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Novelist and essayist Mohsin Hamid has a second career as the chief storytelling of�icer at the London-based creative consultancy Wolff Olins.

Hamid advises executives to engage in this sort of strategic storytelling at three key stages of a company’s evolution: when it is �irst launched, so that everyone knows where and how the company intends to grow; whenever major changes occur, so that everyone understands how the narrative has changed; and whenever the company’s growth trajectory stalls, to reiterate what the company stands for and how it can overcome the odds. For instance, if a company is facing new competition, the CEO could relate a story from the company’s past about how people came together to �ind better ways to satisfy customers and thereby protect the business.

By the way, business storytelling has an important personal angle as well. You can map out your career using storytelling (see page 117 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#page_117) ), and when you’re interviewing for jobs you should be prepared in case an interviewer pops the classic question, “So, what’s your story?” By visualizing a satisfying ending to your own career story, you’ll have a better idea of what it takes to get there.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002426)

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4.1 Understanding the Three-Step Writing Process LEARNING OBJECTIVE

1 Describe the three-step writing process. The emphasis that Wolff Olins (pro�iled in the chapter-opening Communication Close-Up) puts on connecting with audiences is a lesson that applies to business messages for all stakeholders. By following the process introduced in this chapter, you can create successful messages that meet audience needs and highlight your skills as a perceptive business professional.

The three-step writing process consists of planning, writing, and completing your messages.

The three-step writing process (see Figure 4.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f82#P7001012451000000000000000001F8D) ) helps ensure that your messages are both effective (meeting your audience’s needs and getting your points across) and ef�icient (making the best use of your time and your audience’s time):

Figure 4.1 The Three-Step Writing Process

This three-step process will help you create more effective messages in any medium. As you get more practice with the process, it will become easier and more automatic.

Sources: Based in part on Kevin J. Harty and John Keenan, Writing for Business and Industry: Process and Product (New York: Macmillan Publishing Company, 1987), 3–4; Richard Hatch, Business Writing (Chicago: Science Research Associates, 1983), 88–89; Richard Hatch, Business Communication Theory and Technique (Chicago: Science Research Associates, 1983), 74–75; Center for Humanities, Writing as a Process: A Step-by-Step Guide (Mount Kisco, N.Y.: Center for Humanities, 1987); Michael L. Keene, Effective Professional Writing (New York: D. C. Heath, 1987), 28–34.

Step 1: Planning business messages. To plan any message, �irst analyze the situation by de�ining your purpose and developing a pro�ile of your audience. When you’re sure what you need to accomplish with your message, gather the information that will meet your audience’s needs. Next, select the best combination of medium and channel to deliver your message. Then organize the information by de�ining your main idea, limiting your scope, selecting the direct or indirect approach, and outlining your content. Planning messages is the focus of this chapter. Step 2: Writing business messages. After you’ve planned your message, adapt to your audience by using sensitivity, relationship skills, and an appropriate writing style. Then you’re ready to compose your message by choosing strong words, creating effective sentences, and developing coherent paragraphs. Writing business messages is discussed in Chapter 5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002445#P7001012451000000000000000002445) . Step 3: Completing business messages. After writing your �irst draft, revise your message by evaluating the content, reviewing readability, and editing and rewriting until your message comes across concisely and clearly, with correct grammar, proper punctuation, and effective format. Next, produce your message. Put it into the form that your audience will receive and review all design and layout decisions for an attractive, professional appearance. Proofread the �inal product to ensure high quality and then distribute your message. Completing business messages is discussed in Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) .

Throughout this book, you’ll learn how to apply these steps to a wide variety of business messages.

OPTIMIZING YOUR WRITING TIME The more you use the three-step writing process, the more intuitive and automatic it will become. You’ll also get better at allotting time for each task during a writing project. Start by �iguring out how much time you have. Then, as a general rule, set aside roughly 50 percent of that time for planning, 25 percent for writing, and 25 percent for completing.

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As a starting point, allot roughly half your available time for planning, one-quarter for writing, and one-quarter for completing a message.

Reserving half your time for planning might seem excessive, but as the next section explains, careful planning usually saves time overall by focusing your writing and reducing the need for reworking. Of course, the ideal time allocation varies from project to project. Simpler and shorter messages require less planning than long reports, websites, and other complex projects. Also, the time required to produce and distribute messages can vary widely, depending on the media, the size of the audience, and other factors. Start with the 50-25-25 split as a guideline, and use your best judgment for each project.

PLANNING EFFECTIVELY As soon as the need to create a message appears, inexperienced communicators are often tempted to dive directly into writing. However, skipping or shortchanging the planning stage often creates extra work and stress later in the process. First, thoughtful planning is necessary to make sure you provide the right information in the right format to the right people. Taking the time to understand your audience members and their needs helps you �ind and assemble the facts they’re looking for and deliver that information in a concise and compelling way. Second, with careful planning, the writing stage is faster, easier, and much less stressful. Third, planning can save you from embarrassing blunders that could hurt your company or your career.

For everything beyond brief and simple messages, resist the urge to skip the planning step.

4.2 Analyzing the Situation LEARNING OBJECTIVE

2 Explain why it’s important to analyze a communication situation in order to de�ine your purpose and pro�ile your audience before writing a message.

Every communication effort takes place in a particular situation, meaning you have a speci�ic message to send to a speci�ic audience under a speci�ic set of circumstances. For example, describing your professional quali�ications in an email message to an executive in your own company differs signi�icantly from describing your quali�ications in your LinkedIn pro�ile. The email message is likely to be focused on a single goal, such as explaining why you would be a good choice to head up a major project, and you have the luxury of focusing on the needs of a single, personally identi�iable reader. In contrast, your social networking pro�ile could have multiple goals, such as connecting with your peers at other companies and presenting your quali�ications to potential employers, and it might be viewed by hundreds or thousands of readers, each with his or her own needs.

The underlying information for these two messages could be roughly the same, but the level of detail to include, the tone of the writing, the speci�ic word choices —these and other decisions you need to make will differ from one situation to another. Making the right choices starts with clearly de�ining your purpose and understanding your audience’s needs.

DEFINING YOUR PURPOSE

Business messages have both a general purpose and a speci�ic purpose.

All business messages have a general purpose (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000231C) : to inform, to persuade, or to collaborate with the audience. This purpose helps de�ine the overall approach you’ll need to take, from gathering information to organizing your message. Within the scope of its general purpose, each message also has a speci�ic purpose (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002331) , which identi�ies what you hope to accomplish with your message and what your audience should do or think after receiving your message. For instance, is your goal simply to update your audience about some upcoming event, or do you want people to take immediate action? State your speci�ic purpose as precisely as possible, even to the point of identifying which audience members should respond, how they should respond, and when.

After de�ining your purpose, verify that the message will be worth the time and effort required to create, send, and receive it.

After you have de�ined your speci�ic purpose, take a moment for a reality check. Decide whether that purpose merits the time and effort required for you to prepare and send the message—and for your audience to spend the time required to read it, view it, or listen to it. Test your purpose by asking these four questions:

Will anything change as a result of your message? Don’t contribute to information overload by sending messages that won’t change anything. For instance, if you don’t like your company’s latest advertising campaign but you’re not in a position to in�luence it, sending a critical message to your colleagues won’t change anything and won’t bene�it anyone. Is your purpose realistic? Recognizing whether a goal is realistic is an important part of having good business sense. For example, if you request a raise while the company is struggling, you might send the message that you’re not tuned in to the situation around you. Is the time right? People who are busy or distracted when they receive your message are less likely to pay attention to it. Many professions and departments have recurring cycles in their workloads, for instance, and messages sent during peak times may be ignored. Is your purpose acceptable to your organization? Your company’s business objectives and policies, and even laws that apply to your particular industry, may dictate whether a particular purpose is acceptable. For example, if you work for a discount stock brokerage, one that doesn’t offer investing advice, it would be inappropriate to write a newsletter article on the pros and cons of investing in a particular company.

When you are satis�ied that you have a clear and meaningful purpose and that this is a smart time to proceed, your next step is to understand the members of your audience and their needs.

Ask yourself some key questions about your audience:

Who are they? How many people do you need to reach? How much do they already know about the subject? What is their probable reaction to your message?

DEVELOPING AN AUDIENCE PROFILE Before audience members will take the time to read or listen to your messages, they have to be interested in what you’re saying. They need to know the message is relevant to their needs—even if they don’t necessarily want to read or see it. The more you know about your audience members, their needs, and their expectations, the more effectively you’ll be able to communicate with them. Follow these steps to conduct a thorough audience analysis (see Figure 4.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FF2) ):

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Figure 4.2 Using Audience Analysis to Plan a Message

For simple, routine messages, you usually don’t need to analyze your audience in depth. However, for complex messages or messages for indifferent or hostile audiences, take the time to study their information needs and potential reactions to your message.

MS Of�ice 365, © Microsoft

If audience members have different levels of understanding of the topic, aim your message at the most in�luential decision makers.

Identify your primary audience. For some messages, certain audience members may be more important than others. Don’t ignore the needs of less in�luential members, but make sure you address the concerns of the key decision makers. Determine audience size and geographic distribution. A message aimed at 10,000 people spread around the globe will probably require a different approach than one aimed at a dozen people down the hall. Determine audience composition. Look for similarities and differences in culture, language, age, education, organizational rank and status, attitudes, experience, motivations, biases, beliefs, and any other factors that might affect the success of your message (see Figure 4.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P700101245100000000000000000201D) on the next page). Gauge audience members’ level of understanding. If audience members share your general background, they’ll probably understand your material without dif�iculty. If not, your message will need an element of education to help people understand it. Understand audience expectations and preferences. For example, will members of your audience expect complete details or just a summary of the main points? In general, for internal communication, the higher up the organization your message goes, the fewer details people want to see. Forecast probable audience reaction. As you’ll read later in the chapter, potential audience reaction affects message organization. If you expect a favorable response, you can state conclusions and recommendations up front and offer minimal supporting evidence. If you expect skepticism, you can introduce conclusions gradually and provide more proof.

REAL-TIME UPDATES

LEARN MORE BY READING THIS PDF

Dig deep into audience needs with this planning tool

This in-depth tool can help you analyze audiences for even the most complex communication scenarios. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

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Figure 4.3 Predicting the Effects of Audience Composition

As just one example of why it’s important to analyze the composition of your audience, the attitudes and beliefs of individual audience members can have a signi�icant impact on the success of a message. In this scenario, for instance, a seemingly positive message about employee bene�its can generate a wide range of responses from employees with different beliefs and concerns.

4.3 Gathering Information LEARNING OBJECTIVE

3 Discuss information-gathering options for simple messages, and identify three attributes of quality information. When you have a clear picture of your audience, your next step is to assemble the information to include in your message. For simple messages, you may already have all the information at hand, but for more complex messages, you may need to do considerable research and analysis before you’re ready to begin writing. Chapter 13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004d27#P7001012451000000000000000004D27) explores formal techniques for �inding, evaluating, and processing information, but you can often use a variety of informal techniques to gather insights and guide your research efforts.

If a project doesn’t require formal research techniques, or if you need answers in a hurry, you can use a variety of informal techniques to gather the information your audience needs.

MOBILE APP

The note-taking apps Evernote and Notebook help you collect, organize, and retrieve information for planning writing projects.

Consider the audience’s perspective. Put yourself in the audience’s position. What are these people thinking, feeling, or planning? What information do they need to move forward? If you are initiating a conversation in a social media context, what information will stimulate discussion among your target communities? Listen to the community. For almost any subject related to business these days, chances are there is a community of customers, product enthusiasts, or other people who engage in online discussions. Find them and listen to what they have to say. Read reports and other company documents. Annual reports, �inancial statements, news releases, blogs by industry experts, marketing reports, and customer surveys are just a few of the many potential information sources. Find out whether your company has a knowledge management system, a centralized database that collects the experiences and insights of employees throughout the organization. Talk with supervisors, colleagues, or customers. Fellow workers and customers may have information you need, or they may have good insights into the needs of your target audience. Ask your audience for input. If you’re unsure what audience members need from your message, ask them, if possible. Admitting you don’t know but want to meet their needs will impress an audience more than guessing and getting it wrong.

UNCOVERING AUDIENCE NEEDS In many situations your audience’s information needs will be obvious, or readers will be able to tell you what they need. In other situations, though, people may be unable to articulate exactly what they want. If someone makes a vague or broad request, ask questions to narrow the focus. If your boss says, “Find out everything you can about Interscope Records,” narrow the investigation by asking which aspect of the organization and its business is most important. Asking a question or two often forces the person to think through the request and de�ine more precisely what is required.

Audience members might not be able to describe all the information they need, or you might not have the opportunity to ask them, so you may have to engage in some detective work.

In addition, try to think of relevant information needs that your audience may not have expressed. Suppose you’ve been asked to compare two health insurance plans for your �irm’s employees, but your research has uncovered a third alternative that might be even better. You could then expand your report to include a brief explanation of why the third plan should be considered and compare it with the two original plans. Use judgment, however; in some situations you need to provide only what the audience expects and nothing more.

FINDING YOUR FOCUS

Use free writing and other discovery techniques if you need to the �ind the focus of a new writing project.

You may encounter situations in which the assignment or objective is so vague that you have no idea how to get started in determining what the audience needs to know. In such cases you can use some discovery techniques to help generate ideas and uncover possible avenues to research. One popular technique is free writing (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002319) , in which you write whatever comes to mind, without stopping to make any corrections, for a set period of time. The big advantage of free writing is that you silence your “inner critic” and just express ideas as they come to you. You might end up with a rambling mess by any conventional measure, but that’s not important. Within that tangle of expressions, you might also �ind some useful ideas and angles that hadn’t occurred to you yet—perhaps the crucial idea that will jumpstart the entire project.

The best discovery option in some cases might not be writing at all, but rather sketching. If you’re unable to come up with any words, grab a sketchpad and start drawing. While you’re thinking visually, your brain might release some great ideas that were trapped behind words.

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The techniques listed under “De�ining Your Main Idea” on page 113 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#page_113) can also be helpful if you don’t know where to start.

PROVIDING REQUIRED INFORMATION After you have de�ined your audience’s information needs, your next step is to satisfy those needs completely. One good way to test the thoroughness of your message is to use the journalistic approach (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002322) : Check to see whether your message answers who, what, when, where, why, and how. Using this method, you can quickly tell whether a message fails to deliver. For example, consider this message requesting information from employees:

We are exploring ways to reduce our of�ice space leasing costs and would like your input on a proposed plan in which employees who telecommute on alternate days could share of�ices. Please let me know what you think of this proposal.

The journalistic approach asks who, what, when, where, why, and how.

The message fails to tell employees everything they need to know to provide meaningful responses. The what could be improved by identifying the speci�ic points of information the writer needs from employees (such as whether individual telecommuting patterns are predictable enough to allow scheduling of shared of�ices). The writer also doesn’t specify when the responses are needed or how the employees should respond. By failing to address such points, the request is likely to generate a variety of responses, some possibly helpful but some probably not.

Be Sure the Information Is Accurate

You have a responsibility to provide quality information to your readers.

The quality of the information you provide is every bit as important as the quantity. Inaccurate information in business messages can cause a host of problems, from embarrassment and lost productivity to serious safety and legal issues. You might commit the organization to promises it can’t keep—and the error could harm your reputation as a reliable businessperson. Thanks to the Internet, inaccurate information may persist for years after you distribute it.

You can minimize mistakes by double-checking every piece of information you collect. If you are consulting sources outside the organization, ask yourself whether the information is current and reliable. As Chapter 13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004d27#P7001012451000000000000000004D27) notes, you must be particularly careful when using sources you �ind online. Be sure to review any mathematical or �inancial calculations. Check all dates and schedules and examine your own assumptions and conclusions to be certain they are valid.

Be Sure the Information Is Ethical

By working hard to ensure the accuracy of the information you gather, you’ll also avoid many ethical problems in your messages. If you do make an honest mistake, such as delivering information you initially thought to be true but later found to be false, contact the recipients of the message immediately and correct the error. No one can reasonably fault you in such circumstances, and people will respect your honesty.

Omitting important information can be an unethical decision.

Messages can also be unethical if important information is omitted (see “Ethics Detective: Solving the Case of the Missing Safety Warning (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002026#P7001012451000000000000000002068) ”). Of course, as a business professional, you may have legal or other sound business reasons for not including every detail about every matter. Just how much detail should you include? Make sure you include enough to avoid misleading your audience. If you’re unsure how much information your audience needs, offer as much as you believe best �its your de�inition of complete and then offer to provide more upon request.

Be Sure the Information Is Pertinent

When gathering information for your message, remember that some points will be more important to your audience than others. Audience members will appreciate your efforts to prioritize the information they need and �ilter out the information they don’t. Moreover, by focusing on the information that concerns your audience the most, you increase your chances of accomplishing your own communication goals.

Select the information to include based on how pertinent it is to your readers.

ETHICS DETECTIVE

Solving the Case of the Missing Safety Warning

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Your company, Furniture Formations, creates a variety of home furniture products, with extensive use of �ine woods. To preserve the look and feel of the wood, your craftspeople use an linseed oil–based �inish that you purchase from a local wholesaler. The workers apply the �inish with rags, which are thrown away after each project. After a news report about spontaneous combustion of waste rags occurring in other furniture shops, you grow concerned enough to contact the wholesaler and ask for veri�ication of the product’s safety. The wholesaler knows you’ve been considering a non�lammable, water-based alternative from another source but tries to assure you with the following message:

Seal the rags in an approved container and dispose of it according to local regulations. As you probably already know, county regulations require all commercial users of oil-based materials to dispose of leftover �inishes at the county’s hazardous waste facility.

You’re still not satis�ied. You visit the website of the oil’s manufacturer and �ind the following cautionary statement about the product you’re currently using:

Finishes that contain linseed oil or tung oil require speci�ic safety precautions to minimize the risk of �ire. Oil-soaked rags and other materials such as steel wool must be sealed in water-�illed metal containers and then disposed of in accordance with local waste management regulations. Failure to do so can lead to spontaneous combustion that results from the heat-producing chemical reaction that takes place as the �inish dries. In particular, DO NOT leave wet, oil-soaked rags in a pile or discard them with other waste.

ANALYSIS

Was the wholesaler guilty of an ethical lapse in this case? If yes, explain what you think the lapse is and why you believe it is unethical. If no, explain why you think the statement quali�ies as ethical.

If you don’t know your audience or if you’re communicating with a large group of people who have diverse interests, use common sense to identify points of interest. Audience factors such as age, job, location, income, and education can give you clues. If you’re trying to sell memberships in a health club, you might adjust your message for athletes, busy professionals, families, and people in different locations or in different income brackets. The comprehensive facilities and professional trainers would appeal to athletes, whereas the low monthly rates would appeal to college students on tight budgets.

Some messages necessarily reach audiences with a diverse mix of educational levels, subject awareness, and other variables. If possible, provide each audience segment with its own targeted information, such as by using sections in a brochure or links on a webpage.

4.4 Selecting the Best Combination of Media and Channels LEARNING OBJECTIVE

4 List the factors to consider when choosing the most appropriate medium for a message. With the necessary information in hand, your next decision involves the best combination of media and channels to reach your target audience. As you recall from Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) , the medium is the form a message takes and the channel is the system used to deliver the message. The distinction between the two isn’t always crystal clear, and some people use the terms in different ways, but these de�initions are a useful way to think about the possibilities for business communication.

Most media can be distributed through more than one channel, so whenever you have a choice, think through your options to select the optimum combination. For example, a brief written message could be distributed as a printed letter or memo, or it could be distributed through a variety of digital channels, from email to blogging to social networking.

THE MOST COMMON MEDIA AND CHANNEL OPTIONS The simplest way to categorize media choices is to divide them into oral (spoken), written, and visual. Each of these media can be delivered through digital and nondigital channels, which creates six basic combinations, discussed in the following sections. Table 4.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P7001012451000000000000000002084) on the next page summarizes the general advantages and disadvantages of the six medium/channel combinations. Speci�ic options within these categories have their own strengths and weaknesses to consider as well.(For simplicity’s sake, subsequent chapters occasionally use “digital media” to indicate any of the three media types delivered through digital channels.)

Media can be divided into oral, written, and visual forms, and all three can be distributed through digital and nondigital channels.

Oral Medium, In-Person Channel

The oral medium, in-person combo involves talking with people who are in the same location, whether it’s a one-on-one conversation over lunch or a more formal speech or presentation. Being in the same physical space is a key distinction because it enables the nuances of nonverbal communication more than any other media/channel combo. As Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) points out, these nonverbal signals can carry as much weight in the conversation as the words being spoken.

The nonverbal and interactive aspects of in-person communication are dif�icult to replicate in most other media/channel combinations.

By giving people the ability to see, hear, and react to each other, in-person communication is useful for encouraging people to ask questions, make comments, and work together to reach a consensus or decision. Face-to-face interaction is particularly helpful in complex, emotionally charged situations in which establishing or fostering a business relationship is important.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002428) Managers who engage in frequent “walk-arounds,” chatting with employees face-to-face, can get input, answer questions, and interpret important business events and trends.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000242A)

Oral Medium, Digital Channel

Oral media via digital channels include any transmission of voice via electronic means, both live and recorded, including telephone calls, podcasts, and voicemail messages. Live phone conversations offer the give-and-take of in-person conversations and can be the best alternative to talking in person. Without a video component, however, they can’t provide the nuances of nonverbal communication. Podcasts can be a good way to share lectures, commentary, and other spoken content.You can read about podcasting in Chapter 7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003055#P7001012451000000000000000003055) .

TABLE 4.1 Medium/Channel Combinations: Advantages and Disadvantages

Medium/Channel Advantages Disadvantages

Oral, in-person Provide opportunity for immediate feedback Easily resolve misunderstandings and negotiate meanings Involve rich nonverbal cues (both physical gesture and vocal in�lection) Allow expression of the emotion behind your message

Restrict participation to those physically present Unless recorded, provide no permanent, veri�iable record of the communication Reduce communicator’s control over the message

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Medium/Channel Advantages Disadvantages

Oral, digital Can provide opportunity for immediate feedback (live phone or online conversations) Not restricted to participants in the same location Allow time-shifted consumption (for example, podcasts)

Lack nonverbal cues other than voice in�lections Can be tedious to listen to if not audience focused (recorded messages)

Written, printed Allow writers to plan and control their messages Can reach geographically dispersed audiences Offer a permanent, veri�iable record Minimize the distortion that can accompany oral messages Can be used to avoid immediate interactions Deemphasize any inappropriate emotional components Give recipients time to process messages before responding (compared to oral communication)

Offer limited opportunities for timely feedback Lack the rich nonverbal cues provided by oral media Often take more time and more resources to create and distribute Can require special skills to prepare or produce if document is elaborate

Written, digital Generally, all the advantages of written printed documents plus:

Fast delivery Can reach geographically dispersed audiences Flexibility of multiple formats and channels, from microblogs to wikis Flexibility to structure messages in creative ways, such as writing a headline on Twitter and linking to the full message on a blog Ability to link to related and more in-depth information Can increase accessibility and openness in an organization through broader sharing Enable audience interaction through social media features Ease of integrating with other media types, such as embedded videos or photos

Can be limited in terms of reach and capability (for example, on Twitter you can reach only those people who follow you or search for you) Require Internet or mobile phone connectivity Vulnerable to security and privacy problems Are easy to overuse (sending too many messages to too many recipients) Create privacy risks and concerns (exposing con�idential data, employer monitoring, accidental forwarding) Entail security risks (viruses, spyware; network breaches) Create productivity concerns (frequent interruptions, nonbusiness usage)

Visual, printed Can quickly convey complex ideas and relationships Often less intimidating than long blocks of text Can reduce the burden on the audience to �igure out how the pieces of a message or concept �it Can be easy to create in spreadsheets and other software (simple charts and graphs), then integrate with reports

Can require artistic skills to design Require some technical skills to create Can require more time to create than equivalent amount of text Can be expensive to print

Visual, digital Generally, all the advantages of visual printed documents and all the advantages of written digital formats plus:

Can personalize and enhance the experience for audience members Offer the persuasive power of multimedia formats, particularly video

Potential time, cost, and skills needed to create Can require large amounts of bandwidth

Written Medium, Print Channel

Written, printed documents are the classic format of business communication. Memos (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000232B) are brief printed documents traditionally used for the routine, day-to-day exchange of information within an organization. Letters (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002325) are brief written messages sent to customers and other recipients outside the organization. Reports and proposals are usually longer than memos and letters, although both can be created in memo or letter format. These documents come in a variety of lengths, ranging from a few pages to several hundred, and usually have a fairly formal tone.

Although printed documents are still a useful format, they have been replaced by digital alternatives in many instances. However, here are several situations in which you should consider a printed message over electronic alternatives:

Digital media/channel formats have replaced printed documents in many instances, but print is still the best choice for some messages and situations.

When you want to make a formal impression When you are legally required to provide information in printed form When you want to stand out from the �lood of electronic messages When you need a permanent, unchangeable, or secure record

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Obviously, if you can’t reach a particular audience electronically, you’ll need to use a printed message. Appendix A (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000070ad#P70010124510000000000000000070AD) offers guidelines on formatting printed memos and letters.

Written Medium, Digital Channel

Most of your business communication efforts will involve the combination of written medium and digital channel.

Figure 4.4 Media and Channel Choices: Written + Digital

Harley-Davidson could’ve chosen a variety of media/channel combinations to share this information about Harley fans taking a cross-country ride on vintage motorcycles. Facebook was an appealing choice because of the company’s huge fan base (more than 7 million people) and the ease of sharing the message on the social network.

Courtesy Harley-Davidson

Most of your business communication efforts will involve written digital messages, with everything from super-short tweets to website content to book-length reports distributed as portable document format (PDF) �iles (see Figure 4.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P700101245100000000000000000213B) ). Business uses of written digital messages keep evolving as companies look for ways to communicate more effectively. For example, email has been a primary business medium for several decades, but it is being replaced in many cases by a variety of other digital formats.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000242C) Chapters 7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003055#P7001012451000000000000000003055) and 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) take a closer look at various written-digital combinations, from email to instant messaging (IM) to social networks.

Visual Medium, Print Channel

Photographs and diagrams can be effective communication tools for conveying emotional content, spatial relationships, technical processes, and other content that can be dif�icult to describe using words alone. You may occasionally create visual printed messages as standalone items, but most will be used as supporting material in printed documents.

Visual Medium, Digital Channel

Business messages can come alive when conveyed by visual media in digital channels. Infographics, interactive diagrams, animation, and digital video have the potential to engage audiences in ways that other formats can’t, which is why the use of visual elements in business communication continues to grow.

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The combination of the visual medium and a digital channel can be the most compelling and engaging choice for many messages, although it is not always the easiest or cheapest format.

Traditional business messages rely primarily on text, with occasional support from graphics such as charts, graphs, or diagrams to help illustrate points discussed in the text. However, many business communicators are discovering the power of messages in which the visual element is dominant and supported by small amounts of text. For the purposes of this discussion, think of visual media as formats in which one or more visual elements play a central role in conveying the message content.

Messages that combine powerful visuals with supporting text can be effective for a number of reasons. Today’s audiences are pressed for time and bombarded with messages, so anything that communicates quickly is welcome. Visuals are also effective at describing complex ideas and processes because they can reduce the work required for an audience to identify the parts and relationships that make up the whole. Also, in a multilingual business world, diagrams, symbols, and other images can lower communication barriers by requiring less language processing. Finally, visual images can be easier to remember than purely textual descriptions or explanations.

The Unique Challenges of Communication on Mobile Devices

Mobile devices can be used to create and consume virtually every digital form of oral, written, and visual media. Thanks to the combination of portability and the �lexibility enabled by a wide array of business-focused apps, mobile devices have become a primary tool in business communication. In addition to the factors discussed on pages 17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#page_17) –19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001219#page_19) in Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) , consider these issues whenever your messages are likely to be viewed on mobile devices:

The mobile digital channel has become signi�icant in business communication of all types, but it presents some challenges that must be considered.

Screen size and resolution. The screen resolution of phones and tablets has improved considerably in recent years, but the limited size of these screens still presents a challenge simply because many messages are signi�icantly larger than the screens they will be viewed on. The result is a dilemma that pits clarity against context. Readers can zoom in to make text readable and visuals understandable, but the inability to see an entire document page or visual at once—particularly on phone screens—can limit a reader’s ability to grasp its full meaning. This can be particularly troublesome if you are collaborating on writing or presentation projects and team members need to review documents or slides. Input technologies. Even for accomplished texters, typing on mobile keyboards can be a challenge. Voice recognition is one way around the keyboard limitation, but anyone using it in public areas or in communalof�ices runs the risk of sharing private message content and annoying anyone within earshot. Moreover, voice recognition software can make mistakes that require manual editing, particularly for users who don’t enunciate clearly or when there is a lot of competing background noise. Using a stylus is an option for many devices, but this can be a slow and laborious process. If your website content or other messages and materials require a signi�icant amount of input activity from recipients, make it as easy as possible for them. Even simple steps such as increasing the size of buttons and text-entry �ields can help.

THE ART OF PROFESSIONALISM

Maintaining a Con�ident, Positive Outlook

Spend a few minutes around successful people in any �ield, and chances are you’ll notice how optimistic they are. They believe in what they’re doing, and they believe in themselves and their ability to solve problems and overcome obstacles.

Being positive doesn’t mean displaying mindless optimism or spewing happy talk all the time. It means acknowledging that things may be dif�icult but then buckling down and getting the job done anyway. It means no whining and no slacking off, even when the going gets tough. We live in an imperfect world, no question; jobs can be boring or dif�icult, customers can be unpleasant, and bosses can be unreasonable. But when you’re a pro, you �ind a way to power through.

Your energy, positive or negative, is contagious. Both in person and online, you’ll spend as much time with your colleagues as you spend with family and friends. Personal demeanor is therefore a vital element of workplace harmony. No one expects (or wants) you to be arti�icially upbeat and bubbly every second of the day, but one negative personality can make an entire of�ice miserable and unproductive. Every person in a company has a responsibility to contribute to a positive, energetic work environment.

CAREER APPLICATIONS

1. Do you have an ethical obligation to maintain a positive outlook on the job? Why or why not? 2. How can you lift your spirits when work is dragging you down?

Bandwidth, speed, and connectivity limitations. The speed and quality of mobile connectivity varies widely by device, carrier, service plan, and geographic location. Even users with high-bandwidth service don’t always enjoy the advertised transfer speeds they are paying for. Moreover, mobile users can lose connectivity while traveling, passing through network “dead spots,” or during peak-demand hours or events (trade shows and conventions are notorious for this). Don’t assume that your mobile recipients will be able to satisfactorily consume the content that you might be creating on a fast, reliable, in-of�ice network. Data usage and operational costs. As the amount of video traf�ic in particular increases (video requires much higher bandwidth than text or audio), data consumption is becoming a key concern for mobile carriers and customers alike. Many mobile users do not have unlimited data-usage plans and have to manage their data consumption carefully to avoid excess fees. Some carriers offer unlimited data plans, but even those can come with restrictions such as bandwidth throttling that reduces the speed of a user’s connection.5

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(http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000242E) Given these factors, be careful about expecting or requiring mobile users to consume a lot of video or other data-intensive content.

FACTORS TO CONSIDER WHEN CHOOSING MEDIA AND CHANNELS You don’t always have the option of choosing which medium or channel to use for a particular message. For example, many companies have internal IM or social networking systems that you are expected to use for certain types of communication, such as project updates. However, when you do have a choice, consider these factors:

Media vary widely in terms of richness, which encompasses the number of information cues, feedback mechanisms, and opportunities for personalization.

Richness. Richness is a medium’s ability to (1) convey a message through more than one informational cue (visual, verbal, vocal), (2) facilitate feedback, and (3) establish personal focus.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002430) Face-to- face communication is a rich medium because it delivers information both verbally and nonverbally, it allows immediate feedback through both verbal and nonverbal responses, and it has the potential to be intimate and personal, at least in one-on-one and small-group settings. In contrast, lean media are limited in one or more of these three aspects. For example, texting and IM allow rapid feedback and can easily be personalized. However, they usually deliver information through only one informational cue (words), which can lead to misinterpretation. Emoticons (see page 188 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000030fa#page_188) ), which attempt to add emotional nuances that might otherwise be conveyed through visual means such as facial expressions, are a response to the one-dimensional leanness of text-only messages. In general, use richer media to send nonroutine or complex messages, to humanize your presence throughout the organization, to communicate caring to employees, and to gain employee commitment to company goals. Use leaner media to send routine messages or to transfer information that doesn’t require signi�icant explanation.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002432)

BUSINESS COMMUNICATORS INNOVATING WITH MOBILE

As the third major revolution in business communication in the past two decades (after the World Wide Web and social media), mobile communication has the potential to change nearly every aspect of business communication. Here is a small sample of the ways companies are putting mobile to work.

Training

In the face of changing markets, government regulations, and other forces in the business environment, developing and maintaining employee skill sets is an ongoing challenge for most companies. The challenge is made even more dif�icult when employees are constantly on the move or geographically dispersed. With training materials developed speci�ically for mobile devices, companies can deliver training content when and where it helps employees the most.

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Distributed Decision Making

A complementary aspect to managing remote workers via mobile apps is giving employees the authority to make decisions in the �ield, rather than relying on managers back in the of�ice. In the oil and gas industry, for instance, specialized mobile apps include tools for data visualization, collaboration, and data collection to help on-site employees and supervisors communicate and coordinate their efforts. This capability can be particularly vital after accidents or other crisis events, because it lets employees who are on the scene choose the best course of action without delay.

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Mobile Glossary

In addition to terms de�ined elsewhere in the booktext, here are some helpful mobile terms.

3G, 4G, and 5G

Successive generations of mobile phone technology, although the generational boundaries are loosely de�ined and each generation includes a number of competing technologies; roughly speaking, we’re in a transition from 3G to 4G now, and 5G (whatever it ends up being) won’t arrive for at least several more years.

Android and iOS

The two major operating systems/platforms for mobile devices. Android devices are made by a wide variety of manufacturers, but iOS devices are made only by Apple.

Bandwidth

A measure of the data-carrying capacity of a mobile, Wi-Fi, or other network connection; streaming video and other demanding applications require a broadband connection, but there’s no general agreement on exactly what constitutes broadband.

Cellular Versus Mobile

Two terms for the same concept; cellular (derived from the way phone networks are con�igured) is used mainly in the United States, whereas mobile is used more generally around the world and is also more descriptive, so that’s the term used in this book

Context Awareness

A mobile device’s ability to modify its operation based on knowledge of where it is; silencing the ringer when you arrive at your of�ice is a simple example.

Geofencing

Using the location-sensing capabilities of mobile devices to remotely monitor and control the device and its user; delivery companies, for example, can monitor where their drivers are and make sure they stay within designated areas.

Over-the-Top (OTT) Application

A digital service that bypasses a traditional distribution network to provide similar capability, often by using cloud capabilities; an example is WhatsApp using Internet connections to create services traditionally provided by mobile phone carriers.

Phablet

A rather ungainly name for mobile devices that are larger than phones but smaller than tablets.

Quick Response (QR) Codes and Near-Field Communication (NFC)

Two ways for a mobile device to access additional information; QR codes are square, phone-scannable barcodes that connect the phone to a website; NFC is a short-distance radio technology that enables a data link between a phone and tags that can be attached to products or other locations.

Shipfactory/Shutterstock and Photobank.ch/Shutterstock

Project Management

Work teams are often dispersed over wide geographic ranges and frequently on the move, so mobile communication is an essential element of contemporary project management. Instant access to task status and other vital information helps project managers stay on top of rapidly moving projects and helps team members communicate ef�iciently.

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Remote Workforce Management

Dispersed workforces also present a variety of supervision and management dif�iculties. Mobile workforce management apps can address many of these problems, from basic functions such as ensuring that workers show up on time at remote job sites to rescheduling customer appointments on the �ly to collecting information to share with technical support staff. Sales managers can give just-in-time coaching and encouragement to representatives who are about to call on potential customers. Some systems can even embed information on best practices from experienced workers and deliver virtual coaching to less-experienced workers in the �ield.

Miroslava Levina/Shutterstock

Recruiting

With a target population that is often on the move, companies are responding by integrating mobile into their recruiting processes. These efforts include mobile-friendly job postings, mobile application and recruiting apps, and interviewing systems that let candidates and recruiters connect using their mobile devices.

Formality. Your media choice is a nonverbal signal that affects the style and tone of your message. For example, a printed memo or letter is likely to be perceived as a more formal gesture than an IM or email message. Media and channel limitations. Every medium and channel has limitations. For instance, IM is perfect for communicating simple, straightforward messages between two people, but it is less effective for complex messages or conversations that involve three or more people.

Many types of media/channel combinations offer instantaneous delivery, but take care not to interrupt people unnecessarily (for example, with IM or phone calls) if you don’t need an immediate answer.

Urgency. Some media establish a connection with the audience faster than others, so choose wisely if your message is urgent. However, be sure to respect audience members’ time and workloads. If a message isn’t urgent and doesn’t require immediate feedback, choose a medium such as email or blogging that allows people to respond at their convenience.

Remember that media and channel choices can also send a nonverbal signal regarding costs; make sure your choices are �inancially appropriate.

Cost. Cost is both a real �inancial factor and a perceived nonverbal signal. For example, depending on the context, extravagant (and expensive) video or multimedia presentations can send a nonverbal signal of sophistication and professionalism—or careless disregard for company budgets.

When choosing media and channels, don’t forget to consider your audience’s expectations and preferences.

Audience preferences. If you know that your audience prefers a particular media and channel combination, use that format if it works well for the message and the situation. Otherwise you risk annoying the audience or having your message missed or ignored. Security and privacy. Your company may have restrictions on the media and channels that can be used for certain types of messages, but even if it doesn’t, think carefully whenever your messages include sensitive information. Never assume that your email, IM, and other digital communications are private. Many companies monitor these channels, and there is always the risk that networks could get hacked or that messages will be forwarded beyond their original recipients.

4.5 Organizing Your Information LEARNING OBJECTIVE

5 Explain why good organization is important to both you and your audience, and list the tasks involved in organizing a message. Organization can make the difference between success and failure. Good organization helps your readers or listeners in three key ways. First, it helps them understand your message by making the main point clear at the outset, presenting additional points to support that main idea, and satisfying all their information needs. But if your message is poorly organized, your meaning can be obscured, and your audiences may form inaccurate conclusions about what you’ve written or said.

Good organization bene�its your audiences by helping them understand and accept your message in less time.

Second, good organization helps receivers accept your message. If your writing appears confused and disorganized, people will likely conclude that the thinking behind the writing is also confused and disorganized. Moreover, effective messages often require a bit more than simple, clear logic. A diplomatic approach helps receivers accept your message, even if it’s not exactly what they want to hear. In contrast, a poorly organized message on an emotionally charged topic can alienate the audience before you have the chance to get your point across.

Third, good organization saves your audience time. Well-organized messages are ef�icient: They contain only relevant ideas, and they are brief. Moreover, each piece of information is located in a logical place in the overall �low; each section builds on the one before to create a coherent whole, without forcing people to look for missing pieces.

Good organization helps you by reducing the time and creative energy needed to create effective messages.

In addition to saving time and energy for your readers, good organization saves you time and consumes less of your creative energy. Writing moves more quickly because you don’t waste time putting ideas in the wrong places or composing material that you don’t need. You spend far less time rewriting, trying to extract sensible meaning from disorganized rambling. Last but far from least, organizational skills are good for your career because they help you develop a reputation as a clear thinker who cares about your readers.

TABLE 4.2 Topics Versus Main Ideas

General Purpose Example of Speci�ic Purpose Example of Topic Example of Main Idea

To inform Teach customer service representatives how to edit and expand the technical support wiki

Technical support wiki

Careful, thorough edits and additions to the wiki help the entire department provide better customer support.

To persuade

Convince top managers to increase spending on research and development

Funding for research and development

Competitors spend more than we do on research and development, enabling them to create more innovative products.

To collaborate

Solicit ideas for a companywide incentive system that ties wages to pro�its

Incentive pay Tying wages to pro�its motivates employees and reduces compensation costs in tough years.

DEFINING YOUR MAIN IDEA The topic (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002334) of your message is the overall subject, and your main idea (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002328) is a speci�ic statement about that topic (see Table 4.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021E4) ). For example, if you believe that the current system of using paper forms for �iling employee insurance claims is expensive and slow, you might craft a message in which the topic is employee insurance claims and the main idea is that a new web-based system would reduce costs for the company and reduce reimbursement delays for employees.

The topic is the broad subject; the main idea makes a statement about the topic.

In longer documents and presentations, you often need to unify a mass of material with a main idea that encompasses all the individual points you want to make. Finding a common thread through all these points can be a challenge. Sometimes you won’t even be sure what your main idea is until you sort through the information. For tough assignments like these, consider a variety of techniques to generate creative ideas:

REAL-TIME UPDATES

LEARN MORE BY VIEWING THIS PRESENTATION

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Smart advice for brainstorming sessions

Generate better ideas in less time with these helpful tips. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and selectLearn More in the Students section.

Brainstorming. Working alone or with others, generate as many ideas and questions as you can, without stopping to criticize or organize. After you capture all these pieces, look for patterns and connections to help identify the main idea and the groups of supporting ideas. For example, if your main idea concerns whether to open a new restaurant in Denver, you’ll probably �ind a group of ideas related to �inancial return, another related to competition, and so on. Identifying such groups helps you see the major issues that will lead you to a conclusion you can feel con�ident about. Journalistic approach. The journalistic approach (see page 103 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002026#page_103) ) asks who, what, when, where, why, and how questions to distill major ideas from unorganized information. Question-and-answer chain. Start with a key question, from the audience’s perspective, and work back toward your message. You’ll often �ind that each answer generates new questions until you identify the information that needs to be in your message. Storyteller’s tour. Some writers �ind it best to talk through a communication challenge before they try to write. Record yourself as you describe what you intend to write. Then listen to the playback, identify ways to tighten and clarify the message, and repeat the process until you distill the main idea down to a single concise message. Mind mapping. You can generate and organize ideas using a graphic method called mind mapping (see Figure 4.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P700101245100000000000000000221A) on the next page). Start with a main idea and then branch out to connect every other related idea that comes to mind. You can �ind a number of free mind-mapping tools online.

LIMITING YOUR SCOPE

Limit the scope of your message so that you can convey your main idea as brie�ly as possible.

The scope (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000232E) of your message is the range of information you present, the overall length, and the level of detail—all of which need to correspond to your main idea. The length of some business messages has a preset limit, whether from a boss’s instructions, the technology you’re using, or a time frame such as individual speaker slots during a seminar. Even if you don’t have a preset length, it’s vital to limit yourself to the scope needed to convey your main idea—and no more.

Figure 4.5 Mind Mapping

Mind-mapping tools such as Mindjet MindManager make it easy to explore the organization of your material, and mobile apps (see inset) bring this capability to tablets and other mobile devices.

Whatever the length of your message, limit the number of major supporting points to half a dozen or so—and if you can get your idea across with fewer points, all the better. Offering a long list of supporting points might feel as though you’re being thorough, but your audience is likely to view such detail as rambling and mind-numbing. Instead, group your supporting points under major headings, such as �inance, customers, competitors, employees, or whatever is appropriate for your subject. Look for ways to combine your supporting points so that you have a smaller number with greater impact.

The ideal length of a message depends on your topic, your audience members’ familiarity with the material, their receptivity to your conclusions, and your credibility. You’ll need fewer words to present routine information to a knowledgeable audience that already knows and respects you. You’ll need more words to build a consensus about a complex and controversial subject, especially if the members of your audience are skeptical or hostile strangers.

CHOOSING BETWEEN DIRECT AND INDIRECT APPROACHES After you’ve de�ined your main idea and supporting points, you’re ready to decide on the sequence you will use to present your information. You have two basic options:

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With the direct approach, you open with the main idea of your message and support it with reasoning, evidence, and examples.

The direct approach (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002316) starts with the main idea (such as a recommendation, a conclusion, or a request) and follows that with supporting evidence. The indirect approach (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000231F) starts with the evidence and builds up to the main idea.

With the indirect approach, you withhold the main idea until you have built up to it logically and persuasively with reasoning, evidence, and examples.

To choose between these two alternatives, analyze your audience’s likely reaction to your purpose and message (see Figure 4.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P700101245100000000000000000223A) ). Bear in mind, however, that Figure 4.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P700101245100000000000000000223A) presents only general guidelines; always consider the unique circumstances of each message and audience situation. The following sections offer more insight on choosing the best approach.

The type of message also in�luences the choice of the direct or indirect approach. In the coming chapters, you’ll get speci�ic advice on choosing the best approach for a variety of communication challenges.

Figure 4.6 Choosing Between the Direct and Indirect Approaches

Think about the way your audience is likely to respond before choosing your approach.

OUTLINING YOUR CONTENT After you have chosen the best approach, it’s time to �igure out the most logical and effective way to present your major points and supporting details. Get into the habit of creating outlines when you’re preparing business messages. You’ll save time, get better results, and do a better job of navigating through complicated business situations. Even if you’re just jotting down three or four key points, making an outline will help you organize your thoughts for faster writing. When you’re preparing a longer, more complex message, an outline is indispensable because it helps you visualize the relationships among the various parts.

Outlining saves time and helps you create more effective messages.

You’re no doubt familiar with the basic outline formats that identify each point with a number or letter and that indent certain points to show which ones are of equal status. A good outline divides a topic into at least two parts, restricts each subdivision to one category, and ensures that each subdivision is separate and distinct (see Figure 4.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P700101245100000000000000000224F) on the next page).

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LEARN MORE BY VIEWING THIS PRESENTATION

Get helpful tips on creating an outline for any project

Learn these proven steps for creating robust, practical outlines. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and selectLearn More in the Students section.

Another way to visualize the outline of your message is to create an organization chart similar to the charts used to show a company’s management structure. Put the main idea in the highest-level box to establish the big picture. The lower-level ideas, like lower-level employees, provide the details. All the ideas should be logically organized into divisions of thought, just as a company is organized into divisions and departments.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002434) Using a visual chart instead of a traditional outline has many bene�its. Charts help you (1) see the various levels of ideas and how the parts �it together, (2) develop new ideas, and (3) restructure your information �low. The mind-mapping technique used to generate ideas works in a similar way.

Whichever outlining or organizing scheme you use, start your message with the main idea, follow that with major supporting points, and then illustrate these points with evidence.

MOBILE APP

Outliner is one of several apps that make it easy to create and modify writing outlines.

Figure 4.7 Organizing Your Thoughts with a Clear Outline

No matter what outlining format you use, think through your major supporting points and the examples and evidence that can support each point.

Start with the Main Idea

The main idea helps you establish the goals and general strategy of the message, and it summarizes two vital considerations: (1) what you want your audience members to do or think and (2) why they should do so. Everything in your message should either support the main idea or explain its implications. As discussed earlier, the direct approach states the main idea quickly and directly, whereas the indirect approach delays the main idea until after the evidence is presented.

The main idea establishes what you want your readers to do or think and why they should do so.

State the Major Points

You need to support your main idea with major points that clarify and explain the main idea in concrete terms. If your purpose is to inform and the material is factual, your major points may be based on something physical or �inancial—something you can visualize or measure, such as activities to be performed, functional units, spatial or chronological relationships, or parts of a whole. When you’re describing a process, the major points are almost inevitably steps in the process. When you’re describing an object, the major points often correspond to the parts of the object. When you’re giving a historical account, major points represent episodes in the chronological chain of events. If your purpose is to persuade or to collaborate, select major points that develop a line of reasoning or a logical argument that proves your central message and motivates your audience to act.

Provide Examples and Evidence

After you’ve de�ined the main idea and identi�ied major supporting points, think about examples and evidence that can con�irm, illuminate, or expand your supporting points. Choose examples and evidence carefully so that these elements support your overall message without distracting or overwhelming your audience. One good example, particularly if it is conveyed through a compelling story (see the next section), is usually more powerful than several weaker examples. Similarly, a few strong points of evidence are usually more persuasive than a large collection of minor details. Keep in mind that you can back up your major supporting points in a variety of ways, depending on the subject material and the available examples and evidence (see Table 4.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P700101245100000000000000000226A) ).

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Choose supporting points, evidence, and examples carefully; a few strong points will make your case better than a large collection of weaker points.

If your schedule permits, put your outline aside for a day or two before you begin composing your �irst draft. Then review it with a fresh eye, looking for opportunities to improve the �low of ideas.

Figure 4.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000022A3) on page 118 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#page_118) illustrates several of the key themes about organizing a message: helping readers get the information they need quickly, de�ining and conveying the main idea, limiting the scope of the message, choosing the approach, and outlining your information.

TABLE 4.3 Six Types of Detail

Type of Detail Comment Example

Facts and �igures

Enhances credibility more than any other type, but can become boring if used excessively

Sales are strong this month. We have two new contracts worth $5 million and a good chance of winning another worth $2.5 million.

Example or illustration

Adds life to a message, but one example does not prove a point. Idea must be supported by other evidence as well

We’ve spent four months trying to hire recent accounting graduates, but so far, only one person has joined our �irm. One candidate told me that she would love to work for us, but she can get $10,000 more a year elsewhere.

Description Helps audience visualize the subject by creating a sensory impression

Upscale hamburger restaurants target burger lovers who want more than the convenience and low prices of McDonald’s. These places feature wine and beer, half- pound burgers, and generous side dishes (nachos, potato skins). Atmosphere is key.

Narration (storytelling)

Stimulates audience interest through the use of dramatic tension; in many instances, must be supplemented with facts and �igures in order to convincingly prove a point convincingly

When Rita Longworth took over as CEO, she faced a tough choice: shut down the tablet PC division entirely or outsource manufacturing as a way to lower costs while keeping the division alive. As her �irst step, she convened a meeting with all the managers in the division to get their input on the two options. (Story continues from there.)

Reference to authority

Bolsters a case while adding variety and credibility; works only if authority is recognized and respected by audience

I discussed this idea with Jackie Loman in the Chicago plant, and she was very supportive. As you know, Jackie has been in charge of that plant for the past six years. She is con�ident that we can speed up the number 2 line by 150 units an hour if we add another worker.

Visual aids Helps audience grasp the key points about sets of data or visualize connections between ideas

Graphs, charts, tables, infographics, data visualization, photos, video

BUILDING READER INTEREST WITH STORYTELLING TECHNIQUES As the Wolff Olins vignette at the beginning of the chapter points out, narrative techniques can be an effective way to organize messages in a surprising number of business situations, from recruiting and training employees to enticing investors and customers. Storytelling is such a vital means of communicating that, in the words of the management consultant Steve Tobak, “It’s hard to imagine your career going anywhere if you can’t tell a story.”9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002436) Fortunately, you’ve been telling stories all your life, so narrative techniques already come naturally to you; now it’s just a matter of adapting those techniques to business situations.

You’ve already been on the receiving end of thousands of business stories: Storytelling is one of the most common structures used in television commercials and other advertisements. People love to share stories about themselves and others, too, which makes social media ideal for storytelling.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002438)

Career-related stories, such as how someone sought and found the opportunity to work on projects he or she is passionate about, can entice skilled employees to consider joining a �irm. Entrepreneurs use stories to help investors see how their new ideas have the potential to affect people’s lives (and therefore generate lots of sales). Stories can be cautionary tales as well, dramatizing the consequences of career blunders, ethical mistakes, and strategic missteps.

Storytelling is an effective way to organize many business messages because it helps readers personalize the message and understand causes and consequences.

A key reason storytelling can be so effective is that stories help readers and listeners imagine themselves living through the experience of the person in the story. Chip Heath of Stanford University and his brother, Dan Heath of Duke University, have spent years exploring the question of why some ideas “stick” and others disappear. One of their conclusions is that ideas conveyed through storytelling tend to thrive because stories “put knowledge into a framework that is more lifelike, more true to our day-to-day existence.”11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000243A)

In addition, stories can demonstrate cause-and-effect relationships in a compelling fashion.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000243C) Imagine attending a new-employee orientation and listening to the trainer read off a list of ethics rules and guidelines. Now imagine the trainer telling the story of someone who sounds a lot like you in the near future: fresh out of college and full of energy and ambition. Desperate to hit demanding sales targets, the person in the story began entering transactions before customers had actually agreed to purchase, hoping the sales would eventually come through and no one would be the wiser. The scheme was exposed during a routine audit, however, and the rising star was booted out of the company with an ethical stain that would haunt him for

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years. You may not remember all the rules and guidelines, but chances are you will remember what happened to that person who sounded a lot like you. This ability to share organizational values is one of the major bene�its of using storytelling in business communication, particularly across diverse workforces.13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P700101245100000000000000000243E)

Figure 4.8 Improving the Organization of a Message

This writer is following up on a conversation from the previous day, in which he and the recipient discussed which of two forms of ownership, a partnership or a corporation, they should use for their new company. (Partnership has a speci�ic legal meaning in this context.) That question is the topic of the message; the main idea is the recommendation that they incorporate, rather than form a partnership. Notice how the Effective version uses the direct approach to quickly get to the main idea and then supports that by comparing the advantages and disadvantages of both forms of ownership. In contrast, the Ineffective version contains irrelevant information, makes the comparison dif�icult to follow, and buries the main idea in the middle of the message.

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Mine the web to piece together stories on any topic

Storify is a content curation engine that lets you tell or follow a story by linking voices from multiple social media platforms. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and selectLearn More in the Students section.

A classic story has three basic parts. The beginning of the story presents someone the audience can identify with in some way, and this person has a dream to pursue or a problem to solve. (Think of how movies and novels often start by introducing a likable character who immediately gets into danger, for example.) The middle of the story shows this character taking action and making decisions as he or she pursues the goal or tries to solve the problem. The storyteller’s objective here is to build the audience’s interest by increasing the tension: Will the “hero” overcome the obstacles in his or her path and defeat whatever adversary is keeping him or her away from the goal?14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002440) The end of the story answers that question and usually offers a lesson to be learned about the outcome as well.

Organize stories in three parts: a beginning that introduces a sympathetic person with a dream or a challenge, a middle that shows the obstacles to be overcome, and an ending that resolves the situation and highlights the moral or message of the story.

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By the way, even though these are “stories,” they must not be made-up tales. Telling stories that didn’t happen to people who don’t exist while presenting them as real-life events is a serious breach of ethics that damages a company’s credibility.15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002310#P7001012451000000000000000002442)

Consider adding an element of storytelling whenever your main idea involves the opportunity to inspire, to persuade, to teach, or to warn readers or listeners about the potential outcomes of a particular course of action.

In addition to its important communication function, storytelling can also serve as a means of strategic business analysis. For example, if you’re having trouble articulating a story that you’re trying to tell about a project you would like to pursue, it might be because you haven’t fully thought through the purpose of the project. With a clearer de�inition in mind, you’ll �ind it easier to tell your story.

For fresh ideas and media materials on planning messages, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Chapter 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#P7001012451000000000000000001F59) . For a quick refresher on message-planning tasks, see “Checklist: Planning Business Messages (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000022D1) .”

CHECKLIST Planning Business Messages A. Analyze the situation.

Determine whether the purpose of your message is to inform, persuade, or collaborate. Identify what you want your audience to think or do after receiving the message. Make sure your purpose is worthwhile and realistic. Make sure the time is right for your message. Make sure your purpose is acceptable to your organization. Identify the primary audience. Determine the size and composition of your audience. Estimate your audience’s level of understanding and probable reaction to your message.

B. Gather information. Decide whether to use formal or informal techniques for gathering information. Find out what your audience needs to know. Provide all required information and make sure it’s accurate, ethical, and pertinent.

C. Select the best combination of medium and channel for your message. Understand the advantages and disadvantages of oral, written, and visual media distributed through both digital and nondigital channels. Consider media richness, formality, media limitations, urgency, cost, and audience preference.

D. Organize your information. De�ine your main idea. Limit your scope. Choose the direct or indirect approach. Outline content by starting with the main idea, adding major points, and illustrating with evidence. Look for opportunities to use storytelling to build audience interest.

COMMUNICATION CHALLENGES AT Wolff Olins You’ve joined the Wolff Olins team at the company’s New York of�ice, where you work as a creative consultant helping entrepreneurs and company leaders write and tell stories. Use what you’ve learned in this chapter to address these two challenges.

INDIVIDUAL CHALLENGE: Look ahead to “Writing the Story of You” on page 488 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006018#page_488) in Chapter 18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000063f6#P70010124510000000000000000063F6) . You’ve been asked to write your career story as an example that Wolff Olins can use to teach clients about applying storytelling in a business context. If you are already established in your career, you can tell the story of how you got to where you are now, or you can imagine a �ictitious career or a path you didn’t take and write that story. If you have yet to start your business career, visualize where you’d like to be in 20 or 25 years and imagine the steps it would take to get there. Write your story in 150–200 words, making up whatever details you need. Be as creative as you want, and feel free to make your story a cautionary tale if you’d prefer—as in, “don’t make the mistakes I made.”

TEAM CHALLENGE: With a team assigned by your instructor, research a product or product category that used to be extremely popular but is now much rarer or perhaps even off the market. It could be something long gone, such as horse-drawn carriages or hoop skirts, or it might be something more recent, such as the Sony Walkman portable cassette player or �loppy disks. Find out why it was initially popular, how big it was during its heyday, and why it fell into decline. Using whatever medium/channel combination your instructor asks, tell the story of this product or product category from introduction to decline, pointing out lessons that future businesspeople should take to heart.

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Quick Learning Guide

KEY TERMS

direct approach Message organization that starts with the main idea (such as a recommendation, a conclusion, or a request) and follows that with supporting evidence

free writing An exploratory technique in which you write whatever comes to mind, without stopping to make any corrections, for a set period of time

general purpose The broad intent of a message—to inform, to persuade, or to collaborate with the audience

indirect approach Message organization that starts with the evidence and builds a case before presenting the main idea

journalistic approach Verifying the completeness of a message by making sure it answers the who, what, when, where, why, and how questions

letters Brief written messages sent to customers and other recipients outside an organization

main idea A speci�ic statement about the topic of a message

memos Brief printed documents traditionally used for the routine, day-to-day exchange of information within an organization

scope The range of information presented in a message, its overall length, and the level of detail provided

speci�ic purpose Identi�ies what you hope to accomplish with your message and what your audience should do or think after receiving your message

topic The overall subject of a message

SUMMARY OF LEARNING OBJECTIVES

1 Describe the three-step writing process. (1) Planning consists of four tasks: analyzing the situation (de�ining your purpose and pro�iling your audience), gathering the information to meet your audience’s needs, selecting the best combination of medium and channel for the message and the situation, and organizing the information (de�ining your main idea, limiting your scope, selecting an approach, and outlining your content). (2) The writing step consists of two tasks: adapting to your audience and composing the message. Adapt your message to your audience by being sensitive to audience needs, building a strong relationship with your audience, and controlling your style. Compose your message by drafting your thoughts with strong words, effective sentences, and coherent paragraphs. (3) Completing your message consists of four tasks: revising your message by evaluating content and then rewriting and editing for clarity and conciseness, producing your message by using effective design elements and suitable delivery methods, proofreading your message for mistakes in spelling and mechanics, and distributing it in a way that meets both your needs and your audience’s needs.

2 Explain why it’s important to analyze a communication situation in order to de�ine your purpose and pro�ile your audience before writing a message. You must know enough about your purpose to shape your message in a way that will achieve your goal. Moreover, without a clear purpose to guide you, you are bound to waste time and energy. To decide whether you should proceed with your message, answer four questions: (1) Will anything change as a result of this message? (2) Is my purpose realistic? (3) Is this the right time for this message? (4) Is the purpose acceptable to my organization? Developing an audience pro�ile is also essential because doing so helps you identify the information you need to include in your message and the most effective way to structure your message.

3 Discuss information-gathering options for simple messages, and identify three attributes of quality information. Gathering the information that will ful�ill your audience’s needs is a vital step before you attempt to organize your content. For more complex documents, you may need to plan a research project to acquire all the necessary information. For simple messages, however, if you don’t already have all the information you need, you can often gather it by using informal methods such as considering the audience’s perspective, reading existing reports and other company documents, talking with supervisors and others who have information and insight, and asking your audience members directly for their input. To determine whether the information you’ve gathered is good enough, verify that it is accurate, ethical, and pertinent to the audience’s needs.

4 List the factors to consider when choosing the most appropriate medium for a message. The �irst factor to consider is media richness. Richness is determined by the medium’s ability to (1) convey a message using more than one informational cue, such as sound, motion, nonverbal cues, and so on; (2) facilitate feedback; and (3) establish personal focus. Other factors to consider when selecting media include the level of formality, the speci�ic limitations of each medium, the level of urgency, the cost of various media options, and your audience’s preferences.

5 Explain why good organization is important to both you and your audience, and list the tasks involved in organizing a message. When you organize messages carefully, you save time and conserve creative energy because the writing process is quicker and you spend less time rewriting. Good organization also helps your audience members understand your message, helps them accept your message, and saves them time. The tasks involved in organizing your message include de�ining your main idea, limiting your scope to the information needed to convey and support that main idea, choosing the direct or indirect approach, and then outlining your content.

MyBCommLab

Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

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4-1. What are the three major steps in the writing process? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f82#P7001012451000000000000000001F84)

4-2. What are the bene�its of planning your messages carefully, particularly longer and more complex messages? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f82#P7001012451000000000000000001F84)

4-3. What two types of purposes do all business messages have? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC7)

4-4. What do you need to know to develop an audience pro�ile? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC7)

4-5. What is the value of free writing and other discovery techniques? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002026#P7001012451000000000000000002028)

4-6. Why are in-person conversations considered a rich medium? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P7001012451000000000000000002078)

4-7. What are four disadvantages of written, printed messages? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P7001012451000000000000000002078)

4-8. How does the topic of a message differ from its main idea? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0)

4-9. Why is it important to limit the scope of a message? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0)

4-10. What three elements do you need to consider when choosing between the direct and indirect approaches? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

4-11. Some writers argue that planning messages wastes time because they inevitably change their plans as they proceed. How would you respond to this argument? Brie�ly explain. [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f82#P7001012451000000000000000001F84)

4-12. A day after sending an email to all 1,800 employees in your company regarding the income tax implications of the company’s retirement plan, you discover that one of the sources you relied on for your information plagiarized from other sources. You quickly double-check all the information in your message and con�irm that it is accurate. However, you are concerned about using plagiarized information, even though you did nothing wrong. Write a brief email message to your instructor, explaining how you would handle the situation. [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002026#P7001012451000000000000000002028)

4-13. You are organizing an exploratory in-person meeting with engineering representatives from a dozen manufacturers around the world to discuss updates to a technical standard that all the companies’ products must adhere to. The representatives have a wide range of �irmly held opinions on the subject, because the changes could help some companies and hurt others. They can’t even agree on what should be addressed in the �irst meeting, so you need to develop a minimum level of consensus on what should be on the agenda. Which combination of media and channels would you use to move the conversation forward and �inalize the agenda? Each company has one representative, and any discussions need to be kept con�idential. [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P7001012451000000000000000002078)

4-14. How might the inability to view an entire document at once on a mobile screen hinder a reader’s ability to grasp the full meaning of the message? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P7001012451000000000000000002078)

4-15. You have been invited to speak at an annual industry conference. After preparing the outline for your presentation, you see that you’ve identi�ied 14 separate points to support your main idea. Should you move ahead with creating the slides for your presentation or go back and rethink your outline? Why? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0)

Practice Your Skills 4-16. Message for Analysis: Outlining Your Content [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0)

A writer is working on an insurance information brochure and is having trouble grouping the ideas logically into an outline. Using the following information, prepare the outline, paying attention to the appropriate hierarchy of ideas. If necessary, rewrite phrases to make them all consistent. Accident Protection Insurance Plan

Coverage is only pennies a day Bene�it is $100,000 for accidental death on common carrier Bene�it is $100 a day for hospitalization as result of motor vehicle or common carrier accident Bene�it is $20,000 for accidental death in motor vehicle accident Individual coverage is only $17.85 per quarter; family coverage is just $26.85 per quarter No physical exam or health questions Convenient payment—billed quarterly Guaranteed acceptance for all applicants No individual rate increases Free, no-obligation examination period Cash paid in addition to any other insurance carried Covers accidental death when riding as fare-paying passenger on public transportation, including buses, trains, jets, ships, trolleys, subways, or any other common carrier Covers accidental death in motor vehicle accidents occurring while driving or riding in or on automobile, truck, camper, motor home, or nonmotorized bicycle

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Exercises

Each activity is labeled according to the primary skill or skills you will need to use. To review relevant chapter content, you can refer to the indicated Learning Objective. In some instances, supporting information will be found in another chapter, as indicated.

4.17. Planning: Identifying Your Purpose [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC7) For each of the following communication tasks, state a speci�ic purpose (if you have trouble, try beginning with “I want to . . . ”).

a. A report to your boss, the store manager, about the outdated items in the warehouse b. An email message to clients about your booth at the upcoming trade show c. A letter to a customer who hasn’t made a payment for three months d. A memo to employees about the department’s high phone bills e. A phone call to a supplier, checking on an overdue parts shipment f. A wiki entry for your of�ice colleagues about the best ways to �ind information in the company’s knowledge management system

4.18. Planning: Assessing Audience Needs [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC7) For each communication task that follows, write brief answers to three questions: Who is the audience? What is the audience’s general attitude toward my subject? What does the audience need to know?

a. A �inal-notice collection letter from an appliance manufacturer to an appliance dealer that is 3 months behind on payments, sent 10 days before initiating legal collection procedures

b. An advertisement for smartphones c. A proposal to top management, suggesting that the four sales regions in the United States be combined into just two regions d. Fliers announcing reduced rates for chimney cleaning or repairs, to be attached to doorknobs in the neighborhood e. A cover letter sent along with your résumé to a potential employer f. A website that describes the services offered by a consulting �irm that helps accounting managers comply with government regulations

4-19. Planning: Assessing Audience Needs [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC7) Choose a fairly simple electronic device (such as a digital music player) that you know how to operate well. Write two sets of instructions for operating the device: one set for a reader who has never used that type of device and one set for someone who is generally familiar with that type of machine but has never operated the speci�ic model. Brie�ly explain how your two audiences affect your instructions.

4-20. Planning: Analyzing the Situation; Collaboration: Planning Meetings [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC7) , Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) How can the material discussed in this chapter also apply to meetings, as discussed in Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) ? Outline your ideas in a brief presentation or a post for your class blog.

4-21. Planning: Creating an Audience Pro�ile; Collaboration: Team Projects [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC7) , [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002026#P7001012451000000000000000002028) , Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) With a team assigned by your instructor, compare the Facebook pages of three companies in the same industry. Analyze the content on all the available tabs. What can you surmise about the intended audience for each company? Which of the three does the best job of presenting the information its target audience is likely to need? Prepare a brief presentation, including slides that show samples of the Facebook content from each company.

4-22. Planning: Analyzing the Situation, Selecting Media; Media Skills: Email [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001fc5#P7001012451000000000000000001FC7) , [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#P7001012451000000000000000002078) , Chapter 11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004228#P7001012451000000000000000004228) You are the head of public relations for a cruise line that operates out of Miami. You are shocked to read a letter in a local newspaper from a disgruntled passenger complaining about the service and entertainment on a recent cruise. You need to respond to these publicized criticisms in some way. What audiences will you need to consider in your response? What medium or media should you choose? If the letter had been published in a travel publication widely read by travel agents and cruise travelers, how might your course of action have differed? In an email message to your instructor, explain how you will respond.

4-23. Planning: Assessing Audience Needs; Media Skills: Blogging; Communication Ethics: Making Ethical Choices [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002026#P7001012451000000000000000002028) , Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) Your supervisor has asked you to withhold important information that you think should be included in a report you are preparing. Disobeying him could be disastrous for your working relationship and your career. Obeying him could violate your personal code of ethics. What should you do? On the basis of the discussion in Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) , would you consider this situation to be an ethical dilemma or an ethical lapse? Explain your analysis in a brief email message to your instructor.

4-24. Planning: Limiting Your Scope [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0) Suppose you are preparing to recommend that top management install a new heating system that uses the cogeneration process. The following information is in your �iles. Eliminate topics that aren’t essential and then arrange the other topics so that your report will give top managers a clear understanding of the heating system and a balanced, concise justi�ication for installing it.

History of the development of the cogeneration heating process Scienti�ic credentials of the developers of the process Risks assumed in using this process

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Your plan for installing the equipment in the headquarters building Stories about the successful use of cogeneration technology in comparable facilities Speci�ications of the equipment that would be installed Plans for disposing of the old heating equipment Costs of installing and running the new equipment Advantages and disadvantages of using the new process Detailed 10-year cost projections Estimates of the time needed to phase in the new system Alternative systems that management might want to consider

4.25. Planning: Choosing the Direct or Indirect Approach [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0) Indicate whether the direct or indirect approach would be best in each of the following situations and brie�ly explain why. Would any of these messages be inappropriate for email? Explain.

a. A message to the owner of an automobile dealership, complaining about poor service work b. A message from a recent college graduate requesting a letter of recommendation from a former instructor c. A message turning down a job applicant

d. A message announcing that because of high air-conditioning costs, the plant temperature will be held at 78°F during the summer e. A message from an advertising agency to a troublesome long-term client, explaining that the agency will no longer be able to work on the

client’s account 4-26. Planning: Using Storytelling Techniques; Communication Ethics: Providing Ethical Leadership; Media Skills: Podcasting [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0) , Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) Research recent incidents of ethical lapses by business professionals or executives in any industry. Choose one example that has a clear story “arc” from beginning to end. Outline a cautionary tale that explains the context of the ethical lapse, the choice the person made, and the consequences of the ethical lapse. Script a podcast (aim for roughly three to �ive minutes) that tells the story. If your instructor directs, record your podcast and post to your class blog.

Expand Your Skills Critique the Professionals

Locate an example of professional communication in any medium/channel that you think would work equally well—or perhaps better—in another medium. Using the information in this chapter and your understanding of the communication process, write a brief analysis (no more than one page) of the company’s media/channel choice and explain why your choice would be at least as effective. Use whatever medium your instructor requests for your report and be sure to cite speci�ic elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on planning a report, speech, or other business message. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

4-27. Email lacks both the visual element and the instantaneous connection of some other media. Could these supposed shortcomings actually help some employees communicate more comfortably and effectively? Explain your answer. [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0)

4-28. Would you use the direct or indirect approach to ask employees to work overtime to meet an important deadline? Please explain. [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#P70010124510000000000000000021D0)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#rP7001012451000000000000000002426) . Michael Grothaus, “Why Companies Need Novelists,” Fast Company, 1 May 2015, www.fastcompany.com (http://www.fastcompany.com) ; Wolff Olins website, accessed 17 March 2016, www.wolffolins.com (http://www.wolffolins.com) ; Haniya Rae, “Inside the Agency Wolff Olins,” Digiday, 13 February 2014, digiday.com (http://digiday.com) ; “Is Corporate Storytelling Replacing the News Business?” Fast Company, 8 May 2014, www.fastcompany.com (http://www.fastcompany.com) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#rP7001012451000000000000000002428) . Carol Kinsey Gorman, “What’s So Great About Face-to-Face?” Communication World, May–June 2011, 38–39.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#rP700101245100000000000000000242A) . Linda Duyle, “Get Out of Your Of�ice,” HR Magazine, July 2006, 99–101.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#rP700101245100000000000000000242C) . Caroline McCarthy, “The Future of Web Apps Will See the Death of Email,” Webware blog, 29 February 2008, news.cnet.com (http://news.cnet.com) ; Kris Maher, “The Jungle,” Wall Street Journal, 5 October 2004, B10; Kevin Maney, “Surge in Text Messaging Makes Cell Operators,” USA Today, 28 July 2005, B1–B2.

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http://www.fastcompany.com/

http://www.wolffolins.com/

http://digiday.com/

http://www.fastcompany.com/

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http://news.cnet.com/

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#rP700101245100000000000000000242E) . Roger Cheng, “Verizon CEO: Unlimited Data Plans Just Aren’t Sustainable,” CNET, 24 September 2013, news.cnet.com (http://news.cnet.com) ; Brian Bennet, “Sprint Of�icially Outs New Unlimited Plans,” CNET, 11 July 2013, reviews.cnet.com (http://reviews.cnet.com) ; footnotes on Sprint website, accessed 2 March 2014, shop.sprint.com (http://shop.sprint.com) .

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#rP7001012451000000000000000002430) . Laurey Berk and Phillip G. Clampitt, “Finding the Right Path in the Communication Maze,” IABC Communication World, October 1991, 28–32.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002076#rP7001012451000000000000000002432) . Samantha R. Murray and Joseph Peyre�itte, “Knowledge Type and Communication Media Choice in the Knowledge Transfer Process,” Journal of Managerial Issues 19, no. 1 (Spring 2007): 111–133.

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#rP7001012451000000000000000002434) . Holly Weeks, “The Best Memo You’ll Ever Write,” Harvard Management Communication Letter, Spring 2005, 3–5.

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#rP7001012451000000000000000002436) . Steve Tobak, “How to Be a Great Storyteller and Win Over Any Audience,” BNET, 12 January 2011, www.bnet.com (http://www.bnet.com) .

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#rP7001012451000000000000000002438) . Debra Askanase, “10 Trends in Sustainable Social Media,” Community Organizer 2.0 blog, 13 May 2010, www.communityorganizer20.com (http://www.communityorganizer20.com) .

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#rP700101245100000000000000000243A) . Chip Heath and Dan Heath, Made to Stick: Why Some Ideas Survive and Others Die (New York: Random House, 2008), 214.

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#rP700101245100000000000000000243C) . Heath and Heath, Made to Stick, 206, 214.

13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#rP700101245100000000000000000243E) . Randolph T. Barker and Kim Gower, “Strategic Application of Storytelling in Organizations,” Journal of Business Communication 47, no. 3 (July 2010): 295–312.

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#rP7001012451000000000000000002440) . David Meerman Scott, “Effective Storytelling for Business,” WebInkNow blog, 18 February 2013, www.webinknow.com (http://www.webinknow.com) .

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#rP7001012451000000000000000002442) . Jennifer Aaker and Andy Smith, “7 Deadly Sins of Business Storytelling,” American Express Open Forum, accessed 21 March 2011, www.openforum.com (http://www.openforum.com) .

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http://news.cnet.com/

http://reviews.cnet.com/

http://shop.sprint.com/

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http://www.bnet.com/

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http://www.communityorganizer20.com/

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http://www.openforum.com/

5 Writing Business Messages LEARNING OBJECTIVES

After studying this chapter, you will be able to

1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002476) Identify the four aspects of being sensitive to audience needs when writing business messages.

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002580#P7001012451000000000000000002584) Explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P70010124510000000000000000025D8) Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and de�ine active voice and passive voice.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P700101245100000000000000000269A) Describe how to select words that are both correct and effective.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002768#P700101245100000000000000000276C) De�ine the four types of sentences, and explain how sentence style affects emphasis within a message.

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P70010124510000000000000000027D8) De�ine the three key elements of a paragraph, and list �ive ways to develop uni�ied, coherent paragraphs.

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P7001012451000000000000000002872) List �ive techniques for writing effective messages for mobile readers.

MyBCommLab® Improve Your Grade!

More than 10 million students improved their results using Pearson MyLabs. Visit mybcommlab.com (http://mybcommlab.com) for simulations, tutorials, and end-ofchapter problems.

COMMUNICATION CLOSE-UP AT She Takes on the World shetakesontheworld.com (http://shetakesontheworld.com)

Natalie MacNeil is not a dreamer of small dreams. Here’s how she introduces herself on one of her online pro�iles: “My name is Natalie MacNeil, and I want to change the world.” For MacNeil, that change means inspiring and helping women launch their own businesses and take more control over their careers. As she puts it, “I want to see more women leading companies, organizations, and countries.”

MacNeil knows a thing or two about launching a business. She started her �irst when she was 18 and by her mid-20s had founded or cofounded a small portfolio of companies, including an Emmy-winning digital media production company, a collaborative workspace for entrepreneurs in the early startup phase, and She Takes on the World, which MacNeil describes as “a training platform and community for women entrepreneurs.”

Communication is at the heart of MacNeil’s world-changing quest. On the She Takes on the World website and in a book by the same name, MacNeil shares �irsthand knowledge on everything from �inding investors to expanding a company internationally. Her writing has appeared in a variety of other popular forums as well, including AllBusiness, American Express OPEN Forum, Mashable, Forbes, Entrepreneur.com (http://Entrepreneur.com) , and The Wall Street Journal.

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http://shetakesontheworld.com/

http://entrepreneur.com/

Women who run or aspire to run their own businesses are the target audience for Natalie MacNeil’s She Takes on the World, a training and community platform that offers advice on all aspects of launching and managing a company.

Image by Ashley Wessel

Plenty of entrepreneurs, executives, and other experts offer advice on launching businesses, so what sets MacNeil apart? One key element is a clear idea of who her audience is and the type of information these readers are likely to need. When promoting her book, for example, she emphasizes that no business book can appeal to every reader, and she lists the speci�ic types of readers who can bene�it from her book. She also does something that many business “how-to” writers don’t: She addresses the personal side of being a successful entrepreneur.

Another key element is her positive writing style. The editor of ForbesWoman calls MacNeil’s blog and book “smart, upbeat, inspirational, and full of practical advice for women who want to own their dream careers.” As someone who came of age in the postdigital economy, MacNeil is also tuned in to the new world of work, where individuals must manage their personal brands and take control of their careers. In fact, one of her target audiences is college students who might want to create their own companies right out of college, without ever pursuing traditional employment.

The content and style of her messages is clearly connecting with readers. She Takes on the World has grown to include several dozen bloggers who cover every aspect of managing an entrepreneurial career in the new economy. The site was named one of Forbes magazine’s top 10 entrepreneurial websites for women, among numerous other awards and recognitions it has received. MacNeil shows no signs of slowing down, either, with new investors behind her and ambitious expansion plans.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AAB)

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5.1 Adapting to Your Audience: Being Sensitive to Audience Needs LEARNING OBJECTIVE

1 Identify the four aspects of being sensitive to audience needs when writing business messages. Natalie MacNeil (pro�iled in the chapter-opening Communication Close-Up) knows it takes more than just a great idea to change the way people think. Expressing ideas clearly and persuasively starts with adapting to one’s audience.

Whether consciously or not, audiences greet most incoming messages with a sel�ish question: “What’s in this for me?” If your readers or listeners don’t think you understand or care about their needs, they won’t pay attention, plain and simple. You can improve your audience sensitivity by adopting the “you” attitude, maintaining good standards of etiquette, emphasizing the positive, and using bias-free language.

Readers and listeners are more likely to respond positively when they believe messages are about them and their concerns.

USING THE “YOU” ATTITUDE

Adopting the “you” attitude means speaking and writing in terms of your audience’s wishes, interests, hopes, and preferences.

Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) introduced the notion of audience-centered communication and the “you” attitude—speaking and writing in terms of your audience’s wishes, interests, hopes, and preferences. On the simplest level, you can adopt the “you” attitude by replacing terms such as I, me, mine, we, us, and ours with you and yours:

Instead of This Write This Tuesday is the only day that we can promise quick response to purchase order requests; we are swamped the rest of the week.

If you need a quick response, please submit your purchase order requests on Tuesday.

We offer MP3 players with 50, 75, or 100 gigabytes of storage capacity. You can choose an MP3 player with 50, 75, or 100 gigabytes of storage.

However, the “you” attitude is more than simply using particular pronouns. It’s a matter of demonstrating genuine interest in your readers and concern for their needs (see Figure 5.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002490) ). You can use you 25 times in a single page and still offend your audience or ignore readers’ true concerns. If you’re writing to a retailer, try to think like a retailer; if you’re dealing with a production supervisor, put yourself in that position; if you’re writing to a dissatis�ied customer, imagine how you would feel at the other end of the transaction.

Avoid using you and your if doing so

Will make you sound dictatorial Will make someone else feel guilty Goes against your organization’s style

Be aware that on some occasions it’s better to avoid using you, particularly if doing so will sound overly authoritative or accusing:

Instead of This Write This You failed to deliver the customer’s order on time. The customer didn’t receive the order on time. You must correct all �ive copies by noon. All �ive copies must be corrected by noon.

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Figure 5.1 Fostering a Positive Relationship with an Audience

CD Baby, the world’s largest retailer of independent music, uses clear, positive language to help musicians understand the process of selling their music through the company and its af�iliates. By making the effort to communicate clearly and succinctly, the company encourages a positive response from its target readers.

Courtesy of CD Baby.

As you practice using the “you” attitude, be sure to consider the attitudes of other cultures and the policies of your organization. In some cultures it is improper to single out one person’s achievements because the whole team is responsible for the outcome; in that case, using the pronoun we or our (when you and your audience are part of the same team) would be more appropriate. Similarly, some companies have a tradition of avoiding references to you and I in most messages and reports.

MAINTAINING STANDARDS OF ETIQUETTE

Even if a situation calls for you to be brutally honest, express the facts of the matter in a kind and thoughtful manner.

Good etiquette not only indicates respect for your audience but also helps foster a more successful environment for communication by minimizing negative emotional reactions:

Instead of This Write This Once again, you’ve managed to bring down the entire website through your incompetent programming.

Let’s review the last website update to explore ways to improve the process.

You’ve been sitting on our order for two weeks, and we need it now!

Our production schedules depend on timely delivery of parts and supplies, but we have not yet received the order you promised to deliver two weeks ago. Please respond today with a �irm delivery commitment.

Use extra tact when communicating with people higher up in the organization or outside the company.

Of course, some situations require more diplomacy than others. If you know your audience well, a less formal approach may be more appropriate. However, when you are communicating with people who outrank you or with people outside your organization, an added measure of courtesy is usually needed.

Written communication and most forms of digital communication generally require more tact than oral communication does. When you’re speaking, your words can be softened by your tone of voice and facial expression. Plus, you can adjust your approach according to the feedback you get. If you inadvertently offend someone in writing or in a podcast, for example, you don’t usually get the immediate feedback you would need to resolve the situation. In fact, you may never know that you offended your audience.

EMPHASIZING THE POSITIVE

You can communicate negative news without being negative.

During your career, you will have many occasions in which you need to communicate bad news. However, there is a big difference between delivering negative news and being negative. When the tone of your message is negative, you put unnecessary strain on business relationships. Never try to hide negative news, but always be on the lookout for positive points that will foster a good relationship with your audience:2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AAD)

Instead of This Write This It is impossible to repair your laptop today.

Your computer can be ready by Tuesday. Would you like a loaner until then?

We wasted $300,000 advertising in that magazine.

Our $300,000 advertising investment did not pay off. Let’s analyze the experience and apply the insights to future campaigns.

If you �ind it necessary to criticize or correct, don’t dwell on the other person’s mistakes. Avoid referring to failures, problems, or shortcomings. Focus instead on what the audience members can do to improve the situation:

Instead of This Write This The problem with this department is a failure to control costs.

The performance of this department can be improved by tightening cost controls.

You failed to provide all the necessary information on the previous screen.

Please review the items marked in red on the previous screen so that we can process your order as quickly as possible.

Show audience members how they will bene�it by responding to your message.

If you’re trying to persuade audience members to buy a product, pay a bill, or perform a service, emphasize what’s in it for them. When people recognize the bene�its of doing so, they are more likely to respond positively to your appeal.

Instead of This Write This We will notify all three credit reporting agencies if you do not pay your overdue bill within 10 days.

Paying your overdue bill within 10 days will prevent a negative entry on your credit record.

I am tired of seeing so many errors in the customer service blog. Proofreading your blog postings will help you avoid embarrassing mistakes that generate more customer service complaints.

Euphemisms are milder synonyms that can express an idea while triggering fewer negative connotations, but they should never be used to obscure the truth.

In general, try to state your message without using words that may hurt or offend your audience. Look for appropriate opportunities to use euphemisms (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P700101245100000000000000000290F) —words or phrases that express a thought in milder terms—that convey your meaning without carrying negative or unpleasant connotations. For example, one common euphemism is referring to people beyond a certain age as “senior citizens” rather than “old people.” Senior conveys respect in a way that old does not.

Euphemisms can bring a tone of civility to unpleasant communication, but they must be used with great care because they are so easy—and so tempting—to misuse. Euphemisms can be annoying if they force readers to “read between the lines” to get the message, and they can be unethical if they obscure the truth. For instance, one of the toughest messages a manager ever has to write is an internal memo or email announcing layoffs. This is a dif�icult situation for everyone involved, and managers can be tempted to resort to euphemisms such as streamlining, restructuring, improving ef�iciency, reducing layers, or eliminating redundancies to avoid using the word layoff.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AAF) Doing so might ease the emotional burden on the writer and promote the illusion that the message isn’t as negative as it really is. However, these euphemisms can fail the “you” attitude test, as well as the standards of ethical information, by failing to answer the question every reader in these situations has, which is simply, Am I going to lose my job?

If you are considering using a euphemism, ask yourself this question: Are you trying to protect the reader’s feelings or your own feelings? Even if it is unpleasant, people generally respond better to an honest message delivered with integrity than they do to a sugar-coated message that obscures the truth.

MOBILE APP

Dragon Dictation uses voice recognition to convert speech to text up to �ive times faster than typing.

USING BIAS-FREE LANGUAGE

Bias-free language avoids words and phrases that unfairly and even unethically categorize or stigmatize people.

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Bias-free language (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P70010124510000000000000000028F4) avoids words and phrases that unfairly and even unethically categorize or stigmatize people in ways related to gender, race, ethnicity, age, disability, or other personal characteristics. Contrary to what some may think, biased language is not simply about “labels.” To a signi�icant degree, language re�lects the way we think and what we believe, and biased language may well perpetuate the underlying stereotypes and prejudices it represents.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AB1) Moreover, because communication is all about perception, simply being fair and objective isn’t enough. To establish a good relationship with your audience, you must also appear to be fair.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AB3) Good communicators make every effort to change biased language (see Table 5.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P700101245100000000000000000250A) ). Bias can come in a variety of forms:

TABLE 5.1 Overcoming Bias in Language

Examples Unacceptable Preferable

Gender Bias

Using words containing man Man-made Mankind Manpower Businessman Salesman Foreman

Arti�icial, synthetic, manufactured, constructed, human- made Humanity, human beings, human race, people Workers, workforce Executive, manager, businessperson, professional Sales representative, salesperson Supervisor

Using female-gender words Using special designations Using he to refer to “everyone” Identifying roles with gender

Actress, stewardess Woman doctor, male nurse The average worker . . . he The typical executive spends four hours of his day in meetings. the consumer . . . she the nurse/teacher . . . she

Actor, �light attendant Doctor, nurse The average worker . . . he or she OR Average workers . . . they Most executives spend four hours a day in meetings. consumers . . . they nurses/teachers . . . they

Identifying women by marital status

Mrs. Norm Lindstrom Norm Lindstrom and Ms. Drake

Maria Lindstrom OR Ms. Maria Lindstrom Norm Lindstrom and Maria Drake OR Mr. Lindstrom and Ms. Drake

Racial and Ethnic Bias

Assigning stereotypes Not surprisingly, Shing-Tung Yau excels in mathematics. Shing-Tung Yau excels in mathematics.

Identifying people by race or ethnicity

Mario M. Cuomo, Italian American politician and ex-governor of New York

Mario M. Cuomo, politician and ex-governor of New York

Age Bias

Including age when irrelevant Mary Kirazy, 58, has just joined our trust department. Mary Kirazy has just joined our trust department.

Disability Bias

Putting the disability before the person

Disabled workers face many barriers on the job. An epileptic, Tracy has no trouble doing her job.

Workers with physical disabilities face many barriers on the job. Tracy’s epilepsy has no effect on her job performance.

Gender bias. Avoid sexist language by using the same labels for everyone, regardless of gender. Don’t refer to a woman as chairperson and then to a man as chairman. Use chair, chairperson, or chairman consistently. (Note that it is not uncommon to use chairman when referring to a woman who heads a board of directors. Archer Daniels Midland’s Patricia Woertz and Xerox’s Ursula Burns, for example, both refer to themselves as “chairman.”6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AB5) ) Reword sentences to use they or to use no pronoun at all rather than refer to all individuals as he. Note that the preferred title for women in business is Ms. unless the individual asks to be addressed as Miss or Mrs. or has some other title, such as Dr. Racial and ethnic bias. Avoid identifying people by race or ethnic origin unless such a label is relevant to the matter at hand—and it rarely is. Age bias. Mention the age of a person only when it is relevant. Moreover, be careful of the context in which you use words that refer to age; such words carry a variety of positive and negative connotations. For example, young can imply energy, youthfulness, inexperience, or even immaturity, depending on how it’s used. Disability bias. Physical, mental, sensory, or emotional impairments should never be mentioned in business messages unless those conditions are directly relevant to the subject. If you must refer to someone’s disability, put the person �irst and the disability second.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AB7) For example, by saying “employees with physical handicaps,” not “handicapped employees,” you focus on the whole person, not the disability. Finally, never use outdated terminology such as crippled or retarded.

REAL-TIME UPDATES

LEARN MORE BY READING THIS PDF

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Get detailed advice on using bias-free language

This in-depth guide offers practical tips for avoiding many types of cultural bias in your writing and speaking. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002909

5.2 Adapting to Your Audience: Building Strong Relationships LEARNING OBJECTIVE

2 Explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience. Successful communication relies on a positive relationship between sender and receiver. Establishing your credibility and projecting your company’s image are two vital steps in building and fostering positive business relationships.

People are more likely to react positively to your message when they have con�idence in you.

ESTABLISHING YOUR CREDIBILITY Audience responses to your messages depend heavily on your credibility (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002909) , a measure of your believability based on how reliable you are and how much trust you evoke in others. With audiences who don’t know you and trust you already, you need to establish credibility before they’ll accept your messages (see Figure 5.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002580#P700101245100000000000000000258E) ). On the other hand, when you do establish credibility, communication becomes much easier because you no longer have to spend time and energy convincing people that you are a trustworthy source of information and ideas. To build, maintain, or repair your credibility, emphasize the following characteristics:

To enhance your credibility, emphasize such factors as honesty, objectivity, and awareness of audience needs.

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Building credibility online

Follow these steps to build your credibility as an online voice. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Honesty. Demonstrating honesty and integrity will earn you the respect of your audiences, even if they don’t always agree with or welcome your messages. Objectivity. Show that you can distance yourself from emotional situations and look at all sides of an issue. Awareness of audience needs. Let your audience members know, directly or indirectly, that you understand what’s important to them. Credentials, knowledge, and expertise. Audiences need to know that you have whatever it takes to back up your message, whether it’s education, professional certi�ication, special training, past successes, or simply the fact that you’ve done your research. Endorsements. An endorsement is a statement on your behalf by someone who is accepted by your audience as an expert. Performance. Demonstrating impressive communication skills is not enough; people need to know they can count on you to get the job done. Sincerity. When you offer praise, don’t use hyperbole, such as “you are the most fantastic employee I could ever imagine.” Instead, point out speci�ic qualities that warrant praise.

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Figure 5.2 Building Credibility

Gregg Fraley is a highly regarded expert in the �ield of creativity and business innovation, but because his services are intangible, potential clients can’t “test drive” those services before making a purchase decision. He therefore takes special care to build credibility as part of his communication efforts.

Courtesy of Gregg Fraley.

In addition, audiences need to know that you believe in yourself and your message. If you lack faith in yourself, you’re likely to communicate an uncertain attitude that undermines your credibility. In contrast, if you are convinced that your message is sound, you can state your case with authority. Look out for phrases containing words such as hope and trust, which can drain the audience’s con�idence in your message.

Instead of This Write This We hope this recommendation will be helpful. We’re pleased to make this recommendation. We trust that you’ll want to extend your service contract.

By extending your service contract, you can continue to enjoy top-notch performance from your equipment.

Finally, keep in mind that credibility can take a long time to establish—and it can be wiped out in an instant. An occasional mistake or letdown is usually forgiven, but major lapses in honesty or integrity can destroy your reputation.

PROJECTING YOUR COMPANY’S IMAGE When you communicate with anyone outside your organization, it is more than a conversation between two individuals. You represent your company and therefore play a vital role in helping the company build and maintain positive relationships with all its stakeholders. Most successful companies work hard to foster a speci�ic public image, and your external communication efforts need to project that image. As part of this responsibility, the interests and preferred communication style of your company must take precedence over your own views and personal communication style.

Your company’s interests and reputation take precedence over your personal views and communication style.

THE ART OF PROFESSIONALISM

Being Dependable and Accountable

By any de�inition, a “pro” is somebody who gets the job done. Develop a reputation as somebody people can count on. This means meeting your commitments, including keeping on schedule and staying within budgets. These are skills that take some time to develop as you discover how much time and money are required to accomplish various tasks and projects. With experience, you’ll learn to be conservative with your commitments. You don’t want to be known as someone who overpromises and underdelivers.

If you can’t con�idently predict how long a project will take or how much it will cost, be sure to let your client, colleagues, or supervisor know. And if changing circumstances threaten your ability to meet a previous commitment, be sure to share that information with anyone who might be affected by your performance.

Being accountable also means owning up to your mistakes and learning from failure so that you can continue to improve. Pros don’t make excuses or blame others. When they make mistakes—and everybody does—they face the situation head on, make amends, and move on.

CAREER APPLICATIONS

1. What steps could you take to make realistic commitments on tasks and projects in which you have little or no experience? 2. Does being accountable mean you never make mistakes? Explain your answer.

Many organizations have speci�ic communication guidelines that show everything from the correct use of the company name to preferred abbreviations and other grammatical details. Specifying a desired style of communication is more dif�icult, however. Observe more experienced colleagues, and never hesitate to ask for editorial help to make sure you’re conveying the appropriate tone. For instance, because clients entrust thousands or millions of dollars to an investment �irm, it must communicate in a style quite different from that of a clothing retailer. And a clothing retailer specializing in high-quality business attire communicates in a different style than a store catering to the latest trends in casual wear.

5.3 Adapting to Your Audience: Controlling Your Style and Tone LEARNING OBJECTIVE

3 Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and de�ine active voice and passive voice.

Your communication style (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002918) involves the choices you make to express yourself: the words you select, the manner in which you use those words in sentences, and the way you build paragraphs from individual sentences. Your style creates a certain tone (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P700101245100000000000000000291B) , or overall impression, in your messages. The right tone depends on the nature of your message and your relationship with the reader.

CREATING A CONVERSATIONAL TONE The tone of your business messages can range from informal to conversational to formal. When you’re communicating with your superiors or with customers, your tone may tend to be more formal and respectful.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AB9) However, that formal tone might sound distant and cold if used with close colleagues.

Most business messages aim for a conversational style that is warm but businesslike.

Compare the three versions of the message in Table 5.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P70010124510000000000000000025E5) . The �irst is too formal for today’s audiences, whereas the third is inappropriately casual for business. The second message demonstrates the conversational tone (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002906) used in most business communication—plain language that sounds businesslike without being stuffy at one extreme or too laid-back and informal at the other extreme. You can achieve a tone that is conversational but still businesslike by following these guidelines:

Understand the difference between texting and writing. Texting can be an ef�icient way to communicate quickly, particularly on mobile devices with cramped keyboards. However, it’s best to view texting as a mode of conversation, rather than as a mode of writing—and to keep the two modes clear in your mind when you are writing. Communication effectiveness and your personal credibility can suffer if you let texting habits (such as using sentence fragments, sloppy punctuation, and lots of acronyms) creep into your business writing. Avoid stale and pompous language. Most companies now shy away from such dated phrases as “attached please �ind” and “please be advised that.” Similarly, avoid using obscure words, stale or clichéd expressions, and overly complicated sentences designed only to impress others (see Table 5.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P7001012451000000000000000002613) on the next page). Avoid preaching and bragging. Readers tend to get irritated by know-it-alls who like to preach or brag. However, if you need to remind your audience of something that should be obvious, try to work in the information casually, perhaps in the middle of a paragraph, where it will sound like a secondary comment rather than a major revelation. Be careful with intimacy. Business messages should generally avoid intimacy, such as sharing personal details or adopting a casual, unprofessional tone. However, when you have a close relationship with audience members, such as among the members of a close-knit team, a more intimate tone is sometimes appropriate and even expected. Be careful with humor. Humor can easily back�ire and divert attention from your message. If you don’t know your audience well or you’re not skilled at using humor in a business setting, don’t use it at all. Avoid humor in formal messages and when you’re communicating across cultural boundaries.

TABLE 5.2 Finding the Right Tone

Tone Example

Stuffy: too formal for today’s audiences

Dear Ms. Navarro: Enclosed please �ind the information that was requested during our telephone communication of May 14. As was mentioned at that time, Midville Hospital has signi�icantly more doctors of exceptional quality than any other health facility in the state. As you were also informed, our organization has quite an impressive network of doctors and other health-care professionals with of�ices located throughout the state. Should you need a specialist, our professionals will be able to make an appropriate recommendation. In the event that you have questions or would like additional information, you may certainly contact me during regular business hours. Most sincerely yours, Samuel G. Berenz

Conversational: just right for most business communication

Dear Ms. Navarro: Here’s the information you requested during our phone conversation on Friday. As I mentioned, Midville Hospital has the highest-rated doctors and more of them than any other hospital in the state. In addition, we have a vast network of doctors and other health professionals with of�ices throughout the state. If you need a specialist, they can refer you to the right one. If you would like more information, please call any time between 9:00 and 5:00, Monday through Friday. Sincerely, Samuel G. Berenz

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Tone Example

Unprofessional: too casual for business communication

Here’s the 411 you requested. IMHO, we have more and better doctors than any other hospital in the state.

FYI, we also have a large group of doctors and other health professionals w/ of�ices close to U at work/home. If U need a specialist, they’ll refer U to the right one. Any? just ring or msg. L8R, S

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Ten tips for conversational writing

These easy-to-use ideas will help you achieve a business-friendly conversational tone. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

TABLE 5.3 Weeding Out Obsolete Phrases

Obsolete Phrase Up-to-Date Replacement

we are in receipt of we received

kindly advise please let me/us know

attached please �ind enclosed is or I/we have enclosed

it has come to my attention I have just learned or [someone] has just informed me

the undersigned I/we

in due course (specify a time or date)

permit me to say that (omit; just say whatever you need to say)

pursuant to (omit; just say whatever you need to say)

in closing, I’d like to say (omit; just say whatever you need to say)

we wish to inform you that (omit; just say whatever you need to say)

please be advised that (omit; just say whatever you need to say)

USING PLAIN LANGUAGE

Audiences can understand and act on plain language without reading it over and over.

An important aspect of creating a conversational tone is using plain language (or plain English speci�ically when English is involved). Plain language presents information in a simple, unadorned style that allows your audience to easily grasp your meaning—language that recipients “can read, understand and act upon the �irst time they read it.”9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002ABB) You can see how this de�inition supports using the “you” attitude and shows respect for your audience. In addition, plain language can make companies more productive and more pro�itable because people spend less time trying to �igure out messages that are confusing or aren’t written to meet their needs.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002ABD) Plain language is also easier for nonnative speakers to read, a major bene�it when you’re addressing diverse, global audiences.

Creative Commons, a not-for-pro�it organization that provides content creators with an alternative to traditional copyright law, offers a great example of adapting to readers with plain language. Its licensing terms are available in three versions: a complete “legal code” document that spells out contractual details in speci�ic legal terms that meet the needs of legal professionals, a “human readable” version that explains the licensing terms in nontechnical language that anyone can understand, and a “machine readable” version �ine-tuned for search engines and other systems (see Figure 5.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P7001012451000000000000000002653) ).11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002ABF)

SELECTING THE ACTIVE OR PASSIVE VOICE

Active sentences are usually stronger than passive ones.

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Your choice of the active or passive voice affects the tone of your message. In active voice (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P70010124510000000000000000028F1) , the subject performs the action and the object receives the action: “Jodi sent the email message.” In passive voice (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002912) , the subject receives the action: “The email message was sent by Jodi.” As you can see, the passive voice combines the helping verb to be with a form of the verb that is usually similar to the past tense.

Using the active voice helps make your writing more direct, livelier, and easier to read (see Table 5.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P7001012451000000000000000002663) ). In contrast, the passive voice is often cumbersome, can be unnecessarily vague, and can make sentences overly long. In most cases, the active voice is your best choice.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AC1) Nevertheless, using the passive voice can help you demonstrate the “you” attitude in some situations:

Use passive sentences to soften bad news, to put yourself in the background, or to create an impersonal tone when needed.

When you want to be diplomatic about pointing out a problem or an error of some kind (the passive version seems less like an accusation) When you want to point out what’s being done without taking or attributing either the credit or the blame (the passive version shifts the spotlight away from the person or persons involved) When you want to avoid personal pronouns in order to create an objective tone (the passive version may be used in a formal report, for example)

The second half of Table 5.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P7001012451000000000000000002663) illustrates several other situations in which the passive voice helps you focus your message on your audience.

Figure 5.3 Plain Language at Creative Commons

Creative Commons uses this diagram and text to explain the differences among its three versions of content licenses.

TABLE 5.4 Choosing Active or Passive Voice

In general, avoid passive voice to make your writing lively and direct.

Dull and Indirect in Passive Voice Lively and Direct in Active Voice

The new procedure was developed by the operations team. The operations team developed the new procedure.

Legal problems are created by this contract. This contract creates legal problems.

Reception preparations have been undertaken by our PR people for the new CEO’s arrival.

Our PR people have begun planning a reception for the new CEO.

However, passive voice is helpful when you need to be diplomatic or want to focus attention on problems or solutions rather than on people.

Accusatory or Self-Congratulatory in Active Voice More Diplomatic in Passive Voice

You lost the shipment. The shipment was lost.

I recruited seven engineers last month. Seven engineers were recruited last month.

We are investigating the high rate of failures on the �inal assembly line. The high rate of failures on the �inal assembly line is being investigated.

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5.4 Composing Your Message: Choosing Powerful Words LEARNING OBJECTIVE

4 Describe how to select words that are both correct and effective. After you have decided how to adapt to your audience, you’re ready to begin composing your message. As you write your �irst draft, let your creativity �low. Don’t try to write and edit at the same time or worry about getting everything perfect. Make up words if you can’t think of the right word, draw pictures, talk out loud—do whatever it takes to get the ideas out of your head and onto screen or paper. If you’ve scheduled carefully, you should have time to revise and re�ine the material later. In fact, many writers �ind it helpful to establish a personal rule of never showing a �irst draft to anyone. By working in this “safe zone,” away from the critical eyes of others, your mind will stay free to think clearly and creatively.

REAL-TIME UPDATES

LEARN MORE BY EXPLORING THIS INTERACTIVE WEBSITE

Grammar questions? Click here for help

This comprehensive online guide can help you out of just about any grammar dilemma. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

If you get stuck and feel unable to write, try to overcome writer’s block by jogging your brain in creative ways. The introduction is often the hardest part to write, so put it aside and work on whichever parts of the document you’re most comfortable with at any given moment. In most cases you don’t need to write the sections in any particular order.13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AC3) Work on nontext elements such as graphics or your cover page. Revisit your purpose and con�irm your intent in writing the message. Give yourself a mental break by switching to a different project. Sometimes all you need to do is start writing without worrying about the words you’re using or how they will sound to the audience. Words will start �lowing, your mind will engage, and the writing will come easier.

You may �ind it helpful to hone your craft by viewing your writing at three levels: strong words, effective sentences, and coherent paragraphs. Starting at the word level, successful writers pay close attention to the correct use of words.14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AC5) If you make errors of grammar or usage, you lose credibility with your audience—even if your message is otherwise correct. Poor grammar suggests to readers that you’re unprofessional, and they may choose not to trust you as a result. Moreover, poor grammar may imply that you don’t respect your audience enough to get things right.

Correctness is the �irst consideration when choosing words.

The rules of grammar and usage can be a source of worry for writers because some of them are complex and some evolve over time. Even professional editors and grammarians occasionally have questions about correct usage, and they may disagree about the answers. For example, the word data is the plural form of datum, yet some experts now prefer to treat data as a singular noun when it’s used in nonscienti�ic material to refer to a body of facts or �igures.

With practice, you’ll become more skilled in making correct choices over time. If you have doubts about what is correct, you have many ways to �ind the answer. Check the Handbook of Grammar, Mechanics, and Usage at the end of this book, or consult the many special reference books and resources available in libraries, in bookstores, and on the Internet.

Effectiveness is the second consideration when choosing words.

In addition to using words correctly, successful writers and speakers take care to use the most effective words and phrases. Selecting and using words effectively is often more challenging than using words correctly because doing so is a matter of judgment and experience. Careful writers continue to work at their craft to �ind words that communicate with power (see Figure 5.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P70010124510000000000000000026AD) ).

UNDERSTANDING DENOTATION AND CONNOTATION A word may have both a denotative and a connotative meaning. The denotative meaning (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P700101245100000000000000000290C) is the literal, or dictionary, meaning. The connotative meaning (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002903) includes all the associations and feelings evoked by the word.

The denotative meaning of desk is “a piece of furniture with a �lat work surface and various drawers for storage.” The connotative meaning of desk may include thoughts associated with work or study, but the word desk has fairly neutral connotations—neither strong nor emotional. However, some words have much stronger connotations than others and should be used with care. For example, the connotations of the word fail are negative and can have a dramatic emotional impact. If you say the sales department failed to meet its annual quota, the connotative meaning suggests that the group is inferior, incompetent, or below some

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standard of performance. However, the reason for not achieving 100 percent might be an inferior product, incorrect pricing, or some other factor outside the control of the sales department. In contrast, by saying the sales department achieved 85 percent of its quota, you clearly communicate that the results were less than expected without triggering all the negative emotions associated with failure.

BALANCING ABSTRACT AND CONCRETE WORDS

The more abstract a word is, the more it is removed from the tangible, objective world of things that can be perceived with the senses.

Words vary dramatically in their degree of abstraction or concreteness. An abstract word (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P70010124510000000000000000028EE) expresses a concept, quality, or characteristic. Abstractions are usually broad, encompassing a category of ideas, and they are often intellectual, academic, or philosophical. Love, honor, progress, tradition, and beauty are abstractions, as are such important business concepts as productivity, pro�its, quality, and motivation. In contrast, a concrete word (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002900) stands for something you can touch, see, or visualize. Most concrete terms are anchored in the tangible, material world. Chair, table, horse, rose, kick, kiss, red, green, and two are concrete words; they are direct, clear, and exact. Things don’t need to have a physical presence to be considered concrete, by the way; software, database, and website are all concrete terms as well.

Figure 5.4 Making Effective Word and Phrase Choices

The opening paragraphs of this blog post from Slack, the maker of a popular group messaging service, illustrate a number of effective word and phrase choices. Slack’s usual communication tone is upbeat and casual, even a little bit playful, but data and network security is a critically important issue that had already affected the young company by this point in time, so this post strikes a balance between conversational and serious.

Courtesy of Slack Technologies, Inc.

As you can imagine, abstractions tend to cause more trouble for writers and readers than concrete words. Abstractions tend to be “fuzzy” and can be interpreted differently, depending on the audience and the circumstances. The best way to minimize such problems is to blend abstract terms with concrete ones, the general with the speci�ic. State the concept, and then pin it down with details expressed in more concrete terms. Save the abstractions for ideas that cannot be expressed any other way. In addition, abstract words such as small, numerous, sizable, near, soon, good, and �ine are imprecise, so try to replace them with terms that are more accurate. Instead of referring to a sizable loss, give an exact number.

FINDING WORDS THAT COMMUNICATE WELL

Try to use words that are powerful and familiar.

By practicing your writing, learning from experienced writers and editors, and reading extensively, you’ll �ind it easier to choose words that communicate exactly what you want to say. When you compose your business messages, think carefully to �ind the most powerful words for each situation and to avoid obscure words, clichés, and buzzwords that are turning into clichés (see Table 5.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P70010124510000000000000000026CB) on the next page):

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Choose strong, precise words. Choose words that express your thoughts clearly, speci�ically, and dynamically. If you �ind yourself using a lot of adjectives and adverbs, you’re probably trying to compensate for weak nouns and verbs. Saying that sales plummeted is stronger and more ef�icient than saying sales dropped dramatically or sales experienced a dramatic drop.

TABLE 5.5 Examples of Finding Powerful Words

Potentially Weak Words and Phrases Stronger Alternatives (Effective Usage Depends on the Situation)

Increase (as a verb) Accelerate, amplify, augment, enlarge, escalate, expand, extend, magnify, multiply, soar, swell

Decrease (as a verb) Curb, cut back, depreciate, dwindle, shrink, slacken

Large, small (Use a speci�ic number, such as $100 million)

Good Admirable, bene�icial, desirable, �lawless, pleasant, sound, superior, worthy

Bad Abysmal, corrupt, de�icient, �lawed, inadequate, inferior, poor, substandard, worthless

We are committed to providing . . . We provide . . .

It is in our best interest to . . . We should . . .

Unfamiliar Words Familiar Words

Ascertain Find out, learn

Consummate Close, bring about

Peruse Read, study

Circumvent Avoid

Unequivocal Certain

Clichés and Buzzwords Plain Language

An uphill battle A challenge

Writing on the wall Prediction

Call the shots Lead

Take by storm Attack

Costs an arm and a leg Expensive

A new ball game Fresh start

Fall through the cracks Be overlooked

Think outside the box Be creative

Run it up the �lagpole Find out what people think about it

Eat our own dog food Use our own products

Mission-critical Vital

Disintermediate Get rid of

Green light (as a verb) Approve

Architect (as a verb) Design

Space (as in, “we compete in the XYZ space”) Market or industry

Blocking and tackling Basic skills

Trying to boil the ocean Working frantically but without focus

Human capital People, employees, workforce

Low-hanging fruit Tasks that are easy to complete or sales that are easy to close

Pushback Resistance

Choose familiar words. You’ll communicate best with words that are familiar to both you and your readers. Efforts to improve a situation certainly can be ameliorative, but saying they are helpful is a lot more effective. Moreover, trying to use an unfamiliar word for the �irst time in an important document can lead to embarrassing mistakes.

Avoid clichés, be extremely careful with trendy buzzwords, and use jargon only when your audience is completely familiar with it.

Avoid clichés and be careful with buzzwords. Although familiar words are generally the best choice, avoid clichés—terms and phrases so common that they have lost some of their power to communicate. Buzzwords, newly coined terms often associated with technology, business, or cultural changes, are slightly more dif�icult to handle than clichés, but they can be useful in small doses and in the right situation. The careful use of a buzzword can signal that you’re an insider, someone in the know.15

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(http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AC7) However, buzzwords quickly become clichés, and using them too late in their “life cycle” can mark you as an outsider desperately trying to look like an insider. When people use clichés and overuse buzzwords, they often sound as though they don’t know how to express themselves otherwise and don’t invest the energy required for original writing.16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AC9) Use jargon carefully. Jargon, the specialized language of a particular profession or industry, has a bad reputation, but it’s not always bad. Using jargon is usually an ef�icient way to communicate within the speci�ic groups that understand these terms. After all, that’s how jargon develops in the �irst place, as people with similar interests devise ways to communicate complex ideas quickly. For instance, when a recording engineer wants to communicate that a particular piece of music is devoid of reverberation and other sound effects, it’s a lot easier to simply describe the track as “dry.” Of course, to people who aren’t familiar with such insider terms, jargon is meaningless and intimidating—one more reason it’s important to understand your audience before you start writing.

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The Advanced English Dictionary and Thesaurus helps you �ind the right word by organizing words according to their relationship with other words.

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5.5 Composing Your Message: Creating Effective Sentences LEARNING OBJECTIVE

5 De�ine the four types of sentences, and explain how sentence style affects emphasis within a message. Arranging your carefully chosen words in effective sentences is the next step in creating powerful messages. Start by selecting the best type of sentence to communicate each point you want to make.

CHOOSING FROM THE FOUR TYPES OF SENTENCES Sentences come in four basic varieties: simple, compound, complex, and compound-complex. A simple sentence (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002915) has one main clause (a single subject and a single predicate), although it may be expanded by nouns and pronouns that serve as objects of the action and by modifying phrases. Here’s an example with the subject noun underlined once and the predicate verb underlined twice:

A simple sentence has one main clause.

Pro�its increased in the past year.

A compound sentence (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P70010124510000000000000000028FA) has two main clauses that express two or more independent but related thoughts of equal importance, usually joined by a conjunction (such as and, but, or or). In effect, a compound sentence is a merger of two or more simple sentences (independent clauses) that are related. For example:

A compound sentence has two main clauses.

Wage rates have declined by 5 percent, and employee turnover has been high.

The independent clauses in a compound sentence are always separated by a comma or by a semicolon (in which case the conjunction—and, but, or—is dropped).

A complex sentence has one main clause and one subordinate clause.

A complex sentence (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P70010124510000000000000000028F7) expresses one main thought (the independent clause) and one or more subordinate, related thoughts (dependent clauses that cannot stand alone as valid sentences). Independent and dependent clauses are usually separated by a comma:

Although you may question Gerald’s conclusions, you must admit that his research is thorough.

In this example, “Although you may question Gerald’s conclusions” is a subordinate thought expressed in a dependent clause.

A compound-complex sentence has two main clauses and at least one dependent clause.

A compound-complex sentence (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P70010124510000000000000000028FD) has two main clauses, at least one of which contains a subordinate clause:

Pro�its increased 35 percent in the past year, so although the company faces long-term challenges, I agree that its short-term prospects look quite positive.

When constructing sentences, choose the form that matches the relationship of the ideas you want to express. If you have two ideas of equal importance, express them as two simple sentences or as one compound sentence. However, if one of the ideas is less important than the other, place it in a dependent clause to form a complex sentence. For example, although the following compound sentence uses a conjunction to join two ideas, they aren’t truly equal:

MOBILE APP

Pages is a full-featured word-processing app for iOS devices.

The chemical products division is the strongest in the company, and its management techniques should be adopted by the other divisions.

By making the �irst thought subordinate to the second, you establish a cause-and-effect relationship and emphasize the more important idea (that the other divisions should adopt the chemical division’s management techniques):

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Because the chemical products division is the strongest in the company, its management techniques should be adopted by the other divisions.

Maintain some variety among the four sentence types to keep your writing from getting choppy (too many short, simple sentences) or exhausting (too many long sentences).

In addition to selecting the best type for each thought you want to express, using a variety of sentence types throughout a document can make your writing more interesting and effective. For example, if you use too many simple sentences in a row, you may struggle to properly express the relationships among your ideas, and your writing will sound choppy and abrupt. At the other extreme, a long series of compound, complex, or compound-complex sentences can be tiring to read.

USING SENTENCE STYLE TO EMPHASIZE KEY THOUGHTS

Emphasize speci�ic parts of sentences by

Devoting more words to them Putting them at the beginning or at the end of the sentence Making them the subject of the sentence

In every message of any length, some ideas are more important than others. You can emphasize these key ideas through your sentence style. One obvious technique is to give important points the most space. When you want to call attention to a thought, use extra words to describe it. Consider this sentence:

The chairperson called for a vote of the shareholders.

To emphasize the importance of the chairperson, you might describe her more fully:

Having considerable experience in corporate takeover battles, the chairperson called for a vote of the shareholders.

You can increase the emphasis even more by adding a separate, short sentence to augment the �irst:

The chairperson called for a vote of the shareholders. She has considerable experience in corporate takeover battles.

You can also call attention to a thought by making it the subject of the sentence. In the following example, the emphasis is on the person:

I can write letters much more quickly by using voice dictation.

By changing the subject, however, the voice dictation capability takes center stage:

Using voice dictation enables me to write letters much more quickly.

Another way to emphasize an idea (in this instance, the idea of stimulating demand) is to place it either at the beginning or at the end of a sentence:

Less emphatic: We are cutting the price to stimulate demand.

More emphatic: To stimulate demand, we are cutting the price.

The best placement of a dependent clause depends on the relationship between the ideas in the sentence.

In complex sentences the placement of the dependent clause hinges on the relationship between the ideas expressed. If you want to emphasize the subordinate idea, put the dependent clause at the end of the sentence (the most emphatic position) or at the beginning (the second most emphatic position). If you want to downplay the idea, put the dependent clause within the sentence:

Most emphatic: The electronic parts are manufactured in Mexico, which has lower wage rates than the United States.

Emphatic: Because wage rates are lower in Mexico than in the United States, the electronic parts are manufactured there.

Least emphatic: Mexico, which has lower wage rates than the United States, was selected as the production site for the electronic parts.

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Practical tips for more effective sentences

The Writer’s Handbook from the University of Wisconsin offers tips on writing clear, concise sentences. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

Techniques such as these give you a great deal of control over the way your audience interprets what you have to say.

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5.6 Composing Your Message: Crafting Uni�ied, Coherent Paragraphs LEARNING OBJECTIVE

6 De�ine the three key elements of a paragraph, and list �ive ways to develop uni�ied, coherent paragraphs. Paragraphs organize sentences related to the same general topic. Readers expect every paragraph to be uni�ied—focusing on a single topic—and coherent— presenting ideas in a logically connected way. By carefully arranging the elements of each paragraph, you help your readers grasp the main idea of your document and understand how the speci�ic pieces of support material back up that idea.

CREATING THE ELEMENTS OF A PARAGRAPH Paragraphs vary widely in length and form, but a typical paragraph contains three basic elements: a topic sentence, support sentences that develop the topic, and transitional words and phrases.

Most paragraphs consist of

A topic sentence that reveals the subject of the paragraph Related sentences that support and expand the topic Transitions that help readers move between sentences and paragraphs

Topic Sentence

Figure 5.5 Topic Sentences

This article from Walmart’s website uses topic sentences effectively. Note how the �irst two sentences are actually multipurpose topic sentences.

An effective paragraph deals with a single topic, and the sentence that introduces that topic is called the topic sentence (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P700101245100000000000000000291E) (see Figure 5.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P70010124510000000000000000027ED) ). In informal and creative writing the topic sentence may be implied rather than stated. In business writing the topic sentence is generally explicit and is often the �irst sentence in the paragraph. The topic sentence gives readers a summary of the general idea that will be covered in the rest of the paragraph. The following examples show how a topic sentence can introduce the subject and suggest the way the subject will be developed:

The medical products division has been troubled for many years by public relations problems. [In the rest of the paragraph, readers will learn the details of the problems.]

To get a refund, please supply us with the following information. [The details of the necessary information will be described in the rest of the paragraph.]

In addition to helping your readers, topic sentences help you as a writer because they remind you of the purpose of each paragraph and thereby encourage you to stay focused. In fact, a good way to test the effectiveness of your writing is to prepare a summary version that consists of only the �irst sentences of all your paragraphs. If this summary communicates the essence of your message in a sensible, compelling way, you’ve probably done a good job of presenting your information.17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002ACB)

Support Sentences

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In most paragraphs, the topic sentence needs to be explained, justi�ied, or extended with one or more support sentences. These related sentences must all have a bearing on the general subject and must provide enough speci�ic details to make the topic clear.

The medical products division has been troubled for many years by public relations problems. Since 2014, the local newspaper has published 15 articles that portray the division in a negative light. We have been accused of everything from mistreating laboratory animals to polluting the local groundwater. Our facility has been described as a health hazard. Our scientists are referred to as “Frankensteins,” and our pro�its are considered “obscene.”

The support sentences are all more speci�ic than the topic sentence. Each one provides another piece of evidence to demonstrate the general truth of the main thought. Also, each sentence is clearly related to the general idea being developed, which gives the paragraph unity. A paragraph is well developed if it contains enough information to make the topic sentence understood and convincing, and if it doesn’t contain any extraneous, unrelated sentences.

Transitions

Transitions (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002921) connect ideas by showing how one thought is related to another. They also help alert the reader to what lies ahead so that shifts and changes don’t cause confusion. In addition to helping readers understand the connections you’re trying to make, transitions give your writing a smooth, even �low.

Depending on the speci�ic need within a document, transitional elements can range in length from a single word to an entire paragraph or more. You can establish transitions in a variety of ways:

Transitional elements include

Connecting words (conjunctions) Repeated words or phrases Pronouns Words that are frequently paired

Use connecting words. Use conjunctions such as and, but, or, nevertheless, however, in addition, and so on. Echo a word or phrase from a previous paragraph or sentence. “A system should be established for monitoring inventory levels. This system will provide . . . ” Use a pronoun that refers to a noun used previously. “Ms. Arthur is the leading candidate for the president’s position. She has excellent quali�ications.” Use words that are frequently paired. “The machine has a minimum output of . . . Its maximum output is . . . ”

Some transitions serve as mood changers, alerting the reader to a change in mood from the previous material. Some announce a total contrast with what’s come before, some announce a causal relationship, and some signal a change in time. Here is a list of transitions frequently used to move readers smoothly between clauses, sentences, and paragraphs:

Additional detail: moreover, furthermore, in addition, besides, �irst, second, third, �inally Cause-and-effect relationship: therefore, because, accordingly, thus, consequently, hence, as a result, so Comparison: similarly, here again, likewise, in comparison, still Contrast: yet, conversely, whereas, nevertheless, on the other hand, however, but, nonetheless Condition: although, if Illustration: for example, in particular, in this case, for instance Time sequence: formerly, before, after, when, meanwhile, sometimes Intensi�ication: indeed, in fact, in any event Summary: in brief, in short, to sum up Repetition: that is, in other words, as mentioned previously

Consider using a transition whenever it could help the reader better understand your ideas and follow you from point to point. You can use transitions inside paragraphs to tie related points together and between paragraphs to ease the shift from one distinct thought to another. In longer reports, a transition that links major sections or chapters may be a complete paragraph that serves as a mini introduction to the next section or as a summary of the ideas presented in the section just ending. Here’s an example:

Given the nature of this product, our alternatives are limited. As the previous section indicates, we can stop making it altogether, improve it, or continue with the current model. Each of these alternatives has advantages and disadvantages, which are discussed in the following section.

This paragraph makes it clear to the reader that the analysis of the problem (offered in the previous section) is now over and that the document is making a transition to an analysis of the possible solutions (to be offered in the next section).

CHOOSING THE BEST WAY TO DEVELOP EACH PARAGRAPH

Five ways to develop paragraphs:

Illustration Comparison or contrast Cause and effect Classi�ication Problem and solution

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You have a variety of options for developing paragraphs, each of which can convey a speci�ic type of idea. Five of the most common approaches are illustration, comparison or contrast, cause and effect, classi�ication, and problem and solution (see Table 5.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P7001012451000000000000000002843) ).

TABLE 5.6 Five Techniques for Developing Paragraphs

Technique Description Example

Illustration Giving examples that demonstrate the general idea

Some of our most popular products are available through local distributors. For example, Everett & Lemmings carries our frozen soups and entrees. The J. B. Green Company carries our complete line of seasonings, as well as the frozen soups. Wilmont Foods, also a major distributor, now carries our new line of frozen desserts.

Comparison or contrast

Using similarities or differences to develop the topic

When the company was small, the recruiting function could be handled informally. The need for new employees was limited, and each manager could comfortably screen and hire her or his own staff. However, our successful bid on the Owens contract means that we will be doubling our labor force over the next six months. To hire that many people without disrupting our ongoing activities, we will create a separate recruiting group within the human resources department.

Cause and effect

Focusing on the reasons for something

The heavy-duty fabric of your Wanderer tent probably broke down for one of two reasons: (1) a sharp object punctured the fabric, and without reinforcement, the hole was enlarged by the stress of pitching the tent daily for a week, or (2) the �ibers gradually rotted because the tent was folded and stored while still wet.

Classi�ication Showing how a general idea is broken into speci�ic categories

Successful candidates for our supervisor trainee program generally come from one of several groups. The largest group by far consists of recent graduates of accredited business management programs. The next largest group comes from within our own company, as we try to promote promising staff workers to positions of greater responsibility. Finally, we occasionally accept candidates with outstanding supervisory experience in related industries.

Problem and solution

Presenting a problem and then discussing the solution

Selling handmade toys online is a challenge because consumers are accustomed to buying heavily advertised toys from major chain stores or well-known websites such as Amazon.com (http://Amazon.com) . However, if we develop an appealing website, we can compete on the basis of product novelty and quality. In addition, we can provide unusual crafts at a competitive price: a rocking horse of birch, with a hand-knit tail and mane; a music box with the child’s name painted on the top; and a real teepee made by Native American artisans.

In some instances combining approaches in a single paragraph is an effective strategy. Notice how the example provided for “Problem and solution” in Table 5.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P7001012451000000000000000002843) also includes an element of illustration by listing some of the unique products that could be part of the proposed solution. When combining approaches, however, do so carefully so that you don’t lose readers partway through the paragraph.

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Expert advice on making technologies usable

Usability experts at Nielsen Norman Group offer dozens of research-based articles on effective communication using mobile devices and other technologies. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

In addition, before settling for the �irst approach that comes to mind, consider alternatives. Think through various methods before committing yourself, or even write several test paragraphs to see which method works best. By avoiding the easy habit of repeating the same old paragraph pattern time after time, you can keep your writing fresh and interesting.

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5.7 Writing Messages for Mobile Devices LEARNING OBJECTIVE

7 List �ive techniques for writing effective messages for mobile readers. One obvious adaptation to make for audiences using mobile devices is to modify the design and layout of your messages to �it smaller screen sizes and different user interface features(see Chapter 6) (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) . However, modifying your approach to writing is also an important step. Reading is more dif�icult on small screens, and consequently users’ ability to comprehend what they read on mobile devices is lower than it is on larger screens.18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002ACD) In fact, research shows that comprehension can drop by 50 percent when users move from reading on a full-size screen to reading on a smartphone, and they can scroll right past vital information without noticing it.19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002ACF) Use these �ive techniques to make your mobile messages more effective:

To write effectively for mobile devices

Use a linear organization Prioritize information Write short, focused messages Use short subject lines and headings Use short paragraphs

Use a linear organization. In a printed document or on a larger screen, readers can easily take in multiple elements on a page, such as preview or summary boxes, tables and other supporting visuals, and sidebars with related information. All these elements are in view at the same time, so readers can jump around the page to read various parts without feeling lost. With small mobile device screens, however, a complicated organization requires readers to zoom in and out and pan around to see all these elements at readable text sizes. This makes reading slower and increases the odds that readers will get disoriented and lose the thread of the message because they can’t see the big picture. In addition, using a touch screen momentarily obscures some of the information, so the more that users have to hunt and scroll, the more likely they will miss something.20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AD1) To simplify reading, organize with a linear �low from the top to the bottom of the message or article. Prioritize information. Small screens make it dif�icult for readers to scan the page to �ind the information they want most. Prioritize the information based on what you know about their needs and put that information �irst.21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AD3) Use the inverted pyramid style favored by journalists, in which you reveal the most important information brie�ly at �irst and then provide successive layers of detail that readers can consume if they want. Note that you may need to avoid using the indirect approach (see page 114 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000021ce#page_114) ) if your message is complicated because it will be more dif�icult for readers to follow your chain of reasoning. Write shorter and more focused messages and documents. Mobile users often lack the patience or opportunity to read lengthy messages or documents, so keep it short.22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AD5) In some cases this could require you to write two documents, a shorter executive summary (see page 425 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000056f6#page_425) ) for mobile use and a longer supporting document that readers can access with their PCs if they want more details. Use shorter subject lines and headings. Mobile devices, particularly phones, can’t display as many characters in a single line of text as the typical computer screen can. Depending on the app or website, email subject lines and page headings will be truncated or will wrap around to take up multiple lines. Both formats make reading more dif�icult. A good rule of thumb is to keep subject lines and headlines to around 25 characters.23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AD7) This doesn’t give you much text to work with, so make every word count and make sure you start with the key words so readers can instantly see what the subject line or heading is about.24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002AD9) Use shorter paragraphs. In addition to structuring a message according to discrete blocks of information, paragraphs have a visual role in written communication as well. Shorter paragraphs are less intimidating and let readers take frequent “micro rests” as they move through a document. Because far less text is displayed at once on a mobile screen, keep paragraphs as short as possible so readers don’t have to swipe through screen after screen before getting to paragraph breaks.

Compare the two messages in Figure 5.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P7001012451000000000000000002895) to get a sense of how to write reader-friendly mobile content.

For a reminder of the tasks involved in writing messages, see “Checklist: Writing Business Messages (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P70010124510000000000000000028A8) .”

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Figure 5.6 Writing for Mobile Devices

Messages and documents created for printed pages and full-sized screens can be dif�icult and frustrating on mobile devices (Figure 5.6a (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P7001012451000000000000000002895) and b (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P7001012451000000000000000002895) ). For mobile audiences, rewrite with short headlines and concise, linear content (Figure 5.6c (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P7001012451000000000000000002895) ).

MS Of�ice 365, © Microsoft

CHECKLIST Writing Business Messages A. Adapt to your audience.

Use the “you” attitude. Maintain good etiquette through polite communication. Emphasize the positive whenever possible. Use bias-free language. Establish credibility in the eyes of your audience. Project your company’s preferred image. Use a conversational but still professional and respectful tone. Use plain language for clarity.

B. Compose your message. Choose strong words that communicate ef�iciently. Pay attention to the connotative meaning of your words. Balance abstract and concrete terms to accurately convey your meaning. Avoid clichés and trendy buzzwords. Use jargon only when your audience understands it and prefers it. Vary your sentence structure for impact and interest. Develop coherent, uni�ied paragraphs. Use transitions generously to help your audience follow your message. As needed, adapt your writing for the limitations of mobile devices.

COMMUNICATION CHALLENGES AT She Takes on the World

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Natalie MacNeil recently hired you as an assistant editor at her website. One of your responsibilities is to review the work of guest article contributors and suggest improvements. Use what you’ve learned in this chapter to address these writing challenges.

INDIVIDUAL CHALLENGE: A prospective writer included the following sentence in a draft that aims to give entrepreneurs a realistic expectation about getting funding from venture capitalists: “Venture capitalists, who fund only a tiny percentage of all new companies, can provide valuable management expertise and industry connections in addition to start-up funds.” How would you rewrite the sentence to put more emphasis on the fact that venture capitalists fund very few companies and most entrepreneurs can’t count on getting funding from them?

TEAM CHALLENGE: You’re reviewing a draft that encourages college students who are about to graduate to consider starting a business rather than applying for conventional jobs. The writer has two main reasons for making this suggestion. First, the current job market is tough in many professions, and some graduates will be forced to take jobs that are outside their intended �ields and perhaps below the level of their quali�ications. Second, the nature of employment is changing in many professions and industries, and many companies now engage independent contractors (also known as freelancers) for short durations, rather than hiring employees for the long term. Which of these statements is the most sensitive to the audience’s needs as they relate to this speci�ic topic? What speci�ic words and phrases make it the most sensitive?

a. The job market remains slow in many industries and professions, so you should seriously consider creating your own job by starting a small company and setting up shop as an independent contractor.

b. The job market remains slow in many industries and professions, and many of those jobs aren’t coming back even when the economy fully recovers. Chances are you’ll end up working as an independent contractor at some point anyway, so you might as well do it now.

c. What could be more fun than creating your own job the minute you graduate? d. Chances are you’ll be facing a tough job market when you graduate, and many traditional jobs are converting to contract work. Why not convert a

challenge into opportunity and create your own job?

Quick Learning Guide

KEY TERMS

abstract word Word that expresses a concept, quality, or characteristic; abstractions are usually broad

active voice Sentence structure in which the subject performs the action and the object receives the action

bias-free language Language that avoids words and phrases that categorize or stigmatize people in ways related to gender, race, ethnicity, age, or disability

complex sentence Sentence that expresses one main thought (the independent clause) and one or more subordinate, related thoughts (dependent clauses that cannot stand alone as valid sentences)

compound sentence Sentence with two main clauses that express two or more independent but related thoughts of equal importance, usually joined by a conjunction such as and, but, or or

compound-complex sentence Sentence with two main clauses, at least one of which contains a subordinate clause

concrete word Word that represents something you can touch, see, or visualize; most concrete terms related to the tangible, material world

connotative meaning All the associations and feelings evoked by a word

conversational tone The tone used in most business communication; it uses plain language that sounds businesslike without being stuffy at one extreme or too laid-back and informal at the other extreme

credibility A measure of your believability based on how reliable you are and how much trust you evoke in others

denotative meaning The literal, or dictionary, meaning of a word

euphemisms Words or phrases that express a thought in milder terms

passive voice Sentence structure in which the subject receives the action

simple sentence Sentence with one main clause (a single subject and a single predicate)

style The choices you make to express yourself: the words you select, the manner in which you use those words in sentences, and the way you build paragraphs from individual sentences

tone The overall impression in your messages, created by the style you use

topic sentence Sentence that introduces the topic of a paragraph

transitions Words or phrases that tie ideas together by showing how one thought is related to another

SUMMARY OF LEARNING OBJECTIVES

1 Identify the four aspects of being sensitive to audience needs when writing business messages. First, the “you” attitude refers to speaking and writing in terms of your audience’s wishes, interests, hopes, and preferences rather than your own. Writing with this attitude is essential to effective communication because it shows your audience that you have their needs in mind, not just your own. Second, good etiquette not only indicates respect for your audience but also helps foster a more successful environment for communication by minimizing negative emotional reaction. Third, sensitive communicators understand the difference between delivering negative news and being negative. Without hiding the negative news, they look for ways to emphasize positive aspects. Fourth, being sensitive includes taking care to avoid biased language that unfairly and even unethically categorizes or stigmatizes people in ways related to gender, race, ethnicity, age, or disability.

2 Explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience. Whether a one-time interaction or a series of exchanges over the course of many months or years, successful communication relies on a positive relationship existing between sender and receiver. Audience responses to your messages depend heavily on your credibility—a measure of your believability based on how reliable you are and how much trust you evoke in others. When you have established credibility with an audience, communication becomes much easier because you no longer have to spend time and energy convincing people that you are a trustworthy source of information and ideas. Project your company’s desired image when communicating with external audiences. You represent your company and therefore play a vital role in helping the company build and maintain positive relationships with all of its stakeholders.

3 Explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and de�ine active voice and passive voice. To achieve a tone that is conversational but still businesslike, avoid obsolete and pompous language, avoid preaching and bragging, be careful with intimacy (sharing personal details or adopting an overly casual tone), and be careful with humor. Plain language is a way of presenting information in a simple, unadorned style so that your audience can easily grasp your meaning. By writing and speaking in plain terms, you demonstrate the “you” attitude and show respect for your audience. In the active voice, the subject performs the action and the object receives the action. In the passive voice, the subject receives the action. The passive voice combines the helping verb to be with a form of the verb that is usually in the past tense.

4 Describe how to select words that are both correct and effective. To select the best words, �irst make sure they are correct by checking grammar and usage guides. Then choose words that have few connotations (to reduce the chance of misinterpretation) and no unintended negative connotations (to reduce the chance of offending your audience). Select words that communicate clearly, speci�ically, and dynamically. Choose words that are strong and familiar, avoid clichés, be extremely careful with buzzwords, and use jargon only when your audience will understand it.

5 De�ine the four types of sentences, and explain how sentence style affects emphasis within a message. The four types of sentences are simple (one main clause), compound (two main clauses that express independent but related ideas of equal importance), complex (one main clause and one subordinate clause of lesser importance), and compound-complex (two main clauses, at least one of which contains a subordinate clause).

Sentence style affects emphasis by playing up or playing down speci�ic parts of a sentence. To emphasize a certain point, you can place it at the end of the sentence or make it the subject of the sentence. To deemphasize a point, put it in the middle of the sentence.

6 De�ine the three key elements of a paragraph, and list �ive ways to develop uni�ied, coherent paragraphs. The three key elements of a paragraph are a topic sentence that identi�ies the subject of the paragraph, support sentences that develop the topic and provide examples and evidence, and transitional words and phrases that help readers connect one thought to the next. Effective paragraphs are both uni�ied (focused on a single idea) and coherent (logically organized). You can develop paragraphs through illustration (giving examples), comparison or contrast (pointing out similarities or differences), cause and effect (giving reasons), classi�ication (discussing categories), and problem and solution (stating a problem and showing how to solve it).

7 List �ive techniques for writing effective messages for mobile readers. Five techniques for writing effective messages for mobile readers are using a linear organization so readers don’t have to jump around the screen to �ind important message elements; prioritizing information and delivering the most important information �irst; writing short, focused messages; using short subjects lines and headings; and using short paragraphs.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

5-1. What is meant by the “you” attitude? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002474)

5-2. Why is it important to establish your credibility when communicating with an audience of strangers? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002580#P7001012451000000000000000002582)

5-3. In what three situations is the passive voice appropriate? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P70010124510000000000000000025D6)

5-4. How does an abstract word differ from a concrete word? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P7001012451000000000000000002698)

5-5. How does the denotative meaning of a word differ from its connotative meaning? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P7001012451000000000000000002698)

5-6. How can you use sentence style to emphasize key thoughts? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002768#P700101245100000000000000000276A)

5-7. How can topic sentences help readers? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P70010124510000000000000000027D6)

5-8. What functions do transitions serve? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P70010124510000000000000000027D6)

5-9. How does reading comprehension on small, mobile devices compare with comprehension on full-size screens? [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P7001012451000000000000000002870)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

5-10. Millions of people in the United States are allergic to one or more food ingredients, including 1 of every 13 children. Allergic reactions to food items or ingredients send more than 200,000 people to the emergency room every year. Many of these episodes are tied to poorly written food labels that either fail to identify dangerous allergens or use scienti�ic terms that most consumers don’t recognize.25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#P7001012451000000000000000002ADB) Do food manufacturers have a responsibility to ensure that consumers read, understand, and follow warnings on food products? Explain your answer. [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002474)

5-11. When composing business messages, how can you communicate with an authentic voice and project your company’s image at the same time? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002580#P7001012451000000000000000002582) 5-12. Does using plain language make you come across as less of an expert? Explain your answer. [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P70010124510000000000000000025D6)

5-13. Should you bother using transitions if the logical sequence of your message is obvious? Why or why not? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P70010124510000000000000000027D6)

5-14. Why can it be dif�icult to use the indirect approach for a complex message that will be read on mobile devices? [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P7001012451000000000000000002870)

Practice Your Skills 5-15. Messages for Analysis: Creating a Businesslike Tone [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002474) , [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P70010124510000000000000000025D6) Read the following email draft, then (a) analyze the strengths and weaknesses of each sentence and (b) revise the document so that it follows this chapter’s

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guidelines. The message was written by the marketing manager of an online retailer of baby-related products in the hope of becoming a retail outlet for Inglesina strollers and high chairs. As a manufacturer of stylish, top-quality products, Inglesina (based in Italy) is extremely selective about the retail outlets through which it allows its products to be sold.

Our e-tailing site, www.BestBabyGear.com (http://www.BestBabyGear.com) , specializes in only the very best products for parents of newborns, infants, and toddlers. We constantly scour the world looking for products that are good enough and well-built enough and classy enough—good enough to take their place alongside the hundreds of other carefully selected products that adorn the pages of our award-winning website, www.bestbabygear.com (http://www.bestbabygear.com) . We aim for the fences every time we select a product to join this portfolio; we don’t want to waste our time with onesey-twosey products that might sell a half dozen units per annum—no, we want every product to be a top-drawer success, selling at least one hundred units per speci�ic model per year in order to justify our expense and hassle factor in adding it to the above mentioned portfolio. After careful consideration, we thusly concluded that your Inglesina lines meet our needs and would therefore like to add it.

Exercises

Writing: Communicating with Sensitivity and Tact [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002474) Substitute a better phrase for each of the following:

5-16. You claim that

5-17. It is not our policy to

5-18. You neglected to

5-19. In which you assert

5-20. We are sorry you are dissatis�ied

5-21. You failed to enclose

5-22. We request that you send us

5-23. Apparently you overlooked our terms

5-24. We have been very patient

5-25. We are at a loss to understand

Writing: Demonstrating the “You” Attitude [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002474) Rewrite these sentences to re�lect your audience’s viewpoint:

5-26. Your email order cannot be processed; we request that you use the order form on our website instead.

5-27. We insist that you always bring your credit card to the store.

5-28. We want to get rid of all our 15-inch LCD screens to make room in our warehouse for the new 19-, 23-, and 35-inch monitors. Thus, we are offering a 25 percent discount on all sales of 15-inch models this week.

5-29. I am applying for the position of accounting intern in your of�ice. I feel my grades prove that I am bright and capable, and I think I can do a good job for you.

5-30. As requested, we are sending the refund for $25.

5-31. If you cared about doing a good job, you would’ve made the extra effort required to learn how to use the machinery properly.

5-32. Your strategy presentation this morning absolutely blew me away; there’s no way we can fail with all the brilliant ideas you’ve pulled together— I’m so glad you’re running the company now!

5-33. Regarding your email message from September 28 regarding the slow payment of your invoice, it’s important for you to realize that we’ve just undergone a massive upgrade of our accounts payable system and payments have been delayed for everybody, not just you.

5-34. I know I’m late with the asset valuation report, but I haven’t been feeling well and I just haven’t had the energy needed to work through the numbers yet.

5-35. With all the online news sources available today, I can’t believe you didn’t know that MyTravel and Thomas Cook were in merger talks—I mean, you don’t even have to get up from your computer to learn this!

Writing: Emphasizing the Positive [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002474) Revise these sentences to be positive rather than negative:

5-36. To avoid damage to your credit rating, please remit payment within 10 days.

5-37. We don’t offer refunds on returned merchandise that is soiled.

5-38. Because we are temporarily out of Baby Cry dolls, we won’t be able to ship your order for 10 days.

http://www.bestbabygear.com/

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5-39. You failed to specify the color of the blouse that you ordered.

5-40. You should have realized that waterbeds will freeze in unheated houses during winter. Therefore, our guarantee does not cover the valve damage, and you must pay the $9.50 valve-replacement fee (plus postage).

Writing: Using Unbiased Language [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002474) Rewrite each of the following to eliminate bias:

5-41. For an Indian, Maggie certainly is outgoing.

5-42. He needs a wheelchair, but he doesn’t let his handicap affect his job performance.

5-43. A pilot must have the ability to stay calm under pressure, and then he must be trained to cope with any problem that arises.

5-44. Renata Parsons, married and the mother of a teenager, is a top candidate for CEO.

5-45. Even at his age, Sam Nugent is still an active salesman.

5-46. Writing: Establishing Your Credibility; Microblogging Skills [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002580#P7001012451000000000000000002582) , Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) Search LinkedIn for the pro�ile of an expert in any industry or profession. Now imagine that you are going to introduce this person as a speaker at a convention. You will make an in-person introduction at the time of the speech, but you decide to introduce him or her the day before on Twitter. Write four tweets: one that introduces the expert and three that cover three key supporting points that will enhance the speaker’s credibility in the minds of potential listeners. Make up any information you need to complete this assignment, and then email the text of your proposed tweets to your instructor.

5-47. Writing: Using Plain Language; Communication Ethics: Making Ethical Choices, [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#P70010124510000000000000000025D6) , Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) Your company has been a major employer in the local community for years, but shifts in the global marketplace have forced some changes in the company’s long-term direction. In fact, the company plans to reduce local staf�ing by as much as 50 percent over the next 5 to 10 years, starting with a small layoff next month. The size and timing of future layoffs have not been decided, although there is little doubt that more layoffs will happen at some point. In the �irst draft of a letter aimed at community leaders, you write that “this �irst layoff is part of a continuing series of staff reductions anticipated over the next several years.” However, your boss is concerned about the vagueness and negative tone of the language and asks you to rewrite that sentence to read “this layoff is part of the company’s ongoing efforts to continually align its resources with global market conditions.” Do you think this suggested wording is ethical, given the company’s economic in�luence in the community? Explain your answer in an email message to your instructor.

5-48. Writing: Creating Effective Sentences: Media Skills: Social Networking [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P7001012451000000000000000002698) , Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) If you are interested in business, chances are you’ve had an idea or two for starting a company. If you haven’t yet, go ahead and dream up an idea now. Make it something you are passionate about, something you could really throw yourself into. Now write a four-sentence summary that could appear on the Info tab on a Facebook pro�ile. Make sure the �irst sentence is a solid topic sentence, and make sure the next three sentences offer relevant evidence and examples. Feel free to make up any details you need. Email your summary to your instructor or post it on your class blog.

5-49. Sometime this spring

5-50. A substantial savings

5-51. A large number attended

5-52. Increased ef�iciency

5-53. Expanded the work area

5-54. Flatten the website structure

5-55. Ran after

5-56. Seasonal ups and downs

5-57. Bright

5-58. Suddenly rises

5-59. Moves forward

Writing: Choosing Powerful Words [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P7001012451000000000000000002698) As you rewrite these sentences, replace the clichés and buzzwords with plain language (for any terms you don’t recognize, you can �ind de�initions online):

5-60. Being a jack-of-all-trades, Dave worked well in his new general manager job.

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5-61. Moving Leslie into the accounting department, where she was literally a �ish out of water, was like putting a square peg into a round hole, if you get my drift.

5-62. My only takeaway from the offsite was that Laird threw his entire department under the bus for missing the deadline.

5-63. I’d love to help with that project, but I’m bandwidth- constrained.

5-64. The board green-lighted our initiative to repurpose our consumer products for the commercial space.

5-65. Inaugurate

5-66. Terminate

5-67. Utilize

5-68. Anticipate

5-69. Assistance

5-70. Endeavor

5-71. Ascertain

5-72. Procure

5-73. Consummate

5-74. Advise

5-75. Alteration

5-76. Forwarded

5-77. Fabricate

5-78. Nevertheless

5-79. Substantial

Writing: Choosing Powerful Words [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P7001012451000000000000000002698) Write up-to-date, less-stuffy versions of these phrases; write “none” if you think there is no appropriate substitute or “delete” if the phrase should simply be deleted:

5-80. As per your instructions

5-81. Attached herewith

5-82. In lieu of

5-83. In reply I wish to state

5-84. Please be advised that

Writing: Creating Effective Sentences [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002768#P700101245100000000000000000276A) Rewrite each sentence so that it is active rather than passive:

5-85. The raw data are entered into the customer relationship management system by the sales representative each Friday.

5-86. High pro�its are publicized by management.

5-87. The policies announced in the directive were implemented by the staff.

5-88. Our computers are serviced by the Santee Company.

5-89. The employees were represented by Tamika Hogan.

5-90. Writing: Crafting Uni�ied, Coherent Paragraphs; Collaboration: Evaluating the Work of Others [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P70010124510000000000000000027D6) , Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) Working with four other students, divide the following �ive topics among yourselves and each write one paragraph on your selected topic. Be sure each student uses a different technique when writing his or her paragraph: One student should use the illustration technique, one the comparison or contrast technique, one a discussion of cause and effect, one the classi�ication technique, and one a discussion of problem and solution. Then exchange paragraphs within the team and pick out the main idea and general purpose of the paragraph one of your teammates wrote. Was everyone able to correctly identify the main idea and purpose? If not, suggest how the paragraph could be rewritten for clarity.

Types of phablets available for sale Advantages and disadvantages of eating at fast-food restaurants Finding that �irst full-time job

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Good qualities of my car (or house, or apartment, or neighborhood) How to make a dessert (or barbecue a steak or make coffee)

Writing: Using Transitions [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#P70010124510000000000000000027D6) Add transitional elements to the following sentences to improve the �low of ideas. (Note: You may need to eliminate or add some words to smooth out your sentences.)

5-91. Facing some of the toughest competitors in the world, Harley-Davidson had to make some changes. The company introduced new products. Harley’s management team set out to rebuild the company’s production process. New products were coming to market and the company was turning a pro�it. Harley’s quality standards were not on par with those of its foreign competitors. Harley’s costs were still among the highest in the industry. Harley made a U-turn and restructured the company’s organizational structure. Harley’s efforts have paid off.

5-92. Whether you’re indulging in a doughnut in New York or California, Krispy Kreme wants you to enjoy the same delicious taste with every bite. The company maintains consistent product quality by carefully controlling every step of the production process. Krispy Kreme tests all raw ingredients against established quality standards. Every delivery of wheat �lour is sampled and measured for its moisture content and protein levels. Krispy Kreme blends the ingredients. Krispy Kreme tests the doughnut mix for quality. Krispy Kreme delivers the mix to its stores. Financial critics are not as kind to the company as food critics have been. Allegations of improper �inancial reporting have left the company’s future in doubt.

5-93. Media Skills: Writing for Mobile Devices [LO-7] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#P7001012451000000000000000002870) Find an interesting website article on any business topic. Write a three-paragraph summary that would be easy to read on a phone screen.

Expand Your Skills Critique the Professionals

Locate an example of professional communication from a reputable online source. Choose a paragraph that has at least three sentences. Evaluate the effectiveness of this paragraph at three levels, starting with the paragraph structure. Is the paragraph uni�ied and cohesive? Does it have a clear topic sentence and suf�icient support to clarify and expand on that topic? Second, evaluate each sentence. Are the sentences easy to read and easy to understand? Did the writer vary the types and lengths of sentences to produce a smooth �low and rhythm? Is the most important idea presented prominently in each sentence? Third, evaluate at least six word choices. Did the writer use these words correctly and effectively? Using whatever medium your instructor requests, write a brief analysis of the piece (no more than one page), citing speci�ic elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on writing effective sentences. Write a brief email message to your instructor, describing the item that you found and summarizing the career skills information you learned from it.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

5-94. Why are email, texting, and other forms of digital communication so prone to inadvertent etiquette breakdowns in which even well-intentioned writers insult or confuse readers? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#P7001012451000000000000000002474)

5-95. What steps can you take to make abstract concepts such as opportunity feel more concrete in your messages? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#P7001012451000000000000000002698)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002445#rP7001012451000000000000000002AAB) . Personal communication, Natalie MacNeil, 10 February 2015; She Takes on the World, accessed 20 March 2016, shetakesontheworld.com (http://shetakesontheworld.com) ; Prashanth Gopalan, “Natalie MacNeil Vs. the World,” TechVibes, 29 September 2010, www.techvibes.com (http://www.techvibes.com) ; Natalie MacNeil website, accessed 9 June 2013, nataliemacneil.com (http://nataliemacneil.com) ; product page for She Takes on the World: A Guide to Being Your Own Boss, Working Happy, and Living on Purpose, accessed 9 June 2013, www.amazon.com (http://www.amazon.com) ; Natalie MacNeil bio, Huf�ington Post, accessed 9 June 2013, www.huf�ingtonpost.com/natalie-macneil (http://www.huf�ingtonpost.com/natalie-macneil) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#rP7001012451000000000000000002AAD) . Annette N. Shelby and N. Lamar Reinsch Jr., “Positive Emphasis and You Attitude: An Empirical Study,” Journal of Business Communication 32, no. 4 (1995): 303–322.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#rP7001012451000000000000000002AAF) . Quinn Warnick, “A Close Textual Analysis of Corporate Layoff Memos,” Business Communication Quarterly 73, no. 3 (September 2010): 322–326.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#rP7001012451000000000000000002AB1) . Sherryl Kleinman, “Why Sexist Language Matters,” Qualitative Sociology 25, no. 2 (Summer 2002): 299–304.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#rP7001012451000000000000000002AB3) . Judy E. Pickens, “Terms of Equality: A Guide to Bias-Free Language,” Personnel Journal, August 1985, 24.

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http://shetakesontheworld.com/

http://www.techvibes.com/

http://nataliemacneil.com/

http://www.amazon.com/

http://www.huffingtonpost.com/natalie-macneil

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6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#rP7001012451000000000000000002AB5) . Xerox website, accessed 20 March 2016, www.xerox.com (http://www.xerox.com) ; ADM website, accessed 20 March 2016, www.adm.com (http://www.adm.com) .

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002472#rP7001012451000000000000000002AB7) . Lisa Taylor, “Communicating About People with Disabilities: Does the Language We Use Make a Difference?” Bulletin of the Association for Business Communication 53, no. 3 (September 1990): 65–67.

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#rP7001012451000000000000000002AB9) . Susan Benjamin, Words at Work (Reading, Mass.: Addison Wesley, 1997), 136–137.

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#rP7001012451000000000000000002ABB) . Plain English Campaign website, accessed 28 June 2010, www.plainenglish.co.uk (http://www.plainenglish.co.uk) .

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#rP7001012451000000000000000002ABD) . Plain Language website, accessed 13 May 2016, www.plainlanguage.gov (http://www.plainlanguage.gov) ; Irene Etzkorn, “Amazingly Simple Stuff,” presentation, 7 November 2008, www.slideshare.net (http://www.slideshare.net) .

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#rP7001012451000000000000000002ABF) . Creative Commons website, accessed 20 March 2016, creativecommons.org (http://creativecommons.org) .

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000025d4#rP7001012451000000000000000002AC1) . Susan Jaderstrom and Joanne Miller, “Active Writing,” Of�ice Pro, November/December 2003, 29.

13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#rP7001012451000000000000000002AC3) . Mary Munter, Guide to Managerial Communication, 7th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2006), 41.

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#rP7001012451000000000000000002AC5) . Portions of this section are adapted from Courtland L. Bovée, Techniques of Writing Business Letters, Memos, and Reports (Sherman Oaks, Calif.: Banner Books International, 1978), 13–90.

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#rP7001012451000000000000000002AC7) . Catherine Quinn, “Lose the Of�ice Jargon; It May Sunset Your Career,” The Age (Australia), 1 September 2007, www.theage.com.au (http://www.theage.com.au) .

16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002695#rP7001012451000000000000000002AC9) . Robert Hartwell Fiske, The Dimwit’s Dictionary (Oak Park, Ill.: Marion Street Press, 2002), 16–20.

17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#rP7001012451000000000000000002ACB) . Beverly Ballaro and Christina Bielaszka-DuVernay, “Building a Bridge over the River Boredom,” Harvard Management Communication Letter, Winter 2005, 3–5.

18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#rP7001012451000000000000000002ACD) . Jakob Nielsen, “Mobile Content Is Twice as Dif�icult,” Nielsen Norman Group, 28 February 2011, www.nngroup.com (http://www.nngroup.com) .

19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#rP7001012451000000000000000002ACF) . Jakob Nielsen and Raluca Budiu, Mobile Usability (Berkeley, Calif.: New Riders, 2013), 10, 102.

20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#rP7001012451000000000000000002AD1) . Nielsen and Budiu, Mobile Usability, 23.

21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#rP7001012451000000000000000002AD3) . “Mobile Web Best Practices,” W3C website, accessed 12 March 2014, www.w3.org (http://www.w3.org) .

22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#rP7001012451000000000000000002AD5) . “Mobile Message Mayhem,” Verne Ordman & Associates, accessed 12 March 2014, www.businesswriting.biz (http://www.businesswriting.biz) .

23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#rP7001012451000000000000000002AD7) . “Mobile Message Mayhem.”

24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000286e#rP7001012451000000000000000002AD9) . Marieke McCloskey, “Writing Hyperlinks: Salient, Descriptive, Start with Keyword,” Nielsen Norman Group, 9 March 2014, www.nngroup.com (http://www.nngroup.com) .

25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000028e8#rP7001012451000000000000000002ADB) . Food Allergy Research & Education website, accessed 22 March 2016, www.foodallergy.org (http://www.foodallergy.org) ; Diana Keough, “Snacks That Can Kill; Schools Take Steps to Protect Kids Who Have Severe Allergies to Nuts,” Plain Dealer, 15 July 2003, E1; “Dawdling over Food Labels,” New York Times, 2 June 2003, A16; Sheila McNulty, “A Matter of Life and Death,” Financial Times, 10 September 2003, 14.

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http://www.nngroup.com/

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http://www.w3.org/

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http://www.businesswriting.biz/

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http://www.foodallergy.org/

6 Completing Business Messages LEARNING OBJECTIVES

After studying this chapter, you will be able to

1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#P7001012451000000000000000002B0E) Discuss the value of careful revision, and describe the tasks involved in evaluating your �irst drafts and the work of other writers.

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002B88) List four techniques you can use to improve the readability of your messages.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C20) Describe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6E) List four principles of effective design, and explain the role of major design elements in document readability.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e2a#P7001012451000000000000000002E2F) Explain the importance of proofreading and give eight tips for successful proofreading.

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e83#P7001012451000000000000000002E87) Discuss the most important issues to consider when distributing your messages.

MyBCommLab® Improve Your Grade!

More than 10 million students improved their results using Pearson MyLabs. Visit mybcommlab.com (http://mybcommlab.com) for simulations, tutorials, and end-of-chapter problems.

COMMUNICATION CLOSE-UP AT Type Together www.type-together.com (http://www.type-together.com)

Take a moment and look at the variety of textual messages all around you, from this book to whatever posters and signs might be in view to the displays on mobile devices. Wherever text is presented in print or digital form, someone had to make a decision about which typeface to use for each string of text. And behind the scenes, somebody designed every character of every typeface. (Font and typeface are often used interchangeably, although strictly speaking, a font is a set of characters that use a given typeface design.)

Typefaces aren’t something most people think about very often, but they can have considerable in�luence on the success of a written message. Type design can contribute to or detract from a message in two major ways: readability and personality. Naturally, readability is essential. If people can’t accurately read the words on the page or screen, they won’t interpret a message as intended. If a typeface is legible but dif�icult to read for more than few a words, people will tend to give up and never �inish reading the document.

Personality is more subtle but also important because the “look and feel” of a typeface sends a nonverbal message along with the verbal (written) message. Various typefaces can convey a wide range of these nonverbal messages, from serious and formal to casual and even playful. Just like showing up for a job interview in wildly inappropriate clothing, using a typeface with the wrong personality can detract from even a well-written message. (And as you can see from studying a variety of typefaces, personality needs to be balanced with readability; some typefaces with “strong” personalities can be dif�icult to read.) Personality is so important that some companies commission their own custom typefaces that become integral elements of their overall brand presence.

Type design has been an active art form for hundreds of years, and many contemporary designs are the result of efforts to adapt classic designs to contemporary uses. For some designs, this modernization is an effort to improve a typeface’s readability or update its visual presence. For others, the modernization has a more technical aspect, creating typefaces that work more successfully with digital print or display technologies. For instance, the Georgia typeface was created in the 1990s primarily as a solution for that era’s lower-resolution computer screens, although thanks to its attractive readability it is still a popular choice today.

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http://www.type-together.com/

Designers José Scaglione and Veronika Burian of Type Together focus on creating typefaces that are easy to read in lengthy stretches of text but that still display fresh and unique personalities.

Courtesy TypeTogether

Although thousands of typefaces are now available, type design remains a vibrant artistic profession, with new designs appearing all the time. Veronika Burian and José Scaglione are among the latest generation of designers lending their talents to the ageless challenge of balancing readability and personality. Their type foundry Type Together, based in the Czech Republic capital of Prague, specializes in editorial typefaces, those used for long blocks of text such as in newspapers and books. (As a nod to the days when all typefaces were made from metal, type design studios are still referred to as foundries.)

Burian and Scaglione focus on the challenge of making type that is highly readable while offering fresh new personalities and meeting the technical demands of contemporary digital publishing. As individual designers and together as the cofounders of Type Together, Burian and Scaglione have achieved international recognition for their designs and their contribution to the art of type design through workshops, teaching, and publications. Their commissioned work has ranged from customizing e-reader type for Apple’s iBooks to creating a font that Levi’s could use in multiple languages for a global ad campaign.

Your business audiences may not think about typefaces often, but their responses to your messages and documents depend more than they might imagine on the efforts of type designers such as Burian and Scaglione—and on your skill in using their designs.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P700101245100000000000000000302F)

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6.1 Revising Your Message: Evaluating the First Draft LEARNING OBJECTIVE

1 Discuss the value of careful revision, and describe the tasks involved in evaluating your �irst drafts and the work of other writers. Veronika Burian and José Scaglione (pro�iled in the chapter-opening Communication Close-Up (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002AF7) ) lend their creativity and talents to an essential stage of the writing process—producing professional-quality messages that convey the intended message both verbally and nonverbally. You’ll read more about document design and production, including choosing and using typefaces, later in the chapter.

Before getting to the design stage, though, it’s important to �ine-tune the content you’ve diligently researched, organized, and composed. Successful communicators recognize that the �irst draft is rarely as tight, clear, and compelling as it needs to be. Careful revision can mean the difference between a rambling, unfocused message and a lively, direct message that gets results.

The revision task can vary somewhat, depending on the medium and the nature of your message. For informal messages to internal audiences, particularly when using instant messaging, text messaging, email, or blogging, the revision process is often as simple as quickly looking over your message to correct any mistakes before sending or posting it. However, don’t fall into the common trap of thinking that you don’t need to worry about grammar, spelling, clarity, and other fundamentals of good writing when you use such media. These qualities can be especially important in digital media, particularly if these messages are the only contact your audience has with you. Audiences are likely to equate the quality of your writing with the quality of your thinking. Poor-quality messages create an impression of poor-quality thinking and can cause confusion, frustration, and costly delays.

For important messages, schedule time to put your draft aside for a day or two before you begin the revision process.

With more complex messages, try to put your draft aside for a day or two before you begin the revision process so that you can approach the material with a fresh eye. Then start with the “big picture,” making sure that the document accomplishes your overall goals before moving to �iner points such as readability, clarity, and conciseness. Compare the letters in Figures 6.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#P7001012451000000000000000002B17) and 6.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#P7001012451000000000000000002B3E) on the next two pages for an example of how careful revision improves a letter to a customer.

EVALUATING YOUR CONTENT, ORGANIZATION, STYLE, AND TONE When you begin the revision process, focus your attention on content, organization, style, and tone. To evaluate the content of your message, answer these questions:

Is the information accurate? Is the information relevant to the audience? Is there enough information to satisfy the readers’ needs?

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Figure 6.1 Improving a Letter Through Careful Revision

Careful revision makes this draft shorter, clearer, and more focused. The proofreading symbols you see here are still widely used whenever printed documents are edited and revised; you can �ind a complete list of symbols in Appendix C (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000752b#P700101245100000000000000000752B) . Note that many business documents are now “marked up” using such software tools as revision marks in Microsoft Word and comments in Adobe Acrobat. No matter what the medium, however, careful revision is key to more effective messages.

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Figure 6.2 Professional Business Letter

Here is the revised and �inished version of the edited letter from Figure 6.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#P7001012451000000000000000002B17) . Note that the block format used here is just one of several layout options; Appendix A (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000070ad#P70010124510000000000000000070AD) also describes the modi�ied block format and the simpli�ied format.

Is there a good balance between general information (giving readers enough background information to appreciate the message) and speci�ic information (giving readers the details they need to understand the message)?

When you are satis�ied with the content of your message, you can review its organization. Answer another set of questions:

Are all the points covered in the most logical order? Do the most important ideas receive the most space, and are they placed in the most prominent positions? Would the message be more convincing if it were arranged in a different sequence? Are any points repeated unnecessarily? Are details grouped together logically, or are some still scattered through the document?

Next, consider whether you have achieved the right tone for your audience. Is your writing formal enough to meet the audience’s expectations without being too formal or academic? Is it too casual for a serious subject?

Spend a few extra moments on the beginning and end of your message; these sections usually have the greatest impact on the audience. Be sure that the opening is relevant, interesting, and geared to the reader’s probable reaction. In longer messages, ensure that the �irst few paragraphs establish the subject, purpose, and organization of the material. Review the conclusion to be sure that it summarizes the main idea and leaves the audience with a positive impression.

EVALUATING, EDITING, AND REVISING THE WORK OF OTHERS At many points in your career, you will be asked to evaluate, edit, or revise the work of others. Whether you’re suggesting improvements or actually making the improvements yourself (as you might on a wiki site, for example), you can make a contribution by using all the skills you are learning in Chapter 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#P7001012451000000000000000001F59) through Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) .

When you evaluate, edit, or revise someone else’s work, remember that your job is to help that person succeed, not to impose your own style.

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Before you dive into someone else’s work, recognize the dual responsibility that doing so entails. First, unless you’ve been speci�ically asked to rewrite something in your own style or to change the emphasis of the message, remember that your job is to help the other writer succeed at his or her task, not to impose your writing style or pursue your own agenda. In other words, make sure your input focuses on making the piece more effective, not on making it more like something you would’ve written. Second, make sure you understand the writer’s intent before you begin suggesting or making changes. If you try to edit or revise without knowing what the writer hoped to accomplish, you run the risk of making the piece less effective, not more. With those thoughts in mind, answer the following questions as you evaluate someone else’s writing:

What is the purpose of this document or message? Who is the target audience? What information does the audience need? Does the document provide this information in a well-organized way? Does the writing demonstrate the “you” attitude toward the audience? Is the tone of the writing appropriate for the audience? Can the readability be improved? Is the writing clear? If not, how can it be improved? Is the writing as concise as it could be? Does the design support the intended message?

You can read more about using these skills in the context of wiki writing in Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) .

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6.2 Revising to Improve Readability LEARNING OBJECTIVE

2 List four techniques you can use to improve the readability of your messages. After con�irming the content, organization, style, and tone of your message, make a second pass to improve readability. Most professionals are inundated with more reading material than they can ever hope to consume, and they’ll appreciate your efforts to make your documents easier to read. You’ll bene�it from this effort, too: If you earn a reputation for creating well-crafted documents that respect the audience’s time, people will pay more attention to your work.

You may be familiar with one of the indexes that have been developed over the years in an attempt to measure readability. The Flesch-Kincaid Grade Level score computes reading dif�iculty relative to U.S. grade-level achievement. For instance, a score of 10 suggests that a document can be read and understood by the average 10th grader. The Flesch Reading Ease score, a similar scoring system, ranks documents on a 100-point scale. Higher scores suggest that the document should be easier to read, based on word size and sentence length. If these measurements aren’t built into your word-processing software, you can �ind a number of calculators for various indexes online.

Readability indexes offer a useful reference point, but they are limited by what they are able to measure: word length, number of syllables, sentence length, and paragraph length. They can’t measure any of the other factors that affect readability, such as document design, the “you” attitude, clear sentence structure, smooth transitions, and proper word usage. Compare these two paragraphs:

Readability indexes offer a useful reference point, but they are all limited by what they are able to measure: word length, number of syllables, sentence length, and paragraph length. They can’t measure any of the other factors that affect readability, from “you” orientation to writing clarity to document design.

Readability indexes can help. But they don’t measure everything. They don’t measure whether your writing clarity is good. They don’t measure whether your document design is good or not. Reading indexes are based on word length, syllables, sentences, and paragraphs.

The second paragraph scores much better on both grade level and reading ease, but it is choppy, unsophisticated, and poorly organized. As a general rule, then, don’t assume that a piece of text is readable if it scores well on a readability index—or that it is dif�icult to read if it doesn’t score well.

Beyond using shorter words and simpler sentences, you can improve the readability of a message by making the document interesting and easy to skim. Most business audiences—particularly in�luential senior managers—tend to skim documents, looking for key ideas, conclusions, and recommendations. If they think a document contains valuable information or requires a response, they will read it more carefully when time permits. Four techniques will make your message easier to read and easier to skim: varying sentence length, using shorter paragraphs, using lists and bullets instead of narrative, and adding effective headings and subheadings.

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Editing and proofreading tips, with an error treasure hunt

This guide from the Writing Center at the University of North Carolina, Chapel Hill, offers advice on editing and proofreading, and a chance to �ind errors strategically embedded in the advice itself. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

VARYING YOUR SENTENCE LENGTH Varying the length of your sentences is a creative way to make your messages interesting and readable. By choosing words and sentence structure with care, you can create a rhythm that emphasizes important points, enlivens your writing style, and makes information more appealing to your reader. For example, a short sentence that highlights a conclusion at the end of a substantial paragraph of evidence makes your key message stand out. Try for a mixture of sentences that are short (up to 15 words or so), medium (15–25 words), and long (more than 25 words).

To keep readers’ interest, look for ways to combine a variety of short, medium, and long sentences.

Each sentence length has its advantages. Short sentences can be processed quickly and are easier for nonnative speakers and translators to interpret. Medium- length sentences are useful for showing the relationships among ideas. Long sentences are often the best for conveying complex ideas, listing multiple related points, or summarizing or previewing information.

Of course, each sentence length also has disadvantages. Too many short sentences in a row can make your writing choppy. Medium sentences can lack the punch of short sentences and the informative power of longer sentences. Long sentences can be dif�icult to understand because they contain more information and usually have a more complicated structure. Because readers can absorb only a few words per glance, longer sentences are also more dif�icult to skim. By choosing the best sentence length for each communication need and remembering to mix sentence lengths for variety, you’ll get your points across while keeping your messages lively and interesting.

KEEPING YOUR PARAGRAPHS SHORT

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Short paragraphs have the major advantage of being easy to read.

Large blocks of text can be visually daunting, particularly on screen and even more so on small mobile devices, so the optimum paragraph length is short to medium in most cases. Unless you break up your thoughts somehow, you’ll end up with lengthy paragraphs that are guaranteed to intimidate even the most dedicated reader. Short paragraphs, generally 100 words or fewer (this paragraph has 92 words), are easier to read than long ones, and they make your writing look inviting. You can also emphasize ideas by isolating them in short, forceful paragraphs.

However, don’t go overboard with short paragraphs. In particular, be careful to use one-sentence paragraphs only occasionally and usually only for emphasis. Also, if you need to divide a subject into several pieces to keep paragraphs short, be sure to help your readers keep the ideas connected by guiding them with plenty of transitional elements.

USING LISTS TO CLARIFY AND EMPHASIZE

Lists are effective tools for highlighting and simplifying material.

An effective alternative to using conventional sentences is to set off important ideas in a list—a series of words, names, or other items. Lists can show the sequence of your ideas, heighten their visual impact, and increase the likelihood that a reader will �ind key points. In addition, lists help simplify complex subjects, highlight main points, visually break up a page or screen, ease the skimming process for busy readers, and give readers a breather. Compare these two treatments of the same information:

Narrative List Owning your own business has many potential advantages. One is the opportunity to pursue your own personal passion. Another advantage is the satisfaction of working for yourself. As a sole proprietor, you also have the advantage of privacy because you do not have to reveal your �inancial information or plans to anyone.

Owning your own business has three advantages:

Opportunity to pursue personal passion Satisfaction of working for yourself Financial privacy

You can separate list items with numbers, letters, or bullets (a general term for any kind of graphical element that precedes each item). Bullets are generally preferred over numbers, unless the list is in some logical sequence or ranking or you need to refer to speci�ic list items elsewhere in the document.

Lists are easier to locate and read if the entire numbered or bulleted section is set off by a blank line before and after. Furthermore, make sure to introduce lists clearly so that people know what they’re about to read. One way to introduce lists is to make them a part of the introductory sentence:

The board of directors met to discuss the revised annual budget. To keep expenses in line with declining sales, the directors voted to

Cut everyone’s salary by 10 percent Close the employee cafeteria Reduce travel expenses

Another way to introduce a list is to precede it with a complete introductory sentence, followed by a colon:

The decline in company pro�it is attributable to four factors:

Slower holiday sales Increased transportation and fuel costs Higher employee wages Slower inventory turnover

Regardless of the format you choose, the items in a list should be parallel; that is, they should all use the same grammatical pattern. For example, if one list item begins with a verb, every item should begin with a verb. If one item is a noun phrase, all should be noun phrases.

Nonparallel List Items (a mix of verb and noun phrases) Parallel List Items (all verb phrases)

Improve our bottom line Identi�ication of new foreign markets for our products Global market strategies Issues regarding pricing and packaging size

Improving our bottom line Identifying new foreign markets for our products Developing our global market strategies Resolving pricing and packaging issues

TABLE 6.1 Achieving Parallelism

Method ExampleMethod Example

Parallel words The plan was approved by Clausen, Whittaker, Merlin, and Carlucci.

Parallel phrases We are gaining market share in supermarkets, in department stores, and in specialty stores.

Parallel clauses I’d like to discuss the issue after Vicki gives her presentation but before Marvin shows his slides.

Parallel sentences In 2015 we exported 30 percent of our production. In 2016 we exported 50 percent.

Parallel forms are easier to read and skim. You can create parallelism by repeating the pattern in words, phrases, clauses, or entire sentences (see Table 6.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002BF1) ).

ADDING HEADINGS AND SUBHEADINGS A heading (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EAE) is a brief title that tells readers about the content of the section that follows. Subheadings (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EBA) are subordinate to headings, indicating subsections within a major section. Headings and subheadings serve these important functions:

Use headings to grab the reader’s attention and organize material into short sections.

Organization. Headings show your reader at a glance how the document is organized. They act as labels to group related paragraphs and organize lengthy material into shorter sections. Attention. Informative, inviting, and in some cases intriguing headings grab the reader’s attention, make the text easier to read, and help the reader �ind the parts he or she needs to read—or skip. Connection. Using headings and subheadings together helps readers see the relationship between main ideas and subordinate ones so that they can understand your message more easily. Moreover, headings and subheadings visually indicate shifts from one idea to the next.

Informative headings are generally more helpful than descriptive ones.

Headings and subheadings fall into two categories. Descriptive headings (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EAB) , such as “Cost Considerations,” identify a topic but do little more. Informative headings (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EB1) , such as “Redesigning Material Flow to Cut Production Costs,” guide readers to think in a certain way about the topic. They are also helpful in guiding your work as a writer, especially if cast as questions you plan to address in your document. Well-written informative headings are self-contained, which means readers can read just the headings and subheadings and understand them without reading the rest of the document. For example, “Staf�ing Shortages Cost the Company $150,000 Last Year” provides a key piece of information and captures the reader’s attention. Whatever types of headings you choose, keep them brief and use parallel construction throughout the document.

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6.3 Editing for Clarity and Conciseness LEARNING OBJECTIVE

3 Describe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise. After you’ve reviewed and revised your message for readability, your next step is to make your message as clear and as concise as possible.

EDITING FOR CLARITY Verify that every sentence conveys the message you intend and that readers can extract that meaning without needing to read it more than once. To ensure clarity, look closely at your paragraph organization, sentence structure, and word choices (see Chapter 5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002445#P7001012451000000000000000002445) ). Can readers make sense of the related sentences in a paragraph? Is the meaning of each sentence easy to grasp? Is each word clear and unambiguous (meaning it doesn’t have any risk of being interpreted in more than one way)?

Clarity is essential to getting your message across accurately and ef�iciently.

See Table 6.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C2B) for examples of the following tips:

Break up overly long sentences. If you �ind yourself stuck in a long sentence, you’re probably trying to make the sentence do more than it reasonably can, such as expressing two dissimilar thoughts or peppering the reader with too many pieces of supporting evidence at once. (Did you notice how dif�icult this long sentence was to read?) Rewrite hedging sentences. Hedging means pulling back from making a con�ident, de�initive statement about a topic. Granted, sometimes you have to write may or seems to avoid stating a judgment or prediction as a fact. When you hedge too often or without good reason, however, you come across as being unsure of what you’re saying.

Hedging is appropriate when you can’t be absolutely sure of a statement, but excessive hedging undermines your authority.

Impose parallelism. When you have two or more similar ideas to express, make them parallel by using the same grammatical construction. Parallelism shows that the ideas are related, of similar importance, and on the same level of generality.

When you use parallel grammatical patterns to express two or more ideas, you show that they are comparable thoughts.

Correct dangling modi�iers. Sometimes a modi�ier is not just an adjective or an adverb but an entire phrase modifying a noun or a verb. Be careful not to leave this type of modi�ier dangling, with no connection to the subject of the sentence. Reword long noun sequences. When multiple nouns are strung together as modi�iers, the resulting sentence can be hard to read. See if a single well- chosen word will do the job. If the nouns are all necessary, consider moving one or more to a modifying phrase, as shown in Table 6.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C2B) .

TABLE 6.2 Revising for Clarity

Issues to Review Ineffective Effective

Overly Long Sentences (taking compound sentences too far)

The magazine will be published January 1, and I’d better meet the deadline if I want my article included because we want the article to appear before the trade show.

The magazine will be published January 1. I’d better meet the deadline because we want the article to appear before the trade show.

Hedging Sentences (overqualifying sentences)

I believe that Mr. Johnson’s employment record seems to show that he may be capable of handling the position.

Mr. Johnson’s employment record shows that he is capable of handling the position.

Unparallel Sentences (using dissimilar construction for similar ideas)

Mr. Simms had been drenched with rain, bombarded with telephone calls, and his boss shouted at him. To waste time and missing deadlines are bad habits.

Mr. Sims had been drenched with rain, bombarded with telephone calls, and shouted at by his boss. Wasting time and missing deadlines are bad habits.

Dangling Modi�iers (placing modi�iers close to the wrong nouns and verbs)

Walking to the of�ice, a red sports car passed her. [suggests that the car was walking to the of�ice] Reduced by 25 percent, Europe had its lowest semiconductor output in a decade. [suggests that Europe shrank by 25 percent]

A red sports car passed her while she was walking to the of�ice. Europe reduced semiconductor output by 25 percent, its lowest output in a decade.

Long Noun Sequences (stringing too many nouns together)

The window sash installation company will give us an estimate on Friday.

The company that installs window sashes will give us an estimate on Friday.

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Issues to Review Ineffective Effective

Camou�laged Verbs (changing verbs into nouns)

The manager undertook implementation of the rules. Veri�ication of the shipments occurs weekly. reach a conclusion about give consideration to

The manager implemented the rules. We verify shipments weekly. conclude consider

Subject-Predicate Separation (putting the predicate too far from the subject)

A 10% decline in market share, which resulted from quality problems and an aggressive sales campaign by Armitage, the market leader in the Northeast, was the major problem in 2016.

The major problem in 2016 was a 10% loss of market share, which resulted from quality problems and an aggressive sales campaign by Armitage, the market leader in the Northeast.

Modi�ier Separation (putting adjectives, adverbs, or prepositional phrases too far from the words they modify)

Our antique desk lends an air of strength and substance with thick legs and large drawers.

With its thick legs and large drawers, our antique desk lends an air of strength and substance.

Awkward References (linking ideas in ways that cause more work for the reader)

The Law Of�ice and the Accounting Of�ice distribute computer supplies for paralegals and accountants, respectively.

The Law Of�ice distributes computer supplies for paralegals; the Accounting Of�ice distributes them for accountants.

Replace camou�laged verbs. Watch for words that end in -ion, -tion, -ing, -ment, -ant, -ent, -ence, -ance, and -ency. These endings often change verbs into nouns and adjectives, requiring you to add a verb to get your point across.

Subject and predicate should be placed as close together as possible, as should modi�iers and the words they modify.

Clarify sentence structure. Keep the subject and predicate of a sentence as close together as possible. When the subject and predicate are far apart, readers may need to read the sentence twice to �igure out who did what. Similarly, adjectives, adverbs, and prepositional phrases usually make the most sense when they’re placed as close as possible to the words they modify. Clarify awkward references. If you want readers to refer to a speci�ic point in a document, avoid vague references such as the above-mentioned, as mentioned above, the aforementioned, the former, the latter, and respectively. Use a speci�ic pointer such as “as described in the second paragraph on page 162 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#page_162) .”

EDITING FOR CONCISENESS Many of the changes you make to improve clarity also shorten your message by removing unnecessary words. The next step is to examine the text with the speci�ic goal of reducing the number of words. Readers appreciate conciseness and are more likely to read your documents if you have a reputation for ef�icient writing. See Table 6.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002CD2) for examples of the following tips:

Make your documents tighter by removing unnecessary words, phrases, and sentences.

Delete unnecessary words and phrases. To test whether a word or phrase is essential, try the sentence without it. If the meaning doesn’t change, leave it out. Shorten long words and phrases. Short words and phrases are generally more vivid and easier to read than long ones. Also, by using in�initives (the “to” form of a verb) in place of some phrases, you can often shorten sentences while making them clearer. Eliminate redundancies. In some word combinations, the words say the same thing. For instance, “visible to the eye” is redundant because visible is enough without further clari�ication; “to the eye” adds nothing. Rewrite “It is/There are” starters. If you start a sentence with an inde�inite pronoun such as it or there, chances are the sentence could be shorter and more active. For instance, “We believe . . . ” is a stronger opening than “It is believed that . . . ” because it is shorter and because it identi�ies who is doing the believing.

As you rewrite, concentrate on how each word contributes to an effective sentence and on how each sentence helps build a coherent paragraph. For a reminder of the tasks involved in revision, see “Checklist: Revising Business Messages (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C9C) .”

CHECKLIST Revising Business Messages A. Evaluate content, organization, style, and tone.

Make sure the information is accurate, relevant, and suf�icient. Check that all necessary points appear in logical order. Verify that you present enough support to make the main idea convincing and compelling. Be sure the beginning and ending of the message are effective. Make sure you’ve achieved the right tone for the audience and the situation.

B. Review for readability. Consider using a readability index, but be sure to interpret the answer carefully. Use a mix of short, medium, and long sentences.

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Keep paragraphs short. Use bulleted and numbered lists to emphasize key points. Make the document easy to skim with headings and subheadings.

C. Edit for clarity. Break up overly long sentences and rewrite hedging sentences. Impose parallelism to simplify reading. Correct dangling modi�iers. Reword long noun sequences and replace camou�laged verbs. Clarify sentence structure and awkward references.

D. Edit for conciseness. Delete unnecessary words and phrases. Shorten long words and phrases. Eliminate redundancies. Rewrite sentences that start with “It is” or “There are.”

TABLE 6.3 Revising for Conciseness

Issues to Review Less Effective More Effective

Unnecessary Words and Phrases

Using wordy phrases for the sum of in the event that prior to the start of in the near future at this point in time due to the fact that in view of the fact that until such time as with reference to

for if before soon now because because when about

Using too many relative pronouns (such as that or who)

Cars that are sold after January will not have a six-month warranty. Employees who are driving to work should park in the underground garage.

Cars sold after January will not have a six-month warranty. Employees driving to work should park in the underground garage. OR Employees should park in the underground garage.

Using too few relative pronouns The project manager told the engineers last week the speci�ications were changed.

The project manager told the engineers last week that the speci�ications were changed. OR The project manager told the engineers that last week the speci�ications were changed

Long Words and Phrases

Using overly long words During the preceding year, the company accelerated productive operations. The action was predicated on the assumption that the company was operating at a �inancial de�icit.

Last year the company sped up operations. The action was based on the belief that the company was losing money.

Using wordy phrases rather than in�initives

If you want success as a writer, you must work hard. He went to the library for the purpose of studying. The employer increased salaries so that she could improve morale.

To succeed as a writer, you must work hard. He went to the library to study. The employer increased salaries to improve morale.

Redundancies

Repeating meanings absolutely complete basic fundamentals follows after free and clear refer back repeat again collect together future plans return back important essentials end result actual truth �inal outcome uniquely unusual surrounded on all sides

complete fundamentals follows free refer repeat collect plans return essentials result truth outcome unique surrounded

Using double modi�iers modern, up-to-date equipment modern equipment

Issues to Review Less Effective More Effective

It Is and There Are Starters It would be appreciated if you would sign the lease today. Please sign the lease today.

Starting sentences with It or There

There are �ive employees in this division who were late to work today.

Five employees in this division were late to work today.

THE FUTURE OF COMMUNICATION

Haptic Technologies

As the most intimate form of communication, touch can convey shades of emotion and meaning in ways that other forms can’t match. Think of the range of messages you can send by the way you greet someone, for example. A �irm handshake, a light kiss on the cheek, an awkward embrace, and a �ist bump all send different nonverbal signals. Haptic communication or haptics is the study of touch in a communication context.

Touch is a vital aspect of human-to-human and human-to-machine interaction, but it is missing from most forms of digital communication. You can’t give someone a hearty handshake over email or feel the vibration patterns of a machine while viewing it over a video link.

However, the �ield of haptic technology is enabling touch and tactile sensations in a growing number of ways. Many arcade video games and video game controllers use haptic feedback to give players some sense of the feel of driving a racecar, for example. Moving beyond simple vibration feedback, some controllers can now simulate the sensation of holding and using speci�ic weapons or other physical elements in a game.

Mobile devices and wearables such as smartwatches are incorporating haptic input and output in ways that simulate the nuances of human touch. For instance, you can use a smartwatch to send speci�ic, personalized “touch messages” to other smartwatch wearers with complete privacy. The ability to remotely manipulate objects and machines through simulated touch (rather than abstracted devices such as joysticks) is another intriguing promise of haptics.

The technology has exciting potential in such diverse areas as training, online retailing, and making more devices usable by people with limited vision. Imagine being able to feel the texture of fabric from halfway around the world or letting an expert’s hands remotely guide yours as you learn a new procedure. Now that display technologies have more or less reached the resolution capacity of human eyesight, the next wave of user interface advances is likely to come in the form of touch.

WHAT’S YOUR PREDICTION?

Research the current state of haptic technology to identify one way in which the technology has the potential to change business communication practices, such as replacing detailed verbal descriptions of products with touch-enabled virtual interaction. Do you agree with the predictions the experts make? Why or why not?

Sources: Maya Baratz, “The Communication of the Future Is So Real You Can Touch It,” Fast Company, 12 January 2015, www.fastcodesign.com (http://www.fastcodesign.com) ; JV Chamary, “The iPhone 7 Killer Feature Should Be Haptic Feedback,” Forbes, 25 September 2015, www.forbes.com (http://www.forbes.com) ; Brian S. Hall, “Taptic, Haptics, and the Body Fantastic: The Real Apple Watch Revolution,” Macworld, 3 October 2014, www.macworld.com (http://www.macworld.com) .

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6.4 Producing Your Message LEARNING OBJECTIVE

4 List four principles of effective design, and explain the role of major design elements in document readability. Now it’s time to put your hard work on display. The production quality of your message—the total effect of page or screen design, graphical elements, typography, and so on—plays an important role in its effectiveness. A polished, inviting design not only makes your material easier to read but also conveys a sense of professionalism and importance.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000003031)

The quality of your document design, both on paper and on screen, affects readability and audience perceptions.

DESIGNING FOR READABILITY

Good design enhances the readability of your material.

Design affects readability in two important ways. First, carefully chosen design elements can improve the effectiveness of your message. In contrast, poor design decisions, such as using distracting background images behind text, pointless animations, or tiny typefaces, act as barriers to communication. Second, the visual design sends a nonverbal message to your readers, in�luencing their perceptions of the communication before they read a single word.

Effective design helps you establish the tone of your document and helps guide your readers through your message (see Figure 6.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D7A) ). To achieve an effective design, pay careful attention to the following design elements:

For effective design, pay attention to

Consistency Balance Restraint Detail

Consistency. Throughout each message, be consistent in your use of margins, typeface, type size, and space. Also be consistent when using recurring design elements, such as vertical lines, columns, and borders. In many cases you’ll want to be consistent from message to message as well; that way, audiences who receive multiple messages from you recognize your documents and know what to expect. Balance. Balance is an important but subjective issue. One document may have a formal, rigid design in which the various elements are placed in a grid pattern, whereas another may have a less formal design in which elements �low more freely across the page—and both could be in balance. Like the tone of your language, visual balance can be too formal, just right, or too informal for a given message. Restraint. Strive for simplicity in design. Don’t clutter your message with too many design elements, too many typeface treatments, too many colors, or too many decorative touches. Let “simpler” and “fewer” be your guiding concepts.

MOBILE APP

Genius Scan lets you scan documents with your phone and create PDFs on the go.

Detail. Pay attention to details that affect your design and thus your message. For instance, extremely wide columns of text can be dif�icult to read; in many cases a better solution is to split the text into two narrower columns.

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Figure 6.3 Designing for Readability

The website of the web development �irm Iron to Iron is a model of elegant design that promotes easy reading.

Courtesy of Iron to Iron.

Even without special training in graphic design, you can make your print and digital messages more effective by understanding the use of white space, margins and line justi�ication, typefaces, and type styles.

White Space

White space separates elements in a document and helps guide the reader’s eye.

Any space that doesn’t contain text or artwork, both in print and online, is considered white space (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EC3) . (Note that “white space” isn’t necessarily white; it is simply blank.) These unused areas provide visual contrast and important resting points for your readers. White space includes the margins, paragraph indents, space around images, open areas surrounding headings, vertical space between columns, and horizontal space between paragraphs or lines of text. To increase the chance that readers will read your messages, be generous with white space; it makes pages and screens feel less intimidating and easier to read.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000003033)

Margins and Justi�ication

Margins de�ine the space around text and between text columns. In addition to their width, the look and feel of margins are in�luenced by the way lines of text are arranged. They can be set (1) justi�ied (which means they are �lush, or aligned vertically, on both the left and the right), (2) �lush left with a ragged right margin, (3) �lush right with a ragged left margin, or (4) centered. This paragraph is justi�ied, whereas the paragraphs in Figure 6.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#P7001012451000000000000000002B3E) on page 156 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#page_156) are �lush left with a ragged right margin.

Most business documents use a �lush left margin and a ragged right margin.

Magazines, newspapers, and books often use justi�ied type because it can accommodate more text in a given space. However, justi�ied type needs to be used with care. First, it creates a denser look because the uniform line lengths decrease the amount of white space along the right margin. Second, it produces a more formal and less personalized look. Third, unless it is used with some skill and attention, justi�ied type can be more dif�icult to read because it can produce large gaps between words and excessive hyphenation at the ends of lines. The publishing specialists who create magazines, newspapers, and books have the time and skill needed to carefully adjust character and word spacing to eliminate these problems. (In some cases sentences are even rewritten to improve the appearance of the printed page.) Because most business communicators don’t have that time or skill, it’s best to avoid justi�ied type in routine business documents.

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In contrast to justi�ied type, �lush-left, ragged-right type creates a more open appearance on the page, producing a less formal and more contemporary look. Spacing between words is consistent, and only long words that fall at the ends of lines are hyphenated.

Centered type is rarely used for text paragraphs but is commonly used for headings and subheadings. Flush-right, ragged-left type is rarely used in business documents.

Typefaces

Typeface (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EC0) refers to the visual design of letters, numbers, and other text characters. As the Type Together vignette at the beginning of the chapter noted, typeface and font are often used interchangeably, but typeface is the design of the type itself, and a font is a collection of characters using that design.

The classic style of document design uses a sans serif typeface for headings and a serif typeface for regular paragraph text; however, many contemporary documents and webpages now use all sans serif.

Typeface design in�luences the tone of your message, making it look authoritative or friendly, businesslike or casual, classic or modern, and so on (see Table 6.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002DC0) ). Veronika Burian, José Scaglione, and other type designers know how to make design choices that evoke speci�ic emotional reactions and trigger particular visual associations, so be sure to choose fonts that are appropriate for your message. (Note that many of the fonts on your computer are not appropriate for normal business use.)

TABLE 6.4 Typeface Personalities: Serious to Casual to Playful

Serif Typefaces Sans Serif Typefaces Specialty Typefaces (rarely used for routine business communication)

Bookman Old Style Arial Bauhaus

Century Schoolbook News Gothic Com Broadway

Courier Eras Bold Civilite MJ

Garamond Franklin Gothic Book Commercial Script

Georgia Gill Sans Forte MT

Times New Roman Verdana STENCIL

Serif typefaces (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EB7) have small crosslines (called serifs) at the ends of each letter stroke. Sans serif typefaces (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EB4) , in contrast, lack these serifs. For years, the conventional wisdom in typography was that serif faces were easier to read in long blocks of text because the serifs made it easier for the eye to pick out individual letters. Accordingly, the standard advice was to use serif faces for the body of a document and sans serif for headings and subheadings.

However, the research behind the conventional wisdom is not as conclusive as once thought.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000003035) In fact, many sans serif typefaces work as well or better for body text than some serif typefaces. This seems to be particularly true on screens, which often have lower resolution than printed text. Many contemporary documents and webpages now use sans serif faces for body text.

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Improve your document designs by learning the fundamentals of typography

Knowing the basics of type usage will help you create more effective page and screen layouts. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

For most documents, you shouldn’t need more than two typefaces, although if you want to make captions or other text elements stand out, you can use another font.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000003037) Using more typefaces can clutter a document and produce an amateurish look.

Type Styles

Type style (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000002EBD) refers to any modi�ication that lends contrast or emphasis to type, including boldface, italic, underlining, color, and other highlighting and decorative styles. Using boldface type for subheads breaks up long expanses of text. You can also set individual words or phrases as bold to draw more attention to them. For example, the key terms in each chapter in this book are set in boldface. Italic type also creates emphasis, although not as pronounced as boldface. Italic type has speci�ic uses as well, such as highlighting quotations and indicating foreign words, irony, humor, book and movie titles, and unconventional usage.

Avoid using any type style that inhibits your audience’s ability to read your messages.

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As a general rule, avoid using any style in a way that slows your audience’s progress through the message. For instance, underlining or using all uppercase letters can interfere with a reader’s ability to recognize the shapes of words, and shadowed or outlined type can seriously hinder legibility. Also, avoid overusing any type style. For example, putting too many words in boldface dilutes the impact of the special treatment by creating too many focal points in the paragraph.

Type size is an important consideration as well. For most printed business messages, use a size of 10 to 12 points for regular text and 12 to 18 points for headings and subheadings (1 point is approximately 1/72 inch). Resist the temptation to reduce type size too much in order to squeeze in extra text or to enlarge type to �ill up space. Type that is too small or too large can be dif�icult to read. Be particularly careful with small type online. Small type that looks �ine on a medium-resolution screen can be hard to read on both low-resolution screens (because these displays can make letters look jagged or fuzzy) and high-resolution screens (because these monitors reduce the apparent size of the type even further).

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See the newest designs from some of the brightest minds in typography

Type design is a fascinating and dynamic �ield; this portfolio shows dozens of innovative new typefaces. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

FORMATTING FORMAL LETTERS AND MEMOS Formal business letters usually follow certain design conventions, as the letter in Figure 6.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#P7001012451000000000000000002B3E) illustrates. Most business letters are printed on letterhead stationery, which includes the company’s name, address, and other contact information. The �irst element to appear after the letterhead is the date, followed by the inside address, which identi�ies the person receiving the letter. Next is the salutation, usually in the form of Dear Mr. or Ms. Last Name. The message comes next, followed by the complimentary close, usually Sincerely or Cordially. And last comes the signature block: space for the signature, followed by the sender’s printed name and title. Your company will probably have a standard format to follow for letters, possibly along with a template in Microsoft Word or whatever word processor is standard in the organization. For in-depth information on letter formats, see Appendix A (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000070ad#P70010124510000000000000000070AD) , “Format and Layout of Business Documents.”

Like letters, business memos usually follow a preset design. Memos have largely been replaced by digital media in many companies, but if they are still in use at the �irm you join, the company may have a standard format or template for you to use. Most memos begin with a title such as Memo, Memorandum, or Interof�ice Correspondence. Following that are usually four headings: Date, To, From, and Subject. (Re:, short for Regarding, is sometimes used instead of Subject.) Memos usually don’t use a salutation, complimentary close, or signature, although signing your initials next to your name on the From line is standard practice in most companies. Bear in mind that memos are often distributed without sealed envelopes, so they are less private than most other message formats.

DESIGNING MESSAGES FOR MOBILE DEVICES In addition to making your content mobile-friendly using the writing tips in Chapter 5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#P7001012451000000000000000001F59) (see page 144 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000027d4#page_144) ), you can follow these steps in formatting that content for mobile devices:

Think in small chunks. Remember that mobile users consume information one screen at a time, so try to divide your message into independent, easy- to-consume bites. If readers have to scroll through a dozen screens to piece together your message, they might miss your point or just give up entirely. Make generous use of white space. White space is always helpful, but it’s critical on small screens because readers are trying to get the point of every message as quickly as possible. Keep your paragraphs short (four to six lines), and separate them with blank lines so the reader’s eyes can easily jump from one point to the next.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ea5#P7001012451000000000000000003039) Format simply. Avoid anything that is likely to get in the way of fast, easy reading, including busy typefaces, complex graphics, and complicated layouts. Consider horizontal and vertical layouts. Most phones and tablets can automatically rotate their screen content from horizontal to vertical as the user rotates the device. A layout that doesn’t work well with the narrow vertical perspective might be acceptable at the wider horizontal perspective.

Compare the two messages in Figure 6.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002E19) ; notice how much more dif�icult the screen in Figure 6.4a (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002E19) is to read.

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Figure 6.4 Designing for Mobile Devices

Compare the readability of Figures 6.4a (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002E19) and 6.4b (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002E19) . Even simple changes such as revising with shorter paragraphs, choosing cleaner typefaces, and making generous use of white space in and around the text can dramatically improve readability on mobile screens.

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6.5 Proofreading Your Message LEARNING OBJECTIVE

5 Explain the importance of proofreading and give eight tips for successful proofreading. Proofreading is the quality inspection stage for your documents, your last chance to make sure that your document is ready to carry your message—and your reputation—to the intended audience. Even a small mistake can doom your efforts, so take proofreading seriously.

Your credibility is affected by your attention to the details of mechanics and form.

Look for two types of problems: (1) undetected mistakes from the writing, design, and layout stages and (2) mistakes that crept in during production. For the �irst category, you can review format and layout guidelines in Appendix A (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000070ad#P70010124510000000000000000070AD) on page 578 (Z01_APP1.xhtml#page_578) and brush up on writing basics with the Handbook of Grammar, Mechanics, and Usage on page 601 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000076c3#page_601) . The second category can include anything from computer glitches such as missing fonts to broken web links to problems with the ink used in printing. Be particularly vigilant with complex documents and complex production processes that involve multiple colleagues and multiple computers. Strange things can happen as �iles move from computer to computer, especially when lots of fonts and multimedia elements are involved.

The types of details to look for when proofreading include language errors, missing material, design errors, and typographical errors.

Resist the temptation to treat proofreading as a casual scan up and down the page or screen. Instead, approach it as a methodical procedure in which you look for speci�ic problems that may occur. Use these techniques from professional proofreaders to help ensure high-quality output:

MOBILE APP

The NounPlus English Grammar Checker can check your writing for a variety of basic grammatical issues.

Make multiple passes. Go through the document several times, focusing on a different aspect each time. For instance, look for content errors the �irst time and layout errors the second time. Use perceptual tricks. You’ve probably experienced the frustration of reading over something a dozen times and still missing an obvious error. This happens because your brain has developed a wonderful skill of subconsciously supplying missing pieces and correcting mistakes when it knows what is supposed to be on the page. To keep your brain from tricking you, you need to trick it by changing the way you process the visual information. Try (1) reading each page backward, from the bottom to the top, (2) placing your �inger under each word and reading it silently, (3) making a slit in a sheet of paper that reveals only one line of type at a time, and (4) reading the document aloud and pronouncing each word carefully. Double-check high-priority items. Double-check the spelling of names and the accuracy of dates, addresses, and any number that could cause grief if incorrect (such as telling a potential employer that you’d be happy to work for $5,000 a year when you meant to say $50,000). Give yourself some distance. If possible, don’t proofread immediately after �inishing a document; let your mind wander off to new topics and then come back fresh later. Be vigilant. Avoid reading large amounts of material in one sitting and try not to proofread when you’re tired. Stay focused. Concentrate on what you’re doing. Try to block out distractions and focus as completely as possible on your proofreading task. Review complex digital documents on paper. Some people have trouble proofreading webpages, online reports, and other digital documents on screen. If you have trouble, print the materials so you can review them on paper. Take your time. Quick proofreading is not careful proofreading.

The amount of time you need to spend on proo�ing depends on the length and complexity of the document and the situation. A typo in an email message to your team may not be a big deal, but a typo in a �inancial report, a contract, or a medical �ile certainly could be serious. See “Checklist: Proo�ing Business Messages (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e2a#P7001012451000000000000000002E53) ” for a handy list of items to review during proo�ing.

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Tips for proo�ing your papers

This advice for proofreading class assignments will help you on the job, too. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

CHECKLIST Proo�ing Business Messages A. Look for writing errors.

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Typographical mistakes Misspelled words Grammatical errors Punctuation mistakes

B. Look for missing elements. Missing text sections Missing exhibits (drawings, tables, photographs, charts, graphs, online images, and so on) Missing source notes, copyright notices, or other reference items

C. Look for design, formatting, and programming mistakes. Incorrect or inconsistent font selections Problems with column sizing, spacing, and alignment Incorrect margins Incorrect special characters Clumsy line and page breaks Problems with page numbers Problems with page headers and footers Lack of adherence to company standards Inactive or incorrect links Missing �iles

6.6 Distributing Your Message LEARNING OBJECTIVE

6 Discuss the most important issues to consider when distributing your messages. With the production �inished, you’re ready to distribute your message. As with every other aspect of business communication, your options for distribution multiply with every advance in technology. For many digital systems, distribution is a simple matter of selecting a Send or Publish option when you’re ready to go. When you have a 100-page report with full-color graphics or a massive multimedia �ile, however, you need to plan the distribution carefully so that your message is received by everyone who needs it. When choosing a means to distribute messages, consider the following factors:

Consider cost, convenience, time, security, and privacy when choosing a distribution method.

Cost. Cost isn’t a concern for most messages, but for lengthy reports or multimedia productions, it may well be. Printing, binding, and delivering reports can be expensive, so weigh the cost versus the bene�its. Be sure to consider the nonverbal message you send regarding cost as well. Overnight delivery of a printed report could seem responsive in one situation but wasteful in another, for example. Convenience. How much work is involved for you and your audience? For instance, if you use a �ile-compression utility to shrink the size of email attachments, make sure your recipients have the means to expand the �iles on arrival. For extremely large �iles, consider recordable media such as DVDs or one of the many free or low-cost �ile-hosting sites now available. Time. How soon does the message need to reach the audience? Don’t waste money on overnight delivery if the recipient won’t read the report for a week. And speaking of time, don’t mark any messages, printed or digital, as “urgent” if they aren’t truly urgent. Security and privacy. The convenience offered by digital communication needs to be weighed against security and privacy concerns. For the most sensitive messages, your company will probably restrict both the people who can receive the messages and the means you can use to distribute them. In addition, most computer users are wary of opening attachments these days. Instead of sending word processor �iles, you can use Adobe Acrobat or an equivalent product to convert your documents to PDF �iles (which are more immune to viruses).

MOBILE APP

SignEasy solves the problem of signing digital documents such as contracts; you can sign right on your phone screen.

For more advice on revision, proofreading, and other topics related to this chapter, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) .

COMMUNICATION CHALLENGES AT Type Together You’ve joined Type Together as a marketing communications specialist, and your responsibilities include writing new content as well as revising and editing content submissions from other people in the company. Use what you’ve learned in this chapter about revising and editing to address these two challenges.

INDIVIDUAL CHALLENGE: Type foundries such as Type Together can sell their wares through a variety of online stores, where graphic designers and other users can select from thousands of fonts. These sites typically include a short description of the foundry’s history, design philosophy, product line, or other characteristics. Assume that a particular site has a 75-word limit for this description. Review the Info page on Type Together’s website at www.type- together.com (http://www.type-together.com) , including the About Us section and the biographies of José Scaglione and Veronika Burian. Identify three or four essential points that would be of interest to people shopping for fonts, then craft a compelling introductory paragraph of no more than 75 words.

TEAM CHALLENGE: As with many aspects of digital media, the tasks of selecting and using fonts were once the domain of trained specialists but are now within the reach of every computer user. In fact, users with no background in typography are often forced to make choices involving type, even if they would rather not do so. Not surprisingly, everyday computer users can make ill-informed choices that limit the effectiveness of their messages and documents. With a team assigned by your instructor, do the research needed to come up with a list of “dos and don’ts” for choosing and using the fonts available on a typical computer or tablet. Start with the information provided in this chapter, but review at least three other sources to expand your perspective. As your instructor directs, present your advice in class or in a post on your class blog. Assume your target audience is made up of business professionals with no training or experience in graphic design or typography.

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http://www.type-together.com/

Quick Learning Guide

KEY TERMS

descriptive headings Headings that simply identify a topic

heading A brief title that tells readers about the content of the section that follows

informative headings Headings that guide readers to think in a certain way about a topic

sans serif typefaces Typefaces whose letters lack serifs

serif typefaces Typefaces with small crosslines (called serifs) at the ends of letter strokes

subheadings Titles that are subordinate to headings, indicating subsections with a major section

type style Any modi�ication that lends contrast or emphasis to type, including boldface, italic, underlining, color, and other highlighting and decorative styles

typeface The physical design of letters, numbers, and other text characters (font and typeface are often used interchangeably, although strictly speaking, a font is a set of characters in a given typeface)

white space Space (of any color) in a document or screen that doesn’t contain any text or artwork

SUMMARY OF LEARNING OBJECTIVES

1 Discuss the value of careful revision and describe the tasks involved in evaluating your �irst drafts and the work of other writers. Revision is a vital step in producing effective business messages; even if the �irst draft conveys the necessary information, chances are it can be made tighter, clearer, and more compelling—making it more successful. Careful revision also helps you locate and correct errors that can reduce the effectiveness of messages and damage your reputation as a communicator.

When evaluating your �irst drafts, check the content (is the content accurate, relevant, complete, and well balanced between general and speci�ic information?); the organization (are your points grouped and sequenced logically, with focus on the most important ideas?); and the tone (is the tone appropriate for the audience and the speci�ic situation?).

2 List four techniques you can use to improve the readability of your messages. Four techniques that help improve readability are varying sentence length, keeping paragraphs short, using lists, and adding headings and subheadings. Varying sentence length helps keep your writing fresh and dynamic while giving you a chance to emphasize the most important points. Paragraphs, on the other hand, are usually best kept short to make it easier for readers to consume your information in manageable chunks. Lists are effective devices for delineating sets of items, steps in a procedure, or other collections of related information. Headings and subheadings organize your message, call attention to important information, and help readers make connections between related pieces of information.

3 Describe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise. To clarify your writing, (1) break up overly long sentences, (2) rewrite hedging sentences, (3) impose parallelism, (4) correct dangling modi�iers, (5) reword long noun sequences, (6) replace camou�laged verbs, (7) improve sentence structure, and (8) clarify awkward references. To make messages more concise, (1) delete unnecessary words and phrases, (2) shorten overly long words and phrases, (3) eliminate redundancies, and (4) recast sentences that begin with “It is” and “There are.”

4 List four principles of effective design and explain the role of major design elements in document readability. Four important principles of effective design are consistency (using design elements in a consistent and predictable way throughout a document); balance (creating a balanced effect on page or screen, whether that balance is dynamic and informal or symmetrical and formal); restraint (striving for visual simplicity to avoid drawing attention away from your ideas); and detail (making sure that details are handled correctly so that errors or design misjudgments don’t detract from your message).

The major design elements for textual messages include white space, margins, typefaces, and type styles. White space provides contrast and gives readers a resting point. Margins de�ine the space around the text and contribute to the amount of white space. Margins can affect both readability and the overall visual appeal of your messages. Typefaces in�luence the tone of the message and should be chosen carefully for each use to ensure maximum readability. Type styles such as boldface, italics, and underlining provide contrast or emphasis.

5 Explain the importance of proofreading and give eight tips for successful proofreading. Proofreading is essential because it is your �inal opportunity to verify the quality of your communication efforts and to make sure that no errors in writing, design, or production will undo all the hard work you’ve put in. Proofreading should be more than just a quick glance through the document. Use the techniques the pros use to make sure your documents are top quality: (1) Make multiple passes, looking for speci�ic types of problems each time. (2) Use perceptual tricks such as reading aloud or reading backward to prevent your brain from fooling you by �illing in pieces or correcting errors. (3) Double-check high-priority items such as names, dates, addresses, and �inancial data. (4) Give yourself some distance by putting the document aside for a few hours or even a few days if possible. (5) Stay vigilant by proo�ing only small sections at a time and not proo�ing when you are tired. (6) Stay focused on your work. (7) Review complex digital documents on paper if possible. (8) Take your time.

6 Discuss the most important issues to consider when distributing your messages. Consider cost, convenience, time, security, and privacy when choosing the method to distribute your messages. Cost isn’t a major issue for most messages, although production, printing, and distribution of lengthy or complex reports can be a concern. In general, balance the cost with the importance and urgency of the message. Make sure the distribution method is convenient for your audience. For example, attaching a document to an email message might be easy for you, but that might not be the best approach for a given audience. As with cost, balance the time factor with your needs and the needs of your audience. Finally, consider security and privacy issues before distributing documents that contain sensitive or con�idential information. Your company may have restrictions on the type of information that can be distributed through various media and channels.

MyBCommLab

Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

6-1. What are the three main tasks involved in revising a business message? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002B86)

6-2. What are your two primary responsibilities when editing or revising the work of another writer? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002B86)

6-3. What are the relative advantages of short, medium, and long sentences? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C1E)

6-4. What functions do headings serve? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C1E)

6-5. What are some ways you can make a document more concise? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C)

6-6. What are hedging sentences and why should they be avoided unless truly necessary? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C)

6-7. What steps should you take to format content for mobile devices? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e2a#P7001012451000000000000000002E2D)

6-8. Why is proofreading an important part of the writing process? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e83#P7001012451000000000000000002E85)

6-9. What perceptual tricks can you use to improve your chances of spotting errors during proofreading? [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e83#P7001012451000000000000000002E85)

6-10. What factors should you consider when choosing a distribution method for your messages (other than for systems where you don’t have a choice)? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e83#P7001012451000000000000000002E85)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

6-11. How does careful revision re�lect the “you” attitude? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002B86)

6-12. Why should you limit the number of typefaces and type styles in most business documents? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e2a#P7001012451000000000000000002E2D)

6-13. Why is white space particularly critical when designing documents for mobile devices? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e2a#P7001012451000000000000000002E2D)

6-14. How can you demonstrate good business sense in the choices you make regarding message distribution? [LO-6] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e83#P7001012451000000000000000002E85)

Practice Your Skills 6-15. Message for Analysis 6.A: Revising to Improve Readability [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C1E)

Analyze the strengths and weaknesses of this message, then revise it so that it follows the guidelines in Chapter 4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001f59#P7001012451000000000000000001F59) through Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) :

As an organization, the North American Personal Motorsports Marketing Association has committed ourselves to helping our members—a diverse group comprising of dealers of motorcycles, all-terrain vehicles, Snowmobiles, and personal watercraft—achieve their business objectives. Consequently, our organization, which usually goes under the initials NAPMMA, has the following aims, goals, and objectives. Firstly, we endeavor to aid or assist our members in reaching their business objectives. Second, NAPMMA communicates (“lobbying” in slang terms) with local, state, and national governmental agencies and leaders on issues of importance to our members. And lastly, we educate the motorsports public, that being current motorsports vehicle owners, and prospective owners of said vehicles, on the safe and enjoyable operation of they’re vehicles.

6-16. Message for Analysis 6.B: Designing for Readability [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e2a#P7001012451000000000000000002E2D)

To access this message, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) , select Student Assignments, then select Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) , Message 6.B. Download and open the document. Using the various page, paragraph, and font formatting options available in your word processor, modify the formatting of the document so that its visual tone matches the tone of the message. 6-17. Message for Analysis 6.C: Evaluating the Work of Another Writer [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002B86)

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002B86

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002B86

To access this message, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) , select Student Assignments, then select Chapter 6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#P7001012451000000000000000002ADE) , Message 6.C. Download and open the document. Using your knowledge of effective writing and the tips on page 157 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#page_157) for evaluating the work of other writers, evaluate this message. After you set Microsoft Word to track changes, make any necessary corrections. Insert comments, as needed, to explain your changes to the author.

Exercises

6-18. Evaluating the Work of Other Writers [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b84#P7001012451000000000000000002B86) Find a blog post (at least three paragraphs long) on any business-related topic. Evaluate it using the 10 questions on page 157 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002b0a#page_157) . Email your analysis to your instructor, along with a permalink (a permanent link to this speci�ic post, rather than to the blog overall) to the blog post.

6-19. Revising for Readability (Sentence and Paragraph Length) [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C1E) Rewrite the following paragraph to vary the length of the sentences and to shorten the paragraph so it looks more inviting to readers:

Although major league baseball remains popular, more people are attending minor league baseball games because they can spend less on admission, snacks, and parking and still enjoy the excitement of America’s pastime. Connecticut, for example, has three AA minor league teams, including the New Haven Ravens, who are af�iliated with the St. Louis Cardinals; the Norwich Navigators, who are af�iliated with the New York Yankees; and the New Britain Rock Cats, who are af�iliated with the Minnesota Twins. These teams play in relatively small stadiums, so fans are close enough to see and hear everything, from the swing of the bat connecting with the ball to the thud of the ball landing in the out�ielder’s glove. Best of all, the cost of a family outing to see rising stars play in a local minor league game is just a fraction of what the family would spend to attend a major league game in a much larger, more crowded stadium.

6-20. Revising for Readability (Sentence Length) [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C1E) Break the following sentences into shorter ones by adding more periods, and revise as needed for smooth �low:

a. The next time you write something, check your average sentence length in a 100-word passage, and if your sentences average more than 16 to 20 words, see whether you can break up some of the sentences.

b. Don’t do what the village blacksmith did when he instructed his apprentice as follows: “When I take the shoe out of the �ire, I’ll lay it on the anvil, and when I nod my head, you hit it with the hammer.” The apprentice did just as he was told, and now he’s the village blacksmith.

c. Unfortunately, no gadget will produce excellent writing, but using a yardstick like the Fog Index gives us some guideposts to follow for making writing easier to read because its two factors remind us to use short sentences and simple words.

d. Know the �lexibility of the written word and its power to convey an idea, and know how to make your words behave so that your readers will understand.

e. Words mean different things to different people, and a word such as block may mean city block, butcher block, engine block, auction block, or several other things.

6-21. Editing for Conciseness (Unnecessary Words) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Cross out unnecessary words in the following phrases:

a. Consensus of opinion b. New innovations c. Long period of time d. At a price of $50 e. Still remains

6-22. Editing for Conciseness (Long Words) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Revise the following sentences using shorter, simpler words:

a. My antiquated PC is ineffectual for solving sophisticated problems. b. It is imperative that the pay increments be terminated before an inordinate de�icit is accumulated. c. There was unanimity among the executives that his behavior was cause for a mandatory meeting with the company’s human resources director. d. The impending liquidation of the company’s assets was cause for jubilation among the company’s competitors. e. The expectations of the president for a stock dividend were accentuated by the preponderance of evidence that the company was in good

�inancial condition.

6-23. Editing for Conciseness (Lengthy Phrases) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Use in�initives as substitutes for the overly long phrases in these sentences:

a. For living, I require money. b. They did not �ind suf�icient evidence for believing in the future. c. Bringing about the destruction of a dream is tragic.

6-24. Editing for Conciseness (Lengthy Phrases) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Rephrase the following in fewer words:

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a. In the near future b. In the event that c. In order that d. For the purpose of e. With regard to f. It may be that g. In very few cases h. With reference to i. At the present time j. There is no doubt that

6-25. Editing for Conciseness (Lengthy Phrases) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Revise to condense these sentences to as few words as possible:

a. We are of the conviction that writing is important. b. In all probability, we’re likely to have a price increase. c. Our goals include making a determination about that in the near future. d. When all is said and done at the conclusion of this experiment, I’d like to summarize the �inal windup. e. After a trial period of three weeks, during which time she worked for a total of 15 full working days, we found her work was suf�iciently

satisfactory so that we offered her full-time work. 6-26. Editing for Conciseness (Unnecessary Modi�iers) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Remove all the unnecessary modi�iers from these sentences:

a. Tremendously high pay increases were given to the extraordinarily skilled and extremely conscientious employees. b. The union’s proposals were highly in�lationary, extremely demanding, and exceptionally bold.

6-27. Editing for Clarity (Hedging) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Rewrite these sentences so that they no longer contain any hedging:

a. It would appear that someone apparently entered illegally. b. It may be possible that sometime in the near future the situation is likely to improve. c. Your report seems to suggest that we might be losing money. d. I believe Yolanda apparently has somewhat greater in�luence over employees in the inbound marketing department. e. It seems as if this letter of resignation means you might be leaving us.

6-28. Editing for Clarity (Inde�inite Starters) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Rewrite these sentences to eliminate the inde�inite starters:

a. There are several examples here to show that Elaine can’t hold a position very long. b. It would be greatly appreciated if every employee would make a generous contribution to Draymond Cook’s retirement party. c. It has been learned in Washington today from generally reliable sources that an important announcement will be made shortly by the White

House. d. There is a rule that states that we cannot work overtime without permission. e. It would be great if you could work late for the next three Saturdays.

6-29. Editing for Clarity (Parallelism) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Revise these sentences to present the ideas in parallel form:

a. Mr. Hill is expected to lecture three days a week, to counsel two days a week, and must write for publication in his spare time. b. She knows not only accounting, but she also reads Latin. c. Both applicants had families, college degrees, and were in their thirties, with considerable accounting experience but few social connections. d. This book was exciting, well written, and held my interest. e. Don is both a hard worker and he knows the �inancial reporting standards.

6-30. Editing for Clarity (Awkward References) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Revise the following sentences to delete the awkward references:

a. The vice president in charge of sales and the production manager are responsible for the keys to 34A and 35A, respectively. b. The keys to 34A and 35A are in executive hands, with the former belonging to the vice president in charge of sales and the latter belonging to

the production manager. c. The keys to 34A and 35A have been given to the production manager, with the aforementioned keys being gold embossed. d. A laser printer and an inkjet printer were delivered to John and Megan, respectively. e. The walnut desk is more expensive than the oak desk, the former costing $300 more than the latter.

6-31. Editing for Clarity (Dangling Modi�iers) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Rewrite these sentences to clarify the dangling modi�iers:

a. Full of trash and ripped-up newspapers, we left Dallas on a plane that apparently hadn’t been cleaned in days. b. Lying on the shelf, Ruby found the operations manual.

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c. With leaking plumbing and outdated wiring, I don’t think we should buy that property. d. Being cluttered and �ilthy, Sandy took the whole afternoon to clean up her desk. e. After proofreading every word, the letter was ready to be signed.

6-32. Editing for Clarity (Noun Sequences) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Rewrite the following sentences to eliminate the long strings of nouns:

a. The focus of the meeting was a discussion of the bank interest rate deregulation issue. b. Following the government task force report recommendations, we are revising our job applicant evaluation procedures. c. The production department quality assurance program components include employee training, supplier cooperation, and computerized

detection equipment. d. The supermarket warehouse inventory reduction plan will be implemented next month. e. The State University business school graduate placement program is one of the best in the country.

6-33. Editing for Clarity (Sentence Structure) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Rearrange the following sentences to bring the subjects closer to their verbs:

a. Trudy, when she �irst saw the bull pawing the ground, ran. b. It was Terri who, according to Ted, who is probably the worst gossip in the of�ice (Tom excepted), mailed the wrong order. c. William Oberstreet, in his book Investment Capital Reconsidered, writes of the mistakes that bankers through the decades have made. d. Judy Schimmel, after passing up several sensible investment opportunities, despite the warnings of her friends and family, invested her

inheritance in a jojoba plantation. e. The president of U-Stor-It, which was on the brink of bankruptcy after the warehouse �ire, the worst tragedy in the history of the company,

prepared a press announcement. 6-34. Editing for Clarity (Camou�laged Verbs) [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) Rewrite each sentence so that the verbs are no longer camou�laged:

a. Adaptation to the new rules was performed easily by the employees. b. The assessor will make a determination of the tax due. c. Veri�ication of the identity of the employees must be made daily. d. The board of directors made a recommendation that Mr. Ronson be assigned to a new division. e. The auditing procedure on the books was performed by the vice president.

6-35. Completing: Designing for Readability; Media Skills: Blogging [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e2a#P7001012451000000000000000002E2D) , Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) Compare the home pages of Bloomberg (www.bloomberg.com (http://www.bloomberg.com) ) and MarketWatch (www.marketwatch.com (http://www.marketwatch.com) ), two websites that cover �inancial markets. What are your �irst impressions of these two sites? How do their overall designs compare in terms of information delivery and overall user experience? Choose three pieces of information that a visitor to these sites would be likely to look for, such as a current stock price, news from international markets, and commentary from market experts. Which site makes it easier to �ind this information? Why? Present your analysis in a post for your class blog.

6-36. Communication Ethics: Making Ethical Choices; Media Skills: Blogging [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#P7001012451000000000000000002D6C) , Chapter 8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003454#P7001012451000000000000000003454) The time and energy required for careful revision can often bene�it you or your company directly, such as by increasing the probability that website visitors will buy your products. But what about situations in which the quality of your writing and revision work really doesn’t stand to bene�it you directly? For instance, assume that you are putting a notice on your website, informing the local community about some upcoming construction to your manufacturing plant. The work will disrupt traf�ic for nearly a year and generate a signi�icant amount of noise and air pollution, but knowing the speci�ic dates and times of various construction activities will allow people to adjust their commutes and other activities to minimize the negative impact on their daily lives. However, your company does not sell products in the local area, so the people affected by all this are not potential customers. Moreover, providing accurate information to the surrounding community and updating it as the project progresses will take time away from your other job responsibilities. Do you have an ethical obligation to keep the local community informed with accurate, up-to-date information? Why or why not?

6-37. Proofreading [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e83#P7001012451000000000000000002E85) Proofread the following email message and revise it to correct any problems you �ind:

Our �inal company orrientation of the year will be held on Dec. 20. In preparation for this sesssion, please order 20 copies of the Policy handbook, the con�indentiality agreenemt, the employee bene�its Manual, please let me know if you anticipate any delays in obtaining these materials.

Expand Your Skills Critique the Professionals

Identify a company website that in your opinion violates one or more of the principles of good design discussed on pages 164 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#page_164) –167 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#page_167) . Using whatever medium your instructor requests, write a brief analysis of the site (no more than one page), citing speci�ic elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

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http://www.bloomberg.com/

http://www.marketwatch.com/

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Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on effective proofreading. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

6-38. How does varying the length of one’s sentences improve the �low and readability of business documents? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002c1c#P7001012451000000000000000002C1E)

6-39. How do your typeface selections help determine the personality of your documents and messages? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002e2a#P7001012451000000000000000002E2D)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002ade#rP700101245100000000000000000302F) . Type Together website, accessed 27 March 2016, www.type-together.com (http://www.type-together.com) ; “Georgia,” in “Microsoft Typography,” accessed 27 March 2016, www.microsoft.com (http://www.microsoft.com) ; “Women in Design: Veronika Burian,” Fontshop, 9 March 2015, www.fontshop.com (http://www.fontshop.com) ; Jan Middendorp, “Creative Characters: Veronika Burian,” MyFonts, October 2008, www.myfonts.com (http://www.myfonts.com) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003031) . Deborah Gunn, “Looking Good on Paper,” Of�ice Pro, March 2004, 10–11.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003033) . Jacci Howard Bear, “What are the Rules of Desktop Publishing?” About Tech, accessed 13 May 2016, desktoppub.about.com (http://desktoppub.about.com) .

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003035) . Kas Thomas, “The Serif Readability Myth,” blogorrhea, 18 January 2013, asserttrue.blogspot.com (http://asserttrue.blogspot.com) ; Ole Lund, “Knowledge Construction in Typography: The Case of Legibility Research and the Legibility of Sans Serif Typefaces” (PhD diss., University of Reading, October 1999).

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003037) . Jacci Howard Bear, “Use Fewer Fonts: Desktop Publishing Rules for How Many Fonts to Use,” About.com (http://About.com) , accessed 22 August 2005, desktoppub.about.com (http://desktoppub.about.com) .

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003039) . “Mobile Message Mayhem,” Verne Ordman & Associates, accessed 12 March 2014, www.businesswriting.biz (http://www.businesswriting.biz) .

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http://www.type-together.com/

http://www.microsoft.com/

http://www.fontshop.com/

http://www.myfonts.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003033

http://desktoppub.about.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003035

http://asserttrue.blogspot.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003037

http://desktoppub.about.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000002d6a#rP7001012451000000000000000003039

http://www.businesswriting.biz/

18 Building Careers and Writing Résumés LEARNING OBJECTIVES

After studying this chapter, you will be able to

1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006425) List eight key steps to �inding the ideal opportunity in today’s job market.

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#P7001012451000000000000000006532) Explain the process of planning your résumé, including how to choose the best résumé organization.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065C1) Describe the tasks involved in writing your résumé, and list the major sections of a traditional résumé.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#P700101245100000000000000000681E) Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé.

MyBCommLab® Improve Your Grade!

More than 10 million students improved their results using Pearson MyLabs. Visit mybcommlab.com (http://mybcommlab.com) for simulations, tutorials, and end-of-chapter problems.

COMMUNICATION CLOSE-UP AT Burning Glass burning-glass.com (http://burning-glass.com)

Finding a job opening that matches your interests and quali�ications—and then convincing employers you are the best person for the job—can be one of the most complicated, aggravating, and downright mystifying tasks you ever undertake.

If you eventually move into management or take the entrepreneurial plunge and build your own company, you’ll encounter this matchmaking challenge from the other side of the table. When a single job opening can attract dozens or hundreds of applicants, how can you sort through all the possibilities to identify the most promising candidates who warrant the time and expense of interviewing?

Burning Glass applies arti�icial intelligence to the challenges of matching employer needs with employee skill sets.

Tetra Images/Shutterstock

The challenge of matching the right people with the right jobs isn’t limited to employees and employers, either. It’s a vital issue for governments and educational institutions as well. Government bodies from the local up to the national level need to make workforce policy and investment decisions that re�lect the real-world problems employees and employers encounter. And in the career-related facets of their broader educational missions, high schools, colleges, and universities need to understand what employers are looking for in order to provide the training and education that best prepare students for the job market.

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http://burning-glass.com/

In other words, matching people and job opportunities is one of society’s most important challenges, and doing it well or poorly has a tremendous impact on everyone’s �inancial well-being.

To a large degree, at every level this challenge is all about getting one’s hands on the right data and using them to make smart decisions. With more than 150 million employees in the Unites States alone, though, the total collection of this workforce data is massive.

To extract usable insights from this ocean of data, the Boston-based �irm Burning Glass applies the power of arti�icial intelligence in a specialty known as job market analytics. In particular, it studies millions of job postings and career transitions to �igure out what employers are looking for, what employees have to offer, and where gaps exist between the two sides. (Incidentally, when it studied the most important “baseline skills” across all professions, the company identi�ied overall communication abilities as the most important skill and writing as the third-most important skill.)

Burning Glass integrates these job market insights into a variety of software tools that are used by employers, job seekers, colleges, and other parties involved in meeting the job-match challenge. In the human resources area, this software works in conjunction with applicant tracking systems, which you are sure to encounter at some point in your job search. Before a human being reads your résumé, it will likely be “read” by such a system, designed to help company recruiters �ind the most promising candidates and manage communication and data collection all the way through the recruiting, hiring, and orientation stages.

It’s dif�icult to fault the basic concept of an applicant tracking system. Software helps business professionals make all kinds of decisions, and most medium-sized and large companies get swamped with so many résumés that they have to rely on software to help recruiters manage the �low. However, the technology has developed a negative reputation in some quarters. Applicants express frustration that they can’t get past a “robot” and explain their quali�ications to an actual human being. Employers get frustrated when people clog their systems by applying for jobs for which they are clearly not quali�ied or when applicants try to game the system by loading up their résumés with stacks of keywords they think the system is looking for. And employers sometimes complain they can’t �ind enough good applicants, even as good applicants are banging on the door but can’t get in. Overly aggressive �iltering can be a problem with poorly con�igured systems or for employers who dial up the quali�ication requirements to the point that only a superhero could make it over the barrier.

Companies such as Burning Glass aim to make this process work better for everybody by moving beyond simple keyword searches and résumé cataloging. For example, Burning Glass’s technology analyzes how keywords are used in a résumé in order to separate candidates who describe themselves legitimately and naturally from those who are simply stuf�ing their résumés with keywords. The software is learning to read résumés the way human recruiters do, evaluating keywords in context to make informed judgments about the quality and currency of the skills someone has included. If the system is searching for candidates with database design experience, for instance, it can tell whether somebody took a class in the subject ten years or ago or is currently applying those skills in a professional capacity.

From an applicant’s perspective, the best way to “beat the robots” is to stop trying to beat them. Don’t try to trick the system by including every keyword you can �ind or try to improve your odds by blasting your application to hundreds of openings. Instead, take the time to read job descriptions carefully so you can concentrate on the ones where you �it best and so you can understand employers’ needs well enough that you can explain how your skills and experience align with those needs. Even though you may have to go through a machine to get to an actual human, using the same audience-focused skills and techniques you’ve been practicing throughout this course is the best way to get there.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069C1)

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18.1 Finding the Ideal Opportunity in Today’s Job Market LEARNING OBJECTIVE

1 List eight key steps to �inding the ideal opportunity in today’s job market. Software developers such as Burning Glass (pro�iled in the chapter-opening Communication Close-Up) play an important role in today’s job market, particularly with applicant tracking systems (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000068E6) , computer systems that help companies manage job applications and identify promising candidates.

Identifying and landing a job can be a long and challenging process. Fortunately, the skills you’re developing in this course will give you a competitive advantage. This section offers a general job-search strategy with advice that applies to just about any career path you might want to pursue. As you craft your personal strategy, keep these three guidelines in mind:

If you haven’t already, read the Prologue, “Building a Career with Your Communication Skills,” before studying this chapter.

Get organized. Your job search could last many months and involve multiple contacts with dozens of companies. You need to keep all the details straight to ensure that you don’t miss opportunities or make mistakes such as losing someone’s email address or forgetting an appointment. Start now and stick to it. Even if you are a year or more away from graduation, now is not too early to get started with some of the essential research and planning tasks. If you wait until the last minute, you might miss opportunities and you won’t be as prepared as other candidates. Look for stepping-stone opportunities. Particularly in today’s tough job market, you might not �ind the opportunity you’re looking for right away. You might need to take a job that doesn’t meet your expectations while you keep looking to get on the right track. But view every job as an opportunity to learn workplace skills, observe effective and ineffective business practices, and �ine-tune your sense of how you’d like to spend your career.

WRITING THE STORY OF YOU

What’s your story? Thinking about where you’ve been and where you want to go will help focus your job search.

Writing or updating your résumé is a great opportunity to step back and think about where you’ve been and where you’d like to go. Do you like the path you’re on, or is it time for a change? Are you focused on a particular �ield, or do you need some time to explore?

You might �ind it helpful to think about the “story of you”—the things you are passionate about, your skills, your ability to help an organization reach its goals, the path you’ve been on so far, and the path you want to follow in the future (see Figure 18.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P700101245100000000000000000643B) on the next page). Think in terms of an image or a theme you’d like to project. Are you academically gifted? An effective leader? A well-rounded professional with wide-ranging talents? A creative problem solver? A technical wizard? Writing your story is a valuable planning exercise that helps you think about where you want to go and how to present yourself to target employers.

LEARNING TO THINK LIKE AN EMPLOYER

Employers judge their recruiting success by quality of hire, and you can take steps to be—and look like—a high-quality hire.

When you know your side of the hiring equation a little better, switch sides and look at it from an employer’s perspective. Recognize that companies take risks with every hiring decision—the risk that the person hired won’t meet expectations and the risk that a better candidate has slipped through their �ingers. Many companies judge the success of their recruiting efforts by quality of hire, a measure of how closely new employees meet the company’s needs.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069C3) Given this perspective, what steps can you take to present yourself as the low-risk, high-reward choice?

Follow the online conversations of professional recruiters to learn what their hot-button issues are.

Of course, your perceived ability to perform the job is an essential part of your potential quality as a new hire. However, hiring managers consider more than just your ability to handle the job. They want to know if you’ll be reliable and motivated—if you’re somebody who “gets it” when it comes to being a professional in today’s workplace. A great way to get inside the heads of corporate recruiters is to “listen in” on their professional conversations by reading periodicals such as Workforce Management and blogs such as Fistful of Talent and The HR Capitalist.

RESEARCHING INDUSTRIES AND COMPANIES OF INTEREST Learning more about professions, industries, and individual companies is a vital step in your job search. It also impresses employers, particularly when you go beyond the easily available sources such as a company’s own website. “Detailed research, including talking to our customers, is so rare it will almost guarantee

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you get hired,” explains the recruiting manager at Alcon Laboratories.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069C5)

Table 18.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P700101245100000000000000000647B) on page 517 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#page_517) lists some of the many websites where you can learn more about companies and �ind job openings. Start with The Riley Guide, which offers advice for online job searches as well as links to hundreds of specialized websites that post openings in speci�ic industries and professions. Your college’s career center placement of�ice probably maintains an up-to-date list as well.

Figure 18.1 Writing the Story of You

Writing the “story of you” is a helpful way to think through where you’ve been in your life and career so far, where you are now, and where you would like to go from here. Remember that this is a private document designed to help you clarify your thoughts and plans, although you probably will �ind ways to adapt some of what you’ve written to various job-search documents, including your résumé.

Employers expect you to be familiar with important developments in their industries, so stay on top of business news.

To learn more about contemporary business topics, peruse leading business periodicals and newspapers with signi�icant business sections (in some cases you may need to go through your library’s online databases to access back issues).

Thousands of bloggers, microbloggers, and podcasters offer news and commentary on the business world. AllTop is another good resource for �inding people who write about topics that interest you. In addition to learning more about professions and opportunities, this research will help you get comfortable with the jargon and buzzwords currently in use in a particular �ield, including essential keywords to use in your résumé.

MOBILE APP

The Indeed.com (http://Indeed.com) mobile app lets you search for jobs and apply for them from your phone.

Take advantage of job-search apps as well, including those offered by job-posting websites and major employers. You can use them to learn more about the company as well as speci�ic jobs. See “Job-Search Strategies: Maximize Your Mobile (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P70010124510000000000000000064DD) ” for more tips on using a smartphone in your job search.

TABLE 18.1 Selected Job-Search Websites

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#page_517

http://indeed.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P70010124510000000000000000064DD

Website* (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P70010124510000000000000000064D0) URL Website* (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P70010124510000000000000000064D0) URL

Riley Guide www.rileyguide (http://www.riley

CollegeRecruiter.com (http://CollegeRecruiter.com) www.collegerec (http://www.colle

Monster www.monster.c (http://www.mon

MonsterCollege college.monster (http://college.mo

CareerBuilder www.careerbui (http://www.care

Jobster www.jobster.co (http://www.jobst

USAJOBS www.usajobs.go (http://www.usajo

IMDiversity imdiversity.com (http://imdiversit

Dice.com (http://Dice.com) www.dice.com (http://www.dice.

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http://www.rileyguide.com/

http://collegerecruiter.com/

http://www.collegerecruiter.com/

http://college.monster.com/

http://www.careerbuilder.com/

http://www.jobster.com/

http://www.usajobs.gov/

http://imdiversity.com/

http://dice.com/

http://www.dice.com/

Website* (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P70010124510000000000000000064D0) URL

TopTechJobs toptechjobs.com (http://toptechjob

Internship Programs internshipprogr (http://internship

SimplyHired Indeed

www.simplyhir (http://www.simp www.indeed.co (http://www.inde

* (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000064D0) Note: This list represents only a small fraction of the hundreds of job-posting sites and other resources available online; be sure to check with your college’s career center for the latest information.

Sources: Individual websites, all accessed 10 May 2016.

TRANSLATING YOUR GENERAL POTENTIAL INTO A SPECIFIC SOLUTION FOR EACH EMPLOYER

An essential task in your job search is presenting your skills and accomplishments in a way that is relevant to the employer’s business challenges.

An important aspect of the employer’s quality-of-hire challenge is trying to determine how well a candidate’s attributes and experience will translate into the demands of a speci�ic position. Customizing your résumé to each job opening is an important step in showing employers that you will be a good �it. As you can see from the sample résumés in Figures 18.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000066CC) through 18.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000067AB) on pages 529 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_529) –531 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_531) , customizing your résumé is not dif�icult if you have done your research. In fact, from your initial contact all the way through the interviewing process you will have opportunities to impress recruiters by explaining how your general potential translates to the speci�ic needs of the position.

TAKING THE INITIATIVE TO FIND OPPORTUNITIES When it comes to �inding the right opportunities for you, the easiest ways are not always the most productive ways. The major job boards such as Monster and classi�ied services such as Craigslist might have thousands of openings, but thousands of job seekers are looking at and applying for these same openings. Moreover, posting job openings on these sites is often a company’s last resort, after it has exhausted other possibilities.

Don’t hesitate to contact interesting companies even if they haven’t advertised job openings to the public yet; they might be looking for somebody just like you.

To maximize your chances, take the initiative and seek opportunities. Identify the companies you want to work for and focus your efforts on them. Get in touch with their human resources departments (or individual managers, if possible), describe what you can offer the company, and ask to be considered if any opportunities come up.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069C7) Reach out to company representatives on social networks. Your message might appear right when a company is busy looking for someone but hasn’t yet advertised the opening to the outside world. And be sure to take advantage of the growing number of career-related mobile apps (see Figure 18.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P70010124510000000000000000064FB) on page 519 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#page_519) ).

DIGITAL + SOCIAL + MOBILE: TODAY’S COMMUNICATION ENVIRONMENT

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http://toptechjobs.com/

http://internshipprograms.com/

http://www.simplyhired.com/

http://www.indeed.com/

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Job-Search Strategies: Maximize Your Mobile

The mobile business communication revolution is changing the way employers recruit new talent and the way job candidates look for opportunities. Many companies have optimized their careers websites for mobile access, and some have even developed mobile apps that offer everything from background information on what it’s like to work there to application forms that you can �ill out right on your phone.

However, don’t be too quick to abandon a job application or an investigation into an employer just because the �irm doesn’t have a careers app or a mobile- friendly job site. Creating apps and mobile-friendly websites takes time and money, and many employers are still in the process of optimizing their online career materials for mobile devices. In a recent survey, 40 percent of mobile users said they would abandon a nonmobile job application—a distressingly high number in a slow job market. Don’t miss a great opportunity just because an employer hasn’t caught up to your mobile habits.

In addition to researching companies and applying for openings, integrating a mobile device into your job-search strategy can help with networking and staying on top of your active job applications. For instance, some companies don’t wait long after extending an offer; if they don’t hear from the top candidate in a short amount of time, they’ll move on their next choice. By staying plugged in via your mobile device, you won’t let any opportunities pass you by.

Think of ways to use your mobile device to enhance your personal brand and your online portfolio. If you want to work in retail, for example, you could take photos of particularly good or particularly bad merchandizing displays and post them with commentary on your social media accounts. Employers doing background research on you on will see these posts and recognize you as a candidate who is invested in his or her career and the industry as a whole. Many of the tools you can use to build your personal brand are available as mobile apps, including blogging platforms, Twitter, Facebook, and LinkedIn.

Dozens of apps are available to help with various aspects of your job search. Résumé creation apps let you quickly modify your résumé if you come across a good opportunity. Business card scanning apps make it easy to keep digital copies of business cards, so you’ll never lose important contact information. Note- taking apps are a great way to plan for interviews and record your postinterview notes. Use your phone’s scheduling capability to make sure you never miss an interviewing or a �iling deadline. Polish your interviewing skills with your phone’s audio- and video-recording features or a practice-interview app. If an employer wants to interview you via Cisco WebEx or another online meeting system, those apps are available for your phone or tablet as well.

You’ve been paying a lot for your mobile service—now make that mobile work for you by helping you land a great job.

CAREER APPLICATIONS

1. Would it be a good idea to present your online portfolio on your smartphone during a job interview? Why or why not? 2. Is it wise for applicants to shun a company that doesn’t have a mobile-friendly careers website or a career app? Why or why not?

Sources: David Cohen, “Social Recruiting Goes Mobile,” AllFacebook blog, 23 December 2013, allfacebook.com (http://allfacebook.com) ; Ryan Rancatore, “The 33 Best iPhone Apps for Personal Branding,” Personal Branding 101 blog, 27 December 2009, personal_branding101.com (http://personal_branding101.com) ; Jule Gamache, “The Rise of Mobile Job Search,” Come Recommended blog, 12 June 2013, comerecommended.com (http://comerecommended.com) .

BUILDING YOUR NETWORK

Start thinking like a networker now; your classmates could turn out to be some of your most important business contacts.

Networking (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000068F2) is the process of making informal connections with mutually bene�icial business contacts. Networking takes place wherever and whenever people talk: at industry functions, at social gatherings, at alumni reunions—and all over the Internet, from LinkedIn and Twitter to Facebook and Google+. In addition to making connections through social media tools, you might get yourself noticed by company recruiters.

Networking is more essential than ever because the vast majority of job openings are never advertised to the general public. To avoid the time and expense of sifting through thousands of applications and the risk of hiring complete strangers, most companies prefer to ask their employees for recommendations �irst.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069C9) The more people who know you, the better chance you have of being recommended for one of these hidden job openings.

Put your network in place before you need it.

Start building your network now, before you need it. Your classmates could end up being some of your most valuable contacts, if not right away, then possibly later in your career. Then branch out by identifying people with similar interests in your target professions, industries, and companies. Read news sites, blogs, and other online sources. Follow industry leaders on Twitter. You can also follow individual executives at your target companies to learn about their interests and concerns.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069CB) Be on the lookout for career-oriented Tweetups, in which people who’ve connected on Twitter get together for in-person networking events. Connect with people on LinkedIn and Facebook, particularly in groups dedicated to particular career interests. Depending on the system and the settings on individual users’ accounts, you may be able to introduce yourself via public or private messages. Just make sure you are respectful of people, and don’t take up much of their time.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069CD)

http://allfacebook.com/

http://personal_branding101.com/

http://comerecommended.com/

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Figure 18.2 Mobile Job-Search Tools

Put your mobile phone or tablet to work in your job search, using some of the many employment apps now available.

Courtesy of Glassdoor.

MOBILE APP

Stay in touch with your professional network with the LinkedIn mobile app.

Participate in student business organizations, especially those with ties to professional organizations. Visit trade shows to learn about various industries and rub shoulders with people who work in those industries.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069CF) Don’t overlook volunteering; you not only meet people but also demonstrate your ability to solve problems, manage projects, and lead others. You can do some good while creating a network for yourself.

Remember that networking is about people helping each other, not just about other people helping you. Pay close attention to networking etiquette: Try to learn something about the people you want to connect with, don’t overwhelm others with too many messages or requests, be succinct in all your communication efforts, don’t give out other people’s names and contact information without their permission to do so, never email your résumé to complete strangers, and remember to say thank you every time someone helps you.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069D1)

Networking is a mutually bene�icial activity, so look for opportunities to help others in some way.

To become a valued network member, you need to be able to help others in some way. You may not have any in�luential contacts yet, but because you’re researching industries and trends as part of your own job search, you probably have valuable information you can share via your online and of�line networks. Or you might simply be able to connect one person with another who can help. The more you network, the more valuable you become in your network—and the more valuable your network becomes to you.

THE ART OF PROFESSIONALISM

Striving to Excel

Pros are good at what they do, and they never stop improving. No matter what your job might be at any given time—even if it is far from where you aspire to be—strive to perform at the highest possible level. Not only do you have an ethical obligation to give your employer and your customers your best effort,

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but excelling at each level in your career is also the best way to keep climbing up to new positions of responsibility. Plus, being good at what you do delivers a sense of satisfaction that is hard to beat.

In many jobs and in many industries, performing at a high level requires a commitment to continuous learning and improvement. The nature of the work often changes as markets and technologies evolve, and expectations of quality tend to increase over time as well. View this constant change as a positive thing, as a way to avoid stagnation and boredom.

Striving to excel can be a challenge when there is a mismatch between the job’s requirements and your skills and knowledge. If you are underquali�ied for a job, you need to identify your weaknesses quickly and come up with a plan to address them. A supportive manager will help you identify these areas and encourage improvement through training or mentoring. Don’t wait for a boss to tell you your work is subpar, however. If you know you’re �loundering, ask for help.

If you are overquali�ied for a job, it’s easy to slip into a rut and eventually underperform simply because you aren’t being challenged. However, current and future bosses aren’t going to judge you on how well you performed relative to your needs and expectations; they’re going to judge you on how well you performed relative to the job’s requirements. Work with your boss to �ind ways to make your job more challenging if possible, or start looking for a better job if necessary, but be sure to maintain your level of performance until you can bring your responsibilities and talents into closer alignment.

CAREER APPLICATIONS

1. Should you ever try to sell yourself into a job for which you are not yet 100 percent quali�ied? Explain your answer. 2. Do you agree that you have an ethical obligation to excel at your job? Why or why not?

Finally, be aware that your online network re�lects on who you are in the eyes of potential employers, so exercise some judgment in making connections. Also, many employers now contact people in a candidate’s public network for background information, even if the candidate doesn’t list those people as references.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069D3)

SEEKING CAREER COUNSELING

Don’t overlook the many resources available through your college’s career center.

Your college’s career center probably offers a wide variety of services, including individual counseling, job fairs, on-campus interviews, and job listings. Counselors can advise on career planning and provide workshops on job-search techniques, résumé preparation, job readiness training, interview techniques, self-marketing, and more.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069D5) You can also �ind career-planning advice online. Many of the websites listed in Table 18.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P700101245100000000000000000647B) offer articles and online tests to help you choose a career path, identify essential skills, and prepare to enter the job market.

AVOIDING MISTAKES

Don’t let a silly mistake knock you out of contention for a great job.

While you’re making all these positive moves to show employers you will be a quality hire, take care to avoid the simple blunders that can torpedo a job search, such as not catching mistakes in your résumé, misspelling the name of a manager you’re writing to, showing up late for an interview, tweeting something unprofessional, failing to complete application forms correctly, asking for information that you can easily �ind yourself on a company’s website, or making any other error that could �lag you as someone who is careless or disrespectful. Assume that every employer will conduct an online search on you. Busy recruiters will seize on these errors as a way to narrow the list of candidates they need to spend time on, so don’t give them a reason to reject your résumé.

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18.2 Planning Your Résumé LEARNING OBJECTIVE

2 Explain the process of planning your résumé, including how to choose the best résumé organization. Although you will create many messages during your career search, your résumé (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000068F5) —a structured, written summary of your education, employment background, and job quali�ications—will be the most important document in this process. You will be able to use it directly in many instances, adapt it to a variety of uses such an e-portfolio or a social media résumé, and reuse pieces of it in social networking pro�iles and online application forms. Even if you apply to a company that doesn’t want to see résumés from applicants, the process of developing your résumé will prepare you for interviewing and preemployment testing.

Developing a résumé is one of those projects that bene�its from multiple planning, writing, and completing sessions spread out over several days or weeks. You are trying to summarize a complex subject (yourself !) and present a compelling story to strangers in a brief document. Follow the three-step writing process (see Figure 18.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#P7001012451000000000000000006539) ) and give yourself plenty of time.

Before you dive in to your résumé, be aware that you will �ind a wide range of opinions about résumés, regarding everything from appropriate length, content, design, distribution methods, and acceptable degrees of creativity to whether it even makes sense to write a traditional résumé in this age of online applications. For example, you may encounter a prospective employer that wants you to tweet your résumé or submit all the links that make up your online presence, rather than submit a conventional résumé.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069D7) You may run across examples of effective résumés that were produced as infographics, interactive videos, simulated search engine results, puzzles, games, graphic novels—you name it, somebody has probably tried it.

You will see lots of ideas and even some con�licting advice about résumés; use what you know about effective business communication to decide what is right for your résumés.

When you hear con�licting advice or see trendy concepts that you might be tempted to try, remember the most important question in business communication: What is the most effective way to adapt your message to the individual needs of each member of your audience? An approach that is wildly successful with one company or in one industry could be a complete disaster in another industry. To forge your own successful path through this maze of information, get inside the heads of the people you are trying to reach—try to think the way they think—and then apply the principles of effective communication you are learning in this course.

Figure 18.3 Three-Step Writing Process for Résumés

Following the three-step writing process will help you create a successful résumé in a short time. Remember to pay particular attention to the “you” attitude and presentation quality.

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ANALYZING YOUR PURPOSE AND AUDIENCE

Once you view your résumé as a persuasive business message, it’s easier to decide what should and shouldn’t be in it.

Planning an effective résumé starts with understanding its true function—as a brief, persuasive business message intended to stimulate an employer’s interest in meeting you and learning more about you (see Table 18.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#P7001012451000000000000000006564) ). In other words, the purpose of a résumé is not to get you a job but rather to get you an interview.13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069D9)

Thanks to Twitter, LinkedIn, and other social media, you can often learn valuable details about individual managers at your target employers.

As you conduct your research on various professions, industries, companies, and individual managers, you will have a better perspective on your target readers and their information needs. Learn as much as you can about the individuals who may be reading your résumé. Many professionals and managers are bloggers, Twitter users, and LinkedIn members, for example, so you can learn more about them online even if you’ve never met them. Any bit of information can help you craft a more effective message.

By the way, if employers ask to see your “CV,” they’re referring to your curriculum vitae, the term used instead of résumé in academic professions and in many countries outside the United States. Résumés and CVs are essentially the same, although CVs can be much more detailed and include personal information that is not included in a résumé.

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Converting your résumé to a CV

If you need to convert your U.S.-style résumé to the curriculum vitae format used in many other countries (and in many academic positions in the United States), this website will tell you everything you need to know. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

GATHERING PERTINENT INFORMATION If you haven’t been building an employment portfolio thus far, you may need to do some research on yourself at this point. Gather all the pertinent personal history you can think of, including all the speci�ic dates, duties, and accomplishments from any previous jobs you’ve held. Compile all your educational accomplishments, including formal degrees, training certi�icates, professional and technical certi�ications, academic awards, and scholarships. Also, gather information about school or volunteer activities that might be relevant to your job search, including of�ices you have held in any club or professional organization, presentations given, and online or print publications. You probably won’t use every piece of information you come up with, but you’ll want to have it at your �ingertips.

SELECTING THE BEST MEDIA AND CHANNELS You should expect to produce your résumé in several media and formats. “Producing Your Résumé” on page 532 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_532) discusses your options.

ORGANIZING YOUR RÉSUMÉ AROUND YOUR STRENGTHS Although there are a number of ways to organize a résumé, most are some variation of chronological, functional, or a combination of the two. The right choice depends on your background and your goals.

TABLE 18.2 Fallacies and Facts About Résumés

Fallacy Fact

The purpose of a résumé is to list all your skills and abilities.

The purpose of a résumé is to kindle employer interest and generate an interview.

A good résumé will get you the job you want. All a résumé can do is get you in the door.

Your résumé will always be read carefully and thoroughly.

In most cases, your résumé needs to make a positive impression within a few seconds; only then will someone read it in detail. Moreover, it will likely be screened by a computer looking for keywords �irst— and if it doesn’t contain the right keywords, a human being may never see it.

The more good information you present about yourself in your résumé, the better, so stuff your résumé with every positive detail.

Recruiters don’t need that much information about you at the initial screening stage, and they probably won’t read it.

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The Chronological Résumé

The chronological résumé is the most common approach, but it might not be right for you at this stage in your career.

In a chronological résumé (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000068E9) , the work experience section dominates and is placed immediately after your contact information and introductory statement (see Figure 18.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000067AB) on page 531 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_531) for an example). The chronological approach is the most common way to organize a résumé, and many employers prefer this format because it presents your professional history in a clear, easy-to-follow arrangement.14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069DB) If you’re just graduating from college and have limited professional experience, you can vary this chronological approach by putting your educational quali�ications before your experience.

Develop your work experience section by listing your jobs in reverse chronological order, beginning with the most recent one and giving more space to the most recent positions you’ve held. For each job, start by listing the employer’s name and location, your of�icial job title, and the dates you held the position (write “to present” if you are still in your most recent job). Next, in a short block of text, highlight your accomplishments in a way that is relevant and understandable to your readers. If the general responsibilities of the position are not obvious from the job title, provide a little background to help readers understand what you did.

The Functional Résumé

The functional résumé is often considered by people with limited or spotty employment history, but many employers are suspicious of this format.

A functional résumé (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000068EF) , sometimes called a skills résumé, emphasizes your skills and capabilities, identifying employers and academic experience in subordinate sections. This arrangement stresses individual areas of competence rather than job history. The functional approach has three bene�its: (1) Without having to read through job descriptions, employers can get an idea of what you can do for them; (2) you can emphasize previous job experience through the skills you gained in those positions; and (3) you can deemphasize any lengthy unemployment or lack of career progress. However, you should be aware that because the functional résumé can obscure your work history, many employment professionals are suspicious of it.15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069DD) Moreover, it lacks the evidence of job experience that supports your skills claims. If you don’t believe the chronological format will work for you, consider the combination résumé instead.

The Combination Résumé

If you don’t have a lot of work history to show, consider a combination résumé to highlight your skills while still providing a chronological history of your employment.

A combination résumé (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000068EC) meshes the skills focus of the functional format with the job history focus of the chronological format. Figures 18.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000066CC) (page 529 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_529) ) and 18.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P700101245100000000000000000673B) (page 530 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_530) ) show examples of combination résumés. The chief advantage of this format is that it allows you to highlight your capabilities and education when you don’t have a long or steady employment history, without raising concerns that you might be hiding something about your past.

As you look at a number of sample résumés, you’ll probably notice many variations on the three basic formats presented here. Study these other options in light of the effective communication principles you’ve learned in this course and the unique circumstances of your job search. If you �ind one that seems like the best �it for your unique situation, by all means use it.

ADDRESSING AREAS OF CONCERN Many people have gaps in their careers or other issues that could be a concern for employers. Here are some common issues and suggestions for handling them in a résumé:16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069DF)

Frequent job changes. If you’ve had a number of short-term jobs of a similar type, such as independent contracting and temporary assignments, you can group them under a single heading. Also, if past job positions were eliminated as a result of layoffs or mergers, �ind a subtle way to convey that information (if not in your résumé, then in your cover letter). Reasonable employers understand that many professionals have been forced to job hop by circumstances beyond their control. Gaps in work history. Mention relevant experience and education you gained during employment gaps, such as volunteer or community work. Inexperience. Mention related volunteer work and membership in professional groups. List relevant course work and internships.

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Overquali�ication. Tone down your résumé, focusing exclusively on the experience and skills that relate to the position. Long-term employment with one company. Itemize each position held at the �irm to show growth within the organization and increasing responsibilities along the way. Job termination for cause. Be honest with interviewers and address their concerns with proof, such as recommendations and examples of completed projects. Criminal record. You don’t necessarily need to disclose a criminal record or time spent incarcerated on your résumé, but you may be asked about it on job application forms. Laws regarding what employers may ask (and whether they can conduct a criminal background check) vary by state and profession, but if you are asked and the question applies to you, you are legally bound to answer truthfully. Use the interview process to explain any mitigating circumstances and to emphasize your rehabilitation and commitment to being a law-abiding, trustworthy employee.17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069E1)

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Smart strategies to explain gaps in your work history

Get three key pieces of advice if you have been or were out of work for a period of time. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

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18.3 Writing Your Résumé LEARNING OBJECTIVE

3 Describe the tasks involved in writing your résumé, and list the major sections of a traditional résumé.

If you’re uncomfortable writing your own résumé, you might try to trade with a classmate and write each other’s résumé.

With the necessary information and a good plan in hand, you’re ready to begin writing. If you feel uncomfortable writing about yourself, you’re not alone. Many people, even accomplished writers, can �ind it dif�icult to write their own résumés. If you get stuck, imagine you are somebody else, writing a résumé for this person called you. By “being your own client” in this sense, you might �ind the words and ideas �low more easily. You can also �ind a classmate or friend who is writing a résumé and swap projects for a while. Working on each other’s résumés might speed up the process for both of you.

KEEPING YOUR RÉSUMÉ HONEST

Estimates vary, but one comprehensive study uncovered lies about work history in more than 40 percent of the résumés tested.18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069E3) And dishonest applicants are getting bolder all the time—going so far as to buy fake diplomas online, pay a computer hacker to insert their names into prestigious universities’ graduation records, and sign up for services that offer phony employment veri�ication or phony references.19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069E5) “It’s becoming common to cheat,” observes Professor George Gollin of the University of Illinois, Urbana, mentioning the 200,000 fake college degrees sold every year as one example.20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069E8)

Résumé fraud has reached epidemic proportions, but employers are �ighting back with more rigorous screening techniques.

Applicants with integrity know they don’t need to stoop to lying. If you are tempted to stretch the truth, bear in mind that professional recruiters have seen all sorts of fraud by job applicants, and frustrated employers are working aggressively to uncover the truth. Nearly all employers do some form of background checking, from contacting references and verifying employment to checking criminal records and sending résumés through veri�ication services.21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069EA) Employers are also beginning to craft certain interview questions speci�ically to uncover dishonest résumé entries.22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069EC)

Most companies that �ind lies on résumés refuse to hire the offending applicants, even if that means withdrawing formal job offers.23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069EE) And if you do sneak past these �ilters and get hired, you’ll probably be exposed on the job when you can’t live up to your own résumé. Given the networked nature of today’s job market, lying on a résumé could haunt you for years—and you could be forced to keep lying throughout your career to hide the misrepresentations on your original résumé.24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069F0)

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Tempted to twist the truth on your resume?

Lying on a résumé can have legal rami�ications. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

ADAPTING YOUR RÉSUMÉ TO YOUR AUDIENCE

Translate your past accomplishments into a compelling picture of what you can do for employers in the future.

The importance of adapting your résumé to your target readers’ needs and interests cannot be overstated. In a competitive job market, the more you seem like a good �it—a quality hire—the better your chances of securing interviews. Address your readers’ business concerns by showing how your capabilities meet the demands and expectations of the position and the organization as a whole.

For example, an in-house public relations (PR) department and an independent PR agency perform many of the same tasks, but the outside agency must also sell its services to multiple clients. Consequently, it needs employees who are skilled at attracting and keeping paying customers in addition to being skilled at PR. If you are applying for both in-house and agency PR jobs, you need to adapt your résumé for each of these audiences.

An essential step in adapting your résumé is using the same terminology as the employer uses to describe job responsibilities and professional accomplishments. In Figures 18.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000066CC)

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through 18.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000067AB) starting on page 529 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_529) , you can see how the sample résumés do this, incorporating key terms and phrases from the job postings.

REAL-TIME UPDATES

LEARN MORE BY EXPLORING THIS INTERACTIVE WEBSITE

See how well your résumé matches a target job description

Increase your chances of getting past a company’s résumé �ilters by comparing your résumé with the wording of a target job description. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Military service and other specialized experiences may need to be “translated” into terms more readily understandable by your target readers.

If you are applying for business positions after military service or moving from one industry to another, you may need to “translate” your experience into the language of your target employers. For instance, military experience can help you develop many skills that are valuable in business, but military terminology can sound like a foreign language to people who aren’t familiar with it. Isolate the important general concepts and present them in the business language your target employers use.

COMPOSING YOUR RÉSUMÉ

Draft your résumé using short, crisp phrases built around strong verbs and nouns.

Write your résumé using a simple and direct style. Use short, crisp phrases instead of whole sentences and focus on what your reader needs to know. Avoid using the word I, which can sound both self-involved and repetitious by the time you outline all your skills and accomplishments. Instead, start your phrases with strong action verbs such as these:25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069F2)

accomplished coordinated initiated participated set up achieved created installed performed simpli�ied administered demonstrated introduced planned sparked approved developed investigated presented streamlined arranged directed launched proposed strengthened assisted established maintained raised succeeded assumed explored managed recommended supervised budgeted forecasted motivated reduced systematized chaired generated negotiated reorganized targeted changed identi�ied operated resolved trained compiled implemented organized saved transformed completed improved oversaw served upgraded

For example, you might say, “Created a campus organization for students interested in entrepreneurship” or “Managed a fast-food restaurant and four employees.” Whenever you can, quantify the results so that your claims don’t come across as empty puffery. Don’t just say that you’re a team player or detail oriented—show that you are by offering concrete proof.26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069F4) Here are some examples of phrasing accomplishments using active statements that show results:

Instead of This Write Active Statements That Show Results Responsible for developing a new �iling system Developed a new �iling system that reduced paperwork by 50 percent I was in charge of customer complaints and all ordering problems Handled all customer complaints and resolved all product order discrepancies I won a trip to Europe for opening the most new customer accounts in my department

Generated the highest number of new customer accounts in my department

Member of special campus task force to resolve student problems with existing cafeteria assignments

Assisted in implementing new campus dining program that balances student wishes with cafeteria capacity

Providing speci�ic supporting evidence is vital, but make sure you don’t go overboard with details.27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069F6) Carefully select the most compelling evidence so that your message is clear and immediate.

Include relevant keywords in your introductory statement, work history, and education sections.

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In addition to clear writing with speci�ic examples, the particular words and phrases used throughout your résumé are critically important. The majority of résumés are now subjected to keyword searches in an applicant tracking system or other database, in which a recruiter searches for résumés most likely to match the requirements of a particular job. Résumés that don’t closely match the requirements may never be seen by a human reader, so it is essential to use the words and phrases that a recruiter is most likely to search on. (Although most experts used to advise including a separate keyword summary as a standalone list, the trend nowadays is to incorporate your keywords into your introductory statement and other sections of your résumé.)28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069F8)

Identifying these keywords requires some research, but you can uncover many of them while you are looking into various industries and companies. In particular, study job descriptions carefully. In contrast to the action verbs that catch a human reader’s attention, keywords that catch a computer’s attention are usually nouns that describe the speci�ic skills, attributes, and experiences an employer is looking for in a candidate. Keywords can include the business and technical terms associated with a speci�ic profession, industry-speci�ic jargon, names or types of products or systems used in a profession, job titles, and college degrees.29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069FA)

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Find the keywords that will light up your résumé

This list of tips and tools will help you �ind the right keywords to customize your résumé for every opportunity. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Name and Contact Information

Be sure to provide complete and accurate contact information; mistakes in this section of the résumé are surprisingly common.

Your name and contact information constitute the heading of your résumé; include the following:

Name Address (both permanent and temporary, if you’re likely to move during the job-search process) Email address Phone number(s) The URL of your personal webpage, e-portfolio, or social media résumé (if you have one)

Use a professional-sounding email address for business correspondence, such as �[email protected] (mailto:�[email protected]) .

If the only email address you have is through your current employer, get a free personal email address from one of the many services that offer them. It’s not fair to your current employer to use company resources for a job search, and doing so sends a bad signal to potential employers. Also, if your personal email address is anything like [email protected] (mailto:[email protected]) or [email protected] (mailto:[email protected]) , get a new email address for your business correspondence.

Introductory Statement

You have three options for a brief introductory statement that follows your name and contact information:30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069FC)

You can choose to open with a career objective, a quali�ications summary, or a career summary.

Career objective. A career objective identi�ies either a speci�ic job you want to land or general career track you would like to pursue. Some experts advise against including a career objective because it can categorize you so narrowly that you miss out on interesting opportunities, and it is essentially about ful�illing your desires, not about meeting the employer’s needs. In the past, most résumés included a career objective, but in recent years more job seekers are using a quali�ications summary or a career summary. However, if you have little or no work experience in your target profession, a career objective might be your best option. If you do opt for an objective, word it in a way that relates your quali�ications to employer needs.

If you have a reasonably focused skill set but don’t yet have a long career history, a quali�ications summary is probably the best type of introductory statement for you.

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Quali�ications summary. A quali�ications summary offers a brief view of your key quali�ications. The goal is to let a reader know within a few seconds what you can deliver. You can title this section generically as “Quali�ications Summary” or “Summary of Quali�ications,” or, if you have one dominant quali�ication, you can use that as the title. Consider using a quali�ications summary if you have one or more important quali�ications but don’t yet have a long career history. Also, if you haven’t been working long but your college education has given you a dominant professional “theme,” such as multimedia design or statistical analysis, you can craft a quali�ications summary that highlights your educational preparedness. Career summary. A career summary offers a brief recap of your career with the goal of presenting increasing levels of responsibility and performance (see Figure 18.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000067AB) on page 531 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_531) for an example). A career summary can be particularly useful for managers who have demonstrated the ability to manage increasingly larger and more complicated business operations—a key consideration when companies look to hire upper-level executives.

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Whichever option you choose, make sure it includes many of the essential keywords you identi�ied in your research—and adapt these words and phrases to each job opportunity as needed.

Education

If you are early in your career, your education is probably your strongest selling point.

If you’re still in college or have recently graduated, education is probably your strongest selling point. Present your educational background in depth, choosing facts that support your professional theme. Give this section a heading such as “Education,” “Technical Training,” or “Academic Preparation,” as appropriate. Then, starting with the most recent, list the name and location of each school you have attended, the month and year of your graduation (say “anticipated graduation: ______” if you haven’t graduated yet), your major and minor �ields of study, signi�icant skills and abilities you’ve developed in your course work, and the degrees or certi�icates you’ve earned. Fine-tune your message by listing courses that are most relevant to each job opening, and indicate any scholarships, awards, or academic honors you’ve received.

The education section should also include relevant training sponsored by business or government organizations. Mention high school or military training only if the associated achievements are pertinent to your career goals.

Whether you list your grade point average depends on the job you want and the quality of your grades. If you don’t show your GPA on your résumé—and there’s no rule saying you have to—be prepared to answer questions about it during the interview process because many employers will assume that your GPA is not spectacular if you didn’t list it on your résumé. If you choose to show a grade point average, be sure to mention the scale, especially if it isn’t a four-point scale. If your grades are better within your major than in other courses, you can also list your GPA as “Major GPA” and include only those courses within your major.

Work Experience, Skills, and Accomplishments

When you describe past job responsibilities, identify the skills and knowledge that you can apply to a future job.

This section can be called “Work Experience,” “Professional Experience,” or “Work and Volunteer Experience,” if you have limited work experience and want to bolster that with volunteer experience. Like the education section, the work experience section should focus on your overall theme in a way that shows how your past can contribute to an employer’s future. Use keywords to call attention to the skills you’ve developed on the job and to your ability to handle responsibility. Emphasize what you accomplished in each position, not just the generic responsibilities of the job.

List your jobs in reverse chronological order, starting with the most recent. Include military service and any internships and part-time or temporary jobs related to your career objective. Include the name and location of the employer, and if readers are unlikely to recognize the organization, brie�ly describe what it does. When you want to keep the name of your current employer con�idential, you can identify the �irm by industry only (“a large video game developer”). If an organization’s name or location has changed since you worked there, state the current name and location and include the old information preceded by “formerly . . .” Before or after each job listing, state your job title and give the years you worked in the job; use the phrase “to present” to denote current employment. Indicate whether a job was part time.

Devote the most space to the jobs that are most recent or most closely related to your target position. If you were personally responsible for something signi�icant, be sure to mention it. Facts about your skills and accomplishments are the most important information you can give a prospective employer, so quantify them whenever possible.

Devote the most space to jobs that are related to your target position.

One helpful exercise is to write a 30-second “commercial” for each major skill you want to highlight. The commercial should offer proof that you really do possess the skill. For your résumé, distill the commercials down to brief phrases; you can use the more detailed proof statements in cover letters and as answers

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to interview questions.31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P70010124510000000000000000069FE)

If you have a number of part-time, temporary, or entry-level jobs that don’t relate to your career objective, you have to use your best judgment when it comes to including or excluding them. Too many minor and irrelevant work details can clutter your résumé, particularly if you’ve been in the professional workforce for a few years. However, if you don’t have a long employment history, including these jobs shows your ability and willingness to keep working.

Activities and Achievements

Include personal accomplishments only if they suggest special skills or qualities that are relevant to the jobs you’re seeking.

This optional section can be used to highlight activities and achievements outside of a work or educational context—but only if they make you a more attractive job candidate. For example, traveling, studying, or working abroad and �luency in multiple languages could weigh heavily in your favor with employers who do business internationally.

Because many employers are involved in their local communities, they tend to look positively on applicants who are active and concerned members of their communities as well. Consider including community service activities that suggest leadership, teamwork, communication skills, technical aptitude, or other valuable attributes.

You should generally avoid indicating membership or signi�icant activity in religious or political organizations (unless, of course, you’re applying to such an organization) because doing so might raise concerns for people with differing beliefs or af�iliations. However, if you want to highlight skills you developed while involved with such a group, you can refer to it generically as a “not-for-pro�it organization.”

Finally, if you have little or no job experience and not much to discuss outside of your education, indicating involvement in athletics or other organized student activities lets employers know that you don’t spend all your free time hanging around your apartment playing video games. Also consider mentioning publications, projects, and other accomplishments that required relevant business skills.

Personal Data and References

When applying to U.S. companies, your résumé should not include any personal data such as age, marital status, physical description, or Social Security number.

In nearly all instances your résumé should not include any personal data beyond the information described in the previous sections. When applying to U.S. companies, never include any of the following: physical characteristics, age, gender, marital status, sexual orientation, religious or political af�iliations, race, national origin, salary history, reasons for leaving jobs, names of previous supervisors, names of references, Social Security number, or student ID number.

However, be aware that standards can vary in other countries. For example, some international employers might require you to include your citizenship, nationality, or marital status.32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A00)

Prepare a list of references but don’t include them on your résumé.

The availability of references is assumed, so you don’t need to put “References available upon request” at the end of your résumé. However, be sure to have a list of several references ready when you begin applying for jobs. Prepare your reference sheet with your name and contact information at the top. For a �inished look, use the same design and layout you use for your résumé. Then list three or four people who have agreed to serve as references. Include each person’s name, job title, organization, address, telephone number, email address (if the reference prefers to be contacted by email), and the nature of your relationship.

Figures 18.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000066CC) through 18.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000067AB) show how a job applicant can put these guidelines to work in three job-search scenarios:

Scenario 1: Positioning yourself for an ideal opportunity (when you’ve found a job opening that aligns closely with your career goals and your academic and professional credentials)

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Figure 18.4 Crafting Your Résumé, Scenario 1: Positioning Yourself for an Ideal Opportunity

Even for an ideal job-search scenario, where your academic and professional experiences and interests closely match the parameters of the job opening, you still need to adapt your résumé content carefully to “echo” the speci�ic language of the job description.43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A16)

Scenario 2: Positioning yourself for an available opportunity (when you can’t �ind a job in your chosen �ield and need to adapt to whatever opportunities are available) Scenario 3: Positioning yourself for more responsibility (after you have some experience in your �ield and want to apply for positions of greater responsibility)

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Figure 18.5 Crafting Your Résumé, Scenario 2: Repositioning Yourself for Available Opportunities

If you can’t �ind an ideal job opening, you’ll need to adjust your plans and adapt your résumé to the openings that are available. Look for opportunities that meet your near-term �inancial needs while giving you the chance to expand your skill set so that you’ll be even more prepared when an ideal opportunity does come along.44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A18)

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Figure 18.6 Crafting Your Résumé, Scenario 3: Positioning Yourself for More Responsibility

When you have a few years of experience under your belt, your résumé strategy should shift to emphasize work history and accomplishments. Here is how Emma Gomes might reshape her résumé if she had held the two jobs described in Figures 18.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000066CC) and 18.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P700101245100000000000000000643B) and is now ready for a bigger challenge.45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A1A) (For an application message that could accompany this résumé, see Figure 19.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A99) on page 549 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#page_549) .)

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18.4 Completing Your Résumé LEARNING OBJECTIVE

4 Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Completing your résumé involves revising it for optimum quality, producing it in the various forms and media you’ll need, and proofreading it for any errors before distributing it or publishing it online.

REVISING YOUR RÉSUMÉ

Revise your résumé until it is as short and clear as possible.

Revising your résumé for clarity and conciseness is essential. Recruiters and hiring managers want to �ind key pieces of information about you, including your top skills, your current job, and your education, in a matter of seconds. Many are overwhelmed with résumés, and if they have to work to �ind or decode this information, chances are they’ll toss yours aside and move on to the next one in the pile. Remember the fundamental purpose of the résumé—to get you an interview, not to get you a job. Weed out details and irrelevant information until your résumé is tight, clear, and focused.

If your employment history is brief, keep your résumé to one page.

The ideal length of your résumé depends on the depth of your experience and the level of the positions for which you are applying. As a general guideline, if you have fewer than �ive years of professional experience, keep your conventional résumé to one page. For online résumé formats, you can always provide links to additional information. If you have more experience and are applying for a higher-level position, you may need to prepare a somewhat longer résumé.33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A02) For highly technical positions, longer résumés are often the norm as well because the quali�ications for such jobs can require more description.

PRODUCING YOUR RÉSUMÉ

Effective résumé designs are clear, clean, and professional.

No matter how many media and formats you eventually choose for producing your résumé, a clean, professional-looking design is a must. Recruiters and hiring managers typically skim your essential information in a matter of seconds, and anything that distracts or delays them will work against you.

Choosing a Design Strategy for Your Résumé

Don’t pick a résumé style just because it’s trendy or different; make sure it works for your speci�ic needs.

You’ll �ind a wide range of résumé designs in use today, from text-only documents that follow a conventional layout to full-color infographics with unique designs. As with every type of business message, keep your audience, your goals, and your resources in mind. Don’t choose a style just because it seems trendy or �lashy or different. For example, you can �ind many eye-catching infographic résumés online, but many of those are created by graphic designers applying for visual jobs in advertising, fashion, web design, and other areas in which graphic design skills are a must. In other words, the intended audience expects an applicant to have design skills, and the résumé is a good opportunity to demonstrate those. In contrast, a colorful, graphically intense résumé might just look odd to recruiters in �inance, engineering, or other professions.

The sample résumés in Figures 18.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000066CC) through 18.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000067AB) use a classic, conservative design that will serve you well for most business opportunities. Notice how they feature simplicity, an easy-to-read layout, effective use of white space, and clear typefaces. Recruiters can pick out the key pieces of information in a matter of seconds.

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Does your résumé shout “I’m unprofessional”?

Avoid the mistakes discussed here to come across as a polished pro. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

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With any résumé design, make sure that readers can �ind essential information in a matter of seconds.

You can certainly enhance your résumé beyond this style, but do so carefully and always with an eye on what will help the reader and avoid confusing an applicant tracking system. Make subheadings easy to �ind and easy to read. Avoid big blocks of text, and use lists to itemize your most important quali�ications. Above all, don’t make the reader work to �ind the key points of story. Your résumé should be a high-ef�iciency information delivery system, not a treasure hunt. Simple formatting and clean design are essential for dealing with an applicant tracking system because complicated formats can confuse the system. If you want a more “designed” résumé to hand out during networking events or for other uses, you can always create a second version.34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A04)

Depending on the companies you apply to, you might want to produce your résumé in as many as six formats (all are explained in the following sections):

Be prepared to produce versions of your résumé in multiple formats.

Printed traditional résumé Printed scannable résumé Digital plain-text �ile Microsoft Word �ile Online résumé PDF �ile

Unfortunately, no single format or medium will work for all situations, and employer expectations continue to change as technology evolves. Find out what each employer or job-posting website expects, and provide your résumé in that speci�ic format.

Considering Photos, Videos, Presentations, and Infographics

Do not include or enclose a photo in résumés that you send to employers or post on job websites.

As you produce your résumé in various formats, you will encounter the question of whether to include a photograph of yourself on or with your résumé. For print or digital documents that you will be submitting to employers or job websites, the safest advice is to avoid photos. The reason is that seeing visual cues of the age, ethnicity, and gender of candidates early in the selection process exposes employers to complaints of discriminatory hiring practices. In fact, some employers won’t even look at résumés that include photos, and some applicant tracking systems automatically discard résumés with any extra �iles.35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A06) However, photographs are acceptable and expected for social media résumés and other online formats where you are not actively submitting a résumé to an employer.

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Make friends with the résumé robots

Follow these tips to make sure your résumé doesn’t get snagged in an applicant tracking system. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

In addition to the six main résumé formats, some applicants create PowerPoint or Prezi presentations, videos, or infographics to supplement a conventional résumé. Two key advantages of a presentation supplement are �lexibility and multimedia capabilities. For instance, you can present a menu of choices on the opening screen and allow viewers to click through to sections of interest. (Note that most of the things you can accomplish with a presentation can be done with an online résumé, which is probably more convenient for most readers.)

A video résumé can be a compelling supplement as well, but be aware that some employment law experts advise employers not to view videos, at least not until after candidates have been evaluated solely on their credentials. The reason for this caution is the same as with photographs. In addition, videos are more cumbersome to evaluate than paper or digital résumés, and many recruiters refuse to watch them.36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A08) However, not all companies share this concern over videos, so you’ll have to research their individual preferences. In fact, the online retailer Zappos encourages applicant videos and provides a way to upload videos on its job application webpage.37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A0A) Research the preferences of the companies on your target list before you decide to invest time and money in a video résumé or supplement.

An infographic résumé attempts to convey a person’s career development and skill set graphically through a visual metaphor such as a timeline or subway map or as a poster with an array of individual elements. A well-designed infographic could be an intriguing element of the job-search package for candidates in certain situations and professions because it can de�initely stand out from traditional résumés and can show a high level of skill in visual communication. However, infographics are likely to be incompatible with most applicant tracking systems and with the screening habits of most recruiters, so while you might stand out with an infographic, you might also get tossed out if you try to use an infographic in place of a conventional résumé. In virtually every situation, an infographic should complement a conventional résumé, not replace it. In addition, successful infographics require graphical design skills that many job seekers don’t have.

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Producing a Traditional Printed Résumé

Even though most of your application activity will take place online, having a copy of a conventional printed résumé is important for taking to job fairs, interviews, and other events. Many interviewers expect you to bring a printed résumé to the interview, even if you applied online. The résumé can serve as a note-taking form or discussion guide, and it is tangible evidence of your attention to professionalism and detail.38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A0C) When printing a résumé, choose a heavier, higher-quality paper designed speci�ically for résumés and other important documents. White or slightly off-white is the best color choice. Avoid papers with borders or backgrounds.

Use high-quality paper when printing your résumé.

Printing a Scannable Résumé

Some employers still prefer résumés in scannable format, but most now want online submissions.

You might encounter a company that prefers scannable résumés, a type of printed résumé that is specially formatted to be compatible with optical scanning systems that convert printed documents to digital text. These systems were once quite common, but their use has been declining rapidly as more employers prefer email submissions or website application forms.39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A0E) If you need to produce a scannable résumé, search online for “formatting a scannable résumé” to get detailed instructions.

Creating a Plain-Text File of Your Résumé

A plain-text version of your résumé is simply a computer �ile without any of the formatting that you typically apply using word-processing software.

A plain-text �ile (sometimes known as an ASCII text �ile) is a digital version of your résumé that has no font formatting, no bullet symbols, no colors, no lines or boxes, and no other special formatting. The plain-text version can be used in two ways. First, you can include it in the body of an email message, for employers who want email delivery but don’t want �ile attachments. Second, you can copy and paste the sections into the application forms on an employer’s website.

Make sure you verify the plain-text �ile that you create with your word processor; it might need a few manual adjustments using a text editor such as NotePad.

A plain-text version is easy to create with your word processor. Start with the �ile you used to create your résumé, use the “Save As” choice to save it as “plain text” or whichever similarly labeled option your software has, and verify the result using a basic text editor (such as Microsoft Notepad). If necessary, reformat the page manually, moving text and inserting space as needed. For simplicity’s sake, align headings with the left margin, rather than trying to center them manually.

Creating a Word File of Your Résumé

Some employers and websites want your résumé in Microsoft Word format; make sure your computer is thoroughly scanned for viruses �irst, however.

In some cases an employer or job-posting website will want you to upload a Microsoft Word �ile or attach it to an email message. (Although there are certainly other word-processing software programs available, Microsoft Word is the de facto standard in business these days.) This method of transferring information preserves the design and layout of your résumé and saves you the trouble of creating a plain-text version. However, before you submit a Word �ile to anyone, make sure your computer is free of viruses. Infecting a potential employer’s computer will not make a good �irst impression.

Creating a PDF Version of Your Résumé

Creating a PDF �ile is a simple procedure, depending on the software you have. In newer versions of Microsoft Word, you can save a document directly as a PDF �ile. The advantages of creating PDFs are that you preserve the formatting of your résumé (unlike pasting plain text into an email message), and you create a �ile type that is less vulnerable to viruses than word-processer �iles.

Creating an Online or Social Media Résumé

You have many options for creating an online résumé, from college-hosted e-portfolios to multimedia résumés on commercials websites.

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A variety of online résumé formats, variously referred to as e-portfolios, interactive résumés, or social media résumés, provide the opportunity to create a dynamic, multimedia presentation of your quali�ications. You can expand on the information contained in your basic résumé with links to projects, publications, screencasts, online videos, course lists, blogs, social networking pro�iles, and other elements that give employers a more complete picture of who you are and what you can offer.

You have a number of options for hosting an online résumé. Start with your college’s career center; many such centers offer hosting for e-portfolios, for example, where you can showcase your academic achievements. You can also chose one of the commercial résumé hosting services, such as LinkedIn. In addition to being free (for basic services, at least), these sites provide easy-to-use tools for creating your online pro�ile. You can also use them to peruse examples of various résumés, from students just about to enter the workforce full time all the way up to corporate CEOs.

Regardless of the approach you take to creating an online résumé, keep these helpful tips in mind:

Remember that your online presence is a career management tool. The way you are portrayed online can work for you or against you, and it’s up to you to create a positive impression. Take advantage of social networking. Use whatever tools are available to direct people to your online résumé, such as including your URL in your Twitter pro�ile. During the application process, don’t expect or ask employers to retrieve a résumé from a website. Submit your résumé using whatever method and medium each employer prefers. If employers then want to know more about you, they will likely do a web search on you and �ind your site, or you can refer them to your site in your résumé or application materials.

PROOFREADING YOUR RÉSUMÉ

Your résumé can’t be “pretty good” or “almost perfect”—it needs to be perfect, so proofread it thoroughly and ask several other people to verify it, too.

Employers view your résumé as a concrete example of your attention to quality and detail. Your résumé doesn’t need to be good or pretty good—it needs to be perfect. Although it may not seem fair, just one or two errors in a job application package are enough to doom a candidate’s chances. A human reader will likely view errors as signs of carelessness, and an applicant tracking system can be programmed to automatically reject résumés with spelling errors.40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A10)

Your résumé is one of the most important documents you’ll ever write, so don’t rush or cut corners when it comes to proofreading. Check all headings and lists for clarity and parallelism, and be sure your grammar, spelling, and punctuation are correct. Double-check all dates, phone numbers, email addresses, and other essential data. Ask at least three other people to read it, too. As the creator of the material, you could stare at a mistake for weeks and not see it.

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Don’t let these mistakes cost you an interview

Make sure you don’t commit these nine costly blunders. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

DISTRIBUTING YOUR RÉSUMÉ

When distributing your résumé, pay close attention to the speci�ic instructions provided by every employer, job website, or other recipient.

How you distribute your résumé depends on the number of employers you target and their preferences for receiving résumés. Employers usually list their requirements on their websites, so verify this information and follow it carefully. Beyond that, here are some general distribution tips:

Mailing printed résumés. Take some care with the packaging. Spend a few extra cents to mail these documents in a �lat 9 × 12 envelope, or better yet, use a Priority Mail �lat-rate envelope, which gives you a sturdy cardboard mailer and faster delivery for just a few more dollars. Emailing your résumé. Some employers want applicants to include the text of their résumés in the body of an email message; others prefer an attached Microsoft Word or PDF �ile. If you have a reference number or a job ad number, include it in the subject line of your email message. Submitting your résumé to an employer’s website. Many employers, including most large companies, now prefer or require applicants to submit their résumés online. In some instances you will be asked to upload a complete �ile. In others you will need to copy and paste sections of your résumé into individual boxes in an online application form.

Don’t post a résumé on any public website unless you understand its privacy and security policies.

Posting your résumé on job websites. You can post your résumé on general-purpose job websites such as Monster and CareerBuilder, on more specialized job boards that address speci�ic professions, or with staf�ing services such as Volt. Roughly 100,000 job boards are now online, so you’ll need to spend some time looking for sites that specialize in your target industries, regions, or professions.41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A12) Before you

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upload your résumé to any site, however, learn about its privacy protection. Some sites allow you to specify levels of con�identiality, such as letting employers search your quali�ications without seeing your personal contact information or preventing your current employer from seeing your résumé. Don’t post your résumé to any website that doesn’t give you the option of restricting the display of your contact information. Only employers that are registered clients of the service should be able to see your contact information.42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000068e0#P7001012451000000000000000006A14)

For a quick summary of the steps to take when planning, writing, and completing your résumé, refer to “Checklist: Writing an Effective Résumé (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#P70010124510000000000000000068A4) .” For the latest information on résumé writing and distribution, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Chapter 18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000063f6#P70010124510000000000000000063F6) .

CHECKLIST Writing an Effective Résumé A. Plan your résumé.

Analyze your purpose and audience carefully to make sure your message meets employers’ needs. Gather pertinent information about your target companies. Select the required media types by researching the preferences of each employer. Organize your résumé around your strengths, choosing the chronological, functional, or combination structure. (Be careful about using the functional structure.)

B. Write your résumé. Keep your résumé honest. Adapt your résumé to your audience to highlight the quali�ications each employer is looking for. Choose a career objective, quali�ications summary, or career summary as your introductory statement—and make it concise, concrete, and reader-focused. Use powerful language to convey your name and contact information, introductory statement, education, work experience, skills, work or school accomplishments, and activities and achievements.

C. Complete your résumé. Revise your résumé until it is clear, concise, compelling—and perfect. Produce your résumé in all the formats you might need: traditional printed résumé, scannable, plain-text �ile, Microsoft Word �ile, PDF, or online. Proofread your résumé to make sure it is absolutely perfect. Distribute your résumé using the means that each employer prefers.

COMMUNICATION CHALLENGES AT Burning Glass You work as a recruiter in the human resources department at Burning Glass’s Boston headquarters, where part of your responsibility involves using the applicant tracking system to identify promising job candidates. Solve these challenges by using what you’ve learned about presenting oneself effectively on a résumé.

INDIVIDUAL CHALLENGE: One of today’s tasks is selecting candidates to be interviewed for a management trainee position. This position involves signi�icant interaction with other departments, so communication skills are vital. The applicant tracking system has turned up two candidates with almost identical quali�ications. You have time to interview only one of them, however. Based on the way the two candidates described their education, which one would you invite in for an interview—and why?

1. Morehouse College, Atlanta, GA, 2011–2015. Received BA degree with a major in Business Administration and a minor in Finance. Graduated with a 3.65 grade point average. Played varsity football and basketball. Worked 15 hours per week in the library. Coordinated the local student chapter of the American Management Association. Member of Alpha Phi Alpha social fraternity.

2. I attended Wayne State University in Detroit, Michigan, for two years and then transferred to the University of Michigan at Ann Arbor, where I completed my studies. My major was economics, but I also took many business management courses, including employee motivation, small-business administration, history of business start-ups, and organizational behavior. I selected courses based on the professors’ reputations for excellence, and I received mostly As and Bs. Unlike many other college students, I viewed the acquisition of knowledge—rather than career preparation—as my primary goal. I believe I have received a well-rounded education that has prepared me to approach management situations as problem-solving exercises.

TEAM CHALLENGE: To �ind candidates for an accounting associate position (a job typically �illed by college graduates rather than more experienced professionals), you searched the applicant tracking system and found the following rather unconventional résumé. With one or two other students, decide whether you should (1) invite this candidate for an interview; (2) reject the application without further analysis; (3) review the candidate’s web-based e- portfolio, then make a decision about inviting him in for an interview; or (4) compare the candidate’s quali�ications relative to those of other applicants and invite him in for an interview only if you cannot �ind several quali�ied applicants. Explain your choice.

Darius Jaidee 809 N. Perkins Rd, Stillwater, OK 74075

Phone: (405) 369-0098 Email: [email protected] (mailto:[email protected])

Career Objective: To build a successful career in �inancial management Summary of Quali�ications: As a student at the University of Oklahoma, Stillwater, completed a wide variety of assignments that demonstrate skills related to accounting and management. For example: Planning Skills: As president of the university’s foreign affairs forum, organized six lectures and workshops featuring 36 speakers from 16 foreign countries within a nine-month period. Identi�ied and recruited the speakers, handled their travel arrangements, and scheduled the facilities.

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Communication Skills: Wrote more than 25 essays and term papers on various academic topics, including at least 10 dealing with business and �inance. As a senior, wrote a 20-page analysis of �inancial trends in the petroleum industry, interviewing �ive high-ranking executives in accounting and �inance positions at ConocoPhillip’s re�inery in Ponca City, Oklahoma, and company headquarters in Houston, Texas. Accounting and Computer Skills: Competent in all areas of Microsoft Of�ice, including Excel spreadsheets and Access databases. Assisted with bookkeeping activities in parents’ small business, including the conversion from paper-based to computer-based accounting (Peachtree software). Have taken courses in accounting, �inancial planning, database design, web design, and computer networking. For more information, including employment history, please access my e-portfolio at http://dariusjaidee.com (http://dariusjaidee.com) .

http://dariusjaidee.com/

Quick Learning Guide

KEY TERMS

applicant tracking systems Computer systems that capture and store incoming résumés and help recruiters �ind good prospects for current openings

chronological résumé Format that emphasizes work experience, with past jobs shown in reverse chronological order; the most common résumé format

combination résumé Format that includes the best features of the chronological and functional approaches

functional résumé Format that emphasizes skills and capabilities while identifying employers and academic experience in subordinate sections; many recruiters view this format with suspicion

networking The process of making connections with mutually bene�icial business contacts

résumé A structured, written summary of a person’s education, employment background, and job quali�ications

SUMMARY OF LEARNING OBJECTIVES

1 List eight key steps to �inding the ideal opportunity in today’s job market. The eight steps discussed in this chapter are (1) writing the story of you, which involves describing where you have been in your career so far and where you would like to go in the future; (2) learning to think like an employer so you can present yourself as a quality hire; (3) researching industries and companies of interest to identify promising opportunities and to learn the language of hiring managers; (4) translating your general potential into a speci�ic solution for each employer so that you look like a good �it for each opening; (5) taking the initiative to approach interesting companies even if they haven’t yet posted any job openings; (6) building your network so you and your connections can help each other in the job-search process; (7) seeking career counseling if appropriate; and (8) avoiding the easily avoidable mistakes that can ruin your chances of getting a job.

2 Explain the process of planning your résumé, including how to choose the best résumé organization. Planning a résumé starts with recognizing what it is: a persuasive message designed to get you job interviews. Gathering the necessary information involves learning about target industries, professions, companies, and speci�ic positions, as well as gathering information about yourself. Choosing the best résumé organization depends on your background and your goals. A chronological résumé helps employers easily locate necessary information, highlights your professional growth and career progress, and emphasizes continuity and stability. If you can use the chronological format, you should because it is the approach employers tend to prefer. A functional résumé helps employers easily see what you can do for them, allows you to emphasize earlier job experience, and lets you downplay any lengthy periods of unemployment or a lack of career progress. However, many employers are suspicious of functional résumés for this very reason. The combination approach uses the best features of the other two and is often the best choice for recent graduates.

3 Describe the tasks involved in writing your résumé, and list the major sections of a traditional résumé. Adapting to the audience is crucial because readers are looking to see how well you understand their businesses and can present a solution to their talent needs. The major sections to consider including in your résumé are (1) your name and contact information; (2) an introductory statement, which can be a career objective, a quali�ications summary, or a career summary; (3) your education; (4) your work experience; and (5) activities and achievements that are professionally relevant. Most résumés do not need to include any personal data.

4 Characterize the completing step for résumés, including the six most common formats in which you can produce a résumé. Quality is paramount with résumés, so the tasks of revising and proo�ing are particularly important. The six common résumé formats are traditional printed résumé, scannable résumé, electronic plain-text �ile, Microsoft Word �ile, PDF, and online résumé (which might be called a personal webpage, an e- portfolio, or a social media résumé).

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

18-1. What does quality of hire mean? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006423)

18-2. Why is it important to have an organized approach to �inding a new job? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006423)

18-3. Why is it important to contribute to any networks you belong to, in addition to looking for assistance for your own career? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006423)

18-4. What is the purpose of a résumé? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#P7001012451000000000000000006530)

18-5. Why are some employers suspicious of the functional résumé? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#P7001012451000000000000000006530)

18-6. What are keywords? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF)

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18-7. Should you include personal data on a résumé? Explain your answer. [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF)

18-8. What is a plain-text résumé? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#P700101245100000000000000000681C)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

18-9. How can you “think like an employer” if you have no professional business experience? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006423)

18-10. If you were a team leader at a summer camp for children with special needs, should you include this in your employment history if you are applying for work that is unrelated? Explain your answer. [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF)

18-11. Can you use a quali�ications summary if you don’t yet have extensive professional experience in your desired career? Why or why not? [LO- 3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF) 18-12. Some people don’t have a clear career path when they enter the job market. If you’re in this situation, how would your uncertainty affect the way you write your résumé? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF)

18-13. Between your sophomore and junior years, you quit school for a year to earn the money to �inish college. You worked as a loan-processing assistant in a �inance company, checking references on loan applications, typing, and �iling. Your manager made a lot of the fact that he had never attended college. He seemed to resent you for pursuing your education, but he never criticized your work, so you thought you were doing okay. After you’d been working there for six months, he �ired you, saying that you’d failed to be thorough enough in your credit checks. You were actually glad to leave, and you found another job right away at a bank, doing similar duties. Now that you’ve graduated from college, you’re writing your résumé. Will you include the �inance company job in your work history? Explain. [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF)

Practice Your Skills Message For Analysis

Read the following résumé information and then (1) analyze the strengths or weaknesses of the information and (2) revise the résumé so that it follows the guidelines presented in this chapter.

18-14. Message 18.A: Writing a Résumé [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF)

Sylvia Manchester 765 Belle Fleur Blvd. New Orleans, LA 70113 (504) 312-9504 [email protected] (mailto:[email protected])

PERSONAL: Single, excellent health, 5’7”, 136 lbs.; hobbies include cooking, dancing, and reading.

JOB OBJECTIVE: To obtain a responsible position in marketing or sales with a good company.

EDUCATION: BA degree in biology, University of Louisiana, 1998. Graduated with a 3.0 average. Member of the varsity cheerleading squad. President of Panhellenic League. Homecoming queen.

WORK EXPERIENCE

Fisher Scienti�ic Instruments, 2015 to now, �ield sales representative. Responsible for calling on customers and explaining the features of Fisher’s line of laboratory instruments. Also responsible for writing sales letters, attending trade shows, and preparing weekly sales reports.

Fisher Scienti�ic Instruments, 2011–2014, customer service representative. Was responsible for handling incoming phone calls from customers who had questions about delivery, quality, or operation of Fisher’s line of laboratory instruments. Also handled miscellaneous correspondence with customers.

Medical Electronics, Inc., 2008–2011, administrative assistant to the vice president of marketing. In addition to handling typical secretarial chores for the vice president of marketing, I was in charge of compiling the monthly sales reports, using �igures provided by members of the �ield sales force. I also was given responsibility for doing various market research activities.

New Orleans Convention and Visitors Bureau, 2005–2008, summers, tour guide. During the summers of my college years, I led tours of New Orleans for tourists visiting the city. My duties included greeting conventioneers and their spouses at hotels, explaining the history and features of the city during an all-day sightseeing tour, and answering questions about New Orleans and its attractions. During my fourth summer with the bureau, I was asked to help train the new tour guides. I prepared a handbook that provided interesting facts about the various tourist attractions, as well as answers to the most commonly asked tourist questions. The Bureau was so impressed with the handbook they had it printed up so that it could be given as a gift to visitors.

University of Louisiana, 2005–2008, part-time clerk in admissions of�ice. While I was a student in college, I worked 15 hours a week in the admissions of�ice. My duties included �iling, processing applications, and handling correspondence with high school students and administrators.

Exercises

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18-15. Career Management: Researching Career Opportunities [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006423) Based on the preferences you identi�ied in your career self-assessment (see page xl (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000000e90#page_xl) in the Prologue) and the academic, professional, and personal qualities you have to offer, perform an online search for a career that matches your interests (starting with the websites listed in Table 18.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P700101245100000000000000000647B) ). Draft a brief report for your instructor, indicating how the career you select and the job openings you �ind match your strengths and preferences. 18-16. Message Strategies: Writing a Résumé [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF) Change the following statements to make them more effective for a résumé by using action verbs.

a. Have some experience with database design. b. Assigned to a project to analyze the cost accounting methods for a large manufacturer. c. I was part of a team that developed a new inventory control system. d. Am responsible for preparing the quarterly department budget. e. Was a manager of a department with seven employees working for me. f. Was responsible for developing a spreadsheet to analyze monthly sales by department. g. Put in place a new program for ordering supplies. 18-17. Completing a Résumé [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#P700101245100000000000000000681C) Using your revised version of the résumé in Message for Analysis 18.A, create a plain-text �ile that Sylvia Manchester could use to include in email messages. 18-18. Completing a Résumé [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#P700101245100000000000000000681C) Imagine you are applying for work in a �ield that involves speaking in front of an audience, such as sales, consulting, management, or training. Using material you created for any of the exercises or cases in Chapter 17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000005fef#P7001012451000000000000000005FEF) , record a two- to three-minute video demonstration of your speaking and presentation skills. Record yourself speaking to an audience, if one can be arranged.

Expand Your Skills Critique the Professionals

Locate an example of an online résumé (a sample or an actual résumé). Analyze the résumé following the guidelines presented in this chapter. Using whatever medium your instructor requests, write a brief analysis (no more than one page) of the résumé’s strengths and weaknesses, citing speci�ic elements from the résumé and support from the chapter. If you are analyzing a real résumé, do not include any personally identi�iable data, such as the person’s name, email address, or phone number, in your report.

Sharpen Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on creating effective online résumés. Write a brief email message to your instructor or a post for your class blog, describing the item that you found and summarizing the career skills information you learned from it.

Cases For all cases, feel free to use your creativity to make up any details you need in order to craft effective messages.

CAREER SKILLS/EMAIL SKILLS

18-19. Career Planning: Researching Career Opportunities [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006423) Knowing the jargon and “hot-button” issues in a particular profession or industry can give you a big advantage when it comes to writing your résumé and participating in job interviews. You can �ine-tune your résumé for both human readers and applicant tracking systems, sound more con�ident and informed in interviews, and present yourself as a professional individual with an inquiring mind.

Your task: Imagine a speci�ic job category in a company that has an informative, comprehensive website (to facilitate the research you’ll need to do). This doesn’t have to be a current job opening, but a position you know exists or is likely to exist in this company, such as a business systems analyst at Apple or a brand manager at Unilever.

Explore the company’s website and other online sources to �ind the following: (1) a brief description of what this job entails, with enough detail that you could describe it to a fellow student; (2) some of the terminology used in the profession or industry, both formal terms that might serve as keywords on your résumé and informal terms and phrases that insiders are likely to use in publications and conversations; (3) an ongoing online conversation among people in this profession, such as a LinkedIn Group, a popular industry or professional blog that seems to get quite a few comments, or an industry or professional publication that attracts a lot of comments; and (4) at least one signi�icant issue that will affect people in this profession or companies in this industry over the next few years. For example, if your chosen profession involves accounting in a publicly traded corporation, upcoming changes in international �inancial reporting standards would be a signi�icant issue. Similarly, for a company in the consumer electronics industry, the recycling and

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disposal of e-waste is an issue. Write a brief email message summarizing your �indings and explaining how you could use this information on your résumé and during job interviews.

CAREER SKILLS/EMAIL SKILLS

18-20. Career Management: Researching Career Opportunities [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006423) Perhaps you won’t be able to land your ultimate dream job right out of college, but that doesn’t mean you shouldn’t start planning right now to make that dream come true.

Your task: Using online job-search tools, �ind a job that sounds just about perfect for you, even if you’re not yet quali�ied for it. It might even be something that would take 10 or 20 years to reach. Don’t settle for something that’s not quite right—�ind a job that is so “you” and so exciting that you would jump out of bed every morning, eager to go to work (such jobs really do exist!). Start with the job description you found online and then supplement it with additional research so that you get a good picture of what this job and career path are all about. Compile a list of all the quali�ications you would need to have a reasonable chance of landing such a job. Now compare this list with your current résumé. Write a brief email message to your instructor that identi�ies all the areas in which you would need to improve your skills, work experience, education, and other quali�ications in order to land your dream job.

CAREER SKILLS/TEAM SKILLS

18-21. Planning a Résumé [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#P7001012451000000000000000006530) If you haven’t begun your professional career yet or you are pursuing a career change, the employment history section on your résumé can sometimes be a challenge to write. A brainstorming session with your wise and creative classmates could help.

Your task: In a team assigned by your instructor, help each other evaluate your employment histories and �igure out the best way to present your work backgrounds on a résumé. First, each member of the team should compile his or her work history, including freelance projects and volunteer work if relevant, and share this information with the team. After allowing some time for everyone to review each other’s information, meet as a team (in person if you can, or online otherwise). Discuss each person’s history, pointing out strong spots and weak spots, and then brainstorm the best way to present each person’s employment history.

Note: If there are aspects of your employment history you would rather not share with your teammates, substitute a reasonably similar experience of the same duration.

CAREER SKILLS/TEAM SKILLS

18-22. Writing a Résumé [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF) The introductory statement of a résumé requires some careful thought, both in deciding which of the three types of introductory statement (see page 526 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_526) ) to use and what information to include in it. Getting another person’s perspective on this communication challenge can be helpful. In this activity, in fact, someone else is going to write your introductory statement for you, and you will return the favor.

Your task: Pair off with a classmate. Provide each other with the basic facts about your quali�ications, work history, education, and career objectives. Then meet in person or online for an informal interview, in which you ask each other questions to �lesh out the information you have on each other. Assume that each of you has chosen to use a quali�ications summary for your résumé. Now, write each other’s quali�ications summary, then trade them for review. As you read what your partner wrote about you, ask yourself whether this feels true to what you believe about yourself and your career aspirations. Do you think it introduces you effectively to potential employers? What might you change about it?

PRESENTATION SKILLS/PORTFOLIO BUILDER

18-23. Message Strategies: Completing a Résumé [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#P700101245100000000000000000681C) Creating presentations and other multimedia supplements can be a great way to expand on the brief overview that a résumé provides.

Your task: Starting with any version of a résumé you’ve created for yourself, create a PowerPoint presentation that expands on your résumé information to give potential employers a more complete picture of what you can contribute. Include samples of your work, testimonials from current or past employers and colleagues, videos of speeches you’ve made, and anything else that tells the story of the professional “you.” If you have a speci�ic job or type of job in mind, focus your presentation on that. Otherwise, present a more general picture that shows why you would be a great employee for any company to consider. Be sure to review the information from Chapters 16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000005bd7#P7001012451000000000000000005BD7) and 17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000005fef#P7001012451000000000000000005FEF) about creating professional-quality presentations.

CAREER SKILLS/VIDEO SKILLS

18-24. Message Strategies: Completing a Résumé [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#P700101245100000000000000000681C) In the right circumstances, brief videos can be an effective complement to a traditional job-search communication package.

Your task: Find a job opening that interests you (something you are at least partially quali�ied for at this stage of your career) and produce a two- minute video pro�ile of yourself, highlighting the skills mentioned in the job description. For tips on producing effective video, visit www.indie-�ilm- making.com (http://www.indie-�ilm-making.com) .

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MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

18-25. How does writing “the story of you” help you prepare a résumé and other communication pieces during your job search? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P7001012451000000000000000006423)

18-26. Explain the difference between a quali�ications summary and a career summary. [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000065BF)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000063f6#rP70010124510000000000000000069C1) . Scott Bittle, “Graphic: What’s the Most Important Baseline Skill? It Depends,” Burning Glass, 19 November 2015, burning-glass.com (http://burning-glass.com) ; “About Us,” Burning Glass, accessed 17 May 2016, burning-glass.com (http://burning-glass.com) ; James Hu, “8 Things You Need To Know About Applicant Tracking Systems,” Jobscan blog, 19 July 2014, www.jobscan.co (http://www.jobscan.co) ; Rob Nightingale, “How to Get Your Resume Past the Applicant Tracking System,” MakeUseOf, 12 November 2015, www.makeuseof.com (http://www.makeuseof.com) ; Lisa Vaas, “Resume, Meet Technology: Making Your Resume Format Machine-Friendly,” Ladders, accessed 17 May 2016, www.theladders.com (http://www.theladders.com) ; Russ Banham, “2016 Trends In Applicant Tracking Systems,” HR Today, 2 February 2016, www.hrtoday.com (http://www.hrtoday.com) ; Hannah Morgan, “5 Things You Need to Know About Applicant Tracking Systems,” Career Sherpa, 10 February 2016, careersherpa.net (http://careersherpa.net) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069C3) . Courtland L. Bovée and John V. Thill, Business in Action, 8th ed. (Boston: Pearson Prentice Hall, 2017), 256.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069C5) . Anne Fisher, “How to Get Hired by a ‘Best’ Company,” Fortune, 4 February 2008, 96.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069C7) . Eve Tahmincioglu, “Revamping Your Job-Search Strategy,” MSNBC.com (http://MSNBC.com) , 28 February 2010, www.msnbc.com (http://www.msnbc.com) .

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069C9) . Jessica Dickler, “The Hidden Job Market,” CNNMoney.com (http://CNNMoney.com) , 10 June 2009, money.cnn.com (http://money.cnn.com) .

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069CB) . Tara Weiss, “Twitter to Find a Job,” Forbes, 7 April 2009, www.forbes.com (http://www.forbes.com) .

7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069CD) . Miriam Saltpeter, “Using Facebook Groups for Job Hunting,” Keppie Careers blog, 13 November 2008, www.keppiecareers.com (http://www.keppiecareers.com) .

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069CF) . Anne Fisher, “Greener Pastures in a New Field,” Fortune, 26 January 2004, 48.

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069D1) . Liz Ryan, “Etiquette for Online Outreach,” Yahoo! Hotjobs website, accessed 26 March 2008, hotjobs.yahoo.com (http://hotjobs.yahoo.com) .

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069D3) . Eve Tahmincioglu, “Employers Digging Deep on Prospective Workers,” MSNBC.com (http://MSNBC.com) , 26 October 2009, www.msnbc.com (http://www.msnbc.com) .

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#rP70010124510000000000000000069D5) . Career and Employment Services, Danville Area Community College website, accessed 9 June 2016, www.dacc.edu/career (http://www.dacc.edu/career) ; Career Services Programs for Students, Sarah Lawrence College website, accessed 9 June 2016, www.sarahlawrence.edu (http://www.sarahlawrence.edu) ; Cheryl L. Noll, “Collaborating with the Career Planning and Placement Center in the Job-Search Project,” Business Communication Quarterly 58, no. 3 (1995): 53–55.

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069D7) . Rachel Emma Silverman, “No More Résumés, Say Some Firms,” Wall Street Journal, 24 January 2012, online.wsj.com (http://online.wsj.com) .

13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069D9) . Randall S. Hansen and Katharine Hansen, “What Résumé Format Is Best for You?” QuintCareers.com (http://QuintCareers.com) , accessed 7 August 2010, www.quintcareers.com (http://www.quintcareers.com) .

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069DB) . Hansen and Hansen, “What Résumé Format Is Best for You?”

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069DD) . Katharine Hansen, “Should You Consider a Functional Format for Your Resume?” QuintCareers.com (http://QuintCareers.com) , accessed 7 August 2010, www.quintcareers.com (http://www.quintcareers.com) .

16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069DF) . Kim Isaacs, “Resume Dilemma: Criminal Record,” Monster.com (http://Monster.com) , accessed 23 May 2006, www.monster.com (http://www.monster.com) ; Kim Isaacs, “Resume Dilemma: Employment Gaps and Job-Hopping,” Monster.com (http://Monster.com) , accessed 23 May 2006, www.monster.com (http://www.monster.com) ; Susan Vaughn, “Answer the Hard Questions Before Asked,” Los Angeles Times, 29 July 2001, W1–W2.

17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069E1) . John Steven Niznik, “Landing a Job with a Criminal Record,” About.com (http://About.com) , accessed 12 December 2006, jobsearchtech.about.com (http://jobsearchtech.about.com) .

18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069E3) . “How to Ferret Out Instances of Résumé Padding and Fraud,” Compensation & Bene�its for Law Of�ices, June 2006, 1.

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http://burning-glass.com/

http://www.jobscan.co/

http://www.makeuseof.com/

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http://www.hrtoday.com/

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http://msnbc.com/

http://www.msnbc.com/

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http://cnnmoney.com/

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http://www.forbes.com/

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http://www.keppiecareers.com/

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http://hotjobs.yahoo.com/

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http://msnbc.com/

http://www.msnbc.com/

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http://www.dacc.edu/career

http://www.sarahlawrence.edu/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069D7

http://online.wsj.com/

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069DB

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069DD

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https://content.ashford.edu/books/Bovee.7626.18.1/sections/p700101245100000000000000000652e#rP70010124510000000000000000069E1

http://jobsearchtech.about.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069E3

19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069E5) . “Resume Fraud Gets Slicker and Easier,” CNN.com (http://CNN.com) , accessed 11 March 2004, www.cnn.com (http://www.cnn.com) .

20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069E8) . “Resume Fraud Still Major Problem HR Needs to Address,” HR Focus, July 2012, 13–15.

21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069EA) . Cari Tuna and Keith J. Winstein, “Economy Promises to Fuel Résumé Fraud,” Wall Street Journal, 17 November 2008, online.wsj.com (http://online.wsj.com) ; Lisa Takeuchi Cullen, “Getting Wise to Lies,” Time, 1 May 2006, 59; “Resume Fraud Gets Slicker and Easier”; Employment Research Services website, accessed 18 March 2004, www.erscheck.com (http://www.erscheck.com) .

22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069EC) . “How to Ferret Out Instances of Résumé Padding and Fraud.”

23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069EE) . Jacqueline Durett, “Redoing Your Résumé? Leave Off the Lies,” Training, December 2006, 9; “Employers Turn Their Fire on Untruthful CVs,” Supply Management, 23 June 2005, 13.

24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F0) . Cynthia E. Conn, “Integrating Writing Skills and Ethics Training in Business Communication Pedagogy: A Résumé Case Study Exemplar,” Business Communication Quarterly, June 2008, 138–151; Marilyn Moats Kennedy, “Don’t Get Burned by Résumé In�lation,” Marketing News, 15 April 2007, 37–38.

25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F2) . Rockport Institute, “How to Write a Masterpiece of a Résumé,” accessed 9 August 2010, www.rockportinstitute.com (http://www.rockportinstitute.com) .

26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F4) . Lora Morsch, “25 Words That Hurt Your Resume,” CNN.com (http://CNN.com) , 20 January 2006, www.cnn.com (http://www.cnn.com) .

27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F6) . Liz Ryan, “The Reengineered Résumé,” BusinessWeek, 3 December 2007, SC12.

28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F8) . Katharine Hansen, “Tapping the Power of Keywords to Enhance Your Resume’s Effectiveness,” QuintCareers.com (http://QuintCareers.com) , accessed 7 August 2010, www.quintcareers.com (http://www.quintcareers.com) .

29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069FA) . Hansen, “Tapping the Power of Keywords to Enhance Your Resume’s Effectiveness.”

30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069FC) . Anthony Balderrama, “Resume Blunders That Will Keep You from Getting Hired,” CNN.com (http://CNN.com) , 19 March 2008, www.cnn.com (http://www.cnn.com) ; Michelle Dumas, “5 Resume Writing Myths,” Distinctive Documents blog, 17 July 2007, blog.distinctiveweb.com (http://blog.distinctiveweb.com) ; Kim Isaacs, “Resume Dilemma: Recent Graduate,” Monster.com (http://Monster.com) , accessed 26 March 2008, career-advice.monster.com (http://career-advice.monster.com) .

31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069FE) . Karl L. Smart, “Articulating Skills in the Job Search,” Business Communication Quarterly 67, no. 2 (June 2004): 198–205.

32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP7001012451000000000000000006A00) . “When to Include Personal Data,” ResumeEdge.com (http://ResumeEdge.com) , accessed 25 March 2008, www.resumeedge.com (http://www.resumeedge.com) .

33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A02) . “Résumé Length: What It Should Be and Why It Matters to Recruiters,” HR Focus, June 2007, 9.

34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A04) . Lisa Rangel, “The Easy How-To Guide to Formatting Resumes for Applicant Tracking Systems,” LinkedIn, accessed 9 June 2016, www.linked.com (http://www.linked.com) .

35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A06) . Lisa Vaas, “13 Ways Your Resume Can Say ‘I’m Unprofessional,’” Ladders, accessed 10 May 2016, www.theladders.com (http://www.theladders.com) ; John Hazard, “Resume Tips: No Pictures, Please and No PDFs,” Career-Line.com (http://Career-Line.com) , 26 May 2009, www.career-line.com (http://www.career-line.com) ; “25 Things You Should Never Include on a Resume,” HR World website, 18 December 2007, www.hrworld.com (http://www.hrworld.com) .

36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A08) . Caroline M. L. Potter, “Video Resumes: Let the Applicant Beware,” Monster, accessed 10 May 2016, www.monster.com (http://www.monster.com) ; John Sullivan, “Résumés: Paper, Please,” Workforce Management, 22 October 2007, 50; “Video Résumés Offer Both Pros and Cons During Recruiting,” HR Focus, July 2007, 8.

37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A0A) . Jobs page, Zappos website, accessed 24 March 2011, about.zappos.com/jobs (http://about.zappos.com/jobs) .

38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A0C) . Rachel Louise Ensign, “Is the Paper Résumé Dead?” Wall Street Journal, 24 January 2012, online.wsj.com (http://online.wsj.com) .

39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A0E) . Nancy M. Schullery, Linda Ickes, and Stephen E. Schullery, “Employer Preferences for Résumés and Cover Letters,” Business Communication Quarterly, June 2009, 163–176.

40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A10) . Nightingale, “How to Get Your Resume Past the Applicant Tracking System”; “10 Reasons Why You Are Not Getting Any Interviews,” Miami Times, 7–13 November 2007, 6D.

41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A12) . Deborah Silver, “Niche Sites Gain Monster-Sized Following,” Workforce Management, March 2011, 10–11.

42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A14) . “Protect Yourself from Identity Theft When Hunting for a Job Online,” Of�ice Pro, May 2007, 6.

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069E5

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069E8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069EA

http://online.wsj.com/

http://www.erscheck.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069EC

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069EE

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F0

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F2

http://www.rockportinstitute.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F4

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F6

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069F8

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069FA

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069FC

http://blog.distinctiveweb.com/

http://career-advice.monster.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP70010124510000000000000000069FE

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP7001012451000000000000000006A00

http://resumeedge.com/

http://www.resumeedge.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A02

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A04

http://www.linked.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A06

http://www.career-line.com/

http://career-line.com/

http://www.hrworld.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A08

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A0A

http://about.zappos.com/jobs

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A0C

http://online.wsj.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A0E

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A10

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A12

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006819#rP7001012451000000000000000006A14

43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP7001012451000000000000000006A16) . Job description keywords and key phrases quoted or adapted in part from “Associate Market Analyst” job opening posted on the LivingSocial website, accessed 9 July 2012, corporate.livingsocial.com (http://corporate.livingsocial.com) .

44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP7001012451000000000000000006A18) . Job description keywords and key phrases quoted or adapted in part from “Seller Support Associate” job opening posted on the Amazon website, accessed 12 July 2012, us- amazon.icims.com/jobs (http://us-amazon.icims.com/jobs) .

45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP7001012451000000000000000006A1A) . Job description keywords and key phrases quoted or adapted in part from “Senior Strategy Analyst” job opening posted on the Nordstrom website, accessed 17 July 2012, careers.nordstrom.com (http://careers.nordstrom.com) .

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#rP7001012451000000000000000006A16

http://corporate.livingsocial.com/

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http://us-amazon.icims.com/jobs

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http://careers.nordstrom.com/

19 Applying and Interviewing for Employment LEARNING OBJECTIVES

After studying this chapter, you will be able to

1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4E) Explain the purposes of application letters, and describe how to apply the AIDA organizational approach to them.

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#P7001012451000000000000000006B39) Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BC6) List six tasks you need to complete to prepare for a successful job interview.

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006D7F) Explain how to succeed in all three stages of an interview.

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E38) Identify the most common employment messages that follow an interview and explain when you would use each one.

MyBCommLab® Improve Your Grade!

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COMMUNICATION CLOSE-UP AT VMWare www.vmware.com (http://www.vmware.com)

Innovative businesspeople are always on the lookout for better ways to work and for any developments in the business environment that can give their companies a competitive edge. Back in 2009, James Malloy, a recruiting manager at VMWare, picked up on the early buzz surrounding social recruiting and wanted to know whether his company might bene�it from the growth of LinkedIn, Facebook, and other social platforms.

Social networking wasn’t a new technology at that point, but most companies were still feeling their way through this new world and trying to �igure out whether or how to use all these new tools. In addition, corporate recruiters already had well-established systems for �inding, evaluating, and recruiting new talent, and few companies knew whether social media could add value to such a vital business process.

Moreover, even though social media were taking off with consumers and many consumer-oriented companies, VMWare is about as far from the front lines of consumer activity as a company can get. Its specialty is virtualization, a software technique that lets a single computer act like multiple independent machines. Virtualization is a critical technology behind cloud computing and much of today’s information technology (IT) infrastructure, but it’s not exactly the sort of trendy topic that blows up on Twitter or prompts a million “you have to see this” shares on Facebook.

James Malloy’s hunch that social media might bene�it VMWare’s employee recruiting set off a revolution in how the company �inds, evaluates, and recruits top talent.

Kristoffer Tripplaar/Alamy Stock Photo

However, Malloy was intrigued by social recruiting and decided to conduct a low-risk experiment on Facebook to test its potential. He set up a page and began posting job openings to it—and the effort caught on quickly as interested candidates found the openings. Importantly, the Facebook presence brought VMWare

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4E

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http://www.vmware.com/

in touch with talented people it hadn’t been in contact with before.

Technology companies compete �iercely with one another to attract the best software designers and other specialists, so anything that gives recruiters an advantage is going to get attention. Malloy’s simple Facebook experiment was so successful that VMWare’s top management decided to realign its entire recruiting strategy around social networking.

Recruiting isn’t the only aspect of company operations that adopted social media with gusto. The company is social through and through, with hundreds of of�icial social media accounts and groups focused on speci�ic technical or business issues, including nearly a hundred Twitter accounts. Four of those accounts are dedicated to careers and recruiting, including @VMWareU, the account for the VMWare University Recruiting Team. Through this account, the company announces job openings targeted at recent graduates, internship opportunities, and news of interest to potential employees.

The company’s social recruiting strategy goes far beyond simple announcements, however. Molloy and his colleagues use these channels to build relationships with potential hires, to share videos and other media that showcase the VMWare corporate culture, and to brand VMWare as an exciting, supportive place to work. The social recruiting effort has been so successful that the company continues to expand it. Moving forward, it is focusing on expanding its use of mobile recruiting apps and in helping employees become effective “brand advocates” for the company in their own social networks.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007044)

19.1 Submitting Your Résumé LEARNING OBJECTIVE

1 Explain the purposes of application letters, and describe how to apply the AIDA organizational approach to them. VMWare’s experience with social recruiting (pro�iled in the chapter-opening Communication Close-Up) gives you an idea of the investment that leading companies put into the recruiting process in order to �ind and land the best employees. To �ind and land the best job, you need to approach the process with a similar level of preparation. Your résumé (see Chapter 18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000063f6#P70010124510000000000000000063F6) ) is the centerpiece of your job-search package, but it usually requires support from several other employment messages, including application letters, job-inquiry letters, application forms, and follow-up notes.

WRITING APPLICATION LETTERS

Adapt your application letter to each job opening and situation.

Whenever you mail, email, hand-deliver, or upload your résumé, you should include an application letter (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F05) , also known as a cover letter, to let readers know what you’re sending, why you’re sending it, and how they can bene�it from reading it. (Even though this message is often not a printed letter anymore, many professionals still refer to it as a letter.) Take the same care with your application letter that you took with your résumé. A poorly written application letter can prompt employers to skip over your résumé, even if you are a good �it for a job.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007046) Staf�ing specialist Abby Kohut calls the application letter “a writing-skills evaluation in disguise” and emphasizes that even a single error can get you bounced from contention.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007048)

As with proposals, the best approach for an application letter depends on whether your application is solicited or unsolicited.

The best approach for an application letter depends on whether you are applying for an identi�ied job opening or are prospecting—taking the initiative to write to companies even though they haven’t announced a job opening that is right for you.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000704A) In many ways, the difference between the two is like the difference between solicited and unsolicited proposals (see page 404 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000053dc#page_404) ).

Figure 19.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A5C) shows an application message written in response to a posted job opening. The writer knows exactly what quali�ications the organization is seeking and can “echo” those attributes back in his letter.

Writing a prospecting letter is more challenging because you don’t have the clear target you have with a solicited letter, and the message is unexpected. You will need to do more research to identify the qualities that a company would probably seek for the position you hope to occupy (see Figure 19.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A6D) on page 548 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#page_548) ). Also, search for news items that involve the company, its customers, the profession, or the individual manager to whom you are writing. Using this information in your application letter helps you establish common ground with your reader—and it shows that you are tuned in to what is going on in the industry.

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Figure 19.1 Solicited Application Message

In this response to an online job posting, Dalton Smith highlights his quali�ications while mirroring the requirements speci�ied in the posting. Following the AIDA model (see page 334 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000487c#page_334) ), he grabs attention immediately by letting the reader know he is familiar with the company and the global transportation business.

For either type of letter, follow these tips to be more effective:5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000704C)

Resist the temptation to stand out with gimmicky application letters; impress with knowledge and professionalism instead. If the name of an individual manager is �indable, address your letter to that person. (And if it is �indable, make sure you �ind it, because other applicants will.) Search LinkedIn, the company’s website, industry directories, Twitter, and anything else you can think of to locate an appropriate name. Ask the people in your network if they know a name. If you can’t �ind a name, addressing your letter to “Dear Hiring Manager” is perfectly acceptable.

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Figure 19.2 Unsolicited Application Letter

Demonstrating knowledge of the employer’s needs and presenting your quali�ications accordingly are essential steps in an unsolicited application letter.

Clearly identify the opportunity you are applying for or expressing interest in. Show that you understand the company and its marketplace. Never volunteer salary history or requirements unless an employer has asked for this information. Keep it short—no more than three or four brief paragraphs. Remember that all you are trying to do at this point is move the conversation forward one step. Show some personality while maintaining a business-appropriate tone. The letter gives you the opportunity to balance the facts-only tone of your résumé. Project con�idence without being arrogant. Don’t just repeat information from your résumé; use the conversational tone of the letter to convey additional professional and personal qualities and the reasons that you’re a good candidate for this particular job (see Figure 19.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A99) ).

Because application letters are persuasive messages, the AIDA approach you learned in Chapter 12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004853#P7001012451000000000000000004853) is ideal, as the following sections explain.

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Figure 19.3 Complementing Your Résumé With an Application Message

When writing a letter or email message to accompany your résumé, use the opportunity to complement the information already contained in your résumé. Highlight how your quali�ications match the needs of the position, without repeating the information from your résumé. Here is a message that could accompany the résumé in Figure 18.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#P70010124510000000000000000067AB) on page 531 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000065bb#page_531) .

Getting Attention

The opening paragraph of your application letter needs to clearly convey the reason you’re writing and give the recipient a compelling reason to keep reading.

The opening paragraph of your application letter must accomplish two essential tasks: (1) explain why you are writing and (2) give the recipient a reason to keep reading by demonstrating that you have some immediate potential for meeting the company’s needs. Consider this opening:

With the recent slowdown in corporate purchasing, I can certainly appreciate the challenge of new �leet sales in this business environment. With my high energy level and 16 months of new-car sales experience, I believe I can produce the results you listed as vital in the job posting on your website.

This applicant does a smooth job of echoing the company’s stated needs while highlighting his personal quali�ications and providing evidence that he understands the broader market. He balances his relative lack of experience with enthusiasm and knowledge of the industry. Table 19.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006AB5) suggests some other ways you can spark interest and grab attention in your opening paragraph.

Building Interest and Increasing Desire

Use the middle section of your application letter to expand on your opening and present a more complete picture of your strengths.

The middle section of your letter presents your strongest selling points in terms of their potential bene�it to the organization, thereby building interest in you and creating a desire to interview you. Be speci�ic and back up your assertions with convincing evidence:

Poor: I completed three college courses in business communication, earning an A in each course, and have worked for the past year at Imperial Construction.

Improved: Using the skills gained from three semesters of college training in business communication, I developed a collection system for Imperial Construction that reduced annual bad-debt losses by 25 percent.

TABLE 19.1 Tips for Getting Attention in Application Letters

Tip Example

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Tip Example

Unsolicited Application Letters

Show how your strongest skills will bene�it the organization.

If you need a regional sales specialist who consistently meets sales targets while fostering strong customer relationships, please consider my quali�ications.

Describe your understanding of the job’s requirements and show how well your quali�ications �it them.

Your annual report stated that improving manufacturing ef�iciency is one of the company’s top priorities for next year. Through my postgraduate research in systems engineering and consulting work for several companies in the industry, I’ve developed reliable methods for quickly identifying ways to cut production time while reducing resource use.

Mention the name of a person known to and highly regarded by the reader.

When Janice McHugh of your franchise sales division spoke to our business communication class last week, she said you often need promising new marketing graduates at this time of year.

Refer to publicized company activities, achievements, changes, or new procedures.

Today’s issue of the Detroit News reports that you may need the expertise of computer programmers versed in robotics when your Lansing tire plant automates this spring.

Use a question to demonstrate your understanding of the organization’s needs.

Can your fast-growing market research division use an interviewer with two years of �ield survey experience, a B.A. in public relations, and a real desire to succeed? If so, please consider me for the position.

Use a catchphrase opening if the job requires ingenuity and imagination.

Haut monde—whether referring to French, Italian, or Arab clients, it still means “high society.” As an interior designer for your Beverly Hills showroom, not only could I serve and sell to your distinguished clientele, but I could also do it in all these languages. I speak, read, and write them �luently.

Solicited Application Letters

Identify where you discovered the job opening; describe what you have to offer.

Your job posting on Monster.com (http://Monster.com) for a cruise-line social director caught my eye. My eight years of experience as a social director in the travel industry would equip me to serve your new Caribbean cruise division well.

In a solicited letter, be sure to discuss each major requirement listed in the job posting. If you are de�icient in any of these requirements, stress other solid selling points to help strengthen your overall presentation. Don’t restrict your message to just core job duties, either. Also highlight personal characteristics that apply to the targeted position, such as your ability to work hard or handle responsibility:

While attending college full-time, I worked part-time during the school year and up to 60 hours a week each summer in order to be totally self-supporting while in college. I can offer your organization the same level of effort and perseverance.

Don’t bring up salary in your application letter unless the recipient has asked you to include your salary requirements.

Mention your salary requirements only if the organization has asked you to state them. If you don’t know the salary appropriate for the position and someone with your quali�ications, you can �ind typical salary ranges at the U.S. Bureau of Labor Statistics website, www.bls.gov (http://www.bls.gov) , or a number of commercial websites. If you do state a target salary, tie it to the value you would offer:

For the past two years, I have been helping a company similar to yours organize its database marketing efforts. I would therefore like to receive a salary in the same range (the mid-60s) for helping your company set up a more ef�icient customer database.

REAL-TIME UPDATES

LEARN MORE BY EXPLORING THIS INTERACTIVE WEBSITE

How much are you worth?

Find real-life salary ranges for a wide range of jobs. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Toward the end of this section, refer the reader to your résumé by citing a speci�ic fact or general point covered there:

As you can see in the attached résumé, I’ve been working part-time with a local publisher since my sophomore year. During that time, I’ve used client interactions as an opportunity to build strong customer service skills.

Motivating Action

In the �inal paragraph of your application letter, respectfully ask for speci�ic action and make it easy for the reader to respond.

The �inal paragraph of your application letter has two important functions: to ask the reader for a speci�ic action (usually an interview) and to facilitate a reply. Offer to come to the employer’s of�ice at a convenient time or, if the �irm is some distance away, to meet with its nearest representative or arrange a telephone or

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Skype interview. Include your email address and phone number, as well as the best times to reach you:

After you have reviewed my quali�ications, could we discuss the possibility of putting my marketing skills to work for your company? I am available at (360) 555-7845 from 2 p.m. to 10 p.m. Monday to Friday or by email at [email protected] (mailto:[email protected]) .

After editing and proofreading your application letter, give it a �inal quality check by referring to “Checklist: Writing Application Letters (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006B02) .” Then send it along with your résumé promptly, especially if you are responding to an advertisement or online job posting.

CHECKLIST Writing Application Letters

Take the same care with your application letter that you took with your résumé. If you are prospecting using an unsolicited message, do deep research to identify the qualities the company likely wants. For solicited messages in response to a posted job opening, word your message in a way that echoes the quali�ications listed in the posting. Open the letter by capturing the reader’s attention in a businesslike way. Use speci�ic language to clearly state your interests and objectives. Build interest and desire in your potential contribution by presenting your key quali�ications for the job. Link your education, experience, and personal qualities to the job requirements. Outline salary requirements only if the organization has requested that you provide them. Request an interview at a time and place that is convenient for the reader. Make it easy to comply with your request by providing your complete contact information and good times to reach you. Adapt your style for cultural variations, if required.

FOLLOWING UP AFTER SUBMITTING A RÉSUMÉ

Think creatively about a follow-up message; show that you’ve continued to add to your skills or that you’ve learned more about the company or the industry.

Deciding if, when, and how to follow up after submitting your résumé and application letter is one of the trickiest parts of a job search. First and foremost, keep in mind that employers continue to evaluate your communication efforts and professionalism during this phase, so don’t say or do anything to leave a negative impression. Second, adhere to whatever instructions the employer has provided. If a job posting says “no calls,” for example, don’t call. Third, if the job posting lists a close date, don’t call or write before then because the company is still collecting applications and will not have made a decision about inviting people for interviews. Wait a week or so after the close date. If no close date is given and you have no other information to suggest a timeline, you can generally contact the company starting a week or two after submitting your résumé.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000704E)

When you follow up by email or telephone, you can share an additional piece of information that links your quali�ications to the position (keep an eye out for late-breaking news about the company, too) and ask a question about the hiring process as a way to gather some information about your status. Good questions to ask include:7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007050)

Has a hiring decision been made yet? Can you tell me what to expect next in terms of the hiring process? What is the company’s time frame for �illing this position? Could I follow up in another week if you haven’t had the chance to contact me yet? Can I provide any additional information regarding my quali�ications for the position?

Whatever the circumstances, a follow-up message can demonstrate that you’re sincerely interested in working for the organization, persistent in pursuing your goals, and committed to upgrading your skills.

If you don’t land a job at your dream company on the �irst attempt, don’t give up. You can apply again if a new opening appears, or you can send an updated résumé with a new unsolicited application letter that describes how you have gained additional experience, taken a relevant course, or otherwise improved your skill set. Many leading employers take note of applicants who came close but didn’t quite make it and may extend offers when positions open up in the future.8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007052)

REAL-TIME UPDATES

LEARN MORE BY EXPLORING THIS INTERACTIVE WEBSITE

Prepare for your next interview with these Pinterest pins

The Pinterest pinboard maintained by St. Edward’s University offers dozens of helpful resources. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

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19.2 Understanding the Interviewing Process LEARNING OBJECTIVE

2 Describe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. An employment interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F0D) is a meeting during which both you and the prospective employer ask questions and exchange information. The employer’s objective is to �ind the best talent to �ill available job openings, and your objective is to �ind the right match for your goals and capabilities.

Start preparing early for your interviews—and be sure to consider a wide range of options.

As you get ready to begin interviewing, keep two vital points in mind. First, recognize that the process takes time. Start your preparation and research early; the best job offers usually go to the best-prepared candidates. Second, don’t limit your options by looking at only a few companies. By exploring a wide range of �irms and positions, you might uncover great opportunities that you would not have found otherwise. You’ll increase the odds of getting more job offers, too.

THE TYPICAL SEQUENCE OF INTERVIEWS Most employers interview an applicant multiple times before deciding to make a job offer. At the most selective companies, you might have a dozen or more individual interviews across several stages.9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007054) Depending on the company and the position, the process may stretch out over many weeks, or it may be completed in a matter of days.10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007056)

During the screening stage of interviews, use the limited time available to con�irm your �it for the position.

Employers start with the screening stage, in which they �ilter out applicants who are unquali�ied or otherwise not a good �it for the position. Screening can take place on your school’s campus, at company of�ices, via telephone (including Skype or another Internet-based phone service), or through a computer-based screening system. Time is limited in screening interviews, so keep your answers short while providing a few key points that con�irm your �it for the position. If your screening interview will take place by phone, try to schedule it for a time when you can be focused and free from interruptions.11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007058)

MOBILE APP

Add the Skype mobile app to your phone to be ready for video interviews.

During the selection stage, continue to show how your skills and attributes can help the company.

The next stage of interviews, the selection stage, helps the organization identify the top candidates from all those who qualify. During these interviews, show keen interest in the job, relate your skills and experience to the organization’s needs, listen attentively, and ask questions that show you’ve done your research.

During the �inal stage, the interviewer may try to sell you on working for the �irm.

If the interviewers agree that you’re a good candidate, you may receive a job offer, either on the spot or a few days later by phone, mail, or email. In other instances you may be invited back for a �inal evaluation, often by a higher-ranking executive. The objective of the �inal stage is often to sell you on the advantages of joining the organization.

COMMON TYPES OF INTERVIEWS Be prepared to encounter a variety of interviewing approaches. These can be distinguished by the way they are structured, the number of people involved, and the purpose of the interview.

Structured Versus Unstructured Interviews

A structured interview follows a set sequence of questions, allowing the interview team to compare answers from all candidates.

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In a structured interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F25) , the interviewer (or a computer program) asks a series of questions in a predetermined order. Structured interviews help employers identify candidates who don’t meet basic job criteria, and they allow the interview team to compare answers from multiple candidates.12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000705A)

In an open-ended interview, the interviewer adapts the line of questioning based on your responses and questions.

In contrast, in an open-ended interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F15) , the interviewer adapts his or her line of questioning based on the answers you give and any questions you ask. Even though it may feel like a conversation, remember that it’s still an interview, so keep your answers focused and professional.

Panel and Group Interviews

In a panel interview, you meet with several interviewers at once; in a group interview, you and several other candidates meet with one or more interviewers at once.

Although one-on-one interviews are the most common format, some employers use panel or group interviews as well. In a panel interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F19) , you meet with several interviewers at once.13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000705C) Try to make a connection with each person on the panel, and keep in mind that each person has a different perspective, so tailor your responses accordingly.14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000705E) For example, an upper-level manager is likely to be interested in your overall business sense and strategic perspective, whereas a potential colleague might be more interested in your technical skills and ability to work in a team. In a group interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F11) , one or more interviewers meet with several candidates simultaneously. A key purpose of a group interview is to observe how the candidates interact.15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007060) Group interviews can be tricky because you want to stand out while coming across as a supportive team player. Be sure to treat your fellow candidates with respect, while looking for opportunities to demonstrate the depth of knowledge you have about the company and its needs.

Behavioral, Situational, Working, and Stress Interviews

In a behavioral interview, you are asked to describe how you handled situations from your past.

Interviewing techniques also vary based on the types of questions you are asked. Perhaps the most common type of interview these days is the behavioral interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F09) , in which you are asked to relate speci�ic incidents and experiences from your past.16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007062) In contrast to generic questions that can often be answered with “canned” responses, behavioral questions require candidates to use their own experiences and attributes to craft answers. Studies show that behavioral interviewing is a much better predictor of success on the job than traditional interview questions.17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007064) To prepare for a behavioral interview, review your work or college experiences to recall several instances in which you demonstrated an important job-related attribute or dealt with a challenge such as uncooperative team members or heavy workloads. Get ready with responses that quickly summarize the situation, the actions you took, and the outcome of those actions.18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007066)

A situational interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F1D) is similar to a behavioral interview except that the questions focus on how you would handle various hypothetical situations on the job. The situations will likely relate closely to the job you’re applying for, so the more you know about the position, the better prepared you’ll be.

In situational interviews, you’re asked to explain how you would handle various hypothetical situations.

A working interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F29) is the most realistic type of interview: You actually perform a job-related activity during the interview. You may be asked to lead a brainstorming session, solve a business problem, engage in role playing, or even make a presentation.19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007068)

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In a working interview, you perform actual work-related tasks.

The most unnerving type of interview is the stress interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000006F21) , during which you might be asked questions designed to unsettle you or might be subjected to long periods of silence, criticism, interruptions, and or even hostile reactions by the interviewer. The theory behind this approach is that you’ll reveal how well you handle stressful situations, although some experts �ind the technique of dubious value.20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000706A) If you �ind yourself in a stress interview, recognize what is happening and collect your thoughts for a few seconds before you respond.

Stress interviews help recruiters see how you handle yourself under pressure.

You might encounter two or more types of interview questions within a single interview, so stay alert and try to understand the type of question you’re facing before you answer each one.

INTERVIEW MEDIA

Expect to use a variety of media when you interview, from in-person conversations to virtual meetings.

Expect to be interviewed through a variety of media. Employers trying to cut travel costs and the demands on staff time now interview candidates via telephone, email, instant messaging, virtual online systems, and videoconferencing, in addition to traditional face-to-face meetings.

Treat a telephone interview as seriously as you would an in-person interview.

To succeed at a telephone interview, make sure you treat it as seriously as an in-person interview. Be prepared with a copy of all the materials you have sent to the employer, including your résumé and any correspondence. In addition, prepare some note cards with key message points you’d like to make and questions you’d like to ask. And remember that you won’t be able to use a pleasant smile, a �irm handshake, and other nonverbal signals to create a good impression. A positive, alert tone of voice is therefore vital.21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000706C)

When interviewing via email or IM, be sure to take a moment to review your responses before sending them.

Email and IM are also sometimes used in the screening stage. Although you have almost no opportunity to send and receive nonverbal signals with these formats, you do have the major advantage of being able to review and edit each response before you send it. Maintain a professional style in your responses, and be sure to ask questions that demonstrate your knowledge of the company and the position.22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000706E)

In a video interview, speak to the camera as though you are addressing the interviewer in person.

Many employers use video technology for both live and recorded interviews. For instance, the online clothing retailer Zappos uses video interviews on Skype to select the top two or three �inalists for each position and then invites those candidates for in-person interviews.23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007070) Recruiters can also use mobile apps for interviews. With recorded video interviews, an online system asks a set of questions and records the respondent’s answers. Recruiters then watch the videos as part of the screening process.24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007072) Prepare for a video interview as you would for an in-person interview—including dressing and grooming—and take the extra steps needed to become familiar with the equipment and the process. If you’re interviewing from home, arrange your space so that the webcam doesn’t pick up anything distracting or embarrassing in the background. During any video interview, remember to sit up straight and focus on the camera.

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Five TED talks that will help you prepare for interviews

MIT career advisor Lily Zhang hand-picked these talks for the insights they can give all job hunters. Go to real-timeupdates.com/bct14 (http://real- timeupdates.com/bct14) and select Learn More in the Students section.

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Online interviews can range from simple structured questionnaires and tests to sophisticated job simulations that are similar to working interviews (see Figure 19.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#P7001012451000000000000000006B8D) ). These simulations help identify good candidates, give applicants an idea of what the job is like, and reduce the risk of employment discrimination lawsuits because they closely mimic actual job skills.25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007074)

Figure 19.4 Job Task Simulations

Computer-based job simulations are an increasingly popular approach to testing job-related skills.

Courtesy of Shaker Consulting Group, Inc. Developer of the Virtual Job Tryout®

WHAT EMPLOYERS LOOK FOR IN AN INTERVIEW

Suitability for a speci�ic job is judged on the basis of such factors as

Academic preparation Work experience Job-related personality traits

Interviews give employers the chance to go beyond the basic data of your résumé to get to know you and to answer two essential questions. The �irst is whether you can handle the responsibilities of the position. Naturally, the more you know about the demands of the position, and the more you’ve thought about how your skills match those demands, the better you’ll be able to respond.

Compatibility with an organizational culture and a position is judged on such factors as personal background, attitudes, and communication style.

The second essential question is whether you will be a good �it with the organization and the target position. All good employers want people who are con�ident, dedicated, positive, curious, courteous, ethical, and willing to commit to something larger than their own individual goals. Companies also look for �it with their individual cultures. Just like people, companies have different “personalities.” Some are intense; others are more laid back. Some emphasize teamwork; others expect employees to forge their own way and even to compete with one another. Expectations also vary from job to job within a company and from industry to industry. An outgoing personality is essential for sales but less so for research, for instance.

PREEMPLOYMENT TESTING AND BACKGROUND CHECKS

Preemployment tests attempt to provide objective, quantitative information about a candidate’s skills, attitudes, and habits.

In an effort to improve the predictability of the selection process, many employers now conduct a variety of preemployment evaluations and investigations. Here are types of assessments you are likely to encounter during your job search:26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007076)

Integrity tests. Integrity tests attempt to measure how truthful and trustworthy a candidate is likely to be. Personality tests. Personality tests are designed to gauge such aspects as attitudes toward work, interests, managerial potential, dependability, commitment, and motivation. Cognitive tests. Cognitive tests measure a variety of attributes involved in acquiring, processing, analyzing, using, and remembering information. Typical tests involve reading comprehension, mathematics, problem solving, and decision making. Language pro�iciency. You may be asked to take a reading or writing test.

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Job knowledge and job-skills tests. These assessments measure the knowledge and skills required to succeed in a particular position. An accounting candidate, for example, might be tested on accounting principles and legal matters (knowledge) and asked to create a simple balance sheet or income statement (skills). Substance tests. A majority of companies perform some level of drug and alcohol testing. Many employers believe such testing is necessary to maintain workplace safety, ensure productivity, and protect companies from lawsuits, but others view it as an invasion of employee privacy. Background checks. In addition to testing, most companies conduct some sort of background check, including reviewing your credit record, checking to see whether you have a criminal history, and verifying your education. Moreover, you should assume that every employer will conduct a general online search on you. To help prevent a background check from tripping you up, verify that your college transcripts are current, look for any mistakes or outdated information in your credit record, plug your name into multiple search engines to see whether anything embarrassing shows up, and scour your social network pro�iles and connections for potential problems.

MOBILE APP

The CareerBuilder app lets you search and apply for jobs from your phone or tablet.

Preemployment assessments are a complex and controversial aspect of workforce recruiting. For instance, even though personality testing is widely used, some research suggests that commonly used tests are not a reliable predictor of job success.27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007078) However, expect to see more innovation in this area and greater use of testing in general in the future as companies try to reduce the risks and costs of poor hiring decisions.

If you’re concerned about any preemployment test, ask the employer for more information or ask your college career center for advice. You can also get more information from the Equal Employment Opportunity Commission at www.eeoc.gov (http://www.eeoc.gov) .

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19.3 Preparing for a Job Interview LEARNING OBJECTIVE

3 List six tasks you need to complete to prepare for a successful job interview. Now that you’re armed with insights into the interviewing and assessment process, you’re ready to begin preparing for your interviews. Preparation will help you feel more con�ident and perform better under pressure, and preparation starts with learning about the organization.

LEARNING ABOUT THE ORGANIZATION AND YOUR INTERVIEWERS

Interviewers expect you to know some basic information about the company and its industry.

Employers expect serious candidates to demonstrate an understanding of the company’s operations, its markets, and its strategic and tactical challenges.28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000707A) You’ve already done some initial research to identify companies of interest, but when you’re invited to an interview, it’s time to dig a little deeper (see Table 19.2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BD4) ). Making this effort demonstrates your interest in the company, and it identi�ies you as a business professional who knows the importance of investigation and analysis.

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The ultimate interview preparation checklist

Prepare for your next interview by following this advice. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

In addition to learning about the company and the job opening, try to �ind out as much as you can about the managers who will be interviewing you, if you can get their names. Search LinkedIn in particular. It’s also perfectly acceptable to ask your contact at the company for the names and titles of the people who will be interviewing you.29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000707C) Whatever information you can �ind, think about ways to use it during your interview. For example, if an interviewer lists membership in a particular professional organization, you might ask whether the organization is a good forum for people to learn about vital issues in the profession or industry. This question gives the interviewer an opportunity to talk about his or her own interests and experiences for a moment, which builds rapport and might reveal vital insights into the career path you are considering. Just make sure your questions are sincere and not uncomfortably personal.

TABLE 19.2 Investigating an Organization and a Job Opportunity

Where to Look and What You Can Learn

Company website, blogs, and social media accounts: Overall information about the company, including key executives, products and services, locations and divisions, employee bene�its, job descriptions Competitors’ websites, blogs, and social media accounts: Similar information from competitors, including the strengths these companies claim to have Industry-related websites and blogs: Objective analysis and criticism of the company, its products, its reputation, and its management Marketing materials (print and online): The company’s marketing strategy and customer communication style Company publications (print and online): Key events, stories about employees, new products Your social network contacts: Names and job titles of potential contacts within a company Periodicals (newspapers and trade journals, both print and online): In-depth stories about the company and its strategies, products, successes, and failures; you may �ind pro�iles of top executives Career center at your college: Often provides a wide array of information about companies that hire graduates Current and former employees: Insights into the work environment

Points to Learn About the Organization

Full name Location (headquarters and divisions, branches, subsidiaries, or other units) Ownership (public or private; whether it is owned by another company) Brief history Products and services Industry position (whether the company is a leader or a minor player; whether it is an innovator or more of a follower) Key �inancial points (such as stock price and trends, if a public company) Growth prospects (whether the company is investing in its future through research and development; whether it is in a thriving industry)

Points to Learn About the Position

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Title Functions and responsibilities Quali�ications and expectations Possible career paths Salary range Travel expectations and opportunities Relocation expectations and opportunities

THINKING AHEAD ABOUT QUESTIONS Planning ahead for the interviewer’s questions will help you handle them more con�idently and successfully. In addition, you will want to prepare insightful questions of your own.

Planning for the Employer’s Questions

Many general interview questions are “stock” queries you can expect to hear again and again during your interviews. Get ready to face these six at the very least:

You can expect to face a number of common questions in your interviews, so be sure to prepare for them.

What is the hardest decision you’ve ever had to make? Be prepared with a good example (that isn’t too personal), explaining why the decision was dif�icult, how you made the choice you made, and what you learned from the experience. What is your greatest weakness? This question seems to be a favorite of some interviewers, although it probably rarely yields useful information. One good strategy is to mention a skill or attribute you haven’t had the opportunity to develop yet but would like to in your next position.30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000707E) Another option is to discuss a past shortcoming you took steps to correct. Where do you want to be �ive years from now? This question tests (1) whether you’re merely using this job as a stopover until something better comes along and (2) whether you’ve given thought to your long-term goals. Your answer should re�lect your desire to contribute to the employer’s long-term goals, not just your own goals. Whether this question often yields useful information is also a matter of debate, but be prepared to answer it.31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007080) What didn’t you like about previous jobs you’ve held? Answer this one carefully: The interviewer is trying to predict whether you’ll be an unhappy or dif�icult employee.32 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007082) Describe something that you didn’t like in a way that puts you in a positive light, such as having limited opportunities to apply your skills or education. Avoid making negative comments about former employers or colleagues. Tell me something about yourself. One good strategy is to brie�ly share the “story of you” (see page 515 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#page_515) )—quickly summarizing where you have been and where you would like to go—in a way that aligns your interests with the company’s. Alternatively, you can focus on a speci�ic skill you know is valuable to the company, share something business-relevant that you are passionate about, or offer a short summary of what colleagues or customers think about you.33 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007084) Whatever tactic you choose, this is not the time to be shy or indecisive, so be ready with a con�ident, memorable answer. How do you spend your free time? This question can pop up late in an interview, after the interviewer has covered the major work-related questions and wants to get a better idea of what sort of person you are.34 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007087) Prepare an answer that is honest and that puts you in a positive light, without revealing more than you are comfortable revealing or suggesting that you might not �it in the corporate culture. Sports, hobbies, reading, spending time with family, and volunteer work are all “safe” answers.

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Prepare your answers to these tough interview questions

Use this advice to get ready for �ive questions you’re likely to encounter. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

Continue your preparation by planning a brief answer to each question in Table 19.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006C2F) .

TABLE 19.3 Twenty-Five Common Interview Questions

Questions About College

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1. What courses in college did you like most? Least? Why? 2. Do you think your extracurricular activities in college were worth the time you spent on them? Why or why not? 3. When did you choose your college major? Did you ever change your major? If so, why? 4. Do you feel you did the best scholastic work you are capable of ? 5. How has your college education prepared you for this position?

Questions About Employers and Jobs

6. Why did you leave your last job? 7. Why did you apply for this job opening? 8. Why did you choose your particular �ield of work? 9. What are the disadvantages of your chosen �ield?

10. What do you know about our company? 11. What do you think about how this industry operates today? 12. Why do you think you would like this particular type of job?

Questions About Work Experiences and Expectations

13. What was your biggest failure? 14. What is your biggest weakness? 15. Describe an experience in which you learned from one of your mistakes. 16. What motivates you? Why? 17. What do you think determines a person’s progress in a good organization? 18. What have you done that shows initiative and willingness to work? 19. Why should we hire you?

Questions About Work Habits

20. Do you prefer working with others or by yourself ? 21. What type of boss do you prefer? 22. Have you ever had any dif�iculty getting along with colleagues or supervisors? With instructors? With other students? 23. What would you do if you were given an unrealistic deadline for a task or project? 24. How do you feel about overtime work? 25. How do you handle stress or pressure on the job?

Sources: “50 Most Common Interview Questions,” Glassdoor blog, 25 March 2016, www.glassdoor.com (http://www.glassdoor.com) ; Alison Green, “The 10 Most Common Job Interview Questions,” U.S. News & World Report, 27 April 2015, money.usnews.com (http://money.usnews.com) ; Carole Martin, “10 Most Common Interview Questions,” Monster, accessed 14 May 2016, www.monster.com (http://www.monster.com) .

As you prepare answers, look for ways to frame your responses as brief stories (30 to 90 seconds) rather than simple declarative answers.35 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007089) Cohesive stories tend to stick in the listener’s mind more effectively than disconnected facts and statements.

Look for ways to frame your responses as brief stories rather than as dry facts or statements.

Planning Questions of Your Own

Preparing questions of your own helps you understand the company and the position, and it sends an important signal that you are truly interested.

Remember that an interview is a two-way conversation: The questions you ask are just as important as the answers you provide. By asking insightful questions, you can demonstrate your understanding of the organization, steer the discussion into areas that allow you to present your quali�ications to best advantage, and verify for yourself whether this is a good opportunity. Plus, interviewers expect you to ask questions, and they look negatively on candidates who don’t have any questions to ask. For good questions that you might use as a starting point, see Table 19.4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006C81) .

BOOSTING YOUR CONFIDENCE

The best way to build your con�idence is to prepare thoroughly and address shortcomings as best you can. In other words, take action.

Interviewing is stressful for everyone, so some nervousness is natural. However, you can take steps to feel more con�ident. Start by reminding yourself that you have value to offer the employer and that the employer already thinks highly enough of you to invite you to an interview.

If some aspect of your appearance or background makes you uneasy, correct it if possible or offset it by emphasizing positive traits such as warmth, wit, intelligence, or charm. Instead of dwelling on your weaknesses, focus on your strengths. Instead of worrying about how you will perform in the interview, focus

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on how you can help the organization succeed. As with public speaking, the more prepared you are, the more con�ident you’ll be.

POLISHING YOUR INTERVIEW STYLE

Staging mock interviews with a friend is one good way to hone your style.

TABLE 19.4 Ten Questions to Consider Asking an Interviewer

Question Reason for Asking

1. What are the job’s major responsibilities? A vague answer could mean that the responsibilities have not been clearly de�ined, which is almost guaranteed to cause frustration if you take the job.

2. What qualities do you want in the person who �ills this position?

This will help you go beyond the job description to understand what the company really wants.

3. How do you measure success for someone in this position?

A vague or incomplete answer could mean that the expectations you will face are unrealistic or ill de�ined.

4. What is the �irst problem that needs the attention of the person you hire?

Not only will this help you prepare, but it can also signal whether you’re about to jump into a problematic situation.

5. How well do my quali�ications align with the current and future needs of this position?

This gives you the opportunity to address any unspoken concerns the interviewer might have.

6. Why is this job now vacant? If the previous employee got promoted, that’s a good sign. If the person quit, that might not be such a good sign.

7. What makes your organization different from others in the industry?

The answer will help you assess whether the company has a clear strategy to succeed in its industry and whether top managers communicate this to lower-level employees.

8. How would you de�ine your organization’s managerial philosophy?

You want to know whether the managerial philosophy is consistent with your own working values.

9. What is a typical workday like for you? The interviewer’s response can give you clues about daily life at the company.

10. What are the next steps in the selection process? What’s the best way to follow up with you?

Knowing where the company is in the hiring process will give you clues about following up after the interview and possibly give you hints about where you stand.

Sources: Jacquelyn Smith and Natalie Walters, “The 29 Smartest Questions to Ask at the End of Every Job Interview,” Business Insider, 28 January 2016, www.businessinsider.com (http://www.businessinsider.com) ; Heather Huhman, “5 Must-Ask Questions at Job Interviews,” Glassdoor blog, 7 February 2012, www.glassdoor.com (http://www.glassdoor.com) .

Competence and con�idence are the foundation of your interviewing style, and you can enhance them by giving the interviewer an impression of poise, good manners, and good judgment. You can develop a smooth style by staging mock interviews with a friend or using an interview simulator on your phone or tablet (see Figure 19.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006CD4) ). Record these mock interviews so you can evaluate yourself. Your college’s career center may have computer-based systems for practicing interviews as well.

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Figure 19.5 Interview Simulators

A number of mobile apps are available to help you practice and polish your interviewing skills.

Evaluate the length and clarity of your answers, your nonverbal behavior, and the quality of your voice.

After each practice session, look for opportunities to improve. Have your mock interview partner critique your performance, or critique yourself if you’re able to record your practice interviews, using the list of warning signs shown in Table 19.5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006CE2) . Pay close attention to the length of your planned answers as well. Interviewers want you to give complete answers, but they don’t want you to take up valuable time or test their patience by chatting about minor or irrelevant details.36 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000708B)

In addition to reviewing your answers, evaluate your nonverbal behavior, including your posture, eye contact, facial expressions, and hand gestures and movements. Do you come across as alert and upbeat or passive and withdrawn? Pay close attention to your speaking voice as well. If you tend to speak in a monotone, for instance, practice speaking in a livelier style, with more in�lection and emphasis. And watch out for “�iller words” such as uh and um. Many people start sentences with a �iller without being conscious of doing so. Train yourself to pause silently for a moment instead as you gather your thoughts and plan what to say.

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Details that can make or break a job interview

You can’t control every variable, but it helps to be aware of the sometimes surprising factors that can in�luence who gets hired and who doesn’t. Go to real- timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

PRESENTING A PROFESSIONAL IMAGE

Dress conservatively and be well groomed for every interview.

Clothing and grooming are important elements of preparation because they reveal something about a candidate’s personality, professionalism, and ability to sense the unspoken “rules” of a situation. Your research into various industries and professions should give you insight into expectations for business attire. If you’re not sure what to wear, ask someone who works in the same industry or even visit the company at the end of the day and see what employees are wearing

http://interviewsimulatorpro.com/

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as they leave the of�ice. You don’t need to spend a fortune on interview clothes, but your clothes must be clean, pressed, and appropriate. The following look will serve you well in most interview situations:37 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000708D)

TABLE 19.5 Warning Signs: 25 Attributes Interviewers Don’t Like to See

1. Poor personal appearance 2. Overbearing, overaggressive, or conceited demeanor; a “superiority complex”; a know-it-all attitude 3. Inability to express ideas clearly; poor voice, diction, or grammar 4. Lack of knowledge or experience 5. Poor preparation for the interview 6. Lack of interest in the job 7. Lack of planning for career; lack of purpose or goals 8. Lack of enthusiasm; passive and indifferent demeanor 9. Lack of con�idence and poise; appearance of being nervous and ill at ease

10. Insuf�icient evidence of achievement 11. Failure to participate in extracurricular activities 12. Overemphasis on money; interest only in the best offer 13. Poor scholastic record 14. Unwillingness to start at the bottom; expecting too much too soon 15. Tendency to make excuses 16. Evasive answers; hedging on unfavorable factors in record 17. Lack of tact 18. Lack of maturity 19. Lack of courtesy and common sense, including answering mobile phones, texting, or chewing gum during the interview 20. Being critical of past or present employers 21. Lack of social skills 22. Marked dislike for schoolwork 23. Lack of vitality 24. Failure to look interviewer in the eye 25. Limp, weak handshake

Sources: Donna Fuscaldo, “Seven Deadly Interview Sins,” Glassdoor blog, 4 April 2012, www.glassdoor.com (http://www.glassdoor.com) ; “Employers Reveal Outrageous and Common Mistakes Candidates Made in Job Interviews, According to New CareerBuilder Survey,” CareerBuilder, 12 January 2011, www.careerbuilder.com (http://www.careerbuilder.com) ; The Northwestern Endicott Report (Evanston, Ill.: Northwestern University Placement Center).

Neat, “adult” hairstyle For more formal environments, a conservative business suit (for women, that means no exposed midriffs, short skirts, or plunging necklines) in a dark solid color or a subtle pattern such as pinstripes; white shirt and understated tie for men; coordinated blouse for women For less formal environments, smart-looking “business casual,” including a pressed shirt or blouse and nice slacks or a skirt

COMMUNICATING ACROSS CULTURES

Successfully Interviewing Across Borders

Interviewing for a job in another country can be one of the most exciting steps in your career. To succeed, you need to pay close attention to the important elements of the interviewing process, including personal appearance, an awareness of what interviewers are really trying to learn about you, and things you should learn about the organization you’re hoping to join.

Some countries and cultures place a much higher importance on dress and personal grooming than many employees in the United States are accustomed to; moreover, expectations of personal appearance can vary dramatically from country to country. Ask people who’ve been to the country before and observe local businesspeople when you arrive. Many people interpret inappropriate dress as more than a simple fashion mistake; they view it as an inability or unwillingness to understand another culture. Even if you are interviewing via Skype, as is often the case in the early rounds, make sure your on-screen appearance is appropriate.

For instance, the business image consultant Ashley Rothschild points out that you could get away with wearing a boldly colored suit in Italy but probably not in Japan. Business professionals tend to dress formally in Italy, but as a worldwide fashion leader, the country has a broad de�inition of what is appropriate business attire.

Smart recruiters always analyze both nonverbal signals and verbal messages to judge whether an applicant truly has the qualities necessary for a job. In international employment situations, you’ll probably be under even closer scrutiny. Recruiters abroad will want to know if you really have what it takes to succeed in unfamiliar social settings, how your family will handle the transition, and whether you can adapt your personal work style and habits enough to blend in with the hiring organization.

Remember to ask plenty of questions and do your research, both before and after the interview. Some employees view overseas postings as grand adventures, only to collide head�irst with the reality of what it’s like to live and work in a completely different culture. For instance, if you’ve grown accustomed to the independent work style you enjoy in your current job or in school, could you handle a more structured work environment with a hierarchical chain of command? Make sure to get a sense of the culture both within the company and within its social community before you commit to a job in another country.

CAREER APPLICATIONS

http://www.glassdoor.com/

http://www.careerbuilder.com/

1. Explain how you could �ind out what is appropriate dress for a job interview in South Africa. 2. Would it be appropriate to ask an interviewer to describe the culture in his or her country? Explain your answer.

Sources: Sharon Ann Holgate, “Gaining an Edge in Overseas Interviews,” Science Careers, 4 August 2014; sciencecareers.sciencemag.org (http://sciencecareers.sciencemag.org) ; Jean- Marc Hachey, “Interviewing for an International Job,” excerpt from The Canadian Guide to Working and Living Overseas, 3rd ed., accessed 23 February 2004, www.workingoverseas.com (http://www.workingoverseas.com) ; Rebecca Falkoff, “Dress to Impress the World: International Business Fashion,” Monster, accessed 23 February 2004, www.monster.com (http://www.monster.com) ; Mary Ellen Slater, “Navigating the Details of Landing an Overseas Job,” Washington Post, 11 November 2002, E4.

Limited jewelry (men, especially, should wear very little jewelry) No visible piercings other than one or two earrings (for women only) No visible tattoos, although this expectation is changing in some industries Stylish but professional-looking shoes (no extreme high heels or casual shoes) Clean hands and nicely trimmed �ingernails Little or no perfume or cologne (some people are allergic and many people are put off by strong smells) Subtle makeup (for women) Exemplary personal hygiene

REAL-TIME UPDATES

LEARN MORE BY VIEWING THIS PRESENTATION

Simple tips for a professional interview look

Not sure how to get the right look? Follow this advice. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

If you want to be taken seriously, dress and act seriously.

An interview is not the place to express your individuality or to let your inner rebel run wild. Send a clear signal that you understand the business world and know how to adapt to it. You won’t be taken seriously otherwise.

BEING READY WHEN YOU ARRIVE

Be ready to go the minute you arrive at the interviewing site; don’t fumble around for your résumé or your list of questions.

When you go to your interview, take a small notebook, a pen, a list of the questions you want to ask, several copies of your résumé (protected in a folder), an outline of what you have learned about the organization, and any past correspondence about the position. You may also want to take a small calendar, a transcript of your college grades, a list of references, and a portfolio containing samples of your work, performance reviews, and certi�icates of achievement.38 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000708F) Think carefully if you plan to use a tablet computer or any other device for note taking or reference during an interview. You don’t want to waste any of the interviewer’s time fumbling with it. Also, turn off your mobile phone; in a recent survey of hiring professionals, answering calls or texting while in an interview was identi�ied as the most common mistake job candidates make during their interviews.39 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007091)

Be sure you know when and where the interview will be held. The worst way to start any interview is to be late. Verify the route and time required to get there, even if that means traveling there ahead of time. Plan to arrive early, but don’t approach the reception desk until 5 minutes or so before your appointed time.40 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007093) Chances are the interviewer won’t be ready to receive you until the scheduled time.

If you have to wait for the interviewer, use this time to review the key messages about yourself you want to get across in the interview. Conduct yourself professionally while waiting. Show respect for everyone you encounter, and avoid chewing gum, eating, or drinking. Anything you do or say at this stage may get back to the interviewer, so make sure your best qualities show from the moment you enter the premises. To review the steps for planning a successful interview, see “Checklist: Planning for a Successful Job Interview (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006D62) .”

CHECKLIST Planning for a Successful Job Interview

Learn about the organization, including its operations, markets, and challenges. Learn as much as you can about the people who will be interviewing you, if you can �ind their names. Plan for the employer’s questions, including questions about tough decisions you’ve made, your perceived shortcomings, what you didn’t like about previous jobs, and your career plans. Plan questions of your own to �ind out whether this is really the job and the organization for you and to show that you’ve done your research.

http://sciencecareers.sciencemag.org/

http://www.workingoverseas.com/

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Bolster your con�idence by removing as many sources of apprehension as you can. Polish your interview style by staging mock interviews. Present a professional appearance with appropriate dress and grooming. Be ready when you arrive and bring along a pen, paper, a list of questions, copies of your résumé, an outline of your research on the company, and any correspondence you’ve had regarding the position. Double-check the location and time of the interview and map out the route beforehand. Relax and be �lexible; the schedule and interview arrangements may change when you arrive.

19.4 Interviewing for Success LEARNING OBJECTIVE

4 Explain how to succeed in all three stages of an interview. At this point, you have a good sense of the overall process and know how to prepare for your interviews. The next step is to get familiar with the three stages of every interview: the warm-up, the question-and-answer session, and the close.

THE WARM-UP Of the three stages, the warm-up is the most important, even though it may account for only a small fraction of the time you spend in the interview. Studies suggest that many interviewers make up their minds within the �irst 20 seconds of contact with a candidate.41 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007095) Don’t let your guard down if the interviewer engages in what feels like small talk; these exchanges are every bit as important as structured questions.

The �irst minute of the interview is crucial, so stay alert and be on your best business behavior.

Body language is crucial at this point. Stand or sit up straight, maintain regular but natural eye contact, and don’t �idget. When the interviewer extends a hand, respond with a �irm but not overpowering handshake. Repeat the interviewer’s name when you’re introduced (“It’s a pleasure to meet you, Ms. Litton”). Wait until you’re asked to be seated or the interviewer has taken a seat. Let the interviewer start the discussion, and be ready to answer one or two substantial questions right away. The following are some common openers:42 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007097)

Recognize that you could face substantial questions as soon as your interview starts, so make sure you are prepared and ready to go.

Why do you want to work here? What do you know about us? Tell me a little about yourself.

THE QUESTION-AND-ANSWER STAGE

MOBILE APP

The Monster mobile app offers helpful tips to help you prepare for your next job interviews.

Questions and answers usually consume the greatest part of the interview. Depending on the type of interview, the interviewer will likely ask about your quali�ications, discuss some of the points mentioned in your résumé, and ask about how you have handled particular situations in the past or would handle them in the future. You’ll also be asking questions of your own.

Answering and Asking Questions

Listen carefully to questions before you answer.

Let the interviewer lead the conversation and never answer a question before he or she has �inished asking it. Not only is this type of interruption rude, but the last few words of the question might alter how you respond. As much as possible, avoid one-word yes or no answers. Use the opportunity to expand on a positive response or explain a negative response. If you’re asked a dif�icult question or the of�beat questions that companies such as Zappos and Google are known to use, pause before responding. Think through the implications of the question. For instance, the recruiter may know that you can’t answer a question and only wants to know how you’ll respond under pressure or whether you can construct a logical approach to solving a problem.

REAL-TIME UPDATES

LEARN MORE BY LISTENING TO THIS PODCAST

Expert tips for successful phone interviews

Recruiting experts offer invaluable advice on nailing a phone interview. Go to real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Learn More in the Students section.

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Whenever you’re asked if you have any questions, or whenever doing so naturally �its the �low of the conversation, ask a question from the list you’ve prepared. Probe for what the company is looking for in its new employees so that you can show how you meet the �irm’s needs. Also try to zero in on any reservations the interviewer might have about you so that you can dispel them.

Listening to the Interviewer

Paying attention to both verbal and nonverbal messages can help you turn the question-and-answer stage to your advantage.

Paying attention when the interviewer speaks can be as important as giving good answers or asking good questions. Review the tips on listening offered in Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) . The interviewer’s facial expressions, eye movements, gestures, and posture may tell you the real meaning of what is being said. Be especially aware of how your answers are received. Does the interviewer nod in agreement or smile to show approval? If so, you’re making progress. If not, you might want to introduce another topic or modify your approach.

Handling Potentially Discriminatory Questions

Federal, state, and local laws prohibit employment discrimination based on a variety of factors, and well-trained interviewers know to avoid questions that could be used to discriminate in the hiring process.

A variety of federal, state, and local laws prohibit employment discrimination on the basis of race, ethnicity, gender, age (at least if you’re between 40 and 70), marital status, religion, national origin, or disability. Interview questions designed to elicit information on these topics are potentially illegal.43 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P7001012451000000000000000007099) Table 19.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006DAE) compares some speci�ic questions that employers are and are not allowed to ask during an employment interview.

Think about how you might respond if you were asked a potentially unlawful question.

If an interviewer asks a potentially unlawful question, consider your options carefully before you respond. You can answer the question as it was asked, you can ask tactfully whether the question might be prohibited, you can simply refuse to answer it, or you can try to answer “the question behind the question.”44 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000709B) For example, if an interviewer inappropriately asks whether you are married or have strong family ties in the area, he or she might be trying to �igure out if you’re willing to travel or relocate—both of which are acceptable questions. Only you can decide which is the right choice based on the situation.

Even if you do answer the question as it was asked, think hard before accepting a job offer from this company if you have alternatives. Was the off-limits question possibly accidental (it happens) and therefore not really a major concern? If you think it was intentional, would you want to work for an organization that condones illegal or discriminatory questions or that doesn’t train its employees to avoid them?

If you believe an interviewer’s questions to be unreasonable, unrelated to the job, or an attempt to discriminate, you have the option of �iling a complaint with the U.S. Equal Employment Opportunity Commission or with the agency in your state that regulates fair employment practices.

THE CLOSE Like the warm-up, the end of the interview is more important than its brief duration would indicate. These last few minutes are your �inal opportunity to emphasize your value to the organization and to correct any misconceptions the interviewer might have. Be aware that many interviewers will ask whether you have any more questions at this point, so save one or two from your list.

Concluding Gracefully

Conclude an interview with courtesy and enthusiasm.

TABLE 19.6 Acceptable Versus Potentially Discriminatory Interview Questions

Interviewers May Ask This . . . But Not This

What is your name? What was your maiden name?

Are you over 18? When were you born?

Did you graduate from high school? When did you graduate from high school?

[Questions about race are not allowed.] What is your race?

Can you perform [speci�ic tasks]? Do you have physical or mental disabilities?

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Interviewers May Ask This . . . But Not This

[Questions about alcohol use are not allowed.] Do you drink alcoholic beverages?

Are you currently using illegal drugs? Have you ever been addicted to drugs in the past?

Would you be able to meet the job’s requirement to frequently work weekends? Would working on weekends con�lict with your religion?

Do you have the legal right to work in the United States? What country are you a citizen of ?

Have you ever been convicted of a felony? Have you ever been arrested?

This job requires that you speak Spanish. Do you? What language did you speak in your home when you were growing up?

Sources: Dave Johnson, “Illegal Job Interview Questions,” CBS Money Watch, 27 February 2012, www.cbsnews.com (http://www.cbsnews.com) ; “5 Illegal Interview Questions and How to Dodge Them,” Forbes, 20 April 2012, www.forbes.com (http://www.forbes.com) ; Vivian Giang, “11 Common Interview Questions That Are Actually Illegal,” Business Insider, 5 July 2013, www.businessinsider.com (http://www.businessinsider.com) .

You can usually tell when the interviewer is trying to conclude the session. He or she may ask whether you have any more questions, check the time, summarize the discussion, or simply tell you that the allotted time for the interview is up. When you get the signal, be sure to thank the interviewer for the opportunity and express your interest in the organization. If you can do so comfortably, try to pin down what will happen next, but don’t press for an immediate decision.

If this is your second or third visit to the organization, the interview may end with an offer of employment. If you have other offers or need time to think about this offer, it’s perfectly acceptable to thank the interviewer for the offer and ask for some time to consider it. If no job offer is made, the interview team may not have reached a decision yet, but you may tactfully ask when you can expect to know the decision.

Discussing Salary

Research salary ranges in your job, industry, and geographic region before you try to negotiate salary.

If you receive an offer during the interview, you’ll naturally want to discuss salary. However, let the interviewer raise the subject. If asked your salary requirements during the interview or on a job application, you can say that your requirements are open or negotiable or that you would expect a competitive compensation package.45 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000709D)

How far you can negotiate depends on several factors, including market demand for your skills, the strength of the job market, the company’s compensation policies, the company’s �inancial health, and any other job offers you may be considering. Remember that you’re negotiating a business deal, not asking for personal favors, so focus on the unique value you can bring to the job. The more information you have, the stronger your position will be.

Negotiating bene�its may be one way to get more value from an employment package.

If salary isn’t negotiable, look at the overall compensation and bene�its package. You may �ind �lexibility in a signing bonus, pro�it sharing, retirement bene�its, health coverage, vacation time, and other valuable elements.46 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P700101245100000000000000000709F)

To review the important tips for successful interviews, see “Checklist: Making a Positive Impression in Job Interviews (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006DFE) .”

INTERVIEW NOTES

Keeping a careful record of your job interviews is essential.

Maintain a notebook or simple database with information about each company, interviewers’ answers to your questions, contact information for each interviewer, the status of follow-up communication, and upcoming interview appointments. Carefully organized notes will help you decide which company is the right �it for you when it comes time to choose from among the job offers you receive.

For the latest information on interviewing strategies, visit real-timeupdates.com/bct14 (http://real-timeupdates.com/bct14) and select Chapter 19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a1f#P7001012451000000000000000006A1F) .

CHECKLIST Making a Positive Impression in Job Interviews A. Be ready to make a positive impression in the warm-up stage.

Be alert from the moment you arrive; even initial small talk is part of the interviewing process. Greet the interviewer by name, with a smile and direct eye contact. Offer a �irm (not crushing) handshake if the interviewer extends a hand. Take a seat only after the interviewer invites you to sit or has taken his or her own seat. Listen for clues about what the interviewer is trying to get you to reveal about yourself and your quali�ications.

http://www.cbsnews.com/

http://www.forbes.com/

http://www.businessinsider.com/

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Exhibit positive body language, including standing up straight, walking with purpose, and sitting up straight. B. Convey your value to the organization during the question-and-answer stage.

Let the interviewer lead the conversation. Never answer a question before the interviewer �inishes asking it. Listen carefully to the interviewer and watch for nonverbal signals. Don’t limit yourself to simple yes or no answers; expand on the answer to show your knowledge of the company (but don’t ramble on). If you encounter a potentially discriminatory question, decide how you want to respond before you say anything. When you have the opportunity, ask questions from the list you’ve prepared; remember that interviewers expect you to ask questions.

C. Close on a strong note. Watch and listen for signs that the interview is about to end. Quickly evaluate how well you’ve done and correct any misperceptions the interviewer might have. If you receive an offer and aren’t ready to decide, it’s entirely appropriate to ask for time to think about it. Don’t bring up salary but be prepared to discuss it if the interviewer raises the subject. End with a warm smile and a handshake and thank the interviewer for meeting with you.

19.5 Following Up After the Interview LEARNING OBJECTIVE

5 Identify the most common employment messages that follow an interview and explain when you would use each one. Staying in contact with a prospective employer after an interview shows that you really want the job and are determined to get it. Doing so also gives you another chance to demonstrate your communication skills and sense of business etiquette. Following up brings your name to the interviewer’s attention once again and reminds him or her that you’re actively looking and waiting for the decision.

Any time you hear from a company during the application or interview process, be sure to respond quickly. Companies �looded with résumés may move on to another candidate if they don’t hear back from you within 24 hours.47 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P70010124510000000000000000070A1)

FOLLOW-UP MESSAGE

A follow-up message after an interview is more than a professional courtesy; it’s another chance to promote yourself to an employer.

Send a follow-up message within two days of the interview, even if you feel you have little chance of getting the job. These messages are often referred to as “thank-you notes,” but they give you an important opportunity to go beyond merely expressing your appreciation. You can use the message to reinforce the reasons you are a good choice for the position, modify any answers you gave during the interview if you realize you made a mistake or have changed your mind, and respond to any negatives that might have arisen in the interview (see Figure 19.6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E42) ).48 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P70010124510000000000000000070A3) Email is usually acceptable for follow-up messages, unless the interviewer has asked you to use other media.

MESSAGE OF INQUIRY

Use the model for a direct request when you write an inquiry about a hiring decision.

If you’re not advised of the interviewer’s decision by the promised date or within two weeks, you might make an inquiry. A message of inquiry (which can be handled by email if the interviewer has given you his or her email address) is particularly appropriate if you’ve received a job offer from a second �irm and don’t want to accept it before you have an answer from the �irst. The following message illustrates the general model for a direct request:

REQUEST FOR A TIME EXTENSION If you receive a job offer while other interviews are still pending, you can ask the employer for a time extension. Open with a strong statement of your continued interest in the job, ask for more time to consider the offer, provide speci�ic reasons for the request, and assure the reader that you will respond by a speci�ic date (see Figure 19.7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E6D) on page 568 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#page_568) ).

LETTER OF ACCEPTANCE

Use the model for positive messages when you write a letter of acceptance.

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When you receive a job offer you want to accept, reply within �ive days. Begin by accepting the position and expressing thanks. Identify the job you’re accepting. In the next paragraph, cover any necessary details. Conclude by saying that you look forward to reporting for work. As always, a positive letter should convey your enthusiasm and eagerness to cooperate:

Figure 19.6 Follow-Up Message

Use the follow-up message after an interview to express continued interest in the opportunity, to correct or expand on any information you provided in the interview, and to thank the interviewer for his or her time.

Be aware that a job offer and a written acceptance of that offer can constitute a legally binding contract, for both you and the employer. Before you send an acceptance letter, be sure you want the job.

Written acceptance of a job offer can be considered a legally binding contract.

Figure 19.7 Request for a Time Extension

Needing more time to decide on a job offer is not uncommon, particularly for candidates with desirable credentials. However, make the request in a respectful and subtle way. The reader understands you are comparing opportunities and looking for the best offer, so you don’t need to belabor this point.

LETTER DECLINING A JOB OFFER

If you decide to decline a job offer, do so tactfully, using the model for negative messages.

After all your interviews, you may �ind that you need to write a letter declining a job offer. Use the techniques for negative messages (see Chapter 11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000004228#P7001012451000000000000000004228) ): Open warmly, state the reasons for refusing the offer, decline the offer explicitly, and close on a pleasant note that expresses gratitude. By taking the time to write a sincere, tactful letter, you leave the door open for future contact:

LETTER OF RESIGNATION

Letters of resignation should always be written in a gracious and professional style that avoids criticism of your employer or your colleagues.

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000004228#P7001012451000000000000000004228

If you get a job offer while employed, you can maintain good relations with your current employer by writing a thoughtful letter of resignation to your immediate supervisor. Follow the advice for negative messages and make the letter sound positive, regardless of how you feel. Say something favorable about the organization, the people you work with, or what you’ve learned on the job. Then state your intention to leave and give the date of your last day on the job. Be sure you give your current employer at least two weeks’ notice.

To verify the content and style of your follow-up messages, consult the tips in “Checklist: Writing Follow-Up Messages (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006EB2) .”

CHECKLIST Writing Follow-Up Messages A. Thank-you messages

Write a brief thank-you letter within two days of the interview. Acknowledge the interviewer’s time and courtesy. Restate the speci�ic job you’re applying for. Express your enthusiasm about the organization and the job. Add any new facts that may help your chances. Politely ask for a decision.

B. Messages of inquiry If you haven’t heard from the interviewer by the promised date, write a brief message of inquiry. Use the direct approach: main idea, necessary details, speci�ic request.

C. Requests for a time extension Request an extension if you have pending interviews and need time to decide about an offer. Open on a friendly note. Explain why you need more time and express continued interest in the company. In the close, promise a quick decision if your request is denied and ask for a con�irmation if your request is granted.

D. Letters of acceptance Send this message within �ive days of receiving the offer. State clearly that you accept the offer, identify the job you’re accepting, and con�irm vital details such as salary and start date. Make sure you want the job; an acceptance letter can be treated as a legally binding contract.

E. Letters declining a job offer Use the indirect approach for negative messages. Open on a warm and appreciative note and then explain why you are refusing the offer. End on a sincere, positive note.

F. Letters of resignation Send a letter of resignation to your current employer as soon as possible. Begin with an appreciative buffer. In the middle section, state your reasons for leaving and actually state that you are resigning. Close cordially.

COMMUNICATION CHALLENGES AT VMWare You work as a recruiter in the human resources department at VMWare, and the company is currently expanding its roster of customer support professionals. Use what you’ve learned about interviewing to address these challenges.

INDIVIDUAL CHALLENGE: Customer support employees can get hit with some off-the-wall questions and requests from time to time, and you want to make sure the people you hire can handle these questions with grace and tact. Come up with three fairly outlandish questions you could use during interviews to see how candidates react. You’re not particularly interested in precise answers; you want to see how they handle the situation and how they go about solving odd challenges. For example, you might ask them to estimate how many mobile phone batteries will be thrown away in the next 10 years or to explain the concept of a human family to an alien from another planet.

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006EB2

TEAM CHALLENGE: Although VMWare operates in a highly technical industry, its customer support specialists need the same “soft” skills that every company must have to keep customers productive and happy. With your team, brainstorm the soft-skill attributes of an ideal customer service specialist, such as active listening and communicating with people who have different native languages. (Review Chapters 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) and 3 for ideas.) Next, write �ive interview questions that could help you judge how well candidates match this pro�ile.

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Quick Learning Guide

KEY TERMS

application letter Message that accompanies a résumé to let readers know what you’re sending, why you’re sending it, and how they can bene�it from reading it

behavioral interview Interview in which you are asked to relate speci�ic incidents and experiences from your past

employment interview Formal meeting during which a candidate and an employer ask questions and exchange information

group interview Interview in which one or more interviewers meet with several candidates simultaneously

open-ended interview Interview in which the interviewer adapts his or her line of questioning based on the answers given or questions asked by the interviewee

panel interview Interview in which the candidate meets with several interviewers at once

situational interview Similar to a behavioral interview, except the questions focus on how the candidate would handle various hypothetical situations on the job

stress interview Interview in which the candidate might be asked questions designed to unsettle him/her or is subjected to long periods of silence, criticism, interruptions, and/or hostile reactions by the interviewer

structured interview Interview in which the interviewer (or a computer) asks a series of prepared questions in a set order

working interview Interview in which the candidate performs a job-related activity

SUMMARY OF LEARNING OBJECTIVES

1 Explain the purposes of application letters, and describe how to apply the AIDA organizational approach to them. The purposes of an application letter are to introduce your résumé, persuade an employer to read it, and request an interview. With the AIDA model, get attention in the opening paragraph by showing how your work skills could bene�it the organization, by explaining how your quali�ications �it the job, or by demonstrating an understanding of the organization’s needs. Build interest and desire by showing how you can meet the job requirements and, near the end of this section, be sure to refer your reader to your résumé. Finally, motivate action by making your request easy to ful�ill and by including all necessary contact information.

2 escribe the typical sequence of job interviews, the major types of interviews, and the attributes employers look for during an interview. The typical sequence of interviews involves three stages. During the screening stage, employers �ilter out unquali�ied applicants and identify promising candidates. During the selection stage, the pool of applicants is narrowed through a variety of structured and unstructured interviewing methods. In the �inal stage, employers select the candidates who will receive offers and, if necessary, promote the bene�its of joining the company.

Interviews can be distinguished by the way they are structured (structured or unstructured interviews), the number of people involved (one-on-one, panel, or group interviews), and the purpose of the interview (behavioral, situational, working, or stress interviews). The behavioral interview, probably the most common in terms of purpose, requires candidates to use their own experiences and attributes to craft answers. The situational interview is similar, but instead of using incidents from the candidate’s past, it explores how the candidate would respond to hypothetical situations in the future. In a working interview, you are asked to perform job-related tasks. Stress interviews are designed to see how well you perform under stress.

Employers look for two things during an employment interview. First, they seek evidence that an applicant is quali�ied for the position. Second, they seek reassurance that an applicant will be a good �it with the “personality” of the organization and the position.

3 List six tasks you need to complete to prepare for a successful job interview. To prepare for a successful job interview, (1) complete the research you started when planning your résumé, (2) think ahead about questions you’ll need to answer and questions you’ll want to ask, (3) boost your con�idence by focusing on your strengths and preparing thoroughly, (4) polish your interviewing style, (5) present a professional image with businesslike clothing and good grooming, and (6) arrive on time and ready to begin.

4 Explain how to succeed in all three stages of an interview. All employment interviews have three stages. The warm-up stage is the most important because �irst impressions greatly in�luence an interviewer’s decision. Pay close attention to your body language and etiquette with everyone you encounter, and be ready to answer common openers such as “Tell me about yourself.” The question-and-answer stage, during which you will answer and ask questions, is the longest. Be prepared to answer the common interview questions, and �ind ways to work in questions of your own that you have prepared. Listen carefully to every question, view each question as an opportunity to expand on the information presented in your résumé, and be prepared to handle dif�icult or potentially discriminatory questions. The close is your �inal opportunity to promote your value to the organization and counter any misconceptions the interviewer may have. End with a warm smile and a �irm handshake to leave the interviewer with a positive impression.

5 Identify the most common employment messages that follow an interview and explain when you would use each one. Following an interview, send a thank-you message to show appreciation, emphasize your strengths, and politely ask for a decision. Send an inquiry if you haven’t received the interviewer’s decision by the date promised or within one or two weeks of the interview—especially if you’ve received a job offer from another �irm. You can request a time extension if you need more time to consider an offer. Send a letter of acceptance after receiving a job offer you want to take. Send a letter declining a job offer when you want to refuse an offer tactfully. Finally, if you are currently employed, send a letter of resignation after you have accepted the offer of another job.

MyBCommLab

Go to mybcommlab.com (http://mybcommlab.com) to complete the problems marked with this icon .

Test Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

19-1. What two message elements can you use when writing a follow-up message after submitting a résumé? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C)

19-2. How can you apply the AIDA model to an application letter? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C)

19-3. What information or questions can you use when writing a follow-up message after submitting a résumé? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C)

19-4. What should your objective be for an interview during the selection stage? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#P7001012451000000000000000006B37)

19-5. Why do many employers now use situational or behavioral interviews? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#P7001012451000000000000000006B37)

19-6. How does a structured interview differ from an open-ended interview? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#P7001012451000000000000000006B37)

19-7. What are the three stages of every interview, and which is the most important? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006D7D)

19-8. How should you respond if an interviewer at a company where you want to work asks you a question that seems too personal or unethical? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006D7D)

Apply Your Knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

19-9. If you lack one important quali�ication for a job but have made it past the initial screening stage, how should you prepare to handle this issue during the next round of interviews? Explain your answer. [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BC4)

19-10. What is an interviewer likely to conclude about you if you don’t have any questions to ask during the interview? [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BC4)

19-11. Why is it important to distinguish unethical or illegal interview questions from acceptable questions? Explain. [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006D7D)

19-12. What should you do if your mind goes blank after an interviewer asks you a question? [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006D7D)

Practice Your Skills Messages for Analysis

Read the following messages and then (1) analyze the strengths or weaknesses of each document and (2) revise each document so that it follows this chapter’s guidelines.

19-13. Message 19.A: Writing an Application Letter [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C)

I’m writing to let you know about my availability for the brand manager job you advertised. As you can see from my enclosed résumé, my background is perfect for the position. Even though I don’t have any real job experience, my grades have been outstanding, considering that I went to a top-ranked business school.

I did many things during my undergraduate years to prepare me for this job:

Earned a 3.4 out of a 4.0, with a 3.8 in my business courses Elected representative to the student governing association Selected to receive the Lamar Franklin Award Worked to earn a portion of my tuition

I am sending my résumé to all the top �irms, but I like yours better than any of the rest. Your reputation is tops in the industry, and I want to be associated with a business that can pridefully say it’s the best.

If you wish for me to come in for an interview, I can come on a Friday afternoon or anytime on weekends when I don’t have classes. Again, thanks for considering me for your brand manager position.

19-14. Message 19.B: Writing Application Follow-Up Messages [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C)

Did you receive my résumé? I sent it to you at least two months ago and haven’t heard anything. I know you keep résumés on �ile, but I just want to be sure that you keep me in mind. I heard you are hiring health-care managers and certainly would like to be considered for one of those positions.

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Since I last wrote you, I’ve worked in a variety of positions that have helped prepare me for management. To wit, I’ve become lunch manager at the restaurant where I work, which involved a raise in pay. I now manage a waitstaff of 12 girls and take the lunch receipts to the bank every day.

Of course, I’d much rather be working at a real job, and that’s why I’m writing again. Is there anything else you would like to know about me or my background? I would really like to know more about your company. Is there any literature you could send me? If so, I would really appreciate it.

I think one reason I haven’t been hired yet is that I don’t want to leave Atlanta. So I hope when you think of me, it’s for a position that wouldn’t require moving. Thanks again for considering my application.

19-15. Message 19.C: Thank-You Message [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E36)

Thank you for the really marvelous opportunity to meet you and your colleagues at Starret Engine Company. I really enjoyed touring your facilities and talking with all the people there. You have quite a crew! Some of the other companies I have visited have been so rigid and uptight that I can’t imagine how I would �it in. It’s a relief to run into a group of people who seem to enjoy their work as much as all of you do.

I know that you must be looking at many other candidates for this job, and I know that some of them will probably be more experienced than I am. But I do want to emphasize that my two-year hitch in the Navy involved a good deal of engineering work. I don’t think I mentioned all my shipboard responsibilities during the interview.

Please give me a call within the next week to let me know your decision. You can usually �ind me at my dormitory in the evening after dinner (phone: 877-9080).

19-16. Message 19.D: Letter of Inquiry [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E36)

I have recently received a very attractive job offer from the Warrington Company. But before I let them know one way or another, I would like to consider any offer that your �irm may extend. I was quite impressed with your company during my recent interview, and I am still very interested in a career there.

I don’t mean to pressure you, but Warrington has asked for my decision within 10 days. Could you let me know by Tuesday whether you plan to offer me a position? That would give me enough time to compare the two offers.

19-17. Message 19.E: Letter Declining a Job Offer [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E36)

I’m writing to say that I must decline your job offer. Another company has made me a more generous offer, and I have decided to accept. However, if things don’t work out for me there, I will let you know. I sincerely appreciate your interest in me.

Exercises

19-18. Career Management: Preparing for Interviews [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BC4) Google yourself, Bing yourself, scour your social networking pro�iles, review your Twitter messages, and explore every other possible online source you can think of that might have something about you. If you �ind anything potentially embarrassing, remove it if possible. Write a summary of your search-and-destroy mission (you can skip any embarrassing details in your report to your instructor!).

Career Management: Researching Target Employers [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BC4) Select a medium- sized or large company (one that you can easily �ind information on) where you might like to work. Use online sources to gather some preliminary research on the company; don’t limit your search to the company’s own website.

19-19. What did you learn about this organization that would help you during an interview there? 19-20. What online sources did you use to obtain this information? 19-21. Armed with this information, what aspects of your background do you think might appeal to this company’s recruiters? 19-22. Based on what you’ve learned about this company’s culture, what aspects of your personality should you try to highlight during an interview? 19-23. Career Management: Interviewing; Collaboration: Team Projects [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006D7D) , Chapter 2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p70010124510000000000000000015f4#P70010124510000000000000000015F4) Divide the class into two groups. Half the class will be recruiters for a large chain of national department stores, looking to �ill manager trainee positions (there are 16 openings). The other half of the class will be candidates for the jobs. The company is speci�ically looking for candidates who demonstrate these three qualities: initiative, dependability, and willingness to assume responsibility.

Have each recruiter select and interview an applicant for 10 minutes. Have all the recruiters discuss how they assessed the applicant in each of the three desired qualities. What questions did they ask or what did they use as an indicator to determine whether the candidate possessed the quality? Have all the applicants discuss what they said to convince the recruiters that they possessed each of these qualities.

19-24. Career Management: Interviewing [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BC4) Write a short email to your instructor, discussing what you believe are your greatest strengths and weaknesses from an employment perspective. Next, explain how these strengths and weaknesses would be viewed by interviewers evaluating your quali�ications.

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19-25. Career Management: Interviewing [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BC4) Prepare written answers to 10 of the questions listed in Table 19.3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006C2F) .

Message Strategies: Employment Messages, Communication Ethics: Resolving Ethical Dilemmas [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E36) , Chapter 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p700101245100000000000000000105b#P700101245100000000000000000105B) You have decided to accept a new position with a competitor of your company. Write a letter of resignation to your supervisor, announcing your decision.

19-26. Will you notify your employer that you are joining a competing �irm? Explain. 19-27. Will you use the direct or the indirect approach? Explain. 19-28. Will you send your letter by email, send it by regular mail, or place it on your supervisor’s desk?

Expand Your Skills Critique the Professionals

Find an online video of a business professional being interviewed by a journalist. Using whatever medium your instructor requests, write a brief assessment (no more than one page) of the professional’s performance and any tips that you picked up that could you use in job interviews.

Sharpen Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com (http://websearch.businesscommunicationnetwork.com) , is a unique research tool designed speci�ically for business communication research. Use the Web Search function to �ind a website, video, article, podcast, or presentation that offers advice on successful interviewing techniques. Write a brief email message to your instructor or a post for your class blog describing the item that you found and summarizing the career skills information you learned from it.

Cases For all cases, feel free to use your creativity to make up any details you need in order to craft effective messages.

Application Messages

VIDEO SKILLS

19-29. Media Skills: Video; Message Strategies: Employment Messages [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C) , Chapter 9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000003806#P7001012451000000000000000003806) With its encouragement of video applications and abandonment of traditional job postings, Zappos might be starting a mini-trend toward a new style of employment application.

Your task: Identify a company where you would like to work and assume that it encourages candidates to submit video introductions. Plan, record, and produce a short video (no longer than three minutes) that you might submit to this employer. Don’t worry too much about fancy production quality, but make sure your content and presentation match the company’s style and brand image.

EMAIL SKILLS

19-30. Message Strategies: Employment Messages [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C) Use one of the websites listed in Table 18.1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#P700101245100000000000000000647B) on page 517 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006421#page_517) to �ind a job opening in your target profession. If you haven’t narrowed down to one career �ield yet, choose a business job for which you will have at least some quali�ications at the time of your graduation.

Your task: Write an email message that would serve as your application letter if you were to apply for this job. Base your message on your actual quali�ications for the position, and be sure to “echo” the requirements listed in the job description. Include the job description in your email message when you submit it to your instructor.

MICROBLOGGING SKILLS

19-31. Message Strategies: Employment Messages [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C) If you want to know whether job candidates can express themselves clearly on Twitter, why not test them as part of the application process? That’s exactly what the Minneapolis advertising agency Campbell Mithun does. Rather than having them using conventional application methods, the company asks intern candidates to tweet their applications in 13 messages.49 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P70010124510000000000000000070A5)

Your task: Find a job opening on Twitter by searching on any of the following hashtags: #hiring, #joblisting, or #nowhiring.50 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006eff#P70010124510000000000000000070A7) Next, write

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an “application letter” composed of 13 individual tweets. If your class is set up with private Twitter accounts, go ahead and send the tweets. Otherwise, email them to your instructor or post them on your class blog, as your instructor indicates.

EMAIL SKILLS

19-32. Message Strategies: Employment Messages [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C) Finding job openings that align perfectly with your professional interests is wonderful, but it doesn’t always happen. Sometimes you have to widen your search and go after whatever opportunities happen to be available. Even when the opportunity is not ideal, however, you still need to approach the employer with enthusiasm and a focused, audience-centric message.

Your task: Find a job opening for which you will be quali�ied when you graduate (or close to being quali�ied, for the purposes of this activity), but make it one that is outside your primary �ield of interest. Write an email application letter for this opening, making a compelling case that you are the right candidate for this job.

Interviewing

BLOGGING SKILLS/TEAM SKILLS

19-33. Career Management: Researching Target Employers [LO-3] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#P7001012451000000000000000006BC4) Research is a critical element of the job-search process. With information in hand, you increase the chance of �inding the right opportunity (and avoiding bad choices), and you impress interviewers in multiple ways by demonstrating initiative, curiosity, research and analysis skills, an appreciation for the complex challenges of running a business, and willingness to work to achieve results.

Your task: With a small team of classmates, use online job listings to identify an intriguing job opening that at least one member of the team would seriously consider pursuing as graduation approaches. (You’ll �ind it helpful if the career is related to at least one team member’s college major or on- the-job experience so that the team can bene�it from some knowledge of the profession in question.) Next, research the company, its competitors, its markets, and this speci�ic position to identify �ive questions that would (1) help the team member decide whether this is a good opportunity and (2) show an interviewer that you’ve really done your homework. Go beyond the basic and obvious questions to identify current, speci�ic, and complex issues that only deep research can uncover. For example, is the company facing signi�icant technical, �inancial, legal, or regulatory challenges that threaten its ability to grow or perhaps even survive in the long term? Or is the market evolving in a way that positions this particular company for dramatic growth? In a post for your class blog, list your �ive questions, identify how you uncovered the issue, and explain why each is signi�icant.

TEAM SKILLS

19-34. Career Management: Interviewing [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006D7D) Interviewing is a skill that can be improved through observation and practice.

Your task: You and all other members of your class are to write letters of application for an entry-level or management-trainee position that requires an engaging personality and intelligence but a minimum of specialized education or experience. Sign your letter with a �ictitious name that conceals your identity. Next, polish (or create) a résumé that accurately identi�ies you and your educational and professional accomplishments.

Now, three members of the class who volunteer as interviewers divide up all the anonymously written application letters. Then each interviewer selects a candidate who seems the most convincing in his or her letter. At this time, the selected candidates identify themselves and give the interviewers their résumés.

Each interviewer then interviews his or her chosen candidate in front of the class, seeking to understand how the items on the résumé qualify the candidate for the job. At the end of the interviews, the class decides who gets the job and discusses why this candidate was successful. Afterward, retrieve your letter, sign it with the right name, and submit it to the instructor for credit.

TEAM SKILLS

19-35. Career Management: Interviewing [LO-4] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006d7a#P7001012451000000000000000006D7D) Select a company in an industry in which you might like to work and then identify an interesting position within the company. Study the company and prepare for an interview with that company.

Your task: Working with a classmate, take turns interviewing each other for your chosen positions. Interviewers should take notes during the interview. When the interview is complete, critique each other’s performance. (Interviewers should critique how well candidates prepared for the interview and answered the questions; interviewees should critique the quality of the questions asked.) Write a follow-up letter thanking your interviewer and submit the letter to your instructor.

Following up After an Interview

LETTER-WRITING SKILLS

19-36. Message Strategies: Employment Messages [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E36) Because of a mix-up in your job application scheduling, you accidentally applied for your third-choice job before going after the one you really wanted. What you want to do is work in retail marketing with the upscale department store Neiman Marcus in Dallas; what you have been offered is a job with Longhorn Leather and Lumber, 65 miles away in the small town of Commerce, Texas.

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You review your notes. Your Longhorn interview was three weeks ago with the human resources manager, R. P. Bronson, who has just written to offer you the position. The store’s address is 27 Sam Rayburn Drive, Commerce, TX 75428. Mr. Bronson notes that he can hold the position open for 10 days. You have an interview scheduled with Neiman Marcus next week, but it is unlikely that you will know the store’s decision within this 10-day period.

Your task: Write to Mr. Bronson, requesting a reasonable delay in your consideration of his job offer.

LETTER-WRITING SKILLS/EMAIL SKILLS

19-37. Message Strategies: Employment Messages [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E36) Fortunately for you, your interview with Neiman Marcus (see the previous case) went well, and you’ve just received a job offer from the company.

Your task: Write a letter to R. P. Bronson at Longhorn Leather and Lumber declining his job offer, and write an email message to Clarissa Bartle at Neiman Marcus accepting her job offer. Make up any information you need when accepting the Neiman Marcus offer.

LETTER-WRITING SKILLS

19-38. Message Strategies: Employment Messages (Letters of Resignation) [LO-5] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006e33#P7001012451000000000000000006E36) Leaving a job is rarely stress free, but it’s particularly dif�icult when you are parting ways with a mentor who played an important role in advancing your career. A half-dozen years into your career, you have bene�ited greatly from the advice, encouragement, and professional connections offered by your mentor, who also happens to be your current boss. She seemed to believe in your potential from the beginning and went out of her way on numerous occasions to help you. You returned the favor by becoming a stellar employee who has made important contributions to the success of the department your boss leads.

Unfortunately, you �ind yourself at a career impasse. You believe you are ready to move into a management position, but your company is not growing enough to create many opportunities. Worse yet, you joined the �irm during a period of rapid expansion, so there are many eager and quali�ied internal candidates at your career level interested in the few managerial jobs that do become available. You fear it may be years before you get the chance to move up in the company. Through your online networking activities, you found an opportunity with a �irm in another industry and have decided to pursue it.

Your task: You have a close relationship with your boss, so you will announce your intention to leave the company in a private, one-on-one conversation. However, you also recognize the need to write a formal letter of resignation, which you will hand to your boss during this meeting. This letter is addressed to your boss, but as formal business correspondence that will become part of your personnel �ile, it should not be a “personal” letter. Making up whatever details you need, write a brief letter of resignation.

MyBCommLab Go to mybcommlab.com (http://mybcommlab.com) for Auto-graded writing questions as well as the following Assisted-graded writing questions:

19-39. How should your application letter work in conjunction with your résumé? [LO-1] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#P7001012451000000000000000006A4C)

19-40. How can you prepare for a situational or behavioral interview if you have no experience with the job for which you are interviewing? [LO-2] (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#P7001012451000000000000000006B37)

Endnotes 1 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a1f#rP7001012451000000000000000007044) . Ladan Nikravan, “Socially Exceptional Recruiting,” Talent Management, 6 March 2015, www.talentmgt.com (http://www.talentmgt.com) ; VMWare website, accessed 9 May 2016, www.vmware.com (http://www.vmware.com) ; VMWare Careers pro�ile on LinkedIn, accessed 9 May 2016, www.linkedin.com/company/vmware/careers (http://www.linkedin.com/company/vmware/careers) ; VMWare University Twitter account, accessed 9 May 2016, twitter.com/vmwareu (http://twitter.com/vmwareu) ; VMWare Community portal, accessed 9 May 2016, communities.vmware.com (http://communities.vmware.com) ; James Molloy pro�ile on LinkedIn, accessed 9 May 2016, www.linkedin.com/in/jmolloy (http://www.linkedin.com/in/jmolloy) .

2 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#rP7001012451000000000000000007046) . Matthew Rothenberg, “Manuscript vs. Machine,” Ladders, 15 December 2009, www.theladders.com (http://www.theladders.com) ; Joann Lublin, “Cover Letters Get You in the Door, So Be Sure Not to Dash Them Off,” Wall Street Journal, 6 April 2004, B1.

3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#rP7001012451000000000000000007048) . Lisa Vaas, “How to Write a Great Cover Letter,” Ladders, 20 November 2009, www.theladders.com (http://www.theladders.com) .

4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#rP700101245100000000000000000704A) . Allison Doyle, “Introduction to Cover Letters,” About.com (http://About.com) , accessed 13 August 2010, jobsearch.about.com (http://jobsearch.about.com) .

5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#rP700101245100000000000000000704C) . Alison Green, “Are You Making These 8 Mistakes on Your Cover Letter?” U.S. News & World Report, 18 July 2012, money.usnews.com (http://money.usnews.com) ; Doyle, “Introduction to Cover Letters”; Vaas, “How to Write a Great Cover Letter”; Toni Logan, “The Perfect Cover Story,” Kinko’s Impress 2 (2000): 32, 34.

6 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#rP700101245100000000000000000704E) . Lisa Vaas, “How to Follow Up a Résumé Submission,” Ladders, 9 August 2010, www.theladders.com (http://www.theladders.com) .

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http://www.talentmgt.com/

http://www.vmware.com/

http://www.linkedin.com/company/vmware/careers

http://twitter.com/vmwareu

http://communities.vmware.com/

http://www.linkedin.com/in/jmolloy

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http://jobsearch.about.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#rP700101245100000000000000000704C

http://money.usnews.com/

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7 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#rP7001012451000000000000000007050) . Alison Doyle, “How to Follow Up After Submitting a Resume,” About.com (http://About.com) , accessed 13 August 2010, jobsearch.about.com (http://jobsearch.about.com) ; Vaas, “How to Follow Up a Résumé Submission.”

8 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006a4a#rP7001012451000000000000000007052) . Anne Fisher, “How to Get Hired by a ‘Best’ Company,” Fortune, 4 February 2008, 96.

9 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007054) . Fisher, “How to Get Hired by a ‘Best’ Company.”

10 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007056) . Sarah E. Needleman, “Speed Interviewing Grows as Skills Shortage Looms; Strategy May Help Lock in Top Picks; Some Drawbacks,” Wall Street Journal, 6 November 2007, B15.

11 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007058) . Scott Beagrie, “How to Handle a Telephone Job Interview,” Personnel Today, 26 June 2007, 29.

12 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP700101245100000000000000000705A) . John Olmstead, “Predict Future Success with Structured Interviews,” Nursing Management, March 2007, 52–53.

13 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP700101245100000000000000000705C) . Fisher, “How to Get Hired by a ‘Best’ Company,” 96.

14 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP700101245100000000000000000705E) . Erinn R. Johnson, “Pressure Sessions,” Black Enterprise, October 2007, 72.

15 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007060) . “What’s a Group Interview?” About.com (http://About.com) Tech Careers, accessed 5 April 2008, jobsearchtech.about.com (http://jobsearchtech.about.com) .

16 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007062) . Fisher, “How to Get Hired by a ‘Best’ Company.”

17 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007064) . Katherine Hansen, “Behavioral Job Interviewing Strategies for Job-Seekers,” QuintCareers.com (http://QuintCareers.com) , accessed 13 August 2010, www.quintcareers.com (http://www.quintcareers.com) .

18 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007066) . Hansen, “Behavioral Job Interviewing Strategies for Job-Seekers.”

19 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007068) . Chris Pentilla, “Testing the Waters,” Entrepreneur, January 2004, www.entrepreneur.com (http://www.entrepreneur.com) ; Terry McKenna, “Behavior-Based Interviewing,” National Petroleum News, January 2004, 16; Nancy K. Austin, “Goodbye Gimmicks,” Incentive, May 1996, 241.

20 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP700101245100000000000000000706A) . William Poundstone, “Beware the Interview Inquisition,” Harvard Business Review, May 2003, 18.

21 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP700101245100000000000000000706C) . Peter Vogt, “Mastering the Phone Interview,” Monster.com (http://Monster.com) , accessed 13 December 2006, www.monster.com (http://www.monster.com) ; Nina Segal, “The Global Interview: Tips for Successful, Unconventional Interview Techniques,” Monster.com (http://Monster.com) , accessed 13 December 2006, www.monster.com (http://www.monster.com) .

22 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP700101245100000000000000000706E) . Segal, “The Global Interview.”

23 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007070) . Barbara Kiviat, “How Skype Is Changing the Job Interview,” Time, 20 October 2009, accessed 13 August 2010, www.time.com (http://www.time.com) .

24 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007072) . HireVue website, accessed 4 April 2008, www.hirevue.com (http://www.hirevue.com) ; in2View website, accessed 4 April 2008, www.in2view.biz (http://www.in2view.biz) ; Victoria Reitz, “Interview Without Leaving Home,” Machine Design, 1 April 2004, 66.

25 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007074) . Gina Ruiz, “Job Candidate Assessment Tests Go Virtual,” Workforce Management, January 2008, www.workforce.com (http://www.workforce.com) ; Connie Winkler, “Job Tryouts Go Virtual,” HR Magazine, September 2006, 131–134.

26 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007076) . U.S. Equal Employment Opportunity Commission, “Employment Test and Selection Procedures,” EEOC website, accessed 24 July 2012, www.eeoc.gov (http://www.eeoc.gov) ; Jonathan Katz, “Rethinking Drug Testing,” Industry Week, March 2010, 16–18; Ashley Shadday, “Assessments 101: An Introduction to Candidate Testing,” Workforce Management, January 2010, www.workforce.com (http://www.workforce.com) ; Dino di Mattia, “Testing Methods and Effectiveness of Tests,” Supervision, August 2005, 4–5; David W. Arnold and John W. Jones, “Who the Devil’s Applying Now?” Security Management, March 2002, 85–88; Matthew J. Heller, “Digging Deeper,” Workforce Management, 3 March 2008, 35–39.

27 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007078) . Frederick P. Morgeson, Michael A. Campion, Robert L. Dipboye, John R. Hollenbeck, Kevin Murphy, and Neil Schmitt, “Are We Getting Fooled Again? Coming to Terms with Limitations in the Use of Personality Tests in Personnel Selection,” Personnel Psychology 60, no. 4 (Winter 2007): 1029–1049.

28 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#rP700101245100000000000000000707A) . Austin, “Goodbye Gimmicks.”

29 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#rP700101245100000000000000000707C) . Hannah Morgan, “The Ultimate Interview Prep Checklist,” U.S. News & World Report, 23 April 2014, money.usnews.com (http://money.usnews.com) .

http://jobsearch.about.com/

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http://jobsearchtech.about.com/

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http://www.entrepreneur.com/

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http://www.time.com/

https://content.ashford.edu/books/Bovee.7626.18.1/sections/p7001012451000000000000000006b35#rP7001012451000000000000000007072

http://www.hirevue.com/

http://www.in2view.biz/

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http://www.workforce.com/

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http://www.eeoc.gov/

http://www.workforce.com/

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http://money.usnews.com/

30 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#rP700101245100000000000000000707E) . Rachel Zupek, “How to Answer 10 Tough Interview Questions,” CNN.com (http://CNN.com) , 4 March 2009, www.cnn.com (http://www.cnn.com) ; Barbara Safani, “How to Answer Tough Interview Questions Authentically,” Ladders, 5 December 2009, www.theladders.com (http://www.theladders.com) .

31 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000006bc2#rP7001012451000000000000000007080) . Nick Corcodilos, “How to Answer a Misguided Interview Question,” Seattle Times, 30 March 2008, www.seattletimes.com (http://www.seattletimes.com) .

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