CD2 Agriculture Management, Economics, & Sales Professional Written Communications Unit: Career Development Lesson Title: Professional Written Communications Standards CS.03.01.01.a. Use basic technical and business writing skills. CS.03.01.01.b. Select the appropriate form of technical and business writing or communication for a specific situation. CS.03.01.01.c. Demonstrate technical and business writing skills to communicate effectively with co-workers and supervisors. CS.09.02.01.a. Demonstrate basic computer and software system skills. CS.09.02.01.b. Use basic software systems such as spreadsheet and word processing to complete a task. CS.09.03.1.a. Use the technological systems to acquire information related to AFNR. CS.09.03.1.b. Show technical competence for efficient workplace communications. CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Transcript
CD2
Agriculture Management, Economics, & SalesProfessional Written Communications
Unit: Career Development
Lesson Title: Professional Written Communications
Standards CS.03.01.01.a. Use basic technical and business writing skills.CS.03.01.01.b. Select the appropriate form of technical and business writing or communication for a specific situation.CS.03.01.01.c. Demonstrate technical and business writing skills to communicate effectively with co-workers and supervisors.CS.09.02.01.a. Demonstrate basic computer and software system skills.CS.09.02.01.b. Use basic software systems such as spreadsheet and word processing to complete a task.CS.09.03.1.a. Use the technological systems to acquire information related to AFNR.CS.09.03.1.b. Show technical competence for efficient workplace communications.
CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Student Learning Objectives
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Lesson ObjectiveAfter completing the lesson on professional written communications, students will demonstrate their ability to apply the concept in real-world situations by obtaining a minimum score of 80% on a Professional Written Communication Etiquette Manual.
Enabling ObjectivesAs a result of this lesson, the student will…
1. Examine how the use of written communication can contribute to an agribusiness’s success or be detrimental if used unprofessionally.
2. Differentiate between successful social and professional communication and craft a professional email.
3. Examine how social media can be used effectively and ineffectively for business purposes.
Time: Approximately 150 minutes
List of ResourcesCitizen, J. (2012, May 3). 92 Teen Text Terms Decoded for Confused Parents. Retrieved
from http://techland.time.com/2012/05/03/92-teen-text-terms-decoded-for-confused-parents/.
The University of North Carolina at Chapel Hill Writing Center. (n.d.). Effective Email Communication. Retrieved from http://writingcenter.unc.edu/handouts/effective-e-mail-communication/.
Instructional Materials Laboratory. (1997). Agribusiness Sales, Marketing, and Management Instructor Guide. Columbia, MO: University of Missouri.
Schneiderheinze R., Wood C. (1997). Agribusiness Sales, Marketing, and Management Student Reference. Columbia, MO: Instructional Materials Laboratory.
List of Tools, Equipment, and SuppliesCD2 PowerPoint Presentation CD2 Activity Sheet and Evaluation PacketNote cards or small sheets of paper for review activity
Key TermsSlide 3 in CD2 Professional Written Communications
The following terms are presented in this lesson (shown in bold italics):Professional CommunicationSocial Communication
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Interest Approach: Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here.
Slide 4 in CD2 Professional Written CommunicationsWhat’d You Say? As a text message pops onto the screen, have students shout out the meaning. Survey the class: How many of you use this kind of “language” on a regular basis? Why? How many use this kind of language outside of your text conversations? Where else might you choose to use this?
Surprisingly, many young people use text language in everyday writings and assignments, writings that should be more formal than quick messages we send to friends.
What is the risk of using text language in everyday writing? Listen for “We get used to using it and then do it in papers, letters, important documents,” etc. “This language would make a bad impression on someone reading a formal document; some people don’t understand text language;” etc.
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Introduce students to the idea that we, as professionals, need to be aware of our use of written communication. Not only do we need to consider the way we write, our spellings, and grammatical errors, but we need to be cautious of what we write and where we are writing it. During this lesson as we explore professional written communication, we will take a look at how our cyber footprint and electronic communications can be detrimental to a future job or career.
Summary of Content and Teaching Strategies
Objective 1: Examine how the use of written communication can contribute to an agribusiness’s success or be detrimental if used unprofessionally.
Teaching Strategies Related Content1. What types of written communication
do we find in agribusinesses?
Slide 5-6 in CD2 Professional Written Communications
Written Communication in Agribusinesses Letters, memos, emails – Inform
customers about existing of future products, changes in the company, etc.; Sent individually or mass mailed to all customers and potential customers; Used within company to supply information to superiors and/or coworkers
Sales proposals – Prepared before sales presentation to organize material and ensure all information is included; Contains product description, use, price, and other positive information about product
Reports – Internal reports sent to people within company containing information about sales rep activities, progress on projects, and future targets for sales; External reports sent to customers about activities involving products or services they are using, new products or services on the market, changes in the company
Product analysis/information sheets - Provide customers with specific information about limited number of related products, cost, effectiveness, usability, popularity
Manuals – Detailed information about sale, use, or promotion of product; Aid salesperson in selling process; Passed along to customer
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2. Complete CD2.1 in small groups, having students decide how these forms of written communication help agribusinesses be more successful and how it can be detrimental to an agribusiness if used unprofessionally.
Bulletins and flyers – Inform customers of product/services, price changes, or upcoming events
Demonstration materials – Charts, graphs, or other things used during presentation or demonstration; Emphasize positive points and important facts about product/service
Objective 2: Differentiate between successful social and professional communication and craft a professional email.
Teaching Strategies Related Content1. Have students identify the difference
between social communication and professional communication.
Slide 7 in CD2 Professional Written Communications
2. Further differentiate between the two by having students complete the tasks on CD2.2.
3. Share thoughts and ideas after students are finished.
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4. It is important that we remember our audience when using written communication. Something to people in our personal lives can be more information but more professional for those related to our job or career.
5. Email has become a very useful form of written communication. Let’s take a closer look at some tips to composing a professional email.
Slide 11 in CD2 Professional Written Communications
Social Communication Communication occurring in our
personal lifeProfessional Communication
Communication occurring on the job or in relation to a job or career
Composing a Professional Email Consider the audience – What is your
relationship with the audience? What do you want the audience to think or assume about you?
Subject lines – Like newspaper headlines; Convey main point of email
Greetings and Sign-off – Polite greeting
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6. Craft sample emails on CD2.3.
and signature; If unsure of how to address someone, do so more formally as not to offend him/her
CC: and BCC: - Can hide recipients; Can allow exact email to be sent to supervisor
The message – Decide purpose and expected outcome before drafting email; Organize thoughts so message is clear; Reflect on the tone that may be presented in message; Strive for clarity in message; Format for easy reading; Proofread
Objective 3: Examine how social media can be used effectively and ineffectively for business purposes.
Teaching Strategies Related Content1. Facilitate a discussion about social
media – what is it, how can it be helpful, how can it be detrimental to a business, how is it abused, etc.
2. Social media can be used effectively within a business, but it can also be detrimental to a business, a job applicant, and/or an employee.
3. Have each student locate the assigned article listed on the PowerPoint slide. Have them read the article and then cut out sections of the article and place on a sheet of 11x17” paper. Add an icon to represent a key message from each section.
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4. Have students view completed bulletin board and come up with a top 5 list of how social media can be used effectively and a top 5 list of how it can be used ineffectively or be detrimental
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to a business or employee. Record these lists on CD2.4.
Review/SummarySlide 13 in CD2 Professional Written Communications
Effective written communication can have a large impact on the sales process. Several forms of written communication can be used by salespeople, and each sales arena will utilize them differently. The salesperson needs to be familiar with them all so that he/she will be comfortable using them. Written communication can also be seen in the use of social media. Social media, if used correctly, can be an efficient tool for a business. However, if used inappropriately, it can be detrimental to a business, an owner, or an employee.
Review: Locate examples of written communication used in local agribusinesses. These could include any of those listed in objective one or other sources students have found (websites, etc.). Have students examine these written communication forms looking for ways to improve them with the use of technology. Have each student present his/her current communication piece along with five ideas for improvement with the use of technology. (If local agribusiness written communication is difficult to find, substitute with any form of formal written communication.)
Slide 14 in CD2 Professional Written CommunicationsExit cards: Students will answer the following questions on a note card or small slip of paper and hand to teacher as they exit:
What did you learn today about professional written communications? What questions do you still have about professional written communications?
Application
Extended ActivitiesFacilitate a panel discussion about the use of social media in the workplace with local business people. Invite 5-7 businesspeople to class to discuss their opinions on the use of social media. Be sure the age range of the businesspeople varies as to get a wide array of opinions from various age groups. Have students prepare 5-7 questions a piece for the panel discussion.
Create one of the forms of written communication discussed in this lesson to use as an advertisement, demonstration piece, or information sheet for your ownership Supervised Agricultural Experience Program. For placement SAE’s, use the business or company students work for to create a written communication piece for a specific product or service.
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Craft an email to your FFA advisor about the importance of agriculture classes and the FFA chapter. This should be a formal email, and use the email etiquette tips discussed within this lesson.
EvaluationProfessional Written Communication Etiquette Manual CD2.5
Alternate - Paper-pencil Quiz Evaluation CD2.6
Answers to EvaluationEvaluation CD2.5Answers will vary. Use scoring guide on CD2.5 to assess student work.
Alternate Evaluation CD2.61. C2. B3. D4. Answers will vary, but may include any of the following: Consider the audience – What
is your relationship with the audience? What do you want the audience to think or assume about you?; Subject lines – Like newspaper headlines; Convey main point of email; Greetings and Sign-off – Polite greeting and signature; If unsure of how to address someone, do so more formally as not to offend them; CC: and BCC: - Can hide recipients; Can allow exact email to be sent to supervisor; The message – Decide purpose and expected outcome before drafting email; Organize thoughts so message is clear; Reflect on the tone that may be presented in message; Strive for clarity in message; Format for easy reading; Proofread
5. Answers will vary. Some appropriate examples include advertisement tool, run promotions, find new customers, etc.
6. Answers will vary, but may include employees may be fired for negative things written about their employment, inappropriate pictures, etc.
Career Development CD2 Professional Written Communications
