商务与管理沟通（英文 第12版）教案 Locker-BAC12e-IM-Ch14 Writing Proposals

14-

Chapter14

WritingProposals

TableofContents

DescriptionoftheChapter

2

EssentialstoCover

2

StrategiesforIncreasingLearning

3

DiscussandAnalyzeExamplesofProposals

3

GiveStudentsNoticeofCommonIssues

4

Connect

4

ApplicationExercises

5

ProposalVarieties

5

BrainstormingforProposals

5

SelectingTopics

6

Chapter14Quiz

7

Chapter14TestBank

7

LearnSmartAchieve®

7

SmartBook®

7

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

7

14.1ReviewingtheChapter

7

14.2AnalyzeaRealProposal

9

14.3WritingaProposalforaStudentReport

9

14.4ProposingaChange

9

14.5ProposingtoUndertakeaResearchProject

9

14.6WritingaProposalforFundingforaNonprofitGroup

10

14.7WritingaSalesProposal

10

14.8PresentingaStockholderProposal

10

ExercisePlanningTable

11

PPTLectureOutline

11

LessonPlanIdeas

12

IntroducingProposals

12

DiscussingProposalsforClassResearchProjects

13

DiscussingFundingProposals

13

DesigningtheDocument

13

GivingStudentsFeedbackonTheirProposals

14

QuestionoftheDay

14

DescriptionoftheChapter

Thischapterdiscussesthepurposeofproposals,thequestionstoaskwhenbrainstormingaproposal,andstylethatshouldbeusedwhenwritingproposals.Thechapteralsocoversorganizingproposalsforclassresearchprojectsandbusinesswithasectiondedicatedtopreparingthebudgetandcostssections.Thechapterendswithdiscussionsofthreecommonproposalvarieties.

Thelearningobjectivesinclude:

LO14-1Defineproposals.

LO14-2Brainstormforwritingproposals.

LO14-3Organizeproposals.

LO14-4Preparebudgetandcostssections.

LO14-5Writedifferentproposalvarieties.

EssentialstoCover

LO14-1Defineproposals.

Proposalsarguefortheworkthatneedstobedoneandwhowilldoit.Competitiveproposalscompeteagainsteachotherforlimitedresources;noncompetitiveproposalshavenorealcompetition.

LO14-2Brainstormforwritingproposals.

Aproposalmustanswerthefollowingquestions:

Whatproblemareyougoingtosolveorwhatopportunitydoyouhopetofulfill?

Whydoestheproblemneedtobesolvednowortheopportunityexploredimmediately?

Howareyougoingtosolveit?

Canyoudothework?

Whyshouldyoubetheonetodoit?

Whenwillyoucompletethework?

Howmuchwillyoucharge?

Whatexactlywillyouprovideforus?

LO14-3Organizeproposals.

Inaproposalforaclassresearchproject,provethatyourproblemistherightsize,thatyouunderstandit,thatyourmethodwillgiveyoutheinformationyouneedtosolvetheproblem,thatyouhavetheknowledgeandresources,andthatyoucanproducethereportbythedeadline.

Inaproposalforbusiness,introducetheproblemoropportunity,explainitscausesandwhatwillhappenifnothingisdone,outlineaprojectplantosolvetheproblemoropportunity,stateyourqualifications,anddiscussthecostsandbenefitsofacceptingtheproject.

LO14-4Preparebudgetandcostssections.

Inaprojectbudget,askforeverythingyouwillneedtodoagoodjob.Researchcurrentcostfiguressoyoursareinline.Forcoststhatappeartobenefityoumorethanthesponsor,givefulljustifications.

LO14-5Writedifferentproposalvarieties.

Salesproposalsareusefultosellexpensivegoodsorservices.

Fundingproposalsshouldstresstheneedsyourprojectwillmeet.Showhowyourprojectwillhelpfulfillthegoalsoftheorganizationyouareaskingforfunds.

Businessplansneedtopayparticularattentiontomarketpotentialandfinancialforecasts.

StrategiesforIncreasingLearning

Studentsmayfeelanxiousaboutproposalassignmentsbecausemanyhavenothadmuchexperiencewithproposalsandbecausetheseassignmentstendtobemorecomplexandworthmoreoftheirfinalgrade.

DiscussandAnalyzeExamplesofProposals

Showingstudentssuccessfulexamplesofproposalsearlyinyourdiscussionofthisunitcancounteractthisproblembecausestudentswillbeabletoconceptualizemoreclearlywhatyouwantthemtodo.Besidesmodelingtheassignment,givingstudentsfeedbackbymakingyourselfavailableforconferencesandreadingdraftsmaybethemostimportantthingsyoucoulddotokeepthemontrack.Studentsappreciatethishelpwhetherornottheyconductpeerreviewsinclass,andwhethertheyareworkingindividuallyorcollaborativelyonproposalsandreports.

GiveStudentsNoticeofCommonIssues

Sincesomanyclasseswriteproposalsforaclassresearchproject,we’reincludingherealistofthemostcommonproblemswe’veseeninproposalsoverthelastseveralyears.Ifyousharethislistwithstudentswhiletheyareworkingondrafts,youmayhelpstudentseliminatemostoftheseerrors.Thelistmayalsoprovideyouwithadditionalideasforkeepingstudentsontrack:

Proposalisincomplete.Eithersectionsareentirelymissingorcrucialinformationhasbeenomitted.

Problemsectionisundeveloped.Thisissueisusuallyduetopooraudienceanalysisbutsometimesindicatesthatthewriterneedsmoreinformationaboutthetopics.

Feasibilitysectionisofffocus.Sometimesstudentsconfusetheterm“feasibility”asit’susedwith“feasibilityreport,”andtheygivereasonswhytheirproposedsolutiontrulyisfeasible.Instead,thissectionshouldshowhowstudentsknowtheycanfindasolutioninthetimeavailable,whichprobablyshouldincludeabackupplaniftheydiscoverthattheircurrentideaisnotworkable.Theycan’targuethattheirsolutionisfeasiblenowbecausetheyhaven’tyetcompletedtheresearch.

Specificsaren’tgivenfor“Methods.”Actualbibliographicalinformationhastobegivenforallsecondarysources.Ifstudentsareconductingprimaryresearch,theyhavetogivespecifics.Forexample,iftheyareinterviewingpeople,theyhavetogivethenamesandsaywhytheythinkthesepeoplewillbeuseful.Ifthey’redistributingaquestionnaire,theyhavetosayhowmanytheyplantodistribute,towhom,andincludeadraftoftheirquestions.

Audiencesectionisinaccurate.Studentsoftenmistakenlylistyouastheprimaryaudience.

Poorparagraphstructure.Studentssometimemistakenlybelievethateverythingwithinasectionshouldbepresentedinoneparagraph,whichresultsinparagraphsofunmanageablesize.

Incomplete“Qualifications”sectionwhengroupswritecollaborativeproposals.Atthedraftstage,studentsoftenwritethingssuchas“Weareallveryqualified....“andnevergobeyondgeneralities.It’sbestiftheybrieflydiscusseachindividual’squalificationswithspecificexamples.

Connect

Connect®BusinessCommunicationallowsyoutoenhancetheskillsofstudents,andpreparethemforthenetworkedworldusingthelatestproven-effectiveadaptiveresources.Itoffersassignable,auto-gradedactivitiesproventoincreasetestscores,retentionrates,andattendance.

EachchapterisavailableinSmartBook®formatandincludesLearnSmartAchieve®.Inaddition,therearenumerouschapter-specificactivitiesavailableinConnect.Activitiesincludeachapterquiz,aTestBank,andavarietyofApplicationExercises,containingmatching,multiple-choice,andrankingquestions;caseanalysisexercises;andvideocases.Belowarealistofavailableassetsandsuggestionsforincorporatingthemintoyourcourse.

ApplicationExercises

ProposalVarieties

LO:14-5

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstoidentifytheappropriatevarietyofproposalforagivencommunicationsituation.

UseProposalVarietiesasareviewoftheconcepts.

Useasquizafterthereading:

AssignChapter14forstudy.

AssignProposalVarietiesasaquizonasectionofthereading.

Useasreviewafterlecturesanddiscussions:

Coverthepurposeandvarietiesofproposals,whentousethem,andguidelinesforcreatingthem.

AssignProposalVarietiesashomeworktoreview.

BrainstormingforProposals

LO:14-2

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstoidentifyhelpfulquestionstoaskwhenbrainstormingaproposal.

Useasquizafterthereading:

AssignChapter14forstudy.

AssignBrainstormingforProposalsasaquizonasectionofthereading.

Useasreviewafterlecture,activity,anddiscussion:

Coverbrainstormingforproposals,organizingproposals,andwritingvarietiesofproposals.Useoneofthefollowingactivitiesfromthetextbook,butaskstudentstoworkthroughthebrainstormingphaseinsmallgroups,thenfollowingwithaclassdiscussion:

14.3WritingaProposalforaStudentReport

14.5ProposingtoUndertakeaResearchProject

14.6WritingaProposalforFundingforaNonprofitGroup

14.7WritingaSalesProposal

AssignBrainstormingforProposalsasareview.

Useasaprecursortoaworkshopday:

BrainstormingforProposalswouldworkwellashomeworkoratthebeginningofaclassperiodwhereyou’llasklearnerstobeginworkonaproposalproject.

SelectingTopics

LO:14-2,14-3

AACSB:Communication

Blooms:Understand

DifficultyLevel:Medium

Thismatchingexerciseaskslearnerstoidentifyanappropriateproblemforaclassresearchproject.

Useasquizafterthereading:

AssignChapter14forstudy.

AssignSelectingTopicsasaquizonasectionofthereading.

UseSelectingTopicsasareviewoftheconceptsafterlectureanddiscussion:

Coverthechapter’scontents,whetherinonedayoroverseveraldays.

Useoneofthefollowingactivitiesfromthetextbook,butaskstudentstodiscusspotentialtopicsinsmallgroups,thenfollowingwithaclassdiscussion,makingsuretoclearlyexplainwhyorwhynottheirtopicsareappropriate:

14.3WritingaProposalforaStudentReport

14.5ProposingtoUndertakeaResearchProject

AssignSelectingTopicsashomeworktoreview.

Useasaprecursortoaworkshopday:

SelectingTopicswouldworkwellashomeworkoratthebeginningofaclassperiodwhereyou’llasklearnerstobeginworkingonaproject.

Chapter14Quiz

Themultiple-choicequiztestslearners’understandingofthechapter’scontent.

Chapter14TestBank

Thequestionbankutilizestrue/false,multiplechoice,andshortanswerquestionstothoroughlytestthelearners’understandingofthechapter’scontent.

LearnSmartAchieve®

LearnSmartAchieve®developsandimproveseditingandbusinesswritingskills.Thisadaptivelearningsystemhelpsstudentslearnfaster,studymoreefficiently,andretainmoreknowledgeforgreatersuccess.

SmartBook®

SmartBook®isthefirstandonlyadaptivereadingexperiencedesignedtochangethewaystudentsreadandlearn.

AnswersandAnalysisforEnd-of-ChapterExercisesandCases

Answersfortheend-of-chapterexercisesandcasesinChapter14aregivenbelow.

14.1ReviewingtheChapter

LO:14-1–14-5

DifficultyLevel:Easy

Whatisthedifferentbetweenacompetitiveandnoncompetitiveproposal?(LO14-1)

Competitiveproposalscompeteagainsteachotherforlimitedresources.Noncompetitiveproposalshavenorealcompetition.

Whataresixbrainstormingquestionstoconsiderbeforestartingyourproposal?(LO14-2)

Whatproblemareyougoingtosolveorwhatopportunitydoyouhopetofill?

Whydoestheproblemneedtobesolvednowortheopportunityexploredimmediately?

Howareyougoingtosolvetheproblem?

Canyoudothework?

Whyshouldyoubetheonetodoit?

Whenwillyoucompletethework?

Howmuchwillyoucharge?

Whatexactlywillyouprovideforus?

Howdoestheorganizationofproposalsforclassresearchprojectsandbusinessproposalsdiffer?(LO14-3)

Inaproposalforaclassresearchproject,provethatyourproblemistherightsize,thatyouunderstandit,thatyourmethodwillgiveyoutheinformationyouneedtosolvetheproblem,thatyouhavetheknowledgeandresources,andthatyoucanproducethereportbythedeadline.

Inaproposalforbusiness,introducetheproblemoropportunity,explainitscausesandwhatwillhappenifnothingisdone,outlineaprojectplantosolvetheproblemoropportunity,stateyourqualifications,anddiscussthecostsandbenefitsofacceptingtheproject.

Whataresomeguidelinesforpreparingabudgetforaproposal?(LO14-4)

Inaprojectbudget,askforeverythingyouwillneedtodoagoodjob.Researchcurrentcostsfiguressoyouareinline.Forcoststhatappeartobenefityoumorethanthesponsor,givefulljustification.Youmightalsoconsiderthefollowingquestions:

Whatsizeprojectswilltheorganizationfundintheory?

Doesthefunderprefermakingafewbiggrantsormanysmallergrants?

Doesthefunderexpectyoutoprovidein-kindorcost-sharingfundsfromothersources?

Whataresometipsforwritingasalesproposal(LO14-5)

Towriteagoodsalesproposal,besurethatyouunderstandthebuyer’spriorities.Makesureyourproposalpresentsyourgoodsorservicesassolvingtheproblemyouraudienceperceives.Don’tassumethatthebuyerwillunderstandwhyyourproductorsystemisgood.Foreverythingyouoffer,showthebenefitsofeachfeature.Besuretopresentthebenefitsusingyou-attitude.Uselanguageappropriateforyouraudience.

Whatisabusinessplan?(LO14-5)

Businessplansaredocumentswrittentoraisecapitalfornewbusinessventures.

Howarestatementsofneedsandgoalsdifferentthanasolutioningrantproposal?(LO14-5)

Thestatementofneedssectioninagrantproposalshouldspecificallydescribetheproblemtheprojectwillsolveanddiscussthepopulationthatwillbenefitfromthework.

Thegoalstatementinagrantproposalshouldthenfocusonthecauseoftheproblemandseekwaystosolveit.

14.2AnalyzeaRealProposal

LO:14-1,14-2,14-3

DifficultyLevel:Medium

Answerstothisexercisewillvarybystudentteams.However,thekeytothisexerciseistohighlightfeaturesofarealproposalandtogetyourstudentstounderstandthedifferentpartsofthegenre.

14.3WritingaProposalforaStudentReport

LO:14-2,14-3

DifficultyLevel:Medium

[SeetheexampleinFigure14.2.]

Havingstudentswriteproposalsasapreludetotheirreportsisusefulwhetheryou’reassigningafullformalreportorashortreport.Youcouldalsoassigntheproposalwithoutrequiringstudentstowritethereport.

Studentsaresometimessurprisedtorealizethattheymustdomuchofthebackgroundworkfortheirreportsbeforetheycanwriteproposals.Allowatleasttwotothreeweeksbetweenthetimesyoufirstdiscussthereportassignmentandthedatetheproposalisdue.

Sinceagoodproposalmakesagoodreportmorelikely,allowstudentstorevisetheirproposals.

14.4ProposingaChange

LO:14-2,14-3

DifficultyLevel:Hard

Thedifficultyofthisexercisedependsonhowbigthecommunicationchangeis,howmuchresistanceitfaces,andtowhatextenttheorganizationinvitesideasfromworkers.Still,it’slikelytobeaninterestingandusefulassignmentifyourstudentshavefull-timejobs.

14.5ProposingtoUndertakeaResearchProject

LO:14-2,14-3

DifficultyLevel:Medium

Thedifficultyofthisexercisedependsonhowbigtheprojectis,towhatextenttheworker’sjobincludesresearchornonroutinework,andtowhatextenttheorganizationinvitesideasfromworkers.Still,it’slikelytobeaninterestingandusefulassignmentifyourstudentshavefull-timejobs.

14.6WritingaProposalforFundingforaNonprofitGroup

LO:14-12,14-3

DifficultyLevel:Hard

Thisexerciserequiresthatstudentsdosomeresearchbutisenjoyablesincetheycanwriteaboutgroupstheycareabout.

Somestudentswillfinditeasiertofindfundingsourcesthanwillothers.Manyresearchuniversitieshavestaffmemberswhohelpfacultyapplyforfunds;largecitiesmayhavefoundationswhichgrantfunds.Anyofthesepeoplemaybewillingtotalktoyourclasses.Youcan“level”theplayingfieldbytellingstudentstoassumethattheyhaveafoundationwhichisinterestedinfundingprojectsliketheirs,ratherthanrequiringthattheyfindthenameofarealagency.

14.7WritingaSalesProposal

LO:14-2,14-4

DifficultyLevel:Hard

Thisexerciseiseasierforstudentswithbusinessexperiencebutisaccessibleenoughevenforthosewhohavelittleworkexperience.

Goodproposalswillshowknowledgeoftheaudienceandtheorganizationforwhichtheworkwillbecompleted,refertotheorganization’sneeds,andshowhowtheworkcouldbenefittheorganization.Forexample,aproposaltoreviseformlettersshouldshowanawarenessofwhatkindsofformletterstheorganizationwrites,andshouldsupplyevidencethattheyaren’tasgoodastheycouldbe.Encouragestudentstowritetoorganizationstheyalreadyknoworthosetheycangetinformationabout.

Goodproposalswillbespecificandhavebudgetsandworkschedulesthatseemcarefullyworkedout,notrough“guesstimates.”It’stactfultosuggestthattheworkcouldbeadjusted,dependingontheorganization’sbudget.Forexample,landscapingcouldbesimpleorelaborate,dependingonhowmuchmoneythefirmiswillingtospend.

14.8PresentingaStockholderProposal

LO:14-2,14-5

DifficultyLevel:Medium

Studentsgenerallylikethisexercise.Itcanbeusedasanin-classassignmentifyouteachinacomputerclassroom.Answersforthisexercisewillvarybasedontheorganizationthatstudentsselectandtheproposaltheychoose.Theoralpresentationsdonotneedtobelong—5to8minutesatmost.Providejustenoughtimesothatstudentscanreporttheirfindingswiththerestoftheclass.Thisexerciseshouldbecompletedinoneclassperiod(ifyouteachfor50minutes).

ExercisePlanningTable

LearningObjective

Difficulty:Easy

Difficulty:Medium

Difficulty:Hard

14-1

Defineproposals.

14.1.1

14.2

14-2

Brainstormforwritingproposals.

14.1.2

14.2,14.3,14.5,14.8

14.4,14.6,14.7

14-3

Organizeproposals.

14.1.3

14.2,14.3,14.5

14.4,14.6

14-4

Preparebudgetandcostssections.

14.1.4

14.7

14-5

Writedifferentproposalvarieties.

14.1.5,14.1.6,14.1.7

14.8

Exerciseswithmultiplelearningobjectives

14.1

14.2

In-classexercises:14.2,14.8

Out-of-classexercises:14.1,14.3,14.4,14.5,14.6,14.7

Ifyouteachinacomputerclassroom:14.2,14.3,14.4,14.5,14.6,14.7,14.8

Mostoftheout-of-classandcomputerclassroomassignmentswouldalsobeeffectivepreparationandbasisforclassdiscussions.

PPTLectureOutline

PPT14.1–14.2 Thetitleslideandalistofthechapter’slearningobjectives

PPT14.3–14.4 Definitionandpurposeofproposals,twomaintypesofproposals

PPT14.5–14.7 Brainstormingforproposals

PPT14.8–14.11 Proposalstyle

PPT14.12–14.15 Organizingproposals

PPT14.16–14.17 Preparingbudgetandcostsections

PPT14.18–14.27 Proposalvarieties

PPT14.28 Summaryandquestionslide

PPT14.29 Slideappendices

LessonPlanIdeas

Businesscommunicationcoursesvarywidelyontheamountoftimeanddepthofcoveragetheygivetoproposals.Mostcoursesspendbetweentwotothreedaysonthematerialinthischapter,dependingonhowmuchtimetheywillspendonproposalsoverallandwhatotherchaptersintheunitwillbecovered.Ifyouemphasizeproposalsinyourclass,youwillwanttoassignchaptersrelatedtoproposals:

Chapter2AdaptingYourMessagetoYourAudience

Chapter5DesigningDocuments

Chapter15WritingReports

Ifyouarepressedfortimeandaregoingtohaveyourstudentswritejustoneproposal,youmightlectureonthismaterialquickly.ThePowerPointpresentationonthischapterwillhelpyougivestudentsasolidintroduction.Keepinmindthatthetimeyouspendonproposalsneednotbeinaconsecutiveblockoftime.

IntroducingProposals

50minutes

Provideabrieflectureonthedefinition,purpose,types,style,organization,andvarietiesofproposals(PPTslides14.3,14.8–14.15,14.18–14.27).Thenaskstudentstoworkingroupstoanalyzeaproposal(provideanexampleforthem.Usethequestionsinexercise14.2AnalyzeaRealProposaltohelplearnersfocusontheessentialelementsofproposals.Repeatwithanotherproposalifthereistime.

Oneofthedifficultiesinteachingproposalsisthatitcantakequiteawhileforstudentstoreachthepointwheretheyhaveaclearunderstandingofwhatthey’reworkingtowards,especiallyiftheydonothaveprofessionalexperience.Studentswilldobetteriftheyhaveaclearideaofwherethey’reheadedevenbeforetheyselectatopicorbeginresearch.Bringinexampleproposalsfrompreviouscoursesorsomethatyoufindonline.Youmayalsoaskstudentstolocateproposalsfordiscussionpurposes.

DiscussingProposalsforClassResearchProjects

50–100minutes

Beginbyreviewingthepartsofaproposalforaclassresearchproject.GothroughtheproposalinFigure14.2andhavestudentsshowhoweachsectiondoesordoesnotfulfillthecriteria.Anotherpossibilitywouldbetobringinsampleproposalsforstudentstoevaluateontheirown.Ifit’stooexpensiveforyoutomakecopiesforeveryone,considerputtingseveralsamplesonreserveinthelibraryoronyourcoursewebsite.

Ifstudentswillbedoingaformalreportbasedontheirproposals,ithelpstogivethemaclearideaofwherethey’reheaded.Letthemseeexamplesofformalreportsbeforetheirproposalsaredue,evenifyoudonotdiscussthem.Attheveryleast,pointouttheexampleofaformalreportinChapter15(Figure15.12),whichistheformalreportthatcorrespondstotheproposalinChapter14(Figure14.2).

Ifyouwillbeassigningaprogressreportaswell,pointouttheexampleofachronologicalprogressreportgiveninFigure15.10.Quicklypreviewingthereportsthatlieaheadalmostcertainlywillresultinbetterproposals.Forexample,studentsusuallyhaveamuchbettergraspofsuitabletopicsandhowmuchresearchthey’llneedoncetheyknowwhattheirfinalproductwillbelike.Youcancomebackanddiscussthesereportsindetaillaterintheterm.

DiscussingFundingProposals

50–100minutes

Provideabrieflectureonbrainstorming,style,organization,andfunding(PPTslides14.5–14.17),makingsuretohighlightthesimilaritiesanddifferencesbetweenthethreecommonvarietiesofproposals(14.18–14.27).Then,haveanexampleofeachtypeoffundingproposalandaskstudentstoworkingroupstoanalyzeaproposal(provideanexampleforthem).Usethequestionsinexercise14.2AnalyzeaRealProposaltohelplearnersfocuson