At a recent business luncheon one of the guests blew his nose in his napkin. Another guest wore jeans and a sheer blouse. Are these appropriate business behaviors?

Do you practice such basic courtesies as returning messages promptly, and greeting people when they enter your office? Does your organization have uniform policies regarding emails, punctuality, and kitchen use?

Good manners are good business. Many potentially profitable alliances or promotional opportunities are lost because of unintentional bad manners. Second chances aren’t always possible.

Test your business etiquette

Which of the following demonstrate appropriate business etiquette?

1. Your boss, Ms. Andrews, enters the room when you’re meeting with a client, Mr. Block. You rise and say, “Ms. Andrews, I’d like you to meet Mr. Block, our Chicago client.
2. You answer the phone for a colleague and ask “Who’s calling please?”
3. In a restaurant, you drink thin soup served in a cup with no handles.
4. The male pays when he’s having a business meeting at a restaurant with a female colleague.
5. When you greet a visitor in your office, you let him sit where he wishes.
6. You leave a luncheon meeting after two hours.
7. You’re scheduled to meet an associate for a working lunch. If she hasn’t arrived after 30 minutes, you order and eat.
8. Name tags should be placed on the right shoulder.
9. It’s acceptable to make sales pitches at networking functions.
10. It’s appropriate to give business cards to everyone at business meetings.
11. It’s appropriate to take phone calls while in meetings.
12. It’s important to hold doors open for women.
13. It’s okay not to attend office parties.
14. It’s correct for women to extend their hands when greeting others.
15. At a business luncheon, I can eat and answer questions at the same time.
16. If I have a hot meal at a business dinner, I start eating before it gets cold.
17. If I get something stuck in my teeth at a business reception, I remove it with a toothpick.
18. I multitask while talking to a colleague.
19. It’s appropriate to wear tattered jeans on casual work days.

Answers
1. Inappropriate. Introduce or name the more important person first.  In business, clients hold the highest authority.

The person of lesser importance, regardless of gender, is introduced to the person of greater importance. “Mr. Greater Authority (Mr. Block), I’d like to introduce Ms. Lesser Authority (Ms. Andrews).”

2. Inappropriate.  Asking “Who’s calling?” suggests calls are screened. To avoid insults, the person answering the phone could announce the individual’s unavailability, then ask for the caller’s name and message.

To avoid screening, announce yourself at the beginning of calls. By stating your name, you’re sending a subliminal message that you have a right to speak to the person.

3. Inappropriate. Use the spoon provided.

4. Inappropriate. The person who benefits from the business association pays, regardless of gender. Clarify you’re hosting when extending invitations.

5. Inappropriate. Indicating where your guest should sit will make him feel more comfortable.

6. Appropriate. Allow two hours for business lunches. Start discussing business after the appetizer has been served.

7. Appropriate. Also, expect an apology.

8. Appropriate.  When shaking hands, your eyes follow the line of the arm to the person’s right side. By placing the tag on the right, you can read the name while shaking hands.

9. Inappropriate. You’ll be perceived as pushy, needy, insensitive, or inexperienced.

10. Inappropriate. Wait until you’ve established a reason to make further contact before exchanging cards. This enhances the value of the exchange.

11. Inappropriate. Taking calls while in a meeting is rude. It says others are more important than the person with whom you’re meeting.

12. Inappropriate. Business etiquette is based on hierarchy and power, unlike social etiquette which is based on gender and chivalry.

Doors are held open for persons more senior in rank, regardless of gender. The person, who gets to the door first, holds it open for people following.

13. Inappropriate. Not attending shows disrespect.

14. Appropriate. A firm handshake made with direct eye contact sets the stage for a positive encounter.

15. Inappropriate. Never speak with food in your mouth, Take small bites so you can quickly finish and swallow the food before speaking. You may not have enough time to eat everything if you’re asked many questions, but remember, you’re meeting to discuss business.

16. Inappropriate. Don’t begin eating until all meals are served and your host takes the first bite. If water is on the table, sip it after everyone is seated.

17. Inappropriate. Toothpicks should be used in private. If food gets stuck in your teeth try to remove it with your tongue. If this doesn’t work, excuse your self and go to the restroom.

18. Inappropriate. If you are in a face-to-face conversation with someone, do not text, email, or answer calls.

19. Inappropriate. Casual is not sloppy. Your team needs to know what appropriate dress and ‘’business casual” mean at your organization. Ensure casual dress does not lead to a casual attitude.

Business manners can advance your career and enhance the reputation of your organization. Present yourself with confidence and authority. Consider others’ feelings. Be courteous, respectful, and considerate to everyone. “Please” and “thank you” are still magic words.

Learn more about Questers Dare to Change Your Job and Life: www.questersdaretochange.com/book

Create growth opportunities in your present organization

– Identify needs, skills and other personal qualities you want met in your job. Also write a job description that will enable you to use desired personal traits, and work in an environment that will provide opportunities to perform preferred job tasks, and have desired levels of responsibility and salary.

Chapter 8, “Questers Dare to Change Your Job and Life,” will help you uncover the real you, and show you how to investigate compatible career options. Check out the book in this web site  www.questersdaretochange.com/book.

– Explore ways to creatively redesign your job. If you want to spend more time on sales and less time on technical work, propose suggestions to your boss indicating how this will enhance your productivity and benefit the company’s bottom line.

– Take initiative. Look for jobs you would like in your company. Identify the project manager. Research ways you can enhance the project and offer the manager assistance and suggestions. Volunteer for special projects. Offer to take charge of a newsletter or a community relations project. Ask for what you want.

– Become a team player. Get involved in and work toward the success of a project. Offer time and recommendations for enhancing the company’s product or service.

– Network. Learn what’s happening in the company. Communicate regularly with colleagues. Participate in social activities, read the company newsletter.

– Become an expert in your field. Continue to learn. Read professional journals, attend business meetings. Share your knowledge and skills.

– Develop interests outside of work. Make family and leisure time fun. Find hobbies and volunteer activities that could provide challenge and boost confidence.

– Gain the recognition and support of political decision makers. Demonstrate loyalty, ability to set priorities, and attain goals. Show you’re motivated to enhance productivity, can meet deadlines, and communicate effectively.

Are you satisfied with your job? Do you enjoy getting up to go to work Monday mornings?

Whether or not you’re satisfied with your job depends on the degree to which it meets your needs.

So, for instance, if you have a high need for social contact and your job gives you many opportunities to satisfy that need (assuming other important high-level needs are also met), you will have a high level of job satisfaction. If, on the other hand, you have a job that offers few chances to make social contacts, you maybe very dissatisfied.

A young person with a job that demands extensive travel may be quite satisfied. But once that person is married and has children, being away from home may become so displeasing that he or she seeks a new job with limited travel demands.

As you grow and develop, your needs constantly jockey for position, As a result, in middle age you may seriously consider changing the direction of your career and life.

Chapter 6, Questers Dare to Change Your Job and Life, looks at job satisfiers Questers tend to seek. This may help you clarify your own job needs. Quizzes show how to rate your job satisfaction, job involvement, and burnout potential.

Book available from: https://www.amazon.com/Questers-Dare-Change-Your-Life/dp/1508408963

Do you look at the bright side of life and anticipate good fortune and success?  Or, do you feel that you are missing something when it comes to good luck and fortune?

Do you have winning personality traits?

Answer “Yes” or “No”

1. I expect to win.
2. I often follow my intuition.
3. I see the bright side of a problem.
4. I seize opportunities in unexpected situations.
5. I’m open to new opportunities.
6. I’m optimistic.
7. I take steps to improve my life.
8. I live in the present.
9. I’m usually relaxed.
10. I’m open-minded.

Scoring: Add your Yes responses. The higher your score, the luckier you perceive yourself to be.  You probably create your own good fortune, expect to win, are alert to new opportunities, and do what it takes to improve your life.

Tips for Creating Luck

– Review the fortunate experiences you’ve had over the past five years, and note when you’ve had good luck. List people, circumstances, and resources that influenced your luck. Talk to others about their good luck, and identify what they did to facilitate good fortune.

Develop a success journal. Write down your successes weekly. Note the role luck played in achieving them, and the strategies you used to influence your luck.

– Be flexible, open to new experiences. Recognize opportunities and take advantage of them. Perceive patterns, and make connections between seemingly unrelated ideas, objects or events. View commonplace things in new ways.

Take advantage of unexpected good fortunes. Don’t procrastinate. The window of opportunity may not last long.

– Dare to risk.  Every new venture has an element of risk. You can’t grow and succeed without stretching, risking. Explore new opportunities. Don’t fear mistakes. Ask yourself, “What’s the worst thing that could happen?”  Decide whether you could live with the worst scenario, or take steps to reduce the chance of it happening.

Look upon something new, different, or unknown as exciting — an opportunity to challenge yourself and to grow. If you don’t try, how will you ever find out if you can do it?

– Set goals, and develop an action plan. Break the goal down into small steps. Every day do at least one activity related to achieving it. Know resources that can help you attain the goal. Work hard. Focus. Expect success.

– Build networks to exchange ideas and offer assistance. Opportunities to create chance experiences are greater with a strong network of contacts and resources. Attend professional and community meetings. Plan to meet at least two new people at each new gathering. Take the initiative. Follow up and show appreciation for help and contacts.

– Challenge assumptions.  Examine your belief system. Question why things are done certain ways. Challenge conventional truths and the status quo. Seek new alternatives in developing problem resolutions.

– Prepare for, and welcome the unexpected. Recognize opportunities that might have eluded you previously. Believe in your ability to create luck.

Louis Pasteur said, “Chance favors the prepared mind.” A myriad of opportunities won’t help unless you’re prepared to use them. Luck occurs when preparation meets opportunity.  I was in the right place at the right time. But I also created my luck. I seized the opportunity when it was presented.

What kind of career assistance did you receive when you were in high school? What kind of help are young people you know getting? What can you do to help?

Mavis, a recent law graduate, doesn’t want to practice law. But what to do? Mark, a grade 12 student, wants to take a year off before completing any post high training. His parents are upset.

The dilemmas of Mavis and Mark are common. Being undecided about career direction is a normal part of growing up. Indecision also happens to adults periodically. We evaluate who we are and where we want to go during transition periods in late adolescence and again at about age 30, 40, 50, 60 and so on.

For the high school or college student the questions, “Who am I?”  and “What should I do?” can be overwhelming and anxiety-provoking. Peers, school, family and other societal pressures add to their stress. Some stress could be reduced if students were helped to understand themselves, explore their options, define broad career goals, and understand that career and lifestyle decision making is lifelong.

Are schools doing an effective job helping students make smooth school to work transitions?

Some schools are doing an excellent job preparing students for college entrance. But to take what? To prepare for what occupation or occupational field? Many graduates, like Mavis, with university degrees and no career goals, are paying off student loans in excess of $80,000.00!

Although university is a good place to learn more about yourself, meet others and explore some career options, is a four year university degree the best option for all students? Recent research by US Department of Education (https://www.ed.gov/news)  indicate that nearly half of all students who begin college do not graduate within six years, and the consequences of taking on debt but never receiving a meaningful degree can be severe. Students who borrow for college but never graduate are three times more likely to default. A stronger focus on outcomes for students means change for everyone – schools, students, states, accreditors, and the federal government.

Some adolescents, who are more interested and talented in working with their hands or want to work outdoors, feel pressured to attend college. Many can achieve satisfaction and success without a degree. Brad, a college drop-out, has a successful computer repair business. Fred, a former college president, is a carpenter. Karol, a former English professor, has her own catering business.

Many students go to university because they’re told they’ll earn more if they have a degree. While this is true on average, many technical, trade and crafts workers such as drafters, electricians, automobile mechanics and construction supervisors earn more than university educated teachers, dietitians and social workers.

What can schools do to help students with post-high plans? One solution is to offer effective career education programs and services. As an integral part of the educational process, career education assists students develop healthy emotions, positive self-concepts, good communication skills, abilities to understand, accept and help others, and contribute to their communities.

Career education helps students acquire appropriate attitudes, knowledge and skills in three interrelated areas.

1. Knowledge of self and others. Inventories and varied experiences help students assess personal characteristics such as interests, needs and strengths and use these to explore compatible lifestyle options. Students also acquire interpersonal skills and understand that personal and career development is lifelong.

2. Exploration of career and lifestyle alternatives. This includes exploring occupation alternatives and various education/training routes to job entry. Study and job search skills, money management, economic principles, and family, leisure and citizenship roles and settings are also addressed.

3. Decision-making and goal setting strategies. These are understood and applied to all life components.

Students are encouraged to delay more permanent choices until they better understand themselves and their options, but make tentative choices to give meaning, motivation and direction to school and life experiences.  They also learn that they have control over their personal and career destinies. Flexibility and planned risk taking is fostered.

All good teachers implement some of these concepts. They also show the relevancy of subject matter and help students develop an appreciation of lifelong learning.

Ideally, educators, parents and community members work with students to help them prepare for working, living and making a societal contribution. The result is satisfied, well-adjusted, healthy and productive adults.