reading response at least 300 words

http://www.b2bmobilerevolution.com

Integrated coverage and student activities As with social media, the changes brought about by mobile run far deeper than the technology itself. Successful communication on mobile devices requires a new approach to planning, writing, and designing messages.

With in-depth, integrated coverage of the challenges and opportunities that mobile presents, Excellence in Business Communication, 12th Edition, helps students adapt their personal use of mobile devices to the unique demands of business communication. Through a variety of annotated model messages, questions, activities, and cases, students will gain valuable skills in the art of communicating via mobile devices.

MOBILE APPS

Pocket Letter Pro includes templates for a variety of letter types to simplify writing business letters on your mobile device.

EMAIL SKILLS / MOBILE SKILLS

7.33. Media Skills: Email [LO-5] The size limitations of smartphone screens call for a di erent approach to writing (see page 196) and formatting (see page 221) documents.

Your task: On the website of any company that interests you, find a news release (some companies refer to them as press re - leases) that announces the launch of a new product. Using Pages or any other writing app at your disposal, revise and format the material in a way that would be e ective on smartphone screens.

WEB WRITING SKILLS/MOBILE SKILLS/ PORTFOLIO BUILDER

12.29. Message Strategies: Online Content [LO-2] Adapting conventional web content to make it mobile friendly can require rethinking the site’s information architecture to sim- plify navigation and revising the content.

Your task: Choose the website of a company that makes prod- ucts you find interesting. (Make it a conventional website, not one already optimized for mobile.) Analyze the section of the

With realistic examples, pointers to dozens of business communication apps, and a full range of questions and projects, Excellence in Business Communication highlights the best current practices in mobile business communication.

1. “The Mobile Revolution Is Just Beginning,” press release, Word Economic Forum, 13 September 2013, www.weforum.org.

2. “More Than Nine in 10 Internet Users Will Go Online via Phone,” eMarketer, 6 January 2014, www.emarketer.com; Christina “CK” Kerley, The Mobile Revolution & B2B, white paper, 2011, www.b2bmobilerevolution.com; Jordie can Rijn, “The Ultimate Mobile Email Statistics Overview,” Emailmonday.com, accessed 9 February 2014, www.emailmonday.com; Jessica Lee, “46% of Searchers Now Use Mobile Exclusively to Research [Study],” Search Engine Watch, 1 May 2013, http://searchenginewatch.com.

Readers who want more detail can swipe down for background information on the five points.

All the key points of the documents appear here on the first screen.

This introduction conveys only the information readers need in order to grasp the scope of the article.

Optimizing for mobile includes writing short headlines that get right to the point.

http://www.weforum.org

http://www.emarketer.com

http://www.emailmonday.com

http://searchenginewatch.com

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excellence in business Communication

John V. Thill ChairMan anD ChieF exeCutiVe oFFiCer

gLobaL CoMMuniCation strategies

Courtland L. Bovée ProFessor oF business CoMMuniCation

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Authorized adaptation from the United States edition, entitled Excellence in Business Communication, Twelfth Edition, ISBN 978-0-13-431905-6 by John V. Thill and Courtland L. Bovee, published by Pearson Education © 2017.

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T his book is dedicated to the many thousands of instructors and students who use Bovée and Thill texts to develop career-enhancing skills in business communication. We appreciate the opportunity to play a role in your education, and we wish you the very best with your careers.

John V. Thill

Courtland L. Bovée

Dedication

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Preface 19 Prologue 41

PART 1 understanding the Foundations of business Communication 49

1 Professional Communication in a Digital, Social, Mobile World 50 2 Collaboration, Interpersonal Communication, and Business Etiquette 84 3 Communication Challenges in a Diverse, Global Marketplace 116

PART 2 applying the three-step Writing Process 145 4 Planning Business Messages 146 5 Writing Business Messages 175 6 Completing Business Messages 206

PART 3 Crafting brief business 233 7 Crafting Messages for Digital Channels 234 8 Writing Routine and Positive Messages 273 9 Writing Negative Messages 299 10 Writing Persuasive Messages 335

PART 4 Preparing reports and Presentations 367 11 Planning Reports and Proposals 368 12 Writing Reports and Proposals 408 13 Completing Reports and Proposals 447 14 Developing and Delivering Business Presentations 489

PART 5 Writing employment Messages and interviewing for Jobs 525

15 Building Careers and Writing Résumés 526 16 Applying and Interviewing for Employment 560

Appendix A Format and Layout of Business Documents 595 Appendix B Documentation of Report Sources 610 Appendix C Correction Symbols 616

handbook of grammar, Mechanics, and usage 619 answer Keys 647 brand, organization, name, and Website index 651 subject index 654

brief Contents

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Contents

Preface 19 Prologue 41

PART 1 understanding the Foundations of business Communication 49

1 Professional Communication in a Digital, Social, Mobile World 50 CoMMuniCating at Jetblue 50

understanding Why Communication Matters 51

Communication Is Important to Your Career 51 Communication Is Important to Your Company 53 What Makes Business Communication Effective? 53

Communicating as a Professional 53 Understanding What Employers Expect from You 55 Communicating in an Organizational Context 56 Adopting an Audience-Centered Approach 56

exploring the Communication Process 57 The Basic Communication Model 58 The Social Communication Model 61

the Mobile revolution 63 The Rise of Mobile as a Communication Platform 63 How Mobile Technologies Are Changing Business

Communication 64 using technology to improve business Communication 66

Keeping Technology in Perspective 66 Guarding Against Information Overload 66 Using Technological Tools Productively 66 Reconnecting with People 72

Committing to ethical and Legal Communication 72

Distinguishing Ethical Dilemmas from Ethical Lapses 73

Ensuring Ethical Communication 74 Ensuring Legal Communication 75

applying What you’ve Learned 76

soLVing CoMMuniCation DiLeMMas at Jetblue 76

Learning objectives Checkup 77 apply your Knowledge 80 Practice your skills 80

expand your skills 81 improve your grammar, Mechanics, and usage 82

THE ART OF PROFESSIONALISM Maintaining a Confident, Positive outlook 56

2 Collaboration, Interpersonal Communication, and Business Etiquette 84

CoMMuniCating at Cemex 84

Communicating effectively in teams 85 Advantages and Disadvantages of Teams 85 Characteristics of Effective Teams 86 Group Dynamics 86

Collaborating on Communication efforts 89 Guidelines for Collaborative Writing 89 Technologies for Collaborative Writing 90 Giving—and Responding to—Constructive

Feedback 92 Making your Meetings More Productive 93

Preparing for Meetings 93 Conducting and Contributing to Efficient Meetings 93 Putting Meeting Results to Productive Use 95

using Meeting technologies 96 improving your Listening skills 97

Recognizing Various Types of Listening 97 Understanding the Listening Process 98 Overcoming Barriers to Effective Listening 99

improving your nonverbal Communication skills 100

Recognizing Nonverbal Communication 100 Using Nonverbal Communication Effectively 101

Developing your business etiquette 102 Business Etiquette in the Workplace 102 Business Etiquette in Social Settings 105 Business Etiquette Online 105 Business Etiquette Using Mobile Devices 106

soLVing CoMMuniCation DiLeMMas at Cemex 107

Learning objectives Checkup 108 apply your Knowledge 111 Practice your skills 111 expand your skills 112 improve your grammar, Mechanics, and usage 113

COMMUNICATING ACROSS CULTURES Whose skin is this, anyway? 104

12 Contents

3 Communication Challenges in a Diverse, Global Marketplace 116 CoMMuniCating at EY 116

understanding the opportunities and Challenges of Communication in a Diverse World 117

The Opportunities in a Global Marketplace 117 The Advantages of a Diverse Workforce 118 The Challenges of Intercultural Communication 118

Developing Cultural Competency 119 Understanding the Concept of Culture 119 Overcoming Ethnocentrism and Stereotyping 120

recognizing Variations in a Diverse World 121 Contextual Differences 121 Legal and Ethical Differences 122 Social Differences 122 Nonverbal Differences 123 Age Differences 124 Gender Differences 124 Religious Differences 125 Ability Differences 126

adapting to other business Cultures 126 Guidelines for Adapting to Any Business Culture 126 Guidelines for Adapting to U.S. Business Culture 127

improving intercultural Communication skills 127

Studying Other Cultures 127 Studying Other Languages 128 Respecting Preferences for Communication

Style 130 Writing Clearly 131 Speaking and Listening Carefully 134 Using Interpreters, Translators, and Translation

Software 136 Helping Others Adapt to Your Culture 136

soLVing CoMMuniCation DiLeMMas at EY 137

Learning objectives Checkup 138 apply your Knowledge 141 Practice your skills 141 expand your skills 142 improve your grammar, Mechanics, and usage 142

COMMUNICATING ACROSS CULTURES us Versus them: generational Conflict in the Workplace 125

PART 2 applying the three-step Writing Process 145

4 Planning Business Messages 146 CoMMuniCating at H&R Block 146

understanding the three-step Writing Process 147

Optimizing Your Writing Time 148 Planning Effectively 148

analyzing the situation 148 Defining Your Purpose 149 Developing an Audience Profile 149

gathering information 151 Uncovering Audience Needs 151 Finding Your Focus 152 Providing Required Information 152

selecting the best Combination of Media and Channels 154

The Most Common Media and Channel Options 154 Factors to Consider When Choosing Media

and Channels 160 organizing your information 160

Defining Your Main Idea 161 Limiting Your Scope 162 Choosing Between Direct and Indirect Approaches 163 Outlining Your Content 163 Building Reader Interest with Storytelling Techniques 167

soLVing CoMMuniCation DiLeMMas at

H&R Block 168

Learning objectives Checkup 169 apply your Knowledge 172 Practice your skills 172 expand your skills 173 improve your grammar, Mechanics, and usage 174

PRACTICING ETHICAL COMMUNICATION how Much information is enough? 153

5 Writing Business Messages 175 CoMMuniCating at She Takes on the World 175

adapting to your audience: being sensitive to audience needs 176

Using the “You” Attitude 176 Maintaining Standards of Etiquette 177 Emphasizing the Positive 178 Using Bias-Free Language 179

adapting to your audience: building strong relationships 180

Establishing Your Credibility 180 Projecting Your Company’s Image 182

adapting to your audience: Controlling your style and tone 182

Creating a Conversational Tone 183 Using Plain Language 184 Selecting the Active or Passive Voice 185

Composing your Message: Choosing Powerful Words 186

Understanding Denotation and Connotation 188 Balancing Abstract and Concrete Words 188 Finding Words That Communicate Well 188

Composing your Message: Creating effective sentences 190

Choosing from the Four Types of Sentences 190 Using Sentence Style to Emphasize Key Thoughts 191

Composing your Message: Crafting unified, Coherent Paragraphs 192

Creating the Elements of a Paragraph 192 Choosing the Best Way to Develop Each Paragraph 195

Writing Messages for Mobile Devices 196

soLVing CoMMuniCation DiLeMMas at She Takes on the World 198

Contents 13

Learning objectives Checkup 199 apply your Knowledge 202 Practice your skills 202 expand your skills 204 improve your grammar, Mechanics, and usage 204

THE ART OF PROFESSIONALISM being Dependable and accountable 182

6 Completing Business Messages 206 CoMMuniCating at Jefferson Rabb Web Design 206

revising your Message: evaluating the First Draft 207

Evaluating Your Content, Organization, Style, and Tone 207 Evaluating, Editing, and Revising the Work of Others 210

revising to improve readability 210 Varying Your Sentence Length 211 Keeping Your Paragraphs Short 211 Using Lists to Clarify and Emphasize 212 Adding Headings and Subheadings 213

editing for Clarity and Conciseness 214 Editing for Clarity 214 Editing for Conciseness 216

Producing your Message 218 Designing for Readability 218 Formatting Formal Letters and Memos 221 Designing Messages for Mobile Devices 221

Proofreading your Message 222 Distributing your Message 223

soLVing CoMMuniCation DiLeMMas at Jefferson Rabb Web Design 224

Learning objectives Checkup 225 apply your Knowledge 228 Practice your skills 228 expand your skills 231 improve your grammar, Mechanics, and usage 231

DIGITAL + SOCIAL + MOBILE: TODAY’S COMMUNICATION

ENVIRONMENT help! i’m Drowning in social Media! 215

PART 3

Crafting brief business 233

7 Crafting Messages for Digital Channels 234 CoMMuniCating at GoPro 234

Digital Channels for business Communication 235 Media Choices for Brief Messages 236 Compositional Modes for Digital Media 236 Creating Content for Social Media 237 Optimizing Content for Mobile Devices 239

social networks 239 Business Communication Uses of Social Networks 240 Strategies for Business Communication on Social

Networks 242 information and Content sharing sites 242

User-Generated Content Sites 243

Content Curation Sites 243 Community Q&A Sites 246

email 246 Planning Email Messages 247 Writing Email Messages 247 Completing Email Messages 248

instant Messaging and text Messaging 250 Understanding the Benefits and Risks of IM 251 Adapting the Three-Step Process for Successful IM 251

blogging and Microblogging 252 Understanding the Business Applications of Blogging 253 Adapting the Three-Step Process for Successful Blogging 254 Microblogging 257

Podcasting 258

soLVing CoMMuniCation DiLeMMas at GoPro 260

Learning objectives Checkup 261 apply your Knowledge 265 Practice your skills 265 expand your skills 267 improve your grammar, Mechanics, and usage 267 Cases 268

DIGITAL + SOCIAL + MOBILE: TODAY’S COMMUNICATION

ENVIRONMENT Community Manager: one of the hottest new Jobs in business 240

DIGITAL + SOCIAL + MOBILE: TODAY’S COMMUNICATION

ENVIRONMENT Will emoticons give your Career a Frowny Face? 249

8 Writing Routine and Positive Messages 273 CoMMuniCating at Get Satisfaction 273

strategy for routine requests 274 Stating Your Request Up Front 274 Explaining and Justifying Your Request 274 Requesting Specific Action in a Courteous Close 275

Common examples of routine requests 275 Asking for Information and Action 275 Asking for Recommendations 275 Making Claims and Requesting Adjustments 277

strategy for routine and Positive Messages 277 Starting with the Main Idea 280 Providing Necessary Details and Explanation 280 Ending with a Courteous Close 281

Common examples of routine and Positive Messages 281

Answering Requests for Information and Action 281 Granting Claims and Requests for Adjustment 281 Providing Recommendations and References 282 Sharing Routine Information 285 Announcing Good News 285 Fostering Goodwill 286

soLVing CoMMuniCation DiLeMMas at Get Satisfaction 288

Learning objectives Checkup 289 apply your Knowledge 292 Practice your skills 292 expand your skills 293 improve your grammar, Mechanics, and usage 294 Cases 294

14 Contents

9 Writing Negative Messages 299 CoMMuniCating at Hailo 299

using the three-step Writing Process for negative Messages 300

Step 1: Planning a Negative Message 300 Step 2: Writing a Negative Message 302 Step 3: Completing a Negative Message 302

using the Direct approach for negative Messages 303

Opening with a Clear Statement of the Bad News 303 Providing Reasons and Additional Information 303 Closing on a Respectful Note 305

using the indirect approach for negative Messages 305

Opening with a Buffer 306 Providing Reasons and Additional Information 306 Continuing with a Clear Statement of the Bad News 307 Closing on a Respectful Note 308

Maintaining high standards of ethics and etiquette 309 sending negative Messages on routine business Matters 311

Making Negative Announcements on Routine Business Matters 311

Rejecting Suggestions and Proposals 311 Refusing Routine Requests 311 Handling Bad News About Transactions 312 Refusing Claims and Requests for Adjustment 313

sending negative organizational news 315 Communicating Under Normal Circumstances 315 Responding to Negative Information in a Social Media

Environment 315 Communicating in a Crisis 317

sending negative employment Messages 318 Refusing Requests for Employee References and

Recommendation Letters 318 Refusing Social Networking Recommendation Requests 319 Rejecting Job Applications 319 Giving Negative Performance Reviews 320 Terminating Employment 321

soLVing CoMMuniCation DiLeMMas at Hailo 322

Learning objectives Checkup 323 apply your Knowledge 327 Practice your skills 327 expand your skills 328 improve your grammar, Mechanics, and usage 329 Cases 329

PRACTICING ETHICAL COMMUNICATION the Deceptive soft sell 310

10 Writing Persuasive Messages 335 CoMMuniCating at Red Ants Pants 335

using the three-step Writing Process for Persuasive Messages 336

Step 1: Planning Persuasive Messages 336 Step 2: Writing Persuasive Messages 339 Step 3: Completing Persuasive Messages 340

Developing Persuasive business Messages 340

Strategies for Persuasive Business Messages 340 Avoiding Common Mistakes in Persuasive

Communication 345 Common Examples of Persuasive Business

Messages 345 Developing Marketing and sales Messages 349

Planning Marketing and Sales Messages 349 Writing Conventional Marketing and Sales

Messages 350 Writing Promotional Messages for Social Media 350 Creating Promotional Messages for Mobile Devices 352

Maintaining high standards of ethics, Legal Compliance, and etiquette 352

soLVing CoMMuniCation DiLeMMas at Red Ants Pants 353

Learning objectives Checkup 354 apply your Knowledge 357 Practice your skills 357 expand your skills 358 improve your grammar, Mechanics, and usage 359 Cases 359

PRACTICING ETHICAL COMMUNICATION Pushing the Limits of Credibility 340

PART 4 Preparing reports and Presentations 367

11 Planning Reports and Proposals 368 CoMMuniCating at MyCityWay 368

applying the three-step Writing Process to reports and Proposals 369

Analyzing the Situation 369 Gathering Information 371 Selecting the Best Combination of Media and

Channels 371 Organizing Your Information 373

supporting your Messages with reliable information 375

Planning Your Research 376 Locating Data and Information 377 Evaluating Sources 377 Using Your Research Results 378

Conducting secondary research 380 Finding Information at a Library 382 Finding Information Online 382 Documenting Your Sources 384

Conducting Primary research 385 Conducting Surveys 385 Conducting Interviews 387

Planning informational reports 388 Organizing Informational Reports 388 Creating Successful Business Plans 389 Organizing Website Content 390

Contents 15

Planning analytical reports 392 Focusing on Conclusions 393 Focusing on Recommendations 393 Focusing on Logical Arguments 393

Planning Proposals 397

soLVing CoMMuniCation DiLeMMas at

MyCityWay 400

Learning objectives Checkup 401 apply your Knowledge 404 Practice your skills 404 expand your skills 406 improve your grammar, Mechanics, and usage 406

DIGITAL + SOCIAL + MOBILE: TODAY’S COMMUNICATION

ENVIRONMENT research on the go with Mobile Devices 385

12 Writing Reports and Proposals 408 CoMMuniCating at Warby Parker 408

Composing reports and Proposals 409 Adapting to Your Audience 409 Drafting Report Content 411 Drafting Proposal Content 415 Helping Report Readers Find Their Way 418 Using Technology to Craft Reports and Proposals 418

Writing for Websites and Wikis 419 Drafting Website Content 419 Collaborating on Wikis 419

illustrating your reports with effective Visuals 421

Understanding Visual Design Principles 421 Understanding the Ethics of Visual

Communication 422 Identifying Points to Illustrate 423 Selecting the Right Type of Visual 423

Producing and integrating Visuals 431 Creating Visuals 432 Verifying the Quality of Your Visuals 433 Visual Media on Mobile Devices 433

soLVing CoMMuniCation DiLeMMas at Warby Parker 436

Learning objectives Checkup 437 apply your Knowledge 440 Practice your skills 440 expand your skills 442 improve your grammar, Mechanics, and usage 442 Cases 443

PRACTICING ETHICAL COMMUNICATION Distorting the Data 434

13 Completing Reports and Proposals 447 CoMMuniCating at Garage Technology Ventures 447

revising reports and Proposals 448 Producing Formal reports 449

Prefatory Parts 451 Text of the Report 456 Supplementary Parts 457

Producing Formal Proposals 458 Prefatory Parts 458 Text of the Proposal 459

Proofreading reports and Proposals 460 Distributing reports and Proposals 460

soLVing CoMMuniCation DiLeMMas at Garage Technology Ventures 477

Learning objectives Checkup 478 apply your Knowledge 481 Practice your skills 481 expand your skills 482 improve your grammar, Mechanics, and usage 482 Cases 483

REPORT WRITER’S NOTEBOOK analyzing a Formal report 461

14 Developing and Delivering Business Presentations 489 CoMMuniCating at Principato-Young Entertainment 489

Planning a Presentation 490 Analyzing the Situation 490 Selecting the Best Media and Channels 492 Organizing A Presentation 492

Developing a Presentation 497 Adapting to Your Audience 497 Crafting Presentation Content 498

enhancing your Presentation with effective Visuals 501

Choosing Structured or Free-Form Slides 502

Designing Effective Slides 503 Integrating Mobile Devices in

Presentations 507 Completing a Presentation 508

Finalizing Your Slides 508 Creating Effective Handouts 509 Choosing Your Presentation Method 509 Practicing Your Delivery 511

Delivering a Presentation 512 Overcoming Anxiety 512 Handling Questions Responsively 513 Embracing the Backchannel 513 Giving Presentations Online 514

soLVing CoMMuniCation DiLeMMas at Principato-Young Entertainment 515

Learning objectives Checkup 516 apply your Knowledge 520 Practice your skills 520 expand your skills 521 improve your grammar, Mechanics, and usage 521 Cases 522

THE ART OF PROFESSIONALISM being a team Player 501

16 Contents

PART 5 Writing employment Messages and interviewing for Jobs 525

15 Building Careers and Writing Résumés 526 CoMMuniCating at VMWare 526

Finding the ideal opportunity in today’s Job Market 527

Writing the Story of You 527 Learning to Think Like an Employer 528 Researching Industries and Companies of Interest 529 Translating Your General Potential into a Specific Solution for Each

Employer 530 Taking the Initiative to Find Opportunities 531 Building Your Network 532 Seeking Career Counseling 532 Avoiding Mistakes 532

Planning a résumé 533 Analyzing Your Purpose and Audience 534 Gathering Pertinent Information 535 Selecting the Best Media and Channels 535 Organizing Your Résumé Around Your Strengths 535 Addressing Areas of Concern 536

Writing your résumé 537 Keeping Your Résumé Honest 537 Adapting Your Résumé to Your Audience 537 Composing Your Résumé 538

Completing your résumé 545 Revising Your Résumé 545 Producing Your Résumé 545 Proofreading Your Résumé 548 Distributing Your Résumé 548

soLVing CoMMuniCation DiLeMMas at VMWare 549

Learning objectives Checkup 552 apply your Knowledge 555 Practice your skills 555 expand your skills 556 improve your grammar, Mechanics, and usage 556 Cases 556 DIGITAL + SOCIAL + MOBILE: TODAY’S COMMUNICATION

ENVIRONMENT Job search strategies: Maximize your Mobile 530

THE ART OF PROFESSIONALISM striving to excel 533

16 Applying and Interviewing for Employment 560 CoMMuniCating at Zappos 560

submitting your résumé 561 Writing Application Letters 561 Following Up After Submitting a Résumé 566

understanding the interviewing Process 567 The Typical Sequence of Interviews 567 Common Types of Interviews 567 Interview Media 568 What Employers Look for in an Interview 569 Preemployment Testing and Background Checks 570

Preparing for a Job interview 571 Learning About the Organization and Your Interviewers 571 Thinking Ahead About Questions 572 Boosting Your Confidence 573 Polishing Your Interview Style 574 Presenting a Professional Image 574 Being Ready When You Arrive 577

interviewing for success 577 The Warm-Up 578 The Question-and-Answer Stage 578 The Close 579 Interview Notes 580

Following up after the interview 581 Follow-Up Message 581 Message of Inquiry 581 Request for a Time Extension 581 Letter of Acceptance 581 Letter Declining a Job Offer 583 Letter of Resignation 584

soLVing CoMMuniCation DiLeMMas at Zappos 585

Learning objectives Checkup 586 apply your Knowledge 589 Practice your skills 589 expand your skills 590 improve your grammar, Mechanics, and usage 590 Cases 591

COMMUNICATING ACROSS CULTURES successfully interviewing across borders 576

APPENDIX A Format and Layout of Business Documents 595 First impressions 595

Paper 595 Customization 595 Appearance 595

Letters 596 Standard Letter Parts 596 Additional Letter Parts 600 Letter Formats 602

envelopes 604 Addressing the Envelope 604 Folding to Fit 605 International Mail 607

Memos 607 reports 608

Margins 608 Headings 608 Page Numbers 609

APPENDIX B Documentation of Report Sources 610 Chicago humanities style 610

In-Text Citation—Chicago Humanities Style 610 Bibliography—Chicago Humanities Style 611

aPa style 613 In-Text Citation—APA Style 613 List of References—APA Style 613

MLa style 613 In-Text Citation—MLA Style 613 List of Works Cited—MLA Style 614

Contents 17

APPENDIX C Correction Symbols 616 Content and style 616 grammar, Mechanics, and usage 617 Proofreading Marks 618

handbook of grammar, Mechanics, and usage 619 Diagnostic test of english skills 619 assessment of english skills 621 essentials of grammar, Mechanics, and usage 621 1.0 grammar 621

1.1 Nouns 621 1.2 Pronouns 623 1.3 Verbs 624 1.4 Adjectives 628 1.5 Adverbs 629 1.6 Other Parts of Speech 630 1.7 Sentences 631

2.0 Punctuation 634 2.1 Periods 634 2.2 Question Marks 634 2.3 Exclamation Points 635 2.4 Semicolons 635 2.5 Colons 635

2.6 Commas 635 2.7 Dashes 637 2.8 Hyphens 637 2.9 Apostrophes 637 2.10 Quotation Marks 638 2.11 Parentheses and Brackets 638 2.12 Ellipses 638

3.0 Mechanics 639 3.1 Capitalization 639 3.2 Underscores and Italics 640 3.3 Abbreviations 640 3.4 Numbers 641 3.5 Word Division 642

4.0 Vocabulary 642 4.1 Frequently Confused Words 642 4.2 Frequently Misused Words 643 4.3 Frequently Misspelled Words 644 4.4 Transitional Words and Phrases 645

answer Keys 647

brand, organization, name, and Website index 651

subject index 654

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Major Changes and Improvements in This Edition Here are the major changes in the 12th edition of Excellence in Business Communication:

● Groundbreaking coverage of mobile business communication; see the next page for more information

● New text sections: Using All the Job-Search Tools at Your Disposal (Prologue) The Mobile Revolution (Chapter 1)

The Rise of Mobile as a Communication Platform How Mobile Technologies Are Changing Business Communication

Collaboration via Mobile Devices (Chapter 2) Putting Meeting Results to Productive Use (Chapter 2) Business Etiquette Using Mobile Devices (Chapter 2) Selecting the Best Combination of Media and Channels (Chapter 4) The Unique Challenges of Communication on Mobile Devices (Chapter 4) Writing Messages for Mobile Devices (Chapter 5) Designing Messages for Mobile Devices (Chapter 6) Optimizing Content for Mobile Devices (Chapter 7) Creating Promotional Messages for Mobile Devices (Chapter 10) Visual Media on Mobile Devices (Chapter 12) Organizing a Presentation (Chapter 14) Integrating Mobile Devices in Presentations (Chapter 14) Choosing a Design Strategy for Your Résumé (Chapter 15)

● Coverage of emerging issues that are reshaping business communication, including digital information fluency and the bring your own device (BYOD) phenomenon

● Coverage of linear and nonlinear presentations, discussing the relative strengths of slide- based presentations (linear) and Prezi-style presentations (nonlinear)

● Six new chapter-opening vignettes with accompanying end-of-chapter simulations, featuring JetBlue, GoPro, Hailo, Red Ants Pants, Warby Parker, and VMWare

● Revised treatment of media and channels to reflect the continuing evolution of digital formats; we now categorize media choices oral, written, and visual, each of which can be delivered through digital and nondigital channels to create six basic combinations

● A new highlight box theme, Digital + Social + Mobile: Today’s Communication Environment, addressing such topics as gamification as way to engage audiences, the new careers available in social media community management, using mobile devices for business research, and using mobile devices in the job search process.

● More than 50 new business communication examples and figures—and the 12th edi- tion includes nearly 30 mobile communication examples and more than two dozen social media examples

● New exercises and activities that focus on mobile communication ● A selection of communication cases that challenge students to craft messages for

mobile devices

Preface

20 Preface

As Another Disruptive Technology Transforms Business Communication, Bovée and Thill Again Lead the Field with Innovative Coverage The history of business communication over the past couple of decades has been one of almost constant change. The first major wave was the digital revolution, replacing much of the print communication of the past with email, instant messaging, web content, and other new forms. Then came social media, which fundamentally redefined the relation- ship between businesses and their stakeholders. And now comes the third wave, and it’s proving to be every bit as disruptive—and full of exciting possibilities—as the first two.

Mobile communication, and mobile connectivity in the larger sense, is changing the way business communicators plan, create, and distribute messages. Mobile devices are overtaking PCs as the primary digital communication tool for millions of consumers, employees, and executives; businesses that don’t get mobile-friendly in a hurry will fall behind.

For business communicators, the shift to mobile involves much more than the con- straints of small screens and new input technologies. The ability to reach people anywhere at any time can be a huge advantage, but the mobile communication experience can also be a major challenge for senders and receivers alike. It requires new ways of thinking about information, message structures, and writing styles. With the notion of radical connectivity (see page 65), for example, many communication experiences are no longer about “batch processing” large, self-contained documents. Instead, communication is taking on the feel of an endless conversation, with recipients picking up smaller bits of information as need- ed, in real time, from multiple sources.

The fundamental skills of writing, listening, presenting, and so on will always be essential, of course, but those skills must be executed in a contemporary business context. That’s why Bovée and Thill texts carefully blend technology awareness and skills with basic communi- cation skills and practices. The new coverage of mobile communication is deeply integrated throughout the 12th edition, with major new sections in many chapters and important up- dates in other places, along with a variety of new questions, activities, and cases.

Welcome to the exciting new world of mobile business communication!

Why Business Communication Instructors Continue to Choose Bovée and Thill

● Market-leading innovation. The unique new coverage of mobile communication in this edition is just one example of how, for more than three decades, Bovée and Thill texts have pioneered coverage of emerging trends and their implications for business communication. Bovée and Thill were the first authors in the field to give in-depth coverage to digital media, then social media, and now mobile communication.

● Up-to-date coverage that reflects today’s business communication practices and employer expectations. Technology, globalization, and other forces have dra- matically changed the practice of business communication in recent years, even to the point of altering how people read and how messages should be constructed. To prepare students for today’s workplace, the business communication course needs to address contemporary skills, issues, and concepts.

● Practical advice informed by deep experience. Beyond the research and presenta- tion of new ideas and tools, Bovée and Thill are among the most active and widely fol- lowed users of social media in the entire field of business communication. They don’t just write about new concepts; they have years of hands-on experience with social me- dia, blogging, content curation, search technologies, and other important tools. They are active participants in more than 45 social media sites.

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Bovée and Thill’s extensive use of social media not only provides instructors and students with valuable content and resources—it has given the authors an unparalleled base of hands-on experience that is reflected in their coverage of contemporary media practices.

● Engaging coverage of real companies and contemporary issues in business communication. Bovée and Thill texts emphasize companies and issues students already know about or are likely to find intriguing. For example, cases in recent edi- tions have addressed location-based social networking (the business communication implications of the FourSquare game app), employer restrictions on social media, and the use of Twitter in the job-search process.

● Integrated learning. In sharp contrast to texts that tack on coverage of social me- dia and other new topics, Bovée and Thill continually revise their coverage to fully integrate the skills and issues that are important in today’s workplace. This integra- tion is carried through chapter-opening vignettes, chapter content, model documents, end-of-chapter questions, communication cases, and test banks to make sure students practice the skills they’ll need, not just read about them in some anecdotal fashion.

● Added value with unique, free resources for instructors and students. From the groundbreaking Real-Time Updates to Business Communication Headline News to videos specially prepared for instructors, Bovée and Thill adopters can take advantage of an unmatched array of free resources to enhance the classroom experience and keep course content fresh. See page 30 for a complete list.

22 Preface

In-Depth Coverage of Digital, Social, and Mobile Media Topics in the 12th Edition Excellence in Business Communication offers in-depth coverage of new and emerging media skills and concepts. These tables show where you can find major areas of coverage, figures, and communication cases that expose students to professional use of social media, mobile media, and other new technologies.

Major Coverage of Digital, Social, and Mobile Media Topic Page

Backchannel in presentations 513

Blogging and microblogging 252–258 (primary)

Collaboration technologies 90–92

Community Q&A websites 246

Compositional modes for digital media 236–237

Content curation 243, 246

Creating content for social media 237–239

Data visualization 428–429

Digital, social, and mobile media options 154–157 (primary)

Email 246-250

Infographics 431, 432

Instant messaging and text messaging 250–252

Interview media 268–269

Meeting technologies 96–97

Mobile devices in presentations 507–508

Mobile etiquette 106

Mobile media 63–66 (overview)

Online and social media résumés 547–548

Online etiquette 105–106

Podcasting 258–259

Social communication model 61–62

Social networking 239–242 (primary)

User-generated content 243

Web writing 390–392, 419–421

Wikis 419–421

Writing and designing messages for mobile devices 196–197, 221–222

Writing persuasive messages for mobile media 352

Writing persuasive messages for social media 350–353

Figures and Model Documents Highlighting Digital, Social, and Mobile Media (not including email, IM, or presentation slides)

Title Figure Page

Mobile Recruiting Apps P1 48

The Social Communication Model 1.7 62

Mobile Communication Tools 1.8 63

Wearable Technology 1.9 64

Mobile Communication: Opportunities and Challenges 1.10 65

(Continued)

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Title Figure Page

Powerful Tools for Communicating Effectively Feature 68–71

Unethical Communication 1.11 73

Ethical Communication 1.12 74

Shared Workspaces 2.2 91

Collaboration on Mobile Devices 2.3 92

Capturing Key Decisions and Discoveries from a Meeting 2.5 95

Virtual Meetings 2.6 96

Telepresence 2.7 97

Mobile Language Tools 3.3 130

Writing for Multilingual Audiences 3.5 135

Using Audience Analysis to Plan a Message 4.2 150

Media and Channel Choices: Written + Digital 4.4 156

Business Communicators Innovating with Mobile Feature 158–159

Mind Mapping 4.5 162

Fostering a Positive Relationship with an Audience 5.1 177

Building Credibility 5.2 181

Plain Language at Creative Commons 5.3 185

Topic Sentences 5.5 193

Writing for Mobile Devices 5.6 197

Designing for Readability 6.3 219

Designing Messages for Mobile Devices 6.4 222

Compositional Modes: Status Updates and Announcements 7.1 238

Community Building via Social Media 7.2 243

Business Communicators Innovating with Social Media Feature 244–245

Business Applications of Blogging 7.5 255

Business Applications of Microblogging 7.6 258

Mobile Podcasting Tools 7.7 260

Announcing Good News 8.6 285

Goodwill Messages 8.7 286

Internal Message Providing Bad News About Company Operations 9.6 316

Appealing to Audience Needs 10.1 337

Promotional Messages in Social Media 10.6 351

Executive Dashboards 11.3 373

Reader-Friendly Website Design 11.8 391

Writing for the Web 12.4 420

Data Visualization 12.11 429

Geographic Information Systems 12.13 430

Infographics 12.14 532

Visual Displays on Mobile Devices 12.15 435

Executive Summary 13.2 456

Nonlinear Presentations 14.3 493

Using Mobile Devices in Presentations 14.9 508

Mobile Job Search Tools 15.2 531

Job Task Simulations 16.3 569

Interview Simulators 16.4 575

24 Preface

Communication Cases Involving Digital, Social, or Mobile Media (not including email, IM, or presentations)

Case Media Page

7.27 Social networking 268

7.28 Social networking 268

7.29 Social networking 268

7.33 Mobile 269

7.35 Blogging 269

7.36 Blogging 269

7.37 Blogging 269

7.38 Microblogging 269

7.39 Microblogging 270

7.40 Microblogging 270

7.41 Podcasting 270

7.42 Podcasting 270

7.43 Podcasting 270

8.32 Blogging 294

8.42 Podcasting 296

8.43 Blogging 296

8.45 Microblogging 297

8.47 Social networking 297

8.48 Web writing 297

8.49 Blogging 297

8.50 Social networking 298

9.36 Microblogging 329

9.40 Microblogging 330

9.41 Blogging 331

9.43 Podcasting 331

9.46 Microblogging 332

Case Media Page

9.47 Blogging 332

9.48 Blogging 332

9.49 Blogging 332

9.50 Social networking 332

9.51 Social networking 299

10.37 Microblogging 359

10.38 Blogging 359

10.44 Mobile 361

10.49 Web writing 362

10.50 Mobile 362

10.51 Podcasting 362

10.53 Web writing 363

10.54 Web writing 363

10.55 Social networking 363

10.56 Microblogging 363

12.29 Web writing, mobile 443

12.32 Wikis 443

12.33 Web writing 444

12.34 Web writing 444

14.26 Social networking 552

14.31 Mobile 553

15.33 Video 557

16.31 Video 591

16.33 Microblogging 591

16.35 Blogging 592

Preface 25

1 Read messages from the authors and access over 175 media items avilable only to instructors. (Students have access to their own messages, assignments, and media items.)

5 Subscribe via RSS to individual chapters to get updates automatically for the chapter you’re currently teaching.

4 Media items are categorized by type so you can quickly find podcasts, videos, infographics, PowerPoints, and more.

3 Scan headlines and click on any item of interest to read the article or download the media item. Every item is personally selected by the authors to complement the text and support in-class activities.

2 Click on any chapter to see the updates and media items for that chapter.

Extending the Value of Your Textbook with Free Multimedia Content Excellence in Business Communication’s unique Real-Time Updates system automatically provides weekly content updates, including interactive websites, infographics, podcasts, PowerPoint presentations, online videos, PDF files, and articles. You can subscribe to updates chapter by chapter, so you get only the material that applies to your current chapter. Visit http://real-timeupdates.com/ebc12 to subscribe.

http://bchn.businesscommunicationnetwork.com

26 Preface

For Instructors: Features and Resources to Enhance the Course Experience TARgET AUDIEnCE

Everyone who teaches business communication is motivated to help students master the fundamentals of professional communication while also preparing them for the broader expectations they’ll encounter in today’s workplace. As the field of business communica- tion continues to expand and get more complex, however, balancing those two objectives continues to get more difficult. Basing your course on a textbook that hasn’t kept up with contemporary business media and professional practices puts both you and your students at a distinct disadvantage, and yet you obviously can’t ignore basic writing skills.

The 12th edition of Excellence in Business Communication is optimized to provide that balance. Even in the context of social media, mobile, and other media innovations, every chapter gives students the opportunity to hone their foundational skills and improve their awareness of grammar, mechanics, and proper usage. The time-tested three-step writ- ing process is integrated throughout the text, showing students how to adapt the skills they’ve acquired to every new challenge they encounter. Moreover, students also get a solid grounding in ethics, etiquette, listening, teamwork, and nonverbal communication.

Building on that platform of essential skills, Excellence in Business Communication intro- duces students to the tools they’ll be expected to use when they enter the workforce over the next few years. We continuously monitor developments in electronic media and com- munication practices to choose the optimum time to introduce new topics.

With its comprehensive coverage of business communication concepts and up-to- the-minute treatment of contemporary practices and technologies, Excellence in Business Communication is ideal for business communication courses in any curriculum. While cov- ering the full range of contemporary business media, Excellence in Business Communication maintains a strong emphasis on written communication and so is ideal for courses that feature report writing and similar activities. For business communication coverage in the broadest sense, you may find the authors’ Business Communication Today to be the most ef- fective text. Conversely, if you want a shorter text with strong emphasis on fundamental skills, consider Essentials of Business Communication.

Colleges and universities vary in the prerequisites established for the business commu- nication course, but we advise at least one course in English composition. Some course- work in business studies will also give students a better perspective on communication challenges in the workplace. However, we have taken special care not to assume students have any in-depth business experience, so Excellence in Business Communication works quite well for those with limited work experience or business coursework.

A ToTAL TEAChIng AnD LEARnIng SoLUTIon

Excellence in Business Communication has helped more than 2 million students master essen- tial skills for succeeding in the workplace. This 12th edition continues that tradition by of- fering an unmatched set of tools that simplify teaching, promote active learning, and stim- ulate critical thinking. These components work together at four levels to provide seamless coverage of vital knowledge and skills: previewing, developing, enhancing, and reinforcing.

PREvIEwIng

Each chapter provides clear learning objectives that prepare students for the material to come and provide a framework for the chapter content. Each learning objective aligns with a major heading in the chapter, and this structure is carried on through to the end-of-chap- ter and online activities, making it easier for instructors and students to gauge learning progress.

After the learning objectives, a compelling On the Job vignette featuring a successful professional role model or company shows students how the material they will encounter in the chapter is put to use in actual business situations.

Preface 27

(Continued)

DEvELoPIng

Chapter content develops, explains, and elaborates on concepts with a carefully organized presentation of textual and visual material. The three-step process of planning, writing, and completing is clearly explained and reinforced throughout the course. Some texts in- troduce a writing process model and then rarely, if ever, discuss it again, giving students few opportunities to practice it and leaving them to wonder just how important the pro- cess really is. Excellence in Business Communication adapts the three-step process to every cat- egory of messages in every medium, from traditional letters and reports to email, blogs, IM, podcasts, wikis, and online videos.

EnhAnCIng

Contemporary examples show students the specific elements that contribute to—or de- tract from—successful messages. Excellence in Business Communication has an unmatched portfolio of realistic examples for students to emulate, including 95 model documents and nearly 70 exhibits that feature communication efforts from real companies. In addition, the Real-Time Updates “Learn More” inserts connect students with dozens of carefully selected online media elements that provide examples and insights from successful professionals.

Excellence in Business Communication also extends students’ awareness beyond the func- tional aspects of communication, with thorough and well-integrated coverage of business etiquette and ethics—vital issues that some texts raise briefly and then quickly forget. In light of employer concerns about the etiquette shortcomings of today’s new-hires and the continuing struggles with business ethics, we integrate ethics and etiquette throughout the book and give students numerous opportunities to ponder ethical dilemmas and practice communication etiquette.

REInfoRCIng

Hundreds of realistic exercises and activities help students practice vital skills and put new- found knowledge to immediate use. Unique features include downloadable Word docu- ments, podcasts, and PowerPoint presentations for students to analyze, and the innovative Bovée and Thill wiki simulator. Interactive Document Makeovers, pioneered by Bovée and Thill, let students experience firsthand the elements that make a document successful, giv- ing them the insights they need in order to analyze and improve their own business mes- sages. Nearly 130 communication cases, featuring dozens of real companies, encourage students to think about contemporary business issues as they put their skills to use in a variety of media, including blogging, social networking, and podcasting.

At every stage of the learning experience, Excellence in Business Communication provides the tools instructors and students need in order to succeed.

Features that Help Students Build Essential Knowledge and Skills Previewing Developing Enhancing Reinforcing

Learning objectives (beginning of chapter) ●

On the Job communication vignette (beginning of chapter) ●

Concise presentations of fundamentals (within chapter) ●

Managerial and strategic perspectives on key topics (within chapter) ●

Three-step writing process discussion and diagrams (within chapter) ●

Real-life examples (within chapter) ●

Annotated model documents (within chapter) ●

Highlight boxes (within chapter) ●

Handbook of Grammar, Mechanics, and Usage (end of book ) ●

Learn More media resources (online) ●

MyBCommLab (online) ● ●

Real-Time Updates (online) ● ●

28 Preface

Features that Help Students Build Essential Knowledge and Skills Previewing Developing Enhancing Reinforcing

Marginal notes for quick review (within chapter) ●

Checklists (within chapter) ●

On the Job: Solving Communication Dilemmas (end of chapter) ●

Quick Learning Guide (end of chapter) ●

Apply Your Knowledge questions (end of chapter) ●

Practice Your Skills activities and exercises (end of chapter) ●

Expand Your Skills web activities (end of chapter/online) ●

Bovée and Thill wiki simulator (online) ●

Cases (following Chapters 7, 8, 9, 10, 12, 13, 14, 15, and 16) ●

Document Makeovers (online) ●

fULL SUPPoRT foR AACSB LEARnIng STAnDARDS

The American Association of Collegiate Schools of Business (AACSB) is a not-for-profit corporation of educational institutions, corporations, and other organizations devoted to the promotion and improvement of higher education in business administration and ac- counting. A collegiate institution offering degrees in business administration or account- ing may volunteer for AACSB accreditation review. The AACSB makes initial accreditation decisions and conducts periodic reviews to promote continuous quality improvement in management education. Pearson Education is a proud member of the AACSB and is pleased to provide advice to help you apply AACSB Learning Standards.

Curriculum quality is one of the most important criteria for AACSB accreditation. Al- though no specific courses are required, the AACSB expects a curriculum to include learn- ing experiences in the following areas:

● Written and oral communication ● Ethical understanding and reasoning ● Analytical thinking ● Information technology ● Interpersonal relations and teamwork ● Diverse and multicultural work environments ● Reflective thinking ● Application of knowledge

Throughout Excellence in Business Communication, you’ll find student exercises and ac- tivities that support the achievement of these important goals, and the questions in the accompanying test bank are tagged with the appropriate AACSB category.

UnMATChED CovERAgE of ESSEnTIAL CoMMUnICATIon TEChnoLogIES

The Bovée and Thill series continues to lead the field with unmatched coverage of commu- nication technologies, reflecting the expectations and opportunities in today’s workplace:

● Applicant tracking systems ● Assistive technologies ● Automated reputation analysis ● Backchannel ● Blogs ● Cloud computing ● Community Q&A websites ● Computer animation ● Content curation

● Crowdsourcing ● Data visualization ● Digital documents (PDFs) ● Digital whiteboards ● Email ● Emoticons ● Enterprise instant messaging ● E-portfolios ● Extranets

● Gamification ● Geographic information systems ● Graphics software ● Groupware and shared online work-

spaces ● Infographics ● Information architecture ● Instant messaging ● Intellectual property rights

Preface 29

CoURSE PLAnnIng gUIDE

Although Excellence in Business Communication follows a conventional sequence of topics, it is structured so that you can address topics in whatever order best suits your needs. For instance, if you want to begin by reviewing grammar, sentence structure, and other writing fundamentals, you can ask students to read Chapter 5, “Writing Business Messages” and then the “Handbook of Grammar, Mechanics, and Usage.” Conversely, if you want to begin with employment-related communication, you can start with the Prologue, “Building a Career with Your Communication Skills,” followed by Chapters 15 and 16.

The following table suggests a sequence and a schedule for covering the chapters in the textbook, with time allocations based on the total number of class hours available.

Hours Devoted to Each Chapter/Section

Chapter/Section 30-Hour Course 45-Hour Course 60-Hour Course

Prologue: Building a Career with Your Communication Skills 0.5 1 1

1 Professional Communication in a Digital, Social, Mobile World 1 1 1

2 Collaboration, Interpersonal Communication, and Business Etiquette 1 1 2

3 Communication Challenges in a Diverse, Global Marketplace 1 2 3

4 Planning Business Messages 2 3 4

5 Writing Business Messages 2 3 4

6 Completing Business Messages 2 3 4

Handbook of Grammar, Mechanics, and Usage 1 2 2

A Format and Layout of Business Documents 1 1 1

7 Crafting Messages for Digital Channels 2 2 4

8 Writing Routine and Positive Messages 2 2 3

9 Writing Negative Messages 2 2 3

10 Writing Persuasive Messages 2 2 3

11 Planning Reports and Proposals 2 3 4

12 Writing Reports and Proposals 2 3 4

13 Completing Reports and Proposals 2 3 3

B Documentation of Report Sources 1 1 2

14 Designing and Delivering Business Presentations 1 4 4

15 Building Careers and Writing Résumés 1.5 3 4

16 Applying and Interviewing for Employment 1 3 4

● Interactivity ● Internet telephony (Skype) ● Interview simulators ● Intranets ● Knowledge management systems ● Linked and embedded documents ● Location-based social networking ● Microblogs ● Mobile business apps ● Multimedia presentations ● Newsfeeds ● Online brainstorming systems ● Online research techniques ● Online survey tools ● Online video

● Podcasts ● PowerPoint animation ● Really Simple Syndication (RSS) ● Screencasts ● Search and metasearch engines ● Search engine optimization (SEO) ● Security and privacy concerns in

electronic media ● Sentiment analysis ● Social bookmarking ● Social commerce ● Social media ● Social media résumés ● Social networking ● Tagging

● Teleconferencing and telepresence ● Text messaging ● Translation software ● User-generated content ● Video interviews ● Video résumés ● Videoconferencing ● Virtual communities ● Virtual meetings ● Virtual whiteboards ● Web content management systems ● Web directories ● Webcasts ● Website accessibility ● Wikis

30 Preface

InSTRUCToR RESoURCES AnD SUPPoRT oPTIonS

Excellence in Business Communication is backed by an unmatched selection of resources for instructors and students, many of which were pioneered by the authors and remain unique in the field.

Online Communities and Media Resources

Instructors are welcome to take advantage of the many free online resources provided by Bovée and Thill:

● Sponsorship of Teaching Business Communication instructors’ communities (open to all) and Bovée and Thill’s Inner Circle for Business Communication (for adopters only) on LinkedIn and Facebook

● Instructor tips and techniques in Bovée and Thill’s Business Communication Blog and Twitter feed

● The Bovée and Thill channel on YouTube, with videos that offer advice on teaching the new elements of business communication

● The unique Real-Time Updates content-updating service (see page 25) ● The popular Business Communication Headline News service (see below) ● A variety of videos and PowerPoint presentations on SlideShare ● More than 500 infographics, videos, articles, podcasts, and PowerPoints on Business

Communication Pictorial Gallery on Pinterest ● The Ultimate Guide to Resources for Teaching Business Communication

We also invite you to peruse Bovée and Thill’s Online Magazines for Business Communication on Scoop.it:

● Business Communication 2.0: Social Media and Electronic Communication ● Teaching a Modern Business Communication Course ● How the Mobile Revolution Is Changing Business Communication ● Teaching Business Communication and Workplace Issues ● Teaching Business Communication and Interpersonal Communication ● Teaching Oral Communication in a Business Communication Course ● Teaching Business Communication and Employment ● Teaching Visual Communication ● Exclusive Teaching Resources for Business Communication Instructors

Links to all these services and resources can be found at http://blog.business communicationnetwork.com/resources

Business Communication Headline News

Stay on top of hot topics, important trends, and new technologies with Business Com- munication Headline News (http://bchn.businesscommunicationnetwork.com), the most comprehensive business communication site on the Internet. Every weekday during the school year, we offer fresh lecture content and provide a wide range of research and teaching tools on the website, including a custom web search function that we created ex- pressly for business communication research.

Take advantage of the newsfeeds to get late-breaking news in headlines with concise summaries. You can scan incoming items in a matter of seconds and simply click through to read the full articles that interest you. All articles and accompanying multimedia re- sources are categorized by topic and chapter for easy retrieval at any time.

This free service for adopters offers numerous ways to enhance lectures and student activities:

● Keep current with the latest information and trends in the field. ● Easily update your lecture notes with fresh material.

http://blog.business

Preface 31

● Create visuals for your classroom presentations. ● Supplement your lectures with cutting-edge handouts. ● Gather podcasts, online video, and other new media examples to use in the classroom. ● Enhance your research projects with the newest data. ● Compare best practices from other instructors. ● Improve the quality and effectiveness of your teaching by reading about new teaching

tips and techniques.

At the website, you also get free access to these powerful instructional resources:

● Business Communication Web Search, featuring a revolutionary approach to searching developed by the authors that lets you quickly access more than 325 search engines. The tool uses a simple and intuitive interface engineered to help business communication instructors find precisely what they want, whether it’s PowerPoint files, PDF files, Microsoft Word documents, Excel files, videos, or podcasts.

● Real-Time Updates are newsfeeds and content updates tied directly to specific points throughout the text. Each content update is classified by the type of media featured: in- teractive website, infographic, article, video, podcast, PowerPoint, or PDF. Additional sections on the site include Instructor Messages and Instructor Media (both password protected), Student Messages, and Student Assignments.

You can subscribe to Business Communication Headline News and get delivery by email, RSS newsreader, mobile phone, instant messenger, MP3, Twitter, Facebook, and a host of other options.

Bovée and Thill Business Communication Blog

The Bovée and Thill Business Communication Blog (http://blog.businesscommunica tionnetwork.com/) offers original articles that help instructors focus their teaching to help students learn more efficiently and effectively. Articles discuss a wide variety of subjects, including new topics instructors should be teaching their students, resources instructors can use in their classes, solutions to common teaching challenges, and great examples and activities instructors can use in class.

Authors’ Email Hotline for Faculty

Integrity, excellence, and responsiveness are our hallmarks. That means providing you with textbooks that are academically sound, creative, timely, and sensitive to instructor and student needs. As an adopter of Excellence in Business Communication, you are invited to use our Email Hotline ([email protected]) if you ever have a ques- tion or concern related to the text or its supplements.

Instructor’s Resource Center

At the Instructor Resource Center, www.pearsonglobaleditions.com/Thill, instructors can easily register to gain access to a variety of instructor resources available with this text in downloadable format. If assistance is needed, our dedicated technical support team is ready to help with the media supplements that accompany this text. Visit http://247pearsoned .custhelp.com/ for answers to frequently asked questions and toll-free user-support phone numbers.

The following supplements are available with this text

● Instructor’s Resource Manual ● Test Bank ● TestGen® Computerized Test Bank (and various conversions) ● PowerPoint Presentation

http://blog.businesscommunicationnetwork.com/

http://247pearsoned.custhelp.com/

http://www.pearsonglobaleditions.com/Thill

32 Preface

For Students: How This Course Will Help You No matter what profession you want to pursue, the ability to communicate will be an essential skill—and a skill that employers expect you to have when you enter the workforce. This course introduces you to the fundamental principles of business communication and gives you the opportunity to develop your communication skills. You’ll discover how busi- ness communication differs from personal and social communication, and you’ll see how today’s companies are using blogs, social networks, podcasts, virtual worlds, wikis, and other technologies. You’ll learn a simple three-step writing process that works for all types of writing and speaking projects, both in college and on the job. Along the way, you’ll gain valuable insights into ethics, etiquette, listening, teamwork, and nonverbal communication. Plus, you’ll learn effective strategies for the many types of communication challenges you’ll face on the job, from routine messages about transactions to complex reports and websites.

Few courses can offer the three-for-the-price-of-one value you get from a business communication class. Check out these benefits:

● In your other classes. The communication skills you learn in this class can help you in every other course you take in college. From simple homework assignments to complicated team projects to class presentations, you’ll be able to communicate more effectively with less time and effort.

● During your job search. You can reduce the stress of searching for a job and stand out from the competition. Every activity in the job-search process relies on commu- nication. The better you can communicate, the more successful you’ll be at landing interesting and rewarding work.

● On the job. After you get that great job, the time and energy you have invested in this course will continue to yield benefits year after year. As you tackle each project and every new challenge, influential company leaders—the people who decide how quickly you’ll get promoted and how much you’ll earn—will be paying close atten- tion to how well you communicate. They will observe your interactions with col- leagues, customers, and business partners. They’ll take note of how well you can col- lect data, f ind the essential ideas buried under mountains of information, and convey those points to other people. They’ll observe your ability to adapt to different audi- ences and circumstances. They’ll be watching when you encounter tough situations that require careful attention to ethics and etiquette. The good news: Every insight you gain and every skill you develop in this course will help you shine in your career.

how To SUCCEED In ThIS CoURSE

Although this course explores a wide range of message types and appears to cover quite a lot of territory, the underlying structure of the course is actually rather simple. You’ll learn a few basic concepts, identify some key skills to use and procedures to follow—and then practice, practice, practice. Whether you’re writing a blog posting in response to one of the real-company cases or drafting your own résumé, you’ll be practicing the same skills again and again. With feedback and reinforcement from your instructor and your classmates, your confidence will grow and the work will become easier and more enjoyable.

The following sections offer advice on approaching each assignment, using your text- book, and taking advantage of some other helpful resources.

Approaching Each Assignment

In the spirit of practice and improvement, you will have a number of writing (and possibly speaking) assignments throughout this course. These suggestions will help you produce better results with less effort:

● First, don’t panic! If the thought of writing a report or giving a speech sends a chill up your spine, you’re not alone. Everybody feels that way when first learning business

news:Every

Preface 33

communication skills, and even experienced professionals can feel nervous about ma- jor projects. Keeping three points in mind will help. First, every project can be broken down into a series of small, manageable tasks. Don’t let a big project overwhelm you; it’s nothing more than a bunch of smaller tasks. Second, remind yourself that you have the skills you need in order to accomplish each task. As you move through the course, the assignments are carefully designed to match the skills you’ve developed up to that point. Third, if you feel panic creeping up on you, take a break and regain your per- spective.

● Focus on one task at a time. A common mistake writers make is trying to orga- nize and express their ideas while simultaneously worrying about audience reactions, grammar, spelling, formatting, page design, and a dozen other factors. Fight the temp- tation to do everything at once; otherwise, your frustration will soar and your pro- ductivity will plummet. In particular, don’t worry about grammar, spelling, and word choices during your first draft. Concentrate on the organization of your ideas first, then the way you express those ideas, and then the presentation and production of your messages. Following the three-step writing process is an ideal way to focus on one task at a time in a logical sequence.

● Give yourself plenty of time. As with every other school project, putting things off to the last minute creates unnecessary stress. Writing and speaking projects in particular are much easier if you tackle them in small stages with breaks in be- tween, rather than trying to get everything done in one frantic blast. Moreover, there will be instances when you simply get stuck on a project, and the best thing to do is walk away and give your mind a break. If you allow room for breaks in your schedule, you’ll minimize the frustration and spend less time overall on your homework, too.

● Step back and assess each project before you start. The writing and speaking proj- ects you’ll have in this course cover a wide range of communication scenarios, and it’s essential that you adapt your approach to each new challenge. Resist the urge to dive in and start writing without a plan. Ponder the assignment for a while, consider the vari- ous approaches you might take, and think carefully about your objectives before you start writing. Nothing is more frustrating than getting stuck halfway through because you’re not sure what you’re trying to say or you’ve wandered off track. Spend a little time planning, and you’ll spend a lot less time writing.

● Use the three-step writing process. Those essential planning tasks are the first step in the three-step writing process, which you’ll learn about in Chapter 3 and use throughout the course. This process has been developed and refined by professional writers with decades of experience and thousands of projects ranging from short blog posts to 500-page textbooks. It works, so take advantage of it.

● Learn from the examples and model documents. This textbook offers dozens of realistic examples of business messages, many with notes along the sides that explain strong and weak points. Study these documents and any other examples that your instructor provides. Learn what works and what doesn’t, then apply these lessons to your own writing.

● Learn from experience. Finally, learn from the feedback you get from your instruc- tor and from other students. Don’t take the criticism personally; your instructor and your classmates are commenting about the work, not about you. View every bit of feedback as an opportunity to improve.

Using This Textbook Package

This book and its accompanying online resources introduce you to the key concepts in business communication while helping you develop essential skills. As you read each chapter, start by studying the learning objectives. They will help you identify the most im- portant concepts in the chapter and give you a feel for what you’ll be learning. Following the learning objectives, the “On the Job” vignette features a successful professional role model who uses the same skills you will be learning in the chapter.

34 Preface

As you work your way through the chapter, compare the advice given with the various examples, both the brief in-text examples and the stand-alone model documents. Also, keep an eye out for the Real-Time Updates elements in each chapter. The authors have selected these videos, podcasts, presentations, and other online media to provide informa- tive and entertaining enhancements to the text material.

At the end of each chapter, you’ll revisit the “On the Job” story from the beginning of the chapter and imagine yourself in the role of a business professional solving four realistic communication dilemmas. Next, the “Learning Objectives Checkup” gives you the chance to quickly verify your grasp of important concepts. Each chapter includes a variety of questions and activities that help you gauge how well you’ve learned the mate- rial and are able to apply it to realistic business scenarios. Several chapters have activities with downloadable media such as presentations and podcasts or the use of the Bovée- Thill wiki simulator. If your instructor assigns these activities, follow the instructions in the text to locate the correct online f iles. And if you’d like some help getting started with Facebook, Twitter, or LinkedIn, we have created screencasts with helpful advice on these topics.

In addition to the 16 chapters of the text itself, here are some special features that will help you succeed in the course and on the job:

● Prologue: Building a Career with Your Communication Skills. This section (im- mediately following this Preface) helps you understand today’s dynamic workplace, the steps you can take to adapt to the job market, and the importance of creating an employment portfolio and building your personal brand.

● Handbook. The Handbook of Grammar, Mechanics, and Usage (see page 619) is a convenient reference of essential business English.

● Real-Time Updates. You can use this unique newsfeed service to make sure you’re al- ways kept up to date on important topics. Plus, at strategic points in every chapter, you will be directed to the Real-Time Updates website to get the latest information about specific subjects. To sign up, visit http://real-timeupdates.com/ebc12.

● Business Communication Web Search. This unique web search tool formats more than 325 types of searches to help you find precisely what you want, whether it’s Pow- erPoint files, PDF files, Microsoft Word documents, Excel files, videos, podcasts, vid- eos, or social bookmarks. Check it out at http://websearch.businesscommunica tionnetwork.com.

http://websearch.businesscommunica

Preface 35

About the Authors Courtland L. Bovée and John V. Thill have been leading textbook authors for more than two decades, introducing millions of students to the fields of business and business communication. Their award-winning texts are distinguished by proven pedagogical fea- tures, extensive selections of contemporary case studies, hundreds of real-life examples, engaging writing, thorough research, and the unique integration of print and electronic resources. Each new edition reflects the authors’ commitment to continuous refinement and improvement, particularly in terms of modeling the latest practices in business and the use of technology.

Professor Bovée has 22 years of teaching experience at Grossmont College in San Di- ego, where he has received teaching honors and was accorded that institution’s C. Allen Paul Distinguished Chair. Mr. Thill is a prominent communications consultant who has worked with organizations ranging from Fortune 500 multinationals to entrepreneurial start-ups. He formerly held positions with Pacific Bell and Texaco.

Both were recently awarded proclamations from the Governor of Massachusetts for their lifelong contributions to education and for their commitment to the summer youth baseball program that is sponsored by the Boston Red Sox.

Acknowledgments The 12th Edition of Excellence in Business Communication reflects the professional experi- ence of a large team of contributors and advisors. We express our thanks to the many individuals whose valuable suggestions and constructive comments influenced the suc- cess of this book.

REvIEwERS of PREvIoUS EDITIonS

Thank you to the following professors: Lydia E. Anderson, Fresno City College; Victoria Austin, Las Positas College; Faridah Awang, Eastern Kentucky University; Jeanette Bal- dridge, University of Maine at Augusta; Diana Baran, Henry Ford Community College; JoAnne Barbieri, Atlantic Cape Community College; Kristina Beckman, John Jay College; Judy Bello, Lander University; Carol Bibly, Triton College; Nancy Bizal, University of Southern Indiana; Yvonne Block, College of Lake County; Edna Boroski, Trident Techni- cal College; Nelvia M. Brady, Trinity Christian College; Arlene Broeker, Lincoln Universi- ty; David Brooks, Indiana University Southeast; Carol Brown, South Puget Sound Com- munity College; Domenic Bruni, University of Wisconsin; Jeff Bruns, Bacone College; Gertrude L. Burge, University of Nebraska; Sharon Burton, Brookhaven College; Robert Cabral, Oxnard College; Dorothy Campbell, Brevard Community College; Linda Carr, University of West Alabama; Alvaro Carreras Jr., Florida International University; Sharon Carson, St. Philip’s College; Rick Carter, Seattle University; Dacia Charlesworth, Indiana University–Purdue University Fort Wayne; Jean Chenu, Genesee Community College; Connie Clark, Lane Community College; Alvin Clarke, Iowa State University; Jerrie Cleaver, Central Texas College; Clare Coleman, Temple University; Michael P. Collins, Northern Arizona University; M. Cotton, North Central Missouri College; Pat Cowherd, Campbellsville University; Pat Cuchens, University of Houston–Clear Lake; Walt Dabek, Post University; Cathy Daly, California State University–Sacramento; Linda Davis, Copiah–Lincoln Community College; Christine R. Day, Eastern Michigan University; Harjit Dosanjh, North Seattle Community College; Amy Drees, Defiance College; Cynthia Drexel, Western State College of Colorado; Lou Dunham, Spokane Falls Community College; Donna Everett, Morehead State University; Donna Falconer, Anoka–Ramsey Community College; Kate Ferguson Marsters, Gannon University; Darlynn Fink, Clarion University of Pennsylvania; Bobbi Fisher, University of Nebraska–Omaha; Laura Fitzwater, Community College of Philadelphia; Lynda K. Fuller, Wilmington University; Matthew Gainous, Ogeechee Technical College; Yolande Gardner, Lawson State Community College; Gina Genova, University of California–Santa Barbara; Lonny Gilbert, Central

36 Preface

State University; Camille Girardi-Levy, Siena College; Nancy Goehring, Monterey Penin- sula College; Dawn Goellner, Bethel College; Robert Goldberg, Prince George’s Commu- nity College; Jeffrey Goldberg, MassBay Community College; Helen Grattan, Des Moines Area Community College; Barbara Grayson, University of Arkansas at Pine Bluff; Debo- rah Griffin, University of Houston–Clear Lake; Alice Griswold, Clarke College; Bonnie Grossman, College of Charleston; Lisa Gueldenzoph, North Carolina A&T State Univer- sity; Wally Guyot, Fort Hays State University; Valerie Harrison, Cuyamaca College; Tim Hartge, University of Michigan–Dearborn; Richard Heiens, University of South Carolina– Aiken; Maureece Heinert, Sinte Gleska University; Leighanne Heisel, University of Mis- souri–St. Louis; Gary Helfand, University of Hawaii–West Oahu; Cynthia Herrera, Or- lando Culinary Academy; Kathy Hill, Sam Houston State University; Pashia Hogan, Northeast State Tech Community College; Sarah Holmes, New England Institute of Tech- nology; Ruth Hopkins Zajdel, Ohio University–Chillicothe; Sheila Hostetler, Orange Coast College; Michael Hricik, Westmoreland County Community College; Rebecca Hsiao, East Los Angeles College; Mary Ann Hurd, Sauk Valley Community College; Pat Hurley, Leeward Community College; Harold Hurry, Sam Houston State University; Mar- cia James, University of Wisconsin–Whitewater; Frank Jaster, Tulane University; Jonatan Jelen, Parsons the New School For Design; Irene Joanette Gallio, Western Nevada Com- munity College; Edgar Dunson Johnson III, Augusta State University; Mark Johnson, Rhodes State College; Joanne Kapp, Siena College; Jeanette A. Karjala, Winona State Uni- versity; Christy L. Kinnion, Lenior Community College; Deborah Kitchin, City College of San Francisco; Lisa Kirby, North Carolina Wesleyan College; Claudia Kirkpatrick, Carne- gie Mellon University; Betty Kleen, Nicholls State University; Fran Kranz, Oakland Uni- versity; Jana Langemach, University of Nebraska–Lincoln; Joan Lantry, Jefferson Com- munity College; Kim Laux, Saginaw Valley State University; Kathryn J. Lee, University of Cincinnati; Anita Leffel, University of Texas, San Antonio; Ruth Levy, Westchester Com- munity College; Nancy Linger, Moraine Park Technical College; Jere Littlejohn, University of Mississippi; Dana Loewy, California State University–Fullerton; Jennifer Loney, Port- land State University; Susan Long, Portland Community College; Sue Loomis, Maine Mar- itime Academy; Thomas Lowderbaugh, University of Maryland–College Park; Jayne Low- ery, Jackson State Community College; Lloyd Matzner, University of Houston–Downtown; Ron McNeel, New Mexico State University at Alamogordo; Bill McPherson, Indiana Uni- versity of Pennsylvania; Phyllis Mercer, Texas Woman’s University; Donna Meyerholz, Trinidad State Junior College; Annie Laurie I. Meyers, Northampton Community College; Catherine “Kay” Michael, St. Edward’s University; Kathleen Miller, University of Dela- ware; Gay Mills, Amarillo College; Julie Mullis, Wilkes Community College; Pamela Mul- vey, Olney Central College; Jimidene Murphey, Clarendon College; Cindy Murphy, South- eastern Community College; Dipali Murti-Hali, California State University–Stanislaus; Shelley Myatt, University of Central Oklahoma; Cora Newcomb, Technical College of the Lowcountry; Ron Newman, Crafton Hills College; Linda Nitsch, Chadron State College; Leah Noonan, Laramie County Community College; Mabry O’Donnell, Marietta College; Diana Oltman, Central Washington University; Ranu Paik, Santa Monica College; Lauren Paisley, Genesee Community College; Patricia Palermo, Drew University; John Parrish, Tarrant County College; Diane Paul, TVI Community College; John T. Pauli, University of Alaska–Anchorage; Michael Pennell, University of Rhode Island; Sylvia Beaver Perez, Ny- ack College; Melinda Phillabaum, Indiana University; Ralph Phillips, Geneva College; Laura Pohopien, Cal Poly Pomona; Diane Powell, Utah Valley State College; Christine Pye, California Lutheran University; Norma Pygon, Triton College; Dave Rambow, Wayland Baptist University; Richard David Ramsey, Southeastern Louisiana University; Charles Riley, Tarrant County College–Northwest Campus; Jim Rucker, Fort Hays State Universi- ty; Suzan Russell, Lehman College; Danielle Scane, Orange Coast College; Calvin Scheidt, Tidewater Community College; Nancy Schneider, University of Maine at Augusta; Brian Sheridan, Mercyhurst College; Melinda Shirey, Fresno City College; Bob Shirilla, Colorado State University; Joyce Simmons, Florida State University; Gordon J. Simpson, SUNY Co- bleskill; Peggy Simpson, Dominican University; Eunice Smith, Bismarck State College; Jeff Smith, University of Southern California; Lorraine M. Smith, Fresno City College;

Preface 37

Harvey Solganick, LeTourneau University–Dallas; Stephen Soucy, Santa Monica College; Linda Spargo, University of Mississippi; W. Dees Stallings, Park University; Sally Stanton, University of Wisconsin–Milwaukee; Mark Steinbach, Austin Community College; An- gelique Stevens, Monroe Community College; Steven Stovall, Wilmington College; Alden Talbot, Weber State University; Michele Taylor, Ogeechee Technical College; Wilma Thomason, Mid-South Community College; Ed Thompson, Jefferson Community Col- lege; Ann E. Tippett, Monroe Community College; Lori Townsend, Niagara County Com- munity College; Lani Uyeno, Leeward Community College; Wendy Van Hatten, Western Iowa Tech Community College; Jay Wagers, Richmond Community College; John Walt- man, Eastern Michigan University; Jie Wang, University of Illinois at Chicago; Chris Ward, University of Findlay; Dorothy Warren, Middle Tennessee State University; Glenda Wa- terman, Concordia University; Kellie Welch, Jefferson Community College; Bradley S. Wesner, Nova Southeastern University; Mathew Williams, Clover Park Technical College; Beth Williams, Stark State College of Technology; Brian Wilson, College of Marin; and Sandra D. Young, Orangeburg–Calhoun Technical College.

REvIEwERS of DoCUMEnT MAkEovERS

We sincerely thank the following reviewers for their assistance with the Document Makeover feature: Lisa Barley, Eastern Michigan University; Marcia Bordman, Gallaudet University; Jean Bush-Bacelis, Eastern Michigan University; Bobbye Davis, Southern Louisiana University; Cynthia Drexel, Western State College of Colorado; Kenneth Gibbs, Worcester State College; Ellen Leathers, Bradley University; Diana McKowen, Indiana University; Bobbie Nicholson, Mars Hill College; Andrew Smith, Holyoke Community College; Jay Stubblefield, North Caro- lina Wesleyan College; and Dawn Wallace, Southeastern Louisiana University.

MyLAB ConTRIBUToRS

George Bernard, Seminole State; Gina L. Genova, University of California, Santa Barbara; Nancy Nygaard, University of Wisconsin Milwaukee; Storm Russo, Valencia College; and Susan C. Schanne, Eastern Michigan University.

PERSonAL ACknowLEDgMEnTS

We wish to extend a heartfelt thanks to our many friends, acquaintances, and business as- sociates who provided materials or agreed to be interviewed so that we could bring the real world into the classroom.

A very special acknowledgment goes to George Dovel, whose superb writing skills, distinguished background, and wealth of business experience assured this project of clar- ity and completeness. Also, recognition and thanks to Jackie Estrada for her outstanding skills and excellent attention to details. Her creation of the “Peak Performance Grammar and Mechanics” material is especially noteworthy.

We also feel it is important to acknowledge and thank the Association for Business Communication, an organization whose meetings and publications provide a valuable fo- rum for the exchange of ideas and for professional growth.

In addition, we would like to thank Danielle Scane of Orange Coast College and Susan Schanne of Eastern Michigan University for their assistance in preparing supplements for this new edition.

We want to extend our warmest appreciation to the devoted professionals at Pearson Higher Education for their commitment to producing high-value, student-focused texts, including Tim Bozik, president; Stephanie Wall, editor-in-chief; Maggie Moylan, direc- tor of marketing; Emily Tamburri, acquisitions editor; Denise Weiss, program manager; Nicole Suddeth, project manager; and Jeff Holcomb, senior managing editor of produc- tion. We are also grateful to Heather Johnson of Integra.

John V. Thill Courtland L. Bovée

38 Preface

Pearson Education wishes to acknowledge and thank the following people for their work on the Global Edition:

Contributor: Dave Lees (University of Derby)

Reviewers: Magda Sylwestrowicz (IUBH School of Business and Management) Louise Stansfield (Helsinki Metropolia University of Applied Sciences)

real-time updates—Learn More Real-Time Updates—Learn More is a unique feature you will see strategically located throughout the text, connecting you with dozens of carefully selected online media items. These elements—categorized by the icons shown here representing interactive websites, online videos, infographics, PowerPoint presentations, podcasts, PDF files, and articles—complement the text’s coverage by providing contemporary examples and valuable insights from successful professionals.

Preface 39

REAL-TIME UPDATES

Learn More by Visiting this Website

Check out the cutting edge of business communication 52 The mobile revolution by the numbers 64 Guidelines for trouble-free blogging 75 Looking for jobs at diversity-minded companies? 118 Expert advice on making technologies usable 196 See the newest designs from some of the brightest minds in

typography 221 Learn from the best social media bloggers in the business 239 Insight into mobile strategies for routine communication 274 Asking for recommendations on LinkedIn 277 Get expert tips on writing (or requesting) a letter of

recommendation 284 Best practices in mobile marketing 352 Try these 100 serious search tools 383 Learn to use Google more effectively 384 Step-by-step advice for developing a successful

business plan 389 Crafting your “wow” statement 390 Effective examples of one-page web design 391 Ideas for using Instagram for business communication 431 Get practical advice on developing research reports 451 The latest tools and trends in presentations 500 Advice and free templates for more-effective slideuments 504 Converting your résumé to a CV 535 Find the keywords that will light up your résumé 539

REAL-TIME UPDATES

Learn More by WatChing this ViDeo

The mobile business advantage 63 Positive ways to engage when you pick up negative social

commentary 317 Persuasion skills for every business professional 339 Step up your search skills 383 Understand the basics of perception 421 Dealing with the difficult four 492 Nancy Duarte’s five rules for presentations 492 How to establish an emotional connection with any

audience 498 Learn to use LinkedIn’s résumé builder 537 Video interviewing on Skype 569 Stay calm by pressing your “panic reset button” 579 Try these 100 serious search tools 383 Learn to use Google more effectively 384 Step-by-step advice for developing a successful

business plan 389 Crafting your “wow” statement 390 Effective examples of one-page web design 391 Ideas for using Instagram for business communication 431

REAL-TIME UPDATES

Learn More by Visiting this WiKi

Get the latest news on gamification 67

REAL-TIME UPDATES

Learn More by reaDing this artiCLe

Three factors that distinguish smart teams 86 The benefits of mobile collaboration 91 Turn listening into a competitive advantage 98 Improve your professional “curb appeal” 100 Simple steps to improve social media etiquette 106 Study the seven habits of effective intercultural communicators 136 Building credibility online 182 Take your communication skills from good to great 184 Practical tips for more-effective sentences 191 Improve your document designs by learning the fundamentals of

typography 220 Should you email, text, or pick up the phone? 236 Telling compelling stories on social media 237 How social media have changed business communication 239 Etiquette guidelines for instant messaging 251 Ten years later, are business blogs still a good investment? 253 Twitter tips for beginners 257 Managing multiple Twitter accounts at Walmart 257 Simple rules for writing effective thank-you notes 287 Dissecting the apology letter from Target’s CEO 305 Lessons in social media crisis communication from the air travel

industry 308 Using stories to persuade 342 Fifty tips for being more persuasive 345 Inspire your presentations with advice from these bloggers 507 Two secrets to presenting like a pro 512 Smart strategies to explain gaps in your work history 536 Don’t let these mistakes cost you an interview 548 The ultimate interview preparation checklist 571 Prepare your answers to these tough interview questions 572

REAL-TIME UPDATES

Learn More by Listening to this PoDCast

How to keep small battles from escalating into big ones 89 Tips for proofing your papers 223 Expert tips for successful phone interviews 578

REAL-TIME UPDATES

Learn More by reaDing this inFograPhiC

Whatever happened to live conversation? 106 See how expensive poor customer service really is 303 Decide how to respond to online reputation attacks 317 The color of persuasion 350 See how an applicant tracking system handles your résumé 538 Get a quick reminder of the key steps in preparing for an interview 574

REAL-TIME UPDATES

Learn More by exPLoring this interaCtiVe Website

Take a Closer Look at How the United States Is Changing 119 A business-focused model for identifying cultural differences 122 How are your global travel skills? 127

40 Preface

Grammar questions? Click here for help 186 How much are you worth? 566

REAL-TIME UPDATES

Learn More by reaDing this PDF

Dig deep into audience needs with this planning tool 151 Get detailed advice on using bias-free language 180

REAL-TIME UPDATES

Learn More by VieWing this Presentation

Smart advice for brainstorming sessions 161 Get helpful tips on creating an outline for any project 164 Exploring the potential of wearable technologies 64

buiLDing a Career With your CoMMuniCation sKiLLs

Using This Course to Help Launch Your Career This course will help you develop vital communication skills that you’ll use throughout your career—and those skills can help you launch an interesting and rewarding career, too. This brief prologue sets the stage by helping you understand today’s dynamic workplace, the steps you can take to adapt to the job market, and the importance of creating an em- ployment portfolio and building your personal brand. Take a few minutes to read it while you think about the career you hope to create for yourself.

UnDERSTAnDIng ThE ChAngIng woRLD of woRk

Even as the U.S. economy recovers from the Great Recession and employment levels im- prove, you’re likely to encounter some challenges as you start or continue with your busi- ness career. As companies around the world try to gain competitive advantages and cost efficiencies, employment patterns will vary from industry to industry and region to region.

The ups and downs of the economic cycle are not the only dynamic elements that will affect your career, however. The nature of employment itself is changing, with a grow- ing number of independent workers and loosely structured virtual organizations that engage these workers for individual projects or short-term contracts, rather than hiring employ- ees. In fact, one recent study predicted that independent workers will outnumber conven- tional employees in the United States by 2020.1

Prologue

Are you comfortable working on your own? Independent workers have become an important part of the global workforce.

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42 Prologue

This new model of work offers some compelling advantages for workers and com- panies alike. Companies can lower their f ixed costs, adapt more easily to economic fluc- tuations and competitive moves, and get access to specialized talent for specif ic project needs.2 Workers can benefit from the freedom to choose the clients and projects that interest them the most, the flexibility to work as much or as little as they want, and (thanks to advances in communication technology) access to compelling work even if they live far from major employment centers such as New York City or California’s Sili- con Valley.3

On the other hand, this new approach also presents some significant challenges for all parties. These flexibilities and freedoms can create more complexity for workers and man- agers, diminished loyalties on both sides, uncertainty about the future, issues with skill development and training, and problems with accountability and liability.4 Many of these challenges involve communication, making solid communication skills more important than ever.

These changes could affect you even if you pursue traditional employment throughout your career. Within organizations, you’re likely to work with a combination of “inside” employees and “outside” contractors, which can affect the dynamics of the workplace. And the availability of more independent workers in the talent marketplace gives employers more options and more leverage, so full-time employees may find themselves competing against freelancers, at least indirectly.

As you navigate this uncertain future, keep two vital points in mind. First, don’t wait for your career to just happen: Take charge of your career and stay in charge of it. Explore all your options and have a plan, but be prepared to change course as opportunities and threats appear on the horizon. Second, don’t count on employers to take care of you. The era of lifetime employment, in which an employee committed to one company for life with the understanding it would return the loyalty, is long gone. From finding opportunities to developing the skills you need to succeed, it’s up to you to manage your career and look out for your own best interests.

How Employers View Today’s Job Market

From an employer’s perspective, the employment process is always a question of balance. Maintaining a stable workforce can improve practically every aspect of business perfor- mance, yet many employers want the flexibility to shrink and expand payrolls as business conditions change. Employers obviously want to attract the best talent, but the best talent is more expensive and more vulnerable to offers from competitors, so there are always financial trade-offs to consider.

Employers also struggle with the ups and downs of the economy. When unemploy- ment is low, the balance of power shifts to employees, and employers have to compete in order to attract and keep top talent. When unemployment is high, the power shifts back to employers, who can afford to be more selective and less accommodating. In other words, pay attention to the economy; at times you can be more aggressive in your demands, but at other times you need to be more accommodating.

Companies view employment as a complex business decision with lots of variables to consider. To make the most of your potential, regardless of the career path you pursue, you need to view employment in the same way.

What Employers Look for in Job Applicants

Given the complex forces in the contemporary workplace and the unrelenting pressure of global competition, what are employers looking for in the candidates they hire? The short answer: a lot. Like all “buyers,” companies want to get as much as they can for the money they spend. The closer you can present yourself as the ideal candidate, the better your chances of getting a crack at the most exciting opportunities.

Prologue 43

Communication skills will benefit your career, no matter what path or profession you pursue.

Specific expectations vary by profession and position, of course, but virtually all employers look for the following general skills and attributes:5

● Communication skills. The reason this item is listed first isn’t that you’re reading a business communication textbook. Communication is listed first because it is far and away the most commonly mentioned skill set when employers are asked about what they look for in employees. Improving your communication skills will help in every aspect of your professional life.

● Interpersonal and team skills. You will have many individual responsibilities on the job, but chances are you won’t work alone very often. Learn to work with others and help them succeed as you succeed.

● Intercultural and international awareness and sensitivity. Successful employers tend to be responsive to diverse workforces, markets, and communities, and they look for employees with the same outlook.

● Data collection, analysis, and decision-making skills. Employers want people who know how to identify information needs, find the necessary data, convert the data into useful knowledge, and make sound decisions.

● Digital, social, and mobile media skills. Today’s workers need to know how to use common office software and to communicate using a wide range of digital media and systems.

● Time and resource management. If you’ve had to juggle multiple priorities during college, consider that great training for the business world. Your ability to plan proj- ects and manage the time and resources available to you will make a big difference on the job.

● Flexibility and adaptability. Stuff happens, as they say. Employees who can roll with the punches and adapt to changing business priorities and circumstances will go fur- ther (and be happier) than employees who resist change.

● Professionalism. Professionalism is the quality of performing at the highest possible level and conducting oneself with confidence, purpose, and pride. True professionals strive to excel, continue to hone their skills and build their knowledge, are dependable and accountable, demonstrate a sense of business etiquette, make ethical decisions, show loyalty and commitment, don’t give up when things get tough, and maintain a positive outlook.

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Adapting to Today’s Job Market Adapting to the workplace is a lifelong process of seeking the best fit between what you want to do and what employers (or clients, if you work independently) are willing to pay you to do. It’s important to think about what you want to do during the many thousands of hours you will spend working, what you have to offer, and how to make yourself more attractive to employers.

whAT Do yoU wAnT To Do?

Economic necessities and the vagaries of the marketplace will influence much of what hap- pens in your career, of course, and you may not always have the opportunity to do the kind of work you would really like to do. Even if you can’t get the job you want right now, though, start your job search by examining your values and interests. Doing so will give you a better idea of where you want to be eventually, and you can use those insights to learn and grow your way toward that ideal situation. Consider these questions:

● What would you like to do every day? Research occupations that interest you. Find out what people really do every day. Ask friends, relatives, alumni from your school, and contacts in your social networks. Read interviews with people in various profes- sions to get a sense of what their careers are like.

● How would you like to work? Consider how much independence you want on the job, how much variety you like, and whether you prefer to work with products, machines, people, ideas, figures, or some combination thereof.

● How do your financial goals fit with your other priorities? For instance, many high-paying jobs involve a lot of stress, sacrifices of time with family and friends, and frequent travel or relocation. If location, lifestyle, intriguing work, or other factors are more important to you, you may well have to sacrifice some level of pay to achieve them.

● Have you established some general career goals? For example, do you want to pur- sue a career specialty such as finance or manufacturing, or do you want to gain experi- ence in multiple areas with an eye toward upper management?

● What sort of corporate culture are you most comfortable with? Would you be happy in a formal hierarchy with clear reporting relationships? Or do you prefer less structure? Teamwork or individualism? Do you like a competitive environment?

You might need some time in the workforce to figure out what you really want to do or to work your way into the job you really want, but it’s never too early to start thinking about where you want to be. Filling out the assessment in Table 1 might help you get a clearer picture of the nature of work you would like to pursue in your career.

whAT Do yoU hAvE To offER?

Knowing what you want to do is one thing. Knowing what a company is willing to pay you to do is another thing entirely. You may already have a good idea of what you can offer em- ployers. If not, some brainstorming can help you identify your skills, interests, and char- acteristics. Start by jotting down achievements you’re proud of and experiences that were satisfying, and think carefully about what specific skills these achievements demanded of you. For example, leadership skills, speaking ability, and artistic talent may have helped you coordinate a successful class project. As you analyze your achievements, you may well begin to recognize a pattern of skills. Which of them might be valuable to potential em- ployers?

Next, look at your educational preparation, work experience, and extracurricular activities. What do your knowledge and experience qualify you to do? What have you learned from volunteer work or class projects that could benefit you on the job? Have you held any offices, won any awards or scholarships, mastered a second language? What skills have you developed in nonbusiness situations that could transfer to a busi- ness position?

Prologue 45

TABLE 1 Career Self-Assessment

Activity or Situation Strongly Agree Agree Disagree No Preference

1. I want to work independently. ______________ ______________ ______________ ______________

2. I want variety in my work. ______________ ______________ ______________ ______________

3. I want to work with people. ______________ ______________ ______________ ______________

4. I want to work with technology. ______________ ______________ ______________ ______________

5. I want physical work. ______________ ______________ ______________ ______________

6. I want mental work. ______________ ______________ ______________ ______________

7. I want to work for a large organization. ______________ ______________ ______________ ______________

8. I want to work for a nonprofit organization. ______________ ______________ ______________ ______________

9. I want to work for a small business. ______________ ______________ ______________ ______________

10. I want to work for a service business. ______________ ______________ ______________ ______________

11. I want to start or buy a business someday. ______________ ______________ ______________ ______________

12. I want regular, predictable work hours. ______________ ______________ ______________ ______________

13. I want to work in a city location. ______________ ______________ ______________ ______________

14. I want to work in a small town or suburb. ______________ ______________ ______________ ______________

15. I want to work in another country. ______________ ______________ ______________ ______________

16. I want to work outdoors. ______________ ______________ ______________ ______________

17. I want to work in a structured environment. ______________ ______________ ______________ ______________

18. I want to avoid risk as much as possible. ______________ ______________ ______________ ______________

19. I want to enjoy my work, even if that means making less money.

______________ ______________ ______________ ______________

20. I want to become a high-level corporate manager. ______________ ______________ ______________ ______________

Take stock of your personal characteristics. Are you aggressive, a born leader? Or would you rather follow? Are you outgoing, articulate, great with people? Or do you prefer working alone? Make a list of what you believe are your four or five most important quali- ties. Ask a relative or friend to rate your traits as well.

If you’re having difficulty figuring out your interests, characteristics, or capabilities, consult your college career center. Many campuses administer a variety of tests that can help you identify interests, aptitudes, and personality traits. These tests won’t reveal your “perfect” job, but they’ll help you focus on the types of work best suited to your personality.

how CAn yoU MAkE yoURSELf MoRE vALUABLE?

While you’re figuring out what you want from a job and what you can offer an employer, you can take positive steps toward building your career. First, look for volunteer projects, temporary jobs, freelance work, or internships that will help expand your experience base and skill set.6 You can look for freelance projects on Craigslist and numerous other web- sites; some of these jobs have only nominal pay, but they do provide an opportunity for you to display your skills. Also consider applying your talents to crowdsourcing projects, in which companies and nonprofit organizations invite the public to contribute solutions to various challenges.

These opportunities help you gain valuable experience and relevant contacts, provide you with important references and work samples for your employment portfolio, and help you establish your personal brand (see the following sections).

46 Prologue

Second, learn more about the industry or industries in which you want to work and stay on top of new developments. Join networks of professional colleagues and friends who can help you keep up with trends and events. Many professional societies have stu- dent chapters or offer students discounted memberships. Take courses and pursue other educational or life experiences that would be difficult while working full time.

BUILDIng An EMPLoyMEnT PoRTfoLIo

Employers want proof that you have the skills to succeed on the job, but even if you don’t have much relevant work experience, you can use your college classes to assemble that proof. Simply create and maintain an employment portfolio, which is a collection of projects that demonstrate your skills and knowledge. You can create a print portfolio and an e-portfo- lio; both can help with your career effort. A print portfolio gives you something tangible to bring to interviews, and it lets you collect project results that might not be easy to show online, such as a handsomely bound report. An e-portfolio is a multimedia presentation of your skills and experiences.7 Think of it as a website that contains your résumé, work samples, letters of recommendation, relevant videos or podcasts you have recorded, any blog posts or articles you have written, and other information about you and your skills. If you have set up a lifestream (a real-time aggregation of your content creation, online inter- ests, and social media interactions) that is professionally focused, consider adding that to your e-portfolio. The portfolio can be burned on a CD or DVD for physical distribution or, more commonly, it can be posted online—whether on a personal website, your college’s site (if student pages are available), or a specialized portfolio hosting site such as Behance. To see a selection of student e-portfolios from colleges around the United States, go to http://real-timeupdates.com/ebc12, click on Student Assignments, and locate the link to student e-portfolios.

Throughout this course, pay close attention to the assignments marked “Portfolio Builder” (they start in Chapter 7). These items will make particularly good samples of not only your communication skills but also your ability to understand and solve business- related challenges. By combining these projects with samples from your other courses, you can create a compelling portfolio when you’re ready to start interviewing. Your port- folio is also a great resource for writing your résumé because it reminds you of all the great work you’ve done over the years. Moreover, you can continue to refine and expand your portfolio throughout your career; many professionals use e-portfolios to advertise their services.

As you assemble your portfolio, collect anything that shows your ability to perform, whether it’s in school, on the job, or in other venues. However, you must check with em- ployers before including any items that you created while you were an employee, and check with clients before including any work products (anything you wrote, designed, programmed, and so on) they purchased from you. Many business documents contain confidential in- formation that companies don’t want distributed to outside audiences.

For each item you add to your portfolio, write a brief description that helps other peo- ple understand the meaning and significance of the project. Include such items as these:

● Background. Why did you undertake this project? Was it a school project, a work as- signment, or something you did on your own initiative?

● Project objectives. Explain the project’s goals, if relevant. ● Collaborators. If you worked with others, be sure to mention that and discuss team

dynamics if appropriate. For instance, if you led the team or worked with others long distance as a virtual team, point that out.

● Constraints. Sometimes the most impressive thing about a project is the time or bud- get constraints under which it was created. If such constraints apply to a project, con- sider mentioning them in a way that doesn’t sound like an excuse for poor quality. If you had only one week to create a website, for example, you might say that “One of the intriguing challenges of this project was the deadline; I had only one week to design, compose, test, and publish this material.”

http://www.personalbrandingblog.com

Prologue 47

TABLE 2 Personal Branding Resources

Resource URL

Personal Branding Blog www.personalbrandingblog.com

Cube Rules http://cuberules.com

Jibber Jobber www.jibberjobber.com/blog

● Outcomes. If the project’s goals were measurable, what was the result? For example, if you wrote a letter soliciting donations for a charitable cause, how much money did you raise?

● Learning experience. If appropriate, describe what you learned during the course of the project.

Keep in mind that the portfolio itself is a communication project, so be sure to apply everything you’ll learn in this course about effective communication and good design. As- sume that potential employers will find your e-portfolio site (even if you don’t tell them about it), so don’t include anything that could come back to haunt you. Also, if you have anything embarrassing on Facebook, Twitter, or any other social networking site, remove it immediately.

To get started, first check with the career center at your college; many schools offer e-portfolio systems for their students. (Some schools now require e-portfolios, so you may already be building one.) You can also find plenty of advice online; search for “e-portfolio,” “student portfolio,” or “professional portfolio.”

BUILDIng yoUR PERSonAL BRAnD

Products and companies have brands that represent collections of certain attributes, such as the safety emphasis of Volvo cars, the performance emphasis of BMW, or the luxury emphasis of Cadillac. Similarly, when people who know you think about you, they have a particular set of qualities in mind based on your professionalism, your priorities, and the various skills and attributes you have developed over the years. Perhaps without even being conscious of it, you have created a personal brand for yourself.

As you plan the next stage of your career, start managing your personal brand deliberately. Branding specialist Mohammed Al-Taee defines personal branding succinctly as “a way of clarifying and communicating what makes you different and special.”8

You can learn more about personal branding from the sources listed in Table 2, and you will have multiple opportunities to plan and refine your personal brand during this course. For example, Chapter 7 offers tips on business applications of social media, which are key to personal branding, and Chapters 15 and 16 guide you through the process of creating a résumé, building your network, and presenting yourself in interviews. To get you started, here are the basics of a successful personal branding strategy:9

● Figure out the “story of you.” Simply put, where have you been in life, and where are you going? Every good story has dramatic tension that pulls readers in and makes them wonder what will happen next. Where is your story going next? Chapter 15 of- fers more on this personal brand-building approach.

● Clarify your professional theme. Volvos, BMWs, and Cadillacs can all get you from Point A to Point B in safety, comfort, and style, but each brand emphasizes some attributes more than others to create a specific image in the minds of potential buyers. Similarly, you want to be seen as something more than just an accountant, a supervisor, a salesperson. What will your theme be? Brilliant strategist? Hard-nosed, get-it-done tactician? Technical guru? Problem solver? Creative genius? Inspirational leader?

http://cuberules.com

http://www.jibberjobber.com/blog

48 Prologue

EnDnoTES

1. Ryan Kim, “By 2020, Independent Workers Will Be the Majority,” GigaOm, 8 December 2011, http://gigaom.com. 2. Darren Dahl, “Want a Job? Let the Bidding Begin,” Inc., March 2011, 93–96; Thomas W. Malone, Robert J. Laubacher, and Tammy Johns, “The Age of Hyperspecialization,” Harvard Business Review, July–Au- gust 2011, 56–65; Jennifer Wang, “The Solution to the Innovator’s Dilemma,” Entrepreneur, August 2011, 24–32. 3. “LiveOps and Vision Perry Create New Work Opportunities for Ru- ral Tennessee,” LiveOps press release, 18 July 2011, www.liveops.com; Malone et al., “The Age of Hyperspecialization.” 4. Adapted from Dahl, “Want a Job? Let the Bidding Begin”; Malone et al., “The Age of Hyperspecialization”; Wang, “The Solution to the Innovator’s Dilemma”; Marjorie Derven, “Managing the Matrix in the New Normal,” T+D, July 2010, 42–47. 5. Courtland L. Bovèe and John V. Thill, Business in Action, 5th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2010), 18–21; Randall S. Hansen and Katharine Hansen, “What Do Employers Really Want? Top Skills and Values Employers Seek from Job-Seekers,” QuintCareers .com, accessed 17 August 2010, www.quintcareers.com.

6. Nancy M. Somerick, “Managing a Communication Internship Program,” Bulletin of the Association for Business Communication 56, no. 3 (1993): 10–20. 7. Jeffrey R. Young, “‘E-Portfolios’ Could Give Students a New Sense of Their Accomplishments,” The Chronicle of Higher Education, 8 March 2002, A31. 8. Mohammed Al-Taee, “Personal Branding,” Al-Taee blog, accessed 17 August 2010, http://altaeeblog.com. 9. Pete Kistler, “Seth Godin’s 7-Point Guide to Bootstrap Your Personal Brand,” Personal Branding blog, 28 July 2010, www.personalbrandingblog; Kyle Lacy, “10 Ways to Building Your Personal Brand Story,” Personal Branding blog, 5 August 2010, www.personalbrandingblog; Al-Taee, “Personal Branding”; Scot Herrick, “30 Career Management Tips— Marketing AND Delivery Support Our Personal Brand,” Cube Rules blog, 8 September 2007, http://cuberules.com; Alina Tugend, “Putting Yourself Out There on a Shelf to Buy,” New York Times, 27 March 2009, www.nytimes.com.

● Reach out and connect. Major corporations spread the word about their brands with multimillion-dollar advertising campaigns. You can promote your brand for free or close to it. The secret is networking, which you’ll learn more about in Chapter 15. You build your brand by connecting with like- minded people, sharing information, demonstrating skills and knowledge, and helping others succeed.

● Deliver on your brand’s promise—every time, all the time. When you promote a brand, you make a promise—a promise that whoever buys that brand will get the benefits you are promoting. All of this planning and communication is of no value if you fail to deliver on the promises your branding efforts make. Conversely, when you deliver quality results time after time, your talents and professionalism will speak for you.

USIng ALL ThE JoB-SEARCh TooLS AT yoUR DISPoSAL

As a final note, be sure to use all the job search tools and resources available to you. For example, many companies now offer mobile apps that give you a feel for what it’s like to work there and let you search for job openings. A variety of apps and websites can help you find jobs, practice interviewing, and build your professional network (see Figure P1).

We wish you great success in this course and in your career!

Figure P1 Mobile Recruiting Apps Make sure to explore the wide variety of mobile apps and online resources to help you during your career planning and job search.

C ou

rte sy

o f T

he La

dd er

s. co

m .

http://gigaom.com

http://www.liveops.com

http://www.quintcareers.com

http://altaeeblog.com

http://www.personalbrandingblog

http://cuberules.com

No other skill can help your career in as many ways as communication. Discover what business communication is all about, why communication skills are essential to your career, how social and mobile technologies are revolutionizing business

communication, and how to adapt your communication experiences in life

and college to the business world. Improve your skills in such vital areas

as team interaction, etiquette, listening, and nonverbal communication.

Explore the advantages and the challenges of a diverse workforce,

and develop the skills that every communicator needs to succeed

in today’s global, multicultural business environment.

Chapter 1 Professional Communication in a Digital, Social, Mobile World

Chapter 2 Collaboration, Interpersonal Communication, and Business Etiquette

Chapter 3 Communication Challenges in a Diverse, Global Marketplace

part Understanding the Foundations of Business Communication

49 El Nariz/Shutterstock

On the JOB: COmmUniCating at Jetblue

Socializing the Customer Service Experience If you have ever worked in retail, customer service, or a similar job, you know what a challenge it can be to make sure each customer has a great experience with your company. Imagine the challenge of keeping 25 million customers happy. That’s how many passengers JetBlue carries every year—an average of roughly 70,000 customers per day.

As a relatively new airline, taking its first flight in 2000, JetBlue has always tried to differentiate itself from the older carriers in the business. A great example is its pioneering use of Twitter as a customer service platform. JetBlue joined Twitter in 2007, only a year after the microblogging service launched and well before most companies were aware of its potential for business communication. The company views its website as the central hub of its online presence, but social media (the company is quite active on Facebook as well) provide a vital connection between customers and the website. In fact, digital communica- tion of all forms is so important that the company considers itself a digital brand.

The airline was also one of the first companies to truly get the social part of social media—that Twitter and other systems were about more than just pushing information outward. Morgan Johnstone, the JetBlue communications staffer who got the

Explain the importance of effective communication to your career and to the companies where you will work.

Explain what it means to communicate as a professional in a business context.

Describe the communication process model and the ways social media are changing the nature of business communication.

Outline the challenges and opportunities of mobile com- munication in business.

List four general guidelines for using communication technology effectively.

Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical communication choices.

Learning OBJeCtives After studying this chapter, you will be able to

professional Communication in a Digital, social, mobile World1

JetBlue’s use of social media for customer support coincides perfectly with air travelers’ use of mobile devices.

Chapter 1 professional Communication in a Digital, social, mobile World 51

company started on Twitter, recognized early on the power of listening via social media. He wanted to hear what people were saying about the company, whether it was plea for help dur- ing travel, a compliment for a company employee, or even an unpleasant criticism. This interaction became so valuable to the company that it now has more than two dozen Twitter agents all ready to interact in real time with the nearly 2 million travel- ers who follow the company. They answer questions, resolve problems and complaints, and even rebook flights on the spot if needed. Travelers who need assistance don’t have time to wait, and JetBlue boasts the fastest Twitter response time in the industry.

For a company that is all about moving people from point A to point B, it’s no surprise that mobile communication has become an essential part of JetBlue’s connection with its

customers. Customers who ask for help or who post com- plaints on Twitter often do so on their mobile devices, whether they’re on their way to catch a flight, stuck in an airport trying to rebook on a different flight, or even on board an aircraft wait- ing to take off. Mobile is now a core element in the company’s communication strategy, with a mobile-friendly website and JetBlue smartphone apps. The company is considering adding such nifty features as augmented reality, which would let travel- ers hold up their smartphones in airports to see where rest- rooms, coffee shops, gates, and other vital facilities are located. However the company innovates as it moves forward, its focus will be on using digital, social, and mobile communication to make sure customers have the best possible experience.1

twitter.com/jetblue

understanding Why Communication Matters Whether it’s as simple as a smile or as ambitious as a social media customer support program (see the chapter opener on JetBlue), communication is the process of transfer- ring information and meaning between senders and receivers, using one or more written, oral, visual, or electronic media. The essence of communication is sharing—provid- ing data, information, insights, and inspiration in an exchange that benefits both you and the people with whom you are communicating.2 As Figure 1.1 on the next page indicates, this sharing can happen in a variety of ways, including simple and success- ful transfers of information, negotiations in which the sender and receiver arrive at an agreed-on meaning, and unsuccessful attempts in which the receiver creates a different message than the one the sender intended.

You will invest a lot of time and energy in this course developing your communica- tion skills, so it’s fair to ask whether the effort will be worthwhile. This section outlines the many ways in which good communication skills are critical for your career and for any company you join.

CommuniCation is important to Your Career

You can have the greatest ideas in the world, but they’re no good to your company or your career if you can’t express them clearly and persuasively. Some jobs, such as sales and customer support, are primarily about communicating. In fields such as engineering or fi- nance, you often need to share complex ideas with executives, customers, and colleagues, and your ability to connect with people outside your field can be as important as your technical expertise. If you have the entrepreneurial urge, you will need to communicate with a wide range of audiences—from investors, bankers, and government regulators to employees, customers, and business partners.

The changing nature of employment is putting new pressure on communication skills, too. Many companies now supplement their permanent workforces with inde- pendent contractors who are brought on for a short period or even just a single project. Chances are you will spend some of your career as one of these independent freelancers, working without the support network that an established company environment pro- vides. You will have to “sell yourself” into each new contract, communicate successfully in a wide range of work situations, and take full responsibility for your career growth and success.

Communication is the process of transferring information and meaning between senders and receivers.

Ambition and great ideas aren’t enough; you need to be able to communicate with people in order to succeed in business.

1 learning ObJeCtiveExplain the importance of effective communication to your career and to the companies where you will work.

52 part 1 Understanding the Foundations of Business Communication

If you launch a company or move into an executive role in an existing organization, you can expect communication to consume the majority of your time. Top executives spend most of their workdays communicating, and businesspeople who can’t communicate well don’t stand much chance of reaching the top.

In fact, improving your communication skills may be the single most important step you can take in your career. The world is full of good marketing strategists, good accoun- tants, good engineers, and good attorneys—but it is not full of good communicators. View

this as an opportunity to stand out from your competition in the job market.

Employers sometimes express frustration at the poor communication skills of many employees—particularly recent college graduates who haven’t yet learned how to adapt their communication styles to a professional busi- ness environment.3 If you learn to write well, speak well, listen well, and recognize the appropriate way to commu- nicate in any situation, you’ll gain a major advantage that will serve you throughout your career.4

Strong communication skills give you an advantage in the job market.

“The new app is on schedule.”

“Everything is fine.”

“Well, two designers quit, but I’m trying to replace them.”

“I think everything is

fine.”

Uh oh. He doesn’t sound confident or in control of the project.

Great! It’s on schedule, and I

don’t need to worry.

“So you are still on schedule, but now there

is some risk of a slip.”

“Are you worried about anything?”

Re-created Meaning

Negotiated Meaning

Transmitted Meaning

Figure 1.1 Sharing Information These three exchanges between a software project manager (left) and his boss (right) illustrate the variety of ways in which information is shared between senders and receivers. In the top exchange, the sender’s meaning is transmitted intact to the receiver, who accepts what the sender says at face value. In the middle exchange, the sender and receiver negotiate the meaning by discussing the situation. The negotiated meaning is that everything is fine so far, but the risk of a schedule slip is now higher than it was before. In the bottom exchange, the receiver has a negative emotional reaction to the word think and as a result creates her own meaning—that everything probably is not fine, despite what the sender says.

real-time updates

Learn mOre By visiting this WeBsite

Check out the cutting edge of business communication

This Pinterest board created by the authors highlights some of the most important changes taking place in the field of business communication. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Chapter 1 professional Communication in a Digital, social, mobile World 53

CommuniCation is important to Your CompanY

Aside from the personal benefits, communication should be important to you because it is important to your company. Effective communication helps businesses in numerous ways. It provides5

●● Closer ties with important communities in the marketplace ●● Opportunities to influence conversations, perceptions, and trends ●● Increased productivity and faster problem solving ●● Better financial results and higher return for investors ●● Earlier warning of potential problems, from rising business costs to critical safety

issues ●● Stronger decision making based on timely, reliable information ●● Clearer and more persuasive marketing messages ●● Greater employee engagement with their work, leading to higher employee satisfaction

and lower employee turnover

What makes Business CommuniCation effeCtive?

Effective communication strengthens the connections between a company and all of its stakeholders—those groups affected in some way by the company’s actions: customers, employees, shareholders, suppliers, neighbors, the community, the nation, and the world as a whole.6 To make your communication efforts as effective as possible, focus on mak- ing them practical, factual, concise, clear, and persuasive:

●● Provide practical information. Give recipients useful information, whether it’s to help them perform a desired action or understand a new company policy.

●● Give facts rather than vague impressions. Use concrete language, specific detail, and information that is clear, convincing, accurate, and ethical. Even when an opinion is called for, present compelling evidence to support your conclusion.

●● Present information in a concise, efficient manner. Concise messages show re- spect for people’s time, and they increase the chances of a positive response.

●● Clarify expectations and responsibilities. Craft messages to generate a specific response from a specific audience. When appropriate, clearly state what you expect from audience members or what you can do for them.

●● Offer compelling, persuasive arguments and recommendations. Show your readers precisely how they will benefit by responding the way you want them to re- spond to your message.

Keep these five important characteristics in mind as you compare the ineffective and effective versions of the message in Figure 1.2 on the next page.

Communicating as a Professional You’ve been communicating your entire life, of course, but if you don’t have a lot of work experience yet, meeting the expectations of a professional environment might require some adjustment. A good place to start is to consider what it means to be a professional. Professionalism is the quality of performing at a high level and conducting oneself with purpose and pride. It means doing more than putting in the hours and collecting a paycheck: True professionals go beyond minimum expectations and commit to making meaningful contributions. Professionalism can be broken down into six distinct traits: striving to excel, being dependable and accountable, being a team player, demonstrating a sense of etiquette, making ethical decisions, and maintaining a positive outlook (see Figure 1.3 on page 55).

A key message to glean from Figure 1.3 is how much these elements of professional- ism depend on effective communication. For example, to be a team player, you have to be able to collaborate, resolve conflicts, and interact with a wide variety of personalities. Without strong communication skills, you won’t be able to perform to your potential, and others won’t recognize you as the professional you’d like to be.

Effective communication yields numerous business benefits.

Effective messages are practical, factual, concise, clear, and persuasive.

Communication is an essential part of being a successful professional.

2 learning ObJeCtiveExplain what it means to communicate as a professional in a business context.

54 part 1 Understanding the Foundations of Business Communication

Figure 1.2 Effective Professional Communication At first glance, this email message looks like a reasonable attempt at communicating with the members of a project team. However, review the blue annotations to see just how many problems the message really has.

Chapter 1 professional Communication in a Digital, social, mobile World 55

This section offers a brief look at the skills employers will expect you to have, the nature of communication in an organizational environment, and the importance of adopting an audience-centered approach.

understanding What emploYers expeCt from You

Today’s employers expect you to be competent at a wide range of communication tasks. Fortunately, the skills employers expect from you are the same skills that will help you advance in your career:7

●● Recognizing information needs, using eff icient search techniques to locate reli- able sources of information, particularly from online sources, and using gathered information ethically; this collection of skills is often referred to as digital informa- tion fluency8

●● Organizing ideas and information logically and completely ●● Expressing ideas and information coherently and persuasively ●● Actively listening to others ●● Communicating effectively with people from diverse backgrounds and experiences ●● Using communication technologies effectively and efficiently ●● Following accepted standards of grammar, spelling, and other aspects of high-quality

writing and speaking ●● Communicating in a civilized manner that reflects contemporary expectations of

business etiquette, even when dealing with indifferent or hostile audiences ●● Communicating ethically, even when choices aren’t crystal clear

Employers expect you to possess a wide range of communication skills.

Pros keep their promises, meet their commitments, learn from their mistakes,

and take responsibility for their errors.

Be dependable

Pros strive to excel, and excelling at every level is how you build a

great career.

Be the best

Be ethical Responsible pros work to avoid ethical lapses

and weigh their options carefully when facing

ethical dilemmas.

Be clear Communication is the single most important business skill you can

develop.

Be respectful Good business etiquette is a sign of respect for those around you;

respecting others is not only good—it’s good for your career.

Be a team player

Pros know how to contribute to a larger

cause and make others around them better.

Figure 1.3 Elements of Professionalism To be respected as a true professional, develop these six qualities.

56 part 1 Understanding the Foundations of Business Communication

●● Managing your time wisely and using resources efficiently ●● Using critical thinking, which is the ability to evaluate evidence completely and

objectively in order to form logical conclusions and make sound recommendations

You’ll have the opportunity to practice these skills throughout this course, but don’t stop there. Successful professionals continue to hone communication skills throughout their careers.

CommuniCating in an organizational Context

In addition to having the proper skills, you need to learn how to apply those skills in the business environment, which can be quite different from the social and scholastic environ- ments you are accustomed to. Every organization has a formal communication network, in which ideas and information flow along the lines of command (the hierarchical levels) in the company’s organization structure (see Figure 1.4). Throughout the formal network, information flows in three directions. Downward communication flows from executives to employees, conveying executive decisions and providing information that helps employ- ees do their jobs. Upward communication flows from employees to executives, providing insight into problems, trends, opportunities, grievances, and performance, thus allowing executives to solve problems and make intelligent decisions. Horizontal communication flows between departments to help employees share information, coordinate tasks, and solve complex problems.9

Every organization also has an informal communication network, often referred to as the grapevine or the rumor mill, which encompasses all communication that occurs outside the formal network. Some of this informal communication takes place naturally as a result of employee interaction on the job and in social settings, and some of it takes place when the formal network doesn’t provide information that employees want. In fact, the inherent limitations of formal communication networks helped spur the growth of social media in the business environment.

adopting an audienCe-Centered approaCh

An audience-centered approach involves understanding and respecting the members of your audience and making every effort to get your message across in a way that is mean- ingful to them. This approach is also known as adopting the “you” attitude, in contrast to messages that are about “me.” Learn as much as possible about the biases, education, age, status, style, and personal and professional concerns of your receivers. If you’re

The formal communication network mirrors the company’s organizational structure.

An audience-centered approach involves understanding, respect- ing, and meeting the needs of your audience members.

the art of professionalism

Spend a few minutes around successful people in any field, 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 opti- mism or spewing happy talk all the time. It means acknowl- edging that things may be difficult 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 difficult, customers can be unpleasant, and bosses can be unreason- able. But when you’re a pro, you find 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 artificially upbeat and bubbly every second of the day, but one negative personality can make an entire office 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?

maintaining a Confident, positive Outlook

Chapter 1 professional Communication in a Digital, social, mobile World 57

addressing people you don’t know and you’re unable to find out more about them, try to project yourself into their position by using common sense and imagination. This ability to relate to the needs of others is a key part of emotional intelligence, which is widely consid- ered to be a vital characteristic of successful managers and leaders.10 The more you know about the people you’re communicating with, the easier it will be to concentrate on their needs—which, in turn, will make it easier for them to hear your message, understand it, and respond positively.

A vital element of audience-centered communication is etiquette, the expected norms of behavior in any particular situation. In today’s hectic, competitive world, eti- quette might seem a quaint and outdated notion. However, the way you conduct yourself and interact with others can have a profound influence on your company’s success and your career. When executives hire and promote you, they expect your behavior to protect the company’s reputation. The more you understand such expectations, the better chance you have of avoiding career-damaging mistakes. The principles of etiquette discussed in Chapter 2 will help you communicate with an audience-centered approach in a variety of business settings.

exploring the Communication Process Even with the best intentions, communication efforts can fail. Messages can get lost or sim- ply ignored. The receiver of a message can interpret it in ways the sender never imagined. In fact, two people receiving the same information can reach different conclusions about what it means.

Fortunately, by understanding communication as a process with distinct steps, you can improve the odds that your messages will reach their intended audiences and produce their intended effects. This section explores the communication process in two stages: first by following a message from one sender to one receiver in the basic communication model and then by expanding on that approach with multiple messages and participants in the social communication model.

Etiquette, the expected norms of behavior in any particular situa- tion, can have a profound influ- ence on your company’s success and your career.

Vice president of production

President

Advertising manager

Industrial sales

manager

Examples of downward communication

Examples of upward communication

Examples of horizontal communication

E-commerce manager

Retail sales

manager

Plant manager

Director of advertising and

promotion

Vice president of research and development

Vice president of marketing

Vice president of finance

Director of sales

Line A supervisor

Line B supervisor

Line C supervisor

Accounting manager

Figure 1.4 Formal Communication Network The formal communication network is defined by the relationships between the various job positions in the organization. Messages can flow upward (from a lower-level employee to a higher-level employee), downward (from a higher-level employee to a lower-level employee), and horizontally (across the organization, between employees at the same or similar levels).

3 learning ObJeCtiveDescribe the communication process model and the ways social media are changing the nature of business communication.

58 part 1 Understanding the Foundations of Business Communication

the BasiC CommuniCation model

By viewing communication as a process (Figure 1.5), you can identify and improve the skills you need to be more successful. Many variations on this process model exist, but these eight steps provide a practical overview:

●● The sender has an idea. Whether a communication effort will ultimately be effective starts right here and depends on the nature of the idea and the motivation for send- ing it. For example, if your motivation is to offer a solution to a problem, you have a better chance of crafting a meaningful message than if your motivation is merely to complain about a problem.

●● The sender encodes the idea as a message. When someone puts an idea into a message—which you can think of as the “container” for an idea—he or she is encoding it, or expressing it in words or images. Much of the focus of this course is on developing the skills needed to successfully encode your ideas into effective messages.

●● The sender produces the message in a transmittable medium. With the appropri- ate message to express an idea, the sender now needs a communication medium to present that message to the intended audience. To update your boss on the status of a project, for instance, you might have a dozen or more media choices, from a phone call to an instant message to a slideshow presentation.

●● The sender transmits the message through a channel. Just as technology continues to increase the number of media options at your disposal, it continues to provide new communication channels you can use to transmit your messages. The distinction be- tween medium and channel can get a bit murky, but think of the medium as the form a message takes (such as a Twitter update) and the channel as the system used to deliver the message (such as a mobile phone).

●● The audience receives the message. If the channel functions properly, the mes- sage reaches its intended audience. However, mere arrival at the destination is no guarantee that the message will be noticed or understood correctly. As “How Audiences Receive Messages” (page 60) explains, many messages are either ignored or misinterpreted as noise.

●● The audience decodes the message. After a message is received, the receiver needs to extract the idea from the message, a step known as decoding. “How Audiences Decode Messages” (page 60) takes a closer look at this complex and subtle step in the process.

●● The audience responds to the message. By crafting messages in ways that show the benefits of responding, senders can increase the chances that recipients will respond in positive ways. However, as “How Audiences Respond to Messages” (page 61) points out, whether a receiver responds as the sender hopes depends on the receiver (a) re- membering the message long enough to act on it, (b) being able to act on it, and (c) being motivated to respond.

Viewing communication as a pro- cess helps you identify steps you can take to improve your success as a communicator.

The medium is the form a message takes and the channel is the system used to deliver the message.

1. Sender has an idea

2. Sender encodes that idea

in a message

3. Sender produces that message in a medium

4. Sender transmits the

message through a channel

8. Audience might also provide

feedback to the sender

5. Audience reveives the

message

6. Audience decodes the

message 7. Audience

responds to the message

Figure 1.5 The Basic Communication Process This eight-step model is a simplified view of how communication works in real life; understanding this basic model is vital to improving your communication skills.

Chapter 1 professional Communication in a Digital, social, mobile World 59

●● The audience provides feedback to the sender. In addition to responding (or not responding) to the message, audience members may give feedback that helps the sender evaluate the effectiveness of the communication effort. Feedback can be verbal (using written or spoken words), nonverbal (using gestures, facial expressions, or other signals), or both. Just like the original message, however, this feedback from the receiver also needs to be decoded carefully. A smile, for example, can have many meanings.

Considering the complexity of this process—and the barriers and distractions that often stand between sender and receiver—it should come as no surprise that communica- tion efforts often fail to achieve the sender’s objective. Fortunately, the better you under- stand the process, the more successful you’ll be.

The following sections take a closer look at two important aspects of the process: environmental barriers that can block or distort messages and the steps audiences take to receive, decode, and respond to messages.

barriers in the Communication environment Within any communication environment, messages can be disrupted by a variety of communication barriers. These barriers include noise and distractions, competing mes- sages, filters, and channel breakdowns:

●● Noise and distractions. External distractions range from uncomfortable meeting rooms to computer screens cluttered with instant messages and reminders popping up all over the place. Internal distractions are thoughts and emotions that prevent audiences from focusing on incoming messages. The common habit of multitasking—attempting more than one task at a time—is practically guaranteed to create communication dis- tractions. Moreover, research suggests that “chronic multitasking” can reduce productiv- ity and increase errors.11 As more communication takes place on mobile devices, the need to insulate yourself from noise and distractions is going to keep growing.

●● Competing messages. Having your audience’s undivided attention is a rare luxury. In most cases, you must compete with other messages that are trying to reach your audience at the same time.

●● Filters. Messages can be blocked or distorted by f ilters, any human or technological interventions between the sender and the receiver. Filtering can be both intentional (such as automatically filing incoming messages based on sender or content) or un- intentional (such as an overly aggressive spam filter that deletes legitimate emails). As mentioned previously, the structure and culture of an organization can also inhibit the flow of vital messages. And, in some cases, the people or companies you rely on to deliver your message can distort it or filter it to meet their own needs.

●● Channel breakdowns. Sometimes the channel simply breaks down and fails to deliver your message at all. A colleague you were counting on to deliver a message to your boss might have forgotten to do so, or a computer server might have crashed and prevented your blog from updating.

Everyone in an organization can help minimize barriers and distractions. As a commu- nicator, try to be aware of any barriers that could prevent your messages from reaching their intended audiences. As a manager, keep an eye out for any organizational barriers that could be inhibiting the flow of information. In any situation, a small dose of common sense and courtesy goes a long way. Turn off that mobile phone before you step into a meeting. Don’t talk across the tops of other people’s cubicles. Be sensitive to personal differences, too; for in- stance, some people enjoy working with music on, but music is a huge distraction for others.12

Finally, take steps to insulate yourself from distractions. Don’t let messages interrupt you every minute of the day. Instead, set aside time to attend to messages all at once so that you can focus the rest of the time.

inside the Mind of Your audience After a message works its way through the communication channel and reaches the in- tended audience, it encounters a whole new set of challenges. Understanding how audiences receive, decode, and respond to messages will help you create more effective messages.

A number of barriers can block or distort messages before they reach the intended audience.

Minimizing barriers and distractions in the communica- tion environment is everyone’s responsibility.

60 part 1 Understanding the Foundations of Business Communication

How Audiences Receive Messages For an audience member to receive a message, three events need to occur: The receiver has to sense the presence of a message, select it from all the other messages clamoring for attention, and perceive it as an actual message (as opposed to random, pointless noise).13 You can appreciate the magnitude of this challenge by driving down any busy street in a commercial section of town. You’ll encounter hundreds of messages—billboards, posters, store window displays, car stereos, pedestrians waving or talking on mobile phones, car horns, street signs, traffic lights, and so on. However, you’ll sense, select, and perceive only a small fraction of these messages.

Today’s business audiences are much like drivers on busy streets. They are inundated with so many messages and so much noise that they can miss or ignore many of the mes- sages intended for them. Through this course, you will learn a variety of techniques to craft messages that get noticed. In general, follow these five principles to increase your chances of success:

●● Consider audience expectations. Deliver messages using the media and chan- nels that the audience expects. If colleagues expect meeting notices to be delivered by email, don’t suddenly switch gears and start delivering the notices via blog post- ings without telling anyone. Of course, sometimes going against expectations can stimulate audience attention, which is why advertisers sometimes do wacky and creative things to get noticed. However, for most business communication efforts, following the expectations of your audience is the most eff icient way to get your message across.

●● Ensure ease of use. Even if audiences are actively looking for your messages, they probably won’t see the messages if you make them hard to find, hard to navigate, or hard to read.

●● Emphasize familiarity. Use words, images, and designs that are familiar to your audience. For example, most visitors to company websites expect to see information about the company on a page called “About” or “About Us.”

●● Practice empathy. Make sure your messages speak to the audience by clearly ad- dressing their wants and needs—not yours. People are inclined to notice messages that relate to their individual concerns.14

●● Design for compatibility. For the many messages delivered electronically these days, be sure to verify technological compatibility with your audience. For instance, if your website requires visitors to have a particular video capability in their browsers, you won’t reach those audience members who don’t have that software installed or updated.

How Audiences Decode Messages A received message doesn’t “mean” anything until the recipient decodes it and assigns meaning to it, and there is no guarantee the receiver will assign the same meaning the sender intended. Even well-crafted, well-intentioned communication efforts can fail at this stage because assigning meaning through decoding is a highly personal process that is influenced by culture, individual experience, learning and thinking styles, hopes, fears, and even temporary moods. Moreover, audiences tend to extract the meaning they expect to get from a message, even if it’s the opposite of what the sender intended.15 In fact, rather than “extract” your meaning, it’s more accurate to say that your audience members re-create their own meaning—or meanings—from the message.

Cultural and personal beliefs and biases influence the meaning audiences get from mes- sages. For instance, the human brain organizes incoming sensations into a mental “map” that represents the person’s individual perception of reality. If an incoming detail doesn’t fit into that perception, a message recipient may simply distort the information to make it fit rather than rearrange his or her mental map—a phenomenon known as selective perception.16 For example, an executive who has staked her reputation on a particular business strategy might distort or ignore evidence that suggests the strategy is failing.

Differences in language and usage also influence received meaning. If you ask an employee to send you a report on sales figures “as soon as possible,” does that mean within 10 seconds, 10 minutes, or 10 days? By clarifying expectations and resolving po- tential ambiguities in your messages, you can minimize such uncertainties. In general, the

To actually receive a message, audience members need to sense it, select it, then perceive it as a message.

To improve the odds that your messages will be successfully per- ceived by your audience, pay close attention to expectations, ease of use, familiarity, empathy, and technical compatibility.

Decoding is a complex process; receivers often extract different meanings from messages than senders attempt to encode in their messages.

Selective perception occurs when people ignore or distort incoming information to fit their precon- ceived notions of reality.

Chapter 1 professional Communication in a Digital, social, mobile World 61

more experiences you share with another person, the more likely you are to share percep- tion and thus share meaning (see Figure 1.6).

Individual thinking styles are another important factor in message decoding. For example, someone who places a high value on objective analysis and clear logic might interpret a message differently than someone who values emotion or intuition (reaching conclusions without using rational processes).

How Audiences Respond to Messages Your message has been delivered, received, and correctly decoded. Now what? Will audience members respond in the way you’d like them to? Only if three events occur.

First, the recipient has to remember the message long enough to act on it. Simplifying greatly, memory works in several stages: Sensory memory momentarily captures incom- ing data from the senses; then, whatever the recipient pays attention to is transferred to short-term memory. Information in short-term memory will quickly disappear if it isn’t transferred to long-term memory, which can be done either actively (such as when a person memorizes a list of items) or passively (such as when a new piece of information connects with something else the recipient already has stored in long-term memory). Finally, the information needs to be retrieved when the recipient wants to act on it.17 In general, people find it easier to remember and retrieve information that is important to them personally or professionally. Consequently, by communicating in ways that are sensitive to your audience’s wants and needs, you greatly increase the chance that your messages will be remembered and retrieved.

Second, the recipient has to be able to respond as you wish. Obviously, if recipients simply cannot do what you want them to do, they will not respond according to your plan. By understanding your audience (you’ll learn more about audience analysis in Chapter 4), you can work to minimize these unsuccessful outcomes.

Third, the recipient has to be motivated to respond. You’ll encounter many situations in which your audience has the option of responding but isn’t required to. For instance, a record company may or may not offer your band a contract, or your boss may or may not respond to your request for a raise. Throughout this course, you’ll learn techniques for crafting messages that can help motivate readers to respond positively to your messages.

the soCial CommuniCation model

The basic model presented in Figure 1.5 illustrates how a single idea moves from one sender to one receiver. In a larger sense, it also helps represent the traditional nature of much business communication, which was primarily defined by a publishing or broadcast- ing mindset. Externally, a company issued carefully scripted messages to a mass audience that often had few options for responding to those messages or initiating messages of their own. Customers and other interested parties had few ways to connect with one another

Audiences will likely respond to a message if they remember it, if they’re able to respond, and if they’re properly motivated to respond.

By explaining how audiences will benefit by responding positively to your messages, you’ll increase their motivation to respond.

Little shared experience

Misunderstanding

Meanings dissimilar

Average amount of shared experience

Average degree of understanding

Meanings similar

Large amount of shared experience

High degree of understanding

Meanings very similar

Figure 1.6 How Shared Experience Affects Understanding The more two people or two groups of people share experiences—personal, professional, and cultural— the more likely it is that receivers will extract the intended meanings senders encode into the messages.

62 part 1 Understanding the Foundations of Business Communication

to ask questions, share information, or offer support. Internally, communication tended to follow the same “we talk, you listen” model, with upper managers issuing directives to lower-level supervisors and employees.

However, in recent years, a variety of technologies have enabled and inspired a new approach to business communication. In contrast to the publishing mindset, this social communication model is interactive, conversational, and usually open to all who wish to participate. Audience members are no longer passive recipients of messages but active participants in a conversation. Social media have given customers and other stake- holders a voice they did not have in the past. And businesses are listening to that voice. In fact, one of the most common uses of social media among U.S. businesses is monitoring online discussions about a company and its brands.18

Instead of transmitting a fixed message, a sender in a social media environment initi- ates a conversation by asking a question or sharing valuable information. Information shared this way is often revised and reshaped by the web of participants as they forward it and comment on it. People can add to it or take pieces from it, depending on their needs and interests. Figure 1.7 lists some of the significant differences between the traditional and social models of business communication.

The social communication model offers many advantages, but it has a number of dis- advantages as well. Potential problems include information overload, fragmented attention, information security risks, distractions that hurt productivity, the need to monitor and re- spond to numerous conversational threads, and blurring of the line between personal and professional lives, which can make it difficult for people to disconnect from work.19

Of course, no company, no matter how enthusiastically it embraces the social com- munication model, is going to be run as a club in which everyone has a say in every business matter. Instead, a hybrid approach is emerging in which some communications (such as strategic plans and policy documents) follow the traditional approach, whereas others (such as project management updates and customer support messages) follow the social model.

You can learn more about business uses of social media in Chapter 7.

The conversational and interac- tive social communication model is revolutionizing business communication.

The social communication model can increase the speed of communication, lower cost, improve access to expertise, and boost employee satisfaction.

For all their advantages, social me- dia tools also present a number of communication challenges.

Tendencies Publication, broadcast

Lecture Intrusion

Unidirectinal One to many; mass audience

Control Low message frequency

Few channels Information hoarding

Static Hierarchical Structured

Isolated Planned Resistive

Conventional Promotion: “We Talk, You Listen”

The Social Model: “Let’s Have a Conversation”

Tendencies Converstion Discussion Permission

Bidirectional, multidirectional One to one; many to many

In�uence High message frequency

Many channels Information sharing

Dynamic Egalitarian

Amorphous Collaborative

Reactive Responsive

Figure 1.7 The Social Communication Model The social communication model differs from conventional communication strategies and practices in a number of significant ways. You’re probably already an accomplished user of many new-media tools, and this experience will help you on the job.

Chapter 1 professional Communication in a Digital, social, mobile World 63

the Mobile revolution As much of a game-changer as social media have been, some experts predict that mobile communication will change the nature of business and business communication even more. Venture capitalist Joe Schoendorf says that “mobile is the most disruptive technol- ogy that I have seen in 48 years in Silicon Valley.”20 Researcher Maribel Lopez calls mobile “the biggest technology shift since the Internet.”21

Companies recognize the value of integrating mobile technology, from communica- tion platforms to banking to retail. Mobile apps and communication systems can boost employee productivity, help companies form closer relationships with customers and business partners, and spur innovation in products and services (see Figure 1.8). Given the advantages and the rising expectations of employees and customers, firms on the leading edge of the mobile revolu- tion are working to integrate mobile technology through- out their organizations.22

This section offers a high-level view of the mobile revo- lution, and you’ll see coverage of specific topics integrated throughout the book, in everything from collaborative writ- ing and research to presentations and job search strategies.

the rise of moBile as a CommuniCation platform

Whether it’s emailing, social networking, watching videos, or doing research, the percent- age of communication and media consumption performed on mobile devices continues to grow. For millions of people around the world, a mobile device is their primary way, if not their only way, to access the Internet. Globally, roughly 80 percent of Internet users ac- cess the web at least some of the time with a mobile device.23

Mobile has become the primary communication tool for many business profes- sionals, including a majority of executives under age 40.24 Email and web browsing rank first and second in terms of the most common nonvoice uses of smartphones, and more

Mobile devices are rapidly taking over as the primary communica- tion platform for many business professionals.

4 learning ObJeCtiveOutline the challenges and opportunities of mobile communication in business.

real-time updates

Learn mOre By WatChing this viDeO

the mobile business advantage

See how leading-edge companies are adapting to take advantage of mobile communication. Go to http://real-timeupdates .com/ebc12 and click on Learn More in the Students section.

Figure 1.8 Mobile Communication Tools Mobile technologies offer multiple ways to improve communication and other key business processes. For example, note-taking apps such as Note Taker HD offer an easy and unobtrusive way to take notes during meetings, site visits, and other business functions.

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64 part 1 Understanding the Foundations of Business Communication

email messages are now opened on mobile devices than on PCs.25 Roughly half of U.S. consumers use a mobile device exclusively for their online search needs, and many online activities that eventually migrate to a PC screen start out on a mobile screen.26 For many people, the fact that a smartphone can make phone calls is practically a secondary consideration; data traffic from mobile devices far outstrips voice traffic.27

Moreover, mobile phones—particularly smartphones— have become intensely personal devices in ways that PCs never did. For many users, the connection is so close they can feel a sense of panic when they don’t have frequent access to their phones.28 When people are closely attached to their phones, day and night, they are more closely connected to all the information sources, conversations, and networks that those phones can connect to. As a result, mobile connectivity can start to resemble a continuous stream of conversations that never quite end, which influences the way busi- nesses need to interact with their stakeholders. If wearable technologies become mainstream devices, they will contribute even more to this shift in behaviors (see Figure 1.9).

The parallels between social media and mobile communi- cation are striking: Both sets of technologies change the nature of communication, alter the relationships between senders and receivers, create opportunities as well as challenges, and force business professionals to hone new skills. In fact, much of the rise in social communication can be attributed to the connectivity made possible by mobile devices. Companies that work to understand and embrace mobile, both internally and externally, stand the best chance of capitalizing on this monumental shift in the way people communicate.

hoW moBile teChnologies are Changing Business CommuniCation

The rise of mobile communication has some obvious implications, such as the need for websites to be mobile friendly. If you’ve ever tried to browse a conventional website on a tiny screen or fill in complicated online forms using the keypad on your phone, you know how frustrating the experience can be. Increasingly, users expect websites to be mobile friendly, and they’re likely to avoid sites that aren’t optimized for mobile.29 As mobile ac- cess overtakes computer-based access, some companies now take a mobile-first approach, in which websites are designed for optimum viewing on smartphones and tablets.30 Another successful approach is creating mobile apps that offer a more interactive and mobile-friendly experience than a conventional website can offer.

However, device size and portability are only the most obvious changes. Just as with social media, the changes brought about by mobile go far deeper than the technology

real-time updates

Learn mOre By visiting this WeBsite

the mobile revolution by the numbers

Explore dozens of statistical measures that show the impact of mobile communication. Go to http://real-timeupdates .com/ebc12 and click on Learn More in the Students section.

Figure 1.9 Wearable Technology Smartwatches and other wearable mobile devices offer intriguing possibilities for business communication. The Uno Noteband incorporates Spritz speed-reading technology that makes it easier to read message content quickly.

real-time updates

Learn mOre By WatChing these presentatiOns

exploring the potential of wearable technologies

Will wearable technologies influence business and business communication? These presentations explore the potential. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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Chapter 1 professional Communication in a Digital, social, mobile World 65

itself. Mobile changes the way people communicate, which has profound implications for virtually every aspect of business communication.

Social media pioneer Nicco Mele coined the term radical connectivity to describe “the breathtaking ability to send vast amounts of data instantly, constantly, and globally.”31 Mobile plays a major and ever-expanding role in this phenomenon by keeping people connected 24/7, wherever they may be. People who’ve grown up with mobile communication technol- ogy expect to have immediate access to information and the ability to stay connected to their various social and business networks.32

Here are the most significant ways mobile technology is changing the practice of business communication:

●● Constant connectivity is a mixed blessing. As with social media, mobile connectivity can blur the boundaries between personal and professional time and space, prevent- ing people from fully disengaging from work during personal and family time. On the other hand, it can give employees more flexibility to meet their personal and profes- sional obligations.33 In this regard, mobile plays an important role in efforts to reduce operating costs through telecommuting and other nontraditional work models.34

●● Small mobile displays and sometimes-awkward input technologies present challenges for creating and consuming content, whether it’s typing an email message or watching a video. As you’ll read in Chapter 6, for example, email messages need to be written and formatted differently to make them easier to read on mobile devices.

●● Mobile users are often multitasking—roughly half of mobile phone usage happens while people are walking, for instance—so they can’t give full attention to the infor- mation on their screens.35 Moreover, mobile use often occurs in environments with multiple distractions and barriers to successful communication.

●● Mobile communication, particularly text messaging, has put pres- sure on traditional standards of grammar, punctuation, and writing in general. Chapter 4 has more on this topic.

●● Mobile devices can serve as sensory and cognitive extensions.36 For example, they can help people experience more of their envi- ronment (such as augmented reality apps that superimpose infor- mation on a live camera view) and have instant access to informa- tion without relying on faulty and limited human memory. The addition of location-aware content, such as facility maps and property information, enhances the mobile experience.

●● Mobile devices create a host of security and privacy concerns, for end users and corporate technology managers alike.37 Companies are wrestling with the “bring your own device” or “BYOD” phenomenon, in which employees want to be able to access company networks and files with their personal smartphones and tablets, both in the office and away from it. However, these devices don’t always have the rigor- ous security controls that corporate networks need, and users don’t always use the devices in secure ways.

●● Mobile tools can enhance productivity and collaboration by making it easier for employees to stay connected and giving them access to information and work tasks during forced gaps in the workday or while traveling.38

●● Mobile apps can assist in a wide variety of business tasks, from re- search to presentations (see Figure 1.10).39

●● Mobile connectivity can accelerate decision making and problem solving by putting the right information in the hands of the right people at the right time. For example, if the people in a decision- making meeting need more information, they can do the neces- sary research on the spot.40 Mobile communication also makes it easier to quickly tap into pockets of expertise within a company.41 Customer service can be improved by making sure technicians and

People who grew up with mobile phones often expect to have the same level of connectivity as cus- tomers and as employees.

Constant connectivity is a mixed blessing; you can work from any- where at any time, but it’s more difficult to disconnect from work and recharge yourself.

Collaboration and problem solving are two key areas where mobile connectivity can boost productivity by enabling real-time interaction and access to vital information.

Figure 1.10 Mobile Communication: Opportunities and Challenges From 24/7 connectivity to business-oriented apps that let professionals perform work tasks on the go (such as making notes for a presentation, as shown here on the mobile version of PowerPoint), mobile technology is revolutionizing business communication.

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66 part 1 Understanding the Foundations of Business Communication

other workers always have the information they need right at hand.42 Companies can also respond and communicate faster during crises.43

●● With interactivity designed to take advantage of the capabilities of mobile devices (in- cluding cameras, accelerometers, compasses, and GPS), companies can create more engaging experiences for customers and other users.44

The mobile revolution complicates business communication in some ways, but it can enhance communication in many ways if done thoughtfully. You’ll read more about mo- bile in the chapters ahead.

using technology to improve business Communication Today’s businesses rely heavily on technology to enhance communication. In fact, many of the technologies you might use in your personal life, from microblogs to video games, are also used in business. You will find technology discussed extensively throughout this book, with specific advice on using both common and emerging tools. The four-page photo essay “Powerful Tools for Communicating Efficiently” (see pages 68–71) provides an overview of the technologies that connect people in offices, factories, and other business settings.

However, anyone who has used advanced technology knows the benefits are not automatic. Poorly designed or inappropriately used technology can hinder communica- tion more than help. To communicate effectively, learn to keep technology in perspective, guard against information overload and information addiction, use technological tools productively, and disengage from the computer frequently to communicate in person.

keeping teChnologY in perspeCtive

Perhaps the single most important point to remember about technology is that it is simply a tool, a means by which you can accomplish certain tasks. Technology is an aid to inter- personal communication, not a replacement for it. Technology can’t think for you or com- municate for you, and if you lack some essential skills, technology can’t fill in the gaps. Throughout the book, you’ll see advice on keeping the focus on your messages and your audiences, and using technology to enhance the communication process.

guarding against information overload

The overuse or misuse of communication technology can lead to information overload, in which people receive more information than they can effectively process. Information overload makes it difficult to discriminate between useful and useless information, lowers productivity, and amplifies employee stress both on the job and at home, even to the point of causing health and relationship problems.45

You often have some level of control over the number and types of messages you choose to receive. Use the filtering features of your communication systems to isolate high-priority messages that deserve your attention. Also, be wary of subscribing to too many Twitter streams and other sources. Focus on the information you truly need in order to do your job.

As a sender, you can help reduce information overload by making sure you don’t send unnecessary messages. In addition, when you send messages that aren’t urgent or crucial, let people know so they can prioritize. Also, most communication systems let you mark messages as urgent; however, use this feature only when it is truly needed. Its overuse leads to annoyance and anxiety, not action.

using teChnologiCal tools produCtivelY

Facebook, Twitter, YouTube, and other technologies are key parts of what has been called the information technology paradox, in which information tools can waste as much time as they save. Concerns over inappropriate use of social networking sites, for example, have led many companies to ban employees from accessing them during work hours.46

MObile aPP

Pocket collects content you’d like to read or view later and syncs it across your mobile devices.

Don’t rely too much on technol- ogy or let it overwhelm the com- munication process.

Information overload results when people receive more information than they can effectively process.

An important step in reducing information overload is to avoid sending unnecessary messages.

5 learning ObJeCtiveList four general guidelines for using communication technology effectively.

Chapter 1 professional Communication in a Digital, social, mobile World 67

Inappropriate web use not only distracts employees from work responsibilities, it can leave employers open to lawsuits for sexual harassment if inappropriate images are dis- played in or transmitted around the company.47 Social media have created another set of managerial challenges, given the risk that employee blogs or social networking pages can expose confidential information or damage a firm’s reputation in the marketplace. With all these technologies, the best solution lies in developing clear policies that are enforced evenly for all employees.48

Managers need to guide their employees in productive use of information tools because the speed and simplicity of these tools are also among their greatest weaknesses. The flood of messages from an expanding array of electronic sources can significantly af- fect employees’ ability to focus on their work. In one study, workers exposed to a constant barrage of email, instant messages, and phone calls experienced an average 10-point drop in their functioning intelligence quotient (IQ).49

In addition to using your tools appropriately, know- ing how to use them efficiently can make a big difference in your productivity. You don’t have to become an expert in most cases, but you do need to be familiar with the basic features and functions of the tools you are expected to use on the job. As a manager, you also need to ensure that your em- ployees have sufficient training to productively use the tools you expect them to use.

MObile aPP

WhatsApp lets you send and receive messages, videos, and other content via your phone’s Internet connection.

Communicating in today’s busi- ness environment requires at least a basic level of technical competence.

digital + soCial + moBile: todaY’s CommuniCation environment

The fact that millions of people spend billions of hours play- ing games on their mobile devices is not lost on companies looking for ways to enhance communication with employees and customers. Whether they feature skill, chance, or compel- ling storylines, successful games try to engage users intellectu- ally and emotionally—just as successful business communi- cators try to do.

Gamification is the addition of game-playing aspects to an activity or a process with the goal of increasing user engage- ment, and it’s a natural for social media and mobile devices. Foursquare’s check-in competitions, in which the person who “checks in” using Foursquare the most times during a 60-day window is crowned the “mayor” of that location, are one of the best-known uses of gamification. Foursquare wasn’t in- vented as a way for people to become imaginary mayors of places they shop or eat, of course. It is an advertising platform that relies on user activity and user-generated content, and the game element encourages people to use the app more frequently.

Foursquare is a simple example of gamification, but other companies are pushing the concept in new ways to engage and motivate employees and other stakeholders. For example, Bunchball’s Nitro software applies gamification concepts to a number of business communication plat- forms. On a customer-service system, the software rewards employees for increasing their productivity, meeting their service commitments to customers, and sharing knowledge with their colleagues. On several collaboration and brain- storming systems, gamification encourages people to make more connections, share ideas, and boost their influence within a community.

Gamification is also a key strategy for many companies trying to improve customer loyalty. Badgeville’s Reputation Mechanics system, for example, boosts the profile of knowl- edgeable customers who share expertise on social media sites and other online forums. By rewarding their product champions (see page 351) this way, companies encourage them to keep contributing their expertise, thereby helping other customers be successful and satisfied.

Incidentally, if you are in the Millennial generation, those born between 1981 and 1995, you’re a special target of gami- fication in the workplace and the marketplace, given your generation’s enthusiasm for video games. Don’t be surprised to find more gamified apps and systems on the job and every- where you turn as a consumer.

Career aPPliCatiOns 1. Gamification is about influencing employee and cus-

tomer behaviors in ways that benefit a company. Is this ethical? Explain your answer.

2. Assume a company provides a job-search game app that helps you navigate your way through applying for a job, ex- plore various job openings, and understand what it would be like to work there. Would the app make you feel more positively about the company, or would you find that us- ing a game for this purpose would trivialize something as important as your job search? Explain your answer.

Sources: Bunchball website, accessed 23 February 2014, www.bunchball.com; Badgeville website, accessed 23 February 2014, http://badgeville.com; Foursquare for Business website, accessed 23 February 2014, http://business.foursquare.com; Christopher Swan, “Gamification: A New Way to Shape Behavior,” Communication World, May–June 2012, 13–14.

it’s all Fun and games—and effective Business Communication

real-time updates

Learn mOre By visiting this Wiki

get the latest news on gamification

The Gamification Wiki offers information on gamification concepts and examples across a variety of industries. Go to http:// real-timeupdates.com/ebc12 and click on Learn More in the Students section.

http://www.bunchball.com

http://badgeville.com

Instant Messaging

Voice Technologies

Videoconferencing and Telepresence

Web-Based Meetings

Web-based meetings allow team members from all over the world to interact in real time. Meetings can also be recorded for later playback and review. Various systems support instant messaging, video, collaborative editing tools, and more.

Mobile Business Apps

As the range of business software applications on smartphones and tablet computers continues to expand, almost anything that can be accomplished on a regular computer can be done on a mobile device (although not always as eff iciently or with the same feature sets).

Shared Online Workspaces

Online workspaces help teams work productively, even if they are on the move or spread out across the country. In addition to providing controlled access to shared �les and other digital resources, some systems include such features as project management tools and real-time document sharing (letting two or more team members view and edit a document on screen at the same time).

Data Visualization

Data visualization is a powerful tool for presenting and exploring sets of data that are very large, complex, or dynamic. As more companies rely on “big data” to identify and capitalize on market opportunities, the ability to extract insights from these large data sets can be an important competitive advantage.

The tools of business communication evolve with every advance in digital technology. The 20 technologies highlighted on the next four pages help businesses redefine the office, collaborate and share information, connect with stakeholders, and build communities of people with shared interests and needs. For more examples of business uses of social media tools in particular, see pages 239–246 in Chapter 7.

Powerful Tools for Communicating Effectively

Videoconferencing provides many of the bene�ts of in-person meetings at a fraction of the cost. Advanced systems feature telepresence, in which the video images of meeting participants are life-sized and extremely realistic.

Speech recognition (converting human speech to computer commands) and speech synthesis (converting computer commands to human speech) can enhance communication in many ways, including simplifying mobile computing, assisting workers who are unwilling or unable to use keyboards, and allowing “one-sided” conversations with information systems. Speech analytics software can evaluate conversations to improve customer service and other interactions. Mobile VoIP lets people make voice calls on WiFi networks to save connection and roaming charges.

Wikis

Wikis promote collaboration by simplifying the process of creating and editing online content. Anyone with access (some wikis are private; some are public) can add and modify pages as new information becomes available.

From general-purpose communication systems to task-speci�c apps and programs, collaboration platforms help teams and business partners coordinate their work on projects.

Instant messaging (IM) is one of the most widely used digital communication tools in the business world, replacing many conversations and exchanges that once took place via email or phone calls. Enterprise IM systems are similar to consumer IM systems in many respects but have additional security and collaboration features.

Crowdsourcing, inviting input from groups of people inside or outside the organization, can give companies access to a much wider range of ideas, solutions to problems, and insights into market trends.

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REDEFINING THE OFFICE

COLLABORATING AND SHARING INFORMATION

The need to work with and share information quickly and easily is a constant in business. A wide variety of tools have been developed to facilitate collaboration and sharing, from general purpose systems such as instant messaging to more specialized capabilities such as data visualization.

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Microblogging

Microblogging services (of which Twitter is by far the best known) are a great way to share ideas, solicit feedback, monitor market trends, and announce special deals and events.

Blogs let companies connect with customers and other audiences in a fast and informal way. Commenting features let readers participate in the conversation, too.

User-Generated Content Sites

User-generated content sites let businesses host photos, videos, software programs, technical solutions, and other valuable content for their customer communities.

Gaming TechnologiesApplicant Tracking Systems

Applicant tracking systems now play a huge role in employment-related communications. At virtually all large companies and many medium and small companies, your résumé and application information will be entered into one of these systems. Recruiters use various tools to identify promising candidates and manage the interview and selection process. After hiring, some rms use talent management systems to track employee development through workers’ entire careers at the company.

The combination of low-cost digital video cameras and video-sharing websites such as YouTube has spurred a revolution in business video. Product demonstrations, company overviews, promotional presentations, and training seminars are among the most popular applications of business video. Branded channels allow companies to present their videos as an integrated collection in a customized user interface.

Content Curation

Content curation, selecting videos and other items of interest to followers of a website or blog, has become one of the most popular ways to connect with stakeholders. Pinterest and Scoop.it are among the leading technologies in this area.

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Businesses use a variety of social networks as specialized channels to engage customers, nd new employees, attract investors, and share ideas and challenges with peers.

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Encouraging people to play games, even games as simple as “checking in” at various retail locations, can build interest in a company and its brands.

Many companies now rely heavily on communities of customers to help each other with product questions and other routine matters.

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With the portability and convenience of downloadable audio and video recordings, podcasts have become a popular means of delivering everything from college lectures to marketing messages. Podcasts are also used for internal communication, replacing conference calls, newsletters, and other media.

Electronic media and social media in particular have rede ned the relationships businesses have with internal and external stake- holders. Any groups affected by a company’s decisions now have tools to give voice to their opinions and needs, and companies have many more conversational threads that need to be monitored and managed.

CONNECTING WITH STAKEHOLDERS BUILDING COMMUNITIES

One of the most signi cant bene ts of new communication technologies is the ease with which companies can foster a sense of community among customers, enthusiasts, and other groups. In some instances, the company establishes and manages the online community, while in others the community is driven by product champions or other enthusiasts.

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User-Generated Content Sites

User-generated content sites let businesses host photos, videos, software programs, technical solutions, and other valuable content for their customer communities.

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http://www.fezzari.com

72 part 1 Understanding the Foundations of Business Communication

reConneCting With people

Even the best technologies can hinder communication if they are overused. For instance, a common complaint among employees is that managers rely too heavily on email and don’t communicate face to face often enough.50 Speaking with people over the phone or in person can take more time and effort and can sometimes force you to confront unpleas- ant situations directly, but it is often essential for solving tough problems and maintaining productive relationships.51

Moreover, even the best communication technologies can’t show people who you really are. Remember to step out from behind the technology frequently to learn more about the people you work with and to let them learn more about you.

Committing to ethical and legal Communication Ethics are the accepted principles of conduct that govern behavior within a society. Ethical behavior is a companywide concern, but because communication efforts are the public face of a company, they are subjected to particularly rigorous scrutiny from regulators, legislators, investors, consumer groups, environmental groups, labor or- ganizations, and anyone else affected by business activities. Ethical communication includes all relevant information, is true in every sense, and is not deceptive in any way. In contrast, unethical communication can distort the truth or manipulate audiences in a variety of ways:52

●● Plagiarizing. Plagiarism is presenting someone else’s words or other creative product as your own. Note that plagiarism can be illegal if it violates a copyright, which is a form of legal protection for the expression of creative ideas.53

●● Omitting essential information. Information is essential if your audience needs it to make an intelligent, objective decision.

●● Selective misquoting. Distorting or hiding the true intent of someone else’s words is unethical.

●● Misrepresenting numbers. Statistics and other data can be unethically manipulated by increasing or decreasing numbers, exaggerating, altering statistics, or omitting numeric data.

●● Distorting visuals. Images can be manipulated in unethical ways, such as altering photos in order to deceive audiences or changing the scale of graphs and charts to exaggerate or conceal differences.

●● Failing to respect privacy or information security needs. Failing to respect the privacy of others or failing to adequately protect information entrusted to your care can also be considered unethical (and is sometimes illegal).

The widespread adoption of social media has increased the attention given to the issue of transparency, which in this context refers to a sense of openness, of giving all participants in a conversation access to the information they need in order to accurately process the messages they are receiving. In addition to the information itself, audiences de- serve to know when they are being marketed to and who is behind the messages they read or hear. For example, with stealth marketing, companies recruit people to promote prod- ucts to friends and other contacts in exchange for free samples or other rewards, without requiring them to disclose the true nature of the communication. Critics, including the Federal Trade Commission (FTC), assert that such techniques are deceptive because they don’t give targets the opportunity to raise their instinctive defenses against the persuasive powers of marketing messages.54

Aside from ethical concerns, trying to fool the public is simply bad for business. As LaSalle University communication professor Michael Smith puts it, “The public backlash can be long, deep, and damaging to a company’s reputation.”55

No matter how much technology is involved, communication is still about people connecting with people.

Any time you try to mislead your audience, the result is unethical communication.

Transparency gives audience members access to all the informa- tion they need in order to process messages accurately.

6 learning ObJeCtiveDefine ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical communication choices.

Chapter 1 professional Communication in a Digital, social, mobile World 73

distinguishing ethiCal dilemmas from ethiCal lapses

Some ethical questions are easy to recognize and resolve, but others are not. Deciding what is ethical can be a considerable challenge in complex business situations. An ethical dilemma involves choosing among alternatives that aren’t clear-cut. Perhaps two conflicting alternatives are both ethical and valid, or perhaps the alternatives lie somewhere in the gray area between clearly right and clearly wrong. Every company has responsibilities to multiple groups of people inside and outside the firm, and those groups often have competing interests. For instance, employees naturally want higher wages and more benefits, but investors who have risked their money in the company want manage- ment to keep costs low so that profits are strong enough to drive up the stock price. Both sides have a valid ethical position.

In contrast, an ethical lapse is a clearly unethical choice. With both internal and ex- ternal communication efforts, the pressure to produce results or justify decisions can make unethical communication a tempting choice. Telling a potential customer you can complete a project by a certain date when you know you can’t is simply dishonest, even if you need the contract to save your career or your company. There is no ethical dilemma here.

Compare the messages in Figures 1.11 and 1.12 for examples of how business mes- sages can be unethically manipulated.

An ethical dilemma is a choice be- tween alternatives that may all be ethical and valid.

An ethical lapse is making a choice you know to be unethical.

The analysis pulls selectively from McMahon’s summary, leaving out information that doesn’t support the writers’ own conclusion (compare to Figure 1.12).

This paragraph mixes the outside researcher’s opinions and conclusions with O’Leary and Caruthers’s own opinions.

The analysis pulls selectively from McMahon’s summary, leaving out information that doesn’t support the writers’ own conclusion (compare to Figure 1.12).

The writers bias the conversation again by implying that the executive committee would be making a mistake if it disagreed with them.

The phrase “as we predicted” suggests that O’Leary and Caruthers had their minds made up before the research even started and indicates that their analysis may be biased in favor of that premature conclusion.

The statement that “a two- thirds majority”expressed interest in the product concept is not true (see Figure 1.12).

The closing line assumes the writers have the committee’s support, which may not be true.

Figure 1.11 Unethical Communication The writers of this memo clearly want the company to continue funding their pet project, even though the marketing research doesn’t support such a decision. By comparing this memo with the version shown in Figure 1.12, you can see how the writers twisted the truth and omitted evidence in order to put a positive “spin” on the research. Source: Screen shot reprinted with permission from Apple Inc.

74 part 1 Understanding the Foundations of Business Communication

ensuring ethiCal CommuniCation

Ensuring ethical business communication requires three elements: ethical individuals, ethical company leadership, and the appropriate policies and structures to support em- ployees’ efforts to make ethical choices.56 Moreover, these three elements need to work in harmony. If employees see company executives making unethical decisions and flouting company guidelines, they might conclude that the guidelines are meaningless and emu- late their bosses’ unethical behavior.

Employers have a responsibility to establish clear guidelines for ethical behavior, including ethical business communication. Many companies establish an explicit ethics policy by using a written code of ethics to help employees determine what is acceptable. A code is often part of a larger program of employee training and communication chan- nels that allow employees to ask questions and report instances of questionable ethics. To ensure ongoing compliance with their codes of ethics, many companies also conduct ethics audits to monitor ethical progress and to point out any weaknesses that need to be addressed.

However, whether or not formal guidelines are in place, every employee has a responsi- bility to communicate in an ethical manner. In the absence of clear guidelines, ask yourself the following questions about your business communications:57

●● Have you defined the situation fairly and accurately? ●● What is your intention in communicating this message? ●● What impact will this message have on the people who receive it or who might be

affected by it?

MObile aPP

The PRSA Ethics app is a mobile version of the Publish Relations Society of America’s code of ethics.

Responsible employers establish clear ethical guidelines for their employees to follow.

If you can’t decide whether a choice is ethical, picture yourself explaining your decision to some- one whose opinion you value.

The neutral subject line doesn’t try to sell the conclusion before readers have the opportunity to review the evidence for themselves.

The writers offer full disclosure of all the background information related to the research project.

By providing the complete text of the researcher’s summary, the memo allows readers to reach their own conclusions about what she wrote.

The writers are careful to separate the researcher’s observations and opinions from their own.

The opening emphasizes the skills of the researcher without biasing the readers regarding her conclusions.

The writers explain that more in-depth information will be available soon but emphasize the importance of reviewing this summary right now.

The recommendation states clearly and objectively that the project probably will not live up to original hopes.

The close invites further discussion of the situation.

This quotation clearly indicates that the market expert is concerned about the project.

Figure 1.12 Ethical Communication This version of the memo from Figure 1.11 presents the evidence in a more honest and ethical manner. Source: Screen shot reprinted with permission from Apple Inc.

Chapter 1 professional Communication in a Digital, social, mobile World 75

●● Will the message achieve the greatest possible good while doing the least possible harm? ●● Will the assumptions you’ve made change over time? That is, will a decision that

seems ethical now seem unethical in the future? ●● Are you comfortable with your decision? Would you be embarrassed if it were printed

in tomorrow’s newspaper or spread across the Internet? Think about a person whom you admire and ask yourself what he or she would think of your decision.

ensuring legal CommuniCation

In addition to ethical guidelines, business communication is also bound by a wide variety of laws and regulations, including the following areas:

●● Promotional communication. Marketing specialists need to be aware of the many laws that govern truth and accuracy in advertising. These laws address such issues as product reviews written by bloggers who receive compensation from the companies involved, false and deceptive advertising, misleading or inaccurate labels on product packages, and bait-and-switch tactics in which a store advertises a lower-priced prod- uct to lure consumers into a store but then tries to sell them a more expensive item.58 Chapter 10 explores this area in more detail.

●● Contracts. A contract is a legally binding promise between two parties in which one party makes a specified offer and the other party accepts. Contracts are fundamental to virtually every aspect of business, from product sales to property rental to credit cards and loans to professional service agreements.59

●● Employment communication. A variety of local, state, and federal laws govern communication between employers and both potential and current employees. For example, job descriptions must be written in a way that doesn’t intention- ally or unintentionally discriminate against women, minorities, or people with disabilities.60

●● Intellectual property. In an age when instant global connectivity makes copying and retransmit- ting electronic files effortless, the protection of intel- lectual property has become a widespread concern. Intellectual property (IP) includes patents, copyrighted materials, trade secrets, and even Internet domain names.61 Bloggers in particular need to be careful about IP protection, given the carefree way that some post the work of others without offering proper credit.

●● Financial reporting. Finance and accounting professionals who work for publicly traded companies (those that sell stock to the public) must adhere to stringent report- ing laws. For instance, a number of corporations have recently been targets of both government investigations and shareholder lawsuits for offering misleading descrip- tions of financial results and revenue forecasts.

●● Defamation. Negative comments about another party raise the possibility of defamation, the intentional communication of false statements that damage char- acter or reputation.62 (Written defamation is called libel; spoken defamation is called slander.) Someone suing for defamation must prove (1) that the statement is false, (2) that the language is injurious to the person’s reputation, and (3) that the statement has been published.

●● Transparency requirements. Governments around the world are taking steps to help ensure that consumers and other parties know who is behind the information they receive, particularly when it appears online. The European Union, for instance, outlaws a number of online marketing tactics, including “flogs,” short for “fake blogs,” in which an employee or a paid agent posing as an independent consumer posts positive stories about a company’s products.63 In the United States, the FTC requires product-review bloggers to disclose any relationship—such as receiving payments or free goods—they have with the companies whose products they dis- cuss in their blogs.64

Business communication is governed by a wide variety of laws designed to ensure accurate, complete messages.

real-time updates

Learn mOre By visiting this WeBsite

guidelines for trouble-free blogging

The Electronic Frontier Foundation offers a free Legal Guide for Bloggers. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

76 part 1 Understanding the Foundations of Business Communication

If you have any doubts about the legality of a message you intend to distribute, ask for advice from your company’s legal department. A small dose of caution can prevent huge legal headaches and protect your company’s reputation in the marketplace.

For the latest information on ethical and legal issues in business communication, visit http://real-timeupdates.com/ebc12 and click on Chapter 1.

applying What You’ve learned At the beginning of this chapter, you read about JetBlue’s experiences using social media to communicate with passengers. Each chapter opens with one of these slice-of-life vignettes. As you read through each chapter and become familiar with the concepts presented, imag- ine how they might apply to the company highlighted in the vignette.

At the end of each chapter, you’ll take part in an innovative simulation called “On the Job: Solving Communication Dilemmas.” You’ll play the role of a person working in the highlighted organization, and you’ll face situations you’d encounter on the job. You will be presented with several communication scenarios, each with several possible courses of action. It’s up to you to recommend one course of action from each scenario as home- work, as teamwork, as material for in-class discussion, or in a host of other ways. These scenarios let you explore various communication ideas and apply the concepts and tech- niques from the chapter.

Now you’re ready for the first simulation. As you tackle each problem, think about the material you covered in this chapter and consider your own experience as a commu- nicator. You’ll probably be surprised to discover how much you already know about busi- ness communication.

Imagine that you’ve joined the Twitter team at JetBlue, one of the more than two dozen communication specialists tasked with monitoring conversations about the company in the Twittersphere and responding to questions, requests, and complaints from pas- sengers. Use what you’ve learned in this chapter to address the following challenges.

1. JetBlue emphasizes a friendly, open style of communication with its customers, even those occasional customers who make unrealistic demands or expect special treatment. Unfortunately, you’ve learned that some of the company’s customer service representatives have been letting their emotions get in the way when dealing with these difficult customers. Several customers have complained about rude treatment. You’re sensitive to the situation because you know customer service can be a difficult job, particularly in a social media environment where consumers are empowered to broadcast any disappointment they may feel. However, having a reputation for hostile customer service could spell doom for the company, so you need to communicate your concerns immediately. Which of the following sentences would be the best way to begin an email message to the customer service staff? a. “We must all work harder at serving customers in an

efficient, timely manner.” b. “The growing problem of abusive customers

communications must stop immediately—after all,

On the JOB: sOLving COmmUniCatiOn DiLemmas at Jetblue without customers, we have no revenue; without revenue, you have no jobs.”

c. “Positive customer support is one of our most important competitive advantages, but it has come to management’s attention that some of you are ruining the company’s reputation by mistreating customers.”

d. “Thank you for your continued efforts at supporting our customers; I know this can be a challenging task at times.”

2. The culture in your office is conscientious and professional but with a generally informal “vibe.” However, as with any company, individual employees vary in how closely their own styles and personalities fit the corporate culture. For example, the new accounting manager in your organization tends to communicate in a formal, distant style that some company old-timers find off-putting and impersonal. Several of these people have expressed concerns that the new manager “doesn’t fit in,” even though she’s doing a great job otherwise. How should you respond? a. Tell these people to stop complaining; the accounting

manager is doing her job well, and that’s what counts. b. In a private conversation with the accounting manager,

explain the importance of fitting into the corporate culture and give her a four-week deadline to change her style.

c. In a private conversation with the accounting manager, explain the reasoning behind the company’s informal culture and its contribution to the company’s success;

Chapter 1 professional Communication in a Digital, social, mobile World 77

suggest that she might find her work here more enjoyable if she modifies her approach somewhat.

d. Allow the accounting manager to continue communicating in the same style; after all, that’s her personal style, and it’s not up to the company to change it.

3. A false rumor has begun circulating among JetBlue employees that the company plans to replace its social media team with an automated “bot” system that will answer tweets and email messages using artificial intelligence. Members of the social media team are worried about their jobs, and other employees are worried that customers will miss the human touch if customer service representatives are replaced by a computer. How should you respond to the rumor? a. Try to spread a counter-rumor so that the employees who

are worried about their jobs will get the right message the same way they got the wrong one.

b. Immediately schedule an in-person meeting to set the record straight, emphasizing to everyone in the company that JetBlue has no plans to replace its social media team with bots.

c. Post a message on an internal blog, setting the record straight and assuring the workforce that the social media jobs are safe; employees are accustomed to getting timely and essential information from this blog.

d. Ignore the rumor. Like all other false rumors, it will eventually die out.

4. A passenger whose luggage didn’t arrive on his flight from Boston to San Francisco is sending a string of angry

tweets from the baggage claim at the San Francisco airport, accusing JetBlue of everything from lying to stealing his luggage. He is including the @JetBlue handle in every tweet, so his rants are showing up in the timelines of the company’s followers on Twitter—all 1.9 million of them. How should you respond? a. Respond to every one of his tweets with a message that

JetBlue is an honest company that would never steal luggage or lie to a passenger. In a situation like this, you have to fight fire with fire.

b. Ignore the passenger’s rants; every time you respond, you increase the chance that more of your Twitter followers will see his complaints. He will eventually get tired of complaining, and the storm will blow over.

c. Get in touch with Twitter and ask the company to suspend the man’s account. No one should be allowed to spread misinformation like that on social media.

d. Reply to one of his tweets with an apology for the trouble he was encountered and an offer to switch to direct messaging to work out a solution to his problem. As soon as you send this tweet, telephone your colleagues in San Francisco. Explain the situation, ask them to figure out which baggage carousel the man is likely to be near (based on his flight info), and ask them try to locate the man and talk to him in person. People are more prone to be abusive on social media than in person, and the employee in San Francisco might be able to convince him to stop tweeting and help reconnect him with his luggage.

learning Objectives Checkup Assess your understanding of the principles in this chapter by reading each learning objective and studying the accompanying exercises. You can check your responses against the answer key on page 647.

Objective 1.1: Explain the importance of effective com- munication to your career and to the companies where you will work.

1. Which of the following is the most accurate description of the role that communication will play in your career? a. Ideas matter more than anything, so as long as you are

creative and have strong business sense, you can hire people to take care of communication tasks.

b. No matter what other skills, connections, and attributes you have, your prospects will be limited if you don’t have good communication skills.

c. In today’s tough business world, performance is the most important differentiator; everything else is a dis- tant second.

d. As a “soft skill,” communication is important in some careers, such as sales and human resources, but not in technical, financial, or administrative careers.

2. Effective business messages are a. Entertaining, blunt, direct, opinionated, and persuasive

b. Practical, objective, concise, clear, and persuasive c. Personal, clear, short, catchy, and challenging

3. Why is it important for a business message to clearly state expectations regarding who is responsible for doing what in response to the message? a. To make sure other employees don’t avoid their

responsibilities b. To make sure the person who sent the message isn’t criti-

cized if important tasks don’t get completed c. To eliminate confusion by letting each affected person

know his or her specific responsibilities

Objective 1.2: Explain what it means to communicate as a professional in a business context.

4. Which of the following is not a skill employers will expect you to have? a. Communicating effectively with people from diverse

backgrounds and experiences b. Using communication technologies effectively and effi -

ciently c. Managing your time wisely and using resources efficiently d. Commanding employees to follow orders

5. Which of the following is not one of the six traits of profes- sionalism identified in the chapter? a. Striving to excel b. Being dependable

78 part 1 Understanding the Foundations of Business Communication

c. Being ethical d. Being loyal to the company no matter what

6. An audience-centered approach to communication a. Starts with the assumption that the audience is always

right b. Improves the effectiveness of communication by focusing

on the information needs of the audience c. Is generally a waste of time because it doesn’t accommo-

date the needs of the sender d. Always simplifies the tasks involved in planning and

creating messages 7. Sensitivity to business etiquette

a. Reduces the chance of interpersonal blunders that might negatively affect communication

b. Is considered by most companies to be a waste of time in today’s fast-paced markets

c. Is now legally required in all 50 states d. Always increases the cost of business communication

Objective 1.3: Describe the communication process model and the ways that social media are changing the nature of business communication.

8. Communication style using the social communication model is best described as a. Conversational b. Multilingual c. Technical d. Playful

9. Which of the following pairs of attributes best describes the social communication model? a. Interactive and conversational b. Technical and instantaneous c. Electronic and print d. Relaxed and unrestricted

10. For audience members to successfully receive messages, they must first __________ the presence of the message, then __________ it from other sensory input, and then __________ it as a message.

11. For the receiver of a message to respond in the manner de- sired by the sender, the receiver needs to a. Remember the message b. Be able to respond to the message c. Have the motivation to respond to the message d. Do all of the above

Objective 1.4: Outline the challenges and opportunities of mobile communication in business. 12. Which of these is a potential disadvantage of the constant

connectivity enabled by mobile communication devices?

a. Blurring the lines between personal and professional time

b. Losing contact with key business markets around the globe

c. Making unethical choices more tempting d. Reducing employee access to corporate data

13. Which of these is not one of the advantages of mobile com- munication discussed in the chapter? a. Giving employees more flexibility to meet their personal

and professional obligations b. Guaranteeing ethical treatment of message recipients c. Enhancing productivity and collaboration d. Creating more engaging experiences for customers and

other users

Objective 1.5: List four general guidelines for using com- munication technology effectively. 14. Communication technology has value only if it helps deliver

the right __________ to the right __________ at the right time.

15. The information technology paradox means that a. Communication tools can sometimes waste more time

than they save b. Computers lose as much information as they save c. People are no longer needed to create messages d. Technology isn’t as expensive as it used to be

16. Reconnecting frequently with colleagues and customers in person a. Is widely considered an inappropriate use of time, given

all the electronic options now available b. Is frowned on by successful managers c. Is critical because it helps ensure that technology doesn’t

hinder human interaction

Objective 1.6: Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guide- lines for making ethical communication choices 17. Ethical communication

a. Is the same thing as legal communication b. Costs more because there are so many rules to consider c. Is important only for companies that sell to consumers

rather than to other businesses d. Includes all relevant information, is true in every sense,

and is not deceptive in any way 18. An ethical __________ exists when a person is faced with

two conflicting but ethical choices or alternatives that are neither entirely right nor entirely wrong; an ethical __________ occurs when a person makes an unethical choice.

Quick learning guide

Chapter outline understanding Why Communication Matters

communication is important to Your career

communication is important to Your company

what makes business communication effective?

Communicating as a Professional understanding what employers expect from You

communicating in an organizational context

Adopting an Audience-centered Approach

exploring the Communication Process

the basic communication model

the Social communication model

the Mobile revolution the rise of mobile as a communication Platform

How mobile technologies Are changing business communication

using technology to improve business Communication

Keeping technology in Perspective

Guarding Against information overload

using technological tools Productively

reconnecting with People

Committing to ethical and legal Communication

Distinguishing ethical Dilemmas from ethical lapses

ensuring ethical communication

ensuring legal communication

applying What You’ve learned

learning oBjeCtives

explain the importance of effective communication to your career and to the companies where you will work. (page 51)

explain what it means to communicate as a professional in a business context. (page 53)

Describe the communication process model and the ways social media are changing the nature of business communication. (page 57)

outline the challenges and opportunities of mobile communication in business. (page 63)

list four general guidelines for using communication technology effectively. (page 66)

Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical communication choices. (page 72)

1 2 3 4 5 6 keY terms

audience-centered approach Understanding and respecting the members of your audience and making every effort to get your message across in a way that is meaningful to them

code of ethics A written set of ethical guide- lines that companies expect their employees to follow

communication The process of transfer- ring information and meaning using one or more written, oral, visual, or electronic media

communication barriers Forces or events that can disrupt communication, including noise and distractions, competing mes- sages, filters, and channel breakdowns

communication channels Systems used to deliver messages

communication medium The form in which a message is presented; the four categories of media are oral, written, visual, and electronic

contract A legally binding promise between two parties, in which one party makes a specified offer and the other party accepts

critical thinking The ability to evaluate evi- dence completely and objectively in order to form logical conclusions and make sound recommendations

decoding Extracting the idea from a message defamation The intentional communication

of false statements that damage character or reputation

encoding Putting an idea into a message (words, images, or a combination of both)

ethical communication Communication that includes all relevant information, is true in every sense, and is not deceptive in any way

ethical dilemma Situation that involves making a choice when the alternatives aren’t completely wrong or completely right

ethical lapse A clearly unethical choice ethics The accepted principles of conduct

that govern behavior within a society

ethics audits Ongoing efforts to monitor ethical progress and to point out any weak- nesses that need to be addressed

etiquette The expected norms of behavior in any particular situation

feedback Information from receivers regard- ing the quality and effectiveness of a message

formal communication network Communication channels that flow along the lines of command

informal communication network All communication that takes place outside the formal network; often referred to as the grapevine or the rumor mill

information overload Condition in which people receive more information than they can effectively process

intellectual property Assets including pat- ents, copyrighted materials, trade secrets, and even Internet domain names

message The “container” for an idea to be transmitted from a sender to a receiver

perception A person’s awareness or view of reality; also, the process of detecting in- coming messages

professionalism The quality of performing at a high level and conducting oneself with purpose and pride

selective perception The inclination to dis- tort or ignore incoming information rather than change one’s beliefs

social communication model An interac- tive, conversational approach to communi- cation in which formerly passive audience members are empowered to participate fully

stakeholders Groups affected by a com- pany’s actions: customers, employees, shareholders, suppliers, neighbors, the community, and the world at large

transparency Giving all participants in a conversation access to the information they need to accurately process the messages they are receiving

“you” attitude Communicating with an audience-centered approach; creating mes- sages that are about “you,” the receiver, rather than “me,” the sender

80 part 1 Understanding the Foundations of Business Communication

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

1.1. Why do you think communication is vital to the success of every business organization? Explain briefly. [LO-1]

1.2. How does the presence of a reader comments feature on a corporate blog reflect audience-centered commu- nication? [LO-2]

1.3. What are the barriers to communication, and how do they affect the reception of messages? Explain with examples. [LO-4]

1.4. Is it possible for companies to be too dependent on com- munication technology? Explain briefly. [LO-5]

1.5. You’re the CEO of a company whose sales are declining, and there is a 50/50 chance you will need to lay off some of your employees sometime in the next two to three months. You have to decide whether to tell them now so they can look for new jobs as soon as possible, even though you’re not yet sure layoffs will be necessary, or wait until you are sure layoffs will occur. Explain why this is an ethical dilemma. Be sure to consider the effect a sudden exodus of valuable employees could have on the company’s prospects. [LO-6]

Practice Your skills Message for Analysis: Analyzing Communication Effectiveness [LO-1]

Read the following blog posting, and then (a) analyze whether the message is effective or ineffective (be sure to explain why) and (b) revise the message so that it follows this chapter’s guidelines.

it has come to my attention that many of you are lying on your time cards. if you come in late, you should not put 8:00 on your card. if you take a long lunch, you should not put 1:00 on your time card. i will not stand for this type of cheating. i simply have no choice but to institute an employee monitoring system. beginning next monday, video cameras will be installed at all entrances to the building, and your entry and exit times will be logged each time you use electronic key cards to enter or leave.

Anyone who is late for work or late coming back from lunch more than three times will have to answer to me. i don’t care if you had to take a nap or if you girls had to shop. this is a place of business, and we do not want to be taken advantage of by slackers who are cheaters to boot.

it is too bad that a few bad apples always have to spoil things for everyone.

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, support- ing information will be found in another chapter, as indicated.

1.6. Writing: Compositional Modes: Summaries, [LO-1] Chapter 4 Write a short (3–5 lines) personal statement for an online job application, CV or professional social media site. Demonstrate how your skills and abilities will be of benefit to the organisation that employs you.

1.7. Media Skills: Microblogging, [LO-1] Chapter 7 Your organisation’s reputation has been damaged by nega- tive comments in the press about company employees entertaining local government employees in an attempt to gain business, even though this has been proven to relate to a competitor. Your task is to use the Company’s social media page to highlight the ethical approach to business that the company maintains in order to counter the damage this has caused for the organisation. Write a series of three short articles to begin this task.65

1.8. Fundamentals: Analyzing Communication Effec- tiveness [LO-1] Identify a video clip (on YouTube or another online source) that you believe represents an example of effective communication. It can be in any context, business or otherwise, but make sure it is something appropriate to discuss in class. Post a link to the video on your class blog, along with a brief written summary of why you think this example shows effec- tive communication in action.

1.9. Planning: Assessing Audience Needs, [LO-2] Chapter 4 Choose a business career that sounds inter- esting to you and imagine that you are getting ready to apply for jobs in that field. Naturally, you want to create a compelling, audience-focused résumé that answers the key questions a hiring manager is most likely to have. Identify three personal or professional qualities you have that would be important for someone in this career field. Write a brief statement (one or two sentences) regarding each quality, describing in audience-focused terms how you can contribute to a company in this respect. Submit your statements via email or class blog.

1.10. Communication Etiquette: Communicating with Sensitivity and Tact [LO-2] Within the context of ethi- cal behaviour and equality legislation, your company has employed a person requiring a motorised wheel chair for mobility. This has not happened before in your organisa- tion and you have been tasked with ensuring that existing employees have appropriate knowledge and understand- ing required to work with, and accommodate require- ments of, this new member of staff. Write an e-mail that informs staff of the requirements of the new employee, sets out behavioural expectations and seeks information on training requirements from individuals. This must be worded to accommodate any potential sensitivities con- cerning the issue.

1.11. Collaboration: Team Projects; Planning: Assessing Audience Needs, [LO-2] Chapter 2, Chapter 4 A large business has agreed for a group of students, in or- der to gain real business experience, to write a series of

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

Chapter 1 professional Communication in a Digital, social, mobile World 81

articles for an internal newsletter which demonstrate the value of a voluntary communication skills programme developed for employees. Write a 500 word action plan showing what research you will be undertaking, the re- sponsibilities of each of the team and how you will meet the organisational requirements.

1.12. Planning: Constructing a Persuasive Argument, [LO-2] Chapter 10 In your recent annual develop- ment review with you manager, you demonstrated a higher than average performance and discussed the possibility of future management development op- portunities. As a result, she has asked you to research, commercially available development programmes to enable you to learn basic management skills and pro- vide her with a critical evaluation of the proposed programme. You have sourced a programme which is twenty percent higher cost than that provided by your manager but is delivered by one of the best manage- ment development companies in the country and is based conveniently in an adjacent city. Write the criti- cal evaluation for your manager in order to provide an honest, balanced and persuasive argument.

1.13. Fundamentals: Analyzing Communication Effective- ness [LO-3] Use the eight phases of the communication process to analyze a miscommunication you’ve recently had with a coworker, supervisor, classmate, teacher, friend, or family member. What idea were you trying to share? How did you encode and transmit it? Did the re- ceiver get the message? Did the receiver correctly decode the message? How do you know? Based on your analysis, identify and explain the barriers that prevented your suc- cessful communication in this instance.

1.14. Fundamentals: Analyzing Communication Effective ness [LO-4] Search the internet with your mo- bile phone to find an organisation selling products you want to buy and which provides a regular newsletter. Sign-up for the newsletter (you can unsubscribe later) and, over a two-week period, read the content. Then write a one hundred word appraisal of the quality and value of the newsletter.

1.15. Technology: Using Communication Tools [LO-5] Find two examples of organisations marketing prod- ucts to you via a site such as Twitter®, Facebook® or by email (you could use the newsletter you analysed in Q 1.14). Using this chapter to help you, identify the main features of using communication technology ef- fectively and create a list of these. Compare your two sources to this list and show using a scale of 1 (poor) to 10 (good) rate the effectiveness of each example. Provide a brief explanation of your reasoning and email the list to your tutor accompanied by a link to, or copy of, your source.

1.16. Communication Ethics: Distinguishing Ethical Dilemmas and Ethical Lapses [LO-6] You work for an organisation that aims to demonstrate a public face which is moral and ethical. However, working relation- ships internal to the organisation could be shown as operating counter to that presented to the public. Your manager attempts to bully you into working more

hours than are contracted. In two pages, critically eval- uate the ethics of this situation, and briefly discuss your options.

1.17. Communication Ethics: Distinguishing Ethical Di- lemmas and Ethical Lapses [LO-6] In less than a page, explain why you think each of the following is or is not ethical. a. Keeping quiet about a possible environmental haz-

ard you’ve just discovered in your company’s pro- cessing plant

b. Overselling the benefits of instant messaging to your company’s managers; they never seem to understand the benefits of technology, so you believe it’s the only way to convince them to make the right choice

c. Telling an associate and close friend that she needs to pay more attention to her work responsibilities, or management will fire her

d. Recommending the purchase of equipment your de- partment doesn’t really need in order to use up your allocated funds before the end of the fiscal year so that your budget won’t be cut next year, when you might have a real need for the money

1.18. Communication Ethics: Providing Ethical Leadership [LO-6] Cisco, a leading manufacturer of equipment for the Internet and corporate networks, has developed a code of ethics that it expects employees to abide by. Visit the company’s website and find its code of conduct. In a brief paragraph, describe three specific examples of things you could do that would violate these provisions; then list at least three opportunities that Cisco provides its employ- ees to report ethics violations or ask questions regarding ethical dilemmas.

expand Your skills Critique the Professionals

Locate an example of professional communication from a repu- table online source. It can reflect any aspect of business commu- nication, from an advertisement or a press release to a company blog or website. Evaluate this communication effort in light of any aspect of this chapter that is relevant to the sample and interesting to you. For example, is the piece effective? Audience- centered? Ethical? Using whatever medium your instructor re- quests, write a brief analysis of the piece (no more than one page), citing specific elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specif ically for business com- munication research. Use the Web Search function to f ind an online video, a presentation, a website, or an article that describes an innovative use of mobile technology in business communication. Write a brief email message to your instruc- tor or a post for your class blog, describing the item that you found and summarizing the information you found.

https://twitter.com/JetBlue

82 part 1 Understanding the Foundations of Business Communication

improve Your grammar, Mechanics, and usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Section 1.1 (Nouns). Then look at the fol- lowing 10 items. Underline the preferred choice within each set of parentheses. (Answers to these exercises appear on page 649.)

1.19. She remembered placing that report on her (bosses, boss’s) desk.

1.20. We mustn’t follow their investment advice like a lot of (sheep, sheeps).

1.21. Jones founded the company back in the early (1990’s, 1990s).

1.22. Please send the (Joneses, Jones’) a dozen of the following: (stopwatchs, stopwatches), canteens, and headbands.

1.23. Our (attorneys, attornies) will talk to the group about incorporation.

1.24. Make sure that all (copys, copies) include the new addresses.

1.25. Ask Jennings to collect all (employee’s, employees’) dona- tions for the Red Cross drive.

1.26. Charlie now has two (sons-in-law, son-in-laws) to help him with his two online (business’s, businesses).

1.27. Avoid using too many (parentheses, parenthesis) when writing your reports.

1.28. Follow President (Nesses, Ness’s) rules about what consti- tutes a (weeks, week’s) work.

For additional exercises focusing on nouns, visit MyBCommLab. Click on Chapter 1, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and then click on 1. Possessive nouns or 2. Antecedents.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

1.29. How does the social communication model differ from traditional business communication practices? [LO-3]

1.30. How is mobile technology changing the practice of business communication? [LO-4]

endnotes 1. JetBlue website, accessed 23 February 2014, www.jetblue.com; “5 Social Media All-Stars,” CNNMoney, 29 August 2013, http:// money.cnn.com; JetBlue Twitter account, accessed 22 February 2014, https://twitter.com/JetBlue; Todd Wasserman, “How JetBlue’s Social Media Strategy Took Flight,” Mashable, 1 June 2011, http:// mashable.com; “A Day In The Life: Social Media,” BlueTales blog, 19 January 2012, http://blog.jetblue.com, Chantal Tode, “JetBlue Exec: Mobile Is Discovery Piece for Travelers,” Mobile Marketer, 22 January 2013, www.mobilemarketer.com. 2. Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South- Western, 2003), 580. 3. “Employers: 13 Common Complaints About Recent Grads,” Youturn, 2 October 2012, www.youturn.com. 4. Julie Connelly, “Youthful Attitudes, Sobering Realities,” New York Times, 28 October 2003, E1, E6; Nigel Andrews and Laura D’Andrea Tyson, “The Upwardly Global MBA,” Strategy + Business 36 (Fall 2004): 60–69; Jim McKay, “Communication Skills Found Lacking,” Pittsburgh Post-Gazette, 28 February 2005, www.delawareonline.com. 5. Brian Solis, Engage! (Hoboken, N.J.: John Wiley & Sons, 2010), 11–12; “Majority of Global Companies Face an Engagement Gap,” Internal Comms Hub website, 23 October 2007, www .internalcommshub.com; Gary L. Neilson, Karla L. Martin, and Elizabeth Powers, “The Secrets to Successful Strategy Execution,” Harvard Business Review, June 2008, 61–70; Nicholas Carr, “Lessons in Corporate Blogging,” BusinessWeek, 18 July 2006, 9; Susan Meisinger, “To Keep Employees, Talk—and Listen—to Them!” HR Magazine, August 2006, 10. 6. Daft, Management, 147.

7. “CEOs to Communicators: ‘Stick to Common Sense,’” Internal Comms Hub website, 23 October 2007, www.internalcommshub .com; “A Writing Competency Model for Business,” BizCom101. com, 14 December 2007, www.business-writing-courses.com; Sue Dewhurst and Liam FitzPatrick, “What Should Be the Competency of Your IC Team?” white paper, 2007, http://competentcommunicators .com. 8. “Digital Information Fluency Model,” 21cif.com, accessed 11 February 2014, http://21cif.com. 9. Philip C. Kolin, Successful Writing at Work, 6th ed. (Boston: Houghton Mifflin, 2001), 17–23. 10. Laura L. Myers and Mary L. Tucker, “Increasing Awareness of Emotional Intelligence in a Business Curriculum,” Business Communication Quarterly, March 2005, 44–51. 11. Pete Cashmore, “10 Web Trends to Watch in 2010,” CNN Tech, 3 December 2009, www.cnn.com. 12. Stephanie Armour, “Music Hath Charms for Some Workers— Others It Really Annoys,” USA Today, 24 March 2006, B1–B2. 13. Paul Martin Lester, Visual Communication: Images with Messages (Belmont, Calif.: Thomson South-Western, 2006), 6–8. 14. Michael R. Solomon, Consumer Behavior: Buying, Having, and Being, 6th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2004), 65. 15. Anne Field, “What You Say, What They Hear,” Harvard Management Communication Letter, Winter 2005, 3–5. 16. Chuck Williams, Management, 2nd ed. (Cincinnati: Thomson South-Western, 2002), 690. 17. Charles G. Morris and Albert A. Maisto, Psychology: An Introduction, 12th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2005),

http://www.jetblue.com

http://money.cnn.com

http://www.mobilemarketer.com

http://blog.jetblue.com

http://www.youturn.com

http://www.delawareonline.com

http://www.internalcommshub

http://www.business-writing-courses.com

http://competentcommunicators.com

http://21cif.com

http://www.cnn.com

www.internalcommshub.com

http://competentcommunicators.com

Chapter 1 professional Communication in a Digital, social, mobile World 83

226–239; Saundra K. Ciccarelli and Glenn E. Meyer, Psychology (Upper Saddle River, N.J.: Prentice Hall, 2006), 210–229; Mark H. Ashcraft, Cognition, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2006), 44–54. 18. Ben Hanna, 2009 Business Social Media Benchmarking Study (published by Business.com), 2 November 2009, 11. 19. Michael Killian, “The Communication Revolution—‘Deep Impact’ About to Strike,” Avaya Insights blog, 4 December 2009, www.avayablog.com. 20. “The Mobile Revolution Is Just Beginning,” press release, World Economic Forum, 13 September 2013, www.weforum.org. 21. Maribel Lopez, “Three Trends That Change Business: Mobile, Social and Cloud,” Forbes, 28 January 2012, www.forbes.com. 22. Kevin Custis, “Three Ways Business Can Be Successful on Mobile,” Forbes, 15 November 2013, www.forbes.com; “IBM Survey: Speed and Analytics Key Drivers in Mobile Adoption for Organizations,” press release, IBM, 19 November 2013, www.ibm.com. 23. “More Than Nine in 10 Internet Users Will Go Online via Phone,” eMarketer, 6 January 2014, www.emarketer.com. 24. Christina “CK” Kerley, The Mobile Revolution & B2B, white paper, 2011, www.b2bmobilerevolution.com. 25. Jordie can Rijn, “The Ultimate Mobile Email Statistics Overview,” Emailmonday.com, accessed 9 February 2014, www.emailmonday.com. 26. Jessica Lee, “46% of Searchers Now Use Mobile Exclusively to Research [Study],” Search Engine Watch, 1 May 2013, http:// searchenginewatch.com. 27. Dennis McCafferty, “10 Awesome Facts About the Mobile Revolution,” CIO Insight, 6 December 2013, www.cioinsight.com. 28. Yun-Sen Chan, “Smartphones Are Changing Person-to- Person Communication,” Modern Media Mix, 23 April 2013, http:// modernmediamix.com. 29. “Mobile Facts and Market Stats,” Mocapay, accessed 10 February 2014, www.mocapay.com. 30. Mobile Revolution, ebook, Extron, 2011. 31. Nicco Mele, The End of Big: How the Internet Makes David the New Goliath (New York: St. Martin’s Press: 2013), 1–2. 32. “JWT’s 13 Mobile Trends for 2013 and Beyond,” J. Walter Thompson website, 2 April 2013, www.jwt.com. 33. The Changing Role of Mobile Communications in the Workplace, white paper, Frost & Sullivan, accessed 8 February 2014, www.frost.com. 34. Top 10 Ways Successful Small Businesses Use Mobile Tech, white paper, T-Mobile, 2012. 35. Armen Ghazarian, “How Do Users Interact with Mobile Devices,” Medium.com, 29 November 2013, http://medium.com. 36. “JWT’s 13 Mobile Trends for 2013 and Beyond.” 37. “Bring Your Own Device: BYOD Is Here and You Can’t Stop It,” Garner, accessed 9 February 2014, www.garner.com. 38. Jessica Twentyman, “Deploying Smartphones, Tables, and Apps for a New Employee Communication Era,” SCM, January/ February 2013, 28–29; The Changing Role of Mobile Communications in the Workplace, Frost & Sullivan. 39. Aaref Hilaly, “The Biggest Opportunity in Mobile That No One Is Talking About,” LinkedIn, 17 December 2013, www.linkedin.com. 40. Michael Saylor, The Mobile Wave: How Mobile Intelligence Will Change Everything (New York: Vanguard Press, 2012), 10.

41. The Changing Role of Mobile Communications in the Workplace, Frost & Sullivan. 42. Top 10 Ways Successful Small Businesses Use Mobile Tech, T-Mobile. 43. Milton Kazmeyer, “The Impact of Wireless Communication in the Workplace,” Houston Chronicle, accessed 10 February 2014, http:// smallbusiness.chron.com. 44. Gregg Hano, “The Power of Corporate Communications on Mobile Apps,” Mag+, 1 August 2013, www.magplus.com. 45. Tara Craig, “How to Avoid Information Overload,” Personnel Today, 10 June 2008, 31; Jeff Davidson, “Fighting Information Overload,” Canadian Manager, Spring 2005, 16+. 46. “The Top Ten Ways Workers Waste Time Online,” 24/7 Wall St., 30 September 2010, http://247wallst.com. 47. Eric J. Sinrod, “Perspective: It’s My Internet—I Can Do What I Want,” News.com, 29 March 2006, www.news.com. 48. Eric J. Sinrod, “Time to Crack Down on Tech at Work?” News.com, 14 June 2006, www.news.com. 49. Jack Trout, “Beware of ‘Infomania,’” Forbes, 11 August 2006, www.forbes.com. 50. “Many Senior Managers Communicate Badly, Survey Says,” Internal Comms Hub, 6 August 2007, www.internalcommshub.com. 51. Mike Schaffner, “Step Away from the Computer,” Forbes, 7 August 2009, www.forbes.com. 52. Philip C. Kolin, Successful Writing at Work, 6th ed. (Boston: Houghton Mifflin, 2001), 24–30. 53. Nancy K. Kubasek, Bartley A. Brennan, and M. Neil Browne, The Legal Environment of Business, 3rd ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 172. 54. Word of Mouth Marketing Association, “WOM 101,” accessed 2 June 2010, http://womma.org; Nate Anderson, “FTC Says Stealth Marketing Unethical,” Ars Technica, 13 December 2006, http://-arstechnica.com; “Undercover Marketing Uncovered,” CBSnews.com, 25 July 2004, www.cbsnews.com; Stephanie Dunnewind, “Teen Recruits Create Word-of-Mouth ‘Buzz’ to Hook Peers on Products,” Seattle Times, 20 November 2004, www.seattletimes.com. 55. Linda Pophal, “Tweet Ethics: Trust and Transparency in a Web 2.0 World,” CW Bulletin, September 2009. 56. Daft, Management, 155. 57. Based in part on Robert Kreitner, Management, 9th ed. (Boston: Houghton Mifflin, 2004), 163. 58. Henry R. Cheeseman, Contemporary Business and E-Commerce Law, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 841–843. 59. Cheeseman, Contemporary Business and E-Commerce Law, 201. 60. John Jude Moran, Employment Law: New Challenges in the Business Environment, 2nd ed. (Upper Saddle River, N.J.: Prentice Hall, 2002), 186–187; Kubasek et al., The Legal Environment of Business, 562. 61. Cheeseman, Contemporary Business and E-Commerce Law, 325. 62. Kubasek et al., The Legal Environment of Business, 306. 63. Robert Plummer, “Will Fake Business Blogs Crash and Burn?” BBC News, 22 May 2008, http://news.bbc.co.uk. 64. Tim Arango, “Soon, Bloggers Must Give Full Disclosure,” New York Times, 5 October 2009, www.nytimes.com. 65. The concept of a four-tweet summary is from Cliff Atkinson, The Backchannel (Berkeley, Calif.: New Riders, 2010), 120–121.

http://www.avayablog.com

http://www.weforum.org

http://www.b2bmobilerevolution.com

http://www.ibm.com

http://www.emarketer.com

http://www.emailmonday.com

http://searchenginewatch.com

http://www.cioinsight.com

http://modernmediamix.com

http://www.mocapay.com

http://www.jwt.com

http://www.frost.com

http://medium.com

http://www.garner.com

http://www.linkedin.com

http://smallbusiness.chron.com

http://www.magplus.com

http://247wallst.com

http://www.news.com

http://www.internalcommshub.com

http://www.seattletimes.com

http://womma.org

http://www.cbsnews.com

http://news.bbc.co.uk

On the JOb: COmmuniCating at CEMEX

Social Communication “Makes a Big Company Look Like a Small Company” You have probably been on a lab team or other project team that had trouble collaborating. Maybe you couldn’t get everyone in the same room at the same time, or important messages got buried in long email threads, or good ideas were lost because the right information didn’t get to the right people at the right time.

Imagine trying to collaborate when you have thousands of potential team members spread across dozens of countries. The Mexican company Cemex is one of the world’s largest produc- ers of concrete and its two primary components, cement and aggregates (crushed stone, sand, and gravel). Cemex faces teamwork challenges on a global scale, with 44,000 employees in more than 50 countries. After a period of worldwide expansion that began in the 1990s, the century-old company now operates quarries, cement plants, and other facilities on every continent except Antarctica.

Concrete and cement are two of the oldest products on earth and might not spring to mind when most people think of innovation. However, innovation is key to Cemex’s long-term success, for several reasons. First, architects and builders continue to push the envelope by creating designs that require concrete with new performance and handling qualities. Second, Cemex’s ability to operate profitably depends on running efficient

List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback.

List the key steps needed to ensure productive team meetings.

Identify the major technologies used to enhance or re- place in-person meetings.

Identify three major modes of listening, describe the listening process, and explain the problem of selective listening.

Explain the importance of nonverbal communication and identify six major categories of nonverbal expression.

Explain the importance of business etiquette, and identify four key areas in which good etiquette is essential.

Learning ObJeCtives After studying this chapter, you will be able to

Collaboration, interpersonal Communication, and business etiquette

An innovative collaboration platform helps the global cement company Cemex operate with the agility and flexibility of a small company.

D . H

ur st

/A la

m y

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 85

Communicating Effectively in Teams The interactions among the employees at Cemex (profiled in the chapter-opening On the Job) represent one of the most essential elements of interpersonal communication. Collaboration—working together to meet complex challenges—is a prime skill expected in a wide range of professions. No matter what career path you pursue, it’s a virtual guarantee that you will need to collaborate in at least some of your work activities. Your communication skills will pay off handsomely in these interactions because the productivity and quality of col- laborative efforts depend heavily on the communication skills of the professionals involved.

A team is a unit of two or more people who share a mission and the responsibility for working to achieve a common goal.2 Problem-solving teams and task forces assemble to resolve specific issues and then disband when their goals have been accomplished. Such teams are often cross-functional, pulling together people from a variety of departments who have different areas of expertise and responsibility. The diversity of opinions and experi- ences can lead to better decisions, but competing interests can lead to tensions that high- light the need for effective communication. Committees are formal teams that usually have a long life span and can become a permanent part of the organizational structure. Committees typically deal with regularly recurring tasks, such as an executive committee that meets monthly to plan strategies and review results.

advantages and disadvantages of teams

When teams are successful, they can improve productivity, creativity, employee involve- ment, and even job security.3 Teams are often at the core of participative management, the effort to involve employees in the company’s decision making. A successful team can provide a number of advantages:4

●● Increased information and knowledge. By pooling the experience of several indi- viduals, a team has access to more information.

●● Increased diversity of views. Team members can bring a variety of perspectives to the decision-making process—as long as these diverse viewpoints are guided by a shared goal.5

Collaboration, working together to solve complex problems, is an essential skill for workers in nearly every profession.

Team members have a shared mission and are collectively responsible for their work.

Effective teams can pool knowledge, take advantage of diverse viewpoints, and increase acceptance of solutions the team proposes.

operations, from raw material extraction to processing to trans- portation. Third, the production and distribution of concrete- related products have significant environmental impacts, includ- ing the acquisition and consumption of heating fuels required by high-temperature cement kilns.

To stay competitive and profitable and to minimize the en- vironmental effects of its operations, Cemex knew it needed to accelerate the pace of innovation. Company leaders figured the way to do that was to enable better collaboration, and the way to do that was to enable better communication.

The company’s response to this multilayered challenge is a comprehensive online collaboration platform called Shift, which combines social networking, wikis, blogs, a Twitter-like microblogging system, social bookmarking, videoconferencing, a trend-spotting tool called Shift Radar, and more. A custom mobile app lets employees access the system wherever their work takes them.

By connecting people and information quickly and easily, Shift helps overcome the barriers of geography, time zones, and organizational boundaries. Employees and managers can tap into expertise anywhere in the company, workers with similar responsibilities can share ideas on improving operations, and

problems and opportunities can be identified and brought to management attention in much less time.

Technology is only part of the solution, however. Many com- panies that have implemented social platforms struggle to get employees to change ingrained behaviors and use the new tools. By getting top-level executives on board early, Cemex achieved nearly universal adoption, with 95 percent of employees using Shift and forming more than 500 online communities based on technical specialties and shared interests. That level of engage- ment is paying off in numerous ways, such as launching a new global brand of ready-mix concrete in one-third the expected time, nearly tripling the company’s use of renewable energy, and reduc- ing carbon dioxide emissions by almost 2 million metric tons.

Perhaps most impressive, Shift has lived up to its name by shifting the entrenched hierarchical culture of a large, old-school company to a more agile and responsive social business that is better prepared to face the future in its highly competitive markets. As Gilberto Garcia, Cemex’s innovation director puts it, social col- laboration “can make a big company look like a small company” by connecting people and ensuring the free exchange of ideas.1

www.cemex.com

1 LEarning ObjECTivEList the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

http://www.cemex.com

86 part 1 understanding the Foundations of business Communication

●● Increased acceptance of a solution. Those who participate in making a decision are more likely to support it and encourage others to accept it.

●● Higher performance levels. Working in teams can unleash new levels of creativ- ity and energy in workers who share a sense of purpose and mutual accountability. Effective teams can be better than top-performing individuals at solving complex problems.6

Although teamwork has many advantages, it also has a number of potential disadvan- tages. At the worst, working in teams can be a frustrating waste of time. Teams need to be aware of and work to counter the following potential disadvantages:

●● Groupthink. Like other social structures, business teams can generate tremendous pressures to conform with accepted norms of behavior. Groupthink occurs when peer pressures cause individual team members to withhold contrary or unpopular opinions. The result can be decisions that are worse than the choices the team mem- bers might have made individually.

●● Hidden agendas. Some team members may have a hidden agenda—a private, counterproductive motive, such as a desire to take control of the group, to undermine someone else on the team, or to pursue a business goal that runs counter to the team’s mission.

●● Cost. Aligning schedules, arranging meetings, and coordinating individual parts of a project can eat up a lot of time and money.

CharaCteristiCs of effeCtive teams

The most effective teams have a clear objective and shared sense of purpose, have a strong sense of trust, communicate openly and honestly, reach decisions by consensus, think creatively, and know how to resolve conflict.7 Teams that have these attributes can focus their time and energy on their work, without being disrupted by destructive conflict (see page 88).

In contrast, teams lacking one or more of these attri- butes can get bogged down in conflict or waste time and resources pursuing unclear goals. Two of the most common reasons cited for unsuccessful teamwork are lack of trust and poor communication. A lack of trust can result from team members being suspicious of one another’s motives or ability to contribute.8 Communication breakdowns are most likely to occur when teams operate across cultures, countries, or time zones.9

group dynamiCs

The interactions and processes that take place among the members of a team are called group dynamics. Productive teams tend to develop clear norms, informal standards of conduct that members share and that guide member behavior. Group dynamics are influenced by several factors: the roles team members assume, the current phase of team development, the team’s success in resolving conflict, and the team’s success in overcom- ing resistance.

assuming Team roles Members of a team can play various roles, which fall into three categories (see Table 2.1). Members who assume self-oriented roles are motivated mainly to fulfill personal needs, so they tend to be less productive than other members. “Dream teams” composed of mul- tiple superstars often don’t perform as well as one might expect because high-performing individuals can have trouble putting the team’s needs ahead of their own.10 In addition, highly skilled and experienced people with difficult personalities might not contribute, for the simple reason that other team members may avoid interacting with them.11 Far more

Teams need to avoid the negative impact of groupthink, hidden agendas, and excessive costs.

Effective teams have a clear sense of purpose, open and honest communication, consensus-based decision making, creativity, and effective conflict resolution.

Group dynamics are the interactions and processes that take place in a team.

Each member of a group plays a role that affects the outcome of the group’s activities.

real-time updates

Learn mOre by reading this artiCLe

Three factors that distinguish smart teams

Common sense might tell you that smarter individuals make for a smarter team, but these researchers discovered otherwise. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 87

likely to contribute to team goals are members who assume team-maintenance roles to help everyone work well together and those who assume task-oriented roles to help the team reach its goals.12

allowing for Team Evolution Teams typically evolve through a number of phases on their way to becoming productive. A variety of models have been proposed to describe the evolution toward becoming a productive team. Figure 2.1 shows how one commonly used model identifies the phases a problem-solving team goes through as it evolves:13

1. Orientation. Team members socialize, establish their roles, and begin to define their task or purpose. Team-building exercises and activities can help teams break down barriers and develop a sense of shared purpose.14 For geographically dispersed virtual teams, creating a “team operating agreement” that sets expectations for online meet- ings, communication processes, and decision making can help overcome the disad- vantages of distance.15

2. Conflict. Team members begin to discuss their positions and become more assertive in establishing their roles. Disagreements and uncertainties are natural in this phase.

3. Brainstorming. Team members air all the options and fully discuss the pros and cons. At the end of this phase, members begin to settle on a single solution to the problem. Note that although group brainstorming remains a highly popular activity in today’s companies, it may not always be the most productive way to generate new ideas. Some research indicates that having people brainstorm individually and then bring their ideas to a group meeting is more successful.16

Teams typically evolve through a variety of phases, such as orientation, conflict, brainstorming, emergence, and reinforcement.

tabLe 2.1 team roles—functional and dysfunctional

Dysfunctional: Self-Oriented roles Functional: Team-Maintenance roles

Functional: Task-Oriented roles

Controlling: Dominating others by exhibiting superiority or authority

Withdrawing: Retiring from the team either by becoming silent or by refusing to deal with a particular aspect of the team’s work

Attention seeking: Calling attention to oneself and demanding recognition from others

Diverting: Focusing the team’s discussion on topics of interest to the individual rather than on those relevant to the task

Encouraging: Drawing out other members by showing verbal and nonverbal support, praise, or agreement

Harmonizing: Reconciling differences among team members through mediation or by using humor to relieve tension

Compromising: Offering to yield on a point in the interest of reaching a mutually acceptable decision

Initiating: Getting the team started on a line of inquiry

Information giving or seeking: Offering (or seeking) information relevant to questions facing the team

Coordinating: Showing relationships among ideas, clarifying issues, summarizing what the team has done

Procedure setting: Suggesting decision- making procedures that will move the team toward a goal

1. Orientation Team members get to know

each other and establish roles.

3. Brainstorming Team members explore their options and

evaluate alternatives.

4. Emergence The team reaches

a consensus on the chosen

decision.

5. Reinforcement The team

reestablishes harmony and

makes plans to put the decision

into action.

2. Conflict Different

opinions and perspectives

begin to emerge.

Figure 2.1 Phases of Group Development Groups generally progress through several stages on their way to becoming productive and reaching their objectives. Sources: B. Aubrey Fisher, Small Group Decision Making: Communication and the Group Process, 2nd ed. (New York: McGraw-Hill, 1980), 145–149; Stephen P. Robbins and David A. DeCenzo, Fundamentals of Management, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2004), 334–335; Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South- Western, 2003), 602–603.

88 part 1 understanding the Foundations of business Communication

4. Emergence. Consensus is reached when the team finds a solution that all members are willing to support (even if they have reservations).

5. Reinforcement. The team clarifies and summarizes the agreed-on solution. Members receive their assignments for carrying out the group’s decision, and they make arrangements for following up on those assignments.

You may also hear the process defined as forming, storming, norming, performing, and adjourning, the phases identified by researcher Bruce Tuckman when he proposed one of the earliest models of group development.17 Regardless of the model you consider, these stages are a general framework for team development. Some teams may move forward and backward through several stages before they become productive, and other teams may be productive right away, even though some or all members are in a state of conflict.18

resolving Conflict Conflict in team activities can arise for a number of reasons: competition for resources, disagreement over goals or responsibilities, poor communication, power struggles, or fundamental differences in values, attitudes, and personalities.19 Although the term con- flict sounds negative, conflict isn’t necessarily bad. Conflict can be constructive if it forces important issues into the open, increases the involvement of team members, and gener- ates creative ideas for solving a problem. Teamwork isn’t necessarily about happiness and harmony; even teams that have some interpersonal friction can excel with effective lead- ership and team players committed to strong results. As teamwork experts Andy Boynton and Bill Fischer put it, “Virtuoso teams are not about getting polite results.”20

In contrast, conflict is destructive if it diverts energy from more important issues, destroys the morale of teams or individual team members, or polarizes or divides the team.21 Destructive conflict can lead to win-lose or lose-lose outcomes, in which one or both sides lose, to the detriment of the entire team. If you approach conflict with the idea that both sides can satisfy their goals to at least some extent (a win-win strategy), you can mini- mize losses for everyone. For a win-win strategy to work, everybody must believe that (1) it’s possible to find a solution that both parties can accept, (2) cooperation is better for the organization than competition, (3) the other party can be trusted, and (4) greater power or status doesn’t entitle one party to impose a solution.

The following seven measures can help team members successfully resolve conflict:

●● Proactive behavior. Deal with minor conflict before it becomes major conflict. ●● Communication. Get those directly involved in a conflict to participate in resolving

it. ●● Openness. Get feelings out in the open before dealing with the main issues. ●● Research. Seek factual reasons for a problem before seeking solutions. ●● Flexibility. Don’t let anyone lock into a position before considering other solutions. ●● Fair play. Insist on fair outcomes and don’t let anyone avoid a fair solution by hiding

behind the rules. ●● Alliance. Get opponents to fight together against an “outside force” instead of against

each other.

Overcoming resistance One particular type of conflict that can affect team progress is resistance to change. Sometimes this resistance is clearly irrational, such as when people resist any kind of change, whether the change makes sense or not. Sometimes, however, resistance is per- fectly logical. A change may require someone to relinquish authority or give up comfort- able ways of doing things. If someone is resisting change, you can be persuasive with calm, reasonable communication:

●● Express understanding. You might say, “I understand that this change might be difficult, and if I were in your position, I might be reluctant myself.” Help the other person relax and talk about his or her anxiety so that you have a chance to offer reassurance.22

Conflict in teams can be either constructive or destructive.

Destructive conflict can lead to win-lose or lose-lose outcomes.

When you encounter resistance or hostility, try to maintain your composure and address the other person’s emotional needs.

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 89

●● Bring resistance out into the open. When people are noncommittal and silent, they may be tuning you out without even knowing why. Continuing with your argu- ment is futile. Deal directly with the resistance, without accusing. You might say, “You seem to have reservations about this idea. Have I made some faulty assumptions?” Such questions force people to face and define their resistance.23

●● Evaluate others’ objections fairly. Use active listening to focus on what the other person is expressing, both the words and the feelings. Get the person to open up so that you can understand the basis for the resistance. Others’ objections may raise legitimate points that you’ll need to discuss, or they may reveal problems that you’ll need to minimize.24

Hold your arguments until the other person is ready for them. Getting your point across depends as much on the other person’s frame of mind as it does on your arguments. You can’t assume that a strong argument will speak for itself. By becoming more audience centered, you will learn to ad- dress the other person’s emotional needs first.

Collaborating on Communication Efforts When a team collaborates on reports, websites, presentations, and other communication projects, the collective energy and expertise of the various members can produce results that transcend what each individual could do alone.25 However, collaborating on team messages requires special effort and planning.

guidelines for Collaborative Writing

In any collaborative effort, team members coming from different backgrounds may have different work habits or priorities: A technical expert may focus on accuracy and scientific standards, an editor may be more concerned about organization and coherence, and a manager may focus on schedules, cost, and corporate goals. In addition, team members differ in writing styles, work habits, and personality traits.

To collaborate effectively, everyone must be flexible and open to other opinions, fo- cusing on team objectives rather than on individual priorities.26 Successful writers know that most ideas can be expressed in many ways, so they avoid the “my way is best” attitude. The following guidelines will help you collaborate more successfully:27

●● Select collaborators carefully. Whenever possible, choose a combination of people who together have the experience, information, and talent needed for each project.

●● Agree on project goals before you start. Starting without a clear idea of what the team hopes to accomplish inevitably leads to frustration and wasted time.

●● Give your team time to bond before diving in. If people haven’t had the opportu- nity to work together before, make sure they can get to know each other before being asked to collaborate.

●● Clarify individual responsibilities. Because members will be depending on each other, make sure individual responsibilities are clear.

●● Establish clear processes. Make sure everyone knows how the work will be man- aged from start to finish.

●● Avoid composing as a group. The actual composition is the only part of developing team messages that does not usually benefit from group participation. Brainstorming the wording of short pieces of text, particularly headlines, slogans, and other high-visibility elements, can be an effective way to stimulate creative word choices. However, for longer projects, it is usually more efficient to plan, research, and outline together but assign the task of writing to one person or divide larger projects among multiple writers. If you divide the writing, try to have one person do a final revision pass to ensure a consistent style.

2 LEarning ObjECTivEOffer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback.

MObiLE app

Freedcamp is a free collaboration and project management system.

Successful collaboration on writing projects requires a number of steps, from selecting the right partners and agreeing on project goals to establishing clear processes and avoiding writing as a group.

Use these insights to manage adversarial relationships in the workplace and keep them from getting destructive. Go to http:// real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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90 part 1 understanding the Foundations of business Communication

●● Make sure tools and techniques are ready and compatible across the team. Even minor details such as different versions of software can delay projects.

●● Check to see how things are going along the way. Don’t assume that everything is working just because you don’t hear anything negative.

teChnologies for Collaborative Writing

A variety of tools and systems are available to help writers collaborate on everything from short documents to entire websites. The simplest tools are software features such as commenting (which lets colleagues write comments in a document without modifying the document text) and change tracking (which lets one or more writers propose changes to the text while keeping everyone’s edits separate and reversible). The widely used Adobe Acrobat electronic document system (PDF files) also has group review and commenting features, including the option for live collaboration.

Collaboration Systems Writing for websites often involves the use of a content management system, which organizes and controls website content and can include features that help team members work together on web pages and other documents. These tools range from simple blog- ging systems on up to enterprise systems that manage web content across an entire corpo- ration. Many systems include workflow features that control how pages or documents can be created, edited, and published.

In contrast to the formal controls of a content management system, a wiki, from the Hawaiian word for quick, is a website that allows anyone with access to add new material and edit existing material. Public wikis (Wikipedia is the best known) allow any registered user to edit pages; private wikis are accessible only with permission. A key benefit of wikis is the freedom to post new or revised material without prior approval. Chapter 12 offers guidelines for effective wiki collaboration.

Teams and other work groups can also take advantage of a set of broader technologies often referred to as groupware or collaboration platforms. These technologies let people com- municate, share files, review previous message threads, work on documents simultane- ously, and connect using social networking tools. These systems help companies capture and share knowledge from multiple experts, bringing greater insights to bear on tough challenges.28 Collaboration systems often take advantage of cloud computing, a somewhat vague term that refers to on-demand capabilities delivered over the Internet, rather than through conventional on-site software.29

Shared workspaces are online “virtual offices” that give everyone on a team access to the same set of resources and information (see Figure 2.2). You may see some of these workspaces referred to as intranets (restricted-access websites that are open to employees only) or extranets (restricted sites that are available to employees and to outside parties by invitation only). Many intranets have now evolved into social networking systems that include a variety of communication and collaboration tools, from microblogging to video clip libraries. For example, the performance troupe Blue Man Group uses a social intranet to help its 500 employees plan, stage, and promote shows all over the world.30

Social networks and virtual Communities Social networking technologies are redefining teamwork and team communication by helping erase the constraints of geographic and organization boundaries. Some compa- nies use social networks to form virtual communities or communities of practice that link em- ployees with similar professional interests throughout the company and sometimes with customers and suppliers as well.

The huge advantage that social networking brings to these team efforts is in identify- ing the best people to collaborate on each problem or project, no matter where they are around the world or what their official roles are in the organization. Such communities are similar to teams in many respects, but one major difference is in the responsibil- ity for accumulating organizational knowledge over the long term. For example, the

A wide variety of collaboration tools now exist to help professionals work on reports, presentations, and other communication efforts.

Wiki benefits include simple operation and the ability to post new or revised material instantly without a formal review process.

A community of practice links professionals with similar job interests; a key benefit is accumulating long-term organizational knowledge.

Internal social networks help companies assemble the best resources for a given task, regardless of where the employees are located.

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 91

pharmaceutical company Pfizer has a number of permanent product-safety communi- ties that provide specialized advice on drug safety issues to researchers throughout the organization.31

Social networking can also help a company maintain a sense of community even as it grows beyond the size that normally permits a lot of daily interaction. At the online re- tailer Zappos, fostering a supportive work environment is the company’s top priority. To encourage the sense of community among its expanding workforce, Zappos uses social networking tools to track employee connections and encourage workers to reach out and build relationships.32

Collaboration via Mobile Devices Mobile devices add another layer of options for collaborative writing and other com- munication projects, particularly when used with cloud computing. Today’s mobile systems can do virtually everything that f ixed-web collaboration systems can do, from writing on virtual whiteboards to sharing photos, videos, and other multimedia f iles.33 Mobility lets workers participate in online brainstorming sessions, seminars, and other formal or informal events from wherever they happen to be at the time (see Figure 2.3 on the next page). This flexibility can be particularly helpful during the review and pro- duction stages of major projects, when deadlines are looming and decisions and revi- sions need to be made quickly.

An important aspect of mobile collaboration and mo- bile communication in general is unified communication, which integrates such capabilities as voice and video call- ing, voice and video conferencing, instant messaging, and real-time collaboration software into a single system. By minimizing or eliminating the need to manage multiple communication systems and devices, unified communica- tion promises to improve response times, productivity, and collaboration efforts.34

Collaboration apps for mobile devices support nearly all the features of computer-based platforms.

Figure 2.2 Shared Workspaces Shared workspaces give employees instant access to the all the files they need, from company reports to website content.

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giving—and responding to—ConstruCtive feedbaCk

Aside from processes and tools, collaborative communication often involves giving and receiving feedback about writing efforts. Constructive feedback, sometimes called constructive criticism, focuses on the process and outcomes of communication, not on the people involved (see Table 2.2). In contrast, destructive feedback delivers criticism with no guidance to stimulate improvement.35 For example, “This proposal is a confusing mess, and you failed to convince me of anything” is destructive feedback. The goal is to be more constructive: “Your proposal could be more effective with a clearer description of the manufacturing process and a well-organized explanation of why the positives out- weigh the negatives.” When giving feedback, avoid personal attacks and give the person clear guidelines for improvement.

When you give writing feedback, make it constructive by focusing on how the material can be improved.

Figure 2.3 Collaboration on Mobile Devices Mobile connectivity is transforming collaboration activities, helping teams and work groups stay connected no matter where their work takes them. For example, this team was able to discuss and edit a press release using their tablets in different locations.

tabLe 2.2 giving Constructive feedback

How to be Constructive Explanation

Think through your suggested changes carefully. Many business documents must illustrate complex relationships between ideas and other information, so isolated and superficial edits can do more harm than good.

Discuss improvements rather than flaws. Instead of saying “this is confusing,” for instance, explain how the writing can be improved to make it clearer.

Focus on controllable behavior. The writer may not have control over every variable that affected the quality of the message, so focus on those aspects the writer can control.

Be specific. Comments such as “I don’t get this” or “Make this clearer” don’t give the writer much direction.

Keep feedback impersonal. Focus comments on the message, not on the person who created it.

Verify understanding. If in doubt, ask for confirmation from the recipient to make sure that the person understood your feedback.

Time your feedback carefully. Respond in a timely fashion so that the writer will have sufficient time to implement the changes you suggest.

Highlight any limitations your feedback may have. If you didn’t have time to give the document a thorough edit, or if you’re not an expert in some aspect of the content, let the writer know so that he or she can handle your comments appropriately.

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When you receive constructive feedback, resist the understandable urge to defend your work or deny the validity of the feedback. Remaining open to criticism isn’t easy when you’ve invested lots of time and energy in a project, but good feedback provides a valuable opportunity to learn and to improve the quality of your work.

Making Your Meetings More productive Much of your workplace communication will occur during in-person or online meetings, so to a large degree, your ability to contribute to the company—and to be recognized for your contributions—will depend on your meeting skills. Well-run meetings can help companies solve problems, develop ideas, and identify opportunities. Meetings can also be a great way to promote team building through the experience of social interaction.36 As useful as meetings can be, though, they can be a waste of time if they aren’t planned and managed well. You can help ensure productive meetings by preparing carefully, con- ducting meetings efficiently, and using meeting technologies wisely.

preparing for meetings

The first step in preparing for a meeting is to make sure the meeting is really necessary. Meetings can consume hundreds or thousands of dollars of productive time while taking people away from other work, so don’t hold a meeting if some other form of communica- tion (such as a blog post) can serve the purpose as effectively.37 If a meeting is truly neces- sary, proceed with these four planning tasks:

●● Define your purpose. Meetings can focus on exchanging information, reaching de- cisions, or collaborating to solve problems or identify opportunities. Whatever your purpose, define the best possible result of the meeting (such as “we carefully evalu- ated all three product ideas and decided which one to invest in”). Use this hoped-for result to shape the direction and content of the meeting.38

●● Select participants for the meeting. The rule here is simple: Invite everyone who really needs to be involved, and don’t invite anyone who doesn’t. For decision-making meetings, for example, invite only those people who are in a direct position to help the meeting reach its objective. The more people you have, the longer it will take to reach consensus. Meetings with more than 10 or 12 people can become unmanage- able if everyone is expected to participate in the discussion and decision making.

●● Choose the venue and the time. Online meetings (see page 97) are often the best way and sometimes the only way to connect people in multiple locations or to reach large audiences. For in-person meetings, review the facility and the seating arrange- ments. Is theater-style seating suitable, or do you need a conference table or some other arrangement? Pay attention to room temperature, lighting, ventilation, acous- tics, and refreshments; these details can make or break a meeting. If you have control over the timing, morning meetings are often more productive because people are generally more alert and not yet engaged with the work of the day.

●● Set the agenda. The success of a meeting depends on the preparation of the partici- pants. Distribute a carefully written agenda to participants, giving them enough time to prepare as needed (see Figure 2.4 on the next page). A productive agenda answers three key questions: (1) What do we need to do in this meeting to accomplish our goals? (2) What issues will be of greatest importance to all participants? (3) What in- formation must be available to discuss these issues?39

ConduCting and Contributing to effiCient meetings

Everyone in a meeting shares the responsibility for making the meeting productive. If you’re the leader, however, you have an extra degree of responsibility and accountability. The following guidelines will help leaders and participants contribute to more effective meetings:

When you receive constructive feedback on your writing, keep your emotions in check and view it as an opportunity to improve.

3 LEarning ObjECTivEList the key steps needed to ensure productive team meetings.

To ensure a successful meeting, decide on your purpose ahead of time, select the right participants, choose the venue and time, and set a clear agenda.

Everyone shares the responsibility for successful meetings.

94 part 1 understanding the Foundations of business Communication

●● Keep the discussion on track. A good meeting draws out the best ideas and in- formation the group has to offer. Good leaders occasionally need to guide, mediate, probe, stimulate, summarize, and redirect discussions that have gotten off track.

●● Follow agreed-on rules. The larger the meeting, the more formal you need to be to maintain order. Formal meetings use parliamentary procedure, a time-tested method for planning and running effective meetings. The best-known guide to this procedure is Robert’s Rules of Order.

●● Encourage participation. You may discover that some participants are too quiet and others are too talkative. Draw out nonparticipants by asking for their input. For the overly talkative, you can say that time is limited and others need to be heard.

●● Participate actively. Make a point to contribute to the progress of the meeting and the smooth interaction of participants. Use your listening skills and powers of obser- vation to size up the interpersonal dynamics of the group, then adapt your behavior to help the group achieve its goals. Speak up if you have something useful to say, but don’t talk or ask questions just to demonstrate how much you know about the subject at hand.

●● Use mobile devices respectfully. Tweeting key points from a convention speech or using your phone or tablet to jot down essential ideas and follow-up questions can be productive and respectful ways to use a device during a meeting. Checking Facebook or working on unrelated tasks is not. If you intend to use your device to take notes during a meeting, consider letting the meeting leader know that’s what you’re doing.40

●● Close effectively. At the conclusion of the meeting, verify that the objectives have been met or arrange for follow-up work, if needed. Either summarize the general con- clusion of the discussion or the actions to be taken. Make sure all participants have a chance to clear up any misunderstandings.

The agenda title clearly identifies the scope of the meeting.

The clear and concise outline format identifies the topics that will be addressed and the order of discussion, which helps participants plan questions and suggestions.

Establishing a time limit for each section helps keep the meeting on track and ensures that time will be available for every topic.

Figure 2.4 Typical Meeting Agenda Agenda formats vary widely, depending on the complexity of the meeting and the presentation technologies that will be used. One good approach is to first distribute a detailed planning agenda so that presenters know what they need to prepare, then create a simpler display agenda such as this PowerPoint slide to guide the progress of the meeting. Note how the agenda includes the time limit for each topic.

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putting meeting results to produCtive use

In most cases, the value of a meeting doesn’t end when the meeting ends. For example, problems or opportunities brought up during a meeting need to be addressed, any action items assigned during the meeting need to be acted on, and key decisions and announce- ments should be distributed to anyone who is affected but was unable to attend. Having a written, audio, or video record of a meeting also gives the participants a chance to verify their impressions and conclusions.

The conventional method of recording meetings is through written minutes, a sum- mary of the important information presented and the decisions made. One person is usually assigned to keep notes as the meeting progresses and then to share them after- ward. The specific format of the minutes is less important than making sure you record all the key information, particularly regarding responsibilities that were assigned during the meeting. Typical elements include a list of those present and a list of those who were invited but didn’t attend, followed by the times the meeting started and ended, all major decisions reached at the meeting, all assignments of tasks to meeting participants, and all subjects that were deferred to a later meeting. In addition, the minutes objectively sum- marize important discussions, noting the names of those who contributed major points. Any handouts, electronic slides, or supporting documents can be attached to the minutes when they are distributed.

Depending on the meeting technologies at your disposal, you may have software spe- cifically designed to record, distribute, and store meeting minutes (see Figure 2.5). Some systems automatically forward action items to each employee, record audio discussions for future playback, and make all the relevant documents and files available in one conve- nient place.41

To review the tasks that contribute to productive meetings, refer to “Checklist: Improving Meeting Productivity” on the next page.

Minutes are written summaries of important information presented and the decisions made in meetings.

Figure 2.5 Capturing Key Decisions and Discoveries from a Meeting Meeting technologies such as the MeetingBooster system help teams and other groups capture decisions and discoveries from meetings and put this information to productive use.

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Using Meeting Technologies Today’s companies use a number of technologies to enhance or even replace traditional in-person meetings. Holding virtual meetings can dramatically reduce costs and re- source usage, reduce wear and tear on employees, and give teams access to a wider pool of expertise (see Figure 2.6).

Instant messaging (IM) and teleconferencing are the simplest forms of virtual meet- ings. Videoconferencing lets participants see and hear each other, demonstrate products, and transmit other visual information. Telepresence (see Figure 2.7) enables realistic con- ferences in which participants thousands of miles apart almost seem to be in the same room.42 The ability to convey nonverbal subtleties such as facial expressions and hand gestures makes these systems particularly good for negotiations, collaborative problem solving, and other complex discussions.43

The most sophisticated web-based meeting systems combine the best of real-time communication, shared workspaces, and videoconferencing with other tools, such as virtual whiteboards, that let teams collaborate in real time. Such systems are used for every- thing from spontaneous discussions among small groups to carefully planned formal events such as press conferences, training sessions, sales presentations, and webinars (web-based seminars).44 One of the newest virtual tools is online brainstorming, in which a company can conduct “idea campaigns” to generate new ideas from people across the organization.

4 LEarning ObjECTivEIdentify the major technologies used to enhance or replace in-person meetings.

Virtual meeting technologies connect people spread around the country or around the world.

MObiLE app

WebEx Mobile gives you access to one of the world’s most popular on- line meeting platforms.

A. Prepare carefully. ●● Make sure the meeting is necessary. ●● Decide on your purpose. ●● Select participants carefully. ●● Choose the venue and the time. ●● Establish and distribute a clear agenda.

B. Lead effectively and participate fully. ●● Keep the meeting on track. ●● Follow agreed-on rules.

●● Encourage participation. ●● Participate actively. ●● Close effectively.

C. Put the results to effective use. ●● Distribute meeting minutes to participants and other

interested parties. ●● Make sure task assignments are clearly

communicated.

CheCklist ✓ improving meeting Productivity

Figure 2.6 Virtual Meetings With broadband wireless connections, virtual meetings are easy to conduct using smartphones or tablets

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Conducting successful virtual meetings requires extra planning beforehand and more diligence during the meeting. Recognizing the limitations of the virtual meeting format is a key to using it successfully.45 Because virtual meetings offer less visual contact and non- verbal communication than in-person meetings, leaders need to make sure everyone stays engaged and has the opportunity to contribute. Paying attention during online meetings takes greater effort as well. Participants need to stay committed to the meeting and resist the temptation to work on unrelated tasks.46

For the latest information on meeting technologies, visit http://real-timeupdates .com/ebc12 and click on Chapter 2.

improving Your Listening Skills Your long-term career prospects are closely tied to your ability to listen effectively. In fact, some 80 percent of top executives say listening is the most important skill needed to get things done in the workplace.47 Plus, today’s younger employees place a high premium on being heard, so listening is becoming even more vital for managers.48

Effective listening strengthens organizational relationships, alerts the organization to opportunities for innovation, and allows the organization to manage growing diver- sity both in the workforce and in the customers it serves.49 Companies whose employees and managers listen effectively are able to stay informed, up to date, and out of trouble. Conversely, poor listening skills can cost companies millions of dollars per year as a result of lost opportunities, legal mistakes, and other errors. Effective listening is also vital to the process of building trust between organizations and between individuals.50

reCognizing various types of listening

Effective listeners adapt their listening approaches to different situations. The primary goal of content listening is to understand and retain the information in the speaker’s message. Because you’re not evaluating the information at this point, it doesn’t matter whether you agree or disagree, approve or disapprove—only that you understand. Try to overlook the speaker’s style and any limitations in the presentation; just focus on the information.51

Conducting successful virtual meetings requires extra planning and more diligence during the meeting.

Listening is one of the most important skills in the workplace.

To be a good listener, adapt the way you listen to suit the situation.

Figure 2.7 Telepresence How many people are actually in this conference room in Chicago? Only the two people in the foreground are in the room; the other six are in Atlanta and London. Virtual meeting technologies such as this telepresence system connect people spread across the country or around the world.

5 LEarning ObjECTivEIdentify three major modes of listening, describe the listening process, and explain the problem of selective listening.

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The goal of critical listening is to understand and eval- uate the meaning of the speaker’s message on several levels: the logic of the argument, the strength of the evidence, the validity of the conclusions, the implications of the message, the speaker’s intentions and motives, and the omission of any important or relevant points. If you’re skeptical, ask questions to explore the speaker’s point of view and cred- ibility. Be on the lookout for bias that could color the way the information is presented, and be careful to separate opinions from facts.52

The goal of empathic listening is to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view, regardless of whether you share that perspective. By listening with empathy, you help the individual vent the emotions that prevent a calm, clear-headed approach to the subject. Avoid the temptation to jump in with advice unless the person specifically asks for it. Also, don’t judge the speaker’s feel- ings, and don’t try to tell people they shouldn’t feel this or that emotion. Instead, let the speaker know that you appreciate his or her feelings and understand the situation. After you establish that connection, you can help the speaker move on to search for a solution.53

No matter what mode they are using at any given time, effective listeners try to engage in active listening, making a conscious effort to turn off their own filters and biases to truly hear and understand what the other party is saying. They ask questions to verify key points and encourage the speaker through positive body language.54

understanding the listening proCess

Listening is a far more complex process than most people think—and most of us aren’t very good at it. People typically listen at no better than a 25 percent efficiency rate, re- member only about half of what’s said during a 10-minute conversation, and forget half of that within 48 hours.55 Furthermore, when questioned about material they’ve just heard, they are likely to get the facts mixed up.56

Why is such a seemingly simple activity so difficult? The reason is that listening is not a simple process, by any means. Listening follows the same sequence as the general communication process model described in Chapter 1 (page 58), with the added chal- lenge that it happens in real time. To listen effectively, you need to successfully complete five steps:57

1. Receiving. You start by physically hearing the message and acknowledging it. Physical reception can be blocked by noise, impaired hearing, or inattention. Some experts also include nonverbal messages as part of this stage because these factors influence the listening process as well.

2. Decoding. Your next step is to assign meaning to sounds, which you do according to your own values, beliefs, ideas, expectations, roles, needs, and personal history.

3. Remembering. Before you can act on the information, you need to store it for future processing. As you learned in Chapter 1, incoming messages must first be captured in short-term memory before being transferred to long-term memory for more perma- nent storage.

4. Evaluating. The next step is to evaluate the message by applying critical thinking skills to separate fact from opinion and evaluate the quality of the evidence.

5. Responding. After you’ve evaluated the speaker’s message, you react. If you’re com- municating one-on-one or in a small group, the initial response generally takes the form of verbal feedback. If you’re one of many in an audience, your initial response may take the form of applause, laughter, or silence. Later on, you may act on what you have heard.

If any one of these steps breaks down, the listening process becomes less effective or may even fail entirely. As both a sender and a receiver, you can reduce the failure rate by recognizing and overcoming a variety of physical and mental barriers to effective listening.

Listening actively means making the effort to turn off your internal “filters” and biases to truly hear and understand what the other person is saying.

Listening involves five steps: receiving, decoding, remembering, evaluating, and responding.

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Chapter 2 Collaboration, interpersonal Communication, and business etiquette 99

overComing barriers to effeCtive listening

Good listeners look for ways to overcome potential barriers throughout the listening process (see Table 2.3). You may not be able to control some factors, such as conference room acous- tics or poor phone reception. However, you can control other factors, such as not interrupt- ing speakers and not creating distractions that make it difficult for others to pay attention. And don’t think you’re not interrupting just because you’re not talking. Such actions as tex- ting or checking your watch can interrupt a speaker and lead to communication breakdowns.

Selective listening is one of the most common barriers to effective listening. If your mind wanders, you may stay tuned out until you hear a word or phrase that gets your attention again. But by that time, you’re unable to recall what the speaker actually said; in- stead, you remember what you think the speaker probably said.58

One reason listeners’ minds tend to wander is that people think faster than they speak. Most people speak at about 120 to 150 words per minute, but listeners can process audio information at up to 500 words per minute or more.59 Consequently, your brain has a lot of free time whenever you’re listening, and if left unsupervised, it will find a thousand other things to think about. Make the effort to focus on the speaker and use the extra time to analyze and paraphrase what you hear or to take relevant notes.

Overcoming interpretation barriers can be difficult because you may not even be aware of them. As Chapter 1 notes, selective perception leads listeners to mold messages to fit their own conceptual frameworks. Listeners sometimes make up their minds before fully hearing the speaker’s message, or they engage in defensive listening—protecting their egos by tuning out anything that doesn’t confirm their beliefs or their view of themselves.

Even when your intentions are good, you can still misinterpret incoming messages if you and the speaker don’t share enough language or experience. When listening to a speaker whose native language or life experience is different from yours, try to paraphrase that person’s ideas. Give the speaker a chance to confirm what you think you heard or to correct any misinterpretation.

If the information you hear will be important to use later, write it down or otherwise record it. Don’t rely on your memory. If you do need to memorize, you can hold informa- tion in short-term memory by repeating it silently or organizing a long list of items into several shorter lists. To store information in long-term memory, four techniques can help: (1) associate new information with something closely related (such as the restaurant in

Good listeners actively try to overcome barriers to successful listening.

Your mind can process information much faster than most speakers talk, so you need to focus to listen effectively.

Effective Listeners ineffective Listeners

Listen actively. Listen passively.

Take careful and complete notes, when applicable. Take no notes or ineffective notes.

Make frequent eye contact with the speaker (depends on culture to some extent).

Make little or no eye contact—or inappropriate eye contact.

Stay focused on the speaker and the content. Allow their minds to wander, are easily distracted, work on unrelated tasks.

Mentally paraphrase key points to maintain attention level and ensure comprehension.

Fail to paraphrase.

Adjust listening style to the situation. Listen with the same style, regardless of the situation.

Give the speaker nonverbal cues (such as nodding to show agreement or raising eyebrows to show surprise or skepticism).

Fail to give the speaker nonverbal feedback.

Save questions or points of disagreement until an appropriate time. Interrupt whenever they disagree or don’t understand.

Overlook stylistic differences and focus on the speaker’s message. Are distracted by or unduly influenced by stylistic differences; are judgmental.

Make distinctions between main points and supporting details. Are unable to distinguish main points from details.

Look for opportunities to learn. Assume they already know everything that’s important to know.

tabLe 2.3 What makes an effective listener?

Sources: Adapted from Madelyn Burley-Allen, Listening: The Forgotten Skill (New York: Wiley, 1995), 70–71, 119–120; Judi Brownell, Listening: Attitudes, Principles, and Skills (Boston: Allyn & Bacon, 2002), 3, 9, 83, 89, 125; Larry Barker and Kittie Watson, Listen Up (New York: St. Martin’s, 2000), 8, 9, 64.

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which you met a new client), (2) categorize the new information into logical groups (such as alphabetizing a list of names), (3) visualize words and ideas as pictures, and (4) create mnemonics such as acronyms or rhymes.

For a reminder of the steps you can take to overcome listening barriers, see “Checklist: Overcoming Barriers to Effective Listening.”

improving Your nonverbal Communication Skills Nonverbal communication is the interpersonal process of sending and receiving in- formation, both intentionally and unintentionally, without using written or spoken lan- guage. Nonverbal signals play a vital role in communication because they can strengthen a verbal message (when the nonverbal signals match the spoken words), weaken a verbal message (when nonverbal signals don’t match the words), or replace words entirely. For example, you might tell a client that a project is coming along nicely, but your forced smile and nervous glances will send an entirely different message.

reCognizing nonverbal CommuniCation

You’ve been tuned in to nonverbal communication since your first contact with other human beings. Paying special attention to nonverbal signals in the workplace will enhance your ability to communicate successfully. Moreover, as you work with a diverse range of people in the global marketplace, you’ll also need to grasp the different meanings of com- mon gestures, expressions, and other signals in various cultures. Six types of signals are particularly important:

●● Facial expression. Your face is the primary vehicle for expressing your emotions; it reveals both the type and the intensity of your feelings.60 Your eyes are especially effective for indicating attention and interest, influencing others, regulating interac- tion, and establishing dominance.61

●● Gesture and posture. The way you position and move your body expresses both specific and general messages, some voluntary and some involuntary. Many ges- tures—a wave of the hand, for example—have specific and intentional meanings. Other types of body movement are unintentional and express more general messages. Slouching, leaning forward, fidgeting, and walking briskly are all unconscious signals that can reveal whether you feel confident or nervous, friendly or hostile, assertive or

passive, powerful or powerless. ●● Vocal characteristics. Voice carries both intentional

and unintentional messages. A speaker can intentionally control pitch, pace, and stress to convey a specific mes- sage. For instance, compare “What are you doing?” and “What are you doing?” Unintentional vocal characteristics can convey happiness, surprise, fear, and other emotions (for example, fear often increases the pitch and pace of your speaking voice).

6 LEarning ObjECTivEExplain the importance of nonverbal communication, and identify six major categories of nonverbal expression.

Nonverbal communication can supplement or even replace verbal messages (those that use words).

Nonverbal signals include facial expression, gesture and posture, vocal characteristics, personal appearance, touch, and time and space.

●● Lower barriers to physical reception whenever you can (such as avoiding interrupting speakers by asking questions or by exhibiting disruptive nonverbal behaviors).

●● Avoid selective listening by focusing on the speaker and carefully analyzing what you hear.

●● Keep an open mind by avoiding any prejudgment and by not listening defensively.

●● Don’t count on your memory; write down or record important information.

●● Improve your short-term memory by repeating information or breaking it into shorter lists.

●● Improve your long-term memory by using association, categorization, visualization, and mnemonics.

CheCklist ✓ Overcoming barriers to effective Listening

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Chapter 2 Collaboration, interpersonal Communication, and business etiquette 101

●● Personal appearance. People respond to others on the basis of their physical appear- ance, sometimes fairly and other times unfairly. Although an individual’s body type and facial features impose some limitations on appearance, you can control groom- ing, clothing, accessories, piercings, tattoos, and hairstyle. To make a good impres- sion, adopt the style of the people you want to impress. Many employers also have guidelines concerning attire, body art, and other issues, so make sure you understand and follow them.62

●● Touch. Touch is an important way to convey warmth, comfort, and reassurance—as well as control. Touch is so powerful, in fact, that it is governed by cultural customs that establish who can touch whom and how in various circumstances. Even within each culture’s norms, however, individual attitudes toward touch vary widely. A manager might be comfortable using hugs to express support or congratulations, but his or her subordinates could interpret those hugs as a show of dominance or sexual interest.63 Touch is a complex subject. The best advice: When in doubt, don’t touch.

●● Time and space. Like touch, time and space can be used to assert authority, imply in- timacy, and send other nonverbal messages. For instance, some people try to demon- strate their own importance or disregard for others by making other people wait; oth- ers show respect by being on time. Similarly, taking care not to invade private space, such as standing too close when talking, is a way to show respect for others. Keep in mind that expectations regarding both time and space vary by culture.

using nonverbal CommuniCation effeCtively

Paying attention to nonverbal cues will make you a better speaker and a better listener. When you’re talking, be more conscious of the nonverbal cues you could be sending. Are they effec- tive without being manipulative? Consider a situation in which an employee has come to you to talk about a raise. This situation is stressful for the employee, so don’t say you’re interested in what she has to tell you and then spend your time glancing at your computer or checking your watch. Conversely, if you already know you won’t be able to give her the raise, be honest in your expression of emotions. Don’t overcompensate for your own stress by smiling too broadly or shaking her hand too vigorously. Both nonverbal signals would raise her hopes without justification. In either case, match your nonverbal cues to the tone of the situation.

Also consider the nonverbal signals you send when you’re not talking—the clothes you wear, the way you sit, the way you walk (see Figure 2.8). Are you talking like a serious

Work to make sure your nonverbal signals match the tone and content of your spoken communication.

What signals does your personal appearance send?

Figure 2.8 Nonverbal Signals The nonverbal signals you send in any business setting influence how others perceive you and your ideas.

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business professional but dressing like you belong in a dance club or a frat house? Whether or not you think it is fair to be judged on superficial matters, the truth is that you are judged this way. Don’t let careless choices or disrespectful habits undermine all the great work you’re doing on the job.

When you listen, be sure to pay attention to the speaker’s nonverbal cues. Do they amplify the spoken words or contradict them? Is the speaker intentionally using nonverbal signals to send you a message that he or she can’t put into words? Be observant, but don’t assume that you can “read someone like a book.” Nonverbal signals are powerful, but they aren’t infallible, particularly if you don’t know a person’s normal behavioral patterns.64 For example, contrary to popular belief, avoiding eye contact and covering one’s face while talk- ing are not reliable clues that someone is lying. Even when telling the truth, most people don’t make uninterrupted eye contact with the listeners, and various gestures such as touch- ing one’s face might be normal behavior for particular people.65 Moreover, these and other behaviors may be influenced by culture (in some cultures, sustained eye contact can be in- terpreted as a sign of disrespect) or might just be ways of coping with stressful situations.66

If something doesn’t feel right, ask the speaker an honest and respectful question; doing so may clear everything up, or it may uncover issues you need to explore further. See “Checklist: Improving Nonverbal Communication Skills” for a summary of key ideas regarding nonverbal skills.

Developing Your business Etiquette You may have noticed a common thread running through the topics of successful team- work, productive meetings, effective listening, and nonverbal communication: All these activities depend on mutual respect and consideration among all participants. Nobody wants to work with someone who is rude to colleagues or an embarrassment to the company. Moreover, shabby treatment of others in the workplace can be a huge drain on morale and productivity.67 Poor etiquette can drive away customers, investors, and other critical audiences—and it can limit your career potential.

This section addresses some key etiquette points to remember when you’re in the workplace, out in public, online, and using mobile devices. Long lists of etiquette rules can be difficult to remember, but you can get by in almost every situation by remembering to be aware of your effect on others, treating everyone with respect, and keeping in mind that the impressions you leave behind can have a lasting effect on you and your company. As etiquette expert Cindy Post Senning points out, “The principles of respect, consideration, and honesty are universal and timeless.”68

business etiquette in the WorkplaCe

Workplace etiquette includes a variety of behaviors, habits, and aspects of nonverbal com- munication. Although it isn’t always thought of as an element of etiquette, your personal appearance in the workplace sends a strong signal to managers, colleagues, and customers (see Figure 2.9). Pay attention to the style of dress where you work and adjust your style

7 LEarning ObjECTivEExplain the importance of business etiquette, and identify four key areas in which good etiquette is essential.

Etiquette is an essential element of every aspect of business communication.

Personal appearance can have considerable impact on your success in business.

●● Understand the roles that nonverbal signals play in communication, complementing verbal language by strengthening, weakening, or replacing words.

●● Note that facial expressions (especially eye contact) reveal the type and intensity of a speaker’s feelings.

●● Watch for cues from gestures and posture.

●● Listen for vocal characteristics that can signal the emotions underlying the speaker’s words.

●● Recognize that listeners are influenced by physical appearance.

●● Be careful with physical contact; touch can convey positive attributes but can also be interpreted as dominance or sexual interest.

●● Pay attention to the use of time and space.

CheCklist ✓ improving nonverbal Communication skills

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 103

to match. Expectations for specific jobs, companies, and industries can vary widely. The financial industries tend to be more formal than high-tech firms, for instance, and sales and executive positions usually involve more formal expectations than positions in engi- neering or manufacturing. Observe others, and don’t be afraid to ask for advice. If you’re not sure, dress modestly and simply—earn a reputation for what you can do, not for what you wear. Table 2.4 offers some general guidelines on assembling a business wardrobe that’s cost-effective and flexible.

Grooming is as important as attire. Pay close attention to cleanliness, and avoid using products with powerful scents, such as perfumed soaps, colognes, shampoos, and after-shave lotions (many people are bothered by these products, and some are allergic to them).

Figure 2.9 Showing Respect for Organizational Culture Being aware of expectations for personal appearance in a business setting is not only a sign of respect, it will help keep you from making career-limiting mistakes.

tabLe 2.4 assembling a business Wardrobe

1 Smooth and Finished (Start with This)

2 Elegant and refined (To Column 1, add This)

3 Crisp and Starched (To Column 2, add This)

4 Up-to-the-Minute Trendy (To Column 3, add This)

• Choose well-tailored clothing that fits well; it doesn’t have to be ex- pensive, but it does have to fit and be appropriate for business.

• Keep buttons, zippers, and hem- lines in good repair.

• Select shoes that are comfortable enough for long days but neither too casual nor too dressy for the office; keep shoes clean and in good condition.

• Make sure the fabrics you wear are clean, are carefully pressed, and do not wrinkle easily.

• Choose colors that flatter your height, weight, skin tone, and style; sales advisors in good clothing stores can help you choose.

• Choose form-fitting (but not skin- tight) clothing—not swinging or flowing fabrics, frills, or fussy trimmings.

• Choose muted tones and soft colors or classics, such as a dark blue suit or a basic black dress.

• If possible, select a few classic pieces of jewelry (such as a string of pearls or diamond cuff links) for formal occasions.

• Wear jackets that complement an outfit and lend an air of formality to your appearance. Avoid jackets with more than two tones; one color should dominate.

• Wear blouses or shirts that are or appear starched.

• Choose closed top-button shirts or button-down shirt collars, higher-neckline blouses, or long sleeves with French cuffs and cuff links.

• Wear creased trousers or a longer skirt hemline.

• Supplement your foundation with pieces that reflect the latest styles.

• Add a few pieces in bold colors but wear them sparingly to avoid a garish appearance.

• Embellish your look with the latest jewelry and hairstyles but keep the overall effect looking professional.

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104 part 1 understanding the Foundations of business Communication

IM and other text-based tools have taken over many exchanges that used to take place over the phone, but phone skills are still essential. Because phone calls lack the visual rich- ness of face-to-face conversations, you have to rely on your attitude and tone of voice to convey confidence and professionalism. Here are some important tips for using phones at work (for etiquette points specifically about mobile devices, see page 106):69

●● Be conscious of how your voice sounds. Don’t speak in a monotone; vary your pitch and inflections so people know you’re interested. Slow down when conversing with people whose native language isn’t the same as yours.

●● Be courteous when you call someone. Identify yourself and your organization, briefly describe why you’re calling, and verify that you’ve called at a good time. Minimize the noise level in your environment as much as possible. For important or complicated conversations, plan what you want to say before calling.

●● Convey a positive, professional attitude when you answer the phone. Answer promptly and with a smile so that you sound welcoming. Identify yourself and your company (some companies have specific instructions for what to say when you an- swer). Establish the needs of your caller by asking, “How may I help you?” If you know the caller’s name, use it. If you can’t answer the caller’s questions, either forward the call to a colleague who can or advise the caller on how to get his or her questions re- solved. If you do forward a call, put the caller on hold and call the next person yourself to verify that he or she is available.

●● End calls with courtesy and clarity. Close in a friendly, positive manner and dou- ble-check all vital information such as meeting times and dates.

●● Use your own voicemail features to help callers. Record a brief, professional- sounding outgoing message for regular use. When you will be away or unable to

Your telephone skills will be vital to your business success.

Basic courtesy on the phone makes communication more efficient and more pleasant for everyone involved.

CommuniCating aCross Cultures

Generational differences abound in the workplace, but few are quite as visible as body art: tattoos, piercings (other than ear lobes), and hair dyes in unconventional colors. According to survey data from the Pew Research Center, people younger than 40 are much more inclined than those older than 40 to display some form of body art. For example, people 26 to 40 years old are four times more likely to have tattoos than people who are 41 to 64 years old.

With such profound differences, it’s no surprise that body art has become a contentious issue in many workplaces, be- tween employees wanting to express themselves and employ- ers wanting to maintain particular standards of professional appearance. As employment law attorney Danielle S. Urban notes, the issue gets even more complicated when religious symbolism is involved.

Who is likely to win this battle? Will the body art aficio- nados who continue to join the workforce and who are now rising up the managerial ranks force a change in what is con- sidered acceptable appearance in the workplace? Or will they be forced to cover up to meet traditional standards?

So far, most companies appear to be relying on the judgment of their employees and managers, rather than enforcing strict guidelines. Many seem to accept that tastes and norms are changing and that body art has become a widespread form of self-expression rather than a mode of rebellion. Starbucks, which used to require employees to

hide tattoos under long sleeves, recently revised its policy to allow employees to display tattoos everywhere except on their faces. The semiconductor giant Intel even fea- tured photos of employee tattoos in its online technology newsletter.

Job seekers are still advised to be discreet, however, par- ticularly with facial piercings and large, visible tattoos. The nonverbal signals you think you are sending might not be the signals a hiring manager receives—or wants to receive.

CarEEr appLiCaTiOnS 1. Should companies have stricter standards of appearance

for “customer-facing” employees than for employees who do not interact with customers? Why or why not?

2. Should companies allow their employees the same free- dom of expression and appearance latitude as their cus- tomers exhibit? For example, if a firm’s clientele tends to be heavily tattooed, should employees be allowed the same freedom? Why or why not?

Sources: Micah Solomon, “Starbucks to Allow Tattoos, Piercings: Wise or Risky Customer Service, HR Move?” Forbes, 17 October 2014, www.forbes.com; “Intel Tattoos Speak Volumes,” 17 March 2011, Intel Free Press, www.intelfreepress. com; Rita Pyrillis, “Body of Work,” Workforce Management, November 2010, www.workforce.com; Danielle S. Urban, “What to Do About ‘Body Art’ at Work,” Workforce Management, March 2010, www.workforce.com; “36%— Tattooed Gen Nexters,” Pew Research Center, http://pewresearch.org.

Whose skin is this, anyway?

http://www.intelfreepress

http://pewresearch.org

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 105

answer the phone for an extended period, record a temporary greeting that tells callers when you will respond to their messages. If you don’t check your messages regularly or at all, disable your voicemail. Letting messages pile up for days or weeks without answering them is extremely thoughtless.

●● Be considerate when leaving voicemail messages. Retrieving voicemail mes- sages can be a chore, so be thoughtful about leaving them. Unless voicemail is the best or only choice, consider leaving a message through other means, such as text messaging or email. If you do leave a voicemail message, make it as brief as possible. Leave your name, number (don’t assume the recipient has caller ID), reason for call- ing, and times you can be reached. State your name and telephone number slowly so the other person can easily write them down; repeat both if the other person doesn’t know you.

business etiquette in soCial settings

From business lunches to industry conferences, you may be asked to represent your com- pany in public. Make sure your appearance and actions are appropriate to the situation. Get to know the customs of other cultures when it comes to meeting new people. For ex- ample, in North America, a firm handshake is expected when two people meet, whereas a respectful bow of the head is more appropriate in Japan. If you are expected to shake hands, be aware that the passive “dead fish” handshake creates an extremely negative im- pression. If you are physically able, always stand when shaking someone’s hand.

When introducing yourself, include a brief description of your role in the company. When introducing two other people, speak their first and last names clearly and then try to offer some information (perhaps a shared professional interest) to help the two people ease into a conversation.70 Generally speaking, the lower-ranking person is introduced to the senior-ranking person, without regard to gender.71

Business is often conducted over meals, and knowing the basics of dining etiquette will make you more effective in these situations.72 Start by choosing foods that are easy to eat. Avoid alcoholic beverages in most instances, but if drinking one is appropriate, save it for the end of the meal. Leave business documents under your chair until entrée plates have been removed; the business aspect of the meal doesn’t usually begin until then.

Remember that business meals are a forum for business. Don’t discuss politics, reli- gion, or any other topic that’s likely to stir up emotions. Don’t complain about work, don’t ask deeply personal questions, avoid profanity, and be careful with humor—a joke that entertains some people could easily offend others.

business etiquette online

Electronic media seem to be a breeding ground for poor etiquette. Learn the basics of pro- fessional online behavior to avoid mistakes that could hurt your company or your career. Here are some guidelines to follow whenever you are representing your company while using electronic media:73

●● Avoid personal attacks. The anonymous and instantaneous nature of online com- munication can cause even level-headed people to strike out in blog postings, social networks, and other media.

●● Stay focused on the original topic. If you want to change the subject of an email exchange, a forum discussion, or a blog comment thread, start a new message.

●● Don’t present opinions as facts, and support facts with evidence. This guide- line applies to all communication, of course, but online venues in particular seem to tempt people into presenting their beliefs and opinions as unassailable truths.

●● Follow basic expectations of spelling, punctuation, and capitalization. Sending careless, acronym-filled messages that look like you’re texting your high school bud- dies makes you look like an amateur.

●● Use virus protection and keep it up to date. Sending or posting a file that contains a computer virus puts others at risk.

If you never or rarely check your voicemail, disable it or record an outgoing message advising callers to reach you another way.

Etiquette is particularly important when you represent your company out in public.

MObiLE app

The Etiquette App helps you make appropriate choices in a variety of social and business situations.

When you represent your company online, you must adhere to a high standard of etiquette and respect for others.

106 part 1 understanding the Foundations of business Communication

●● Use difficult-to-break passwords on email, Twitter, and other accounts. If someone hacks your account, it can create spam headaches—or worse—for your con- tacts and followers.

●● Ask if this is a good time for an IM chat. Don’t as- sume that just because a person is showing as “avail- able” on your IM system, he or she wants to chat at this moment.

●● Watch your language and keep your emotions un- der control. A single indiscretion could haunt you forever.

●● Avoid multitasking while using IM and other tools. You might think you’re sav- ing time by doing a dozen things at once, but you’re probably making the other per- son wait while you bounce back and forth between IM and your other tasks.

●● Never assume privacy. Assume that anything you type will be stored forever, could be forwarded to other people, and might be read by your boss or the company’s secu- rity staff.

●● Don’t use “Reply All” in email unless everyone can benefit from your reply. If one or more recipients of an email message don’t need the information in your reply, remove their addresses before you send.

●● Don’t waste others’ time with sloppy, confusing, or incomplete messages. Doing so is disrespectful.

●● Respect boundaries of time and virtual space. For instance, don’t start using an employee’s personal Facebook page for business messages unless you’ve discussed it beforehand, and don’t assume people are available to discuss work matters around the clock, even if you do find them online in the middle of the night.

●● Be careful of online commenting mechanisms. For example, many blogs and web- sites now use your Facebook login to let you comment on articles. If your Facebook profile includes your job title and company name, those could show up along with your comment.

business etiquette using mobile deviCes

Like every other aspect of communication, your mobile device habits say a lot about how much respect you have for the people around you. Selecting obnoxious ringtones, talk- ing loudly in open offices or public places, using your phone right next to someone else, making excessive or unnecessary personal calls during work hours, invading someone’s privacy by using your phone’s camera without permission, taking or making calls in rest- rooms and other inappropriate places, texting during a meal or while someone is talking to you, allowing incoming calls to interrupt meetings or discussions—these are all disrespect- ful choices that will reflect negatively on you.74 In general, older employees, managers, and customers are less tolerant of mobile device use than are younger people, so don’t assume that your habits will be universally acceptable.75

Virtual assistants, such as the Siri voice recognition system in Apple iPhones, raise an- other new etiquette dilemma. From doing simple web searches to dictating entire memos, these systems may be convenient for users, but they can create distractions and annoy- ances for other people.76 As with other public behaviors, think about the effect you have

on others before using these technologies. Note that expectations and policies regarding mobile

device use vary widely from company to company. At one extreme, venture capitalist Ben Horowitz fines his employ- ees if they even look at a mobile device while an entrepre- neur is making a business plan pitch, because he considers it disrespectful to people making presentations.77 Not all bosses are quite so strict, but make sure you understand the situation in your workplace.

Respect personal and professional boundaries when using Facebook and other social networking tools.

Your mobile phone habits send a signal about the degree of respect you have for those around you.

Virtual assistants and other mobile phone voice features can annoy and disrupt the workplace and social settings if not used with respect for others.

MObiLE app

Locale can “geofence” your smart- phone, automatically changing set- tings based on your location—such as activating silent mode when you arrive at your office.

real-time updates

Learn mOre by reading this artiCLe

Simple steps to improve social media etiquette

Follow these five tips for a more professional online presence. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

real-time updates

Learn mOre by reading this inFOgraPhiC

Whatever happened to live conversation?

See the impact of mobile devices on our conversational habits. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 107

You work as a customer account manager in Cemex’s Houston office, where you’re an enthusiastic user of the Shift collabora- tion platform. Even in the best work environments, conflicts and misunderstandings can arise. Study these scenarios and decide how to respond, based on what you learned in this chapter.

1. You rely heavily on CEMEXpedia, the wiki that contains technical and business information about the company’s operations. As you’ve become more experienced in your job, you have also become a frequent contributor to the wiki. Lately you’ve noticed one particular employee from the Cemex office in Madrid, Spain, keeps editing the pages you create on the wiki, often making changes that appear to add no value, as far as you can see. She doesn’t seem to be editing other employees’ pages nearly so often, so you are beginning to wonder if she has a personal grudge against you, even though you have never met her. You want to address this uncomfortable situation without dragging your boss into it. How should you handle it? a. Edit some of her pages needlessly to help her understand

how annoying this behavior is. b. Use the private messaging tools on Shift to ask her if there

is something about your writing style that she finds unclear. That will open a conversation in a nonthreatening way.

c. Post a notice on the wiki, emphasizing that all edits should be useful and that unnecessary edits waste everybody’s time.

d. Ignore her behavior; confronting her will get you nowhere.

2. You’ve been asked to take over leadership of a group of customer account managers that once had a reputation for being a tight-knit, supportive team, but you quickly figure out that this team is in danger of becoming dysfunctional. For example, minor issues that healthy teams routinely handle, from helping each other with computer questions to covering the phones when someone has an outside appointment, frequently generate conflict within this group. What steps should you take to help your crew return to positive behavior? a. Give the team the task of healing itself, without getting

directly involved. Explain the steps necessary in forming an effective team and then let them figure out how to make it happen.

b. Lead the “team restoration” project yourself so that you can mediate whatever conflicts arise, at least until the team is able to function on its own in a more positive manner.

c. Don’t try to interfere; the negative behaviors were probably caused by an ineffective manager in the past, but now that you’re in charge, the team will return to positive behavior under your enlightened guidance.

On the JOb: sOLving COmmuniCatiOn diLemmas at CEMEX d. Your professional reputation is on the line, so you don’t

have time for the niceties of team building. Sit down with the group and demand that the negative, unprofessional behavior stop immediately.

3. After a few weeks with the account management team, you notice that team meetings often degenerate into little more than complaint sessions. Workers seem to gripe about everything from difficult customers to the temperature in the office. Some of these complaints sound like valid business issues that might require additional training or other employee support efforts; others are superficial issues you suspect are simply by-products of the negative atmosphere. How should you handle complaints during the meetings? a. Try to defuse each complaint with humor; after awhile,

employees will begin to lighten up and stop complaining so much.

b. Ask employees to refrain from complaining during meetings; after all, these are important business meetings, not random social gatherings.

c. Set up a whiteboard and write down each issue that is raised. After you’ve compiled a list over the course of a week or so, add a problem-solving segment to each meeting, in which you and the team tackle one issue per meeting to determine the scope of each problem and identify possible solutions.

d. Whenever a complaint is raised, stop the meeting and confront the person who raised the issue. Challenge him or her to prove that the problem is a real business issue and not just a personal complaint. By doing this, you will not only identify the real problems that need to be fixed but also discourage people from raising petty complaints that shouldn’t be aired in the workplace.

4. You’re in charge of hiring a replacement for a customer account manager who recently retired. Four job candidates are waiting outside your office, and you have a few moments to observe them before inviting them in for an initial interview (you can see them through the glass wall but can’t hear them). Based on the following descriptions, which of these people seems like the best fit for the firm? Why? a. Candidate A: A woman who is dressed perfectly for an

interview at Cemex. Her appearance is contemporary but business appropriate, which suggests that she appreciates and shows respect for the situation she finds herself in. However, you are slightly troubled by the fact that she’s listening to music on her phone and has kicked off her shoes and tucked her feet under her while she waits in the chair.

b. Candidate B: A man who has also dressed the part, although this candidate’s behavior is nothing like the relaxed, carefree attitude that Candidate A is showing.

108 part 1 understanding the Foundations of business Communication

He seems to be juggling multiple tasks at once: checking notes on some sort of digital device, organizing a collection of papers he pulled from his briefcase, reattaching several sticky notes that keep falling loose, and fiddling with a mobile phone that he has answered at least twice in the few minutes you’ve been watching.

c. Candidate C: A woman who closed the notebook she was scanning in order to help Candidate B with some problem he was having with his mobile phone. (If you had to guess, he was having trouble figuring out how to silence the ringer.) After their interaction, they shake hands and appear to be introducing themselves with

cordial smiles. Unfortunately, although the city is suffering through record high temperatures, her casual dress and sandals strike you as too informal for a job interview.

d. Candidate D: A man wearing what appears to be a finely tailored, conservative suit. His appearance is more dignified and businesslike than the other three, and he knows how to dress for success—carefully knotted tie, starched shirt, perfect posture, the works. He keeps to himself and avoids bothering the other candidates, although his facial expressions make it clear that he disapproves of the noise Candidate B is making with his mobile phone.

Learning Objectives Checkup Assess your understanding of the principles in this chapter by reading each learning objective and studying the accompanying exercises. You can check your responses against the answer key on page 647.

Objective 2.1: List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

1. Teams can achieve a higher level of performance than indi- viduals alone because a. They combine the intelligence and energy of multiple

individuals b. They can foster motivation and creativity c. They involve more input and a greater diversity of views,

which tends to result in better decisions d. They do all of the above

2. Which of the following is a potential disadvantage of work- ing in teams? a. Teams always stamp out creativity by forcing people to

conform to existing ideas and practices. b. Teams increase a company’s clerical workload because

of the additional government paperwork required for administering workplace insurance.

c. Team members are never held accountable for their indi- vidual performance.

d. Social pressure within the group can lead to groupthink, in which people go along with a bad idea or poor deci- sion even though they may not really believe in it.

3. Conflict in team settings can be ____ if it forces impor- tant issues into the open, increases the involvement of team members, and generates creative ideas for solving a problem.

Objective 2.2: Offer guidelines for collaborative commu- nication, identify major collaboration technologies, and explain how to give constructive feedback.

4. Which of the following is the best way for a team of people to write a report? a. Each member should plan, research, and write his or

her individual version and then the group can select the strongest report.

b. The team should divide and conquer, with one person doing the planning, one doing the research, one doing the writing, and so on.

c. To ensure a true group effort, every task from planning through final production should be done as a team, pref- erably with everyone in the same room at the same time.

d. Research and plan as a group but assign the actual writ- ing to one person, or at least assign separate sections to individual writers and have one person edit them all to achieve a consistent style.

5. Which of the following steps should be completed before any- one from the team does any planning, researching, or writing? a. The team should agree on the project’s goals. b. The team should agree on the report’s title. c. To avoid compatibility problems, the team should agree

on which word processor or other software will be used. d. The team should always step away from the work envi-

ronment and enjoy some social time in order to bond effectively before starting work.

6. Which of the following is not a benefit of using social media for business communication? a. Social media are “out in the open,” so messages are easier

for managers to monitor and control. b. Social media help erase geographic and organization

boundaries. c. Social media give customers an easy way to voice their

opinions and concerns. d. Social media can help “faceless” companies adopt a more

human, conversational tone.

Objective 2.3: List the key steps needed to ensure produc- tive team meetings.

7. What are the three key steps to making sure meetings are productive? a. Planning, planning, and more planning b. Preparing carefully, conducting meetings efficiently, and

putting meeting results to productive use c. Preparing carefully, conducting meetings using true demo-

cratic participation, and using meeting technologies wisely d. Preparing carefully, using meeting technologies wisely, and

distributing in-depth minutes to everyone in the company 8. Robert’s Rules of Order is a guide to ____ procedure.

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 109

Objective 2.4: Identify the major technologies used to en- hance or replace in-person meetings.

9. ____ teams are teams whose members work in different locations and interact electronically.

10. ____ technologies enable realistic conferences in which participants thousands of miles apart almost seem to be in the same room.

Objective 2.5: Identify three major modes of listening, describe the listening process, and explain the problem of selective listening. 11. After receiving messages, listeners ____ what they’ve heard

by assigning meaning to the sounds. 12. If you’re giving an important presentation and notice that

many of the audience members look away when you try to make momentary eye contact, which of the following is most likely going on? a. These audience members don’t want to challenge your

authority by making direct eye contact. b. You work with a lot of shy people. c. The information you’re presenting is making your audi-

ence uncomfortable in some way. d. The audience is taking time to carefully think about the

information you’re presenting. 13. If you don’t agree with something the speaker says in a

large, formal meeting, the best response is to a. Signal your disagreement by folding your arms across

your chest and staring defiantly back at the speaker. b. Use your mobile phone to begin sending text messages

to other people in the room, explaining why the speaker is wrong.

c. Immediately challenge the speaker so that the misinfor- mation is caught and corrected.

d. Quietly make a note of your objections and wait until a question-and-answer period to raise your hand.

Objective 2.6: Explain the importance of nonverbal com- munication, and identify six major categories of nonverbal expression. 14. Nonverbal signals can be more influential than spoken lan-

guage because a. Body language is difficult to control and therefore dif-

ficult to fake, so listeners often put more trust in nonver- bal cues than in the words a speaker uses.

b. Nonverbal signals communicate faster than spoken lan- guage, and most people are impatient.

c. Body language saves listeners from the trouble of paying attention to what a speaker is saying.

15. Which of the following is true about nonverbal signals? a. They can strengthen a spoken message. b. They can weaken a spoken message. c. They can replace spoken messages. d. All of the above are true.

Objective 2.7: Explain the importance of business eti- quette, and identify four key areas in which good etiquette is essential. 16. Which of the following is the best characterization of eti-

quette in today’s business environment?

a. Business etiquette is impossible to generalize because every company has its own culture; you have to make it up as you go along.

b. With ferocious international competition and constant financial pressure, etiquette is an old-fashioned luxury that businesses simply can’t afford today.

c. Ethical businesspeople don’t need to worry directly about etiquette because ethical behavior automatically leads to good etiquette.

d. Etiquette plays an important part in the process of forming and maintaining successful business relation- ships.

17. If you forgot to shut off your mobile phone before stepping into a business meeting and you receive a call during the meeting, the most appropriate thing to do is to a. Lower your voice to protect the privacy of your phone

conversation. b. Answer the phone and then quickly hang it up to mini-

mize the disruption to the meeting. c. Excuse yourself from the meeting and find a quiet place

to talk. d. Continue to participate in the meeting while taking

the call; this shows everyone that you’re an effective multitasker.

18. Your company has established a designated “quiet time” from 1:00 to 3:00 every afternoon, during which office phones, IM, and email are disabled so that people can con- centrate on planning, researching, writing, and other inten- sive tasks without being interrupted. However, a number of people continue to flout the guidelines by leaving their mobile phones on, saying their families and friends need to able to reach them. With all the various ringtones going off at random, the office is just as noisy as it was before. What is the best response? a. Agree to reactivate the office phone system if everyone

will shut off their mobile phones, but have all incom- ing calls routed through a receptionist who will take messages for all routine calls and deliver a note if an em- ployee truly is needed in an emergency.

b. Give up on quiet time; with so many electronic gadgets in the workplace today, you’ll never achieve peace and quiet.

c. Get tough on the offenders by confiscating mobile phones whenever they ring during quiet time.

d. Without telling anyone, simply install one of the avail- able mobile phone jamming products that block incom- ing and outgoing mobile phone calls.

19. Constantly testing the limits of your company’s dress and grooming standards sends a strong signal that you a. Don’t understand or don’t respect your company’s

culture. b. Are a strong advocate for worker’s rights. c. Are a creative and independent thinker who is likely to

generate lots of successful business ideas. d. Represent the leading edge of a new generation of en-

lightened workers who will redefine the workplace ac- cording to contemporary standards.

2 3

5 6

Quick Learning guide

Chapter outline Communicating Effectively in Teams

Advantages and Disadvantages of Teams

characteristics of effective Teams

Group Dynamics

Collaborating on Communication Efforts

Guidelines for collaborative writing

Technologies for collaborative writing

Giving—and Responding to—constructive Feedback

Making Your Meetings More productive

Preparing for meetings

conducting and contributing to efficient meetings

Putting meeting Results to Productive Use

Using Meeting Technologies

improving Your Listening Skills Recognizing Various Types of Listening

Understanding the Listening Process

overcoming Barriers to effective Listening

improving Your nonverbal Communication Skills

Recognizing Nonverbal communication

Using Nonverbal communication effectively

Developing Your business Etiquette Business etiquette in the workplace

Business etiquette in Social Settings

Business etiquette online

Business etiquette Using mobile Devices

learning objeCtives

offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback. (page 89)

List the key steps needed to ensure productive team meetings. (page 93)

Identify the major technologies used to enhance or replace in-person meetings. (page 96)

Identify three major modes of listening, describe the listening process, and explain the problem of selective listening. (page 97)

explain the importance of nonverbal communication, and identify six major categories of nonverbal expression. (page 100)

explain the importance of business etiquette, and identify four key areas in which good etiquette is essential. (page 102)

key terms

active listening Making a conscious effort to turn off filters and biases to truly hear and understand what someone is saying

collaboration Working together to meet complex challenges

committees Formal teams that usually have a long life span and can become a perma- nent part of the organizational structure

constructive feedback Focuses on the pro- cess and outcomes of communication, not on the people involved

content listening Listening to understand and retain the speaker’s message

content management systems Computer systems that organize and control the con- tent for websites

critical listening Listening to understand and evaluate the meaning of the speaker’s message

destructive feedback Delivers criticism with no guidance to stimulate improvement

empathic listening Listening to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view

group dynamics The interactions and pro- cesses that take place among the members of a team

groupthink Situation in which peer pressure causes individual team members to with- hold contrary or unpopular opinions

hidden agenda Private, counterproductive motives, such as a desire to take control of the group

minutes Written summary of the important information presented and the decisions made during a meeting

nonverbal communication Sending and receiving information, both intentionally and unintentionally, without using written or spoken language

norms Informal standards of conduct that members share and that guide member behavior

parliamentary procedure A time-tested method for planning and running effective meetings; the best-known guide to this pro- cedure is Robert’s Rules of Order

participative management The effort to involve employees in the company’s deci- sion making

problem-solving teams Teams that as- semble to resolve specific issues and then disband when their goals have been accomplished

selective listening Listening to only part of what a speaker is saying; ignoring the parts one doesn’t agree with or f ind interesting

self-oriented roles Unproductive team roles in which people are motivated mainly to fulfill personal needs

shared workspaces Online “virtual offices” that give everyone on a team access to the same set of resources and information

task forces Another form of problem-solv- ing teams, often with members from more than one organization

task-oriented roles Productive team roles directed toward helping the team reach its goals

team A unit of two or more people who share a mission and the responsibility for working to achieve a common goal

team-maintenance roles Productive team roles directed toward helping everyone work well together

unified communication Integrates voice and video calling, voice and video confer- encing, instant messaging, real-time col- laboration software, and other capabilities into a single system

virtual meetings Meetings that take place online rather than in person

wiki Special type of website that allows any- one with access to add new material and edit existing material

List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics. (page 85)

110

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 111

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

2.1. You head up the interdepartmental design review team for a manufacturer of high-performance motorcycles, and things are not going well at the moment. The de- sign engineers and marketing strategists keep arguing about which should be a higher priority, performance or aesthetics, and the accountants say both groups are driv- ing up the cost of the new model by adding too many new features. Everyone has valid points to make, but the team is bogging down in conflict. Explain how you could go about resolving the stalemate. [LO-1]

2.2. Accessing social networking websites during office hours has recently been banned in your organization by the top management, and the employees have taken this very nega- tively. You and the other managers are concerned that this might affect employee behavior, morale, and productivity; and, therefore, would like the top management to recon- sider their decision. After discussions, you have decided to write an email on this issue, focusing on the following points: the decision may be construed as the management’s lack of trust in the employees; it may cause antagonism among the employees; it may cause employees to access these sites surreptitiously on their mobiles. Draft the email you would send to the management. [LO-2]

2.3. Using your knowledge and understanding of non-verbal communication, evaluate what the disadvantages and ad- vantages would be of a virtual meeting (e.g mediated via Skype or the telephone) compared to a meeting where all the participants are in the same room. [LO-3], [LO-6]

2.4. Why do you think people are more likely to engage in rude behaviors during online communication than dur- ing in-person communication? [LO-7]

2.5. You’re giving your first major presentation at your new job and you notice at least half the people in the small conference room are looking at their mobile devices more than they are looking at you. How should you handle the situation? [LO-7]

practice Your Skills Message for Analysis: Planning Meetings [LO-3]

A project leader has made notes about covering the following items at the quarterly budget meeting. Prepare a formal agenda by putting these items into a logical order and rewriting, where necessary, to give phrases a more consistent sound.

• Budget Committee Meeting to be held on December 12, 2016, at 9:30 a.m., and we have allotted one hour for the meeting

• I will call the meeting to order.

• Real estate director’s report: A closer look at cost overruns on Greentree site. (10 minutes)

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

• The group will review and approve the minutes from last quarter’s meeting. (5 minutes)

• I will ask the finance director to report on actual versus pro- jected quarterly revenues and expenses. (15 minutes)

• I will distribute copies of the overall divisional budget and an- nounce the date of the next budget meeting.

• Discussion: How can we do a better job of anticipating and preventing cost overruns? (20 minutes)

• Meeting will take place in Conference Room 3, with WebEx ac- tive for remote employees.

• What additional budget issues must be considered during this quarter?

Exercises

2.6. Collaboration: Working in Teams [LO-1], [LO-2] In teams assigned by your instructor, prepare a 10-min- ute presentation on the potential disadvantages of us- ing social media for business communication. When the presentation is ready, discuss how effective the team was using the criteria of (a) having a clear objective and a shared sense of purpose, (b) communicating openly and honestly, (c) reaching decisions by consensus, (d) thinking creatively, and (e) knowing how to resolve conflict. Be pre- pared to discuss your findings with the rest of the class.

2.7. Negotiation and Conflict Resolution: Resolving Conflicts; Communication Ethics: Providing Ethical Leadership [LO-1], Chapter 1 As the nominated leader of project group consisting of employees of equal status but different departments to yourself, you become aware that two members of one department are resisting the achievement of the objectives of the project because they are concerned that any outcome will affect their department adversely. With focus on group dynamics, critically evaluate in one page, two possible options you have to ensure effective team outcomes.

2.8. Collaboration: Collaborating on Writing Projects; Media Skills: Blogging [LO-2] In a group of five peo- ple, search online within popular blogging sites to find information about the advantages and disadvantages of blogging as a means of researching and sharing informa- tion in a formal academic setting. Write a review of your research and findings in a format that would be suitable for inclusion in a blog that your group might set up for col- leagues. Ensure that you follow the guidelines for collective writing from this chapter and that you include some dis- cussion of the validity and reliability of anything you may find within a freely available blog.

2.9. Communication Etiquette: Etiquette in the Workplace, Participating in Meetings [LO-3], [LO-7] You have been frustrated in class when asked to work as part of a team because individual behaviour during these activities has been unproductive and much of the time has been wasted. You approach your tutor for help and he says that he will allow time to enable the class to create a set of

112 part 1 understanding the Foundations of business Communication

‘ground rules’ to include behaviour and etiquette for team activities. He suggests you produce an agreed approach to challenging behaviour that is outside the limits of your ground rules. Send to your tutor, for his consideration, a fully reasoned process and detailed agenda enabling your class to achieve this outcome.

2.10. Collaboration: Participating in Meetings [LO-3] Emily, George, Jasmine, Bob, Raj, and Theresa met to plan for completion of a project. Their manager asked Jasmine to run the meeting. You observed the meeting and noted the following points:

a. The participants arrived over a period of fifteen minutes and the meeting started ten minutes later than Jasmine stated in her written email announcing the meeting.

b. Emily took notes but said nothing in the meeting and kept looking at the time.

c. Bob kept steering the discussion towards a new inno- vation in his department.

d. Raj asked for an agenda at the start and strove to keep the meeting on track when provided with an outline by Jasmine.

e. Theresa shared some good ideas but backed down when faced with a reasoned argument from the others.

f. George‘s phone kept buzzing throughout the meeting but he ignored it.

g. The meeting ended abruptly when Emily apologised and left.

Write an email to each participant providing positive, constructive and developmental feedback about how and why they might act differently to ensure meetings are more productive.

2.11. Collaboration: Leading Meetings [LO-3], Chapter 3 In the next week, find a formal meeting you can attend (this could be a business meeting, leisure or student based meeting). Attend the meeting and take detailed notes. Using information in this chapter, write the min- utes and actions of the meeting ensuring the greatest chance of the meeting being productive. Send these to your tutor for discussion in class.

2.12. Collaboration: Using Collaboration Technologies [LO-4] Choose three friends and arrange two meetings in which to use technology to conduct the meeting. From four separate locations use your mobile phones to discuss a plan for your next assignment (choose conference phone calls, texts or Facebook®). From different locations, using a com- puter, use Skype® to run another meeting on an equivalent subject. In a thousand words, critically evaluate the two dif- ferent methods and analyse the value of adopting these for meetings within a business.

2.13. Interpersonal Communication: Listening Actively [LO-5] You are planning to study the listening behavior of some of your classmates. Select six classmates and select three situations in which you would like to observe their listening behavior. Referring to the traits of effective listen- ers in Table 2.3, rate them using always, frequently, occa- sionally, or never on these listening habits. Does the change in situation have an impact on their active listening behav- ior? If so, why do you think this might have happened?

2.14. Nonverbal Communication: Analyzing Nonverbal Signals [LO-6] Write a list of the categories of non-verbal communications identified by this chapter. Take this list, a notebook and pen into a public environment in which you can easily and, inoffensively, observe the behaviours of peo- ple around you. For class discussion, in approximately fifty words summarise an example of each type of non-verbal communications you observed providing the scenario for each and the apparent result of the communication.

2.15. Communication Etiquette: Etiquette in the Workplace [LO-7] As the regional manager of an international ac- counting firm, you place high priority on professional etiquette. Not only does it communicate respect to your clients, it also instills confidence in your firm by showing that you and your staff are aware of and able to meet the expectations of almost any audience. Earlier today, you took four recently hired college graduates to lunch with an important client. You’ve done this for years, and it’s usually an upbeat experience for everyone, but today’s lunch was a disaster. One of the new employees made not one, not two, but three calls on his mobile phone during lunch. Another interrupted the client several times and even got into a mild argument. The third employee kept making sarcastic jokes about politics, making everyone at the table uncomfortable. And the fourth showed up dressed like she was expecting to bale hay or work in a coal mine, not have a business lunch in a posh restaurant. You’ve already called the client to apologize, but now you need to coach these employees on proper business etiquette. Draft a brief memo to these employees, explaining why etiquette is so important to the company’s success—and to their individual careers.

Expand Your Skills Critique the Professionals

Celebrities can learn from successful businesses when it comes to managing their careers, but businesses can learn from suc- cessful celebrities, too—particularly when it comes to building communities online using social media. For instance, social media guru Dan Schawbel cites Vin Diesel, Ashton Kutcher, Lady Gaga, Lenny Kravitz, and Michael Phelps as celebrities who have used Facebook to build their personal brands.78 Locate three celebrities (musicians, actors, authors, or athletes) who have sizable fan bases on Facebook and analyze how they use the social network. Using whatever medium your instructor re- quests, write a brief analysis (no more than one page) of the les- sons, positive or negative, that a business could learn from these celebrities. Be sure to cite specific elements from the Facebook pages you’ve chosen, and if you think any of the celebrities have made mistakes in their use of Facebook, describe those as well.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http:// websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business communication research. Use the Web Search function to find a website, video, PDF document, podcast, or presentation that offers advice on improv- ing your active listening skills in business situations. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

https://twitter.com/CX_Shift

Chapter 2 Collaboration, interpersonal Communication, and business etiquette 113

improve Your grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Section 1.2 (Pronouns). Then look at the following 10 items. Underline the preferred choice within each set of parentheses. (Answers to these exercises appear on page 649.)

2.16. The sales staff is preparing guidelines for (their, its) clients. 2.17. Few of the sales representatives turn in (their, its) reports

on time. 2.18. The board of directors has chosen (their, its) officers. 2.19. Gomez and Archer have told (his, their) clients about the

new program. 2.20. Each manager plans to expand (his, their, his or her) sphere

of control next year.

2.21. Has everyone supplied (his, their, his or her) Social Security number?

2.22. After giving every employee (his, their, a) raise, George told (them, they, all) about the increased work load.

2.23. Bob and Tim have opposite ideas about how to achieve company goals. (Who, Whom) do you think will win the debate?

2.24. City Securities has just announced (who, whom) it will hire as CEO.

2.25. Either of the new products would readily find (their, its) niche in the marketplace.

For additional exercises focusing on pronouns, visit MyBCommLab. Click on Chapter 2, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and then click on 3. Case of pro- nouns and 4. Possessive pronouns.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

2.26 As a team or department leader, what steps can you take to ensure that your meetings are successful and efficient? [LO-3]

2.27 Considering what you’ve learned about nonverbal communication, what are some of the ways in which communication might break down during an online meeting in which the participants can see video images of only the person presenting at any given time—and then only his or her head? [LO-6]

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68. Linton Weeks, “Please Read This Story, Thank You,” NPR, 14 March 2012, www.npr.org. 69. Alan Cole, “Telephone Etiquette at Work,” Work Etiquette website, 14 March 2012, www.worketiquette.co.uk; Alf Nucifora, “Voice Mail Demands Good Etiquette from Both Sides,” Puget Sound Business Journal, 5–11 September 2003, 24; Ruth Davidhizar and Ruth Shearer, “The Effective Voice Mail Message,” Hospital Material Management Quarterly, 45–49; “How to Get the Most Out of Voice Mail,” The CPA Journal, February 2000, 11; Jo Ind, “Hanging on the Telephone,” Birmingham Post, 28 July 1999, PS10; Larry Barker and Kittie Watson, Listen Up (New York: St. Martin’s Press, 2000), 64–65; Lin Walker, Telephone Techniques, (New York: Amacom, 1998), 46–47; Dorothy Neal, Telephone Techniques, 2nd ed. (New York: Glencoe McGraw-Hill, 1998), 31; Jeannie Davis, Beyond “Hello” (Aurora, Col.: Now Hear This Inc., 2000), 2–3; “Ten Steps to Caller-Friendly Voice Mail,” Managing Office Technology, January 1995, 25; Rhonda Finniss, “Voice Mail: Tips for a Positive Impression,” Administrative Assistant’s Update, August 2001, 5. 70. Dana May Casperson, Power Etiquette: What You Don’t Know Can Kill Your Career (New York: AMACOM, 1999), 10–14; Ellyn Spragins, “Introducing Politeness,” Fortune Small Business, November 2001, 30.

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116

Learning Objectives After studying this chapter, you will be able to

On the jOb: cOmmunicating at EY

Listening, Learning, and Leveraging the Power of Diversity With 167,000 employees spread across 140 countries, the member firms of the global professional services organization EY have deep experience with the rewards and challenges of inter- cultural communication. With business operations in virtually ev- ery corner of the world, the organization’s ability to communicate across cultures is vital to its success.

1 Discuss the opportunities and challenges of intercultural communication.

2 Define culture, explain how culture is learned, and define ethnocentrism and stereotyping.

3 Explain the importance of recognizing cultural variations, and list eight categories of cultural differences.

4 List four general guidelines for adapting to any business culture.

5 Identify seven steps you can take to improve your inter- cultural communication skills.

communication challenges in a Diverse, global marketplace3

Working with colleagues and customers from diverse backgrounds and life experiences can present new communication challenges.

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Chapter 3 communication challenges in a Diverse, global marketplace 117

Understanding the Opportunities and Challenges of Communication in a Diverse World EY (profiled in the chapter-opening On the Job) illustrates the opportunities and the chal- lenges for business professionals who know how to communicate with diverse audiences. Although the concept is often framed in terms of ethnic background, a broader and more useful definition of diversity includes “all the characteristics and experiences that define each of us as individuals.”2 As one example, the pharmaceutical company Merck identi- fies 19 separate dimensions of diversity, including race, age, military experience, parental status, marital status, and thinking style.3 As you’ll learn in this chapter, these characteris- tics and experiences can have a profound effect on the way businesspeople communicate.

Intercultural communication is the process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs differently. Every attempt to send and receive messages is influenced by culture, so to communicate successfully, you need a basic grasp of the cultural differ- ences you may encounter and how you should handle them. Your efforts to recognize and bridge cultural differences will open up business opportunities throughout the world and maximize the contributions of all the employees in a diverse workforce.

the OppOrtunities in a GlObal MarketplaCe

Chances are good that you’ll be working across international borders sometime in your career. Thanks to communication and transportation technologies, natural boundaries and national borders are no longer the impassable barriers they once were. Local markets

1 LEarning ObjECtivEDiscuss the opportunities and challenges of intercultural communication.

Diversity includes all the characteristics that define people as individuals.

MObiLE app

The Diversity Now app serves up the latest news and insights in the field of diversity.

You will communicate with people from other cultures throughout your career.

As you’ll read in this chapter, cultural background influences almost every aspect of communication, and cultural differences are among the most common barriers to successful communica- tion. However, those differences can also enrich communication, decision making, and other aspects of business by bringing a broader range of perspectives and experiences to the table. Guiding the communication process in ways that minimize the barriers and maximize the benefits is one of the most important tasks for every business manager.

The keys are recognizing and appreciating the diversity of today’s workforces and making sure all those diverse voices have the opportunity to be heard. Karyn Twaronite, Americas Inclusive Officer, who oversees the EY organization’s diversity and inclusiveness strategies in North and South America, puts it this way: “Diversity and inclusiveness are not an appendage to our business strategy—both are central to the success of our people and our markets. All of our people bring diverse talents we can leverage, so we expect, reinforce, and reward inclusive leadership. Differences matter in our business and make us better.”

EY has taken numerous steps to make its member firm leaders understand their diverse workforces and incorporate EY viewpoints into strategic planning and day-to-day business operations. Soon after she moved into her current role, for ex- ample, Twaronite went on a “listening tour” of EY member firm offices in nearly 20 cities, from São Paulo to Mexico City, to hear what made the EY employees feel included or excluded, how

their team leaders factored into their feelings, and if they felt they could bring their “whole selves” to work.

In addition to giving employees a voice, Ernst & Young LLP, the U.S. unit of the global EY organization, also encourages collabora- tion and support through a variety of professional networks through- out the company. These include networks for women; working par- ents; veterans; people with differing abilities; lesbian, gay, bisexual, and transgender (LGBT) professionals; and members of specific ethnic groups. In addition to offering employees a sense of belong- ing, the networks aid in mentoring, recruiting, and fostering positive relationships with various external stakeholder groups, as well as helping the U.S. firm’s people connect with their colleagues, clients, and communities. And in the spirit of inclusiveness, these networks are open to any employee or manager with an interest in the needs and perspectives of a particular employee community.

EY’s proactive approach to diversity and inclusiveness pays off in multiple ways, from bottom-line profits to high levels of em- ployee satisfaction and engagement. For example, Ernst & Young LLP was among Fortune magazine’s “100 Best Companies to Work For” for the 15th consecutive year in 2013, and DiversityInc ranked the firm fourth on the “2013 DiversityInc Top 50 Companies for Diversity” list, marking the fifth consecutive year the firm appeared in the top 10. DiversityInc also frequently spot- lights Ernst & Young LLP as one of the best places to work for women, people with disabilities, and LGBT employees.1

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118 part 1 understanding the Foundations of business communication

are opening to worldwide competition as businesses of all sizes look for new growth op- portunities outside their own countries. Thousands of U.S. businesses depend on exports for significant portions of their revenues. Every year, these companies export hundreds of billions of dollars worth of materials and merchandise, along with billions more in personal and professional services. If you work in one of these companies, you may well be called on to visit or at least communicate with a wide variety of people who speak lan- guages other than English and who live in cultures quite different from what you’re used to. Of the top 10 export markets for U.S. products, only Canada and Great Britain have English as an official language; Canada also has French as an official language.4

Not surprisingly, effective communication is important to cross-cultural and global business. In a recent survey, nearly 90 percent of executives said their companies’ profits, revenue, and market share would all improve with better international communication skills. In addition, half of these executives said communication or collaboration break- downs had affected major international business efforts in their companies.5 The good news here is that improving your cultural communication skills could make you a more valuable job candidate at every stage of your career.

the advantaGes Of a diverse WOrkfOrCe

Even if you never visit another country or transact business on a global scale, you will in- teract with colleagues from a variety of cultures, with a wide range of characteristics and life experiences. Over the past few decades, many innovative companies have changed the way they approach diversity, from seeing it as a legal requirement (providing equal opportunities for all) to seeing it as a strategic opportunity to connect with customers and take advantage of the broadest possible pool of talent.6 Smart business leaders recog- nize the competitive advantages of a diverse workforce that offers a broader spectrum of viewpoints and ideas, helps businesses understand and identify with diverse markets, and enables companies to benefit from a wider range of employee talents. “It just makes good business sense,” says Gord Nixon, CEO of Royal Bank of Canada.7

Diversity is simply a fact of life for all companies. The United States has been a na- tion of immigrants from the beginning, and that trend continues today. The western and northern Europeans who made up the bulk of immigrants during the nation’s early years now share space with people from across Asia, Africa, Eastern Europe, and other parts of the world. Across the United States, the term minority, as it is traditionally applied to non- white residents, makes less and less sense every year. Caucasian Americans make up less

than half the population in a growing number of cities and counties and in two or three decades will make up less than half of the overall U.S. population.8

However, you and your colleagues don’t need to be recent immigrants to constitute a diverse workforce. Differences in everything from age and gender to religion and ethnic heritage to geography and military experience enrich the workplace. Immigration and workforce diversity create advantages—and challenges—for business commu- nicators throughout the world.

the ChallenGes Of interCultural COMMuniCatiOn

Today’s increasingly diverse workforce encompasses a wide range of skills, traditions, backgrounds, experiences, outlooks, and attitudes toward work—all of which can affect communication in the workplace. Supervisors face the challenge of connecting with these diverse employees, motivating them, and fostering cooperation and harmony among them. Teams face the challenge of working together closely, and companies are challenged to coexist peacefully with business partners and with the community as a whole.

The interaction of culture and communication is so pervasive that separating the two is virtually impossible. The way you communicate is deeply influenced by the cul- ture in which you were raised. The meaning of words, the significance of gestures, the

The diversity of today’s workforce brings distinct advantages to businesses: • A broader range of views and

ideas • A better understanding of

diverse, fragmented markets • A broader pool of talent from

which to recruit

A company’s cultural diversity affects how its business messages are conceived, composed, delivered, received, and interpreted.

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Chapter 3 communication challenges in a Diverse, global marketplace 119

importance of time and space, the rules of human relationships—these and many other aspects of communication are defined by culture. To a large degree, your culture influ- ences the way you think, which naturally affects the way you communicate as both a sender and a receiver.9 Intercultural communication is much more complicated than sim- ply matching language between sender and receiver; it goes beyond mere words to beliefs, values, and emotions.

Elements of human diversity can affect communication at every stage of the commu- nication process, from the ideas a person deems important enough to share to the habits and expectations of giving feedback. In particular, your instinct is to encode your message using the assumptions of your culture. However, members of your audience decode your message according to the assumptions of their culture. The greater the difference between cultures, the greater the chance for misunderstanding.10

Throughout this chapter, you’ll see examples of how communication styles and habits vary from one culture to another. These examples are intended to illustrate the ma- jor themes of intercultural communication, not to give an exhaustive list of styles and habits of any particular culture. With an understanding of these major themes, you’ll be prepared to explore the specifics of any culture.

Developing Cultural Competency Cultural competency includes an appreciation for cultural differences that affect com- munication and the ability to adjust one’s communication style to ensure that efforts to send and receive messages across cultural boundaries are successful. In other words, it requires a combination of attitude, knowledge, and skills.11

The good news is that you’re already an expert in culture, at least in the culture in which you grew up. You understand how your society works, how people are expected to communicate, what common gestures and facial expressions mean, and so on. The bad news is that because you’re such an expert in your own culture, your communication is largely automatic; that is, you rarely stop to think about the communication rules you’re following. An important step toward successful intercultural communication is becoming more aware of these rules and of the way they influence your communication.

understandinG the COnCept Of Culture

Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior. Your cultural background influences the way you prioritize what is impor- tant in life, helps define your attitude toward what is appropriate in a situation, and estab- lishes rules of behavior.12

Actually, you belong to several cultures. In addition to the culture you share with all the people who live in your own country, you belong to other cultural groups, including an eth- nic group, possibly a religious group, and perhaps a profession that has its own special lan- guage and customs. With its large population and long history of immigration, the United States is home to a vast array of cultures. As one indication of this diversity, the inhabitants of this country now speak more than 170 languages (see Figure 3.1 on the following page).13 In contrast, Japan is much more homogeneous, having only a few distinct cultural groups.14

Members of a given culture tend to have similar assumptions about how people should think, behave, and communicate, and they all tend to act on those assumptions in much the same way. Cultures can vary in their rate of change, degree of complexity, and tolerance toward outsiders. These differences affect the level of trust and openness you can achieve when communicating with people of other cultures.

People learn culture directly and indirectly from other members of their group. As you grow up in a culture, you are taught by the group’s members who you are and how best to function in that culture. Sometimes you are explicitly told which behaviors are acceptable;

Culture influences everything about communication, including • Language • Nonverbal signals • Word meaning • Time and space issues • Rules of human relationships

2 LEarning ObjECtivEDefine culture, explain how culture is learned, and define ethnocentrism and stereotyping.

Cultural competency requires a combination of attitude, knowledge, and skills.

Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and behavior norms.

You belong to several cultures, each of which affects the way you communicate.

You learn culture both directly (by being instructed) and indirectly (by observing others).

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120 part 1 understanding the Foundations of business communication

at other times you learn by observing which values work best in a particular group. In these ways, culture is passed on from person to person and from generation to generation.15

In addition to being automatic, culture tends to be coherent; that is, a culture appears to be fairly logical and consistent when viewed from the inside. Certain norms within a cul- ture may not make sense to someone outside the culture, but they probably make sense to those inside. Such coherence generally helps a culture function more smoothly internally, but it can create disharmony between cultures that don’t view the world in the same way.

Finally, cultures tend to be complete; that is, they provide their members with most of the answers to life’s big questions. This idea of completeness dulls or even suppresses curiosity about life in other cultures. Not surprisingly, such completeness can complicate communication with other cultures.16

OverCOMinG ethnOCentrisM and stereOtypinG

Ethnocentrism is the tendency to judge other groups according to the standards, behaviors, and customs of one’s own group. Given the automatic influence of one’s own culture, when people compare their culture to others, they often conclude that their own is superior.17 An even more extreme reaction is xenophobia, a fear of strangers and foreigners. Clearly, businesspeople who take these views are not likely to communicate successfully across cultures.

Cultures tend to offer views of life that are both coherent (internally logical) and complete (able to answer all of life’s big questions).

Ethnocentrism is the tendency to judge all other groups according to the standards, behaviors, and customs of one’s own group.

1980

Rank in 1980

Spanish

Italian

Number of speakers

Change in rank between 1980 and 2010

Gain

Loss

10,000,000

1,000,000

100,000

5 to 8

2 to 4

–1 to 1

–2 to –4

–5 to –7

German

French

Polish

Chinese

Tagalog

Greek

Portuguese

Japanese

Yiddish

Korean

Vietnamese

Russian

Serbo-Croatian

Persian

Armenian

1990 2000 2010

Figure 3.1 Language Diversity in the United States Language is one of the distinguishing factors of population diversity. This chart shows the trend in relative ranking of languages other than English spoken in the United States since 1980. Source: “Top Languages Other than English Spoken in 1980 and Changes in Relative Rank, 1990-2010,” U.S. Census Bureau, accessed 17 March 2014, www.census.gov.

Chapter 3 communication challenges in a Diverse, global marketplace 121

Distorted views of other cultures or groups also result from stereotyping, assigning a wide range of generalized attributes to an individual on the basis of membership in a particular culture or social group. For instance, assuming that an older colleague will be out of touch with the youth market or that a younger colleague can’t be an inspiring leader would be stereotyping age groups.

Those who want to show respect for others and to communicate effectively in busi- ness need to adopt a more positive viewpoint, in the form of cultural pluralism—the practice of accepting multiple cultures on their own terms. When crossing cultural boundaries, you’ll be even more effective if you move beyond simple acceptance and adapt your communication style to that of the new cultures you encounter—even inte- grating aspects of those cultures into your own.18 A few simple habits can help:

●● Avoid assumptions. Don’t assume that others will act the same way you do, use language and symbols the same way you do, or even operate from the same values and beliefs. For instance, in a comparison of the 10 most important values in three cultures, people from the United States had no values in common with people from Japanese or Arab cultures.19

●● Avoid judgments. When people act differently, don’t conclude that they are in error or that their way is invalid or inferior.

●● Acknowledge distinctions. Don’t ignore the differences between another person’s culture and your own.

Unfortunately, overcoming ethnocentrism and stereotyping is not a simple task, even for people who are highly motivated to do so. Moreover, research suggests that people of- ten have beliefs and biases that they’re not even aware of—and that may even conflict with the beliefs they think they have.20

recognizing variations in a Diverse World You can begin to learn how people in other cultures want to be treated by recognizing and accommodating eight main types of cultural differences: contextual, legal and ethical, social, nonverbal, age, gender, religious, and ability.

COntextual differenCes

Every attempt at communication occurs within a cultural context, which is the pattern of physical cues, environmental stimuli, and implicit understanding that convey mean- ing between two members of the same culture. However, cultures around the world vary widely in the role that context plays in communication.

In a high-context culture, people rely less on verbal communication and more on the context of nonverbal actions and environmental setting to convey meaning. For in- stance, a Chinese speaker expects the receiver to discover the essence of a message and uses indirectness and metaphor to provide a web of meaning.21 The indirect style can be a source of confusion during discussions with people from low-context cultures, who are more accustomed to receiving direct answers. Also, in high-context cultures, the rules of everyday life are rarely explicit; instead, as individuals grow up, they learn how to recognize situational cues (such as gestures and tone of voice) and how to respond as expected.22 The primary role of communication in high-context cultures is building rela- tionships, not exchanging information.23

In a low-context culture such as the United States, people rely more on verbal com- munication and less on circumstances and cues to convey meaning. In such cultures, rules and expectations are usually spelled out through explicit statements such as “Please wait until I’m finished” or “You’re welcome to browse.”24 The primary task of communication in low-context cultures is exchanging information.25

Contextual differences are apparent in the way businesspeople approach situations such as decision making, problem solving, negotiating, interacting among levels in the orga- nizational hierarchy, and socializing outside the workplace.26 For instance, in low-context

Stereotyping is assigning generalized attributes to an individual on the basis of membership in a particular group.

Cultural pluralism is the acceptance of multiple cultures on their own terms.

You can avoid ethnocentrism and stereotyping by avoiding assumptions and judgments and by accepting differences.

Cultural context is the pattern of physical cues, environmental stimuli, and implicit understanding that conveys meaning between members of the same culture.

High-context cultures rely heavily on nonverbal actions and environmental setting to convey meaning; low-context cultures rely more on explicit verbal communication.

3 LEarning ObjECtivEExplain the importance of recognizing cultural variations, and list eight categories of cultural differences.

122 part 1 understanding the Foundations of business communication

cultures, businesspeople tend to focus on the results of the decisions they face, a reflection of the cultural emphasis on logic and progress (for example, “Will this be good for our company? For my career?”). In comparison, higher-context cultures emphasize the means or the method by which a decision will be made. Building or protecting relationships can

be as important as the facts and information used in mak- ing the decisions.27 Consequently, negotiators working on business deals in such cultures may spend most of their time together building relationships rather than hammering out contractual details.

The distinctions between high and low context are gen- eralizations, of course, but they are important to keep in mind as guidelines. Communication tactics that work well in a high-context culture may backfire in a low-context cul- ture, and vice versa.

leGal and ethiCal differenCes

Cultural context influences legal and ethical behavior, which in turn can affect communi- cation. For example, the meaning of business contracts can vary from culture to culture. Whereas a manager from a U.S. company would tend to view a signed contract as the end of the negotiating process, with all the details resolved, his or her counterpart in many Asian cultures might view the signed contract as an agreement to do business—and only then begin to negotiate the details of the deal.28

As you conduct business around the world, you’ll find that both legal systems and ethical standards differ from culture to culture. Making ethical choices across cultures can seem complicated, but you can keep your messages ethical by applying four basic principles:29

●● Actively seek mutual ground. To allow the clearest possible exchange of informa- tion, both parties must be flexible and avoid insisting that an interaction take place strictly in terms of one culture or another.

●● Send and receive messages without judgment. To allow information to flow freely, both parties must recognize that values vary from culture to culture, and they must trust each other.

●● Send messages that are honest. To ensure that information is true, both parties must see things as they are—not as they would like them to be. Both parties must be fully aware of their personal and cultural biases.

●● Show respect for cultural differences. To protect the basic human rights of both parties, each must understand and acknowledge the other’s needs and preserve each other’s dignity by communicating without deception.

sOCial differenCes

The nature of social behavior varies among cultures, sometimes dramatically. Some be- havioral rules are formal and specifically articulated (table manners are a good example), whereas others are informal and learned over time (such as the comfortable distance to stand from a colleague during a discussion). The combination of formal and informal rules influences the overall behavior of most people in a society most of the time. In addi- tion to the factors already discussed, social norms can vary from culture to culture in the following areas:

●● Attitudes toward work and success. In the United States, for instance, a wide- spread view is that material comfort earned by individual effort is a sign of superiority and that people who work hard are better than those who don’t.

●● Roles and status. Culture influences the roles people play, including who commu- nicates with whom, what they communicate, and in what way. For example, in some

Honesty and respect are cornerstones of ethical communication, regardless of culture.

Formal rules of etiquette are explicit and well defined, but informal rules are learned through observation and imitation.

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Chapter 3 communication challenges in a Diverse, global marketplace 123

countries women still don’t play a prominent role in business, so women executives who visit these countries may find they’re not taken seriously as businesspeople.30 Culture also dictates how people show respect and signify rank. For example, people in the United States show respect by addressing top managers as “Mr. Roberts” or “Ms. Gutierrez.” However, people in China are addressed according to their official titles, such as “President” or “Manager.”31

●● Use of manners. What is polite in one culture may be considered rude in another. For instance, asking a colleague “How was your weekend?” is a common way of mak- ing small talk in the United States, but the question sounds intrusive to people in cul- tures in which business and private lives are seen as separate spheres.

●● Concepts of time. People in low-context cultures see time as a way to plan the busi- ness day efficiently, often focusing on only one task during each scheduled period and viewing time as a limited resource. However, executives from high-context cultures often see time as more flexible. Meeting a deadline is less important than building a business relationship.32

●● Future orientation. Successful companies tend to have a strong future orientation, planning for and investing in the future, but national cultures around the world vary widely in this viewpoint. Some societies encourage a long-term outlook that empha- sizes planning and investing—making sacrifices in the short term for the promise of better outcomes in the future. Others are oriented more toward the present, even to the point of viewing the future as hopelessly remote and not worth planning for.33

●● Openness and inclusiveness. At the national level as well as within smaller groups, cultures vary on how open they are to accepting people from other cultures and people who don’t necessarily fit the prevailing norms within the culture. An unwill- ingness to accommodate others can range from outright exclusion to subtle pressures to conform to majority expectations.

●● Use of communication technologies. Don’t assume that colleagues and customers around the world use the same communication tools you use. For example, although mobile phone usage is high in most countries around the world, the percentage of users with smartphones and the broadband service required for communication services such as video varies widely.34

nOnverbal differenCes

As discussed in Chapter 2, nonverbal communication can be a helpful guide to determin- ing the meaning of a message—but this situation holds true only if the sender and receiver assign the same meaning to nonverbal signals. For instance, the simplest hand gestures have different meanings in different cultures. A gesture that communicates good luck in Brazil is the equivalent of giving someone “the finger” in Colombia.35 Don’t assume that the gestures you grew up with will translate to another culture; doing so could lead to em- barrassing mistakes.

When you have the opportunity to interact with people in another culture, the best advice is to study the culture in advance and then observe the way people behave in the following areas:

●● Greetings. Do people shake hands, bow, or kiss lightly (on one side of the face or both)? Do people shake hands only when first introduced or every time they say hello or goodbye?

●● Personal space. When people are conversing, do they stand closer together or farther away than you are accustomed to?

●● Touching. Do people touch each other on the arm to emphasize a point or slap each other on the back to show congratulations? Or do they refrain from touch- ing altogether?

The rules of polite behavior vary from country to country.

Attitudes toward time, such as strict adherence to meeting schedules, can vary throughout the world.

Cultures around the world exhibit varying degrees of openness toward both outsiders and people whose personal identities don’t align with prevailing social norms.

The meaning of nonverbal signals can vary widely from culture to culture, so you can’t rely on assumptions.

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Seven common hand gestures that will stir up trouble in other cultures

Respect and rank are reflected differently from culture to culture in the way people are addressed and in their working environment.

124 part 1 understanding the Foundations of business communication

●● Facial expressions. Do people shake their heads to indicate “no” and nod them to indicate “yes”? This is what people are accustomed to in the United States, but it is not universal.

●● Eye contact. Do people make frequent eye contact or avoid it? Frequent eye contact is often taken as a sign of honesty and openness in the United States, but in other cultures it can be a sign of aggressiveness or disrespect.

●● Posture. Do people slouch and relax in the office and in public, or do they sit up and stand up straight?

●● Formality. In general, does the culture seem more or less formal than yours?

Following the lead of people who grew up in the culture is not only a great way to learn but a good way to show respect as well.

aGe differenCes

In U.S. culture, youth is often associated with strength, energy, possibilities, and freedom, and age is sometimes associated with declining powers and the inability to keep pace. However, older workers can offer broader experience, the benefits of important business relationships nurtured over many years, and high degrees of “practical intelligence”—the ability to solve complex, poorly defined problems.36

In contrast, in cultures that value age and seniority, longevity earns respect and in- creasing power and freedom. For instance, in many Asian societies, the oldest employees hold the most powerful jobs, the most impressive titles, and the greatest degrees of free- dom and decision-making authority. If a younger employee disagrees with one of these se- nior executives, the discussion is never conducted in public. The notion of “saving face”— avoiding public embarrassment—is too strong. Instead, if a senior person seems to be in error about something, other employees will find a quiet, private way to communicate whatever information they feel is necessary.37

The multiple generations within a culture present another dimension of diversity. Today’s workplaces can have three or even four generations working side by side. Each has been shaped by dramatically different world events, social trends, and technologi- cal advances, so it is not surprising that they often have different values, expectations, and communication habits. For instance, Generation Y workers (see “Us Versus Them: Generational Conflict in the Workplace”) have a strong preference for communicating via short electronic messages, but Baby Boomers and Generation Xers sometimes find these brief messages abrupt and impersonal.38

Gender differenCes

Gender influences workplace communication in several important ways. First, the per- ception of men and women in business varies from culture to culture, and gender bias can range from overt discrimination to subtle and even unconscious beliefs.

Second, although the ratio of men and women in entry-level professional positions is roughly equal, the percentage of management roles held by men increases steadily the further one looks up the corporate ladder. This imbalance can significantly affect commu- nication in such areas as mentoring, which is a vital development opportunity for lower and middle managers who want to move into senior positions. In one recent survey, for example, some men in executive positions expressed reluctance to mentor women, partly because they find it easier to bond with other men and partly out of concerns over devel- oping relationships that might look inappropriate.39

Third, evidence suggests that men and women tend to have somewhat different communication styles. Broadly speaking, men emphasize content and outcomes in their communication efforts, whereas women place a higher premium on relationship mainte- nance.40 As one example, men are more likely than women to try to negotiate a pay raise. Moreover, according to research by Linda Babcock of Carnegie Mellon University, both men and women tend to accept this disparity, viewing assertiveness as a positive quality in men but a negative quality in women. Changing these perceptions could go a long way toward improving communication and equity in the workplace.41

A culture’s views on youth and aging affect how people communicate with one another.

Broadly speaking, men tend to emphasize content in their messages, whereas women tend to emphasize relationship maintenance.

Chapter 3 communication challenges in a Diverse, global marketplace 125

reliGiOus differenCes

As one of the most personal and influential aspects of life, religion brings potential for controversy and conflict in the workplace setting—as evidenced by a significant rise in the number of religious discrimination lawsuits in recent years.42 Many employees be- lieve they should be able to follow and express the tenets of their faith in the workplace. However, companies may need to accommodate employee behaviors that can conflict with each other and with the demands of operating the business. The situation is compli- cated, with no simple answers that apply to every situation. As more companies work to establish inclusive workplaces, you can expect to see this issue being discussed more often in the coming years.

U.S. law requires employers to accommodate employees’ religious beliefs to a reasonable degree.

COMMuniCatinG aCrOss Cultures

The way people view the world as adults is profoundly shaped by the social and technological trends they experienced while growing up, so it’s no surprise that each generation entering the workforce has a different perspective than the generations already at work. Throw in the human tendencies to resist change and to assume that whatever way one is doing some- thing must be the best way to do it, and you have a recipe for conflict. Moreover, generations in a workplace sometimes feel themselves competing for jobs, resources, influence, and con- trol. The result can be tension, mistrust, and communication breakdowns.

Lumping people into generations is an imprecise science at best, but it helps to know the labels commonly applied to various age groups and to have some idea of their broad char- acteristics. These labels are not official, and there is no general agreement on when some generations start and end, but you will see and hear references to the following groups (approxi- mate years of birth shown in parentheses):

●● The Radio Generation (1925 to 1945). People in this group are beyond what was once considered the tradi- tional retirement age of 65, but some want or need to continue working.

●● Baby Boomers (1946 to 1964). This large segment of the workforce, which now occupies many mid- and upper-level managerial positions, got its name from the population boom in the years following World War II. The older members of this generation are now reaching retirement age, but many will continue to work beyond age 65—meaning that younger workers waiting for some of these management spots to open up might have to wait a while longer.

●● Generation X (1965 to 1980). This relatively smaller “MTV generation” is responsible for many of the innova- tions that have shaped communication habits today but sometimes feels caught between the large mass of baby boomers ahead of them and the younger Generation Y employees entering the workforce. When Generation X does finally get the chance to take over starting in 2015 or 2020, it will be managing in a vastly different business

landscape, one in which virtual organizations and net- works of independent contractors replace much of the hierarchy inherited from the baby boomers.

●● Generation Y (1981 to 1995). Also known as millenni- als, this youngest generation currently in the workforce is noted for its entrepreneurial instincts and technological savvy. This generation’s comfort level with social me- dia and other communication technologies is helping to change business communication practices but is also a source of concern for managers worried about informa- tion leaks and employee productivity.

●● Generation Z (after 1996). If you’re a member of Generation Y, those footsteps you hear behind you are coming from Generation Z, also known as Generation I (for Internet) or the Net Generation. The first full genera- tion to be born after the World Wide Web was invented will be entering the workforce soon.

These brief summaries can hardly do justice to entire genera- tions of workers, but they give you some idea of the different generational perspectives and the potential for communica- tion problems. As with all cultural conflicts, successful com- munication starts with recognizing and understanding these differences.

CarEEr appLiCatiOnS 1. How would you resolve a conflict between a Baby Boomer

manager who worries about the privacy and productivity aspects of social networking and a Generation Y em- ployee who wants to use these tools on the job?

2. Consider the range of labels from the Radio Generation to the Net Generation. What does this tell you about the possible influence of technology on business communi- cation habits?

Sources: Anne Fisher, “When Gen X Runs the Show,” Time, 14 May 2009, www .time.com; Deloitte, “Generation Y: Powerhouse of the Global Economy,” re- search report, 2009, www.deloitte.com; “Generation Y,” Nightly Business Report website, 30 June 2010, www.pbs.org; Sherry Posnick-Goodwin, “Meet Generation Z,” California Educator, February 2010, www.cta.org; Ernie Stark, “Lost in a Time Warp,” People & Strategy 32 no. 4 (2009): 58–64.

us versus them: generational conflict in the Workplace

http://www.deloitte.com

http://www.pbs.org

http://www.cta.org

126 part 1 understanding the Foundations of business communication

ability differenCes

Colleagues and customers with disabilities that affect communication represent an important aspect of the diversity picture. People whose hearing, vision, cognitive abil- ity, or physical ability to operate electronic devices is impaired can be at a significant disadvantage in today’s workplace. As with other elements of diversity, success starts with respect for individuals and sensitivity to differences.

Employers can also invest in a variety of assistive technologies that help people with disabilities perform activities that might otherwise be difficult or impossible. These tech- nologies include devices and systems that help workers communicate orally and visually, interact with computers and other equipment, and enjoy greater mobility in the work- place. For example, designers can emphasize web accessibility, taking steps to make websites more accessible to people whose vision is limited. Assistive technologies create a vital link for thousands of employees with disabilities, giving them opportunities to pursue a greater range of career paths and giving employers access to a broader base of talent.43

adapting to Other business Cultures Whether you’re trying to work productively with members of another generation in your own office or with a business partner on the other side of the world, adapting your ap- proach is essential to successful communication. This section offers general advice on adapting to any business culture and specific advice for professionals from other cultures on adapting to U.S. business culture.

Guidelines fOr adaptinG tO any business Culture

You’ll find a variety of specific tips in “Improving Intercultural Communication Skills,” on page 127, but here are four general guidelines that can help all business communicators improve their cultural competency:

●● Become aware of your own biases. Successful intercultural communication re- quires more than just an understanding of the other party’s culture; you need to understand your own culture and the way it shapes your communication habits.44 For instance, knowing that you value independence and individual accomplishment will help you communicate more successfully in a culture that values consensus and group harmony.

●● Be careful about applying the “Golden Rule.” You probably heard this growing up: “Treat people the way you want to be treated.” The problem with the Golden Rule is that other people don’t always want to be treated the same way you want to be treated, particularly across cultural boundaries. The best approach: Treat people the way they want to be treated.

●● Exercise tolerance, flexibility, and respect. As IBM’s Ron Glover puts it, “To the greatest extent possible, we try to manage our people and our practices in ways that are respectful of the core principles of any given country or organization or culture.”45

●● Practice patience and maintain a sense of humor. Even the most committed and attuned business professionals can make mistakes in inter- cultural communication, so it is vital for all parties to be patient with one another. As business becomes ever more global, even people in the most tradition-bound cultures are learning to deal with outsiders more patiently and overlook occasional cultural blunders.46 A sense of humor is a help- ful asset as well, allowing people to move past awkward and embarrassing moments. When you make a mistake, simply apologize and, if appropriate, ask the other person to ex- plain the accepted way; then move on.

Assistive technologies help employers create more inclusive workplaces and benefit from the contribution of people with physical or cognitive impairments.

4 LEarning ObjECtivEList four general guidelines for adapting to any business culture.

An important step in understanding and adapting to other cultures is to recognize the influences that your own culture has on your communication habits.

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Chapter 3 communication challenges in a Diverse, global marketplace 127

Guidelines fOr adaptinG tO u.s. business Culture

If you are a recent immigrant to the United States or grew up in a culture outside the U.S. mainstream, you can apply all the concepts and skills in this chapter to help adapt to U.S. business culture. Here are some key points to remember as you become accustomed to business communication in this country:47

●● Individualism, In contrast to cultures that value group harmony and group suc- cess, U.S. culture generally expects individuals to succeed by their own efforts, and it rewards individual success. Even though teamwork is emphasized in many com- panies, competition between individuals is expected and even encouraged in many cases.

●● Equality. Although the country’s historical record on equality has not always been positive and some inequalities still exist, equality is considered a core American value. This principle applies to race, gender, social background, and even age. To a greater degree than people in many other cultures, Americans believe that every person should be given the opportunity to pursue whatever dreams and goals he or she has in life.

●● Privacy and personal space. Although this appears to be changing somewhat with the popularity of social networking and other personal media, people in the United States are accustomed to a fair amount of privacy. That also applies to their “personal space” at work. For example, they expect you to knock before entering a closed of- fice and to avoid asking questions about personal beliefs or activities until they get to know you well.

●● Time and schedules. U.S. businesses value punctuality and the efficient use of time. For instance, meetings are expected to start and end at designated times.

●● Religion. The United States does not have an official state religion. Many religions are practiced throughout the country, and people are expected to respect each other’s beliefs.

●● Communication style. Communication tends to be direct and focused more on content and transactions than on relationships or group harmony.

As with all observations about culture, these are generalizations, of course. Any nation of more than 300 million people will exhibit a wide variety of behaviors. However, follow- ing these guidelines will help you succeed in most business communication situations.

improving intercultural Communication Skills Communicating successfully between cultures requires a variety of skills (see Figure 3.2 on the next page). You can improve your intercultural skills throughout your career by studying other cultures and languages, respecting preferences for communication styles, learning to write and speak clearly, listening carefully, knowing when to use interpreters and translators, and helping others adapt to your culture.

studyinG Other Cultures

Effectively adapting your communication efforts to another culture requires not only knowledge about the culture but also the ability and motivation to change your personal hab- its as needed.48 Fortunately, you don’t need to learn about the whole world all at once. Many companies appoint specialists for countries or regions, giving employees a chance to focus on just one culture at a time. And if your employer conducts business internationally, it may offer training and support for employees who need to more about specific cultures.

The values espoused by American culture include individualism, equality, and privacy.

5 LEarning ObjECtivEIdentify seven steps you can take to improve your intercultural communication skills.

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128 part 1 understanding the Foundations of business communication

Even a small amount of research and practice will help you get through many busi- ness situations. In addition, most people respond positively to honest effort and good intentions, and many business associates will help you along if you show an interest in learning more about their cultures. Don’t be afraid to ask questions. People will respect your concern and curiosity. You will gradually accumulate considerable knowl- edge, which will help you feel comfortable and be effective in a wide range of business situations.

Numerous websites and books offer advice on traveling to and working in specific cultures. Also try to sample newspapers, magazines, and even the music and movies of another country. For instance, a movie can demonstrate nonverbal customs even if you don’t grasp the language. (However, be careful not to rely solely on entertainment prod- ucts. If people in other countries based their opinions of U.S. culture only on the silly teen flicks and violent action movies that the United States exports around the globe, what sort of impression do you imagine they’d get?) For some of the key issues to research before doing business in another country, refer to Table 3.1.

studyinG Other lanGuaGes

As commerce continues to become more globalized and many countries become more linguistically diverse, the demand for multilingual communicators continues to grow as

Successful intercultural communication can require the modification of personal communication habits.

Recognize cultural variations.

Overcome ethnocentrism.

Effective Communication Across Cultures

Enhance sensitivity to culture and diversity.

Improve intercultural communication skills.

Use interpreters, translators, and

translation software.

Help others adapt to your

culture.

Respect style preferences. Listen carefully.

Study other cultures and languages.

Write and speak clearly.

Figure 3.2 Components of Successful Intercultural Communication Communicating in a diverse business environment is not always an easy task, but you can continue to improve your sensitivity and build your skills as you progress in your career.

Chapter 3 communication challenges in a Diverse, global marketplace 129

well. The ability to communicate in more than one language can make you a more com- petitive job candidate and open up a wider variety of career opportunities.

Even if your colleagues or customers in another country speak your language, it’s worth the time and energy to learn common phrases in theirs. Doing so not only helps you get through everyday business and social situations but also demonstrates your com- mitment to the business relationship. After all, the other person probably spent years learning your language.

Mobile devices can be a huge help in learning another language and in communicat- ing with someone in another language. A wide variety of apps and websites are available that help with essentials words and phrases, grammar, pronunciation, text translation, and even real-time audio translation (see Figure 3.3 on the next page).

Finally, don’t assume that people from two countries who speak the same language speak it the same way. The French spoken in Quebec and other parts of Canada is often noticeably different from the French spoken in France. Similarly, it’s often said that the United States and the United Kingdom are two countries divided by a common language. For instance, period (punctuation), elevator, and gasoline in the United States are full stop, lift, and petrol in the United Kingdom.

Making an effort to learn about another person’s culture is a sign of respect.

MObiLE app

iTranslate translates more than 80 languages and features voice input and output.

English is the most prevalent language in international business, but don’t assume that everyone understands it or speaks it the same way.

tabLe 3.1 doing business in Other Cultures

action Details to Consider

Understand social customs • How do people react to strangers? Are they friendly? Hostile? Reserved? • How do people greet each other? Should you bow? Nod? Shake hands? • How do you express appreciation for an invitation to lunch, dinner, or someone’s home? Should you bring a gift?

Send flowers? Write a thank-you note? • Are any phrases, facial expressions, or hand gestures considered rude? • How do you attract the attention of a waiter? Do you tip the waiter? • When is it rude to refuse an invitation? How do you refuse politely? • What topics may or may not be discussed in a social setting? In a business setting? • How do social customs dictate interaction between men and women? Between younger people and older people?

Learn about clothing and food preferences

• What occasions require special attire? • What colors are associated with mourning? Love? Joy? • Are some types of clothing considered taboo for one gender or the other? • How many times a day do people eat? • How are hands or utensils used when eating? • Where is the seat of honor at a table?

Assess political patterns • How stable is the political situation? • Does the political situation affect businesses in and out of the country? • Is it appropriate to talk politics in social or business situations?

Understand religious and social beliefs

• To which religious groups do people belong? • Which places, objects, actions, and events are sacred? • Do religious beliefs affect communication between men and women or between any other groups? • Is there a tolerance for minority religions? • How do religious holidays affect business and government activities? • Does religion require or prohibit eating specific foods? At specific times?

Learn about economic and business institutions

• Is the society homogeneous or heterogeneous? • What languages are spoken? • What are the primary resources and principal products? • Are businesses generally large? Family controlled? Government controlled? • What are the generally accepted working hours? • How do people view scheduled appointments? • Are people expected to socialize before conducting business?

Appraise the nature of ethics, values, and laws

• Is money or a gift expected in exchange for arranging business transactions? • Do people value competitiveness or cooperation? • What are the attitudes toward work? Toward money? • Is politeness more important than factual honesty?

130 part 1 understanding the Foundations of business communication

respeCtinG preferenCes fOr COMMuniCatiOn style

Communication style—including the level of directness, the degree of formality, media preferences, and other factors—varies widely from culture to culture (see Figures 3.4a through 3.4d). Knowing what your communication partners expect can help you adapt to their particular style. Once again, watching and learning are the best ways to im- prove your skills. However, you can infer some generalities by learning more about the culture. For instance, U.S. workers typically prefer an open and direct communication style; they find other styles frustrating or suspect. Directness is also valued in Sweden as a sign of efficiency, but heated debates and confrontations are unusual. Italian, German, and French executives usually don’t put colleagues at ease with praise before they criticize; doing so seems manipulative to them. Meanwhile, professionals from high-context cultures, such as Japan or China, tend to be less direct.49 Finally, in general, business correspondence in other countries is often more formal than the style used by U.S. businesspeople.

Figure 3.3 Mobile Language Tools Translation apps are handy tools for working in multilingual business settings. Even if you don’t speak a word of a particular language, you can get fast translations of essential phrases.

iT ra

ns la

te ap

p. co

Chapter 3 communication challenges in a Diverse, global marketplace 131

WritinG Clearly

Writing clearly is always important, of course, but it is essential when you are writing to people whose first language is not English. Follow these recommendations to make sure your message can be understood:50

●● Choose words carefully. Use precise words that don’t have the potential to con- fuse with multiple meanings. For instance, the word right has several dozen different meanings and usages, so look for a synonym that conveys the specific meaning you intend, such as correct, appropriate, desirable, moral, authentic, or privilege.51

Clarity and simplicity are essential when writing to or speaking with people who don’t share your native language.

Figure 3.4a Intercultural Business Letter: Ineffective Original Draft This letter (from a Kentucky company that designs radio-controlled airplanes) exhibits a number of problems that would create difficulties for its intended reader (the manager of a contract manufacturing company in China). Follow the changes in Figures 3.4b, 3.4c, and 3.4d to see how the letter was adapted and then translated for its target audience.

132 part 1 understanding the Foundations of business communication

●● Be brief. Use simple sentences and short paragraphs, breaking information into smaller chunks that are easier for readers to process.

●● Use plenty of transitions. Help readers follow your train of thought by using tran- sitional words and phrases. For example, tie related points together with expressions such as in addition and f irst, second, and third.

●● Address international correspondence properly. Refer to Appendix A for more information.

●● Cite numbers and dates carefully. In the United States, 12-05-15 means December 5, 2015, but in many other countries, it means May 12, 2015. Dates in Japan and China are usually expressed with the year first, followed by the month and then the day; therefore, to write December 5, 2015, in Japan, write it as 2015-12-05. Similarly, in

Figure 3.4b Intercultural Business Letter: First Revision This version eliminates most of the problems with overly informal phrases and potentially offensive language. With these revisions, it would function well as a message between native speakers of English, but it still has some wording and formatting issues that could create difficulties for a Chinese reader. Compare with Figure 3.4c.

Chapter 3 communication challenges in a Diverse, global marketplace 133

the United States and Great Britain, 1.000 means one with three decimal places, but it means one thousand in many European countries.

●● Avoid slang, idiomatic phrases, and business jargon. Everyday speech and writ- ing are full of slang and idiomatic phrases—phrases that mean more than the sum of their literal parts. Examples from U.S. English include “Knocked one out of the park” and “More bang for the buck.” Your audience may have no idea what you’re talk- ing about when you use such phrases.

●● Avoid humor and references to popular culture. Jokes and references to popular entertainment usually rely on culture-specific information that might be completely unknown to your audience.

Humor does not “travel well” because it usually relies on intimate knowledge of a particular culture.

Figure 3.4c Intercultural Business Letter: Final Revision Here is the final English version, revised to ensure more successful translation into Chinese and to conform to standard practices in Chinese business communication (including removing the inside address).

134 part 1 understanding the Foundations of business communication

Although some of these differences may seem trivial, meeting the expectations of an in- ternational audience illustrates both knowledge of and respect for the other cultures (see Figure 3.5).

speakinG and listeninG Carefully

Languages vary considerably in the significance of tone, pitch, speed, and volume, which can create challenges for people trying to interpret the explicit meaning of words them- selves as well as the overall nuance of a message. The English word progress can be a noun or a verb, depending on which syllable you emphasize. In Chinese, the meaning of the word mà changes depending on the speaker’s tone; it can mean mother, pileup, horse, or scold. And routine Arabic speech can sound excited or angry to an English-speaking U.S. listener.52

Figure 3.4d Intercultural Business Letter: Translated Version Here is the translated version, formatted in accordance with Chinese business communication practice.

Chapter 3 communication challenges in a Diverse, global marketplace 135

The clear, direct headline leaves no question about the content of the message.

Simpler sentence structures are easier to translate and create fewer chances for misunderstanding.

Breaking the long paragraph into a brief introduction and three bullet points simplifies reading and makes it easy to find the key points.

Numerals are easier to read quickly than spelled-out quantities.

Standard English and plain language decrease the potential for confusion.

The headline tries to be clever regarding the three factors discussed in the post, but the message is not clear.

“Folded” is an example of an English word with multiple meanings; these multiple possibilities make translation more difficult and can lead to confusion. Complicated sentences are difficult to translate and force readers to follow multiple ideas at once.

The idiomatic phrase “hit one out of the park”might not make sense to readers who aren’t familiar with baseball.

Spelling out numbers instead of using numerals creates more work for readers.

Long paragraphs are visually intimidating and more difficult to process.

Nonstandard language (“ain’t”) and the idiomatic phrase “cut it” will confuse some readers.

Ineff ectiv

e Ineff

ectiv e

Effec tive

Figure 3.5 Writing for Multilingual Audiences In today’s global and diversified work environment, chances are that many of your messages will be read by people whose native language is not English. Follow the guidelines on pages 131–133 to help ensure successful communication. (Notice how following these guidelines makes the message easier for everybody to read, including native English speakers.)

136 part 1 understanding the Foundations of business communication

To ensure successful conversations between parties who speak different native languages or even regional variations of the same language, speakers and listeners alike need to make accommodations.53 Speakers should adjust the content of their messages and the style of their delivery to accommo- date the needs of their listeners and the circumstances of the conversation. For example, if you are speaking in person or over an electronic connection that includes a video compo- nent, you can use hand gestures and other nonverbal signals to clarify your spoken message. However, when you don’t

have a visual connection, you must take extra care to convey your meaning through words and vocal characteristics alone. Conversely, listeners need to be tolerant of accents, vocabu- lary choices, gestures, and other factors that might distract them from hearing the meaning of a speaker’s message.

When talking with people whose native language is different from yours, remember that the processing of even everyday conversations can be difficult. For instance, speakers from the United States sometimes string together multiple words into a single, mystifying pseudo-word, such as turning “Did you eat yet?” into “Jeetyet?” In spoken French, many word pairs are joined as a matter of rule, and the pronunciation can change depending on which words are next to one another. In these instances, non-native French speakers can have a hard time telling when one word ends and the next one begins.

To be more effective in intercultural conversations, remember these tips: (1) Speak slowly and clearly; (2) don’t rephrase until it’s obviously necessary (immediately rephras- ing something you’ve just said doubles the translation workload for the listener); (3) look for and ask for feedback to make sure your message is getting through; (4) don’t talk down to the other person by overenunciating words or oversimplifying sentences; and (5) at the end of the conversation, double-check to make sure you and the listener agree on what has been said and decided.

As a listener, you’ll need some practice to get a sense of vocal patterns. The key is simply to accept what you hear first, without jumping to conclusions about meaning or motivation. Let other people finish what they have to say. If you interrupt, you may miss something important. You’ll also show a lack of respect. If you do not understand a com- ment, ask the person to repeat it. Any momentary awkwardness you might feel in asking for extra help is less important than the risk of unsuccessful communication.

usinG interpreters, translatOrs, and translatiOn sOftWare

You may encounter business situations that require using an interpreter (for spoken commu- nication) or a translator (for written communication). Interpreters and translators can be ex- pensive, but skilled professionals provide invaluable assistance for communicating in other cultural contexts.54 Keeping up with current language usage in a given country or culture is also critical in order to avoid embarrassing blunders. Some companies use back-translation to ensure accuracy. Once a translator encodes a message into another language, a different translator retranslates the same message into the original language. This back-translation is then compared with the original message to discover any errors or discrepancies.

The time and cost required for professional translation has encouraged the devel- opment of computerized translation tools. Dedicated software tools, mobile apps, and online services such as WorldLingo offer various forms of automated translation. Major search engines let you request translated versions of the websites you find. Although none of these tools can translate as well as human translators, they are getting better all the time.

helpinG Others adapt tO yOur Culture

Everyone can contribute to successful intercultural communication. Whether a younger person is unaccustomed to the formalities of a large corporation or a colleague from an- other country is working on a team with you, look for opportunities to help people fit in

Speaking clearly and getting plenty of feedback are two of the keys to successful intercultural conversations.

To listen more effectively in intercultural situations, accept what you hear without judgment and let people finish what they have to say.

For important business communication, use a professional interpreter (for oral communication) or translator (for written communication).

Help others adapt to your culture; it will create a more productive workplace and teach you about their cultures as well.

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Chapter 3 communication challenges in a Diverse, global marketplace 137

and adapt their communication style. For example, if a non-native English speaker is mak- ing mistakes that could hurt his or her credibility, you can offer advice on the appropriate words and phrases to use. Most language learners truly appreciate this sort of assistance, as long as it is offered in a respectful manner. Moreover, chances are that while you’re helping, you’ll learn something about the other person’s culture and language, too.

You can also take steps to simplify the communication process. For instance, oral communication in a second language is usually more difficult than written forms of communication, so instead of asking a foreign colleague to provide information in a conference call, you could ask for a written response instead of or in addition to the live conversation.

For a brief summary of ideas to improve intercultural communication in the work- place, see “Checklist: Improving Intercultural Communication Skills.” For additional in- formation on communicating in a world of diversity, visit http://real-timeupdates.com/ ebc12 and click on Chapter 3.

●● Understand your own culture so that you can recognize its influences on your communication habits.

●● Study other cultures so that you can appreciate cultural variations.

●● Study the languages of people with whom you communicate, even if you can learn only a few basic words and phrases.

●● Help non-native speakers learn your language. ●● Respect cultural preferences for communication style. ●● Write clearly, using brief messages, simple language,

generous transitions, and appropriate international conventions.

●● Avoid slang, humor, and references to popular culture.

●● Speak clearly and slowly, giving listeners time to translate your words.

●● Ask for feedback to verify that communication was successful.

●● Listen carefully and ask speakers to repeat anything you don’t understand.

●● Use interpreters and translators for important messages.

CheCklist ✓ improving intercultural communication skills

Karyn Twaronite is responsible for workforce diversity and in- clusiveness across EY’s Americas region, but every manager throughout the company is expected to foster a climate of inclu- sion and support for employees of every cultural background. As a team leader in one of EY’s U.S. offices, you’re learning to exercise sound business judgment and use good listening skills to help resolve situations that arise within your diverse group of employees. How would you address these challenges?

1. Joo Mi Kang, a recent immigrant from South Korea, is a brilliant analyst who continues to impress with her knowledge of international taxation. Unfortunately, she usually doesn’t do a good job of explaining tax matters to your corporate clients. You suspect from seeing some of her emails that she has trouble writing in English. What should your first step be? a. Send her an email reminding her of the need to

communicate with clients; attach a copy of her job description.

b. Suggest that she find a tutor to help her develop her English skills.

On the jOb: sOLving cOmmunicatiOn DiLemmas at EY c. Visit her in her office and discuss the situation; ask if

she understands the importance of communicating with clients and whether she has encountered any difficulty in doing so.

d. Assign several other analysts the task of pitching in to take care of her communication chores.

2. Your employees are breaking into ethnically based cliques. Members of ethnic groups eat together, socialize together, and often chat in their native languages while they work. You appreciate how these groups give their members a sense of community, but you worry that these informal communication channels are alienating nonmembers and fragmenting the flow of information. How do you encourage a stronger sense of community and teamwork across your department? a. Ban the use of languages other than English at work. b. Do nothing. This is normal behavior, and any attempt to

disrupt it will only generate resentment. c. Structure work assignments and other activities (such

as volunteer projects) in ways that bring people from the

138 part 1 understanding the Foundations of business communication

projects. To lighten your workload during the hectic final phase, you’ll no longer be expected to attend routine department meetings or tend to other nonessential tasks during the final four weeks of each project.”

b. “As each new project races toward the finish line, I appreciate that all of you work like dogs to keep projects on schedule, even with the inevitable glitches and gremlins that always seem to attack projects at the last minute. Good news: During the last four weeks of every project, you’ll be excused from nonessential tasks such as routine department meetings so that you can focus on your programming work (admit it—I know you hate coming to these meetings anyway!).”

c. “As usual, the solution to all of life’s problems can be found on television! While watching the Raiders–Chiefs game yesterday, I realized that we need to have our own version of the two-minute drill. To help avoid schedule slippage during the crazy final few weeks of each project, team members will be excused from routine meetings and other nonessential tasks not directly related to their project responsibilities.”

d. “As you should all be aware, numerous entities both internal and external to the corporation rely on us for timely project completion. While the inherent nature of complex consulting projects presents unexpected difficulties during the final stages of a project, it is incumbent upon us to employ every tactic possible to avoid significant completion delays. Henceforth, team members will be excused from nonessential tasks during the final four weeks of every development project.”

various cultural groups into regular contact with one another and make them more dependent on one another as well.

d. Send all your employees to diversity training classes.

3. Fabio Silva joined your office after immigrating from Brazil three years ago. He is a competent business strategist, but he resists working with other employees, even in team settings where collaboration is expected. Given the importance that you place on teamwork, how should you handle the situation? a. Stay out of the way and let the situation resolve itself. Silva

has to learn how to get along with the other team members. b. Tell the rest of the team to work harder at getting along

with Silva. c. Tell Silva he must work with others or he will not progress

in the company. d. Talk privately with Silva and help him understand the

importance of working together as a team. During the conversation, try to uncover why he doesn’t participate more in team efforts.

4. You’ve been surprised at the confusion that some of your memos and other written messages have generated lately. You suspect your casual and often humorous writing style might be the culprit and decide to “test drive” a different writing style. You’ve drafted four versions of a blog post that explains a new policy aimed at keeping client projects on schedule as they near completion. Which of these do you choose and why? a. “As each new project nears completion, I recognize how

hard you all try to keep projects on schedule, even with the last-minute problems that are always part of client

Objective 3.1: Discuss the opportunities and challenges of intercultural communication.

1. Which of the following factors is a significant reason U.S. business professionals often need to understand the cul- tures of other countries? a. Recent changes to government regulations require cultural

education before companies are granted export licenses. b. The U.S. economy has been shrinking for the past 20

years, forcing companies to look overseas. c. Many countries require business executives to be fluent

in at least two languages. d. Thousands of U.S. companies, including many of the

largest corporations in the country, rely on markets in other countries for a significant portion of their sales.

2. Which of the following is a benefit of a multicultural workforce? a. Providing a broader range of viewpoints and ideas b. Giving companies a better understanding of diverse

markets

c. Enabling companies to recruit workers from the broad- est possible pool of talent

d. All of the above 3. A culturally rich workforce, composed of employees repre-

senting a wide range of ethnicities, religions, ages, physical abilities, languages, and other factors, a. Always slows down the decision-making process. b. Can be more challenging to manage but can pay off in a

variety of important ways. c. Is easier to manage because so many new ideas are present. d. Is a concern only for companies that do business outside

the United States.

Objective 3.2: Define culture, explain how culture is learned, and define ethnocentrism and stereotyping.

4. Culture is defined as a. A distinct group that exists within a country. b. A shared system of symbols, beliefs, attitudes, values,

expectations, and norms for behavior. c. The pattern of cues and stimuli that convey meaning

between two or more people. d. Serious art forms such as classical music, painting, sculp-

ture, drama, and poetry. 5. Which of the following is not an example of a cultural group?

a. Hindus b. Wrestling fans

news:During

Chapter 3 communication challenges in a Diverse, global marketplace 139

c. Television viewers d. Members of a fraternity

6. Culture is learned from a. Family members. b. Explicit teaching by others in the culture. c. Observations of the behavior of others in the culture. d. All of the above.

7. _______ is the tendency to judge all other groups according to the standards, behaviors, and customs of one’s own group.

8. _______ is the mistake of assigning a wide range of general- ized attributes to individuals on the basis of their member- ship in a particular culture or social group, without consid- ering an individual’s unique characteristics.

9. Which of the following is one of several techniques you can use to make sure you don’t fall into the traps of ethnocen- trism and stereotyping? a. Minimize interactions with people whose cultures you

don’t understand. b. Make sure that the people you work with clearly under-

stand your culture. c. Insist that every employee who works for you strictly

follows the company’s guidelines for intercultural communication.

d. Avoiding making assumptions about people in other cultures.

Objective 3.3: Explain the importance of recognizing cultural variations, and list eight categories of cultural differences. 10. In business, recognizing cultural differences is important

because a. Doing so helps reduce the chances for misunderstanding. b. Someone from another culture may try to take advan-

tage of your ignorance. c. If you don’t, you’ll be accused of being politically incorrect. d. Doing so helps you become more ethnocentric.

11. An example of low-context cultural communication would be a. Someone using metaphors to convey meaning. b. Someone insisting that the details of an agreement can

be worked out later. c. Someone vigorously arguing his point of view in a prob-

lem-solving situation. d. Someone encouraging socializing before entering into

official negotiations. 12. Which of the following is generally true about high-context

cultures? a. Employees work shorter hours in such cultures because

context allows them to communicate less often. b. People rely less on verbal communication and more on

the context of nonverbal actions and environmental set- ting to convey meaning.

c. People rely more on verbal communication and less on the context of nonverbal actions and environmental set- ting to convey meaning.

d. The rules of everyday life are explicitly taught to all people within the culture.

13. Differing attitudes toward greeting gestures, personal space, touching, facial expression, eye contact, posture, and for- mality are common examples of _______ differences be- tween cultures.

Objective 3.4: List four general guidelines for adapting to any business culture. 14. Why is understanding your own culture an important step

in learning to relate well with other cultures? a. Understanding your own culture is important because

it helps you recognize personal biases that shape your communication habits.

b. Understanding your own culture is important because it helps you identify the ways that other cultures are infe- rior (or at least might be inferior) to your own.

c. Understanding your own culture is important because it helps you identify the ways that other cultures are supe- rior (or at least might be superior) to your own.

d. Understanding your own culture is not important when you are trying to reach out to other cultures.

Objective 3.5: Identify seven steps you can take to improve your intercultural communication skills. 15. When communicating orally to those who speak English as

a second language, you should make a habit to always a. Immediately rephrase every important point you make

to give your listeners two options to choose from. b. Speak louder if listeners don’t seem to understand you. c. Ignore the other person’s body language. d. Rephrase your key points if you observe body language

that suggests a lack of understanding. 16. Understanding the nuances of a culture can take years to

learn, so the best approach when preparing to communi- cate with people in a culture that you don’t know well is to a. Learn as much as you can from websites, travel guides,

and other resources and not be afraid to ask for help while you are communicating in that new culture.

b. Learn as much as you can from websites, travel guides, and other resources but never ask for help because doing so will only show everyone how ignorant you are.

c. Learn as much as you can from television shows and mov- ies that feature the other culture; the combination of spoken words, visuals, and music is the best way to learn a culture.

d. Not worry about cultural variations; you’ll never have time to understand them all, so your energy is better spent on other business issues.

17. When writing for audiences who don’t speak the same na- tive language as you speak, you can improve communica- tion by a. Spelling out numbers rather than writing them as figures. b. Using simple sentences and careful word choices. c. Using long paragraphs to reduce the number of visual

breaks on the page. d. Doing all of the above.

18. When you are writing for multilanguage audiences, humor a. Should be used often because it makes your audience feel

welcome on a personal level. b. Should rarely, if ever, be used because humor is one of

the most difficult elements of communication to encode or decode in a second language.

c. Should never be used because movies and other enter- tainment products rarely cross over national boundaries.

d. Should be used at least once per letter to show that you appreciate your audience as human beings.

Quick Learning guide

Chapter Outline Understanding the Opportunities and Challenges of Communication in a Diverse World

The opportunities in a Global marketplace

The Advantages of a Diverse workforce

The challenges of Intercultural communication

Developing Cultural Competency Understanding the concept of culture

overcoming ethnocentrism and Stereotyping

recognizing variations in a Diverse World

contextual Differences

Legal and ethical Differences

Social Differences

Nonverbal Differences

Age Differences

Gender Differences

Religious Differences

Ability Differences

adapting to Other business Cultures

Guidelines for Adapting to Any Business culture

Guidelines for Adapting to U.S. Business culture

improving intercultural Communication Skills

Studying other cultures

Studying other Languages

Respecting Preferences for communication Style

writing clearly

Speaking and Listening carefully

Using Interpreters, Translators, and Translation Software

Helping others Adapt to your culture

learninG ObjeCtives

1 Discuss the opportunities and challenges of intercultural communication. (page 117) 2 Define culture, explain how culture is learned, and define ethnocentrism and stereotyping. (page 119) 3 explain the importance of recognizing cultural variations, and list eight categories of cultural differences. (page 121) 4 List four general guidelines for adapting to any business culture. (page 126) 5 Identify seven steps you can take to improve your intercultural communication skills. (page 127)

key terMs

cultural competency An appreciation for cultural differences that affect communica- tion and the ability to adjust one’s com- munication style to ensure that efforts to send and receive messages across cultural boundaries are successful

cultural context The pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning be- tween two members of the same culture

cultural pluralism The practice of accepting multiple cultures on their own terms

culture A shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior

diversity All the characteristics and experi- ences that define each of us as individuals

ethnocentrism The tendency to judge other groups according to the standards, behav- iors, and customs of one’s own group

high-context culture Culture in which people rely less on verbal communication

and more on the context of nonverbal ac- tions and environmental setting to convey meaning

idiomatic phrases Phrases that mean more than the sum of their literal parts; such phrases can be difficult for nonnative speakers to understand

intercultural communication The process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs differently

low-context culture Culture in which people rely more on verbal communication and less on circumstances and nonverbal cues to convey meaning

stereotyping Assigning a wide range of gen- eralized attributes to an individual on the basis of membership in a particular culture or social group

xenophobia Fear of strangers and foreigners

CheCklist ✓ improving intercultural communication skills

transitions, and appropriate interna- tional conventions.

●● Avoid slang, humor, and references to popular culture.

●● Speak clearly and slowly, giving listeners time to translate your words.

●● Ask for feedback to verify that com- munication was successful.

●● Listen carefully and ask speak- ers to repeat anything you don’t understand.

●● Use interpreters and translators for important messages.

140

●● Understand your own culture so that you can recognize its influences on your communication habits.

●● Study other cultures so that you can appreciate cultural variations.

●● Study the languages of people with whom you communicate, even if you can learn only a few basic words and phrases.

●● Help non-native speakers learn your language.

●● Respect cultural preferences for communication style.

●● Write clearly, using brief mes- sages, simple language, generous

Chapter 3 communication challenges in a Diverse, global marketplace 141

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

3.1. Make a list of the top five priorities in your life (for example, fame, wealth, family, spirituality, peace of mind, individuality, artistic expression). Compare your list with the priorities that appear to be valued in the culture in which you are currently living. (You can be as broad or as narrow as you like in defining culture for this exercise, such as overall U.S. culture or the culture in your college or university.) [LO-2]

3.2. Do the priorities in your list align with the culture’s priorities? If not, how might this disparity affect your com- munication with other members of the culture? [LO-2]

3.3. How does making an effort to avoid assumptions con- tribute to the practice of cultural pluralism? [LO-3]

3.4. Comparing the websites of two different businesses operating from your country, consider how the cul- ture of the two organisations compare to each other. How do you think that the type of business conducted in each organisation affects their business culture? [LO-5]

3.5. How can helping someone adapt to your culture help you gain a better understand of it yourself?

practice Your Skills Message for Analysis: Adapting to Cultural Differences [LO-5]

Your boss wants to send a brief email message welcoming employees recently transferred to your department from the company’s Hong Kong branch. These employees, all of whom are Hong Kong natives, speak English, but your boss asks you to review his message for clarity. What would you suggest your boss change in the following email message, and why? Would you consider this message to be audience centered? Why or why not? (Hint: Do some quick research on Hong Kong to iden- tify the style of English that people in Hong Kong are likely to speak.)

I wanted to welcome you ASAP to our little family here in the States. It’s high time we shook hands in person and not just across the sea. I’m pleased as punch about getting to know you all, and I for one will do my level best to sell you on America.

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.

MyBCommLab® To complete the problems with the , go to EOC Discussion Questions in the MyLab.

3.6. Intercultural Communication: Recognizing Cultural Variations [LO-1], [LO-3], [LO-4] Find three col- leagues who you know are from different cultural back- grounds, preferably from very different ethnic back- grounds. Using eight categories of cultural variations as defined in this chapter, discuss together how each of your cultural values fit within the context of these variations so that you can identify clear cultural differences between you all. Find out if you have ever caused each other to be uncomfortable because of these differences and why this is the case. For your tutor, list out the differences you have identified and in one to two pages, evaluate the advan- tages and disadvantages these differences could create in a working environment. Please avoid individual identifica- tion so that your work can be shared with your class.

3.7. Intercultural Communication: Adapting to Cultural Variations [LO-2] The Indian representatives of a mul- tinational company have a meeting scheduled in Japan with the Japanese delegates for a major contract. The meeting is scheduled at 10:00 a.m.; however, despite try- ing to make it on time, the Indian representatives arrive at 10:17 a.m. They casually mention that they had got lost on the way. They address the Japanese as “Mr./ Ms.” They give them some gifts that are symbolic of their company logo, which is in black; the gifts are wrapped in black as well. They insist that the Japanese open the gifts in front of them. The meeting fails. Identify the blunders the Indians might have committed here.

3.8. Intercultural Communication: Writing for Multiple- Language Audiences [LO-5] This task is in two parts. 1) Find a colleague with a different cultural background and ask him/her to find a passage of English text (about 200–250 words, ideally from a text book or journal ar- ticle that is referenced within this book) that he/she finds particularly difficult to understand because of the compli- cated form of language. Take this article and re-write it in a manner which is much easier to read and send both the original and new version to your colleague and your tutor. Ask your colleague to read your version and discuss how much morehe/she now understands and check with your tutor as to any further improvements you could make to it.

2) Make your colleagues in class aware of the origi- nal passage and prepare and deliver a presentation to your class which verbalises the content of the passage. Seek their feedback on how easy it was to understand and how well you had taken out slang, local colloquial- isms and complicated forms of language.

Working with three colleagues as in question 3.6, read the section for learning outcome 5 in this chapter, read the references and research advice on how you can adjust your language to accommodate those who are not native English speakers. As a team create a guidance document for your colleagues and prepare a presenta- tion intended for all your class. Send this to your tutor who will advise you on any revision required and allow you the time to give the presentation.

3.9. Intercultural Communication: Writing for Multiple- Language Audiences; Collaboration: Team Projects [LO-5] Chapter 2 With a team assigned by your instruc- tor, review the Facebook pages of five companies, looking

142 part 1 understanding the Foundations of business communication

for words and phrases that might be confusing to a non-na- tive speaker of English. If you (or someone on the team) are a non-native speaker, explain to the team why those word choices could be confusing. Choose three sentences, head- lines, company slogans, or other pieces of text that contain potentially confusing words and rewrite them to minimize the chances of misinterpretation. As much as possible, try to retain the tone of the original—although you may find that this is impossible in some instances. Use Google Docs to compile the original selections and your revised versions, then email the documents to your instructor.

3.10. Intercultural Communication: Speaking with Multiple-Language Audiences; Collaboration: Team Projects [LO-5], Chapter 2 Working with two other students, prepare a list of 10 examples of slang (in your own language) that might be misinterpreted or misun- derstood during a business conversation with someone from another culture. Next to each example, suggest other words you might use to convey the same message. Do the alternatives mean exactly the same as the original slang or idiom? Submit your list of original words and suggested replacements, with an explanation of why each replacement is better than the original.

3.11. Intercultural Communication: Writing for Multiple- Language Audiences [LO-5] Devise a questionnaire (sixteen questions minimum) which is designed to iden- tify individual aspects of culture based on the eight cat- egories of cultural differences you have already learned about. Write this for two close friends of the same cul- tural background as yourself so do not worry about lan- guage. Write the questions in a Likert based format with five options, the last question should be, “How clearly do you understand the previous questions?” Give the questionnaire to your friends and ask them to complete it. Now give the same questionnaire to several classmates from very different cultures and preferably to non-native English speakers. Compare the responses of both groups and speak to both about how easy or otherwise it was to respond to the questions – you may need to probe more deeply to get past any natural politeness – seek honest answers. For your tutor, write a page report comparing the different responses giving details of what you have learned about language from this exercise.

3.12. Intercultural Communication: Speaking with Multiple-Language Audiences; Media Skills: Podcasting [LO-5], Chapter 7 Your company was one of the first to use podcasting as a business communica- tion tool. Executives frequently record messages (such as monthly sales summaries) and post them on the company’s intranet site; employees from the 14 offices in Europe, Asia, and North America then download the files to their music players or other devices and listen to the messages while riding the train to work, eating lunch at their desks, and so on. Your boss asks you to draft the opening statement for a podcast that will an- nounce a revenue drop caused by intensive competitive pressure. She reviews your script and hands it back with a gentle explanation that it needs to be revised for inter- national listeners. Improve the following statement in as many ways as you can:

Howdy, comrades. Shouldn’t surprise anyone that we took a beating this year, given the insane pricing moves our knucklehead competitors have been making. I mean, how those clowns can keep turning a profit is beyond me, what with steel costs still going through the roof and labor costs heating up—even in countries where everybody goes to find cheap labor—and hazardous waste disposal regs adding to operating costs, too.

Expand Your Skills Critique the Professionals

Find an online business document—such as a company webpage, blog post, Facebook Info tab, or LinkedIn profile—that you believe commits an intercultural communication blunder by failing to con- sider the needs of at least some of its target readers. For example, a website might use slang or idiomatic language that could confuse some readers, or it might use language that offends some readers. In a post on your class blog, share the text you found and explain why you think it does not succeed as effective intercultural communica- tion. Be sure to include a link back to the original material.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business com- munication research. Use the Web Search function to find a website, video, PDF document, podcast, or presentation that of- fers advice on communicating with business contacts in another country or culture. Write a brief email message to your instruc- tor, describing the item you found and summarizing the career skills information you learned from it.

improve Your grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Section 1.3 (Verbs). Then look at the following 10 items. Indicate the letter of the preferred choice in the following groups of sentences. (Answers to these exercises appear on page 649.)

3.13. Which sentence contains a verb in the present perfect form? a. I became the resident expert on repairing the copy

machine. b. I have become the resident expert on repairing the

copy machine. 3.14. Which sentence contains a verb in the simple past form?

a. She knows how to conduct an audit when she came to work for us.

b. She knew how to conduct an audit when she came to work for us.

3.15. Which sentence contains a verb in the simple future form? a. Next week, call John to tell him what you will do to

help him set up the seminar.

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Chapter 3 communication challenges in a Diverse, global marketplace 143

b. Next week, call John to tell him what you will be doing to help him set up the seminar.

3.16. Which sentence is in the active voice? a. The report will be written by Leslie Cartwright. b. Leslie Cartwright will write the report.

3.17. Which sentence is in the passive voice? a. The failure to record the transaction was mine. b. I failed to record the transaction.

3.18. Which sentence contains the correct verb form? a. Everyone upstairs receives mail before we do. b. Everyone upstairs receive mail before we do.

3.19. Which sentence contains the correct verb form? a. Neither the main office nor the branches is blameless. b. Neither the main office nor the branches are blameless.

Endnotes 1. Karyn Twaronite LinkedIn profile, accessed 9 February 2015, www .linkedin.com; Ernst & Young website, accessed 9 February 2015, www.ey.com; “8 CEOs Whose Inclusive Styles Change Corporate Cultures,” DiversityInc, accessed 21 January 2013, www.diversityinc .com; “E&Y’s Karyn Twaronite Interviewed by HBA’s Marianne Fray,” Healthcare Businesswomen’s Association, accessed 21 January 2013, www.youtube.com; “No. 6: Ernst & Young,” DiversityInc, ac- cessed 21 January 2013, www.diversityinc.com; “How Ernst & Young Improved Engagement, Innovation for 167,000 Employees,” DiversityInc, accessed 21 January 2013, www.diversityinc.com; “HR & Communications: How Ernst &Young Gets Its Diversity Message to 50,000 Employees Every Day,” DiversityInc, accessed 21 January 2013. 2. Michael R. Carrell, Everett E. Mann, and Tracey Honeycutt- Sigler, “Defining Workforce Diversity Programs and Practices in Organizations: A Longitudinal Study,” Labor Law Journal, Spring 2006, 5–12. 3. “Dimensions of Diversity—Workforce,” Merck website, accessed 4 January 2011, www.merck.com. 4. “Top Ten Countries with Which the U.S. Trades,” U.S. Census Bureau website, accessed 29 December 2010, www.census.gov. 5. Competing Across Borders: How Cultural and Communication Barriers Affect Business, Economist Intelligence Unit Ltd., 2012, 4. 6. Nancy R. Lockwood, “Workplace Diversity: Leveraging the Power of Difference for Competitive Advantage,” HR Magazine, June 2005, special section, 1–10. 7. Alan Kline, “The Business Case for Diversity,” USBanker, May 2010, 10–11. 8. Paul Taylor, “The Next America,” Pew Research Center, 10 April 2014, www.pewressarch.com; “More Than 300 Counties Now

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

3.23 How have market globalization and cultural diversity contributed to the increased importance of intercultural communication? [LO-1]

3.24 What four principles apply to ethical intercultural communication? [LO-3]

3.20. Which sentence contains the correct verb form? a. C&B Sales are listed in the directory. b. C&B Sales is listed in the directory.

3.21. Which sentence contains the correct verb form? a. When measuring shelves, 7 inches is significant. b. When measuring shelves, 7 inches are significant.

3.22. Which sentence contains the correct verb form? a. About 90 percent of the employees plans to come to

the company picnic. b. About 90 percent of the employees plan to come to

the company picnic.

For additional exercises focusing on verbs, visit MyBCommLab. Click on Chapter 3, click on Additional Exercises to Improve Grammar, Mechanics, and Usage, and then click on 5. Verb tenses, 6. Transitive and intransitive verbs, or 7. Voice of verbs.

‘Majority–Minority,’” press release, U.S. Census Bureau website, 9 August 2007, www.census.gov; Robert Kreitner, Management, 9th ed. (Boston: Houghton Mifflin, 2004), 84. 9. Tracy Novinger, Intercultural Communication, A Practical Guide (Austin: University of Texas Press, 2001), 15. 10. Larry A. Samovar and Richard E. Porter, “Basic Principles of Intercultural Communication,” in Intercultural Communication: A Reader, 6th ed., edited by Larry A. Samovar and Richard E. Porter (Belmont, Calif.: Wadsworth, 1991), 12. 11. Arthur Chin, “Understanding Cultural Competency,” New Zealand Business, December 2010/January 2011, 34–35; Sanjeeta R. Gupta, “Achieve Cultural Competency,” Training, February 2009, 16–17; Diane Shannon, “Cultural Competency in Health Care Organizations: Why and How,” Physician Executive, September–October 2010, 15–22. 12. Linda Beamer and Iris Varner, Intercultural Communication in the Workplace, 2nd ed. (New York: McGraw-Hill Irwin, 2001), 3. 13. “Languages of the United States,” Ethnologue website, accessed 29 December 2010, www.ethnologue.com. 14. Philip R. Harris and Robert T. Moran, Managing Cultural Differences, 3rd ed. (Houston: Gulf, 1991), 394–397, 429–430. 15. Lillian H. Chaney and Jeanette S. Martin, Intercultural Business Communication, 2nd ed. (Upper Saddle River, N.J.: Prentice Hall, 2000), 6. 16. Beamer and Varner, Intercultural Communication in the Workplace, 4. 17. Chaney and Martin, Intercultural Business Communication, 2nd ed., 9. 18. Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South- Western, 2003), 455.

http://www.ey.com

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http://www.merck.com

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19. Lillian H. Chaney and Jeanette S. Martin, Intercultural Business Communication, 4th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2007), 53. 20. Project Implicit website, accessed 29 December 2010, http:// implicit.harvard.edu/implicit. 21. Linda Beamer, “Teaching English Business Writing to Chinese- Speaking Business Students,” Bulletin of the Association for Business Communication 57, no. 1 (1994): 12–18. 22. Edward T. Hall, “Context and Meaning,” in Intercultural Communication, 6th ed., edited by Larry A. Samovar and Richard E. Porter (Belmont, Calif.: Wadsworth, 1991), 46–55. 23. Daft, Management, 459. 24. Charley H. Dodd, Dynamics of Intercultural Communication, 3rd ed. (Dubuque, Ia.: Brown, 1991), 69–70. 25. Daft, Management, 459. 26. Hannah Seligson, “For American Workers in China, a Culture Clash,” New York Times, 23 December 2009, www.nytimes.com. 27. Beamer and Varner, Intercultural Communication in the Workplace, 230–233. 28. Ed Marcum, “More U.S. Businesses Abandon Outsourcing Overseas,” Seattle Times, 28 August 2010, www.seattletimes.com. 29. Guo-Ming Chen and William J. Starosta, Foundations of Intercultural Communication (Boston: Allyn & Bacon, 1998), 288–289. 30. Mary A. DeVries, Internationally Yours (New York: Houghton Mifflin, 1994), 194. 31. Robert O. Joy, “Cultural and Procedural Differences That Influence Business Strategies and Operations in the People’s Republic of China,” SAM Advanced Management Journal, Summer 1989, 29–33. 32. Chaney and Martin, Intercultural Business Communication, 2nd ed., 122–123. 33. Mansour Javidan, “Forward-Thinking Cultures,” Harvard Business Review, July–August 2007, 20. 34. “The 100 Million Club 2013: The Top 14 Mobile Markets by Number of Mobile Subscriptions And 3G/4G Subscribers,” MobiThinking, 26 November 2013, www.mobithinking.com. 35. Tracy Novinger, Intercultural Communication, A Practical Guide (Austin: University of Texas Press, 2001), 54. 36. Peter Coy, “Old. Smart. Productive.” BusinessWeek, 27 June 2005, www.businessweek.com; Beamer and Varner, Intercultural Communication in the Workplace, 107–108. 37. Beamer and Varner, Intercultural Communication in the Workplace, 107–108. 38. Steff Gelston, “Gen Y, Gen X and the Baby Boomers: Workplace Generation Wars,” CIO, 30 January 2008, www.cio.com.

39. Joanna Barsh and Lareina Yee, “Changing Companies’ Minds About Women,” McKinsey Quarterly, 2011, Issue 4, 48–59. 40. John Gray, Mars and Venus in the Workplace (New York: Harper Collins, 2002), 10, 25–27, 61–63. 41. Jennifer Luden, “Ask for a Raise? Most Women Hesitate,” NPR, 14 February 2011, www.npr.org. 42. “Religious Bias a Growing Issue,” Business Insurance, 13 February 2012, 8; Mark D. Downey, “Keeping the Faith,” HR Magazine, January 2008, 85–88. 43. IBM Accessibility Center, accessed 24 August 2006, www.03 .ibm.com/able; AssistiveTech.net, accessed 24 August 2006, www .assistivetech.net; Business Leadership Network website, accessed 24 August 2006, www.usbln.org; National Institute on Disability and Rehabilitation Research website, accessed 24 August 2006, www .ed.gov/about/offices/list/osers/nidrr; Rehabilitation Engineering & Assistive Technology Society of North America website, accessed 24 August 2006, www.resna.org. 44. Daphne A. Jameson, “Reconceptualizing Cultural Identity and Its Role in Intercultural Business Communication,” Journal of Business Communication, July 2007, 199–235. 45. Leslie Knudson, “Diversity on a Global Scale,” HR Management, accessed 17 August 2008, www.hrmreport.com. 46. Craig S. Smith, “Beware of Green Hats in China and Other Cross- Cultural Faux Pas,” New York Times, 30 April 2002, C11. 47. Sana Reynolds and Deborah Valentine, Guide for Internationals: Culture, Communication, and ESL (Upper Saddle River, N.J.: Pearson Prentice Hall, 2006), 3–11, 14–19, 25. 48. P. Christopher Earley and Elaine Mosakowsi, “Cultural Intelligence,” Harvard Business Review, October 2004, 139–146. 49. Bob Nelson, “Motivating Workers Worldwide,” Global Workforce, November 1998, 25–27. 50. Mona Casady and Lynn Wasson, “Written Communication Skills of International Business Persons,” Bulletin of the Association for Business Communication 57, no. 4 (1994): 36–40. 51. Lynn Gaertner-Johnston, “Found in Translation,” Business Writing blog, 25 November 2005, www.businesswritingblog.com. 52. Myron W. Lustig and Jolene Koester, Intercultural Competence, 4th ed. (Boston: Allyn & Bacon, 2003), 196. 53. “‘Can You Spell That for Us Nonnative Speakers?’ Accommodation Strategies in International Business Meetings,” Pamela Rogerson-Revell, Journal of Business Communication 47, no. 4 (October 2010): 432–454. 54. James Wilfong and Toni Seger, Taking Your Business Global (Franklin Lakes, N.J.: Career Press, 1997), 232.

http://implicit.harvard.edu/implicit

http://www.seattletimes.com

http://www.mobithinking.com

http://www.03.ibm.com/able

http://www.cio.com

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http://www.usbln.org

http://www.resna.org

http://www.hrmreport.com

http://www.businesswritingblog.com

www.assistivetech.net

www.ed.gov/about/offices/list/osers/nidrr

http://www.03.ibm.com/able

FPO

Applying the Three-Step Writing Process2

PArT

Every professional can learn to write more effectively while spending less time and energy in creating effective messages. Discover a proven writing process that divides the challenge of communicating into three simple steps: planning,

writing, and completing messages. The process works for

everything from blog posts to formal reports to your résumé. With a

bit of practice, you’ll be using the process to write more effectively

without even thinking about it.

ChAPTer 4 Planning Business Messages ChAPTer 5 Writing Business Messages ChAPTer 6 Completing Business Messages

145

Photobee /Fotolia

146

LeArning ObjeCTiveS After studying this chapter, you will be able to

On The jOb: COmmuniCATing AT H&R Block

Adding Some Excitement to a Most Unexciting Task Many taxpayers don’t think about their taxes until they absolutely have to and even then they want to think about taxes as little as possible. Knowing this makes communicating about tax prepara- tion products and services a challenge, but one H&R Block has addressed with creative use of new communication media.

H&R Block is the leading tax-preparation firm in the United States, with a range of options for taxpayers. Those who want as- sistance with tax preparation can hand the job over to one of the company’s 90,000 tax professionals. Those who prefer to do the work themselves can choose from the company’s do-it-yourself alternatives, which include PC software and online solutions.

Although tax preparation isn’t typically considered exciting, H&R Block has developed a reputation for a fresh approach to communication and innovative social media efforts. Through part- nerships with social influencers, video series, sweepstakes, bilingual social channels, and more, the company takes a straightforward and often lighthearted approach to an otherwise daunting topic.

In the spirit of the social communication model (see Chapter 1), H&R Block emphasizes a conversational, two-way approach, in which it listens as carefully as it speaks. During tax season, the company’s social media team is available almost round-the-clock, interacting with clients across social

1 Describe the three-step writing process. 2 Explain why it’s important to analyze a communication situation in order to define your purpose and profile your

audience before writing a message.

3 Discuss information-gathering options for simple messages, and identify three attributes of quality information.

4 List the factors to consider when choosing the most appropriate medium for a message. 5 Explain why good organization is important to both you and your audience, and list the tasks involved in

organizing a message.

Planning business messages4

H&R Block makes extensive use of social media to connect with customers and simplify the chore of filing tax returns.

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Chapter 4 Planning business messages 147

networks and providing information and resources. The team often refers clients to the Block Talk Blog, which has a wealth of tax-related resources in an easy-to-read format. They also regularly surprise clients who post positive comments and reviews with fun prizes such as gift cards and H&R Block bow ties as a “thank you” for the social media praise, further ce- menting the two-way relationship.

Analyze the Situation

Gather Information

Choose Medium and Channel Identify the best combination for the situation, message, and audience.

Organize the Information

Adapt to Your Audience Be sensitive to audience needs by using a “you” attitude, politeness, positive emphasis, and unbiased language. Build a strong relationship with your audience by establishing your credibility and projecting your company’s preferred image. Control your style with a conversational tone, plain English, and appropriate voice.

Compose the Message Choose strong words that will help you create effective sentences and coherent paragraphs.

Revise the Message Evaluate content and review readability, edit and rewrite for conciseness and clarity.

Produce the Message Use effective design elements and suitable layout for a clean, professional appearance.

Proofread the Message Review for errors in layout, spelling, and mechanics.

Distribute the Message Deliver your message using the chosen medium; make sure all documents and all relevant les are distributed successfully.

Plan Write Complete1 2 3

De ne your purpose and develop an audience pro le.

De ne your main idea, limit your scope, select a direct or an indirect approach, and outline your content.

Determine audience needs and obtain the information necessary to satisfy those needs.

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: 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.

For a business that has been operating since 1955 in a somewhat stodgy field, this cutting-edge communication has helped H&R Block bring tax preparation into the 21st century and positioned the firm as an innovator in the eyes of today’s digital natives.1

www.hrblock.com

Understanding the Three-Step Writing Process The emphasis that H&R Block (profiled in the chapter-opening On the Job) puts on con- necting with customers 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 (see Figure 4.1) helps ensure that your messages are both effective (meeting your audience’s needs and getting your points across) and efficient (making the best use of your time and your audience’s time):

●● Step 1: Planning business messages. To plan any message, first analyze the situation by defining your purpose and developing a profile 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 right medium (oral, written, visual, or elec- tronic) to deliver your message. Then organize the information by defining your main

1 leaRning oBjecTiveDescribe the three-step writing process.

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

http://www.hrblock.com

148 part 2 Applying the Three-Step Writing Process

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 au- dience 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.

●● Step 3: Completing business messages. After writing your first 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 final product to ensure high quality and then distribute your message. Completing business messages is discussed in Chapter 6.

Throughout this book, you’ll learn how to apply these steps to a wide variety of busi- ness 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 figuring out how much time you have to spend. Then, as a general rule, set aside roughly 50 percent of that time for planning, 25 percent for writing, and 25 percent for completing.

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 reduc- ing rework. 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, de- pending on the media, the size of the audience, and other factors. However, 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 find 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 a lot less stressful. Third, planning can save you from embarrassing blunders that could hurt your company or your career.

analyzing the Situation Every communication effort takes place in a particular situation, meaning you have a specific message to send to a specific audience under a specific set of circumstances. For example, describing your professional qualifications in an email message to an executive in your own company differs significantly from describing your qualifications in your LinkedIn profile. The email message is likely to be focused on a single goal, such as ex- plaining 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 identifiable reader. In contrast, your social networking profile could have multiple goals, such as connecting with your peers in other companies and presenting your qualifications 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 specific word choices—these and

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

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

2 leaRning oBjecTiveExplain why it’s important to analyze a communication situation in order to define your purpose and profile your audience before writing a message.

Chapter 4 Planning business messages 149

other choices you need to make will differ from one situation to another. Making the right choices starts with defining your purpose clearly and understanding your audience’s needs.

Defining YOur purpOse

All business messages have a general purpose: to inform, to persuade, or to collaborate with the audience. This purpose helps define 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 specific purpose, which identifies what you hope to accomplish with your message and what your audience should do or think after receiv- ing 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 specific purpose as precisely as possible, even to the point of identifying which audience members should respond, how they should respond, and when.

After you have defined your specific 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 informa- tion 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 influence it, sending a critical message to your colleagues won’t change anything and won’t benefit 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 com- pany is struggling, you might send the message that you’re not tuned into the situa- tion 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 ob- jectives and policies, and even laws that apply to your particular industry, may dictate whether a particular purpose is acceptable.

When you are satisfied 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.

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 on the next page):

●● Identify your primary audience. For some messages, certain audience members may be more important than others. Don’t ignore the needs of less influential mem- bers, 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, mo- tivations, biases, beliefs, and any other factors that might affect the success of your message (see Figure 4.3 on the next page).

Business messages have both a general purpose and a specific purpose.

After defining your purpose, ver- ify that the message will be worth the time and effort required to cre- ate, send, and receive it.

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?

If audience members have differ- ent levels of understanding of the topic, aim your message at the most influential decision makers.

150 part 2 Applying the Three-Step Writing Process

“Great news! We’re starting an employee

wellness program that will reward you with lower insurance

costs for meeting various healthy living goals.”

Our profits are already down. Why are

they adding another expensive perk?

This is an invasion of employee privacy! They have no right to monitor our personal

lives.

This is good news. This is my year to start

eating right and working out.

This will help the company long term by reducing health-care costs—great idea!

We’re about to adopt a baby with

special needs. How will this program

affect us?

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 significant impact on the success of a message. In this scenario, for instance, a seemingly positive message about employee benefits can generate a wide range of responses from employees with different beliefs and concerns.

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.

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Chapter 4 Planning business messages 151

●● Gauge audience members’ level of understanding. If audience members share your general background, they’ll probably understand your material without dif- ficulty. If not, your message will need an element of education to help people understand your message.

●● Understand audience expectations and prefer- ences. 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 support- ing evidence. If you expect skepticism, you can introduce conclusions gradually and with more proof.

gathering information When you have a clear picture of your audience, your next step is to assemble the infor- mation 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 11 explores formal techniques for finding, evaluating, and processing information, but you can often use a variety of informal techniques to gather insights and guide your research efforts:

●● 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 in order to move forward? If you are initiating a conversation in a social media context, what information will stimulate discussion in 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, financial state- ments, news releases, blogs by industry experts, marketing reports, and customer surveys are just a few of the many potential 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 at all 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 ques- tions 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 company and its busi- ness is most important. Asking a question or two often forces the person to think through the request and define more precisely what is required.

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 firm’s employees, but your research has uncovered a third alternative that might be even

3 leaRning oBjecTiveDiscuss information- gathering options for simple messages, and identify three attributes of quality information.

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

MoBile aPP

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

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

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 http://real-timeupdates .com/ebc12 and click on Learn More in the Students section.

152 part 2 Applying the Three-Step Writing Process

better. You could then expand your report to include a brief explanation of why the third plan should be considered and compare it to 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

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, 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 find 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.

The techniques listed under “Defining Your Main Idea” on page 161 can also be help- ful if you don’t know where to start.

prOviDing requireD infOrmatiOn

After you have defined 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: 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 de- liver. For example, consider this message requesting information from employees:

Use free writing and other discov- ery techniques if you need to the find the focus of a new writing project.

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

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

The message fails to tell employees everything they need to know in order to provide meaningful responses. The what could be improved by identifying the specific informa- tion points the writer needs from employees (such as whether individual telecommuting patterns are predictable enough to allow scheduling of shared offices). 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 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 embar- rassment and lost productivity to serious safety and legal issues. You may 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 col- lect. If you are consulting sources outside the organization, ask yourself whether the infor- mation is current and reliable. As Chapter 11 notes, you must be particularly careful when using sources you find online. Be sure to review any mathematical or financial calcula- tions. Check all dates and schedules and examine your own assumptions and conclusions to be certain they are valid.

You have a responsibility to pro- vide quality information to your readers.

Chapter 4 Planning business messages 153

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 deliv- ering 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.

Messages can also be unethical if important information is omitted (see “Practicing Ethical Communication: How Much Information Is Enough?”). 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 in- clude enough to avoid misleading your audience. If you’re unsure how much information your audience needs, offer as much as you believe best fits your definition 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 filter 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.

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 ath- letes, 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.

Omitting important information can be an unethical decision.

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

praCtiCing ethiCal COmmuniCatiOn

Your company, Furniture Formations, creates a variety of home furniture products, with extensive use of fine woods. To preserve the look and feel of the wood, your craftspeople use a linseed oil–based finish that you purchase from a local wholesaler. The workers apply the finish 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 verification of the product’s safety. The wholesaler knows you’ve been considering a nonflammable, water-based alternative from another source but tries to as- sure you with the following message:

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

You’re still not satisfied. You visit the website of the oil’s manufacturer and find the following cautionary statement about the product you’re currently using:

Finishes that contain linseed oil or tung oil require specific safety precautions to minimize the risk of fire. Oil-soaked rags and other materials such as steel wool must be sealed in water-filled 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 finish dries. In particular, DO NOT leave wet, oil-soaked rags in a pile or discard them with other waste.

caReeR aPPlicaTionS 1. 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 qualifies as ethical.

2. Would the manufacturer’s warning be as effective with- out the explanation of spontaneous combustion? Why or why not?

how much information is enough?

154 part 2 Applying the Three-Step Writing Process

Selecting the Best combination of Media and channels With the necessary information in hand, your next decision involves the best combina- tion of media and channels to reach your target audience. As you recall from Chapter 1, 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 definitions are a useful way to think about the pos- sibilities 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 dis- tributed 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), writ- ten, 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 sum- marizes the general advantages and disadvantages of the six medium/channel combina- tions. Specific 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.)

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 points out, these nonverbal signals can carry as much weight in the conversa- tion as the words being spoken.

By giving people the ability to see, hear, and react to each other, in-person commu- nication 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 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

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. However, without a video component, 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.

Written Medium, Print channel Written, printed documents are the classic format of business communication. Memos are brief printed documents traditionally used for the routine, day-to-day exchange of information within an organization. Letters 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 are usually fairly formal in tone.

4 leaRning oBjecTiveList the factors to consider when choosing the most appropriate medium for a message.

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

The nonverbal and interactive aspects of in-person communi- cation are difficult to replicate in most other media/channel combinations.

Chapter 4 Planning business messages 155

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

●● 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 flood of electronic messages ●● When you need a permanent, unchangeable, or secure record

Obviously, if you can’t reach a particular audience electronically, you’ll need to use a printed message. Appendix A offers guidelines on formatting printed memos and letters.

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

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 inflection) • Allow you to express the emotion behind your message

• Restrict participation to those physically present • Unless recorded, provide no permanent,

verifiable record of the communication • Reduces communicator’s control over the

message

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 (e.g., podcasts)

• Lack nonverbal cues other than voice inflections • 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, verifiable 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 in preparation and

production 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 (e.g., 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

confidential data; employer monitoring; accidental forwarding)

• Entail security risks (viruses, spyware; network breaches)

• Create productivity concerns (frequent interruptions; nonbusiness usage)

Visual, printed • Can convey complex ideas and relationships quickly • Often less intimidating than long blocks of text • Can reduce the burden on the audience to figure out how

the pieces of a message or concept fit • 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

156 part 2 Applying the Three-Step Writing Process

Written Medium, Digital channel Most of your business communication efforts will involve written digital messages, with everything from 140-character tweets to website content to book-length reports distributed as portable document format (PDF) files (see Figure 4.4). Business uses of written, digital messages keeps evolving as companies look for ways to communicate more effectively. For example, email has been a primary business medium for the past decade or two, but it is being replaced in many cases by a variety of other digital formats.4 Chapter 7 takes 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 difficult to describe using words alone. You may occasionally create visual, printed messages as stand-alone items, but most will be used as supporting material in printed documents.

visual Medium, Digital channel Business messages can really come alive when conveyed by visual media in digital chan- nels. Infographics, interactive diagrams, animation, and digital video have the potential to

Most of your business commu- nication efforts will involve the combination of written medium and digital channel.

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

Figure 4.4 Media and Channel Choices: Written + Digital Harley-Davidson could’ve chosen a variety of media/channel combinations to share this information Harley fans taking a cross-country ride on vintage motorcycles. Facebook was an appealing choice because the company’s huge fan base (more than 7 million people) and the ease of sharing the message on the social network.

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Chapter 4 Planning business messages 157

engage audiences in ways that other formats can’t, which is why the use of visual elements in business communication continues to grow.

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, you can 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 flexibility 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 64–66 in Chapter 1, consider these issues whenever your messages are likely to be viewed on mobile devices:

●● Screen size and resolution. The screen resolution of phones and tablets has im- proved considerably in recent years, but the limited size of these screens still presents a challenge simply because many messages are significantly larger than the screens they will be viewed on. The result is a dilemma that pits clarity again context. Readers can zoom in to make text readable and visuals understandable, but particularly on phone screens, the inability to see an entire document page or visual at once 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 re- view 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 any- one using it in public areas or shared offices runs the risk of sharing private message content and annoying anyone within earshot. In addition, even with a stylus, selecting items on a touch screen can be more difficult than doing so on a PC screen using a mouse. If your website content or other messages and materials require a significant amount of input activity from recipients, try to make it as easy as possible for them. Even simple steps such as increasing the size of buttons and text-entry fields can help.

●● 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 higher bandwidth service don’t always enjoy the advertised transfer speeds they are paying for. Moreover, mobile users can lose connectivity while travel- ing, 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-office network.

●● Data usage and operational costs. As the amount of video traffic in particular in- creases (video requires much higher bandwidth than text or audio), data consumption is becoming a key concern for mobile carriers and customers alike. Many mobile us- ers do not have unlimited data-usage plans and have to manage their data consump- tion 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 Given these factors, be careful about expecting or requiring mobile users to consume a lot of video or other data-intensive content.

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

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 chal- lenge for most companies. The challenge is made even more difficult when employees are constantly on the move or geographically dispersed. With training materials developed specifically for mobile devices, companies can deliver training content when and where it helps employ- ees the most.8

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.

Distributed Decision Making

A complementary aspect to managing remote workers via mobile apps is giving employees the authority to make decisions in the field, rather than relying on managers back in the of- fice. 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 ac- cidents or other crisis events, because it lets employees who are on the scene choose the best course of action without delay.9

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Mobile Glossary

In addition to terms defined elsewhere in the book, here are some helpful mobile terms.

3G, 4G, and 5G Successive generations of mobile phone technology, although the generational boundaries are loosely defined 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 configured) 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.

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Remote Workforce Management

Dispersed workforces also present a vari- ety of supervision and management dif- ficulties. 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 appoint- ments on the fly to collecting information

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 recruit- ing apps, and interviewing systems that let candidates and recruiters connect using their mobile devices.11

Project Management

Work teams are often dispersed over wide geographic ranges and frequently on the move, so mobile commu- nication is an essential element of contemporary proj- ect management. Instant access to task status and other vital information helps project managers stay on top of rapidly moving projects and helps team members com- municate efficiently.

Projects Progress

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2. Task: 802.11ac certi�cation test Behind schedule: 1 wk Reason: Family emergency and short staf�ng delayed application submission Owner: Todd Thurber

3. Task: Mobile network app Behind schedule: 1 wk Reason: Delays in debugging

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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 office 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.12

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.

How do you deal with difficult team members?

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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 work- ers and deliver virtual coaching to less-experienced workers in the field.10

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160 part 2 Applying the Three-Step Writing Process

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 par- ticular 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:

●● 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 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 249), which attempt to add emotional nuances that might other- wise be convey 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 organi- zation, 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 significant explanation.7

●● 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.

●● 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 mem- bers’ 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.

●● Cost. Cost is both a real financial factor and a perceived nonverbal signal. For ex- ample, 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.

●● 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 chan- nels that can be used for certain types of messages, but even if it doesn’t think care- fully 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.

organizing Your information 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 mes- sage. In a well-organized message, you make the main point clear at the outset, present additional points to support that main idea, and satisfy all the information needs of the

Media vary widely in terms of rich- ness, which encompasses the num- ber of information cues, feedback mechanisms, and opportunities for personalization.

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

Remember that media and chan- nel choices can also send a nonver- bal signal regarding costs; make sure your choices are financially appropriate.

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

5 leaRning oBjecTiveExplain why good organization is important to both you and your audience, and list the tasks involved in organizing a message.

Chapter 4 Planning business messages 161

audience. 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.

Second, good organization helps receivers accept your message. If your writing ap- pears 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 efficient. They contain only relevant ideas, and they are brief. Moreover, each piece of information is located in a logical place in the overall flow; each section builds on the one before to create a coherent whole, without forcing people to look for missing pieces.

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 dis- organized 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.

Defining YOur main iDea

The topic of your message is the overall subject, and your main idea is a specific state- ment about that topic (see Table 4.2). For example, if you believe that the current system of using paper forms for filing 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.

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 assign- ments like these, consider a variety of techniques to generate creative ideas:

●● Brainstorming. Working alone or with others, generate as many ideas and ques- tions 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

Good organization benefits your audiences by helping them under- stand and accept your message in less time.

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

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

Generate better ideas in less time with these helpful tips. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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LeArn mOre by vieWing ThiS PreSenTATiOn

Smart advice for brainstorming sessions

TAbLe 4.2 Defining topic and main idea

general Purpose example of Specific 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 profits

Incentive pay Tying wages to profits motivates employees and reduces compensation costs in tough years.

162 part 2 Applying the Three-Step Writing Process

to open a new restaurant in Denver, you’ll probably find a group of ideas related to financial 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 confi- dent about.

●● Journalistic approach. The journalistic approach (see page 152) 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 per- spective, and work back toward your message. In most cases, you’ll find that each answer generates new questions until you identify the information that needs to be in your message.

●● Storyteller’s tour. Some writers find 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 mes- sage, 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). Start with a main idea and then branch out to connect every other related idea that comes to mind. You can find a number of free mind- mapping tools online.

limiting YOur sCOpe

The scope 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.

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 bet- ter. Listing 20 or 30 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 finance, 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.

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

Figure 4.5 Mind Mapping Mind-mapping tools such as Mindjet Map make it easy to explore the organization of your material, and mobile apps (see inset) bring this capability to tablets and other mobile devices.

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Chapter 4 Planning business messages 163

The ideal length of a message depends on your topic, your audience members’ familiar- ity 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 contro- versial subject, especially if the members of your audience are skeptical or hostile strangers.

ChOOsing BetWeen DireCt anD inDireCt apprOaChes

After you’ve defined 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:

●● The direct approach starts with the main idea (such as a recommendation, a conclu- sion, or a request) and follows that with supporting evidence.

●● The indirect approach starts with the evidence and builds up to the main idea.

To choose between these two alternatives, analyze your audience’s likely reaction to your purpose and message (see Figure 4.6). Bear in mind, however, that Figure 4.6 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 ap- proach for routine and positive messages, negative messages, and persuasive messages.

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

Outlining YOur COntent

After you have chosen the best approach, it’s time to figure out the most logical and effective way to present your major points and supporting details. Get into the habit of creating out- lines 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

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

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

MoBile aPP

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

Outlining saves time and helps you create more effective messages.

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Figure 4.6 Choosing Between the Direct and Indirect Approaches Think about the way your audience is likely to respond before choosing your approach.

164 part 2 Applying the Three-Step Writing Process

faster writing. When you’re preparing a longer, more complex message, an outline is indispensable because it helps you visu- alize the relationships among the various parts.

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 sta- tus. 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).

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 Using a visual chart instead of a traditional outline has many benefits. Charts help you (1) see the various levels of ideas and how the parts fit together, (2) develop new ideas, and (3) restructure your informa- tion flow. 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.

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.

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 financial—something you

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

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

real-time upDates

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 http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

I. First major point

A. First subpoint

B. Second subpoint

1. Examples and evidence

2. Examples and evidence

a. Detail

b. Detail

3. Examples and evidence

C. Third subpoint

II. Second major point

A. First subpoint

1. Examples and evidence

2. Examples and evidence

B. Second subpoint

Subpoint B is supported with three sets of examples and evidence (1,2, and 3), the second of which is further subdivided with two detail sections.

The first major point is divided into three subpoints (A, B, and C).

The particular message is divided into two major points (I and II).

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.

Chapter 4 Planning business messages 165

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 events 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 defined the main idea and identified major supporting points, think about examples and evidence that can confirm, illuminate, or expand on 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).

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

Figure 4.8 on the next page illustrates several of the key themes about organizing a message: helping readers get the information they need quickly, defining 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 example comment

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

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

Example or illustration We’ve spent four months trying to hire recent accounting gradu- ates, but so far, only one person has joined our firm. One candi- date told me that she would love to work for us, but she can get $10,000 more a year elsewhere.

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

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

Helps audience visualize the subject by creating a sen- sory impression. Does not prove a point but clarifies it and makes it memorable. Begins with an overview of the function, defines its purpose, lists major parts, and explains how it operates.

Narration (storytelling) 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 first step, she convened a meeting with all the managers in the division to get their input on the two options. (Story continues from there.)

Stimulates audience interest through the use of dra- matic tension. In many instances, must be supple- mented with statistical data in order to prove a point convincingly.

Reference to authority 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 confident that we can speed up the number 2 line by 150 units an hour if we add another worker.

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

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

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

166 part 2 Applying the Three-Step Writing Process

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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 specific 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 Improved 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 Poor version contains irrelevant information, makes the comparison difficult to follow, and buries the main idea in the middle of the message.

Chapter 4 Planning business messages 167

BuilDing reaDer interest With stOrYtelling teChniques

Storytelling might seem like an odd subject for a business communication course, but 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 man- agement consultant Steve Tobak, “It’s hard to imagine your career going anywhere if you can’t tell a story.”9 Fortunately, you’ve been telling stories all your life, so narrative tech- niques 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 advertise- ments. People love to share stories about themselves and others, too, which makes social media ideal for storytelling.10

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 firm. 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 mis- takes, and strategic missteps.

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 conclu- sions is that ideas conveyed through storytelling tend to thrive because stories “put knowl- edge into a framework that is more lifelike, more true to our day-to-day existence.”11

In addition, stories can demonstrate cause-and-effect relationships in a compelling fashion.12 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 some- one who sounded 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. However, the scheme was exposed during a routine audit, and the rising star was booted out of the company with an ethical stain that would haunt him for 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 benefits of us- ing storytelling in business communication, particularly across diverse workforces.13

A classic story has three basic parts. The beginning of the story presents someone whom 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 lik- able 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 de- feat whatever adversary is keeping him or her away from her goal?14 The end of the story answers that question and usually offers a lesson to be learned about the outcome as well.

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

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

For fresh ideas and media materials on planning messages, visit http://real-time updates.com/ebc12 and click on Chapter 4. For a quick refresher on message-planning tasks, see “Checklist: Planning Business Messages” on the next page.

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

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

168 part 2 Applying the Three-Step Writing Process

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 medium distributed through both digital and nondigital channels.

●● Consider media richness, formality, media limitations, urgency, cost, and audience preference.

D. Organize your information. ●● Define 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.

CheCklist ✓ Planning business messages

Robert Turtledove, H&R Block’s chief marketing officer, was im- pressed enough with your communication skills and social media experience to add you to the team that markets H&R Block’s digital tax-preparation solutions. Using the insights you gained in this chapter, address these internal and external communication challenges.

1. A carefully defined purpose is essential for every message, but particularly so with marketing messages. These persuasive messages can accomplish any number of different tasks, from changing perceptions about an overall category of products to encouraging shoppers to visit a retail store to enticing people to place an order for a specific product right away. Any confusion about purpose will result in a message that either doesn’t know what it’s trying to accomplish or tries to accomplish too much. Turtledove has asked you to plan a promotional campaign that encourages people who do their own taxes but have never used tax preparation software to at least consider these products. Which of the following statements does the best job of defining the specific purpose of this message? a. To persuade everyone who visits the H&R Block website

to order a copy of H&R Block tax software within two hours of landing on the website.

b. To persuade people who do their own taxes but have never used tax software to visit the H&R Block website and order a copy of H&R Block software.

c. To persuade at least 75 percent of all visitors to the H&R Block website to learn more about the advantages of using software to prepare their taxes.

On The jOb: SOLving COmmuniCATiOn diLemmAS AT H&R Block d. To persuade people who do their own taxes but have

never used tax software to visit the H&R Block website to learn more about the advantages of using software to prepare their taxes.

2. You’ve just learned that the company’s software developers are going to redesign the H&R Block tax software to make it easier to use, and they have asked for feedback from Turtledove’s department to help prioritize their work. Unfortunately, they actually made the request about a month ago, but the message fell through the cracks somehow and no one in marketing has prepared any information. The design team needs the information first thing tomorrow morning, and it’s already 3:00 pm. You have a couple of hours to gather as much information as possible, then you can write a brief report this evening and email it to the development manager. Which of these is the best way to gather useful information? a. Interview the customer service manager to find out which

features and functions have generated the most calls from frustrated customers.

b. Use the software yourself for two hours, analyzing its usability and taking note of functions that are difficult to use.

c. Do an extensive Internet search using several search engines. Look for negative reviews in software and financial magazines, negative comments from bloggers and Twitter users, and other feedback.

d. Recruit a dozen people in your office for a panel discussion, asking them to share their own experiences with learning the software and to pass along any feedback they’ve heard from family, friends, and customers.

Chapter 4 Planning business messages 169

3. After submitting the emergency report on usability frustrations, you realize the company could benefit from a more systematic way of collecting feedback from customers. Which of the following media choices would you recommend and why? a. Publish the software development manager’s email address

and invite customers to write to that address whenever they get frustrated with any aspect of the software.

b. Publish a toll-free telephone number that users can call whenever they are frustrated with the software. Operators can record the information and then email the results of each call to the software development manager.

c. Build an Internet link into the software that gives users access to a feedback form whenever they get frustrated or confused. They can instantly record their grievances, and the information will then be transmitted to H&R Block and automatically fed into a searchable database.

d. Create the same form and database described in choice (c) but put the form on the H&R Block website, rather than embedding it in the software.

4. You think you’ve spotted a potential business opportunity for H&R Block: a mobile app for personal financial planning. The company already has a mobile app for tax preparation, but a general-purpose financial app would let users track expenses, balance their checking accounts, and perform other routine tasks. You know that such a product would be a strategic departure for H&R Block, which has always been all about taxes, so your proposal will surely encounter some resistance and skepticism. Which of the following approaches should you take in organizing a proposal that recommends the company explore the possibility of creating this new app?

a. Launching a new product is a serious business decision, so be direct. Come right out and say what you propose in the opening paragraph of your proposal and then back that up with details in the body of the message. Your readers will study the supporting details and then evaluate your idea on its merits alone.

b. The fact that H&R Block doesn’t already have a financial planning app is mystifying to you. After all, the company is one of the best-known firms in the financial services sector. Your proposal needs to be not only direct but also blunt: Without exactly saying so, you need to convey the message that only a fool would ignore an opportunity like this.

c. Your proposal should take an indirect approach because your readers will initially be resistant to the idea. Moreover, it would be bad form to dictate precisely what the solution should be, so write only in general terms (such as “the opportunity for smartphone software apps is significant”) and let the readers reach a conclusion on their own (as in, deciding specifically to create a personal finance manager for smartphones).

d. If the proposal doesn’t quickly address the audience’s reservations regarding moving beyond tax preparation tools into general-purpose financial tools, audience members won’t bother to read the details or consider the proposal. Consequently, an indirect approach is best. Start by announcing that you’ve identified a business opportunity that is ideal for H&R Block but needs to be acted on soon or a competitor will get there first. After you’ve captured the audience’s attention with that intriguing opening, continue with your persuasive argument in favor of the financial planning app.

learning objectives checkup Assess your understanding of the principles in this chapter by reading each learning objective and studying the accompanying exercises. You can check your responses against the answer key on page 647.

Objective 4.1: Describe the three-step writing process. 1. The three major steps in the three-step writing process are

a. Writing, editing, and producing. b. Planning, writing, and completing. c. Writing, editing, and distributing. d. Organizing, defining your purpose, and writing.

2. The first step of the three-step writing process is a. Writing the first draft. b. Organizing your information. c. Planning your message. d. Preparing an outline.

3. Which of the following tasks should you do when you’re planning a writing project? a. Define your purpose. b. Revise carefully to make sure you haven’t made any

embarrassing mistakes.

c. Choose words and sentences carefully to make sure the audience understands your main idea.

d. Do all of the above.

Objective 4.2: Explain why it’s important to analyze a com- munication situation in order to define your purpose and profile your audience before writing a message.

4. The ________ ________ of a message indicates whether you intend to use the message to inform, to persuade, or to collaborate.

5. If you were to write a letter to a manufacturer complaining about a defective product and asking for a refund, your gen- eral purpose would be a. To inform b. To persuade c. To collaborate d. To entertain

6. No matter what the message is or the audience you want to reach, you should always a. Determine the information your audience needs in order

to grasp your main idea b. Learn the names of everyone in the target audience c. Estimate the percentage of audience members who are

likely to agree with your message

170 part 2 Applying the Three-Step Writing Process

d. Determine a complete demographic profile of your audience

7. If audience members will vary in terms of the amount of information they already know about your topic, your best approach is to a. Provide as much extra information as possible to make

sure everyone gets every detail b. Provide just the basic information; if your audience

needs to know more, they can find out for themselves c. Gear your coverage to your primary audience and pro-

vide the information most relevant to them d. Include lots of graphics

Objective 4.3: Discuss information-gathering options for simple messages, and identify three attributes of quality information.

8. To make sure you have provided all the necessary informa- tion, use the journalistic approach, which is to a. Interview your audience about its needs b. Check the accuracy of your information c. Verify whether your message answers the questions of

who, what, when, where, why, and how d. Make sure your information is ethical

9. To determine whether the information you’ve gathered is good enough, verify that it is a. Accurate b. Ethical c. Pertinent to the audience’s needs d. All of the above

10. If you realize you have given your audience incorrect infor- mation, the most ethical action would be to a. Say nothing and hope no one notices b. Wait until someone points out the error and then ac-

knowledge the mistake c. Post a correction on your website d. Contact the audience immediately and correct the error

Objective 4.4: List the factors to consider when choosing the most appropriate medium for a message. 11. The media choices of oral, written, and visual can be deliv-

ered through ____ and ____ channels. 12. Which of the following choices would be best for communi-

cating a complex policy change to employees in a company with offices all over the world? a. A teleconference followed by an email message b. Instant messaging c. A traditional typed memo sent via regular postal mail d. A posting on an internal website with an email message

alerting employees to the change and directing them to the website for more information

13. Media richness is a measure of a. A medium’s ability to use more than one informational

cue, facilitate feedback, and establish personal focus b. A medium’s ability to use more than one informational

cue, limit destructive feedback, and establish personal focus

c. How expensive the delivery options are likely to be, par- ticularly for large or geographically dispersed audiences

d. How much total employee cost is involved in creating messages using a particular medium

Objective 4.5: Explain why good organization is important to both you and your audience, and list the tasks involved in organizing a message. 14. Which of the following is an important benefit of taking

time to organize your business messages? a. You can delay the actual writing. b. You save time and conserve creative energy because the

writing process is quicker. c. Organizing your thoughts and information saves you

the trouble of asking colleagues for input. d. In many cases, you can simply send a detailed outline

and save the trouble of writing the document. 15. The purpose of limiting your scope when planning a writ-

ing project is to a. Make your job easier b. Reduce the number of things you need to think about c. Make sure your memos are never longer than one page d. Make sure that your message stays focused on the main

idea and any necessary supporting details 16. Starting with the main idea and then offering supporting

evidence is known as the ____ approach. 17. Starting with evidence first and building toward your main

idea is known as the ____ approach. 18. When your audience is likely to have a skeptical or even

hostile reaction to your main idea, you should generally use a. The indirect approach b. The direct approach c. The open-ended approach d. The closed approach

19. Which of the following is one of the reasons storytelling can be effective in business communication? a. Stories help readers and listeners imagine themselves liv-

ing through the experience of the person in story. b. Stories are entertaining, so they offer some diversion

from the daily grind of work. c. Readers and listeners are overloaded with data, so avoid-

ing facts and figures is a proven way to get their attention. d. Stories are inherently funny, and people are more recep-

tive to new ideas when they are in a good mood.

171

learning OBjeCtives

1 Describe the three-step writing process. (page 147) 2 Explain why it’s important to analyze a communication situation in order to define your purpose and profile your audience before writing a message. (page 148) 3 Discuss information-gathering options for simple messages, and identify three attributes of quality information. (page 151) 4 list the factors to consider when choosing the most appropriate medium for a message. (page 154) 5 Explain why good organization is important to both you and your audience, and list the tasks involved in organizing a message. (page 160)

KeY terms

direct approach Message organization that starts with the main idea (such as a recom- mendation, a conclusion, or a request) and follows that with your 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 mes- sage—to inform, to persuade, or to collabo- rate with the audience

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

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

letters Brief written messages sent to cus- tomers and other recipients outside the organization

main idea A specific statement about the topic

memos Brief printed documents tradi- tionally 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

specific purpose Identifies what you hope to accomplish with your message and what your audience should do or think after re- ceiving your message

topic The overall subject of a message

Chapter Outline Understanding the Three-Step Writing Process

optimizing Your writing Time

Planning Effectively

analyzing the Situation Defining Your Purpose

Developing an Audience Profile

gathering information Uncovering Audience Needs

Finding Your Focus

Providing required Information

Selecting the Best combination of Media and channels

The most common media and channel options

Factors to consider when choosing media and channels

organizing Your information Defining Your main Idea

limiting Your Scope

choosing between Direct and Indirect Approaches

outlining Your content

Building Reader interest with Storytelling Techniques

Quick learning guide

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 medium distributed through both digital and nondigital channels.

●● Consider media richness, formality, media limitations, urgency, cost, and audience preference.

D. Organize your information. ●● Define 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.

172 part 2 Applying the Three-Step Writing Process

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

4.1. Some writers argue that planning messages wastes time because they inevitably change their plans as they pro- ceed. How would you respond to this argument? Briefly explain. [LO-1]

4.2. Mobile phones have become an integral part of life in India. Mobile service providers often advertise new, cost-effective schemes for the consumers. However, con- sumers often feel deceived by the information that is left out when such schemes are announced. Would you consider this to be an ethical lapse? Imagine a situation where you, as an employee of one of these service pro- viders, are required to draft a brochure advertising such schemes. Would you follow the same practice? [LO-3]

4.3. You are organizing an exploratory in-person meeting with engineering representatives from a dozen manufacturers around the world to discuss updates to a technical stan- dard that all the companies’ products must adhere to. The representatives have a wide range of firmly held opinions on the subject, because the changes could help some com- panies and hurt others. They can’t even agree on what should be addressed in the first meeting, so you need to develop a minimum level of consensus on what should be on the agenda. Which combination of media and chan- nels would you use to move the conversation forward and finalize the agenda? Each company has one representative, and any discussions need to be kept confidential. [LO-4]

4.4. Compare the disadvantages and advantages of written printed and written digital media when used for impart- ing important company information which requires a considered, but urgently needed, response. [LO-4; LO-5]

4.5. Considering process, content and medium, how would you advise a subordinate who has just written a com- pany blog to inform employees of some new procedures that are to be introduced next month. You think his mes- sage is accurate, but presented in a disorganised manner and has missed one key fact.

Practice Your Skills Message for Analysis: Outlining Your Content [LO-5]

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, re- write phrases to make them all consistent.

Accident Protection Insurance Plan

• Coverage is only pennies a day

• Benefit is $100,000 for accidental death on common carrier

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

• Benefit is $100 a day for hospitalization as result of motor ve- hicle or common carrier accident

• Benefit 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

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.

4.6. Planning: Identifying Your Purpose [LO-2] For each of the following communication tasks, state a specific pur- pose (if you have trouble, try beginning with “I want to . . .”). a. An email to the team members reminding them of

the date of a crucial meeting b. A phone call to your colleague regarding a meeting

for which you will be late c. A polite response to a customer, rejecting his request

for exchange of a product d. A memo to employees about overconsumption of

stationery items e. A conversation with your roommate about his share

of the chores f. A report to your boss about the survey you con-

ducted on the consumer response to the new sham- poo launched

4.7. Planning: Assessing Audience Needs [LO-2] Imagine that you are in the position which requires you to recruit new students to start your course next year. There are three methods by which you can promote the course; 1) By a personal letter to interested candidates, 2) By mak- ing a presentation to all students who attend an open day within your faculty and 3) By including material on your faculty website page. Discuss your ideas with colleagues and then, writing on your own,analyse what the needs each would be, why you think this is the case and what you might do to find out more information. Write, to send to your tutor, a page for each means of promotion identified and at the end of your written evaluation, provide a tabulated list of needs for each type of audience.

Chapter 4 Planning business messages 173

4.8. Planning: Assessing Audience Needs [LO-2] A soft- ware engineer from New Delhi traveled to Chennai to meet a client, taking a 36-hour journey by train. During his meeting with his client, he mentioned, “Due to the long journey in extreme heat, my skin became dark like that of the South Indians.” The client was of- fended. Analyze how he could have better adapted to his audience.

4.9. Planning: Analyzing the Situation; Collaboration: Planning Meetings [LO-2], Chapter 2 With two or three colleagues, write a plan to share in class, for a meeting (see Q4-7) in which the course you are studying will be promoted to prospective new students.

4.10. Planning: Creating an Audience Profile; Collabor ation: Team Projects [LO-2], [LO-3], Chapter 2 Working with two or three colleagues identify and explore, using as many appropriate means as possible, the needs of prospec- tive students for your course who will be attending a pro- motional meeting for the course (see Q’s 4.6 and 4.7). Work together and assess the quality of the information you have discovered and produce a list which reflects this order and provides reasoning. Discuss this in class and adjust the list as necessary.

4.11. Planning: Analyzing the Situation, Selecting Media; Media Skills: Email [LO-2], [LO-4], Chapter 9 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 pub- lication 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.

4.12. Planning: Assessing Audience Needs; Media Skills: Blogging; Communication Ethics: Making Ethical Choices [LO-3], Chapter 1 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, would you con- sider this situation to be an ethical dilemma or an ethical lapse? Explain your analysis in a brief email message to your instructor.

4.13. Planning: Limiting Your Scope [LO-5] Suppose you are preparing to recommend that top management install a new heating system that uses the cogenera- tion process. The following information is in your files. Eliminate topics that aren’t essential and then arrange the other topics so that your report will give top manag- ers a clear understanding of the heating system and a balanced, concise justification for installing it.

• History of the development of the cogeneration heat- ing process

• Scientific credentials of the developers of the process • Risks assumed in using this process • Your plan for installing the equipment in the head-

quarters building • Stories about the successful use of cogeneration tech-

nology in comparable facilities • Specifications 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 4.14. Planning: Choosing the Direct or Indirect Approach

[LO-5] If you were trying to persuade people to take the following actions, how would you organize your argument? a. You want your instructor to extend the deadline for

the submission of a project. b. You want a raise in salary. c. You want your team to work overtime for a week. d. You want to exchange an electronic item, two days

after the expiration of its warranty, due to its sudden nonfunctioning.

e. You want the management to revisit its decision of transferring you to another department.

4.15. Planning: Using Storytelling Techniques; Communi- cation Ethics: Providing Ethical Leadership; Media Skills: Podcasting [LO-5], Chapter 1 Research recent incidents of ethical lapses by a business professional or executive in any industry. Choose one example that has a clear story “arc” from beginning to end. Outline a cau- tionary 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 3 to 5 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 in- structor requests for your report and be sure to cite specific ele- ments from the piece and support from the chapter.

174 part 2 Applying the Three-Step Writing Process

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http:// websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business communication research. Use the Web Search function to find a website, video, PDF document, 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.

improve Your grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Section 1.4 (Adjectives). Then look at the following 10 items and identify the preferred choice within each set of parentheses. (Answers to these exercises appear on page 649.)

4.16. Of the two products, this one has the (greater, greatest) potential. 4.17. The (most perfect, perfect) solution is d. 4.18. Here is the (interesting, most interesting) of all the ideas I

have heard so far. 4.19. The (hardest, harder) part of my job is firing people. 4.20. A (highly placed, highly-placed) source revealed Dotson’s

(last ditch, last-ditch) efforts to cover up the mistake. 4.21. A (top secret, top-secret) document was taken from the

president’s office last night. 4.22. A (30 year old, 30-year-old) person should know better. 4.23. The two companies are engaged in an (all-out no-holds-

barred; all-out, no-holds-barred) struggle for dominance. 4.24. A (tiny metal; tiny, metal) shaving is responsible for the

problem. 4.25. You’ll receive our (usual cheerful prompt; usual, cheerful,

prompt; usual cheerful, prompt) service.

For additional exercises focusing on adjectives, visit MyB CommLab. Click on Chapter 4, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and then click on 8. Adjectives.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

4.26. 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-5]

4.27. Would you use the direct or indirect approach to ask employees to work overtime to meet an important deadline? Please explain. [LO-5]

endnotes 1. H&R Block website, accessed 10 February 2015, www.hrblock.com; Paula Drum, “I Got People (Online): How H&R Block Connects by Using Social Media,” presentation at BlogWell conference, 22 January 2009, www.socialmedia.org; Shel Israel, “Twitterville Notebook: H&R Block’s Paula Drum,” Global Neighbourhoods blog, 22 December 2008, http://redcouch.typepad.com/weblog; “H&R Block’s Paula Drum Talks Up Value of Online ‘Presence,’” The Deal website, video interview, 6 June 2008, www.thedeal.com; Shel Israel, “SAP Global Survey: H&R Block’s Paula Drum,” Global Neighbourhoods blog, 4 April 2008, http://redcouch.typepad.com/weblog; “Tango in Plain English,” video, accessed 27 August 2008, www.youtube.com; “H&R Block, Inc.,” Hoovers, accessed 27 August 2008, www.hoovers.com; Linda Zimmer, “H&R Block Tangoes into Second Life,” Business Communicators of Second Life blog, 17 March 2007, http://freshtakes.typepad.com/ sl_communicators; “H&R Block Launches First Virtual Tax Experience in Second Life,” press release, 27 August 2008, www.hrblock.com. 2. Carol Kinsey Gorman, “What’s So Great About Face-to-Face?” Communication World, May–June 2011, 38–39. 3. Linda Duyle, “Get Out of Your Office,” HR Magazine, July 2006, 99–101. 4. Caroline McCarthy, “The Future of Web Apps Will See the Death of Email,” Webware blog, 29 February 2008, 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. 5. Roger Cheng, “Verizon CEO: Unlimited Data Plans Just Aren’t Sustainable,” CNET, 24 September 2013, http://news.cnet.com; Brian

Bennet, “Sprint Officially Outs New Unlimited Plans,” CNET, 11 July 2013, http://reviews.cnet.com; footnotes on Sprint website, accessed 2 March 2014, http://shop.sprint.com. 6. Laurey Berk and Phillip G. Clampitt, “Finding the Right Path in the Communication Maze,” IABC Communication World, October 1991, 28–32. 7. Samantha R. Murray and Joseph Peyrefitte, “Knowledge Type and Communication Media Choice in the Knowledge Transfer Process,” Journal of Managerial Issues, Spring 2007, 111–133. 8. Holly Weeks, “The Best Memo You’ll Ever Write,” Harvard Management Communication Letter, Spring 2005, 3–5. 9. Steve Tobak, “How to Be a Great Storyteller and Win Over Any Audience,” BNET, 12 January 2011, www.bnet.com. 10. Debra Askanase, “10 Trends in Sustainable Social Media,” Community Organizer 2.0 blog, 13 May 2010, www .communityorganizer20.com. 11. Chip Heath and Dan Heath, Made to Stick: Why Some Ideas Survive and Others Die (New York: Random House, 2008), 214. 12. Heath and Heath, Made to Stick, 206, 214. 13. Randolph T. Barker and Kim Gower, “Strategic Application of Storytelling in Organizations,” Journal of Business Communication 47, no. 3 (July 2010): 295–312. 14. David Meerman Scott, “Effective Storytelling for Business,” WebInkNow blog, 18 February 2013, www.webinknow.com. 15. Jennifer Aaker and Andy Smith, “7 Deadly Sins of Business Storytelling,” American Express Open Forum, accessed 21 March 2011, www.openforum.com.

http://www.socialmedia.org

http://www.hrblock.com

http://redcouch.typepad.com/weblog

http://www.thedeal.com

http://redcouch.typepad.com/weblog

http://www.youtube.com

http://freshtakes.typepad.com/

http://www.hrblock.com

http://news.cnet.com

http://reviews.cnet.com

http://shop.sprint.com

http://www.bnet.com

http://www.webinknow.com

http://www.openforum.com

www.communityorganizer20.com

175

Learning Objectives After studying this chapter, you will be able to

On the jOb: cOmmunicating at she Takes on The World

Natalie MacNeil Writes Her Way to a Better World Natalie MacNeil is not a dreamer of small dreams. Here’s how she introduces herself on one of her online profiles: “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, organiza- tions, and countries.”

MacNeil knows a thing or two about launching a business. She started her first 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 collabor- ative 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 site and in a book by the same name, MacNeil shares firsthand knowledge on everything from finding 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, and The Wall Street Journal.

1 Identify the four aspects of being sensitive to audience needs when writing business messages.

2 Explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience.

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

4 Describe how to select words that are both correct and effective.

5 Define the four types of sentences, and explain how sen- tence style affects emphasis within a message.

6 Define the three key elements of a paragraph, and list five ways to develop unified, coherent paragraphs.

7 List five techniques for writing effective messages for mo- bile readers.

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.

5 Writing business messages

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176 Part 2 applying the three-step Writing Process

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 pro- moting her book, for example, she emphasizes that no business book can appeal to every reader, and she lists the specific types of readers who can benefit from her book. She also does some- thing 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 into 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 connect- ing 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://shetakesontheworld.com/

adapting to Your audience: Being sensitive to audience needs Natalie MacNeil (profiled in the chapter-opening On the Job) 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 selfish 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.

Using the “YoU” attitUde

Chapter 1 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). 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 dissatisfied customer, imagine how you would feel at the other end of the transaction.

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 five copies by noon. All five copies must be corrected by noon.

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

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

Avoid using you and your when doing so • Makes you sound dictatorial • Makes someone else feel guilty • Goes against your

organization’s style

1 learning oBjecTiveIdentify the four aspects of being sensitive to audience needs when writing business messages.

http://shetakesontheworld.com/

ChaPter 5 Writing business messages 177

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

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

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 firm delivery commitment.

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

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 affiliates. By making the effort to communicate clearly and succinctly, the company encourages a positive response from its target readers.

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178 Part 2 applying the three-step Writing Process

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 are 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 in order to resolve the situation. In fact, you may never know that you offended your audience.

eMPhasizing the Positive

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 nega- tive. 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

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 find it necessary to criticize or correct, don’t dwell on the other person’s mis- takes. 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 infor- mation 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.

If you’re trying to persuade audience members to buy a product, pay a bill, or perform a service for you, emphasize what’s in it for them. When people recognize the benefits 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.

In general, try to state your message without using words that may hurt or of- fend your audience. Look for appropriate opportunities to use euphemisms—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 doesn’t.

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

Use extra tact when communi- cating with people higher up the organization chart or outside the company.

You can communicate negative news without being negative.

Show audience members how they will benefit by responding to your message.

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

ChaPter 5 Writing business messages 179

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 difficult situation for everyone involved, and managers can be tempted to resort to euphemisms such as streamlining, restructuring, improving efficiency, reducing layers, or eliminating redundancies to avoid using the word layoff.3 Doing so might ease the emotional burden on the writer and promote the illusion that the message isn’t as nega- tive 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 gener- ally respond better to an honest message delivered with integrity than they do to a sugar- coated message that obscures the truth.

Using Bias-free LangUage

Bias-free language avoids words and phrases that unfairly and even unethically catego- rize or stigmatize people in ways related to gender, race, ethnicity, age, disability, or other personal characteristics (See Table 5.1). Contrary to what some may think, biased language

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

tabLe 5.1 overcoming Bias in Language

examples Unacceptable Preferable

Gender Bias

Using words containing man Man-made Artificial, synthetic, manufactured, constructed, human-made

Mankind Humanity, human beings, human race, people

Manpower Workers, workforce

Businessman Executive, manager, businessperson, professional

Salesman Sales representative, salesperson

Foreman Supervisor

Using female-gender words Actress, stewardess Actor, flight attendant

Using special designations Woman doctor, male nurse Doctor, nurse

Using he to refer to “everyone” The average worker . . . he The average worker . . . he or she OR Average workers . . . they

Identifying roles with gender The typical executive spends four hours of his day in meetings.

Most executives spend four hours a day in meetings.

the consumer . . . she consumers . . . they

the nurse/teacher . . . she nurses/teachers . . . they

Identifying women by marital status Mrs. Norm Lindstrom Maria Lindstrom OR Ms. Maria Lindstrom

Norm Lindstrom and Ms. Drake 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.

Workers with physical disabilities face many barriers on the job.

An epileptic, Tracy has no trouble doing her job. Tracy’s epilepsy has no effect on her job performance.

180 Part 2 applying the three-step Writing Process

is not simply about “labels.” To a significant degree, lan- guage reflects the way we think and what we believe, and biased language may well perpetuate the underlying ste- reotypes and prejudices it represents.4 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 Good com- municators make every effort to change biased language. Bias can come in a variety of forms:

●● 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 them- selves as “chairman.”6) 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, youthful- ness, 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 first and the disability second.7 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.

adapting to Your audience: Building strong relationships 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.

estaBLishing YoUr CrediBiLitY

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. With audiences who don’t know you and trust you already, you need to establish cred- ibility before they’ll accept your messages (see Figure 5.2). 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 infor- mation and ideas. To build, maintain, or repair your credibility, emphasize the following characteristics:

●● 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. Directly or indirectly, let your audience members know that you understand what’s important to them.

reaL-tiMe UPdates

Learn mOre by reading this PdF

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 http://real- timeupdates.com/ebc12 and click on Learn More in the Students section.

People are more likely to react positively to your message when they have confidence in you.

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

2 learning oBjecTiveExplain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience.

ChaPter 5 Writing business messages 181

●● Credentials, knowledge, and expertise. Audiences need to know that you have whatever it takes to back up your message, whether it’s education, professional cer- tification, 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; peo- ple 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 fan- tastic employee I could ever imagine.” Instead, point out specific qualities that war- rant praise.

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 under- mines 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 confidence 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.

Figure 5.2 Building Credibility Gregg Fraley is a highly regarded expert in the field 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.

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182 Part 2 applying the three-step Writing Process

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. On the other hand, when you do establish credibility, com- munication 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.

ProjeCting YoUr CoMPanY’s iMage

When you communicate with anyone outside your organization, it is more than a con- versation 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 stake- holders. Most successful companies work hard to foster a specific 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.

Many organizations have specific communication guidelines that show everything from the correct use of the company name to preferred abbreviations and other gram- matical details. Specifying a desired style of communication is more difficult, however. Observe more experienced colleagues, and never hesitate to ask for editorial help to make sure you’re conveying the appropriate tone. For instance, with clients entrusting thousands or millions of dollars to it, an investment firm communicates 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.

adapting to Your audience: controlling Your style and Tone Your communication style 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, or overall

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 http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Your company’s interests and reputation take precedence over your personal views and commu- nication style.

the art of ProfessionaLisM

By any definition, 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 confidently predict how long a project will take or how much it will cost, be sure to let your client, col- leagues, or supervisor know that. And if changing circum- stances 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 mis- takes 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 commit-

ments on tasks and projects in which you have little or no experience?

2. Does being accountable mean you never make mistakes? Explain your answer.

being dependable and accountable

3 learning oBjecTiveExplain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice.

ChaPter 5 Writing business messages 183

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 However, that formal tone might sound distant and cold if used with close colleagues.

Compare the three versions of the message in Table 5.2. The first is too formal and stuffy for today’s audiences, whereas the third is inappropriately casual for business. The second message demonstrates the conversational tone 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- ficient 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.

tabLe 5.2 finding the right tone

Tone example

Stuffy: too formal for today’s audiences

Dear Ms. Navarro:

Enclosed please find the information that was requested during our telephone communication of May 14. As was mentioned at that time, Midville Hospital has significantly 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 pro- fessionals with offices located throughout the state. In the event that you should 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 regu- lar 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 offices 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

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/offices 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,

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

184 Part 2 applying the three-step Writing Process

●● Avoid stale and pompous language. Most companies now shy away from such dated phrases as “attached please find” 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).

●● 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 backfire 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.

Using PLain LangUage

An important aspect of creating a conversational tone is using plain language (or plain English specifically 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 first time they read it.”9

You can see how this definition supports using the “you” attitude and shows respect for your audience. In addition, plain language can make companies more productive and more profitable because people spend less time trying to figure out messages that are confusing or aren’t written to meet their needs.10 Finally, plain language helps nonna- tive speakers read your messages.

Creative Commons, a not-for-profit organization that provides content creators with an alternative to tradi- tional copyright law, offers a great example of adapting

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 find 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)

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

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ChaPter 5 Writing business messages 185

to readers with plain language. Its licensing terms are available in three versions: a complete “legal code” document that spells out contractual details in specif 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 f ine-tuned for search engines and other systems (see Figure 5.3).11

seLeCting the aCtive or Passive voiCe

Your choice of the active or passive voice affects the tone of your message. In active voice, the subject performs the action and the object receives the action: “Jodi sent the email message.” In passive voice, 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 on the next page). 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 Nevertheless, using the passive voice can help you demonstrate the “you” attitude in some situations:

●● 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 illustrates several other situations in which the passive voice helps you focus your message on your audience.

The notion of three layers is carried through the text and reinforced with the diagram.

The introductory sentence expresses the main idea, that the licenses are built in three layers (note that “use” would be a simpler alternative to “incorporate”).

The paragraph on the “human readable” version explains why it exists and whom it benefits.

The purpose and function of the “machine readable” version are less obvious than in the other two versions, so this paragraph offers a more extensive explanation.

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. Source: Creative Commons, Inc.

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

Active sentences are usually stronger than passive ones.

186 Part 2 applying the three-step Writing Process

composing Your Message: choosing Powerful Words After you have decided how to adapt to your audience, you’re ready to begin composing your message. As you write your first draft, let your creativity flow. 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 refine the material later. In fact, many writers find it helpful to establish a personal rule of never showing a first 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.

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 Work on nontext elements such as graphics or your cover page. Revisit your purpose and confirm 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 flowing, your mind will engage, and the writing will come easier.

You may find 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 If you make errors of grammar or usage, you lose credibility with your audience—even if your message is oth-

erwise 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.

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 gram- marians 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

tabLe 5.4 Choosing active or Passive voice

In general, avoid passive voice in order 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 final assembly line.

The high rate of failures on the final assembly line is being investigated.

Correctness is the first consider- ation when choosing words.

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4 learning oBjecTiveDescribe how to select words that are both correct and effective.

ChaPter 5 Writing business messages 187

prefer to treat data as a singular noun when it’s used in nonscientific material to refer to a body of facts or figures.

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 find 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.

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 ex- perience. Careful writers continue to work at their craft to find words that communicate with power (see Figure 5.4).

Effectiveness is the second consideration when choosing words.

Growing interest in the global acceptance of a single set of robust accounting standards comes from all participants in the capital markets. Many multinational companies and national regulators and users support it because they believe that the use of common standards in the preparation of public company financial statements will make it easier to compare the financial results of reporting entities from different countries. They believe it will help investors understand opportunities better. Large public companies with subsidiaries in multiple jurisdictions would be able to use one accounting language company-wide and present their financial statements in the same language as their competitors.

Another benefit some believe is that in a truly global economy, financial professionals including CPAs will be more mobile, and companies will more easily be able to respond to the human capital needs of their subsidiaries around the world.

Nevertheless, many people also believe that U.S. GAAP is the gold standard, and something will be lost with full acceptance of IFRS. However, recent SEC actions and global trends have increased awareness of the need to address possible adoption. According to a survey conducted in the first half of 2008 by Deloitte & Touche among chief financial officers and other financial professionals, U.S. companies have an interest in adopting IFRS and this interest is steadily growing. Thirty percent would consider adopting IFRS now, another 28 percent are unsure or do not have sufficient knowledge to decide, while 42 percent said they would not. Still, an AICPA survey conducted in Fall 2008 among its CPA members shows a significant and positive shift in the number of firms and companies that are starting to prepare for eventual adoption of IFRS. A 55 percent majority of CPAs at firms and companies nationwide said they are preparing in a variety of ways for IFRS adoption, an increase of 14 percentage points over the 41 percent who were preparing for change, according to an April 2008 AICPA survey.

Another concern is that worldwide many countries that claim to be converging to international standards may never get 100 percent compliance. Most reserve the right to carve out selectively or modify standards they do not consider in their national interest, an action that could lead to incompatibility—the very issue that IFRS seek to address.

Great strides have been made by the FASB and the IASB to converge the content of IFRS and U.S. GAAP. The goal is that by the time the SEC allows or mandates the use of IFRS for U.S. publicly traded companies, most or all of the key differences will have been resolved.

Because of these ongoing convergence projects, the extent of the specific differences between IFRS and U.S. GAAP is shrinking. Yet significant differences do remain. For example:

• IFRS does not permit Last In First Out (LIFO) as an inventory costing method.

• IFRS uses a single-step method for impairment write-downs rather than the two-step method used in U.S. GAAP, making write-downs more likely.

• IFRS has a different probability threshold and measurement objective for contingencies.

• IFRS does not permit curing debt covenant violations after year-end.

• IFRS guidance regarding revenue recognition is less extensive than GAAP and contains relatively little industry-specific instructions.

Figure 5.4 Choosing Powerful Words Notice how careful word choices help this excerpt from a report published by the American Institute of Certified Public Accountants make a number of important points. The tone is formal, which is appropriate for a report with global, public readership. (GAAP refers to accounting standards currently used in the United States; IFRS refers to international standards.) Source: Ignite Social Media—The Original Social Media Agency®; [email protected]

188 Part 2 applying the three-step Writing Process

Understanding denotation and Connotation

A word may have both a denotative and a connotative meaning. The denotative meaning is the literal, or dictionary, meaning. The connotative meaning includes all the associa- tions and feelings evoked by the word.

The denotative meaning of desk is “a piece of furniture with a flat work surface and var- ious drawers for storage.” The connotative meaning of desk may include thoughts associ- ated 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 an- nual quota, the connotative meaning suggests that the group is inferior, incompetent, or below some 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 trigger- ing all the negative emotions associated with failure.

BaLanCing aBstraCt and ConCrete Words

Words vary dramatically in their degree of abstraction or concreteness. An abstract word expresses a concept, quality, or characteristic. Abstractions are usually broad, encompass- ing 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 con- cepts as productivity, profits, quality, and motivation. In contrast, a concrete word stands for something you can touch, see, or visualize. Most concrete terms are anchored in the tan- gible, material world. Chair, table, horse, rose, kick, kiss, red, green, and two are concrete words; they are direct, clear, and exact. Incidentally, technology continues to generate new words and new meanings that describe things that don’t have a physical presence but are none- theless concrete: software, database, and website are all concrete terms as well.

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, de- pending 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 specific. State the con- cept, and then pin it down with details expressed in more concrete terms. Save the abstrac- tions for ideas that cannot be expressed any other way. In addition, abstract words such as small, numerous, sizable, near, soon, good, and fine 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

By practicing your writing, learning from experienced writers and editors, and reading extensively, you’ll find it easier to choose words that communicate exactly what you want to say. When you compose your business messages, think carefully to find the most pow- erful words for each situation and to avoid obscure words, clichés, and buzzwords that are turning into clichés (see Table 5.5):

●● Choose strong, precise words. Choose words that express your thoughts clearly, specifically, and dynamically. If you find 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 efficient than saying sales dropped dramatically or sales experienced a dramatic drop.

●● 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 first time in an important document can lead to embarrassing mistakes.

●● Avoid clichés and be careful with buzzwords. Although familiar words are gener- ally 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

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

Try to use words that are powerful and familiar.

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

ChaPter 5 Writing business messages 189

tabLe 5.5 selected 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 specific number, such as $100 million)

Good Admirable, beneficial, desirable, flawless, pleasant, sound, superior, worthy

Bad Abysmal, corrupt, deficient, flawed, 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 flagpole 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

with technology, business, or cultural changes, are slightly more difficult to handle than clichés, but in small doses and in the right situation, they can be useful. The careful use of a buzzword can signal that you’re an insider, someone in the know.15 However, buzz- words quickly become clichés, and using them too late in their “life cycle” can mark you

190 Part 2 applying the three-step Writing Process

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 them- selves otherwise and don’t invest the energy required for original writing.16

●● 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 efficient way to communicate within the specific groups that understand these terms. After all, that’s how jargon develops in the first 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.

composing Your Message: creating effective sentences 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 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:

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A simple sentence has one main clause.

A compound sentence has two main clauses.

Profits increased in the past year.

A compound sentence has two main clauses that express two or more independent but related thoughts of equal importance, usually joined by and, but, or or. In effect, a com- pound sentence is a merger of two or more simple sentences (independent clauses) that are related. For example:

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

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

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

A compound-complex sentence has two main clauses, at least one of which con- tains a subordinate clause:

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

Profits 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.

5 learning oBjecTiveDefine the four types of sentences, and explain how sentence style affects emphasis within a message.

ChaPter 5 Writing business messages 191

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 interest- ing 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

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

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

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

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

The chairperson called for a vote of the shareholders.

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

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:

By making the first 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):

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).

Emphasize specific parts of sen- tences 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

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

You can increase the emphasis even more by adding a separate, short sentence to aug- ment the first:

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:

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192 Part 2 applying the three-step Writing Process

However, by changing the subject, the voice dictation capability takes center stage:

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 elec- tronic 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.

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

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:

In complex sentences, the placement of the dependent clause hinges on the relation- ship 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 begin- ning (the second most emphatic position). If you want to downplay the idea, put the de- pendent clause within the sentence:

The best placement of the depen- dent clause depends on the rela- tionship between the ideas in the sentence.

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

composing Your Message: crafting Unified, coherent Paragraphs Paragraphs organize sentences related to the same general topic. Readers expect every paragraph to be unified—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 specific 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.

Topic sentence An effective paragraph deals with a single topic, and the sentence that introduces that topic is called the topic sentence (see Figure 5.5). 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 first sentence in the paragraph. The topic sentence gives

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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

6 learning oBjecTiveDefine the three key elements of a paragraph, and list five ways to develop unified, coherent paragraphs.

ChaPter 5 Writing business messages 193

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 neces- sary 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 ver- sion that consists of only the first sentences of all your paragraphs. If this summary com- municates the essence of your message in a sensible, compelling way, you’ve probably done a good job of presenting your information.17

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

The post title or headline serves as a “topic sentence” for the entire article.

The subheadings, which are actually complete sentences with the implied

subject “you,” convey the key message of each paragraph that follows.

Each paragraph expands on the topic expressed in its subheading, offering examples and more-detailed advice.

Figure 5.5 Topic Sentences In this blog post, informative subheadings function as topic sentences for the paragraphs that follow.

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194 Part 2 applying the three-step Writing Process

The support sentences are all more specific than the topic sentence. Each one pro- vides 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 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 flow.

Depending on the specific 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:

●● 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 qualifications.”

●● 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 gone on 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:

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 labo- ratory animals to polluting the local groundwater. Our facility has been described as a health hazard. Our scientists are referred to as “Frankensteins,” and our profits are con- sidered “obscene.”

Transitional elements include • Connecting words

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

Additional detail: moreover, furthermore, in addition, besides, first, second, third, finally 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, after, when, meanwhile, sometimes Intensification: 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 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

ChaPter 5 Writing business messages 195

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 in- dicates, 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

You have a variety of options for developing paragraphs, each of which can convey a spe- cific type of idea. Five of the most common approaches are illustration, comparison or contrast, cause and effect, classification, and problem and solution (see Table 5.6).

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 also includes an element of illustration by listing some of the unique products that could be part of the proposed solution. However, when combining approaches, do so carefully so that you don’t lose readers partway through the paragraph.

In addition, before settling for the first approach that comes to mind, consider the alter- natives. 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.

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 car- ries 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 differ- ences 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 dis- rupting 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 fibers gradually rotted because the tent was folded and stored while still wet.

Classification Showing how a general idea is broken into specific categories

Successful candidates for our supervisor trainee program generally come from one of sev- eral 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. 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.

Five ways to develop paragraphs: • Illustration • Comparison or contrast • Cause and effect • Classification • Problem and solution

196 Part 2 applying the three-step Writing Process

Writing Messages for Mobile devices One obvious adaptation to make for audiences using mobile devices is to modify the design and layout of your messages to fit smaller screen sizes and different user interface features (see Chapter 6). However, modifying your approach to writing is also an important step. Reading is more difficult on small screens, and consequently users’ ability to comprehend what they read on mobile devices is lower than it is on larger screens.18 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 informa- tion without noticing it.19 Use these five techniques to make your mobile messages more effective:

●● 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. However, with small mobile device screens, a complicated organi- zation requires readers to zoom in and out and pan around to see all these elements at readable text sizes. This makes reading slower and raises 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 users have to hunt and scroll, the more likely they will miss something.20 To simplify reading, organize with a linear flow from the top to the bottom of the message or article.

●● Prioritize information. Small screens make it difficult for readers to scan the page to find the information they want most. Prioritize the information based on what you know about their needs and put that information first.21 Use the inverted pyramid style favored by journalists, in which you reveal the most important information briefly at first 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 163) if your message is complicated, because it will be more difficult 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 In some cases, this could require you to write two documents, a shorter executive summary (see page 455) 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 difficult. A good rule of thumb is to keep subject lines and headlines to around 25 characters.23 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

●● 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 docu- ment. 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 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” on page 198.

reaL-tiMe UPdates

Learn mOre by visiting this Website

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 http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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

7 learning oBjecTiveList five techniques for writing effective messages for mobile readers.

http://www.BestBabyGear.com

ChaPter 5 Writing business messages 197

The text from this conventional report page is too small to read on a phone screen.

However, zooming in to read forces the reader to lose context and repeatedly move around to find all the pieces of the page.

Readers who want more detail can swipe down for background information on the five points.

All the key points of the documents appear here on the first screen.

This introduction conveys only the information readers need in order to grasp the scope of the article.

Optimizing for mobile includes writing short headlines that get right to the point.

Figure 5.6 Writing for Mobile Devices Messages and documents created for printed pages and full-sized screen can be difficult and frustrating on mobile devices (Figures 5.6a and 5.6b). For mobile audiences, rewrite with short headlines and concise, linear content (Figure 5.6c).

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198 Part 2 applying the three-step Writing Process

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 efficiently. ●● Pay attention to the connotative meaning of your words.

●● Balance abstract and concrete terms to convey your meaning accurately.

●● 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, unified paragraphs. ●● Use transitions generously to help your audience

follow your message. ●● As needed adapt your writing for the limitations of

mobile devices.

CheCklist: ✓ Writing business messages

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

1. 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 fields and perhaps below the level of their qualifications. 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 specific topic? 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?

On the jOb: sOLving cOmmunicatiOn diLemmas at she Takes on The World 2. For a blog post on the risks of going into business with

friends or family members, which of these sentences has the most appropriate tone and demonstrates the best use of plain language? a. The attraction of entering into strategic partnerships with

known personalities notwithstanding, one must exercise great caution when considering working with friends and family members.

b. Going into business with friends or family members can sound appealing, but just because a relationship works on a personal level doesn’t automatically mean it will work on a business level.

c. Going into business with friends or family members can sound appealing, but you need to remember that managing a business is not the same as interacting with people in a social or personal sphere.

d. Think about how even your best friends can drive you nuts sometimes—do you really want that kind of crazy in your business, too?

3. In a post about pitching a business plan to investors, a guest blogger wants to give entrepreneurs a realistic expectation about getting funding from venture capitalists. Which of the following sentence structures conveys this idea most effectively? a. Venture capitalists can provide valuable management

expertise and industry connections in addition to startup funds, but they fund only a tiny percentage of all new companies.

b. 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.

ChaPter 5 Writing business messages 199

management. Supervisors are also deeply involved in recruiting, hiring, and training of employees.

b. First-line supervisors, those on the lowest rung of the managerial ladder, face several unique challenges. These managers have a good feel for the concerns and activities of employees, given their close day-to-day contact with them. Plus, when supervisors are newly promoted into management, the experience of being an employee is still fresh in their minds—a perspective that is often lost as managers move higher up the corporate ladder.

c. First-line supervisors, those on the lowest rung of the managerial ladder, face several unique challenges. As the interface between management and nonmanagerial employees, they are the ones who must deal with any friction that exists between labor and management. Even if they are sympathetic to employees’ concerns or complaints, they represent management and so must take management’s side in any disputes.

c. Venture capitalists can provide valuable management expertise and industry connections in addition to start-up funds. However, they fund only a tiny percentage of all new companies.

d. They fund only a tiny percentage of all new companies, but venture capitalists can provide valuable management expertise and industry connections in addition to start-up funds.

4. The following paragraphs all have the same topic sentence; which has the most effective set of support sentences? a. First-line supervisors, those on the lowest rung of the

managerial ladder, face several unique challenges. As the interface between management and nonmanagerial employees, they have the most immediate responsibility for ensuring that necessary work is done according to agreed-on performance standards. They must also deal directly with any friction that exists between labor and

Objective 5.1: Identify the four aspects of being sensitive to audience needs when writing business messages.

1. Why should you take the time to adapt your messages to your audience? a. People are more inclined to read and respond to mes-

sages that they believe apply to them and their concerns. b. Adapting messages to audiences is corporate policy in

nearly all large companies. c. Adapting your message saves time during planning and

writing. d. You can manipulate audience responses more easily by

adapting your messages. 2. How is your audience likely to respond to a message that

doesn’t seem to be about their concerns or that is written in language they don’t understand? a. They will ignore the message. b. If they read the message, they will be less inclined to re-

spond in a positive way. c. They will assume the writer doesn’t respect them enough

to adapt the message. d. All of the above could occur.

Objective 5.2: Explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience.

3. Credibility is a measure of a. Your power within the organization b. The length of time the audience has known you c. Your confidence d. The audience’s perception of your believability

4. If you have developed a reputation for missing deadlines on projects you manage, which of the following statements would do the best job of helping to rebuild your credibility? (You have previously committed to a project completion date of April 1.) a. No April foolin’ this time; we’ll be finished by April 1. b. After analyzing past projects, I now realize that a failure

to clarify project objectives up front created significant delays down the line. In order to meet the April 1 dead- line, I will make sure to clarify the objective as soon as the team assembles.

c. I plan to work extra hard this time to make sure we will be finished by April 1.

d. I hope that we will be finished by April 1.

Objective 5.3: Explain how to achieve a tone that is conver- sational but businesslike, explain the value of using plain language, and define active and passive voice.

5. A good way to achieve a businesslike tone in your messages is to a. Use formal business terminology, such as “In re your

letter of the 18th” b. Brag about your company c. Use a conversational style that is not intimate or chatty d. Use plenty of humor

6. Plain English is a. Never recommended when speaking with people for

whom English is a second language b. A movement toward using “English only” in U.S.

businesses c. A way of writing and arranging content to make it more

readily understandable d. An attempt to keep writing at a fourth- or fifth-grade level

7. If you want to avoid attributing blame or otherwise calling attention to a specific person, the ____ voice is a more dip- lomatic approach.

200 Part 2 applying the three-step Writing Process

14. Devoting a lot of words to a particular idea shows your au- dience that a. The idea is complicated b. The idea is the topic sentence c. The idea is important d. The idea is new and therefore requires more explanation

Objective 5.6: Define the three key elements of a paragraph and list five ways to develop unified, coherent paragraphs. 15. When developing a paragraph, keep in mind

a. That you should stick to one method of development within a single paragraph

b. That once you use one method of development, you should use that same method for all the paragraphs in a section

c. That your choice of technique should take into account your subject, your intended audience, and your purpose

d. All of the above 16. To develop a paragraph by illustration, give your audience

enough ____ to help them grasp the main idea. 17. Paragraphs organized by comparison and contrast point

out the ____ or ____ between two or more items. 18. To explain the reasons something happened, which of these

paragraph designs should you use? a. Cause-effect b. Opposition and argument c. Classification d. Prioritization

Objective 5.7: List five techniques for writing effective messages for mobile readers. 19. What is meant by using a linear organization to craft mes-

sages for mobile devices? a. Using only ethically proven information b. Organizing all the information in a single topical thread

from start to finish c. Putting each paragraph on its own line d. Using line art to convey key message points

20. The ——— ——— style recommended for mobile mes- sages means you reveal the most important information briefly at first and then provide successive layers of detail that readers can consume if they want.

21. What is a good rule of thumb for the length of subject lines and headlines intended for mobile readers? a. Two words, three at a most b. As long as the device’s screen is wide in landscape mode c. Around 25 characters d. Around 25 words

8. The ____ voice usually makes sentences shorter, more di- rect, and livelier.

Objective 5.4: Describe how to select words that are both correct and effective.

9. Which of the following defines the connotative meaning of the word flag? a. A flag is a piece of material with a symbol of some kind

sewn on it. b. A flag is a symbol of everything that a nation stands for. c. A flag is fabric on a pole used to mark a geographic

spot. d. A flag is an object used to draw attention.

10. Which of the following is a concrete word? a. Little b. Mouse c. Species d. Kingdom

11. If you’re not sure about the meaning of a word you’d like to use, which of the following is the most appropriate way to handle the situation? a. Your readers probably have instant access to online dic-

tionaries these days, so go ahead and use the word. b. Use the word but include a humorous comment in pa-

rentheses saying that you’re not really sure what this big, important word means.

c. Either verify the meaning of the word or rewrite the sen- tence so that you don’t need to use it.

d. Find a synonym in a thesaurus and use that word instead.

12. Using jargon is a. Often a good idea when discussing complex subjects

with people who are intimately familiar with the subject and common jargon relating to it

b. Never a good idea c. A good way to build credibility, no matter what the pur-

pose of the message d. A sign of being an “insider”

Objective 5.5: Define the four types of sentences and explain how sentence style affects emphasis within a message. 13. Where is the most emphatic place to put a dependent

clause? a. At the end of the sentence b. At the beginning of the sentence c. In the middle of the sentence d. Anywhere in the sentence

ChaPter 5 Writing business messages 201Quick learning guide

ChaPter oUtLine adapting to Your audience: Being sensitive to audience needs

Using the “You” attitude

maintaining standards of etiquette

emphasizing the positive

Using Bias-Free language

adapting to Your audience: Building strong relationships

establishing Your credibility

projecting Your company’s Image

adapting to Your audience: controlling Your style and Tone

creating a conversational tone

Using plain language

selecting the active or passive Voice

composing Your Message: choosing Powerful Words

Understanding denotation and connotation

Balancing abstract and concrete words

Finding words that communicate well

composing Your Message: creating effective sentences

choosing from the Four types of sentences

Using sentence style to emphasize key thoughts

composing Your Message: crafting Unified, coherent Paragraphs

creating the elements of a paragraph

choosing the Best way to develop each paragraph

Writing Messages for Mobile devices

Learning oBjeCtives

1 Identify the four aspects of being sensitive to audience needs when writing business messages. (page 176)

2 explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience. (page 180)

3 explain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active and passive voice. (page 182)

4 describe how to select words that are both correct and effective. (page 186) 5 define the four types of sentences, and explain how sentence style affects emphasis

within a message. (page 190)

KeY terMs

abstract word Word that expresses a con- cept, 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 stig- matize 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 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 some- thing 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 diction- ary, 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 your- self: the words you select, the manner in which you use those words in sentences, and the way you build paragraphs from in- dividual sentences

tone The overall impression in your mes- sages, created by the style you use

topic sentence Sentence that introduces that topic of a paragraph

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

CheCklist: ✓ Writing business messages

●● Use a conversational but still professional and respectful tone.

●● Use plain language for clarity. B. Compose your message.

●● Choose strong words that communicate efficiently.

●● Pay attention to the connotative meaning of your words.

●● Balance abstract and concrete terms to convey your meaning accurately.

●● Avoid clichés and trendy buzzwords.

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.

6 define the three key elements of a paragraph, and list five ways to develop unified, coherent paragraphs. (page 192)

7 list five techniques for writing effective messages for mobile readers. (page 196)

●● Use jargon only when your audience understands it and prefers it.

●● Vary your sentence structure for impact and interest.

●● Develop coherent, unified paragraphs.

●● Use transitions generously to help your audience follow your message.

●● As needed adapt your writing for the limitations of mobile devices.

202 Part 2 applying the three-step Writing Process

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

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

5.1. Discuss why an organization needs to understand the importance of delivering sensitive messages to its em- ployees tactfully. [LO-1]

5.2. When composing business messages, how can you com- municate with an authentic voice and project your com- pany’s image at the same time? [LO-2]

5.3. Discuss why an informal tone, when used in a formal business proposal, might result in rejection? [LO-3]

5.4. Should you bother using transitions if the logical sequence of your message is obvious? Why or why not? [LO-6]

5.5. Discuss what you should consider when you are intend- ing to convey a complex message to be received on a mobile device? [LO-7]

Practice Your skills Messages for Analysis: Creating a Businesslike Tone [LO-1], [LO-3]

Read the following email draft and then (a) analyze the strengths and weaknesses of each sentence and (b) revise the document so that it follows this chapter’s 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, 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. 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 specific 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

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.

Writing: Communicating with Sensitivity and Tact [LO-1] Substitute a better phrase for each of the following: 5.6. You claim that 5.7. You complained that 5.8. You are again late for the meeting 5.9. We have not received 5.10. We do not exchange 5.11. You messed up the interview 5.12. You did not exhibit 5.13. We have to reject 5.14. You conveniently ignored the fact 5.15. You have no experience 5.16. We cannot ship the item before Writing: Demonstrating the “You” Attitude [LO-1] Adjust the following messages to reflect recipient perspectives: 5.17. I think that the effort and knowledge shown in this piece

of work is minimal and ineffective. 5.18. The delay in response was caused by our couriers, not

us. 5.19. At busy times the queues at the tills cause significant

problems for our staff on the shop floor. They have to make sure that they scan items correctly and fol- low company procedures. Sometimes customers can be slow packing and paying for their goods.

5.20. We require you to send us proof of identity within seven working days in order for us to proceed with your loan. Send us a certified copy of your passport and a house- hold bill.

5.21. We will deal with your complaint in due course. 5.22. Our records show that you are in default of payment,

please send your remittance by return or we will sus- pend your account immediately.

5.23. Please find my coursework attached, I had a personal problem to deal with so I could not complete it by the deadline. I’m sure that you’ll understand and mark it.

5.24. When a customer returns an item for refund, you, as customer service agents, must follow company proce- dures by making sure you follow each stage of the re- fund. You must make sure, personally, that a refund is sent within 24 hours.

5.25. We cannot be held responsible for miss-use of this ap- pliance and any resulting damage caused. We will regard the guarantee as void as a result of owner miss-use.

5.26. It is so frustrating to mark work which lacks effective spelling and good grammar. Lack of thorough citing and referencing is also annoying so you should pay atten- tion to these details and make sure you produce better quality.

Writing: Emphasizing the Positive [LO-1] Revise these sen- tences to be positive rather than negative: 5.27. I have been given no backup to support the latest billing

adjustment. 5.28. We cannot process your request as your form is

incomplete. 5.29. We cannot consider you for a position in our Child

Welfare Department. You, unfortunately, have no course background in social sciences.

www .bestbabygear.com

ChaPter 5 Writing business messages 203

5.30. I have been denied duty leaves to attend the upcoming conference.

5.31. Despite our reminders, you have not yet specified the color of the electric clocks. As we need time to make bulk arrangements, we cannot ship the consignment until you send us this information.

Writing: Using Unbiased Language [LO-1] Rewrite each of the following to eliminate bias:

5.32. For an Indian, Maggie certainly is outgoing. 5.33. He needs a wheelchair, but he doesn’t let his handicap

affect his job performance. 5.34. A pilot must have the ability to stay calm under pressure,

and then he must be trained to cope with any problem that arises.

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

5.36. Even at his age, Sam Nugent is still an active salesman. 5.37. Writing: Establishing Your Credibility; Micro-

blogging Skills, [LO-2], Chapter 7 Search LinkedIn for the profile 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.

5.38. Writing: Using Plain Language; Communication Ethics: Making Ethical Choices, [LO-3], Chapter 1 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 staff- 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 first draft of a letter aimed at community leaders, you write that “this first layoff is part of a con- tinuing 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 influence in the community? Explain your an- swer in an email message to your instructor.

5.39. Writing: Creating Effective Sentences: Media Skills: Social Networking, [LO-4], Chapter 7 Using powerful and engaging words and phrases, re-write the following passage correcting the grammar and spelling so that it would be an effective statement for a Linkedin® page or job application: “I am quite good at selling products and can chat happily with a client about the features of all products that I frequently sell. I ascertain what they might

like and discuss some options in a way that alows them a choice of what they might do. I sometimes give them chance to think about it and will return to see if they’ve done so for the answer.” Email this to your tutor.

Writing: Choosing Powerful Words [LO-4], Re-write the fol- lowing phrases with more definite or quantifiable meaning:

5.40. A reasonable outcome 5.41. About a mile 5.42. Almost a company record 5.43. Rather vague 5.44. A somewhat doubtful outcome 5.45. Quite a long way Writing: Choosing Powerful Words [LO-4], List terms that are stronger than the following:

5.46. Ran after 5.47. Seasonal ups and downs 5.48. Bright 5.49. Suddenly rises 5.50. Moves forward Writing: Choosing Powerful Words [LO-4], As you rewrite these sentences, replace the clichés and buzzwords with plain language (for any terms you don’t recognize, you can find defi- nitions online):

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

5.52. Moving Leslie into the accounting department, where she was literally a fish out of water, was like putting a square peg into a round hole, if you get my drift.

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

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

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

Writing: Choosing Powerful Words [LO-4], Suggest short, simple words to replace each of the following:

5.56. Inaugurate 5.57. Terminate 5.58. Utilize 5.59. Anticipate 5.60. Assistance 5.61. Endeavor 5.62. Ascertain 5.63. Procure 5.64. Consummate 5.65. Advise 5.66. Alteration 5.67. Forwarded 5.68. Fabricate 5.69. Nevertheless 5.70. Substantial Writing: Choosing Powerful Words [LO-4], 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:

5.71. As per your instructions 5.72. Attached herewith 5.73. In lieu of

204 Part 2 applying the three-step Writing Process

5.74. In reply I wish to state 5.75. Please be advised that Writing: Creating Effective Sentences [LO-5] Rewrite each sentence so that it is active rather than passive:

5.76. There have been many public statements made by sev- eral of you about our company.

5.77. These statements are believed to be harmful to the com- pany’s image.

5.78. The Board has decided that public statements about our company must be duly cleared.

5.79. You will face action if you violate this decision. 5.80. We will not tolerate any mistakes. 5.81. Writing: Crafting Unified, Coherent Paragraphs; Coll-

aboration: Evaluating the Work of Others, [LO-6] Chapter 6 Working with four other students, divide the following five 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 classifica- tion technique, and one a discussion of problem and so- lution. Then exchange paragraphs within the team and pick out the main idea and general purpose of the para- graph 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 first full-time job • 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] Add transitional elements to the following sentences to improve the flow of ideas. (Note: You may need to eliminate or add some words to smooth out your sentences.)

5.82. Facing some of the toughest competitors in the world, Harley-Davidson had to make some changes. The com- pany 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 profit. 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.

5.83. 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 flour 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 financial reporting have left the company’s future in doubt.

5.84. Media Skills: Writing for Mobile Devices [LO-7] 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 repu- table online source. Choose a paragraph that has at least three sen- tences. Evaluate the effectiveness of this paragraph at three levels, starting with the paragraph structure. Is the paragraph unified and cohesive? Does it have a clear topic sentence and sufficient 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 flow 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 specific elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business commu- nication research. Use the Web Search function to find a website, video, PDF document, 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 summa- rizing the career skills information you learned from it.

improve Your grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Section 1.5 (Adverbs). Then look at the following 10 items and indicate the preferred choice within each set of parentheses. (Answers to these exercises appear on page 649.)

5.85. Their performance has been (good, well). 5.86. I (sure, surely) do not know how to help you. 5.87. He feels (sick, sickly) again today. 5.88. Customs dogs are chosen because they smell (good, well). 5.89. The redecorated offices look (good, well). 5.90. Which of the two programs computes (more fast, faster)? 5.91. Of the two we have in stock, this model is the (best, better)

designed.

http://shetakesontheworld.com

ChaPter 5 Writing business messages 205

5.92. He doesn’t seem to have (any, none). 5.93. That machine is scarcely (never, ever) used. 5.94. They (can, can’t) hardly get replacement parts for this

equipment (any, no) more.

For additional exercises focusing on adverbs, visit MyBCommLab. Click on Chapter 5; click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage; and then click on 9. Adverbs.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

5.95 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]

5.96 What steps can you take to make abstract concepts such as opportunity feel more concrete in your messages? [LO-4]

endnotes 1. Personal communication, Natalie MacNeil, 10 February 2015; She Takes on the World website, accessed 11 February 2015, http:// shetakesontheworld.com; Prashanth Gopalan, “Natalie MacNeil Vs. the World,” TechVibes, 29 September 2010, www.techvibes.com; Natalie MacNeil website, accessed 9 June 2013, 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; Natalie MacNeil bio, Huffington Post, accessed 9 June 2013, http://www.huffingtonpost.com/natalie-macneil. 2. 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. Quinn Warnick, “A Close Textual Analysis of Corporate Layoff Memos,” Business Communication Quarterly 73, no. 3 (September 2010): 322–326. 4. Sherryl Kleinman, “Why Sexist Language Matters,” Qualitative Sociology 25, no. 2 (Summer 2002): 299–304. 5. Judy E. Pickens, “Terms of Equality: A Guide to Bias-Free Language,” Personnel Journal, August 1985, 24. 6. Xerox website, accessed 12 March 2014, www.xerox.com; ADM website, accessed 12 March 2014, www.adm.com. 7. 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. Susan Benjamin, Words at Work (Reading, Mass.: Addison Wesley, 1997), 136–137. 9. Plain English Campaign website, accessed 28 June 2010, www .plainenglish.co.uk. 10. Plain Language website; Irene Etzkorn, “Amazingly Simple Stuff,” presentation 7 November 2008, www.slideshare.net. 11. Creative Commons website, accessed 16 January 2011, www .creativecommons.org.

12. Susan Jaderstrom and Joanne Miller, “Active Writing,” Office Pro, November/December 2003, 29. 13. Mary Munter, Guide to Managerial Communication, 7th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2006), 41. 14. 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. Catherine Quinn, “Lose the Office Jargon; It May Sunset Your Career,” The Age (Australia), 1 September 2007, www.theage.com.au. 16. Robert Hartwell Fiske, The Dimwit’s Dictionary (Oak Park, Ill.: Marion Street Press, 2002), 16–20. 17. Beverly Ballaro and Christina Bielaszka-DuVernay, “Building a Bridge over the River Boredom,” Harvard Management Communication Letter, Winter 2005, 3–5. 18. Jakob Nielsen, “Mobile Content Is Twice as Difficult,” NN/g, 28 February 2011, www.nngroup.com. 19. Jakob Nielsen and Raluca Budiu, Mobile Usability, (Berkeley: New Riders, 2013), 10, 102. 20. Nielsen and Budiu, Mobile Usability, 23. 21. “Mobile Web Best Practices,” W3C website, accessed 12 March 2014, www.w3.org. 22. “Mobile Message Mayhem,” Verne Ordman & Associates, accessed 12 March 2014, www.businesswriting.biz. 23. “Mobile Message Mayhem.” 24. Marieke McCloskey, “Writing Hyperlinks: Salient, Descriptive, Start with Keyword,” NN/g, 9 March 2014, www.nngroup.com. 25. Food Allergy Initiative website, accessed 5 September 2008, www.foodallergyinitiative.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.

http://www.techvibes.com

http://nataliemacneil

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

http://www.xerox.com

http://www.adm.com

http://www.slideshare.net

http://www.theage.com.au

http://www.nngroup.com

http://www.w3.org

http://www.businesswriting.biz

http://www.nngroup.com

http://www.foodallergyinitiative.org

www.amazon.com

www.plainenglish.co.uk

http://www.creativecommons.org

206

On the JOb: COmmuniCating at Jefferson rabb Web Design

Using Leading-Edge Digital Media to Reach Today’s Book Audience As a composer, game designer, photographer, programmer, and website developer, Jefferson Rabb epitomizes the “multi” in multimedia. For all the technical and creative skills he brings, however, Rabb’s work never loses sight of audiences and their desire to be informed and entertained when they visit a website.

Rabb’s career history includes stints at MTV.com and Sephora.com, but most of his current work as an independent designer involves projects in the publishing industry. The best- selling authors he has helped bring to the web include Dan Brown, Gary Shteyngart, Jhumpa Lahiri, Laura Hillenbrand, and Anita Shreve.

1 Discuss the value of careful revision, and describe the tasks involved in evaluating your first drafts and the work of other writers.

2 List four techniques you can use to improve the readability of your messages.

3 Describe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise.

4 List four principles of effective design, and explain the role of major design elements in document readability.

5 Explain the importance of proofreading, and give eight tips for successful proofreading.

6 Discuss the most important issues to consider when distributing your messages.

Learning ObJeCtives After studying this chapter, you will be able to

Authors such as Monica Ali still rely on personal contact with readers to promote books, but websites and other digital media have become an increasingly important element in book promotion.

Completing business messages6

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Chapter 6 Completing business messages 207

For every project, Rabb starts his design work with an in- depth analysis of the audience. The questions he asks about site visitors include their familiarity with the author’s work, the range of their reading interests, and their general demographics. He also wants to know whether a site needs to serve book review- ers, bookstore buyers, and other industry professionals in addi- tion to readers.

With some insight into who the target visitors are, Rabb puts himself in their place and imagines the knowledge and experi- ences they hope to gain during their visits. These needs can vary from biographical information about the author to multimedia exhibits (such as video interviews and photographs depicting locations mentioned in a book) to complex games that extend a novel’s storylines. Rabb makes a point of finding compelling visual

connections between a book and a website, too, such as bas- ing the design of the site for Shteyngart’s Super Sad True Love Story on the portable communication device featured in the story. Completing the multimedia experience, he often composes music to create a specific mood that reflects the themes of a book.1

Your business communication efforts may not always be as elaborate as Rabb’s, but you can always apply his strategy of combining methodical analysis with creative design and implementation. This chapter addresses the third step in the three-step writing process, completing your messages—which includes the important tasks of revising, producing, proofreading, and distributing your messages.

www.jeffersonrabb.com

revising Your Message: evaluating the first Draft Successful communicators like Jefferson Rabb (profiled in the chapter opening On the Job) recognize that the first 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.

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 finer points, such as readability, clarity, and conciseness. Compare the letters in Figures 6.1 and 6.2 on the next two pages for an example of how careful revi- sion improves a customer letter.

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? ● Is there a good balance between general information (giving readers enough back-

ground information to appreciate the message) and specific information (giving read- ers the details they need to understand the message)?

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

1 Learning obJectiveDiscuss the value of careful revision, and describe the tasks involved in evaluating your first drafts and the work of other writers.

http://www.jeffersonrabb.com

208 part 2 applying the three-step Writing Process

strikethrough Delete text

Delete individual character or a circled block of text

Insert text (text to insert is written above)

Insert period

Insert comma

Start new line

Start new paragraph

Capitalize

Common Proofreading Symbols (see page 616 for more)

Delauny Music 56 Commerce Circle Davenport, IA 52806 (563) 555-4001 delaunymusic.net

June 21, 2016

Ms. Claudia Banks 122 River Heights Drive Bettendorf, IA 52722

Dear Ms. Banks:

On behalf of everyone at Delauny Music, it is my pleasure to thank you for your

recent purchase of a Yamaha CG1 grand piano. The Cg1 carries more than a century

of Yamaha’s heritage in design and production of world-class musical instruments

and you can bet it will give you many years of playing and listening pleasure. Our

commitment to your satisfaction doesn’t stop with your purchase, however. Much to

the contrary, it continues for as long as you own your piano, which we hope, of

course, is for as long as you live. As a vital first step, please remember to call us

your local Yamaha dealer, sometime within three to eight months after your piano

was delivered to take advantage of the free Yamaha Servicebond Assurance

Program. This free service program includes a thorough evaluation and adjusting of

the instrument after you’ve had some time to play your piano and your piano has

had time to adapt to its environment.

In addition to this vital service appointment, a regular program of tuning is

absolutely essential to ensure its impeccable performance. Our piano specialists

recommend four tunings during the first year and two tunings every year thereafter

that. As your local Yamaha we are ideally positioned to provide you with optimum

service for both regular tuning and any maintenance or repair needs you may have

over the years.

All of us at Delauny Music thank you for your recent purchase and wish you many

many, years of satisfaction with your new Yamaha CG1 grand piano.

Respectfully yours in beautiful music,

Madeline Delauny

Figure 6.1 Improving a Customer 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 find a complete list of symbols in Appendix C. Note that many business documents are now “marked up” using such technological 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.

Chapter 6 Completing business messages 209

Delauny Music 56 Commerce Circle Davenport, IA 52806 (563) 555-4001 delaunymusic.net

June 21, 2016

Ms. Claudia Banks 122 River Heights Drive Bettendorf, IA 52722

Dear Ms. Banks:

Thank you for your recent purchase. We wish you many years of satisfaction with your new Yamaha CG1 grand piano. The CG1 carries more than a century of Yamaha’s heritage in design and production of world-class musical instruments and will give you many years of playing and listening pleasure.

Our commitment to your satisfaction doesn’t stop with your purchase, however. As a vital first step, please remember to call us sometime within three to eight months after your piano was delivered to take advantage of the Yamaha Servicebond Assurance Program. This free service program includes a thorough evaluation and adjustment of the instrument after you’ve had some time to play your piano and your piano has had time to adapt to its environment.

In addition to this important service appointment, a regular program of tuning is essential to ensure your piano’s impeccable performance. Our piano specialists recommend four tunings during the first year and two tunings every year thereafter. As your local Yamaha dealer, we are ideally positioned to provide you with optimum service for both regular tuning and any maintenance or repair needs you may have.

Sincerely,

tjr

Madeline Delauny Owner

Figure 6.2 Professional Business Letter Here is the revised and finished version of the edited letter from Figure 6.1. Note that the block format used here is just one of several layout options; Appendix A also describes the modified block format and the simplified format.

When you are satisfied with the content of your message, you can review its organiza- tion. 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?

210 part 2 applying the three-step Writing Process

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 first 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 Chapters 4 through 6.

Before you dive into someone else’s work, recognize the dual responsibility that doing so entails. First, unless you’ve been specifically 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 12.

revising to improve readability After confirming 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 benefit 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 many indexes that have been developed over the years in an attempt to measure readability. For example, the Flesch-Kincaid Grade Level score computes reading difficulty relative to grade-level achievement, with, for instance, a score of 10 suggesting that a document can be read and understood by the average 10th grader. Most business documents score in the 8–11 range. Technical documents often score in the 12–14 range. A similar scoring system, the Flesch Reading Ease score, ranks documents on a 100-point scale; the higher the score, the easier the document is to read. If these measurements aren’t built into your word processing software, you can find a num- ber 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

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.

2 Learning obJectiveList four techniques you can use to improve the readability of your messages.

Chapter 6 Completing business messages 211

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 difficult 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 influential senior managers—tend to skim documents, looking for key ideas, conclusions, and recommendations. If they determine that 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.

varYing Your SentenCe length

Varying the length of your sentences is a creative way to make your messages interest- ing 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).

Each sentence length has its advantages. Short sentences can be processed quickly and are easier for nonnative speakers and translators to interpret. Medium-length sen- tences 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 sen- tences and the informative power of longer sentences. Long sentences can be difficult 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 difficult 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

Large blocks of text can be visually daunting, particularly on screen, 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

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

212 part 2 applying the three-step Writing Process

even the most dedicated reader. Short paragraphs, generally 100 words or fewer (this paragraph has 84 words), are easier to read than long ones, and they make your writ- ing 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 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

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 impact visually, and increase the likelihood that a reader will find key points. In addition, lists help simplify complex subjects, highlight main points, break up a page or screen visually, 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 financial 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 specific 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, as the preceding examples demonstrate. 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:

Lists are effective tools for high- lighting and simplifying material.

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

The decline in company profit is attributable to four factors:

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

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

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

Chapter 6 Completing business messages 213

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, every one should be a noun phrase:

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

Parallel List Items (all verb phrases)

• Improve our bottom line • Identification 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

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).

adding headingS and SubheadingS

A heading is a brief title that tells readers about the content of the section that follows. Subheadings are subordinate to headings, indicating subsections with a major section. Headings and subheadings serve these important functions:

● Organization. Headings show your reader at a glance how the document is orga- nized. 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 find the parts he or she needs to read—or skip.

● Connection. Using headings and subheadings together helps readers see the relation- ship between main ideas and subordinate ones so that they can understand your mes- sage more easily. Moreover, headings and subheadings visually indicate shifts from one idea to the next.

Headings and subheadings fall into two categories. Descriptive headings, such as “Cost Considerations,” identify a topic but do little more. Informative headings, 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 sub- headings and understand them without reading the rest of the document. For example, “Introduction” conveys little information, whereas the heading “Staffing 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 paral- lel construction throughout the document.

tabLe 6.1 achieving parallelism

Method example

Parallel words The letter 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 2014 we exported 30 percent of our production. In 2015 we exported 50 percent.

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

Informative headings are generally more helpful than descriptive ones.

214 part 2 applying the three-step Writing Process

editing for clarity and conciseness After you’ve reviewed and revised your message for readability, your next step is to make sure your message is as clear and as concise as possible.

editing for ClaritY

Make sure 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. 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)?

See Table 6.2 for examples of the following tips:

● Break up overly long sentences. If you find yourself stuck in a long sentence, you’re probably trying to make the sentence do more than it can reasonably do, such

3 Learning obJectiveDescribe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise.

Clarity is essential to getting your message across accurately and efficiently.

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 Modifiers

Placing modifiers close to the wrong nouns and verbs

Walking to the office, a red sports car passed her. [suggests that the car was walking to the office]

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 office.

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.

Camouflaged Verbs

Changing verbs into nouns

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

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

Sentence Structure

Separating subject and predicate

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 2010.

The major problem in 2010 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.

Separating adjectives, adverbs, or prepositional phrases 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 The Law Office and the Accounting Office distribute computer supplies for legal secretaries and beginning accountants, respectively.

The Law Office distributes computer supplies for legal secretaries; the Accounting Office distributes those for beginning accountants.

Chapter 6 Completing business messages 215

as expressing two dissimilar thoughts or peppering the reader with too many pieces of supporting evidence at once. (Did you notice how difficult this long sentence was to read?)

● Rewrite hedging sentences. Hedging means pulling back from making a con- fident, definitive statement about a topic. Granted, sometimes you have to write may or seems to avoid stating a judgment or prediction as a fact. However, when you hedge too often or without good reason, you come across as being unsure of what you’re saying.

● 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.

● Correct dangling modifiers. Sometimes a modifier 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 modifier dangling, with no connection to the subject of the sentence.

● Reword long noun sequences. When multiple nouns are strung together as modi- fiers, 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.

● Replace camouflaged 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 adjec- tives, requiring you to add a verb to get your point across.

● 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

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

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

digital + SoCial + mobile: todaY’S CommuniCation environment

Anyone who has sampled today’s social media offerings has probably experienced this situation: You find a few fascinating blogs, a few interesting people to follow on Twitter, a couple of podcast channels with helpful business tips, and then wham— within a few hours of signing up, your computer is overflow- ing with updates. Even if every new item is useful (which is unlikely), you receive so many that you can’t stay ahead of the incoming flood. With Twitter, newsfeeds, email, instant mes- saging, and social networks—not to mention a desk phone and a mobile phone—today’s business professionals could easily spend their entire days just trying to keep up with incoming messages and never get any work done.

To keep social media from turning into a source of stress and information anxiety, consider these tips:

● Understand what information you really need in or- der to excel in your current projects and along your intended career path. Unfortunately, taking this advice is even trickier than it sounds because you can’t always know what you need to know, so you can’t always predict which sources will be helpful. However, don’t gather informa- tion simply because it is interesting or entertaining; collect information that is useful or at least potentially useful.

● Face the fact that you cannot possibly handle every update from every potentially interesting and helpful source. You have to set priorities and make tough choices to protect yourself from information overload.

● Add new information sources slowly. Give yourself a chance to adjust to the flow and judge the usefulness of each new source.

● Prune your sources vigorously and frequently. Blog- gers run out of things to say; your needs and interests change; higher-priority sources appear.

● Remember that information is an enabler, a means to an end. Collecting vast amounts of information won’t get you a sweet promotion with a big raise. Using information creatively and intelligently will.

career appLications 1. How can you determine whether a social media source is

worth paying attention to? 2. Should you allow any information source to interrupt

your work flow during the day (even just to signal that a new message is available)? Why or why not?

help! i’m Drowning in social media!

Subject and predicate should be placed as close together as pos- sible, as should modifiers and the words they modify.

216 part 2 applying the three-step Writing Process

to read the sentence twice to figure 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 specific 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 specific pointer such as “as described in the second paragraph on page 70.”

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 specific goal of reducing the number of words. Readers appreciate conciseness and are more likely to read your documents if you have a reputation for efficient writing. See Table 6.3 for examples of the following tips:

● Delete unnecessary words and phrases. To test whether a word or phrase is essen- tial, 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 infinitives (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 clarification; “to the eye” adds nothing.

● Rewrite “It is/There are” starters. If you start a sentence with an indefinite pro- noun 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 identifies 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.”

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

A. Evaluate content, organization, style, and tone. ● Make sure the information is accurate, relevant, and

sufficient. ● 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. ● 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 modifiers. ● Reword long noun sequences and replace camouflaged

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.”

CheCklist ✓ revising business messages

Chapter 6 Completing business messages 217

tabLe 6.3 revising for Conciseness

issues to review ineffective effective

Unnecessary Words and Phrases Using wordy phrases for the sum of for

in the event that if prior to the start of before in the near future soon at this point in time now due to the fact that because in view of the fact that because until such time as when with reference to about

Using too many relative pronouns 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 specifications were changed.

The project manager told the engineers last week that the specifications were changed.

The project manager told the engineers that last week the specifications were changed.

Long Words and Phrases Using overly long words During the preceding year, the company

accelerated productive operations. Last year the company sped up operations.

The action was predicated on the assumption that the company was operating at a financial deficit.

The action was based on the belief that the company was losing money.

Using wordy phrases rather than infinitives

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 complete

basic fundamentals fundamentals follows after follows free and clear free refer back refer repeat again repeat collect together collect future plans plans return back return important essentials essentials end result result actual truth truth final outcome outcome uniquely unusual unique surrounded on all sides surrounded

Using double modifiers modern, up-to-date equipment modern equipment

It Is/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 five employees in this division who were late to work today.

Five employees in this division were late to work today.

218 part 2 applying the three-step Writing Process

producing Your Message 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 the effectiveness of your message. A polished, inviting design not only makes your material easier to read but also conveys a sense of professionalism and importance.2

deSigning for readabilitY

Design affects readability in two important ways. First, if used carefully, 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, influencing 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). To achieve an effective design, pay careful attention to the following design elements:

● 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 for- mal, rigid design in which the various elements are placed in a grid pattern, whereas another may have a less formal design in which elements flow 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 deco- rative touches. Let “simpler” and “fewer” be your guiding concepts.

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

Even without special training in graphic design, you can make your printed and elec- tronic messages more effective by understanding the use of white space, margins and line justification, typefaces, and type styles.

White space Any space that doesn’t contain text or artwork, both in print and online, is considered white space. (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 open area surrounding headings, margins, paragraph indents, space around images, 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

Margins and Justification Margins define the space around text and between text columns. In addition to their width, the look and feel of margins is influenced by the way you arrange lines of text, which can be set (1) justif ied (which means they are flush, or aligned vertically, on both the left and the right), (2) flush left with a ragged-right margin, (3) flush right with a ragged-left margin, or (4) centered. This paragraph is justified, whereas the paragraphs in Figure 6.2 on page 209 are flush left with a ragged-right margin.

4 Learning obJectiveList four principles of effective design, and explain the role of major design elements in document readability.

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

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Genius Scan lets you scan docu- ments with your phone and create PDFs on the go.

Good design enhances the read- ability of your material.

For effective design, pay attention to • Consistency • Balance • Restraint • Detail

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

Most business documents use a flush left margin and a ragged right margin.

Chapter 6 Completing business messages 219

Magazines, newspapers, and books often use justified type because it can accommo- date more text in a given space. However, justified 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, justified type can be more difficult 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 in order to improve the appearance of the printed page.) Because most business communicators don’t have that time or skill, it’s best to avoid justified type in routine business documents.

In contrast to justified type, flush-left, ragged-right type creates a more open appear- ance 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.

statically balanced

Figure 6.3 Designing for Readability The website of the web development firm Iron to Iron is a model of elegant design that promotes easy reading.

C ou

rte sy

to Ir

on to

Ir on

220 part 2 applying the three-step Writing Process

typefaces Typeface refers to 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.) Typeface influences the tone of your message, making it look authoritative or friendly, businesslike or casual, classic or modern, and so on (see Table 6.4). Be sure to choose fonts that are appropriate for your message; many of the fonts on your computer are not appropriate for business use.

Serif typefaces have small crosslines (called serifs) at the ends of each letter stroke. Sans serif typefaces, 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 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 for body text.

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 Using more typefaces can clutter a document and produce an amateurish look.

type styles Type style refers to any modification 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 boldface indi- vidual words or phrases to draw more attention to them. For example, the key terms in each chapter in this book are set in bold. Italic type also creates emphasis, although not as pronounced as boldface. Italic type has specific uses as well, such as highlighting quota- tions and indicating foreign words, irony, humor, book and movie titles, and unconven- tional usage.

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.

The classic style of document design uses a sans serif typeface for headings and a serif typeface for regular paragraph text; how- ever, many contemporary docu- ments and webpages now use all sans serif.

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Learn mOre by reaDing this artiCLe

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 http://real-timeupdates .com/ebc12 and click on Learn More in the Students section.

Avoid using any type style that inhibits your audience’s ability to read your messages.

tabLe 6.4 typeface personalities: Serious to Casual to playful

Serif Typefaces Sans Serif Typefaces Specialty Typefaces (rarely used for routine business communication)

Calibri

Franklin Gothic Book Zapfino

STENCIL

Chapter 6 Completing business messages 221

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 head- ings 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 it to fill up space. Type that is too small is hard to read, whereas extra-large type looks unprofessional. Be particularly careful with small type online. Small type that looks fine on a medium-res- olution 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).

formatting formal letterS and memoS

Formal business letters usually follow certain design conventions, as the letter in Figure 6.2 illustrates. Most business letters are printed on letterhead stationery, which includes the company’s name, address, and other contact information. The first element to appear after the letterhead is the date, followed by the inside address, which identifies the per- son 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, “Format and Layout of Business Documents.”

Like letters, business memos usually follow a preset design. Memos have largely been replaced by electronic media in many companies, but if they are still in use at the firm 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 Interoffice 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 sig- nature, although signing your initials next to your name on the From line is standard prac- tice 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 4 (see page 157), you can follow these steps to format 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 (4–6 lines), and separate them with blank lines so the reader’s eyes can easily jump from one point to the next.6

● 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 auto- matically 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 on the next page; notice how much more dif- ficult the screen in Figure 6.4a is to read.

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Type design is a fascinating and dynamic field; this portfolio shows dozens of innovative new typefaces. Go to http:// real-timeupdates.com/ebc12 and click on Learn More in the Students section.

http://real-timeupdates.com/bce7

222 part 2 applying the three-step Writing Process

proofreading Your Message 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.

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 f irst cat- egory, you can review format and layout guidelines in Appendix A on page 595 and brush up on writing basics with the Handbook of Grammar, Mechanics, and Usage on page 619. 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 f iles move from computer to computer, especially when lots of fonts and multimedia ele- ments are involved.

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 specific problems that may occur. Use these techniques from professional proofreaders to help ensure high-quality output:

● Make multiple passes. Go through the document several times, focusing on a dif- ferent aspect each time. For instance, look for content errors the first 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

White space between the heading and the body text helps readers perceive the heading as a single block of text.

Generous margins reduce the visual clutter on screen.

The sans serif typeface (right) is easier to read than the serif typeface (left).

Shorter paragraphs simplify reading and allow for more white space breaks between paragraphs.

Figure 6.4 Designing Messages for Mobile Devices 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. Source: MS Office Word 2013, © Microsoft.

Your credibility is affected by your attention to the details of mechan- ics and form.

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NounPlus puts a grammar checker, spell checker, and pronunciation guide on your phone, so you’re never without tips and advice.

5 Learning obJectiveExplain the importance of proofreading, and give eight tips for successful proofreading.

The types of details to look for when proofreading include lan- guage errors, missing material, design errors, and typographical errors.

Chapter 6 Completing business messages 223

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 pro- cess the visual information. Try (1) reading each page backward, from the bottom to the top, (2) placing your finger 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 finish- ing a document; let your mind wander off to new topics and then come back fresh later on.

● 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 electronic documents on paper. Some people have trouble proofreading webpages, online reports, and other electronic documents on screen. If you have trouble, try to 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 proofing 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 financial report, a contract, or a medical file certainly could be serious. See “Checklist: Proofing Business Messages” for a handy list of items to review during proofing.

Distributing Your Message With the production f 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. In some cases, the choice is obvious: Just click the Send button in your email program or the Publish button on your blog. In other cases, such as when you have a 100-page report with full-color graphics or a massive multimedia f ile, you need to plan the distribution carefully so that your message is received by

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tips for proofing your papers

This advice for class assignments will help you on the job, too. Go to http://real-timeupdates.com/bce7 and click on Learn More in the Students section.

A. Look for writing errors. ● 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 files

CheCklist ✓ Proofing business messages

6 Learning obJectiveDiscuss the most important issues to consider when distributing your messages.

224 part 2 applying the three-step Writing Process

everyone who needs it. When choosing a means to distribute messages, consider the following factors:

● 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 expen- sive, so weigh the cost versus the benefits. Be sure to consider the nonverbal message you send regarding cost as well. Overnight delivery of a printed report could look 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 file-compression utility to shrink the size of email attachments, make sure your recipients have the means to expand the files on arrival. For extremely large files, consider recordable media such as DVDs or one of the many free or low-cost file- 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 electronic, as “urgent” if they aren’t truly urgent.

● Security and privacy. The convenience offered by electronic 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 files, you can use Adobe Acrobat or an equivalent product to convert your documents to PDF files (which are more immune to viruses).

For more advice on revision, proofreading, and other topics related to this chapter, visit http://real-timeupdates.com/ebc12 and click on Chapter 6.

Consider cost, convenience, time, security, and privacy when choos- ing a distribution method.

MobiLe app

SignEasy solves the problem of signing digital documents such as contracts; you can sign right on your phone screen.

Jefferson Rabb’s web business is doing so well that he has hired you to help with a variety of writing and design tasks. Use what you’ve learned in this chapter about revising messages, design- ing for readability, and distributing messages to address the following challenges.7

1. You received some draft copy for an author website that contains the following rather long sentence:

Alexander McCall Smith was born in what is now Zimbabwe and was educated there and in Scotland before becoming a law professor in Scotland and later returning to Africa to help set up a new law school at the University of Botswana.

Which of these four alternatives does the best job of revising the material to improve its readability without losing any of the original information or introducing any new information?

a. A native of what is now Zimbabwe, Alexander McCall Smith was educated in what is now Zimbabwe as well as Scotland. He became a law professor in Scotland and later returned to Africa to help set up a law school at the University of Botswana.

b. Alexander McCall Smith was educated in Zimbabwe and Scotland, where he became a law professor. He

On the JOb: sOLving COmmuniCatiOn DiLemmas at Jefferson rabb Web Design later returned to Africa to help set up a law school at the University of Botswana.

c. Returning to Africa to help set up a law school at the University of Botswana must’ve felt like a homecoming of sorts for Zimbabwe native Alexander McCall Smith, who was educated in both Zimbabwe and Scotland.

d. Alexander McCall Smith was born in what is now Zimbabwe and was educated there and in Scotland. He became a law professor in Scotland and later returned to Africa to help set up a law school at the University of Botswana.

2. Like many popular authors, Anita Shreve offers guides that help reading groups or book groups explore and discuss her novels. A typical reading guide might contain a dozen or so questions that relate to events or themes from a novel. Groups can use these questions to structure their discussions of a novel. Which of the following navigational link titles would be the most effective to use on Shreve’s website? a. Guides for Book Groups b. Reading Guides c. Discuss Shreve’s Novels d. Explore Anita’s Work

3. The following sentence appears on the website for Tom Vanderbilt’s Traffic, a study of the technical and social

Chapter 6 Completing business messages 225

c. How traffic works, why we drive the way we do, and what our driving says about us—these are the questions addressed and answers in the exhaustively researched book Traffic. [30 words]

d. Traffic gets under the hood of the everyday activity of driving to uncover the surprisingly complex web of physical, psychological, and technical factors that explain how traffic works, why we drive the way we do, and what our driving says about us. [42words]

4. A number of authors reach out to their reader bases by offering to participate in book group discussions via Skype. If you wanted to get the word out that a new author was available to talk with book groups via Skype, which of the following distribution methods would you choose? (For this exercise, assume that you can choose only one of these.) a. Posters in book stores b. A message printed somewhere on the cover of the

book c. A Twitter update from the author d. An update on the author’s Facebook page

evolution of traffic and the never-ending attempts to making driving less dangerous and more efficient:

Based on exhaustive research and interviews with driv- ing experts and traffic officials around the globe, Traffic gets under the hood of the everyday activity of driving to uncover the surprisingly complex web of physical, psychological, and technical factors that explain how traffic works, why we drive the way we do, and what our driving says about us. [57 words]

Which of the following does the best job of reducing the length and complexity of this sentence without signifi- cantly altering its meaning?

a. Traffic explores the surprisingly complex web of physical, psychological, and technical factors that explain how traffic works, why we drive the way we do, and what our driving says about us. [31 words]

b. Traffic relies on extensive global research to explore the surprisingly complex web of physical, psychological, and technical factors that explain how traffic works, why we drive the way we do, and what our driving says about us. [37 words]

Learning objectives checkup Assess your understanding of the principles in this chapter by reading each learning objective and study the accompanying exercises. You can check your responses against the answer key on page 647.

Objective 6.1: Discuss the value of careful revision and describe the tasks involved in evaluating your first drafts and the work of other writers.

1. Which of these is the most important reason you should take care to revise messages before sending them? a. Revising shows your audience how hard you work. b. Revising lowers the word count. c. Revising makes it cheaper to email messages. d. Revising can usually make your messages more suc -

cessful. 2. Which of the following is not one of the main tasks involved

in completing a business message? a. Drafting the message b. Revising the message c. Producing the message d. Proofreading the message

Objective 6.2: List four techniques you can use to improve the readability of your messages.

3. Regarding sentence length, the best approach for business messages is to a. Keep all sentences as short as possible b. Make most of your sentences long since you will usually

have complex information to impart c. Vary the length of your sentences d. Aim for an average sentence length of 35 words

4. Regarding paragraph length, the best approach for business messages is to a. Keep paragraphs short b. Make most of your paragraphs long since that is stan-

dard practice in business writing c. Make most of your paragraphs one sentence in length d. Aim for an average paragraph length of 200 words

5. Regarding the use of lists, the best approach for business messages is to a. Avoid using lists except where absolutely necessary b. Make sure listed items are in parallel form c. Use numbered lists rather than bulleted ones d. Do all of the above

6. Which of the following is not an informative heading? a. Why We Need a New Distributor b. Five Challenges Facing Today’s Distributors c. Distributors Are a Better Choice for Us Than Wholesalers d. Distributor Choices

Objective 6.3: Describe eight steps you can take to improve the clarity of your writing and give four tips on making your writing more concise.

7. Which of the following sentences contains hedging words? a. It appears that we may have a problem completing the

project by May 20. b. There is a possibility that the project might be done by

May 20. c. It seems that the project could possibly miss its comple-

tion date of May 20. d. All of the above contain hedging words.

8. Which of the following sentences lacks parallelism? a. Consumers can download stock research, electronically

file their tax returns, create a portfolio, or choose from an array of recommended mutual funds.

226 part 2 applying the three-step Writing Process

b. Consumers can download stock research, can electroni- cally file their tax returns, create a portfolio, or they can choose from an array of recommended mutual funds.

c. Consumers can download stock research, can elec- tronically f ile their tax returns, can create a portfolio, or can choose from an array of recommended mutual funds.

d. Consumers can download stock research, they can elec- tronically file their tax returns, they can create a portfo- lio, or they can choose from an array of recommended mutual funds.

9. Which of the following sentences does not have a dangling modifier? a. Lacking brand recognition, some consumers are wary of

using Internet-only banks. b. Because Internet-only banks lack brand recognition,

some consumers are wary of using them. c. Because of a lack of brand recognition, some consumers

are wary of using Internet-only banks. d. All have dangling modifiers.

10. When editing for conciseness, you should look for a. Unnecessary words and phrases b. Dangling modifiers c. Lack of parallelism d. Awkward references

11. Which of the following is not an example of a redundancy? a. Visible to the eye b. Free gift c. Very useful d. Repeat again

Objective 6.4: List four principles of effective design and explain the role of major design elements in document readability. 12. A well-designed document

a. Includes a wide variety of typefaces b. Balances the space devoted to text, artwork, and white

space c. Fills as much of the available space as possible with text

and art d. Does all of the above

13. Any blank areas in a document are referred to as ____ ____.

14. Type that is justified is a. Flush on the left and ragged on the right b. Flush on the right and ragged on the left c. Flush on both the left and the right d. Centered

15. Why is it a good idea to think in small chunks when writing for mobile audiences? a. Mobile users consume information one screen at a time. b. More than 50 percent of mobile users refuse to scroll

past the first screen. c. Many smartphones don’t offer scrolling. d. Graphics are easier to create on mobile devices.

Objective 6.5: Explain the importance of proofreading and give eight tips for successful proofreading. 16. The best time to proofread is

a. As you are writing b. Immediately after you finish the first draft, while the

information is still fresh in your mind c. A day or so after you finish the first draft d. After you distribute the document

17. When proofreading, you should look for errors in a. Spelling and punctuation b. Grammar and usage c. Typography and format d. All of the above

Objective 6.6: Discuss the most important issues to con- sider when distributing your messages. 18. As a general rule, the cost of distributing a business message

should be balanced against a. The importance and urgency of the message b. The length of the message c. Your career goals as they relate to the message d. The number of recipients

19. Which of the following concerns is the most important to consider when distributing messages through digital media such as email? a. The difficulty of reading on screen b. Privacy and security c. Differences between flat-panel and CRT monitors d. The difficulty of keeping email addresses current

Chapter 6 Completing business messages 227Quick Learning guide

Chapter outline revising Your Message: evaluating the first Draft

evaluating Your content, organization, style, and Tone

evaluating, editing, and revising the work of others

revising to improve readability Varying Your sentence Length

Keeping Your Paragraphs short

Using Lists to clarify and emphasize

adding Headings and subheadings

editing for clarity and conciseness editing for clarity

editing for conciseness

producing Your Message Designing for readability

formatting formal Letters and memos

Designing messages for mobile Devices

proofreading Your Message

Distributing Your Message

learning objeCtiveS

1 Discuss the value of careful revision, and describe the tasks involved in evaluating your first drafts and the work of other writers. (page 207)

2 List four techniques you can use to improve the readability of your messages. (page 210)

3 Describe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise. (page 214)

4 List four principles of effective design, and explain the role of major design elements in document readability. (page 218)

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 the 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 within a major section

type style Any modification that lends con- trast or emphasis to type, including bold- face, 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 inter- changeably, although strictly speaking, a font is a set of characters in a given typeface)

white space Space (of any color) in a docu- ment or screen that doesn’t contain any text or artwork

5 explain the importance of proofreading, and give eight tips for successful proofreading. (page 222)

6 Discuss the most important issues to consider when distributing your messages. (page 223)

CheCklist ✓ Proofing business messages

A. Look for writing errors. ● 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 files

CheCklist ✓ revising business messages ● 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 modifiers. ● Reword long noun sequences and

replace camouflaged 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.”

A. Evaluate content, organization, style, and tone.

● Make sure the information is accurate, relevant, and suff 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.

● Keep paragraphs short.

228 part 2 applying the three-step Writing Process

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

6.1. How does careful revision reflect the “you” attitude? [LO-1] 6.2. Why should you limit the number of typefaces and type

styles in most business documents? [LO-4] 6.3. Explain the importance of text justification as a contrib-

utor to text readability. [LO-4] 6.4. How can you demonstrate good business sense in the

choices you make regarding message distribution? [LO-6]

practice Your skills Message for Analysis 6.A: Revising to Improve Readability [LO-2]

Analyze the strengths and weaknesses of this message, then revise it so that it follows the guidelines in Chapters 4 through 6:

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.

Message for Analysis 6.B: Designing for Readability [LO-4]

To access this message, visit http://real-timeupdates.com/ebc12, click on Student Assignments, select Chapter 6, Message 6.B. Download and open the document. Using the various page, para- graph, and font formatting options available in your word proces- sor, modify the formatting of the document so that its visual tone matches the tone of the message.

Message for Analysis 6.C: Evaluating the Work of Another Writer [LO-1]

To access this message, visit http://real-timeupdates.com/ ebc12, click on Student Assignments, select Chapter 6, Message 6.C. Download and open the document. Using your knowledge of effective writing and the tips on page 210 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.

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

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.

6.5. Evaluating the Work of Other Writers [LO-1] There is a demand in many organizations from the employees for the adoption of the flextime system as they feel that this will help them manage work and life better. Locate one such flextime proposal online. Do you find it convincing enough? Do you have any suggestions for improving it?

6.6. Revising for Readability (Sentence and Paragraph Length [LO-2]) Both paragraphs and sentences can be too short or too long making reading difficult. Re-write the following text to read with more flow:

The presentation began slowly. It gathered pace halfway through when the subject matter became more exciting as a result of more controversial ideas being introduced along with a more animated tone of voice from the presenter and the fact that the volume of the sound system was turned up to a higher level.

The controversial nature of the subject caused the audience to react by becoming restless and muttering.

The speaker seemed oblivious to the response of the audience and carried on regardless.

As an example of a good presentation the event was a disaster with some of the audience walking out towards the end. The organiser asked those who left early to say why they were leaving. Some said they were offended. They said the presenter was too opinionated. They complained the sound was poor. Others said they wanted more information and evidence of the views presented, not just an unsubstantiated and biased and ignorant expression of belief.

6.7. Revising for Readability (Sentence Length) [LO-2] Break the following sentences into shorter ones by add- ing more periods and revise as needed for smooth flow: a. 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 sufficiently satisfactory, so we offered her full-time work.

b. Long sentences are also difficult to write because, even if they are punctuated properly, they can be hard to read since readers often want a pause, and writers need to be aware of this and consider the effect that any writing has on the reader apart from the fact that a writing that contains long sentences can seem wordy.

c. Three days ago, you asked us to investigate into the problem of discomfort among your office workers for which we have conducted our study and found that too low humidity is apparently the main cause of your problem as your building is steam-heated.

d. It is the main responsibility of our produc- tion department to make sure that it meets the continuous inflow of the product demand of our sales division.

http://real-timeupdates.com/

Chapter 6 Completing business messages 229

e. The first transcontinental auto trip, made in 1903, from San Francisco to New York City, was a remark- able feat because roads were poor and gasoline was hard to find.

6.8. Editing for Conciseness (Unnecessary Words) [LO-3] Cross out unnecessary words in the following phrases: a. Red in color b. Actual facts c. Few in number d. Make an examination of e. Repeat again

6.9. Editing for conciseness (Remove redundancies) [LO-3] Rewrite the following sentences removing the redundant words: a. The new presentation on grammatical errors was

fully finished. b. Writing progressive and ongoing material was a

great pleasure for the articulate, well-spoken man. c. The hoarder had built up an accumulation of news-

papers and magazines that dated back in time to the war years.

d. Discussion of the end result of the competitive race was extraordinarily odd and unusual.

e. His speaking voice in the presentation was uniquely distinctive so the experience of the audience was excellent and he was voted the absolute best speaker.

6.10. Editing for Conciseness (Lengthy Phrases) [LO-3] Use infinitives as substitutes for the overly long phrases in these sentences: a. For living, I require money. b. They did not find sufficient evidence for believing in

the future. c. Bringing about the destruction of a dream is tragic.

6.11. Editing for Conciseness (Lengthy Phrases) [LO-3] Rephrase the following in fewer words: 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

6.12. Editing for Conciseness (Lengthy Phrases) [LO-3] 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 final 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 sufficiently satisfactory so that we offered her full-time work.

6.13. Editing for Conciseness (Unnecessary Modifiers) [LO-3] Remove all the unnecessary modifiers 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 inflationary, extremely demanding, and exceptionally bold.

6.14. Editing for Clarity (Hedging) [LO-3] 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 Nancy apparently has somewhat greater influ-

ence over employees in the e-marketing department. e. It seems as if this letter of resignation means you

might be leaving us. 6.15. Editing for Clarity (Indefinite Starters) [LO-3] Rewrite

these sentences to eliminate the indefinite 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 Mildred Cook’s retirement party.

c. It has been learned in Washington today from gen- erally reliable sources that an important announce- ment will be made shortly by the White House.

d. There is a rule that states that we cannot work over- time without permission.

e. It would be great if you could work late for the next three Saturdays.

6.16. Editing for Clarity (Parallelism) [LO-3] 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 publica- tion 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 bookkeep- ing.

6.17. Editing for Clarity (Awkward References) [LO-3] Revise the following sentences to delete the awkward ref- erences: a. The vice president in charge of sales and the produc-

tion 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.

230 part 2 applying the three-step Writing Process

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.

6.18. Editing for Clarity (Dangling Modifiers) [LO-3] Rewrite these sentences to clarify the dangling modifiers: a. Full of trash and ripped-up newspapers, we left Dal-

las on a plane that apparently hadn’t been cleaned in days.

b. Lying on the shelf, Ruby found the operations man- ual.

c. With leaking plumbing and outdated wiring, I don’t think we should buy that property.

d. Being cluttered and filthy, Sandy took the whole afternoon to clean up her desk.

e. After proofreading every word, the letter was ready to be signed.

6.19. Editing for Clarity (Noun Sequences) [LO-3] 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 recom-

mendations, we are revising our job applicant evalu- ation procedures.

c. The production department quality assurance pro- gram components include employee training, sup- plier cooperation, and computerized detection equipment.

d. The supermarket warehouse inventory reduction plan will be implemented next month.

e. The State University business school graduate place- ment program is one of the best in the country.

6.20. Editing for Clarity (Sentence Structure) [LO-3] Rearrange the following sentences to bring the subjects closer to their verbs: a. Trudy, when she first saw the bull pawing the ground,

ran. b. It was Terri who, according to Ted, who is probably

the worst gossip in the office (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 fire, the worst trag- edy in the history of the company, prepared a press announcement.

6.21. Editing for Clarity (Camouflaged Verbs) [LO-3] Rewrite each sentence so that the verbs are no longer camouflaged:

a. Adaptation to the new rules was performed easily by the employees.

b. The assessor will make a determination of the tax due.

c. Verification 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.

6.22. The auditing procedure on the books was performed by the vice president.

6.23. Completing: Designing for Readability; Media Skills: Blogging, [LO-3], Chapter 7 Briefly analyse the following three sentences which are intended for use in a blog which is likely to be read on a mobile device: a. The purpose of the script when Viner Hand ITC

was used was to make it absolutely clear that reading in different scripts is not so easy.

b. Some scripts like Garamond may create variety, but careful choices should be made to ensure they are suit- able for the intended purpose.

c. Times New Roman is a common typeface but is it good for use on a mobile device?

6.24. Communication Ethics: Making Ethical Choices; Media Skills: Blogging, [LO-3] Chapter 7 The Man- aging Director (MD) of a medium sized company expe- riencing difficulties at the beginning of the recent eco- nomic downturn wrote the following message on the blog used by employees. Using the principles you have learned with regard to concise and clear writing, analyse what you think that MD is trying to convey to its employ- ees. Rewrite the message more clearly and be prepared to discuss the ethics of the MD’s choice of medium for the message: “Colleagues, You are aware of the incredibly difficult trading conditions that we are operating in cur- rently and how our customers are placing massive pres- sure on us to increase our discounts, reduce our costs and improve our delivery times so that they are getting a better deal out of us. This incredible pressure is hav- ing a hugely detrimental effect on our financial position amongst our competitors and so we are constantly los- ing ground in the market. This means that if we do not respond successfully with more effort we are going to be struggling massively with overheads which means we might be likely to have to take some uncomfortable manning decisions shortly in order to keep going.”

6.25. Proofreading [LO-5] With a class colleague, both of you find three of your written answers to questions from chapter 1. Next, each proofread your work noting down the errors separately and then do the same with each oth- er’s work. Compare, in detail, the differences between the errors each of you notice and discuss what you can learn about proof reading from this exercise.

Our final 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 confindentiality agreenemt, the employee benefits Manual, please let me know if you anticipate any delays in obtaining these materials.

Chapter 6 Completing business messages 231

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 218–221. Using whatever medium your instructor requests, write a brief analysis of the site (no more than one page), citing specific elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business commu- nication research. Use the Web Search function to find a web- site, video, PDF document, 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.

of this book and review Section 1.6.1 (Prepositions). Then look at the following 10 items. Underline the preferred choice within each set of parentheses. (Answers to these exercises appear on page 649.)

6.26. Where was your argument (leading to, leading)? 6.27. I wish he would get (off, off of) the phone. 6.28. U.S. Mercantile must become (aware, aware of) and sensi-

tive to its customers’ concerns. 6.29. Dr. Namaguchi will be talking (with, to) the marketing

class, but she has no time for questions. 6.30. Matters like this are decided after thorough discussion

(among, between) all seven department managers. 6.31. We can’t wait (on, for) their decision much longer. 6.32. Their computer is similar (to, with) ours. 6.33. This model is different (than, from) the one we ordered. 6.34. She is active (in not only, not only in) a civic group but also

in an athletic organization. 6.35. Carolyn told Jorge not to put the used inkjet cartridges

(in, into) the trash can.

For additional exercises focusing on prepositions, visit MyBComm Lab. Click on Chapter 6; click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage; and then click on 10. Prepositions.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

6.36 Why is it helpful to put your first draft aside for a while before you begin the editing process? [LO-1]

6.37 How do your typeface selections help determine the personality of your

documents and messages? [LO-4]

endnotes 1. Jefferson Rabb website, accessed 21 January 2013, www . jeffersonrabb.com; Joshua Bodwell, “Artful Author Web Sites,” Poets & Writers, January/February 2011, 79–84; Super Sad True Love Story website, accessed 22 January 2011, http://supersadtruelove story.com; Beat the Reaper website, accessed 22 January 2011, www.beatthereaper.com. 2. Deborah Gunn, “Looking Good on Paper,” Office Pro, March 2004, 10–11. 3. Jacci Howard Bear, “Desktop Publishing Rules of Page Layout,” About.com, accessed 22 August 2005, www.about.com. 4. Kas Thomas, “The Serif Readability Myth,” assertTrue blog, 18 January 2013, asserttrue.blogspot.com; Ole Lund, “Knowledge

Construction in Typography: The Case of Legibility Research and the Legibility of Sans Serif Typefaces,” doctoral dissertation, University of Reading, October 1999. 5. Jacci Howard Bear, “Desktop Publishing Rules for How Many Fonts to Use,” About.com, accessed 22 August 2005, www.about.com. 6. “Mobile Message Mayhem,” Verne Ordman & Associates, accessed 12 March 2014, www.businesswriting.biz. 7. The writing samples in this exercise were taken or adapted from the Alexander McCall Smith website, accessed 2 June 2011, www .alexandermccallsmith.com; Anita Shreve website, accessed 2 June 2011, www.anitashreve.com; Traffic website, accessed 2 June 2011, http://tomvanderbilt.com/traffic.

http://www.beatthereaper.com

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http://tomvanderbilt.com/traffic

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www.alexandermccallsmith.com

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Part

3 Crafting Brief Business Messages

Most of your communication on the job will be through brief messages, from Twitter updates and blog posts to formal letters that might run to several pages. Learning how to write these messages effectively is vital to maintaining productive working

relationships with colleagues and customers. Start by adapting what

you already know about digital media to the professional challenges

of business communication. Then learn specific techniques for crafting

routine, positive, negative, and persuasive messages—techniques

that will help you in everything from getting a raise to calming an angry

customer to promoting your next great idea.

ChaPter 7 Crafting Messages for Digital Channels ChaPter 8 Writing Routine and Positive Messages ChaPter 9 Writing Negative Messages ChaPter 10 Writing Persuasive Messages

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On the JOB: COMMuniCating at GoPro

Building a Brand Through Social Engagement If you’ve watched a daredevil video on YouTube in the past few years, chances are the video was shot with a GoPro camera. GoPro’s digital cameras have captured everything from extreme snowboarders to Felix Baumgartner’s epic 24-mile freefall leap from the edge of space. The “adrenaline market” is at the core of the GoPro brand, but the growing population of GoPro users also includes filmmakers, sports and wildlife photographers, oceanographers, atmospheric researchers, and others who need high-quality video footage from a small, rugged, and relatively inexpensive digital camera.

Not surprisingly, for its own business communication needs, GoPro makes extensive use of video. Like many com- panies, it uses video to showcase new products and provide how-to advice for customers. However, GoPro has gone far beyond what many companies do with video by harness- ing the amplifying power of social media. The company has taken user-generated content to the extreme, using a variety of recognition and reward mechanisms to encourage GoPro customers to submit video clips. For example, GoPro runs a nonstop contest that recognizes several customers every day

Crafting Messages for Digital Channels7

Learning OBJeCtives After studying this chapter, you will be able to

Identify the major digital channels used for brief business messages, and describe the nine compositional modes needed for digital media.

Describe the use of social networks in business communication.

Explain how companies and business professionals can use information and content sharing websites.

Describe the evolving role of email in business commu- nication, and explain how to adapt the three-step writing process to email messages.

Describe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace.

Describe the use of blogging and microblogging in busi- ness communication, and briefly explain how to adapt the three-step process to blogging.

Explain how to adapt the three-step writing process for podcasts.

Viewer interest in extreme sports and other eye-catching events and phenomena has created a huge market for GoPro’s video cameras. The company, led by founder and CEO Nick Woodman, has capitalized on this visceral appeal with an extensive social media presence centered around online video.

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Chapter 7 Crafting Messages for Digital Channels 235

for the best footage shot on GoPro cameras. These clips are then highlighted on the company’s website and all across the major social media platforms, including YouTube, Facebook, Twitter, Google+, and Instagram. In addition, a daily sweepstakes awards one lucky participant with one of every product the company makes, which maintains a high level of interest among people who don’t yet own a GoPro camera.

The company’s strategy of building a global video com- munity has been a huge success. When Google (which owns YouTube) announced its first-ever monthly ranking of the high- est-performing branded channels on YouTube, it determined that GoPro had the most engaged fan base. To measure en- gagement, Google factors in such variables as the amount of

1 LearninG objectiveIdentify the major digital channels used for brief business messages, and describe the nine compositional modes needed for digital media.

time visitors spending watching videos, the number of repeat visitors, and the number of times people “like” a video or leave a comment. When you consider that virtually every video on GoPro’s YouTube channel functions as an advertise- ment for the company’s cameras, you get an idea of the immense promotional power that this high level of engage- ment represents.

Even if your job doesn’t involve snowboarding off cliffs or parachuting from space, GoPro offers a great example of how creative companies can build connections in today’s digital, so- cial business environment.1

http://gopro.com

Digital channels for business communication GoPro’s choice of social media for customer communication may seem like an obvious move, but the use of social media represents a fundamental shift in business communica- tion. The shift is still taking place, as more consumers adopt social and mobile media and as businesses experiment with the best ways to integrate these media and adapt them to their internal and external communication practices.

Social media such as Facebook are digital media/channel combinations that empower stakeholders as participants in the communication process by allowing them to share content, revise content, respond to content, or contribute new content. For instance, many people now rely heavily on content sharing through social media tools to get information of personal and professional interest. Additionally, many consumers and professionals frequently engage in “content snacking,” consuming large numbers of small pieces of information and bypassing larger documents that might require more than a few minutes or even a few seconds to read.2 Moreover, the amount of content accessed from mobile devices (with the challenges they present in terms of screen size and input mechanisms) continues to rise.3 Faced with such behavior, communicators need to be more careful than ever to create audience-focused messages and to consider restructuring messages using more teasers, orientations, and summaries (see pages 236–237).

With all these changes taking place, the field of business communication is a lot more interesting—but also a lot more complicated—than it was just a few years ago. For exam- ple, newer and smaller firms have a better opportunity to compete against big companies with big communication budgets because the quality of the message and the credibility of the sender carry more weight in this new environment. Empowered stakeholders can use the reach of social media to help companies that appear to be acting in stakeholders’ best interests and harm companies that are not. Social media also have the potential to increase transparency, with more eyes and ears to monitor business activities and to use the crowd’s voice to demand accountability and change.

Although social media have reduced the amount of control businesses have over the content and process of communication,4 today’s smart companies are learning how to adapt their communication efforts to this new media landscape and to welcome custom- ers’ participation. Social media are also revolutionizing internal communication, breaking down traditional barriers in the organizational hierarchy, promoting the flow of informa- tion and ideas, and enabling networks of individuals and organizations to collaborate on a global scale.5

Increasingly, employees expect the leaders in their organizations to be active in social media. In one recent study, more than 80 percent of U.S. employees agreed that “CEOs who engage in social media are better equipped than their peers to lead companies in a

The range of options for short business messages continues to grow with innovations in digital and social media.

Social media reduce a communicator’s control over messages.

http://gopro.com

236 part 3 Crafting Brief Business Messages

Even with the widespread use of digital formats, printed memos and letters still play an important role in business communication.

Web 2.0 world.” Moreover, roughly the same percentage are more likely to trust compa- nies whose leadership teams engage with stakeholders via social media, and they would prefer to work for such companies as well.6

Media ChoiCes for Brief Messages

Social media are not the only options available for business communication, of course. Individuals and companies have a broad range of options for sending brief messages (from one or two sentences up to several pages long), including the following:

●● Social networks ●● Information and content sharing sites ●● Email ●● Instant messaging (IM) ●● Text messaging ●● Blogging and microblogging ●● Podcasting

This chapter covers all of these media, and Chapters 11 and 12 explore two other key media, websites and wikis, which are used for longer messages and documents.

As this list suggests, businesses use many of the same tools you use for personal com- munication. Generally speaking, companies are quick to jump on any communication platform where consumers are likely to congregate or that promise more-efficient inter- nal or external communication.

Although most of your business communication is likely to be via digital means, don’t automatically dismiss the benefits of printed messages. Here are several situations in which you should use a printed message over digital alternatives:

●● 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 flood of digital messages ●● When you need a permanent, unchangeable, or secure record

Obviously, if you can’t reach a particular audience through digital channels, you’ll also need to use a printed message. Appendix A offers guidelines on formatting printed memos and letters.

CoMpositional Modes for digital Media

As you practice using digital media in this course, focus on the principles of social media communication and the fundamentals of planning, writing, and completing messages, rather than on the specific details of any one medium or system.7 Fortunately, the basic commu- nication skills required usually transfer from one system to another. You can succeed with written communication in virtually all digital media by using one of nine compositional modes:

●● Conversations. IM is a great example of a written medium that mimics spoken con- versation. And just as you wouldn’t read a report to someone sitting in your office, you wouldn’t use conversational modes to exchange large volumes of information or to communicate with more than a few people at once.

●● Comments and critiques. One of the most powerful aspects of social media is the opportunity for interested parties to express opinions and provide feedback, whether it’s leaving comments on a blog post or reviewing products on an e-commerce site. Sharing helpful tips and insightful commentary is also a great way to build your personal brand. To be an effective commenter, focus on short chunks of information that a broad spectrum of other site visitors will f ind helpful. Rants, insults, jokes, and blatant self-promotion are usually of little benefit to other visitors.

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Should you email, text, or pick up the phone?

These tips will help you make the best choice in various business situations. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Communicating successfully with digital media requires a wide range of writing approaches.

Chapter 7 Crafting Messages for Digital Channels 237

●● Orientations. The ability to help people find their way through an unfamiliar sys- tem or subject is a valuable writing skill and a talent that readers greatly appreciate. Unlike summaries (see next item), orientations don’t give away the key points in the collection of information, but rather tell readers where to find those points. Writing effective orientations can be a delicate balancing act because you need to know the material well enough to guide others through it while being able to step back and view it from the inexperienced perspective of a “newbie.”

●● Summaries. At the beginning of an article or webpage, a summary functions as a miniature version of the document, giving readers all the key points while skipping over details. At the end of an article or webpage, a summary functions as a review, reminding readers of the key points they’ve just read. A series of key points extracted from an article or webpage can also serve as a summary (see the discussion of tweetables).

●● Reference materials. One of the greatest benefits of the Internet is the access it can provide to vast quantities of reference materials—numerical or textual information that people typically don’t read in a linear way but rather search through to find par- ticular data points, trends, or other details. One of the challenges of writing reference material is that you can’t always know how readers will want to access it. Making the information accessible via search engines is an important step. However, readers don’t always know which search terms will yield the best results, so consider an ori- entation and organize the material in logical ways with clear headings that promote skimming.

●● Narratives. The storytelling techniques covered in Chapter 4 (see page 167) can be effective in a wide variety of situations, from company histories to product reviews and demonstrations. Narratives work best when they have an intriguing beginning that piques readers’ curiosity, a middle section that moves quickly through the chal- lenges that an individual or company faced, and an inspiring or instructive ending that gives readers information they can apply in their own lives and jobs.

●● Teasers. Teasers intentionally withhold key pieces of information as a way to pull readers or listeners into a story or other document. Teasers are widely used in mar- keting and sales messages, such as a bit of copy on the outside of an envelope that promises important information on the inside. In digital media, the space limitations and URL linking capabilities of Twitter and other microblogging systems make them a natural tool for the teaser approach. Be sure that the payoff, the information a teaser links to, is valuable and legitimate. You’ll quickly lose credibility if readers think they are being tricked into clicking through to information they don’t really want. (Tweetables are Twitter-ready bites of information extracted from a blog post or other messages. They often serve as teasers, although a series of them can make an effective summary as well.)

●● Status updates and announcements. If you use social media frequently, much of your writing will involve status updates and announcements. However, don’t post trivial information that only you are likely to find interesting. Post only those updates that readers will find useful, and include only the information they need (see Figure 7.1 on the next page).

●● Tutorials. Given the community nature of social media, the purpose of many mes- sages is to share how-to advice. Becoming known as a reliable expert is a great way to build customer loyalty for your company while enhancing your own personal value.

Creating Content for soCial Media

No matter what media or compositional mode you are using for a particular message, writing for social media requires a different approach than for traditional media. Whether you’re writing a blog or posting a product demon- stration video to YouTube, consider these tips for creating successful content for social media:8

With Twitter and other super- short messaging systems, the ability to write a compelling teaser is an important skill.

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telling compelling stories on social media

Storytelling is an effective business communication strategy, and social media can be the idea platform for it. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

238 part 3 Crafting Brief Business Messages

●● Remember that it’s a conversation, not a lecture or a sales pitch. One of the great appeals of social media is the feeling of conversation, of people talking with one another instead of one person talking at everyone else. As more and more people gain a voice in the marketplace, companies that try to maintain the old “we talk, you listen” mindset are likely to be ignored in the social media landscape.

●● Write informally but not carelessly. Write as a human being with a unique, per- sonal voice. However, don’t take this as a license to get sloppy; no one wants to slog through misspelled words and half-baked sentences to find your message.

●● Create concise, specific, and informative headlines. Given the importance of headlines in the face of content snacking and information overload, headlines are extremely important in social media. Avoid the temptation to engage in clever word- play when writing headlines and teasers. This advice applies to all forms of business communication, of course, but it is essential for social media. Readers don’t want to spend time figuring out what your witty headlines mean. Search engines won’t know what they mean either, so fewer people will find your content.

●● Get involved and stay involved. Social media make some businesspeople nervous because they don’t permit a high level of control over messages. However, don’t hide from criticism. Take the opportunity to correct misinformation or explain how mis- takes will be fixed.

●● Be transparent and honest. Honesty is always essential, of course, but the social media environment is unforgiving. Attempts to twist the truth, withhold information, or hide behind a virtual barricade only invite attack in the “public square” of social media.

●● Think before you post! Because of careless messages, individuals and companies have been sued because of Twitter updates, employees have been fired for Facebook wall postings, vital company secrets have been leaked, and business and personal relationships have been strained. Remember that you share the responsibility of keep- ing your company’s and your customers’ data private and secure. Assume that every message you send in any digital medium will be stored forever and might be read by

Figure 7.1 Compositional Modes: Status Updates and Announcements Contests, such as this one feature Fender musical equipment, are a popular message form on Facebook and other social media.

Writing for social media requires a different approach than writing for traditional media.

A momentary lapse of concentration or judgment while using social media can cause tremendous damage to your career.

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Chapter 7 Crafting Messages for Digital Channels 239

people far beyond your original audience. Ask yourself two questions: First, “Would I say this to my audience face to face?” And second, “Am I comfortable with this message becoming a permanent part of my personal and professional communication history?”

optiMizing Content for MoBile deviCes

Chapters 5 and 6 offer tips on writing and formatting messages for mobile devices. While keeping the limitations of small screens and alternative input methods in mind, look for opportunities to take advantage of mobile-specific capabilities via apps and mobile-friendly websites. Mobile expands your options as a content creator, and it gives your audience members a wider range of more-engaging ways to consume your content:

●● Location-based services. Location-based social networking links the virtual world of online social networking with the physical world of retail stores and other locations. As mobile web use in general continues to grow, location-based networking promises to become an important business communication medium because mobile consum- ers are a significant economic force—through the purchases they make directly and through their ability to influence other consumers.9

●● Gamification. The addition of game-playing aspects to apps and web services, known as gamification, can increase audience engagement and encourage repeat use. Examples include Foursquare’s “check-in” competitions and Bunchball’s Nitro competitions for sales teams.10

●● Augmented reality. Superimposing data on live cam- era images can help mobile consumers learn about companies and services in the immediate vicinity, for example. Another potential business use is on-the-job training, in which training content is provided as work- ers are learning or performing various tasks.

●● Wearable technology. From virtual-reality goggles to smartwatches to body-movement sensors, wearable technology pushes the radical connectivity of mobile to the next level. Some of these work as auxiliary screens and controls for other mobile devices, but others are meant for independent use. One of the key promises of wearable technology is simplifying and enhancing everyday tasks for consumers and employees alike.11

●● Mobile blogging. Smartphones and tablets are idea for mobile blogs, sometimes referred to as moblogs. The mobile capability is great for workers whose jobs keep them on the move and for special-event coverage such as live-blogging trade shows and industry conventions.

●● Mobile podcasting. Similarly, smartphone-based podcasting tools make it easy to record audio on the go and post finished podcasts to your blog or website.

●● Cloud-based services. Mobile communication is ideal for cloud-based services— digital services that rely on resources stored in the cloud.

Social networks Social networks—online services that help people and organizations form connections and share information—have become a major force in both internal and external business communication in recent years. In addition to Facebook, a variety of public and private social networks are used by businesses and professionals. They can be grouped into three categories:

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How social media have changed business communication

Katie Wagner highlights immediacy, access, connection, and research. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Mobile offers a range of exciting ways to enhance the audience experience.

MobiLe aPP

Mobile Podcaster lets you record audio podcasts on your mobile devices and instantly post them on your WordPress blog.

Learn from the best social media bloggers in the business

See the 10 blogs rated best by readers of Social Media Examiner. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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2 LearninG objectiveDescribe the use of social networks in business communication.

240 part 3 Crafting Brief Business Messages

●● Public, general-purpose networks. Facebook is the largest such network, and Google+ has also attracted many companies and brands. Additionally, regionally focused networks have significant user bases in some countries, such as China’s Renren and Kaixin001.12

●● Public, specialized networks. Whereas Facebook and Google+ serve a wide variety of personal and professional needs, other networks focus on a particular function or a particular audience. The most widely known of these is LinkedIn, with its emphasis on career- and sales-related networking. Other networks address the needs of entre- preneurs, small-business owners, specific professions, product enthusiasts, and other narrower audiences.

●● Private networks. Some companies have built private social networks for internal use. For example, the defense contractor Lockheed Martin created its Unity network, complete with a variety of social media applications, to meet the expectations of younger employees accustomed to social media and to capture the expert knowledge of older employees nearing retirement.13

Regardless of the purpose and audience, social networks are most beneficial when all participants give and receive information, advice, support, and introductions—just as in offline social interaction. The following two sections describe how social networks are used in business communication and offer advice on using these platforms successfully.

BUsiness CoMMUniCation Uses of soCial networks

With their ability to reach virtually unlimited numbers of people through a variety of digital formats, social networks are a great fit for many business communication needs. Here are some of the key applications of social networks for internal and external business communication:

●● Integrating company workforces. Just as public networks can bring friends and family together, internal social networks can help companies grow closer, including

Business communicators make use of a wide range of specialized and private social networks, in addition to public networks such as Facebook and Google+.

digital + soCial + MoBile: today’s CoMMUniCation environMent

With the rise in social media over the past few years and its transformative effect on business, community manager is one of the hottest new jobs in business. In the narrowest sense, a community manager is the social media interface between a company and its external stakeholders. More broadly, some community managers also plan and manage corporate events and oversee customer support operations. In smaller firms, the community manager might be the sole voice in a com- pany’s social media presence (running its Twitter account and Facebook pages, for example). In larger firms, the job often entails supervising a team of people who carry out a broad range of audience-engagement activities.

Not surprisingly, communications skills are essential for community managers. These skills include not only handling the nuts and bolts of using social media effectively but also fostering a sense of community and inspiring people to be passionate about a company and its brands. In addition, com- munity management is a data-intensive job in many compa- nies, with managers expected to make full use of analytical tools to measure the effects of social interaction and to use those answers to plan new initiatives. Community managers also have to be well-versed in their company’s product and service offerings.

On a personal level, the job requires high energy, resil- ience, a thick skin for handling negative comments, and a willingness to be connected far beyond the limits of a 40-hour week. You are “the face of brand,” as Adobe’s community manager Rachael King describes it, and when major events hit, social managers are expected to respond in real time.

If the attractions and challenges of this job sound appeal- ing to you, be sure to add community manager to the list of career paths you explore as you get closer to graduation.

career aPPLicationS 1. Would someone with limited work experience but a long

personal history of using social media be a good candidate for a community manager position? Why or why not?

2. What are the risks of having a single person be the voice of a company, and how should companies address this risk?

Sources: Don Power, “In Their Own Words: What Community Managers Do Every Day,” SproutSocial, 7 March 2013, sproutsocial.com; Ryan Lytle, “10 Qualities of an Effective Community Manager,” Mashable, 27 January 2013, http://mashable.com; Jennifer Grayeb, “The 4 Pillars of Community Management,” Forbes, 25 December 2013, www.forbes.com; Tim McDonald, “Community Manager: Key to the Future of Business,” Huffington Post, 27 January 2014, www.huffingtonpost.com.

Community Manager: One of the hottest new Jobs in Business

http://www.huffingtonpost.com

Chapter 7 Crafting Messages for Digital Channels 241

helping new employees navigate their way through the organization, finding experts, mentors, and other important contacts; encouraging workforces to “gel” after reor- ganizations or mergers; and overcoming structural barriers in communication chan- nels, bypassing the formal communication system to deliver information where it is needed in a timely fashion.

●● Fostering collaboration. Networks can play a major role in collaboration by identi- fying the best people, both inside the company and in other companies, to collaborate on projects; finding pockets of knowledge and expertise within the organization; giving meeting or seminar participants a way to meet before an event and to maintain relationships after an event; accelerating the development of teams by helping mem- bers get to know one another and to identify individual areas of expertise; and sharing information throughout the organization.

●● Building communities. Social networks are a natural tool for bringing together communities of practice, people who engage in similar work, and communities of interest, people who share enthusiasm for a particular product or activity. Large and geo- graphically dispersed companies can benefit greatly from communities of practice that connect experts who may work in different divisions or different countries. Communities of interest that form around a specific product are sometimes called brand communities, and nurturing these communities can be a vital business communication task. A majority of consumers now trust their peers more than any other source of product information, so formal and informal brand communities are becoming an essential information source in consumer buying decisions.14

●● Socializing brands and companies. According to one recent survey of company executives, socialization now accounts for more than half of a company or brand’s global reputation.15 Brand socialization is a measure of how effectively a company engages with its various online stakeholders in a mutually beneficial exchange of information.

●● Understanding target markets. With hundreds of millions of people expressing themselves via social media, you can be sure that smart companies are listening. When asked about the value of having millions of Facebook fans, Coca-Cola CEO Muhtar Kent replied, “The value is you can talk with them. They tell you things that are important for your business and brands.”16 In addition, a number of tools now exist to gather market intelligence from social media more or less automatically. For example, sentiment analysis is an intriguing research technique in which companies track social networks and other media with automated language-analysis software that tries to take the pulse of public opinion and identify influential opinion makers.17

●● Recruiting employees and business partners. Companies use social networks to find potential employees, short-term contractors, subject-matter experts, product and service suppliers, and business partners. A key advantage here is that these intro- ductions are made via trusted connections in a professional network. On LinkedIn, for example, members can recommend each other based on current or past business relationships, which helps remove the uncertainty of initiating business relationships with complete strangers.

●● Connecting with sales prospects. Salespeople on networks such as LinkedIn can use their network connections to identify potential buyers and then to ask for intro- ductions through those shared connections. Sales networking can reduce cold calling, telephoning potential customers out of the blue—a practice that few people on either end of the conversation find pleasant.

●● Supporting customers. Customer service is another one of the fundamental areas of business communication that have been revolutionized by social media. Social cus- tomer service involves using social networks and other social media tools to give cus- tomers a more convenient way to get help from the company and to help each other.

●● Extending the organization. Social networking is also fueling the growth of networked organizations, sometimes known as virtual organizations, where companies supplement the talents of their employees with services from one or more external partners, such as a design lab, a manufacturing firm, or a sales and distribution company.

Social networks are vital tools for distributing information as well as gathering information about the business environment.

Socializing a brand is becoming an increasingly important element of marketing and public relations strategies.

242 part 3 Crafting Brief Business Messages

strategies for BUsiness CoMMUniCation on soCial networks

Social networks offer lots of business communication potential, but with those opportu- nities comes a certain degree of complexity. Moreover, the norms and practices of busi- ness social networking continue to evolve. Follow these guidelines to make the most of social networks for both personal branding and company communication:18

●● Choose the best compositional mode for each message, purpose, and network. As you visit various social networks, take some time to observe the variety of mes- sage types you see in different parts of each website. For example, the informal status update mode works well for Facebook Wall posts but would be less effective for com- pany overviews and mission statements.

●● Offer valuable content to members of your online communities. People don’t join social networks to be sales targets, of course. They join looking for connections and information. Content marketing is the practice of providing free information that is valuable to community members but that also helps a company build closer ties with current and potential customers.19

●● Join existing conversations. Search for online conversations that are already taking place. Answer questions, solve problems, and respond to rumors and misinformation.

●● Anchor your online presence in your hub. Although it’s important to join those conversations and be visible where your stakeholders are active, it’s equally impor- tant to anchor your presence at your own central hub—a web presence you own and control. This can be a combination of a conventional website, a blog, and a company-sponsored online community, for example.20 Use the hub to connect the various pieces of your online “self” (as an individual or a company) to make it easier for people to find and follow you. For example, you can link to your blog from your LinkedIn profile or automatically post your blog entries into the Notes tab on your Facebook page.

●● Facilitate community building. Make it easy for customers and other audiences to connect with the company and with each other. For example, you can use the group feature on Facebook, LinkedIn, and other social networks to create and fos- ter special-interest groups within your networks. Groups are a great way to connect people who are interested in specific topics, such as owners of a particular product (see Figure 7.2).

●● Restrict conventional promotional efforts to the right time and right place. Persuasive communication efforts are still valid for specific communication tasks, such as regular advertising and the product information pages on a website, but efforts to inject blatant “salespeak” into social networking conversations will usually be rejected by the audience.

●● Maintain a consistent personality. Each social network is a unique environment with particular norms of communication.21 For example, as a strictly business- oriented network, LinkedIn has a more formal “vibe” than Facebook and Google+, which cater to both consumers and businesses. However, while adapting to the expectations of each network, be sure to maintain a consistent personality across all the networks in which you are active.22

See “Writing Promotional Messages for Social Media” in Chapter 10 (pages 350–351) for more tips on writing messages for social networks and other social media.

information and content Sharing Sites Social networks allow members to share information and media items as part of the net- working experience, but a variety of systems have been designed specifically for sharing content. The field is diverse and still evolving, but the possibilities can be divided into user-generated content sites, content curation sites, and community Q&A sites.

Product promotion can be done on social networks, but it needs to be done in a low-key, indirect way.

3 LearninG objectiveExplain how companies and business professionals can use information and content sharing websites.

MobiLe aPP

The social media management app Social Oomph lets you monitor multiple social media sites, schedule updates, and perform other time- saving tasks.

Chapter 7 Crafting Messages for Digital Channels 243

Figure 7.2 Community Building via Social Media Customer-affiliation groups can be an effective way to build stakeholder support for a company and its products. Indian Motorcycles used this Google+ post to spur interest in its rider groups.

User-generated Content sites

YouTube, Flickr, Yelp, and other user-generated content (UGC) sites, in which users rather than website owners contribute most or all of the content, have become serious business tools. On YouTube, for example, companies post everything from product dem- onstrations and TV commercials to company profiles and technical support explanations.

As with other social media, the keys to effective UGC are making it valuable and mak- ing it easy. First, provide content that people want to see and share with colleagues. A video clip that explains how to use a product more effectively will be more popular than a clip that talks about how amazing the company behind the product is. Also, keep videos short, generally no longer than three to five minutes, if possible.23

Second, make material easy to find, consume, and share. For example, a branded channel on YouTube lets a company organize all its videos in one place, making it easy for visitors to browse the selection or subscribe to get automatic updates of future vid- eos. Sharing features let fans share videos through email or their accounts on Twitter, Facebook, and other platforms.

Content CUration sites

Newsfeeds from blogs and other online publishers can be a great way to stay on top of de- velopments in any field. However, anyone who has signed up for more than a few RSS feeds has probably experienced the “firehose effect” of getting so many feeds so quickly that it becomes impossible to stay on top of them. Moreover, when a highly active publisher feeds every new article, from the essential to the trivial, the reader is left to sort it all out every day.

YouTube and other user-generated content sites are now important business communication channels.

Content curation is the process of collecting and presenting information on a particular topic in a way that makes it convenient for target readers.

(continued on page 246)

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Recruiting and Business-Focused Social Networks

Marketo, a developer of digital marketing software, maintains a profile on LinkedIn, as do hundreds of its employees.

Business Communicators Innovating with Social Media

Companies in virtually every industry use social media and continue to experiment with new ways to connect with customers and other stakeholders. From offering helpful tips on using products to helping customers meet each other, these companies show the enormous range of possibilities that new media continue to bring to business communication.14

Tweetups

A powerful capability of online social media is bringing people with similar interests together offline. Tweetups, for example, are in-person meetings planned and organized over Twitter.

Value-Added Content via Social Networks

Thousands of companies are on social networking platforms, but bla- tantly promotional posts are not always welcome by fans and follow- ers. Instead, companies such as Whole Foods use social networks to share information of interest, such as recipes and nutritional advice.

244

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Value-Added Content via Blogging

One of the best ways to become a valued member of a network is to provide content that is useful to others in the network. The Quizzle personal finance blog offers a steady stream of articles and advice that help people manage their finances.

245

Value-Added Content via Online Video

Lie-Nielsen Toolworks of Warren, Maine, uses its YouTube channel to offer valuable information on choosing and using pre- mium woodworking tools. By offering sought-after information for both current and potential customers free of charge, these videos help Lie-Nielsen foster relationships with the worldwide woodworking community and solidify its position as one of the leaders in this market. Animal Planet, Best Western, and Taco Bell are among the many other companies that make effective use of branded channels on YouTube.

Employee Recruiting

Zappos is one of the many companies now using Twitter as a recruiting tool. The company’s @InsideZappos account gives potential employees an insider’s look at the company’s offbeat and upbeat culture.

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246 part 3 Crafting Brief Business Messages

An intriguing alternative to newsfeeds is content curation, in which someone with expertise or interest in a particular field collects and republishes material on a particular topic. The authors’ Business Communication Headline News (http://bchn .businesscommunicationnetwork.com), for instance, was one of the earliest examples of content curation in the field of business communication.

New curation tools, including Pinterest and Scoop.it, make it easy to assemble attrac- tive online magazines or portfolios on specific topics. Although it raises important issues regarding content ownership and message control,24 curation has the potential to bring the power of community and shared expertise to a lot of different fields; ultimately, it could reshape audience behavior and therefore the practice of business communication.

CoMMUnity Q&a sites

Community Q&A sites, on which visitors answer questions posted by other visitors, are a contemporary twist on the early ethos of computer networking, which was people help- ing each other. (Groups of like-minded people connected online long before the World Wide Web was even created.) Community Q&A sites include dedicated customer support communities such as those hosted on Get Satisfaction and public sites such as Quora and Yahoo! Answers.

Responding to questions on Q&A sites can be a great way to build your personal brand, demonstrate your company’s commitment to customer service, and counter misinformation about your company and its products. Keep in mind that when you respond to an individual query on a community Q&A site, you are also “responding in advance” to every person in the future who comes to the site with the same question. In other words, you are writing a type of reference material in addition to corresponding with the original questioner, so keep the long time frame and wider audience in mind.

email Email has been an important communication tool for many companies for several decades, and in the beginning it offered a huge advantage in speed and efficiency over the media it usually replaced (printed and faxed messages). Over the years, email began to be used for many communication tasks simply because it was the only widely available digi- tal format for written messages and millions of users were comfortable with it. However, newer tools—such as instant messaging, blogs, microblogs, social networks, and shared workspaces—are taking over specific tasks for which they are better suited.25 For exam- ple, email is not usually the best choice for conversational communication (IM is better) or project management discussions and updates (blogs, wikis, and various purpose-built systems are often preferable).

In addition to the widespread availability of better alternatives for many communica- tion purposes, the indiscriminate use of email has lowered its appeal in the eyes of many professionals. In a sense, email is too easy to use—with a couple of mouse clicks you can send low-value messages to multiple recipients or trigger long message chains that become impossible to follow as people chime in along the way. In fact, frustration with email is so high in some companies that managers are making changes to reduce or even eliminate its use for internal communication.26

However, email still has compelling advantages that will keep it in steady use in many companies. First, email is universal. Anybody with an email address can reach anybody else with an email address, no matter which systems the senders and receivers are on. Second, email is still the best medium for many private, short- to medium-length mes- sages, particularly when the exchange is limited to two people. Unlike with microblogs or IM, for instance, midsize messages are easy to compose and easy to read on email. Third, email’s noninstantaneous nature is an advantage when used properly. Email lets senders compose substantial messages in private and on their own schedule, and it lets recipients read those messages at their leisure.

Community Q&A sites offer great opportunities for building your personal brand.

Email remains a primary format for companies, but better alternatives now exist for many types of communication.

Email can seem a bit “old school” in comparison to social networks and other technologies, but it is still one of the more important business communication media.

4 LearninG objectiveDescribe the evolving role of email in business communica- tion, and explain how to adapt the three-step writing process to email messages.

http://bchn.businesscommunicationnetwork.com

Chapter 7 Crafting Messages for Digital Channels 247

planning eMail Messages

The solution to email overload starts in the planning step, by making sure every mes- sage has a useful, business-related purpose. Also, be aware that many companies now have formal email policies that specify how employees can use email, including restric- tions against using company email service for personal messages, sending confidential information, or sending material that might be deemed objectionable. In addition, many employers now monitor email, either automatically with software programmed to look for sensitive content or manually via security staff actually reading selected email mes- sages. Regardless of formal policies, though, every email user has a responsibility to avoid actions that could cause trouble, from opening virus-infected attachments to sending inappropriate photographs.

Even with fairly short messages, spend a moment or two on the message-planning tasks described in Chapter 4: analyzing the situation, gathering necessary information for your readers, and organizing your message. You’ll save time in the long run because you will craft a more effective message on the first attempt. Your readers will get the informa- tion they need and won’t have to generate follow-up messages asking for clarification or additional information.

writing eMail Messages

When you approach email writing on the job, recognize that business email is a more formal medium than you are probably accustomed to with email for personal communi- cation (see Figure 7.3 on the next page). The expectations of writing quality for business email are higher than for personal email, and the consequences of bad writing or poor judgment can be much more serious. For example, email messages and other digital documents have the same legal weight as printed documents, and they are often used as evidence in lawsuits and criminal investigations.27

The email subject line might seem like a small detail, but it is actually one of the most important parts of an email message because it helps recipients decide which messages to read and when to read them. To capture your audience’s attention, make your subject lines informative and compelling. Go beyond simply describing or classifying your mes- sage; use the opportunity to build interest with keywords, quotations, directions, or ques- tions.28 For example, “July sales results” may accurately describe the content of a message, but “July sales results: good news and bad news” is more intriguing. Readers will want to know why some news is good and some is bad.

In addition, many email programs display the first few words or lines of incoming messages, even before the recipient opens them. In the words of social media public rela- tions expert Steve Rubel, you can “tweetify” the opening lines of your email messages to make them stand out. In other words, choose the first few words carefully to grab your reader’s attention.29 Think of the first sentence as an extension of your subject line.

As a lean medium (see page 160), email can present challenges when you need to express particular emotional nuances, whether positive or negative. For years, users of email (as well as IM and text messaging) have used a variety of emoticons to express emo- tions in casual communication. For example, to express sympathy as a way to take some of the sting out of negative news, one might use a “frowny face,” either the :( character string or a graphical emoticon such as or one of the colorful and sometimes animated characters available in some systems.

In the past, the use of emoticons was widely regarded as unprofessional and therefore advised against in business communication. Recently, though, an increas- ing number of professionals seem to be using them, particularly for communication with close colleagues, even as other professionals continue to view them as evidence of lazy or immature writing.30 In the face of these conflicting perspectives, the best advice is to use caution. Avoid emoticons for nearly all types of external communica- tion and for formal internal communication, and avoid those bright yellow graphical emoticons (and particularly animated emoticons) in all business communication.

Do your part to stem the flood of email by making sure you don’t send unnecessary messages or cc people who don’t really need to see particular messages.

Business email messages are more formal than the email messages you send to family and friends.

A poorly written subject line could lead to a message being deleted or ignored.

Attitudes about emoticons in business communication are changing; you’ll have to use your best judgment in every case.

248 part 3 Crafting Brief Business Messages

CoMpleting eMail Messages

Particularly for important messages, taking a few moments to revise and proofread might save you hours of headaches and damage control. Also, favor simplicity when it comes to producing your email messages. A clean, easily readable font, in black on a white back- ground, is sufficient for nearly all email messages. Take advantage of your email system’s ability to include an email signature, a small file that automatically includes such items as your full name, title, company, and contact information at the end of your messages.

When you’re ready to distribute your message, pause to verify what you’re doing before you click on Send. Make sure you’ve included everyone necessary—and no one else. Did you click on Reply All when you meant to click on only Reply? The differ- ence could be embarrassing or even career threatening. Don’t include people in the cc (courtesy copy) or bcc (blind courtesy copy) f ields unless you know how these features work. (Everyone who receives the message can see who is on the cc line but not who is on the bcc line.) Also, don’t set the message priority to “high” or “urgent” unless your message is truly urgent. And if you intend to include an attachment, be sure that it is indeed attached.

Figure 7.3 Email for Business Communication In this response to an email query from a colleague, Elaine Burgman takes advantage of her email system’s features to create an efficient and effective message.

Think twice before clicking on Send. A simple mistake in your content or distribution can cause major headaches.

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Chapter 7 Crafting Messages for Digital Channels 249

To review the tips and techniques for successful email, see Table 7.1 on the next page and “Checklist: Creating Effective Email Messages” below, or click on Chapter 7 at http://real-timeupdates.com/ebc12.

digital + soCial + MoBile: today’s CoMMUniCation environMent

Your project team has just been reprimanded by the boss for missing a deadline. Your colleagues left the meeting grum- bling about being criticized in public after working nights and weekends, and you fear that morale will slip.

You could craft an inspirational message to soothe the bruised egos and get the team’s energy turned around in a positive direction. However, writing such a message could be risky, because world-weary teammates might just brush it off as happytalk and resent you for trying to be a cheerleader.

Alternatively, you could suggest that your colleagues lighten up and stay focused on the ultimate goal of the proj- ect. However, you already know that telling grumpy people to cheer up is a surefire way to make most of them even grumpier.

Instead, you opt for a quick bit of gentle sarcasm, designed to help release the negative emotions in a collegial way. When you get back to your desk, you write the following instant message:

Well, let’s pick up the pieces of our shattered lives and move on ;-)

The over-the-top phrasing is a subtle way to remind everyone that the criticism wasn’t all that traumatic, and that winking emoticon tells everyone to lighten up without actually say- ing so. The apparent sarcasm connects with people who are marinating in their negative emotions, but it’s really a pep talk disguised as sarcasm.

Then you worry that the emoticon will seem unprofes- sional, so you replace it with a simple period:

Well, let’s pick up the pieces of our shattered lives and move on.

Oops. That one minor change to make the message more pro- fessional turned it into a statement of resigned sadness. You search your keyboard for any acceptable symbol that might help:

Well, let’s pick up the pieces of our shattered lives and move on!

Great, now you’ve managed to sound bitter and demanding at the same time.

Given the difficulty of communicating emotional nuance in lean media such as IM and email, are emoticons really all that bad? The answer depends on the situation, your rela- tionship with your audience, and the company culture. Until emoticons become more widely accepted in business commu- nication, it’s wise to err on the side of caution.

career aPPLicationS 1. As a manager, what reaction would you have to job appli-

cants who use emoticons in their email messages? 2. Are emoticons just a generational difference in per-

spective, or is there more to the issue? Explain your answer.

Will emoticons give your Career a Frowny Face?

A. Planning email messages ●● Make sure every email message you send is necessary. ●● Don’t cc or bcc anyone who doesn’t really need to see

the message. ●● Follow company email policy; understand the

restrictions your company places on email usage. ●● Practice good email hygiene by not opening suspicious

messages, keeping virus protection up to date, and following other company guidelines.

●● Follow the chain of command. B. Writing email messages

●● Remember that business email is more formal than personal email.

●● Recognize that email messages carry the same legal weight as other business documents.

●● Pay attention to the quality of your writing and use correct grammar, spelling, and punctuation.

●● Make your subject lines informative by clearly identifying the purpose of your message.

●● Make your subject lines compelling by wording them in a way that intrigues your audiences.

●● Use the first few words of the email body to catch the reader’s attention.

C. Completing email messages ●● Revise and proofread carefully to avoid embarrassing

mistakes. ●● Keep the layout of your messages simple and clean,

particularly for mobile recipients. ●● Use an email signature file to give recipients your

contact information. ●● Double-check your recipient list before sending. ●● Don’t mark messages as “urgent” unless they truly

are urgent.

CheCklist: ✓ Creating eFFeCtive eMaiL Messages

250 part 3 Crafting Brief Business Messages

taBLe 7.1 tips for effective email Messages

tip Why it’s important

When you request information or action, make it clear what you’re asking for, why it’s important, and how soon you need it; don’t make your reader write back for details.

People will be tempted to ignore your messages if they’re not clear about what you want or how soon you want it.

When responding to a request, either paraphrase the request or include enough of the original message to remind the reader what you’re replying to.

Some businesspeople get hundreds of email messages a day and may need reminding what your specific response is about.

If possible, avoid sending long, complex messages via email. Long messages are easier to read as attached reports or web content.

Adjust the level of formality to the message and the audience. Overly formal messages to colleagues can be perceived as stuffy and distant; overly informal messages to customers or top executives can be perceived as disrespectful.

Activate a signature file, which automatically pastes your contact information into every message you create.

A signature saves you the trouble of retyping vital information and ensures that recipients know how to reach you through other means.

Don’t let unread messages pile up in your in-basket. You’ll miss important information and create the impression that you’re ignoring other people.

Never type in all caps. ALL CAPS ArE INTErPrETED AS SCrEAMING.

Don’t overformat your messages with background colors, multicolored type, unusual fonts, and so on.

Such messages can be difficult and annoying to read on screen.

remember that messages can be forwarded anywhere and saved forever.

Don’t let a moment of anger or poor judgment haunt you for the rest of your career.

Use the “return receipt requested” feature only for the most critical messages.

This feature triggers a message back to you whenever someone receives or opens your message; some consider this an invasion of privacy.

Make sure your computer has up-to-date virus protection. One of the worst breaches of netiquette is infecting other computers because you haven’t bothered to protect your own system.

Pay attention to grammar, spelling, and capitalization. Some people don’t think email needs formal rules, but careless messages make you look unprofessional and can annoy readers.

Use acronyms sparingly. Shorthand such as IMHO (in my humble opinion) and LOL (laughing out loud) can be useful in informal correspondence with colleagues, but avoid using them in more formal messages.

Be careful with the use of emoticons. Many people view the use of these symbols as unprofessional.

Assume that recipients may read your messages on small mobile screens.

Email is more difficult to read on small screens, so don’t burden recipi- ents with long, complicated messages.

instant Messaging and text Messaging Computer-based instant messaging (IM), in which users’ messages appear on each other’s screens instantly, is used extensively for internal and external communication. IM is available in both stand-alone systems and as a function embedded in online meeting systems, collaboration systems, social networks, and other platforms. For conversational exchanges, it’s hard to top the advantages of IM, and the technology is replacing both email and voicemail in many situations.31 Business-grade IM systems offer a range of capabilities, including basic chat, presence awareness (the ability to quickly see which people are at their desks and available to IM), remote display of documents, video capabilities, remote control of other computers, automated newsfeeds from blogs and websites, and automated bot (derived from the word robot) capabilities in which a computer can carry on simple conversations.32

Text messaging has a number of applications in business as well, including mar- keting (alerting customers about new sale prices, for example), customer service (such as airline flight status, package tracking, and appointment reminders), security (for example, authenticating mobile banking transactions), crisis management (such as

IM is taking the place of email and voicemail for routine communication in many companies.

Phone-based text messaging is being integrated into a variety of digital communication systems.

5 LearninG objectiveDescribe the business benefits of instant messaging (IM), and identify guidelines for effective IM in the workplace.

Chapter 7 Crafting Messages for Digital Channels 251

updating all employees working at a disaster scene), and process monitoring (alerting computer technicians to system failures, for example).33 As it becomes more tightly integrated with other communication media, text messaging is likely to f ind even more widespread use in business communication. For instance, texting is now integrated into systems such as Facebook Messages and Gmail, and branded “StarStar numbers” can deliver web-based content such as videos, software apps, and digital coupons to mobile phones.34

The following sections focus on IM, but many of the benefits, risks, and guidelines pertain to text messaging as well.

Understanding the Benefits and risks of iM

The benefits of IM include its capability for rapid response to urgent messages, lower cost than phone calls and email, ability to mimic conversation more closely than email, and availability on a wide range of devices.35 In addition, because it more closely resembles one-on-one conversation, IM doesn’t get misused as a one-to-many broadcast method as often as email does.36

The potential drawbacks of IM include security problems (computer viruses, net- work infiltration, and the possibility that sensitive messages might be intercepted by out- siders), the need for user authentication (making sure that online correspondents are really who they appear to be), the challenge of logging messages for later review and archiving (a legal requirement in some industries), incompatibility between competing IM sys- tems, and spim (unsolicited commercial messages, similar to email spam). Fortunately, with the growth of enterprise instant messaging (EIM), or IM systems designed for large- scale corporate use, many of these problems are being overcome.

adapting the three-step proCess for sUCCessfUl iM

Although instant messages are often conceived, written, and sent within a matter of seconds, the principles of the three-step process still apply, particularly when communi- cating with customers and other important audiences:

●● Planning instant messages. Except for simple exchanges, take a moment to plan IM “conversations” in much the same way you would plan an important oral conversa- tion. A few seconds of planning can help you deliver information in a coherent, com- plete way that minimizes the number of individual messages required.

●● Writing instant messages. As with email, the appropriate writing style for business IM is more formal than the style you may be accustomed to with personal IM or text messaging (see Figure 7.4 on the next page). Your company might discourage the use of IM acronyms (such as FWIW for “for what it’s worth” or HTH for “hope that helps”), particularly for IM with external audiences.

●● Completing instant messages. The only task in the completing stage is to send your message. Just quickly scan it before sending, to make sure you don’t have any missing or misspelled words and verify that your message is clear and complete.

To use IM effectively, keep in mind some important behavioral issues when relying on this medium: the potential for constant interruptions, the ease of accidentally mixing personal and business messages, the risk of being out of the loop (if a hot discussion or an impromptu meeting flares up when you’re away from your PC or other IM device), and the frustration of being at the mercy of other people’s typing abilities.37

Regardless of the system you’re using, you can make IM more efficient and effective by heeding these tips:38

When using IM, be aware of the potential for constant interruptions and wasted time.

Although you don’t plan individual instant messages the same way you do longer messages, view important IM exchanges as conversations with specific goals in mind.

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etiquette guidelines for instant messaging

As a lean medium, IM is particularly vulnerable to misunder- standings; learn how to avoid them. Go to http://real-timeupdates. com/ebc12 and click on Learn More in the Students section.

IM offers many benefits: • Rapid response • Low cost • Ability to mimic conversation • Wide availability

252 part 3 Crafting Brief Business Messages

●● Be courteous; if you don’t need an answer instantly, you can avoid interrupting some- one by sending an email or other type of message instead.

●● Unless a meeting is scheduled or you’re expected to be available for other reasons, make yourself unavailable when you need to focus on other work.

●● If you’re not on a secure system, don’t send confidential information using IM. ●● Be extremely careful about sending personal messages; they have a tendency to pop

up on other people’s computers at embarrassing moments. ●● Don’t use IM for important but impromptu meetings if you can’t verify that everyone

concerned will be available. ●● Don’t use IM for lengthy, complex messages. ●● Try to avoid carrying on multiple IM conversations at one time, to minimize the

chance of sending messages to the wrong people or making one person wait while you tend to another conversation.

●● Follow all security guidelines designed to keep your company’s information and sys- tems safe from attack.

To review the advice for effective IM in the workplace, see “Checklist: Using IM Productively” or click on Chapter 7 at http://real-timeupdates.com/ebc12.

Understand the guidelines for successful business IM before you begin to use it.

Lopes asks if DeLong is available for a chat, rather than launching right into his discussion on the assumption that she can chat this minute.

He makes his request clearly and succinctly.

He completes his request by providing a deadline. Note how he phrases it as a question, which is less jarring than a demand.

Eduardo Lopes – Hi Marcy, do you have a second?

Marcy DeLong – You bet. What’s up?

Eduardo Lopes – I have a favor to ask, and I’m afraid I’m on a tight deadline. We need to cut the Qualcomm bid by 5%. Can we reduce the consulting time by 80 or 100 hrs?

Marcy DeLong – That’s a big chunk! I’m not sure we can cut that much, but I’ll give it a try.

Eduardo Lopes – I really appreciate it. Any chance you can get to it by noon my time?

Marcy DeLong – No problem. I’ll send you a revised bid sheet in an hour. Wish me luck...

DeLong expresses skepticism, which helps to set the expectations for what she can deliver. Note how her tone remains positive, however.

She concludes with a positive response while gently reiterating the difficulty of the task.

Figure 7.4 Instant Messaging for Business Communication To use IM effectively in the workplace, adopt a casual but still professional tone, particularly when communicating with people outside the organization.

●● Pay attention to security and privacy issues and be sure to follow all company guidelines.

●● Treat IM as a professional communication medium, not an informal, personal tool; avoid using IM slang with all but close colleagues.

●● Maintain good etiquette, even during simple exchanges. ●● Protect your own productivity by making yourself

unavailable when you need to focus. ●● In most instances, don’t use IM for confidential messages,

complex messages, or personal messages.

CheCklist ✓ using iM PrODuCtiveLy

blogging and Microblogging Blogs, online journals that are easier to personalize and update than conventional websites, have become a major force in business communication. Millions of business- oriented blogs are now in operation, and blogs have become an important source of infor- mation for consumers and professionals alike.39 Good business blogs and microblogs pay close attention to several important elements:

●● Communicating with personal style and an authentic voice. Most business mes- sages designed for large audiences are carefully scripted and written in a “corporate

6 LearninG objectiveDescribe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging.

Chapter 7 Crafting Messages for Digital Channels 253

voice” that is impersonal and objective. In contrast, successful business blogs are written by individuals and exhibit their personal style. Audiences relate to this fresh approach and often build closer emotional bonds with the blogger’s organization as a result.

●● Delivering new information quickly. Blogging tools let you post new material as soon as you create it or find it. This feature not only allows you to respond quickly when needed—such as during a corporate crisis—but also lets your audiences know that active communication is taking place. Blogs that don’t offer a continuous stream of new and interesting content are quickly ignored in today’s online environment.

●● Choosing topics of peak interest to audiences. Successful blogs cover topics that readers care about.

●● Encouraging audiences to join the conversation. Not all blogs invite comments, although most do, and many bloggers consider comments to be an essential feature. Blog comments can be a valuable source of news, infor- mation, and insights. In addition, the informal nature of blogging seems to make it easier for companies to let their guard down and converse with their audiences. To protect against comments that are not helpful or appropri- ate, many bloggers review all comments and post only the most helpful or interesting ones.

Understanding the BUsiness appliCations of Blogging

Blogs are a potential solution whenever you have a continuing stream of information to share with an online audience—and particularly when you want the audience to have the opportunity to respond. Here are some of the many ways businesses are using blogs for internal and external communication:40

●● Anchoring the social media presence. As noted on page 242, the multiple threads of any social media program should be anchored in a central hub the company or individual owns and controls. Blogs make an ideal social media hub.

●● Project management and team communication. Using blogs is a good way to keep project teams up to date, particularly when team members are geographically dispersed. For instance, the trip reports that employees file after visiting customers or other external parties can be enhanced vividly with mobile blogs.

●● Company news. Companies can use blogs to keep employees informed about gen- eral business matters, from facility news to benefit updates. Blogs also serve as online community forums, giving everyone in the company a chance to raise questions and voice concerns.

●● Customer support. Customer support blogs answer questions, offer tips and advice, and inform customers about new products. Also, many companies monitor the blogo- sphere (and Twittersphere), looking for complaints and responding with offers to help dissatisfied customers.41

●● Public relations and media relations. Many company employees and executives now share company news with both the general public and journalists via their blogs.

●● Recruiting. Using a blog is a great way to let potential employees know more about your company, the people who work there, and the nature of the company culture. In the other direction, employers often find and evaluate the blogs and microblogs of prospective employees, making blogging is a great way to build a name for yourself within your industry or profession.

●● Policy and issue discussions. Executive blogs in particular provide a public forum for discussing legislation, regulations, and other broad issues of interest to an organization.

Writing in a personal, authentic voice is key to attracting and keeping blog readers.

The business applications of blogs include a wide range of internal and external communication tasks.

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ten years later, are business blogs still a good investment?

Mainstream business blogging had been around for about a decade; is it still a good way to connect with audiences? Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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●● Crisis communication. Using blogs is a convenient way to provide up-to-the- minute information during emergencies, correct misinformation, or respond to rumors.

●● Market research. Blogs can be a clever mechanism for soliciting feedback from cus- tomers and experts in the marketplace. In addition to using their own blogs to solicit feedback, today’s companies should monitor blogs that are likely to discuss them, their executives, and their products.

●● Brainstorming. Online brainstorming via blogs offers a way for people to toss around ideas and build on each other’s contributions.

●● Employee engagement. Blogs can enhance communication across all levels of a company, giving lower-level employees a voice that they might not otherwise have and giving senior executives better access to timely information.

●● Customer education. Blogs are a great way to help current and potential custom- ers understand and use your products and services. This function can improve sales and support productivity as well, by reducing the need for one-on-one communication.

●● Word-of-mouth marketing. Bloggers often make a point of providing links to other blogs and websites that interest them, giving marketers a great opportunity to have their messages spread by enthusiasts. (Online word-of mouth marketing is often called viral marketing in reference to the way biological viruses are transmitted from person to person. However, viral marketing is not really an accurate metaphor. As author Brian Solis puts it, “There is no such thing as viral marketing.”42 Real viruses spread from host to host on their own, whereas word-of-mouth marketing spreads voluntarily from person to person. The distinction is critical, because you need to give people a good reason—good content, in other words—to pass along your message.)

●● Influencing traditional media news coverage. According to social media consul- tant Tamar Weinberg, “the more prolific bloggers who provide valuable and consis- tent content are often considered experts in their subject matter” and are often called on when journalists need insights into various topics.43

●● Community building. Blogging is a great way to connect people with similar inter- ests, and popular bloggers often attract a community of readers who connect with one another through the commenting function.

The uses of blogs are limited only by your creativity, so be on the lookout for new ways you can use them to foster positive relationships with colleagues, customers, and other important audiences (see Figure 7.5).

adapting the three-step proCess for sUCCessfUl Blogging

The three-step writing process is easy to adapt to blogging tasks. The planning step is particularly important when you’re launching a blog because you’re planning an entire communication channel, not just a single message. Pay close attention to your audience, your purpose, and your scope:

●● Audience. Except with team blogs and other efforts that have an obvious and well- defined audience, defining the target audience for a blog can be challenging. You want an audience large enough to justify the time you’ll be investing but narrow enough that you can provide a clear focus for the blog. For instance, if you work for a firm that develops computer games, would you focus your blog on “hardcore” players, the types who spend thousands of dollars on super-fast PCs optimized for video games, or would you broaden the reach to include all video gamers? The decision often comes down to business strategy.

●● Purpose. A business blog needs to have a business-related purpose that is impor- tant to your company and to your chosen audience. Moreover, the purpose has to “have legs”—that is, it needs to be something that can drive the blog’s content for months or years—rather than focus on a single event or an issue of only temporary

Blogs are an ideal medium for word-of-mouth marketing, the spread of promotional messages from one audience member to another.

Before you launch a blog, make sure you have a clear understanding of your target audience, the purpose of your blog, and the scope of subjects you plan to cover.

Chapter 7 Crafting Messages for Digital Channels 255

interest. For instance, if you’re a technical expert, you might create a blog to give the audience tips and techniques for using your company’s products more effec- tively—a never-ending subject that’s important to both you and your audience. This would be the general purpose of your blog; each posting would have a specific purpose within the context of that general purpose. Finally, if you are not writing an official company blog but rather blogging as an individual employee, make sure you understand your employer’s blogging guidelines. IBM, for example, gives its employees 12 specific social computing guidelines, such as identifying their role as IBM employees if they are discussing matters related to the company and respecting intellectual property laws.44

●● Scope. Defining the scope of your blog can be a bit tricky. You want to cover a subject area that is broad enough to offer discussion possibilities for months or years but nar- row enough to have an identifiable focus.

After you begin writing your blog, careful planning needs to continue with each message. Unless you’re posting to a restricted-access blog, such as an internal blog on a company intranet, you can never be sure who might see your posts. Other bloggers might link to them months or years later.

Use a comfortable, personal writing style. Blog audiences don’t want to hear from your company; they want to hear from you. Bear in mind, though, that comfortable does not mean careless. Sloppy writing damages your credibility. Successful blog content also needs to be interesting, valuable to readers, and as brief as possible.45 In addition, although audi- ences expect you to be knowledgeable in the subject area your blog covers, you don’t need to know everything about a topic. If you don’t have all the information yourself, provide links to other blogs and websites that supply relevant information. In fact, content curation (see page 243) is one of the most valuable aspects of blogging. Just be sure the content you

Write blog postings in a comfortable—but not careless—style.

This element provides quick links to other Xerox blogs.

Prominent search box makes it easy to find posts on a particular topic.

Email and RSS options let visitors sign up for automated delivery of future posts.

A color photo and a compelling headline invite readers into the post.

The writing style is “business casual,” hitting the balance between formal and informal.

Visitors can explore the most popular, most recent, and most-discussed posts on the blog.

Visitors who might’ve come to this page looking for something else can find other resources through these links.

An embedded video entices visitors to learn more about the subject.

Figure 7.5 Business Applications of Blogging This Xerox blog illustrates the content, writing style, and features that make an effective, reader-friendly company blog.

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share is relevant to your readers and compatible with your communication goals.

Completing messages for your blog is usually quite easy. Evaluate the content and readability of your message, proof- read to correct any errors, and post using your blogging system’s tools. If you’re using any contemporary blogging system, it should offer a newsfeed option so that your audi- ence can automatically receive headlines and summaries of new blog posts. Really Simple Syndication (RSS) is the most common type of newsfeed.

Finally, make your material easier to find by tagging it with descriptive words. Your readers can then click on these “content labels” to find additional posts on those topics. Tags are usually displayed with each post, and they can also be groups in a tag cloud display, which shows all the tags in use on your blog.

Table 7.2 offers a variety of tips for successful blogging, and “Checklist: Blogging for Business” summarizes some of the key points to remember when creating and writing

taBLe 7.2 tips for effective Business Blogging

tip Why it’s important

Don’t blog without a clear plan. Without a clear plan, your blog is likely to wander from topic to topic and fail to build a sense of community with your audience.

Post frequently; the whole point of a blog is fresh material. If you won’t have a constant supply of new information or new links, create a tradi- tional website instead.

Make it about your audience and the issues important to them. readers want to know how your blog will help them, entertain them, or give them a chance to communicate with others who have similar interests.

Write in an authentic voice; never create an artificial character who supposedly writes a blog.

Flogs, or fake blogs, violate the spirit of blogging, show disrespect for your audi- ence, and will turn audiences against you as soon as they uncover the truth. Fake blogs used to promote products are now illegal in some countries.

Link generously—but carefully. Providing interesting links to other blogs and websites is a fundamental aspect of blogging, but make sure the links will be of value to your readers and don’t point to inappropriate material.

Keep it brief. Most online readers don’t have the patience to read lengthy reports. rather than writ- ing long, report-style posts, you can write brief posts that link to in-depth reports.

Don’t post anything you wouldn’t want the entire world to see. Future employers, government regulators, competitors, journalists, and community critics are just a few of the people who might eventually see what you’ve written.

Minimize marketing and sales messages. readers want information about them and their needs.

Take time to write compelling, specific headlines for your postings.

readers usually decide within a couple of seconds whether to read your postings; boring or vague headlines will turn them away instantly.

Pay attention to spelling, grammar, and mechanics. No matter how smart or experienced you are, poor-quality writing undermines your credibility with intelligent audiences.

respond to criticism openly and honestly. Hiding sends the message that you don’t have a valid response to the criticism. If your critics are wrong, patiently explain why you think they’re wrong. If they are right, explain how you’ll fix the situation.

Listen and learn. If you don’t take the time to analyze the comments people leave on your blog or the comments other bloggers make about you, you’re missing out on one of the most valuable aspects of blogging.

respect intellectual property. Improperly using material you don’t own is not only unethical but can be illegal as well.

Be scrupulously honest and careful with facts. Honesty is an absolute requirement for every ethical business communicator, of course, but you need to be extra careful online because inaccuracies (both intentional and unintentional) are likely to be discovered quickly and shared widely.

If you review products on your blog, disclose any beneficial relationships you have with the companies that make those products.

Bloggers who receive free products or other compensation from companies whose products they write about are now required to disclose the nature of these relationships.

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Grab readers’ attention with your blog posts

Follow these tips to make sure your posts get noticed and get read. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Chapter 7 Crafting Messages for Digital Channels 257

a business blog. For the more information on using blogs in business, visit http://real- timeupdates.com/ebc12 and click on Chapter 7.

●● Consider creating a blog or microblog account whenever you have a continuing stream of information to share with an online audience.

●● Identify an audience that is broad enough to justify the effort but narrow enough to have common interests.

●● Identify a purpose that is comprehensive enough to provide ideas for a continuing stream of posts.

●● Consider the scope of your blog carefully; make it broad enough to attract an audience but narrow enough to keep you focused.

●● Communicate with a personal style and an authentic voice, but don’t write carelessly.

●● Deliver new information quickly. ●● Choose topics of peak interest to your audience. ●● Encourage audiences to join the conversation. ●● Consider using Twitter or other microblog updates to

alert readers to new posts on your regular blog.

CheCklist ✓ BLOgging FOr Business

MiCroBlogging

A microblog is a variation on blogging in which messages are sharply restricted to spe- cific character counts. Twitter is the best known of these systems, but many others exist. Some companies have private microblogging systems for internal use only; these systems are sometimes referred to as enterprise microblogging or internal micromessaging.46

Many of the concepts of regular blogging apply to microblogging as well, although the severe length limitations call for a different approach to composition. Microblog messages often involve short summaries or teasers that provide links to more information. In addi- tion, microblogs tend to have a stronger social aspect that makes it easier for writers and readers to forward messages and for communities to form around individual writers.47

Like regular blogging, microblogging quickly caught on with business users and is now a mainstream business medium. Microblogs are used for virtually all of the blog applications mentioned on pages 253–254. In addition, microblogs are often used for interacting with customers (see Figure 7.6 on the next page), providing company updates, offering coupons and notice of sales, presenting tips on product usage, sharing relevant and interesting information from experts, announcing headlines of new blog posts, and serving as the backchannel in meetings and presentations (see page 513). By following top names in your f ield, you can customize Twitter as your own real-time news source.48 Customer service is becoming a popular use for Twitter as well, thanks to its ease, speed, and the option of switching between public tweets and private direct messages as the situation warrants.49 The social networking aspect of Twitter and other microblogs also makes them good for crowdsourcing research questions, asking ones’ followers for input or advice.50 Finally, the ease of retweeting, the practice of forwarding messages from other Twitter users, is the microblogging equivalent of sharing other content from other bloggers via content curation.

In addition to its usefulness as a stand-alone system, Twitter is also integrated with other social media systems and a variety of publishing and reading tools and services. Many of these system use the informal Twitter feature known as the hashtag (the # symbol followed by a word or phrase), which makes it easy for people to label and search for topics of interest and to monitor ongoing Twitter con- versations about particular topics.

The business communication uses of microblogging extend beyond the publication of brief updates.

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twitter tips for beginners

An experienced user shares tips for getting the most from Twitter. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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Managing multiple twitter accounts at Walmart

See how Walmart’s social media team interacts with followers across seven Twitter accounts. Go to http://real-timeupdates .com/ebc12 and click on Learn More in the Students section.

MobiLe aPP

The mobile app for Twitter helps you stay connected with your followers and the accounts you follow.

258 part 3 Crafting Brief Business Messages

Although microblogs are designed to encourage spontaneous communication, when you’re using the medium for business communication, don’t just tweet out what- ever pops into your head. Make sure messages are part of your overall communication strategy. Twitter followers consider tweets that are entertaining, surprising, informative, or engaging (such as asking followers for advice) as the most valuable. In contrast, the least-valuable tweets tend to be complaints, conversations between the Twitter account owner and a specific follower, and relatively pointless messages such as saying “good morning.”51

Podcasting Podcasting is the process of recording audio or video files and distributing them online via RSS subscriptions, in the same way that blog posts are automatically fed to subscrib- ers. Podcasting combines the media richness of voice or visual communication with the convenience of portability. Audiences can listen or watch podcasts on a blog or website, or they can download them to phones or portable music players to consume on the go. Particularly with audio podcasts, the hands-off, eyes-off aspect makes them great for listening to while driving or exercising.

The most obvious use of podcasting is to replace existing audio and video mes- sages, such as one-way teleconferences in which a speaker provides information

Don’t let the speed and simplicity of microblogging lull you into making careless mistakes; every message should support your business communication objectives.

Podcasting can be used to deliver a wide range of audio and video messages.

Figure 7.6 Business Applications of Microblogging Mathews, a small manufacturer of archery products, uses Twitter to foster relationships with customers and other interested parties. Notice how every tweet in this time line is part of a conversation.

7 LearninG objectiveExplain how to adapt the three-step writing process for podcasts.

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Chapter 7 Crafting Messages for Digital Channels 259

without expecting to engage in conversation with the listeners. Training is another good use of podcasting; you may have already taken a college course via podcasts. Podcasting is also a great way to offer free previews of seminars and training classes.52 Many business writers and consultants use podcasting to build their personal brands and to enhance their other product and service offerings. You can f ind a wide selection on iTunes, many of which are free (go to the Podcasting section and select the Business category).

Although it might not seem obvious at first, the three-step writing process adapts quite nicely to podcasting. First, focus the planning step on analyzing the situation, gath- ering the information you’ll need, and organizing your material. One vital planning step depends on whether you intend to create podcasts for limited use and distribution (such as a weekly audio update to your virtual team) or to create a podcasting channel with regular recordings on a consistent theme, designed for a wider public audience. As with planning a blog, if you intend to create a podcasting channel, be sure to think through the range of topics you want to address over time to verify that you have a sustainable purpose. If you bounce from one theme to another, you risk losing your audience.53 Maintaining a consistent schedule is also important; listeners will stop paying attention if they can’t count on regular updates.54

As you organize the content for a podcast, pay close attention to previews, transi- tions, and reviews. These steering devices are especially vital in audio recordings because audio lacks the “street signs” (such as headings) that audiences rely on in print media. Moreover, scanning back and forth to find specific parts of an audio or video message is much more difficult than with textual messages, so you need to do everything possible to make sure your audience successfully receives and interprets your message on the first try.

One of the attractions of podcasting is the conversational, person-to-person feel of the recordings, so unless you need to capture exact wording, speaking from an outline and notes rather than a prepared script is often the best choice. However, no one wants to lis- ten to rambling podcasts that take several minutes to get to the topic or struggle to make a point, so don’t try to make up your content on the fly. Effective podcasts, like effective stories, have a clear beginning, middle, and end.

The completing step is where podcasting differs most dramatically from written communication, for the obvious reason that you are recording and distributing audio or video files. Particularly for more formal podcasts, start by revising your script or thinking through your speaking notes before you begin to record. The closer you can get to record- ing your podcasts in one take, the more productive you’ll be.

Most personal computers, smartphones, and other devices now have basic audio recording capability, including built-in microphones, and free editing software such as Audacity is available online (see Figure 7.7 on the next page). These tools can be suff icient for creating informal podcasts for internal use, but to achieve the higher production quality expected in formal or public podcasts, you’ll need additional pieces of hardware and software. These can include an audio processor (to f ilter out extraneous noise and otherwise improve the audio signal), a mixer (to combine mul- tiple audio or video signals), a better microphone, more sophisticated recording and editing software, and perhaps some physical changes in your recording location to improve the acoustics.

Podcasts can be distributed in several ways, including through media stores such as iTunes, by dedicated podcast hosting services, or on a blog with content that supports the podcast channel. If you distribute your podcast on a blog, you can provide additional information and use the commenting feature of the blog to encourage feedback from your audience.55

For the latest information on using podcasts in business, visit http://real-time updates.com/ebc12 and click on Chapter 7.

The three-step process adapts quite well to podcasting.

Steering devices such as tran- sitions, previews, and reviews are vital in podcasts.

Plan your podcast content carefully; editing is more difficult with podcasts than with textual messages.

For basic podcasts, your computer and perhaps even your smartphone might have most of the hardware you already need, and you can download recording software.

http://www.bossjockstudio.com

260 part 3 Crafting Brief Business Messages

Figure 7.7 Mobile Podcasting Tools Mobile podcasting apps make it easy to record podcasts on location.

You’ve joined GoPro’s community engagement team, and your job involves a variety of communication tasks across multiple channels. Use what you’ve learned in the course so far to solve these communication dilemmas.

1. You’ve written a blog post for a competition called “Catch Something Amazing,” in which GoPro users can submit “unplanned and unrehearsed” footage of events, performances, or other bits of action they just happen to stumble across while out and about with the GoPro cameras. Which of the following tweets is the best teaser to encourage people to click through to the blog post to read more about the competition? a. You’ve just caught something amazing on camera—don’t

hoard it; share it! b. We’re not interested in the same old boring stuff. If you

caught something amazing, we want to see it. c. Did you catch something amazing with your GoPro?

Enter to win $500 worth of equipment accessories. d. Enter to win. Competition limited to GoPro users only

(any model).

On the JOB: sOLving COMMuniCatiOn DiLeMMas at GoPro 2. One member of the customer engagement team is retiring,

and you’ve been asked to recruit her replacement with someone whose primary responsibility will be blogging. Your plan is to send an email message to everyone in the company, providing a brief reminder of the blog’s purpose, describing the writing style you’re looking for, and inviting interested writers to submit sample blog entries for evaluation. Which of the following paragraphs is the best way to describe the preferred writing style for the blog? (This message is for employees only; it won’t be seen by the public.)

a. Our best social content connects with thousands of readers because the writing is engaging (people want to read and respond), personal (readers want to get to know real, live human beings, not a faceless corporation), honest (we don’t sugar-coat anything or hide from criticism), and friendly (our readers want to enjoy the experience).

b. What kind of writing are we looking for? Well, let me tell you exactly what we need. We need writing that is above all (a) engaging—it makes people want to read and

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Learning objectives checkup Assess your understanding of the principles in this chapter by reading each learning objective and studying the accompanying exercises. You can check your responses against the answer key on page 647.

Objective 7.1: Identify the major digital media used for brief business messages and describe the nine composi- tional modes needed for digital and social media.

1. How has content sharing through social media changed the information gathering habits of many consumers and professionals? a. They frequently “snack” on large numbers of small pieces

of information and bypass larger documents that would take more time to read.

b. Everyone above a certain level in the organization has content readers who “pre-read” documents and mes- sages to select the most important.

c. All major business decisions now rely on the “hive mind,” the collective input of a professional’s business network.

d. Information that doesn’t have a catchy teaser is routinely ignored.

2. To express sympathy to the family of one of your employees who recently died in a traffic accident, which of these media would you choose and why? a. Facebook post b. Printed letter c. Email message d. Instant message

3. Which of the following is not listed in the chapter as one of the compositional modes for digital media? a. Conversations b. Redacting

c. Comments and critiques d. Narratives

4. Which of these descriptions best captures the preferred style of writing for social media in business? a. Businesslike and message-driven b. Unplanned, unrehearsed, and super casual c. Conversational, supportive, and engaged d. Funny, quirky, and intriguing

Objective 7.2: Describe the use of social networks in business communication.

5. A/an ____ ____ is a group of people united by their interest in and ownership or use of a particular product.

6. Which of these best describes the role of a hub in a com- pany’s social media strategy? a. An open-plan office in which all the company’s social

media users can congregate in order to ensure a coordi- nated public presence

b. The company’s Facebook page or its Facebook page and Twitter account

c. A company-owned web property that serves as the anchor of its online presence

d. An online brand community 7. ____ ____ is a measure of how effectively a company

engages with its various online stakeholders in a mutually beneficial exchange of information.

Objective 7.3: Explain how companies and business professionals can use information and content sharing websites.

8. YouTube, Flickr, and Yelp are examples of a. Consumer-only websites b. User-generated content sites c. Social interactivity blogs d. Content exchanges

become involved in the conversation. Plus, (b), the writing must be personal; we don’t need anybody to repeat “the company line” here; we want your unique thoughts and opinions. However, (c), we, of course (!), need writing that is consistent with GoPro’s culture.

c. You should be able to produce copy that meets the following criteria: Your writing must be engaging, personal, honest, and friendly. Writing that does not meet these criteria, no matter how well written in other respects, will not be accepted for online publication.

d. I’ll be short and to the point: the writing we want for this blog must be engaging, personal, honest, and friendly.

3. Which of the following would be the best subject line for the email message to recruit a new blogger for the customer engagement team?

a. Opening for a blogger on the customer engagement team b. Job opening: customer engagement team c. Calling all bloggers d. Would you like to join the GoPro social media

conversation?

4. Which of the following would be the most effective headline for a Facebook post that announces a new version of the free GoPro Studio software? a. The easiest way to edit and share your GoPro videos is

now easier than ever b. No geek cred? No prob; even you can edit videos with

this software! c. Creating exciting, pro-quality videos is now as easy

as dropping your footage into a GoPro template that’s complete with music and special effects.

d. Forgot those expensive, complicated video editing programs.

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9. When someone with expertise or interest in a particular field collects and republishes material on a particular topic, the practice is known as a. Content curation b. Media consolidation c. Blog linking d. Tagging and pinning

Objective 7.4: Describe the evolving role of email in busi- ness communication and explain how to adapt the three- step writing process to email messages. 10. Which of the following is one reason many companies are

trying to reduce email usage? a. To reduce the number of messages that can be used as

legal evidence b. To reduce costs, because email hosting has doubled in

price in the last decade c. To lower the processing demands on company servers d. To reduce the number of low-value messages employees

have to contend with 11. Which of the following is true of email subject lines?

a. Only “newbies” bother to use them anymore. b. Subject lines should never give away the content of the

message because no one will bother to read it if they already know what the message is about.

c. They can make the difference between a message being read right away, skipped over for later attention, or ignored entirely.

d. They should always be in all caps to get the audience’s attention.

12. Which of the following is the most effective email subject line? a. Production line: wiring issues b. Wiring errors in production: let’s analyze the problem

and explore solutions c. Wiring errors on the production line MUST STOP NOW! d. Careless employees => unhappy customers => fewer cus-

tomers => fewer employees 13. You work in a customer service department, answer-

ing emails from customers. This morning you received an angry message from a customer who has a legitimate complaint about your company’s warranty policies. After responding to the message as best you can, which of the fol- lowing steps should you take? a. Forward the message to your immediate supervisor and

suggest that the company might want to reconsider its warranty policies.

b. Forward the message to the CEO and suggest that the company might want to reconsider its warranty policies.

c. Forward the message to everyone in the department so they are aware of the problem with the warranty policy.

d. Delete the customer’s message; you can’t fix the war- ranty policy.

Objective 7.5: Describe the business benefits of instant messaging (IM) and identify guidelines for effective IM in the workplace. 14. Which of the following reasons helps explain why IM usage

is overtaking email in some companies?

a. People don’t have to be so formal when they use IM; it saves time to use acronyms and emoticons and to avoid using capitalization, punctuation, and other time wasters.

b. IM works better as a broadcast mechanism than email. c. IM is faster than email and mimics human conversation

better than email, so many people find it a more natural way to communicate.

d. IM systems let you communicate using different colors of text, which is vital for highlighting key points and conveying nonverbal aspects that are impossible to com- municate in email.

15. Which of these statements best describes how the three- step writing process applies to IM? a. Because there is no planning step and no completing

step in IM, the three-step process does not apply. b. The real beauty of IM in the business world is that peo-

ple don’t have to spend so much time composing; they just zap out whatever is on their minds and get back to work.

c. The three-step process for IM works exactly the same way as it does with letters, memos, and reports. Every message requires audience analysis, information gather- ing, and outlining.

d. IM exchanges should be planned the same way conversa- tions are planned to minimize confusion and the num- ber of messages required. And instant messages don’t have to be great works of literature, but they do need to be efficient and effective, so some degree of care in writ- ing and revising is important.

16. Which of the following types of messages are most appro- priate for IM? a. Long, complex messages b. Brief conversational messages c. Confidential or highly personal messages d. All of the above

Objective 7.6: Describe the role of blogging and microb- logging in business communication, and briefly explain how to adapt the three-step writing process to blogging. 17. Which of the following is a good strategy for using blogs to

promote products and services? a. Write in a style that is personal and conversational; mini-

mize direct promotion of your products and services. Focus instead on topics your customers and potential customers find helpful and interesting.

b. To cut through the noise in the blogosphere, promote your products and services constantly. If you don’t, your competitors will drown you out.

c. Make sure the blog matches all other corporate com- munications in both style and content; customers get confused when a company communicates in more than one style.

d. Blogs should never be used for marketing and selling. 18. Which of the following best describes the idea of an “au-

thentic voice” in blogging? a. A writing style that is scrupulously precise and free from

technical and grammatical errors b. The voice of a real, living, breathing human being, com-

municating to other human beings on a personal level

Chapter 7 Crafting Messages for Digital Channels 263

c. Writing that is always highly emotional so as to coun- teract the dehumanizing logic and linear thinking that dominates business today

d. A detached, professional voice that is careful not to take sides, voice opinions, or otherwise inject elements into the conversation that could disturb or disappoint audiences

19. Which of the following best describes the optimum audi- ence of a blog? a. Always the largest audience possible b. Only people who are experts in the subject matter so

that comments and discussions aren’t pulled off track by “newbies” who don’t know what they are talking about

c. An audience large enough to justify the time required to maintain the blog but narrow enough to ensure a clear focus

d. Whatever audience happens to find the blog on the web 20. Which of the following is not a good general purpose for a

blog? a. Sharing news from the racing circuit, describing how

the racers we sponsor are faring and how they use our products

b. Commenting on economic and social policy deci- sions that affect the national and international business environment

c. Explaining to the local community why we’ve decided not to expand employment at the Nampa facility

d. Describing the work going on in our research and devel- opment labs

21. Which of the following would be a good use of retweeting for an independent consulting engineer who uses Twitter to build relationships with potential clients? a. Avoiding retweeting under any circumstances, because it

is tantamount to plagiarizing b. Retweeting every tweet he or she receives so that clients

know how well-rounded and well-read she is c. Retweeting fun and interesting messages on nonbusi-

ness topics as a way to build an emotional bond with potential clients

d. Retweeting selectively, sharing only messages that meet two strict criteria: providing information that followers can use in their work and portraying the consultant as an expert who is up on the latest developments in her field

Objective 7.7: Explain how to adapt the three-step writing process for podcasts. 22. If one of the attractions of podcasting is its spontaneous,

conversational feel, why should podcasters take the time to plan their recordings? a. Individual podcasts that aren’t well thought out can end

up being rambling, confusing, and repetitive. b. Podcasts are more difficult to edit than textual messages,

so it’s important to do enough planning to help avoid major mistakes.

c. If you don’t plan ahead, you could run out of ideas and therefore have no reason to continue podcasting.

d. All of the above are reasons to plan podcasts. 23. A/an ____ ____ is an ongoing series of podcasts on the

same general topic.

●● Consider creating a blog or micro- blog account whenever you have a continuing stream of information to share with an online audience.

●● Identify an audience that is broad enough to justify the effort but narrow enough to have common interests.

●● Identify a purpose that is compre- hensive enough to provide ideas for a continuing stream of posts.

●● Consider the scope of your blog carefully; make it broad enough to attract an audience but narrow enough to keep you focused.

1 Identify the major digital channels used for brief business messages, and describe the nine compositional modes needed for digital media. (page 235)

2 Describe the use of social networks in business communication. (page 239) 3 Explain how companies and business professionals can use information and content

sharing websites. (page 242)

4 Describe the evolving role of email in business communication, and explain how to adapt the three-step writing process to email messages. (page 246)

5 Describe the business benefits of instant messaging (Im), and identify guidelines for effective Im in the workplace. (page 250)

6 Describe the use of blogging and microblogging in business communication, and briefly explain how to adapt the three-step process to blogging. (page 252)

7 Explain how to adapt the three-step writing process for podcasts. (page 258) key terMs

blogs Online journals that are easier to personalize and update than conventional websites

brand communities Communities of inter- est that form around a specific product

brand socialization A measure of how effectively a company engages with its various online stakeholders in a mutually beneficial exchange of information

community Q&A sites Sites on which visitors answer questions posted by other visitors,

content curation Practice in which some- one with expertise or interest in a particular field collects and republishes material on a particular topic

email signature A small file that automati- cally includes such items as your full name, title, company, and contact information at the end of your messages

instant messaging (IM) Computer-based in which users’ messages appear on each other’s screens instantly

microblog A variation on blogging in which messages are sharply restricted to specific character counts

podcasting The process of recording audio or video files and distributing them online via RSS subscriptions

podcasting channel Series of podcasts on a consistent theme

social media Digital media-channel com- binations that empower stakeholders as participants in the communication process by allowing them to share content, revise content, respond to content, or contribute new content

tagging Assigning descriptive words to social media content to simplify searching

text messaging Transmission of short text- only messages using phones

user-generated content (UGC) sites Sites in which users rather than website owners contribute most or all of the content

learning oBjeCtivesChapter oUtline

Digital channels for business com- munication

media choices for Brief messages

compositional modes for Digital media

creating content for Social media

optimizing content for mobile Devices

Social networks Business communication Uses of Social Networks

Strategies for Business communication on Social Networks

information and content Sharing Sites

User-generated content Sites

content curation Sites

community Q&A Sites

email planning Email messages

Writing Email messages

completing Email messages

instant Messaging and text

Messaging Understanding the Benefits and risks of Im

Adapting the three-Step process for Successful Im

blogging and Microblogging Understanding the Business Applications of Blogging

Adapting the three-Step process for Successful Blogging

microblogging

Podcasting

Quick Learning Guide

CheCklist ✓ using iM Productively

●● Pay attention to security and pri- vacy issues and be sure to follow all company guidelines.

●● Treat IM as a professional commu- nication medium, not an informal, personal tool; avoid using IM slang with all but close colleagues.

●● Maintain good etiquette, even during simple exchanges.

●● Protect your own productivity by making yourself unavailable when you need to focus.

●● In most instances, don’t use IM for confidential messages, complex messages, or personal messages.

CheCklist ✓ Blogging for Business

●● Communicate with a personal style and an authentic voice, but don’t write carelessly.

●● Deliver new information quickly. ●● Choose topics of peak interest to

your audience. ●● Encourage audiences to join the

conversation. ●● Consider using Twitter or other

microblog updates to alert readers to new posts on your regular blog.

Chapter 7 Crafting Messages for Digital Channels 265

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

7.1. Given the strict limits on length, should all your micro- blogging messages function as teasers that link to more detailed information on a blog or website? Why or why not? [LO-1]

7.2. Discuss how social networks can be used to recruit em- ployees and find business partners. [LO-2]

7.3. Is leveraging your connections on social networks for business purposes ethical? Why or why not? [LO-3]

7.4. If one of the benefits of blogging is the personal, intimate style of writing, is it a good idea to limit your creativity by adhering to conventional rules of grammar, spelling, and mechanics? Why or why not? [LO-6]

7.5. What are some ways the president of a hiking equipment company could use Twitter to engage potential custom- ers without being overtly promotional? [LO-6]

Practice Your Skills 7.6. Message 7.A: Media Skills: IM; Creating a Business-

like Tone [LO-5] Review the following IM exchange and explain how the customer service agent could have handled the situation more effectively.

AGENT: Thanks for contacting Home Exercise Equipment. What’s up?

CUSTOMEr: I’m having trouble assembling my home gym. AGENT: I hear that a lot! LOL CUSTOMEr: So is it me or the gym? AGENT: Well, let’s see <g>. Where are you stuck? CUSTOMEr: The crossbar that connects the vertical pillars doesn’t fit. AGENT: What do you mean doesn’t fit? CUSTOMEr: It doesn’t fit. It’s not long enough to reach across the

pillars. AGENT: Maybe you assembled the pillars in the wrong place.

Or maybe we sent the wrong crossbar. CUSTOMEr: How do I tell? AGENT: The parts aren’t labeled so could be tough. Do you have

a measuring tape? Tell me how long your crossbar is.

7.7. Message 7.B: Media Skills: Blogging, Creating a Businesslike Tone [LO-6] Imagine that you are apply- ing for a job which includes keeping an internal com- pany blog up-to-date for a salesforce. The intent of the blog is to be informative, motivational and interactive encouraging staff working remotely from their main of- fice to feel that they belong to a vibrant, professional and friendly organisation. As part of a selection process you have to rewrite the following content in a manner meet- ing the intended style of the blog. Please share your new version with your colleagues and tutor.

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

“Hi All!

Here’s the latest instalment of your company information blog. Got a lot to tell you this month because our new prod- uct is 3 months old and sales are going really strongly at over 105% of target for the launch – wow! Good job all of you, your getting the competiion worried. Don’t forget to keep the tales of your success rolling in so we can share your ideas with you all!

Some good news - Emily in admin whose been off on ma- ternity for ageshas had a baby, 8lbs 2oz, so it wont be long before she’s back dealing with all your expenses again. re- member to let us know your news here.

We hope you are not feeling lonely out there. To keep you interested we’re adding extra incentives. Biggest sales in the week Biggest individual order gets you a $100 voucher for a meal out. Good luck.”

7.8. Message 7.C: Media Skills: Podcasting [LO-7] To access this podcast exercise, visit http://real-time updates.com/ebc12, click on Student Assignments, and select Chapter 7, Message 7.C, and listen to this podcast. Identify at least three ways in which the podcast could be improved, and draft a brief email message you could send to the podcaster with your suggestions for improvement.

Exercises

7.9. Collaboration: Working in Teams; Planning: Select- ing Media [LO-1], Chapter 2 For each of these message needs, choose a medium you think would work effec- tively and explain your choice. (More than one medium could work in some cases; just be able to support your particular choice.) a. A personnel manager’s positive opinion on the new

appraisal policy of the organization b. A message to the sales and finance managers to in-

form them of the scheduling estimates c. The team leader of the marketing group seeking some

immediate clarifications from the finance manager on a proposal to be submitted to the higher authority

d. The director of international communications want- ing to convince the management of the need for a company newsletter

e. A company’s president wishing to share the current list of senior staff members and their detailed profiles with all the stakeholders

7.10. Media Skills: Social Networking [LO-2] Explore the internet to find the Linkedin® website and, if not already signed up to the site, create your own profile (it is free to do so at the entry level). Explore the site and ensure that you look at the profiles of a few individuals (you can search for any names to do this). Target your search within the site to enable you to answer the following questions; 1) How do individuals and organisations use

266 part 3 Crafting Brief Business Messages

Linkedin® to promote their business? 2) Evaluate the advantages and disadvantages of promoting a business on this type of social media site? Summarise and email your answers to these questions to your tutor. Take your responses to class for a discussion with colleagues.

7.11. Media Skills: Three Step email writing [LO-4] Write- an email to your course leader asking for a two-week ex- tension to the deadline for submission of an assignment. a. Produce a written plan. b. Write the message. c. Email both to your course leader.

7.12. Media Skills: Email [LO-4] The following email mes- sage contains numerous errors related to what you’ve learned about planning and writing business messages. First, list the flaws you find in this version. Then use the following steps to plan and write a better memo.

TO: Felicia August <[email protected]>

SUBJECT: Compliance with new break procedure

Some of you may not like the rules about break times; how- ever, we determined that keeping track of employees while they took breaks at times they determined rather than regu- lar breaks at prescribed times was not working as well as we would have liked it to work. The new rules are not going to be an option. If you do not follow the new rules, you could be docked from your pay for hours when you turned up missing, since your direct supervisor will not be able to tell whether you were on a “break” or not and will assume that you have walked away from your job. We cannot be respon- sible for any errors that result from your inattentiveness to the new rules. I have already heard complaints from some of you and I hope this memo will end this issue once and for all. The decision has already been made.

Starting Monday, January 1, you will all be required to take a regular 15-minute break in the morning and again in the afternoon, and a regular thirty-minute lunch at the times specified by your supervisor, NOT when you think you need a break or when you “get around to it.”

There will be no exceptions to this new rule!

Felicia August

Manager

Billing and accounting

First, describe the flaws you discovered in this email mes- sage. Next, develop a plan for rewriting the message. Use the following steps to organize your efforts before you begin writing:

• Determine the purpose. • Identify and analyze your audience. • Define the main idea. • Outline the major supporting points. • Choose between the direct and indirect approaches.

Now rewrite the email message. Don’t forget to leave ample time for revision of your own work before you turn it in.

7.13. Media Skills: Blogging [LO-6] Your company is a manufacturer of sports gear. You hear that the news of Sachin Tendulkar’s retirement has led a lot of people to

believe that the craze for cricket in India will subside now. You feel that such opinions will adversely affect your business. Write a blog post to discuss how you think Sa- chin’s decision will not lead to a loss of interest in cricket because people generally admire cricket as a game. Well, to the profound surprise of absolutely nobody, we are not going to be able meet the June 1 commitment to ship 100 operating tables to Southeast Surgical Supply. (For those of you who have been living in a cave the past six months, we have been fighting to get our hands on enough high-grade chromium steel to meet our production schedule.) Sure enough, we got news, this morning that we will only get enough for 30 tables. Yes, we look lik fools for not being able to follow through on promises we made to the customer, but no, this didn’t have to happpen. Six month’s ago, purchasing warned us about shrinking supplies and suggested we advance-buy as much as we would need for the next 12 months, or so. We naturally tried to followed their advice, but just as naturally were shot down by the bean counters at corporate who trotted out the policy about never buying more than three months worth of materials in advance. Of course, it’ll be us–not the bean counters who’ll take the flak when everybody starts asking why revenues are down next quarter and why Southeast is talking to our friends at Crighton Manuf!!! Maybe, some day this company will get its head out of the sand and realize that we need to have some financial flexibility in order to compete.

7.14. Media Skills: Blogging [LO-5] From what you’ve learned about planning and writing business messages, you should be able to identify numerous errors made by the writer of the following blog post. List them below and then plan and write a better post, following the guidelines given.

Get ready!

We are hoping to be back at work soon, with everything running smoothly, same production schedule and no late projects or missed deadlines. So you need to clean out your desk, put your stuff in boxes, and clean off the walls. You can put the items you had up on your walls in boxes, also.

We have provided boxes. The move will happen this week- end. We’ll be in our new offices when you arrive on Monday.

We will not be responsible for personal belongings during the move.

First, describe the flaws you discovered in this blog post. Next, develop a plan for rewriting the post. Use the follow- ing steps to organize your efforts before you begin writing: • Determine the purpose. • Identify and analyze your audience. • Define the main idea. • Outline the major supporting points. • Choose between the direct and indirect approaches. Now rewrite the post. Don’t forget to leave ample time for revision of your own work before you turn it in.

7.15. Media Skills: Microblogging [LO-6] You and three col- leagues have been given the task of creating a series of six microblogs on Twitter which, when released weekly, will serve the purpose of promoting your course to the fol- lowers of your institution’s twitter account. Your job is to write engaging text which follows a logical sequence over

Chapter 7 Crafting Messages for Digital Channels 267

the six editions. Make sure that you create awareness of the course, interest, desire and invite action, at the very least clicking through to the course website. If there is, in reality, such a twitter account then agree the best contri- butions between you and other groups and submit the agreed version to be considered for implementation. If not, then request that an account is set up and publish as intended.

7.16. Media Skills: Podcasting [LO-7] You’ve recently begun recording a weekly podcast to share information with your large and far-flung staff. After a month, you ask for feed- back from several of your subordinates, and you’re disap- pointed to learn that some people stopped listening to the podcast after the first couple weeks. Someone eventually admits that many staffers feel that the recordings are too long and rambling and that the information they contain isn’t valuable enough to justify the time it takes to listen. You aren’t pleased, but you want to improve. An assistant transcribes the introduction to last week’s podcast so you can review it. You immediately see two problems. Revise the introduction based on what you’ve learned in this chapter.

So there I am, having lunch with Selma Gill, who just joined and took over the Northeast sales region from Jackson Stroud. In walks our beloved CEO with Selma’s old boss at Uni-Plex; turns out they were finalizing a deal to co-brand our products and theirs and to set up a joint distribution program in all four domestic re- gions. Pretty funny, huh? Selma left Uni-Plex because she wanted sell our products instead, and now she’s back selling her old stuff, too. Anyway, try to chat with her when you can; she knows the biz inside and out and probably can offer insight into just about any sales challenge you might be running up against. We’ll post more info on the co-brand deal next week; should be a boost for all of us. Other than those two news items, the other big news this week is the change in commission reporting. I’ll go into the details in minute, but when you log onto the intranet, you’ll now see your sales results split out by product line and industry sector. Hope this helps you see where you’re doing well and where you might beef things up a bit. Oh yeah, I almost forgot the most important bit. Speaking of our beloved CEO, Thomas is going to be our guest of honor, so to speak, at the quarterly sales meeting next week and wants an update on how petroleum prices are af- fecting customer behavior. Each district manager should be ready with a brief report. After I go through the commission reporting scheme, I’ll outline what you need to prepare.

expand Your Skills Critique the Professionals

Locate the YouTube channel page of any company you find inter- esting and assess its social networking presence using the criteria for effective communication discussed in this chapter and your own experience using social media. What does this company do well with its YouTube channel? How might it improve? Using whatever medium your instructor requests, write a brief analysis of the company’s YouTube presence (no more than one page), cit- ing specific elements from the piece and support from the chapter.

Sharpen Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business com- munication research. Use the Web Search function to find a website, video, PDF document, podcast, or presentation that of- fers advice on using social media in business. Write a brief email message to your instructor or a post for your class blog, describ- ing the item that you found and summarizing the career skills information you learned from it.

improve Your Grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review Section 1.6.1 (Prepositions), Section 1.6.2 (Conjunctions), and Section 1.6.3 (Articles and Interjections)text and review Prepositions, Conjunctions, and Articles and Interjections. Then look at the following 10 items and indicate the preferred choice in the following groups of sentences. (Answers to these exercises appear on page 649.)

7.17 a. The response was not only inappropriate but it was also rude.

b. The response was not only inappropriate but also rude. 7.18 a. Be sure to look the spelling up in the dictionary.

b. Be sure to look up the spelling in the dictionary. 7.19 a. We didn’t get the contract because our proposal didn’t

comply with the request for proposals (RFP). b. We didn’t get the contract because our proposals didn’t

comply to the RFP. 7.20 a. Marissa should of known not to send that email to the

CEO. b. Marissa should have known not to send that email to

the CEO. 7.21 a. The Phalanx 1000 has been favorably compared to the

Mac iBook. b. The Phalanx 1000 has been favorably compared with

the Mac iBook. 7.22 a. What are you looking for?

b. For what are you looking? 7.23 a. Have you filed an SEC application?

b. Have you filed a SEC application? 7.24 a. The project turned out neither to be easy nor simple.

b. The project turned out to be neither easy nor simple. 7.25 a. If you hire me, you will not regret your decision!

b. If you hire me, you will not regret your decision. 7.26 a. This is truly an historic event.

b. This is truly a historic event. For additional exercises focusing on conjunctions, articles, and prepositions, visit MyBCommLab. Click on Chapter 7, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and click on 11. Conjunctions, articles, and interjections.

268 part 3 Crafting Brief Business Messages

Website links for selected companies mentioned in cases can be found in the Student Assignments section at http://real- timeupdates.com/ebc12.

SociaL netWorKinG SKiLLS

7.27. Media Skills: Social Networking; Media Skills: Microblogging [LO-2] [LO-6] Foursquare is one of the lead- ing providers of location-based social networking services. Mil- lions of people use Foursquare for social engagement and friendly competition, and many business owners are starting to recognize the marketing potential of having people who are on the move in local areas broadcasting their locations and sharing information about stores, restaurants, clubs, and other merchants.

Your task: Review the information on Foursquare’s Merchant Platform at http://business.foursquare.com. Now write four brief messages, no more than 140 characters long (including spaces). The first should summarize the benefits to stores, res- taurants, and other brick-and-mortar businesses of participating in Foursquare, and the next three messages should convey three compelling points that support that overall benefit statement. If your class is set up with private Twitter accounts, use your private account to send your messages. Otherwise, email your four mes- sages to your instructor or post them on your class blog, as your instructor directs.

SociaL netWorKinG SKiLLS

7.28. Media Skills: Social Networking; Online Etiquette [LO-2], Chapter 2 Employees who take pride in their work are a practically priceless resource for any business. However, pride can sometimes manifest itself in negative ways when employees come under criticism, and public criticism is a fact of life in social media. Imagine that your company has recently experi- enced a rash of product quality problems, and these problems have generated some unpleasant and occasionally unfair criti- cism on a variety of social media sites. Someone even set up a Facebook page specifically to give customers a place to vent their frustrations.

You and your public relations team jumped into action, responding to complaints with offers to provide replacement products and help customers who have been affected by the quality problems. Everything seemed to be going as well as could be expected, when you were checking a few industry blogs one evening and discovered that two engineers in your company’s product design lab have been responding to com- plaints on their own. They identif ied themselves as company employees and defended their product design, blaming the company’s production department and even criticizing several customers for lacking the skills needed to use such a sophisti- cated product. Within a matter of minutes, you see their harsh comments being retweeted and reposted on multiple sites, only fueling the f ire of negative feedback against your f irm. Need- less to say, you are horrif ied.

Your task: You manage to reach the engineers by private mes- sage and tell them to stop posting messages, but you realize you have a serious training issue on your hands. Write a post for the internal company blog that advises employees on how to re- spond appropriately when they are representing the company online. Use your imagination to make up any details you need.

SociaL netWorKinG SKiLLS

7.29. Media Skills: Social Networking [LO-2] Social media can be a great way to, well, socialize during your college years, but employers are increasingly checking up on the online activi- ties of potential hires to avoid bringing in employees who may reflect poorly on the company.

Your task: Team up with another student and review each other’s public presence on Facebook, Twitter, Flickr, blogs, and any other website that an employer might check during the interview and recruiting process. Identify any photos, videos, messages, or other material that could raise a red flag when an employer is evaluating a job candidate. Write your teammate an email message that lists any risky material.

eMaiL SKiLLS / PortfoLio bUiLDer

7.30. Media Skills: Email [LO-4] One-quarter of all motor vehicle accidents that involve children under age 12 are side- impact crashes, and these crashes result in higher rates of injuries and fatalities than those with front or rear impacts.

Your task: You work in the consumer information department at Britax, a leading manufacturer of car seats. Your manager has asked you to prepare an email message that can be sent out whenever parents request information about side-impact crashes and the safety features of Britax seats. Start by research- ing side-impact crashes on the Britax website (www.britax .com). Write a three-paragraph message that explains the seriousness of side-impact crashes, describes how injuries and fatalities can be minimized in these crashes, and describes how Britax’s car seats are designed to help protect children in side- impact crashes.56

eMaiL SKiLLS / PortfoLio bUiLDer

7.31. Media Skills: Email; Message Strategies: Nega- tive Messages, [LO-4], Chapter 9 Many companies oper- ate on the principle that the customer is always right, even when the customer isn’t right. They take any steps necessary to ensure happy customers, lots of repeat sales, and a positive reputation among potential buyers. Overall, this is a smart and successful approach to business. However, most companies eventually en- counter a nightmare customer who drains so much time, energy, and profits that the only sensible option is to refuse the cus- tomer’s business. For example, the nightmare customer might be someone who constantly berates you and your employees, re- peatedly makes outlandish demands for refunds and discounts, or simply requires so much help that you not only lose money

cases

http://business.foursquare.com

http://www.britax.com

Chapter 7 Crafting Messages for Digital Channels 269

on this person but also no longer have enough time to help your other customers. “Firing” a customer is an unpleasant step that should be taken only in the most extreme cases and only after other remedies have been attempted (such as talking with the customer about the problem), but it is sometimes necessary for the well-being of your employees and your company.

Your task: If you are currently working or have held a job in the recent past, imagine that you’ve encountered just such a cus- tomer. If you don’t have job experience to call on, imagine that you work in a retail location somewhere around campus or in your neighborhood. Identify the type of behavior this imaginary customer exhibits and the reasons the behavior can no longer be accepted. Write a brief email message to the customer to explain that you will no longer be able to accommodate him or her as a customer. Calmly explain why you have had to reach this difficult decision. Maintain a professional tone and keep your emotions in check.

eMaiL SKiLLS / PortfoLio bUiLDer

7.32. Media Skills: Email; Collaboration: Team Projects, Chapter 2 [LO-2] For the first time in history (aside from spe- cial situations such as major wars), more than half of all U.S. adult women now live without a spouse. (In other words, they live alone, with roommates, or as part of an unmarried couple.) Twenty-five percent have never married, and 26 percent are di- vorced, widowed, or married but living apart from their spouses. In the 1950s and into the 1960s, only 40 percent of women lived without a spouse, but every decade since, the percentage has in- creased. In your work as a consumer trend specialist for Seymour Powell, a product design firm based in London that specializes in the home, personal, leisure, and transportation sectors, it’s your business to recognize and respond to demographic shifts such as this.

Your task: With a small team of classmates, brainstorm possi- ble product opportunities that respond to this trend. In an email message to be sent to the management team at Seymour Powell, list your ideas for new or modified products that might sell well in a society in which more than half of all adult women live with- out a spouse. For each idea, provide a one-sentence explanation of why you think the product has potential.57

eMaiL SKiLLS / MobiLe SKiLLS

7.33. Media Skills: Email [LO-5] The size limitations of smartphone screens call for a different approach to writing (see page 196) and formatting (see page 221) documents.

Your task: On the website of any company that interests you, find a news release (some companies refer to them as press re- leases) that announces the launch of a new product. Using Pages or any other writing app at your disposal, revise and format the material in a way that would be effective on smartphone screens.

iM SKiLLS 7.34. Media Skills: IM; Compositional Modes: Tutorials [LO-1] [LO-5] High-definition television can be a joy to watch— but, oh, what a pain to buy. The field is cluttered with compet-

ing technologies and arcane terminology that is meaningless to most consumers. Moreover, it’s nearly impossible to define one technical term without invoking two or three others, leaving con- sumers swimming in an alphanumeric soup of confusion. As a sales support manager for Crutchfield, a leading online retailer of audio and video systems, you understand the frustration buyers feel; your staff is deluged daily by their questions.

Your task: To help your staff respond quickly to consumers who ask questions via Crutchfield’s online IM chat service, you are developing a set of “canned” responses to common questions. When a consumer asks one of these questions, a sales adviser can simply click on the ready-made answer. Research the “Research and DIY” section on the Crutchfield website, then write concise, consumer-friendly definitions of the following terms: 1080p, HDMI, 4K, and 3D TV.

bLoGGinG SKiLLS

7.35. Media Skills: Blogging; Compositional Modes: Tutorials [LO-6] Tumblr has become a popular “short-form” blogging platform by combining the simplicity of Twitter with the ability to share photos and other media easily.

Your task: Write a 300- to 400-word post for your class blog that explains how to set up an account on Tumblr and get in- volved in the Tumblr community. The help pages on Tumblr are a good place to get more information about the service.

bLoGGinG SKiLLS

7.36. Media Skills: Blogging [LO-6] Credit card debt can be a crippling financial burden with myriad side effects, from high- er insurance rates to more-expensive loans to difficulty getting a job or a promotion. Unfortunately, credit debt is also frighten- ingly easy to fall into, particularly for young people trying to get started in life with limited cash flow.

Your task: Write a three- to five-paragraph blog post that warns college students about the dangers of credit card debt. Be sure to credit the sources you find in your research.

bLoGGinG SKiLLS

7.37. Media Skills: Blogging; Compositional Modes: Tutorials [LO-6] Studying abroad for a semester or a year can be a rewarding experience in many ways—improving your language skills, experiencing another culture, making contacts in the inter- national business arena, and building your self-confidence.

Your task: Write a post for your class blog that describes your college’s study abroad program and summarizes the steps in- volved in applying for international study. If your school doesn’t offer study-abroad opportunities, base your post on the program offered at another institution in your state.

MicrobLoGGinG SKiLLS

7.38. Media Skills: Microblogging; Compositional Modes: Summaries [LO-1] [LO-6] A carefully constructed series of tweets can serve as a summary of a blog post, video, or other message or document.

Your task: Find any article, podcast, video, or webpage on a business topic that interests you. Write four to six tweetables that

270 part 3 Crafting Brief Business Messages

summarize the content of the piece. Restrict the first tweetable to 120 characters to allow for a URL. Email the series to your in- structor or publish them on Twitter if your instructor directs. If you quote phrases from the original directly, be sure to put them in quotation marks.

MicrobLoGGinG SKiLLS

7.39. Media Skills: Microblogging; Compositional Modes: Updates and Announcements [LO-5] JetBlue is known for its innovations in customer service and customer communication, including its pioneering use of Twitter. Nearly two million JetBlue fans and customers follow the company on Twitter to get updates on flight status during weather disrup- tions, facility upgrades, and other news.58

Your task: Write a message of no more than 120 characters that announces the cancellation of all flights into and out of Boston’s Logan International from 6:00 a.m. on February 20 to 4:00 p.m. on February 21.

MicrobLoGGinG SKiLLS

7.40. Media Skills: Microblogging; Compositional Modes: Teasers [LO-1] Twitter updates are a great way to alert people to helpful articles, videos, and other online resources.

Your task: Find an online resource (it can be a website quiz, a YouTube video, a PowerPoint presentation, a newspaper article, or anything else appropriate) that offers some great tips to help college students prepare for job interviews. Write a teaser of no more than 120 characters that hints at the benefits other students can get from this resource. If your class is set up with private Twitter accounts, use your private account to send your message. Otherwise, email it to your instructor. Be sure to include the URL; if you’re using a Twitter account, the system should shorten it to 20 characters to keep you within the 140-character limit.

PoDcaStinG SKiLLS / PortfoLio bUiLDer

7.41. Media Skills: Podcasting [LO-7] While writing the many messages that are part of the job search process, you find yourself wishing you could just talk to some of these companies so your personality could shine through. Well, you’ve just got- ten that opportunity. One of the companies you’ve applied to has emailed you back, asking you to submit a two-minute podcast

introducing yourself and explaining why you would be a good person to hire.

Your task: Identify a company you’d like to work for after grad- uation and select a job that would be a good match for your skills and interests. Write a script for a two- minute podcast (two min- utes represents roughly 250 words for most speakers). Introduce yourself and the position you’re applying for, describe your back- ground, and explain why you think you’re a good candidate for the job. Make up any details you need. If your instructor asks you to do so, record the podcast and submit the audio file.

PoDcaStinG SKiLLS

7.42. Media Skills: Podcasting [LO-7] Between this chap- ter and your own experience as a user of social media, you know enough about social media to offer some insights to other busi- ness communicators.

Your task: Write a script for a two- to three-minute podcast (roughly 250 to 400 words) on any social media topic that you find compelling. Be sure to introduce your topic clearly in the introduction and provide helpful transitions along the way. If your instructor asks you to do so, record the podcast and submit the file.

PoDcaStinG SKiLLS / PortfoLio bUiLDer

7.43. Media Skills: Podcasting; Message Strategies: Marketing and Sales Messages, Chapter 10 [LO-5] With any purchase decision, from a restaurant meal to a college edu- cation, recommendations from satisfied customers are often the strongest promotional messages.

Your task: Write a script for a one- to two-minute podcast (roughly 150 to 250 words), explaining why your college or university is a good place to get an education. Your audience is high school juniors and seniors. You can choose to craft a gen- eral message, something that would be useful to all prospective students, or you can focus on a specific academic discipline, the athletic program, or some other important aspect of your college experience. Either way, make sure your introductory comments make it clear whether you are offering a general rec- ommendation or a specific recommendation. If your instruc- tor asks you to do so, record the podcast and submit the f ile electronically.

Chapter 7 Crafting Messages for Digital Channels 271

endnotes 1. GoPro website, accessed 19 February 2015, www.gopro.com; Garett Sloan, “The 10 Best Brand Channels on YouTube,” Adweek, 2 April 2014, www.adweek.com; Christopher Ratcliff, “A Look Inside GoPro’s Dazzling YouTube Strategy,” Econsultancy website, 20 February 2014, http://econsultancy.com; GoPro channel on YouTube, accessed 26 April 2014, www.youtube.com/user/GoProCamera; “YouTube Brand Channel Leaderboard January–March 2014,” Google Think Insights, 31 March 2014, www.thinkwithgoogle.com; Saya Weissman, “GoPro Might Have the Best Brand Content Around,” Digiday, 6 February 2014, http://digiday.com; Shorty Industry Awards website, accessed 26 April 2014, http://industry.shortyawards .com; Anderson Cooper, “GoPro’s Video Revolution,” 60 Minutes, 10 November 2013, www.cbsnews.com. 2. Angelo Fernando, “Content Snacking—and What You Can Do About It,” Communication World, January–February 2011, 8–10. 3. Jennifer Van Grove, “Social Networking on Mobile Devices Skyrockets,” Mashable, 20 October 2011, http://mashable.com. 4. Angelo Fernando, “Social Media Change the Rules,” Communication World, January–February 2007, 9–10; Geoff Livingston and Brian Solis, Now Is Gone: A Primer on New Media for Executives and Entrepreneurs (Laurel, Md.: Bartleby Press, 2007), 60. 5. Don Tapscott and Anthony D. Williams, Wikinomics, How Mass Collaboration Changes Everything (London: Portfolio, 2006), 216–217; Dan Schawbel, “Why Social Media Makes It Possible for Gen-Y to Succeed,” Personal Branding Blog, 12 December 2007, http://person albrandingblog.wordpress.com. 6. 2012 CEO, Social Media & Leadership Survey, Brandfog, www .brandfog.com. 7. Richard Edelman, “Teaching Social Media: What Skills Do Communicators Need?” in “Engaging the New Influencers; Third Annual Social Media Academic Summit” (white paper), accessed 7 June 2010, www.newmediaacademicsummit.com. 8. Catherine Toole, “My 7 Deadly Sins of Writing for Social Media— Am I Right?” Econsultancy blog, 19 June 2007, www.econsultancy .com; Muhammad Saleem, “How to Write a Social Media Press Release,” Copyblogger, accessed 16 September 2008, www.copyblogger .com; Melanie McBride, “5 Tips for (Better) Social Media Writing,” Melanie McBride Online, 11 June 2008, http://melaniemcbride.net. 9. Samantha Murphy, “Why Mobile Commerce Is on the Rise,” Mashable, 7 March 2012, http://mashable.com. 10. Christopher Swan, “Gamification: A New Way to Shape Behavior,” Communication World, May–June 2012, 13–14. 11. “Wearables,” AllThingsCK, accessed 6 April 2014, allthingsck.com. 12. Jon Russell, “Why ‘Going Global’ Makes No Sense for China’s Social Networks—for Now,” The Next Web, 14 May 2012, http://thenextweb.com. 13. Todd Henneman, “At Lockheed Martin, Social Networking Fills Key Workforce Needs While Improving Efficiency and Lowering Costs,” Workforce Management, March 2010, www.workforce.com.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

7.44. How can businesses make use of social networks such as Facebook for business communication? [LO-2]

7.45. Why does a personal style of writing on blogs and other social media channels help build stronger relationships with audiences? [LO-6]

14. Patrick Hanlon and Josh Hawkins, “Expand Your Brand Community Online,” Advertising Age, 7 January 2008, 14–15. 15. Todd Wasserman, “What Drives Brand Socialability?” Mashable, 12 October 2011. 16. Coca-Cola Facebook page, accessed 4 April 2014, www.facebook .com/cocacola; “Shaking Things Up at Coca-Cola,” Harvard Business Review, October 2011, 94–99. 17. Alex Wright, “Mining the Web for Feelings, Not Facts,” New York Times, 23 August 2009, www.nytimes.com. 18. Christian Pieter Hoffmann, “Holding Sway,” Communication World, November–December 2011, 26–29; Josh Bernoff, “Social Strategy for Exciting (and Not So Exciting) Brands,” Marketing News, 15 May 2009, 18; Larry Weber, Marketing to the Social Web (Hoboken, N.J.: Wiley, 2007), 12–14; David Meerman Scott, The New Rules of Marketing and PR (Hoboken, N.J.: Wiley, 2007), 62. 19. Sonia Simone, “What’s the Difference Between Content Marketing and Copywriting?” Copyblogger, accessed 4 June 2012, www.copyblogger.com. 20. Matt Rhodes, “Build Your Own Community or Go Where People Are? Do Both,” FreshNetworks blog, 12 May 2009, www.fresh networks.com. 21. Brian Solis, Engage! (Hoboken, N.J.: Wiley, 2010), 13. 22. Zachary Sniderman, “5 Ways to Clean Up Your Social Media Identity,” 7 July 2010, Mashable, http://mashable.com. 23. Tamar Weinberg, The New Community Rules: Marketing on the Social Web (Sebastapol, Calif.: O’Reilly Media, 2009), 288. 24. Rohit Bhargava, “How Curation Could Save the Internet (and Your Brand),” Communication World, January–February 2012, 20–23. 25. Reid Goldborough, “More Trends for 2009: What to Expect with Personal Technology,” Public Relations Tactics, February 2009, 9. 26. Michelle V. Rafter, “If Tim Fry Has His Way, He’ll Eradicate Email for Good,” Workforce Management, 24 April 2012, www.workforce .com. 27. Hilary Potkewitz and Rachel Brown, “Spread of Email Has Altered Communication Habits at Work,” Los Angeles Business Journal, 18 April 2005, www.findarticles.com; Nancy Flynn, Instant Messaging Rules (New York: AMACOM, 2004), 47–54. 28. Mary Munter, Priscilla S. Rogers, and Jone Rymer, “Business Email: Guidelines for Users,” Business Communication Quarterly, March 2003, 26+; Renee B. Horowitz and Marian G. Barchilon, “Stylistic Guidelines for Email,” IEEE Transactions on Professional Communication 37, no. 4 (December 1994): 207–212. 29. Steve Rubel, “Tip: Tweetify the Lead of Your Emails,” The Steve Rubel Stream blog, 20 July 2010, www.steverubel.com. 30. Judith Newman, “If You’re Happy and You Know It, Must I Know, Too?” New York Times, 21 October 2011, www.nytimes.com. 31. Michal Lev-Ram, “IBM: Instant Messaging Has Replaced Voicemail,” CNNMoney, 31 May 2011, http://tech.fortune.cnn.com;

http://www.gopro.com

http://www.adweek.com

http://econsultancy.com

http://www.youtube.com/user/GoProCamera

http://www.thinkwithgoogle.com

http://digiday.com

http://industry.shortyawards

http://www.cbsnews.com

http://personalbrandingblog.wordpress.com

http://www.newmediaacademicsummit.com

http://www.econsultancy.com

http://www.copyblogger.com

http://melaniemcbride.net

http://thenextweb.com

http://www.facebook.com/cocacola

http://www.copyblogger.com

http://www.freshnetworks.com

http://www.findarticles.com

http://www.steverubel.com

http://tech.fortune.cnn.com

www.brandfog.com

http://www.facebook.com/cocacola

http://personalbrandingblog.wordpress.com

http://www.freshnetworks.com

272 part 3 Crafting Brief Business Messages

Robert J. Holland, “Connected—More or Less,” Richmond.com, 8 August 2006, www.richmond.com. 32. Vayusphere website, accessed 22 January 2006, www.vayusphere .com; Christa C. Ayer, “Presence Awareness: Instant Messaging’s Killer App,” Mobile Business Advisor, 1 July 2004, www.highbeam .com; Jefferson Graham, “Instant Messaging Programs Are No Longer Just for Messages,” USA Today, 20 October 2003, 5D; Todd R. Weiss, “Microsoft Targets Corporate Instant Messaging Customers,” Computerworld, 18 November 2002, 12; “Banks Adopt Instant Messaging to Create a Global Business Network,” Computer Weekly, 25 April 2002, 40; Michael D. Osterman, “Instant Messaging in the Enterprise,” Business Communications Review, January 2003, 59–62; John Pallato, “Instant Messaging Unites Work Groups and Inspires Collaboration,” Internet World, December 2002, 14. 33. Paul Mah, “Using Text Messaging in Business,” Mobile Enterprise blog, 4 February 2008, http://blogs.techrepublic.com/wireless; Paul Kedrosky, “Why We Don’t Get the (Text) Message,” Business 2.0, 2 October 2006, www.business2.com; Dave Carpenter, “Companies Discover Marketing Power of Text Messaging,” Seattle Times, 25 September 2006, www.seattletimes.com. 34. “About StarStar,” Zoove website, accessed 6 June 2012, www .zoove.com. 35. Mark Gibbs, “Racing to Instant Messaging,” NetworkWorld, 17 February 2003, 74. 36. “Email Is So Five Minutes Ago,” BusinessWeek, 28 November 2005, www.businessweek.com. 37. Clint Boulton, “IDC: IM Use Is Booming in Business,” InstantMessagingPlanet.com, 5 October 2005, www.instantmessagingpla net.com; Jenny Goodbody, “Critical Success Factors for Global Virtual Teams,” Strategic Communication Management, February/March 2005, 18–21; Ann Majchrzak, Arvind Malhotra, Jeffrey Stamps, and Jessica Lipnack, “Can Absence Make a Team Grow Stronger?” Harvard Business Review, May 2004, 131–137; Christine Y. Chen, “The IM Invasion,” Fortune, 26 May 2003, 135–138; Yudhijit Bhattacharjee, “A Swarm of Little Notes,” Time, 16 September 2002, A3–A8; Mark Bruno, “Taming the Wild Frontiers of Instant Messaging,” Bank Technology News, December 2002, 30–31; Richard Grigonis, “Enterprise-Strength Instant Messaging,” Convergence.com, 10–15, accessed 15 March 2003, www.convergence.com. 38. Leo Babauta, “17 Tips to Be Productive with Instant Messaging,” Web Worker Daily, 14 November 2007, http://webworkerdaily.com; Pallato, “Instant Messaging Unites Work Groups and Inspires Collaboration.” 39. “State of the Blogosphere 2011,” Technorati, 4 November 2011, http://technorati.com.

40. Marcus Sheridan, “5 Reasons Your Business Should Be Blogging,” Social Media Examiner, 2 December 2011, www.socialmedia examiner.com; Stephen Baker, “The Inside Story on Company Blogs,” BusinessWeek, 14 February 2006, www.businessweek.com; Jeremy Wright, Blog Marketing (New York: McGraw-Hill, 2006), 45–56; Paul Chaney, “Blogs: Beyond the Hype!” 26 May 2005, http://radiantmar ketinggroup.com. 41. Solis, Engage!, 314. 42. Solis, Engage!, 86. 43. Weinberg, “The New Community Rules: Marketing on the Social Web,” 89. 44. “IBM Social Computing Guidelines,” IBM website, accessed 5 June 2012, www.ibm.com. 45. Joel Falconer, “Six Rules for Writing Great Web Content,” Blog News Watch, 9 November 2007, www.blognewswatch.com. 46. Dion Hinchcliffe, “Twitter on Your Intranet: 17 Microblogging Tools for Business,” ZDNet, 1 June 2009, www.zdnet.com. 47. Hinchcliffe, “Twitter on Your Intranet: 17 Microblogging Tools for Business.” 48. B. L. Ochman, “Why Twitter Is a Better Brand Platform Than Facebook,” Ad Age, 1 June 2012, http://adage.com. 49. Leon Widrich, “4 Ways to Use Twitter for Customer Service and Support,” Social Media Examiner, 12 April 2012, www .socialmediaexaminer.com. 50. Paul André, Michael Bernstein, and Kurt Luther, “What Makes a Great Tweet,” Harvard Business Review, May 2012, 36–37. 51. André et al., “What Makes a Great Tweet.” 52. Interview with Cliff Ravenscraft in Michael Stelzner, “Podcasting for Business: What You Need to Know,” Social Media Examiner, 23 December 2011, www.socialmediaexaminer.com. 53. “Set Up Your Podcast for Success,” FeedForAll website, accessed 4 October 2006, www.feedforall.com. 54. Nathan Hangen, “4 Steps to Podcasting Success,” Social Media Examiner, 14 February 2011, www.socialmediaexaminer.com. 55. Shel Holtz, “Ten Guidelines for B2B Podcasts,” Webpronews.com, 12 October 2005, www.webpronews.com. 56. “Side Impact Protection Revealed,” Britax website, accessed 6 June 2012, www.britaxusa.com. 57. Seymour Powell website, accessed 16 January 2007, www.seymourpowell.com; Sam Roberts, “51% of Women Now Living Without a Spouse,” New York Times, 16 January 2007, www .nytimes.com. 58. JetBlue Twitter page, accessed 19 February 2015, http://twitter.com/ JetBlue.

http://www.richmond.com

http://www.vayusphere.com

http://www.highbeam.com

http://blogs.techrepublic.com/wireless

http://www.business2.com

http://www.seattletimes.com

http://www.instantmessagingplanet.com

http://www.convergence.com

http://webworkerdaily.com

http://technorati.com

http://www.socialmedia

http://radiantmarketinggroup.com.

http://www.ibm.com

http://www.blognewswatch.com

http://www.zdnet.com

http://adage.com

http://www.socialmediaexaminer.com

http://www.feedforall.com

http://www.socialmediaexaminer.com

http://www.webpronews.com

http://www.britaxusa.com

http://www.seymourpowell.com

http://twitter.com/JetBlue

www.zoove.com

http://radiantmarketinggroup.com.

www.nytimes.com

www.socialmediaexaminer.com

273

On the JOb: COmmuniCating at Get SatiSfaction

Using New Media Concepts to Solve an Age-Old Problem For about as long as online communication has been possible, frustrated customers have been going online to complain about faulty products, confusing instructions, and poor service. When social media tools appeared, giving even nontechnical consumers a ready voice, the stream of “I need help!” messages turned into a full-time flood. On product review and shopping websites, enthusiast blogs, and various “complaint sites,” consumers can vent their frustrations and ask for help when they feel they aren’t getting satisfaction from the companies they do business with.

These various websites can occasionally provide answers, but they suffer from four fundamental drawbacks. First, they are randomly scattered all over the Web, so many consumers are never quite sure where to look for help. Second, the right experts from the right companies often aren’t involved, mean- ing that customers often have to rely on each other—which sometimes works but sometimes doesn’t. Third, even compa- nies that make a valiant effort to keep their customers satisfied know that everyone can benefit if customers can share ideas, learn from one another, and participate in ongoing conversation.

Writing Routine and Positive messages8

LeaRning ObJeCtives After studying this chapter, you will be able to

1 Outline an effective strategy for writing routine business requests.

2 Describe three common types of routine requests. 3 Outline an effective strategy for writing routine replies and

positive messages.

4 Describe six common types of routine replies and positive messages.

Get Satisfaction is using social media to help companies that are overwhelmed by support requests and customers who are frustrated by poor service.

Im tm

ph ot

o/ A

la m

274 Part 3 Crafting brief business messasges

Fourth, companies often find that multiple customers have the same routine questions, but communicating with every customer individually can be time-consuming and expensive.

The San Francisco–based company Get Satisfaction is working to address all these issues with social networking technologies designed specifically for community-based customer support. Consumers can post questions or complaints and request notification whenever a response is posted. If someone else has already posted the same complaint, all a visitor needs do is ask to be notified when the issue is resolved, saving time for the people asking and answering questions. Consumers can also suggest ideas for new products and services or improvements to existing offerings.

On the other side of the relationship, employees from companies that sell products and services can register as official

representatives to answer questions, solve problems, and solicit feedback. As both knowledgeable consumers and company representatives provide answers and solutions, the responses voted most useful rise to the top, ensuring that visitors always get the most helpful information available. Companies that use Get Satisfaction’s services can deploy customer service capabilities in a variety of ways—including via Facebook, Twitter, and their own company blogs—to try to capture as many customer service conversations as possible.

The idea certainly seems to be catching on, with thousands of companies now using Get Satisfaction’s “social helpdesk” approach to help millions of customers get satisfaction from the products and services they buy.1

http://getsatisfaction.com

Strategy for Routine Requests Get Satisfaction (profiled in the chapter-opening On the Job) knows that much of the vital communication between a company and its customers is about routine matters, from prod- uct operation hints and technical support to refunds and order glitches. These messages fall into two groups: routine requests, in which you ask for information or action from another party, and a variety of routine and positive messages. Chapter 9 covers messages in which you convey negative information, and Chapter 10 addresses persuasive messages.

Making requests is a routine part of business. In most cases, your audience will be prepared to comply—as long as you’re not being unreasonable or asking people to do something they would expect you to do yourself. By applying a clear strategy and tailoring your approach to each situation, you’ll be able to generate effective requests quickly.

Like all other business messages, a routine request has three parts: an opening, a body, and a close. Using the direct approach, open with your main idea, which is a clear state- ment of your request. Use the body to give details and justify your request. Finally, close by requesting specific action.

Stating Your requeSt uP Front

With routine requests, you can make your request at the beginning of the message. Of course, getting right to the point should not be interpreted as license to be abrupt or tactless:

●● Pay attention to tone. Instead of demanding action (“Send me the latest version of the budget spreadsheet”), show respect by using words such as please and I would appreciate.

●● Assume that your audience will comply. Because the request is routine, you can generally assume that your readers will comply when they clearly understand the reason for your request.

●● Be specific. State precisely what you want. For example, if you request the latest mar- ket data from your research department, be sure to say whether you want a 1-page

summary or 100 pages of raw data.

exPlaining and JuStiFYing Your requeSt

Use the body of your message to explain your request, as needed. Make the explanation a smooth and logical outgrowth of your opening remarks. If complying with the request could

1 LeaRninG objectiveOutline an effective strategy for writing routine business requests.

For routine requests and positive messages • State the request or main idea • Give necessary details • Close with a cordial request for

specific action

real-time uPdateS

LeaRn mORe by visiting this Website

insight into mobile strategies for routine communication

ClickSoftware’s MobileFever blog discusses a range of topics on mobile business communication. Go to http://real-timeupdates .com/ebc12 and click on Learn More in the Students section.

Take care that your direct approach doesn’t come across as abrupt or tactless.

http://getsatisfaction.com

ChaPter 8 Writing Routine and Positive messages 275

benefit the reader, be sure to mention that. If you have multiple requests or questions, ask the most important questions first and deal with only one topic per question. If you have an unusual or complex request, break it down into specific, individual questions so that the reader can address each one separately. This consideration not only shows respect for your audience’s time but also gets you a more accurate answer in less time.

requeSting SPeCiFiC aCtion in a CourteouS CloSe

Close your message with three important elements: (1) a specific request that includes any relevant deadlines, (2) information about how you can be reached (if it isn’t obvious), and (3) an expression of appreciation or goodwill. When you ask readers to perform a specific action, ask for a response by a specific date or time, if appropriate (for example, “Please send the figures by May 5 so that I can return first-quarter results to you before the May 20 conference.”). Conclude your message with a sincere thanks. However, don’t thank the reader “in advance” for cooperating; many people find that presumptuous. If the reader’s reply warrants a word of thanks, send it after you’ve received the reply. To review, see “Checklist: Writing Routine Requests.”

common examples of Routine Requests The most common types of routine messages are asking for information or action, asking for recommendations, and making claims and requesting adjustments.

aSking For inFormation and aCtion

Most simple requests can be handled with three message points:

●● What you want to know or what you want your readers to do ●● Why you’re making the request (not required in all cases) ●● Why it may be in your readers’ interest to help you (not applicable in all cases)

For simple requests, using the direct approach gets the job done with a minimum of fuss. In more complex situations, you may need to provide more extensive reasons and justification for your request. If applicable, point out any benefits to the reader of comply- ing with your request. Naturally, be sure to adapt your request to your audience and the situation (see Figure 8.1 on the next page).

aSking For reCommendationS

The need to inquire about people arises often in business. For example, before extend- ing credit or awarding contracts, jobs, promotions, or scholarships, companies often ask applicants to supply references. Companies ask applicants to list people who can vouch for their ability, skills, integrity, character, and fitness for the job. Before you volunteer someone’s name as a reference, ask permission. Some people don’t want you to use their

If you have multiple requests or questions, start with the most important one.

Close request messages with • A request for some specific

action • Information about how you can

be reached • An expression of appreciation

A. State your request up front. ●● Write in a polite, undemanding, personal tone. ●● Use the direct approach because your audience will

probably respond favorably to your request. ●● Be specific and precise in your request.

B. Explain and justify your request. ●● Justify the request or explain its importance. ●● Explain any potential benefits of responding.

●● Ask the most important questions first. ●● Break complex requests into individual questions that

are limited to only one topic each. C. Request specific action in a courteous close.

●● Make it easy to comply by including appropriate contact information.

●● Express your gratitude. ●● Clearly state any important deadlines for the request.

CheCklist ✓ Writing Routine Requests

2 LeaRninG objectiveDescribe three common types of routine requests.

Routine requests can be handled with simple, straightforward messages, but more complicated requests can require additional justification and explanation.

Always ask for permission before using someone as a reference.

276 Part 3 Crafting brief business messasges

Plan Write Complete1 2 3

Analyze the Situation Verify that the purpose is to request information from company managers.

Gather Information Gather accurate, complete information about local competitive threats.

Organize the Information Clarify that the main idea is collecting information that will lead to a better competitive strategy, which will in turn help the various district managers.

Adapt to Your Audience Show sensitivity to audience needs with a “you”attitude, politeness, positive emphasis, and bias-free language. The writer already has credibility, as manager of the department.

Compose the Message Maintain a style that is conversational but still business like, using plain English and appropriate voice.

Revise the Message Evaluate content and review readability; avoid unnecessary details.

Produce the Message Simple email format is all the design this message needs.

Proofread the Message Review for errors in layout, spelling, and mechanics.

Distribute the Message Deliver the message via the company’s email system.

Choose Medium and Channel Email is effective for this internal message, and it allows the attachment of a Word document to collect the information.

Figure 8.1 Routine Message Requesting Action In this email request to district managers across the country, Helene Clausen asks them to fill out an attached information collection form. Although the request is not unusual and responding to it is part of the managers’ responsibility, Clausen asks for their help in a courteous manner and points out the benefits of responding. Source: MS Outlook 2013, © Microsoft.

ChaPter 8 Writing Routine and Positive messages 277

names, perhaps because they don’t know enough about you to feel comfortable writing a letter or because they or their employers have a policy of not providing recommendations.

Requests for recommendations and references are routine, so you can organize your inquiry using the direct approach. Open your message by clearly stating why the recom- mendation is required (if it’s not for a job, be sure to explain its purpose) and that you would like your reader to write the letter. If you haven’t had contact with the person for some time, use the opening to trigger the reader’s memory of the relationship you had, the dates of association, and any special events or accomplishments that might bring a clear and favorable picture of you to mind.

Close your message with an expression of appreciation and the full name and address of the person to whom the letter should be sent. When asking for an immediate recom- mendation, you should also mention the deadline. Always be sure to enclose a stamped, preaddressed envelope as a con- venience to the other party. Figure 8.2 on the next page pro- vides an example of a request that follows these guidelines.

making ClaimS and requeSting adJuStmentS

If you’re dissatisfied with a company’s product or service, you can opt to make a claim (a formal complaint) or request an adjustment (a settlement of a claim). In either case, it’s important to maintain a professional tone in all your communication, no matter how angry or frustrated you are. Keeping your cool will help you get the situation resolved sooner.

Open with a clear and calm statement of the problem along with your request. In the body, give a complete, specific explanation of the details. Provide any information the recipient needs to verify your complaint. In your close, politely request specific action or convey a sincere desire to find a solution. And, if appropriate, suggest that the business relationship will continue if the problem is solved satisfactorily. Be prepared to back up your claim with invoices, sales receipts, canceled checks, dated correspondence, and any other relevant documents. Send copies and keep the originals for your files.

If the remedy is obvious, tell your reader exactly what you expect to be done, such as ex- changing incorrectly shipped merchandise for the right item or issuing a refund if the item is out of stock. However, if you’re uncertain about the precise nature of the trouble, you could ask the company to assess the situation and then advise you on how the situation could be fixed. Supply your full contact information so that the company can discuss the situation with you, if necessary. Compare the ineffective and effective versions in Figure 8.3 on page 279 for an example of making a claim. To review the tasks involved in making claims and requesting adjustments, see “Checklist: Making Claims and Requesting Adjustments.”

Strategy for Routine and Positive Messages Just as you’ll make numerous requests for information and action throughout your career, you’ll also respond to similar requests from other people. When you are respond- ing positively to a request, sending routine announcements, or sending a positive or

Refresh the memory of any potential reference you haven’t been in touch with for a while.

real-time uPdateS

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asking for recommendations on Linkedin

Follow LinkedIn’s advice for requesting a recommendation. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

When writing a claim or requesting an adjustment • Explain the problem and give

details • Provide backup information • Request specific action

Be prepared to document any claims you make with a company. Send copies and keep the original documents.

●● Maintain a professional tone, even if you’re extremely frustrated.

●● Open with a straightforward statement of the problem. ●● Provide specific details in the body. ●● Present facts honestly and clearly.

●● Politely summarize the desired action in the closing. ●● Clearly state what you expect as a fair settlement or ask

the reader to propose a fair adjustment. ●● Explain the benefits of complying with the request, such

as your continued patronage.

CheCklist ✓ making Claims and Requesting adjustments

3 LeaRninG objectiveOutline an effective strategy for writing routine replies and positive messages.

278 Part 3 Crafting brief business messasges

1181 Ashport Drive Tate Springs, TN 38101 March 14, 2017

Professor Lyndon Kenton School of Business University of Tennessee, Knoxville Knoxville, TN 37916

Dear Professor Kenton:

I recently interviewed with Strategic Investments and have been called for a second interview for their Analyst Training Program (ATP). They have requested at least one recommendation from a professor, and I immediately thought of you. May I have a letter of recommendation from you?

As you may recall, I took BUS 485, Financial Analysis, from you in the fall of 2015. I enjoyed the class and finished the term with an “A.” Professor Kenton, your comments on assertiveness and cold-calling impressed me beyond the scope of the actual course material. In fact, taking your course helped me decide on a future as a financial analyst.

My enclosed résumé includes all my relevant work experience and volunteer activities. I would also like to add that I’ve handled the financial planning for our family since my father passed away several years ago. Although I initially learned by trial and error, I have increasingly applied my business training in deciding what stocks or bonds to trade. This, I believe, has given me a practical edge over others who may be applying for the same job.

If possible, Ms. Blackmon in Human Resources needs to receive your letter by March 30. For your convenience, I’ve enclosed a preaddressed, stamped envelope.

I appreciate your time and eœort in writing this letter of recommendation for me. It will be great to put my education to work, and I’ll keep you informed of my progress. Thank you for your consideration in this matter.

Sincerely,

Joanne Tucker

Enclosure

Plan Write Complete1 2 3

Analyze the Situation Verify that the purpose is to request a recommendation letter from a college professor.

Gather Information Gather information on classes and dates to help the reader recall you and to clarify the position you seek.

Organize the Information Messages like this are common and expected, so a direct approach is �ne.

Adapt to Your Audience Show sensitivity to audience needs with a “you” attitude, politeness, positive emphasis, and bias-free language.

Compose the Message Style is respectful and business like, while still using plain English and appropriate voice.

Revise the Message Evaluate content and review readability; avoid unnecessary details.

Produce the Message Simple letter format is all the design this message needs.

Proofread the Message Review for errors in layout, spelling, and mechanics.

Distribute the Message Deliver the message via postal mail or email if you have the professor’s email address.

Choose Medium and Channel The letter format gives this message an appropriate level of formality, although many professors prefer to be contacted by email.

Figure 8.2 Effective Request for a Recommendation This writer uses a direct approach when asking for a recommendation from a former professor. Note how she takes care to refresh the professor’s memory because she took the class a year and a half ago. She also indicates the date by which the letter is needed and points to the enclosure of a stamped, preaddressed envelope.

ChaPter 8 Writing Routine and Positive messages 279

The opening has an emotional tone and burdens the reader with too many facts too quickly.

The body continues with the emotional tone and includes unhelpful statements that will only put the reader on the defensive.

The close includes irrelevant information and fails to make a clear request.

Ineff ectiv

The opening clearly and calmly states the problem.

The body presents details clearly, concisely, and completely.

The close requests specific action provides contact information to make responding easy.

Covington provides details in the body so the reader can understand why she believes that a problem exists.

She offers a helpful suggestion for resolving the problem.

Effec tive

Figure 8.3 Ineffective and Effective Versions of a Claim Note the difference in both tone and information content in these two versions. The poor version is emotional and unprofessional, whereas the improved version communicates calmly and clearly. Source: MS Outlook 2013, © Microsoft.

280 Part 3 Crafting brief business messasges

goodwill message, you have several goals: to communicate the information or the good news, answer all questions, provide all required details, and leave your reader with a good impression of you and your firm.

Readers receiving routine replies and positive messages will generally be interested in what you have to say, so use the direct approach. Place your main idea (the positive reply or the good news) in the opening. Use the body to explain all the relevant details, and close cordially, perhaps highlighting a benefit to your reader.

Starting with the main idea

By opening routine and positive messages with the main idea or good news, you’re pre- paring your audience for the details that follow. Make your opening clear and concise. Although the following introductory statements make the same point, one is cluttered with unnecessary information that buries the purpose, whereas the other is brief and to the point:

Instead of This Write This

I am pleased to inform you that after careful consideration of a diverse and talented pool of applicants, each of whom did a thorough job of analyzing Trask Horton Pharmaceuticals’s training needs, we have selected your bid.

Trask Horton Pharmaceuticals has accepted your bid to provide public speaking and pre- sentation training to the sales staff.

The best way to write a clear opening is to have a clear idea of what you want to say. Ask yourself, “What is the single most important message I have for the audience?”

Providing neCeSSarY detailS and exPlanation

Use the body to explain your point completely so that your audience won’t be confused or doubtful about your meaning. As you provide the details, maintain the supportive tone established in the opening. This tone is easy to continue when your message is entirely positive, as in this example:

MobiLe aPP

If your email service doesn’t allow huge file attachments, Hightail lets you post the file on its servers and send your recipients a link instead.

Use a direct approach for routine replies and positive messages.

With the direct approach, open with a clear and concise expression of the main idea or good news.

Your educational background and internship have impressed us, and we believe you would be a valuable addition to Green Valley Properties. As discussed during your interview, your salary will be $4,300 per month, plus benefits. Please plan to meet with our benefits manager, Paula Sanchez, at 8 a.m. on Monday, March 21. She will assist you with all the paperwork necessary to tailor our benefit package to your family situation. She will also arrange various orientation activities to help you acclimate to our company.

However, if your routine message is mixed and must convey mildly disappointing information, put the negative portion of your message into as favorable a context as possible:

Instead of This Write This

No, we no longer carry the Sportsgirl line of sweaters.

The new Olympic line has replaced the Sportsgirl sweaters that you asked about. Olympic features a wider range of colors and sizes and more contemporary styling.

In this example, the more complete description is less negative and emphasizes how the recipient can benefit from the change. Be careful, though: You can use negative informa- tion in this type of message only if you’re reasonably sure the audience will respond posi- tively. Otherwise, use the indirect approach (discussed in Chapter 9).

If you are communicating with a customer, you might also want to use the body of your message to assure the person of the wisdom of his or her purchase selection

Try to embed any negative information in a positive context.

ChaPter 8 Writing Routine and Positive messages 281

(without being condescending or self-congratulatory). Using such favorable comments, often known as resale, is a good way to build customer relationships. These comments are commonly included in acknowledgments of orders and other routine announcements to customers, and they are most effective when they are short and specific:

A. Start with the main idea. ●● Be clear and concise. ●● Identify the single most important message before you

start writing. B. Provide necessary details and explanation.

●● Explain your point completely to eliminate any confusion or lingering doubts.

●● Maintain a supportive tone throughout. ●● Embed negative statements in positive contexts or

balance them with positive alternatives.

●● Talk favorably about the choices the customer has made.

C. End with a courteous close. ●● Let your readers know you have their personal well-

being in mind. ●● If further action is required, tell readers how to proceed

and encourage them to act promptly.

CheCklist ✓ Writing Routine Replies and Positive messages

The KitchenAid mixer you ordered is our best-selling model. It should meet your cooking needs for many years.

ending with a CourteouS CloSe

The close of routine replies and positive messages is usually short and simple because you’re leaving things on a neutral or positive note and not usually asking for the reader to do anything. Often, a simple thank you is all you need. However, if follow-up action is required or expected, use the close to identify who will do what and when that action will take place. For a quick reminder of the steps involved in writing routine replies and posi- tive messages, see “Checklist: Writing Routine Replies and Positive Messages.”

common examples of Routine and Positive Messages Most routine and positive messages fall into six main categories: answers to requests for information and action, grants of claims and requests for adjustment, recommendations, routine information, good-news announcements, and goodwill messages.

anSwering requeStS For inFormation and aCtion

Every professional answers requests for information and action from time to time. If the response is a simple yes or some other straightforward information, the direct approach is appropriate. A prompt, gracious, and thorough response will positively influence how people think about you and the organization you represent.

When you’re answering requests and a potential sale is involved, you have three main goals: (1) to respond to the inquiry and answer all questions, (2) to leave your reader with a good impression of you and your firm, and (3) to encourage the future sale.

granting ClaimS and requeStS For adJuStment

Even the best-run companies make mistakes, and each of these events represents a turn- ing point in your relationship with your customer. If you handle the situation well, your customer is likely to be even more loyal than before because you’ve proven that you’re

In the close, make sure audience members understand what to do next and how that action will benefit them (if applicable).

4 LeaRninG objectiveDescribe six common types of routine replies and positive messages.

Responding to mistakes in a courteous, reader-focused way helps repair important business relationships.

282 Part 3 Crafting brief business messasges

serious about customer satisfaction. However, if a customer believes that you mishandled a complaint, you’ll make the situation even worse. Dissatisfied customers often take their business elsewhere without notice and tell numerous friends and colleagues about the negative experience. A transaction that might be worth only a few dollars by itself could cost you many times that amount in lost business. In other words, every mistake is an opportunity to improve a relationship.

Your specific response to a customer complaint depends on your company’s policies for resolving such issues and your assessment of whether the company, the customer, or some third party is at fault. In general, take the following steps:

●● Acknowledge receipt of the customer’s claim or complaint. ●● Sympathize with the customer’s inconvenience or frustration. ●● Take (or assign) personal responsibility for setting matters straight. ●● Explain precisely how you have resolved, or plan to resolve, the situation. ●● Take steps to repair the relationship. ●● Follow up to verify that your response was correct.

In addition to taking these positive steps, maintain a professional demeanor. Don’t blame colleagues by name; don’t make exaggerated, insincere apologies; don’t imply that the customer is at fault; and don’t promise more than you can deliver.

Communication about a claim is a delicate matter when the customer is clearly at fault. If you choose to grant the claim, open with that good news. However, the body needs special attention because you want to discourage similar claims in the future. Close in a courteous manner that expresses your appreciation for the customer’s business (see Figure 8.4).

See “Checklist: Granting Claims and Adjustment Requests” to review the tasks in- volved in these kinds of business messages.

Providing reCommendationS and reFerenCeS

People who need endorsements from employers or colleagues (when applying for a job, for example) often request letters of recommendation. These messages used to be a fairly routine matter, but employment recommendations and references have raised some com- plex legal issues in recent years. Employees have sued employers and individual managers for providing negative information or refusing to provide letters of recommendation, and employers have sued other employers for failing to disclose negative information about job candidates. Before you write a letter of recommendation for a former employee or provide information in response to another employer’s background check, make sure you understand your company’s policies. Your company may refuse to provide anything more than dates of employment and other basic details, for example.2

To grant a claim when the customer is at fault, try to discourage future mistakes without insulting the customer.

A. Responding when your company is at fault. ●● Be aware of your company’s policies in such cases

before you respond. ●● For serious situations, refer to the company’s crisis

management plan. ●● Start by acknowledging receipt of the claim or

complaint. ●● Take or assign personal responsibility for resolving the

situation. ●● Sympathize with the customer’s frustration. ●● Explain how you have resolved the situation

(or plan to). ●● Take steps to repair the customer relationship. ●● Verify your response with the customer, and keep the

lines of communication open.

B. Responding when the customer is at fault. ●● Weigh the cost of complying with or refusing the

request. ●● If you choose to comply, open with the good news. ●● Use the body of the message to respectfully educate

the customer about steps needed to avoid a similar outcome in the future.

●● Close with an appreciation for the customer’s business. C. Responding when a third party is at fault.

●● Evaluate the situation and review your company’s policies before responding.

●● Avoid placing blame; focus on the solution. ●● Regardless of who is responsible for resolving the

situation, let the customer know what will happen to resolve the problem.

CheCklist ✓ granting Claims and adjustment Requests

Recommendation letters are vulnerable to legal complications, so consult your company’s legal department before writing one.

ChaPter 8 Writing Routine and Positive messages 283

The salutation is cold and impersonal.

The tone is immediately accusatory, and the opening paragraph goes on to insult the customer for not following instructions.

The concluding paragraph continues with the high-handed tone and ends on a negative note.

The second paragraph finally delivers the good news but does so in a self- congratulatory way that is likely to destroy whatever goodwill the gesture builds.

Ineff ectiv

The salutation is personal and respectful.

The writer opens by thanking the customer and then delivers the good news.

The third paragraph offers a specific suggestion for the customer’s next purchase and does so in a positive way. The closing ends the message on an upbeat, forward-looking note.

The second paragraph explains the cause of the problem and gently suggests that the customer could have prevented it, but does so without insulting or accusing.

Effec tive

Figure 8.4 Responding to a Claim When the Buyer Is at Fault Responding to a claim when the buyer is at fault is a positive gesture, so the content and tone of the message need to reflect that. After all, there’s no point in fostering a positive relationship through actions but then undermining that through negative communication. Notice how the ineffective version sounds like a crabby parent who gives in to a child’s demand but sends a mixed message by being highly critical anyway. The effective version is much more subtle, letting the customer know how to take care of his skates, without blaming or insulting him. Source: MS Outlook 2013, © Microsoft.

284 Part 3 Crafting brief business messasges

If you decide to write a letter of recommendation or respond to a request for information about a job candidate, your goal is to convince readers that the person being rec- ommended has the characteristics necessary for the job, assignment, or other objective the person is seeking. A successful recommendation letter contains a number of rel- evant details (see Figure 8.5):

●● The candidate’s full name ●● The position or other objective the candidate is seeking ●● The nature of your relationship with the candidate

●● Facts and evidence relevant to the candidate and the opportunity ●● A comparison of this candidate’s potential with that of peers, if available (for ex-

ample, “Ms. Jonasson consistently ranked in the top 10 percent of our national salesforce.”)

●● Your overall evaluation of the candidate’s suitability for the opportunity

Keep in mind that every time you write a recommendation, you’re putting your own reputation on the line. If the person’s shortcomings are so pronounced

105 E. Madison Ann Arbor, MI 48103

tel: 800-747-9786 email: [email protected]

www.point1promo.net

November 14, 2017

Ms. Clarice Gailey Director of Operations McNally and Associates, Inc. 8688 Southgate Ave. Augusta, GA 30906

Dear Ms. Gailey:

I am pleased to recommend Talvin Biswas for the marketing position at McNally and Associates. Mr. Biswas has worked with Point1 Promotions as an intern for the past two summers while working toward his degree in marketing and advertising. His duties included customer correspondence, web content updates, and direct-mail campaign planning.

As his supervisor, in addition to knowing his work here, I also know that Mr. Biswas has served as secretary for the International Business Association at the University of Michigan. He tutored other international students in the university’s writing center. His fluency in three languages (English, French, and Hindi) and thorough knowledge of other cultures will make him an immediate contributor to your international operations.

Mr. Biswas is a thoughtful and careful professional who will not hesitate to contribute ideas when invited to do so. In addition, because Mr. Biswas learns quickly, he will learn your company’s routine with ease.

Mr. Biswas will make an excellent addition to your sta— at McNally and Associates. If I can provide any additional information, please call me at the number above. If you prefer to communicate by email, my address is [email protected].

Sincerely,

Angela LeClerc Vice President, Marketing

Figure 8.5 Effective Recommendation Letter This letter clearly states the nature of the writer’s relationship to the candidate and provides specific examples to support the writer’s endorsements.

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Get expert tips on writing (or requesting) a letter of recommendation

Find helpful advice on employment recommendations, academic recommendations, and character references. Go to http://real- timeupdates.com/ebc12 and click on Learn More in the Students section.

http://www.point1promo.net

ChaPter 8 Writing Routine and Positive messages 285

that you don’t think he or she is a good f it for the job, the only choice is to not write the letter at all. Unless your relationship with the person warrants an explana- tion, simply suggest that someone else might be in a better position to provide a recommendation.

Sharing routine inFormation

Many messages involve sharing routine information, such as project updates and order status notifications. Use the opening of these routine messages to state the purpose and briefly mention the nature of the information you are providing. Give the necessary details in the body, and end your message with a courteous close.

Most routine communications are neutral, so you don’t have to take special steps in anticipation of emotional reactions from readers. However, some routine informative messages may require additional care. For instance, policy statements or procedural changes may be good news for a company, perhaps by saving money. However, it may not be obvious to employees that such savings may make additional employee resources available or even lead to pay raises. In instances in which the reader may not initially view the information positively, use the body of the message to highlight the poten- tial benefits from the reader’s perspective. (For situations in which negative news will have a profound effect on the recipients, consider the indirect techniques discussed in Chapter 9.)

announCing good newS

To develop and maintain good relationships, smart companies recognize that it’s good business to spread the word about positive developments. Such developments can include opening new facilities, hiring a new executive, introducing new products or services, or sponsoring community events (see Figure 8.6). Because good news is always welcome, use the direct approach.

External good-news announcements are often communicated in a news release, also known as a press release, a specialized document used to share relevant information with the news media. (News releases are also used to announce negative news, such as plant closings.) In most companies, news releases are usually prepared or at least supervised by

Figure 8.6 Announcing Good News Encouraging online conversations is an important element of brand socialization. In this Facebook post celebrating its inaugural flight from Boston to Detroit, JetBlue asked residents of Detroit to recommend their favorite places around the city.

When sharing routine information • State the purpose at the

beginning and briefly mention the nature of the information you are providing.

• Provide the necessary details. • End with a courteous close.

A news release or press release is a message (usually routine, but not always) designed to share information with the news media, although many are now written with customers and other stakeholders in mind as well.

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286 Part 3 Crafting brief business messasges

specially trained writers in the public relations department. The content follows the cus- tomary pattern for a positive message: good news followed by details and a positive close. However, traditional news releases have a critical difference: You’re not writing directly to the ultimate audience (such as the readers of a newspaper); you’re trying to interest an edi- tor or a reporter in a story, and that person will then write the material that is eventually read by the larger audience.

Until recently, news releases were crafted in a way to provide information to report- ers, who would then write their own articles if the subject matter was interesting to their readers. Thanks to the Internet and social media, however, the nature of the news release is changing. Many companies now view it as a general-purpose tool for communicating directly with customers and other audiences, creating direct-to-consumer news releases.3 Many of these are considered social media releases because they include social networking links, “Tweetables” (Twitter-ready statements that can be shared on Twitter at the click of a but- ton), and other sharable content.

FoStering goodwill

All business messages should be written with an eye toward fostering positive relation- ships with audiences, but some messages are written specifically to build goodwill. You can use these messages to enhance your relationships with customers, colleagues, and other businesspeople by sending friendly, even unexpected, notes with no direct busi- ness purpose (see Figure 8.7). Whether you’re thanking an employee for a job well done or congratulating a colleague for a personal or professional achievement, the small effort to send a goodwill message can have a positive and lasting effect on the people around you.

In addition to creating messages for a specific goodwill reason, you can craft almost any routine message in a way to build goodwill. Two ways to do so are by providing infor- mation that your readers might find helpful and by maintaining a positive tone through- out your message.

Sending congratulations One prime opportunity for sending goodwill messages is to congratulate individuals or companies for significant business achievements. Other reasons for sending congratula- tions include highlights in people’s personal lives, such as weddings, births, graduations,

Goodwill is the positive feeling that encourages people to maintain a business relationship.

Many routine messages can be adapted to foster goodwill, either by sharing helpful information or providing an element of entertainment.

The social media release includes share-ready content that is easy to reuse in blog posts, tweets, and other social media formats.

Taking note of significant events in someone’s personal life helps foster the business relationship.

Figure 8.7 Goodwill Messages Goodwill messages serve a variety of business functions. Fans who follow Steinway on Facebook love great pianos and great piano music. In this post, the company offers its fan community something of value—a playlist of relaxing piano music as a Monday mood booster. The post doesn’t attempt to sell anything (the “Buy” link shown in the video capture is for the album itself and isn’t part of Steinway’s message). It’s just a way of fostering goodwill among fellow music lovers.

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ChaPter 8 Writing Routine and Positive messages 287

and success in nonbusiness competitions. You may congratulate business acquaintances on their own achievements or on the accomplishments of a spouse or child. You may also take note of personal events, even if you don’t know the reader well. If you’re already friendly with the reader, a more personal tone is appropriate.

Sending Messages of appreciation An important leadership quality is the ability to recognize the contributions of em- ployees, colleagues, suppliers, and other associates. Your praise does more than just make the person feel good; it encourages further excellence. Moreover, a message of appreciation may become an important part of someone’s personnel f ile. So when you write a message of appreciation, try to specif ically mention the person or people you want to praise. The brief message that follows expresses gratitude and reveals the happy result:

MobiLe aPP

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An effective message of appreciation documents a person’s contributions.

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Simple rules for writing effective thank-you notes

These tips are easy to adapt to any business or social occasions in which you need to express appreciation. Go to http://real- timeupdates.com/ebc12 and click on Learn More in the Students section.

The primary purpose of condolence messages is to let the audience know that you and the organization you represent care about the person’s loss.

Thank you and everyone on your team for the heroic efforts you took to bring our servers back up after last Friday’s flood. We were able to restore business right on schedule first thing Monday morning. You went far beyond the level of contractual service in restoring our data center within 16 hours. I would especially like to highlight the contribution of networking specialist Julienne Marks, who worked for 12 straight hours to reconnect our Internet service. If I can serve as a reference in your future sales activities, please do not hesitate to ask.

Hearing a sincere thank you can do wonders for morale.4 Moreover, in today’s electronic media environ- ment, a handwritten thank-you note can be a particularly welcome acknowledgment.5

offering condolences Condolence letters are brief personal messages written to comfort someone after the death of a loved one. You may have occasion to offer condolences to employees or other business associates (when the person has lost a family member) or to the family of an employee or business associate (when that person has died).

These messages can feel intimidating to write, but they don’t need to be. Follow these three principles: short, simple, and sincere. You don’t need to produce a work of literary art; the fact that you are writing sends a message that is as meaningful as anything you can say.

Timing and media choice are important considerations with condolence letters. The sooner your message is received, the more comforting it will be, so don’t delay. And unless circumstances absolutely leave you no choice, do not use electronic media. A brief, hand- written note on quality stationery is the way to go.

Open a condolence message with a simple expression of sympathy, such as “I am deeply sorry to hear of your loss” or “I am sorry for your loss.” How you continue from there depends on the circumstances and your relationships with the deceased and the person to whom you are writing. For example, if you are writing to the husband of a colleague who recently died and you have never met him, you might continue with “Having worked with Janice for more than a decade, I know what a kind and caring person she was.” Such a statement accomplishes two goals: explaining why you in par- ticular are writing and letting the recipient know that his loved one was appreciated in the workplace.

288 Part 3 Crafting brief business messasges

Conversely, if you are writing to a colleague who recently lost a loved one, you might continue with “After meeting Warren at last year’s company picnic and hearing your stories about his involvement with your son’s soccer league and the many other ways he contributed to his community, I know what a special person he was.” Sharing brief and positive memories like this adds meaning and depth to your expression of sympathy.

You can conclude with a simple statement such as “My thoughts are with you during this difficult time.” If appropriate for the situation and your relationship, you might also include an offer of assistance. “Please call if there is anything I do for you.”

As you decide what to include in the message, keep two points in mind. First, make it a personal expression of sympathy, but don’t make the whole message about you and your sense of loss. You might be grieving as well, but unless you, the deceased, and the reader were all personally close, don’t say things like “I was so devastated to hear the news about Mollie.”

Second, don’t offer “life advice,” and don’t include trite sayings that you may have heard or read. At this point, soon after the loss, the recipient doesn’t want your advice, only your sympathy. Also, don’t bring religion into the discussion unless you have a close personal relationship with the recipient and religion is already a part of your relationship. Otherwise, you risk offending with unwelcome or inappropriate sentiments.

Condolence letters are the most personal business messages you may ever have to write, so they require the utmost in care and respect for your reader. By keeping the mes- sages simple, short, and sincere, you will be able to achieve the right tone.

To review the tasks involved in writing goodwill messages, see “Checklist: Sending Goodwill Messages.” For the latest information on writing routine and positive messages, visit http://real-timeupdates.com/ebc12.

Keep your condolence message focused on the recipient, not on your own emotions, and don’t offer “life advice” or trite sayings.

●● Be sincere and honest. ●● Don’t exaggerate or use vague, grandiose language;

support positive statements with specific evidence. ●● Use congratulatory messages to build goodwill with

clients and colleagues.

●● Send messages of appreciation to emphasize how much you value the work of others.

●● When sending condolence messages, open with a brief statement of sympathy, then adapt your message based on the circumstances and your relationship with the recipient.

CheCklist ✓ sending goodwill messages

After reading the many helpful responses you, as a representative of your company, posted on the Get Satisfaction website, Rahul Sachdev invited you to join the Get Satisfaction team as a cus- tomer service specialist; your job is to communicate with the com- panies that use Get Satisfaction’s online services. Take what you’ve learned in this chapter and put it to good use as you address the following challenges. (Search for a few companies or product names on the Get Satisfaction website at http://getsatis faction.com to get a feel for how the system works.)

1. When people are frustrated with a problem and are trying to discuss it via a lean medium such as online postings,

On the JOb: sOLving COmmuniCatiOn diLemmas at Get SatiSfaction emotions can sometimes boil over. You’ve been monitoring a conversation between a representative for one of the companies that uses Get Satisfaction and one of its customers. Over the past couple of days, their online conversation has turned into an ugly argument, with accusations of incompetence and even dishonesty flying back and forth. Although the situation doesn’t involve Get Satisfaction directly, you think it reflects poorly on your company because the dispute is taking place in full public view on your website—and it certainly isn’t doing anybody any good to let this “flame war” keep raging. What is the best way to handle this situation?

http://getsatis

ChaPter 8 Writing Routine and Positive messages 289

a. Email the company representative privately and offer to mediate the dispute.

b. Post a public message offering to mediate the dispute. c. Post a public message reminding both sides to be civil. d. Ignore the dispute; it’s between the company and its

customer.

2. Web-based businesses occasionally suffer from page- loading problems, when a particular web page a visitor requests will not display, even when the rest of a website seems to be working normally. Get Satisfaction recently had a spate of these problems. Which of these is the best way to respond to queries while the company is working to fix the situation? a. Yes, we’ve noticed this problem ourselves, but we hope

to have everything stabilized soon. b. We are soooooo sorry! We’re working to resolve the

situation as soon as possible. c. Don’t you just hate computers sometimes? We’re

working to resolve the situation as soon as possible. d. We’re having some problems with our host, which seems

to be resulting in a lot of these errors. We’re working on it now and hope to have everything stabilized soon.

3. Get Satisfaction recently released a new version of its software. Which of the following is the best one-sentence summary of this major milestone? a. Version 4.0 is a major update that unleashes the full

value of customer community to answer questions, solve problems, and collect ideas for developing the next generation of your products and services.

b. Version 4.0 rocks in every way imaginable. c. Version 4.0 is our best work yet. It clearly shows how far

we’ve come as a company and how much we’ve learned in the last two years.

d. Version 4.0 is a major update, incorporating multiple new features, expanded customizability, and a vastly improved and simplified user interface.

4. Get Satisfaction recently announced an enterprise version of its customer support software that companies can customize as part of their own information systems. The software is available in beta release form, a free pre-release version that software companies often release to encourage people to use as a way to see if anything needs to be changed or fixed before the official product is released. Get Satisfaction hasn’t yet announced how much the software will cost when it is officially released, so not surprisingly, more than a few interested customers have written questions about the anticipated price. Small business owners in particular want to know if a less-expensive version will be available to small companies. The company is working on a pricing structure that would charge by the volume of usage, meaning that small companies would probably pay less than large companies. Which of the following responses is the most effective response to this question? a. The pricing structure will be announced when the

product is ready for formal release. b. We can’t specify exact pricing yet, because we’re still

working on those details. c. We can’t specify exact pricing yet, because we’re

still working on those details. We will make sure that the pricing structure does in fact work both for small companies and large ones, and that if there is a tiered structure, that it scales according to a reliable set of figures/metrics that reflect those size differences.

d. We can’t specify exact pricing yet, because we’re still working on those details. However, we are trying to figure out a tiered pricing structure that would be fair to both large and small companies.

Objective 8.1: Outline an effective strategy for writing routine business requests.

1. When it comes to routine messages, you can a. Skip the planning stage b. Keep the planning stage brief c. Begin by gathering all the information you’ll need d. Begin by choosing the channel and medium

2. When writing routine messages, you a. Can assume that your readers will be interested or neutral b. Should open with an “attention getter”

c. Should use the indirect approach with most audiences d. Need not allow much time for revision, production, or

proofreading 3. When writing a routine request, the best approach is to begin

a. With a personal introduction, such as “My name is Lee Marrs, and I am . . .”

b. With a vague reference to what you are writing about, such as “I have something to ask you.”

c. With a strong demand for action d. By politely stating your request

4. What should you do when asking questions in a routine request? a. Begin with the least important question and work your

way up to the most important question. b. Include all possible questions about the topic, even if the

list gets long. c. Deal with only one topic per question. d. Do all of the above.

290 Part 3 Crafting brief business messasges

5. Which of the following should you do when closing a routine request? a. Be sure to thank the reader “in advance” for complying

with the request. b. Ask the reader to respond by a specific and appropriate

time. c. Ask any remaining questions you have. d. Do all of the above.

6. A courteous close contains a. A specific request b. Information about how you can be reached (if it isn’t

obvious) c. An expression of appreciation or goodwill d. All of the above

Objective 8.2: Describe three common types of routine requests.

7. Which of the following would be an inappropriate goal for a routine, simple request? a. Explaining what you want to know or what you want

the reader to do b. Explaining why you’re making the request c. Explaining how you can use your position in the

company to force the reader to comply d. Explaining why it may be in your reader’s interest to help you

8. Requests for recommendations and references are routine messages, so you can organize your inquiry using the ____ approach.

9. If you are requesting an adjustment from a company but you’re not sure what the best solution would be, which of the following tactics would be best? a. Ask the company to assess the situation and offer advice

on solving the problem. b. Don’t ask for a solution, because doing so could lead to a

suboptimal outcome for you. c. Subtly hint that legal action could light a fire under the

company. d. Demand that the company solve the problem immedi-

ately; after all, it’s the right thing to do.

Objective 8.3: Outline an effective strategy for writing rou- tine replies and positive messages. 10. If you are making a routine reply to a customer, it’s a good

idea to a. Leave out any negative information b. Include resale information to assure the customer of the

wisdom of his or her purchase c. Leave out sales promotion material, which would be

tacky to include d. Do all of the above

11. A positive message should open with a clear and concise statement of the ____ ____ or ____ ____.

12. If a message has both positive and negative elements, you should

a. Always start with the bad news to get it out of the way first b. Write two separate messages; never mix good and bad

news c. Put the bad news in a postscript (p.s.) at the bottom of

the letter d. Try to put the negative news in a positive context

Objective 8.4: Describe six common types of routine replies and positive messages. 13. Which of the following is not among the recommended ele-

ments to include in your message if you are responding to a claim or complaint when your company is at fault? a. An acknowledgement that you received the customer’s

claim or complaint b. An expression of sympathy for the inconvenience or loss

the customer has experienced c. An explanation of how you will resolve the situation d. Complete contact information for your corporate legal

staff 14. If a customer who is clearly at fault requests an adjustment,

you should a. Ignore the request; the customer is clearly wasting your

time b. Carefully weigh the cost of complying with the request

against the cost of denying it and then decide how to respond based on the overall impact on your company

c. Always agree to such requests because unhappy custom- ers spread bad publicity about a company

d. Suggest in a firm but professional tone that the customer take his or her business elsewhere in the future

15. If a third party (such as a shipping company) is at fault when one of your customers makes a claim or requests an adjust- ment, the best response is to a. Follow the terms of whatever customer service

agreement your company has with the third party b. Explain to the customer that your company is not at

fault c. Always grant the request; after all, it’s your customer,

and the customer holds you responsible d. Forward the message to the third party as quickly as

possible 16. The purpose of goodwill messages is to

a. Generate sales b. Impress others c. Make yourself feel better d. Enhance relationships with customers, colleagues, and

other businesspeople 17. The most effective goodwill messages

a. Always try to find an “angle” that benefits the sender in addition to the receiver

b. Avoid details and focus on the emotions of the situation c. Are sincere and honest d. Do all of the above

Quick Learning Guide

ChaPter outline Strategy for Routine Requests

stating Your Request Up front

explaining and Justifying Your Request

Requesting specific action in a courteous close

common examples of Routine Requests

asking for information and action

asking for Recommendations

making claims and Requesting adjustments

Strategy for Routine and Positive Messages

starting with the main idea

providing necessary Details and explanation

ending with a courteous close

common examples of Routine and Positive Messages

answering Requests for information and action

granting claims and Requests for adjustment

providing Recommendations and References

sharing Routine information

announcing good news

fostering goodwill

learning obJeCtiveS

1 outline an effective strategy for writing routine business requests. (page 274) 2 Describe three common types of routine requests. (page 275) 3 outline an effective strategy for writing routine replies and positive messages. (page 277) 4 Describe six common types of routine replies and positive messages. (page 381)

keY termS

adjustment The settlement of a claim claim A formal complaint made in response

to dissatisfaction over a product or service condolence letters Brief personal messages

written to comfort someone after the death of a loved one

news release Also known as a press release, a specialized document traditionally used to share relevant information with the local or national news media; today, many com- panies issue news releases directly to the public as well

CheCklist ✓ making Claims and Requesting adjustments

●● Maintain a professional tone, even if you’re extremely frustrated.

●● Open with a straightforward statement of the problem.

●● Provide specific details in the body. ●● Present facts honestly and clearly. ●● Politely summarize the desired action

in the closing.

●● Clearly state what you expect as a fair settlement or ask the reader to propose a fair adjustment.

●● Explain the benefits of complying with the request, such as your continued patronage.

CheCklist ✓ Writing Routine Requests

A. State your request up front. ●● Write in a polite, undemanding,

personal tone. ●● Use the direct approach because

your audience will probably respond favorably to your request.

●● Be specific and precise in your request.

B. Explain and justify your request. ●● Justify the request or explain its

importance. ●● Explain any potential benefits of

responding. ●● Ask the most important

questions first. ●● Break complex requests into

individual questions that are limited to only one topic each.

C. Request specific action in a courteous close.

●● Make it easy to comply by including appropriate contact information.

●● Express your gratitude. ●● Clearly state any important

deadlines for the request.

CheCklist ✓ Writing Routine Replies and Positive messages

A. Start with the main idea. ●● Be clear and concise. ●● Identify the single most important

message before you start writing. B. Provide necessary details and

explanation. ●● Explain your point completely

to eliminate any confusion or lingering doubts.

●● Maintain a supportive tone throughout.

●● Embed negative statements in positive contexts or balance them with positive alternatives.

●● Talk favorably about the choices the customer has made.

C. End with a courteous close. ●● Let your readers know you have

their personal well-being in mind. ●● If further action is required, tell

readers how to proceed and encourage them to act promptly.

CheCklist ✓ sending goodwill messages

●● Be sincere and honest. ●● Don’t exaggerate or use vague, grandiose language; support positive statements

with specific evidence. ●● Use congratulatory messages to build goodwill with clients and colleagues. ●● Send messages of appreciation to emphasize how much you value the work of

others. ●● When sending condolence messages, open with a brief statement of sympathy,

then adapt your message based on the circumstances and your relationship with the recipient.

292 Part 3 Crafting brief business messasges

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

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

8.1. You have a complaint against one of your suppliers, but you have no documentation to back it up. Should you request an adjustment anyway? Why or why not? [LO-2]

8.2. The latest issue of a local business newspaper names 10 area executives who have exhibited excellent leadership skills in the past year. You are currently searching for a job, and a friend suggests that you write each execu- tive a congratulatory letter and mention in passing that you are looking for new career opportunities and would appreciate the opportunity for an interview. Is this a smart strategy? Why or why not? [LO-4]

8.3. You’ve been asked to write a letter of recommendation for an employee who worked for you some years ago. You recall that the employee did an admirable job, but you can’t remember any specific information at this point. Should you write the letter anyway? Explain. [LO-4]

8.4 Your company’s error cost an important business cus- tomer a new client; you know it, and your customer knows it. Do you apologize, or do you refer to the inci- dent in a positive light without admitting any responsi- bility? Briefly explain. [LO-4]

Practice Your Skills Messages for Analysis

Read the following messages and then (1) analyze the strengths and weaknesses of each sentence and (2) revise each document so that it follows this chapter’s guidelines.

8.5. Message 8.A: Message Strategies: Routine Requests [LO-2]

I’m fed up with the mistakes that our current accounting firm makes. I run a small construction company, and I don’t have time to double-check every bookkeeping entry and call the accountants a dozen times when they won’t return my mes- sages. Please explain how your firm would do a better job than my current accountants. You have a good reputation among homebuilders, but before I consider hiring you to take over my accounting, I need to know that you care about quality work and good customer service.

8.6. Message 8.B: Message Strategies: Responding to Claims and Requests for Adjustments [LO-4]

We read your letter, requesting your deposit refund. We couldn’t figure out why you hadn’t received it, so we talked to our main- tenance engineer, as you suggested. He said you had left one of the doors off the hinges in your apartment in order to get a large sofa through the door. He also confirmed that you had paid him $5.00 to replace the door since you had to turn in the U-Haul trailer and were in a big hurry.

This entire situation really was caused by a lack of com- munication between our housekeeping inspector and the maintenance engineer. All we knew was that the door was off the hinges when it was inspected by Sally Tarnley. You know that our policy states that if anything is wrong with the apartment, we keep the deposit. We had no way of knowing that George just hadn’t gotten around to replacing the door.

But we have good news. We approved the deposit refund, which will be mailed to you from our home office in Teaneck, New Jersey. I’m not sure how long that will take, however. If you don’t receive the check by the end of next month, give me a call.

Next time, it’s really a good idea to stay with your apart- ment until it’s inspected, as stipulated in your lease agree- ment. That way, you’ll be sure to receive your refund when you expect it. Hope you have a good summer.

8.7. Message 8.C: Message Strategies: Providing Recommendations [LO-4]

Your letter to Kunitake Ando, president of Sony, was forwarded to me because I am the human resources director. In my job as head of HR, I have access to performance reviews for all of the Sony employees in the United States. This means, of course, that I would be the person best qualified to answer your request for information on Nick Oshinski.

In your letter of the 15th, you asked about Nick Oshinski’s employment record with us because he has applied to work for your company. Mr. Oshinski was employed with us from January 5, 2001, until March 1, 2011. During that time, Mr. Oshinski received ratings ranging from 2.5 up to 9.6, with 10 being the top score. As you can see, he must have done better reporting to some managers than to others. In addition, he took all vacation days, which is a bit unusual. Although I did not know Mr. Oshinski personally, I know that our best workers seldom use all the vacation time they earn. I do not know if that applies in this case.

In summary, Nick Oshinski performed his tasks well depending on who managed him.

Exercises

Message Strategies: Routine Requests; Revising for Conciseness [LO-1], Chapter 6 Critique the following closing paragraphs. How would you rewrite each to be concise, courte- ous, and specific?

8.8. I need your response sometime soon so I can order the parts in time for your service appointment. Otherwise, your air-conditioning system may not be in tip-top con- dition for the start of the summer season.

8.9. Thank you in advance for sending me as much informa- tion as you can about your products. I look forward to receiving your package in the very near future.

ChaPter 8 Writing Routine and Positive messages 293

8.10. To schedule an appointment with one of our knowledge- able mortgage specialists in your area, you can always call our hotline at 1-800-555-8765. This is also the num- ber to call if you have more questions about mortgage rates, closing procedures, or any other aspect of the mortgage process. Remember, we’re here to make the home-buying experience as painless as possible.

Message Strategies: Routine Responses; Media Skills: Email [LO-3], Chapter 7 Revise the following short email messages so they are more direct and concise; develop a subject line for each revised message.

8.11. I’m contacting you about your recent email request for technical support on your cable Internet service. Part of the problem we have in tech support is trying to figure out exactly what each customer’s specific prob- lem is so that we can troubleshoot quickly and get you back in business as quickly as possible. You may have noticed that in the online support request form, there are a number of f ields to enter your type of computer, operating system, memory, and so on. While you did tell us you were experiencing slow download speeds during certain times of the day, you didn’t tell us which times specifically, nor did you complete all the fields telling us about your computer. Please return to our support website and resubmit your request, being sure to provide all the necessary information; then we’ll be able to help you.

8.12. Thank you for contacting us about the difficulty you had collecting your luggage at Denver International Airport. We are very sorry for the inconvenience this has caused you. As you know, traveling can create problems of this sort regardless of how careful the airline personnel might be. To receive compensation, please send us a detailed list of the items that you lost and complete the following questionnaire. You can email it back to us.

8.13. Sorry it took us so long to get back to you. We were flooded with résumés. Anyway, your résumé made the final 10, and after meeting three hours yesterday, we’ve decided we’d like to meet with you. What is your sched- ule like for next week? Can you come in for an interview on June 15 at 3:00 p.m.? Please get back to us by the end of this workweek and let us know if you will be able to attend. As you can imagine, this is our busy season.

8.14. We’re letting you know that because we use over a ton of paper a year and because so much of that paper goes into the wastebasket to become so much more environmen- tal waste, starting Monday, we’re placing white plastic bins outside the elevators on every floor to recycle that paper and in the process, minimize pollution.

Message Strategies: Routine and Positive Messages; Revising for Conciseness, [LO-3] Chapter 6 Rewrite the follow- ing sentences so that they are direct and concise. If necessary, break your answer into two sentences.

8.15. We wanted to invite you to our special 40% off by-invita- tion-only sale; the sale is taking place on November 9.

8.16. We wanted to let you know that we are giving a tote bag and a voucher for five iTunes downloads with every $50 donation you make to our radio station.

8.17. The director planned to go to the meeting that will be held on Monday at a little before 11 a.m.

8.18. In today’s meeting, we were happy to have the opportu- nity to welcome Paul Eccelson, who reviewed the shop- ping cart function on our website and offered some great advice; if you have any questions about these new forms, feel free to call him at his office.

8.19. Message Strategies: Responding to Claims and Re- quests for Adjustments [LO-4] Revise the following:

In your letter, you claim that the chiffon saree you purchased from us is torn at the border, has holes throughout, and that you want to be reimbursed the cost of the saree. Please understand that chiffon sarees are very delicate and need to be handled with a lot of care. The sales tag on the saree clearly states that you should not hand or machine wash it. It should only be dry cleaned. However, on investigation, we found that the saree was indeed torn at the time of purchase. This obviously supports your claim that the damage was caused at the time of workman- ship. Therefore, we are enclosing a check for the complete cost of the saree.

8.20. Message Strategies: Writing Positive Messages; Media Skills: Microblogging, [LO-4] Chapter 7 Locate an online announcement for a new product you find interesting or useful. Read enough about the prod- uct to be able to describe it to someone else in your own words and then writer four Twitter tweets: one to intro- duce the product to your followers and three follow-on tweets that describe three particularly compelling fea- tures or benefits of the product.

8.21. Message Strategies: Writing Goodwill Messages [LO-4] A very close college friend of yours has recently won the “Employee of the Month” award at his organi- zation for the third time in a row and has received a cash prize too. Write a brief congratulatory message to him.

expand Your Skills Critique the Professionals

Locate an online example of a news release in which a company announces good news, such as a new product, a notable execu- tive hire, an expansion, strong financial results, or an industry award. Analyze the release using the guidance provided in the chapter. In what ways did the writer excel? What aspects of the release could be improved? Does the release provide social media-friendly content and features? Using whatever medium your instructor requests, write a brief analysis of the piece (no more than one page), citing specific elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business com- munication research. Use the Web Search function to find a website, video, PDF document, podcast, or PowerPoint presen- tation that offers advice on writing goodwill messages such as thank-you notes or congratulatory letters. Write a brief email

294 Part 3 Crafting brief business messasges

message to your instructor, describing the item that you found and summarizing the career skills information you learned from it.

improve Your Grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Section 1.7 (Sentences). Then look at the following 10 items. Circle the letter of the preferred choice within each group of sentences. (Answers to these exercises appear on page 649.)

8.22. a. Joan Ellingsworth attends every stockholder meeting. Because she is one of the few board members eligible to vote.

b. Joan Ellingsworth attends every stockholder meeting. She is one of the few board members eligible to vote.

8.23 a. The executive director, along with his team members, is working quickly to determine the cause of the problem.

b. The executive director, along with his team members, are working quickly to determine the cause of the problem.

8.24 a. Listening on the extension, details of the embezzle- ment plot were overheard by the security chief.

b. Listening on the extension, the chief overheard details of the embezzlement plot.

8.25 a. First the human resources department interviewed dozens of people. Then it hired a placement service.

b. First the human resources department interviewed dozens of people then it hired a placement service.

8.26 a. Andrews won the sales contest, however he was able to sign up only two new accounts.

b. Andrews won the sales contest; however, he was able to sign up only two new accounts.

8.27 a. To find the missing file, the whole office was turned inside out.

b. The whole office was turned inside out to find the missing file.

8.28 a. Having finally gotten his transfer, he is taking his assis- tant right along with him.

b. Having finally gotten his transfer, his assistant is going right along with him.

8.29 a. Irving was recruiting team members for her project, she promised supporters unprecedented bonuses.

b. Because Irving was recruiting team members for her project, she promised supporters unprecedented bonuses.

8.30 a. He left the office unlocked overnight. This was an unconscionable act, considering the high crime rate in this area lately.

b. He left the office unlocked overnight. An unconscio- nable act, considering the high crime rate in this area lately.

8.31 a. When it comes to safety issues, the abandoned mine, with its collapsing tunnels, are cause for great concern.

b. When it comes to safety issues, the abandoned mine, with its collapsing tunnels, is cause for great concern.

For additional exercises focusing on sentences, visit MyBCommLab. Click on Chapter 8, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and click on 12. Longer sentences, 13. Sentence fragments, 15. Misplaced modifiers, or 24. Transitional words and phrases.

Website links for selected companies mentioned in cases can be found in the Student Assignments section at http://real-time updates.com/ebc12.

Routine Requests bLoGGinG SKiLLS

8.32. Message Strategies: Requesting Information [LO-2] You manage a large sales team in a company which is considering a new product development in a different, but re- lated, field to an existing product. The new product will compete with a best-selling competitor but as this is a new field of opera- tion for the company, market information is limited.

Your task: Your role is to write an email to the sales team mem- bers which seeks market information for the new product. You need to know what local variations there are in terms of size of

the market across your sales regions, which customers stock the competitor product and which stock the other products in the market. You need to find out this information whilst keeping the information about the new product from leaking into the mar- ket and ‘tipping off’ the competitor. You know your product will have some advantages over the competitor but that these are not guaranteed to encourage customer to switch over to it.

eMaiL SKiLLS

8.33. Message Strategies: Requesting a Recommen- dation [LO-2] One of your colleagues, Katina Vander, was recently promoted to department manager and now serves on the company’s strategic planning committee. At its monthly meeting next week, the committee will choose an employee to lead an important market research project that will help define the company’s product portfolio for the next five years.

cases

http://www.hotstixgolf.com

ChaPter 8 Writing Routine and Positive messages 295

You worked side by side with Vander for five years, so she knows your abilities well and has complimented your business in- sights on many occasions. You know that because she has only recently been promoted to manager, she needs to build credibil- ity among her peers and will therefore be cautious about mak- ing such an important recommendation. On the other hand, making a stellar recommendation for such an important proj- ect would show that she has a good eye for talent—an essential leadership trait.

Your task: Write an email message to Vander, telling her that you are definitely interested in leading the project and asking her to put in a good word for you with the committee. Mention four attributes that you believe would serve you well in the role: a dozen years of experience in the industry, an engineering degree that helps you understand the technologies involved in product design, a consistent record of excellent or exceptional ratings in annual employee evaluations, and the three years you spent working in the company’s customer support group, which gave you a firsthand look at customer satisfaction and quality issues. Make up any additional details you need to write the message.

eMaiL SKiLLS

8.34. Message Strategies: Requesting a Recommen- dation [LO-2] After five years of work in the human resources department at Cell Genesys (a company that is developing can- cer treatment drugs), you were laid off in a round of cost-cutting moves that rippled through the biotech industry in recent years. The good news is that you found stable employment in the gro- cery distribution industry. The bad news is that in the three years since you left Cell Genesys, you have truly missed working in the exciting biotechnology field and having the opportunity to be a part of something as important as helping people recover from life-threatening diseases. You know careers in biotech are uncer- tain, but you have a few dollars in the bank now, and you’re will- ing to ride that rollercoaster again.

Your task: Draft an email to Calvin Morris, your old boss at Cell Genesys, reminding him of the time you worked together and asking him to write a letter of recommendation for you.6

iM SKiLLS

8.35. Message Strategies: Requesting Information [LO-2] Many companies now provide presales and postsales customer sup- port through some form of instant messaging or online chat func- tion. As a consumer looking for information, you’ll get better service if you can frame your requests clearly and succinctly.

Your task: Imagine that you need to replace your old laptop computer, but you’re not sure whether to go with another lap- top or switch to a tablet or perhaps one of the new tablet/ laptop hybrids. Think through the various ways you will use this new device, from researching and note-taking during class to watch- ing movies and interacting with friends on social media. Now imagine you’re in a chat session with a sales representative from a computer company, and this person has asked how he or she can help you. Draft a message (no more than 100 words) that summarizes your computing and media requirements and asks the representative to recommend the right type of device for you.

text MeSSaGinG SKiLLS

8.26. Message Strategies: Requesting Information [LO-2] You work in a large manufacturing organisation selling high value products across the world. You have been sponsored by the organ- isation to complete an MBA and are currently conducting research for your final dissertation. You have permission to seek information from all levels within the organisation to help you complete your assignment. You are studying the relationship between frequency and length of work breaks to overall productivity of the workforce in the organisation. This has been the subject of employee unrest in the past which is why you and the organisation have agreed the study. Clearly, you need information, but realise that the issue is very sensitive and you do not want to cause any disruption or un- necessary offence.

Your task: You are seeking information, to be provided volun- tarily by individuals on the shop floor, to discuss how breaks affect their motivation and productivity. Write a message for posters to be placed around the shop floor which seeks willing individuals who would be prepared to form an anonymous focus group to help you in this project. Please request that they provide a brief summary of why they are prepared to be involved.

eMaiL SKiLLS

8.37. Message Strategies: Requesting an Adjustment [LO-2] You buy items regularly from an online store and are very used to clicking through your basket to buy. The online store of- fers accelerated delivery if you sign-up to their ‘speedy delivery’ service which gives you a one-month free trial period and then au- tomatically bills you if you do not cancel. There are many points on the website at which you can sign-up for this because the com- pany profits by the service. Unfortunately it is easy to sign up un- wittingly because in some places it is not at all clear that you have done so. The company in question has become rather well-known for this issue but claims the terms are clear. One day you realise that $80 dollars has been taken from your account for this service.

Your task: Write an email to the company requesting a refund be- cause you have not requested the service intentionally. You find, on their website, examples where the process of signing-up for the ser- vice by mistake is easy because 1) The text is in small print and easy to miss, 2) You are forced to opt-out of the service rather than opt- in, 3) Details of the terms are not provided on every relevant page.

LetteR WRitinG SKiLLS

8.38. Message Strategies: Requesting an Adjustment [LO-2] As a consumer, you’ve probably bought something that didn’t work right or paid for a service that did not turn out the way you expected. Maybe it was a pair of jeans with a rip in a seam that you didn’t find until you got home or a watch that broke a week after you bought it. Or maybe your family hired a lawn service to do some yardwork and no one from the company showed up on the day promised, and when the gardeners finally appeared, they did not do what they’d been hired for but instead did other things that wound up damaging valuable plants.

Your task: Choose an incident from your own experience and write a claim letter, asking for a refund, repair, replacement, or other adjustment. You’ll need to include all the details of the transaction,

296 Part 3 Crafting brief business messasges

plus your contact address and phone number. If you can’t think of such an experience, make up details for an imaginary situation. If your experience is real, you might want to mail the letter. The reply you receive will provide a good test of your claim-writing skills.

eMaiL SKiLLS

8.39. Message Strategies: Requesting Action [LO-2] You head up the corporate marketing department for a nationwide chain of clothing stores. The company has decided to launch a new store-within-a-store concept, in which a small section of each store will showcase “business casual” clothing. To ensure a successful launch of this new strategy, you want to get input from the best retailing minds in the company. You also know it’s important to get regional insights from around the country, because a merchandis- ing strategy that works in one area might not succeed in another.

Your task: Write an email message to all 87 store managers, ask- ing them to each nominate one person to serve on an advisory team (managers can nominate themselves if they are local market ex- perts). Explain that you want to find people with at least five years of retailing experience, a good understanding of the local business climate, and thorough knowledge of the local retail competition. In addition, the best candidates will be good team players who are com- fortable collaborating long distance, using virtual meeting technolo- gies. Also, explain that while you are asking each of the 87 stores to nominate someone, the team will be limited to no more than eight people. You’ve met many of the store managers, but not all of them, so be sure to introduce yourself at the beginning of the message.

Routine Messages eMaiL SKiLLS

8.40. Message Strategies: Granting Claims [LO-4] Your company sells flower arrangements and gift baskets. Holidays are always a rush, and the overworked staff makes the occasional mistake. Last week, somebody made a big one. As a furious email message from a customer named Anders Ellison explains, he ordered a Valentine’s Day bouquet for his wife, but the company sent a bereavement arrangement instead.

Your task: Respond to Ellison’s email message, apologizing for the error, promising to refund all costs that Ellison incurred, inform- ing him that the correct arrangement will arrive tomorrow (and he won’t be charged anything for it), and offering Ellison his choice of any floral arrangement or gift basket for free on his wife’s birthday.

eMaiL SKiLLS

8.41. Message Strategies: Granting Claims [LO-4] You are Customer Support Manager for the online company discussed in case 8.26 and have received an email from the customer con- cerned claiming an $80 refund for money taken from their ac- count for your ‘speedy delivery’ service. You have had several requests made for similar reasons and, whilst you know that ap- propriate information is provided to customers about the service, there is enough negative press to require a proactive response. Your job is ensure that the customer is satisfied but that you do not open the ‘flood gates’ for anyone who just changes their mind.

Your task: Using the information available in this chapter as a guide, write an email to the customer which offers the refund

they have requested. Write the letter in terms that do not admit any liability for bad practice but acknowledges that, in this case, you are willing to preserve the good relations the company has had with the customer.

PodcaStinG SKiLLS / PoRtfoLio bUiLdeR

8.42. Message Strategies: Providing Routine Informa- tion; Media Skills: Podcasting [LO-4] As a training special- ist in Winnebago Industry’s human resources department, you’re always on the lookout for new ways to help employees learn vital job skills. While watching a production worker page through a training manual while learning how to assemble a new recreation- al vehicle, you get what seems to be a great idea: Record the as- sembly instructions as audio files that workers can listen to while performing the necessary steps. With audio instructions, they wouldn’t need to keep shifting their eyes between the product and the manual—and constantly losing their place. They could focus on the product and listen for each instruction. Plus, the new sys- tem wouldn’t cost much at all; any computer can record the audio files, and you’d simply make them available on an intranet site for download into smartphones, tablets, and digital music players.

Your task: You immediately run your new idea past your boss, who has heard about podcasting but doesn’t think it has any place in business. He asks you to prove the viability of the idea by recording a demonstration. Choose a process you engage in yourself—anything from replacing the strings on a guitar to sew- ing a quilt to changing the oil in a car—and write a brief (one page or less) description of the process that could be recorded as an au- dio file. Think carefully about the limitations of the audio format as a replacement for printed text (for instance, do you need to tell people to pause the audio while they perform a time-consuming task?). If directed by your instructor, record your instructions as a podcast.

bLoGGinG SKiLLS / PoRtfoLio bUiLdeR

8.43. Message Strategies: Providing Routine Information [LO-4] As Sales Manager of a countrywide sales team, you have, for the last year been writing, without exception, a weekly email to your team providing information, sales data and performance against target. The last three months have included details of performance against a specific sales target based on a campaign to promote one particular product. This week you have no new news to pass on, due to a glitch in the systems you have no up-to- date sales information on any product and will only find out the latest data in the middle of next week.

Your task: Produce an email to send to your team as normal which recognises the lack of information but keeps up the mo- tivational momentum you have built by providing regular news. Use this opportunity to heighten a sense of competition amongst the team despite lack of information to support this. The email should be about five hundred words in length.

Routine Replies eMaiL SKiLLS

8.44. Message Strategies: Routine Responses [LO-4] Your company produces an employee blog (used routinely for

ChaPter 8 Writing Routine and Positive messages 297

SociaL netWoRKinG SKiLLS

8.47. Message Strategies: Writing Routine Informative Messages; Composition Modes: Summarizing [LO-4] As energy costs trend ever upward and more people become attuned to the environmental and geopolitical complexities of petroleum-based energy, interest in solar, wind, and other alter- native energy sources continues to grow. In locations with high insolation, a measure of cumulative sunlight, solar panels can be cost- effective solutions over the long term. However, the upfront costs are still daunting for most homeowners. To help lower the entry barrier, the Foster City, California–based firm SolarCity now leases solar panels to homeowners for monthly payments that are less than their current electricity bills.8

Your task: Visit the Solar City website, click on Residential, and then click SolarLease to read about the leasing program. Next, study SolarCity’s presence on Facebook to get a feel for how the company presents itself in a social networking environment. Now assume that you have been assigned the task of writing a brief summary of the SolarLease program that will appear on the Notes tab of SolarCity’s Facebook page. In your own language and in 200 words or less, write an introduction to the SolarLease program and email it to your instructor.

Positive Messages Web WRitinG SKiLLS

8.48. Message Strategies: Good News Messages [LO-4] Amateur and professional golfers in search of lower scores want to find clubs that are optimized for their individual swings. This process of club fitting has gone decidedly high tech in recent years, with fitters using Doppler radar, motion-capture video, and other tools to evaluate golfers’ swing and ball flight characteristics. Hot Stix Golf is a leader in this industry, having fitted more than 200 professionals and thousands of amateurs.9

Your task: Imagine that you are the communications director at the Indian Wells Golf Resort in Indian Wells, California. Your operation has just signed a deal with Hot Stix to open a fitting cen- ter on site. Write a three-paragraph article that could be posted on the resort website. The first paragraph should announce the news that the Hot Stix center will open in six months, the second should summarize the benefits of club fitting, and the third should offer a brief overview of the services that will be available at the Indian Wells Hot Stix Center. Information on club fitting can be found on the Hot Stix website at www.hotstixgolf.com; make up any additional information you need to complete the article.

bLoGGinG SKiLLS / PoRtfoLio bUiLdeR

8.49. Message Strategies: Good-News Messages [LO-4] Most people have heard of the Emmy, Grammy, Oscar, and Tony awards for television, music, movies, and theater per- formances, but fewer know what the Webby award is all about. Sponsored by the International Academy of Digital Arts and Sci- ences, the Webbys shine a spotlight on the best in website design, interactive media, and online film and video.10

Your task: Visit the Webby Awards website at www.webby awards.com, click on Winners, and choose one of the compa- nies listed a winner in the Websites or Interactive Advertising

policy and procedure messages) and is introducing a change that reduces cost but requires changes in employee shift patterns.

Your task: Write the blog that introduces the change tak- ing care to consider how it may affect the employees if they do not understand why it is being made. You may need to be imaginative in the detail, but know that for a small change in shift patterns which may actually be more suitable for most employees, the company can save cost making jobs more se- cure in future.

MicRobLoGGinG SKiLLS

8.45. Message Strategies: Routine Announcements [LO-4] As a way to give back to the communities in which it does business, your company supports the efforts of the United Way, a global organization that works to improve lives through educa- tion, income stability, and healthy living choices.7 Each year, your company runs a fundraising campaign in which employees are encouraged to donate money to their local United Way agencies, and it also grants employees up to three paid days off to volunteer their time for the United Way. This year, you are in charge of the company’s campaign.

Your task: Compose a four-message sequence to be posted on the company’s internal microblogging system (a private version of Twitter, essentially). The messages are limited to 200 charac- ters, including spaces and punctuation. The first message will announce the company’s annual United Way volunteering and fundraising campaign (make up any details you need), and the other three messages will explain the United Way’s efforts in the areas of education, income stability, and healthy living. Visit the United Way to learn more about these three areas.

LetteR WRitinG SKiLLS / teaM SKiLLS

8.46. Message Strategies: Providing Recommendations [LO-4] As a project manager at Expedia, one of the largest online travel services in the world, you’ve seen plenty of college interns in action. However, few have impressed you as much as Maxine “Max” Chenault. For one thing, she learned how to navigate the company’s content management system virtually overnight and always used it properly, whereas other interns sometimes left things in a hopeless mess. She asked lots of intelligent questions about the business. You’ve been teaching her blogging and web- site design principles, and she’s picked them up rapidly. More- over, she is always on time, professional, and eager to assist. Also, she didn’t mind doing mundane tasks.

On the downside, Chenault is a popular student. Early on, you often found her busy on the phone planning her many social activities when you needed her help. However, after you had a brief talk with her, this problem vanished.

You’ll be sorry to see Chenault leave when she returns to school in the fall, but you’re pleased to respond when she asks you for a letter of recommendation. She’s not sure where she’ll apply for work after graduation or what career path she’ll choose, so she asks you to keep the letter fairly general.

Your task: Working with a team of your classmates, discuss what should and should not be in the letter. Prepare an outline based on your discussion and then draft the letter.

http://www.webbyawards.com

298 Part 3 Crafting brief business messasges

categories. Now imagine you are the chief online strategist for this company, and you’ve just been informed your company won a Webby. Winning this award is a nice validation of the work your team has put in during the last year, and you want to share their success with the entire company. Write a brief post for the internal company blog, describing what the Webby awards are, explaining why they are a significant measure of ac- complishment in the online industry, and congratulating the employees in your department who contributed to the success- ful web effort.

SociaL netWoRKinG SKiLLS

8.50. Message Strategies: Goodwill Messages [LO-4] As the largest employer in Loganville, your construction compa- ny provides jobs, purchasing activity, and tax receipts that make up a vital part of the city’s economy. In your role as CEO, howev- er, you realize that the relationship between your company and the community is mutually beneficial, and the company could not survive without the efforts of its employees, the business op- portunities offered by a growing marketplace, and the physical and legal infrastructure that the government provides.

The company’s dependence on the community was dem- onstrated in a moving and immediate way last weekend, when a powerful storm pushed the Logan River past flood stage and threatened to inundate your company’s office and warehouse

facilities. More than 200 volunteers worked alongside your employees through the night to fill and stack sandbags to protect your buildings, and the city council authorized the deployment of heavy equipment and additional staff to help in the emergency effort. As you watched the water rise nearly 10 feet high behind the makeshift dike, you realized that the community came together to save your company.

Your task: Write a post for your company’s Facebook page, thanking the citizens and government officials of Loganville for their help in protecting the company’s facilities during the storm. Use your creativity to make up any details you need to write a 100- to 200-word message.

LetteR WRitinG SKiLLS

8.51. Message Strategies: Goodwill Messages [LO-4] Jim Bond, a valued member of your sales team is retiring at the end of the week. He has been a consistent performer over many years, winning top sales-person awards on a number of occa- sions. He is well-liked by colleagues and will be missed when he leaves.

Your task: Your task is to write a letter to go with the company retirement gift intended to provide lasting recognition for Jim’s work. Write the letter which expresses Jim’s loss to the company and genuine appreciation for his services over the years.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

8.52. Should you use the direct or indirect approach for most routine messages? Why? [LO-1]

8.53. Why is it good practice to explain why replying to a request could benefit the reader? [LO-1]

endnotes 1. Get Satisfaction website, accessed 20 February 2015, http://get satisfaction.com; Dan Fost, “On the Internet, Everyone Can Hear You Complain,” New York Times, 25 February 2008, www.nytimes.com; Ray Wang, “Executive Profiles: Disruptive Tech Leaders in Social Business—Wendy Lea, Get Satisfaction,” Forbes, 8 June 2011, www . forbes.com. 2. “How to Write Reference Letters,” National Association of Colleges and Employers website, accessed 5 July 2010, www.naceweb.org; “Five (or More) Ways You Can Be Sued for Writing (or Not Writing) Reference Letters,” Fair Employment Practices Guidelines, July 2006, 1, 3. 3. David Meerman Scott, The New Rules of Marketing and PR (Hoboken, N.J.: Wiley, 2007), 62. 4. Pat Cataldo, “Op-Ed: Saying ‘Thank You’ Can Open More Doors Than You Think,” Penn State University Smeal College of Business website, accessed 19 February 2008, www.smeal.psu.edu.

5. Jackie Huba, “Five Must-Haves for Thank-You Notes,” Church of the Customer Blog, 16 November 2007, www.churchofthecustomer.com. 6. Tom Abate, “Need to Preserve Cash Generates Wave of Layoffs in Biotech Industry,” San Francisco Chronicle, 10 February 2003, www.sfgate.com. 7. United Way website, accessed 30 January 2013, www.unitedway.org. 8. SolarCity website, accessed 7 July 2010, www.solarcity.com. 9. Adapted from Hot Stix Golf website, accessed 8 February 2011, www.hotstixgolf.com. 10. The Webby Awards website, accessed 30 January 2013, www.webbyawards.com.

http://get

http://www.churchofthecustomer.com

http://www.naceweb.org

http://www.smeal.psu.edu

http://www.sfgate.com

http://www.unitedway.org

http://www.solarcity.com

http://www.hotstixgolf.com

http://www.webbyawards.com

www. forbes.com

299

On the JOb: COmmuniCating at Hailo

Balancing Logic and Emotion to Take Some of the Sting out of Unpleasant News No one likes to hear about price increases, whether it’s college tuition, your favorite Thai food, or a ride in a taxi. Unfortunately, price increases are a fact of life in business as costs increase or business conditions change.

At the same time, consumers don’t like to be kept waiting when they want something. And when that something is a taxi ride to an important meeting or a favorite restaurant, consumers really don’t like to wait.

This was the dilemma facing Hailo, a cab-hailing service based in London and now operating in several other major cities around the world. Hailo’s business model is based on simplifying the process of getting a taxi. The company connects taxi drivers and passengers through a GPS-enabled smartphone app that lets passengers hail a cab simply by tapping their screens. A driver in the vicinity can choose to make the pickup, and the passenger can then follow the taxi’s progress on screen as it approaches.

For the 13,000 of London’s 22,000 taxi drivers who have reg- istered with the service, Hailo offers the opportunity to gain more

Writing negative messages9

Learning ObJeCtives After studying this chapter, you will be able to

1 Apply the three-step writing process to negative messages.

2 Explain how to use the direct approach effectively when conveying negative news.

3 Explain how to use the indirect approach effectively when conveying negative news.

4 Explain the importance of maintaining high standards of ethics and etiquette when delivering negative messages.

5 Describe successful strategies for sending negative messages on routine business matters.

6 List the important points to consider when conveying negative organizational news.

7 Describe successful strategies for sending negative employment-related messages.

In an attempt to balance the needs of passengers and taxi drivers during peak periods, the cab-hailing service Hailo announced a higher minimum fare via an email message to registered users.

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300 Part 3 Crafting brief business messages

business without waiting by the curb at busy locations or cruising streets waiting for a people to flag them down. For passengers, Hailo simplifies the process of finding a cab, because drivers come directly to them—no more standing in the street hoping an available taxi will pass by or waiting in line at long taxi ranks.

Hailo’s growth suggests that drivers and passengers alike find value in the service. In fact, Hailo was recently tagged as the fastest-growing technology startup in the United Kingdom. As popular as it is, though, there are times when the service doesn’t operate to everyone’s complete satisfaction. For example, a driver can respond to a Hailo request and on the way to the pickup, pass by several people in the street trying to flag him or her down, only to discover that the Hailo customer just wants to be hauled a few hundred yards down the street to the next club or shop. The result is a double loss for the driver—unpaid time driving to the pickup location and the missed opportunity of potentially higher fares from those would-be customers passed by along the way.

If drivers suspect that a potential passenger will want only a short ride, they are more likely not to respond to the request, because the short ride won’t compensate for the time they have to invest. This phenomenon can be troublesome for the system as a whole during peak hours, when more passengers are trying to use it. To keep its app users happy, Hailo wants as many driv- ers as possible to participate during peak times. To encourage

drivers to pick up more Hailo customers, it guarantees drivers a minimum amount of revenue for every Hailo rider they pick up.

To boost driver participation, Hailo recently decided to increase the minimum fare passengers must pay during certain hours. Such news would be welcome by drivers, of course, but not by those passengers accustomed to using the service for short hops around town.

Hailo announced the change in an email message to its customers, but it didn’t just blurt out the news. Instead, it took the indirect approach, which you’ll learn to use in this chapter. The email message started with a reader benefit, explaining that in order to increase the availability of cabs, the company was modifying its minimum fares. The message then provided a reminder of how Hailo works—and how it works best if it works well for both drivers and passengers. With that reasoning in place, the message moved on to deliver the unwelcome news about increases in the minimum fare during peak hours. The message ended on a positive note, pointing out that the increase wouldn’t affect the majority of customers because most London cab rides already cost more than that amount. The message was a classic example of how to prepare readers, logically and emotionally, before delivering bad news.1

www.hailoapp.com

Using the Three-Step Writing Process for Negative Messages You may never have to share unwelcome pricing news with customers, as Hailo (profiled in the chapter-opening On the Job) did, but you will have to share unwelcome news at many points in your career. Communicating negative information is a fact of life for all business professionals, whether it’s saying no to a request, sharing unpleasant or unwel- come information, or issuing a public apology. With the techniques you’ll learn in this chapter, however, you can communicate unwelcome news successfully while minimizing unnecessary stress for everyone involved.

Depending on the situation, you can have as many as five distinct goals when com- municating negative information: (1) to convey the bad news, (2) to gain acceptance for the bad news, (3) to maintain as much goodwill as possible with your audience, (4) to maintain a good image for your organization, and (5) if appropriate, to reduce or eliminate the need for future correspondence on the matter. Five goals are clearly a lot to accomplish in one message, so careful planning and execution are particularly critical with negative messages.

SteP 1: Planning a negative MeSSage

When you need to convey negative news, you can’t avoid the fact that your audience does not want to hear what you have to say. To minimize the damage to business relationships and to encourage the acceptance of your message, analyze the situation carefully so you can better understand the context in which the recipient will process your message.

Be sure to consider your purpose thoroughly—whether it’s straightforward (such as rejecting a job applicant) or more complicated (such as drafting a negative performance review, in which you not only give the employee feedback on past performance but also help the person develop a plan to improve future performance). With a clear purpose and your audience’s needs in mind, identify and gather the information your audience requires in order to understand and accept your message. Negative messages can be intensely

1 learNiNg objecTiveApply the three-step writing process to negative messages.

Negative messages can have as many as five goals: • Give the bad news. • Ensure acceptance of the bad

news. • Maintain the reader’s goodwill. • Maintain the organization’s

good image. • Minimize or eliminate future

correspondence on the matter, as appropriate.

Understanding your readers’ concerns helps you be sensitive to their needs while delivering an effective message.

http://www.hailoapp.com

ChaPter 9 Writing negative messages 301

personal to the recipient, and in many cases, recipients have a right to expect a thorough explanation of your answer.

Selecting the right medium and channel is also important. For instance, bad news for employees should be delivered in person whenever possible. This helps guard their privacy, demonstrates respect, and gives them an opportunity to ask questions. Doing so isn’t always possible or feasible, though, so you will have times when you need to share important negative information through written or electronic media.

Defining your main idea in a negative message is often more complicated than simply saying no. For instance, if you need to respond to a hardworking employee who requested a raise, your message might go beyond saying no to explaining how she can improve her performance by working smarter, not just harder.

Finally, the organization of a negative message requires particular care. One of the most critical planning decisions is choosing whether to use the direct or indirect approach (see Figure 9.1). A negative message using the direct approach opens with the bad news, proceeds to the reasons for the situation or the decision, and ends with a positive state- ment aimed at maintaining a good relationship with the audience. In contrast, the indirect approach opens with the reasons behind the bad news before presenting the bad news itself.

To help decide which approach to take in any situation you encounter, ask yourself the following questions:

●● Do you need to get the reader’s attention immediately? If the situation is an emergency, or if someone has ignored repeated messages, the direct approach can help you get attention quickly.

●● Does the recipient prefer a direct style of communication? Some recipients pre- fer the direct approach no matter what, so if you know this, go with direct.

●● How important is this news to the reader? For minor or routine scenarios, the direct approach is nearly always best. However, if the reader has an emotional invest- ment in the situation or the consequences to the reader are considerable, the indirect approach is often better, particularly if the bad news is unexpected.

When preparing negative messages, choose the medium and channel with care.

Appropriate organization helps readers accept your negative news.

High Emotional Involvement Indirect Approach

Specific purpose: To inform employees that the Triton project, one of the new products currently in development, is being canceled I. Remind employees of the company’s strategy of periodically reviewing cost and revenue projections for every new product under development

II. Describe recent increases in material costs that will affect the manufacturing costs of all the company’s products

III. Describe the recent entry into the market of a new competitor whose prices significantly undercut the projected retail price of the Triton product IV. Explain that between these forces, the Triton project no longer looks like a profitable product for the company to pursue

V. Announce that the project is being cancelled, effective immediately

VI. Explain that management is currently deciding where to redeploy the Triton staff; their jobs are safe

VII.Thank all the employees on the Triton team for their commitment and effort; emphasize the strong prospects for the company’s other new products

The bad news

Reasoning

Additional info

Positive angle

Additional info Additional info

Respectful close

The bad news

Reasoning

Buffer

Positive angle

Reasoning

Low Emotional Involvement Direct Approach

Specific purpose: To inform employees that the free coffee stations on each floor are being removed to save money

I. Announce that the coffee stations are being removed

II. Explain that the change is part of an effort to help the company avoid temporary salary reductions during the slow economy

III. Explain that coffee and fruit will be available for purchase throughout the day in the employee cafeteria on the first floor

IV. Mention—in an upbeat way—that the walk up and down the stairs will help employees re-energize when they need a break

V. Explain that the management team will review profit levels quarter by quarter to see if the coffee stations can be put back

VI. Thank everyone for their continued efforts to boost sales and cut costs; with our combined efforts we will get through this slow period and return to solid growth as soon as possible

Figure 9.1 Comparing the Direct and Indirect Approaches for Negative Messages The direct and indirect approaches differ in two important ways: the position of the bad news within the sequence of message points and the use of a buffer in the indirect approach. (“Using the Indirect Approach for Negative Messages” on page 306 explains the use of a buffer.) Both these messages deal with changes made in response to negative financial developments, but the second example represents a much higher emotional impact for readers, so the indirect approach is called for in that case. Figure 9.2 explains how to choose the right approach for each situation.

You need to consider a variety of factors when choosing between direct and indirect approaches for negative messages.

302 Part 3 Crafting brief business messages

●● Will the bad news come as a shock? The direct approach is fine for many busi- ness situations in which people understand the possibility of receiving bad news. However, if the bad news might come as a shock to readers, use the indirect approach to help them prepare for it.

Figure 9.2 offers a convenient decision tree to help you decide which approach to use.

SteP 2: Writing a negative MeSSage

By writing clearly and sensitively, you can take some of the sting out of bad news and help your reader accept the decision and move on. If your credibility hasn’t already been established with an audience, clarify your qualifications so recipients won’t question your authority or ability.

When you use language that conveys respect and avoids an accusing tone, you pro- tect your audience’s pride. This kind of communication etiquette is always important, but it demands special care with negative messages. Moreover, you can ease the sense of disappointment by using positive words rather than negative, counterproductive ones (see Table 9.1).

SteP 3: CoMPleting a negative MeSSage

The need for careful attention to detail continues as you complete your message. Revise your content to make sure everything is clear, complete, and concise—bearing in mind that even small flaws are likely to be magnified in readers’ minds as they react to the nega- tive news. Produce clean, professional documents and proofread carefully to eliminate

Analyze the situation and the message you have to deliver.

Is this an emergency, or do you need to get

someone’s attention?

Use the Direct Approach

1. Open with the negative news.

2. Give reasons for the situation or decision.

3. Offer any additional information that will help the audience.

4. Close on a respectful note.

How important is this issue to the

audience?

Will the news comes as a shock?

Do you know that the audience always prefers the direct

approach?

Yes

Medium

Low

High

Yes

Use the Indirect Approach

1. Open with a buffer.

2. Build up the reasons for the situation or decision.

3. Present the negative news.

4. Offer any additional information that will help the audience.

5. Close on a respectful note.

Figure 9.2 Choosing the Direct or Indirect Approach Following this decision tree will help you decide whether the direct or indirect approach is better in a given situation. Of course, use your best judgment as well. Your relationship with the audience could affect your choice of approaches, for example.

Writing clearly and sensitively helps take some of the sting out of bad news.

Protect your audience’s pride by using language that conveys respect.

ChaPter 9 Writing negative messages 303

mistakes. Finally, be sure to deliver messages promptly; withholding or delaying bad news can be unethical, even illegal. See Figure 9.3 on the next page for a message that conveys negative information clearly and concisely.

Using the Direct approach for Negative Messages A negative message using the direct approach opens with the bad news, proceeds to the reasons for the situation or the decision, and ends with a positive statement aimed at maintaining a good relationship with the audience. Depending on the circumstances, the message may also offer alternatives or a plan of action to fix the situation under discussion. Stating the bad news at the beginning can have two advantages: It makes a shorter message possible, and it allows the audience to reach the main idea of the message in less time.

oPening With a Clear StateMent of the Bad neWS

No matter what the news is, come right out and say it, but maintain a calm, professional tone that keeps the focus on the news and not on individual failures or other personal fac- tors. Also, if necessary, explain or remind the reader why you’re writing.

Providing reaSonS and additional inforMation

In most cases, you follow the direct opening with an explanation of why the news is nega- tive. The extent of your explanation depends on the nature of the news and your relation- ship with the reader. For example, if you want to preserve a long-standing relationship with an important customer, a detailed explanation could well be worth the extra effort such a message would require.

However, you will encounter some situations in which explaining negative news is neither appropriate nor helpful, such as when the reasons are confidential, excessively complicated, or irrelevant to the reader. To maintain a cordial working relationship with the reader, you might want to explain why you can’t pro- vide the information.

Should you apologize when delivering bad news? The answer isn’t quite as simple as one might think, partly be- cause the notion of apology is hard to pin down. To some people, it simply means an expression of sympathy that something negative has happened to another person. At the other extreme, it means admitting fault and taking responsi- bility for specific compensations or corrections to atone for the mistake.

tabLe 9.1 Choosing Positive Words

examples of Negative Phrasings Positive alternatives

Your request doesn’t make any sense. Please clarify your request.

The damage won’t be fixed for a week. The item will be repaired next week.

Although it wasn’t our fault, there will be an unavoidable delay in your order.

We will process your order as soon as we receive an aluminum shipment from our supplier, which we expect within 10 days.

You are clearly dissatisfied. I recognize that the product did not live up to your expectations.

I was shocked to learn that you’re unhappy. Thank you for sharing your concerns about your shopping experience.

The enclosed statement is wrong. Please verify the enclosed statement and provide a correct copy.

Use the direct approach when your negative answer or information will have minimal personal impact.

The amount of detail you should provide depends on your relationship with the audience.

2 learNiNg objecTiveExplain how to use the direct approach effectively when conveying negative news.

real-tiMe UPdateS

Learn mOre by reading this infOgraphiC

See how expensive poor customer service really is

Communication is at the heart of customer service, and poor customer service is the number-one way to drive customers away. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

304 Part 3 Crafting brief business messages

March 6, 2017

Dr. Sandra Wo�ord, President Whittier Community College 333 Whittier Avenue Tulsa, OK 74150

Dear Dr. Wo�ord:

Infotech has been happy to support Whittier Community College in many ways over the years, and we appreciate the opportunities you and your organization provide to so many deserving students. Thank you for considering our grounds for your graduation ceremony on June 3.

We would certainly like to accommodate Whittier as we have in years past, but our companywide sales meetings will be held this year during the weeks of May 29 and June 5. With more than 200 sales representatives and their families from around the world joining us, activities will be taking place throughout our facility.

My assistant, Robert Seagers, suggests you contact the Municipal Botanical Gardens as a possible graduation site. He recommends calling Jerry Kane, director of public relations.

We remain firm in our commitment to you, President Wo�ord, and to the fine students you represent. Through our internship program, academic research grants, and other initiatives, we will continue to be a strong corporate partner to Whittier College and will support your e�orts as you move forward.

Sincerely,

May Yee Kwan Public Relations Director

Plan Write Complete1 2 3

Analyze the Situation Verify that the purpose is to decline a request and offer alternatives; audience is likely to be surprised by the refusal.

Gather Information Determine audience needs and obtain the necessary information.

Select the Right Medium For formal messages, printed letters on company letterhead are best.

Organize the Information The main idea is to refuse the request so limit your scope to that; select the indirect approach based on the audience and the situation.

Adapt to Your Audience Adjust the level of formality based on your degree of familiarity with the audience; maintain a positive relationship by using the “you” attitude, politeness, positive emphasis, and bias-free language.

Compose the Message Use a conversational but professional style and keep the message brief, clear, and as helpful as possible.

Revise the Message Evaluate content and review readability to make sure the negative information won’t be misinterpreted; make sure your tone stays positive without being arti€cial.

Produce the Message Maintain a clean, professional appearance on company letterhead.

Proofread the Message Review for errors in layout, spelling, and mechanics.

Distribute the Message Deliver your message using the chosen medium.

Figure 9.3 Effective Letter Declining a Routine Request In declining a request to use her company’s facilities, May Yee Kwan took note of the fact that her company has a long-standing relationship with the college and wants to maintain that positive relationship. Because the news is unexpected based on past experience, she chose an indirect approach to build up to her announcement.

ChaPter 9 Writing negative messages 305

Some experts have advised that a company should never apologize, even when it knows it has made a mistake, because the apology might be taken as a confession of guilt that could be used against the company in a lawsuit. However, several states have laws that specifically prevent expressions of sympathy from being used as evidence of legal liability. In fact, judges, juries, and plaintiffs tend to be more forgiving of companies that express sympathy for wronged parties; moreover, an apology can help repair a company’s reputa- tion. Recently, some prosecutors have begun pressing executives to publicly admit guilt and apologize as part of the settlement of criminal cases—unlike the common tactic of paying fines but refusing to admit any wrongdoing.2

The best general advice in the event of a serious mistake or accident is to express sympathy immediately and sincerely and offer help if appropriate, without admit- ting guilt; then seek the advice of your company’s lawyers before elaborating. As one survey concluded, “The risks of making an apology are low, and the potential reward is high.”3

If you do apologize, make it a real apology. Don’t say “I’m sorry if anyone was offended” by what you did—this statement implies that you’re not sorry at all and that it’s the other party’s fault for being offended.4 For example, when Target’s information sys- tems were infiltrated in a hacking attack that exposed the personal data of tens of millions of customers, the CEO’s apology to customers included the statement, “I know this breach has had a real impact on you, creating a great deal of confusion and frustration.”5 Note that he did not say “if this breach caused you any confusion or frustration.”

Note that you can also express sympathy with some- one’s plight without suggesting that you are to blame. For example, if a customer damaged a product through misuse and suffered a financial loss as a result of not being able to use the product, you can say something along the lines of “I’m sorry to hear of your difficulties.” This approach dem- onstrates sensitivity without accepting blame.

CloSing on a reSPeCtfUl note

After you’ve explained the negative news, close the message in a manner that respects the impact the negative news is likely to have on the recipient. If appropriate, consider offer- ing your readers an alternative solution if you can and if doing so is a good use of your time. Look for opportunities to include positive statements, but avoid creating false hopes or writing in a way that seems to suggest that something negative didn’t happen to the recipient. Ending on a false positive can leave readers feeling “disrespected, disregarded, or deceived.”6

In many situations, an important aspect of a respectful close is describing the actions being taken to avoid similar mistakes in the future. Offering such explanations can under- line the sincerity of an apology because doing so signals that the person or organization is serious about not repeating the error.

Using the indirect approach for Negative Messages The indirect approach helps prepare readers for the bad news by presenting the reasons for it first. However, the indirect approach is not meant to obscure bad news, delay it, or limit your responsibility. Rather, the purpose of this approach is to ease the blow and help readers accept the situation. When done poorly, the indirect approach can be disrespect- ful and even unethical. But when done well, it is a good example of audience-oriented communication crafted with attention to ethics and etiquette. Showing consideration for the feelings of others is never dishonest.

Apologies can have legal ramifications, but refusing to apologize out of fear of admitting guilt can damage a company’s relationships with its stakeholders.

Use the indirect approach when some preparation will help your audience accept your bad news.

3 learNiNg objecTiveExplain how to use the indirect approach effectively when conveying negative news.

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306 Part 3 Crafting brief business messages

Our department shares your goal of processing orders quickly and efficiently.

As a result of the last downsizing, every department in the company is running shorthanded.

You folks are doing a great job over there, and I’d love to be able to help out.

Those new state labor regulations are driving me crazy over here; how about in your department?

oPening With a BUffer

Messages using the indirect approach open with a buffer: a neutral, noncontroversial statement that establishes common ground with the reader (refer to Figure 9.1). A good buffer can express your appreciation for being considered (if you’re responding to a request), assure the reader of your attention to the request, or indicate your understanding of the reader’s needs. A good buffer also needs to be relevant and sincere.

In contrast, a poorly written buffer might trivialize the reader’s concerns, divert atten- tion from the problem with insincere flattery or irrelevant material, or mislead the reader into thinking your message actually contains good news.

Consider these possible responses to a manager of the order-fulfillment department who requested some temporary staffing help from your department (a request you won’t be able to fulfill):

A well-written buffer establishes common ground with the reader.

Poorly written buffers mislead or insult the reader.

tabLe 9.2 types of Buffers

buffer Type Strategy example

Agreement Find a point on which you and the reader share similar views. We both know how hard it is to make a profit in this industry.

Appreciation Express sincere thanks for receiving something. Your check for $127.17 arrived yesterday. Thank you.

Cooperation Convey your willingness to help in any way you realistically can.

Employee Services is here to assist all associates with their health insurance, retirement planning, and continuing education needs.

Fairness Assure the reader that you’ve closely examined and carefully considered the problem, or mention an appropriate action that has already been taken.

For the past week, we have had our bandwidth monitoring tools running around the clock to track your actual upload and download speeds.

Good news Start with the part of your message that is favorable. We have credited your account in the amount of $14.95 to cover the cost of return shipping.

Praise Find an attribute or an achievement to compliment. The Stratford Group clearly has an impressive record of accomplish- ment in helping clients resolve financial reporting problems.

Resale Favorably discuss the product or company related to the subject of the letter.

With their heavy-duty, full-suspension hardware and fine veneers, the desks and file cabinets in our Montclair line have long been popular with value-conscious professionals.

Understanding Demonstrate that you understand the reader’s goals and needs.

So that you can more easily find the printer with the features you need, we are enclosing a brochure that describes all the Epson printers currently available.

Establishes common ground with the reader and validates the concerns that prompted the original request—without promising a positive answer

Establishes common ground, but in a negative way that downplays the recipient’s concerns

potentially misleads the reader into concluding that you will comply with the request

Trivializes the reader’s concerns by opening with an irrelevant issue

Only the first of these buffers can be considered effective; the other three are likely to damage your relationship with the other manager—and lower his or her opinion of you. Table 9.2 shows several types of effective buffers you could use to tactfully open a negative message.

Providing reaSonS and additional inforMation

An effective buffer serves as a transition to the next part of your message, in which you build up the explanations and information that will culminate in your negative news. An

Phrase your reasons to signal the negative news ahead.

ChaPter 9 Writing negative messages 307

ideal explanation section leads readers to your conclusion before you come right out and say it. In other words, the reader has followed your line of reasoning and is ready for the answer. By giving your reasons effectively, as Hailo did in its email message (see page 299), you help maintain focus on the issues at hand and defuse the emotions that always accom- pany significantly bad news.

Avoid hiding behind company policy to cushion your bad news. If you say, “Company policy forbids our hiring anyone who does not have two years’ supervisory experience,” you imply that you won’t consider anyone on his or her individual merits. Skilled and sympathetic communicators explain company policy (without referring to it as “policy”) so that the audience can try to meet the requirements at a later time. Consider this response to an applicant:

Don’t hide behind “company policy” when you deliver bad news; present logical answers instead.

Because these management positions are quite challenging, the human resources department has researched the qualifications needed to succeed in them. The findings show that the two most important qualifications are a bachelor’s degree in business administration and two years’ supervisory experience.

Shows the reader that the decision is based on a methodical analysis of the company’s needs and not on some arbitrary guideline

Establishes the criteria behind the decision and lets the reader know what to expect

To handle bad news carefully • Deemphasize the bad news

visually and grammatically. • Use a conditional statement,

if appropriate. • Tell what you did do, not what

you didn’t do.

Don’t disguise bad news when you emphasize the positive.

This paragraph does a good job of stating reasons for the refusal:

●● It provides enough detail to logically support the refusal. ●● It implies that the applicant is better off avoiding a program in which he or she might

fail. ●● It shows that the company’s policy is based on experience and careful analysis. ●● It doesn’t offer an apology for the decision because no one is at fault. ●● It avoids negative personal expressions (such as “You do not meet our requirements”).

Even valid, well-thought-out reasons won’t convince every reader in every situation. However, if you’ve done a good job of laying out your reasoning, you’ve done everything you can to prepare the reader for the main idea, which is the negative news itself.

ContinUing With a Clear StateMent of the Bad neWS

After you’ve thoughtfully and logically established your reasons and readers are prepared to receive the bad news, you can use three techniques to convey the negative information as clearly and as kindly as possible. First, deemphasize the bad news:

●● Minimize the space or time devoted to the bad news—without trivializing it or with- holding any important information.

●● Subordinate bad news in a complex or compound sentence (“My department is already shorthanded, so I’ll need all my staff for at least the next two months”). This construction presents the bad news in the middle of the sentence, the point of least emphasis.

●● Embed bad news in the middle of a paragraph or use parenthetical expressions (“Our profits, which are down, are only part of the picture”).

However, keep in mind that it’s possible to abuse deemphasis. For instance, if the pri- mary point of your message is that profits are down, it would be inappropriate to margin- alize that news by burying it in the middle of a sentence. State the negative news clearly, and then make a smooth transition to any positive news that might balance the story.

Second, if appropriate, use a conditional (if or when) statement to imply that the audience could have received, or might someday receive, a favorable answer (“When you have more managerial experience, you are welcome to reapply”). Such a statement could motivate applicants to improve their qualifications. However, you must avoid any sugges- tion that you might reverse the decision you’ve just made and refrain from any phrasing that could give a rejected applicant false hope.

Well-written reasons are • Detailed • Tactful • Individualized • Unapologetic if no one is at fault • Positive

news:%E2%97%8F%E2%97%8F

308 Part 3 Crafting brief business messages

Third, emphasize what you can do or have done rather than what you cannot do. Say “We sell exclusively through retailers, and the one nearest you that carries our merchan- dise is …” rather than “We are unable to serve you, so please call your nearest dealer.” Also, by implying the bad news, you may not need to actually state it, thereby making the bad news less personal (“Our development budget for next year is fully committed to our ex- isting slate of projects”). By focusing on the facts and implying the bad news, you make the impact less personal.

When implying bad news, however, be sure your audience will be able to grasp the entire message—including the bad news. Withholding negative information or over- emphasizing positive information is unethical and unfair to your reader. If an implied message might lead to uncertainty, state your decision in direct terms. Just be sure to avoid overly blunt statements that are likely to cause pain and anger:

Instead of This Write This

I must refuse your request. I will be out of town on the day you need me.

We must deny your application. The position has been filled.

I am unable to grant your request. Contact us again when you have established …

We cannot afford to continue the program. The program will conclude on May 1.

Much as I would like to attend … Our budget meeting ends too late for me to attend.

We must turn down your extension request. Please send in your payment by June 14.

CloSing on a reSPeCtfUl note

As with the direct approach, the close in the indirect approach offers an opportunity to emphasize your respect for your audience, even though you’ve just delivered unpleas- ant news. Express best wishes without ending on a falsely upbeat note. If you can find a positive angle that’s meaningful to your audience, by all means consider adding it to your conclusion. However, don’t try to pretend that the negative news didn’t happen or that it won’t affect the reader. Suggest alternative solutions if such information is available and doing so is a good use of your time. If you’ve asked readers to decide between alternatives or to take some action, make sure that they know what to do, when to do it, and how to do it. Whatever type of conclusion you use, follow these guidelines:

●● Avoid an uncertain conclusion. If the situation or decision is final, avoid state- ments such as “I trust our decision is satisfactory,” which imply that the matter is open to discussion or negotiation.

●● Manage future correspondence. Encourage additional communication only if you’re willing to discuss the situation further. (If you’re not, avoid statements such as “If you have further questions, please write.”)

●● ●●Express optimism, if appropriate. If the situation might improve in the future, share that with your readers i f it’s relevant. However, don’t suggest the possibility of

a positive change if you don’t have insight that it might happen.

●● ●●Be sincere. Steer clear of clichés that are insincere in view of the bad news. (If you can’t help, don’t say, “If we can be of any help, please contact us.”)

Keep in mind that the close is the last thing audience members have to remember you by. Even though they’re disappointed, leave them with the impression that they were treated with respect. For a quick reminder on creative ef- fective negative messages, see “Checklist: Creating Negative Messages.”

A positive close • Builds goodwill. • Offers a suggestion for action. • Provides a look toward the

future.

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ChaPter 9 Writing negative messages 309

Maintaining High Standards of ethics and etiquette All business messages demand attention to ethics and etiquette, of course, but these con- siderations take on special importance when you are delivering bad news—for several reasons. First, a variety of laws and regulations dictate the content and delivery of many business messages with potentially negative content, such as the release of financial information by a public company. Second, negative messages can have a significant nega- tive impact on the lives of those receiving them. Even if the news is conveyed legally and conscientiously, good ethical practice demands that these situations be approached with care and sensitivity. Third, emotions often run high when negative messages are involved, for both the sender and the receiver. Senders need to manage their own emotions and consider the emotional state of their audiences.

For example, in a message announcing or discussing workforce cutbacks, you have the emotional needs of several stakeholder groups to consider. The employees who lost their jobs are likely to experience fear about their futures and possibly a sense of be- trayal. The employees who kept their jobs are likely to feel anxiety about the long-term security of their jobs, the ability of company management to turn things around, and the level of care and respect the company has for its employees. These “survivors” may also feel guilty about keeping their jobs while some colleagues lost theirs. Outside the company, investors, suppliers, and segments of the community affected by the layoffs (such as retailers and homebuilders) will have varying degrees of f inancial interest in the outcome of the decision. Writing such messages requires careful attention to all these needs, while balancing respect for the departing employees with a positive outlook on the future.

The challenge of sending—and receiving—negative messages can tempt one to delay, downplay, or distort the bad news (see “Practicing Ethical Communication: The Deceptive

4 learNiNg objecTiveExplain the importance of maintaining high standards of ethics and etiquette when delivering negative messages.

A. Choose the better approach. ●● Consider using the direct approach when the audience

is aware of the possibility of negative news, when the reader is not emotionally involved in the message, when you know that the reader would prefer the bad news first, when you know that firmness is necessary, and when you want to discourage a response.

●● Consider using the indirect approach when the news is likely to come as a shock or surprise, when your audience has a high emotional investment in the outcome, and when you want to maintain a good relationship with the audience.

B. For the indirect approach, open with an effective buffer.

●● Establish common ground with the audience. ●● Validate the request, if you are responding to a request. ●● Don’t trivialize the reader’s concerns. ●● Don’t mislead the reader into thinking the coming

news might be positive. C. Provide reasons and additional information.

●● Explain why the news is negative. ●● Adjust the amount of detail to fit the situation and the

audience.

●● Avoid explanations when the reasons are confidential, excessively complicated, or irrelevant to the reader.

●● If appropriate, state how you plan to correct or respond to the negative news.

●● Seek the advice of company lawyers if you’re unsure what to say.

D. Clearly state the bad news. ●● State the bad news as positively as possible, using

tactful wording. ●● To help protect readers’ feelings, deemphasize the

bad news by minimizing the space devoted to it, subordinating it, or embedding it.

●● If your response might change in the future if circumstances change, explain the conditions to the reader.

●● Emphasize what you can do or have done rather than what you can’t or won’t do.

E. Close on a respectful note. ●● Express best wishes without being falsely positive. ●● Suggest actions readers might take, if appropriate, and

provide them with necessary information. ●● Encourage further communication only if you’re

willing to discuss the situation further.

CheCklist ✓ Creating negative messages

310 Part 3 Crafting brief business messages

Soft Sell”).7 However, doing so may be unethical and even illegal. In recent years, numer- ous companies have been sued by shareholders, consumers, employees, and government regulators for allegedly withholding or delaying negative information in such areas as company finances, environmental hazards, and product safety. In many of these cases, the problem was slow, incomplete, or inaccurate communication between the company and external stakeholders. In others, problems stemmed from a reluctance to send or receive negative news within the organization.

Effectively sharing bad news within an organization requires commitment from everyone involved. Employees must commit to sending negative messages when neces- sary and to do so in a timely fashion, even when that is unpleasant or difficult. Conversely, managers must commit to maintaining open communication channels, truly listening when employees have negative information to share and not punishing employees who deliver bad news.

Employees who observe unethical or illegal behavior within their companies and are unable to resolve the problems through normal channels may have no choice but to re- sort to whistle-blowing, expressing their concerns internally through company ethics hotlines—or externally through social media or the news media if they perceive no other options. The decision to “blow the whistle” on one’s own employer is rarely easy or with- out consequences; more than 80 percent of whistleblowers in one survey said they were punished in some way for coming forward with their concerns.8 Although whistle-blowing is sometimes characterized as “ratting on” colleagues or managers, it has an essential func- tion. According to international business expert Alex MacBeath, “Whistleblowing can be an invaluable way to alert management to poor business practice within the workplace. Often whistleblowing can be the only way that information about issues such as rule breaking, criminal activity, cover-ups, and fraud can be brought to management’s attention before serious damage is suffered.”9 Recognizing the value of this feedback, many compa- nies have formal reporting mechanisms that give employees a way to voice ethical and legal concerns to management. Various government bodies have also instituted protections for whistle-blowers, partly in recognition of the role that workers play in food safety and other vital areas.10

Sharing bad news effectively requires commitment from everyone in the organization.

Whistle-blowing is a difficult decision for most employees to make, but it provides a vital element of feedback for managers.

PraCtiCing ethiCal CoMMUniCation

You and your colleagues are nervous. Sales have been declin- ing for months, and you see evidence of budget tightening all over the place—the fruit and pastries have disappeared from the coffee stations, accountants are going over expense reports with magnifying glasses, and managers are slow to replace people who leave the company. Instant messages fly around the office; everyone wants to know if anyone has heard anything about layoffs.

The job market in your area is weak, and you know you might have to sell your house—in one of the weakest housing markets in memory—and move your family out of state to find another position in your field. If your job is eliminated, you’re ready to cope with the loss, but you need as much time as possible. You breathe a sigh of relief when the following item from the CEO appears on the company’s internal blog:

With news of workforce adjustments elsewhere in our industry, we realize many of you are concerned about the possibility here.

I’d like to reassure all of you that we remain confident in the company’s fundamental business strategy, and the executive team is examining all facets of company operations to ensure our continued financial strength.

The message calms your fears. Should it? A month later, the CEO announces a layoff of 20 percent

of the company’s workforce—nearly 700 people.

career aPPlicaTioNS 1. You’re shocked by the news because you felt reassured by

the blog posting from last month. In light of what hap- pened, you retrieve a copy of the newsletter and reread the CEO’s message. Does it seem ethical now? Why or why not?

2. If you had been in charge of writing this newsletter item and your hands were tied because you couldn’t come out and announce the layoffs yet, how would you have rewritten the message?

the deceptive soft sell

ChaPter 9 Writing negative messages 311

Sending Negative Messages on routine business Matters Professionals and companies receive a wide variety of requests and cannot respond posi- tively to every single one. In addition, mistakes and unforeseen circumstances can lead to delays and other minor problems that occur in the course of business. Occasionally, com- panies must send negative messages to suppliers and other parties. Whatever the purpose, crafting routine negative responses and messages quickly and graciously is an important skill for every businessperson.

Making negative annoUnCeMentS on roUtine BUSineSS MatterS

On occasion managers need to make unexpected announcements of a negative nature. For example, a company might decide to consolidate its materials purchasing with fewer suppliers and thereby need to tell several firms it will no longer be buying from them. Internally, management may need to announce the elimination of an employee benefit or other changes that employees will view negatively.

Except in the case of minor changes, the indirect approach is usually the better choice. Follow the steps outlined for indirect messages: Open with a buffer that establishes some mutual ground between you and the reader, advance your reasoning, announce the change, and close with as much positive information and sentiment as appropriate under the circumstances.

rejeCting SUggeStionS and ProPoSalS

Managers receive a variety of suggestions and proposals, both solicited and unsolicited, from internal and external sources. For an unsolicited proposal from an external source, you may not even need to respond if you don’t already have a working relationship with the sender. However, if you need to reject a proposal you solicited, you owe the sender an explanation, and because the news will be unexpected, the indirect approach is better. In general, the closer your working relationship, the more thoughtful and complete you need to be in your response. For example, if you are rejecting a proposal from an employee, explain your reasons fully and carefully so that the employee can understand why the pro- posal was not accepted and so that you don’t damage an important working relationship.

refUSing roUtine reqUeStS

When you are unable to meet a request, your primary communication challenge is to give a clear negative response without generating negative feelings or damaging either your personal reputation or the company’s. As simple as such messages may appear to be, they can test your skills as a communicator because you often need to deliver negative informa- tion while maintaining a positive relationship with the other party.

The direct approach works best for most routine negative responses. It not only helps your audience get your answer quickly and move on to other possibilities, but it also helps you save time because messages with the direct approach are often easier to write than those with the indirect approach.

The indirect approach works best when the stakes are high for you or for the receiver, when you or your company has an established relationship with the person making the request, or when you’re forced to decline a request that you might have accepted in the past (as was the case in Figure 9.3).

Consider the following points as you develop your routine negative messages: ●● Manage your time carefully; focus on the most important relationships and requests. ●● If the matter is closed, don’t imply that it’s still open by using phrases such as “Let me

think about it and get back to you” as a way to delay saying no. ●● Offer alternative ideas if you can, particularly if the relationship is important. ●● Don’t imply that other assistance or information might be available if it isn’t.

Negative announcements on routine business matters usually should be handled with the indirect approach because the news is unexpected.

When turning down an invitation or a request for a favor, consider your relationship with the reader.

If you aren’t in a position to offer additional information or assistance, don’t imply that you are.

5 learNiNg objecTiveDescribe successful strategies for sending negative messages on routine business matters.

312 Part 3 Crafting brief business messages

handling Bad neWS aBoUt tranSaCtionS

Bad news about transactions is always unwelcome. When you send such messages, you have three goals: (1) modify the customer’s expectations, (2) explain how you plan to resolve the situation, and (3) repair whatever damage might have been done to the business relationship.

The specific content and tone of each message can vary widely, depending on the nature of the transaction and your relationship with the customer. Telling an individual consumer that his new sweater will be arriving a week later than you promised is much simpler than telling Toyota that 30,000 transmission parts will be a week late, especially if you know the company will be forced to idle a multimillion-dollar production facility as a result.

If you haven’t done anything specific to set the customer’s expectations—such as promising delivery within 24 hours—the message simply needs to inform the customer of the situation, with little or no emphasis on apologies action-oriented note (see Figure 9.4).

If you did set the customer’s expectations and now find that you can’t meet them, your task is more complicated. In addition to resetting those expectations and explaining how you’ll resolve the problem, you should include an apology as part of your message. The scope of the apology depends on the magnitude of the mistake. For the customer who

Some negative messages regarding transactions carry significant financial and legal ramifications.

Your approach to bad news about business transactions depends on what you’ve done previously to set the customer’s expectations.

Godfrey uses the buffer to convey the good news.

These two sentences imply the forthcoming bad news by telling the reader what’s being done, not what can’t be done.

The body and close foster a positive ongoing relationship by inviting inquiries and reminding the customer of a key benefit.

She includes helpful contact information.

She explains the delay and immediately cushions bad news with a pledge to ship by a definite time.

This resale information encourages future purchasing, but in a way that addresses the customer’s needs, not La-Z-Boy’s.

Figure 9.4 Effective Negative Message Regarding a Transaction This message, which is a combination of good and bad news, uses the indirect approach—with the good news serving as a buffer for the bad news. In this case, the customer wasn’t promised delivery by a certain date, so the writer simply informs the customer when to expect the rest of the order. The writer also takes steps to repair the relationship and encourage future business with her firm.

ChaPter 9 Writing negative messages 313

ordered the sweater, a simple apology followed by a clear statement of when the sweater will arrive would probably be sufficient. For larger business-to-business transactions, the customer may want an explanation of what went wrong to determine whether you’ll be able to perform as you promise in the future.

To help repair the damage to the relationship and encourage repeat business, many companies offer discounts on future purchases, free merchandise, or other considerations. However, you don’t always have a choice. Business-to-business purchasing contracts often include performance clauses that legally entitle the customer to discounts or other restitution in the event of late delivery. To review the concepts covered in this section, see “Checklist: Handling Bad News About Transactions.”

refUSing ClaiMS and reqUeStS for adjUStMent

Customers who make a claim or request an adjustment tend to be emotionally involved, so the indirect approach is usually the better choice when you are denying such a request. Your delicate task is to avoid accepting responsibility for the unfortunate situation and yet avoid blaming or accusing the customer. To steer clear of these pitfalls, pay special atten- tion to the tone of your letter. Demonstrate that you understand and have considered the complaint carefully, and then rationally explain why you are refusing the request. Close on a respectful and action-oriented note (see Figure 9.5 on the next page). And be sure to respond quickly. With so many instantaneous media choices at their disposal, some angry consumers will take their complaints public if they don’t hear back from you within a few days or even a few hours.11

If you deal with enough customers over a long enough period, chances are you’ll get a request that is particularly outrageous. You might even be positive that the person is not telling the truth. However, you need to control your emotions and approach the situation as calmly as possible to avoid saying or writing anything that the recipient might interpret as defamation (see page 75 in Chapter 1). To avoid being accused of defamation, follow these guidelines:

●● Avoid any kind of abusive language or terms that could be considered defamatory. ●● Provide accurate information and stick to the facts. ●● Never let anger or malice motivate your messages. ●● Consult your company’s legal advisers whenever you think a message might have

legal consequences. ●● Communicate honestly and make sure you believe what you’re saying is true. ●● Emphasize a desire for a good relationship in the future.

Keep in mind that nothing positive can come out of antagonizing a customer, even one who has verbally abused you or your colleagues. Reject the claim or request for ad- justment in a professional manner and move on to the next challenge. For a brief review of the tasks involved when refusing claims, see “Checklist: Refusing Claims.”

If you’ve failed to meet expectations that you set for the customer, you should include an element of apology.

Mobile aPP

Pocket Letter Pro includes templates for a variety of letter types to simplify writing business letters on your mobile device.

When refusing a claim • Demonstrate your

understanding of the complaint. • Explain your refusal. • Suggest alternative action.

Use the indirect approach in most cases of refusing a claim.

You can help avoid committing defamation by not responding emotionally or abusively.

●● Reset the customer’s expectations regarding the transaction.

●● Explain what happened and why, if appropriate. ●● Explain how you will resolve the situation.

●● Repair any damage done to the business relationship, per- haps offering future discounts, free merchandise, or other considerations.

●● Offer a professional, businesslike expression of apology if your organization made a mistake.

CheCklist ✓ handling bad news about transactions

314 Part 3 Crafting brief business messages

●● Use the indirect approach because the reader is expecting or hoping for a positive response.

●● Indicate your full understanding of the nature of the complaint.

●● Explain why you are refusing the request, without hiding behind company policy.

●● Provide an accurate, factual account of the transaction.

●● Emphasize ways things should have been handled rather than dwell on the reader’s negligence.

●● Avoid any appearance of defamation. ●● Avoid expressing personal opinions. ●● End with a positive, friendly, helpful close. ●● Make any suggested action easy for readers

to comply with.

CheCklist ✓ refusing Claims

The direct approach is not the right choice for this message, and the opening is way too blunt, even for the direct approach. The second sentence is somewhat insulting, and “Sadly” and “Sorry!!” sound unprofessional.

This upbeat paragraph, coming immediately after the disappointing and insulting opening, will only annoy the reader.

The information about the $25 coupon is positive and presented well. However, hiding behind “policy” in the first sentence only tells the reader that the company is unwilling to consider each customer’s needs individually.

This misguided attempt at humor is insulting. The reader already knows about the problem; he wants a solution.

The opening confirms the customer’s claim, letting him know his request has been considered. Notice also how the writer confirms the high level of satisfaction with the product in general—signaling that the situation at hand is not a product problem.

The second paragraph offers more confirmation that the reader’s message was heard. The description of the warranty lays out the reasoning for the refusal, which is presented indirectly at the end of the paragraph.

The writer continues with helpful advice and the offer of a $25 discount, and then concludes on a positive, respectful note.

Figure 9.5 Message to Refuse a Claim Vera Shoemaker diplomatically refuses this customer’s request for a new saw blade. Without blaming the customer (even though the customer clearly made a mistake), she points out that the saw blade is not intended to cut steel, so the warranty doesn’t cover a replacement in this instance.

ChaPter 9 Writing negative messages 315

Sending Negative organizational News The messages described in the previous section deal with internal matters or individual interactions with external parties. From time to time, managers must also share negative information with the public at large, and sometimes respond to negative information as well. Most of these scenarios have unique challenges that must be addressed on a case-by- case basis, but the general advice offered here applies to all of them. One key difference among all these messages is whether you have time to plan the announcement. The follow- ing section addresses negative messages you do have time to plan for, and “Communicating in a Crisis” later in the chapter offers advice on communication during emergencies.

CoMMUniCating Under norMal CirCUMStanCeS

Businesses must at times send a range of negative messages regarding their ongoing opera- tions. As you plan such messages, take extra care to consider all your audiences and their unique needs. Keep in mind that a significant negative event such as a plant closing can affect hundreds or thousands of people in multiple stakeholder groups. Employees need to find new jobs, get training in new skills, or perhaps get emergency financial help. If many of your employees plan to move in search of new jobs, school districts may have to adjust bud- gets and staffing levels. Your customers need to find new suppliers. Your suppliers may need to find other customers of their own. Government agencies may need to react to everything from a decrease in tax revenues to an influx of people seeking unemployment benefits.

When making negative announcements, follow these guidelines:

●● Match your approach to the situation. A modest price increase won’t shock most customers, so the direct approach is fine. However, canceling a product that people count on is another matter, so building up to the news via the indirect approach might be better.

●● Consider the unique needs of each group. As the plant closing example illustrates, various people have different information needs.

●● Give each audience enough time to react as needed. Negative news often requires readers to make decisions or take action in response, so don’t increase their stress by not providing any warning.

●● Give yourself enough time to plan and manage a response. Chances are you’re going to be hit with complaints, questions, or product returns after you make your announce- ment, so make sure you’re ready with answers and additional follow-up information.

●● Look for positive angles, but don’t exude false optimism. If eliminating a seldom- used employee benefit means the company can invest more in advertising, by all means promote that positive angle. On the other hand, laying off 10,000 people does not give them “an opportunity to explore new horizons.” It’s a traumatic event that can affect employees, their families, and their communities for years. The best you may be able to do is to thank people for their past support and wish them well in the future.

●● Seek expert advice if you’re not sure. Many significant negative announcements have important technical, financial, or legal elements that require the expertise of lawyers, accountants, or other specialists.

Negative situations will test your skills as a communicator and leader. Inspirational leaders try to seize such opportunities as a chance to reshape or reinvigorate the organiza- tion, and they offer encouragement to those around them (see Figure 9.6 on the next page).

reSPonding to negative inforMation in a SoCial Media environMent

For all the benefits they bring to business, social media and other communication tech- nologies have created a major new challenge: responding to online rumors, false infor- mation, and attacks on a company’s reputation. Customers who believe they have been treated unfairly like these sites and tools because they can use the public exposure as lever- age. Many companies appreciate the feedback, too, and many actively seek out complaints to improve their products and operations.

Negative organizational messages to external audiences can require extensive planning.

Give people as much time as possible to react to negative organizational news.

Ask for legal help and other assistance if you’re not sure how to handle a significant negative announcement.

Responding effectively to rumors and negative information in social media requires continual engagement with stakeholders and careful decision making about which messages should get a response.

6 learNiNg objecTiveList the important points to consider when conveying negative organizational news.

Mobile aPP

The Yelp mobile app is an easy way to keep the consumer review site at your fingertips—and to monitor what’s being said about your business.

316 Part 3 Crafting brief business messages

However, false rumors and both fair and unfair criticisms can spread around the world in a matter of minutes. Responding to rumors and countering negative information requires an ongoing effort and case-by-case decisions about which messages require a re- sponse. Follow these four steps:12

●● Engage early, engage often. Perhaps the most important step in responding to nega- tive information has to be done before the negative information appears, and that is

Effec tive

Ineff ectiv

e Ineff

ectiv e

Figure 9.6 Internal Message Providing Bad News About Company Operations The cancelation of a major development project before completion can be a traumatic event for a company’s employees. People who worked on the project are likely to feel that all their time and energy were wasted and worry that their jobs are in jeopardy. Employees who didn’t work on the project might worry about the company’s financial health and the stability of their own jobs. Such messages are therefore prime candidates for the indirect approach. Note how much more effectively the revised version manages the reader’s emotions from beginning to end.

ChaPter 9 Writing negative messages 317

to engage with communities of stakeholders as a long- term strategy. Companies that have active, mutually beneficial relationships with customers and other inter- ested parties are less likely to be attacked unfairly online and more likely to survive such attacks if they do occur. In contrast, companies that ignore constituents or jump into “spin doctoring” mode when a negative situation occurs don’t have the same credibility as companies that have done the long, hard work of fostering relationships within their physical and online communities.

●● Monitor the conversation. If people are interested in what your company does, chances are they are blogging, tweeting, podcasting, posting videos, writing on Facebook walls, and otherwise sharing their opinions. Use the available technologies to listen to what people are saying.

●● Evaluate negative messages. When you encounter negative messages, resist the urge to fire back immediately. Instead, evaluate the source, the tone, and the content of the mes- sage—and then choose a response that fits the situation. For example, the Public Affairs Agency of the U.S. Air Force groups senders of negative messages into four categories: “trolls” (those whose only intent is to stir up conflict), “ragers” (those who are just ranting or telling jokes), “the misguided” (those who are spreading incorrect information), and “unhappy customers” (those who have had a negative experience with the Air Force).

●● Respond appropriately. After you have assessed a negative message, make the appro- priate response based on an overall public relations plan. The Air Force, for instance, doesn’t respond to trolls or ragers, responds to misguided messages with correct infor- mation, and responds to unhappy customers with efforts to rectify the situation and reach a reasonable solution. In addition to replying promptly, make sure your response won’t make the situation even worse. For example, taking legal action against critics, even if technically justified, can rally people to their defense and create a public rela- tions nightmare. In some instances, the best response can be to contact a critic privately (through direct messaging on Twitter, for example) to attempt a resolution away from the public forum.

Whatever you do, keep in mind that positive reputations are an important asset and need to be diligently guarded and defended. Everybody has a voice now, and some of those voices don’t care to play by the rules of ethical communication.

CoMMUniCating in a CriSiS

Some of the most critical instances of business communication occur during crises, which can include industrial accidents, crimes or scandals involving company employees, on-site hostage situations, terrorist attacks, information theft, product tampering incidents, and fi- nancial calamities. During a crisis, customers, employees, local communities, and others will demand information. In addition, rumors can spread unpredictably and uncontrollably. You can also expect the news media to descend quickly, asking questions of anyone they can find.

The key to successful communication efforts during a crisis is having a crisis management plan. In addition to defining operational procedures to deal with the crisis, this plan outlines communication tasks and responsibilities, which can include everything from media contacts to news release templates (see Table 9.3). The plan should clearly specify which people are authorized to speak for the company, provide contact information for all key executives, and include a list of the news outlets and social media tools that will be used to dis- seminate information.

Although you can’t predict catastrophes, you can prepare for them. Analysis of corporate crises over the past several decades reveals that companies that respond quickly with the information people need tend to fare much better in the long run than those that go into hiding or release inconsistent or incorrect information.13

Anticipation and planning are key to successful communication in a crisis.

real-tiMe UPdateS

Learn mOre by WatChing this videO

Positive ways to engage when you pick up negative social commentary

Aetna’s Lauren Vargas talks about the challenges of moving a large corporation in a heavily regulated industry (health insurance) into social media, including the best ways to respond to negative comments online. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

real-tiMe UPdateS

Learn mOre by reading this infOgraphiC

Decide how to respond to online reputation attacks

This flowchart embodies the rumor-response process used by the U.S. Air Force. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

318 Part 3 Crafting brief business messages

Sending Negative employment Messages As a manager, you will find yourself in a variety of situations in which you have to con- vey bad news to individual employees or potential employees. Recipients often have an emotional stake in your message, so taking the indirect approach is usually advised. In addition, use great care in choosing media for these messages. For instance, email and other written forms let you control the message and avoid personal confrontation, but one-on-one conversations are often viewed as more sensitive and give both sides the opportunity to ask and answer questions.

refUSing reqUeStS for eMPloyee referenCeS and reCoMMendation letterS

Managers may get requests for recommendation letters from other employers and from past employees. When sending refusals to prospective employers who have requested information about past employees, your message can be brief and direct:

tabLe 9.3 how to Communicate in a Crisis

When a crisis Hits:

Do Don’t

Prepare for trouble ahead of time by identifying potential problems, appointing and training a response team, and preparing and testing a crisis management plan.

Get top management involved immediately.

Set up a news center for company representatives and the media that is equipped with phones, computers, and other electronic tools for preparing news releases and online updates. At the news center, take the following steps:

• Issue frequent news updates, and have trained personnel available to respond to questions around the clock.

• Provide complete information packets to the media as soon as possible. • Prevent conflicting statements, and provide continuity by appointing a single

person trained in advance to speak for the company. • Tell receptionists and other employees to direct all phone calls to the designated

spokesperson in the news center. • Provide updates when new information is available via blog postings,

Twitter updates, text messaging, Facebook, and other appropriate media.

Tell the whole story—openly, completely, and honestly. If you are at fault, apologize.

Demonstrate the company’s concern by your statements and your actions.

Blame anyone for anything.

Speculate in public.

Refuse to answer questions.

Release information that will violate anyone’s right to privacy.

Use the crisis to pitch products or services.

Play favorites with media representatives.

7 learNiNg objecTiveDescribe successful strategies for sending negative employment-related messages.

Our human resources department has authorized me to confirm that Yolanda Johnson worked for Tolson Logistics for three years, from June 2007 to July 2009. Best of luck as you interview applicants.

implies that company policy prohibits the release of any more information but does provide what information is available

Ends on a positive note

This message doesn’t need to say, “We cannot comply with your request.” It simply gives the reader all the information that is allowable.

Refusing an applicant’s direct request for a recommendation letter is another matter. Any refusal to cooperate may seem to be a personal slight and a threat to the applicant’s future. Diplomacy and preparation help readers accept your refusal: This message tactfully avoids hurting the reader’s feelings because it makes positive com- ments about the reader’s recent activities, implies the refusal, suggests an alternative, and uses a polite close.

ChaPter 9 Writing negative messages 319

Thank you for letting me know about your job opportunity with Coca-Cola. Your internship there and the MBA you’ve worked so hard to earn should place you in an excellent position to land the marketing job.

Although we do not send out formal recommendations here at PepsiCo, I can certainly send Coca-Cola a confirmation of your employment dates. And if you haven’t considered this already, be sure to ask several of your professors to write evaluations of your marketing skills. Best of luck to you in your career.

Uses the indirect approach because the other party is probably expecting a positive response

announces that the writer cannot comply with the request, without explicitly blaming it on “policy”

offers to fulfill as much of the request as possible and offers an alternative

Ends on a positive note

refUSing SoCial netWorking reCoMMendation reqUeStS

Making recommendations in a social networking environment is more complicated than with a traditional recommendation letter because the endorsements you give become part of your online profile. On a network such as LinkedIn, others can see whom you’ve recommended and what you’ve written about these people. Much more so than with traditional letters, then, the recommendations you make in a social network become part of your personal brand.14 Moreover, networks make it easy to find people and request rec- ommendations, so you are likely to get more requests than you would have otherwise— and sometimes from people you don’t know well.

Fortunately, social networks give you a bit more flexibility when responding to these requests. You can simply ignore or delete the request—some people make it personal policy to ignore requests from networkers they don’t know. Of course, if you do know someone, ignoring a request could create an uncomfortable situation, so you will need to decide each case based on your relationship with the person. Another option is to refrain from making recommendations at all, and just letting people know this policy when they ask. Whatever you decide, remember that it is your choice.15

If you choose to make recommendations and want to respond to a request, you can write as much or as little information about the person as you are comfortable sharing. Unlike the situation with an offline recommendation, you don’t need to write a complete letter. You can write a briefer statement, even just a single sentence that focuses on one positive aspect.16 This flexibility allows you to respond positively in those situations in which you have mixed feelings about a person’s overall abilities.

rejeCting joB aPPliCationS

Application rejections are routine communications, but saying no is never easy, and recipi- ents are emotionally invested in the decision. Moreover, companies must be aware of the pos- sibility of employment discrimination lawsuits, which have been on the rise in recent years.17 Of course, having fair and nondiscriminatory hiring practices is essential, but rejections must also be written in a way that doesn’t inadvertently suggest any hint of discrimination. Expert opinions differ on the level of information to include in a rejection message, but the safest strategy is to avoid sharing any explanations for the company’s decision and to avoid making or implying any promises of future consideration (see Figure 9.7 on the next page):18

●● Personalize the email message or letter by using the recipient’s name. For example, mail merge makes it easy to insert each recipient’s name into a form letter.

●● Open with a courteous expression of appreciation for having applied. In a sense, this is like the buffer in an indirect message because it gives you an opportunity to begin the conversation without immediately and bluntly telling the reader that his or her application has been rejected.

●● Convey the negative news politely and concisely. The passive voice is helpful in this situation because it shifts focus away from the people involved and thereby depersonal- izes the response. For example, “Your application was not among those selected for an interview” is less blunt than the active phrase “We have rejected your application.”

Poorly written rejection letters tarnish your company’s reputation and can even invite legal troubles.

Social networks have created new challenges in recommendation requests, but they also offer more flexibility in responding to these requests.

320 Part 3 Crafting brief business messages

●● Avoid explaining why an applicant was rejected or why other applicants were chosen instead. Although it was once more common to offer such explanations, and some experts still advocate this approach, the simplest strategy from a legal stand- point is to avoid offering reasons for the decision. Avoiding explanations lowers the possibility that an applicant will perceive discrimination in the hiring decision or be tempted to challenge the reasons given.

●● Don’t state or imply that the application will be reviewed at a later date. Saying that “we will keep your résumé on file for future consideration” can create false hopes for the recipient and leave the company vulnerable to legal complaints if a future hir- ing decision is made without actually reviewing this candidate’s application again. If the candidate might be a good fit for another position in the company in the future, you can suggest he or she reapply if a new job opening is posted.

●● Close with positive wishes for the applicant’s career success. A brief statement such as “We wish you success in your career” is sufficient.

Naturally, you should adjust your tactics to the circumstances. A simple and direct message is fine when someone has only submitted a job application, but rejecting a candi- date who has made it at least partway through the interview process requires greater care. Personal contact has already been established through the interview process, so a phone call may be more appropriate.

giving negative PerforManCe revieWS

Performance reviews are designed to clarify job requirements, give employees feedback on their performance relative to those requirements, and establish a personal plan of ac- tion to ensure continued performance in the future. Performance reviews also help com- panies set organizational standards and communicate organizational values.19 In addition,

An important goal of any performance evaluation is to give the employee a plan of action for improving his or her performance.

The opening conveys the bad news quickly, using the passive voice to depersonalize the decision.

He invites her to reapply for any positions that may appear in the future, while avoiding any promise of reviewing her current application again.

Fitcher opens with a simple expression of appreciation for being considered, which acts as a mini-buffer for the bad news to come.

He closes on a positive note without apologizing or implying that the matter is open for discussion.

Figure 9.7 Effective Message Rejecting a Job Applicant This message rejecting a job applicant takes care to avoid making or implying any promises about future opportunities, beyond inviting the person to apply for positions that may appear in the future. Note that this would not be appropriate if the company did not believe the applicant was a good fit for the company in general.

ChaPter 9 Writing negative messages 321

they document evidence of performance in the event that disciplinary action is needed or an employee later disputes management decisions regarding pay or promotions.20

The worst possible outcome in an annual review is a negative surprise, such as when an employee has been working toward different goals than the manager expects or has been un- knowingly underperforming throughout the year but didn’t receive any feedback or improve- ment coaching along the way.21 To avoid negative surprises, managers should provide regular feedback and coaching as needed throughout the year if employee performance falls below expectations. In fact, some companies have gone so far as to abandon the traditional perfor- mance review altogether. The online retailer Zappos, for example, has replaced annual perfor- mance reviews with frequent status reports that give employees feedback on routine job tasks and an annual assessment of how well each employee embodies the company’s core values.22

Regardless of the specific approach a company takes, writing an effective perfor- mance review requires careful, objective assessment and a clear statement of how well an employee has done relative to agreed-on goals. If you need to write a review that includes negative information, keep the following points in mind:23

●● Document performance problems. You will need this information in order to write an effective appraisal and to support any decisions that need to be made about pay, promotions, or termination.

●● Evaluate all employees consistently. Consistency is not only fair but also helps pro- tect the company from claims of discriminatory practices.

●● Write in a calm, objective voice. The employee is not likely to welcome your nega- tive assessment, but you can manage the emotions of the situation by maintaining professional reserve in your writing.

●● Focus on opportunities for improvement. This information can serve as the foun- dation for an improvement plan for the coming year.

●● Keep job descriptions up to date. If a job evolves over time in response to changes in the business, the employees’ current activities may no longer match an outdated job description.

terMinating eMPloyMent

If an employee’s performance cannot be brought up to company standards or if factors such as declining sales cause a reduction in the workforce, a company often has no choice but to terminate employment. As with other negative employment messages, termination is fraught with emotions and legal ramifications, so careful planning, complete documen- tation, and sensitive writing are essential.

Termination messages should always be written with input from the company’s legal staff, but here are general writing guidelines to bear in mind:24

●● Clearly present the reasons for this difficult action, whether it is the employee’s per- formance or a business decision unrelated to performance.

●● Make sure the reasons are presented in a way that cannot be construed as unfair or discriminatory.

●● Follow company policy, contractual requirements, and applicable laws to the letter. ●● Avoid personal attacks or insults of any kind. ●● Ask another manager to review the letter before issuing it. An objective reviewer who

isn’t directly involved might spot troublesome wording or faulty reasoning. ●● Deliver the termination letter in person if at all possible. Arrange a meeting that will

ensure privacy and freedom from interruptions.

Any unplanned termination is clearly a negative outcome for both employer and employee, but careful attention to content and tone in the termination message can help the employee move on gracefully and minimize the misunderstandings and anger that can lead to expensive lawsuits. To review the tasks involved in this type of message, see “Checklist: Writing Negative Employment Messages.”

For the latest information on writing negative messages, visit http://real-timeupdates .com/ebc12 and click on Chapter 9.

By giving employees clear goals and regular feedback, you can help avoid unpleasant surprises in a performance review.

Negative evaluations should provide careful documentation of performance concerns.

Carefully word a termination message to avoid creating undue ill will and grounds for legal action.

http://www.prnewswire.com

322 Part 3 Crafting brief business messages

As Hailo expands around the world, it faces the challenges every growing business faces. You recently joined the company as an app development manager in the New York office. Use what you’ve learned in this chapter to address the following challenges.

1. Another manager stopped by this morning with a request to borrow two of your best employees for a three-week emergency. Under normal conditions, you wouldn’t hesitate to help, but your team has its own scheduling challenges to deal with. Plus, this isn’t the first time this manager has run into trouble, and you are confident that poor project management is the reason. Which of the following is the most diplomatic way to state your refusal while suggesting that your colleague’s management skills need improvement? a. With the commitments I’ve made, I won’t be able to bail

you out this time. b. I sympathize with the trouble you’ve gotten yourself into

again, I really do, but the commitments I’ve made on my own projects prevents me from releasing any employees for temporary assignments.

c. The commitments I’ve made won’t allow me to release any staff for temporary assignments. However, would you like to meet to discuss the techniques I’ve found useful for managing project workloads?

On the JOb: sOLving COmmuniCatiOn diLemmas at Hailo d. Instead of shifting resources around as usual, why don’t

we meet to discuss some new strategies for staffing and project management?

2. The HR department acts as an internal service provider, help- ing various departments throughout the company with hiring, benefits, training, and other employment functions. An HR rep is assigned to each division, working with the managers and employees in that department, but reporting to HR managers. As in all other professional relationships, personal aspects can enter the relationship. Even competent professionals can start to rub each other the wrong way at a personal level, which can corrode the business relationship over time. Unfortunately, that has happened with one of your best staff members. Geri Lamb is widely admired for her HR skills, but the general manager of the department where she is assigned has asked you to replace her with a new HR representative. Although you’d prefer to tell Lamb in person, schedule conflicts dictate that you send her an email. Which of these buffers would be the best way to open the message? a. Your work for the customer support department con-

tinues to be first rate, but you never can tell how these things are going to work out, can you?

b. If it were up to me, Geri, I would never deliver a message like this, but the customer support department has asked me to reevaluate the HR staffing assignments.

A. Refusing requests for employee references and recommendations

●● Don’t feel obligated to write a recommendation letter if you don’t feel comfortable doing so.

●● Take a diplomatic approach to minimize hurt feelings.

●● Compliment the reader’s accomplishments. ●● Suggest alternatives, if available. ●● Use the options available to you on social networks,

such as ignoring a request from someone you don’t know or writing a recommendation on a single positive attribute.

B. Rejecting job applicants ●● If possible, respond to all applications, even if you use

only a form message to acknowledge receipt. ●● If you use the direct approach, take care to avoid being

blunt or cold. ●● If you use the indirect approach, don’t mislead the

reader in your buffer or delay the bad news for more than a sentence or two.

●● Avoid explaining why the applicant was rejected. ●● Suggest alternatives if possible.

C. Giving negative performance reviews ●● Document performance problems throughout the year. ●● Evaluate all employees consistently. ●● Keep job descriptions up to date as employee

responsibilities change. ●● Maintain an objective and unbiased tone. ●● Use nonjudgmental language. ●● Focus on problem resolution. ●● Make sure negative feedback is documented and shared

with the employee. ●● Don’t avoid confrontations by withholding negative

feedback. ●● Ask the employee for a commitment to improve.

D. Terminating employment ●● State your reasons accurately and make sure they are

objectively verifiable. ●● Avoid statements that might expose your company to

a wrongful termination lawsuit. ●● Consult company lawyers to clarify all terms of the

separation. ●● Deliver the letter in person if at all possible. ●● End the relationship on terms as positive as possible.

CheCklist ✓ Writing negative employment messages

ChaPter 9 Writing negative messages 323

c. As I’ve expressed on many occasions, thank you once again for the top-quality work you’ve done for the customer support department over the years.

d. As you know, Geri, I continually evaluate the HR staffing assignments to make sure the various departments are satisfied with the quality of our work and the overall nature of our relationship with them.

3. Although your project management skills are quite good, you occasionally overlook something or run into unfore- seen circumstances. Halfway through the installation of a new applicant tracking system, you realized that you underestimated the complexity of linking this new technolo- gy to the company’s information systems. You now have the unpleasant task of explaining to your boss that the project will be coming in at least 20 percent over budget and possibly as high as 30 percent over. Which of the following is the best way to begin an email message to your boss? a. I messed up, big time. The applicant tracking project is

going to come in over budget. b. The applicant tracking project is going to come in at

least 20 percent over budget and possibly as much as 30 percent over.

c. I recently discovered that linking the applicant tracking to our existing IT systems was more complicated than anyone realized when I established the budget for this project. As a result of the extra work required to customize the software, the project is going to run 20 to 30 percent over budget.

d. I recently discovered that linking the applicant tracking system to our existing IT systems was more complicated than anyone realized when we established the budget for this project. The fact that there is extra work is not really my fault, per se, since it would’ve been necessary in any case, but as a result of the extra work required to

customize the software, the project is going to run 20 to 30 percent over budget.

4. You’ve found it easy to say “yes” to recommendation letter requests from former employees who were top performers, and you’ve learned to say “no” to people who didn’t perform so well. The requests you struggle with are from employees in the middle, people who didn’t really excel but didn’t really cause any trouble, either. You’ve just received a request from an HR specialist who falls smack in the middle of the middle. Unfortunately, he’s applying for a job at a firm that you know places high demands on its employees and generally hires the best of the best. He’s a great person, and you’d love to help, but in your heart, you know that if by some chance he does get the job, he probably won’t last. Plus, you don’t want to get a reputation in the industry for recommending weak candidates. How do you set the stage for the negative news? a. As your former manager, I’d like to think I can still look

out for your best interests, and I’m sorry to say, but based on what I know about the position you’re applying for, this might not be the best career move for you at this point.

b. In my view, the responsibility of writing a letter of recommendation goes beyond simply assessing a person’s skills; it must consider whether the person is applying for the right job.

c. One of the most important factors I consider when deciding whether to endorse an applicant is whether he or she is pursuing an opportunity that offers a high probability of success.

d. Writing recommendation letters bears a heavy responsibility for the job applicant and the person writing the letter. After all, I have my own reputation to protect, too.

Objective 9.1: Apply the three-step writing process to neg- ative messages.

1. Which of the following should be a goal of every negative message? a. To convey the bad news clearly b. To gain audience acceptance for the news c. To maintain as much goodwill as possible with the audience d. To maintain a good image for your organization e. To reduce or eliminate the need for future correspon-

dence on the matter, if appropriate f. None of the above g. (a), (c), and (d) h. All of the above

2. Which of the following is an effective way to maintain the “you” attitude when crafting negative messages? a. Make sure the reader clearly understands that he or she

is at fault; after all, recognizing a mistake is the first step toward improvement.

b. Make it clear that you don’t enjoy giving out bad news. c. Show respect for the reader by “soft peddling” the negative

news, implying it without really coming out and saying it directly.

d. Show respect for the reader by avoiding negative, accusatory language and emphasizing positives whenever possible.

Objective 9.2: Explain how to use the direct approach effectively when conveying negative news.

3. When using the direct approach with negative messages, you begin with a. A buffer b. An attention-getter c. The bad news d. Any of the above

324 Part 3 Crafting brief business messages

4. An advantage of using the direct approach with negative messages is that it a. Saves readers time by helping them reach the main idea

more quickly b. Eases readers into the message c. Is diplomatic d. Does all of the above

Objective 9.3: Explain how to use the indirect approach effectively when conveying negative news.

5. When using the indirect approach with negative messages, you begin with a. A buffer b. An attention-getter c. The bad news d. Any of the above

6. Which of the following is an advantage of using the indirect approach with negative messages? a. Most readers prefer the direct approach for such mes-

sages. b. It makes a shorter message possible. c. It eases the reader into the message. d. It does all of the above.

7. The purpose of using the indirect approach is to a. Help the writer avoid the unpleasant task of delivering

bad news b. Help the reader avoid the unpleasant task of receiving

bad news c. Soften the blow of the bad news for the reader d. Reduce the word count in your messages

8. A/an ____ is a neutral, noncontroversial opening statement that establishes common ground with your reader.

9. Which of the following is a good possibility to consider for use in writing a buffer? a. Look for subtle opportunities to promote your company

and its products. b. Assure the reader that your company always follows all

applicable laws and regulations. c. Indicate your understanding of the reader’s situation. d. All of the above are useful approaches.

Objective 9.4: Explain the importance of maintaining high standards of ethics and etiquette when delivering negative messages. 10. Which of the following is an important reason to take par-

ticular care to maintain ethics and etiquette when crafting negative messages? a. In many cases, the communicator needs to adhere to a

variety of laws and regulations when delivering negative messages.

b. Good ethical practice demands care and sensitivity in the content and delivery of negative messages because these messages can have a profoundly negative effect on the people who receive them.

c. Communicators need to manage their own emotions when crafting and distributing negative messages while at the same time considering the emotional needs of their audiences.

d. All of the above are important reasons to maintain ethics and etiquette in negative messages.

11. Which of the following is most characteristic of organiza- tional cultures that emphasize open communication? a. Managers are willing to listen to bad news from

employees, but they understand if employees don’t want to deliver bad news.

b. Managers expect employees to alert them to problems so that corrective action can be taken.

c. Managers reward employees who deliver bad news with extra vacation time, extra pay, or both.

d. None of the above are true.

Objective 9.5: Describe successful strategies for sending negative messages on routine business matters. 12. If you need to reject a solicited proposal from an employee,

which of the following approaches is best? a. Use the indirect approach, but avoid explaining exactly

why the proposal does not meet your needs; it’s up to the employee to figure that out.

b. Use the direct approach; rejected proposals are a fact of life of business.

c. Use the indirect approach, and provide a thoughtful and complete explanation of why the proposal does not meet your needs.

d. Don’t respond at all; doing so will only create an uncom- fortable situation for the employee.

13. Which of the following is not a normal goal when sending bad-news messages about transactions? a. Modifying the customer’s expectations b. Explaining how you plan to resolve the situation c. Identifying who is responsible for the situation so that

the customer understands you are serious about correct- ing the error

d. Repair whatever damage might have been done to the business relationship

Objective 9.6: List the important points to consider when conveying negative organizational news. 14. Which of the following best characterizes the nature of

crisis management planning? a. Good managers should be able to anticipate the specific

crisis scenarios their companies might encounter and therefore should be able to plan for every crisis in a spe- cific way.

b. Faced with everything from terrorism to technological disasters, there’s no way for managers to anticipate which crisis might hit any given business, so it’s a waste of time to plan a response.

c. Although you can’t anticipate the nature and circum- stance of every possible crisis, you can prepare by decid- ing how to handle such issues as communication with employees and the public.

d. Only negatively focused managers worry about crisis planning; positive managers keep their organizations moving toward company goals.

15. Continuing advances in communication technology make it a. Easier to control rumors through Internet filters and

other means b. More difficult to control rumors

ChaPter 9 Writing negative messages 325

c. Easier to find the people who start rumors d. Illegal to spread false rumors about public corporations

Objective 9.7: Describe successful strategies for sending negative employment-related messages. 16. Why do many experts recommend using the indirect ap-

p roach when rejecting job applicants? a. Applicants have a deep emotional investment in the

decision. b. Laws in most states require the indirect approach. c. The indirect approach is easier to write. d. The indirect approach is shorter.

17. When explaining why an applicant wasn’t chosen for a posi- tion, you should a. Be specific without being too personal, such as explain-

ing that the position requires specific skills that the applicant doesn’t yet possess

b. Point out the person’s shortcomings as that’s the honest way and the only way the person knows what he or she need to improve

c. Be as vague as possible to avoid hurting the person’s feelings

d. Avoid explaining why an applicant wasn’t chosen

Quick learning guide

ChaPter oUtline Using the Three-Step Writing Process for Negative Messages

Step 1: planning a Negative message

Step 2: writing a Negative message

Step 3: completing a Negative message

Using the Direct approach for Negative Messages

opening with a clear Statement of the Bad News

providing Reasons and additional information

closing on a Respectful Note

Using the indirect approach for Negative Messages

opening with a Buffer

providing Reasons and additional information

continuing with a clear Statement of the Bad News

closing on a Respectful Note

Maintaining High Standards of ethics and etiquette

Sending Negative Messages on routine business Matters

Making Negative announcements on routine business Matters

Rejecting Suggestions and proposals

Refusing Routine Requests

handling Bad News about Transactions

Refusing claims and Requests for adjustment

Sending Negative organizational News

communicating Under Normal circumstances

Responding to Negative information in a Social media Environment

communicating in a crisis

Sending Negative employment Messages

Refusing Requests for Employee References and Recommendation letters

Refusing Social Networking Recommendation Requests

Rejecting Job applications

Giving Negative performance Reviews

Terminating Employment

learning oBjeCtiveS

1 apply the three-step writing process to negative messages. (page 300) 2 Explain how to use the direct approach effectively when conveying negative news.

(page 303)

3 Explain how to use the indirect approach effectively when conveying negative news. (page 305)

4 Explain the importance of maintaining high standards of ethics and etiquette when delivering negative messages. (page 309)

5 Describe successful strategies for sending negative messages on routine business matters. (page 311)

key terMS

buffer A neutral, noncontroversial statement that establishes common ground with the reader in an indirect negative message

crisis management plan Plan that defines operational procedures to deal with a cri- sis, including communication tasks and responsibilities

performance review Employee evaluation procedure giving feedback on performance and guidance for future efforts

whistle-blowing Efforts by employees to report concerns about unethical or illegal behavior

6 list the important points to consider when conveying negative organizational news. (page 315)

7 Describe successful strategies for sending negative employment-related messages. (page 318)

High Emotional Involvement Indirect Approach

II. Describe recent increases in material costs that will affect the manufacturing costs of all the company’s products

V. Announce that the project is being cancelled, effective immediately

VI. Explain that management is currently deciding where to redeploy the Triton staff; their jobs are safe

VII.Thank all the employees on the Triton team for their commitment and effort; emphasize the strong prospects for the company’s other new products

The bad news

Reasoning

Additional info

Positive angle

Additional info Additional info

Respectful close

The bad news

Reasoning

Buffer

Positive angle

Reasoning

Low Emotional Involvement Direct Approach

Specific purpose: To inform employees that the free coffee stations on each floor are being removed to save money

I. Announce that the coffee stations are being removed

II. Explain that the change is part of an effort to help the company avoid temporary salary reductions during the slow economy

III. Explain that coffee and fruit will be available for purchase throughout the day in the employee cafeteria on the first floor

IV. Mention—in an upbeat way—that the walk up and down the stairs will help employees re-energize when they need a break

V. Explain that the management team will review profit levels quarter by quarter to see if the coffee stations can be put back

VI. Thank everyone for their continued efforts to boost sales and cut costs; with our combined efforts we will get through this slow period and return to solid growth as soon as possible

ChaPter 9 Writing negative messages 327

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

9.1. Would you choose the direct or indirect approach to announce that a popular employee benefit is being elimi- nated for cost reasons? Why? [LO-1]

9.2. Can you express sympathy with someone’s negative situation without apologizing for the circumstances? Explain your answer. [LO-2]

9.3. Is intentionally deemphasizing bad news the same as dis- torting graphs and charts to deemphasize unfavorable data? Why or why not? [LO-3]

9.4. An unsuccessful communication has been made at the time of a crisis by a senior manager in your organization. What, according to you, were the shortcomings of the message? [LO-6]

9.5. If your social media monitoring efforts pick up a tweet that accuses your customer service staff of lying and claims to have evidence to back it up, how would you respond? [LO-6]

9.6. How would you respond to a LinkedIn network connec- tion who asks for a recommendation when you barely remember working with this person and don’t remem- ber whether she was good at her job? [LO-7]

Practice Your Skills Messages for Analysis

Read the following messages and then (1) analyze the strengths and weaknesses of each sentence and (2) revise each message so that it follows this chapter’s guidelines.

9.7. Message 9.A: Sending Negative Organizational News [LO-6]

From: M. Juhasz, Travel & Meeting Services To: [mailing list] Subject: Travel

Dear Traveling Executives:

We need you to start using some of the budget suggestions we are going to issue as a separate memorandum. These include using videoconference equipment and web confer- encing instead of traveling to meetings, staying in cheaper hotels, arranging flights for cheaper times, and flying from less-convenient but also less-expensive suburban airports.

The company needs to cut travel expenses by fifty percent, just as we’ve cut costs in all departments of Black & Decker. This means you’ll no longer be able to stay in fancy hotels and make last-minute, costly changes to your travel plans.

You’ll also be expected to avoid hotel surcharges for phone calls and Internet access. If the hotel you want to stay in

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

doesn’t offer free wireless, go somewhere else. And never, NEVER return a rental car with an empty tank! That causes the rental agency to charge us a premium price for the gas they sell when they fill it up upon your return.

You’ll be expected to make these changes in your travel habits immediately.

Sincerely,

M. Juhasz

Travel & Meeting Services

9.8. Message 9.B: Refusing Requests for Claims and Adjustments [LO-5]

I am responding to your letter of about six weeks ago asking for an adjustment on your wireless hub, model WM39Z. We test all our products before they leave the factory; therefore, it could not have been our fault that your hub didn’t work.

If you or someone in your office dropped the unit, it might have caused the damage. Or the damage could have been caused by the shipper if he dropped it. If so, you should file a claim with the shipper. At any rate, it wasn’t our fault. The parts are already covered by warranty. However, we will provide labor for the repairs for $50, which is less than our cost, since you are a valued customer.

We will have a booth at the upcoming trade show there and hope to see you or someone from your office. We have many new models of hubs, routers, and other com- puter gear that we’re sure you’ll want to see. I’ve enclosed our latest catalog. Hope to see you there.

9.9. Message 9.C: Rejecting Job Applications [LO-7]

I regret to inform you that you were not selected for our summer intern program at Equifax. We had over a thousand résumés and cover letters to go through and simply could not get to them all. We have been asked to notify everyone that we have already selected students for the 25 positions based on those who applied early and were qualified.

We’re sure you will be able to find a suitable position for summer work in your field and wish you the best of luck. We deeply regret any inconvenience associated with our reply.

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.

Planning: Choosing the Direct or Indirect Approach [LO-1] Select which approach you would use (direct or indirect) for the following negative messages.

9.10. An email message to your boss, informing her that one of your key clients is taking its business to a different accounting firm

9.11. An email message to a customer, informing her that one of the books she ordered over the Internet is temporarily out of stock

328 Part 3 Crafting brief business messages

9.12. An instant message to a customer, explaining that the DVD recorder he ordered for his new computer is on backorder and that, as a consequence, the shipping of the entire order will be delayed

9.13. A blog post to all employees, notifying them that the company parking lot will be repaved during the first week of June and that the company will provide a shuttle service from a remote parking lot during that period

9.14. A letter from a travel agent to a customer, stating that the airline will not refund her money for the flight she missed but that her tickets are valid for one year

9.15. A form letter from a U.S. airline to a customer, explain- ing that the company cannot extend the expiration date of the customer’s frequent flyer miles even though the customer was living overseas for the past three years and unable to use the miles during that time

9.16. A letter from an insurance company to a policyholder, denying a claim for reimbursement for a special medical procedure that is not covered under the terms of the cus- tomer’s policy

9.17. A letter from an electronics store, stating that the cus- tomer will not be reimbursed for a malfunctioning mobile phone that is still under warranty (because the terms of the warranty do not cover damages to phones that were accidentally dropped from a moving car)

9.18. An announcement to the repairs department, listing parts that are on backorder and will be three weeks late

9.19. Message Strategies: Refusing Routine Requests [LO-4] As a customer service supervisor for a mobile phone company, you’re in charge of responding to customers’ requests for refunds. You’ve just received an email from a customer who unwittingly ran up a $550 bill for data charges after forgetting to disable his smartphone’s WiFi hotspot feature. The customer says it wasn’t his fault be- cause he didn’t know his roommates were using his phone to get free Internet access. However, you’ve dealt with this situation before and provided a notice to all customers to be careful about excess data charges resulting from the use of the hotspot capability. Draft a short buffer (one or two sentences) for your email reply, sympathizing with the customer’s plight but preparing him for the bad news (that company policy specifically prohibits refunds in such cases).

Etiquette: Communicating with Sensitivity and Tact; Col- laboration: Team Projects [LO-4] Working alone, revise the following statements to deemphasize the bad news. Then team up with a classmate and read each other’s revisions. Did you both use the same approach in every case? Which approach seems to be most effective for each of the revised statements?

9.20. The airline can’t refund your money. The “Conditions” section on the back of your ticket states that there are no refunds for missed flights. Sometimes the airline makes exceptions, but only when life and death are involved. Of course, your ticket is still valid and can be used on a flight to the same destination.

9.21. I’m sorry to tell you, we can’t supply the custom decora- tions you requested. We called every supplier, and none of them can do what you want on such short notice. You can, however, get a standard decorative package on the

same theme in time. I found a supplier that stocks these. Of course, it won’t have quite the flair you originally requested.

9.22. We can’t refund your money for the malfunctioning MP3 player. You shouldn’t have immersed the unit in water while swimming; the users’ manual clearly states that the unit is not designed to be used in adverse environments.

9.23. Communication Ethics [LO-4] The insurance com- pany where you work is planning to raise all premiums for health-care coverage. Your boss has asked you to read a draft of her letter to customers announcing the new, higher rates. The first two paragraphs discuss some exciting medical advances and the expanded coverage offered by your company. Only in the final paragraph do customers learn that they will have to pay more for coverage starting next year. What are the ethical implica- tions of this draft? What changes would you suggest?

9.24. Sending Negative Organizational News [LO-6] Pub- lic companies occasionally need to issue news releases to announce or explain downturns in sales, profits, demand, or other business factors. Search the web to locate a company that has issued a press release that recently reported lower earnings or other bad news and access the news release on the firm’s website. You can also search for press releases at www.prnewswire .com or www.businesswire.com. How does the head- line relate to the main message of the release? Is the re- lease organized according to the direct or the indirect approach? What does the company do to present the bad news in a favorable light—and does this effort seem sincere and ethical to you?

expand Your Skills Critique the Professionals

Locate an example online of a negative-news message from any company. Possible examples include announcements of product recalls, poor financial results, layoffs, and fines or other legal troubles. Analyze the approach the company took; was it the most effective strategy possible? Did the company apologize, if doing so would have been appropriate under the circumstances, and does the apology seem sincere? Does the tone of the mes- sage match the seriousness of the situation? Does the message end on a positive note, as appropriate? Using whatever medium your instructor requests, write a brief analysis of the message (no more than one page), citing specific elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business com- munication research. Use the Web Search function to find a website, video, PDF document, podcast, or PowerPoint presenta- tion that offers advice on writing messages that convey negative information. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

http://www.businesswire.com

ChaPter 9 Writing negative messages 329

improve Your grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the “Handbook of Grammar, Mechanics, and Usage” at the end of this book and review all of Section 2.6 (Commas). Then look at the following 10 items and indicate the letter of the preferred choice in the following groups of sentences. (Answers to these exercises appear on page 649.)

9.25. a. Please send us four cases of filters two cases of wing nuts and a bale of rags.

b. Please send us four cases of filters, two cases of wing nuts and a bale of rags.

c. Please send us four cases of filters, two cases of wing nuts, and a bale of rags.

9.26. a. Your analysis, however, does not account for returns. b. Your analysis however does not account for returns. c. Your analysis, however does not account for returns.

9.27. a. As a matter of fact she has seen the figures. b. As a matter of fact, she has seen the figures.

9.28. a. Before May 7, 1999, they wouldn’t have minded. b. Before May 7, 1999 they wouldn’t have minded.

9.29. a. Stoneridge Inc. will go public on September 9 2018. b. Stoneridge, Inc., will go public on September 9, 2018. c. Stoneridge Inc. will go public on September 9, 2018.

9.30. a. “Talk to me” Sandra said “before you change a thing.” b. “Talk to me,” Sandra said “before you change a thing.” c. “Talk to me,” Sandra said, “before you change a thing.”

9.31. a. The firm was founded during the long hard recession of the mid-1970s.

b. The firm was founded during the long, hard recession of the mid-1970s.

c. The firm was founded during the long hard, recession of the mid-1970s.

9.32. a. You can reach me at this address: 717 Darby St., Scottsdale, AZ 85251.

b. You can reach me at this address: 717 Darby St., Scottsdale AZ 85251.

c. You can reach me at this address: 717 Darby St., Scottsdale, AZ, 85251.

9.33. a. Transfer the documents from Fargo, North Dakota to Boise, Idaho.

b. Transfer the documents from Fargo North Dakota, to Boise Idaho.

c. Transfer the documents from Fargo, North Dakota, to Boise, Idaho.

9.34. a. Sam O’Neill the designated representative is gone today.

b. Sam O’Neill, the designated representative, is gone today.

c. Sam O’Neill, the designated representative is gone today.

For additional exercises focusing on commas, visit MyBCommLab. Click on Chapter 9, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and then click on 14. Fused sentences and comma splices.

Website links for selected companies mentioned in cases can be found in the Student Assignments section at http://real-time updates.com/ebc12.

Negative Messages on Routine Business Matters eMail SKillS

9.35. Message Strategies: Rejecting Suggestions and Proposals; Communication Ethics: Making Ethical Choices [LO-5] Sometimes work colleagues can behave in way which you may find to be unethical and difficult to accept. When working with a particular colleague, you discover that the criticisms she has been making to you about your organisation have been frequently voiced to customers. You received this in- formation from three sources, two customers who told you they were no longer buying from the company because of what your colleague told them and a next door neighbour who knows your colleague.

Your task: After talking to your colleague about this, verifying the truth and asking her to stop, she refuses and says that she does

not care and that when she can get another job she will be leaving anyway. You think this is unethical behaviour and so you decide (rightly) that you must inform your manager. Write an email to your manager that informs him of the situation providing him with factual information and your concerns. This must reflect that, despite everything, you do not know the full situation.

MicrobloggiNg SKillS

9.36. Message Strategies: Making Routine Negative Announcements [LO-5] As the owner of an online high value bespoke shopping service, you quite often have to wait for goods to arrive in your warehouse when ordered by customers. This means the customer also has to wait for delivery but is nec- essary because of the individual nature and expanse of the items ordered. You make this very clear under you terms and condi- tions but still receive complaints from time to time. As a service and a marketing tool you invite customers to your Twitter ac- count which helps keep them informed of current circumstances regarding your stocks.

Your task: Write a series of six tweets to be posted over for weeks which inform customers of a manufacturer delay of one month

cases

http://www.face-book.com/AmazonUK

330 Part 3 Crafting brief business messages

for one of your most popular products. Make sure that you in- clude some attractive promotional messages in these tweets.

eMail SKillS

9.37. Message Strategies: Rejecting Suggestions and Proposals [LO-5] Walter Joss is one of the best employees in your department, a smart and hard worker with a keen mind for business. His upbeat attitude has helped the entire department get through some rough times recently, and on a personal level, his wise counsel helped you grow into a leadership role when you were promoted to marketing manager several years ago.

You generally welcome Joss’s input on the department’s operations, and you have implemented several of his ideas to improve the company’s marketing efforts. However, the pro- posal he emailed you yesterday was not his best work, to put it mildly. He proposed that the company dump the advertising agency it has used for a decade and replace it with some new agency you’ve never heard of. The only reasons he offered were that the agency “had become unresponsive” and that a “smaller agency could meet our needs better.” He failed to address any of the other criteria that are used to select advertising agencies, such as costs, creative skills, technical abilities, geographic reach, research capabilities, and media experience.

This is the first you’ve heard any criticism of the agency, and in fact, their work has helped your company increase sales every year.

Your task: Draft an email message to Joss, rejecting his proposal. (Note that in a real-life setting, you would want to discuss this with Joss in person, rather than through email, but use email for the purposes of this exercise.)

eMail SKillS

9.38. Message Strategies: Making Routine Negative Announcements [LO-5] You’ve been proud of many things your gardening tool company has accomplished as it grew from just you working in your basement shop to a nationally known company that employs more than 200 people. However, nothing made you prouder than the company’s Helping Our Hometown Grow program, in which employees volunteer on company time to help residents in your city start their own vegetable gardens, using tools donated by the company. Nearly 50 employees par- ticipated directly, helping some 500 families supplement their grocery budgets with home-grown produce. Virtually everyone in the company contributed, though, because employees who didn’t volunteer to help in the gardens pitched in to cover the work responsibilities of the volunteers.

Sadly, 10 years after you launched the program, you have reached the inescapable conclusion that the company can no lon- ger afford to keep the program going. With consumers around the country still struggling with the after-effects of a deep reces- sion, sales have been dropping for the past three years—even as lower cost competitors step up their presence in the market. To save the program, you would have to lay off several employees, but your employees come first.

Your task: Write an email to the entire company, announcing the cancellation of the program.

TelePHoNe SKillS

9.39. Message Strategies: Making Routine Negative Announcements [LO-5] Vail Products of Toledo, Ohio, manufactured a line of beds for use in hospitals and other institu- tions that have a need to protect patients who might otherwise fall out of bed and injure themselves (including patients with cognitive impairments or patterns of spasms or seizures). These “enclosed bed systems” use a netted canopy to keep patients in bed rather than the traditional method of using physical restraints such as straps or tranquilizing drugs. The intent is humane, but the design is flawed: At least 30 patients have become trapped in the various parts of the mattress and canopy structure, and 8 of them have suffocated.

Working with the U.S. Food and Drug Administration (FDA), Vail issued a recall on the beds, as manufacturers often do in the case of unsafe products. However, the recall is not really a recall. Vail will not be replacing or modifying the beds, nor will it accept returns. Instead, the company is urging institutions to move patients to other beds, if possible. Vail has also sent out revised manuals and warning labels to be placed on the beds. The compa- ny also announced that it is ceasing production of enclosed beds.

Your task: A flurry of phone calls from concerned patients, family members, and institutional staff is overwhelming the sup- port staff. As a writer in Vail’s corporate communications office, you’ve been asked to draft a short script to be recorded on the company’s phone system. When people call the main number, they’ll hear “Press 1 for information regarding the recall of Model 500, Model 1000, and Model 2000 enclosed beds.” After they press 1, they’ll hear the message you’re about to write, explain- ing that although the action is classified as a recall, Vail will not be accepting returned beds, nor will it replace any of the affected beds. The message should also assure customers that Vail has already sent revised operating manuals and warning labels to every registered owner of the beds in question. The phone sys- tem has limited memory, and you’ve been directed to keep the message to 75 words or less.25

MicrobloggiNg SKillS

9.40. Message Strategies: Making Routine Negative Announcements [LO-5] JetBlue was one of the first com- panies to incorporate the Twitter microblogging service into its customer communications, and thousands of fliers and fans now follow the airline’s Twittering staff members. Messages include announcements about fare sales (such as limited-time auctions on eBay or special on-site sales at shopping malls), celebrations of company milestones (such as the opening of the carrier’s new terminal at New York’s JFK airport), schedule updates, and even personalized responses to people who Twitter with questions or complaints about the company.26

Your task: Write a Tweet alerting JetBlue customers to the pos- sibility that Hurricane Isaac might disrupt flight schedules from August 13 through August 15. Tell them that decisions about delays and cancellations will be made on a city-by-city basis and will be announced on Twitter and the company’s website. The URL will take 20 characters, so you have 120 characters (includ- ing spaces) for your message.

ChaPter 9 Writing negative messages 331

bloggiNg SKillS / PorTfolio bUilDer

9.41. Message Strategies: Making Routine Negative Announcements [LO-5] Marketing specialists usually cel- ebrate when target audiences forward their messages to friends and family—essentially acting as unpaid advertising and sales representatives. In fact, the practice of viral marketing is based on this hope. For one Starbucks regional office, however, viral mar- keting started to make the company just a bit sick. The office sent employees in the Southeast an email coupon for a free iced drink and invited them to share the coupon with family and friends. To the surprise of virtually no one who understands the nature of online life, the email coupon multiplied rapidly, to the point that Starbucks stores all around the country were quickly over- whelmed with requests for free drinks. The company decided to immediately terminate the free offer, a month ahead of the expi- ration date on the coupon.27

Your task: Write a one-paragraph message that can be posted on the Starbucks website and at individual stores, apologizing for the mix-up and explaining that the offer is no longer valid.

eMail SKillS

9.42. Message Strategies: Refusing Claims and Requests for Adjustment [LO-5] Your company markets a line of rugged smartphone cases designed to protect the sen- sitive devices from drops, spills, and other common accidents. Your guarantee states that you will reimburse customers for the cost of a new phone if the case fails to protect it from any of the following: (a) a drop of no more than 6 feet onto any surface; (b) spills of any beverage or common household chemical; (c) being crushed by any object of up to 100 pounds; or (d) being chewed on by dogs, cats, or other common household pets.

Jack Simmons, a rancher from Wyoming, emailed your customer support staff, requesting a reimbursement after he dropped his iPhone in his hog barn and a 900-pound boar crushed it in a single bite.

Your task: Write an email response to the customer, denying his request for a new phone.

PoDcaSTiNg SKillS

9.43. Message Strategies: Negative Announcements on Routine Matters [LO-5] In recent years you have been providing support for a number of elderly people living in a home alongside your father who passed away recently. You used to visit your father regularly and socialised with him, running errands and keeping contact as much as you could. In doing this you ‘adopted’ a number of other residents and ran similar errands for them at the same time.This resulted in both the residents and the managers of the home enjoying and appreciating your vol- untary service. Since your father died you have found better paid employment in another city which means you have to move and can no longer help.

Your task: Plan how to break your news, with care, at the next residents meeting and write an email, before the meeting, to the management so they are prepared to help residents who will be upset.

eMail SKillS / PorTfolio bUilDer

9.44. Message Strategies: Negative Announcements on Routine Matters [LO-5] You can certainly sympathize with employees when they complain about having their email and instant messages monitored, but you’re implementing a company policy that all employees agree to abide by when they join the company. Your firm, Webcor Builders of San Mateo, California, is one of the estimated 60 percent of U.S. companies with such monitoring systems in place. More and more compa- nies use these systems (which typically operate by scanning mes- sages for keywords that suggest confidential, illegal, or otherwise inappropriate content) in an attempt to avoid instances of sexual harassment and other problems.

As the chief information officer, the manager in charge of computer systems in the company, you’re often the target when employees complain about being monitored. Consequently, you know you’re really going to hear it when employees learn that the monitoring program will be expanded to personal blogs as well.

Your task: Write an email message to be distributed to the entire workforce, explaining that the automated monitoring program is about to be expanded to include employees’ personal blogs. Explain that, while you sympathize with employee concerns regarding privacy and freedom of speech, it is the management team’s responsibility to protect the company’s intellectual prop- erty and the value of the company name. Therefore, employees’ personal blogs will be added to the monitoring system to ensure that employees don’t intentionally or accidentally expose com- pany secrets or criticize management in a way that could harm the company.28

leTTer WriTiNg SKillS

9.45. Message Strategies: Negative Announcements on Routine Matters [LO-5] Your company, PolicyPlan Insurance Services, is a 120-employee insurance claims proces- sor based in Milwaukee. PolicyPlan has engaged Midwest Spar- kleen for interior and exterior cleaning for the past five years. Midwest Sparkleen did exemplary work for the first four years, but after a change of ownership last year, the level of service has plummeted. Offices are no longer cleaned thoroughly, you’ve had to call the company at least six times to remind them to take care of spills and other messes they’re supposed to address rou- tinely, and they’ve left toxic cleaning chemicals in a public hall- way on several occasions. You have spoken with the owner about your concerns twice in the past three months, but his assurances that service would improve have not resulted in any noticeable improvements. When the evening cleaning crew forgot to lock the lobby door last Thursday—leaving your entire facility vul- nerable to theft from midnight until 8:00 Friday morning—you decided it was time for a change.

Your task: Write a letter to Jason Allred, owner of Midwest Spar- kleen, 4000 South Howell Avenue, Milwaukee, WI, 53207, telling him that PolicyPlan will not be renewing its annual cleaning con- tract with Midwest Sparkleen when the current contract expires at the end of this month. Cite the examples identified above, and keep the tone of your letter professional.

332 Part 3 Crafting brief business messages

Negative Organizational News MicrobloggiNg SKillS

9.46. Message Strategies: Responding to Rumors [LO-6] You are a manager in an office with team of ten staff working for a large multinational company. The team you man- age are part of one small department in the head office of your organisation in which over 2,000 people work. Many people work at the level of your team in the company hierarchy and the culture is relatively relaxed and friendly. As with many work situations, there are jokes which are passed from one person to another, apocryphal stories and rumours about various sub- jects. There have been very very few harmful situations and most rumours have been part of general inconsequential banter.

One day, one of your team comes to you in a very distressed state and complains about a rumour concerning herself that she has become aware of. The rumour is that she has been arrested and handcuffed by police recently. In truth, she was seen talking to several policemen outside a shopping centre having witnessed a woman shoplifting and the culprit had just been arrested.

Your task: To stop the rumours, which are harmful, incorrect and very distressing, write an email to be sent to staff, and an inclusion for the company blog which provides the facts and requires staff to halt the propagation of this particular rumour. Ensure that all staff understand that propagating personal rumours is not an acceptable practice and must stop.

bloggiNg SKillS

9.47. Message Strategies: Negative Organizational Announcements [LO-6] Imagine working as product manager for a pharmaceutical manufacturer when your prod- uct, a revolutionary new cough treatment, has been on sale for six months and has become really popular. With current sales growth rates, the company will hit profit targets meaning all employees will receive a bonus at the end of a year. You, your team and the sales team are receiving a lot of praise for your suc- cess. Unfortunately, some unexpected side-effects are noticed and the product comes under suspicion as the cause. The Gov- ernment health department orders immediate suspension of sales until further tests prove whether or not the product is safe.

Your task: As product manager it is your responsibility to break the bad news to the employees who, you know, will be disappoint- ed because it is certain that they will lose their bonus as a result of suspension of sales. You must construct an email for your CEO to send out to staff explaining the current situation. Write the email in a way that helps staff understand the circumstances and mini- mises any disappointment.

bloggiNg SKillS / PorTfolio bUilDer

9.48. Message Strategies: Communicating in a Crisis [LO-6] One of your company’s worst nightmares has just come true. EQ Industrial Services (EQIS), based in Wayne, Michigan, operates a number of facilities around the country that dispose of, recycle, and transport hazardous chemical wastes. Last night, explosions and fires broke out at the company’s Apex, North Carolina, facility, forcing the evacuation of 17,000 local residents.

Your task: It’s now Friday, the day after the fire. Write a brief post for the company’s blog, covering the following points:

●● A fire broke out at the Apex facility at approximately 10 p.m. Thursday.

●● No one was in the facility at the time. ●● Because of the diverse nature of the materials stored at the

plant, the cause of the fire is not yet known. ●● Rumors that the facility stores extremely dangerous chlorine

gas and that the fire was spreading to other nearby busi- nesses are not true.

●● Special industrial firefighters hired by EQIS have already brought the fire under control.

●● Residents in the immediate area were evacuated as a precau- tion, and they should be able to return to their homes tomor- row, pending permission from local authorities.

●● Several dozen residents were admitted to local hospitals with complaints of breathing problems, but most have been released already; about a dozen emergency responders were treated as well.

●● At this point (Friday afternoon), tests conducted by the North Carolina State Department of Environment and Natu- ral Resources “had not detected anything out of the ordinary in the air.”

Conclude by thanking the local police and fire departments for their assistance and directing readers to EQIS’s toll-free hot line for more information.29

bloggiNg SKillS

9.49. Message Strategies: Responding to Rumors and Public Criticism [LO-6] Spreading FUD—fear, uncertainty, and doubt—about other companies is one of the less-honorable ways of dealing with competition in the business world. For example, someone can start a “whisper campaign” in the market- place, raising fears that a particular company is struggling finan- cially. Customers who don’t want to risk future instability in their supply chains might then shift their purchasing away from the company, based on nothing more than the false rumor.

Your task: Find the website of any company that seems interest- ing. Imagine you are the CEO and the company is the subject of an online rumor about impending bankruptcy. Explore the website to get a basic feel for what the company does. Making up any infor- mation you need, write a post for the company’s blog, explaining that the bankruptcy rumors are false and that the company is on solid financial ground and plans to keep serving the industry for many years to come. (Be sure to review page 316 for tips.)

Social NeTWorKiNg SKillS

9.50. Message Strategies: Responding to Rumors and Public Criticism [LO-6] Amazon use Facebook (www.face- book.com/AmazonUK) to promote their services but in doing so receive a number of negative posts. The following comment was copied from their UK Facebook page, “Nice of Amazon to send me an email telling me, an Amazon Prime member, that my order will not be delivered today and to “allow an additional day or two”. I assume that when it’s time to pay my next year’s

ChaPter 9 Writing negative messages 333

membership - in the unlikely event of that happening - I will be permitted to discount my membership “by an additional tenner or two”.

Your task: Discuss this with a colleague and, together, devise a policy you would introduce to handle this kind of complaint. Use the information found in this chapter to create your policy so that you can respond, on Facebook, to this customer. Then write the being careful to avoid inflaming the situation and provide a constructive response that will reflect well on the organisation. Send your plan and response to your tutor.

Negative Employment Messages Social NeTWorKiNg SKillS / eMail SKillS

9.51. Message Strategies: Refusing Requests for Recommendations [LO-7] You’re delighted to get a mes- sage from an old friend and colleague, Heather Lang. You’re delighted right up to the moment you read her request that you write a recommendation about her web design and program- ming skills for your LinkedIn profile. You would do just about anything for Lang—anything except recommend her web design skills. She is a master programmer whose technical wizardry saved more client projects than you can count, but when it comes to artistic design, Lang simply doesn’t have “it.” From gaudy color schemes to unreadable type treatment to confusing layouts, her design sense is as weak as her technical acumen is strong.

Your task: First, write a brief email to Lang, explaining that you would be most comfortable highlighting her technical skills because that is where you believe her true strengths lie. Second, write a two-sentence recommendation that you could include in your LinkedIn profile, recommending Lang’s technical skills. Make up or research any details you need.

TelePHoNe SKillS

9.52. Message Strategies: Terminating Employment [LO-7] As the human resources manager at Alion Science and Technology, a military research firm in McLean, Virginia, you were thrilled when one of the nation’s top computer visu- alization specialists accepted your job offer. Claus Gunnstein’s skills would have made a major contribution to Alion’s work in designing flight simulators and other systems. Unfortunately, the day after he accepted the offer, Alion received news that a major Pentagon contract had been canceled. In addition to letting sev- eral dozen current employees know that the company will be forced to lay them off, you need to tell Gunnstein that Alion has no choice but to rescind the job offer.

Your task: Outline the points you’ll need to make in a telephone call to Gunnstein. Pay special attention to your opening and closing statements. (You’ll review your plans for the phone call with Alion’s legal staff to make sure everything you say follows employment law guidelines; for now, just focus on the way you’ll present the negative news to Gunnstein. Feel free to make up any details you need.)30

eMail SKillS

9.53. Message Strategies: Refusing Requests for Recommendations [LO-5] Well, this is awkward. Daniel Sturgis, who quit last year just as you were planning to fire him for consistently failing to meet agreed-on performance targets, has just emailed you from his new job, asking for a recommen- dation. He says his new job is awful and he regrets leaving your company. He knows you don’t have any openings, but he would be grateful for a recommendation.

Your task: Write an email message to Sturgis, explaining that you will not be able to write him a recommendation. Make up any details you need.

MeMo WriTiNg SKillS / PorTfolio bUilDer

9.54. Message Strategies: Negative Performance Reviews [LO-7] Elaine Bridgewater, the former profession- al golfer you hired to oversee your golf equipment company’s relationship with retailers, knows the business inside and out. As a former touring pro, she has unmatched credibility. She also has seemingly boundless energy, solid technical knowl- edge, and an engaging personal style. Unfortunately, she hasn’t been quite as attentive as she needs to be when it comes to communicating with retailers. You’ve been getting complaints about voicemail messages gone unanswered for days, confus- ing emails that require two or three rounds of clarif ication, and reports that are haphazardly thrown together. As valuable as Bridgewater’s other skills are, she’s going to cost the company sales if this goes on much longer. The retail channel is vital to your company’s survival, and she’s the employee most involved in this channel.

Your task: Draft a brief (one page maximum) informal perfor- mance appraisal and improvement plan for Bridgewater. Be sure to compliment her on the areas in which she excels but don’t shy away from highlighting the areas in which she needs to improve, too: punctual response to customer messages; clear writing; and careful revision, production, and proofreading. Use what you’ve learned in this course so far to supply any additional advice about the importance of these skills.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

9.55. What are the five main goals in delivering bad news? [LO-1] 9.56. What are three techniques for deemphasizing negative news? [LO-3]

334 Part 3 Crafting brief business messages

endnotes 1. Email from Hailo dated 29 October 2013; Hailo website, accessed 22 February 2015, www.hailoapp.com; Natasha Lomas, “Hailo Ups Its Minimum Fare in London to £10, Triggers Licensing Complaints,” 31 October 2013, TechCrunch, http://techcrunch.com. 2. Ian McDonald, “Marsh Can Do $600 Million, but Apologize?” Wall Street Journal, 14 January 2005, C1, C3; Adrienne Carter and Amy Borrus, “What if Companies Fessed Up?” BusinessWeek, 24 January 2005, 59–60; Patrick J. Kiger, “The Art of the Apology,” Workforce Management, October 2004, 57–62. 3. Ameeta Patel and Lamar Reinsch, “Companies Can Apologize: Corporate Apologies and Legal Liability,” Business Communication Quarterly, March 2003, www.elibrary.com. 4. John Guiniven, “Sorry! An Apology as a Strategic PR Tool,” Public Relations Tactics, December 2007, 6. 5. “Target Issues Written Apology for Security Breach,” NBC Chicago website, 13 January 2014, www.nbcchicago.com. 6. Quinn Warnick, “A Close Textual Analysis of Corporate Layoff Memos,” Business Communication Quarterly, September 2010, 322–326. 7. “Advice from the Pros on the Best Way to Deliver Bad News,” Report on Customer Relationship Management, 1 February 2003, www.elibrary.com. 8. Ben Levisohn, “Getting More Workers to Whistle,” BusinessWeek, 28 January 2008, 18. 9. “Less Than Half of Privately Held Businesses Support Whistleblowing,” Grant Thornton website, accessed 13 October 2008, www.internationalbusinessreport.com. 10. Steve Karnowski, “New Food Safety Law Protects Whistleblowers,” Bloomberg Businessweek, 11 February 2011, www.businessweek.com. 11. Christopher Elliott, “7 Ways Smart Companies Tell Customers ‘No,’” CBS Money Watch, 7 June 2011, www.cbsnews.com. 12. Micah Solomon, “Mean Tweets: Managing Customer Complaints,” CNBC, 22 February 2012, www.cnbc.com; “When Fans Attack: How to Defend a Brand’s Reputation Online,” Crenshaw Communications blog, 20 May 2010, http://crenshawcomm.com; Leslie Gaines-Ross, “Reputation Warfare,” Harvard Business Review, December 2010, 70–76; David Meerman Scott, “The US Air Force: Armed with Social Media,” WebInkNow blog, 15 December 2008, www.webinknow.com; Matt Rhodes, “How to React If Somebody Writes About Your Brand Online,” FreshNetworks blog, 9 January 2009, www.freshnetworks.com; Matt Rhodes, “Social Media as a Crisis Management Tool,” Social Media Today blog, 21 December 2009, www.socialmediatoday.com. 13. Courtland L. Bovée, John V. Thill, George P. Dovel, and Marian Burk Wood, Advertising Excellence (New York: McGraw-Hill, 1995), 508–509; John Holusha, “Exxon’s Public-Relations Problem,” New York Times, 12 April 1989, D1. 14. Omowale Casselle, “Really, You Want ME to Write YOU a LinkedIn Recommendation,” RecruitingBlogs, 22 April 2010, www.recruitingblogs.com. 15. “LinkedIn Profiles to Career Introductions: When You Can’t Recommend Your Friend,” Seattle Post-Intelligencer Personal Finance blog, 16 November 2010, http://blog.seattlepi.com.

16. Neal Schaffer, “How Should I Deal with a LinkedIn Recommendation Request I Don’t Want to Give?” Social Web School, 20 January 2010, http://humancapitalleague.com. 17. Dawn Wolf, “Job Applicant Rejection Letter Dos and Donts— Writing an Appropriate ‘Dear John’ Letter to an Unsuccessful Applicant,” 31 May 2009, Employment Blawg.com, www.employment blawg.com. 18. Wolf, “Job Applicant Rejection Letter Dos and Donts”; “Prohibited Employment Policies/Practices,” U.S. Equal Employment Opportunity Commission, accessed 14 July 2010, www.eeoc.gov; Susan M. Heathfield, “Candidate Rejection Letter,” About.com, accessed 14 July 2010, http://humanresources.about.com; “Rejection Letters Under Scrutiny: 7 Do’s & Don’ts,” Business Management Daily, 1 April 2009, www.businessmanagementdaily.com. 19. Judi Brownell, “The Performance Appraisal Interviews: A Multipurpose Communication Assignment,” Bulletin of the Association for Business Communication 57, no. 2 (1994): 11–21. 20. Susan Friedfel, “Protecting Yourself in the Performance Review Process,” Workforce Management, April 2009, www.workforce.com. 21. Kelly Spors, “Why Performance Reviews Don’t Work—And What You Can Do About It,” Independent Street blog, Wall Street Journal, 21 October 2008, http://blogs.wsj.com. 22. Rita Pyrillis, “Is Your Performance Review Underperforming?” Workforce Management, May 2011, 20–22, 24–25. 23. Friedfel, “Protecting Yourself in the Performance Review Process.” 24. E. Michelle Bohreer and Todd J. Zucker, “Five Mistakes Managers Make When Terminating Employees,” Texas Lawyer, 2 May 2006, www.law.com; Deborah Muller, “The Right Things to Do to Avoid Wrongful Termination Claims,” Workforce Management, October 2008, www.workforce.com; Maria Greco Danaher, “Termination: Telling an Employee,” Workforce Management, accessed 14 July 2010, www.workforce.com. 25. “FDA Notifies Public That Vail Products, Inc., Issues Nationwide Recall of Enclosed Bed Systems,” FDA press release, 30 June 2005, www.fda.gov. 26. Twitter/JetBlue website, accessed 29 October 2008, http://twitter .com/JetBlue. 27. “Viral Effect of Email Promotion,” Alka Dwivedi blog, accessed 19 October 2006, www.alkadwivedi.net; Teresa Valdez Klein, “Starbucks Makes a Viral Marketing Misstep,” Blog Business Summit website, accessed 19 October 2006, www .blogbusinesssummit.com. 28. Pui-Wing Tam, Erin White, Nick Wingfield, and Kris Maher, “Snooping Email by Software Is Now a Workplace Norm,” Wall Street Journal, 9 March 2005, B11. 29. Environmental Quality Company press releases, accessed 27 October 2006, www.eqonline.com; “N.C. Residents to Return After Fire,” Science Daily, 6 October 2006, www.sciencedaily.com; “Hazardous Waste Plant Fire in N.C. Forces 17,000 to Evacuate,” FOXNews.com, 6 October 2006, www.foxnews.com. 30. Alion website, accessed 19 August 2005, www.alionscience.com.

http://www.hailoapp.com

http://techcrunch.com

http://www.elibrary.com

http://www.nbcchicago.com

http://www.elibrary.com

http://www.internationalbusinessreport.com

http://www.freshnetworks.com

http://www.cbsnews.com

http://www.cnbc.com

http://crenshawcomm.com

http://www.webinknow.com

http://www.socialmediatoday.com

http://www.recruitingblogs.com

http://blog.seattlepi.com

http://humancapitalleague.com

http://www.employmentblawg.com

http://www.eeoc.gov

http://humanresources.about.com

http://www.businessmanagementdaily.com

http://blogs.wsj.com

http://www.law.com

http://twitter.com/JetBlue

http://www.fda.gov

http://www.alkadwivedi.net

http://www.eqonline.com

http://www.sciencedaily.com

http://www.foxnews.com

http://www.alionscience.com

http://www.employmentblawg.com

http://twitter.com/JetBlue

www.blogbusinesssummit.com

335

On the JOb: COmmuniCating at Red Ants PAnts

Building a Business That Fits Sarah Calhoun was fed up. The rugged work she was doing in her adopted home state of Montana, including clearing trails and peeling logs, was destroying her not-so-rugged clothes. She switched to men’s work pants, which were tough enough for the job but didn’t fit.

Tired of constantly putting down her tools so she could pull up her misfit britches, Calhoun decided to solve the problem her- self. She launched Red Ants Pants with the focus on providing hardwearing pants for hardworking women, meeting the needs of customers whose work makes clothing a matter of practical

Writing Persuasive messages10

Learning ObJeCtives After studying this chapter, you will be able to

1 Apply the three-step writing process to persuasive messages. 2 Describe an effective strategy for developing persuasive

business messages, and identify the three most common categories of persuasive business messages.

3 Describe an effective strategy for developing marketing and sales messages, and explain how to modify your approach when writing promotional messages for social media.

4 Identify steps you can take to avoid ethical lapses in mar- keting and sales messages.

Sarah Calhoun connects with customers by communicating in a fun, authentic, respectful way.

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P et

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ar ah

C al

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336 Part 3 Crafting brief business messages

utility and even on-the-job safety. Red Ants Pants are made from tough, heavy cloth and in both “straight” and “curvy” styles to provide a better fit for more women. In addition, they come in two or three times as many waist/inseam combinations as typical pants, greatly increasing the chance that every woman will find exactly the size she needs.

Why “Red Ants Pants,” by the way? In a conversation with a biologist about the social behaviors of ants, she learned that in red ant colonies, females do most of the work. In keeping with the cheeky style she adopted for all her company’s communi- cation, she uses the name as a salute to hardworking women everywhere.

Calhoun knew there was a market for her product, but launching a company in the fiercely competitive global cloth- ing industry—and doing so from the tiny town of White Sulphur Springs, Montana, no less—was a huge challenge. However, from the start she has used size and independence to her advan- tage, making choices that fit her personal values and the needs of her customers. For example, unlike with most clothing brands, she choose to keep production in the United States, rather than offshoring in pursuit of the lowest possible costs.

That spirit of independence extends to her customer communication efforts, demonstrating both the greater flex- ibility that small companies often have compared to their larger, “more corporate” competitors—and the need to exercise creative brain power over brute-force budget power. Her com- munication style is more fun and more daring that the typical

corporation would attempt, for example, and it seems to reso- nate with buyers. How many clothing companies would use photographs (discreetly staged, to be sure) to suggest that hardworking women would rather wear no pants than wear pants that don’t fit?

Without a significant marketing budget, Calhoun looks for low-cost, high-visibility ways to reach customers. Her most unusual is hitting the highway in an ant-decorated Airstream travel trailer with her sales manager on trips they call the “Tour de Pants.” They invite women to stage in-home gatherings, much like old-school Tupperware parties. Through visiting customers in their homes and hearing stories about women working in what are often male-dominated professions, Calhoun also gains invaluable marketing research insights.

Calhoun’s most ambitious communication effort so far has been sponsoring the Red Ants Pants Music Festival, which has attracted such major American artists as Lyle Lovett and Guy Clark. All profits go to the Red Ants Pants Foundation, which she started to “support family farms and ranches, women in busi- ness, and rural initiatives.”

The combination of meeting customer needs with quality products and a creative marketing effort is paying off. Red Ants Pants now has customers all across the country and around the world, from Europe to Australia, and even women working the research stations in Antarctica.1

www.redantpants.com

Using the three-step Writing Process for Persuasive Messages Sarah Calhoun (profiled in the chapter opening On the Job) understands that successful businesses rely on persuasive messages in both internal and external communication. Whether you’re trying to convince your boss to open a new office in Europe or encourage potential customers to try your products, you need to call on your abilities of persuasion—the attempt to change an audience’s attitudes, beliefs, or actions.2 Because persuasive messages ask audiences to give something of value (money in exchange for a product, for example) or take substantial action (such as changing a corporate policy), they are more challenging to write than routine messages. Successful professionals understand that persuasion is not about trickery or getting people to act against their own best interests; it’s about letting audiences know they have choices and presenting your offering in the best possible light.3

SteP 1: Planning PerSuaSive MeSSageS

In today’s information-saturated business environment, having a great idea or a great product is no longer enough. Every day, untold numbers of good ideas go unnoticed and good products go unsold simply because the messages meant to promote them aren’t compelling enough to be heard above the competitive noise. Creating successful persuasive messages in these challenging situations demands careful attention to all four tasks in the planning step, starting with an insightful analysis of your purpose and your audience.

1 LeARning ObjectiveApply the three-step writing process to persuasive messages.

Persuasion is the attempt to change someone’s attitudes, beliefs, or actions.

Having a great idea or a great product is not enough; you need to be able to convince others of its merits.

http://www.redantpants.com

ChaPter 10 Writing Persuasive messages 337

Analyzing the situation In defining your purpose, make sure you’re clear about what you really hope to achieve. Suppose you want to persuade company executives to support a particular research project. But what does “support” mean? Do you want them to pat you on the back and wish you well? Or do you want them to give you a staff of five researchers and a $1 million annual budget?

The best persuasive messages are closely connected to your audience’s desires and interests (see Figure 10.1).4 Consider these important questions: Who is my audi- ence? What are my audience members’ needs? What do I want them to do? How might they resist? Are there alternative positions I need to examine? What does the decision maker consider to be the most important issue? How might the organization’s culture influence my strategy?

To understand and categorize audience needs, you can refer to specific informa- tion, such as demographics (the age, gender, occupation, income, education, and other quantifiable characteristics of the people you’re trying to persuade) and psychographics (personality, attitudes, lifestyle, and other psychological characteristics). When analyzing your audiences, take into account their cultural expectations and practices so that you don’t undermine your persuasive message by using an inappropriate appeal or by orga- nizing your message in a way that seems unfamiliar or uncomfortable to your readers.

If you aim to change someone’s attitudes, beliefs, or actions, it is vital to understand his or her motivation—the combination of forces that drive people to satisfy their needs. Table 10.1 on the next page lists some of the needs that psychologists have identified or suggested as being important in influencing human motivation. Obviously, the more closely a persuasive message aligns with a recipient’s existing motivation, the more effec- tive the message is likely to be. For example, if you try to persuade consumers to purchase a product on the basis of its fashion appeal, that message will connect with consum- ers who are motivated by a desire to be in fashion, but it probably won’t connect with consumers driven more by functional or financial concerns.

Clarifying your purpose is an essential step with persuasive messages.

The message outlines the company’s services but does so in a way that addresses the client’s needs at every step.

This paragraph succinctly answers the client’s first question, which was whether the company had experience editing business books like the one he has written. By mentioning bestsellers, the message also addresses the client’s emotional and financial needs to publish a successful book.

This section addresses the common urge to jump right into the final stages of editing by explaining that ultimately doesn’t meet the client’s true objectives. Note the effective use of metaphor here as well.

Figure 10.1 Appealing to Audience Needs This draft of a response to an inquiry about an editorial company’s services addresses the writer’s concerns about the time, cost, and effectiveness of the company’s services. Source: MS Office Word 2013, © Microsoft.

Demographics include characteristics such as age, gender, occupation, income, and education.

Psychographics include charac- teristics such as personality, attitudes, and lifestyle.

Motivation is the combination of forces that drive people to satisfy their needs.

338 Part 3 Crafting brief business messages

tabLe 10.1 human needs that influence Motivation

need implications for communication

Basic physiological requirements: The needs for food, water, sleep, oxygen, and other essentials

Everyone has these needs, but the degree of attention an individual gives to them often depends on whether the needs are being met; for instance, an advertisement for sleeping pills will have greater appeal to someone suffering from insomnia than to someone who has no problem sleeping.

Safety and security: The needs for protection from bodily harm, for the safety of loved ones, and for financial security, protection of personal identity, career security, and other assurances

These needs influence both consumer and business decisions in a wide variety of ways; for instance, advertisements for life insurance often encourage parents to think about the financial security of their children and other loved ones.

Affiliation and belonging: The needs for companionship, acceptance, love, popularity, and approval

The need to feel loved, accepted, or popular drives a great deal of human behavior, from the desire to be attractive to potential mates to wearing the clothing style that a particular social group is likely to approve.

Power and control: The need to feel in control of situations or to exert authority over others

You can see many examples appealing to this need in advertisements: Take control of your life, your finances, your future, your career, and so on. Many people who lack power want to know how to get it, and people who have power often want others to know they have it.

Achievement: The need to feel a sense of accomplishment—or to be admired by others for accomplishments

This need can involve both knowing (when people experience a feeling of accomplishment) and showing (when people are able to show others that they’ve achieved success); advertising for luxury consumer products frequently appeals to this need.

Adventure and distraction: The need for excitement or relief from daily routine

People vary widely in their need for adventure; some crave excitement—even danger—whereas others value calmness and predictability. Some needs for adventure and distraction are met virtually, such as through horror movies, thriller novels, etc.

Knowledge, exploration, and understanding: The need to keep learning

For some people, learning is usually a means to an end, a way to fulfill some other need; for others, acquiring new knowledge is the goal.

Aesthetic appreciation: The desire to experience beauty, order, symmetry, etc.

Although this need may seem “noncommercial” at first glance, advertisers appeal to it frequently, from the pleasing shape of a package to the quality of the gemstones in a piece of jewelry.

Self-actualization: The need to “be all that one can be,” to reach one’s full potential as a human being

Psychologists Kurt Goldstein and Abraham Maslow popularized self-actualization as the desire to make the most of one’s potential, and Maslow identified it as one of the higher-level needs in his classic hierarchy; even if people met most or all of their other needs, they would still feel the need to self-actualize. An often-quoted example of appealing to this need is the U.S. Army’s one-time advertising slogan “Be all that you can be.”

Helping others: The need to believe that one is making a difference in the lives of other people

This need is the central motivation in fundraising messages and other appeals to charity.

gathering information Once your situation analysis is complete, you need to gather the information necessary to create a compelling persuasive message. You’ll learn more about the types of information to include in persuasive business messages and marketing and sales messages later in this chapter. Chapter 11 presents advice on how to find the information you need.

selecting the Right Media and channels Persuasive messages can be found in virtually every communication format, from instant messages and podcasts to radio advertisements and skywriting. In fact, advertising agen- cies employ media specialists whose job is to analyze the options available and select the most cost-effective combination for each client and each advertising campaign.

In some situations, various members of your audience might prefer different media for the same message. Some consumers like to do all their car shopping in person, whereas others do most of their car-shopping research online. Some people don’t mind promotional emails for products they’re interested in; others resent every piece of commercial email they receive. If you can’t be sure you can reach most or all of your audience through a single medium, you need to use two or more, such as following up an email campaign with printed letters.

Social media provide some exciting options for persuasive messages, particularly marketing and sales messages. However, as “Writing Promotional Messages for Social Media” on page 350 explains, messages in these media require a unique approach.

Persuasive messages are often unexpected and sometimes even unwelcome, so choose your medium carefully to maximize the chance of getting through to your audience.

Sources: Courtland L. Bovée and John V. Thill, Business in Action, 6th ed. (Upper Saddle River, N.J.: Prentice Hall, 2013), 219–232; Saundra K. Ciccarelli and Glenn E. Meyer, Psychology (Upper Saddle River, N.J.: Prentice Hall, 2006), 336–346; Abraham H. Maslow, “A Theory of Human Motivation,” Psychological Review 50 (1943): 370–396.

ChaPter 10 Writing Persuasive messages 339

Organizing Your information The most effective main ideas for persuasive messages have one thing in common: They are about the receiver, not the sender. For instance, if you’re trying to convince others to join you in a business venture, explain how it will help them, not how it will help you.

Limiting your scope is vital. If you seem to be wrestling with more than one main idea, you haven’t zeroed in on the heart of the matter. If you try to craft a persuasive mes- sage without focusing on the one central problem or opportunity your audience truly cares about, you’re unlikely to persuade successfully.5

Because the nature of persuasion is to convince people to change their attitudes, beliefs, or actions, most persuasive messages use the indirect approach. That means you’ll want to explain your reasons and build interest before asking for a decision or for action—or perhaps even before revealing your purpose. In contrast, when you have a close relationship with your audience and the message is welcome or at least neutral, the direct approach can be effective.

For persuasive business messages, the choice between the direct and indirect approaches is also influenced by the extent of your authority, expertise, or power in an organization. For instance, if you are a highly regarded technical expert with years of experience, you might use the direct approach in a message to top executives. In contrast, if you aren’t well known and therefore need to rely more on the strength of your message than the power of your reputa- tion, the indirect approach will probably be more successful.

SteP 2: Writing PerSuaSive MeSSageS

Encourage a positive response to your persuasive messages by (1) using positive and polite language, (2) understanding and respecting cultural differences, (3) being sensitive to organizational cultures, and (4) taking steps to establish your credibility.

Positive language usually happens naturally with persuasive messages because you’re promoting an idea or product you believe in. However, take care not to inadvertently insult your readers by implying that they’ve made poor choices in the past and that you’re here to save them from their misguided ways.

Be sure to understand cultural expectations as well. For example, a message that seems forthright and direct in a low-context culture might seem brash and intrusive in a high-context culture.

Just as social culture affects the success of a persuasive message, so too does the cul- ture within an organization. For instance, some organizations handle disagreement and conflict indirectly, behind the scenes, whereas others accept and even encourage open discussion and sharing of differing viewpoints.

Finally, when you are trying to persuade a skeptical or hostile audience, credibility is essential. You must convince people that you know what you’re talking about and that you’re not trying to mislead them (see “Practicing Ethical Communication: Pushing the Limits of Credibility” on the next page). Use these techniques:

● Use simple language to avoid suspicions of fantastic claims and emotional manipulation. ● Provide objective evidence for the claims and promises you make. ● Identify your sources, especially if your audience already respects those sources. ● Establish common ground by emphasizing beliefs, attitudes, and background experi-

ences you have in common with the audience. ● Be objective and present fair and logical arguments. ● Display your willingness to keep your audience’s best

interests at heart. ● Persuade with logic, evidence, and compelling narra-

tives, rather than trying to coerce with high-pressure, “hard sell” tactics.

● Whenever possible, try to build your credibility before you present a major proposal or ask for a major deci- sion. That way, audiences don’t have to evaluate both you and your message at the same time.6

Most persuasive messages use the indirect approach.

The choice of approach is influenced by your position (or authority within the organization) relative to your audience’s.

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Positive language is an essential feature of persuasive messages.

Organizational culture can influence persuasion as much as social culture.

Audiences often respond unfavorably to over-the-top language, so keep your writing simple and straightforward.

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340 Part 3 Crafting brief business messages

SteP 3: CoMPleting PerSuaSive MeSSageS

The pros know from experience that details can make or break a persuasive message, so they’re careful not to skimp on this part of the writing process. For instance, advertisers may have a dozen or more people review a message before it’s released to the public.

When you evaluate your content, try to judge your argument objectively and try not to overestimate your credibility. If possible, ask an experienced colleague who knows your audience well to review your draft. Make sure your design elements complement, rather than detract from, your persuasive argument. In addition, meticulous proofreading will help you identify any mechanical or spelling errors that would weaken your persuasive potential. Finally, make sure your distribution methods fit your audience’s expectations and preferences.

With the three-step model in mind, you’re ready to begin composing persuasive messages, starting with persuasive business messages (those that try to convince audiences to approve new projects, enter into business partnerships, and so on), followed by marketing and sales messages (those that try to convince audiences to consider and then purchase products and services).

developing Persuasive business Messages Your success as a businessperson is closely tied to your ability to encourage others to accept new ideas, change old habits, or act on your recommendations. Unless your career takes you into marketing and sales, most of your persuasive messages will consist of persuasive business messages, which are those designed to elicit a preferred response in a nonsales situation.

StrategieS for PerSuaSive BuSineSS MeSSageS

Even if you have the power to compel others to do what you want them to do, persuading them is more effective than forcing them. People who are forced into accepting a decision or plan are less motivated to support it and more likely to react negatively than if they’re persuaded.7 Within the context of the three-step process, effective persuasion involves four essential strategies: framing your arguments, balancing emotional and logical appeals, reinforcing your position, and anticipating objections. (Note that all these concepts in this section apply as well to marketing and sales messages, covered later in the chapter.)

PraCtiCing ethiCal CoMMuniCation

As the director of human resources in your company, you’re desperate for some help. You want to keep the costs of employee benefits under control while making sure you provide employees with a fair benefits package. However, you don’t have time to research all the options for health insurance, wellness programs, retirement plans, family counseling, edu- cational benefits, and everything else, so you decide to hire a consultant. You receive the following message from a consul- tant interested in working with you:

I am considered the country’s foremost authority on employee health insurance programs. My clients offer universally positive feedback on the programs I’ve designed for them. They also love how much time I save them—hundreds and hundreds of hours. I am absolutely confident that I can thoroughly

analyze your needs and create a portfolio that real- izes every degree of savings possible. I invite you to experience the same level of service that has gen- erated such comments as “Best advice ever!” and “Saved us an unbelievable amount of money.”

You’d love to get results like that, but the message almost sounds too good to be true. Is it?

cAReeR APPLicAtiOns 1. The consultant’s message contains at least a dozen

instances in which this writer’s credibility might be ques- tioned. Identify as many as you can.

2. Explain how you would bolster reader confidence by providing additional or different information.

Pushing the Limits of Credibility

Careless production undermines your credibility, so revise and proofread with care.

2 LeARning ObjectiveDescribe an effective strategy for developing persuasive business messages, and identify the three most common categories of persuasive business messages.

ChaPter 10 Writing Persuasive messages 341

Framing Your Arguments As noted previously, most persuasive messages use the indirect approach. Experts in persuasive communication have developed a number of indirect models for such mes- sages. One of the best known is the AIDA model, which organizes messages into four phases (see Figure 10.2):

● Attention. Your first objective is to encourage your audience to want to hear about your problem, idea, or new product—whatever your main idea is. Be sure to find some common ground on which to build your case.

● Interest. Provide additional details that prompt audience members to imagine how the solution might benefit them.

● Desire. Help audience members embrace your idea by explaining how the change will benefit them and answering potential objections.

● Action. Suggest the specific action you want your audience to take. Include a dead- line, when applicable.

The AIDA model is tailor-made for using the indirect approach, allowing you to save your main idea for the action phase. However, you can also use AIDA for the direct approach, in which case you use your main idea as an attention-getter, build interest with your argument, create desire with your evidence, and reemphasize your main idea in the action phase with the specific action you want your audience to take.

When your AIDA message uses the indirect approach and is delivered by memo or email, keep in mind that your subject line usually catches your reader’s eye first. Your challenge is to make it interesting and relevant enough to capture reader attention without revealing your main idea. If you put your request in the subject line, you might get a quick no before you’ve had a chance to present your arguments:

Instead of This Write This

Request for development budget to add automated IM response system

Reducing the cost of customer support inquiries

MObiLe APP

Want to persuade your local govern- ment to address a problem? The City Sourced app aims to facilitate civic engagement through mobile communication.

Figure 10.2 The AIDA Model for Persuasive Messages With the AIDA model, you craft one or more messages to move recipients through four stages of attention, interest, desire, and action. The model works well for both persuasive business messages (such as persuading your manager to fund a new project) and marketing and sales messages.

The AIDA model is a useful approach for many persuasive messages: • Attention • Interest • Desire • Action

The AIDA model is ideal for the indirect approach.

342 Part 3 Crafting brief business messages

With either the direct or indirect approach, AIDA and similar models do have limita- tions. First, AIDA is a unidirectional method that essentially talks at audiences, not with them. Second, AIDA is built around a single event, such as asking an audience for a deci- sion, rather than on building a mutually beneficial, long-term relationship.8 AIDA is still a valuable tool for the right purposes, but as you’ll read later in the chapter, a conversational approach is more compatible with today’s social media.

balancing emotional and Logical Appeals Imagine you’re sitting at a control panel with one knob labeled “logic” and another labeled “emotion.” As you prepare your persuasive message, you carefully adjust each knob, tuning the message for maximum impact (see Figure 10.3). Too little emotion, and your audience might not care enough to respond. Too much emotion, and your audience might think you are ignoring tough business questions or even being irrational.

Generally speaking, persuasive business messages rely more heavily on logical than on emotional appeals because the main idea is usually to save money, increase quality, or improve some other practical, measurable aspect of business. To find the optimum balance, consider four factors: (1) the actions you hope to motivate, (2) your readers’ expectations, (3) the degree of resistance you need to overcome, and (4) your position in the formal and informal power structure of the organization.9

Emotional Appeals As its name implies, an emotional appeal calls on audience feelings and sympathies rather than on facts, figures, and rational arguments. For instance, you can make use of the emotion surrounding certain words. The word freedom evokes strong feelings, as do words such as success, prestige, compassion, security, and comfort. Such words can help put your audience members in a positive frame of mind and help them accept your message. However, emotional appeals in business messages aren’t usually effective by themselves because the audience wants proof that you can solve a business problem. Even if your audience members reach a conclusion based primarily on emotions, they’ll look to you to provide logical support as well.

Logical Appeals A logical appeal calls on reasoning and evidence. The basic approach with a logical appeal is to make a claim based on a rational argument, supported by solid evidence. When appealing to your audience’s logic, you might use three types of reasoning:

● Analogy. With analogy, you reason from specific evidence to specific evidence, in effect “borrowing” from something familiar to explain something unfamiliar. For instance, to convince management to add chat room capability to the company’s groupware system, you could explain that it is like a neighborhood community center, only online.

● Induction. With inductive reasoning, you work from specific evidence to a general conclusion. To convince your team to change to a new manufacturing process, for example, you could point out that every company that has adopted it has increased profits, so it must be a smart idea.

● Deduction. With deductive reasoning, you work from a generalization to a specific conclusion. To persuade your boss to hire additional customer support staff, you might point to industry surveys that show how crucial customer satisfaction is to corporate profits.

Every method of reasoning is vulnerable to misuse, both intentional and uninten- tional, so verify your rational arguments carefully. For example, in the case of the manu- facturing process, are there any other factors that affect the integrity of your reasoning? What if that process works well only for small companies with few products, and your firm is a multinational behemoth with 10,000 products? To guard against faulty logic, follow these guidelines:10

● Avoid hasty generalizations. Make sure you have plenty of evidence before drawing conclusions.

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Emotional appeals attempt to connect with the reader’s feelings or sympathies.

Logical appeals are based on the reader’s notions of reason; these appeals can use analogy, induction, or deduction.

Using logical appeals carries with it the ethical responsibility to avoid faulty logic.

The AIDA approach does have limitations: • It essentially talks at audiences,

not with them. • It focuses on one-time events,

not long-term relationships.

ChaPter 10 Writing Persuasive messages 343

Figure 10.3 Balancing Logical and Emotional Appeals Whenever you plan a persuasive message, imagine you have a knob that turns from emotion at one extreme to logic at the other, letting you adjust the relative proportions of each type of appeal. Compare these two outlines for a proposal that asks management to fund an on-site daycare center. The version on the left relies heavily on emotional appeals, whereas the version on the right uses logical appeals (inductive reasoning, specifically). Through your choice of words, images, and supporting details, you can adjust the emotional- logical ratio in every message.

● Avoid circular reasoning. Circular reasoning is a logical fallacy in which you try to support your claim by restating it in different words. The statement “We know tem- porary workers cannot handle this task because temps are unqualified for it” doesn’t prove anything because the claim and the supporting evidence are essentially identi- cal. It doesn’t prove why the temps are unqualified.

● Avoid attacking an opponent. If your persuasive appeal involves countering a competitive appeal made by someone else, make sure you attack the argument your opponent is making, not his or her character or qualifications.

● Avoid oversimplifying a complex issue. Make sure you present all the factors and don’t reduce a wide range of choices to a simple “either/or” scenario if that isn’t the case.

344 Part 3 Crafting brief business messages

● Avoid mistaken assumptions of cause and effect. If you can’t isolate the impact of a specific factor, you can’t assume that it’s the cause of whatever effect you’re discuss- ing. You lowered prices, and sales went up. Were lower prices the cause? Maybe, but the sales increase might have been caused by a better advertising campaign, changes in the weather, or some other factor.

● Avoid faulty analogies. Be sure that the two objects or situations being compared are similar enough for the analogy to hold. For instance, explaining that an Internet firewall is like a prison wall is a poor analogy because a firewall keeps things out, whereas a prison wall keeps things in.

● Avoid illogical support. Make sure the connection between your claim and your support is truly logical and not based on a leap of faith, a missing premise, or irrel- evant evidence.

Reinforcing Your Position After you’ve worked out the basic elements of your argument, step back and look for ways to strengthen your position. Are all your claims supported by believable evidence? Would a quotation from a recognized expert help make your case?

Next, examine your language. Can you find more powerful words to convey your message? For example, if your company is in serious financial trouble, talking about f ight- ing for survival is a more powerful emotional appeal than talking about ensuring continued operations. As with any other powerful tool, though, use vivid language and abstractions carefully and honestly.

In addition to examining individual word choices, consider using metaphors and other figures of speech. If you want to describe a quality-control system as being designed to de- tect every possible product flaw, you might call it a “spider web” to imply that it catches everything that comes its way. Similarly, anecdotes (brief stories) can help your audience grasp the meaning and importance of your arguments. Instead of just listing the number of times the old laptop computers in your department have failed, you could describe how you lost a sale when your computer broke down during a critical sales presentation.

Beyond specific words and phrases, look for other factors that can reinforce your position. When you’re asking for something, your audience members will find it easier to grant your request if they stand to benefit from it as well.

Anticipating Objections Even the most compelling ideas and proposals can be expected to encounter some initial resistance. The best way to deal with audience resistance is to anticipate as many objec- tions as you can and address them in your message before your audience can even bring them up. For instance, if you know that your proposal to switch to lower-cost materials will raise concerns about product quality, address this issue head-on in your message. If you wait until people raise the concern after reading your message, they may gravitate toward another firm before you have a chance to address their concerns. By bringing up such potential problems right away, you also demonstrate a broad appreciation of the issue and imply confidence in your message.11 This anticipation is particularly important in written messages, when you don’t have the opportunity to detect and respond to objections on the spot.

To uncover potential audience objections, try to poke holes in your own theories and ideas before your audience does. Then find solutions to the problems you’ve uncovered. If possible, ask your audience members for their thoughts on the subject before you put together your argument; people are more likely to support solutions they help create.

Keep two things in mind when anticipating objections. First, you don’t always have to explicitly discuss a potential objection. You could simply mention that the lower-cost materials have been tested and approved by the quality-control department. Second, if you expect a hostile audience—one biased against your plan from the beginning— present all sides of the story. As you cover each option, explain the pros and cons. You’ll gain additional credibility if you present these options before presenting your recommenda- tion or decision.12

Choose your words carefully to trigger the desired responses.

Even powerful persuasive mes- sages can encounter audience resistance.

If you expect to encounter strong resistance, present all sides of an issue.

ChaPter 10 Writing Persuasive messages 345

avoiding CoMMon MiStakeS in PerSuaSive CoMMuniCation

When you believe in a concept or project you are promoting, it’s easy to get caught up in your own confidence and enthusiasm and thereby fail to see things from the audience’s perspective. When putting together persuasive arguments, avoid these common mistakes (see Figure 10.4 on the next page):13

● Using a hard sell. Don’t push. No one likes being pressured into making a decision, and communicators who take this approach can come across as being more con- cerned with meeting their own goals than with satisfying the needs of their audiences. In contrast, a “soft sell” is more like a comfortable conversation that uses calm, ratio- nal persuasion.

● Resisting compromise. Successful persuasion is often a process of give-and- take, particularly in the case of persuasive business messages, where you don’t always get everything you asked for in terms of budgets, investments, and other commitments.

● Relying solely on great arguments. Great arguments are important, but connect- ing with your audience on the right emotional level and communicating through vivid language are just as vital. Sometimes a well-crafted story can be even more compelling than dry logic.

● Assuming that persuasion is a one-shot effort. Persuasion is often a process, not a one-time event. In many cases, you need to move your audience mem- bers along one small step at a time rather than try to convince them to say “yes” in one huge step.

To review the steps involved in developing persua- sive messages, refer to “Checklist: Developing Persuasive Messages.”

CoMMon exaMPleS of PerSuaSive BuSineSS MeSSageS

Throughout your career, you’ll have numerous opportunities to write persuasive mes- sages within your organization, such as reports suggesting more-efficient operating procedures or memos requesting money for new equipment. Similarly, you may produce a variety of persuasive messages for people outside the organization, such as websites

Don’t let confidence or enthusiasm lead you to some common mistakes in persuasive communication.

A. Get your reader’s attention. ● Open with an audience benefit, a stimulating question,

a problem, or an unexpected statement. ● Establish common ground by mentioning a point on

which you and your audience agree. ● Show that you understand the audience’s concerns.

B. Build your reader’s interest. ● Expand and support your opening claim or

promise. ● Emphasize the relevance of your message to your

audience. C. Increase your reader’s desire.

● Make audience members want to change by explaining how the change will benefit them.

● Back up your claims with relevant evidence. D. Motivate your reader to take action.

● Suggest the action you want readers to take.

● Stress the positive results of the action. ● Make the desired action clear and easy.

E. Balance emotional and logical appeals. ● Use emotional appeals to help the audience accept

your message. ● Use logical appeals when presenting facts and evidence

for complex ideas or recommendations. ● Avoid faulty logic.

F. Reinforce your position. ● Provide additional evidence of the benefits of your

proposal and your own credibility in offering it. ● Use abstractions, metaphors, and other figures of

speech to bring facts and figures to life. G. Anticipate objections.

● Anticipate and answer potential objections. ● Present the pros and cons of all options if you

anticipate a hostile reaction.

CheCklist ✓ developing Persuasive messages

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346 Part 3 Crafting brief business messages

It’s time to call the Fast Track program what it truly is—a disaster. Everyone was excited last year when we announced the plan to speed up our development efforts and introduce at least one new product every month. We envisioned rapidly expanding market share and strong revenue growth in all our product lines. What we got instead is a nightmare that is getting worse with every launch.

As a company, we clearly underestimated the resources it would take to market, sell, and support so many new products. We can’t hire and train fast enough, and our teams in every department are overwhelmed. Forced to jump from one new product to the next, with no time to focus, the sales and technical specialists can’t develop the expertise needed to help buyers before the sale or support them after the sale. As a result, too many customers either buy the wrong product or buy the right product but then can’t get knowledgeable help when they need it. We’re losing credibility in the market, we’re starting to lose sales, and it won’t be long before we start losing employees who are fed up with the insanity.

To make matters even worse, some of the recent products were clearly rushed to market before they were ready, with hardware quality problems and buggy software. Returns and warranty costs are skyrocketing.

New products are the lifeblood of the company, to be sure, but there is no point in introducing products that only create enormous support headaches and cost more to support than they generate in profits. We need to put the Fast Track initiative on hold immediately so the entire company can regroup. The R&D lab can devote its time to fixing problems in the recent products, and the rest of us can catch our collective breath and figure out how to meet our sales and support goals with the current product portfolio and our current staffing levels.

Everyone was excited last year when we launched the Fast Track program to speed up our development efforts and introduce at least one new product every month. We envisioned rapidly expanding market share and strong revenue growth in all our product lines.

While the R&D lab has met its goal of monthly releases, as a company, we clearly underestimated the resources it would take to market, sell, and support so many new products. We can’t hire and train fast enough, and our teams in every department are overwhelmed. The sales and technical specialists haven’t had time to develop the expertise needed to help buyers before the sale or support them after the sale. As a result, too many customers either buy the wrong product or buy the right product but then can’t get knowledgeable help when they need it.

We’re losing credibility in the market, and we’re starting to lose sales. If the situation continues, I fear we will being losing employees, too.

In addition, some of the recent products are generating multiple reports of hardware quality problems and buggy software. Returns and warranty costs are climbing at an unprecedented rate.

With costs rising faster than revenues and our people getting overwhelmed, I believe it is time to put the Fast Track initiative on hold until the company can regroup. The hiatus would give R&D time to address the quality problems and give the marketing, sales, and tech support team the chance to re-assess our goals with the current product portfolio and our current staffing levels.

give

the

Ineff ectiv

e Ineff

ectiv e

Effec tive

Figure 10.4 Persuasive Argumentation Imagine you’re the marketing manager in a company that decided to speed up its new product launches but did too much too fast and wound up creating chaos. You decide enough is enough and write a memo to the company president advocating that the new program be shut down until the company can regroup—a suggestion you know will meet with resistance. Notice how the ineffective version doesn’t quite use the direct approach but comes out swinging, so to speak, and is overly emotional throughout. The effective version builds to its recommendation indirectly, using the same information but in a calm, logical way. Because it sticks to the facts, it is also shorter.

ChaPter 10 Writing Persuasive messages 347

shaping public opinions or letters requesting adjustments that go beyond a supplier’s contractual obligations. In addition, some of the routine requests you studied in Chapter 8 can become persuasive messages if you want a nonroutine result or believe that you haven’t received fair treatment. Most of these messages can be divided into persuasive requests for action, persuasive presentations of ideas, and persuasive claims and requests for adjustment.

Persuasive Requests for Action The bulk of your persuasive business messages will involve requests for action. In some cases, your request will be anticipated, so the direct approach is fine. In others, you’ll need to introduce your intention indirectly, and the AIDA model or a similar approach is ideal for this purpose (see Figure 10.5 on the next page).

Open with an attention-getting device, and show readers you understand their concerns. Use the interest and desire sections of your message to demonstrate that you have good reason for making such a request and to cover what you know about the situation: the facts and f igures, the benefits of helping, and any history or experience that will enhance your appeal. Your goals are (1) to gain credibility (for yourself and your request) and (2) to make your readers believe that helping you will indeed help solve a signif icant problem. Close with a request for some specif ic action, and make that course of action as easy to follow as possible to maximize the chances of a positive response.

Persuasive Presentations of ideas You may encounter situations in which you simply want to change attitudes or beliefs about a particular topic, without asking the audience to decide or do anything—at least not yet. The goal of your f irst message might be nothing more than convincing your audience to reexamine long-held opinions or admit the possibility of new ways of thinking.

For instance, the World Wide Web Consortium (a global association that defines many of the guidelines and technologies behind the World Wide Web) has launched a campaign called the Web Accessibility Initiative. Although the consortium’s ultimate goal is making websites more accessible to people who have disabilities or age-related limita- tions, a key interim goal is simply making website developers more aware of the need. As part of this effort, the consortium has developed a variety of presentations and documents that highlight the problems many web visitors face.14

Persuasive claims and Requests for Adjustments Most claims and requests for adjustment are routine messages and use the direct approach discussed in Chapter 8. However, consumers and professionals sometimes encounter situ- ations in which they believe they haven’t received a fair deal by following normal proce- dures. These situations require a more persuasive message.

The key ingredients of a good persuasive claim are a complete and specific review of the facts and a confident and positive tone. Keep in mind that you have the right to be satisfied with every transaction. Begin persuasive claims by outlining the problem and continue by reviewing what has been done about it so far, if anything. The recipient might be juggling numerous claims and other demands on his or her attention, so be clear, calm, and complete when presenting your case. Be specific about how you would like to see the situation resolved.

Next, give your reader a good reason for granting your claim. Show how the indi- vidual or organization is responsible for the problem, and appeal to your reader’s sense of fair play, goodwill, or moral responsibility. Explain how you feel about the problem, but don’t get carried away and don’t make threats. People generally respond most favorably to requests that are calm and reasonable. Close on a respectful note that reflects how a suc- cessful resolution of the situation will repair or maintain a mutually beneficial working relationship.

Most persuasive business messages involve a request for action.

Sometimes the objective of persuasive messages is simply to encourage people to consider a new idea.

348 Part 3 Crafting brief business messages

Plan Write Complete1 2 3

Analyze the Situation Verify that the purpose is to solve an ongoing problem, so the audience will be receptive.

Gather Information Determine audience needs and obtain the necessary information on recycling problem areas.

Choose Medium and Channel Verify that an email message is appropriate for this communication.

Organize the Information Limit the scope to the main idea, which is to propose a recycling solution; use the indirect approach to lay out the extent of the problem.

Adapt to Your Audience Adjust the level of formality based on the degree of familiarity with the audience; maintain a positive relationship by using the “you” attitude, politeness, positive emphasis, and bias-free language.

Compose the Message Use a conversational but professional style and keep the message brief, clear, and as helpful as possible.

Revise the Message Evaluate content and review readability to make sure the information is clear and complete without being overwhelming.

Produce the Message Emphasize a clean, professional appearance.

Proofread the Message Review for errors in layout, spelling, and mechanics.

Distribute the Message Verify that the right €le is attached and then deliver the message.

Figure 10.5 Persuasive Message Using the AIDA Model This message uses the AIDA model in a persuasive message about a program that would try to reduce Host Marriott’s annual plastics costs and curtail consumer complaints about the company’s recycling record. Note how the writer “sells the problem” before attempting to sell the solution. Few people are interested in hearing about solutions to problems they don’t know about or don’t believe exist. The interest section introduces an additional, unforeseen problem with plastic product containers. Source: MS Outlook 2013, © Microsoft.

ChaPter 10 Writing Persuasive messages 349

developing Marketing and sales Messages Marketing and sales messages use the same basic techniques as other persuasive messages, with the added emphasis of encouraging someone to participate in a commercial transac- tion. Although the terms marketing message and sales message are often used interchangeably, there is an important difference: Marketing messages usher potential buyers through the purchasing process without asking them to make an immediate decision. Sales messages take over at that point, encouraging potential buyers to make a purchase decision then and there. Marketing messages focus on such tasks as introducing new brands to the public and encouraging customers to visit websites for more information, whereas sales messages make an explicit request for people to buy a specific product or service. (The text of marketing and sales messages is usually referred to as “copy,” by the way.)

Most marketing and sales messages, particularly in larger companies, are created and delivered by professionals with specific training in marketing, advertising, sales, or public relations. However, you may be called on to review the work of these specialists or even to write such messages in smaller companies, and having a good understanding of how these messages work will help you be a more effective manager.

Planning Marketing and SaleS MeSSageS

Everything you’ve learned about planning messages applies in general to marketing and sales messages, but the planning steps for these messages have some particular aspects to consider as well:

● Assessing audience needs. As with every other business message, successful marketing and sales messages start with an understanding of audience needs. Depending on the product and the market, these needs can range from a few functional considerations (such as the size, weight, and finish of office paper) to a complicated mix of emotional and logical issues (all the factors that play into buying a house, for example).

● Analyzing your competition. Marketing and sales messages nearly always compete with messages from other companies trying to reach the same audience. When Nike plans a marketing campaign to introduce a new shoe model to current customers, the company knows its audience has also been exposed to messages from Adidas, New Balance, Reebok, and numerous other shoe companies. Finding a unique message in crowded markets can be quite a challenge.

● Determining key selling points and benefits. With some insight into audience needs and the alternatives offered by your competitors, your next step is to decide which features and benefits to highlight. Selling points are the most attractive features of a product, whereas benefits are the particular advantages purchasers can realize from those features. In other words, selling points focus on what the product does. Benefits focus on what the user experiences or gains. Benefits can be practical, emotional, or a combination of the two. For example, the feature of a thin, flexible sole in a running shoe offers the practical benefit of a more natural feel while running. In contrast, the visual design features of the shoe offer no practical benefits but can offer the emotional benefit of wearing something stylish or unusual.

● Anticipating purchase objections. Marketing and sales messages usually encounter objections, and as with persuasive business messages, the best way to handle them is to identify these objections up front and address as many as you can. They can range from high price or low quality to a lack of compatibility with existing products or a perceived risk involved with the product. By identifying potential objections up front, you can craft your promotional messages in ways that address those concerns. If price is a likely objection, for instance, you can look for ways to increase the perceived value of the purchase and decrease the perception of high cost. When promoting a home gym, you might say that it costs less than a year’s worth of health club dues. Of course, any attempts to minimize perceptions of price or other potential negatives must be done ethically.

3 LeARning ObjectiveDescribe an effective strategy for developing marketing and sales messages, and explain how to modify your approach when writing promotional messages for social media.

Marketing and sales messages use many of the same techniques as persuasive business messages.

Understanding the purchase decision from the buyer’s perspective is a vital step in framing an effective marketing or sales message.

Marketing and sales messages have to compete for the audience’s attention.

Selling points focus on the product; benefits focus on the user.

Anticipating objections is crucial to effective marketing and sales messages.

350 Part 3 Crafting brief business messages

Writing Conventional Marketing and SaleS MeSSageS

Conventional marketing and sales messages are often prepared using the AIDA model or some variation of it. (See the next section on crafting messages for social media.) Here are the key points of using the AIDA model for these messages:

● Getting the reader’s attention. By looking and listening during any given day, you’ll notice the many ways adver- tisers try to get your attention. For example, a headline might offer an exciting product benefit, a piece of inter- esting news, an appeal to people’s emotions or sense of financial value, or a unique solution to a common problem. Of course, words aren’t the only attention-getting devices. Depending on the medium, marketers can use evocative images, music, animation, or video. “Cutting through the

clutter” to get the audience’s attention is one of the biggest challenges with marketing and sales messages.

● Building interest. After catching the reader’s or viewer’s attention, your next step is to build interest in the product, company, or idea you are promoting. A common technique is to “pay off” the promise made in the headline by explaining how you can deliver those benefits. For example, if the headline offers a way to “Get Fit for $2 a Day,” the first paragraph could explain that the home gyms your company sells start at less than $700, which works out to less than $2 a day over the course of a year.

● Increasing desire. Now that you’ve given the audience some initial information to start building their interest, the next step is to boost their desire for the product by expanding on your explanation of how it will benefit them. Think carefully about the sequence of support points and use plenty of subheadings, hyperlinks, video demon- strations, and other devices to help people quickly find the information they need. By keeping the focus on potential customers and their practical and emotional needs, you can layer on information that helps convince people that your product really is the best solution for them. You can also use a variety of techniques to address poten- tial objections and minimize doubts, including testimonials from satisfied users, arti- cles written by industry experts, competitive comparisons, offers of product samples or free demonstrations, independent test results, and money-back guarantees.

● Motivating action. The final step in the AIDA model is persuading the audience to take action, such as encouraging people to pick up the phone to place an order or visit an online app store to download your software. The keys to a successful call to action are making it easy and as risk-free as possible. If the process is confusing or time- consuming, you’ll lose potential customers.

If you analyze the advertisements you encounter in any medium, you’ll see variations on these techniques used again and again.

Writing ProMotional MeSSageS for SoCial Media

The AIDA model and similar approaches have been successful with marketing and sales messages for decades, but in the social media landscape consumers are more apt to look for product information from other consumers, not the companies marketing those products. Consequently, your emphasis should shift to encouraging and participating in online conversations. Follow these guidelines (see Figure 10.6):15

● Facilitate community building. Give customers and other audiences an opportu- nity to connect with you and one another, such as on your Facebook page or through members-only online forums.

● Listen at least as much as you talk. Listening is just as essential for online conversa- tions as it is for in-person conversations.

● Initiate and respond to conversations within the community. Through content on your website, blog postings, social network profiles and messages, newsletters, and other tools, make sure you provide the information customers need in order

To build interest, expand on and support the promises in your attention-getting opening.

Add details and audience benefits to increase desire for the product or service.

After you’ve generated sufficient interest and desire, you’re ready to persuade readers to take the preferred action.

real-tiMe uPdateS

Learn mOre by reading this infOgraPhiC

the color of persuasion

See the powerful influence of color in marketing and sales messages. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

MObiLe APP

Talkwalker helps companies monitor social media conversations in real time.

In a social media environment, persuasive efforts require a more conversational, interactive approach.

ChaPter 10 Writing Persuasive messages 351

to evaluate your products and services. Use conversation marketing, rather than traditional promotion, to initiate and facilitate conversations in your networked com- munity of customers, journalists, bloggers, and other interested parties.

● Provide information people want. Whether it’s industry-insider news, in-depth technical guides to using your products, or brief answers to questions posted on com- munity Q&A sites, fill the information gaps about your company and its products.

● Identify and support your champions. In marketing, champions are enthusiastic fans of your company and its products. Champions are so enthusiastic they help spread your message (through their blogs, for instance), defend you against detractors, and help other customers use your products.

● Be real. Social media audiences respond positively to companies that are open and conversational about themselves, their products, and subjects of shared interest. In contrast, if a company is serving its stakeholders poorly with shoddy products, bad customer service, or unethical behavior, an attempt to improve its reputation by adopting social media without fixing the underlying problems is likely to fail as soon as audiences see through the superficial attempt to “be social.”

● Integrate conventional marketing and sales strategies at the right time and in the right places. AIDA and similar approaches are still valid for specific communication tasks, such as conventional advertising and the product promotion pages on your website.

Figure 10.6 Promotional Messages in Social Media Persuasive communication on social media often avoids overt promotion and instead tries to engage the target audience, as Fezzari Bicycles did with this post on Google+.

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352 Part 3 Crafting brief business messages

Creating ProMotional MeSSageS for MoBile deviCeS

Mobile advertising and mobile commerce (sometimes re- ferred to as m-commerce) are two of the hottest developments in marketing communications. Mobile advertising is already a multibillion-dollar business, with nearly 70 percent of those ad dollars spent on Google ads and Facebook.16 The types of marketing and sales messages created for mobile audiences

range from short, simple text ads that appear next to search engine results to mobile- optimized video—the most common form of content marketing in the mobile arena.17

Companies are putting so much emphasis on mobile marketing because mobile devices now play such a big role in consumer buying behavior. Smartphone owners tend to use their devices for many shopping-related tasks, from searching for product reviews to finding stores and service businesses, looking for coupons and other promotions, and doing in-store price comparisons. In fact, some 80 percent of smartphone-equipped consumers use their devices to get shopping-related information.18

If you are involved with creating mobile marketing or sales messages, keep two essen- tial points in mind. First, like all mobile messages, promotional messages need to be kept short and simple. Second, the mobile experience needs to be fast and straightforward. Mobile users are often time-constrained, and they will quickly abandon websites that don’t load quickly or are confusing to navigate.

Maintaining High standards of ethics, Legal compliance, and etiquette The word persuasion has negative connotations for some people, especially in a marketing or sales context. However, ethical businesspeople view persuasion as a positive force, aligning their own interests with what is best for their audiences. They influence audience members by providing information and aiding understanding, which allows audiences the freedom to choose.19 To maintain the highest standards of business ethics, always demonstrate the “you” attitude by showing honest concern for your audience’s needs and interests.

As marketing and selling grow increasingly complex, so do the legal ramifications of marketing and sales messages. In the United States, the Federal Trade Commission (www .ftc.gov) has the authority to impose penalties (ranging from cease-and-desist orders to multimillion-dollar fines) on advertisers who violate federal standards for truthful adver- tising. Other federal agencies have authority over advertising in specific industries, such as transportation and financial services. Individual states have additional laws that may apply. The legal aspects of promotional communication can be quite complex, varying from state to state and from country to country, and most companies require marketing and salespeople to get clearance from company lawyers before sending messages.

Moreover, communicators must stay on top of changing regulations, such as the latest laws governing unsolicited bulk email (“spam”), disclosure requirements for bloggers who review products, privacy, and data security. For example, two ethical concerns that could produce new legislation are behavioral targeting, which tracks the online behavior of website visitors and serves up ads based on what they appear to be interested in, and remarketing, in which behaviorally targeted ads follow users even as they move on to other websites. Many users consider the practice invasive.20

For all marketing and sales efforts, pay close attention to the following legal considerations:21

● Marketing and sales messages must be truthful and nondeceptive. The FTC considers messages to be deceptive if they include statements that are likely to mislead reasonable customers and the statements are an important part of the purchasing decision. Failing to include important information is also considered deceptive.

real-tiMe uPdateS

Learn mOre by visiting this Website

best practices in mobile marketing

Get everything you need to know from the Mobile Marketing Association. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Promotional messages aimed at mobile audiences need to be short, simple, and easy to respond to.

4 LeARning ObjectiveIdentify steps you can take to avoid ethical lapses in marketing and sales messages.

Marketing and sales messages are covered by a wide range of laws and regulations.

Marketers have a responsibility to stay up to date on laws and regulations that restrict promotional messages.

http://www.ftc.gov

ChaPter 10 Writing Persuasive messages 353

The FTC also looks at implied claims—claims you don’t explicitly make but that can be inferred from what you do or don’t say.

● You must back up your claims with evidence. According to the FTC, offering a money-back guarantee or providing letters from satisfied customers is not enough; you must still be able to support claims for your product with objective evidence such as a survey or scientific study. If you claim that your food product lowers cholesterol, you must have scientific evidence to support that claim.

● “Bait and switch” advertising is illegal. Trying to attract buyers by advertising a product that you don’t intend to sell—and then trying to sell them another (and usu- ally more expensive) product—is illegal.

● Marketing messages and websites aimed at children are subject to special rules. For example, online marketers must obtain consent from parents before col- lecting personal information about children under age 13.

● Marketing and sales messages are considered binding contracts in many states. If you imply or make an offer and then can’t fulfill your end of the bargain, you can be sued for breach of contract.

● In most cases, you can’t use a person’s name, photograph, or other identity without permission. Doing so is considered an invasion of privacy. You can use im- ages of people considered to be public figures as long as you don’t unfairly imply that they endorse your message.

Meeting your ethical and legal obligations will go a long way toward maintaining good communication etiquette. However, you may still face etiquette decisions within ethical and legal boundaries. For instance, you can produce a marketing campaign that complies with all applicable laws and yet is offensive or insulting to your audience. Taking an audience-centered approach, in which you show respect for your readers and their val- ues, should help you avoid any such etiquette missteps.

Technology also gives communicators new ways to demonstrate sensitivity to user needs. One example is automated RSS newsfeeds from blogs, alerting customers to infor- mation in which they’ve expressed an interest. Opt-in email newsletters are another tech- nology that shows the “you” attitude at work. Unlike the unwelcome spam messages that litter email inboxes these days, opt-in messages are sent only to those people who have specifically requested information.

For the latest information on writing persuasive messages, visit http://real-time updates.com/ebc12 and click on Chapter 10.

Sarah Calhoun likes your style—your writing style, that is. She hired you to take care of all the company’s customer commu- nication efforts, from managing the website to writing an email newsletter. Use what you’ve learned in this chapter to address these challenges.

1. Red Ants Pants are much tougher than regular jeans, so their higher price is in line with the lasting value they offer customers. However, paying $129 for a pair of pants is a tough decision for many working women. Which of these statements addresses the cost concerns some customers are likely to have while reflecting the tone of company’s other communication efforts?

On the JOb: sOLving COmmuniCatiOn diLemmas at Red Ants PAnts a. What’s more annoying than spending money when your

work clothes wear out? How about spending it over and over again because you unwisely keep buying clothes that wear out too quickly.

b. Yes, you might pay more to put a pair of Red Ants Pants on your bod, but they’ll stay there for a good long time— and not only because they fit better. With tough fabric and expert production, these pants are built to last.

c. We attest to the highest standards of fabric and craftwork, include heavyweight 12-ounce cotton canvas duck with a tight weave.

d. We were raised to believe that if you’re not going to do your best, they why even show up? That’s why we use the best fabrics and the best production processes.

354 Part 3 Crafting brief business messages

3. Red Ants Pants also sells a handful of books on its website. These are books that Calhoun and her staff admire and that reflect aspects of life in Montana, such as Ivan Doig’s classic This House of Sky. Which of these sentences would be a good introductory statement for the book page on the website? a. We love our Montana home, and these stories will help

you understand why. b. We’d like to share some of the stories that explain why

we love our Montana home. c. We present here a variety of stories set in Montana. d. Welcome to our tiny online bookstore with a few books

about Montana.

4. Sarah Calhoun has been an inspiration to many entrepreneurs and has delivered speeches to a wide variety of audiences. For a reasonable fee, she is available to speak to conferences, civic groups, and other gatherings. Which of these is an effective way to introduce her availability as an inspirational speaker? a. Laugh, cry, cheer—and get inspired by Sarah’s message

of courageously following your dreams. b. Sarah Calhoun is available to speak to your group on a

variety of topics. c. Is your organization tired of the same old speechifying?

Sarah Calhoun will stir them up! d. Looking for inspiration? You and your people need to

hear Sarah?

2. Not many companies have the irreverent self-confidence to present their company history in the form of poetry—and fairly goofy poetry at that. The rhyming couplets in the Our History section of the Red Ants Pants website (under Our Story) do the job quite nicely, but you need a shorter version to use on the company’s Facebook page. Which of these paragraphs does the best job of describing the company’s founding in the Red Ants Pants communication style? a. Sarah Calhoun was tired of pants that didn’t fit and

didn’t last, so she decided to do something about it: Red Ants Pants.

b. If you’ve ever cleared a trail, dug a ditch, or repaired a truck, you know how rough these jobs can be on your clothes. If you’re of the male persuasion, well lucky you—companies made rugged clothes just for you. But a woman? If you wanted tough clothes, well tough luck. You had a choice between women’s pants that weren’t up to rugged work or men’s pants that didn’t fit. After years of working in the wild, Sarah Calhoun decided she wasn’t going to stand for this. She launched Red Ants Pants to provide hardworking women with pants that worked just as hard.

c. Sarah Calhoun had a dream of starting her own company in the rustic wilds of Montana, creating useful, high-value products for hardworking women like herself. This quest for meaning manifested itself in the company you are now visiting in virtual space: Red Ants Pants.

Learning Objectives checkup Assess your understanding of the principles in this chapter by reading each learning objective and studying the accompanying exercises. You can check your responses against the answer key on page 647.

Objective 10.1: Apply the three-step writing process to persuasive messages.

1. Which of the following is an accurate general statement about good ideas in the business world? a. Newer employees are not expected to contribute fresh

ideas. b. Many good ideas pass unnoticed or are misunderstood

because they are communicated poorly. c. Business leaders always jump on new ideas, even if they

are poorly presented. d. Good ideas speak for themselves and don’t need

to be “communicated” in today’s social media environment.

2. Why is the indirect approach often used in persuasive messages? a. It is more courteous and therefore gives the writer the

opportunity to build up goodwill before slipping in the sales pitch.

b. It takes less time.

c. It is the traditional way to do persuasive messages and therefore expected.

d. It lets the writer build audience interest and desire before asking for action or commitment.

3. Which of the following is not a good way to establish cred- ibility with your audience? a. Support your argument with clear reasoning and objec-

tive evidence. b. Identify your sources. c. Establish common ground with your readers. d. Present only your side of the argument to avoid remind-

ing the audience of alternatives.

Objective 10.2: Describe an effective strategy for develop- ing persuasive business messages and identify the three most common categories of persuasive business messages.

4. The first phase in the AIDA model is to a. Do your research b. Gain the audience’s attention c. Analyze the audience d. Call for action

5. The body of a message that follows the AIDA model a. Captures the audience’s attention b. Contains the buffer c. Generates interest and heightens desire d. Calls for action

ChaPter 10 Writing Persuasive messages 355

6. Which of the following is a good way to build desire using the AIDA approach? a. Explain how the proposed change will help your audience. b. Reduce resistance by addressing objections the audience

might have. c. Explain complex ideas or products in more detail. d. Do all of the above.

7. The final phase of the AIDA method a. Provides in-depth information to help generate interest b. Reduces resistance by increasing the audience’s desire c. Calls for action d. Captures the audience’s attention

8. An argument that is based on human feelings is known as a/ an ____ appeal.

9. An argument that is based on facts and reason is known as a/an ____ appeal.

10. The best approach to using emotional appeals is usually to a. Use them by themselves b. Use them in conjunction with logical appeals c. Use them only when the audience is particularly hostile d. Avoid them in all business messages

Objective 10.3: Describe an effective strategy for developing marketing and sales messages and explain how to modify your approach when writing promotional messages for social media. 11. Why is it important to anticipate objections when planning

and writing persuasive messages? a. You are legally required to anticipate audience objections

in all marketing messages. b. By anticipating potential objections, you have the oppor-

tunity to address them in a persuasive manner before the audience settles on a firm no answer.

c. By anticipating potential objections, you have the op- portunity to explain to audience members why they are viewing the situation incorrectly.

d. By anticipating potential objections, you can explain to the audience all the negative consequences of accepting your message.

12. Prioritizing which features and benefits to write about is a. A waste of time because people don’t read in sequential

order b. Important because doing so lets you start with low-pri-

ority issues and work your way up to high-priority issues c. Important because it helps you focus your message on

items and issues that the audience cares about the most d. Important because it helps ensure that you remember

to talk about every single feature and benefit, no matter how inconsequential

13. How do marketing messages and sales messages differ? a. Sales messages use oral media exclusively. b. Sales messages are “hard sell,” whereas marketing mes-

sages are “soft sell.” c. Marketing messages move audiences toward a purchase

decision without actually asking them to make a decision; sales messages ask them to make a decision then and there.

d. The vast majority of marketing messages are still legal, but most traditional sales messages have been outlawed in both the United States and the European Union.

14. What is the relationship between features and benefits? a. They are different words for the same idea. b. Features are aspects of an idea or product; benefits

are the advantages that readers will realize from those features.

c. Features tell people how to use a product; benefits tell them how a product differs from the competition.

d. Features are the primary advantages of a product; benefits are the secondary advantages.

15. Which of the following is the best definition of social commerce? a. It encompasses any aspect of buying and selling products

and services or supporting customers through the use of social media.

b. It is another term for group buying or committee buying within corporations.

c. It encompasses all of the communication traffic on a given social network.

d. It refers to the communication aspects of marketing and selling, as distinct from the transactional and financial aspects.

16. Which of the following is not a good guideline for using social media in sales and marketing? a. Rely on the conventional news media to distribute your

messages; frequent outages and too much “chatter” make social networks unreliable.

b. Identify and support your champions, those people who are enthusiastic fans of your company and its products.

c. Initiate and respond to conversations within the com- munity.

d. Integrate conventional marketing and sales strategies at the right time and in the right places.

17. What is the likely reaction of mobile shoppers if they en- counter e-commerce websites that are slow to load or con- fusing to navigate? a. They will quickly abandon such websites. b. They will shift over to their PCs and continue shopping

on the websites. c. They will file complaints with the website owners’ cus-

tomer service departments. d. They will file complaints with the Federal Trade

Commission (FTC).

Objective 10.4: Identify steps you can take to avoid ethical lapses in marketing and sales messages. 18. Which of the following steps should you take to make sure

your persuasive messages are ethical? a. Align your interest with your audience’s interests. b. Choose words that offer multiple interpretations. c. Limit the amount of information you provide to avoid

overloading the audience and thereby confusing your readers.

d. Do all of the above. 19. If it adheres to all applicable federal laws, a marketing or

sales message a. Is certain to be both legal and ethical b. Could still violate some state laws c. Could still be unethical d. Both b and c

Quick Learning guide

ChaPter outline Using the three-step Writing Process for Persuasive Messages

step 1: planning persuasive messages

step 2: writing persuasive messages

step 3: completing persuasive messages

developing Persuasive business Messages

strategies for persuasive Business messages

avoiding common mistakes in persuasive communication

common examples of persuasive Business messages

developing Marketing and sales Messages

planning marketing and sales messages

writing conventional marketing and sales messages

writing promotional messages for social media

creating promotional messages for mobile devices

Maintaining High standards of ethics, Legal compliance, and etiquette

learning oBjeCtiveS

1 apply the three-step writing process to persuasive messages. (page 336) 2 describe an effective strategy for developing persuasive business messages, and identify the three most common categories of persuasive business messages. (page 340) 3 describe an effective strategy for developing marketing and sales messages, and explain how to modify your approach when writing promotional messages for social media.

(page 349)

4 Identify steps you can take to avoid ethical lapses in marketing and sales messages. (page 352)

A. Get your reader’s attention. ● Open with an audience benefit, a

stimulating question, a problem, or an unexpected statement.

● Establish common ground by mentioning a point on which you and your audience agree.

● Show that you understand the audience’s concerns.

B. Build your reader’s interest. ● Expand and support your opening

claim or promise. ● Emphasize the relevance of your

message to your audience. C. Increase your reader’s desire.

● Make audience members want to change by explaining how the change will benefit them.

● Back up your claims with relevant evidence.

D. Motivate your reader to take action.

● Suggest the action you want readers to take.

● Stress the positive results of the action.

● Make the desired action clear and easy.

E. Balance emotional and logical appeals.

● Use emotional appeals to help the audience accept your message.

● Use logical appeals when presenting facts and evidence for complex ideas or recommendations.

● Avoid faulty logic.

F. Reinforce your position. ● Provide additional evidence of the

benefits of your proposal and your own credibility in offering it.

● Use abstractions, metaphors, and other figures of speech to bring facts and figures to life.

G. Anticipate objections. ● Anticipate and answer potential

objections. ● Present the pros and cons of all

options if you anticipate a hostile reaction.

key terMS

AIDA model Message sequence that involves attention, interest, desire, and action

benefits The particular advantages that readers will realize from a product’s selling points

conversation marketing Approach in which companies initiate and facilitate con- versations in a networked community of customers, journalists, bloggers, and other interested parties

demographics Quantifiable characteristics of a population, including age, gender, occupation, income, and education

emotional appeal Persuasive approach that calls on audience feelings and sympathies rather than facts, figures, and rational arguments

logical appeal Persuasive approach that calls on reasoning and evidence

marketing messages Promotional messages that usher potential buyers through the purchasing process without asking them to make an immediate decision

motivation The combination of forces that drive people to satisfy their needs

persuasion The attempt to change an audi- ence’s attitudes, beliefs, or actions

psychographics Psychological characteris- tics of an audience, including personality, attitudes, and lifestyle

sales messages In contrast to marketing messages, sales messages encourage potential buyers to make a purchase decision then and there

selling points The most attractive features of a product or service

CheCklist ✓ developing Persuasive messages

ChaPter 10 Writing Persuasive messages 357

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

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

10.1. Why is it essential to understand your readers’ likely mo- tivations before writing a persuasive message? [LO-1]

10.2. Reflect on any ineffective persuasive message that you might have written or received. Identify the possible strategic mistakes committed. [LO-2]

10.3. Are emotional appeals ethical? Why or why not? [LO-2] 10.4. What is likely to happen if a promotional message starts

immediately with a call to action? Why? [LO-3]

Practice Your skills Messages for Analysis

For Message 10.A and Message 10.B, read the following docu- ments and then (1) analyze the strengths and weaknesses of each sentence, and (2) revise each document so that it follows this chapter’s guidelines.

10.5. Message 10.A: Message Strategies: Persuasive Claims and Requests for Adjustment [LO-2]

Dear TechStar Computing:

I’m writing to you because of my disappointment with my new multimedia PC display. The display part works all right, but the audio volume is set too high and the volume knob doesn’t turn it down. It’s driving us crazy. The volume knob doesn’t seem to be connected to anything but simply spins around. I can’t believe you would put out a product like this without testing it first. I depend on my computer to run my small business and want to know what you are going to do about it. This reminds me of every time I buy electronic equipment from what seems like any company. Something is always wrong. I thought quality was supposed to be important, but I guess not. Anyway, I need this fixed right away. Please tell me what you want me to do.

10.6. Message 10.B: Message Strategies: Sales Messages [LO-3]

We know how awful dining hall food can be, and that’s why we’ve developed the “Mealaweek Club.” Once a week, we’ll deliver food to your dormitory or apartment. Our meals taste great. We have pizza, buffalo wings, hamburgers and curly fries, veggie roll-ups, and more!

When you sign up for just six months, we will ask what day you want your delivery. We’ll ask you to fill out your selec- tion of meals. And the rest is up to us. At “Mealaweek,” we deliver! And payment is easy. We accept MasterCard and Visa or a personal check. It will save money especially when compared with eating out.

Just fill out the enclosed card and indicate your method of payment. As soon as we approve your credit or check, we’ll begin delivery. Tell all your friends about Mealaweek. We’re the best idea since sliced bread!

10.7. Message 10.C: Media Skills: Podcasting [LO-2]

To access this message, visit http://real-timeupdates .com/ebc12, click on Student Assignments, and select Chapter 10, Message 10.C. Listen to this podcast. Identify at least three ways in which the podcast could be more persuasive, and draft a brief email message you could send to the podcaster with your suggestions for improvement.

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.

Choosing a Message Strategy [LO-1], Chapters 10–11 Now that you’ve explored routine, positive, negative, and persuasive messages, review the following message scenarios and identify which of the four message strategies would be most appropri- ate for the situation. Offer a brief justification for your choices. (Depending on the particular circumstances, a scenario might lend itself to more than one type of message; just be sure to offer compelling reasons for your choices.)

10.8. An unsolicited message to your department manager, explaining why you believe the company’s experiment with self-managed work teams has not been successful

10.9. An unsolicited message to your department manager, explaining why you believe the company’s experiment with self-managed work teams has not been successful and suggesting that one of the more experienced employees (such as yourself) should be promoted to supervisor

10.10. A message to a long-time industrial customer, explain- ing that a glitch in your accounting system resulted in the customer being overcharged on its last five orders, apologizing for the problem, and assuring the cus- tomer that you will refund the overcharged amount immediately

10.11. A news release announcing that your company plans to invite back 50 employees who were laid off earlier in the year

Message Strategies: Persuasive Business Messages; Collabo- ration: Team Projects [LO-2] With another student, analyze the persuasive email message to Eleanor Tran at Host Marriott (Figure 10.5) by answering the following questions:

10.12. What techniques are used to capture the reader’s attention?

10.13. Does the writer use the direct or indirect organizational approach? Why?

10.14. Is the subject line effective? Why or why not? 10.15. Does the writer use an emotional or a logical appeal?

Why? 10.16. What reader benefits are included? 10.17. How does the writer establish credibility?

358 Part 3 Crafting brief business messages

10.18. What tools does the writer use to reinforce his position?

Message Strategies: Persuasive Business Messages, Market- ing and Sales Messages: Media Skills: Email [LO-2], [LO-3] Compose effective subject lines for the following persuasive email messages:

10.19. A recommendation was sent by email to your branch manager to install wireless networking throughout the facility. Your primary reason is that management has encouraged more teamwork, but teams often congregate in meeting rooms, the cafeteria, and other places that lack network access—without which they can’t do much of the work they are expected to do.

10.20. A message to area residents, soliciting customers for your new business, “Meals à la Car,” a carryout dining service that delivers from most of the local restaurants.

10.21. An email message to the company president, asking that employees be allowed to carry over their unused vaca- tion days to the following year. Apparently, many employ- ees canceled their fourth-quarter vacation plans to work on the installation of a new company computer system. Under their current contract, vacation days not used by December 31 can’t be carried over to the following year.

10.22. Communication Ethics: Making Ethical Choices [LO-2], [LO-4] Your boss has asked you to post a message on the company’s internal blog, urging every one in your department to donate money to the company’s favorite charity, an organization that operates a summer camp for children with physical challenges. You wind up writing a lengthy posting, packed with facts and heartwarming anecdotes about the camp and the children’s experiences. When you must work that hard to persuade your audience to take an action such as donating money to a charity, aren’t you being manipulative and unethical? Explain.

Message Strategies: Marketing and Sales Messages [LO-3] (Customer Benefits) Determine whether the following sen- tences focus on features or benefits; rewrite as necessary to focus all the sentences on benefits.

10.23. All-Cook skillets are coated with a durable, patented nonstick surface.

10.24. You can call anyone and talk as long as you like on Saturdays and Sundays with our new FamilyTalk wire- less plan.

10.25. With 8-millisecond response time, the Samsung LN- S4095D 40-inch LCD TV delivers fast video action that is smooth and crisp.22

10.26. Message Strategies: Marketing and Sales Messages [LO-3] Have you ever wondered why certain websites and blogs appear at the top of the list when you use an online search engine? Or why a site you might expect to find doesn’t show up at all? Such questions are at the heart of one of the most important activities in online communication: search engine optimization (SEO). (SEO applies to the natural or organic search results, not the sponsored, paid results you see above, beside, or below the main search results listing.)

SEO is a complex topic that factors in dozens of variables, but even without becoming an expert in SEO, every website owner can work toward improving rank- ings by focusing on three important areas. First, offer fresh, high-quality, audience-oriented content. Content that doesn’t appeal to people won’t appeal to search en- gines, either. Second, use relevant keywords judiciously, particularly in important areas such as the page title that displays at the top of the browser screen. Third, en- courage links to your site from other high-quality sites with relevant content. These links from other sites are crucial because they tell the search engines that other people f ind your content interesting and useful. Not surprisingly, given the importance of links from other sites, the content sharing encouraged by social media has had a huge impact on SEO in recent years.23

Locate a website for any company that sells products to consumers and write a new title for the site’s homep- age (the title that appears at the top of a web browser). Make the title short enough to read quickly while still summarizing what the company offers. Be sure to use one or more keywords that online shoppers would likely use when searching for the types of products the company sells. Next, identify three high-quality websites that would be good ones to link to the site you chose. For instance, if you chose a website that sells automotive parts and sup- plies, one of the three linking sites could be a popular blog that deals with automotive repair. Or if the site you chose sells golf equipment, you might find a sports website that covers the professional golf tours or one that provides in- formation about golf courses around the world.

expand Your skills Critique the Professionals

Visit the Facebook pages of six companies in several industries. How do the companies make use of their timeline? Do any of the companies use timeline posts to promote their products? Compare the material on the About tabs. Which company has the most compelling information here? How about the use of custom tabs; which company does the best job of using this Facebook feature? Using whatever medium your instructor re- quests, write a brief analysis of the message (no more than one page), citing specific elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business com- munication research. Use the Web Search function to find a website, video, PDF document, podcast, or PowerPoint presen- tation that offers advice on writing persuasive messages (either persuasive business messages or marketing and sales messages). Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

ChaPter 10 Writing Persuasive messages 359

improve Your grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Sections 2.4 (Semicolons) and 2.5 (Colons). Then look at the following 10 items. Indicate the preferred choice in the following groups of sentences. (Answers to these exercises appear on page 649.)

10.27. a. This letter looks good; that one doesn’t. b. This letter looks good: that one doesn’t.

10.28. a. I want to make one thing clear: None of you will be promoted without teamwork.

b. I want to make one thing clear; none of you will be promoted without teamwork.

c. I want to make one thing clear: None of you will be promoted; without teamwork.

10.29. a. The Zurich airport has been snowed in, therefore I can’t attend the meeting.

b. The Zurich airport has been snowed in, therefore, I can’t attend the meeting.

c. The Zurich airport has been snowed in; therefore, I can’t attend the meeting.

10.30. a. His motivation was obvious: to get Meg fired. b. His motivation was obvious; to get Meg fired.

10.31. a. Only two firms have responded to our survey; J. J. Perkins and Tucker & Tucker.

b. Only two firms have responded to our survey: J. J. Perkins and Tucker & Tucker.

10.32. a. Send a copy to: Nan Kent, CEO, Bob Bache, presi- dent, and Dan Brown, CFO.

b. Send a copy to Nan Kent, CEO; Bob Bache, president; and Dan Brown, CFO.

c. Send a copy to Nan Kent CEO; Bob Bache president; and Dan Brown CFO.

10.33. a. You shipped three items on June 7; however, we received only one of them.

b. You shipped three items on June 7, however; we received only one of them.

c. You shipped three items on June 7; however we received only one of them.

10.34. a. Workers wanted an immediate wage increase: they hadn’t had a raise in 10 years.

b. Workers wanted an immediate wage increase; because they hadn’t had a raise in 10 years.

c. Workers wanted an immediate wage increase; they hadn’t had a raise in 10 years.

10.35. a. His writing skills are excellent however; he needs to polish his management style.

b. His writing skills are excellent; however, he needs to polish his management style.

c. His writing skills are excellent: however he needs to polish his management style.

10.36. a. We want to address three issues; efficiency; profit- ability; and market penetration.

b. We want to address three issues; efficiency, profit- ability, and market penetration.

c. We want to address three issues: efficiency, profit- ability, and market penetration.

For additional exercises focusing on semicolons and colons, visit MyBCommLab. Click on Chapter 10, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and click on 16. Punctuation A.

cases

Website links for selected companies mentioned in cases can be found in the Student Assignments section at http://real-time updates.com/ebc12.

Persuasive Business Messages MicRObLOgging sKiLLs

10.37. Message Strategies: Persuasive Business Mes- sages [LO-2] You’ve been trying for months to convince your boss, company CEO Will Florence, to start using Twitter. You’ve told him that top executives in numerous industries now use Twitter as a way to connect with customers and other stake- holders without going through the filters and barriers of formal corporate communications, but he doesn’t see the value.

Your task: You come up with the brilliant plan to demonstrate Twitter’s usefulness using Twitter itself. First, find three ex- ecutives from three companies who are on Twitter (choose any

companies and executives you find interesting). Second, study their tweets to get a feel for the type of information they share. Third, if you don’t already have a Twitter account set up for this class, set one up for the purposes of this exercise (you can deacti- vate later). Fourth, write four tweets to demonstrate the value of executive microblogging: one that summarizes the value of hav- ing a company CEO use Twitter and three support tweets, each one summarizing how your three real-life executive role models use Twitter.

bLOgging sKiLLs / teAM sKiLLs

10.38. Message Strategies: Persuasive Business Mes- sages [LO-2] As a strong advocate for the use of social media in business, you are pleased by how quickly people in your com- pany have taken up blogging, wiki writing, and other new-me- dia activities. You are considerably less excited by the style and quality of what you see in the writing of your colleagues. Many

http://www.royalvoluntaryservice.org.uk

360 Part 3 Crafting brief business messages

seem to have interpreted “authentic and conversational” to mean “anything goes.” Several of the Twitter users in the company seem to have abandoned any pretense of grammar and spelling. A few managers have dragged internal disagreements about company strategy out into public view, arguing with each other through comments on various industry-related forums. Product demonstration videos have been posted to the company’s YouTube channel virtually unedited, making the whole firm look unpolished and unprofessional. The company CEO has written some blog posts that bash competitors with coarse and even crude language.

You pushed long and hard for greater use of these tools, so you feel a sense of responsibility for this situation. In addition, you are viewed by many in the company as the resident expert on social media, so you have some “expertise authority” on this issue. On the other hand, you are only a first-level manager, with three levels of managers above you, so while you have some “ position authority” as well, you can hardly dictate best practices to the managers above you.

Your task: Working with two other students, write a post for the company’s internal blog (which is not viewable outside the company), outlining your concerns about these communication practices. Use the examples mentioned previously, and make up any additional details you need. Emphasize that while social media communication is often less formal and more flexible than traditional business communication, it shouldn’t be unpro- fessional. You are thinking of proposing a social media training program for everyone in the company, but for this message you just want to bring attention to the problem.

LetteR WRiting sKiLLs

10.39. Message Strategies: Persuasive Business Messages [LO-2] Working as an associate lecturer for a well-known and successful online university, you use your own home as your office. Periodically you teach on residential courses and short, locally based workshops which will require printing of material to support the teaching and learning process. You are allowed to claim costs for use of your own equipment and con- sumable materials at agreed rates. You are one of a number of lec- turers who work under these circumstances and you discover that all are concerned that reimbursement rates are often not enough to cover costs because of increasing prices locally.

Your task: From previous experience, you know of a company that rents out printing equipment and supplies consumables at rates that, added together, will save your University a minimal amount of money over their current costs. The benefit to you and your colleagues is that you will save time and avoid having to source your own materials to prevent costs rising above agreed rates. Write a letter to your employer making a persuasive busi- ness case for signing a yearly, fixed cost contract with the rental company.

eMAiL sKiLLs / PORtFOLiO bUiLdeR

10.40. Message Strategies: Persuasive Business Mes- sages [LO-2] As someone who came of age in the “post-email” world of blogs, wikis, social networks, and other Web 2.0 technol- ogies, you were rather disappointed to find your new employer

solidly stuck in the age of email. You use email, of course, but it is only one of the tools in your communication toolbox. From your college years, you have hands-on experience with a wide range of social media tools, having used them to collaborate on school projects, to become involved in your local community, to learn more about various industries and professions, and to research potential employers during your job search. (In fact, without so- cial media, you might never have heard about your current em- ployer in the first place.) Moreover, your use of social media on the job has already paid several important dividends, including finding potential sales contacts at several large companies, con- necting with peers in other companies to share ideas for working more efficiently, and learning about some upcoming legislative matters in your state that could profoundly hamper your com- pany’s current way of doing business.

You hoped that by setting an example through your own use of social media at work, your new colleagues and company management would quickly adopt these tools as well. However, just the opposite has happened. Waiting in your email in-box this morning was a message from the CEO, announcing that the company is now cutting off access to social networking websites and banning the use of any social media at work. The message says using company time and company computers for socializ- ing is highly inappropriate and might be considered grounds for dismissal in the future if the problem gets out of hand.

Your task: You are stunned by the message. You fight the urge to f ire off a hotly worded reply to straighten out the CEO’s misperceptions. Instead, you wisely decide to send a message to your immediate superior f irst, explaining why you believe the new policy should be reversed. Using your boss’s favorite medium (email, of course!), write a persuasive message, explaining why Facebook, Twitter, and other social networking technologies are valid—and valuable—business tools. Bolster your argument with examples from other companies and advice from communication experts.

iM sKiLLs

10.41. Message Strategies: Requests for Action [LO-2] At IBM, you’re one of the coordinators for the annual Employee Charitable Contributions Campaign. Since 1978, the company has helped employees contribute to more than 2,000 health and human service agencies. These groups may offer child care; treat substance abuse; provide health services; or fight illiteracy, homelessness, and hunger. Some offer disaster relief or care for the elderly. All deserve support. They’re carefully screened by IBM, one of the largest corporate contributors of cash, equipment, and people to nonprofit organizations and educational institu- tions in the United States and around the world. As your literature states, the program “has engaged our employees more fully in the important mission of corporate citizenship.”

During the winter holidays, you target agencies that cater to the needs of displaced families, women, and children. It’s not dif- ficult to raise enthusiasm. The prospect of helping children enjoy the holidays—children who otherwise might have nothing— usually awakens the spirit of your most distracted workers. But some of them wait until the last minute and then forget.

They have until December 16 to make cash contributions. To make it in time for holiday deliveries, they can also bring in

ChaPter 10 Writing Persuasive messages 361

toys, food, and blankets through Tuesday, December 20. They shouldn’t have any trouble finding the collection bins; they’re everywhere, marked with bright red banners. But some will want to call you with questions or (you hope) to make credit card con- tributions: 800-658-3899, ext. 3342.

Your task: It’s December 14. Write a 75- to 100-word instant message, encouraging last-minute holiday gifts.24

eMAiL sKiLLs

10.42. Message Strategies: Requests for Action [LO-2] You are the sales representative for an office supplies rental firm as mentioned in 10.39. An online university requested a visit from you to discuss the supply of printing equipment and accompanying consumables to regionally based associate lectur- ers. You have visited the buyer and discussed your service agreeing that you could offer the following: 1) a colour, double-side printer 2) a fixed number of replacement consumables per year, 3) An agreed quantity of paper and ink per person per year 4) Local de- livery to the end-users. All of this is possible if the organisation would sign a contract for a two-year period allowing you to guar- antee fixed prices. Based on their usage figures you can offer this deal at 1% lower than their normal yearly cost. The organisation only wanted to sign for a year but you cannot do this because you lose the economies of scale.

Your task: Having failed to gain agreement initial agreement, write a ‘follow-up’ email to the buyer applying the AIDA model and persuading him to agree.

eMAiL sKiLLs

10.43. Message Strategies: Requests for Action [LO-2] You work in an office and have recently been promoted to a posi- tion requiring you to see both suppliers and clients in your office. Part of your office doubles as a meeting place with a table and four chairs. You know that the office is due for refurbishment in just under a year from now and the company is attempting to control costs because of difficult trading conditions. However, your room has been used frequently for small employee meetings and the dec- oration, chairs and tables have become very shabby. You think this will make a bad impression on visitors.

Your task: Making up any details that you may require on costs, follow the guidance on writing persuasive requests for action and write an email asking your management to advance the refurbish- ment of your office. Please highlight the benefits you perceive of changing the decor to a presentable standard for visiting clients and suppliers.

eMAiL sKiLLs / MObiLe sKiLLs

10.44. Message Strategies: Requests for Action [LO-2] Your new company, WorldConnect Language Services, started well and is going strong. However, to expand beyond your Memphis, Ten- nessee, home market, you need a one-time infusion of cash to open branch offices in other cities around the Southeast. At the Entrepre- neur’s Lunch Forum you attended yesterday, you learned about sev- eral angels, as they are called in the investment community—private

individuals who invest money in small companies in exchange for a share of ownership. One such angel, Melinda Sparks, told the au- dience she is looking for investment opportunities outside of high technology, where angels often invest their money. She also indicat- ed that she looks for entrepreneurs who know their industries and markets well, who are passionate about the value they bring to the marketplace, who are committed to growing their businesses, and who have a solid plan for how they will spend an investor’s money. Fortunately, you meet all of her criteria.

Your task: Draft an email message to Sparks, introducing your- self and your business and asking for a meeting at which you can present your business plan in more detail. Explain that your Mem- phis office was booked to capacity within two months of opening, thanks to the growing number of international business profes- sionals looking for translators and interpreters. You’ve researched the entire Southeast region and identified at least 10 other cities that could support a language services office such as yours. Making up whatever other information you need, draft a four-paragraph message following the AIDA model, ending with a request for a meeting within the next four weeks. You know Sparks tends to read email on her phone, so craft your message to be mobile friendly.

eMAiL sKiLLs

10.45. Message Strategies: Persuasive Claims and Requests for Adjustment [LO-2] You pay your electricity bills by monthly direct debit and, like many power supply compa- nies, your supplier has increased your monthly payments every year. You let this happen because you have a growing family and your demand has increased. Heating, washing machines, games con- soles, TVs and computers all add to costs! Despite this you have built up some credit with the supplier because they always adjust their demand for payment so that it is in their favour. In the next twelve to eighteen months both of your children will leave home. Being a good planner, you wish to lower you payments in the next twelve months to below the cost of the electricity you are likely to use so that the credit is used up.

Your task: Write a persuasive email to your electricity supplier requesting them to reduce their call off your direct debit to a level below the amount of electricity you expect to use. Work out how much you should pay monthly so that the credit you have accu- mulated is used up evenly over the next twelve months. Please make up suitable figures if required.

LetteR WRiting sKiLLs

10.46. Message Strategies: Requests for Information [LO-2] As a motivated, ambitious employee, you naturally care about your performance on the job—and about making sure your performance is being fairly judged and rewarded. Unfortu- nately, the company has gone through a period of turmoil over the past several years, and you have reported to seven managers during the past five years. One year, your annual performance review was done by someone who had been your boss for only three weeks and knew almost nothing about you or your work. Last year, your boss was fired the day after he wrote your review, and you can’t help but wonder whether you got a fair review

362 Part 3 Crafting brief business messages

from someone in that situation. Overall, you are worried that your career progression and wage increases have been hampered by inconsistent and ill-informed performance reviews.

The company allows employees to keep copies of their reviews, but you haven’t been diligent about doing so. You would like to get copies of your last five reviews, but you heard from a colleague that the human resources department will not release copies of past reviews without approval from the managers who wrote them. In your case, however, three of the managers who reviewed you are no longer with the company, and you do not want your current boss to know you are concerned about your reviews.

Your task: Write an email message to the director of human resources, Leon Sandes, requesting copies of your performance reviews over the past five years. Use the information included above and make up any additional details you need.

Marketing and Sales Messages: Conventional Media LetteR WRiting sKiLLs / PORtFOLiO bUiLdeR

10.47. Message Strategies: Marketing and Sales Messages [LO-3] You live on the edge of a village which is mainly surrounded by a mixture of fields and woodland but is linked to a small town a mile away by houses built along a main road leading into the town. Your house backs onto farmland behind the houses on one side of the road to the town. You have heard a con- vincing rumour that part of the farmland is about to be sold for the development of a housing estate by the local landowner who has done the same with other parts of his land previously. As a result, you are concerned that the land behind your house may be built on destroying your view of the countryside and that the value of your house, which is a new purchase, will be significantly reduced.

Several other house owners are also concerned and you have become Chair an action group formed to investigate the facts and take action to preserve your environment. You have decided to approach the land owner for two reasons; firstly to uncover the truth; secondly because your group intends to attempt to invest in the land behind your houses in order to protect the value of your properties whatever the facts on which the rumour is based.

Your task: Write a letter to the landowner seeking correct infor- mation regarding the rumour, whether it relates to your land be- hind your houses and whether he will entertain an offer by group to buy the land from him.25

LetteR WRiting sKiLLs / PORtFOLiO bUiLdeR

10.48. Message Strategies: Marketing and Sales Messages [LO-3] The course you are undertaking currently is experiencing no growth in the numbers of student enrolling each year and, as a result, may no longer be offered.

Your task: Write a letter to be sent to each prospective student who shows an interest in the course. Using the AIDA model as a guide, create an effective and compelling message with the pur- pose of persuading them to enrol. Make sure that you show the benefits of the course from the student perspective including both academic content and the social environment.

Web WRiting sKiLLs

10.49. Message Strategies: Marketing and Sales Mes- sages [LO-3] Having had your journal article published online about social media marketing, you want prospective employers to read it.Your institution publishes information about the success of its students to support their careers. You have been asked to write about your article for a dedicated em- ployers’ page on your institution’s website.

Your task: Write a 150 word summary of your work that encour- ages ‘click-throughs’ to your article for posting on the website.

50 & 19 words (NB – the two section word count is flipped from 50 & 19)

MObiLe sKiLLs / teAM sKiLLs / PORtFOLiO bUiLdeR

10.50. Message Strategies: Marketing and Sales Mes- sages [LO-3] You have worked with three colleagues, whilst studying, on a research project that has resulted in the creation of a new theoretical model for the understanding of student’s use of social media to help them study. The project has been grade very highly and as a result the four of you have been invited to write an article for the prestigious journal your faculty publishes.

Your task: Writing a journal article as under-graduates is a rare occurrence and you are all proud of the request. You all want to make the most of this by ensuring that prospective employers can see the accolade on your personal online profile. You can, of course, include details on a CV, but as you know, many em- ployers investigate prospective candidates for jobs by searching for information about people on the internet. You each have a profile on Linkedin and want this to be visible on the opening page of your details. Work together to prepare a statement for inclusion under the heading ‘Experience’ or ‘Education.

POdcAsting sKiLLs

10.51. Message Strategies: Marketing and Sales Mes- sages [LO-3] Your new podcast channel, School2Biz, offers advice to business students making the transition from college to career. You provide information on everything from preparing résumés to interviewing to finding a place in the business world and building a successful career. As you expand your audience, you’d eventually like to turn School2Biz into a profitable opera- tion (perhaps by selling advertising time during your podcasts). For now, you’re simply offering free advice.

Your task: As your instructor directs, either write a 50-word description of your new podcast or record a 30-second podcast describing the new service. Make up any information you need to describe School2Biz. Be sure to mention who you are and why the information you present is worth listening to.26

LetteR WRiting sKiLLs / PORtFOLiO bUiLdeR

10.52. Message Strategies: Marketing and Sales Mes- sages [LO-3] Kelly Services is a large staffing company based in Troy, Michigan. Client firms turn to Kelly to strategi- cally balance their workloads and workforces during peaks and

ChaPter 10 Writing Persuasive messages 363

valleys of demand, to handle special projects, and to evaluate employees prior to making a full-time hiring decision. Facing the economic pressures of global competition, many companies now rely on a dynamic combination of permanent employees and temporary contractors hired through service providers such as Kelly. In addition to these staffing services, Kelly offers project services (managing both short- and long-term projects) and outsourcing and consulting services (taking over entire business functions).27

Your task: Write a one-page sales letter that would be sent to human resources executives at large U.S.-based corporations describing Kelly’s three groups of business services. For current information, visit the Kelly website.

Web WRiting sKiLLs / PORtFOLiO bUiLdeR

10.53. Message Strategies: Marketing and Sales Mes- sages [LO-3] After a shaky start as the technology ma- tured and advertisers tried to f igure out this new medium, online advertising has f inally become a signif icant force in both consumer and business marketing. Companies in a wide variety of industries are shifting some of the ad budgets from traditional media such as TV and magazines to the increasing selection of advertising possibilities online—and more than a few companies now advertise almost exclusively online. That’s f ine for companies that sell advertising time and space online, but your job involves selling advertising in print maga- zines that are worried about losing market share to online publishers.

Online advertising has two major advantages that you can’t really compete with: interactivity and the ability to precisely target individual audience members. On the other hand, you have several advantages going for you, including the ability to produce high-color photography, the physical presence of print (such as when a magazine sits on a table in a doctor’s waiting room), portability, guaranteed circulation numbers, and close reader relationships that go back years or decades.

Your task: You work as an advertising sales specialist for the Time Inc. division of Time Warner, which publishes dozens of magazines around the world. Write a brief persuasive message about the benefits of magazine advertising; the statement will be posted on the individual websites of Time Inc.’s numerous mag- azines, so you can’t narrow in on any single publication. Also, Time Inc. coordinates its print publications with an extensive online presence (including thousands of paid online ads), so you can’t bash online advertising, either.28

Marketing and Sales Messages: Social Media Web WRiting sKiLLs

10.54. Message Strategies: Marketing and Sales Mes- sages; Media Skills: Social Networking [LO-3], Chapter 8 Curves is a fitness center franchise that caters to women who may not feel at home in traditional gyms. With its customer-focused and research-based approach, Curves has

become a significant force in the fitness industry and one of the most successful franchise operations in history.29

Your task: Read about the company on its website and imagine that you are adapting this material for the company’s Facebook page. Write a “Company Overview” (95–100 words) and “Mission” statement (45–50 words).

sOciAL netWORKing sKiLLs / teAMWORK sKiLLs

10.55. Message Strategies: Marketing and Sales Mes- sages; Media Skills: Social Networking [LO-3], Chapter 8 You chose your college or university based on certain expectations, and you’ve been enrolled long enough now to have some idea about whether those expectations have been met. In other words, you are something of an expert about the “consumer benefits” your school can offer prospective students.

Your task: In a team of four students, interview six other students who are not taking this business communication course. Try to get a broad sample of demographics and psycho- graphics, including students in a variety of majors and programs. Ask these students (1) why they chose this college or university and (2) whether the experience has met their expectations so far. To ensure the privacy of your respondents, do not record their names with their answers. Each member of the team should then answer these same two questions, so that you have responses from a total of 10 students.

After compiling the responses (you might use Google Docs or a similar collaboration tool so that everyone on the team has easy access to the information), analyze them as a team to look for any recurring “benefit themes.” Is it the quality of the education? Research opportunities? Location? The camaraderie of school sporting events? The chance to meet and study with fascinating students from a variety of backgrounds? Identify two or three strong benefits that your college or university can promise—and deliver—to prospective students.

Now nominate one member of the team to draft a short marketing message that could be posted on your school’s Facebook page. The message should include a catchy title that makes it clear the message is a student’s perspective on why this is a great place to get a college education. When the draft is ready, the other members of the team should review it individually. Finally, meet as a team to complete the message.

MicRObLOgging sKiLLs

10.56. Message Strategies: Marketing and Sales Messag- es; Media Skills: Microblogging [LO-3], Chapter 8 It has taken you six months to persuade your manager that the organisation you work for can promote the services it offers ef- fectively using microblogging techniques. You have persuaded him that if customers are encouraged to follow the company on twitter, not only can services can be promoted but also a ‘com- munity’ spirit can be engendered in which news can be shared and interest in the organisation can be increased. He asks you to set up an account and begin building up a following so that a new service which will be launched in three months’ time can

364 Part 3 Crafting brief business messages

be promoted. The service to be offered is a new means by which an individual can eat healthily and lose weight. The proposition is to involve the slimmer in planning a careful calorie controlled menu and then supplying the meals to their house on a daily basis. The service will work in a similar manner to voluntary services of this nature provided for the elderly such as ‘Meals on

Wheel’ at http://www.royalvoluntaryservice.org.uk, but, of course, the client buys the service.

Your task: Plan and write ten tweets to lead up to the date of launch.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

10.57. What role do demographics and psychographics play in audience analysis during the planning of a persuasive message? [LO-1]

10.58. Why do the AIDA model and similar approaches need to be modified when writing persuasive messages in social media? [LO-3]

endnotes 1. Red Ants Pants website, accessed 8 May 2014, www.redantspants .com; Becky Warren, “Ants on the Pants,” Country Woman, February– March 2011, www.countrywomanmagazine.com; Dan Testa, “Red Ants Pants: By Working Women, for Working Women,” Flathead Beacon, 4 March 2010, www.flatheadbeacon.com; Sammi Johnson, “Outdoor Woman: Red Ants Pants,” 406 Woman, April/May 2010, 52–53; Beth Judy, “Fit for Her,” Montana Magazine, March–April 2010, 14–16; Montana Quarterly, Summer 2010, www.redantspants.com; Devan Grote, “Red Ants Pants,” Gettysburg, Spring 2009, www. redantspants .com. 2. Jay A. Conger, “The Necessary Art of Persuasion,” Harvard Business Review, May–June 1998, 84–95; Jeanette W. Gilsdorf, “Write Me Your Best Case for … ,” Bulletin of the Association for Business Communication 54, no. 1 (March 1991): 7–12. 3. “Vital Skill for Today’s Managers: Persuading, Not Ordering, Others,” Soundview Executive Book Summaries, September 1998, 1. 4. Mary Cross, “Aristotle and Business Writing: Why We Need to Teach Persuasion,” Bulletin of the Association for Business Communication 54, no. 1 (March 1991): 3–6. 5. Stephen Bayley and Roger Mavity, “How to Pitch,” Management Today, March 2007, 48–53. 6. Robert B. Cialdini, “Harnessing the Science of Persuasion,” BusinessWeek, 4 December 2007, www.businessweek.com. 7. Wesley Clark, “The Potency of Persuasion,” Fortune, 12 November 2007, 48; W. H. Weiss, “Using Persuasion Successfully,” Supervision, October 2006, 13–16. 8. Tom Chandler, “The Copywriter’s Best Friend,” The Copywriter Underground blog, 20 December 2006, http://copywriterunderground .com. 9. Raymond M. Olderman, 10-Minute Guide to Business Communication (New York: Macmillan Spectrum/Alpha Books, 1997), 57–61. 10. John D. Ramage and John C. Bean, Writing Arguments: A Rhetoric with Readings, 3rd ed. (Boston: Allyn & Bacon, 1995), 430–442. 11. Philip Vassallo, “Persuading Powerfully: Tips for Writing Persuasive Documents,” Et Cetera, Spring 2002, 65–71.

12. Dianna Booher, Communicate with Confidence (New York: McGraw- Hill, 1994), 102. 13. Conger, “The Necessary Art of Persuasion.” 14. “Social Factors in Developing a Web Accessibility Business Case for Your Organization,” W3C website, accessed 4 February 2013, www.w3.org. 15. Tamar Weinberg, The New Community Rules: Marketing on the Social Web (Sebastapol, Calif.: O’Reilly Media, 2009), 22; 23–24; 187–191; Larry Weber, Marketing to the Social Web (Hoboken, N.J.: Wiley, 2007), 12–14; David Meerman Scott, The New Rules of Marketing and PR (Hoboken, N.J.: Wiley, 2007), 62; Paul Gillin, The New Influencers (Sanger, Calif.: Quill Driver Books, 2007), 34–35; Jeremy Wright, Blog Marketing: The Revolutionary Way to Increase Sales, Build Your Brand, and Get Exceptional Results (New York: McGraw-Hill, 2006), 263–365. 16. Ingrid Lunden, “Global Mobile Ad Spend Jumped 105% in 2013, on Track for $31.5B In 2014 Led by Google, Says eMarketer,” TechCrunch, 19 March 2014, http://techcrunch.com. 17. Inessa Davydova, “The Rise in Mobile Video,” DigitalSurgeons, 1 October 2013, www.digitalsurgeons.com. 18. Chris Kelley, “Why You Need a Mobile Website,” V2 Marketing Communications, 18 June 2013, http://blog.marketingv2.com. 19. Gilsdorf, “Write Me Your Best Case for …” 20. Robert Brady, “The Dark Side of Remarketing,” Clix, 21 January 2014, www.clixmarketing.com; Miguel Helft and Tanzina Vega, “Retargeting Ads Follow Surfers to Other Sites,” New York Times, 29 August 2010, www.nytimes.com. 21. “How to Comply with the Children’s Online Privacy Protection Rule,” U.S. Federal Trade Commission website, accessed 17 July 2010, www.ftc.gov; “Frequently Asked Advertising Questions: A Guide for Small Business,” U.S. Federal Trade Commission website, accessed 17 July 2010, www.ftc.gov. 22. Samsung website, accessed 22 October 2006, www.samsung.com. 23. “Webmaster Guidelines,” Google, accessed 5 February 2013, www.google.com; Brian Clark, “How to Create Compelling Content That Ranks Well in Search Engines,” Copyblogger, May 2010,

http://www.redantspants

http://www.countrywomanmagazine.com

http://www.flatheadbeacon.com

http://www.redantspants.com

http://copywriterunderground.com

http://www.w3.org

http://techcrunch.com

http://www.digitalsurgeons.com

http://blog.marketingv2.com

http://www.clixmarketing.com

http://www.copyblogger.com

http://www.ftc.gov

http://www.samsung.com

http://www.google.com

ChaPter 10 Writing Persuasive messages 365

www.copyblogger.com; P. J. Fusco, “How Web 2.0 Affects SEO Strategy,” ClickZ, 23 May 2007, www.clickz.com. 24. IBM website, accessed 15 January 2004, www.ibm.com; “DAS Faces an Assured Future with IBM,” IBM website, accessed 16 January 2004, www.ibm.com; “Sametime,” IBM website, accessed 16 January 2004, www.ibm.com. 25. Kentucky Cabinet for Economic Development website, accessed 8 May 2014, www.thinkkentucky.com.

26. Adapted from Podcast Bunker website, accessed 19 July 2010, www.podcastbunker.com. 27. Kelly Services website, accessed 19 July 2010, www.kellyservices .com. 28. Time Inc. website, accessed 8 May 2014, www.timewarner.com. 29. Curves website, accessed 19 July 2010, www.curves.com.

http://www.clickz.com

http://www.ibm.com

http://www.thinkkentucky.com

http://www.podcastbunker.com

http://www.kellyservices.com

http://www.timewarner.com

http://www.curves.com

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chapter 11 Planning Reports and Proposals chapter 12 Writing Reports and Proposals chapter 13 Completing Reports and Proposals chapter 14 Designing and Delivering Business Presentations

preparing reports and presentations4

part

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Reports and presentations offer important opportunities to demonstrate your value to the organization. Depending on the project, you might analyze complex problems, educate audiences, address opportunities in the marketplace, win contracts, or even launch an entire company with the

help of a compelling business plan. Adapt what you’ve learned so far to the

particular challenges of long-format messages, including some special touches

that can make formal reports stand out from the crowd. Learn how to plan

effective presentations, overcome the anxieties that every speaker feels, and

respond to questions from the audience. Discover some tips and techniques for

succeeding with the Twitter-enabled backchannel and with online presentations.

Finally, complement your talk with compelling visual materials and learn how to

create presentation slides that engage and excite your audience.

368

Learning Objectives After studying this chapter, you will be able to

On the jOb: cOmmunicating at Mycityway

Transforming a Great Idea into a Great Business Any experienced entrepreneur will tell you there’s a big difference between having a great idea for a business and actually building a successful business. Many things have to go right, from creating a compelling product or service to finding the right employees to getting enough money to launch, expand, and sustain operations.

For Archana Patchirajan, Sonpreet Bhatia, and Puneet Mehta, the adventure started with the NYC BigApps competition. This contest is sponsored by the city of New York to encourage entrepreneurs to create better ways for people to use the NYC Data Mine, a huge trove of data created by all the government departments and agencies in the city.

The three partners jumped on the opportunity with NYC Way, a mobile application that helps people “navigate and explore” the city, whether they are residents looking for apartment deals or visitors looking for a great restaurant. One key aspect of the BigApps competition is that entrepreneurs must put their apps online for people to try out. By the time the contest ended, 100,000 people were using NYC Way.

1 Adapt the three-step writing process to reports and proposals.

2 Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results.

3 Explain the role of secondary research, and describe the two major categories of online research tools.

4 Explain the role of primary research, and identify the two most common forms of primary research for business communication purposes.

5 Explain how to plan informational reports and website content.

6 Identify the three most common ways to organize analytical reports.

7 Explain how to plan proposals.

planning reports and proposals11

MyCityWay’s effective use of a business plan helped secure financing that allowed the company to expand far beyond its initial New York City market.

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Chapter 11 planning reports and proposals 369

Patchirajan, Bhatia, and Mehta clearly had a hit product on their hands. The next challenge was to turn it into a thriving business. As with most startups, that meant getting money to expand operations. The competition garnered the new firm, MyCityWay, priceless publicity and a small amount of seed funding that let the team set up offices and begin hiring.

Momentum continued to build as they enhanced the prod- uct and several hundred thousand more people began using it. After a successful launch in the New York City market, the next step was to conquer the world. That would require a significant infusion of capital, and to attract that, the three founders knew they needed a formal business plan to show potential investors why MyCityWay would be a smart place to invest their money.

With their Wall Street backgrounds, Patchirajan, Bhatia, and Mehta understood the fundamentals of business finance, which gave them a good foundation for their plan. They also got smart advice on what today’s investors are looking for: short, compel- ling documents that strike a balance between providing enough

information to be persuasive and providing so much information that potential investors balk at reading it. With so many plans crossing their desks day after day, most venture capitalists and other investors don’t have the time to slog through 50 or 60 pages of details to judge whether a company might be worth pursuing as an investment candidate. They want to be captivated in a matter of seconds and persuaded to learn more in a matter of minutes.

MyCityWay clearly found the right balance with its plan, as a second round of funding brought in $1 million in capital and then luxury carmaker BMW invested $5 million as part of its “BMW i” program, which promotes the development of innovative automotive materials and technologies. The company now has apps for more than 70 cities around the world and is well on its way to becoming a global player in the field of mobile information.1

www.mycityway.com

applying the three-Step writing Process to Reports and Proposals Whether you’re sharing your latest great idea with your boss or launching an entirely new company (see the profile of MyCityWay in the chapter opening On the Job), reports will play a vital role in your business career. Reports fall into three basic categories (see Figure 11.1 on the next page):

●● Informational reports offer data, facts, feedback, and other types of information, without analysis or recommendations.

●● Analytical reports offer both information and analysis, and they can also include recommendations.

●● Proposals offer structured persuasion for internal or external audiences.

The nature of reports varies widely, from one-page trip reports that follow a standard format to detailed business plans and proposals that can run hundreds of pages. No matter what the circumstances, try to view every business report as an opportunity to demonstrate your understanding of your audience’s challenges and your ability to con- tribute to your organization’s success.

The three-step process you studied in Chapters 4 though 6 and applied to short messages in Chapters 7 through 10 is even more beneficial with reports and proposals because a methodical, efficient approach to planning, writing, and completing is even more valuable with these larger projects. This chapter addresses the planning step, focus- ing on two major areas that require special attention in long documents: gathering and organizing information. Chapter 12 covers the writing step and also includes advice on creating effective visuals for your reports and proposals. Chapter 13 describes the tasks involved in completing reports and proposals.

analyzing the Situation

Reports can be complex, time-consuming projects, so be sure to analyze the situation carefully before you begin to write. Pay special attention to your statement of purpose, which explains why you are preparing the report and what you plan to deliver in the report (see Table 11.1 on the next page).

1 LeaRning ObjectiveAdapt the three-step writing process to reports and proposals.

Reports can be classified as informational reports, analytical reports, and proposals.

Reports can be a lot of work, but they also give you the opportunity to demonstrate your grasp of important business issues.

Define your purpose clearly so you don’t waste time with unnecessary rework.

http://www.mycityway.com

370 part 4 preparing reports and presentations

The most useful way to phrase a purpose statement is to begin with an infinitive phrase (to plus a verb), which helps pin down your general goal (to inform, to identify, to analyze, and so on). Consider these examples for informational reports:

●● To update clients on the progress of the research project (progress report) ●● To develop goals and objectives for the coming year (strategic plan)

Informational Reports

Offer data, facts, feedback, and other types of

information, without analysis or

recommendations

Reports to Monitor and Control Operations

Provide feedback and other information for

decision making (plans, operating reports, personal

activity reports)

Reports to Implement Policies and Procedures

Communicate organizational rules

and positions (guidelines, position papers)

Reports to Demonstrate Compliance

Provide information to show regulators or other

authorities that the company meets formal requirements

Reports to Document Progress

Provide managers or customers with information

on project status

Analytical Reports

Offer information and analysis; can also

include recommendations

Reports to Assess Opportunities

Explain the risks and rewards of choosing a

course of action (market analysis reports, due

diligence reports)

Reports to Solve Problems

Analyze problems and (optionally) suggest solutions

(troubleshooting reports, failure analysis reports)

Reports to Support Decisions

Judge the merits of past or future decisions (feasibility reports,

justification reports)

Proposals

Feature persuasive requests for decisions or action

Internal Proposals

Request decisions from managers within the

organization (funding proposals, general project proposals)

External Proposals

Request decisions from parties outside the

organization (investment proposals, grant proposals,

sales proposals)

Figure 11.1 Common Types of Business Reports and Proposals You will have the opportunity to read and write many types of reports in your career; here are some of the most common.

tabLe 11.1 problem Statements Versus purpose Statements

Problem Statement Statement of Purpose

Our company’s market share is steadily declining. To explore new ways of promoting and selling our products and to recommend the approaches most likely to stabilize our market share

Our current computer network lacks sufficient bandwidth and cannot be upgraded to meet our future needs.

To analyze various networking options and to recommend the system that will best meet our company’s current and future needs

We need $2 million to launch our new product. To convince investors that our new business would be a sound investment so that we can obtain desired financing

Our current operations are too decentralized and expensive. To justify the closing of the Newark plant and the transfer of East Coast operations to a single Midwest location in order to save the company money

Chapter 11 planning reports and proposals 371

●● To identify customers and explain how the company will serve them (marketing plan) ●● To submit monthly sales statistics to management (operating report) ●● To summarize what occurred at the annual sales conference (personal activity report) ●● To explain building access procedures (policy implementation report) ●● To submit required information to the Securities and Exchange Commission

( compliance report)

The statement of purpose for an analytical report often needs to be more comprehen- sive than a statement for an informational report. For example, a report suggesting ways to reduce employee travel and entertainment (T&E) costs might have the following as a statement of purpose:

… to analyze the T&E [travel and entertainment] budget, evaluate the impact of recent changes in airfares and hotel costs, and suggest ways to tighten manage- ment’s control over T&E expenses.

If the writer had been assigned an informational report instead, she might have stated her purpose differently:

To summarize the company’s spending on travel and entertainment

You can see from these two examples how much influence the purpose statement has on the scope of your report. Because she was assigned an analytical report rather than an informational report, the writer had to go beyond merely collecting data; she had to draw conclusions and make recommendations. (You can see a full analytical report based on this statement of purpose in Chapter 13.)

When writing a proposal, you must also be guided by a clear statement of purpose to help focus on crafting a persuasive message. Here are several examples:

To secure $400k of funding in next year’s capital budget for a new conveyor system in the warehouse (funding proposal)

To get management approval to reorganize the North American salesforce (general project proposal)

To secure $2 million in venture capital funding to complete design and production of the new line of titanium mountain bikes (investment proposal as part of a business plan)

To convince CommuniCo to purchase a trial subscription to our latest database offering (sales proposal)

In addition to considering your purpose carefully, you will also want to prepare a work plan for most reports and proposals in order to make the best use of your time. For simpler reports, the work plan can be an informal list of tasks and a simple schedule. However, if you’re preparing a lengthy report, particularly when you’re collaborating with others, you’ll want to develop a more detailed work plan (see Figure 11.2 on the next page).

gathering information

Obtaining the information needed for many reports and proposals requires careful plan- ning, and you may even need to do a separate research project to acquire the data and information you need (see “Supporting Your Messages with Reliable Information” on page 375). To stay on schedule and on budget, be sure to review your statement of pur- pose and your audience’s needs so that you can focus on the most important information needs. Whenever possible, try to reuse or adapt existing information to save time.

SeleCting the BeSt ComBination of media and ChannelS

Just as you would for other business messages, choose media and channels for your reports based on the needs of your audience and the practical advantages and disadvantages of the choices available to you. In addition to the general selection criteria discussed in

The statement of purpose for a proposal should help guide you in developing a persuasive message.

A detailed work plan saves time and often produces more effective reports.

Some reports require formal research projects in order to gather all the necessary information.

The best medium for any given report might be anything from a professionally printed and bound document to an online executive dashboard that displays live updates.

372 part 4 preparing reports and presentations

Chapter 4, consider several points for reports and proposals. First, for many reports and proposals, audiences have specific media requirements, and you might not have a choice. For instance, executives in many corporations now expect to review reports via their in-house intranets, sometimes in conjunction with an executive dashboard, a customized online presentation of key operating variables such as revenue, profits, quality, customer satisfaction, and project progress. Executive dashboards are particularly helpful for accessing report content on mobile devices (see Figure 11.3).

Second, consider how your audience wants to provide feedback on your report or proposal, if applicable. Will your readers prefer to write comments on a printed document

STATEMENT OF THE PROBLEM The rapid growth of our company over the past five years has reduced the sense of community among our staff. People no longer feel like part of an intimate organization that values teamwork.

PURPOSE AND SCOPE OF WORK The purpose of this study is to determine whether social networking technology such as Facebook and Socialtext would help rebuild a sense of community within the workforce and whether encouraging the use of such tools in the workplace will have any negative consequences. The study will attempt to assess the impact of social networks in other companies in terms of community-building, morale, project communication, and overall productivity.

SOURCES AND METHODS OF DATA COLLECTION Data collection will start with secondary research, including a review of recently published articles and studies on the use of social networking in business and a review of product information published by technology vendors. Primary research will focus on an employee and management survey to uncover attitudes about social networking tools. We will also collect anecdotal evidence from bloggers and others with experience using networks in the workplace.

PRELIMINARY OUTLINE The preliminary outline for this study is as follows: I. What experiences have other companies had with social networks in the workplace? A . Do social networks have a demonstrable business benefit? B. How do employees benefit from using these tools? C. Has network security and information confidentiality been an issue? II. Is social networking an appropriate solution for our community-building needs? A . Is social networking better than other tools and methods for community building? B. Are employees already using social networking tools on the job? C. Will a company-endorsed system distract employees from essential duties? D . Will a company system add to managerial workloads in any way? III. If we move ahead, should we use a “business-class” network such as Socialtext or a consumer tool such as Facebook? A . How do the initial and ongoing costs compare? B. Do the additional capabilities of a business-class network justify the higher costs? IV. How should we implement a social network? A . Should we let it grow “organically,” with employees choosing their own tools and groups? B. Should we make a variety of tools available and let employees improvise on their own? C. Should we designate one system as the official company social network and make it a permanent, supported element of the information technology infrastructure? V. How can we evaluate the success of a new social network? A. What are the criteria of success or failure? B. What is the best way to measure these criteria?

TASK ASSIGNMENTS AND SCHEDULE Each phase of this study will be completed by the following dates: Secondary research: Hank Waters September 15, 2016 Employee and management survey: Julienne Cho September 22, 2016 Analysis and synthesis of research: Hank Waters/Julienne Cho October 6, 2016 Comparison of business and consumer solutions: Julienne Cho October 13, 2016 Comparison of implementation strategies: Hank Waters October 13, 2016 Final report: Hank Waters October 20, 2016

Figure 11.2 Work Plan for a Report A formal work plan such as this is a vital tool for planning and managing complex writing projects. The preliminary outline here helps guide the research; as the writers move forward with the project and begin drafting the report, they may modify the outline to improve the flow or to incorporate new information uncovered during their research.

MObiLe aPP

Sage Evolution Executive Dashboard and Databox are two of the executive dashboard apps available for mobile devices.

Chapter 11 planning reports and proposals 373

or to use the commenting and markup features in a word processing program or Adobe Reader? Third, will multiple people need to update the document over time? A wiki could be an ideal choice because it gives everyone easy access to the content. Fourth, bear in mind that your choice of medium and channel also sends a nonverbal message. For instance, a routine sales report dressed up in fancy printed covers or animated multimedia could look like a waste of time and money.

organizing your information

The direct approach is used often for reports because it is efficient and easy to follow. When an audience is likely to be receptive or at least open minded, use the direct approach: Lead with a summary of your key findings, conclusions, recommendations, or proposal, whichever is relevant. This “up-front” arrangement is by far the most popular and conve- nient for business reports. It saves time and makes the rest of the report easier to follow. For those who have questions or want more information, later parts of the report provide complete findings and supporting details.

However, if the audience is unsure about your credibility or is not ready to accept your main idea without first seeing some reasoning or evidence, the indirect approach is a better choice because it gives you a chance to prove your points and gradually overcome audience reservations. To enable the use of AIDA-style persuasion, unsolicited proposals in particular often use the indirect approach. Bear in mind, though, that the longer the document, the less effective the indirect approach is likely to be.

Both approaches have merit, so businesspeople often combine them, revealing their conclusions and recommendations in stages as they go along rather than putting them all first or last (see Figure 11.4 on the next page).

Figure 11.3 Executive Dashboards To help managers avoid information overload, many companies now use executive dashboards to present carefully filtered highlights of key performance parameters. Dashboards are essentially super-summarized reports. The latest generation of software and mobile apps make it easy to customize screens to show each manager the specific summaries he or she needs to see.

Use the direct approach for most reports; consider the indirect approach if you haven’t established credibility with your readers, or if your main idea will be met with resistance.

K lip

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, I nc

374 part 4 preparing reports and presentations

When you outline your content, use informative (“talking”) headings rather than simple descriptive (“topical”) headings (see Table 11.2). When in question or summary form, informative headings force you to really think through the content rather than simply identify the general topic area. Using informative headings will not only help you plan more effectively but also facilitate collaborative writing. A heading such as “Industry Characteristics” could mean five different things to the five people on your writing team,

Summarizes the situation

Immediately introduces one of the report’s major conclusions

Reminds the audience why the report was prepared

Presents the report’s key recommendation, that the repair service should be discontinued

Emphasizes the benefits of acting on the recommendation and addresses any fears about possible negative consequences

Lists three important conclusions that led to the recommendation to end the service (notice how the indirect approach that follows presents these same three points as questions to be considered)

DIRECT APPROACH

Since the company’s founding 25 years ago, we have provided regular repair service for all our electric appliances. This service has been an important selling point as well as a source of pride for our employees. However, rising labor costs have made it impossible to maintain profitability while offering competitive service rates. Last year, we lost $500,000 on our repair business.

Because of your concern over these losses, you asked me to study whether we should discontinue our repair service. After analyzing the situation in depth, I have concluded that the repair service is an expensive, impractical tradition, and I recommend that the service be discontinued.

By withdrawing from the electric appliance repair business, we can substantially improve our financial performance without damaging our reputation with customers. This conclusion is based on three basic points that are covered in the following pages:

• It is highly unlikely that we will ever be able to make a profit in the repair business.

• We can refer customers to a variety of qualified repair firms without significantly reducing customer satisfaction.

• Closing down the service operation will create few internal problems.

INDIRECT APPROACH

Because of your concern over these losses, you have asked me to study whether we should discontinue our repair service. I have analyzed the situation in depth, and the following pages present my findings and recommendations for your review. The analysis addressed three basic questions:

• What is the extent of our losses, and what can we do to turn the business around?

• Would withdrawal hurt our sales of electrical appliances?

• What would be the internal repercussions of closing down the repair business?

Reminds the audience why the report was prepared

Indicates that conclusions and recommendations will be presented later in the report

Introduces the three points that will eventually lead to the conclusions and ultimately to the recommendation

Figure 11.4 Direct Approach Versus Indirect Approach in an Introduction In the direct version of this introduction, the writer quickly presents the report’s recommendation, followed by the conclusions that led to that recommendation. In the indirect version, the same topics are introduced in the same order, but no conclusions are drawn about them; the conclusions and the ultimate recommendation appear later, in the body of the report.

Chapter 11 planning reports and proposals 375

so use a heading that conveys a single, unambiguous meaning, such as “Flour milling is a mature industry.”

For a quick review of adapting the three-step process to long reports, refer to “Checklist: Adapting the Three-Step Writing Process to Informational and Analytical Reports.” Sections later in this chapter provide specific advice on how to plan informa- tional reports, analytical reports, and proposals.

Supporting your Messages with Reliable information Audiences expect you to support your message with solid research. As you’ve probably discovered while doing school projects, effective research involves a lot more than simply typing a few terms into a search engine. Save time and get better results by using a clear process:

1. Plan your research. A solid plan yields better results in less time. 2. Locate the data and information you need. The research plan tells you what to look

for; your next step is to figure out where the data and information are and how to access them.

3. Process the data and information you’ve located. The data and information you find probably won’t be in a form you can use immediately and will require some

tabLe 11.2 types of outline headings

Descriptive (topical) informative (talking) Outline

Outline Question Form Summary Form

1. Industry Characteristics a. Annual sales b. Profitability c. Growth rate

i. Sales ii. Profit

1. What is the nature of the industry? a. What are the annual sales? b. Is the industry profitable? c. What is the pattern of growth?

i. Sales growth? ii. Profit growth?

1. Flour milling is a mature industry. a. Market is large. b. Profit margins are narrow. c. Growth is modest.

i. Sales growth averages less than 3 percent a year.

ii. Profits are flat.

A. Analyze the situation. ●● Clearly define your purpose before you start writing. ●● If you need to accomplish several goals in the report,

identify all of them in advance. ●● Prepare a work plan to guide your efforts.

B. Gather information. ●● Determine whether you need to launch a separate

research project to collect the necessary information. ●● Reuse or adapt existing information whenever

possible. C. Select the right medium.

●● Base your decision on audience expectations (or requirements, as the case may be).

●● Consider the need for commenting, revising, distributing, and storing.

●● Remember that the medium you choose also sends a message.

D. Organize your information. ●● Use the direct approach if your audience is receptive. ●● Use the indirect approach if your audience is skeptical. ●● Use the indirect approach when you don’t want to risk

coming across as arrogant. ●● Combine approaches if doing so will help build

support for your primary message.

CheCklist ✓ adapting the three-step Writing process to informational and analytical reports

2 LeaRning ObjectiveDescribe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results.

Researching without a plan wastes time and usually produces unsatisfactory results.

376 part 4 preparing reports and presentations

processing, which might involve anything from statistical analysis to resolving the differences between two or more expert opinions.

4. Apply your findings. You can apply your research findings in three ways: summa- rizing information for someone else’s benefit, drawing conclusions based on what you’ve learned, or developing recommendations.

5. Manage information efficiently. Many companies today are trying to maximize the return on the time and money they invest in business research by collecting and sharing research results in a variety of computer-based systems, known generally as knowledge management (KM) systems. At the very least, be sure to share your results with any colleagues who may be able to benefit from them.

You can see the sequence of these steps in Figure 11.5; the following sections offer more details, starting with planning your research.

planning your reSearCh

With so much information online these days, it’s tempting just to punch some keywords into a search engine and then grab something from the first screen or two of results. However, this haphazard approach limits your effectiveness and can lead to expensive and embarrassing mistakes.

To maximize your chances of finding useful information and minimize the time you spend looking for it, start by familiarizing yourself with the subject so that you can frame insightful questions. As you explore the general subject area, try to identify basic termi- nology, significant trends, important conflicts, influential people, and potential sources of information. Next, develop a problem statement that will define the purpose of your research. This statement should explicitly define the decision you need to make or the conclusion you need to reach at the end of the process. For example, a retailer might want to know whether consumers are starting to turn away from bottled water because of con- cerns about cost and the environmental impact of plastic packaging and transportation. The problem statement could be “We need to determine whether we should we reduce the number or variety of bottled water brands carried in our stores.”

Before you begin your research project, recognize that research carries some signifi- cant ethical responsibilities. To avoid ethical lapses, keep the following points in mind:

●● Don’t force a specific outcome by skewing your research. ●● Respect the privacy of your research participants. ●● Document sources and give appropriate credit. ●● Respect intellectual property rights, the ownership of unique ideas that have commercial

value in the marketplace.2

●● Don’t distort information from your sources. ●● Don’t misrepresent who you are or what you intend to do with the research results.

The problem statement guides your research by focusing on the decision you need to make or the conclusion you need to reach.

1 Plan • Maintain research ethics and etiquette • Familiarize yourself with the subject; develop a problem statement • Identify information gaps • Prioritize research needs

2 Locate data and information • Evaluate sources • Collect secondary information at the library, online, or elsewhere • Document your sources • Collect primary information through surveys and interviews

3 Process data and information • Quote, paraphrase, or summarize textual information • Analyze numerical information

4 Apply your findings • Summarize findings • Draw conclusions • Make recommenda- tions

5 Manage information • Make research results available to others via your company’s knowl- edge management system

Figure 11.5 The Research Process By following a methodical research process, you can save time and money while uncovering better information.

Chapter 11 planning reports and proposals 377

In addition to ethics, research etiquette deserves careful attention. For example, respect the time of anyone who agrees to be interviewed or to be a research participant, and maintain courtesy throughout the interview or research process.

loCating data and information

The range of sources available to business researchers today can be overwhelming. The good news is that if you have a question about an industry, a company, a market, a new technology, or a financial topic, somebody else has probably already researched the sub- ject. Research done previously for another purpose is considered secondary research (covered on pages 380–384) when the results are reused in a new project. This secondary information can be anything from magazine articles to survey results. Don’t let the name secondary fool you, though. You want to start with secondary research because it might save you considerable time and money. If you can’t find existing research that meets your needs, you’ll have to engage in primary research (covered on pages 385–388), which is new research done specifically for the current project.

eValuating SourCeS

No matter where you’re searching, it is your responsibility to separate quality informa- tion from unreliable junk, so you don’t taint your results or damage your reputation. Social media have complicated this challenge by making many new sources of informa- tion available. On the positive side, independent sources communicating through blogs, Twitter, wikis, user-generated content sites, and podcasting channels can provide valuable and unique insights, often from experts or insiders whose voices might never be heard otherwise. On the negative side, these nontraditional information sources often lack the editorial boards and fact checkers commonly used in traditional publishing. You cannot assume that the information you find in blogs and other sources is accurate, objective, and current. Answer the following questions about each piece of material:

●● Does the source have a reputation for honesty and reliability? Generally speak- ing, you can feel more comfortable using information from an established source that has a reputation for accuracy. For sources that are new or obscure, your safest bet is to corroborate anything you learn with information from several other sources.

●● Is the source potentially biased? To interpret an organization’s information, you need to know its point of view. For example, information about a particular company can be presented quite differently by a competitor, a union trying to organize the company’s workforce, an investment research firm, and an environmental advocacy group. Information from a source with a particular point of view isn’t necessarily bad, of course, but knowing this context is always helpful and sometimes essential for interpreting the information correctly.

●● What is the purpose of the material? For instance, was the material designed to inform others of new research, advance a political position, or promote a product? Was it designed to promote or sell a product? Be sure to distinguish among advertis- ing, advocating, and informing. And don’t lower your guard just because an organiza- tion has a reassuring name like the American Institute for the Advancement of All Things Good and Wonderful; many innocuously labeled groups advocate a particular line of political, social, or economic thinking.

●● Is the author credible? Is the author a professional journalist? An industry insider? An informed amateur? Merely someone with an opinion?

●● Where did the source get its information? Try to find out who collected the data, the methods they used, their qualifications, and their professional reputation.

●● Can you verify the material independently? Verification can uncover biases or mistakes, which is particularly important when the information goes beyond simple facts to include projections, interpretations, and estimates. If you can’t verify critical information, let your audience know that.

Primary research involves collecting information for the first time, specifically for a new project; secondary research involves finding and reusing information others have gathered in previous projects.

You have the responsibility to evaluate your sources carefully to avoid embarrassing and potentially damaging mistakes.

MObiLe aPP

Instapaper’s mobile app lets you save web pages and articles to read later—a convenient capability when you’re exploring a topic and want to collect potential sources for review.

378 part 4 preparing reports and presentations

●● Is the material current? Make sure you are using the most current information avail- able by checking the publication date of a source. Look for a “posted on” or “updated on” date with online material. If you can’t find a date, don’t assume the information is current without verifying it against another source.

●● Is the material complete? Have you accessed the entire document or only a selection from it? If it’s a selection, which parts were excluded? Do you need more detail?

●● Are all claims supported with evidence? Are opinions presented as facts? Does the writer make broad claims, such as “most people believe …” without citing any surveys to support this?

●● Do the source’s claims stand up to logical scrutiny? Finally, step back and ask whether the information makes sense. If that little voice in your head says that some- thing sounds suspicious, listen!

You probably won’t have time to conduct a thorough background check on all your sources, so focus your efforts on the most important or most suspicious pieces of information. And if you can’t verify critical facts or f igures, be sure to let your readers know that.

uSing your reSearCh reSultS

After you’ve collected all the necessary information, the next step is to transform it into the specific content you need. For simple projects, you may be able to drop your mate- rial directly into your report, presentation, or other application. However, when you have gathered a significant amount of information or raw data from surveys, you need to process the material before you can use it. This step can involve analyzing numeric data; quoting, paraphrasing, or summarizing textual material; drawing conclusions; and mak- ing recommendations.

analyzing Data Business research often yields numeric data, but these numbers alone might not provide the insights managers need in order to make good business decisions. Fortunately, even with- out advanced statistical techniques, you can use simple arithmetic to help extract meaning from sets of research data. Table 11.3 shows several answers you can gain about a collection of numbers, for instance. The mean (which is what people are usually referring to when they use the term average) is the sum of all the items in the group divided by the number of items in that group. The median is the “middle of the road,” or the midpoint of a series, with an equal number of items above and below. The mode is the number that occurs more often than any other in the sample; it’s the best answer to a question such as “What is the usual amount?” Each of the three measures can tell you different things about a set of data.

Mean, median, and mode provide specific insights into sets of numerical data.

tabLe 11.3 three types of data measures: mean, median, and mode

Wilson $ 3,000

Green 5,000

Carrick 6,000

Cho 7,000 Mean

Keeble 7,500 Median

Lopes 8,500

O’Toole 8,500 Mode

Mannix 8,500

Caruso 9,000

Total $63,000

Chapter 11 planning reports and proposals 379

Next, look at the data to spot trends—definite patterns taking place over time, including growth, decline, and cyclical trends that vary between growth and decline. By examining data over a period of time, you can detect patterns and relationships that help you answer important questions.

Statistical measures and trends identify what is happening. To understand why those things are happening, look at causation (the cause-and-effect link between two factors, where one of them causes the other to happen) and correlation (the simultaneous change in two variables you’re measuring, such as customer satisfaction dropping when product reliability drops). Bear in mind that causation can be easy to assume but difficult to prove. The drop in customer satisfaction might have been caused by a new accounting system that fouled up customer invoices. To prove causation, you need to be able to isolate the suspected cause as the only potential source of the change in the measured effect. However, eliminating all but one possible cause isn’t always feasible, so you often have to apply careful judgment to correlations. Researchers frequently explore the relationships between subsets of data using a technique called cross-tabulation. For instance, if you’re trying to figure out why total sales rose or fell, you might look separately at sales data by age, gender, location, and product type.

Quoting, Paraphrasing, and Summarizing information You can use textual information from sources in three ways. Quoting a source means you reproduce it exactly as you found it, and you either set it off with quotation marks (for shorter passages) or extract it in an indented paragraph (for longer passages). Use direct quotations when the original language will enhance your argument or when rewording the passage would lessen its impact. However, try not to quote sources at great length. Too much quoting creates a choppy patchwork of varying styles and gives the impression that all you’ve done is piece together the work of other people.

You can often maximize the impact of secondary material in your own writing by paraphrasing it, restating it in your own words and with your own sentence structures.3 Paraphrasing helps you maintain a consistent tone while using vocabulary familiar to your audience. Of course, you still need to credit the originator of the information, but not with quotation marks or indented paragraphs.

To paraphrase effectively, follow these tips:4

●● Reread the original passage until you fully understand its meaning and are able to express it in your own words.

●● Use language that matches the flow and tone of the rest of your report and that your audience is familiar with.

●● Check your version with the original source to verify that you have not altered the meaning.

●● Use quotation marks to identify any unique terms or phrases you have borrowed exactly from the source.

●● Record the source so that you can give proper credit if you use this material in your report.

Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original. An effective summary identifies the main ideas and major sup- port points from your source material but leaves out most details, examples, and other information that is less critical to your audience. Summarizing is not always a simple task, and your audience will judge your ability to separate significant issues from less signifi- cant details. Identify the main idea and the key support points, and separate these from details, examples, and other supporting evidence (see Figure 11.6 on the next page).

Of course, all three approaches require careful attention to ethics. When quoting directly, take care not to distort the original intent of the material by quoting selectively or out of context. And never resort to plagiarism.

Drawing conclusions A conclusion is a logical interpretation of the facts and other information in a report. A sound conclusion is not only logical but flows from the information included in a report,

Trends suggest directions or patterns in a series of data points.

Causation shows cause-and-effect relationships; correlation indicates simultaneous changes in two variables that may not necessarily be causally related.

Quoting a source means reproducing the content exactly and indicating who created the information originally.

Paraphrasing is expressing someone else’s ideas in your own words.

Summarizing is similar to paraphrasing but distills the content into fewer words.

A conclusion is a logical interpretation of the information at hand.

380 part 4 preparing reports and presentations

meaning that it should be based on the information included in the report and shouldn’t rely on information that isn’t in the report. Moreover, if you or the organization you rep- resent have certain biases that influence your conclusion, ethics obligate you to inform the audience accordingly.

Reaching good conclusions based on the evidence at hand is one of the most impor- tant skills you can develop in your business career. In fact, the ability to see patterns and possibilities that others can’t see is one of the hallmarks of innovative business leaders. Consequently, take your time with this part of the process. Play “devil’s advocate,” attack- ing your conclusion as an audience might to make sure it stands up to rigorous scrutiny.

Making Recommendations Whereas a conclusion interprets information, a recommendation suggests action— what to do in response to the information. The following example illustrates the differ- ence between a conclusion and a recommendation:

Conclusion Recommendation

On the basis of its track record and current price, I believe that this company is an attractive buy.

I recommend that we offer to buy the com- pany at a 10 percent premium over the current market value of its stock.

To be credible, recommendations must be based on logical analysis and sound con- clusions. They must also be practical and acceptable to the people who have to make your recommendations work. Finally, when making a recommendation, be certain that you have adequately described the steps needed to implement your recommendation.

conducting Secondary Research Even if you intend to eventually conduct primary research, start with a review of any available secondary research. Inside your company, you might be able to find a variety of reports and other documents that could help. Outside the company, business researchers can choose from a wide range of print and online resources, both in libraries and online. Table 11.4 provides a small sample of the many secondary resources available.

Figure 11.6 Summarizing Effectively To summarize a section of text, first analyze it to find the main idea, the major support points, and the less- important details. Then assemble the appropriate pieces with additional words and phrases as needed to ensure a smooth flow.

A recommendation is a suggested course of action based on what you have concluded about a particular situation.

3 LeaRning ObjectiveExplain the role of secon- dary research, and describe the two major categories of online research tools.

Chapter 11 planning reports and proposals 381

tabLe 11.4 important resources for Business research

COMPANY, INDUSTRY, AND PRODUCT RESOURCES (URLs are provided for online resources)

AnnualReports.com (www.annualreports.com). Free access to annual reports from thousands of public companies.

Brands and Their Companies/Companies and Their Brands. Contains data on several hundred thousand consumer products, manufacturers, im- porters, marketers, and distributors. Also available as an online database; ask at your library.

CNN/Money (http://money.cnn.com). News, analysis, and financial resources covering companies, industries, and world markets.

D&B Directories. A variety of directories, including America’s Corporate Families (ownership connections among companies), Business Rankings (25,000 leading companies), Directory of Service Companies (more than 50,000 companies in the service sector), and Industrial Guide (more than 120,000 manufacturing companies).

Hoover’s Handbook of American Business. Profiles of hundreds of influential public and private corporations.

Hoover’s Online (www.hoovers.com). Database of millions of companies worldwide, including in-depth coverage of thousands of leading companies around the world. Basic information available free; in-depth information requires a subscription.

Manufacturing & Distribution USA. Data on thousands of companies in the manufacturing, wholesaling, and retailing sectors.

NAICS Codes (www.census.gov/eos/www/naics). North American Industry Classification System.

Reference USA. Concise information on millions of U.S. companies; subscription database.

SEC filings (www.sec.gov/edgar.shtml). SEC filings, including 10Ks, 10Qs, annual reports, and prospectuses for U.S. public firms.

Standard & Poor’s Net Advantage. Comprehensive range of directories and databases focusing on publicly traded companies and their industries and markets.

ThomasNet (www.thomasnet.com). Information on thousands of U.S. manufacturers, indexed by company name and product.

RESEARCH DIRECTORIES AND INDEXES

Books in Print. Database indexes millions of books, audio books, and video titles from around the world. Available in print and professional online versions.

Directories in Print. Information on thousands of business and industrial directories.

Encyclopedia of Associations. Index of thousands of associations, listed by broad subject category, specific subject, association, and location. Available as an online database as well.

Reader’s Guide to Periodical Literature. Classic index of general-interest magazines, categorized by subject and author; also available in electronic format, including a version with the full text of thousands of articles.

TRADEMARKS AND PATENTS

Official Gazette of the United States Patent and Trademark Office (www.uspto.gov). Weekly publication (one for trademarks and one for pat- ents) providing official record of newly assigned trademarks and patents, product descriptions, and product names.

United States Patent and Trademark Office (www.uspto.gov). Trademark and patent information records.

STATISTICS AND OTHER BUSINESS DATA

Bureau of Economic Analysis (www.bea.gov). Large collection of economic and government data.

Europa—The European Union Online (http://europa.eu). A portal that provides up-to-date coverage of current affairs, legislation, policies, and EU statistics.

FedStats (www.fedstats.gov). Access to a full range of statistics and information from more than 70 U.S. government agencies.

Key Business Ratios (Dun & Bradstreet). Industry, financial, and performance ratios.

Information Please Almanac. Compilation of broad-range statistical data, with strong focus on labor force.

Annual Statement Studies. Industry, financial, and performance ratios published by the Risk Management Association.

Statistical Abstract of the United States (www.census.gov). Annual compendium of U.S. economic, social, political, and industrial statistics.

The World Almanac and Book of Facts. Facts on economic, social, educational, and political events for major countries.

U.S. Bureau of Labor Statistics (www.bls.gov). Extensive national and regional information on labor and business, including employment, industry growth, productivity, the Consumer Price Index (CPI), and the overall U.S. economy.

U.S. Census Bureau (www.census.gov). Demographic data and analysis on consumers and businesses based on census results.

(Continued)

http://www.annualreports.com

http://money.cnn.com

http://www.census.gov/eos/www/naics

http://www.sec.gov/edgar.shtml

http://www.thomasnet.com

http://www.uspto.gov

http://www.bea.gov

http://europa.eu

http://www.fedstats.gov

http://www.bls.gov

382 part 4 preparing reports and presentations

finding information at a liBrary

Public, corporate, and university libraries offer printed sources with information that is not available online and online sources that are available only by subscription. Libraries are also where you’ll find one of your most important resources: librarians. Reference librarians are trained in research techniques and can often help you find obscure infor- mation you can’t find on your own. They can also direct you to the typical library’s many sources of business information:

●● Newspapers and periodicals. Libraries offer access to a wide variety of popu- lar magazines, general business magazines, trade journals (which provide informa- tion about specific professions and industries), and academic journals (which provide research-oriented articles from researchers and educators).

●● Business books. Although less timely than newspapers, periodicals, and online sources, business books provide comprehensive coverage, in-depth analysis, and broad perspective that often can’t be found anywhere else.

●● Directories. Thousands of directories are published in print and electronic formats in the United States, and many include membership information for all kinds of pro- fessions, industries, and special-interest groups.

●● Almanacs and statistical resources. Almanacs are handy guides to factual and statistical information about countries, politics, the labor force, and so on. One of the most extensive is the Statistical Abstract of the United States (available at www.census .gov).

●● Government publications. Information on laws, court decisions, tax questions, regulatory issues, and other governmental concerns can often be found in collections of government documents.

●● Online databases. Databases offer vast collections of computer-searchable informa- tion, often in specific areas such as business, law, science, technology, and education. Some of these are available only by institutional subscription, so the library may be your only way to gain access to them. Some libraries offer remote online access to some or all databases; for others, you’ll need to visit in person.

finding information online

The Internet can be a tremendous source of business information, provided that you know where to look and how to use the tools available. Roughly speaking, the tools fall into two categories: those you can use to actively search for existing information and those you can use to monitor selected sources for new information. (Some tools can perform both functions.)

COMMERCIAL DATABASES (Require subscriptions; check with your school library)

ABI/INFORM Trade & Industry. Access to more than 750 periodicals and newsletters that focus on specific trades or industries.

Business Source Premier (Ebsco). Access to a variety of databases on a wide range of disciplines from leading information providers.

ProQuest Dialog. Hundreds of databases that include areas such as business and finance, news and media, medicine, pharmaceuticals, references, social sciences, government and regulation, science and technology, and more.

ProQuest. Thousands of periodicals and newspapers with extensive archives.

HighBeam Research. Thousands of full-text newspaper, magazine, and newswire sources, plus maps and photographs.

Gale Business & Company Resource Center. A comprehensive research tool designed for undergraduate and graduate students, job searchers, and investors; offers a wide variety of information on companies and industries.

LexisNexis. Several thousand databases covering legal, corporate, government, and academic subjects.

tabLe 11.4 Continued

Libraries offer information and resources you can’t find anywhere else—including experienced research librarians.

Local, state, and federal government agencies publish a huge array of information that is helpful to business researchers.

Internet research tools fall into two basic categories: search tools and monitoring tools.

Chapter 11 planning reports and proposals 383

Online Search tools The most familiar search tools are general-purpose search engines, such as Google and Bing, which scan mil- lions of websites to identify individual webpages that con- tain a specific word or phrase and then attempt to rank the results from most useful to least useful. Search engines have the advantage of scanning millions or billions of individual webpages, and the best engines use powerful ranking algo- rithms to present the pages that are probably the most relevant to your search request.

For all their ease and power, conventional search engines have three primary short- comings: (1) no human editors are involved to evaluate the quality or ranking of the search results; (2) various engines use different search techniques, so they often find different material; and (3) search engines can’t reach all the content on some websites (this part of the Internet is sometimes called the hidden Internet or the deep Internet).

A variety of tools are available to overcome the three main weaknesses of general- purpose search engines, and you should consider one or more of them in your business research. First, web directories, such as the Open Directory Project at www.dmoz.org use human editors to categorize and evaluate websites. A variety of other directories focus on specific media types, such as blogs or podcasts.

Second, metasearch engines help overcome the dif- ferences among search engines by formatting your search request for multiple search engines, making it easy to find a broader range of results. With a few clicks, you can compare results from multiple search engines to make sure you are getting a broad view of the material.

Third, online databases help address the challenge of the hidden Internet by offering access to newspapers, magazines, journals, electronic copies of books, and other resources often not available with standard search engines. Some of these databases offer free access to the public, but others require a subscription (check with your library). Also, a variety of specialized search engines now exist to reach various parts of the hidden Internet.

Online Monitoring tools One of the most powerful aspects of online research is the ability to automatically monitor selected sources for new information. The possibilities include subscribing to news- feeds from blogs and websites, following people on Twitter and other microblogs, setting up alerts on search engines and online databases, and using specialized monitors such as TweetDeck or Hootsuite to track tweets that mention spe- cific companies or other terms.

Exercise some care when setting up monitoring tools, however, because it’s easy to get overwhelmed by the flood of information. Remember that you can always go back and search your information sources if you need to gather additional information.

Search tips Search engines, web directories, and databases work in different ways, so make sure you understand how to optimize your search and interpret the results. Search engines have evolved to include a variety of features to help you find the information you need, so invest some time to find out how to use them effectively. Major search engines such as Google and Bing have help pages with detailed advice.

To make the best use of any search tool, keep the following points in mind:

●● Think before you search. The results you get from a search engine can create the illusion that the Internet is a neatly organized warehouse of all the information in the universe, but the reality is far different. The Internet is an incomplete, unorganized

real-time updateS

Learn mOre by Watching this videO

Step up your search skills

Learn tips and tricks that will make your Google searches better and faster. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

General-purpose search engines are tremendously powerful tools, but they do have several shortcomings you need to consider.

“Human-powered search engines” and web directories rely on human editors to evaluate and select content.

real-time updateS

Learn mOre by visiting this interactive Website

Use this powerful search tool for easier online searches

Bovée and Thill Web Search is a custom metasearch engine that automatically formats more than 300 types for searches for optimum results. Go to http://real-timeupdates.com/ebc12 and click on Web Search in the navigation bar.

real-time updateS

Learn mOre by visiting this Website

try these 100 serious search tools

This list is billed as “100 serious tools for academic search,” but most are great tools for general business research, too. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Online databases and specialty search engines can help you access parts of the hidden Internet.

The tools available for monitoring online sources for new information can help you track industry trends, consumer sentiment, and other information.

Search tools work in different ways, and you can get unpre- dictable results if you don’t know how each one operates.

Before you begin searching, think about where the information you need might be located, how it might be structured, and what terms might be used to describe it.

http://www.dmoz.org

384 part 4 preparing reports and presentations

hodgepodge of millions of independent websites with information that ranges in value from priceless to worse-than-worthless. After you have identified what you need to know, spend a few moments thinking about where that information might be found, how it might be structured, and what terms various websites might use to describe it.

●● Read the instructions and pay attention to the details. A few minutes of learning can save hours of inefficient search time. For example, if you use multiple words in your search phrase, Bing advises you to put the most important words first because word order affects search results.5

●● Review the search and display options carefully so you don’t misinterpret the results; some settings can make a huge difference in the results you see.

●● Try variations of your terms, such as adolescent and teenager or management and managerial.

●● Adjust the scope of your search, if needed. User fewer search terms to find more results; use more search terms to find fewer results.

●● Look beyond the first page of results. Don’t assume that the highest-ranking results are the best sources for you. For example, materials that haven’t been optimized for search engines won’t rank as highly (meaning they won’t show up in the first few pages of results), but they may be far better for your purposes.

Search technologies continue to evolve rapidly, so look for new ways to find the infor- mation you need. Some new tools search specific areas of information (such as Twitter) in better ways, whereas others approach search in new ways. For instance, Yolink (www .yolink.com) finds webpages like a regular search engine does but then also searches through documents and webpages that are linked to those first-level results.6 Pearltrees taps into the “hive mind” by showing links to information that other users have collected on the topics you’re interested in.7

Other powerful search tools include desktop search engines that search all the files on your personal computer, enterprise search engines that search all the computers on a company’s network, research and content managers such as the free Zotero browser extension (www.zotero.org), and social tagging or bookmarking sites such as Reddit (www.reddit.com), and media curation sites such as Pinterest (http://pinterest .com) and Scoop.it (www.scoop.it).

For information on the latest online research tools and techniques, visit http://real-timeupdates.com/ebc12 and click on Chapter 11.

doCumenting your SourCeS

Documenting your sources serves three important functions: It properly and ethically credits the person who created the original material, it shows your audience that you have sufficient support for your message, and it helps readers explore your topic in more detail, if desired.

Be sure to take advantage of source documentation tools whenever you can, to help ensure that you accurately track all your sources. Most word-processing programs can automatically track and number endnotes for you, and you can use the “table of authori- ties” feature to create a bibliography of all the sources you’ve used. A wide variety of citation management or reference management tools are available with popular web browsers.

Appendix B discusses the common methods of documenting sources. Whatever method you choose, documentation is necessary for books, articles, tables, charts, dia- grams, song lyrics, scripted dialogue, letters, speeches—anything that you take from someone else, including ideas and information that you’ve presented through paraphras- ing or summarizing. However, you do not have to cite a source for knowledge that’s gener- ally known among your readers, such as the fact that Facebook is a large social network or that computers are pervasive in business today.

Proper documentation of the sources you use is both ethical and an important resource for your readers.

real-time updateS

Learn mOre by visiting this Website

Learn to use google more effectively

Google’s Inside Search offers the tips and techniques you need to get the best research results in the least amount of time. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

http://www.zotero.org

http://www.reddit.com

http://pinterest.com

http://www.scoop.it

http://www.slideshare.net

http://www.yolink.com

Chapter 11 planning reports and proposals 385

conducting Primary Research If secondary research can’t provide the information and insights you need, you may need to gather the information yourself with primary research. Two common primary research methods are surveys and interviews. Other important primary techniques are observations (including tracking the behavior of website visitors) and experiments such as test marketing.

ConduCting SurVeyS

A carefully prepared and conducted survey can provide invaluable insights, but only if it is reliable (would produce identical results if repeated under similar conditions) and valid (measures what it’s supposed to measure). To conduct a survey that generates reliable and valid results, you need to choose research participants carefully and develop an effective set of questions. For important surveys on strategically important topics with lots at stake, you’re usually better off hiring a research specialist who knows how to avoid errors during planning, execution, and analysis.

When selecting people to participate in a survey, the most critical task is getting a representative sample of the entire population in question. For instance, if you want to know how U.S. consumers feel about something, you can’t just survey a few hundred people in

digital + SoCial + moBile: today’S CommuniCation enVironment

Smartphones and tablets have opened up new possibilities for collecting information for business reports and other communication purposes. Using built-in capabilities such as audio and video recording, as well as apps made specifically for research, business researchers can collect qualitative and quantitative information in a variety of ways:

●● Mobile surveys. Tablets with interactive software can replace the clipboards long used by researchers for “mall intercept” surveys and other efforts to collect data from shoppers.

●● Collecting and sharing. Collaborative apps such as Pearltrees make it easy to collect online information and organize it across multiple devices, then connect with rel- evant information collected by other users.

●● Note taking. Evernote, OneNote, and other note-taking apps simplify the process of compiling notes, webpages, photos, and other pieces of research.

●● Sketching. Sometimes a simple picture is more powerful than words or photos. With touchscreen apps on phones and tablets, researchers can quickly sketch maps, process diagrams, and other visuals on the spot.

●● Audio, photo, and video recording. Whether it’s snap- ping images of street scenes for a report on potential store locations or recording test subjects using a new product prototype, the audiovisual capabilities of today’s mobile devices give researchers a host of new tools.

●● Document scanning. Scanning apps let researchers record and organize images of documents that can’t be removed from their storage locations.

●● Real-time thoughts and impressions. Asking survey subjects to record information on their mobile devices

while they are observing store displays or making pur- chase decisions, for example, promises to enhance some classic research methods. With the old methods, shop- pers would answer survey questions about the choices they made well after the fact, leaving the accuracy of their answers up to the quality of the memories. With their mobile phones in hand, shoppers who’ve agreed to par- ticipate in research can describe their impressions and decisions on the spot and even take photos of displays that caught their eye.

As more consumers adopt mobile devices and software developers continue to create new research apps, mobile research promises to revolutionize research the same way it was changed business communication in general.

caReeR aPPLicatiOnS 1. Assume you’re about to visit another college where you’re

applying for the masters’ program, and you want to learn as much as you can about the school in the limited time you have available. How could you use your mobile phone to improve your information collection?

2. Mobile research raises some important ethical and legal questions involving privacy. Identify three possible privacy violations that researchers need to guard against.

Sources: Shelly Terrell, “Research on the Go! Effective Research with Mobile Devices,” presentation, 7 November 2013, www.slideshare.net; Derek Matisz, “Mobile-Enabled Ethnography: 4 Tips for Using Mobile Devices in Your Research,” Vision Critical blog, 24 July 2013, www.visioncritical.com; “Let’s Go Shopping: Using Mobile Qualitative Research for Shop-Alongs,” 2020Resarch, accessed 9 May 2014, www.2020research.com.

research on the go with mobile devices

4 LeaRning ObjectiveExplain the role of primary research, and identify the two most common forms of primary research for business communication purposes.

Surveys and interviews are the most common primary research techniques.

Surveys need to be reliable, valid, and representative in order to be useful.

http://www.visioncritical.com

http://www.2020research.com

386 part 4 preparing reports and presentations

a shopping mall. Different types of consumers shop at different times of the day and dif- ferent days of the week, and many consumers do not shop at malls. The online surveys you see on many websites today potentially suffer from the same sampling bias: They cap- ture only the opinions of people who visit the sites and want to participate, which might not be a representative sample of the population. A good handbook on survey research will help you select the right people for your survey, including selecting enough people to have a statistically valid survey.8

To develop an effective survey questionnaire, start with the information needs you identified at the beginning of the research process. Then break these points into specific questions, choosing an appropriate type of question for each point (see Figure 11.7). The following guidelines will help you produce results that are valid and reliable:9

EXAMPLE

How would you describe the flavor of this ice cream?

Do you think this ice cream is too rich? _____ Yes _____ No

Which description best fits the taste of this ice cream? (Choose only one.)

Too light Light Creamy Too creamy

Which of the following ice cream brands do you recognize? (Check all that apply.) _____ Ben & Jerry's _____ Breyers _____ Carvel _____ Dreyer’s _____ Häagen-Dazs

Rank these flavors in order of your preference, from 1 (most preferred) to 5 (least preferred): _____ Vanilla _____ Cherry _____ Strawberry _____ Chocolate _____ Coconut

In the past 2 weeks, how many times did you buy ice cream in a grocery store? __________

In the past 2 weeks, how many times did you buy ice cream in an ice cream shop? __________

a. b. c. d. e. f.

Please mark an X on the scale to indicate how you perceive the texture of this ice cream.

Delicious Too fruity Too sweet Too intense Bland Stale

QUESTION TYPE

Open-ended

Either-or

Multiple choice

Scale

Checklist

Ranking

Short-answer

Figure 11.7 Types of Survey Questions For each question you have in your survey, choose the type of question that will elicit the most useful answers.

On surveys, provide clear instructions to prevent mistaken answers.

Chapter 11 planning reports and proposals 387

●● Provide clear instructions to make sure people can answer every question correctly. ●● Don’t ask for information that people can’t be expected to remember, such as how

many times they went grocery shopping in the past year. ●● Keep the questionnaire short and easy to answer; don’t expect people to give you

more than 10 or 15 minutes of their time. ●● Whenever possible, formulate questions that provide answers that are easy to ana-

lyze. Numbers and facts are easier to summarize than opinions, for instance. ●● Avoid leading questions that could bias your survey. If you ask, “Do you prefer that we

stay open in the evenings for customer convenience?” you’ll no doubt get a “yes.” Instead, ask, “What time of day do you normally do your shopping?”

●● Avoid ambiguous descriptors such as “often” or “frequently.” Such terms mean differ- ent things to different people.

●● Avoid compound questions such as “Do you read books and magazines?” People who read one but not the other won’t know whether to answer yes or no.

●● Make the survey adaptive. Whether you’re surveying people manually or using soft- ware, build in ways to adjust the flow of questions in response to each person’s answers. This way you can make the best use of each respondent’s time and get more useful information.

Online surveys offer a number of advantages, including speed, cost, and the ability to adapt the question set along the way based on a respondent’s answers. However, to deliver reliable and valid results, they must be designed and administered as carefully as offline surveys.

ConduCting interViewS

Getting in-depth information straight from an expert or an individual concerned about an issue can be a great method for collecting primary information. Interviews can dig deeper than the “hands-off” approach of surveys, and skilled interviewers can also watch for non- verbal signals that provide additional insights. Interviews can take a variety of formats, from email exchanges to group discussions.

Be aware that the answers you receive in an interview are influenced by the types of questions you ask, by the way you ask them, and by each subject’s cultural and language background. Potentially significant factors include the person’s race, gender, age, educa- tional level, and social status.10

Ask open-ended questions (such as “Why do you believe that South America repre- sents a better opportunity than Europe for this product line?”) to solicit opinions, insights, and information. Ask closed questions to elicit a specific answer, such as yes or no. However, don’t use too many closed questions in an interview, or the experience will feel more like a simple survey and won’t take full advantage of the interactive interview setting.

Think carefully about the sequence of your questions and the subject’s potential answers so you can arrange questions in an order that helps uncover layers of informa- tion. Also consider providing the other person with a list of questions at least a day or two before the interview, especially if you’d like to quote your subject in writing or if your questions might require your subject to conduct research or think extensively about the answers. If you want to record the interview, ask the person ahead of time and respect his or her wishes.

As soon as possible after the interview, take a few moments to write down your thoughts, go over your notes, and organize your material. Look for important themes, helpful facts or statistics, and direct quotes. If you made an audio recording, transcribe it (take down word for word what the person said) or take notes from the recording just as you would while listening to someone in person.

Face-to-face interviews give you the opportunity to gauge the reaction to your ques- tions and observe the nonverbal signals that accompany the answers, but interviews can also take place via email and other digital media.

In addition to individual interviews, business researchers can also use a form of group interview known as the focus group. In this format, a moderator guides a group through

Online surveys are fast and convenient, but in order to produce meaningful data, they must be designed with the same care as offline surveys.

Interviews can take place online, over the phone, or in person, and they can involve individuals or groups.

Open-ended questions, which can’t be answered with a simple yes or no, can provide deeper insights, opinions, and information.

Arrange the sequence of ques- tions to help uncover layers of information.

388 part 4 preparing reports and presentations

a series of discussion questions while the rest of the research team observes through a one-way mirror. The key advantage of focus groups is the opportunity to learn from group dynamics as the various participants bounce ideas and questions off each other. By allowing a group to discuss topics and problems in this manner, the focus group technique can uncover much richer information than a series of individual interviews.11

As a reminder of the tasks involved in interviews, see “Checklist: Conducting Effective Information Interviews.”

Planning informational Reports Informational reports provide the material that employees, managers, and others need in order to make decisions, take action, and respond to dynamic conditions inside and out- side the organization. Although these reports come in dozens of particular formats, they can be grouped into four general categories:

●● Reports to monitor and control operations. Managers rely on a wide range of reports to see how well their companies are functioning. Plans establish expecta- tions and guidelines to direct future action. Some of the most significant of these are business plans (see “Creating Successful Business Plans” on page 389). Operating reports provide feedback on a wide variety of an organization’s functions, including sales, in- ventories, expenses, shipments, and so on. Personal activity reports provide information regarding an individual’s experiences during sales calls, industry conferences, market research trips, and so on.

●● Reports to implement policies and procedures. Policy reports range from brief descriptions of business procedures to manuals that run dozens or hundreds of pages. Position papers, sometimes called white papers or backgrounders, outline an organization’s official position on issues that affect the company’s success.

●● Reports to demonstrate compliance. Businesses are required to submit a variety of compliance reports, from tax returns to reports that describe the proper handling of hazardous materials.

●● Reports to document progress. Supervisors, investors, and customers frequently expect to be informed of the status of projects and other activities via progress reports.

organizing informational reportS

In most cases, the direct approach is the best choice for informational reports. However, if the information is both surprising and disappointing, such as a project that is behind schedule or over budget, you might consider using the indirect approach to build up to the bad news. Most informational reports use a topical organization, arranging material in one of the following ways:

●● Comparison. Showing similarities and differences (or advantages and disadvantages) between two or more entities

●● Importance. Building up from the least important item to the most important (or from most important to the least, if you don’t think your audience will read the entire report)

●● Learn about the person you are going to interview. ●● Formulate your main idea to ensure effective focus. ●● Choose the length, style, and organization of the

interview. ●● Select question types to elicit the specific information you

want.

●● Design each question carefully to collect useful answers. ●● Limit the number of questions you ask. ●● Consider recording the interview if the subject permits. ●● Review your notes as soon as the interview ends.

CheCklist ✓ conducting effective information interviews

5 LeaRning ObjectiveExplain how to plan infor- mational reports and website content.

Informational reports are used to monitor and control operations, to implement policies and procedures, to demonstrate compliance, and to document progress.

The messages conveyed by informational reports can range from extremely positive to extremely negative, so the approach you take warrants careful consideration.

Chapter 11 planning reports and proposals 389

●● Sequence. Organizing the steps or stages in a process or procedure ●● Chronology. Organizing a chain of events in order from oldest to newest or vice

versa ●● Geography. Organizing by region, city, state, country, or other geographic unit ●● Category. Grouping by topical category, such as sales, profit, cost, or investment

Whichever pattern you choose, use it consistently so that readers can easily follow your discussion from start to finish. Bear in mind, however, that in many instances, you might be expected to follow a particular type of organization.

Of course, effective informational reports must also be audience centered, logical, focused, and easy to follow, with generous use of previews and summaries. Your audience expects you to sort out the details and separate major points from minor points.

Creating SuCCeSSful BuSineSS planS

A business plan such as the one written by the founders of MyCityWay is a comprehen- sive document that describes a company’s mission, structure, objectives, and operations. Roughly speaking, business plans can be written during three separate phases of a com- pany’s life: (1) before the company is launched, when the founders are defining their vision of what the company will be; (2) when the company is seeking funding, in which case the business plan takes on a persuasive tone to convince outsiders that investing in the firm would be a profitable decision; and (3) after the company is up and running and the business plan serves as a monitor- and-control mechanism to make sure operations are stay- ing on track.

At any stage, a comprehensive business plan forces you to think about personnel, marketing, facilities, suppliers, distribution, and a host of other issues vital to a company’s success. The specific elements to include in a business plan can vary based on the situation; here are the sec- tions typically included in a plan written to attract outside investors:12

●● Summary. In one or two paragraphs, summarize your business concept, particularly the business model, which defines how the company will generate revenue and produce a profit. The summary must be compelling, catching the investor’s attention and giving him or her reasons to keep reading. Describe your product or service and its market potential. Highlight some things about your company and its leaders that will distinguish your firm from the competition. Summarize your financial projections and indicate how much money you will need from investors or lenders and where it will be spent.

●● Mission and objectives. Explain the purpose of your business and what you hope to accomplish.

●● Company and industry. Give full background information on the origins and structure of your venture and the characteristics of the industry in which you plan to compete.

●● Products or services. Concisely describe your products or services, focusing on their unique attributes and their appeal to customers.

●● Market and competition. Provide data that will persuade investors that you understand your target market and can achieve your sales goals. Be sure to identify the strengths and weaknesses of your competitors.

●● Management. Summarize the background and qualifications of the key manage- ment personnel in your company. Include résumés in an appendix.

●● Marketing strategy. Provide projections of sales volume and market share; out- line a strategy for identifying and reaching potential customers, setting prices, providing customer support, and physically delivering your products or services. Whenever possible, include evidence of customer acceptance, such as advance product orders.

real-time updateS

Learn mOre by visiting this Website

Step-by-step advice for developing a successful business plan

Take advantage of the Small Business Admini stration’s compre- hensive guide to preparing a business plan. Go to http://real-time updates.com/ebc12 and click on Learn More in the Students section.

The summary is a critical part of business plan because it has to excite readers about the concept enough to make them want to read more.

390 part 4 preparing reports and presentations

●● Design and development plans. If your product requires design or development, describe the nature and extent of what needs to be done, including costs and possible problems. For new or unusual products, you may want to explain how the product will be manufactured.

●● Operations plan. Provide information on facilities, equipment, and personnel requirements.

●● Overall schedule. Forecast important milestones in the company’s growth and development, including when you need to be fully staffed and when your products will be ready for the market.

●● Critical risks and problems. Identify significant negative factors and discuss them honestly.

●● Financial projections and requirements. Include a detailed budget of start-up and operating costs, as well as projections for income, expenses, and cash flow for the first few years of business. Identify the company’s financing needs and potential sources, if appropriate.

●● Exit strategy. Explain how investors will be able to profit from their investment, such as through a public stock offering, sale of the company, or a buyback of the investors’ interest.

Be aware that not all start-up veterans and investors believe in the value of a conven- tional business plan, at least in a company’s early stages. Reasons for the skepticism include the amount of time and energy required to research and write a plan, the reluctance of many target readers to read such lengthy documents, the uncertainty of whether a new product or company idea will even work, and the difficulty of correctly anticipating all the circumstances and obstacles that a young company will encounter. Particularly for com-

panies that are developing new products or new business models before they can launch, some experts recommend that entrepreneurs devote most of their energy to getting a working product or service model in front of potential customers as quickly as possible so they can verify and fine- tune it before proceeding to extensive business planning. Two popular alternatives to conventional business plans are high-level overviews known as the Business Model Canvas and the Lean Canvas. They are essentially one-page business plans that present only the essential ideas that make up an intended business model.13

organizing weBSite Content

Many websites, particularly company websites, function as informational reports, offer- ing sections with information about the company, its history, its products and services, its executive team, and so on. While most of what you’ve already learned about infor- mational reports applies to website writing, the online experience requires some special considerations and practices.

As you begin to plan a website, start by recognizing the unique nature of online communication:

●● Web readers are demanding. If site visitors can’t find what they’re looking for in a matter of minutes, they’ll leave and look elsewhere.14 Figure 11.8 is an example of a webpage that makes it easy for readers to find information of interest.

●● Reading online can be difficult. Studies show that reading speeds are about 25 per- cent slower on a monitor than on paper.15 Reading from computer screens can also be tiring on the eyes, even to the point of causing headaches, double vision, blurred vision, and other physical problems.16

●● The web is a nonlinear, multidimensional medium. Readers of online material move around in any order they please; there often is no beginning, middle, or end. As a web writer, you need to anticipate the various paths your readers will want to follow and to make sure you provide the right hyperlinks in the right places to help readers explore successfully.

When planning online reports or other website content, remember that the online reading experience differs from offline reading in several important ways.

real-time updateS

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crafting your “wow” statement

Bill Reichert of Garage Technology Ventures offers advice on capturing an investor’s attention in just a matter of seconds. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Chapter 11 planning reports and proposals 391

●● Consider a mobile-first strategy. Many businesses now optimize their websites to be viewed on mo- bile devices, particularly tablets, rather than larger PC screens. The major changes this involves include sim- pler navigation, more linear organization of content, and supporting touch interaction.

Business websites often have multiple audiences and multiple communication functions, so planning websites can be a challenge. Professional website designers often use the term information architecture to describe the structure and navigational flow of all the parts of a website. In a sense, the information architecture is a three-dimensional out- line of the site, showing (1) the vertical hierarchy of pages from the homepage down to the lower level, (2) the horizontal division of pages across the various sections of the site, and (3) the links that tie all these pages together, both internally (between various pages on the site) and externally (between your site and other websites).

On simpler sites with few content categories, the information architecture is fairly straightforward. A recent trend toward one-page websites, in which all the content is pre- sented on a single, scrolling page, represents the ultimate in website simplicity. These sites can be particularly good for mobile devices because navigating them requires nothing

The information architecture of a website is the equivalent of the outline for a paper report, but it tends to be much more complicated than a simple linear outline.

Figure 11.8 Reader‐Friendly Website Design This page from Zappos’s website shows how to organize content in ways that help readers find desired information quickly. The numbered list on the left side serves as both a high‐level overview and a clickable table of contents, and clicking on any item displays a one‐sentence summary and a more‐detailed description. Readers can quickly explore all 10 values without bouncing around from page to page.

real-time updateS

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effective examples of one-page web design

One Page Love has a large gallery of one-page webs designs. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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392 part 4 preparing reports and presentations

more than simple scrolling action by the user. Companies also use one-page designs for individual sections of a larger website.

However, on large corporate or organizational websites (such as your college or uni- versity’s website), the architecture can be extremely complex, and it is the information architect’s job to make each visitor’s experience as simple as possible.

To organize your site effectively, keep the following advice in mind:

●● Plan your site structure and navigation before you write.17

●● Let your readers be in control; give them clearly labeled pathways that let them ex- plore on their own.

●● Help online readers scan and absorb information by breaking it into self-contained, easily readable chunks that are linked together logically.

Planning analytical Reports The purpose of analytical reports is to analyze, to understand, or to explain a problem or an opportunity and figure out how it affects the company and how the company should respond. In many cases, you’ll also be expected to make a recommendation based on your analysis. As you saw in Figure 11.1, analytical reports fall into three basic categories:

●● Reports to assess opportunities. Every business opportunity carries some degree of risk and also requires a variety of decisions and actions in order to capitalize on the opportunity. You can use analytical reports to assess risk and required decisions and actions. For instance, market analysis reports are used to judge the likelihood of success for new products or sales. Due diligence reports examine the financial aspects of a pro- posed decision, such as acquiring another company.

●● Reports to solve problems. Managers often ask for troubleshooting reports when they need to understand why something isn’t working properly and what needs to be done to fix it. A variation, the failure analysis report, studies events that happened in the past, with the hope of learning how to avoid similar failures in the future.

●● Reports to support decisions. Feasibility reports are called for when managers need to explore the ramifications of a decision they’re about to make, such as switching materials used in a manufacturing process. Justification reports explain a decision that has already been made.

Writing analytical reports presents a greater challenge than writing informational reports because you need to use your reasoning abilities and persuasive skills in addition to your writing skills. With analytical reports, you’re doing more than simply delivering information: You’re also analyzing a problem or an opportunity and presenting your con- clusions in a compelling and persuasive manner. Finally, because analytical reports often convince other people to make significant financial and personnel decisions, your reports carry the added responsibility of the consequences of these decisions.

To help define the problem your analytical report will address, answer these questions:

●● What needs to be determined? ●● Why is this issue important? ●● Who is involved in the situation? ●● Where is the trouble located? ●● How did the situation originate? ●● When did it start?

Not all of these questions apply in every situation, but asking them helps you define the problem being addressed and limits the scope of your discussion.

Also try problem factoring, dividing the problem into a series of logical, connected questions that try to identify cause and effect. When you speculate on the cause of a prob- lem, you’re forming a hypothesis, a potential explanation that needs to be tested. By sub- dividing a problem and forming hypotheses based on available evidence, you can tackle even the most complex situations.

Problem factoring is the process of breaking down a problem into smaller questions to help identify causes and effects.

6 LeaRning ObjectiveIdentify the three most common ways to organize analytical reports.

Analytical reports are used to assess opportunities, to solve problems, and to support decisions.

Chapter 11 planning reports and proposals 393

As with all other business messages, the best organizational structure for each ana- lytical report depends largely on your audience’s likely reaction. The three basic struc- tures involve focusing on conclusions, focusing on recommendations, and focusing on logic (see Table 11.5).

foCuSing on ConCluSionS

When writing for audiences that are likely to accept your conclusions—either because they’ve asked you to perform an analysis or they trust your judgment—consider using a direct approach that focuses immediately on your conclusions. This structure com- municates the main idea quickly, but it presents some risks. Even if audiences trust your judgment, they may have questions about your data or the methods you used. Moreover, starting with the conclusion may create the impression that you have oversimplified the situation. You’re generally better off taking the direct approach in a report only when your credibility is high—when your readers trust you and are willing to accept your conclu- sions (see Figure 11.9 on the next page).

foCuSing on reCommendationS

A slightly different approach is useful when your readers want to know what they ought to do in a given situation (as opposed to what they ought to conclude). Start with the fol- lowing general outline and adapt it as needed:

1. Establish the need for action in the introduction by briefly describing the problem or opportunity.

2. Introduce the benefit(s) that can be achieved if the recommendation is adopted, along with any potential risks.

3. List the steps (recommendations) required to achieve the benefit, using action verbs for emphasis.

4. Explain each step more fully, giving details on procedures, costs, and benefits; if nec- essary, also explain how risks can be minimized.

5. Summarize your recommendations.

foCuSing on logiCal argumentS

When readers are skeptical or hostile to the conclusion or recommendation you plan to make, use an indirect approach that logically builds toward your conclusion or recom- mendation. If you guide the audience along a rational path toward the answer, they are more likely to accept it when they encounter it. The two most common logical approaches are known as the 2 + 2 = 4 approach and the yardstick approach.

tabLe 11.5 Common ways to Structure analytical reports

Focus On Logical argument

element Focus on conclusions or Recommendations Use 2 + 2 = 4 Model Use yardstick Model

Reader mindset Likely to accept Hostile or skeptical Hostile or skeptical

Approach Direct Indirect Indirect

Writer credibility High Low Low

Advantages Readers quickly grasp conclusions or recommendations

Works well when you need to show readers how you built toward an answer by following clear, logical steps

Works well when you have a list of criteria (standards) that must be considered in a decision; alternatives are all measured against same criteria

Drawbacks Structure can make topic seem too simple

Can make report longer Readers must agree on criteria; can be lengthy because of the need to address each criteria for every alternative

Focusing on conclusions is often the best approach when you’re addressing a receptive audience.

When readers want to know what you think they should do, organize your report to focus on recommendations.

Logical arguments can follow two basic approaches: 2 + 2 = 4 (adding everything up) and the yardstick method (comparing ideas against a predetermined set of standards).

394 part 4 preparing reports and presentations

the 2 + 2 = 4 approach The 2 + 2 = 4 approach is so named because it convinces readers of your point of view by demonstrating that everything adds up. The main points in your outline are the main rea- sons behind your conclusions and recommendations. You support each reason with the evidence you collected during your analysis. With its natural feel and versatility, the 2 + 2 = 4 approach is generally the most persuasive and efficient way to develop an analytical report for skeptical readers, so try this structure first. You’ll find that most of your argu- ments fall naturally into this pattern.

The troubleshooting report shown in Figure 11.10 is built on the main idea that the company should establish separate sales teams for major national accounts rather than continuing to service them through the company’s four regional divisions. The writer knew his plan would be controversial because it required a big change in the company’s organization and in the way sales representatives are paid. His thinking had to be clear and easy to follow, so he used the 2 + 2 = 4 approach to focus on his reasons.

the yardstick approach The yardstick approach is useful when you need to use a number of criteria to decide which option to select from two or more possibilities. With this approach, you begin by discussing the problem or opportunity, and then you list the criteria that will guide the decision. The body of the report then evaluates the alternatives against those crite- ria. Figure 11.11 on page 397 is an outline of a feasibility report that uses the yardstick approach, listing five criteria to evaluate two alternative courses of action.

MEASURING QUALITY IMPROVEMENTS

I. Introduction

II. Conclusion: Outsourcing employee training has reduced costs and improved quality

III. Cost reductions

A. Exceeded 15 percent cost-reduction goal with 22 percent savings in rst year

B. Achieved actual reduction of 22 percent

C. Reassigned three staffers who used to work on training full-time

D. Reduced management time needed to oversee training

E. Sold the computers that used to be reserved for training

IV. Quality improvements

A. Employees say they are more condent in 7 out of 10 key skill areas

B. Measurable mistakes have dropped by 12 percent

V. Areas needing improvement

A. Three skill areas still need improvement

B. Two trainers received approval ratings below 80 percent

C. Outside trainers aren’t always aware of internal company issues

D. We have lost some Œexibility for scheduling courses

VI. Summary

Figure 11.9 Preliminary Outline of a Research Report Focusing on Conclusions A year after a bank decided to have an outside firm handle its employee training, an analyst was asked to prepare a report evaluating the results. The analysis shows that the outsourcing experiment was a success, so the report opens with that conclusion but supports it with clear evidence. Readers who accept the conclusion can stop reading, and those who desire more information can continue.

Chapter 11 planning reports and proposals 395

The yardstick approach has two potential drawbacks. First, your audience needs to agree with the criteria you’re using in your analysis. If they don’t, they won’t agree with the results of the evaluation. If you have any doubt about their agreement, build consen- sus before you start your report, if possible, or take extra care to explain why the criteria you’re using are the best ones in this particular case. Second, the yardstick approach can get a little boring when you have many options to consider or many criteria to compare them against. One way to minimize the repetition is to compare the options in tables and then highlight the most unusual or important aspects of each alternative in the text so that you get the best of both worlds. This approach allows you to compare all the alterna- tives against the same yardstick while calling attention to the most significant differences among them.

TO: Robert Mendoza, Vice President of Marketing

FROM: Binh Phan, National Sales Manager

DATE: September 12, 2016

SUBJECT: Major accounts sales problems

As you requested on August 20, this report outlines the results of my investigation into the recent slowdown in sales to major accounts and the accompanying rise in sales- and service-related complaints from some of our largest customers.

Over the last four quarters, major account sales dropped 12%, whereas overall sales were up 7%. During the same time, we’ve all noticed an increase in both formal and informal complaints from larger customers, regarding how confusing and complicated it has become to do business with us.

My investigation started with in-depth discussions with the four regional sales managers, ˆrst as a group and then individually. The tension I felt in the initial meeting eventually bubbled to the surface during my meetings with each manager. Staff members in each region are convinced that other regions are booking orders they don’t deserve, with one region doing all the legwork only to see another region get the sale, the commission, and the quota credit.

I followed up these formal discussions by talking informally and exchanging email with several sales representatives from each region. Virtually everyone who is involved with our major national accounts has a story to share. No one is happy with the situation, and I sense that some reps are walking away from major customers because the process is so frustrating.

The decline in sales to our major national customers and the increase in their complaints stem from two problems: (1) sales force organization and (2) commission policy.

ORGANIZATIONAL PROBLEMS

When we divided the national sales force into four geographical regions last year, the idea was to focus our sales efforts and clarify responsibilities for each prospective and current customer. The regional managers have gotten to know their market territories very well, and sales have increased beyond even our most optimistic projections.

However, while solving one problem, we have created another. In the past 12 to 18 months, several regional customers have grown to national status, and a few retailers have taken on (or expressed interest in) our products. As a result, a signiˆcant portion of both current sales and future opportunities lies with these large national accounts.

I uncovered more than a dozen cases in which sales representatives from two or more regions found themselves competing with each other by pursuing the same customers from different locations. Moreover, the complaints from our major accounts about

MEMO

Figure 11.10 Analytical Report Using the 2 + 2 = 4 Approach To make his argument clear and compelling, this writer used the 2 + 2 = 4 approach.

396 part 4 preparing reports and presentations

For example, having retail outlets across the lower tier of the country, AmeriSport received pitches from reps out of our West, South, and East regions. Because our regional offices have a lot of negotiating freedom, the three were offering different prices. But all AmeriSport buying decisions were made at the Tampa headquarters, so all we did was confuse the customer. The irony of the current organization is that we’re often giving our weakest selling and support efforts to the largest customers in the country.

COMMISSION PROBLEMS

The regional organization problems are compounded by the way we assign commissions and quota credit. Salespeople in one region can invest a lot of time in pursuing a sale, only to have the customer place the order in another region. So some sales rep in the second region ends up with the commission on a sale that was partly or even entirely earned by someone in the first region. Therefore, sales reps sometimes don’t pursue leads in their regions, thinking that a rep in another region will get the commission.

For example, Athletic Express, with outlets in 35 states spread across all four regions, finally got so frustrated with us that the company president called our headquarters. Athletic Express has been trying to place a large order for tennis and golf accessories, but none of our local reps seem interested in paying attention. I spoke with the rep responsible for Nashville, where the company is headquartered, and asked her why she wasn’t working the account more actively. Her explanation was that last time she got involved with Athletic Express, the order was actually placed from their L.A. regional office, and she didn’t get any commission after more than two weeks of selling time.

RECOMMENDATIONS Our sales organization should reflect the nature of our customer base. To accomplish that goal, we need a group of reps who are free to pursue accounts across regional borders— and who are compensated fairly for their work. The most sensible answer is to establish a national account group. Any customers whose operations place them in more than one region would automatically be assigned to the national group.

In addition to solving the problem of competing sales efforts, the new structure will also largely eliminate the commission-splitting problem because regional reps will no longer invest time in prospects assigned to the national accounts team. However, we will need to find a fair way to compensate regional reps who are losing long-term customers to the national team. Some of these reps have invested years in developing customer relation- ships that will continue to yield sales well into the future, and everyone I talked to agrees that reps in these cases should receive some sort of compensation. Such a “transition commission” would also motivate the regional reps to help ensure a smooth transition from one sales group to the other. The exact nature of this compensation would need to be worked out with the various sales managers.

SUMMARY

The regional sales organization is effective at the regional and local levels but not at the national level. We should establish a national accounts group to handle sales that cross regional boundaries. Then we’ll have one set of reps who are focused on the local and regional levels and another set who are pursuing national accounts.

To compensate regional reps who lose accounts to the national team, we will need to devise some sort of payment to reward them for the years of work invested in such accounts. This can be discussed with the sales managers once the new structure is in place.

overlapping or nonexistent account coverage are a direct result of the regional organization. In some cases, customers aren’t sure which of our representatives they’re supposed to call with problems and orders. In other cases, no one has been in contact with them for several months.

Figure 11.10 Analytical Report Using the 2 1 2 5 4 Approach (Continued)

Chapter 11 planning reports and proposals 397

Planning Proposals The specific formats for proposals are innumerable, but they can be grouped into two general categories. Internal proposals request decisions from managers within the orga- nization, such as proposals to buy new equipment or launch new research projects (see Figure 11.12 on the next page). External proposals request decisions from parties outside the organization. Examples of external proposals include investment proposals, which request funding from external investors; grant proposals, which request funds from government agencies and other sponsoring organizations; and sales proposals, which suggest individu- alized solutions for potential customers and request purchase decisions.

The most significant factor in planning a proposal is whether the recipient has asked you to submit a proposal. Solicited proposals are generally prepared at the request of external parties that require a product or a service, but they may also be requested by such internal sources as management or the board of directors. To solicit proposals from potential suppliers, an organization might prepare a formal invitation to bid, called a request for proposals (RFP), which includes instructions that specify exactly the type of work to be performed or products to be delivered, along with budgets, deadlines, and other requirements. Companies then respond by preparing proposals that show how they would meet the requirements spelled out in the RFP. In most cases, organizations that

7 LeaRning ObjectiveExplain how to plan proposals.

The best strategy for a proposal depends on whether it is unsolicited or solicited.

Here she will give readers important background information about current trends in the marketplace.

These five criteria (standards or rules) that will be used in the evaluation make up the “yardstick” in the yardstick approach.

She will evaluate the two alternatives by judging them according to the five criteria.

She will recommend in favor of one alternative and against the other, based on how each fared in the “yardstick” measurement.

Main Idea: We should move into the commercial irrigation equip- ment market but not into the residential market.

I. Introduction II. Criteria for entering new markets

A. Size and growth B. Prot potential C. Ability to compete D. Distribution costs and opportunities E. Fit with current capabilities

III. Irrigation equipment trends A. Water shortages leading to demand for more efcient

irrigation B. Labor costs encouraging automation C. More homeowners attempting do-it-yourself projects

IV. Comparison of new market opportunities A. Commercial landscapers and building owners

1. Size and growth 2. Prot potential 3. Ability to compete 4. Distribution costs and opportunities 5. Fit with current capabilities

B. Residential landscapers and homeowners 1. Size and growth 2. Prot potential 3. Ability to compete 4. Distribution costs and opportunities 5. Fit with current capabilities

V. Recommendations A. Enter the commercial segment

1. Select a test market 2. Learn from the test and rene our approach 3. Roll out product marketing nationwide

B. Do not attempt to enter the residential market at this point

Figure 11.11 Outline of an Analytical Report Using the Yardstick Approach This report was drafted by a market analyst for a company that makes irrigation equipment for farms and ranches. The company has been so successful in the agricultural market that it is starting to run out of potential customers. To keep growing, it needs to find another market. Two obvious choices to consider were commercial buildings and residences, but management needed to evaluate both carefully before making a decision.

398 part 4 preparing reports and presentations

issue RFPs also provide strict guidelines on what the proposals should include, and you need to follow these guidelines carefully in order to be considered.

Unsolicited proposals offer more flexibility but a completely different sort of challenge than solicited proposals because recipients aren’t expecting to receive them. In fact, your audience may not be aware of the problem or opportunity you are addressing, so before you can propose a solution, you might first need to convince your readers that a problem or an opportunity exists. Consequently, using an indirect approach is often a wise choice for unsolicited proposals.

Regardless of its format and structure, a good proposal explains what a project or course of action will involve, how much it will cost, and how the recipient and his or her organization will benefit.

TO: Jamie Engle

FROM: Shandel Cohen

DATE: July 8, 2016

SUBJECT: Saving $145k/year with an automated email response system

Our new product line has been very well received, and orders have surpassed our projections. This very success, however, has created a shortage of printed brochures, as well as considerable overtime for people in the customer response center. As we introduce upgrades and new options, our printed materials quickly become outdated. If we continue to rely on printed materials for customer information, we have two choices: Distribute existing materials (even though they are incomplete or inaccurate) or discard existing materials and print new ones.

With minor additions and modifications to our current email system, we can set up an automated system to respond to customer requests for information. This system can save us time and money and can keep our distributed information current.

Automated email response systems have been tested and proven effective. Many companies already use this method to respond to customer information requests, so we won’t have to worry about relying on untested technology. Using the system is easy, too: Customers simply send a blank email message to a specific address, and the system responds by sending an electronic copy of the requested brochure.

Benefit #1: Always-Current Information

Rather than discard and print new materials, we would only need to keep the electronic files up to date on the server. We could be able to provide customers and our field sales organization with up-to-date, correct information as soon as the upgrades or options are available.

Benefit #2: Instantaneous Delivery

Almost immediately after requesting information, customers would have that information in hand. Electronic delivery would be especially advantageous for our international customers. Regular mail to remote locations sometimes takes weeks to arrive, by which time the information may already be out of date. Both customers and field salespeople will appreciate the automatic mail-response system.

Benefit #3: Minimized Waste

With our current method of printing every marketing piece in large quantities, we discard thousands of pages of obsolete catalogs, data sheets, and other materials every year. By maintaining and distributing the information electronically, we would

THE PROBLEM: Expensive and Slow Response to Customer Information Requests

THE SOLUTION: Automated Email Response System

MEMO

Figure 11.12 Internal Proposal This internal proposal seeks management’s approval to install an automatic mail-response system. The writer lays out the problem concisely, describes her proposed solution, itemizes the four benefits it would provide, and provides a clear analysis of the financial impact.

Chapter 11 planning reports and proposals 399

Of course, some of our customers may still prefer to receive printed materials, or they may not have access to electronic mail. For these customers, we could simply print copies of the �les when we receive such requests. The new Xerox DocuColor printer just installed in the Central Services building would be ideal for printing high-quality materials in small quantities.

Bene�t #4: Lower Overtime Costs

In addition to saving both paper and space, we would also realize considerable savings in wages. Because of the increased interest in our new products, we must continue to work overtime or hire new people to meet the demand. An automatic mail response system would eliminate this need, allowing us to deal with ƒuctuating interest without a ƒuctuating workforce.

Cost Analysis

The necessary equipment and software costs approximately $15,000. System mainte- nance and upgrades are estimated at $5,000 per year. However, those costs are offset many times over by the predicted annual savings:

Printing $100,000 Storage 25,000 Postage 5,000 Wages 20,000

Total $150,000

Based on these �gures, the system would save $130,000 the �rst year and $145,000 every

year after that.

CONCLUSION

An automated email response system would yield considerable bene�ts in both customer satisfaction and operating costs. If you approve, we can have it installed and running in 6 weeks. Please give me a call if you have any questions.

eliminate this waste. We would also free up a considerable amount of expensive ƒoor space and shelving that is required for storing printed materials.

Figure 11.13 Internal Proposal (Continued)

400 part 4 preparing reports and presentations

You recently joined MyCityWay as a market development man- ager, working on a variety of research, planning, and customer communication projects. Using what you’ve learned in this chapter about effective research methods and report planning, choose appropriate solutions to these report-writing challenges.

1. MyCityWay faces a problem that bedevils most smartphone app developers: an extremely crowded marketplace. The iTunes app store alone, for example, has more than 4,000 apps in its travel category. You are planning a research project to help identify tactics that MyCityWay could use to stand out from the crowd. Which of the following problem statements would do the best job of guiding this research? a. We need to figure out how we can stand out from the

crowd. b. We need to identify how leading software apps gained

the brand recognition they have and whether we could adapt those tactics to our brand.

c. We need to know if we should we pursue more brand partnerships like the arrangement with BMW.

d. We need to know if changing our brand name would improve our brand recognition.

2. Your readers appreciate how easy your reports are to read, with their generous use of previews, reviews, and transitions. For a section in the body of a report that describes the range of advertising possibilities in electronic media, which of these is the best review? a. As this section has shown, today’s new media landscape

is full of intriguing, but challenging, choices, from advertising on blogs to advertising in video games.

b. As this section has shown, today’s new media landscape is full of intriguing, but challenging, choices, including product placement in traditional movies and television programs, product placement in and sponsorship of online movies, webcasts, advertising on blogs and in podcasts, advertising in video games, advertising on social networks, stealth marketing and buzz marketing, and music and fashion sponsorships.

c. As this section has shown, today’s new media landscape is full of intriguing, but challenging, choices: • Product placement in traditional movies and television

programs • Product placement in and sponsorship of online movies • Webcasts • Advertising on blogs and in podcasts • Advertising in video games • Advertising on social networks • Stealth marketing and buzz marketing • Music and fashion sponsorships

d. As this section has shown, today’s advertisers have a staggering array of new choices when it comes to connecting with target customers.

On the jOb: sOLving cOmmunicatiOn diLemmas at Mycityway 3. With several years of experience, you now find routine

business reports to be fairly easy. It’s usually just a matter of quickly assessing the situation at hand, gathering the information you’ll need, and getting to work with organizing and writing. This morning, however, you were given an assignment that is anything but routine. The three founders have asked you to spend the next month on an analytical report that will answer a single question: What’s next? They’re not asking for a detailed business plan, but rather your advice on the overall direction the company should take over the next five years, after the company has created mobile apps for all the major cities around the world. Should it go after smaller cities next? Should it expand into other lines of businesses? Settle into a “maintain and protect” mode, in which it just keeps its existing products up to date, without attempting to grow? Faced with such an open- ended question, which of the following research and report writing strategies should you use? a. Gather all the secondary research you can find on the

market for mobile apps of any kind. Study these reports in depth to look for promising opportunities, and then describe the top 10 opportunities in a well-written report.

b. Design and conduct a consumer survey that is integrated with the MyCityWay app—this way you’ll get data directly from the people who use the company’s products. Split the survey into two audiences. Ask one group closed- ended questions, in which you identify a number of new product possibilities and ask customers to indicate which ones they would be most likely to buy. Ask the other group open-ended questions about which products the company should develop and which market opportunities it should go after. Compile the results in an analytical report focused on recommendations.

c. Conduct in-depth individual interviews with MyCityWay’s founders, its major investors, and the company’s top marketing and technology experts. Ask each person to give candid and complete assessments of the company’s strengths and weaknesses as well as the opportunities and threats they see in the marketplace. Spend some time analyzing these in-depth answers and identify a strategic direction that has a good balance of risks and rewards and that is achievable, given the company’s capabilities. Explain your analysis and recommendation in a concise report.

d. Research the history of one hundred of the world’s most successful corporations to find out how they grew, and then distill those insights into a “wisdom handbook” that contains the best ideas adopted by the best companies in history.

4. MyCityWay’s director of product planning believes a great opportunity exists to convert the company’s

Chapter 11 planning reports and proposals 401

consumer-oriented mobile apps to commercial use. For example, real estate agents could use the information to scout out various neighborhoods and help buyers find the locations they’ll really like. You’ve been assigned to write an analytical report on competition in this market segment, with the directive to study the major competitors and assess each one’s strengths and weaknesses in preparation for MyCityWay’s entry into the market. The report will be distributed to all executives in the company. In the course of your research, however, you conclude that the entire strategy is a mistake, that the competition in the commercial apps market is already too well entrenched and too strong for MyCityWay to make any sort of meaningful progress. You believe the company will waste millions of dollars on the venture and should instead stay focused on the consumer segment. How should you handle this unexpected conclusion?

a. The decision to enter the commercial market has already been made, and it’s not your job to question it. Don’t mention this conclusion at all in your report.

b. Discuss your concerns with the director of product planning before you write your first draft and don’t add this conclusion to your report unless he instructs you do to so.

c. Your conclusion is more important than following your instructions to the letter. Moreover, your discovery is too important to keep from the executive team. Organize your report with the direct approach, opening immediately with conclusion and then offering supporting evidence and reasons.

d. Add your conclusion to the report but organize the report indirectly. Insert your surprising conclusion at the very end of the report, after you’ve discussed the competitive situation in detail.

Objective 11.1: Adapt the three-step writing process to reports and proposals.

1. Why is it particularly important in long reports to clearly identify your purpose before you begin writing? a. A clear statement of purpose helps you avoid extensive

revisions. b. A clear statement of purpose gives you the opportuni-

ty to decline projects that don’t match your skill set or professional interests.

c. A clear statement of purpose helps you avoid time- consuming research.

d. All of the above are important factors. 2. ____ reports focus on the delivery of facts, figures, and

other types of information, without making recommenda- tions or proposing new ideas or solutions.

3. ____ reports assess a situation or problem and recommend a course of action in response.

4. ____ present persuasive messages that encourage readers to take a specific course of action.

Objective 11.2: Describe an effective process for conducting business research, explain how to evaluate the credibility of an information source, and identify the five ways to use research results.

5. Which of the following is the appropriate first step in any research project? a. Evaluate secondary research to see if you can reuse any-

thing from earlier research projects. b. Conduct a preliminary phone survey to measure the

extent of the issue you’re about to research.

c. Conduct a thorough statistical analysis of any existing data.

d. Develop a research plan by familiarizing yourself with the subject, identifying information gaps, and prioritizing research needs.

6. Consider this series of values: 14, 37, 44, 44, 44, 74, 76, 88, 93, 100, and 112. a. The mean is 66. b. The median is 74. c. The mode is 44. d. All of the above are correct.

7. Research being conducted for the first time is called ____ research.

8. Research that was conducted for other projects but is being considered for a new project is called ____ research.

9. Why is it important to understand the purpose for which source material was created? a. Knowing the purpose helps alert you to any potential

biases. b. You are required to indicate this purpose in your

bibliography. c. The purpose tells you whether the material is copy-

righted. d. The purpose tells you whether you need to pay usage

rights. 10. If you uncover critically important information (the sort

that could make or break your company) that is from a cred- ible source and appears to be unbiased, well documented, current, and complete but is the only source of this infor- mation you can find, how should you handle this situation in your subsequent reporting? a. Use it as you would use any other information. b. Use it but clearly indicate the source in your report. c. Use it but clearly indicate in your report that this is the

only source of the information and you weren’t able to verify it through a second, independent source.

d. Don’t use it.

402 part 4 preparing reports and presentations

11. What is the difference between quoting and paraphrasing? a. Quoting is for printed sources; paraphrasing is for elec-

tronic sources. b. Quoting is legal (as long as appropriate credit is given);

paraphrasing is not. c. Paraphrasing is just a shorter version of quoting. d. Quoting is reproducing someone else’s writing exactly

as you found it; paraphrasing is expressing someone else’s ideas in your own words.

Objective 11.3: Explain the role of secondary research, and describe the two major categories of online research tools. 12. Secondary research is

a. Generally used before primary research b. Generally used after primary research c. Generally used at the same time as primary research d. Another name for unpaid research

13. Why is it important to fully understand the instructions for using an individual search engine, web directory, database, or other computer-based research tool? a. You can be fined if you use these tools improperly. b. Most search tools don’t return any results if you don’t

know how to use them. c. Using the tool without understanding how it works can

produce unpredictable and misleading results. d. Today’s search tools are so easy to use that you don’t

need to worry about learning the details.

Objective 11.4: Explain the role of primary research, and identify the two most common forms of primary research for business communication purposes. 14. What does it mean for a survey to be valid?

a. It works every time. b. It returns the data and information the researchers

expect it to return. c. Meets all ethical and legal criteria in a given industry. d. It measures what it was intended to measure.

15. “Why do some consumers refuse to switch to smart- phones?” is an example of a. An open-ended question

b. A value statement c. A closed question d. An in-depth question

Objective 11.5: Explain how to plan informational reports and website content. 16. Which of the following is not a common way to organize

informational reports? a. Comparison b. Section size c. Sequence d. Chronology

17. The structure and navigational flow of all the parts of a web- site are commonly referred to as ____ ____ .

Objective 11.6: Identify the three most common ways to organize analytical reports 18. If you have a long history of success in business and are

highly regarded by your audience, which two organizing models will probably be sufficient for most reports to this audience? a. Focusing on conclusions or focusing on recommen-

dations b. Focusing on conclusions and focusing on trouble-

shooting c. Focusing on logic or focusing on analysis d. Focusing on reason and focusing on logic

Objective 11.7: Explain how to plan proposals. 19. What is the most significant factor to consider when plan-

ning a business proposal? a. Whether the recipient prefers printed or electronic media b. Whether the proposal is solicited or unsolicited c. How many writers will be involved d. Whether the audience will be receptive to new ideas

20. RFP stands for a. Request for proposals b. Reason for proposing c. Release form project d. Research for proposal

Quick Learning guide

Chapter outline applying the three-Step writing Process to Reports and Proposals

analyzing the Situation

Gathering information

Selecting the Right combination of media and channels

organizing your information

Supporting your Messages with Reliable information

Planning your Research

Locating Data and information

Evaluating Sources

Using your Research Results

conducting Secondary Research Finding information at a Library

Finding information online

Documenting your Sources

conducting Primary Research conducting Surveys

conducting interviews

Planning informational Reports organizing informational Reports

creating Successful Business Plans

organizing website content

Planning analytical Reports Focusing on conclusions

Focusing on Recommendations

Focusing on Logical arguments

Planning Proposals

learning oBjeCtiVeS

1 adapt the three-step writing process to reports and proposals. (page 369) 2 Describe an effective process for conducting business research, explain how to evaluate

the credibility of an information source, and identify the five ways to use research results. (page 375)

3 Explain the role of secondary research, and describe the two major categories of online research tools. (page 380)

4 Explain the role of primary research, and identify the two most common forms of primary research for business communication purposes. (page 385)

5 Explain how to plan informational reports and website content. (page 388) 6 identify the three most common ways to organize analytical reports. (page 392)

Key termS

analytical reports Reports that offer both information and analysis; they can also include recommendations

business plan A comprehensive document that describes a company’s mission, structure, objectives, and operations

causation The cause-and-effect linkage between two factors, where one of them causes the other to happen

closed questions Questions with a fixed range of possible answers

conclusion A logical interpretation of the facts and other information in a report

correlation The simultaneous change in two variables being measured, without proof of causation

focus group A form of group interview in which a moderator leads participants through a series of questions while a research team hidden behind a one-way mirror listens to their responses and observes their nonverbal behavior.

hypothesis A potential explanation that needs to be tested and verified

information architecture The structure and navigational flow of all the parts of a website

informational reports Reports that offer data, facts, feedback, and other types of information, without analysis or recommendations

knowledge management (KM) Set of tech- nologies, policies, and procedures that let colleagues capture and share information throughout an organization

mean Equal to the sum of all the items in the group divided by the number of items in that group; what people refer to when they use the term average

median The midpoint of a series, with an equal number of items above and below

metasearch engines Special search tools that format online searches for multiple search engines simultaneously

mode The number that occurs more often than any other in a sample

online databases Online compilations of newspapers, magazines, journals, and other information sources

open-ended questions Questions without simple, predetermined answers; used to solicit opinions, insights, and information

primary research New research done specifically for the current project

problem factoring Dividing a problem into a series of smaller questions that try to identify cause and effect

problem statement Defines the problem for which a research project will be designed to collect data and information

proposals Reports that combine information delivery and persuasive communication

recommendation A suggested course of action

request for proposals (RFP) A formal invitation to bid on a contract

search engines Online search tools that identify individual webpages containing specific words or phrases you’ve asked for

secondary research Research done previously for another purpose

statement of purpose Planning statement that defines why you are preparing the report

topical organization Arranging material according to comparisons, importance, sequence, chronology, spatial orientation, geography, or category

trends Repeatable patterns taking place over time

2 + 2 = 4 approach Logical argumentation approach that convinces readers of your point of view by demonstrating how everything “adds up”

web directories Online lists of websites selected by human editors

yardstick approach Logical argumentation approach that uses a number of criteria to evaluate one or more possible solutions

7 Explain how to plan proposals. (page 397)

403

404 part 4 preparing reports and presentations

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

11.1. One of your employees submitted a report that com- pares the market opportunities for two product ideas your company might develop. The report concludes that because the first idea yielded 340,000 hits in a Google search whereas the second idea yielded only 128,000 Google hits, the first idea clearly has more sales poten- tial. Is this a valid conclusion? Why or why not? [LO-2]

11.2. How would you differentiate between an essay and an informational report? Discuss the important parts of a report and the objective of each part. [LO-5]

11.3. Would the one-page website design concept work well for mobile websites? Why or why not?

11.4. If you were writing a recommendation report for an audience that doesn’t know you, would you use the direct approach, focusing on the recommendation, or the indirect approach, focusing on logic? Why? [LO-6]

Practice your Skills Message for Analysis: Evaluating a Report [LO-1], [LO-5]

The Securities and Exchange Commission (SEC) requires every public company to file a comprehensive financial report known as “Form 10-K” every year. Companies usually combine this highly structured report with a more conversational “Letter to Shareholders” or other introductory mini-report signed by the chairman of the board. The two combined reports are known as the annual report. Visit the website of any publicly traded U.S. company and find its most recent annual report. Compare the style and format of the introductory report and the formal Form 10-K. How do the two reports meet the respective needs of company management and company shareholders? If you were considering buying the company’s stock, how would you use the two forms?

Exercises

11.5. Planning: Analyzing the Situation [LO-1] South by Southwest (SXSW) is a family of conferences and festivals in Austin, Texas, that showcase some of the world’s most creative talents in music, interactive media, and film. In addition to being a major entertainment venue for a week every March, SXSW is also an increasingly important trade show, an opportunity for companies to present prod- ucts and services to potential customers and business

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

partners. You work for a company that makes music training equipment, such as an electronic keyboard with an integrated computer screen that guides learn- ers through every step of learning to play the keyboard. Your manager has asked you to look into whether the company should rent an exhibition booth at SXSW next year. Prepare a work plan for an analytical report that will assess the promotional opportunities at SXSW and make a recommendation on exhibiting. Include the statement of purpose, a problem statement for any research you will conduct, a description of what will result from your investigation, the sources and methods of data collection, and a preliminary outline. Visit the SXSW website, at http://sxsw.com, for more information.18

11.6. Planning: Analyzing the Situation [LO-1] An organisa- tion in the USA is proposing to set up a new division in the EU and has commissioned an agency to produce a re- port on which of three European member states, England, France or Germany would be the best economic environ- ment to choose for this purpose. Choose which type/s of report you think the organisation should commission and evaluate why this is the case in 1000 words.

11.7. Research: Documenting Sources [LO-2] Select five business articles from a combination of print and online sources. Develop a resource list, using Appendix B as a guideline.

11.8. Research: Evaluating Sources; Collaboration: Team Projects [LO-2], Chapter 2 In teams of three, prepare an informational report for your colleagues that criti- cally evaluates the comparative reliability and validity of three sources of information about a large company (Your choice). Find one poor source, one very good source and one in between.

11.9. Research: Using Research Results [LO-3] Select an article from a reputable business magazine, blog, or website. Read the article and highlight its key points. Summarize the article in fewer than 100 words, para- phrasing the key points.

11.10. Research: Conducting Secondary Research [LO-3] Produce a tabulated list of advantages and disadvantages of using the following list of secondary research sources to produce a valid and reliable report: a. The annual report of a large company b. A report from a newspaper such as the Financial

Times c. Information provided on a Government website d. A survey used in an advertisement e. A detailed comment pasted on Facebook®

f. Ameta-analysis recognised as valid by academia g. Information found through a search-engine

11.11. Research: Conducting Secondary Research [LO-3] Select any public company and find the following information. a. Names of the company’s current officers b. List of the company’s products or services (if the com-

pany has a large number of products, list the product lines instead)

http://sxsw.com

Chapter 11 planning reports and proposals 405

c. Current issues in the company’s industry d. Outlook for the company’s industry as a whole

11.12. Research: Using Research Results [LO-3] Your boss has asked you to analyze and report on your division’s sales for the first nine months of this year. Using the fol- lowing data from company invoices, calculate the mean for each quarter and all averages for the year to date. Then identify and discuss the quarterly sales trends.

January $24,600

April 21,200

July 29,900

February 25,900

May 24,600

August 30,500

March 23,000

June 26,800

September 26,600

11.13. Research: Conducting Primary Research (Surveys) [LO-4] A local retail organisation has been using data which was produced ten years previously on the buying habits of the local population to help decide which items to stock for sale. Despite some clearly successful lines, sales have been dropping gradually over the last four years. The town in which the organisation is based is growing in size rapidly as it has become part of a commuter belt for a large adjacent city and a number of estates have been built for families moving to the town. In one page, criti- cally evaluate what type of consumer surveys should be undertaken by the organisation that would provide more up-to-date information on what should be stocked.

11.14. Research: Conducting Primary Research (Inter- views) [LO-4] When conducting interviews for the purpose of primary research, closed or open questions may be used. Providing two examples of each type of question for your instructor, discuss the advantages and disadvantages of both types of question and illustrate how each might be used appropriately.

11.15. Message Strategies: Informational Reports [LO-5] Assume that your college president has received many stu- dent complaints about campus parking problems. You are appointed to chair a student committee organized to inves- tigate the problems and recommend solutions. The presi- dent gives you a file labeled “Parking: Complaints from Students,” and you jot down the essence of the complaints as you inspect the contents. Your notes look like this:

• Inadequate student spaces at critical hours • Poor night lighting near the computer center • Inadequate attempts to keep resident neighbors from oc-

cupying spaces • Dim marking lines • Motorcycles taking up full spaces • Discourteous security officers • Spaces (usually empty) reserved for college officials • Relatively high parking fees • Full fees charged to night students even though they use the

lots only during low demand periods

• Vandalism to cars and a sense of personal danger • Inadequate total space • Harassment of students parking on the street in front of

neighboring houses

Now prepare an outline for an informational report to be submitted to committee members. Use a topical organi- zation for your report that categorizes this information.

11.16. Message Strategies: Informational Reports [LO-5] Find the annual report of a company of your choice on the Internet. Study the report carefully and answer the fol- lowing questions: a. Analyze the opening statement. Does it capture the

interest of the reader? Determine whether there is a clear and specific purpose stated at the beginning of the report.

b. Are the different sections in the report placed in a structured manner? Is there any improvement that you can suggest?

c. Can you draw a clear idea about the company’s ac- tivities and financial performance in the preceding year from the data presented in the report? Is there any other way that the data can be presented to make them more comprehensible to the readers?

11.17. Message Strategies: Analytical Reports [LO-6] Three years ago, your company (a carpet manufacturer) mod- ernized its Georgia plant in anticipation of increasing demand for carpets. Because of the depressed housing market, the increase in demand for new carpets has been slow to materialize. As a result, the company has excess capacity at its Georgia and California plants. On the basis of your research, you have recommended that the company close the California plant. The company president has asked you to prepare a justification report to support your recommendation. Here are the facts you gathered by interviewing the respective plant managers:

Operational Statistics

• Georgia plant: This plant has newer equipment, productivity is higher, it employs 100 nonunion production workers, and it ships $12 million in carpets a year. The hourly base wage is $16.

• California plant: California plant employs 80 union production workers and ships $8 million in carpets a year. The hourly base wage is $20.

Financial Implications

• Savings by closing California plant: (1) Increase productiv- ity by 17 percent; (2) reduce labor costs by 20 percent (total labor savings would be $1 million per year; see assumptions); (3) annual local tax savings of $120,000 (Georgia has a more favorable tax climate).

• Sale of Pomona, California, land: Purchased in 1952 for $200,000. Current market value $2.5 million. Net profit (after capital gains tax) over $1 million.

• Sale of plant and equipment: Fully depreciated. Any proceeds are a windfall.

• Costs of closing California plant: One-time deductible charge of $250,000 (relocation costs of $100,000 and severance payments totaling $150,000).

406 part 4 preparing reports and presentations

Assumptions

• Transfer 5 workers from California to Georgia. • Hire 45 new workers in Georgia. • Lay off 75 workers in California. • Georgia plant would require a total of 150 workers to produce

the combined volume of both plants.

a. Which approach (focus on conclusions, recom- mendations, or logical arguments) will you use to structure your report to the president? Why?

b. Suppose this report were to be circulated to plant managers and supervisors instead. What changes, if any, might you make in your approach?

c. List some conclusions you might draw from the above information to use in your report.

d. Using the structure you selected for your report to the president, draft a final report outline with first- and second-level informative headings.

11.18. Message Strategies: Proposals; Collaboration: Team Projects [LO-7], Chapter 2 Break into small groups and identify an operational problem occurring at your campus that involves either registration, university housing, food services, parking, or library services. Then develop a workable solution to that problem. Finally, develop a list of pertinent facts your team will need to gather to convince the reader that the problem exists and that your solution will work.

11.19. Planning Proposals [LO-6] You’re getting ready to launch a new lawn-care business that offers mowing, fertilizing, weeding, and other services. The lawn sur- rounding a nearby shopping center looks as if it could use better care, so you target that business for your first unsolicited proposal. What questions will you need to answer before you can write a proposal to solve the reader’s problem? Be as specific as possible.

expand your Skills Critique the Professionals

Company websites function as multidimensional informational reports, with numerous sections and potentially endless ways for visitors to navigate through all the various pages. Locate the website of a public corporation with a fairly complex website. Imagine you are approaching the site as (a) a potential employee, (b) a potential investor (purchaser of stock), (c) a member of one of the local communities in which this company operates, and (d) a potential customer of the company’s products and services. Analyze how easy or difficult it is to find the information that each of these four visitors would typically be looking for. Using whatever medium your instructor requests, write a brief analysis of the information architecture of the website, describing what works well and what doesn’t work well.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http://websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business

communication research. Use the Web Search function to find a website, video, PDF document, podcast, or PowerPoint pre- sentation that offers advice on conducting research for business reports. Write a brief email message to your instructor, describ- ing the item that you found and summarizing the career skills information you learned from it.

improve your grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Sections 2.1 (Periods), 2.2 (Question Marks), and 2.3 (Exclamation Points). Then indicate the preferred choice in the following groups of sentences. (Answers to these exercises appear on page 649.)

11.20. a. Dr. Eleanor H Hutton has requested information on TaskMasters, Inc.?

b. Dr. Eleanor H. Hutton has requested information on TaskMasters, Inc.

11.21. a. That qualifies us as a rapidly growing new company, don’t you think?

b. That qualifies us as a rapidly growing new company, don’t you think.

11.22. a. Our president is a C.P.A. On your behalf, I asked him why he started the firm.

b. Our president is a CPA. On your behalf, I asked him why he started the firm.

11.23. a. Contact me at 1358 N. Parsons Ave., Tulsa, OK 74204.

b. Contact me at 1358 N. Parsons Ave, Tulsa, OK. 74204.

11.24. a. Jeb asked, “Why does he want to know! Maybe he plans to become a competitor.”

b. Jeb asked, “Why does he want to know? Maybe he plans to become a competitor!”

11.25. a. The debt load fluctuates with the movement of the U.S. prime rate.

b. The debt load fluctuates with the movement of the US prime rate.

11.26. a. Is consumer loyalty extinct? Yes and no! b. Is consumer loyalty extinct? Yes and no.

11.27. a. Will you please send us a check today so that we can settle your account.

b. Will you please send us a check today so that we can settle your account?

11.28. a. Will you be able to speak at the conference, or should we find someone else.

b. Will you be able to speak at the conference, or should we find someone else?

11.29. a. So I ask you, “When will we admit defeat?” Never! b. So I ask you, “When will we admit defeat”? Never!

For additional exercises focusing on periods, question marks, and exclamation points, visit MyBCommLab. Click on Chapter 11, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and click on 17. Punctuation B.

Chapter 11 planning reports and proposals 407

endnotes 1. MyCityWay website, accessed 28 February 2015, http://mycityway .com; BMW i website, accessed 18 June 2013, www.bmw-i.com; Adam Bluestein and Amy Barrett, “How Business-Plan Competitions Reward Innovation,” Inc., 1 July 2010, www.inc.com; Nick Saint, “Mayor Bloomberg Announces First Investment by NYC-Sponsored Venture Fund: MyCityWay,” SAI Business Insider, 25 May 2010, www .businessinsider.com; Heidi Brown, “How to Write a Winning Business Plan,” Forbes, 18 June 2010, www.forbes.com; NYC DataMine website, accessed 5 March 2011, www.nyc.gov. 2. Legal-Definitions.com, accessed 17 December 2003, www.legal- definitions.com. 3. Lynn Quitman Troyka, Simon & Schuster Handbook for Writers, 6th ed. (Upper Saddle River, N.J.: Simon & Schuster, 2002), 481. 4. “How to Paraphrase Effectively: 6 Steps to Follow,” ResearchPaper .com, accessed 26 October 1998, www.researchpaper.com/writing_ center/30.html. 5. “Search Effectively,” Bing, accessed 23 February 2011, www.bing .com. 6. Christina Warren, “Yolink Helps Web Researchers Search Behind Links,” Mashable, 24 July 2010, http://mashable.com. 7. Pearltrees product description, Google Play store, accessed 9 May 2014, http://play.google.com. 8. A. B. Blankenship and George Edward Breen, State of the Art Marketing Research (Chicago: NTC Business Books, 1993), 136. 9. Naresh K. Malhotra, Basic Marketing Research (Upper Saddle River, N.J.: Prentice-Hall, 2002), 314–317; “How to Design and Conduct a Study,” Credit Union Magazine, October 1983, 36–46. 10. Sherwyn P. Morreale and Courtland L. Bovée, Excellence in Public Speaking (Fort Worth: Harcourt Brace College Publishers, 1998), 177.

11. Blankenship and Breen, State of the Art Marketing Research, 225. 12. Brown, “How to Write a Winning Business Plan”; Michael Gerber, “The Business Plan That Always Works,” Her Business, May/June 2004, 23–25; J. Tol Broome Jr., “How to Write a Business Plan,” Nation’s Business, February 1993, 29–30; Albert Richards, “The Ernst & Young Business Plan Guide,” R & D Management, April 1995, 253; David Lanchner, “How Chitchat Became a Valuable Business Plan,” Global Finance, February 1995, 54–56; Marguerita Ashby-Berger, “My Business Plan—And What Really Happened,” Small Business Forum, Winter 1994–1995, 24–35; Stanley R. Rich and David E. Gumpert, Business Plans That Win $$$ (New York: Harper & Row, 1985). 13. Strategyzer website, accessed 1 March 2015, www.businessmodel generation.com; Ash Maurya, “Why Lean Canvas vs Business Model Canvas?” Practice Trumps Theory blog, 27 February 2012, http:// practicetrumpstheory.com 14. Jakob Nielsen, “How Users Read on the Web,” accessed 11 November 2004, www.useit.com/alertbox/9710a.html. 15. Reid Goldsborough, “Words for the Wise,” Link-Up, September- October 1999, 25–26. 16. Julie Rohovit, “Computer Eye Strain: The Dilbert Syndrome,” Virtual Hospital website, accessed 9 November 2004, www.vh.org. 17. Shel Holtz, Writing for the Wired World (San Francisco: International Association of Business Communicators, 1999), 28–29. 18. SXSW website, accessed 1 March 2015, http://sxsw.com; Catherine Holahan and Spencer E. Ante, “SXSW: Where Tech Mingles with Music,” BusinessWeek, 7 March 2008, www.businessweek .com.

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises

11.30. Can knowing the source of information that you find online unfairly bias you against the information? Explain your answer. [LO-2]

11.31. Why are unsolicited proposals more challenging to write than solicited proposals? [LO-7]

http://mycityway

http://www.bmw-i.com

http://www.legal-definitions.com

http://www.nyc.gov

http://www.researchpaper.com/writing_center/30.html

http://www.bing.com

http://www.businessmodelgeneration.com

http://play.google.com

http://practicetrumpstheory.com

http://www.useit.com/alertbox/9710a.html

http://www.vh.org

http://sxsw.com

http://www..businessinsider.com

http://www.researchpaper.com/writing_center/30.html

408

Learning Objectives After studying this chapter, you will be able to

On the jOb: cOmmunicating at Warby Parker

Eyeing a New Way to Sell Eyeglasses When a company sets out to disrupt an entire industry, it’s not surprising that its communication efforts don’t follow all the old rules, either.

Much of the worldwide market for eyeglasses is controlled by the Italian company Luxottica, which owns such well-known brands as Ray-Ban and Oakley and manufactures glasses for a host of high-fashion labels, from Dolce & Gabbana to Versace. Luxottica also operates more than 7,000 retail stores, including LensCrafters and Sunglass Hut. If you’ve ever purchased a pair of prescription glasses or sunglasses, chances are you’ve done business with Luxottica in one form or another. And business has been very good for Luxottica, earning it some 80 percent of the global market for glasses.

Much of the remaining 20 percent of the market is in the hands of Costco and Walmart, two companies that compete on cost more than fashion. Between high fashion on one hand and low prices on the other, these three giants seem to have wrapped up the market.

Neil Blumenthal and David Gilboa looked at the data and drew a different conclusion, however. They believed an opportunity

1 Explain how to adapt to your audiences when writing reports and proposals, and describe the choices involved in drafting report and proposal content.

2 Identify five characteristics of effective writing in online reports, and explain how to adapt your writing approach for wikis.

3 Discuss six principles of graphic design, and identify the most common types of visuals used to present data, information, concepts, and ideas.

4 Explain how to integrate visuals with text effectively and how to verify the quality of your visuals.

Writing reports and Proposals12

Neil Blumenthal and David Gilboa’s unconventional ideas behind the eyewear startup Warby Parker is reflected in the company’s cheeky communication style.

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Chapter 12 Writing reports and Proposals 409

existed for a company to compete on fashion and price. Together with University of Pennsylvania classmates Andrew Hunt and Jeffrey Raider, they crafted a business model that combines fashion-forward designs and a brand image that appeals to younger consumers with the operational efficiency of online com- merce. Echoing their unconventional aspirations, they named the company Warby Parker after two characters from the works of the Beat Generation writer Jack Kerouac.

The quest to connect with buyers in a market dominated by a handful of major corporations gives Warby Parker’s communication efforts a different look and feel. You won’t find supermodels posing on yachts in the company’s promotional campaigns. You’re more likely to find a blog post about what company employees are reading or a wistful goodbye note to a summer intern heading back to high school.

The company’s “annual reports” are a great example of how unconventional thinking can lead to communications that connect with audiences in fresh ways. All U.S. companies that sell stock to the public are required to issue annual reports that disclose a variety of financial details. Most companies expand on these minimum requirements with glossy, persuasive messages about their operations, products, and prospects.

As a privately held company (as of 2015), Warby Parker isn’t required to publish an annual report, but it does so anyway—sort of. Its annual reports aren’t anything like normal. One year, the report was an online calendar of major, minor, and just plain goofy things that happened around the company, from product launches to a survey about how many pairs of pants employees wear in a typical month. The following year, it was an interactive message generator that created personalized reports for website visitors based on how good or bad their year had been.

This tradition-defying approach to communication fits the transparent, social, and conversational style of today’s younger consumers. And it helps position Warby Parker as a different kind of company, one more in touch with those customers and their needs and aspirations. The company won’t dethrone Luxottica anytime soon, but it has already carved out a nice chunk of the eyewear market and continues to grow as it heads toward a possible initial public offering in the stock market. At that point, it will have to bend to convention just a little, at least enough to meet government reporting requirements, but it will surely maintain an offbeat approach in the rest of its communication efforts.1

www.warbyparker.com

Composing reports and Proposals Like all successful business communicators, Neil Blumenthal and David Gilboa (profiled in the chapter-opening On the Job) know that the writing stage is where you make your ideas from the planning stage come alive. This chapter builds on the writing techniques and ideas you learned in Chapter 5, focusing on issues that are particularly important when preparing longer message formats, including website and wiki content. In addition, you’ll get an introduction to creating effective visuals, which are a vital aspect of many reports and proposals.

As with shorter messages, take a few moments before you start writing to make sure you’re ready to adapt your approach to your audience.

adapting to Your audienCe

Successful report writers adapt to their intended audiences by being sensitive to audience needs, building strong relationships with the audience, and controlling style and tone.

Chapter 5 introduced four aspects of audience sensitivity, and all four apply to reports and proposals: adopting the “you” attitude, maintaining a strong sense of etiquette, emphasizing the positive, and using bias-free language. Reports and proposals that are highly technical, complex, or lengthy can put heavy demands on your readers, so the “you” attitude is especially important with these long messages.

Be sure to plan how you will adapt your style and your language to reflect the image of your organization. Many companies have specific guidelines for communicating with public audiences, so be aware of these preferences before you start writing.

If you know your readers reasonably well and your report is likely to meet with their approval, you can adopt a fairly informal tone (as long as that is appropriate in your orga- nization, of course). A more formal tone is appropriate for longer reports, especially those that deal with controversial or complex information. You also need a more formal tone when your report will be sent to other parts of the organization or to outsiders, such as customers, suppliers, or members of the community (see Figure 12.1 on the next page).

1 Learning ObjeCtiveExplain how to adapt to your audiences when writing reports and proposals, and describe the choices involved in drafting report and proposal content.

Long or complex reports demand a lot from readers, making the “you” attitude especially important.

Many companies have specific guidelines for reports, particularly those intended for external audiences.

http://www.warbyparker.com

410 part 4 Preparing reports and Presentations

Figure 12.1 Choosing the Appropriate Tone for a Report This report excerpt (part of the executive summary of the Dietary Guidelines for Americans published by the U.S. Department of Agriculture and the U.S. Department of Health and Human Services) uses a number of techniques to create a formal tone. This is a formal policy document whose intended readers are educators, government regulators, and others charged with using the information to help inform consumers. If the document had been written with consumers in mind, you can imagine how the tone might have been lighter and less formal. Source: Dietary Guidelines for Americans 2010 published by the U.S. Department of Agriculture and the U.S. Department of Health and Human Services.

Communicating with people in other cultures often calls for more formality, for two reasons. First, the business environment outside the United States tends to be more formal in general, and that formality must be reflected in your communication. Second, the things you do to make a document informal (such as using humor and idiomatic language) often translate poorly from one culture to another, so you risk offending or confusing your readers.

Reports destined for audiences outside the United States often require a more formal tone to match the expectations of audiences in many other countries.

Chapter 12 Writing reports and Proposals 411

drafting report Content

Your credibility and career advancement are on the line with every business report you write, so make sure your content is

●● Accurate. Double-check your facts and references and check for typos. If an audience ever gets an inkling that your information is shaky, they’ll start to view all your work with skepticism.

●● Complete. Tell your readers what they need to know—no more, no less—and pres- ent the information in a way that is geared to their needs.

Figure 12.1 Choosing the Appropriate Tone for a Report (Continued)

412 part 4 Preparing reports and Presentations

●● Balanced. Present all sides of the issue fairly and equitably and include all the essen- tial information, even if some of the information doesn’t support your line of reason- ing. Omitting relevant information or facts can bias your report.

●● Clear and logical. Save your readers time by making sure your writing is uncluttered, and proceeds logically from point to point.

●● Documented properly. If you use primary and secondary sources for your report or proposal, be sure to properly document and give credit to your sources.

Keeping these points in mind will help you draft the most effective introduction, body, and close for your report.

report introduction As with other written business communications, the text of reports and proposals has three main sections: an introduction, a body, and a close. The introduction (or opening) is the first section in the text of any report or proposal. An effective introduction accomplishes at least four things:

●● Puts the report or proposal in a broader context by tying it to a problem or an assignment

●● Introduces the subject or purpose of the report or proposal and indicates why the subject is important

●● Previews the main ideas and the order in which they’ll be covered ●● Establishes the tone of the document and the writer’s relationship with the audience

The specific elements you should include in an introduction depend on the nature and length of the report, the circumstances under which you’re writing the report, and your relationship with the audience. An introduction could contain any or all of the following:

●● Authorization. When, how, and by whom the report was authorized; who wrote it; and when it was submitted. This material is especially important when you don’t accompany the report with a letter of transmittal (see Chapter 13).

●● Problem/opportunity/purpose. The reason the report was written and what is to be accomplished as a result of your having written it.

●● Scope. What is and what isn’t covered in the report. The scope also helps with the critical job of setting the audience’s expectations.

●● Background. Any relevant historical conditions or factors that can help readers grasp the report’s message.

●● Sources and methods. The primary and secondary sources of information used. As appropriate, this section can also explain how the information was collected.

●● Definitions. Definitions of important terms used in the report. Define any terms that might be unfamiliar to the audience or any terms you use in an unfamiliar way.

●● Limitations. Factors beyond your control that affect the quality of the report, such as budgets, schedule constraints, or limited access to information or people. However, don’t apologize or try to explain away personal shortcomings, such as your own poor planning.

●● Report organization. The organization of the report. This “road map” helps readers understand what’s coming in the report and why.

In a brief report, these topics may be discussed in only a paragraph or two. In a longer formal report, the discussion of these topics may span several pages and constitute a sig- nificant section within the report.

report body The report’s body presents, analyzes, and interprets the information gathered during your investigation and supports the recommendations or conclusions discussed in your docu- ment (see Figure 12.2). As with the introduction, the body of your report can require some tough decisions about which elements to include and how much detail to offer. Here again, your decisions depend on many variables, including the needs of your audience. Provide only enough detail in the body to support your conclusions and recommendations.

Your introduction needs to put the report in context for the reader, introduce the subject, preview main ideas, and establish the tone of the document.

Carefully select the elements to include in your introduction; strive for a balance between necessary, expected information and brevity.

The body of your report presents, analyzes, and interprets the information you gathered during your investigation.

Chapter 12 Writing reports and Proposals 413

The topics commonly covered in a report body include

●● Explanations of a problem or opportunity ●● Facts, statistical evidence, and trends ●● Results of studies or investigations ●● Discussion and analyses of potential courses of action ●● Advantages, disadvantages, costs, and benefits of a particular course of action ●● Procedures or steps in a process ●● Methods and approaches ●● Criteria for evaluating alternatives and options ●● Conclusions and recommendations ●● Supporting reasons for conclusions or recommendations

TO: Board of Directors, Executive Committee members

FROM: Alycia Jenn, Business Development Manager

DATE: July 7, 2016

SUBJECT: Website expansion

In response to your request, my staff and I investigated the potential for expanding our website from its current "brochureware" status (in which we promote our company and its products but don't provide any way to place orders online) to full e-commerce capability (including placing orders and checking on order delivery status). After analyzing the behavior of our customers and major competitors and studying the overall development of electronic retailing, we have three recommendations:

1. We should expand our online presence from "brochureware" to e-commerce capability within the next 6 months.

2. We should engage a firm that specializes in online retailing to design and develop the new e-commerce capabilities.

3. We must take care to integrate online retailing with our store-based and mail-order operations.

1. We Should Expand the Website to Full E-commerce Capability

First, does e-commerce capability make sense today for a small company that sells luxury housewares? Even though books and many other products are now commonly sold online, in most cases, this enterprise involves simple, low-cost products that don't require a lot of hands-on inspection before purchasing. As we've observed in our stores, shoppers like to interact with our products before purchasing them. However, a small but growing number of websites do sell specialty products, using such tactics as "virtual product tours" (in which shoppers can interactively view a product in three dimensions, rather than simply looking at a static photograph) and generous return policies (to reduce the perceived risk of buying products online).

Second, do we need to establish a presence now in order to remain competitive in the future? The answer is an overwhelming "yes." The initial steps taken by our competitors are already placing us at a disadvantage among those shoppers who are already comfortable buying online, and every trend indicates our minor competitive weakness today will turn into a major weakness in the next few years:

• Several of our top competitors are beginning to implement full e-commerce, including virtual product tours. Our research suggests that these companies aren't yet generating significant financial returns from these online investments, but their online sales are growing.

• Younger consumers who grew up with the World Wide Web will soon be reaching their peak earning years (ages 35–54). This demographic segment expects e-commerce in nearly every product category, and we'll lose them to the competition if we don't offer it.

• The web is erasing geographical shopping limits, presenting both a threat and an opportunity. Even though our customers can now shop websites anywhere in the world (so that we have thousands of competitors instead of a dozen), we can now target customers anywhere in the world.

MEMO

The report uses the direct approach, and the writer’s recom- mendations are listed immediately after the opening.

The writer is careful to support her reasoning with evidence.

The body presents logical reasons for recommending that the firm expand its website to include e-commerce.

The opening reminds readers of the origin and purpose of the report.

(Continued)

Figure 12.2 Effective Problem-Solving Report Focusing on Recommendations In this report recommending that her firm expand its website to full e-commerce capability, the writer uses the body of her report to provide enough information to support her argument, without burdening her high-level readership with a lot of tactical details.

The report body should contain only enough information to convey your message in a convincing fashion; don’t overload readers with interesting but unnecessary material.

414 part 4 Preparing reports and Presentations

For analytical reports that use the direct approach, you generally state your conclu- sions or recommendations in the introduction and use the body to provide your evidence and support. If you’re using the indirect approach, you’re likely to use the body to discuss your logic and reserve your conclusions or recommendations until the very end.

report Close A report’s close has three important functions:

●● Emphasizes the main points of the message ●● Summarizes the benefits to the reader if the document suggests a change or some

other course of action ●● Brings all the action items together in one place and gives the details about who

should do what, when, where, and how

Research shows that the final section of a report or proposal leaves a lasting impression. The close gives you one last chance to make sure your report says what you intended.2

The content and length of your report close depend on your choice of direct or indi- rect order, among other variables. If you’re using the direct approach, you can end with a summary of key points, listed in the order in which they appear in the report body. If you’re using the indirect approach, you can use the close to present your conclusions or recommendations if you didn’t end the body with them. Just remember that a conclusion or recommendation isn’t the place to introduce new facts; your readers should have all the information they need by the time they reach this point in your report.

If your report is intended to prompt others to action, use the ending to spell out ex- actly what should happen next and who is responsible for each task. If you’ll be taking all the actions yourself, make sure your readers understand this fact so that they know what to expect from you.

2. We Should Engage a Consultant to Implement the Site

Implementing a competitive retailing site can take anywhere from 1,000 to 1,500 hours of design and programming time. We have some of the expertise needed in- house, but the marketing and information systems departments have only 300 person-hours available in the next 6 months. I recommend that we engage a web design firm to help us with the design and to do all the programming.

3. We Must Integrate the Web into Existing Operations

The studies we reviewed showed that the most successful web retailers are careful to integrate their online retailing with their store- and mail-based retailing. Comp- anies that don't integrate carefully find themselves with higher costs, confused customers, and websites that don't generate much business. Before we begin de- signing our website, we should develop a plan for integrating the web into our existing marketing, accounting, and production systems. The online site could affect every department in the company, so it's vital that everyone has a chance to review the plans before we proceed.

Summary

1. Begin working immediately to expand our website to include full e-commerce capability. Even though the financial returns might be minimal in the near term, every sign indicates they will grow in the future. Moreover, we will start to lose customers to other e-commerce sites if we don't expand.

2. Use the services of a web designer because we don't have enough person-hours available in-house.

3. Integrate the website with existing operations, particularly in marketing, accounting, and production.

The close offers a concise summary of the recommended action.

The report helps readers accept the idea by offering advice on how the idea can be implemented.

The report also addresses some important concerns that must be dealt with if the recommended action is taken.

Figure 12.2 Effective Problem-Solving Report Focusing on Recommendations (Continued)

The close might be the only part of your report some readers have time for, so make sure it conveys the full weight of your message.

The nature of your close depends on the type of report (informational or analytical) and the approach (direct or indirect).

Chapter 12 Writing reports and Proposals 415

In a short report, the close may be only a paragraph or two. However, the close of a long report may have separate sections for conclusions, recommendations, and actions. Having separate sections helps your reader locate this material and focus on each element. Such an arrangement also gives you a final opportunity to emphasize this important content. If you have multiple conclusions, recommendations, or actions, you may want to number and list them as well for easier reference.

drafting proposal Content

With proposals, the content for each section is governed by many variables—the most important of which is the source of your proposal. If your proposal is unsolicited, you have some latitude in the scope and organization of content. However, if you are respond- ing to a request for proposals (RFP), you need to follow the instructions in the RFP in every detail. Most RFPs spell out precisely what a proposal must cover and in what order so that all bids will be similar in form and therefore easier to compare.

The general purpose of any proposal is to persuade readers to do something, such as purchase goods or services, fund a project, or implement a program. Thus, your writing approach for a proposal is similar to that used for persuasive messages (see Chapter 10). As with other persuasive messages, the AIDA model of gaining attention, building inter- est, creating desire, and motivating action is an effective structure. Here are key strategies to strengthen your argument:3

●● Demonstrate your knowledge in terms that are meaningful to the audience. ●● Provide concrete information and examples. ●● Research the competition so you know what other proposals your audience is likely

to read. ●● Prove that your proposal is appropriate and feasible for your audience. ●● Relate your product, service, or personnel to the reader’s exact needs. ●● Produce your proposal in a format and medium that meets audience expectations.

In addition, make sure your proposal is letter perfect, inviting, and readable. Readers will prejudge the quality of your products, services, and capabilities by the quality of the proposal you submit.

Proposal introduction The introduction of a proposal presents and summarizes the problem or opportunity you want to address, along with your proposed solution. If your proposal is solicited, follow the RFP’s instructions about indicating which RFP you’re responding to. If your proposal is unsolicited, your introduction should mention any factors that led you to submit your proposal, such as previous conversations you’ve had with readers. The following topics are commonly covered in a proposal introduction:

●● Background or statement of the problem or opportunity. Briefly review the reader’s situation and establish the need for action. Remember that readers may not perceive a problem or an opportunity the same way you do. In unsolicited proposals in particular, you need to convince them that a problem or an opportunity exists be- fore you can convince them to accept your solution.

●● Solution. Briefly describe the change you propose and highlight your key selling points and their benefits, showing how your proposal will help readers meet their business objectives.

●● Scope. State the boundaries of the proposal—what you will and will not do. Sometimes called delimitations.

●● Organization. Orient the reader to the remainder of the proposal and call attention to the major divisions of information.

In short proposals, your discussion of these topics will be brief—perhaps only a sentence or two for each. For long, formal proposals, each topic may warrant separate subheadings and several paragraphs of discussion.

For long reports, you may need to divide your close into separate sections for conclusions, recommendations, and actions.

Approach proposals the same way you approach persuasive messages.

In an unsolicited proposal, your introduction needs to convince readers that a problem or an opportunity exists.

416 part 4 Preparing reports and Presentations

Proposal body The proposal’s body gives complete details on the proposed solution and specifies what the anticipated results will be. Because a proposal is by definition a persuasive message, your audience expects you to promote your offering in a confident but professional manner.

In addition to providing facts and evidence to support your conclusions, an effective body covers this information:

●● Proposed solution. Describe what you have to offer: your concept, product, or service (see Figure 12.3). Stress the benefits of your product, service, or investment opportunity that are relevant to your readers’ needs and point out any advantages that you have over your competitors.

Readers understand that a proposal is a persuasive message, so they’re willing to accommodate a degree of promotional emphasis—as long as it is focused on their needs.

October 28, 2016

Mr. Daniel Yurgren Data Dimensions 15 Honeysuckle Lane Traverse City, Michigan 49686

Dear Mr.Yurgren:

Subject: Proposal for Home Office Construction

JWS Remodeling Solutions would be happy to convert your existing living room area into a home office according to the specifications discussed during our October 14 meeting. We can schedule the project for the week beginning November 14, 2016 (two weeks from today). The project will take roughly 3 weeks to complete.

Our construction approach is unique. We provide a full staff of licensed tradespeople and schedule our projects so that when one trade finishes, the next trade is ready to begin. To expedite this project, as you requested, we have agreed to overlap several trades whose work can be done concurrently.

JWS Remodeling Solutions will provide the following work:

• Remove baseboard, door casing, fluted casing, and sheetrock to prepare for con- struction of new partition wall at north end of living room. • Partition and finish walls to create two separate storage closets at north end of living room with access through two 36" six-panel door units. Replace all disturbed sheetrock. • Hang and trim new door units and replace all disturbed baseboards and door casings. • Install 60" double French door unit in location of current cased opening at the SW entrance to living room adjacent to foyer. Trim appropriately. • Provide all rough and finished electrical, using recessed lighting in the ceiling and appropriate single pole switches and duplex outlets. • Move cold air return from west wall to east wall of living room. • Paint or finish all surfaces/trim to match specs used throughout house.

The work does not include custom office cabinetry, carpeting, or phone or cable wiring. We would be happy to bid on these projects in the future.

1701 Lake Street • Traverse City, Michigan 49685 (231) 946-8845 • Fax: (231) 946-8846 • Email: [email protected]

The opening also grabs the reader’s attention with an expedited comple- tion date—a key selling point. The second paragraph explains how the company can fulfill this promise.

The details listed in the body explain how the company will expedite the schedule, outline the approach, provide a work plan, and (on the next page) list qualifications and state costs.

The proposal is also careful to avoid confusion by identi- fying work that is outside the scope of the proposal.

The body itemizes the specific tasks to be performed.

The opening acknowledges the scope of the project.

(Continued)

Figure 12.3 Effective Solicited Proposal in Letter Format This informal solicited proposal in letter format provides the information the customer needs in order to make a purchase. Note that by signing the proposal and returning it, the customer will enter into a legal contract to pay for the services described.

Chapter 12 Writing reports and Proposals 417

The work plan indicates exactly how you will accomplish the solution presented in the proposal.

●● Work plan. Explain the steps you’ll take, the methods or resources you’ll use, and the person(s) responsible. For solicited proposals, make sure your dates match those specified in the RFP. Keep in mind that if your proposal is accepted, the work plan is contractually binding, so don’t promise more than you can deliver.

●● Statement of qualifications. Describe your organization’s experience, personnel, and facilities—all in relation to reader needs. You can supplement your qualifications by including a list of client references, but get permission ahead of time to use those references.

●● Costs. Cover pricing, reimbursable expenses, discounts, and other financial concerns.

In an informal proposal, discussion of some or all of these elements may be grouped together and presented in a letter format, such as in Figure 12.3. In a formal proposal, the discussion of these elements can be quite long and thorough. The format may resemble long reports with multiple parts, as Chapter 13 discusses.

The qualifications section helps reduce buyer uncertainty and prompt a positive response.

Breaking costs down into specific categories helps the reader understand and accept the overall amount.

The customer’s signature here will make this a legally binding contract.

JWS Remodeling Solutions has been in business in the Michigan area for over 17 years. We have a strong reputation for being a quality builder. We take great pride in our work and we treat all projects with the same high-level attention, regardless of their size or scope. Our tradespeople are all licensed, insured professionals with years of experience in their respective crafts. Enclosed is a copy of our company brochure discussing our qualifications in greater detail, along with a current client list. Please contact any of the names on this list for references.

The total cost for this project is $6,800, broken down as follows:

Materials and supplies $3,800 Labor 2,700 Disposal fees 300

Total $6,800

An initial payment of $3,800 is due upon acceptance of this proposal. The remaining $3,000 is due upon completion of the work.

If you would like to have JWS Remodeling Solutions complete this work, please sign one copy of this letter and return it to us with your deposit in the enclosed envelope. We currently anticipate no construction delays, since the materials needed for your job are in stock and our staff of qualified workers is available during the period mentioned. If you have any questions regarding the terms of this proposal, please call me.

Sincerely,

Jordan W. Spurrier President

Enclosures (3)

Accepted by:

________________________________ __________________ Daniel Yurgren Date

Mr. Daniel Yurgren Page 2 October 28, 2016

Figure 12.3 Effective Solicited Proposal in Letter Format (Continued)

418 part 4 Preparing reports and Presentations

Proposal Close The final section of a proposal generally summarizes your key points, emphasizes the benefits readers will get from your solution, and asks for a decision from the reader. The close is your last opportunity to persuade readers to accept your proposal. In both formal and informal proposals, make this section relatively brief, assertive (but not brash or abrupt), and confident.

helping report readers find their WaY

Today’s time-pressed readers want to browse reports and quickly find information of interest. To help them find what they’re looking for and stay on track as they navigate through your documents, learn to make good use of headings and links, smooth transi- tions, and previews and reviews:

●● Headings. Readers should be able to follow the structure of your document and pick up the key points of your message from the headings and subheadings. (See Chapter 6 for a review of what makes an effective heading.) Follow a simple, consistent arrange- ment that clearly distinguishes levels.

●● Transitions. Chapter 5 defines transitions as words or phrases that tie ideas together and show how one thought is related to another. In a long report, an entire paragraph might be used to highlight transitions from one section to the next.

●● Previews and reviews. Preview sections introduce important or complex topics by helping readers get ready for new information. Review sections come after a body of material and summarize key points to help readers absorb the information just read.

To review the tasks discussed in this section, see “Checklist: Composing Business Reports and Proposals.”

using teChnologY to Craft reports and proposals

Writing lengthy reports and proposals can be a huge task, so be sure to take advantage of technological tools to help throughout the process. Be sure to explore the advantages of these capabilities:

●● Linked and embedded documents. In many reports and proposals, you’ll include graphics, spreadsheets, databases, and other elements produced in other software programs. Make sure you know how your software handles the files. For instance, in Microsoft Office, linking to a file maintains a live connection to it, so changes in the original file will show up in the document you’re working on. However, embedding a

Help your audiences navigate through your reports by providing clear directions to key pieces of content.

The close is your last chance to convince the reader of the merits of your proposal, so make especially sure it’s clear, compelling, and audience oriented.

Previews help readers prepare for upcoming information, and reviews help them verify and clarify what they’ve just read.

A. Review and fine-tune your outline. ●● Match your parallel headings to the tone of your report

or proposal. ●● Understand how the introduction, body, and close

work together to convey your message. B. Draft report content.

●● Use the introduction to establish the purpose, scope, and organization of your report or proposal.

●● Use the body to present and interpret the information you gathered.

●● Use the close to summarize major points, discuss conclusions, or make recommendations.

C. Draft proposal content. ●● Use the introduction to discuss the background or

problem, your solution, the scope, and organization.

●● Use the body to persuasively explain the benefits of your proposed approach.

●● Use the close to emphasize reader benefits and summarize the merits of your approach.

D. Help readers find their way. ●● Provide headings to improve readability and clarify the

framework of your ideas. ●● Use hyperlinks online to allow readers to jump from

section to section. ●● Create transitions that tie together ideas and show how

one thought relates to another. ●● Preview important topics to help readers get ready for

new information. ●● Review key information to help readers absorb details

and keep the big picture in mind.

CheCklist ✓ composing business reports and Proposals

Look for ways to use technology to reduce the mechanical work involved in writing long reports.

Chapter 12 Writing reports and Proposals 419

file breaks that link, so any subsequent changes made to the original will not auto- matically appear in the new document.

●● Electronic forms. For recurring reports such as sales reports and compliance reports, consider creating a document that uses form tools such as text boxes (in which users can type new text) and check boxes (which can be used to select from a set of predetermined choices).

●● Electronic documents. Portable document format (PDF) files have become a uni- versal replacement for printed reports and proposals. Using Adobe Acrobat or similar products, you can quickly convert reports and proposals to PDF files that are easy to share electronically.

●● Multimedia documents. Video clips, animation, presentation software slides, scre- encasts (recordings of on-screen activity), and other media elements can enhance the communication and persuasion powers of the written word.

●● Proposal-writing software. Proposal-writing software can automatically personal- ize proposals, ensure proper structure (making sure you don’t forget any sections, for instance), organize storage of all your boilerplate text, integrate contact information from sales databases, scan RFPs to identify questions (and even assign them to content experts), and fill in preliminary answers to common questions from a centralized knowledge base.4

Writing for Websites and Wikis In addition to stand-alone reports and proposals, you may be asked to write in-depth con- tent for websites or to collaborate on a wiki. The basic principles of report writing apply to both formats, but each has some unique considerations as well.

drafting Website Content

Major sections on websites, particularly those that are fairly static (unlike, say, a blog) function in much the same way as reports. The skills you’ve developed for report writing adapt easily to this environment, as long as you keep a few points in mind:

●● Take special care to build trust with your intended audiences because careful readers can be skeptical of online content. Make sure your content is accurate, current, com- plete, and authoritative.

●● As much as possible, adapt your content for a global audience. Translating content is expensive, so some companies compromise by localizing the homepage while keeping the deeper, more detailed content in its original language.

●● In an environment that presents many reading challenges, compelling, reader- oriented content is key to success.5 Wherever you can, use the inverted pyramid style, in which you cover the most important information briefly at first and then gradually reveal successive layers of detail—letting readers choose to see those additional layers if they want to (see Figure 12.4 on the next page).

●● Present your information in a concise, skimmable format. Effective websites use a va- riety of means to help readers skim pages quickly, including lists, careful use of color and boldface, informative headings, and helpful summaries that give readers a choice of learning more if they want to.

●● Write effective links that serve for both site navigation and content skimming. Above all else, clearly identify where a link will take readers. Don’t rely on cute wordplay that obscures the content, and don’t force readers to click through and try to figure out where they’re going.

Collaborating on Wikis

Wikis are a great way for teams and other groups to collaborate on writing projects, from brief articles to long reports and reference works. The benefits of wikis are compelling, but they do require a unique approach to writing. To be a valuable wiki contributor, keep these points in mind:6

2 Learning ObjeCtiveIdentify five characteristics of effective writing in online reports, and explain how to adapt your writing approach for wikis.

420 part 4 Preparing reports and Presentations

●● Let go of traditional expectations of authorship, including individual recognition and control.

●● Encourage all team members to improve each other’s work. ●● Use page templates and other formatting options to make sure your content matches

the rest of the wiki. ●● Use the separate editing and discussion capabilities appropriately. ●● Take advantage of the sandbox, if available; this is a “safe,” nonpublished section of the

wiki where team members can practice editing and writing.

Wikis usually have guidelines to help new contributors integrate their work into the group’s ongoing effort. Be sure to read and understand these guidelines, and don’t be afraid to ask for help.

If you are creating a new wiki, think through your long-term purpose carefully, just as you would with a new blog or podcast channel. Doing so will help you craft appro- priate guidelines, editorial oversight, and security policies. For instance, the PlayStation development team at Sony uses a wiki to keep top managers up to date on new pro ducts; because this information is highly confidential, access to the wiki is tightly controlled.7

If you are adding a page or an article to an existing wiki, figure out how this new mate- rial fits in with the existing organization. Also, learn the wiki’s preferred style for handling incomplete articles. For example, on the wiki that contains the user documentation for the popular WordPress blogging software, contributors are discouraged from adding new pages until the content is “fairly complete and accurate.”8

If you are revising or updating an existing wiki article, use the list on page 210 in Chapter 6 to evaluate the content before you make changes. If you don’t agree with pub- lished content and plan to revise it, you can use the wiki’s discussion facility to share your

This navigation panel shows the hierarchy of information in this section and makes it easy to reach specific pages.

The third-level subheadings (in blue) provide access to specific task steps and offer a quick summary of the topics in each section.

The first two paragraphs provide helpful context for the specific task in question.

The third paragraph offers an alternative for people who are unable to use the information provided on this page.

The two subheadings deliver on the "promise" made by the main page heading.

A feedback link lets visitors provide information that could be used to improve the quality of the webpage content.

Figure 12.4 Writing for the Web This page from the Google Help feature for Gmail demonstrates several important points about effective web writing. Source: Google and the Google logo are registered trademarks of Google Inc., used with permission.

Being an effective wiki collab- orator requires a different writing mindset.

Make sure you understand how a new wiki page will fit in with the existing content.

Chapter 12 Writing reports and Proposals 421

concerns with other contributors. The wiki environment should encourage discussions and even robust disagreements, as long as everyone remains civil and respectful.

illustrating your reports with effective visuals Well-designed visual elements can enhance the communication power of textual messages and, in some instances, even replace them. Visuals can often convey some message points (such as spatial relationships, correlations, procedures, and emotions) more effectively and more efficiently than words. Generally speaking, in a given amount of time effective images can convey much more information than text.9 In the numbers-oriented world of work, people rely heavily on trend lines, distribution curves, and other visual presenta- tions of numeric quantities. Visuals attract and hold people’s attention, helping your audi- ence understand and remember your message. Busy readers often jump to visuals to try to get the gist of a message, and attractive visuals can draw readers more deeply into your reports and presentations. Using pictures is also an effective way to communicate with the diverse audiences that are common in today’s business environment.

As you read in Chapter 5, many words and phrases carry connotative meanings, which are all the mental images, emotions, and other impressions that the word or phrase evokes in audience members. A significant part of the power—and risk—of visual elements derives from their connotative meanings as well. Even something as simple as a watermark symbol embedded in letterhead stationery can boost reader confidence in the message printed on the paper.10 Many colors, shapes, and other design elements have visual symbolism, and their symbolic, connotative meanings can evolve over time and mean different things in different cultures (see Figure 12.5).

understanding Visual design prinCiples

Given the importance of visuals in today’s business environment, visual literacy—the ability (as a sender) to create effective images and (as a receiver) to correctly interpret visual messages—has become a key business skill.11 Just as creating effective sentences, paragraphs, and documents requires working knowledge of the principles of good writ- ing, creating effective visuals requires some knowledge of the principles of good design. Even if you have no formal training in design, being aware of the following six principles will help you be a more effective visual communicator:

Figure 12.5 Visual Symbolism A red cross (with equal-length arms) on a white background is the well-known symbol of the Red Cross relief organization. It is also used to indicate the medical branches of many nations’ military services. The red cross symbol is based on the flag of Switzerland (where the first Red Cross organization was formed), which over the course of hundreds of years developed from battle flags that originally used the Christian cross symbol. Although the Red Cross emblem is not based directly on the Christian symbol, the organization uses a red crescent in countries where Islam is the dominant religion and is known as the Red Crescent. To avoid association with religious symbols, the International Federation of Red Cross and Red Crescent Societies (the global umbrella organization for all national Red Cross and Red Crescent organizations) adopted the Red Crystal as its new symbol.

3 Learning ObjeCtiveDiscuss six principles of graphic design, and identify the most common types of visuals used to present data, information, concepts, and ideas.

Like words, visuals often carry connotative or symbolic meanings.

real-time updates

Learn mOre by Watching this videO

Understand the basics of perception

This overview of the process of perception highlights the role emo- tions plays in how we perceive the world around us. Go to http:// real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Visual literacy is the ability to create and interpret visual messages.

422 part 4 Preparing reports and Presentations

●● Consistency. Think of continuity as visual parallelism, in the same way that textual parallelism helps audiences understand and compare a series of ideas.12 You can achieve visual parallelism in a variety of ways, through the consistent use of color, shape, size, texture, position, scale, or typeface.

●● Contrast. Use visual choices such as size and color to emphasize contrasting quanti- ties or ideas. To emphasize similarities, on the other hand, make the visual differences more subtle.

●● Balance. Images that appear to be out of balance can be as unsettling as a building that looks like it’s about to tip over. Balance can be either formal, in which the elements in the images are arranged symmetrically around a central point or axis, or informal, in which elements are not distributed evenly but visually stronger and weaker elements are arranged in a way that achieves an overall effect of balance. Generally speaking, formal balance is calming and serious, whereas informal balance tends to feel dynamic and engaging (which is why most advertising uses this approach, for example).

●● Emphasis. Audiences usually assume that the dominant element in a design is the most important, so make sure that the visually dominant element really does repre- sent the most important information. You can do this through color, position, size, or placement, for instance.

●● Convention. Visual communication is guided by a variety of generally accepted rules or conventions, just as written communication is guided by an array of spelling, grammar, punctuation, and usage conventions. These conventions dictate virtually every aspect of design.13 Moreover, many conventions are so ingrained that people don’t even realize they are following these rules. For example, if English is your native language, you assume that ideas progress across the page from left to right because that’s the direction in which English text is written. However, if you are a native Arabic or Hebrew speaker, you might automatically assume that flow on a page or screen is from right to left because that is the direction in which those languages are written. Similarly, Japanese audiences are used to reading publications from back to front, right to left. Flouting conventions often causes breakdowns in communication, but in some cases, it can be done to great effect.14 For instance, flipping an organization chart upside down to put the customers at the top, with frontline employees directly beneath them and on down to the chief executive at the bottom, can be an effective way to emphasize that customers come first and that the managers are responsible for supporting employees in their efforts to satisfy customers.

●● Simplicity. Simpler is nearly always better when it comes to visuals for business com- munication. When you’re designing graphics for your documents, remember that you’re conveying information, not decorating an apartment or creating artwork. Limit the number of colors and design elements you use and take care to avoid chartjunk, a term coined by visual communication specialist Edward R. Tufte for decorative elements that clutter documents and potentially confuse readers without adding any relevant informa- tion.15 Be aware that computers make it far too easy to add chartjunk, from clip art illus- trations to three-dimensional charts that display only two dimensions of data.

understanding the ethiCs of Visual CommuniCation

Power always comes with responsibility—and the potential power of visuals places an ethical burden on every business communicator. Ethical problems, both intentional and unintentional, can range from photos that play on racial or gender stereotypes to images that imply cause-and-effect relationships that may not exist to graphs that distort data.

Altering the scale of items in a visual is just one of many ways to emphasize or deemphasize certain aspects of information. For example, to increase the perceived size of a product, an advertiser might show a close-up of it being held by someone with smaller- than-average hands. Conversely, a large hand would make the product seem smaller.

You can work to avoid ethical problems with your visuals by following these guidelines:16

●● Consider all possible interpretations—and misinterpretations. ●● Don’t imply cause-and-effect relationships without providing proof that they exist.

MObiLe aPP

Instagram has become wildly popu- lar for personal photos, but many companies use the photo-sharing service for business communication as well.

Visuals are powerful, and you have the responsibility to use them ethically.

You can take many steps to emphasize or deemphasize specific elements in your visuals, but make sure you don’t inadvertently commit an ethical lapse while doing so.

Chapter 12 Writing reports and Proposals 423

●● Provide enough background information to help audiences interpret the visual infor- mation correctly.

●● Don’t hide or minimize visual information that runs counter to your argument—and don’t exaggerate visual information that supports your argument.

●● Don’t oversimplify complex situations by hiding complications that are important to the audience’s understanding of the situation.

●● Avoid emotional manipulation or other forms of coercion. ●● Be careful with the way you aggregate, or group, data. For example, aggregating daily

sales data by weeks or months can obscure daily fluctuations that could be meaning- ful to your audience.

identifYing points to illustrate

To help identify which parts of your message can benefit from visuals, step back and con- sider the flow of the entire message from the audience’s point of view. Which parts might seem complex, open to misinterpretation, or even just a little bit dull? Are there any con- nections between ideas or data sets that might not be obvious if they are addressed only in text? Does the material have a lot of numeric data or other discrete factual content that would be difficult to read if presented in paragraph form? Is there a chance the main idea won’t “jump off the page” if it’s covered only in text? Will readers greet the message with skepticism and therefore look for plenty of supporting evidence? Table 12.1 lists the many ways visuals can help you connect with audiences more effectively.

seleCting the right tYpe of Visual

After you’ve identified which points would benefit most from visual presentation, your next decision is choosing the type of visual to use for each message point (see Table 12.2 on the next page). For certain types of information, the decision is usually obvious. For ex- ample, to present a large set of numeric values or detailed textual information, a table is the obvious choice in most cases. However, if you’re presenting data broken down geographi- cally, a color-coded map might be more effective. Also, certain visuals are commonly used for certain applications, such as line charts for showing trends over time. (Note that chart and graph are used interchangeably for most of the display formats discussed here.)

visuals for Presenting Data Business professionals have a tremendous number of choices for presenting data, from general-purpose line, bar, and pie charts to specialized charts for product portfolios, financial analysis, and other professional functions. The visuals most commonly used to present data include tables, line and surface charts, bar charts, and pie charts.

Visuals can’t always speak for themselves; make sure your audience has enough context to interpret your visuals correctly.

tabLe 12.1 When to use Visuals

Purpose applications

To clarify Support text descriptions of “graphic” topics: quantitative or numeric information, explanations of trends, descriptions.

To simplify Divide complicated descriptions into components that can be depicted with conceptual models, flowcharts, organization charts, or diagrams.

To emphasize Call attention to particularly important points by illustrating them with line, bar, and pie charts.

To summarize Review major points in the narrative by providing a chart or table that sums up the data.

To reinforce Present information in visual form to supplement descriptions in text.

To attract Make material seem more interesting by decorating the cover or title page and by breaking up the text with visual aids.

To impress Build confidence by using visual forms to convey authenticity and precision.

To unify Depict the relationships among various elements of a whole.

You have many types of visuals to choose from, and each is best suited to particular communication tasks.

MObiLe aPP

Graph (Android) and Numbers (iOS) are two of the many apps available for creating charts and graphs on mobile devices.

424 part 4 Preparing reports and Presentations

Tables When you need to present detailed, specific information, choose a table, a sys- tematic arrangement of data in columns and rows. Most tables contain the standard parts illustrated in Figure 12.6. For printed documents, you can adjust font size and column/row spacing to fit a considerable amount of information on the page and still maintain read- ability. For online documents, you often need to reduce the number of columns and rows to make sure your tables are easily readable online. Tables for presentations usually need to be the simplest of all because you can’t expect audiences to read detailed information from the screen.

Although complex information may require formal tables that are set apart from the text, you can present some data more simply within the text. Such text tables are usu- ally introduced with a sentence that leads directly into the tabular information. Here’s an example:17

tabLe 12.2 selecting the best Visual

Communication Challenge effective visual Choice

Presenting Data

To present individual, exact values Table

To show trends in one or more variables, or the relationship between those variables, over time Line chart, bar chart

To compare two or more sets of data Bar chart, line chart

To show frequency or distribution of parts in a whole Pie chart

To show massive data sets, complex quantities, or dynamic data Data visualization

Presenting Information, Concepts, and Ideas

To show geographic relationships or comparisons Map, geographic information system

To illustrate processes or procedures Flowchart, diagram

To show conceptual or spatial relationships (simplified) Drawing

To tell a data-driven story visually Infographic

To show spatial relationships (realistic) Photograph

To show processes, transformations, and other activities Animation, video

Printed tables can display extensive amounts of data, but tables for websites and presentations need to be simpler.

Here is how five leading full-service restaurant chains compare in terms of number of locations and annual revenue:

OSI Restaurant Partners DineEquity Carlson Brinker Darden

Major Chain(s) outback Steakhouse, carrabba’s

applebee’s, IHop Friday’s, pick Up Stix

chili’s, maggiano’s red Lobster, olive Garden

Locations 1,470 3,300 990 1,550 1,800

Revenue ($ Million) $3,600 $1,414 N/a $2,859 7,113

Source: Hoover’s Online, accessed 25 February 2015, www.hoovers.com; “America’s Largest Private Companies,” Forbes, accessed 25 February 2015, www .forbes.com; company financial reports accessed on Google Finance, accessed 25 February 2015, www.google.com/finance.

When you prepare tables, follow these guidelines to make your tables easy to read:

●● Use common, understandable units and clearly identify the units you’re using. ●● Express all items in a column in the same unit and round off for simplicity. ●● Label column headings clearly and use a subhead, if necessary.

http://www.google.com/finance

Chapter 12 Writing reports and Proposals 425

Row Heading

Row Subheading

Row Heading

TOTALS

Column Subheading

xxx

Column Subheading

xxx

Column Subheading

xxx

Single-Column Heading

Multicolumn Heading

Figure 12.6 Parts of a Table Here are the standard parts of a table. No matter which design you choose, make sure the layout is clear and individual rows and columns are easy to follow.

2,500

2,000

1,500

1,000

500

8:0 0 A

8:3 0 A

9:0 0 A

9:3 0 A

10 :00

A M

10 :30

A M

11 :00

A M

11 :30

A M

12 :00

12 :30

1:0 0 P

1:3 0 P

2:0 0 P

2:3 0 P

3:0 0 P

3:3 0 P

4:0 0 P

4:3 0 P

5:0 0 P

Average Kiln Temperatures, North Island Facility, Day Shift

Kiln A Kiln BT

em p

er at

u re

º F

Figure 12.7 Line Chart This two-line line chart compares the temperatures measured inside two cement kilns from 8:00 am to 5:00 pm.

Line charts are commonly used to show trends over time or the relationship between two variables.

●● Separate columns or rows with lines or extra space to make the table easy to follow; in complex tables, consider highlighting every other row or column in a pale contrast- ing color.

●● Provide totals or averages of columns or rows when relevant. ●● Document the source of the data, using the same format as for a text footnote (see

Appendix B).

Tables can contain numerals, words, symbols, or other facts and figures. Word tables are particularly useful for presenting survey findings or for comparing various items against a specific standard.

Line Charts and Surface Charts A line chart illustrates trends over time or plots the relationship of two variables. In line charts that show trends, the vertical, or y, axis shows the amount, and the horizontal, or x, axis shows the time or other quantity against which the amount is being measured. Moreover, you can plot just a single line or overlay multiple lines to compare different entities (see Figure 12.7).

A surface chart, also called an area chart, is a form of line chart that shows a cumu- lative effect; all the lines add up to the top line, which represents the total (see Figure 12.8 on the next page). This form of chart helps you illustrate changes in the composition of

426 part 4 Preparing reports and Presentations

something over time. When preparing a surface chart, put the most important segment against the baseline and restrict the number of strata to four or five.

Bar Charts and Pie Charts A bar chart, or bar graph, portrays numbers with the height or length of its rectangular bars, making one or more series of numbers easy to read or under- stand. Bar charts are particularly valuable when you want to show or compare quantities over time. As the charts in Figure 12.9 suggest, bar charts can be used in a variety of ways to convey particular points about the underlying data.

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Figure 12.8 Surface Chart Surface, or area, charts can show a combination of trends over time and the individual contributions of the components of a whole.

Figure 12.9 Bar Charts Here are six of the dozens of variations possible with bar charts: singular (12.9a), grouped (12.9b), deviation (12.9c), segmented (12.9d), combination (12.9e), and paired (12.9f).

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Chapter 12 Writing reports and Proposals 427

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428 part 4 Preparing reports and Presentations

A pie chart is a commonly used tool for showing how the parts of a whole are distrib- uted. Although pie charts are popular and can quickly highlight the dominant parts of a whole, they are often not as effective as bar charts or tables. For example, comparing per- centages accurately is often difficult with a pie chart but can be fairly easy with a bar chart (see Figure 12.10). Making pie charts easier to read with accuracy can require labeling each slice with data values, in which case a table might serve the purpose more effectively.18

Data Visualization Conventional charts and graphs are limited in several ways: Most types can show only a limited number of data points before becoming too cluttered to interpret, they often can’t show complex relationships among data points, and they can represent only numeric data. As computer technologies continue to generate massive amounts of data that can be combined and connected in endless ways, a diverse class of display capabilities known as data visualization work to overcome all these drawbacks. In some instances, data visualization is less about clarifying individual data points and more about extracting broad meaning from giant masses of data or putting the data into context.19

Data visualization has become an important tool for companies working with big data, a term used to describe massive collections of data from a variety of sources piling

up at high speeds.20 Interactive apps let users “drill down” into data sets to find details or look at data collections from a variety of perspectives (see Figure 12.11).

In addition to displaying large data sets and linkages within data sets, other kinds of visualization tools combine data with textual information to communicate complex or dynamic data much faster than conventional presentations can. For example, a tag cloud shows the relative frequency of terms, or tags (content labels), in an article, a blog, a website, survey data, or another collection of text.21

visuals for Presenting information, Concepts, and ideas In addition to facts and figures, you may need to present other types of information, from spatial relationships (such as the floor plan for a new office building) to abstract ideas (such as progress or competition). The most common types of visuals for these applica- tions include flowcharts and organization charts; maps and geographic information sys- tems; drawings, diagrams, and photographs; infographics; and video.

Year-End Head Count by Function

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Figure 12.10 Pie Charts Versus Bar Charts Pie charts are used frequently, but they aren’t necessarily the best choice for many data presentations. This pie chart does make it easy to see that assemblers are the largest employee category, but other comparisons of slice sizes (such as Sales, Engineers, and Admin) are not as easy to make and require a numerical rather than a visual comparison. In contrast, the bar chart gives a quick visual comparison of every data point.

Pie charts are effective if you want to show dramatic differences in proportions; to convey specific details, however, a bar chart or table is often more effective.

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Data visualization and infographics gateway: a comprehensive collection for business communicators

This unique web resource offers links to a vast array of data visualization techniques and examples. Go to http://real- timeupdates.com/ebc12 and click on Learn More in the Students section.

Data visualization tools let you display vast data sets, dynamic data, and textual information graphically.

Data visualization is less about showing specific data points and more about extracting broad meaning from giant masses of data or putting data in context.

Chapter 12 Writing reports and Proposals 429

Flowcharts and Organization Charts A flowchart (see Figure 12.12) illustrates a sequence of events from start to finish; it is an indispensable tool for illustrating processes, procedures, and sequential relationships. For general business purposes, you don’t need to be too con- cerned about the specific shapes in a flowchart, although you should use them consistently. However, you should be aware of the formal flowchart “language,” in which each shape has a

Figure 12.11 Data Visualization Interactive data visualization apps can help business audiences extract key insights from massive sets of data.

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Figure 12.12 Flowchart Flowcharts show sequences of events and are most valuable when the process or procedure has a number of decision points and variable paths.

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430 part 4 Preparing reports and Presentations

specific meaning (diamonds are decision points, and rectangles are process steps, for exam- ple). If you’re communicating with computer programmers and others who are accustomed to formal flowcharting, make sure you use the correct symbols to avoid confusion.

As the name implies, an organization chart illustrates the positions, units, or functions of an organization and the way they interrelate. An organization’s normal communication channels are almost impossible to describe without the benefit of a chart like the one in Figure 1.4 on page 57.

Maps and geographic information Systems Maps can show location, distance, points of interest (such as competitive retail outlets), and geographic distribution of data, such as sales by region or population by state. In addition to presenting facts and figures, maps are useful for showing market territories, distribution routes, and facilities locations.

When combined with databases and aerial or satellite photography in geographic information systems (GIS), maps become extremely powerful visual reporting tools (see Figure 12.13). As one example, retailing specialists can explore the demographic and psychographic makeup of neighborhoods within various driving distances from a par- ticular store location. Using such information, managers can plan everything from new building sites to delivery routes to marketing campaigns.

Drawings, Diagrams, and Photographs The opportunities to use drawings, diagrams, and photographs are virtually endless. Simple drawings can show the network of suppliers in an industry, the flow of funds through a company, or the process for completing the pay- roll each week. More complex diagrams, including interactive online diagrams, can convey technical topics such as the operation of a machine or repair procedures.

Word processors and presentation software now offer fairly advanced drawing capabilities, but for more precise and professional illustrations, you may need a specialized package such as Adobe Illustrator or SketchUp.

Photographs offer both functional and decorative value, and nothing can top a photo- graph when you need to show exact appearances. Because audiences expect photographs to show literal visual truths, you must take care when using image-processing tools such as Adobe Photoshop.

Use maps to represent statistics by geographic area and to show spatial relationships.

Figure 12.13 Geographic Information Systems Businesses use geographic information systems (GIS) in a variety of ways. By overlaying maps and aerial or satellite imagery with descriptive data (such as this map of gas prices in the Chicago area), companies can use these displays for such purposes as planning sales campaigns, optimizing transportation routing, and selecting retail or production sites. Source: Copyright © 2013 Esri, DigitalGlobe, GeoEye, i-cubed, USDA, USGS, AEX, Getmapping, Aerogrid, IGN, IGP, swisstopo, and the GIS User Community. All rights reserved.

Use drawings and diagrams to show how something works or how it is made or used; drawings are sometimes better than photographs because they let you focus on the most important details.

Use photographs for visual appeal and to show exact appearances.

Chapter 12 Writing reports and Proposals 431

To use photographs successfully, consider these guidelines:

●● Consider whether a diagram would be more effective than a photograph. Photographs are often unmatched in their ability to communicate spatial relationships, sizes, shapes, and other physical parameters, but sometimes they communicate too much information. For example, to show how to adjust a specific part of a complicated ma- chine, a photo can be confusing because it shows all the parts within the camera’s view. A simplified diagram is often more effective because it allows you to emphasize the specific parts that are relevant to the problem at hand.

●● Learn how to use basic image-processing functions. For most business reports, websites, and presentations, you won’t need to worry about more advanced image- processing functions and special effects. However, you need to know such basic oper- ations such as the difference between resizing (changing the size of an image without removing any parts of it) and cropping (cutting away parts of the image).

●● Make sure the photographs have communication value. Except for covers, title slides, and other special uses, it’s usually best to avoid including photographs simply for decorative value.

●● Be aware of copyrights and model permissions. Just as with textual information you find online, you can’t simply insert online photographs into your documents. Unless they are specifically offered for free, you have to assume that someone owns the photos and is entitled to payment or at least a photo credit. In addition, profes- sional photographers are careful to have any person who poses in photos sign a model release form, which gives the photographer permission to use the person’s image.

Infographics Infographics are a special class of diagrams that can convey both data as well as concepts or ideas. In ad- dition, they contain enough visual and textual information to function as independent, stand-alone documents. Broadly speaking, there are two types of infographics: those that are stylized collections of charts or graphs and those that have a structured narrative. The first do not necessarily convey any more information than basic charts and graphs in a conven- tional report would, but their communication value lies in their ability to catch the audience’s attention and the ease with which they can be distribut- ed online. The second type, represented by Figure 12.14 on the next page, go beyond this to take full advantage of the visual medium to tell stories or show interconnected processes. These infographics can be powerful communication tools, even to the point of replacing conventional reports.

Video From tutorials and product demonstrations to seminars and speeches, online video is now an essential business communication medium. For videos that require the highest production quality, com- panies usually hire specialists with the necessary skills and equipment. However, for most routine needs, any business communicator with modest equipment and a few basic skills can create effective video. The three-step process adapts eas- ily to video; professionals refer to the three steps as prepro- duction, production, and postproduction. The Real-Time Updates Learn More item to the right suggests a resource for advice on getting started with digital video.

Producing and integrating visuals After you have chosen the best visuals to illustrate key points in your report, website, or presentation, it’s time to get creative. This section offers advice on creating visuals, inte- grating them with your text, and verifying the quality of your visual elements.

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ideas for using instagram for business communication

The Instagram for Business blog discusses ways to use the popular photo-sharing service. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

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ten tools for creating infographics

These online tools (many are free) offer a variety of ways to create infographics. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Make sure you have the right to use photographs you find online.

MObiLe aPP

Videoshop offers a variety of postprocessing tools for enhancing mobile videos right on your phone.

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great advice for getting started in digital video

This website offers a wealth of advice on producing quality videos. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

4 Learning ObjeCtiveExplain how to integrate visuals with text effectively and how to verify the quality of your visuals.

432 part 4 Preparing reports and Presentations

Creating Visuals

Computers make it easy to create visuals, but they also make it easy to create ineffective, distracting, and even downright ugly visuals. However, by following the basic design prin- ciples discussed on pages 421–422, you can create all the basic visuals you need—visuals that are attractive and effective. If possible, have a professional designer set up a template for the various types of visuals you and your colleagues need to create. In addition to help- ing ensure an effective design, using templates saves you the time of making numerous design decisions every time you create a chart or graphic.

Remember that the style and quality of your visuals communicate a subtle message about your relationship with the audience. A simple sketch might be fine for a working meeting but inappropriate for a formal presentation or report. On the other hand, elabo- rate, full-color visuals may be viewed as extravagant for an informal report but may be entirely appropriate for a message to top management or influential outsiders.

integrating visuals with text For maximum effectiveness and minimum disruption for the reader, visual elements need to be carefully integrated with the text of your message. In some instances, visual elements are somewhat independent from the text, as in the sidebars that occasionally accompany magazine articles. Such images are related to the content of the main story, but they aren’t referred to by a specific title or figure number.

For reports and most other business documents, however, visuals are tightly inte- grated with the text so that readers can move back and forth between text and visuals with as little disruption as possible. Successful integration involves four decisions: maintaining a balance between visuals and text, referring to visuals in the text, placing the visuals in a document, and writing titles and other descriptions.

balancing illustrations and Words Strong visuals enhance the descriptive and persuasive power of your writing, but putting too many visuals into a report can distract your readers. If you’re constantly referring to tables, drawings, and other visual elements, the effort to switch back and forth from words to visuals can make it difficult for readers to maintain focus on the thread of your message. The space occupied by visuals can also disrupt the flow of text on the page or screen.

As always, take into account your readers’ specific needs. If you’re addressing an audi- ence with multiple language backgrounds or widely varying reading skills, you can shift the balance toward more visual elements to help get around any language barriers. The profes- sional experience, education, and training of your audience should influence your approach as well. For instance, statistical plots and mathematical formulas are everyday reading ma- terial for quality-control engineers but not for most salespeople or top executives.

referencing visuals Unless a visual element clearly stands on its own, visuals should be referred to by number in the text of your report. Some report writers refer to all visuals as “exhibits” and number them consecutively throughout the report; many others number tables and figures sepa- rately (in which case everything that isn’t a table is regarded as a figure). In a long report with numbered sections, illustrations may have a double number (separated by a period or a hyphen) representing the section number and the individual illustration number within that section. Whatever scheme you use, make sure it’s clear, consistent, and easy to follow.

Help your readers understand the significance of visuals by referring to them before readers encounter them in the document or onscreen. The following examples show how you can make this connection in the text:

Figure 12.1 summarizes the financial history of the motorcycle division over the past five years, with sales broken into four categories. Total sales were steady over this period, but the mix of sales by category changed dramatically (see Figure 12.2).

Figure 12.14 Infographics Roughly speaking, infographics can be divided into simple presentations of data and visual narratives such as this example that use the full power of the medium to tell stories or illustrate processes.

Chapter 12 Writing reports and Proposals 433

The underlying reason for the remarkable growth in our sales of youth golf ap- parel is suggested by Table 1, which shows the growing interest in junior golf around the world.

When describing the data shown in your visuals, be sure to emphasize the main point you are trying to make. Don’t make the mistake of simply repeating the data to be shown.

Placing visuals Try to position your visuals so that your audience doesn’t have to flip back and forth (in printed documents) or scroll (on screen) between the visuals and the text. Ideally, it’s best to place each visual within, beside, or immediately after the paragraph it illustrates so that read- ers can consult the explanation and the visual at the same time. If possible, avoid bunching several visuals in one section of the document. (Bunching is unavoidable in some cases, such as when multiple visuals accompany a single section of text—as in this chapter, for instance.)

Writing titles, Captions, and Legends Titles, captions, and legends provide more opportunities to connect your visual and tex- tual messages. A title is similar to a subheading, providing a short description that identi- fies the content and purpose of the visual, along with whatever label and number you’re using to refer to the visual. Readers should be able to grasp the point of a visual without digging into the surrounding text. For instance, a title that says simply “Refineries” doesn’t say much at all. A descriptive title that identifies the topic of the illustration, such as “Relationship Between Petroleum Demand and Refinery Capacity in the United States” provides a better idea of what the chart is all about. An informative title tells even more by calling attention to the conclusion that ought to be drawn from the data, such as “Refinery Capacity Declines as Petroleum Demand Continues to Grow.”

A caption usually offers additional discussion of the visual’s content and can be several sentences long, if appropriate. Captions can also alert readers that additional discussion is available in the accompanying text. Titles usually appear above visuals, and captions appear below, but effective designs can place these two elements in other positions. Sometimes titles and captions are combined in a single block of text as well. A legend helps readers decode the visual by explaining what various colors, symbols, or other design choices mean.

VerifYing the QualitY of Your Visuals

Visuals have a particularly strong impact on your readers and on their perceptions of you and your work, so verifying their quality is vital. Ask yourself three questions about every visual element:

●● Is the visual accurate? Be sure to check visuals for mistakes such as typographical errors, inconsistent color treatment, confusing or undocumented symbols, and mis- aligned elements. Does each visual deliver your message accurately? For data presenta- tions, particularly if you’re producing charts with a spreadsheet, verify any formulas used to generate the numbers and make sure you’ve selected the right numbers for each chart.

●● Is the visual properly documented? As with the textual elements in your reports and presentations, visuals based on other people’s research, information, and ideas require full citation.

●● Is the visual honest? As a final precaution, step back and make sure your visuals communicate truthful messages (see “Practicing Ethical Communication: Distorting the Data”).

Visual media on mobile deViCes

Whether it’s a training video, an interactive big-data tool, or a GIS system used for on- site analysis, more and more employees need to consume visual media on smartphones and tablets. The constraints of small screens are even more acute with visuals than they are with text, so preparing visual content for mobile users takes careful planning and the

Computer software offers a variety of tools but doesn’t automatically give you the design sensibility that is needed for effective visuals.

Maintain a balance between text and visuals and pace your visuals in a way that emphasizes your key points.

To tie visuals to the text, introduce them in the text and place them near the points they illustrate.

Use titles, captions, and legends to help audiences interpret visuals quickly and successfully.

Review each visual to make sure it doesn’t intentionally or unintentionally distort the meaning of the underlying information.

434 part 4 Preparing reports and Presentations

use of display tools designed for mobile devices. With screen space at a premium, think carefully about audience members’ needs, including the circumstances in which they’ll be using their devices, so you can prioritize and sequence the delivery of information (see Figure 12.15).22

For the latest information on report writing and visuals, visit http://real-time updates.com/ebc12 and select Chapter 12. For a review of the important points to remember when creating visuals, see “Checklist: Creating Effective Visuals” on the next page.

praCtiCing ethiCal CommuniCation

Take a quick look at these three line charts, all of which display the level of impurities found in a particular source of drink- ing water. Chart (a) suggests that the source has a consistently high level of impurities throughout the year, Chart (b) indi- cates that the level of impurities jumps up and down through- out the year, and Chart (c) shows an impurity level that is fairly consistent throughout the year—and fairly low.

Here’s the catch: All three charts are displaying exactly the same data.

Look again at Chart (a). The vertical scale is set from 0 to 120, sufficient to cover the range of variations in the data. However, what if you wanted to persuade an audience that the variations from month to month were quite severe? In Chart (b), the scale is “zoomed in” on 60 to 110, making the variations look much more dramatic. The result could be a stronger emotional impact on the reader, creating the impres- sion that these impurities are out of control.

On the other hand, what if you wanted to create the impression that things were humming along just fine, with low levels of impurities and no wild swings from month to

month? You would follow the example in Chart (c), where the scale is expanded from 0 to 200, which appears to minimize the variations in the data. This graph is visually “calmer,” potentially creating the impression that there’s really nothing to worry about.

If all three graphs show the same data, is any one of them more honest than the others? The answer to this ques- tion depends on your intent and your audience’s information needs. For instance, if dramatic swings in the measurement from month to month suggest a problem with the quality of your product or the safety of a process that affects the public, then visually minimizing the swings might well be considered dishonest.

Career aPPLiCatiOnS 1. What sort of quick visual impression would such a chart

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Chapter 12 Writing reports and Proposals 435

Figure 12.15 Visual Displays on Mobile Devices Visual displays for mobile audiences need to be clear and simple, as this air travel shopping app from Hipmunk illustrates.

●● Emphasize visual consistency to connect parts of a whole and minimize audience confusion.

●● Avoid arbitrary changes of color, texture, typeface, position, or scale.

●● Highlight contrasting points through color, position, and other design choices.

●● Decide whether you want to achieve formal or informal balance.

●● Emphasize dominant elements and deemphasize less important pieces in a design.

●● Understand and follow (at least most of the time) the visual conventions your audience expects.

●● Strive for simplicity and clarity; don’t clutter your visuals with meaningless decoration.

●● Follow the guidelines for avoiding ethical lapses.

●● Carefully consider your message, the nature of your information, and your audience to choose which points to illustrate.

●● Select the proper types of graphics for the information at hand and for the objective of the message.

●● Be sure the visual contributes to overall understanding of the subject.

●● Understand how to use your software tools to maximize effectiveness and efficiency.

●● Integrate visuals and text by maintaining a balance between illustrations and words, clearly referring to visuals within the text, and placing visuals carefully.

●● Use titles, captions, and legends to help readers under- stand the meaning and importance of your visuals.

●● Verify the quality of your visuals by checking for accuracy, proper documentation, and honesty.

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You work as a communication specialist at Warby Parker, and you’re currently helping CEO David Gilboa prepare a report about the company. Gilboa characterizes the report as a “public business plan,” in that it will discuss the company and its objec- tives, strategies, and operations, without disclosing the sort of confidential information that a typical business plan includes. The target audience includes potential investors, employees, and business partners. Using the skills you’ve been practicing in this course, respond to these challenges.

1. To help overcome shoppers’ reluctance to buy eyewear online, Warby Parker offers Home Try-On, in which people can order five pairs of frames, keep them for five days at no cost, then decide which pair they would like to order. This gives shoppers lots of time to try on the frames they are considering and get the opinions of family and friends. Which of the following headings would you choose for a section in the report that explains this unique program? a. Home Try-On: Making online shopping even better than

in-store shopping b. Home Try-On: Our tried-and-true way to eliminate the risk

of buying eyewear online c. Home Try-On: Now you can try on five frames in the

comfort of your own home d. How we reduce a major perceived risk in the Warby

Parker business model

2. Warby Parker is a certified B Corporation, a designation awarded to companies that align their business strategies with social and environmental strategies. In a section on company values, the report draft has the following paragraphs:

When we set out to serve the eyewear market in a differ- ent and better way, we had other, larger goals in mind, too. Sure, we wanted to be a successful and profitable company, but we wanted success to be about more than just profits. We wanted it to be about how we treat each other, how we support our local and global communities, and the footprints we leave on the environment. All of these things define “success” for Warby Parker.

B Corporations are companies that are committed to something larger than maximizing profits at the expense of everyone and everything else. This designation, which was established and is managed by the not-for-profit B Corporation organization (www.bcorporation.net), is granted to companies that meet a rigorous set of stan- dards related to how they are managed, how they treat their workers, how they interact with and impact their

On the jOb: sOLving cOmmunicatiOn diLemmas at Warby Parker communities, and how their business operations affect the environment.

You want to write a transitional sentence to smooth the flow from the first to the second paragraph. Which of the follow- ing sentences and placements is the best choice? (Assume that you’ll fine-tune the surrounding text if needed after inserting the new transition.) a. At the end of the first paragraph, add this sentence: “The

model of success we chose is the B Corporation, which is a fresh and broader way of looking at business.”

b. Add the same sentence as in (a), but add it at the beginning of the second paragraph.

c. At the beginning of the second paragraph, add this sentence: “Entrepreneurs can define success in a lot of different ways.”

d. The flow between the two paragraphs is fine as is; there is no need to add a transition.

3. Fashion is a fast-moving business, and market conditions that are true one month might not be the next month. Which of the following statements would be the best way to express this limitation of the report? a. It must be pointed out that the information in this report

may become obsolete as market conditions change. This is a function of the dynamic nature of the market and is not an issue with the quality of our research or report writing.

b. The information contained herein was current as of the time of publication. We cannot guarantee its accuracy in the future.

c. The dynamic nature of the fashion means that information is likely to change over time. Please accept our apologies for this limitation.

d. The dynamic nature of the fashion business means that information is likely to change over time. Please check with us for the latest news and insights on the topics covered in this report.

4. To help readers quickly assess the relative contributions of Warby Parker’s various product lines to the company’s overall revenues, year by year over a 10-year period, which type of visual would be most effective? a. Ten pie charts, one per year, showing the breakdown of

sales by product line b. A table, with the years in columns and the product lines

in rows c. An area chart d. A bar chart

Chapter 12 Writing reports and Proposals 437

Objective 12.1: Explain how to adapt to your audiences when writing reports and proposals, and describe the choices involved in drafting report and proposal content.

1. Why is the “you” attitude particularly important with long or complex reports and proposals? a. The “you” attitude takes less time to write, so you’ll save

considerable time with long documents. b. Professionals are accustomed to reading long reports, so

they don’t require a lot of “hand holding.” c. People simply don’t read reports that don’t demonstrate

good business etiquette. d. The length and complexity of these reports put a heavy

demand on readers, making it particularly important to be sensitive to their needs.

2. Which of these sentences has the most formal tone? a. We discuss herein the possibility of synergistic

development strategies between our firm and U.S. Medical.

b. This report explores the potential for a strategic partnership with U.S. Medical.

c. My report is the result of a formal investigation into the possibility of a strategic partnership with U.S. Medical.

d. In this report, I address the potential for a strategic partnership with U.S. Medical.

3. Which of these does not belong in the body of an informa- tional or analytical report? a. An explanation of weaknesses in the report b. Facts, statistical evidence, and trends c. Conclusions and recommendations d. Criteria for evaluating alternatives and options

4. Where would you list action items in a report? a. In the opening b. In the body c. In the close d. Action items are never listed in reports.

5. How are audiences likely to react if they spot several errors in your reports? a. They’ll become skeptical about the quality of all your

work. b. They’ll forgive you and move on without thinking any

more about it; everybody makes mistakes. c. They’ll stop reading your reports. d. They’ll respect the fact that you don’t waste time

proofreading. 6. Which of the following is not a recommended strategy for

strengthening your proposal argument? a. Provide concrete examples of the value of your proposal. b. Demonstrate your knowledge. c. Identify the amount of time you’ve invested in the

proposal. d. Adopt a “you” attitude.

7. If packaging and presentation are only superficial, why are they so important in proposal writing? a. Readers tend to prejudge the quality of your products

and services based on the quality of your proposal. b. They show that you’re more than just a “numbers”

person—that you can think creatively. c. They show the audience that you’re willing to invest time

and money in getting your proposal accepted. d. Attractive documents almost always have high-quality

information in them. 8. Which of the following elements is usually not part of a pro-

posal’s introduction? a. Background or statement of the problem b. Detailed cost analysis c. Organization of the proposal d. Scope of the proposal

9. The primary purpose of the body of a proposal is to a. List your firm’s qualifications for the project in question b. Explain why the recipient needs to address a particular

problem or opportunity c. Communicate your passion for solving the problem or

addressing the opportunity d. Give complete details on the proposed solution and its

anticipated benefits 10. If a proposal is being sent in response to an RFP, how should

the body of the proposal address the issue of costs? a. It should avoid any mention of costs. b. It should provide a total cost figure without wasting the

reader’s time with a lot of details. c. It should follow whatever your company’s policy is

regarding cost estimates. d. It should follow the instructions in the RFP exactly.

Objective 12.2: Identify five characteristics of effective writing in online reports, and explain how to adapt your writing approach for wikis. 11. ______ goes a step beyond translating, making sure web

content reflects not only the native language of your readers but also their cultural norms, weights, measures, currency, and other specific elements.

12. Which of the following is the most effectively worded link to a webpage that describes a company’s products and services? a. Click here to learn more about what we do. b. Learn more about our products and services. c. Next page d. You have problems? We have solutions.

13. Which of the following best summarizes some key advice for wiki collaboration? a. Because so many writers can be involved in a wiki,

managerial control of content and process is essential. b. Personal responsibility is paramount with wikis, so all

contributors must safeguard their contributions against unwelcome editing.

c. Conventional web security measures such as access con- trol should never be used on wikis because they inhibit free collaboration.

d. Wikis writers need to let go of traditional expectations of authorship, including individual recognition and control.

438 part 4 Preparing reports and Presentations

Objective 12.3: Discuss six principles of graphic design, and identify the most common types of visuals used to present data, information, concepts, and ideas. 14. Why is consistency important in visual design?

a. It shows the audience that you’re not wasting precious time doing artistic designs.

b. It reduces confusion by eliminating arbitrary changes that force people to relearn your design scheme every time they encounter another visual.

c. It saves on ink and toner when reports are printed. d. It shows the audience that you’re serious and businesslike.

15. Which of the following steps could you take to call attention to the most important elements in a visual? a. Use a dominant color for the important elements. b. Call attention to the important elements in the caption or

in the text of your report. c. Make the important elements larger. d. Do all of the above.

16. Which of the following is a good candidate for illustrating in a report? a. Comparison of customer satisfaction ratings of 12 stores

across a 12-month period b. Percentage of employees who have attended 10 different

training courses c. Ranking of webpages on a website, from most visited to

least visited d. All of the above

17. Which of the following is not a good reason to use a visual in a report? a. To communicate more effectively with multilingual

audiences b. To help unify the separate parts of a process, an organi-

zation, or another entity, such as by using a flowchart to depict the various steps in a process

c. To simplify access to specific data points, such as by list- ing them in a quick-reference table

d. To demonstrate your creative side 18. ____ ____ overcomes several shortcomings of conven-

tional charts and graphs—the inability to show only a

limited number of data points before becoming too clut- tered to interpret, a limited ability to show complex rela- tionships among data points, and the ability to represent only numeric data.

19. Which of these is a good reason to use a diagram instead of a photograph? a. Diagrams are more colorful and aren’t limited to colors

found in real life. b. Diagrams are more realistic than photographs. c. Diagrams allow you to control the amount of detail

shown to focus reader attention on particular parts of the image.

d. All of the above are true.

Objective 12.4: Explain how to integrate visuals with text effectively and how to verify the quality of your visuals. 20. Which of the following steps should you take to verify the

accuracy of the visuals in your reports? a. Make sure that data presentations such as line charts and

bar charts accurately portray the data that you intended to show.

b. Make sure flowcharts and other computer-generated art- work are correct and clear.

c. Make sure that you’ve inserted the correct visuals at each place in your report.

d. Do all of the above. 21. Assume that you have a line chart with a vertical axis scaled

from 0 to 100 and data points that vary within a range of roughly 10 to 90. How would you influence audience perceptions if you increased the vertical scale so that it stretched from 0 to 200 instead of 0 to 100? a. The scaling change would have no affect on audience

perceptions. b. The scaling change would maximize the perceived

variations in the data. c. The scaling change would minimize the perceived

variations in the data. d. You have no way of predicting in advance how the

scaling change would affect perceptions.

Chapter outline Composing reports and Proposals

adapting to your audience

Drafting report content

Drafting proposal content

Helping report readers Find Their way

Using Technology to craft reports and proposals

Writing for Websites and Wikis Drafting website content

collaborating on wikis

illustrating your reports with effective visuals

Understanding Visual Design principles

Understanding the ethics of Visual communication

Identifying points to Illustrate

Selecting the right Type of Visual

Producing and integrating visuals creating Visuals

Integrating Visuals with Text

Verifying the Quality of your Visuals

Visual media on mobile Devices

Quick Learning guide

learning objeCtiVes

1 explain how to adapt to your audiences when writing reports and proposals, and describe the choices involved in drafting report and proposal content. (page 409)

2 Identify five characteristics of effective writing in online reports, and explain how to adapt your writing approach for wikis. (page 419)

3 Discuss six principles of graphic design, and identify the most common types of visuals used to present data, information, concepts, and ideas. (page 421)

4 explain how to integrate visuals with text effectively, and how to verify the quality of your visuals. (page 431)

keY terms

area chart Another name for a surface chart bar chart Chart that portrays quantities by

the height or length of its rectangular bars caption Brief commentary or explanation

that accompanies a visual data visualization A diverse class of displays

that can show enormous sets of data in a single visual or show text and other com- plex information visually

descriptive title Title that simply identifies the topic of an illustration

flowchart Process diagram that illustrates a sequence of events from start to finish

infographics Diagrams that contain enough visual and textual information to function as independent documents

informative title Title that highlights the conclusion to be drawn from the data

legend A “key” that helps readers decode a visual by explaining what various colors, symbols, or other design choices mean

line chart Chart that illustrates trends over time or plots the relationship of two or more variables

organization chart Diagram that illustrates the positions, units, or functions of an organization and their relationships

pie chart Circular chart that shows how the parts of a whole are distributed

surface chart Form of line chart with a cumulative effect; all the lines add up to the top line, which represents the total

table A systematic arrangement of numerical or textual data in columns and rows

title Identifies the content and purpose of a visual

visual literacy The ability (as a sender) to create effective images and (as a receiver) to correctly interpret visual messages

visual symbolism The connotative (as opposed to the denotative, or literal) meaning of visuals

A. Review and fine-tune your outline. ●● Match your parallel headings to the tone of your report

or proposal. ●● Understand how the introduction, body, and close

work together to convey your message. B. Draft report content.

●● Use the introduction to establish the purpose, scope, and organization of your report or proposal.

●● Use the body to present and interpret the information you gathered.

●● Use the close to summarize major points, discuss conclusions, or make recommendations.

C. Draft proposal content. ●● Use the introduction to discuss the background or

problem, your solution, the scope, and organization.

●● Use the body to persuasively explain the benefits of your proposed approach.

●● Use the close to emphasize reader benefits and summarize the merits of your approach.

D. Help readers find their way. ●● Provide headings to improve readability and clarify the

framework of your ideas. ●● Use hyperlinks online to allow readers to jump from

section to section. ●● Create transitions that tie together ideas and show how

one thought relates to another. ●● Preview important topics to help readers get ready for

new information. ●● Review key information to help readers absorb details

and keep the big picture in mind.

CheCklist ✓ composing business reports and Proposals

440 part 4 Preparing reports and Presentations

apply your knowledge To review chapter content related to each question, refer to the indicated Learning Objective.

12.1. Would “Power to the People” be an effective headline for the section in an analytical report that recommends relaxing a company’s strict limits on employee use of social media at work? Why or why not? [LO-1]

12.2. If a company receives a solicited formal proposal outlin- ing the solution to a particular problem, is it ethical for the company to adopt the proposal’s recommendations without hiring the firm that submitted the proposal? Why or why not? [LO-1]

12.3. Conduct a search and estimate what percentage of peo- ple in India belong to each blood group. Which type of visual would you choose to demonstrate the data? Explain your choice. [LO-3]

Practice your Skills Messages for Analysis

12.4. Message 12.A: Revising Web Content with a “You” Attitude [LO-3] To access this wiki exercise, visit http://real-timeupdates.com/ebc12, click on Student Assignments, and select Chapter 12, Message 12.A. Follow the instructions for evaluating the existing content and revising it to make it more reader oriented.

12.5. Message 12.B: Improving the Effectiveness of a Wiki Article [LO-3] To access this wiki exercise, go to http://real-timeupdates.com/ebc12, click on Student Assignments, and select Chapter 12, Message 12.B. Follow the instructions for evaluating the existing content and revising it to make it clear and concise. Message 12.C: Improving a Solicited Proposal [LO-1] Read Figure 12.16, a solicited proposal, and then (1) ana- lyze the strengths and weaknesses of this document and (2) revise the document so that it follows this chapter’s guidelines.

Exercises

12.6. Adapting to Your Audience [LO-1] Please write two different reports. One is for company directors and shareholders in which you must make a proposal to buy an expensive piece of equipment. The other is for your local sports club committee providing details of

MyBCommLab To complete the problems with the , go to EOC Discussion Questions in the MyLab.

activities within previous year. Discuss what ‘tone’ is required for each report giving reasons.

12.7. Drafting Report Content [LO-1] Write a proposal introduction for prospective clients which is designed to convince them to commission you to produce a de- mographic survey of their customer base. Your intro- duction must be compelling and include the following information: a. The benefits gained from using demographic data. b. Information on your expertise in compiling this data. c. Details of delimitations of the proposal d. Detail of the type and extent of report they could opt

to commission from you. e. The time taken to produce the report. f. Information on the intended outcome of your pro-

posal, perhaps include endorsement from other clients. g. Clear details of how the report is set out for the reader. h. Compelling reasons for the unsolicited approach so

that clients will take time to consider the proposal. 12.8. Drafting Report Content [LO-1] Find an article in a

business newspaper or journal (in print or online) that recommends a solution to a problem. Identify the prob- lem, the recommended solution(s), and the support- ing evidence provided by the author to justify his or her recommendation(s). Did the author cite any formal or informal studies as evidence? What facts or statistics did the author include? Did the author cite any criteria for evaluating possible options? If so, what were they?

12.9. Drafting Report Content; Communication Ethics: Making Ethical Choices [LO-1], Chapter 1 Your boss has asked you to prepare a feasibility report to deter- mine whether the company should advertise its custom- crafted cabinetry in the weekly neighborhood news- paper. Based on your primary research, you think they should. As you draft the introduction to your report, however, you discover that the survey administered to the neighborhood newspaper subscribers was flawed. Several of the questions were poorly written and mis- leading. You used the survey results, among other find- ings, to justify your recommendation. The report is due in three days. What actions might you want to take, if any, before you complete your report?

12.10. Drafting Online Content [LO-2] Read the ‘landing page’ of your organisations’ website and write a critique of the content considering interest and information. List changes you would like to make and prepare to justify your ideas in a class discussion.

12.11. Applying Visual Design Principles [LO-3] Find a dia- gram on any company website that explains how one of the company’s product works or how a product’s fea- tures benefit customers. Referring to the visual design principles on pages 421–422, analyze the effectiveness of the diagram’s design.

12.12. Applying Visual Design Principles [LO-3] Using the data provided in question 12.15, produce two different types of graphical representation and analyse which of your two choices would be the best option to include in an annual sales report and why this is the case.

Chapter 12 Writing reports and Proposals 441

12.13. Communication Ethics [LO-3] Write a critique of the ethics of the following statement provided in an unso- licited proposal for a beauty product to be stocked in a retail outlet, “In a survey23 seven out of ten people no- ticed smoother skin after ten weeks of daily application.” Email your critique to your instructor.

12.14. Visual Communication: Choosing the Best Visual [LO-3] You’re preparing the annual report for FretCo Guitar Corporation. For each of the following types of information, select an appropriate chart or visual to illustrate the text. Explain your choices. a. Data on annual sales for the past 20 years

b. Comparison of FretCo sales, product by product (elec- tric guitars, bass guitars, amplifiers, acoustic guitars), for this year and last year

c. Explanation of how a FretCo acoustic guitar is manu- factured

d. Explanation of how the FretCo Guitar Corporation markets its guitars

e. Data on sales of FretCo products in each of 12 countries

f. Comparison of FretCo sales figures with sales fig- ures for three competing guitar makers over the past 10 years

Memco Construction 187 W. Euclid Avenue, Glenview, IL 60025 www.memco.com April 19, 2016 Dear Mr. Estes:

PROJECT: IDOT Letting Item #83 Contract No. 79371 DuPage County

Memco Construction proposes to furnish all labor, material, equipment, and super- vision to provide Engineered Fill—Class II and IV—for the following unit prices.

* Mobilization includes one move-in. Additional move-ins to be billed at $1,100.00 each.

The following items clarify and qualify the scope of our subcontracting work: 1. All forms, earthwork, clearing, etc., to be provided and maintained by others at no cost to Memco Construction. 2. General Contractor shall provide location for staging, stockpiling material, equipment, and storage at the job site. 3. Memco Construction shall be paid strictly based upon the amount of material actually used on the job. 4. All prep work, including geotechnical fabrics, geomembrane liners, etc., to be done by others at no cost to Memco Construction. 5. Water is to be available at project site at no charge to Memco Construction. 6. Dewatering to be done by others at no cost to Memco Construction. 7. Trafšc control setup, devices, maintenance, and ›agmen are to be provided by others at no cost to Memco Construction. 8. Memco Construction LLC may withdraw this bid if we do not receive a written conšrmation that we are the apparent low sub-bidder within 10 days of your receipt of this proposal. 9. Our F.E.I.N. is 36-4478095. 10. Bond is not included in above prices. Bond is available for an additional 1 percent.

If you have any questions, please contact me at the phone number listed below.

Sincerely

Kris Beiersdorf Memco Construction 187 W. Euclid Avenue, Glenview, IL 60025 Ofšce: (847) 352-9742, ext. 30 Fax: (847) 352-6595 Email: [email protected]

Engineered Fill—Class II and IV

Description

Mobilization*

Engineered Fill Class II

Engineered Fill Class IV

Unit

Lump Sum

Cubic Yards

Quantity

1,267

1,394

Unit Price

$4,500.00

$33.50

$38.00

Total

$4,500.00

$41,811.00

$52,972.00

Figure 12.16 Solicited Proposal (for Message 12.C on page 440)

http://www.memco.com

442 part 4 Preparing reports and Presentations

12.15. Presenting Data (Line Charts) [LO-3] Here are last year’s sales figures for the appliance and electronics megastore where you work. Construct a line chart based on these figures to help explain to the store’s general manager seasonal variations in each department.

Store Sales in 2016 (in $ thousands)

Month Home Electronics Computers Appliances

January $68 $39 $36

February 72 34 34

March 75 41 30

April 54 41 28

May 56 42 44

June 49 33 48

July 54 31 43

August 66 58 39

September 62 58 36

October 66 44 33

November 83 48 29

December 91 62 24

12.16. Visual Communication: Creating Visuals (Maps) [LO-4] You work for a large haulage company which delivers to big city outlets in the whole of your country so fuel costs are a major concern for the organisation. Drivers need to fill their tanks with diesel fuel at regular intervals and have been choosing convenient stations to do so. In an effort to cut costs, managers have recognised that through use of the internet, fuel prices in different locations can be monitored. They have asked you to produce a map showing a range of fuel prices and aver- age fuel prices for each major city that the organisation visits. This will be used to encourage drivers to fill up where prices are less costly for the organisation. Produce the map in a manner that can be easily updated.

12.17. Presenting Data (Data Visualization) [LO-3] Explore several of the data visualization tools available through the Bovée & Thill Data Visualization and Infographics Gateway. (Go to http://real-timeupdates.com/ebc12, click on Learn More and then select Chapter 12. Data Visualization and Infographics Gateway.) Select one that has the potential to help business managers make deci- sions. Write a post for your class blog, explaining how this tool could assist with decision making. Be sure to include a link to the site where you found it.

12.18. Presenting Information, Concepts, and Ideas (Photographs) [LO-3] As directed by your instructor, team up with other students, making sure that at least one of you has a digital camera or phone capable of downloading images to your word-processing software. Find a busy location on campus or in the surrounding neighborhood, someplace with lots of signs, storefronts, pedestrians, and traffic. Scout out two different photo opportunities, one that maximizes the visual impression of crowding and clutter, and one that minimizes this

impression. For the first, assume that you are someone who advocates reducing the crowding and clutter, so you want to show how bad it is. For the second, assume that you are a real estate agent or someone else who is motivated to show people that even though the location offers lots of shopping, entertainment, and other attrac- tions, it’s actually a rather calm and quiet neighborhood. Insert the two images in a word-processing document and write a caption for each that emphasizes the two opposite messages just described. Finally, write a brief paragraph, discussing the ethical implications of what you’ve just done. Have you distorted reality or just pre- sented it in ways that work to your advantage? Have you prevented audiences from gaining the information they would need to make informed decisions?

expand your Skills Critique the Professionals

Download the latest issue of the International Trade Update from http://trade.gov. What techniques does the report use to help readers find their way through the document or direct readers to other sources of information? What techniques are used to high- light key points in the document? Are these techniques effective? Using whatever medium your instructor requests, write a brief summary of your analysis.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at http:// websearch.businesscommunicationnetwork.com/, is a unique research tool designed specifically for business com- munication research. Use the Web Search function to find a website, video, PDF document, podcast, or PowerPoint presenta- tion that offers advice on writing business reports or on creat- ing effective visuals for documents and presentations. Write a brief email message to your instructor, describing the item that you found and summarizing the career skills information you learned from it.

improve your grammar, Mechanics, and Usage The following exercises help you improve your knowledge of and power over English grammar, mechanics, and usage. Turn to the Handbook of Grammar, Mechanics, and Usage at the end of this book and review all of Sections 2.7 (Dashes) and 2.8 (Hyphens). Then identify the preferred choice in the following groups of sen- tences. (Answers to these exercises appear on page 649.)

12.19. a. Three qualities—speed, accuracy, and reliability are desirable in any applicant.

b. Three qualities—speed, accuracy, and reliability—are desirable in any applicant.

12.20. a. A highly placed source explained the top-secret negotiations.

http://websearch.businesscommunicationnetwork.com/

http://trade.gov

Chapter 12 Writing reports and Proposals 443

b. A highly-placed source explained the top-secret negotiations.

c. A highly placed source explained the top secret negotiations.

12.21. a. The file on Mary Gaily—yes—we finally found it reveals a history of tardiness.

b. The file on Mary Gaily, yes—we finally found it— reveals a history of tardiness.

c. The file on Mary Gaily—yes, we finally found it— reveals a history of tardiness.

12.22. a. They’re selling a well designed machine. b. They’re selling a well-designed machine.

12.23. a. Argentina, Brazil, Mexico—these are the countries we hope to concentrate on.

b. Argentina, Brazil, Mexico—these are the countries— we hope to concentrate on.

12.24. a. Only two sites maybe three—offer the things we need. b. Only two sites—maybe three—offer the things we

need. 12.25. a. How many owner operators are in the industry?

b. How many owner—operators are in the industry?

c. How many owner-operators are in the industry? 12.26. a. Your ever-faithful assistant deserves—without a

doubt—a substantial raise. b. Your ever faithful assistant deserves—without a

doubt—a substantial raise. 12.27. a. The charts are well placed—on each page—unlike

the running heads and footers. b. The charts are well-placed on each page—unlike the

running heads and footers. c. The charts are well placed on each page—unlike the

running heads and footers. 12.28. a. Your devil-may-care attitude affects everyone in the

decision-making process. b. Your devil may care attitude affects everyone in the

decision-making process. c. Your devil-may-care attitude affects everyone in the

decision making process.

For additional exercises focusing on dashes and hyphens, visit MyBcommLab. Click on Chapter 12, click on Additional Exercises to Improve Your Grammar, Mechanics, and Usage, and click on 18. Punctuation C.

Cases

Web Writing SkiLLS/MObiLe SkiLLS/ POrtfOLiO bUiLDer

Your task: Choose the website of a company that makes prod- ucts you find interesting. (Make it a conventional website, not one already optimized for mobile.) Analyze the section of the website that contains information about the company’s products and determine the best way to present that material on mobile device screens. Mock up at least two screens showing how you’d reformat the content to make it mobile friendly. Create a brief presentation with “before” and “after” views to show how your redesign would benefit mobile site visitors.

Informational Reports 12.30. Message Strategies: Informational Reports [LO-1], [LO-2] Concern is growing in many youth sports about the negative consequences of existing approaches to play- er development and competition. The long-term athlete devel- opment (LTAD) approach aims to instill methods and mindsets that will make athlete development more successful in the long run while making sports more enjoyable for kids. The American Development Model (ADM) used by USA Hockey is one example of the LATD approach in a specific sport.

Your task: Visit USA Hockey’s ADM website at www .admkids.com. Read the material on the Athlete Development page, then write a brief informational report (one to two pages) on the ADM concept, including the rationale behind it and the benefits it offers youth athletes.

12.31. Message Strategies: Informational Reports [LO-1], [LO-2] Anyone contemplating stock market invest- ing is likely to shudder at least a little bit at the market’s penchant for taking a tumble now and again.

Your task: Write a brief informational report that contains a chart of one of the major stock market indices (such as the Dow Jones Industrial Average or the S&P 500) over the past 20 years. Pick out four significant drops in the index during this time peri- od and investigate economic or political events that occurred immediately before or during these declines. Briefly describe the events and their likely effect on the stock market.

Wiki SkiLLS / teaM SkiLLS

12.32. Message Strategies: Informational Reports; Media Skills: Wiki Writing [LO-1], [LO-2] The use of social networks by employees during work hours remains a con- troversial topic, with some companies encouraging networking, some at least allowing it, and others prohibiting it.

Your task: Using the free wiki service offered by Zoho (www .zoho.com/wiki/) or a comparable system, collaborate on a report that summarizes the potential advantages and disadvan- tages of allowing social network usage in the workplace.

http://www.zoho.com/wiki/

444 part 4 Preparing reports and Presentations

Web Writing SkiLLS / teaM SkiLLS

12.33. Message Strategies: Online Content; Colla- boration: Team Projects [LO-2], Chapter 2 If you’re like many other college students, your first year was more than you expected: more difficult, more fun, more frustrating, more expensive, more exhausting, more rewarding—more of every- thing, positive and negative. Oh, the things you know now that you didn’t know then!

Your task: With several other students, identify five or six things you wish you would’ve realized or understood better before you started your first year of college. These can relate to your school life (such as “I didn’t realize how much work I would have for my classes” or “I should’ve asked for help as soon as I got stuck”) and your personal and social life (“I wish I would’ve been more open to meeting people”). Use these items as the foundation of a brief informational report that you could post on a blog that is read by high school students and their families. Your goal with this report is to help the next generation of students make a success- ful and rewarding transition to college.

Web Writing SkiLLS

12.34. Message Strategies: Online Content [LO-2] As you probably experienced, trying to keep all the different schools straight in one’s mind while researching and applying for colleges can be rather difficult. Applicants and their families would no doubt appreciate a handy summary of your college or university’s key points as they relate to the selection and application process.

Your task: Adapt content from your college or university’s web- site to create a one-page “Quick Facts” sheet about your school. Choose the information that you think prospective students and their families would find most useful. (Note that adapting existing content would be acceptable in a real-life scenario like this, because you would be reusing content on behalf of the content owner. Doing so would definitely not be acceptable if you were using the content for yourself or for someone other than the original owner.)

Analytical Reports 12.35. Message Strategies: Analytical Reports [LO-1] Mistakes can be wonderful learning opportunities if we’re hon- est with ourselves and receptive to learning from the mistake.

Your task: Identify a mistake you’ve made—something signifi- cant enough to have cost you a lot of money, wasted a lot of time, harmed your health, damaged a relationship, created serious problems at work, prevented you from pursuing what could’ve been a rewarding opportunity, or otherwise had serious conse- quences. Now figure out why you made that mistake. Did you let emotions get in the way of clear thinking? Did you make a serious financial blunder because you didn’t take the time to understand the consequences of a decision? Were you too cautious? Not cau- tious enough? Perhaps several factors led to a poor decision.

Write a brief analytical report to your instructor that describes the situation and outlines your analysis of why the fail- ure occurred and how you can avoid making a similar mistake in the future. If you can’t think of a significant mistake or fail- ure that you’re comfortable sharing with your instructor, write

about a mistake that a friend or family member made (without revealing the person’s identify or potentially causing him or her any embarrassment).

eMaiL SkiLLS

12.36. Message Strategies: Analytical Reports [LO-1], [LO-2] Your company develops a mobile phone app that helps people get detailed technical information about products while they are shopping. The original plan was to incorporate Quick Reference (QR) codes into the app, so that people could scan QR stickers placed on product displays in retail stores. After decod- ing the QR code, the app would then pull up information about the product on display. However, you’ve recently learning about near-field communication, a short-range radio technology that might able to accomplish the same thing in a way that is simpler for consumers to use.

Your task: Research the prospects for QR codes and NFC technology and write a short comparative report. Draw a con- clusion about which technology you think will dominate in the coming years.

12.37. Message Strategies: Analytical Reports (Yard- stick Approach) [LO-1] Assume you will have time for only one course next term.

Your task: List the pros and cons of each of four or five courses that interest you and use the yardstick approach to settle on the course that is best for you to take at this time. Write your report in memo format and address it to your academic adviser.

Letter Writing SkiLLS

12.38. Message Strategies: Analytical Reports [LO-1] Visit any restaurant, including your school cafeteria.

Your task: After your visit, write a short letter to the owner or manager, explaining (1) what you did and what you observed, (2) any violations of policy that you observed, and (3) your recom- mendations for improvement. The first part of your report (what you did and what you observed) will be the longest. Include a description of the premises, inside and out. Tell how long it took for each step in ordering and receiving your meal. Describe the service and food thoroughly. You are interested in both the good and bad aspects of the establishment’s décor, service, and food. For the second section (violations of policy), use some common sense. If all the servers but one have their hair covered, you may assume that policy requires hair to be covered; a dirty window or restroom obviously violates policy. The last section (recommen- dations for improvement) involves professional judgment. What management actions would improve the restaurant?

Proposals POrtfOLiO bUiLDer

12.39. Message Strategies: Proposals [LO-3] Your boss, the national sales manager, insists that all company sales reps continue to carry full-size laptop computers for making presentations to clients and to manage files and communica- tions tasks. In addition to your laptops, you and you colleagues

Chapter 12 Writing reports and Proposals 445

have to carry a bulky printed catalog and a variety product sam- ples—up and down stairs, on and off airplanes, and in and out of your cars. You are desperate to lighten the load, and you think switching from laptops to tablets would help.

Your task: Write an informal proposal, suggesting that the company equip its traveling salespeople with tablets instead of laptops. Making up any information you need, address three ques- tions you know your boss will have. First, can sales reps type at an adequate speed on tablets, without a conventional keyboard? Second, can sales reps make informal “table top” presentations on tablets, they way they can on their laptops? (Currently, sales reps can sit at a conference room table and give a PowerPoint or Prezi presentation to two or three people, without the need for a projector screen.) Third, do tablets have a sufficient selection of business software, from word processing to database manage- ment software?

12.40. Message Strategies: Proposals [LO-1] One of the banes of apartment living is those residents who don’t care about the condition of their shared surroundings. They might leave trash all over the place, dent walls when they move furni- ture, spill food and beverages in common areas, destroy window screens, and otherwise degrade living conditions for everyone. Landlords obviously aren’t thrilled about this behavior, either, because it raises the costs of cleaning and maintaining the facility.

Your task: Assume that you live in a fairly large apartment build- ing some distance from campus. Write an email proposal that you could send to your landlord, suggesting that fostering a sense of stronger community among residents in your building might help reduce incidents of vandalism and neglect. Propose that the little- used storage area in the basement of the building be converted to a community room, complete with a simple kitchen and a large- screen television. By attending Super Bowl parties and other events there, residents could get to know one another and perhaps forge bonds that would raise the level of shared concern for their liv- ing environment. You can’t offer any proof of this in advance, of course, but share your belief that a modest investment in this room could pay off long term in lower repair and maintenance costs. Moreover, it would be an attractive feature to entice new residents.

12.41. Message Strategies: Proposals [LO-1] Select a product you are familiar with and imagine that you are the

manufacturer trying to get a local retail outlet to carry it. Use the Internet and other resources to gather information about the product.

Your task: Write an unsolicited sales proposal in letter format to the owner (or manager) of the store, proposing that the item be stocked. Use the information you gathered to describe some of the product’s features and benefits to the store. Then make up some reasonable figures, highlighting what the item costs, what it can be sold for, and what services your company provides (return of unsold items, free replacement of unsatisfactory items, neces- sary repairs, and so on).

POrtfOLiO bUiLDer

12.42. Message Strategies: Proposals [LO-1] As a sales manager for Air-Trak, one of your responsibilities is writing sales proposals for potential buyers of your company’s Air-Trak tracking system. The system uses global positioning system (GPS) technology to track the location of vehicles and other assets. For example, the dispatcher for a trucking company can simply click a map display on a computer screen to find out where all the company’s trucks are at that instant. Air-Trak lists the following as benefits of the system:

●● Making sure vehicles follow prescribed routes with minimal loitering time

●● “Geofencing,” in which dispatchers are alerted if vehicles leave a designated area

●● Route optimization, in which fleet managers can analyze routes and destinations to find the most time- and fuel- efficient path for each vehicle

●● Comparisons between scheduled and actual travel ●● Enhanced security to protect both drivers and cargos

Your task: Write a brief proposal in letter format to Doneta Zachs, fleet manager for Midwest Express, 338 S.W. 6th, Des Moines, Iowa, 50321. Introduce your company, explain the ben- efits of the Air-Trak system, and propose a trial deployment in which you would equip five Midwest Express trucks. For the purposes of this assignment, you don’t need to worry about the technical details of the system; focus on promoting the benefits and asking for a decision regarding the test project. (You can learn more about the Air-Trak system at www.air-trak.com.)24

MyBCommLab Go to the Assignments section of your MyLab to complete these writing exercises.

12.43. What are the risks of not explaining the purpose of a proposal within the introduction? [LO-1]

12.44. What are some ways a wiki could be used for employee training? [LO-2]

http://www.air-trak.com

446 part 4 Preparing reports and Presentations

endnotes 1. Warby Parker website, accessed 2 March 2015, www.warbyparker .com; Jessica Pressler, “20/30 Vision,” New York Magazine, 11 August 2013, http://nymag.com; Andrew Mascio, “Luxottica: An Unstoppable Machine,” Seeking Alpha, 29 December 2014, http://seekingalpha.com; Luxottica website, accessed 2 March 2015, www.luxottica.com; Manuela Mesco, “Italian Eyewear Marker Luxottica Profit, Sales Up,” MarketWatch, 2 March 2015, www.marketwatch.com; Ross Crooks, “12 Lessons from Warby Parker’s Annual Report,” Forbes, 30 January 2014, www.forbes.com; Warby Parker profile, B Corporation website, accessed 3 March 2015, www.bcorporation.net. 2. A. S. C. Ehrenberg, “Report Writing—Six Simple Rules for Better Business Documents,” Admap, June 1992, 39–42. 3. Philip C. Kolin, Successful Writing at Work, 8th ed. (Boston: Houghton Mifflin, 2007), 598–602. 4. Qvidian website, accessed 26 June 2012, www.qvidian.com. 5. “Web Writing: How to Avoid Pitfalls,” Investor Relations Business, 1 November 1999, 15. 6. “Codex: Guidelines,” WordPress website, accessed 16 February 2008, http://wordpress.org; Michael Shanks, “Wiki Guidelines,” Traumwerk website, accessed 18 August 2006, http://metamedia .stanford.edu/projects/traumwerk/home; Joe Moxley, MC Morgan, Matt Barton, and Donna Hanak, “For Teachers New to Wikis,” Writing Wiki, accessed 18 August 2006, http://writingwiki.org; “Wiki Guidelines,” Psi, http://psi-im.org. 7. Rachael King, “No Rest for the Wiki,” BusinessWeek, 12 March 2007, www.businessweek.com. 8. “Codex: Guidelines,” WordPress website, accessed 14 February 2008, http://wordpress.org. 9. Alexis Gerard and Bob Goldstein, Going Visual (Hoboken, N.J.: Wiley, 2005), 18.

10. Charles Kostelnick and Michael Hassett, Shaping Information: The Rhetoric of Visual Conventions (Carbondale, Ill.: Southern Illinois University Press, 2003), 177. 11. Gerard and Goldstein, Going Visual, 103–106. 12. Edward R. Tufte, Visual Explanations: Images and Quantities, Evidence and Narrative (Cheshire, Conn.: Graphics Press, 1997), 82. 13. Kostelnick and Hassett, Shaping Information, 17. 14. Kostelnick and Hassett, Shaping Information, 216. 15. Edward R. Tufte, The Visual Display of Quantitative Information (Cheshire, Conn.: Graphic Press, 1983), 113. 16. Based in part on Tufte, Visual Explanations, 29–37, 53; Paul Martin Lester, Visual Communication: Images with Messages, 4th ed. (Belmont, Calif.: Thomson Wadsworth, 2006), 95–105, 194–196. 17. Hoover’s Online, accessed 3 December 2008, www.hoovers.com. 18. Stephen Few, “Save the Pies for Dessert,” Visual Business Intelligence Newsletter, August 2007, www.perceptualedge.com. 19. Maria Popova, “Data Visualization: Stories for the Information Age,” BusinessWeek, 12 August 2009, www.businessweek.com. 20. “Big Data: What It Is and Why It Matters,” SAS website, accessed 25 April 2014, www.sas.com. 21. “Data Visualization: Modern Approaches,” Smashing Magazine website, 2 August 2007, www.smashingmagazine.com; “7 Things You Should Know About Data Visualization,” Educause Learning Initiative, accessed 15 March 2008, www.educause.edu; TagCrowd website, accessed 15 March 2008, www.tagcrowd.com. 22. “Making Data Visualization Work: 4 Tips to Read Before You Start,” Roambi blog, 13 August 2013, ww.roambi.com. 23. 50 people surveyed over a 3 month period. 24. Air-Trak website, accessed 2 March 2015, www.air-trak.com.

http://www.warbyparker

http://nymag.com

http://seekingalpha.com

http://www.luxottica.com

http://www.marketwatch.com

http://www.bcorporation.net

http://www.qvidian.com

http://wordpress.org

http://metamedia

http://writingwiki.org

http://psi-im.org

http://wordpress.org

http://www.perceptualedge.com

http://www.smashingmagazine.com

http://www.sas.com

http://www.educause.edu

http://www.tagcrowd.com

http://www.air-trak.com

447

Learning Objectives After studying this chapter, you will be able to

On the jOb: cOmmunicating at GaraGe TechnoloGy VenTures

Scanning Business Plans to Find the Next Big Thing The “garage” is a well-known metaphor in entrepreneurial circles that dates back at least to the founding of the giant technology company Hewlett-Packard, which was literally started in a garage in the late 1930s by Bill Hewlett and Dave Packard. More than just the physical space of a workshop, the garage suggests a mindset, with inspired visionaries working on shoestring budgets in humble surroundings but pouring their hearts and minds into business ideas that can change the world—or at least make a lot of money.

Noted entrepreneur, author, speaker, and investor Guy Kawasaki and his colleagues carry on this tradition with a venture capital firm called, appropriately enough, Garage Technology Ventures. Garage is based in the heart of Silicon Valley: Palo Alto,

1 Describe the process of revising formal reports and proposals.

2 Identify the major components of formal reports. 3 Identify the major components of formal proposals. 4 Describe an effective plan for proofreading reports and

proposals.

5 Describe the decision process for distributing reports and proposals.

completing reports and Proposals13

Guy Kawasaki, one of the founders of the venture capital firm Garage Technology Ventures, advises entrepreneurs to craft concise, compelling summaries of their businesses before pitching their ideas to investors.

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448 Part 4 Preparing reports and Presentations

California (which also happens to be the current and ancestral home of Hewlett-Packard).

Venture capitalists (VCs) invest in young companies, primarily in high-technology fields, and help them through the early growth stages with an eye toward recouping their invest- ments when the company gets big enough to go public or is sold to another company. The personal finance website Motley Fool and the online music service Pandora are among the many firms in which Garage has invested in recent years.

In the Silicon Valley VC culture, the process of presenting a new company to potential investors usually involves a short presentation, “the pitch,” that is supported by the executive sum- mary from a business plan. The entire plan might become part of the conversation later, but in the early stages the executive sum- mary has to carry the load by itself.

After listening to thousands of pitches and reading thousands of business plans, the Garage team has a clear idea of what it takes for entrepreneurs to get the attention—and money—of a VC. Garage advises entrepreneurs to keep their executive summaries under 20 pages and to include nine particular elements, starting

with “the grab,” a compelling one- or two-sentence statement that gets an investor’s attention. Following that are the customer prob- lems the entrepreneurs aim to solve, the solution they propose, and the business opportunity this offering represents. The next three items describe the new company’s competitive advantages, its business model (how it will generate revenue), and the key person- nel involved in the new venture—including why these are the right people to drive this new company forward. The final two elements are directly about money: “the promise,” which is how much inves- tors can expect to earn from their stake in the company, followed by “the ask,” which is how much money the new company wants.

This is a lot of information to pack into a relatively short document, but doing so is essential. If investors don’t under- stand the business model or don’t think the start-up team has honed in on a real market opportunity, they won’t keep listening. Fortunately, entrepreneurs can tap into the expertise of those who have gone before them and use this advice to craft powerful business plans that get noticed.1

www.garage.com

revising reports and Proposals Experienced business communicators such as Guy Kawasaki (profiled in the On the Job chapter opener) recognize that the process of writing a report or proposal doesn’t end with a first draft. This chapter addresses all four tasks involved in completing longer mes- sages: revising, producing, proofreading, and distributing. Although the tasks covered in this chapter are similar in concept to those you studied for short messages in Chapter 6, the completion stage for reports and proposals can require a lot more work. And as you’ve probably already experienced while doing school reports, computers, printers, network connections, and other resources have an uncanny knack for going haywire when you’re frantic to finish and have no time to spare. When you’re completing an important report on the job, try to leave yourself double or even triple the amount of time you think you’ll need so that last-minute glitches don’t compromise the quality of all your hard work.

Most of the discussion in this chapter applies to formal reports and proposals, docu- ments that require an extra measure of polish and professionalism and often include packaging elements not used in informal reports and other documents. Few reports and proposals require every component described in this chapter, but be sure to carefully select the elements you want to include in each of your documents.

The revision process is essentially the same for reports as for other business messages, although it may take considerably more time, depending on the length of your document. Evaluate your organization, style, and tone, making sure that you’ve said what you want to say and that you’ve said it in the most logical order and in a way that responds to your audi- ence’s needs. Then work to improve the report’s readability by varying sentence length, keep- ing paragraphs short, using lists and bullets, adding headings and subheadings, and making generous use of transitions. Keep revising the content until it is clear, concise, and compelling. Figure 13.1 shows an informal solicited proposal that demonstrates these points.

Tight, efficient writing that is easy to skim is always a plus, but it’s especially impor- tant for impatient online audiences.2 Review online report content carefully; strip out all information that doesn’t directly meet audience needs, and condense everything else as much as possible. Audiences will gladly return to sites that deliver quality information quickly—and they’ll avoid sites that don’t.

Formal reports have a higher degree of polish and production quality, and they often contain elements not found in informal reports.

Mobile aPP

Redbooth’s file and content man- agement features help teams man- age collaborative report writing.

Revising for clarity and conciseness is especially important for online reports because reading online can be difficult.

1 learninG objecTiVeDescribe the process of revising formal reports and proposals.

http://www.garage.com

ChaPter 13 completing reports and Proposals 449

July 30, 2016

Ms. Joyce Colton, P.E. AGI Builders, Inc. 1280 Spring Lake Drive Belvidere, Illinois, 61008

Subject: Proposal No. F-0087 for AGI Builders, Elgin Manufacturing Campus

Dear Ms. Colton:

O’Donnell & Associates is pleased to submit the following proposal to provide construction testing services for the mass grading operations and utility work at the Elgin Manufacturing Campus, 126th St., Elgin, Illinois. Our company has been providing construction-testing services in the Chicago area since 1972 and has performed numerous large-scale geotechnical investigations across Illinois, including more than 100 at O'Hare International Airport, Midway Airport, Meig's Field, and other airports.

Background

It is our understanding that the work consists of two projects: (1) the mass grading operations will require approximately six months, and (2) the utility work will require approximately three months. The two operations are scheduled as follows:

Mass Grading Operation September 2016–February 2017 Utility Work March 2016–May 2016

Proposed Approach and Work Plan

O’Donnell & Associates will perform observation and testing services during both the mass grading operations and the excavation and backfilling of the underground utilities. Specifically, we will perform field density tests on the compacted material as required by the job specifications using a nuclear moisture/density gauge. We will also conduct appropriate laboratory tests such as ASTM D-1557 Modified Proctors. We will prepare detailed reports summarizing the results of our field and laboratory testing. Fill materials to be placed at the site may consist of natural granular materials (sand), processed materials (crushed stone, crushed concrete, slag), or clay soils. O’Donnell & Associates will provide qualified personnel to perform the necessary testing.

Figure 13.1 Informal Solicited Proposal This proposal was submitted by a geotechnical engineering firm that conducts a variety of environmental testing services. As you review this document, pay close attention to the specific items addressed in the proposal’s introduction, body, and close.

(continued)

Producing Formal reports When you are satisfied with the quality of your text, you’re ready to produce your report by incorporating the design elements discussed in Chapter 6. At this point, you should also start to add charts, graphs, and other visuals, as well as any missing text elements, such as previews and reviews.

In some organizations, you’ll be able to rely on the help of specialists in design and pro- duction, particularly when you are working on important, high-visibility reports. You may also have clerical help available to assist with the mechanical assembly and distribution.

2 learninG objecTiVeIdentify the major components of formal reports.

450 Part 4 Preparing reports and Presentations

Ms. Joyce Colton, AGI Builders Page 2

Kevin Patel will be the lead field technician responsible for the project. A copy of Mr. Patel’s résumé is included with this proposal for your review. Kevin will coordinate field activities with your job site superintendent and make sure that appropriate personnel are assigned to the job site. Overall project management will be the responsibility of Joseph Proesel. Project engineering services will be performed under the direction of Dixon O’Donnell, P.E. All field personnel assigned to the site will be familiar with and abide by the Project Site Health and Safety Plan prepared by Carlson Environmental, Inc., dated April 2016.

Qualifications

O’Donnell & Associates has been providing quality professional services since 1972 in the areas of

• Geotechnical engineering • Materials testing and inspection • Pavement evaluation • Environmental services • Engineering and technical support (CADD) services

The company provides Phase I and Phase II environmental site assessments, preparation of LUST site closure reports, installation of groundwater monitoring wells, and testing of soil/groundwater samples for environmental contaminants. Geotechnical services include all phases of soil mechanics and foundation engineering, including foundation and lateral load analysis, slope stability analysis, site preparation recommendations, see page analysis, pavement design, and settlement analysis.

O'Donnell & Associates materials testing laboratory is certified by AASHTO Accreditation Program for the testing of Soils, Aggregate, Hot Mix Asphalt and Portland Cement Concrete. A copy of our laboratory certification is included with this proposal. In addition to in-house training, field and laboratory technicians participate in a variety of certification programs, including those sponsored by the American Concrete Institute (ACI) and Illinois Department of Transportation (IDOT).

Costs

On the basis of our understanding of the scope of the work, we estimate the total cost of the two projects to be $100,260.00, as follows:

July 30, 2016

(continued) Figure 13.1 Informal Solicited Proposal (Continued)

However, for most reports in many of today’s leanly staffed companies, you should count on doing most or all of the production work yourself.

The parts you include in a report depend on the type of report you are writing, its length, your audience’s expectations and requirements, and your organization’s prefer- ences. See Table 13.1 on page 453 for a summary of the elements to consider including. You can use this table as a handy reference whenever you need to write a report in school or on the job. For an illustration of how the various parts fit together, see “Report Writer’s Notebook: Analyzing a Formal Report” starting on page 461.

A component of a formal report may start on a new page, but not always. Keep in mind that inserting page breaks consumes more paper and adds to the bulk of your re- port. On the other hand, starting a section on a new page helps readers navigate the report and recognize transitions between major sections or features.

When you want a particular section to stand apart, start it on a new page (in the same way that each chapter in this booktext starts on a new page). Most prefatory parts, such as the table of contents, should also be placed on their own pages. However, the various parts

In today’s leanly staffed companies, you should be prepared to produce formal reports with little or no assistance from design specialists or other professionals.

If you want a section to stand out, start it on a new page.

ChaPter 13 completing reports and Proposals 451

A clear and complete itemization of estimated costs builds confidence in dependability of the project’s financial projections.

To give the client some budgetary flexibility, the proposal offers an alternative to the fixed-fee approach—which may lower any resistance to accepting the bid.

Ms. Joyce Colton, AGI Builders Page 3 July 30, 2016

This estimate assumes full-time inspection services. However, our services may also be performed on an as-requested basis, and actual charges will reflect time associated with the project. We have attached our standard fee schedule for your review. Overtime rates are for hours in excess of 8.0 hours per day, before 7:00 a.m., after 5:00 p.m., and on holidays and weekends.

Cost Estimates

Cost Estimate: Mass Grading

Field Inspection Labor Nuclear Moisture Density Meter Vehicle Expense Laboratory Testing Proctor Density Tests (ASTM D-1557) Engineering/Project Management Principal Engineer Project Manager Administrative Assistant

Subtotal

Cost Estimate: Utility Work

Subtotal

Total Project Costs

1,320 hours 132 days 132 days

4 tests

16 hours 20 hours 12 hours

660 hours 66 days 66 days

2 tests

10 hours 20 hours 15 hours

$38.50 35.00 45.00

130.00

110.00

80.00 50.00

$ 38.50 5.00 45.00

130.00

110.00

80.00 50.00

$ 50,820.00 4,620.00 5,940.00

520.00

1,760.00

1,600.00 600.00

$ 65,860.00

$ 25,410.00 2,310.00 2,970.00

260.00

1,100.00

1,600.00 750.00

$ 34,400.00

$100,260.00

Units Rate ($) Total Cost ($)

(continued) Figure 13.1 Informal Solicited Proposal (Continued)

in the report text are often run together. If your introduction is only a paragraph long, don’t bother with a page break be- fore moving into the body of your report. If the introduction runs longer than a page, however, a page break can signal the reader that a major shift is occurring in the flow of the report.

Prefatory Parts

Prefatory parts are front-end materials that provide key preliminary information so that readers can decide whether and how to read the report.3 Many of these parts—such as the table of contents, list of illustrations, and executive summary—are easier to prepare after the text has been completed because they are based on the main text of the report. When your text is complete, you can also use your word-processing software to automatically compile the table of contents and the list of illustrations.

Get practical advice on developing research reports

real-time UPdates

Learn mOre by visiting this Website

The Online Writing Lab offers advice on developing all the sections of a typical research report. Go to http://real-timeupdates.com/ebc12 and click on Learn More in the Students section.

Formal reports can contain a variety of prefatory parts, from a cover page to a synopsis or executive summary.

452 Part 4 Preparing reports and Presentations

The brief close emphasizes the bidder’s qualifications and asks for a decision.

The call to action clarifies the steps needed to put the project in motion.

The customer’s signature will make the proposal a binding contract.

Ms. Joyce Colton, AGI Builders Page 4 July 30, 2016

Authorization

Dixon O’Donnell Vice President

Enclosures

Accepted for AGI BUILDERS, INC.

By__________________________________ Date ________________________________

With a staff of over 30 personnel, including registered professional engineers, resident engineers, geologists, construction inspectors, laboratory technicians, and drillers, we are confident that O’Donnell & Associates is capable of providing the services required for a project of this magnitude.

If you would like our firm to provide the services as outlined in this proposal, please sign this letter and return it to us along with a certified check in the amount of $10,000 (our retainer) by August 14, 2013. Please call me if you have any questions regarding the terms of this proposal or our approach.

Sincerely,

Figure 13.1 Informal Solicited Proposal (Continued)

cover Many companies have standard covers for reports, made of heavy paper and imprinted with the company’s name and logo. If your company doesn’t have such covers, you can usually find something suitable in a good stationery or office supply store. Look for cover stock that is attractive, convenient, and appropriate to the subject matter.

Covers are typically labeled with the report title, the writer’s name (optional), and the submission date (also optional). Think carefully about the title. You want it be concise and compelling while still communicating the essence of the subject matter.

Title Fly and Title Page The title fly is a single sheet of paper with only the title of the report on it. It adds a touch of formality, but it isn’t really necessary, and it consumes additional paper. The title page includes four blocks of information: (1) the title of the report; (2) the name, title, and

ChaPter 13 completing reports and Proposals 453

tabLe 13.1 Content elements to Consider for reports and Proposals

reports Proposals

Introduction: Establish the context, identify the subject, preview main ideas (if using the direct approach), and establish tone and reader relationship.

Introduction: Identify the problem you intend to solve or the opportunity you want to pursue.

• Authorization. Reiterate who authorized the report, if applicable. • Problem/purpose. Explain the reason for the report’s existence and

what the report will achieve. • Scope. Describe what will and won’t be covered in the report. • Background. Review historical conditions or factors that led up to the

report. • Sources and methods. Discuss the primary and secondary sources

consulted and methods used. • Definitions. List terms and their definitions, including any terms that

might be misinterpreted. Terms may also be defined in the body, explanatory notes, or glossary.

• Limitations. Discuss factors beyond your control that affect report quality (but do not use this as an excuse for poor research or a poorly written report).

• Report organization. Identify the topics to be covered and in what order.

• Background or statement of the problem. Briefly review the situa- tion at hand, establish a need for action, and explain how things could be better. In unsolicited proposals, convince readers that a problem or an opportunity exists.

• Solution. Briefly describe the change you propose, highlighting your key selling points and their benefits to show how your proposal will solve the reader’s problem.

• Scope. State the boundaries of the proposal—what you will and will not do.

• Report organization. Orient the reader to the remainder of the pro- posal and call attention to the major divisions of thought.

Body: Present relevant information and support your recommendations or conclusions.

Body: Give complete details on the proposed solution and describe an- ticipated results.

• Explanations. Give complete details of the problem, project, or idea. • Facts, statistical evidence, and trends. Lay out the results of

studies or investigations. • Analysis of action. Discuss potential courses of action. • Pros and cons. Explain advantages, disadvantages, costs, and benefits

of a particular course of action. • Procedures. Outline steps for a process. • Methods and approaches. Discuss how you’ve studied a problem (or

gathered evidence) and arrived at your solution (or collected your data). • Criteria. Describe the benchmarks for evaluating options and

alternatives. • Conclusions and recommendations. Discuss what you believe the

evidence reveals and what you propose should be done about it. • Support. Give the reasons behind your conclusions or

recommendations.

• Facts and evidence to support your conclusions. Give complete details of the proposed solution and anticipated results.

• Proposed approach. Describe your concept, product, or service. Stress reader benefits and emphasize any advantages you have over your competitors.

• Work plan. Describe how you’ll accomplish what must be done (unless you’re providing a standard, off-the-shelf item). Explain the steps you’ll take, their timing, the methods or resources you’ll use, and the person(s) responsible. State when work will begin, how it will be divided into stages, when you’ll finish, and whether follow-up will be needed.

• Statement of qualifications. Describe your organization’s experience, personnel, and facilities—relating it all to readers’ needs. Include a list of client references.

• Costs. Prove that your costs are realistic—break them down so that readers can see the costs of labor, materials, transportation, travel, training, and other categories.

Close: Summarize key points, emphasize benefits of any recommen- dations, list action items; label as “Summary” or “Conclusions and Recommendations.”

Close: Summarize key points, emphasize the benefits and advantages of your proposed solution, ask for a decision from the reader.

• Review of argument. Briefly summarize the key points. • Review of reader benefits. Briefly summarize how your proposal will

help the reader. • Review of the merits of your approach. Briefly summarize why your

approach will be more effective than alternatives. • Restatement of qualifications. For external proposals, briefly reem-

phasize why you and your firm should do the work. • Request. Ask for a decision from the reader.

• For direct approach. Summarize key points (except in short reports), listing them in the order in which they appear in the body. Briefly restate your conclusions or recommendations, if appropriate.

• For indirect approach. If you haven’t done so at the end of the body, present your conclusions or recommendations.

• For motivating action. Spell out exactly what should happen next and provide a schedule with specific task assignments.

address of the person, group, or organization that authorized the report (if anyone); (3) the name, title, and address of the person, group, or organization that prepared the report; and (4) the date on which the report was submitted. On some title pages, the second block of information is preceded by the words Prepared for or Submitted to, and the third block of information is preceded by Prepared by or Submitted by. In some cases, the title page serves as the cover of the report, especially if the report is relatively short and is intended solely for internal use.

454 Part 4 Preparing reports and Presentations

letter of authorization and letter of acceptance If you received written authorization to prepare a report, you might want to include that letter of authorization (or memo of authorization) in your report. If you wrote a letter of acceptance (or memo of acceptance) in response to that communication, accept- ing the assignment and clarifying any conditions or limitations, you might also include that letter here, in the report’s prefatory parts. In general, letters of authorization and acceptance are included in only the most formal reports. However, consider including one or both if a significant amount of time has passed since you started the project or if you do not have a close working relationship with the audience. These pieces help make sure everyone is clear about the report’s intent and the approach you took to create it.

letter of Transmittal The letter of transmittal (or memo of transmittal), a specialized form of a cover letter that is usually positioned right before the table of contents, introduces your report to the audi- ence. This piece says what you would say if you were handing the report directly to the person who authorized it, so the style is often less formal than the rest of the report.

If your readers are likely to be skeptical of or even hostile to something in your re- port, the letter of transmittal is a good place to acknowledge their concerns and explain how the report addresses the issues they care about. Also, if you need to convey sensitive information to selected audience members, you can opt to include the letter in just those copies.

Depending on the nature of your report, your letter of transmittal can follow either the direct approach for routine or positive messages described in Chapter 8 or the indirect approach for negative messages described in Chapter 9. Open by introducing the report and summarizing its purpose, with a statement such as “Here is the report you asked me to prepare on . . .” The rest of the introduction includes information about the scope of the report, the methods used to complete the study, limitations, and any special messages you need to convey. If the report does not have a synopsis, the letter of transmittal may sum- marize the major findings, conclusions, and recommendations.

In the body of the letter, you may also highlight impor- tant points or sections of the report, make comments on side issues, give suggestions for follow-up studies, and offer any details that will help readers understand and use the re- port. You may also want to acknowledge help given by oth- ers. The conclusion of the transmittal letter often includes a note of thanks for having been given the report assignment, an expression of willingness to discuss the report, and an of- fer to assist with future projects.

Table of contents The table of contents (often titled simply “Contents”) indicates in outline form the cov- erage, sequence, and relative importance of the information in the report. The head- ings used in the text of the report are the basis for the table of contents. Depending on the length and complexity of the report, you may need to decide how many levels of headings to show in the contents; it’s a trade-off between simplicity and completeness. Contents that show only first-level heads are easy to scan but could frustrate people look- ing for specific subsections in the report. Conversely, contents that show every level of heading—down to the fourth or fifth level in detailed reports—identify all the sections but can intimidate readers and blur the focus by detracting from your most important message points. Where the detailed table of contents could have dozens or even hun- dreds of entries, consider including two tables: a high-level table that shows only major headings, followed by a detailed table that includes everything (as this and many other textbooks do). No matter how many levels you include, make sure readers can easily distinguish between them.

Also, take extra care to verify that your table of contents is accurate, consistent, and complete. Even minor errors could damage your credibility if readers turn to a given page

A letter of authorization is a document that instructs you to produce a report; a letter of acceptance is your written agreement to produce the report.

A letter or memo of transmittal introduces your report to your audience.

If you don’t include a synopsis, you can summarize the report’s content in your letter of transmittal.

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