Monthly Archives: October 2019

Fake Testimonial Photos No Smiling Matter

Testimonials—written recommendations about a product by a user or celebrity—are among the most effective marketing tools. But a recent scandal has put the practice in the headlines, shedding light on some unethical behavior.

Many testimonials include a photograph of a happy customer who has purchased the product and wants to share his or her positive user experience. Advertisers claim that testimonials without photographs don’t offer the same level of persuasion as ones with photographs, so these images play a large part in the efficacy of the advertisement.

Such was the case for a product sold by uBiome, a lab-testing company. On the company website, a picture of a young, handsome, smiling man was accompanied by his purported testimonial that said uBiome’s product helped him learn that “a lot of my immunity issues stemmed from the lack of bacteria in my microbiome.”

The problem was that the same man’s face can be found on multiple websites with different names and marketing a variety of products and services. An investigation revealed that the uBiome photograph was actually a stock image taken from Shutterstock.com, although the testimonial itself came from a customer account page or a survey. Government rules require that endorsements feature actual customers unless the advertising company reveals where the substitute image was obtained.  That was not, however, what uBiome did. Subsequently, the company’s co-founders and co-chief executives were placed on administrative leave.

Using a stock photo the way uBiome did is quicker and easier than tracking down customers and obtaining permission to use their photos. But just because it’s easier doesn’t mean it’s legal.

Discussion

  1. Why is it unethical to use a fake photo in a testimonial?
  2. Who should be held responsible for such lapses—the marketing manager, advertising director, CEO or all?
  3. Would you be more likely to use a product after reading a testimonial with a photo or without a photo?

 

 

Speak Up! Improving Classroom Discussions

We’ve all experienced the classroom dynamic in which the same few students respond to the instructor’s questions, a pattern that can last the entire semester—and one that frustrates the instructor while indicating that the majority of students have abdicated their responsibility to come to class prepared.

However, much can be done to increase students’ participation and thereby enhance their learning. Below are some tips to help improve class discussions.

Prime students early in the semester. As early as the first day of class, put students on notice that they will be expected to participate. Do this by having a discussion about Ask students about their past experiences with class discussions and why participation is important. Then explain how research shows that students learn better when they participate.

Pose questions designed to generate responses.Take a hint from journalists who ask questions for a living. They break questions into two types: open-ended and closed-ended. Open-ended questions allow the responder to include more information and opinions, while closed-ended questions elicit a specific response. For example, an open-ended question would be “What do you like and dislike in your position as a financial consultant?” while a closed-ended question on the same topic might be “Do you like your job?” Open-ended questions can lead to more dynamic discussions.

In the business communication classroom, teachers can generate better responses by wording questions designed to elicit multiple responses with open-ended questions.In, say, a discussion about the direct and indirect organizational strategies, ask students about the benefits of using either strategy for delivering bad news. This open-ended question allows students to apply their own ideas to their responses. Also prod students to apply the rationale behind choosing the direct or indirect method of organizing a piece of writing. This step integrates the rhetorical reasoning that goes into the choice, thus deepening learning.

Asking students to provide their own examplesis another way to engage them and encourage them to speak. In the above situation, students might be urged to offer their insights about various contexts for using the direct and indirect strategy. 

Place students into groups for discussions. This strategy works well for larger classes and for reticent students who may feel more comfortable talking among peers in a smaller platform. Prepare questions ahead of time for the groups to work on. Then bring the class together to hear what the groups have come up with. (This approach works particularly well when discussing ethical issues in business. See the many situations with accompanying discussion questions under the BizComBuzz tab News You Can Use.)

Assign questions for next class session as homework. Have students write their responses to a question (or questions) that will be discussed in a subsequent class. This tactic has the benefit of encouraging students to find the answers in their assigned reading and then allowing them to read their responses in class instead of having to extemporize. When assigning questions to answer, devise them to be relevant to students’ experiences, analytical in nature, and indicative of important concepts.

If you have ideas about how to improve classroom discussions, please share them with us!

Adapted from How to Hold a Better Class Discussion, The Chronicle of Higher Education

Misuse of Myself

[Instructors: PDFs of this exercise and its answer key are at the end of this post.]

 

The personal pronoun myself is often used incorrectly, making the speaker sound uninformed. To use myself correctly, remember that all personal pronouns have a matching reflexive pronoun: me-myself, you-yourself, she-herself, etc. Being reflexive means the word reflects on something you do yourself (I ate the whole pie myself.) A reflexive pronoun is always the object in a sentence, never the subject, so saying Myself will lead the meeting or Mr. Singh and myself will handle the account is incorrect; myself is never a substitute for me or I.

To make sure you are using myselfcorrectly, consider these points.

  • When reflexive pronouns are used to show emphasis, they are called intensive pronouns: I wrote the report myself. The sentence would be correct without myself.
  • When the speaker is both the subject and object of the sentence, use the reflexive: After the presentation, treated myself to a night out with friends.

Correct the following sentences containing myself. Note whether the rewritten sentence uses myself as the object [O], as an intensive [I], or as subject/object [S/O]. Mark the sentence with a [C] if myself is being used correctly and note why.

  1. Please contact Maria, Sooyi, or myself with questions about the new regulations.
  2. Let myself know when you’ve completed reviewing the attached report.
  3. I can see me in the photo.
  4. Give the package to Joe or myself.
  5. I myself saw the result of the quake’s damage.
  6. For people like myself, it’s becoming increasingly difficult to find a good job.
  7. The manager and myself met to discuss the matter, and we were in complete agreement.
  8. My colleagues and myself worked through the night to make the deadline.
  9. I brought in the client myself and should therefore be the liaison.
  10. Mark said he’d be delighted to set up a phone call for myself and Ben.

Misuse of Myself Exercise

Misuse of Myself-Answer Key