Business and Professional Communication Quarterly

Scanning technology is now playing a major role in Human Resource Infor mation Systems (HRIS). As new applications are received, many organiza tions scan the résumés into their databases and subsequently search key words to achieve a match between applicants' qualifications and job requirements. But typographical embellishments on some résumés cause scanning difficul ties. This research article reports the impact of electronic résumé-management systems in Fortune 500 companies and examines the implications of this technology, providing guidelines for producing scanner-friendly résumés.

Academic Service-Learning (AS-L) is an innovative business communication pedagogy. Like community service, AS-L involves students volunteering in the community; however, AS-L requires the infusion of the classroom content into the community service experience. This article describes AS-L, the assignment for a business communication class, and students' reactions as well as benefits and challenges to its use. The greatest strength of using AS-L is students'tying theory into actual application of principles, student passion for the work, fac ulty enthusiasm for the results, and community satisfaction.

The past decade has produced a growing body of evidence suggesting small group-based instructional methods can promote the achievement of a variety of desirable higher educational outcomes. Therefore, within college and uni versity settings, group-oriented instruction has increased. Team Learning goes beyond using temporary groups or assigning occasional group activities. With this approach, students spend approximately 80 percent of their in-class time working in permanent and heterogeneous teams. The system, when used prop erly, appears to overcome many of the potential problems with using small groups. The methodology empowers both instructor and students. The instruc tor becomes a facilitator and manager of learning rather than the "spoon feeder" of information. The students become active and responsible partici pants in the learning process rather than passive recipients. The process facili tates effective teamwork in settings where teams gain first-hand experience with the kind of team dynamics they will encounter in high performing teams at work.

Since Britons historically have placed a high value on the use of correct fortns of address, those who write to and speak with them should be familiar with their generally accepted address-related customs. In relatively formal commu nication settings, the use of titles and surnames is generally sanctioned, although there are some notable exceptions. In relatively informal communi cation settings, the use of first names or appropriate substitute expressions is generally sanctioned. Business communication teachers can incorporate infor mation about British forms of address into both general business communica tion and specialized international business communication courses as the provided examples suggest.