organization. learning tasks in the upper domains to and his colleagues developed this Level 2: Understand. At this level, prepare them for similar tasks when taxonomy as a then-revolutionary one comprehends or understands the they enter the workforce. classification of learning into several meaning of information and organizes Level 4: Analyze. At this level, domains, starting with the ability to and compares elements of the informa- one breaks information into separate recall information and culminating tion. Students will understand some elements to examine each element and with the ability to evaluate information. of the concepts based on common its relationship with other elements. An Anderson and Krathwohl (2001) later knowledge or previous lessons, and they example of an analytical task might be to revised Bloom's Taxonomy, as it is may also have to consult a reference compare accounting tasks that require known, to also recognize the ability book (dictionary, thesaurus, etc.) the most computer automation with to create new ideas and points of view for other meanings. An example of a those that require the least, and then from existing information—skills that comprehension task might be to explain decide how each set of tasks affects the are highly valued in contemporary the difference between the marketing accounting cycle. workplaces. In other words, a creative and accounting functions in a business. Level 5: Evaluate. At the evaluation learner will combine information Level 3: Apply. Here, one applies stage, one judges the quality and worth gleaned from diverse sources to form facts, rules, and techniques contained of the elements and relationships using new knowledge. Figure 1 shows the in a set of information to other familiar external criteria. An example of an relationship among the domains of the situations in order to show relationships evaluation task might be to justify the revised learning taxonomy followed by (similarities, differences, congruencies, proposal to automate customer orders a brief explanation of each domain. etc.). This inferential task shows the stu- and product deliveries as a cost-effective The lower three domains (remem- dent's ability to cross-reference the infor- measure for a business. ber, understand, and apply) are con- mation. An example of an application Level 6: Create. At the creation sidered the basic levels at which the task might be to describe the functional level, one forms new ideas and processes learner manipulates information to area of marketing to a job applicant using findings at the previous levels. An show familiarity and flexibility with who enjoys meeting people, trying new example of a creation task might be to

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Figure 2. Action Verbs for Creating Learning Outcomes (Based on Bloom's Revised Taxonomy) Remember Understand Apply Analyze Evaluate Create Choose Associate Apply Analyze Appraise Choose Describe Classify Choose Categorize Judge Combine Define Compute Dramatize Classify Criticize Compose Identify Convert Explain Compare Defend Construct Label Defend Generalize Differentiate Compare Create List Demonstrate Judge Distinguish Assess Design Locate Distinguish Organize Identify Conclude Develop Match Discuss Paint Infer Contrast Do Memorize Estimate Prepare Point out Critique Formulate Name Explain Produce Select Determine Hypothesize Omit Express Select Subdivide Grade Invent Recite Extend Show Survey Justify Make Select Extrapolate Sketch Arrange Measure Originate State Generalize Solve Breakdown Rank Organize Count Give Examples Use Combine Rate Plan Draw Illustrate Add Design Support Produce Outline Indicate Calculate Detect Test Role play Point Interrelate Change Diagram Tell Quote Interpret Classify Develop Compile Read Infer Complete Discriminate Drive Recall Judge Compute Illustrate Devise Recognize Match Discover Outline Explain Repeat Paraphrase Divide Relate Generate Reproduce Predict Examine Point out Group Represent Graph Separate Integrate Restate Interpolate Utilize Prescribe Rewrite Manipulate Propose Select Modify Rearrange Show Operate Reconstruct Summarize Subtract Reorganize Tell Use Revise Translate Rewrite Transform

Source: "Action Words" (n.d.)

design an automated system to simplify of action verbs can be found by keying the easy access to such articles. Business the process of product demonstration, terms "action verbs" and "Blooms Revised teachers should choose reading material order taking, product delivery, and Taxonomy" into a Web search engine. Note, about current events and issues that customer payment. however, that some action verbs work well students find interesting and relevant in Blooms Taxonomy, intended for use across domains and may appear in several articles with fewer than 200 words from in various teaching and learning situa- columns of an action verb sheet. Thus, publications such as Business Week and tions, has become the dominant model the desired outcome would determine the The Wall Street Journal. Business teachers in curriculum and lesson planning. domain level of a task rather than the use of may want to require students to read Teachers are expected to define course a particular action verb. the articles and then participate in small assignments using measurable action group discussions, write summaries and verbs at the different levels of learning Using Business Articles analytical responses, and even make through the tasks described above. Finding appropriate, provocative news short presentations on the topics they Figure 2 shows a table of action verbs articles in business and trade publications read. The articles may be used as catalysts listed by domain; many more examples is relatively easy, as the Internet allows for for project proposals and research

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reports. Once located, business teachers • Name the plant source of the the major newspapers in the states or should print the articles and distribute contaminant. areas where the ice cream was sold. them to students, especially the first • What agency investigated the few times they do this type of exercise. suspected contamination? Implementation Issues This process will allow students to focus The business news reading more on reading the article and to be Level 2: Understand exercise may be appealing to some less distracted by the clutter of a typical • Explain a voluntary product recall. students and tedious for others. Some Web page. This approach also enhances • Describe a production facility. students may be impatient completing quick reading and face-to-face class • Define food contamination. tasks at the lower-level domains of discussion, especially for the lower-level • What is salmonella? the reading exercise, as the questions learning tasks for which students need • Explain the difference between seem simplistic and obvious to them, to focus intently on the meaning of the a convenience store and an ice but business teachers need to lay a content of the article to ensure thorough cream parlor. common foundation of understanding comprehension and application of the • Identify the geographic location of for the ideas and issues expressed in concepts. Once students learn to master the states where contaminated ice the article in order to ensure more this first-level reading of business arti- cream was sold. effective learning and task completion cles, they can move to Web sites layered at the higher domains. Furthermore, with rich graphics, videos, reference sites, Level 3: Apply concepts that business teachers assume and interactive tools. Here is an excerpt • Explain why a company would "everyone should know" (as a student of a short Business Week ("Ohio Ice- voluntarily recall its contami- might interject) can become barriers Cream Maker," 2012) article to which the nated product. to performing more advanced reading learning taxonomy can be applied: • Differentiate between a voluntary tasks; the frustration some students and an involuntary product recall. express often reflects a tendency to skim An Ohio ice cream maker is volun- • Describe the information that reading material, to be distracted by tarily recalling some of its peanut- a company would provide in a busy Web pages, or to fail to engage with butter flavored products because of product recall. the ideas expressed in the articles. suspected salmonella contamination. When performing the reading Velvet Ice Cream said Thursday that Level 4: Analyze activity in class for the first time, some of the peanut products bought • Identify the steps that a company business teachers may find that having from Sunland Inc. for use in the ice usually takes when it recalls a students focus on each learning domain cream flavors could be contaminated. product. in succession so that they master answer- The recalled Velvet products are • Describe the role of retailers in a ing the particular types of questions mostly sold at convenience stores, product recall. and complete such tasks at each level ice cream parlors and small, inde- • Describe the role of the media in before moving to the next is an effective pendent retailers in Ohio, Indiana, a product recall. approach. The types of tasks should Kentucky, Tennessee, Virginia and be varied to give students a variety of West Virginia. The possibly affected Level 5: Evaluate experiences with the method. These Velvet brands include Peanut Butter • Debate the advantages and disadvan- activities include worksheets, quizzes, Cup, Supreme Peanut Butter Cup tages of a voluntary product recall. and discussions. Students may locate and Buckeye Classic. The U.S. Food • Discuss two effective ways to other articles than those provided on the and Drug Administration said it communicate a product recall topic, share experiences and stories that is investigating the presence of to customers. match the situation under discussion, salmonella in samples taken from • How might consumers and or even make impromptu speeches. the Sunland Inc. production facility. the media react to a recall As students become more comfortable Level 1: Remember announcement? completing the reading tasks, business • What company recalled its ice teachers may challenge them with more cream due to contamination? Level 6: Create complex, layered reading activities. • Where is the company located? • Develop specific steps that Velvet For example, stories on the Wall Street • In which states was the ice cream Ice Cream might use to recall the Journal's Web site often have tabs with distributed? tainted ice cream. labels such as stock quotes, videos, • In what types of stores was the ice • Write a "bad news" letter addressed slideshows, interactive graphics, and cream sold? to customers announcing the volun- comments. This Web site widely uses • State the name of the suspected tary recall of the contaminated ice contaminant. cream. The letter will be published in Communication...continued on page 42

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References Mclntosh, J. (2013). The skills gap Stansberry, S. L., & Kymes, A. D. (2007, Ash, K. (2011). E-Portfolios evolve thanks seesaw: Using technology to level March). Transformative learning to Web 2.0 tools. Education Week's Digital things out. Techniques, 43-47. through "Teaching with technology" Directions, 4(3), 42-44. Retrieved from Newport News Public Schools. (2013, electronic portfolios. Journal of http://www.edweek.org/dd/articles/ November 15). Teacher development Adolescent 6- Adult Literacy, 50(6), 2011 /06/15/03e-portfolio.h04.html and evaluation handbook. Newport 488-496. Barrett, H. C. (2007). Researching elec- News, VA: Author. Strudler, N., & Wetzel, K. (2012). tronic portfolios and learner engage- Niguidula, D. (2011). Digital portfolios Electronic portfolios in teacher ment: The REFLECT Initiative. Journal and curriculum maps: Linking education: Forging a middle ground. of Adolescent 6- Adult Literacy, 50(6), teacher and student work. In Heidi Journal of Research on Technology in 436-449. doi:10.1598/JAAL.50.6.2 Hayes Jacobs (Ed.), Curriculum 21: Education, 44(2), 161-173. Fahey, K., Lawrence, J., & Paratore, J. Essential Education for a Changing (2007). Using electronic portfolios to World (pp. 153-167). Alexandria, Kimberly R. Grant is lead teacher, make learning public. Journal of Adoles- VA: Association for Supervision and Business and Information Technology, cent & Adult Literacy, 50(6), 460-471. Curriculum Development. Cooperative Education Coordinator, Future Business Leaders of America. Ntuli, E., Keengwe, J., & Kyei-Blankson, and Testing, with Newport News Public (2013, August 31). FBLA state hand- L. (2009). Electronic portfolios in Schools in Newport News, VA and a book. Reston, VA: Author. teacher education: A case study of University of Phoenix faculty member in Lorenzo, G., & Ittleson, J. (2005). An early childhood teacher candidates. Virginia Beach, VA. She can be contacted overview of e-portfolios. Educause Early Childhood Education, 37(2), at [email protected] or Learning Initiative. ELI Paper 1. 121-126. [email protected].

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charts and graphs, so students are References McKeown, H. (1974, March). Reading able to learn to read visuals and cross- Action words for Blooms Taxonomy, critically and summarizing informa- referenced data about a variety of topics. (n.d.). Center for University Teaching, tion. The ABCA Bulletin, 26-29. Learning, and Assessment, University National Center for Education Statistics Conclusions of West Florida. Retrieved from http:// (2009). Reading 2009. Washington, Business instructors do not give uwf.edu/cutla/SLO/ActionWords.pdf DC: U.S. Department of Education. as much time and attention to building Anderson, L. W., & Krathwohl, D. Ohio ice cream maker recalls some reading skills as they do for writing and R. (2001). A taxonomy of learning, products. (2012, October 11). speaking in business communication teaching and assessing: A revision of Business Week. Retrieved from http:// courses. As information from multiple Bloom's Taxonomy of Educational www.businessweek.com/ap/2012- sources continues to grow, business Objectives. New York, NY: Longman. 10-11/ohio-ice cream-maker-recalls- students entering the workforce must Bloom, B. S. (1956). Taxonomy of edu- some-products be able to read in careful, strategic ways cational objectives, Handbook I: The Polkinghorne, F. W. (2010). Reading so they can make effective decisions cognitive domain. New York, NY: skill development: A survey of need that will enhance their performance David McKay. and responsibility. The Delta Pi as well as the productivity of their Bernstein, A. (2002, February 25). Epsilon Journal, 52(1), 32-42. organizations. More than three decades The time-bomb in the workplace: Sumner, M. (1979, December). Teaching ago Sumner (1979) advised that "the Illiteracy. Business Week. reading skills in business classes. business teacher is in an excellent Corus, C., & Ozanne, J. L. (2011). Business Education Forum, 20-22. position to teach and reinforce the Critical literacy programs: Can learning of reading skills" (p. 22). Thus, business literacy be a catalyst for Clive Muir is an associate professor in teachers have both a challenge and an economic and social change? Journal the Rusche College of Business at Stephen opportunity to incorporate reading of Macromarketing, 31(2), 184-198. F. Austin State University, Nacogdoches, pedagogy in business communication Horning, A. S. (2007, May 14). Reading TX. He can be contacted by e-mail at courses so that business students will across the curriculum as the key to [email protected]. be better prepared to secure positions student success. Across the Disciplines, that require effective reading and other 4. Retrieved from http://wac.colostate. communication skills. edu/atd/articles/horning2007.cfm

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