Business Writing
Chrisyanqu
LesikarsBusinessCommunicationConnectinginaDigital13thedition.pdf
Lesikar’s Business Communication C O N N E C T I N G I N A D I G I T A L W O R L D
T H I RT E E N T H E D I T I O N
Kathryn Rentz U N I V E R S I T Y O F C I N C I N N AT I
Paula Lentz U N I V E R S I T Y O F W I S C O N S I N – E A U C L A I R E
ren03210_fm_i-xl.indd iren03210_fm_i-xl.indd i 1/11/13 6:21 PM1/11/13 6:21 PM
LESIKAR’S BUSINESS COMMUNICATION: CONNECTING IN A DIGITAL WORLD, THIRTEENTH EDITION
Published by McGraw-Hill/Irwin, a business unit of Th e McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY, 10020. Copyright © 2014 by Th e McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Previous editions © 2011, 2008, and 2005. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of Th e McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the United States.
Th is book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 QVR/QVR 1 0 9 8 7 6 5 4 3
ISBN 978-0-07-340321-2 MHID 0-07-340321-0
Senior Vice President, Products & Markets: Kurt L. Strand Vice President, Content Production & Technology Services: Kimberly Meriwether David Managing Director: Paul Ducham Senior Brand Manager: Anke Braun Weekes Executive Director of Development: Ann Torbert Development Editor II: Kelly I. Pekelder Editorial Coordinator: Heather Darr Executive Marketing Manager: Michael Gedatus Lead Project Manager: Harvey Yep Senior Buyer: Carol A. Bielski Cover/Interior Designer: Cara Hawthorne, cara david DESIGN Senior Content Licensing Specialist: John C. Leland Photo Researcher: Poyee Oster Media Project Manager: Cathy L. Tepper Typeface: 10.5/12 Minion Pro Compositor: MPS Limited Printer: Quad/Graphics
All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data Rentz, Kathryn. Lesikar’s business communication : connecting in a digital world / Kathryn Rentz, UNIVERSITY OF CINCINNATI, Paula Lentz, UNIVERSITY OF WISCONSIN, EAU CLAIRE. — THIRTEENTH EDITION. pages cm Includes index. ISBN 978-0-07-340321-2 (alk. paper) — ISBN 0-07-340321-0 (alk. paper) 1. Commercial correspondence. 2. English language—Business English. 3. Business communication. I. Lentz, Paula. II. Title. HF5721.L37 2014 651.7—dc23 2012049183
Th e Internet addresses listed in the text were accurate at the time of publication. Th e inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at these sites.
www.mhhe.com
ren03210_fm_i-xl.indd iiren03210_fm_i-xl.indd ii 1/11/13 6:21 PM1/11/13 6:21 PM
Dr. Kathryn Rentz Dr. Kathryn Rentz is a Professor of English at the University of Cincinnati. She taught her fi rst business writing class as a doctoral student at the University of Illinois at Urbana-Champaign in the early 1980s and has been teaching workplace writing ever since. She helped establish the University of Cincinnati’s professional writing program and has served as its coordinator. She has also won the English Department’s teaching award, directed the department’s graduate program, and helped direct the composition program.
Dr. Rentz’s affi liation with the Association for Business Communication goes back to her beginnings as a business writing teacher. She has performed many roles for the ABC, including serving on the board of directors and chairing the publications board. She served two terms as an Associate Editor of the Journal of Business Communication and was Interim Editor from 2000–2001, for which she won the Francis W. Weeks Award of Merit. In 2008 she won the ABC’s Meada Gibbs
Outstanding Teacher Award. In 2011 she was elected Second Vice President for the association, and she will serve as its president in 2013–2014.
Dr. Rentz has published articles on business communication pedagogy and research in such journals as Business Communication Quarterly, the Journal of Business Communication, Technical Communication Quarterly, and the Journal of Business and Technical Communication . She has participated in many professional meetings and seminars over the years and is always learning from her colleagues and her students.
Dr. Paula Lentz Dr. Paula Lentz is an Assistant Professor and Academic Program Director in the Department of Business Communication at the University of Wisconsin–Eau Claire. She teaches Business Writing, Business Writing II, and Advanced Business Writing. She is also a developer and coordinator of the department’s Business Writing Fun- damentals Program, which ensures that students have basic writing skills essential for success in their fi rst business writing course. In addition, she chaired the College of Business’s Writing Task Force, which developed a college-wide policy for assess- ing students’ writing skills as part of their grade on any writing assignment in any business class.
Dr. Lentz is particularly interested in qualitative research that explores narratives and organizational cultures, genre theory, and writing pedagogy in online environments. She has published in such journals as Academy of Educational Leadership Journal, Wisconsin Business Education Association Journal, Equal
Opportunities International, and Qualitative Research in Organizations and Management. She has also presented her research at several national and regional conferences, including those of the Association for Business Communication and the Academy of Management.
Prior to becoming a full-time academic, she worked as a technical writer and publications editor. She continues to do freelance editing and provides consulting and writing services for several organizations. She received a BA from Coe College, an MA from UW–Eau Claire, and a PhD in Rhetoric and Scientifi c and Technical Communication from the University of Minnesota.
A B O U T T H E A U T H O R S
iii
ren03210_fm_i-xl.indd iiiren03210_fm_i-xl.indd iii 1/11/13 6:21 PM1/11/13 6:21 PM
A Debt of Gratitude Our deepest respect and appreciation go to Ray Lesikar , who wrote the fi rst edition of this book over 35 years ago and led it through 10 revisions. From the beginning, Ray emphasized currency and realism, adaptation to the reader, and straightforward, courteous, correct use of language. A particular strength of his was persuasive writing, to which he brought considerable professional experience. He was a beloved teacher as well as a busy consultant and prolifi c author, and it is fair to say that, in these roles and as a leader in the Association for Business Communication, he exerted as strong an infl uence on business communication as anyone else in the fi eld before or since.
In 1991 Ray invited an accomplished business communication and information systems professor at San Diego State University to join him as a coauthor. Th us, with the 6th edition, Marie Flatley came on board. Besides doing much of the revision work, Marie added a chapter on communication-related technologies and integrated technology throughout the book. Ever since then, technological currency has been a defi ning trait of Business Communication . An expert on information systems, Marie also put her special stamp on the graphics and research chapters, and she made Lesikar’s book one of the fi rst to provide PowerPoint slides, Web-based material, and online activities. Th ough she has retired from teaching and has offi cially stepped down as an author for this book, she continues to off er her expertise in other venues.
Ray and Marie made a great team, and they set positive examples for us in ways that are too numerous to list. We’re enormously grateful to them and honored to carry on their work.
ren03210_fm_i-xl.indd ivren03210_fm_i-xl.indd iv 1/11/13 6:21 PM1/11/13 6:21 PM
P R E F A C E
v
A lot has changed in the three years since the 12th edi- tion of Lesikar’s Business Communication: Connecting in a Digital World was published. Twitter and tablets have now become key players on the technology scene, along with Facebook, email marketing, smartphones, and cloud applications. Th e economies of the United States and many other countries have settled into a recession, creating a tougher job market and chang- ing business and consumer needs. Th e presence of Gen Yers in the workplace has increased, while Baby Boomers are prolonging their retirement. Th e bound- aries between cultures and countries have become more permeable, making the business world “fl atter” and workplaces more diverse. And there’s more in- formation overload, making incisive analysis, lucid presentation of data, and development of targeted per- suasive strategies more critical. Th ese changes have necessitated major revisions to the book. Yet its focus on fundamentals remains. Being able to assess a communication situation and audience, determine an appropriate strategy for meeting a busi- ness goal, and use words and visuals skillfully is the foundation for all the other skills. Th e balance between currency and timelessness—a distinguishing trait of this book throughout its 12 previous editions—is one we’ve worked hard to maintain.
THIS BOOK’S APPROACH AND FEATURES Each business communication textbook brings a some- what unique perspective to the subject. Th is section describes our approach.
Th e Nature of Business Communication Our primary assumption about business communica- tion is that it is a problem-solving activity . Lesikar’s was the fi rst book to take this approach, and it is still the only book with this approach at its core. From the fi rst page to the last, this book makes clear that successful business communication requires analysis, judgment, imagination, and eff ort. Rules of thumb and common patterns are helpful, but preparing an eff ective docu- ment or presentation takes a lot of planning and revi- sion. Students need to be told up front that business communication is not that easy . . . but undertaken with creativity, intelligence, and diligence, it can be ex- tremely rewarding and even fun.
Toward this end, this book includes the most problem-solving cases, by far, of any book on the market—over 150 of them. Th ese realistic scenarios make students consider specifi c contextual factors as they shape their messages, proposals, and reports. In addition, the cases acquaint students with goals they’re likely to encounter on the job, from resolving ethical issues, solving management problems, and craft ing company policies to reporting information, selling a product or idea, and managing customer relations. Th e realistic practice that these cases provide is the key payoff of this book’s approach.
Technology To plan and communicate well, students must know what kinds of communication technologies are avail- able, how their usage diff ers, and how to use them re- sponsibly. Th e medium carries its own message, and what medium one uses aff ects one’s communication choices. Plus, familiarity with a wide range of tools enables one to write better, work more effi ciently, and produce more professional-looking products. With- out overwhelming the students with technical details, we’ve incorporated dozens of useful communication- related technologies into this book, in every chapter and on almost every topic. Students must also understand that technology changes. At the foundation of good communication is the ability to do research, to think, to understand other people, to organize one’s thoughts logically and tactically, and to use well-chosen verbal and visual elements. We keep our primary emphasis on these skills.
Today’s Students Th ese days, students have a lower tolerance than ever for longwindedness, outdatedness, and irrel- evance. We believe that they have a right to expect their business communication book to practice what it preaches. Many of our edits were thus intended to make this edition more reader focused, effi cient, en- gaging, and real. On the other hand, today’s students tend to want clear-cut, quick answers to every question, and this is an unrealistic expectation to bring to business commu- nication. Th ey need to understand what an uncertain enterprise communication is and to be encouraged to solve problems with their own resourceful thinking. Odd as it may sound, they also need to be en- couraged to expand their technological literacy. Re- search shows that students are expert at using a few
ren03210_fm_i-xl.indd vren03210_fm_i-xl.indd v 1/11/13 6:21 PM1/11/13 6:21 PM
vi Preface
applications (e.g., phone apps, email clients, Facebook, and Twitter) but unaware of many other applications useful in business. Further, students tend to be familiar only with such basic soft ware features as “open,” “save,” “copy,” “paste,” “print,” and “save.” Th us, most students can even use some instruction on Word, PowerPoint, and Excel. Research shows as well that increased use of digi- tal written communication has reduced students’ skill with other media (e.g., body language and facial ex- pressions, oral communication). Businesses need em- ployees who can interview others, conduct an eff ective phone conference, and fi nd information. Many of the exercises and cases in this book require students to practice these skills. Another fact we’ve kept in mind is that business communication students’ needs and interests can vary greatly, even within the same class. Some students will want to work for major corporations, while others plan to work for small businesses, start their own, or seek work in the nonprofi t sector. Some have modest career goals, while others want the fast track to the executive suite. Some will bring strong skills and experience to their coursework, while others will need extra atten- tion to the basics. A comprehensive business commu- nication textbook should accommodate a wide range of student abilities and goals. Th is understanding of our students informs the text of the book as well as these special features:
• Learning Objectives at the start, at the end, and throughout each chapter that make the main goals of the chapter clear.
• Introductory Challenges (formerly “Introductory Situations”) that launch each chapter and each form of business communication with a business scenario to draw students quickly into the topic being discussed.
• Examples of good and bad solutions for the Intro- ductory Challenges.
• Full-page Case Illustrations (real business messages, proposals, and reports), with margin notes, to show how to apply the book’s advice.
• Outlines and checklists to help students grasp basic organizational patterns and editing guidelines.
• Communication Matters boxes that provide expert commentary, interesting facts, and helpful tips.
• Technology in Brief boxes illustrating numerous tools and techniques for making the most of tech- nological aids to business communication.
• Chapter summaries that distill each chapter’s con- tents into key points.
• Critical Th inking Questions , Skills Building Exer- cises , and Problem-Solving Cases at the end of the
chapters to promote comprehension, retention, and skillful use of concepts.
• An Online Learning Center (OLC) that provides online quizzing, PowerPoint slides, video cases, and Bizcom Tools & Tips, a collection of business com- munication Web resources.
• A QR code at the end of every chapter that takes students directly to the book’s online resources.
TODAY’S TEACHERS Business communication teachers face a daunting task: teaching a complex set of concepts and skills in an en- vironment of shrinking resources, increasing class size, and sometimes insuffi cient support from department administrators. Perhaps the main challenge of the job is that the workload tends to encourage an emphasis on surface features (e.g., correctness and formatting), while eff ective business communication depends as well on higher-order skills (e.g. critical thinking, adap- tation to the audience, and editing one’s work). How to do it all—and do it well? In working to make this edition appealing to students, we hope we’ve helped with a major part of the battle. Th e student features listed above also give teachers many excellent talking points and many resources for creating engaging activities and assignments. In addition, we include the following help for instructors:
• Annotated PowerPoint slides for each chapter that include summaries, examples, and interactive slides.
• A downloadable Instructor’s Resource Manual , which includes sample syllabi and rubrics, sample lectures and classroom activities keyed to the PowerPoint slides, answers to end-of-chapter Critical Th inking Questions and Skills Building Exercises, and sample solutions to selected Problem-Solving Cases.
• Appendices on formatting, grading symbols, and documentation of sources.
• A detailed chapter on correctness , ending with a diagnostic test for students (with the answers pro- vided in Appendix A).
• A downloadable Test Bank for each chapter, along with a computerized test generator for building custom tests.
• An Online Learning Center (OLC) that includes resources for every chapter along with video cases and an extensive collection of business communi- cation Web resources, Bizcom Tools & Tips.
• A link to Bcomm Teacher Xchange (bcommteacher- xchange.wordpress.com), our blog for business
ren03210_fm_i-xl.indd viren03210_fm_i-xl.indd vi 1/11/13 6:21 PM1/11/13 6:21 PM
Preface vii
communication instructors. As of the end of 2012, we’d posted almost 100 articles, and we post a new one every other week. You can easily keep track of the latest news, tips, and resources in business communication by using the RSS feed or an email subscription.
ORGANIZATION OF THE BOOK Like the 12 editions before it, this book moves from the more foundational topics to the more specialized ones. The chapters certainly do not have to be taught in the sequence in which they’re presented (in fact, a few instructors we know swear by starting with the job-search chapter), but the building-blocks ap- proach represented by this plan tends to work well. Part I introduces students to the world of business communication. Chapter 1 describes the important role that communication plays in the workplace, cur- rent challenges for business communicators, main cat- egories of business communication, and the business communication process. Chapter 2, picking up on a major trend discussed in the previous chapter, dis- cusses the special challenges posed by cross-cultural communication. Part II reviews the basic techniques of clear, cor- rect, reader-adapted writing. Chapter 3 helps students choose the best wording for their readers, while Chap- ter 4 focuses on writing eff ective sentences and para- graphs. Chapter 5 ends this section with advice on managing tone and emphasis. Part III opens with a chapter on the writing pro- cess, the importance of readable formatting, and special considerations for each major medium of business writing, including social media. This sec- tion then provides patterns and advice for preparing the most common message types: good-news and neutral messages, bad-news messages, persuasive messages and proposals, and messages related to the job search. These chapters also discuss the choice of direct or indirect structure for the different types of messages. Part IV concentrates on report writing, begin- ning with such basics as determining the problem and purpose, gathering and analyzing data, creating a logical structure, writing and formatting the con- tents, and preparing reports collaboratively. It then discusses four types of short reports and the long, formal report; business research methods, including Internet research; and the use of visuals to enhance reader comprehension. Part V turns to oral communication, with a chapter on interpersonal communication and meetings and a chapter on oral reports and presentations. Th e topics range from the basics of speaking and listening to the
eff ective use of diff erent media, including presentation soft ware and Web-conferencing tools. Part VI provides two chapters—one on writing- related technologies and one on correctness—that can assist students with almost all the other chapters in the book. Appendices also provide grading checklists, addi- tional guidelines for formatting written documents, and advice and models for documenting sources.
WHAT’S NEW IN THE 13TH EDITION Th is edition of Lesikar’s Business Communication main- tains the book’s focus on the fundamentals of successful business communication while adapting to the current business and academic environments and incorporat- ing the advice of our helpful reviewers. Perhaps the most noticeable changes are that
• Th e cross-cultural communication and research chapters have been moved to earlier locations in the book to better refl ect their importance.
• Th e chapters on good-news and neutral, bad-news, and persuasive messages and proposals no longer have the words “Directness” and “Indirectness” in their titles. Th ese chapters still recommend the more common pattern of organization for each message type, but the change is meant to allow students more latitude in choosing the pattern that best suits the situation.
• Th e writing style is better adapted to today’s stu- dents. It is less stuff y, more effi cient, and easier to comprehend.
• Just as technology now plays a role in every facet of business, it is everywhere in this book—in the text, in the boxed material, in the examples, in the exercises and cases, and in the visual material. Eff ective use of communication technologies, which has been a special focus of Lesikar’s since the 6th edition, has acquired even greater prominence in this edition.
• A QR code at the end of each chapter now makes it easy for students to visit the book’s website, where they’ll fi nd many more resources.
• Th ree new executives are featured in the book’s six Part Openers: Stuart Crabb, head of learning and development at Facebook; Lynn Marmer, chief communications offi cer for Kroger Company; and Caroline Molina-Ray, Executive Director of Research and Publications at Apollo Research Institute. As with each previous new edition, the references,
examples, visuals, and exercises have been updated in
ren03210_fm_i-xl.indd viiren03210_fm_i-xl.indd vii 1/11/13 6:21 PM1/11/13 6:21 PM
every chapter. In addition, each chapter has undergone signifi cant revision, as follows:
Chapter 1: Understanding Workplace Communication • Now opens with an Introductory Challenge (a hy-
pothetical workplace scenario) to generate student interest in the chapter contents.
• Provides the latest statistics on the importance of communication skills in the workplace.
• Updates the “Current Challenges for Business Com- municators” section with research on workplace trends from the experts at the Institute for the Future, Apollo Research Institute, and the Aspen Institute.
• Incorporates new media and genres into the discussion of types of workplace communication. Chapter 2: Communicating Across Cultures
• Now follows Chapter 1 to refl ect the increasing importance of communicating well with those in or from other countries and cultures.
• Includes Hofstede’s “power distance” factor in the discussion of diff erent cultures’ attitudes toward social hierarchy.
• Includes research on the cultural infl uences on online communication.
• Updates the page of additional resources on cross- cultural communication. Chapter 3: Adapting Your Words to Your Readers
• Updates the Introductory Challenge as well as the boxed material on annoying business clichés, in- tergenerational communication, and grammar and style checkers.
• Includes a reference to and defi nition of plain language . • Uses a more logical, less redundant structure and
sharper headings, making the chapter’s points clearer and more distinct. (For example, connota- tion and denotation, oft en-confused words, and id- ioms were all discussed in one section. Now they’ve been separated for better emphasis.)
• Expands and updates the discussion of language referring to those with disabilities. Chapter 4: Constructing Clear Sentences and Paragraphs
• Opens with an updated Introductory Challenge. • Trims the prefatory sections to get more quickly to
the chapter’s advice. • Adds Communication Matters boxes on limiting
the use of “there is/there are” and on avoiding the use of vague “this.”
• Includes clearer advice about using short sentences for emphasis and varying sentence structure (e.g., use of coordination and subordination) to manage emphasis.
• Expands the discussion of faulty parallelism.
Chapter 5: Writing for a Positive Eff ect • Makes a better case up front for paying attention to
the human relations dimension of business writing. • Shortens the discussion of “the old language of
business” since today’s students rarely use this lan- guage. Th ey do overuse clichés, so the section on this stylistic problem has been expanded.
• Renames the section previously labeled “Resisting the Tendency to Be Formal” to “Choosing the Right Level of Formality” and does a better job of help- ing students manage the writer–reader relationship through appropriate word choice.
• Renames the section “Tailoring Your Message to Your Reader,” which covered points already made in the chapter, to “Avoid Blaming the Reader” and discusses techniques for being tactful. Th is new section also includes a brief discussion of avoiding anger, replacing the unnecessarily long section on this topic.
• Adds a Technology in Brief box on “Courtesy in the Age of Mobile Devices” based on the latest advice from Emily Post’s Etiquette .
• Better incorporates the concluding section on managing emphasis by focusing on techniques that contribute to a positive eff ect. Chapter 6: Choosing the Best Process and Form
• Updates the audience analysis checklist to ad- dress what the audience knows; what the audi- ence needs to know; and what the audience needs to think, feel, do, or believe as a result of the communication.
• Provides current advice on letter writing, particularly on avoiding the use of greetings such as “to whom it may concern” and other outdated expressions.
• Revises the discussion of email to treat it as the established form of business communication it has become rather than as an emerging technology. Th e sections on email content and structure have also been deleted to make the discussion of email more parallel with that of letters and memos.
• Replaces outdated content on pros and cons of email with advice on current email practices in the workplace and on the role of email in the context of newer communication technologies such as texting and instant messaging.
• Adds a Communication Matters box on the top 10 email mistakes.
• Updates the information on text and instant mes- saging and social media communication as forms of business messages.
• Adds the content from Chapter 17 regarding print versus online documents, updates this content to refl ect the primary diff erences between the two
viii Preface
ren03210_fm_i-xl.indd viiiren03210_fm_i-xl.indd viii 1/11/13 6:21 PM1/11/13 6:21 PM
types, and off ers current advice for writing Web content. Chapter 7: Getting to the Point in Good-News and Neutral Messages
• Shift s the title’s focus from directness (an organiza- tional strategy) to the categories of messages being discussed (good-news and neutral).
• Incorporates a running narrative about routine communication at a hypothetical company, White Label Industries, throughout the chapter’s Introduc- tory Challenges. Th is enables instructors to discuss various communication tasks within a single com- pany and provides a consistent scenario for address- ing audience, context, and communication goals.
• Updates the good and bad examples to match the new Introductory Challenge scenarios.
• Clarifi es the discussion on how to begin a message directly.
• Updates the Case Illustrations. • Includes a section on direct claims, previously in
the chapter on negative messages, with the ratio- nale that routine claims require an approach more like that of neutral messages than that of bad-news messages.
• Adds a Communication Matters box about a company that is doing away with email as a com- munication channel. Th is presents an excellent dis- cussion point for instructors.
• Includes 52 revised or new Problem-Solving Cases. Chapter 8: Maintaining Goodwill in Bad-News Messages
• Shift s the title’s focus on indirectness (an organiza- tional strategy) to a focus on the category of mes- sages being discussed (bad-news).
• Cites current research on when to use the direct versus the indirect approach for communicating bad news.
• Addresses the use of apologies in bad-news messages.
• Continues the White Label Industries narrative from Chapter 7 in some of the Introductory Challenges for bad-news messages, which lets instructors continue the simulation in a diff erent rhetorical context.
• Incorporates additional new Introductory Chal- lenges throughout the chapter, with new good and bad sample solutions.
• Adds three new Case Illustrations of bad-news mes- sages written in the indirect approach: a refused re- quest to an external audience, a refused request to an internal audience, and a negative announcement.
• Omits the discussion of direct claims (moved to Chapter 7), keeping the focus in this chapter on preparing claims for an unreceptive audience.
• Adds a Technology in Brief box on using Quick Parts for messages that are sent frequently or routinely.
• Includes 36 revised or new Problem-Solving Cases. Chapter 9: Making Your Case with Persuasive Mes- sages and Proposals
• Includes “Proposals” in the chapter title to better signal where this topic is covered.
• Updates the “Sales Messages” section with a new Introductory Challenge and new bad and good ways to handle it, new Case Illustrations, and ref- erences to the newer sales media (e.g., Facebook pages and Twitter messages).
• Adds a new section, “Enhancing Your Message with Visuals,” to highlight the importance of planning compelling visual components for sales messages.
• Adds a Communication Matters box on Web re- sources for proposal writing.
• Ends with 35 revised or new Problem-Solving Cases for sales and proposal writing. Chapter 10: Conducting a Winning Job Campaign
• Cites current research on the value employers place on internships.
• Adds a Technology in Brief box on tips for creating an eff ective LinkedIn profi le.
• Includes comments in various parts of the chapter on how employers and job seekers use social net- working sites in the hiring or job-search process.
• Distinguishes between features of print résumés and electronic résumés.
• Clarifi es the discussion of the various types of elec- tronic résumés (e.g., email, scannable, Web-based).
• Provides an extended discussion of best practices for creating electronic résumés.
• Clarifi es when to include references with a résumé. • Adds a Communication Matters box reporting a study
on how much time employers spend reviewing résu- més before deciding whether a candidate is a good fi t.
• Updates the Case Illustrations for the résumé and cover letter examples.
• Adds a Communication Matters box on the 10 toughest interview questions.
• Adds a Communication Matters box emphasizing the importance of thank-you notes. Chapter 11: Preparing Informative and Infl uential Business Reports
• Clarifi es the discussion of problem statements by using “problem statement” to mean a description of the situation requiring a solution and “purpose statement” to mean the stated goal of the research conducted to fi nd that solution.
Preface ix
ren03210_fm_i-xl.indd ixren03210_fm_i-xl.indd ix 1/11/13 6:21 PM1/11/13 6:21 PM
• Adds basic guidelines for conducting research as preparation for Chapter 13 (“Conducting Research for Decision Makers”).
• Includes a new Technology in Brief box on report- writing soft ware.
• Reduces the overly long section on writing head- ings but extends the discussion of making them parallel. Chapter 12: Choosing the Right Type of Report
• Updates the discussion of problem statements for reports to incorporate the distinction between “problem statement” and “purpose statement.”
• Updates and enhances the sample reports. • Adds a new sample progress report to show stu-
dents how to prepare one about a course project. • Removes audit reports since these are too special-
ized and oft en too routinized to be useful to most students.
• Ends with 35 revised or new Problem-Solving Cases and 152 additional report topics. Chapter 13: Conducting Research for Decision Makers
• Is now grouped with the report-writing chapters to signal the importance of research to report writing.
• Opens with a new motivational section, “Why Research Matters,” followed by an overview of the main categories of research.
• Gets quickly to resources that students and professionals are likely to use—e.g., the Internet and other Web resources—rather than getting bogged down right away in a list of reference materials.
• Includes a new section on conducting research with social networking tools—Facebook, Twitter, LinkedIn, wikis, blogs, and listservs—and social bookmarking tools.
• Explains what a database (e.g., ABI/Inform) is and how to search it.
• Streamlines the discussion of reference materials by putting these resources into a descriptive table and updates the page-long List of Resources by Research Question.
• Includes more thorough, concrete advice on designing surveys.
• Expands the discussion of ethical guidelines for conducting research. Chapter 14: Using Visuals to Make Your Point
• Changes “graphics” to “visuals” throughout to bet- ter refl ect that business communicators have more options than just those that graph raw data.
• Adds a new Introductory Challenge. • Adds a Communication Matters box on infographics.
• Incorporates many new visuals to illustrate common types of visuals used in business communication.
• Adds a Communication Matters box on avoiding chartjunk. Chapter 15: Communicating Eff ectively in Meetings and Conversations
• Incorporates a new Introductory Challenge. • Adds a Communication Matters box providing spe-
cifi c exercises and tips for improving voice quality. • Adds a Communication Matters box on negotia-
tion as an interpersonal skill. • Includes a Technology in Brief box encouraging
students to become familiar with online meeting tools such as Skype and to try using these tools for their group meetings.
• Updates the discussion of phone etiquette and or- ganizes the information clearly into categories of initiating calls, answering calls directly, and screen- ing calls for others.
• Deletes the discussion on using speech-recognition soft ware for creating messages and reports. Some of the information is relocated to Chapter 17, “Lever- aging Technology for Better Writing.”
• Updates the Communication Matters box on using a professional handshake.
• Adds information regarding current research on the relationship between the technology use of “digital natives’” (Gen Xers and Gen Yers) and the potential underdevelopment of their nonverbal communication skills. Chapter 16: Delivering Oral Reports and Business Speeches
• Enhances and clarifi es the section on oral reports. • Replaces “Making Formal Speeches” with “Giving
Speeches and Presentations” to reduce the empha- sis on speeches and increase the emphasis on the more common types of talks.
• Adds advice on choosing the best medium/media for the presentation.
• Adds sections on planning for interaction with the audience and choosing the means of audience feed- back (e.g., Q&A, Twitter).
• Adds a Communication Matters box on TED talks. • Gives better advice about planning and using visu-
als to support a talk. • Relabels the section “Use of PowerPoint” as “Use
of Presentation Soft ware” and presents guidelines for using any presentation tool (e.g., Prezi, Google Docs, SlideRocket).
• Adds a section on using handouts to support a talk.
x Preface
ren03210_fm_i-xl.indd xren03210_fm_i-xl.indd x 1/11/13 6:21 PM1/11/13 6:21 PM
• Recasts the fi nal section on virtual presentations as “Delivering Web-Based Presentations” and moves it up in the chapter to refl ect the increased popularity of webinars. Chapter 17: Leveraging Technology for Better Writing
• Focuses the chapter specifi cally on technologies that enhance writing ability rather than on general communication technologies since the latter are discussed throughout the text.
• Eliminates redundancies between this chapter and Chapter 13 (“Conducting Research for Decision Makers”) in terms of gathering information electronically.
• Distinguishes between, and discusses separately, the use of technology to organize a project and the use of technology to organize a document.
• Reorganizes content to fl ow more logically. For ex- ample, the discussion of speech-recognition soft ware is moved to the section on technologies for draft ing rather than on technologies for revising and editing.
• Updates terminology to refl ect current usage (e.g., “electronic calendar” rather than “personal information management tool”).
• Discusses RSS feeds and tablet or smartphone apps as information-gathering tools.
• Mentions multimedia tools, document design soft ware, and Web development soft ware as options for creating and presenting information.
• Omits the discussion of print versus electronic documents (moved to Chapter 6).
• Adds visuals of iPad apps to refl ect current technology used in business communication.
• Provides a Communication Matters box on knowing one’s audience before using texting abbreviations or other “text speak.” Chapter 18: Conveying Professionalism Th rough Correctness
• Includes 50 new practice sentences to build students’ skills in the use of pronoun case, pronoun–antecedent agreement, subject–verb agreement, punctuation, and the apostrophe.
• Provides additional guidelines on pronoun– antecedent agreement.
• Adds a Communication Matters box citing current news articles that discuss the relationship between an employee’s use of good grammar and success in the workplace. In addition, Appendix B (“Physical Presentation
of Letters, Memos, and Reports”) and Appendix E (“Documentation and the Bibliography”) have been updated to refl ect current practices and technologies for formatting documents and citing sources.
ACKNOWLEDGMENTS Many dedicated business communication instructors and business professionals have contributed to this book throughout its long history. We extend our sin- cere thanks to them for their ideas and inspiration. We are especially indebted to those who have served as reviewers for this and past editions. Th ey truly de- serve much of the credit for improvements in this book.
Reviewers of the 12th edition:
Melissa Bakeman, California State University— San Bernardino
Charles D. Baker, Kent State University
Donna M. Carlon, University of Central Oklahoma
Andrea Deacon, University of Wisconsin—Stout
James H. Donelan, University of California— Santa Barbara
John S. Donnellan, The University of Texas at Austin (retired)
Heather Duvall, University of Central Oklahoma
Daniel L. Emery, University of Oklahoma
Connie Golden, Lakeland Community College
Lawrence W. Hahn, San Diego Miramar College
Harold Hellwig, Idaho State University
Richard Lacy, California State University, Fresno
Nancy Kathryn LeGrand, Southeast Missouri State University
Faith McDonald, The Pennsylvania State University
Gregory H. Morin, University of Nebraska—Omaha
Lauren Paisley, Genesee Community College
Richard D. Parker, High Point University
Diana Reep, University of Akron
Patty Saliba, Belhaven University
Terry Sanders, Macon State College
Jean Anna Sellers, Fort Hays State University
Ida Short, Schoolcraft College
Cecil V. Tarrant III, Western Illinois University
Deborah Valentine, Emory University
Reviewers of previous editions:
Laura Alderson, University of Memphis
Carolyn Ashe, University of Houston—Downtown
Jean Baird, Bringham Young University—Idaho
James J. Balakier, University of South Dakota
Preface xi
ren03210_fm_i-xl.indd xiren03210_fm_i-xl.indd xi 1/11/13 6:21 PM1/11/13 6:21 PM
Lecia Barker, University of Colorado
Melissa Barth, Appalachian State University
Rathin Basu, Ferrum College
Jill M. Batson, Henderson State University
Linda Bell, Reading Area Community College
Kenneth R. Bellinder, National–Louis University
Sandra K. Christianson, National American University
Audrey Cohen, Kingsborough Community College
Brenda A. Cornelius, University of Arkansas Community College at Hope
Sara Cushing, Piedmont Technical College
Mary Beth Debs, University of Cincinnati
Linda Di Desidero, University of Maryland University College
Norma J. Dexter, Florida State University—Panama City
Gloria Diemer, Suffolk County Community College
Michael E. Durkee, Miramar Community College
Carolyn Embree, The University of Akron
Donna Everett, Morehead State University
Lu Ann Farrell, Clinton Community College
Dale Fike, Redlands Community College
Alicen Fiosi, Lamar University
Sheryl Fitzpatrick, Waldorf College
Fernando Ganivet, Florida International University
Sean J. Glassberg, Horry–Georgetown Technical College
Glenn Good, Front Range Community College
Katherine Gotthardt, National American University
Diana Green, Weber State University
Frances K. Griffi n, Oklahoma State University
Susan A. Heller, Reading Area Community College
Guillermo A. Hernandez, De Anza College
Deborah Holder, Piedmont Technical College
Robert Insley, University of North Texas
Jane Johansen, University of Southern Indiana
Jean Kapinsky, Northcentral Technical College
Jeanette A. Karjala, Winona State University
Brian Keliher, Grossmont College
Susan King, Union County College
Melinda Knight, University of Rochester
Marianna Larsen, Utah State University
Anita Leffel, The University of Texas at San Antonio
Nancy K. Legrand, Southeast Missouri State University
Jere Littlejohn, University of Mississippi
John La Lone, Tarleton State University—Central Texas
Jeanette S. Martin, University of Mississippi
Kenneth R. Mayer, Cleveland State University
Robert J. McMahon, National American University
Elizabeth Metzger, University of South Florida
Richard R. Meza, Columbia College of Missouri
Andrea Muldoon, University of Wisconsin—Stout
Rebecca Pope-Ruark, Elon University
R. Wayne Preslar, Methodist College
Zane Quible, Oklahoma State University
Windy Rachal, Nicholls State University
Pamela L. Ramey, Kent State University
Evette W. Richardson, Norfolk State University
Lillie A. Robinson, North Carolina AT&T University
Heidi Schultz, University of North Carolina—Chapel Hill
Janet Sebesy, Cuyahoga Community College
Mageya R. Sharp, Cerritos College
Stacey Short, Northern Illinois University
Julie Simon, Clarkson College
Karen J. Smith, Columbia Southern University
Lisa Gueldenzoph Snyder, North Carolina AT&T University
Eric Soares, California State University, East Bay
Jessica Stoudenmire, El Camino College
Sandy Thomas, Kansas City Kansas Community College
Traci Thompson, Kilgore College—Longview
David A. Victor, Eastern Michigan University
David Ward, University of Wisconsin—Madison
Gary T. Ward, Reedley College
Kelly Warren, Wayland Baptist University
Karen Schelter Williams, San Diego Mesa College
Laura Williams, Lipscomb University
Bennie J. Wilson, III, University of Texas at San Antonio
Robert Zackowski, Horry Georgetown Technical College
xii Preface
ren03210_fm_i-xl.indd xiiren03210_fm_i-xl.indd xii 1/11/13 6:21 PM1/11/13 6:21 PM
Preface xiii
In addition, we would particularly like to thank Lora Arduser for her major contributions to the research chapter and Appendix E, Riley Dugan and Emily Elsner Twesme for the problem-solving cases they contributed, and Heather Smith for her excellent work on the PowerPoint slides and Instructor’s Manual. Finally, on our respective home fronts, we acknowledge the support of our loved ones. Kathy acknowledges the support of Dave, Caroline, and Michael Rentz; her sister, Rebecca Horn; and friends
in the English Department at the University of Cincinnati. Paula acknowledges her husband John, family members, friends, and colleagues in the College of Business at the University of Wisconsin–Eau Claire. Your support has made this book possible.
Kathryn Rentz Paula Lentz
ren03210_fm_i-xl.indd xiiiren03210_fm_i-xl.indd xiii 1/11/13 6:21 PM1/11/13 6:21 PM
xiv Contents
LESIKAR’S BUSINESS COMMUNICATION (13th ed.), by Kathryn Rentz and Paula Lentz, brings the contemporary perspective of two experienced teachers to Ray Lesikar’s classic textbook. Following the standard set by the 6th edition, this book integrates current technologies and trends throughout while maintaining an emphasis on the fundamentals: careful analysis of the communication problem, development of an audience-focused solution, and clear, correct use of language and visuals. Combined with abundant realistic examples, exercises, and cases, this approach makes Lesikar’s one of the most pedagogically eff ective books in the fi eld.
A Quick Look
PART OPENERS The six sections of the book begin with part
openers featuring quotes from distinguished
business leaders in such well-known companies
as Facebook and Berkshire Hathaway. These
opening comments attest to the importance of
business communication skills in the real world.
LESIKKAAR’S B Paula Lentz, brings th
PART TWO
With a net worth of around $44 billion, War-
ren Buff ett is ranked by Forbes magazine as
the second-richest person in the world, after
Microsoft Cofounder and Chairman Bill
Gates. Buff ett made his fi rst stock purchase
at the age of 11 but sold before the stock
skyrocketed. Th is early lesson taught him to
study hard and carefully analyze potential in-
vestments. Th e result was the development
of one of the world’s largest holding compa-
nies, Berkshire Hathaway, Inc.
Although best known for his ability to
pick stocks, Buff ett was honored in 2006 by
the National Commission on Writing for
America’s Families, Schools, and Colleges for
writing Berkshire Hathaway’s annual report.
Buff ett writes, “One way or another, you have to project your ideas to other people.
Writing isn’t necessarily easy. . . . But you get better and better at it, and I encourage
everybody to do that.”
Warren E. Buffett, CEO of Berkshire Hathaway, Inc.
Fundamentals of Business Writing
3 Adapting Your Words to Your Readers
4 Constructing Clear Sentences and Paragraphs
5 Writing for a Positive Effect
As head of Learning & Development for
Facebook, Stuart Crabb knows what qualities
companies look for in a job candidate. He has
over 20 years’ experience helping companies
hire the right people, develop their talent,
and become more culturally diverse.
What does it take to succeed at Facebook?
According to Crabb, the answers are “criti-
cal thinking,” “problem solving,” “creativity,”
and “performance.” It also takes being “mo-
tivated,” “individually accountable,” and a
“good fi t” with the company culture.
Th ese happen to be key traits of successful
business communicators, too. Th ey under-
stand that communicating well takes analysis, judgment, and even ingenuity. It takes
being attuned to people and to each communication situation. And it takes not only
verbal skill but also technological and visual literacy.
Like business itself, business communication can be challenging. But the chal-
lenge can be fun, and solving communication problems can bring enormous rewards.
Th is book will help prepare you for an exciting future as both a businessperson and a
communicator.
Stuart Crabb, Head of Learning & Development for Facebook
PART ONE
Introduction
1 Understanding Workplace Communication
2 Communicating Across Cultures
ren03210_fm_i-xl.indd xivren03210_fm_i-xl.indd xiv 1/11/13 6:21 PM1/11/13 6:21 PM
Contents xv
at the 13th Edition
GOOD AND BAD EXAMPLES Numerous good and bad examples of
various business documents—from
messages to memos to reports—are
featured throughout the text. These
writing samples allow students to
learn by example. For easy reference,
good examples are highlighted with a
green bulls-eye and bad examples are
denoted by a red missed target.
158 PART 3 Basic Patterns of Business Messages
• If appropriate, achieve a secondary goal (e.g., reselling or confi rming a mutual understanding).
• Close with a goodwill-building comment, adapted to the topic of the message.
Contrasting Acknowledgments Th e following two messages show bad and good ways to acknowledge Mr. Lee’s order. As you would expect, the good version follows the plan described in the preceding paragraphs.
Slow Route to a Favorable Message. Th e bad example begins indirectly, empha- sizing receipt of the order. Although intended to produce goodwill, the second sen- tence further delays what the reader wants most to hear. Moreover, the letter is written from the writer’s point of view (note the we-emphasis).
Dear Mr. Lee:
Your April 4 order for $1,743.30 worth of Protect-O paints and supplies has been received. We are pleased to have this nice order and hope that it marks the beginning of a long relationship. As you instructed, we will bill you for this amount. We are shipping the goods today by Blue Darter Motor Freight.
We look forward to your future orders.
Sincerely, This one delays the important news.
This direct message is better.
Dear Mr. Lee:
Your selection of Protect-O paints and supplies was shipped today by Blue Darter Freight and should reach you by Wednesday. As you requested, we are sending you an invoice for $1,743.30, including sales tax.
Welcome to the Protect-O circle of dealers. Our representative, Ms. Cindy Wooley, will call from time to time to offer whatever assistance she can. She is a highly competent technical adviser on paint and painting.
Here in the home plant we also will do what we can to help you profi t from Protect-O products. We’ll do our best to give you the most effi cient service. And we’ll continue to develop the best possible paints—like our new Chem-Treat line. As you will see from the enclosed brochure, Chem-Treat is a real breakthrough in mildew protection.
We genuinely appreciate your order, Mr. Lee. We are determined to serve you well in the years ahead.
Sincerely,
Fast-Moving Presentation of the Good News. The better message begins directly, telling Mr. Lee that he is getting what he wants. The remainder of the message is a customer welcome and subtle selling. Notice the good use of reader emphasis and positive language. The message closes with a note of appreciation and a friendly, forward look.
Cindy She is a
otect-O ontinue will see tection.
you well
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 211
Contrasting Negative Announcements Good and bad techniques in negative announcements are illustrated in the following two messages. Th e bad one is direct, which in some circumstances may be acceptable but clearly is not in this case. Th e good one follows the pattern just discussed.
Directness Here Alarms the Readers. Th is bad example clearly will upset the readers with its abrupt announcement in the beginning. Th e readers aren’t prepared to receive the negative message. Th ey probably don’t understand the reasons behind the negative news. Th e explanation comes later, but the readers are not likely to be in a receptive mood when they see it. Th e message ends with a repetition of the bad news.
To our employees:
National Window Systems management sincerely regrets that effective February 1 you must begin contributing 25 percent of the cost of your medical insurance. As you know, in the past the company has paid the full amount.
This decision is primarily the result of the rising costs of health insurance, but our profi ts also have declined the last several quarters. Given this tight fi nancial picture, we needed to fi nd ways to reduce expenses.
We trust that you will understand why we must ask for your help with cutting costs to the company.
Sincerely,
Convincing Explanation Begins a Courteous Message. Th e better example fol- lows the recommended indirect pattern. Its opening words begin the task of convinc- ing the readers of the appropriateness of the action to be taken. Aft er more convincing explanation, the announcement fl ows logically. Perhaps it will not be received positively by all recipients, but it represents a reasonable position given the facts presented. Aft er the announcement comes an off er of assistance to help readers deal with their new situ- ation. Th e last paragraph reminds readers of remaining benefi ts and reassures them that management understands their interests. It ends on an appreciative, goodwill note.
To All Employees:
Companies all across the United States, no matter how large or small, are struggling to keep up with the rising cost of healthcare. Legislators, healthcare providers, and businesspeople everywhere are working to fi nd a solution to the skyrocketing cost of health insurance.
We are feeling this situation here in our own company. The premiums that we pay to cover our health benefi ts have increased by 34 percent over the last two years, and they now represent a huge percentage of our expenditures. Meanwhile, as you know, our sales have been lower than usual for the past several quarters.
For the short term, we must fi nd a way to cut overall costs. Your management has considered many options and rejected such measures as cutting salaries and reducing personnel. Of the solutions that will be implemented, the only change that affects you directly concerns your medical insurance. On March 1 we will begin deducting 25 percent of the cost of the premium.
Jim Taylor in the Personnel Offi ce will soon be announcing an informational meeting about your insurance options. Switching to spousal coverage, choosing a less expensive plan with lighter deductibles, or setting up a fl exible spending
This indirect example follows the bad-news pattern.
Directness here sends a negative message.
ren03210_fm_i-xl.indd xvren03210_fm_i-xl.indd xv 1/11/13 6:22 PM1/11/13 6:22 PM
xvi Contents
INTRODUCTORY CHALLENGE Each box presents a realistic business
scenario and provides students with a context
for the topics discussed in the chapter.
Introduce yourself to routine inquiries by assuming you are the assistant to the vice president for administration of White Label Industries (WLI). WLI is the manufacturer and distributor of an assortment of high-quality products. You and your boss were recently chatting about WLI’s plans to relocate its regional headquarters. Your boss tells you that she and other top management have cho- sen the city but have not been able to fi nd the perfect offi ce space. She says that they have not been happy with what realtors have found for them or with what they have found in their own searches of classifi ed ads and realty agencies’ websites. When you suggest that they expand their search to something a little less traditional such as
craigslist, your boss says, “Great idea! I don’t think any of us have used craigslist, though. Could you fi nd some locations and show them to us at our Friday meeting?” You’re a bit intimidated by the prospect, but you know that this is a great chance to demonstrate your professional skills. You visit craigslist and fi nd what you believe would be the perfect offi ce headquarters. You know you could just show the executives the ad at the meeting, but having read the ad and having analyzed your audience, you know the executives will need more information. To present your best professional image at Friday’s meeting, you need to write a routine inquiry seeking additional details about the offi ce space.
INTRODUCTORY CHALLENGE
Searching for New Regional Headquarters
TECHNOLOGY IN BRIEF These boxes refl ect how current technologies
affect business communication, covering
such topics as the top 10 email mistakes,
courteous use of mobile devices, and tools
and technologies that students will encounter
in the workplace.
The table of contents generator tool in today’s word- processing software frees writers from both the physical formatting and the accuracy tasks. Just a few clicks pro- duce and format the table of contents, along with leaders and page numbers. Additionally, today’s generators add links so that those reading the report on the screen rather than on paper can easily navigate to a particular section or page by simply clicking it in the table of contents. The table of contents generator works with Word’s built- in styles, which you use as tags to mark the different levels of headings that will be included in the table of contents. If you are using a standard report template, styles are already
incorporated in it. If you are creating your own report from a blank document, you could use predefi ned styles or defi ne your own styles to create titles, headings, and subheads. Styles provide consistency so that headings at certain lev- els always appear the same, helping the reader see the re- lationship of the parts of your report. Furthermore, if you decide to change the material in your report after you have generated the table of contents, you simply regenerate it to update page numbers with only a few clicks. Shown here is a sample table of contents automatically created in Word 2010.
TECHNOLOGY IN BRIEF
Using a Table of Contents Generator for Speed and Accuracy
COMMUNICATION MATTERS Communication Matters boxes contain
authoritative and anecdotal commentary to
emphasize communication concepts from
each chapter.
Blogger and writing expert Mary Cullen surveyed a wide range of clients from various industries to ask them “which overused phrases they would like to see banished.” Here are their top replies:
1. At the end of the day
2. 30,000-foot view
3. Give 110%
4. Think outside of the box
5. FYI
6. 800-pound gorilla
7. Throw under the bus
8. My bad
9. Rightsizing
10. Reaching out
11. Low-hanging fruit
12. Paradigm shift
13. Take it offl ine
14. At this point in time
15. Synergy
16. Action item
Cullen adds one more that particularly bothers her: “Going forward.” “Where else would we go?” she asks. “Backward?”
SOURCE: “Top 25 Jargon and Gobbledygook Phrases 2011,” Instructional Solutions, www.instructionalsolutions.com , 2012, Web, 20 May 2012. From Instructional Solutions, www.instructionalsolutions.com. Reprinted with permission.
COMMUNICATION MATTERS
The Most Annoying Business Clichés
THEMATIC BOXES Each chapter features thematic boxes to highlight and reinforce important topics.
MATHEMTHHEMTH TICMATHEMTH
ren03210_fm_i-xl.indd xviren03210_fm_i-xl.indd xvi 1/11/13 6:22 PM1/11/13 6:22 PM
Contents xvii
ENGAGING PHOTOS AND SCREEN CAPTURES Visuals of contemporary people and companies help students
relate to the material and understand key points.
NUMEROUS CASE ILLUSTRATIONS Annotated examples of real business messages, reports,
and other documents show how to apply the concepts
discussed in the chapters.
QUICK ACCESS TO ONLINE RESOURCES A QR code and URL at the end of every chapter will take
students directly to the contents of the website’s Bizcom
Tools & Tips. Here they’ll fi nd over a hundred Web-based
resources—from technology videos to grammar and style tips
to advice on proposal writing and other topics.
RELEVANT AND CHALLENGING CASES An extensive collection of scenario-based cases gives
students practice solving communication problems on
a wide range of business topics, from Internet use to
customer service to marketing research.
CHAPTER 00 Chapter Title 159159
C A S E I L L U S T R A T I O N
Online Order Acknowledgment (Order Confirmation with a Second Purpose) . This email message thanks the reader for her order and invites her to participate in this company’s online product review.
From: Gardeners Supply [mailto:[email protected]] Sent: Thursday, January 08, 2013 9:08 AM To: [email protected] Subject: Tell Us What You Think About Our Products
Pictures provide
a quick visual
confirmation of
the order
Moves to
another goal
of the
message
Links make
participation
easy
Thanks
the reader
and
indicates
a shared
interest
Adds a
reader
benefit and
incentive
Forward-
looking
ending
builds
goodwill
Men's Waterproof Gloves
Glove Set, 3 Pairs
Thank you again for shopping with us.
The Employee-Owners at Gardener’s Supply
Copyright @2008 America’s Gardening Resource, Inc.
Dear Kathryn,
Thank you for your purchase from Gardener’s Supply. We hope you are enjoying your items and that this year’s garden will be your best ever!
Your satisfaction with our products is important to us, and we want to hear what you have to say about them. We recently added customer reviews to our website, which helps us improve our product selection and helps other gardeners find the best products to suit their needs.
We’re hoping you’ll take a moment to rate and review some or all of the items you have purchased from us. Other gardeners will appreciate your opinions and advice, and you may also enjoy reading what fellow gardeners have to say!
Each time you submit a product review to our website, your name will be entered in a monthly drawing for a $1,000 prize (see information below).
Here are the item(s) you recently purchased. Just click on an item to write a review.
Rate and review it
Rate and review it
If approached patiently, humbly, and sincerely, forming international business rela- tions can be incredibly exciting. Be ready to make and acknowledge mistakes, and to forgive them in others. Mutual respect is key—perhaps the key—to successful cross- cultural communication.
THERE’S MORE . . . What time is it in Kyoto, Japan, when it’s 9 a.m. your time? Where can you fi nd an on- line dictionary for Italian? How should you dress when doing business in Chile? Scan the QR code in the margin with your smartphone or use your Web browser to fi nd out at www.mhhe.com/leskiar13e. Choose Chapter 2 > Bizcom Tools & Tips.
1. Businesses are becoming increasingly global in their operations. • Being able to communicate across cultures is necessary in these operations. • Specifi cally, it helps in satisfying customers’ needs, gaining additional
business, getting along with co-workers, hiring good people, and avoiding misinterpretations.
2. When learning about a culture, start with the big picture . • Learn about the infl uence of topography, history, and religion on the culture. • Remember that businesspeople the world over share many of the same goals. • Learn about others’ cultures to avoid ethnocentrism and to enhance your cross-
cultural communication. 3. How people use body positions and body movements varies across cultures.
• How people walk, gesture, smile, and touch diff ers from culture to culture. • Understanding others’ body movements is important in cross-cultural
communication. 4. People in diff erent cultures diff er in their ways of relating to people.
• Specifi cally, they diff er in their practices and thinking concerning time, space, odors, frankness, social hierarchy, workplace values, and social behavior.
• We should not use our own culture’s practices as standards for interpreting and evaluating the practices of those from other cultures.
• Instead, we should try to understand other cultures and adapt our communication styles accordingly.
5. Language equivalency problems are another major cause of miscommunication in cross-cultural communication, but you can minimize them. • Some words in a language have no equivalent in other languages. • Languages can also diff er greatly in terms of grammar and syntax. • As in English most words in other languages have multiple meanings
1 Explain why communicating clearly across cultures is important to business.
2 Describe three major factors that infl uence a country or region’s culture.
3 Describe cultural differences regarding body positions and movements and use this knowledge effectively in communicating.
4 Describe the impact of culture on views and practices concerning human relations and use this knowledge effectively in communicating.
5 Explain the language equivalency problem and techniques for minimizing its effects.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
P R O B L E M - S O L V I N G C A S E S
Shorter Reports
1 You started working for a local car dealership as an offi ce clerk when you were in high school. You’re in college now, but you still work there part time, and you’ve noticed that the management of the company seems to respect your opinion and judgment a little more each day. Today you and some others were hanging around the coff eemaker with one of the owners, who mentioned that he’d seen a new electronic sign at one of his competitor’s sites. “I wonder how much it costs to buy one of those things?” he asks.
“People can see us from the highway, so an electronic sign with changing messages might be a good investment.” Aft er a moment of thought, he turns to you. “Will you fi nd out what kind of electronic sign businesses usually use, and what they cost?” he asks. “And see how you change the content on the sign. Is it hard to learn how to use it once it’s set up?” You tell him you’ll look into the matter and send him an email about it. Do the appropriate research and tell your boss everything he needs to know to decide whether to pursue this idea.
2 Take advantage of the many career resources to research what the career outlook is in your fi eld. Research the em- ployment prospects, typical jobs, advancement opportu- nity, salary range, career advantages/disadvantages, typical responsibilities—whatever you can fi nd. You might start with the U.S. Government’s Occupational Outlook Handbook ( www.bls.gov/ooh/ ). Professional societies also sometimes
have excellent statistics on salaries and working conditions in their fi elds. And don’t neglect such job-search sites as Monster.com . If your instructor directs, interview someone in your fi eld who can give you an insider’s view. Write up your fi ndings as a well-organized short report, and be sure to interpret your fi ndings in terms of their likely signifi cance to you.
3 Th e insurance company where you work as assistant to the information technology (IT) manager is doing well. Just last year, the company hired 9 customer service repre- sentatives and a receptionist, bringing the total number of employees to 54. But with growth come certain headaches— and one of them is fi guring out how to regulate employees’ Internet use. Th e company’s customer service representatives work largely on the phone to handle claims and fi eld other ques- tions. Although they need to use the Internet to do their work, during downtime they continue to use the Internet for personal reasons, including email, social networking, watch- ing favorite television shows, viewing YouTube videos, and
even downloading programs or fi les that have nothing to do with their jobs. Your boss is worried about three things: (1) security breaches resulting from these downloads and from other Internet activities, (2) inappropriate content being viewed or downloaded, and (3) computers running slowly or frequently locking up as a result of the Internet content being viewed or downloaded. It’s time for an Internet-use policy, and your boss thinks you’re just the person to help write it. Your assignment is to study the current wisdom on workplace Internet policies and send your fi ndings to your boss in an email report. She will use the report as the basis for a meeting with her boss next week.
4 It’s almost time for the annual awards dinner for your city’s chapter of the Leukemia and Lymphoma Society (LLS). Th e two most honored awardees will be the LLS’s Man and Woman of the Year, the volunteers who have raised the most money for the cause during the society’s 10-week competition. Your boss, who serves on the orga- nization’s board of directors, has been asked to announce
the winners at the event and to present them each with a gift book. Your boss has asked you to recommend some appropriate books for each winner. Learn more about the LLS and past Men and Women of the Year and then choose three appro- priate books to propose for each. Send your recommenda- tions to your boss in an email report.
5 You were recently hired as an intern at a Mayim’s, a dis- tributor of high end cosmetics and skin care products Kori
for Business Communication class. “I heard some of these options were totally free and really easy to use” she contin
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 241
In any given case, many appeals are available to you. You should use those that fi t your product or service and your readers best. Keep in mind that how the buyer will use the product may be a major basis for selecting a sales strategy. For example, cosmetics might well be sold to the fi nal user through emotional appeals, but selling cosmetics to a retailer (who is primarily interested in reselling them) would require rational appeals. A retailer’s main questions about the product would be “Will it sell? What turnover can I expect? How much money will it make for me?”
Determining the Makeup of the Mailing When you write a sales message to be sent by mail or email, a part of your eff ort is to determine the makeup of the mailing. To know what you want to say in your main message, you’ll need to decide what kinds of additional pieces will be included and how they will support the main piece.
Consider, for example, a mailing craft ed by Scotts LawnService (see the Case Illustration on page 245). It came in a 9-inch by 12-inch white envelope with the words “LAWN ANALYSIS ENCLOSED FOR (the recipient’s address)” on the front, as well as the words “(recipient’s city) RESIDENTS: PLEASE TAKE NOTICE.” Both the kind of envelope used and the wording on it conveyed the image of an offi cial, personalized document.
Inside were three 7½-inch by 10½-inch pages: • Th e top page included the main sales letter on the front, with bold letters in the
top right corner advertising a “FREE No-Obligation Lawn Analysis for (the resident’s address).” On the back were six testimonials under the heading “Here’s what our customers say about Scotts LawnService.”
A well-known spokesperson can add character appeal.
Figure 9–2
An Email That Makes the Desired Action Easy
Join 1
Join 3
Join 4
Join 2
March 31, 2013
J i 1
ren03210_fm_i-xl.indd xviiren03210_fm_i-xl.indd xvii 1/11/13 6:22 PM1/11/13 6:22 PM
xviii Contents
INSTRUCTOR’S MANUAL Th e downloadable Instructor’s Manual (IM) shows how to present the book’s contents step by step. Aft er an orienting introduction, each IM chapter walks the instructor though the corresponding book chapter, syncing the discussion with the chapter’s PowerPoint slides. Th e IM also provides tips for teaching the fi rst day of class, sample syllabi for the quarter and semester systems, sample answers and talking points for the Critical Th inking Questions and Skills Building Exercises, and sample solutions for the Problem-Solving Cases. Th e book’s website supplements the IM with teaching notes for the video cases, a wide range of Web-based resources, and a biweekly blog post by the authors. Even a new instructor can get up to speed quickly while having many helpful options to choose from.
TEST BANK AND EZ TEST Th e Test Bank includes more than 1,000 multiple-choice, true/false, and short- answer questions. Each question identifi es the answer, diffi culty level, and Bloom’s Taxonomy level coding. Each test question is also tagged to the Learning Objective it covers in the chapter and the AACSB Learning Standard it falls under.
EZ TEST ONLINE McGraw-Hill’s EZ Test Online is a fl exible and easy-to-use electronic testing program. Th e program allows instructors to create tests from book-specifi c items, accommodates a wide range of question types, and enables instructors to add their own questions. Multiple versions of a test can be created, and any test can be exported for use with WebCT, Blackboard, or any other course management system. EZ Test Online is accessible to busy instructors virtually anywhere via the Web, and the program eliminates the need for them to install test soft ware. For more information about EZ Test Online, please see the website at www.eztestonline.com.
PRESENTATION SLIDES Clear, visually appealing PowerPoint slides support every chapter. In addition to reinforcing the book’s key points, the slides provide additional cases to discuss and other forms of interactivity (e.g., questions to answer or blanks to fi ll in).
LESIKAR’S BUSINESS COMMUNICATION, THIRTEENTH EDITION, includes a variety of supplemental materials to help instructors prepare and present the material in this textbook more eff ectively.
A Wealth of Supplements
ren03210_fm_i-xl.indd xviiiren03210_fm_i-xl.indd xviii 1/11/13 6:22 PM1/11/13 6:22 PM
Contents xix
Th e instructors’ version of the slides also contains brief notes to help the teacher emphasize the key points and explain their importance. Instructors can easily add to or revise the slides to adapt them to a particular approach.
MCGRAW-HILL CONNECT BUSINESS COMMUNICATION
LESS MANAGING. MORE TEACHING. GREATER LEARNING.
McGraw-Hill Connect Business Communication is an online assignment and assessment solution that connects students with the tools and resources they’ll need to understand and apply the book’s concepts. Connect Business Communication helps prepare students for their future by enabling faster learning, more effi cient studying, and higher retention of knowledge.
MCGRAW-HILL CONNECT BUSINESS COMMUNICATION FEATURES Connect Business Communication off ers a number of powerful tools and features to make managing assignments easier, so faculty can spend more time teaching. With Connect Business Communication, students can engage with their coursework anytime and anywhere, making the learning process more accessible and effi cient. Connect Business Communication off ers you the features described below.
DIAGNOSTIC AND ADAPTIVE LEARNING AND MASTERY OF CONCEPTS
Connect Business Communication provides personalized learning plans to develop or improve students’ editing skills, and it empowers students to put responsible writing into practice. Th is adaptive learning system helps students learn faster, study more effi ciently, and retain more knowledge for greater success.
PRACTICE OF PRESENTATION SKILLS INSIDE AND OUTSIDE THE CLASSROOM
Th e presentation capture tool gives instructors the ability to evaluate presentations and students the freedom to practice their presentations anytime and anywhere.
ONLINE INTERACTIVES
Online Interactives are exercises that enable students to apply key concepts and develop their critical thinking. Th ese Interactives, prepared by the authors, immerse students in experiential learning by engaging them in a variety of realistic interactive scenarios. Students receive immediate feedback at intermediate steps throughout each exercise, as well as comprehensive feedback at the end of the assignment. All Interactives are automatically scored and entered into the instructor gradebook.
ren03210_fm_i-xl.indd xixren03210_fm_i-xl.indd xix 1/11/13 6:22 PM1/11/13 6:22 PM
xx Contents
STUDENT PROGRESS TRACKING
Connect Business Communication keeps instructors informed about how each student, section, and class is performing, allowing for more productive use of class time and offi ce hours. Th e progress-tracking function enables you to
• View scored work immediately and track individual or group performance with assignment and grade reports.
• Access an instant view of student or class performance relative to learning objectives.
• Collect data and generate reports required by many accreditation organizations, such as AACSB.
SMART GRADING
When it comes to studying, time is precious. Connect Business Communication helps students learn more effi ciently by providing feedback and practice material when they need it, where they need it. When it comes to teaching, your time also is precious. Th e grading function enables you to
• Have assignments scored automatically, giving students immediate feedback on their work and side-by-side comparisons with correct answers.
• Access and review each response, manually change grades, or leave comments for students to review.
• Reinforce classroom concepts with practice tests and instant quizzes.
SIMPLE ASSIGNMENT MANAGEMENT
With Connect Business Communication, creating assignments is easier than ever, so you can spend more time teaching and less time managing. Th e assignment management function enables you to
• Create and deliver assignments easily with selectable end-of-chapter questions and Test Bank items.
• Streamline lesson planning, student progress reporting, and assignment grading to make classroom management more effi cient than ever.
• Go paperless with the eBook and online submission and grading of student assignments.
INSTRUCTOR LIBRARY
Th e Connect Business Communication Instructor Library is your repository for additional resources to improve student engagement in and out of class. You
ren03210_fm_i-xl.indd xxren03210_fm_i-xl.indd xx 1/11/13 6:22 PM1/11/13 6:22 PM
Contents xxi
can select and use any asset that enhances your lecture. Th e Connect Business Communication Instructor Library includes
• Instructor’s Manual • Bizcom Tools & Tips, an extensive collection of Web resources • PowerPoint fi les • Test Bank • Bcomm Teacher Xchange, the authors’ blog • Management Asset Gallery, which contains 23 Self-Assessments and
Manager’s Hot Seat Videos • eBook
STUDENT STUDY CENTER
Th e Connect Business Communication Student Study Center is the place for students to access additional resources. Th e Student Study Center
• Off ers students quick access to lectures, practice materials, Web resources, eBooks, and more.
• Provides instant practice material and study questions, easily accessible on the go.
• Gives students access to the personalized learning plan, described above, and more.
LECTURE CAPTURE VIA TEGRITY CAMPUS
Increase the attention paid to lecture discussion by decreasing the attention paid to note taking. For an additional charge Lecture Capture off ers new ways for students to focus on the in-class discussion, knowing they can revisit important topics later. See below for further information.
MCGRAW-HILL CONNECT PLUS BUSINESS COMMUNICATION
McGraw-Hill reinvents the textbook learning experience for the modern student with Connect Plus Business Communication. A seamless integration of an eBook and Connect Business Communication, Connect Plus Business Communication provides all of the Connect Business Communication features plus the following:
• An integrated eBook, allowing for anytime, anywhere access to the textbook.
• Dynamic links between the problems or questions you assign to your students and the location in the eBook where that problem or question is covered.
• A powerful search function to pinpoint and connect key concepts in a snap.
c C
ren03210_fm_i-xl.indd xxiren03210_fm_i-xl.indd xxi 1/11/13 6:22 PM1/11/13 6:22 PM
xxii Contents
In short, Connect Business Communication off ers you and your students powerful tools and features that optimize your time and energies, enabling you to focus on course content, teaching, and student learning. Connect Business Communication also off ers a wealth of content resources for both instructors and students. Th is state-of-the-art, thoroughly tested system supports you in preparing students for the world that awaits. For more information about Connect, go to www.mcgrawhillconnect.com, or contact your local McGraw-Hill sales representative.
TEGRITY CAMPUS: LECTURES 24/7 Tegrity Campus is a service that makes class time available 24/7 by
automatically capturing every lecture in a searchable format for students to review when they study and complete assignments. With a simple one-click start-and-stop process, you capture all computer screens and corresponding audio. Students can replay any part of any class with easy-to-use browser-based viewing on a PC or Mac.
Educators know that the more students can see, hear, and experience class resources, the better they learn. In fact, studies prove it. With Tegrity Campus, students quickly recall key moments by using Tegrity Campus’s unique search feature. Th is search helps students effi ciently fi nd what they need, when they need it, across an entire semester of class recordings. Help turn all your students’ study time into learning moments immediately supported by your lecture.
Lecture Capture enables you to
• Record and distribute your lecture with a click of a button. • Record and index PowerPoint presentations and anything shown on your
computer so it is easily searchable, frame by frame. • Off er access to lectures anytime and anywhere by computer, iPod, or
mobile device. • Increase intent listening and class participation by easing students’
concerns about note taking. Lecture Capture will make it more likely that you will see students’ faces, not the tops of their heads.
To learn more about Tegrity, watch a two minute Flash demo at http://tegritycampus .mhhe.com.
ASSURANCE-OF-LEARNING READY Many educational institutions today are focused on the notion of assurance of learning, an important element of some accreditation standards. Lesikar’s Business Communication is designed specifi cally to support your assurance-of-learning initiatives with a simple, yet powerful, solution.i
• R • R
co • O
m • In
co y
To lear mhhe.
ASS Many earnin
Comm
.m
A M l C
A Teg ur nd re ny
w ter ec
h h se m
e e
R d d diR
TEGRITY CATEGRITY CA T
auauauutototot matitiicacacally captu whheenn tttheh y ststtuduu y an prp occeesss,s yyyyyou ccaapa tur replayy aa nynyyyy pp art ooof an
Eduucaatoorro s knnnow resourrceec s, tthe bbbbett ststudenntsts qqq uickkkklllly re fef aturure.e.. Th Th ThThTh is ssses arch it, acaccrrross aaaannnn entire tititimee i iiintntntnto learning m
Lecture CaptureLect
®
ren03210_fm_i-xl.indd xxiiren03210_fm_i-xl.indd xxii 1/11/13 6:23 PM1/11/13 6:23 PM
Contents xxiii
Each Test Bank question for Lesikar’s Business Communication maps to a specifi c chapter learning outcome/objective listed in the text. You can use our Test Bank soft ware, EZ Test and EZ Test Online, or Connect Business Communication to easily query for learning outcomes/objectives that directly relate to the learning objectives for your course. You can then use the reporting features of EZ Test to aggregate student results in similar fashion, making the collection and presentation of assurance-of-learning data simple and easy.
AACSB STATEMENT Th e McGraw-Hill Companies is a proud corporate member of AACSB International. Understanding the importance and value of AACSB accreditation, the authors of Lesikar’s Business Communication, Th irteenth Edition, recognize the curricula guidelines detailed in the AACSB standards for business accreditation by connecting selected questions in the text and/or the Test Bank to the six general knowledge and skill guidelines in the AACSB standards.
Th e statements contained in Lesikar’s Business Communication, Th irteenth Edition, are provided only as a guide for the users of this textbook. Th e AACSB leaves content coverage and assessment within the purview of individual schools, the mission of the school, and the faculty. While Lesikar’s Business Communication and the teaching package make no claim of any specifi c AACSB qualifi cation or evaluation, we have tagged selected questions according to the six general knowledge and skill areas.
MCGRAW-HILL AND BLACKBOARD McGraw-Hill Higher Education and Blackboard have teamed up. What does this mean for you?
1. Your life, simplifi ed. Now you and your students can access McGraw- Hill’s Connect and Create right from within your Blackboard course—all with one single sign-on. Say goodbye to the days of logging in to multiple applications.
2. Deep integration of content and tools. Not only do you get single sign-on with Connect and Create, but you also get deep integration of McGraw-Hill content and content engines right in Blackboard. Whether you’re choosing a book for your course or building Connect assignments, all the tools you need are right where you want them—inside Blackboard. t where you want them—inside Blackboard
ren03210_fm_i-xl.indd xxiiiren03210_fm_i-xl.indd xxiii 1/11/13 6:23 PM1/11/13 6:23 PM
xxiv Contents
3. Seamless gradebooks. Are you tired of keeping multiple gradebooks and manually synchronizing grades into Blackboard? We thought so. When a student completes an integrated Connect assignment, the grade for that assignment automatically (and instantly) feeds into your Blackboard grade center.
4. A solution for everyone. Whether your institution is already using Blackboard or you just want to try Blackboard on your own, we have a solution for you. McGraw-Hill and Blackboard can now off er you easy access to industry-leading technology and content, whether your campus hosts it or we do. Be sure to ask your local McGraw-Hill representative for details.
MCGRAW-HILL CAMPUSTM
McGraw-Hill Campus™ is a new one-stop teaching and learning experience available to users of any learning management system. Th is institutional service allows faculty and students to
enjoy single sign-on (SSO) access to all McGraw-Hill Higher Education materials, including the award-winning McGraw-Hill Connect platform, from directly within the institution’s website. McGraw-Hill Campus™ provides faculty with instant access to all McGraw-Hill Higher Education teaching materials (e.g., eBooks, Test Banks, PowerPoint slides, animations and learning objects), allowing faculty to browse, search, and use any instructor ancillary content in our vast library at no additional cost to instructor or students. Students enjoy SSO access to a variety of free products (e.g., quizzes, fl ash cards, narrated presentations) and subscription- based tools (e.g., McGraw-Hill Connect). With this program enabled, faculty and students will never need to create another account to access McGraw-Hill products and services. Learn more at www.mhcampus.com.
ren03210_fm_i-xl.indd xxivren03210_fm_i-xl.indd xxiv 1/11/13 6:23 PM1/11/13 6:23 PM
Contents xxv
MCGRAW-HILL CUSTOMER CARE CONTACT INFORMATION At McGraw-Hill, we understand that getting the most from new technology can be challenging. Th at’s why our services don’t stop aft er you purchase our products. You can email our Product Specialists 24 hours a day to get product training online. Or you can search our knowledge bank of Frequently Asked Questions on our support website. For Customer Support, call 800-331-5094, email hmsupport@mcgraw- hill.com, or visit www.mhhe.com/support. One of our Technical Support Analysts will be able to assist you in a timely fashion.
OUTCOMES-BASED ASSESSMENT SOLUTIONS
PERSONALIZED
Connect’s presentation capture gives instructors the abil- ity to evaluate presentations and students the freedom to practice their presentations anytime, and anywhere. With its fully customizable rubric, instructors can mea- sure students’ uploaded presentations against course outcome and give students specifi c feedback on where improvement is needed.
ADAPTIVE
Connect provides personalized learning plans to develop or improve editing skills and empowers students to put responsible writing into practice. Th is adaptive learning system helps students learn faster, study more effi ciently, and retain more knowledge for greater success. It pinpoints concepts the student does not understand and maps a personalized study plan for success. With interactive documentation tools, it helps students master the foundations of writing. Developed through hours of ethnographic qualitative and quantitative research, it addresses the needs of today’s classrooms, both online and traditional.
ren03210_fm_i-xl.indd xxvren03210_fm_i-xl.indd xxv 1/11/13 6:23 PM1/11/13 6:23 PM
xxvi Contents
ONLINE LEARNING CENTER (OLC) www.mhhe.com/rentz13e Find a variety of online teaching and learning tools that are designed to reinforce and build on the text content. Students will have direct access to the learning tools, while instructor materials are password-protected.
A BLOG FOR BUSINESS COMMUNICATION TEACHERS Instructors can keep track of the latest business communication news, trends, tips, and tools by following the authors’ blog, Bcomm Teacher Xchange, at www.bcommteacherxchange.wordpress.com. Th e articles are searchable by subject, and a new one is posted every other week.
www
eBOOK OPTIONS eBooks are an innovative way for students to save money and to “go green.” McGraw-Hill’s ebooks are typically 40 percent off the bookstore price. Students have the choice between an online and a downloadable CourseSmart eBook.
Th rough CourseSmart, students have the fl exibility to access an exact replica of their textbook from any computer that has Internet service, without plug-ins or special soft ware, via the online version or to create a library of books on their hard drive via the downloadable version. Access to the CourseSmart eBooks lasts for one year.
ren03210_fm_i-xl.indd xxviren03210_fm_i-xl.indd xxvi 1/11/13 6:23 PM1/11/13 6:23 PM
Contents xxvii
Features CourseSmart eBooks allow students to highlight, take notes, organize notes, and share the notes with other CourseSmart users. Students can also search for terms across all eBooks in their purchased CourseSmart library. CourseSmart ebooks can be printed (fi ve pages at a time).
More Info and Purchase Please visit www.coursesmart.com to learn more and to purchase access to our eBooks. CourseSmart allows students to try one chapter of the eBook, free of charge, before purchase.
Binder-Ready Loose-Leaf Text Th is full-featured text is provided as an option to the price-sensitive student. It is a full four-color text that’s three-hole punched and made available at a discount to students. It is also available in a package with Connect Plus.
CREATE Craft your teaching resources to match the way you teach! With McGraw-Hill Create, www.mcgrawhillcreate.com, you can easily rearrange chapters, combine material from other content sources, and quickly upload content you have written, like your course syllabus or teaching notes. Find the content you need in Create by searching through thousands of leading McGraw-Hill textbooks. Arrange your book to fi t your teaching style. Create even allows you to personalize your book’s appearance by selecting the cover and adding your name, school, and course information. Order a Create book and you’ll receive a complimentary print review copy in three to fi ve business days or a complimentary electronic review copy (eComp) via email in about one hour. Go to www.mcgrawhillcreate.com today and register. Experience how McGraw-Hill Create empowers you to teach your students your way.
Special Binder-Ready Version
ren03210_fm_i-xl.indd xxviiren03210_fm_i-xl.indd xxvii 1/11/13 6:23 PM1/11/13 6:23 PM
xxviii
Preface v
PART ONE
Introduction 1
CHAPTER ONE Understanding Workplace Communication 2
CHAPTER TWO Communicating Across Cultures 25
PART TWO
Fundamentals of Business Writing 47
CHAPTER THREE Adapting Your Words to Your Readers 48
CHAPTER FOUR Constructing Clear Sentences and Paragraphs 70
CHAPTER FIVE Writing for a Positive Effect 94
PART THREE
Basic Patterns of Business Messages 113
CHAPTER SIX Choosing the Best Process and Form 114
CHAPTER SEVEN Getting to the Point in Good-News and Neutral Messages 141
CHAPTER EIGHT Maintaining Goodwill in Bad-News Messages 189
CHAPTER NINE Making Your Case with Persuasive Messages and Proposals 226
CHAPTER TEN Conducting a Winning Job Campaign 284
PART FOUR
Fundamentals of Report Writing 341
CHAPTER ELEVEN Preparing Informative and Infl uential Business Reports 342
CHAPTER TWELVE Choosing the Right Type of Report 374
CHAPTER THIRTEEN Conducting Research for Decision Makers 453
CHAPTER FOURTEEN Using Visuals to Make Your Point 493
PART FIVE
Oral Forms of Business Communication 523
CHAPTER FIFTEEN Communicating Effectively in Meetings and Conversations 524
CHAPTER SIXTEEN Delivering Oral Reports and Business Speeches 547
PART SIX
Elements of Professionalism: Technological Profi ciency and Correctness 573
CHAPTER SEVENTEEN Leveraging Technology for Better Writing 574
CHAPTER EIGHTEEN Conveying Professionalism Through Correctness 592
APPENDIXES
A Corrections for the Self-Administered Diagnostic Test of Correctness 624
B Physical Presentation of Letters, Memos, and Reports 626
C General Grading Symbols: Punctuation, Grammar, Numbers, Spelling, Proofreading, Technique, Strategy, and Formatting 641
D Grading Codes and Checklists: Messages and Reports 645
E Documentation and the Bibliography 649
Photo Credits 669
Index 670
B R I E F C O N T E N T S
ren03210_fm_i-xl.indd xxviiiren03210_fm_i-xl.indd xxviii 1/11/13 6:23 PM1/11/13 6:23 PM
xxix
Preface v
PART ONE Introduction 1
CHAPTER ONE Understanding Workplace Communication 2
INTRODUCTORY CHALLENGE 3
THE ROLE OF COMMUNICATION IN BUSINESS 3
Th e Importance of Communication Skills 3 Why Business Depends upon Communication 4 Current Challenges for Business Communicators 5 Main Categories of Business Communication 8 Communication Networks of the Organization 12 Variation in Communication Activity by Business 14
THE BUSINESS COMMUNICATION PROCESS 15
Business Communication as Problem Solving 15 A Model of Business Communication 16
BUSINESS COMMUNICATION: THE BOTTOM LINE 20
THERE’S MORE . . . 21
SUMMARY BY LEARNING OBJECTIVES 21 KEY TERMS 22 CRITICAL THINKING QUESTIONS 22
SKILLS BUILDING EXERCISES 23
Communication Matters: Peter Drucker on the Importance of Communication in Business 4
Communication Matters: What One CEO Looks for in Job Candidates 7
Communication Matters: Channel Choice Aff ects Message Success 19
CHAPTER TWO Communicating Across Cultures 25
INTRODUCTORY CHALLENGE 26
THE GROWING IMPORTANCE OF CROSS-CULTURAL COMMUNICATION 26
DIMENSIONS OF CULTURAL DIFFERENCE 27
Th ree Major Factors Th at Aff ect Culture 27 Body Positions and Movements 29 Views and Practices Concerning Factors of Human Relationships 31 Eff ects on Business Communication 36
PROBLEMS OF LANGUAGE 36 Lack of Language Equivalency 36 Diffi culties with English 38
ADVICE FOR COMMUNICATING ACROSS CULTURES 41
Do Your Research 41 Know Yourself and Your Company 41 Be Aware—and Wary—of Stereotypes 41 Adapt Your English to Your Audience 43 Be Open to Change 43
THERE’S MORE . . . 44
SUMMARY BY LEARNING OBJECTIVES 44 KEY TERMS 45 CRITICAL THINKING QUESTIONS 45
SKILLS BUILDING EXERCISES 45
Technology in Brief: Web Tools for Cross-Cultural Communication 28
Communication Matters: Carefully Present and Receive a Business Card in Japan 30
Communication Matters: High-Context versus Low-Context Cultures: Edward T. Hall 33
Communication Matters: Five Dimensions of Culture: Geert Hofstede 34
Communication Matters: Linear-actives, Multi- actives, and Reactives: Richard D. Lewis 35
Communication Matters: Blundering with Words 37
PART TWO Fundamentals of Business Writing 47
CHAPTER THREE Adapting Your Words to Your Readers 48
INTRODUCTORY CHALLENGE 49
THE IMPORTANCE OF ADAPTATION 49 Adaptation Illustrated 49 Adapting to Multiple Readers 50
C O N T E N T S
ren03210_fm_i-xl.indd xxixren03210_fm_i-xl.indd xxix 1/11/13 6:23 PM1/11/13 6:23 PM
xxx Contents
SUGGESTIONS FOR SELECTING WORDS 51 Use Familiar Words 51 Prefer Short Words 52 Use Slang and Popular Clichés with Caution 53 Use Technical Words and Acronyms Appropriately 53 Use Precise Language 54 Select Words for Appropriate Usage 56 Prefer Active Verbs 57 Avoid Overuse of Camoufl aged Verbs 60
SUGGESTIONS FOR NONDISCRIMINATORY WRITING 61
Use Gender-Neutral Words 61 Avoid Words Th at Stereotype by Race, Nationality, or Sexual Orientation 64 Avoid Words Th at Stereotype by Age 64 Avoid Words Th at Typecast Th ose with Disabilities 65 Some Final Words about Words 65
THERE’S MORE . . . 66
SUMMAR Y BY LEARNING OBJECTIVES 66 KEY TERMS 67 CRITICAL THINKING QUESTIONS 67 SKILLS BUILDING EXERCISES 68
Communication Matters: Th e Most Annoying Business Clichés 52
Communication Matters: Lost in Translation 54
Technology in Brief: Grammar and Style Checkers Help Writers with Word Selection 55
Communication Matters: Th e Trouble with Idioms 58
Communication Matters: Everything You Wanted to Know about Active and Passive Voice 59
Communication Matters: How Diverse Is Too Diverse? 63
Communication Matters: Understanding the Diff erent Generations in the Workplace 65
CHAPTER FOUR Constructing Clear Sentences and Paragraphs 70
INTRODUCTORY CHALLENGE 71
THE IMPORTANCE OF ADAPTATION 71
CARE IN SENTENCE DESIGN 71 Limit Sentence Content 71 Economize on Words 74
Manage Emphasis in Sentence Design 78 Give Sentences Unity 81 Word Sentences Logically 82
CARE IN PARAGRAPH DESIGN 85 Give Paragraphs Unity 85 Keep Paragraphs Short 86 Make Good Use of Topic Sentences 86 Leave Out Unnecessary Detail 87 Make Paragraphs Coherent 88
THERE’S MORE . . . 89
SUMMARY BY LEARNING OBJECTIVES 89 KEY TERMS 90 CRITICAL THINKING QUESTIONS 90 SKILLS BUILDING EXERCISES 91
Technology in Brief: Readability Statistics Help Writers Evaluate Document Length and Diffi culty 72
Communication Matters: Avoiding Stringy and See-Saw Sentences 73
Communication Matters: Is Th at a Surplus Word? 75
Communication Matters: Th ere Is, Th ere Are . . . Do You Really Need Th em? 77
Communication Matters: Don’t Make Me Laugh 83
Communication Matters: Beware the Vague or Illogical “Th is” 87
CHAPTER FIVE Writing for a Positive Effect 94
INTRODUCTORY CHALLENGE 95
THE IMPORTANCE OF A POSITIVE EFFECT 95
USING A CONVERSATIONAL STYLE 96 Choosing the Right Level of Formality 96 Cutting Out “Rubber Stamps” 98
USING THE YOU-VIEWPOINT 98 Sample Uses of the You-Viewpoint 99 Ethical Use of the You-Viewpoint 100
ACCENTUATING THE POSITIVE 100 Use Positive Words 100 Focus on What You Can Do 101
BEING COURTEOUS 103 Avoid Blaming the Reader 103 Refrain from Preaching 104
ren03210_fm_i-xl.indd xxxren03210_fm_i-xl.indd xxx 1/11/13 6:23 PM1/11/13 6:23 PM
Contents xxxi
Do More Th an Is Expected 104 Be Sincere 106
MANAGING EMPHASIS FOR A POSITIVE EFFECT 106
Emphasis by Position 107 Sentence Structure and Emphasis 107 Space and Emphasis 108
THE ETHICS OF POSITIVE EMPHASIS 108
THERE’S MORE . . . 108
SUMMARY BY LEARNING OBJECTIVES 109 KEY TERMS 109 CRITICAL THINKING QUESTIONS 110 SKILLS BUILDING EXERCISES 110
Communication Matters: Business Etiquette—It Depends on Where You Are 96
Communication Matters: Parent, Child, or Adult? 102
Technology in Brief: Courtesy in the Age of Mobile Devices 105
PART THREE Basic Patterns of Business Messages 113
CHAPTER SIX Choosing the Best Process and Form 114
INTRODUCTORY CHALLENGE 115
THE IMPORTANCE OF SKILLFUL WRITING 115
THE PROCESS OF WRITING 116 Planning the Message 116 Drafting 119 Revising 120
THE IMPORTANCE OF READABLE FORMATTING 121
LETTERS 123 Letters Defi ned 123 Letter Form 123 Letter Formality 124
MEMORANDUMS (MEMOS) 124 Memorandums Defi ned 124 Memorandum Form 125 Memorandum Formality 126
EMAIL 126 Email Defi ned 126
Email Form 127 Email Formality 128
THE NEWER MEDIA IN BUSINESS WRITING 130
Text Messaging 130 Instant Messaging 132 Social Media 132
PRINT VERSUS ONLINE DOCUMENTS 133 Comparing Print and Online Text 134 Organizing Content 134 Presenting the Content 135 Making Your Web Writing Accessible 136
THERE’S MORE . . . 136
SUMMARY BY LEARNING OBJECTIVES 136 KEY TERMS 138 CRITICAL THINKING QUESTIONS 138 SKILLS BUILDING EXERCISES 138
Technology in Brief: Using Good Email Etiquette Helps Writers Achieve Th eir Goals 129
Communication Matters: Composing an Email: Th e Top 10 Mistakes 130
Communication Matters: “Twitiquette”: New Technologies, New Expectations 131
CHAPTER SEVEN Getting to the Point in Good-News and Neutral Messages 141
THE PREVALENCE OF GOOD-NEWS AND NEUTRAL MESSAGES IN BUSINESS 142
PRELIMINARY ASSESSMENT 142
THE GENERAL DIRECT PLAN 142 Beginning with the Objective 142 Covering the Remaining Part of the Objective 142 Ending with Goodwill 143
ROUTINE INQUIRIES 143 INTRODUCTORY CHALLENGE 143
Choosing from Two Types of Beginnings 143 Informing and Explaining Adequately 144 Structuring the Questions 144 Ending with Goodwill 145 Reviewing the Order 145 Contrasting Examples 145
FAVORABLE RESPONSES 150 INTRODUCTORY CHALLENGE 150
ren03210_fm_i-xl.indd xxxiren03210_fm_i-xl.indd xxxi 1/11/13 6:23 PM1/11/13 6:23 PM
xxxii Contents
Identifying the Message Being Answered 150 Beginning with the Answer 150 Logically Arranging the Answers 151 Skillfully Handling the Negatives 151 Considering Extras 151 Closing Cordially 151 Reviewing the Plan 152 Contrasting Illustrations 152
ORDER ACKNOWLEDGMENTS AND OTHER THANK-YOU MESSAGES 155
INTRODUCTORY CHALLENGE 155
Order Acknowledgments 155 Directness and Goodwill Building in Order Acknowledgments 156 Tact in Order Acknowledgments 156 Strategies for Other Th ank-You Messages 157 Summarizing the Structure of Order Acknowledgments and Other Th ank-You Messages 157 Contrasting Acknowledgments 158
DIRECT CLAIMS 162
INTRODUCTORY CHALLENGE 162
Using Directness for Claims 163 Organizing the Direct Claim 163 Reviewing the Plan 163 Contrasting Examples of Claim Messages 163
ADJUSTMENT GRANTS 165
INTRODUCTORY CHALLENGE 165
Considering Special Needs 166 Reviewing the Plan 166 Contrasting Adjustments 168
INTERNAL-OPERATIONAL MESSAGES 169
INTRODUCTORY CHALLENGE 169
Casual Operational Messages 169 Moderately Formal Messages 169 Formal Messages 170 Summarizing the Structure of Internal- Operational Messages 171 Contrasting Examples of Internal-Operational Messages 171
OTHER DIRECT MESSAGE SITUATIONS 173
THERE’S MORE . . . 173
SUMMARY BY LEARNING OBJECTIVES 173 KEY TERMS 175 CRITICAL THINKING QUESTIONS 175 SKILLS BUILDING EXERCISES 175 PROBLEM-SOLVING CASES 176
Communication Matters: Choosing the Right Font 146
Technology in Brief: Shortcut Tools Help Writers Improve Productivity and Quality 147
Technology in Brief: Tables Help Writers Organize Data for Easy Reading 156
Communication Matters: A Workplace without Email? One Company’s Strategy 162
CHAPTER EIGHT Maintaining Goodwill in Bad-News Messages 189
APPROACHES TO WRITING BAD-NEWS MESSAGES 190
THE GENERAL INDIRECT PLAN 190 Using a Strategic Buff er 190 Setting Up the Negative News 191 Presenting the Bad News Positively 191 Off ering an Alternative Solution 191 Ending on a Positive Note 192 Apologizing 192
REFUSED REQUESTS 192
INTRODUCTORY CHALLENGE 192
Developing the Strategy 193 Setting Up the Explanation in the Opening 193 Presenting the Explanation Convincingly 193 Handling the Refusal Positively 193 Using a Compromise When Practical 194 Closing with Goodwill 194 Fitting the General Plan to Refused Requests 195 Contrasting Refusals 195
INDIRECT CLAIMS 196
INTRODUCTORY CHALLENGE 196
Choosing the Right Tone 197 Leading into the Problem in the Beginning 197 Describing the Problem Clearly 197 Requesting the Correction 198 Building Goodwill with a Fair-Minded Close 198 Outlining the Indirect Claim Message 198 Contrasting Examples of Indirect Claim Messages 199
ADJUSTMENT REFUSALS 202 INTRODUCTORY CHALLENGE 202
Determining the Strategy 203 Setting Up Your Reasoning 203 Making Your Case 203 Refusing Positively and Closing Courteously 204
ren03210_fm_i-xl.indd xxxiiren03210_fm_i-xl.indd xxxii 1/11/13 6:23 PM1/11/13 6:23 PM
Contents xxxiii
Adapting the General Plan 205 Contrasting Adjustment Refusal Messages 205
NEGATIVE ANNOUNCEMENTS 207
INTRODUCTORY CHALLENGE 207
Determining the Strategy 208 Setting Up the Bad News 208 Positively Presenting the Bad News 208 Focusing on Next Steps or Remaining Benefi ts 209 Closing on a Positive or Encouraging Note 209 Reviewing the Plan 209 Contrasting Negative Announcements 211 Using Directness in Some Cases 212
THERE’S MORE . . . 212
SUMMARY BY LEARNING OBJECTIVES 213 KEY TERMS 214 CRITICAL THINKING QUESTIONS 214 SKILLS BUILDING EXERCISES 214 PROBLEM-SOLVING CASES 215
Technology in Brief: Outlook Quick Parts Tool Allows Writers to Reuse Content 204
Communication Matters: Balance, Not “Spin,” in Negative Announcements 209
CHAPTER NINE Making Your Case with Persuasive Messages and Proposals 226
THE PREDOMINANCE OF INDIRECTNESS IN PERSUASIVE MESSAGES 227
GENERAL ADVICE ABOUT PERSUASION 227 Know Your Readers 227 Choose and Develop Targeted Reader Benefi ts 227 Make Good Use of Th ree Kinds of Appeals 228 Make It Easy for Your Readers to Comply 228
PERSUASIVE REQUESTS 229
INTRODUCTORY CHALLENGE 229
Determining Your Strategy 229 Gaining Attention in the Opening 231 Developing the Appeal 231 Making the Request Clearly and Positively 231 Summarizing the Plan for Requests 232 Contrasting Persuasive Requests 232
SALES MESSAGES 237
INTRODUCTORY CHALLENGE 237
Questioning the Acceptability of Sales Messages 238 Preparing to Write a Sales Message 239 Determining the Central Appeal 239 Determining the Makeup of the Mailing 241 Gaining Attention Before the Message Begins 243 Gaining Attention in the Opening of the Message 243 Building a Persuasive Case 244 Stressing the You-Viewpoint 246 Choosing Words Carefully 247 Enhancing Your Message with Visuals 248 Including All Necessary Information 250 Driving for the Sale 250 Adding a Postscript 252 Off ering Name Removal to Email Readers 252 Reviewing the General Sales Plan 252 Evaluating Contrasting Examples 253
PROPOSALS 254
INTRODUCTORY CHALLENGE 254
Types of Proposals 255 Proposal Format and Contents 259
THERE’S MORE . . . 269
SUMMARY BY LEARNING OBJECTIVES 270 KEY TERMS 272 CRITICAL THINKING QUESTIONS 272 SKILLS BUILDING EXERCISES 273 PROBLEM-SOLVING CASES 274
Communication Matters:Th e Ingredients of Successful Fundraising 232
Communication Matters: Sophisticated Selling in White Papers 240
Communication Matters: Gaining—and Keeping— Readers’ Attention on Facebook and Twitter 244
Communication Matters: Th e Importance of Vividness in Sales Messages 247
Communication Matters: Persuasive Strategies Vary across Cultures 250
Technology in Brief: Web Resources for Proposal Writing 255
Communication Matters: Wise Words from a Professional Proposal Writer 259
Communication Matters: Th e Seven Deadly Sins of Proposal Writing 260
ren03210_fm_i-xl.indd xxxiiiren03210_fm_i-xl.indd xxxiii 1/11/13 6:23 PM1/11/13 6:23 PM
xxxiv Contents
CHAPTER TEN Conducting a Winning Job Campaign 284
INTRODUCTORY CHALLENGE 285
THE JOB SEARCH 285 Building a Network of Contacts 285 Obtaining an Internship 286 Identifying Appropriate Jobs 286 Finding Your Employer 289
PREPARING THE APPLICATION DOCUMENTS 292
CONSTRUCTING THE RÉSUMÉ 292 Résumé Content 292 Printed (Hardcopy) Résumés 307 Electronic Résumés 311 Scannable Résumés 312
WRITING THE COVER MESSAGE 313 Cover Letters 313 Email Cover Messages 325
HANDLING THE INTERVIEW 326 Investigating the Company 326 Making a Good Appearance 326 Anticipating Questions and Preparing Answers 327 Putting Yourself at Ease 328 Helping to Control the Dialogue 329
FOLLOWING UP AND ENDING THE APPLICATION 329
Other Job-Search Messages 330 Continuing Job-Search Activities 331
THERE’S MORE . . . 332
SUMMARY BY LEARNING OBJECTIVES 332 KEY TERMS 334 CRITICAL THINKING QUESTIONS 334 SKILLS BUILDING EXERCISES 335 PROBLEM-SOLVING CASES 336
Communication Matters: Th e Where, What, and Whys of Hiring 287
Technology in Brief: Make Your LinkedIn Profi le Work for You 290
Communication Matters: Th e Most Important Six Seconds in Your Job Search 308
Communication Matters: Developing a Professional Portfolio 321
Technology in Brief: Websites Off er Valuable Interview Advice 323
Communication Matters: Answers to the 10 Toughest Interview Questions 327
Communication Matters: What’s the Number One Interviewing Mistake? 329
PART FOUR Fundamentals of Report Writing 341
CHAPTER ELEVEN Preparing Informative and Infl uential Business Reports 342
INTRODUCTORY CHALLENGE 343
REPORTS AND YOUR FUTURE 343
DEFINING REPORTS 343
DETERMINING THE REPORT PROBLEM AND PURPOSE 344
Th e Preliminary Investigation 344 Th e Need for Clear Problem and Purpose Statements 344
DETERMINING THE FACTORS 345 Use of Subtopics in Information Reports 345 Hypotheses for Problems Requiring Solution 346 Bases of Comparison in Evaluation Studies 346
GATHERING THE INFORMATION NEEDED 347
INTERPRETING THE FINDINGS 349 Advice for Avoiding Human Error 350 Appropriate Attitudes and Practices 351 Statistical Tools for Data Analysis 351
ORGANIZING THE REPORT INFORMATION 352
Th e Nature and Benefi ts of Outlining 352 Organization by Division 353 Division by Conventional Relationships 354 Combination and Multiple Division Possibilities 356 From Outline to Table of Contents 357
WRITING THE REPORT 360 Beginning and Ending 360 Being Objective 361 Being Consistent with Time 362 Including Transitions 363 Maintaining Interest 365
COLLABORATIVE REPORT WRITING 365 Determining the Group Makeup 365 Creating the Ground Rules 366 Choosing the Means of Collaboration 366
ren03210_fm_i-xl.indd xxxivren03210_fm_i-xl.indd xxxiv 1/11/13 6:23 PM1/11/13 6:23 PM
Contents xxxv
Making a Project Plan 367 Researching and Writing the Report 367
THERE’S MORE . . . 369
SUMMARY BY LEARNING OBJECTIVES 369 KEY TERMS 371 CRITICAL THINKING QUESTIONS 372 SKILLS BUILDING EXERCISES 372
Communication Matters: Report-Writing Practices and the Sarbanes-Oxley Act 345
Technology in Brief: Report-Writing Tools Help Businesses Succeed 348
Technology in Brief: Brainstorm and Outline with Visualization Tools 353
Communication Matters: Formal, Informal, or Somewhere in Between? 362
Communication Matters: Choice Lines Gleaned from Accident Reports Submitted to Insurance Companies 364
Communication Matters: Does Your Group Have Emotional Intelligence? 366
Technology in Brief: Comment and Review Tools Help Writers Track Changes to Th eir Documents 368
CHAPTER TWELVE Choosing the Right Type of Report 374
INTRODUCTORY CHALLENGE 375
AN OVERVIEW OF REPORT COMPONENTS 375
Th e Report Classifi cation Plan 375 Th e Report Components 376
CHARACTERISTICS OF THE SHORTER REPORTS 381
Little Need for Introductory Information 381 Predominance of the Direct Order 381 A More Personal Writing Style 383 Less Need for a Structured Coherence Plan 385
FORMS FOR SHORT TO MID-LENGTH REPORTS 385
Th e Short Report 385 Letter Reports 395 Email and Memo Reports 395 Written Reports in Other Forms 398
COMMON TYPES OF SHORT REPORTS 398 Routine Operational Reports 399 Progress Reports 402
Problem-Solving Reports 402 Meeting Minutes 404
COMPONENTS OF LONG, FORMAL REPORTS 407
Th e Report Introduction 407 Th e Report Body 410 Th e Ending of the Report 411 Appended Parts 412
THE STRUCTURAL COHERENCE PLAN 412
THE FORMAL REPORT ILLUSTRATED 414
THERE’S MORE . . . 414
SUMMARY BY LEARNING OBJECTIVES 431 KEY TERMS 433 CRITICAL THINKING QUESTIONS 433 SKILLS BUILDING EXERCISES 433 PROBLEM-SOLVING CASES 435 ADDITIONAL TOPICS FOR REPORTS 448
Communication Matters: Creating a Report Title with the 5 Ws and 1 H 377
Communication Matters: Tips from a Professional Explainer 383
Technology in Brief: Using a Report Template for a Polished Look 384
Communication Matters: Knowledge Management Gives Companies the Competitive Edge 398
Technology in Brief: Using a Table of Contents Generator for Speed and Accuracy 410
CHAPTER THIRTEEN Conducting Research for Decision Makers 453
INTRODUCTORY CHALLENGE 454
WHY RESEARCH MATTERS 454
WHAT RESEARCH IS 455 Primary versus Secondary Research 455 Quantitative versus Qualitative Strategies 456
HOW TO FIND EXISTING RESEARCH 456 Searching the Web 456 Evaluating Websites 463 Taking Advantage of Social Networks 464 Using the Library 469
HOW TO DO NEW RESEARCH 474 Conducting a Survey 474 Conducting an Experiment 480 Using Observation 482 Conducting Qualitative Research 482
ren03210_fm_i-xl.indd xxxvren03210_fm_i-xl.indd xxxv 1/11/13 6:23 PM1/11/13 6:23 PM
xxxvi Contents
CONDUCTING ETHICAL BUSINESS RESEARCH 484
Treating Research Participants Ethically 484 Reporting Information Accurately and Honestly 484
THERE’S MORE. . . 485
SUMMARY BY LEARNING OBJECTIVES 485 KEY TERMS 490 CRITICAL THINKING QUESTIONS 490 SKILLS BUILDING EXERCISES 491
Technology in Brief: Managing Citations with Zotero 462
Technology in Brief: Web-Based Survey Tools Help Writers Design, Analyze, and Report Results of Questionnaires 478
CHAPTER FOURTEEN Using Visuals to Make Your Point 493
INTRODUCTORY CHALLENGE 494
PLANNING THE VISUALS 494
DETERMINING THE GENERAL MECHANICS OF CONSTRUCTION 494
Size 495 Orientation 495 Type 495 Rules and Borders 495 Color and Cross-Hatching 496 Clip Art 496 Background 496 Numbering 496 Construction of Titles and Captions 497 Placement of Titles and Captions 498 Footnotes and Acknowledgments 498
CONSTRUCTING TEXTUAL VISUALS 499 Tables 499 Pull Quotes 500 Bulleted Lists 501 Flowcharts and Process Charts 501
CONSTRUCTING CHARTS, GRAPHS, AND OTHER VISUALS 503
Bar and Column Charts 503 Pictographs 506 Pie Charts 506 Line Charts 507 Scatter Diagrams 508 Maps 509
Combination Charts 510 Th ree-Dimensional Visuals 510 Photographs 511 Other Visuals 512 Visual Integrity 512
PLACING AND INTERPRETING THE VISUALS 517
THERE’S MORE. . . 518
SUMMARY BY LEARNING OBJECTIVES 518 KEY TERMS 520 CRITICAL THINKING QUESTIONS 520 SKILLS BUILDING EXERCISES 520
Communication Matters: Infographics: Everything Old Is New Again 497
Communication Matters: Avoiding Chartjunk 514
Communication Matters: Th e Periodic Table of Visualization Methods 516
PART FIVE Oral Forms of Business Communication 523
CHAPTER FIFTEEN Communicating Effectively in Meetings and Conversations 524
INTRODUCTORY CHALLENGE 525
THE PREVALENCE OF ORAL COMMUNICATION ON THE JOB 525
INFORMAL WORKPLACE TALKING 526 Elements of Professional Talking 526 Courtesy in Talking 528
CONDUCTING AND PARTICIPATING IN MEETINGS 528
Techniques of Conducting Meetings 529 Techniques for Participating in a Meeting 533
USING THE PHONE 533 Professional Voice Quality 533 Courtesy 533 Eff ective Phone Procedures 535 Eff ective Voice Mail Techniques 535 Courteous Use of Cell Phones 535
LISTENING 536 Th e Nature of Listening 536 Improving Your Listening Ability 536
THE REINFORCING ROLE OF NONVERBAL COMMUNICATION 539
ren03210_fm_i-xl.indd xxxviren03210_fm_i-xl.indd xxxvi 1/11/13 6:23 PM1/11/13 6:23 PM
Contents xxxvii
Th e Nature of Nonverbal Communication 539 Types of Nonverbal Communication 540
THERE’S MORE . . . 542
SUMMARY BY LEARNING OBJECTIVES 542 KEY TERMS 544 CRITICAL THINKING QUESTIONS 544 SKILLS BUILDING EXERCISES 544
Communication Matters: Finding Your Professional Voice 526
Communication Matters: Th e Art of Negotiation 527
Technology in Brief: Collaborative Tools Support Virtual Meetings 529
Communication Matters: What ’ s in a Handshake? 537
CHAPTER SIXTEEN Delivering Oral Reports and Business Speeches 547
INTRODUCTORY CHALLENGE 548
MASTERING FORMAL SPEAKING 548
REPORTING ORALLY 548 Defi ning Oral Reports 548 Understanding the Diff erences between Oral and Written Reports 549 Planning the Oral Report 549
GIVING SPEECHES AND PRESENTATIONS 550
Determining the Topic and Purpose 550 Preparing the Presentation 551 Choosing the Presentation Method 554 Choosing the Means of Audience Feedback 554
PREPARING YOURSELF TO SPEAK 555 Appealing Personal Traits 555 Appropriate Appearance and Physical Actions 557 Pleasant Voice and Speaking Style 559
SUPPORTING YOUR TALK WITH VISUALS 560
What Kinds of Information to Present Visually 560 Techniques for Using Visuals 561 Use of Presentation Software 562 Use of Handouts 564
DELIVERING WEB-BASED PRESENTATIONS 564
Varieties of Web Presentations 564
Special Guidelines for Web Presentations 566
GIVING TEAM (COLLABORATIVE) PRESENTATIONS 566
THERE’S MORE . . . 568
SUMMARY BY LEARNING OBJECTIVES 568 KEY TERMS 570 CRITICAL THINKING QUESTIONS 570 SKILLS BUILDING EXERCISES 571
Communication Matters: Have You Met TED? 552
Technology in Brief: Presentation Delivery Tools Help You Convey Your Message Eff ectively 556
Communication Matters: Look Like a Pro with PowerPoint Keyboard Shortcuts 559
Technology in Brief: Virtual Presentations: Th e Next Best Th ing to Being Th ere 565
PART SIX Elements of Professionalism: Technological Profi ciency and Correctness 573
CHAPTER SEVENTEEN Leveraging Technology for Better Writing 574
INTRODUCTORY CHALLENGE 575
TECHNOLOGICAL SUPPORT FOR WRITING TASKS 575
TOOLS FOR CONSTRUCTING MESSAGES 575
Computer Tools for Planning a Writing Project 575 Computer Tools for Gathering and Organizing Information 576 Computer Tools for Presenting Information 580 Computer Tools for Drafting 581 Computer Tools for Revising and Editing 583
COMPUTER TOOLS FOR COLLABORATION 587
Collaborative Writing Programs 587 Discussion Boards 588
A LOOK TO THE FUTURE 588
THERE’S MORE . . . 590
SUMMARY BY LEARNING OBJECTIVES 590 KEY TERMS 591 CRITICAL THINKING QUESTIONS 591 SKILLS BUILDING EXERCISES 591
ren03210_fm_i-xl.indd xxxviiren03210_fm_i-xl.indd xxxvii 1/11/13 6:23 PM1/11/13 6:23 PM
xxxviii Contents
Technology in Brief: Backing Up Frequently Is the Writer’s Responsibility 585
Communication Matters: Do U Txt? 589
CHAPTER EIGHTEEN Conveying Professionalism Through Correctness 592
INTRODUCTORY CHALLENGE 593
THE IMPORTANCE OF CORRECTNESS 593
THE NATURE OF CORRECTNESS 593
STANDARDS FOR PUNCTUATION 594 Apostrophe: Apos 1 594 Apos 2 595 Apos 3 595 Brackets: Bkts 595 Colon: Cln 1 596 Cln 2 596 Comma: Cma 1 597 Cma 2–1 597 Cma 2–2 597 Cma 3 597 Cma 4–1 598 Cma 4–2 598 Cma 4–3 598 Cma 4–4 599 Cma 5–1 599 Cma 5–2 599 Cma 6–1 600 Cma 6–2 600 Dash: Dsh 1 600 Dsh 2 600 Exclamation Mark: Ex 600 Hyphen: Hpn 1 601 Hpn 2–1 601 Hpn 2–2 601 Hpn 2–3 601 Italics: Ital 1 601 Ital 2 601 Ital 3 601 Parentheses: Parens 603 Period: Pd 1 603 Pd 2 603 Pd 3 603 Question Mark: Q 603 Quotation Marks: QM 1 603 QM 2 604 QM 3 604
QM 4 604 Semicolon: SC 1 604 SC 2 604 SC 3 606 SC 4 606
STANDARDS FOR GRAMMAR 606 Adjective–Adverb Confusion: AA 606 Subject–Verb Agreement: Agmt SV 606 Adverbial Noun Clause: AN 608 Awkward: Awk 608 Dangling Modifi ers: Dng 608 Misplaced Modifi ers: Mispl 609 Mixed Construction: MixCon 609 Incomplete Constructions: IncCon 609 Sentence Fragment: Frag 609 Pronouns: Pn 1 610 Pn 2 610 Pn 3 611 Pn 4 612 Parallelism: Prl 612 Tense: Tns 612 Tns 1 613 Tns 2 613 Tns 3 613 Tns 4 613 Tns 5 613 Word Use: WU 614 Wrong Word: WW 614
STANDARDS FOR THE USE OF NUMBERS 614
Numbers: No 1 615 No 2 615 No 3 615 No 4 615 No 5 615 No 6 615 No 7 616 No 8 616 No 9 616 No 10 616 No 11 616
SPELLING: SP 616 Rules for Word Plurals 617 Other Spelling Rules 617
CAPITALIZATION: CAP 618
THERE’S MORE . . . 619
KEY TERMS 619
ren03210_fm_i-xl.indd xxxviiiren03210_fm_i-xl.indd xxxviii 1/11/13 6:23 PM1/11/13 6:23 PM
Contents xxxix
CRITICAL THINKING QUESTIONS 620 SKILLS BUILDING EXERCISES 621 A SELF-ADMINISTERED DIAGNOSTIC TEST OF CORRECTNESS 623
Communication Matters: Can You Detect the Diff erence that Punctuation Makes? 594
Communication Matters: Good Grammar: Your Ticket to Getting and Keeping a Job 596
Technology in Brief: Using the Internet to Improve Your Grammar 602
Technology in Brief: Hyphen, Small Dash, or Big Dash? 605
APPENDIXES
A Corrections for the Self-Administered Diagnostic Test of Correctness 624
B Physical Presentation of Letters, Memos, and Reports 626
C General Grading Symbols: Punctuation, Grammar, Numbers, Spelling, Proofreading, Technique, Strategy, and Formatting 641
D Grading Codes and Checklists: Messages and Reports 645
E Documentation and the Bibliography 649
Communication Matters: Quotation Marks, Citation, Both, or Neither? 650
Technology in Brief: Using Microsoft 2010 to Add Footnotes 657
Communication Matters: Citation Management Tools: Use with Caution 663
Photo Credits 669
Index 670
ren03210_fm_i-xl.indd xxxixren03210_fm_i-xl.indd xxxix 1/11/13 6:23 PM1/11/13 6:23 PM
This page intentionally left blank
As head of Learning & Development for
Facebook, Stuart Crabb knows what qualities
companies look for in a job candidate. He has
over 20 years’ experience helping companies
hire the right people, develop their talent,
and become more culturally diverse.
What does it take to succeed at Facebook?
According to Crabb, the answers are “criti-
cal thinking,” “problem solving,” “creativity,”
and “performance.” It also takes being “mo-
tivated,” “individually accountable,” and a
“good fi t” with the company culture.
Th ese happen to be key traits of successful
business communicators, too. Th ey under-
stand that communicating well takes analysis, judgment, and even ingenuity. It takes
being attuned to people and to each communication situation. And it takes not only
verbal skill but also technological and visual literacy.
Like business itself, business communication can be challenging. But the chal-
lenge can be fun, and solving communication problems can bring enormous rewards.
Th is book will help prepare you for an exciting future as both a businessperson and a
communicator.
Stuart Crabb, Head of Learning & Development for Facebook
PART ONE
Introduction
1 Understanding Workplace Communication
2 Communicating Across Cultures
ren03210_ch01_001-024.indd 1ren03210_ch01_001-024.indd 1 1/10/13 9:53 AM1/10/13 9:53 AM
Learning Objectives Upon completing this chapter, you will understand the role and nature of communication in business. To achieve this goal, you should be able to
1 Explain the importance of communication to you and to business.
2 Describe the main challenges facing business communicators today.
3 Describe the three main categories of business communication.
4 Describe the formal and informal communication networks of the business organization.
5 Describe factors that affect the types and amount of communicating that a business does.
6 Explain why business communication is a form of problem solving.
7 Describe the various contexts for each act of business communication.
8 Describe the business communication process.
CHAPTER ONE
Understanding Workplace Communication
ren03210_ch01_001-024.indd 2ren03210_ch01_001-024.indd 2 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 3
THE ROLE OF COMMUNICATION IN BUSINESS Your work in business will involve communication—a lot of it—because communica- tion is a major part of the work of business. Th e overview that follows will help you prepare for the communication challenges that lie ahead.
Th e Importance of Communication Skills Because communication is so important in business, businesses want and need people with good communication skills. Evidence of the importance of communication in business is found in numerous surveys of executives, managers, and recruiters. Without exception, these surveys have found that communication ranks at or near the top of the business skills needed for success.
For example, the 431 managers and executives who participated in a survey about graduates’ preparedness for the workforce named “oral communications,” “teamwork/ collaboration,” “professionalism/work ethic,” “written communications,” and “criti- cal thinking/problem solving” as the top “very important skills” job applicants should have. 1 Th e employers surveyed for the National Association of Colleges and Employers’ Job Outlook Survey for 2011 rated “communication” as the most valuable soft skill, with “teamwork skills” and “analytical skills” following closely behind. 2 Why is communica- tion ability so highly valued? As one professional trainer explains, “you will need to
LO1 Explain the importance of communication to you and to business.
You were thrilled to be hired a few months ago as a cus- tomer service representative for OrgWare.com, a com- pany that sells management software specially designed for professional associations. The software enables orga- nizations like the American Marketing Association and the Association for Business Communication to manage their fi nances, keep track of their members, schedule events, and much more. The company is doing well. In 12 years, it has grown from a fi ve-person business into one that employs 120 people. There are now six regional sales teams located across the U.S., and there’s even a development team in Malaysia. But this growth has created a problem: The extensive face-to-face communication that helped make OrgWare.com a thriving business has, in many cases, become diffi cult or impossible. As a result, the sense of teamwork in the organization is weakening. And it is clear that phone calls, emails, and instant messaging
are not suffi cient to keep employees engaged and well informed. The CEO has formed a task force to fi nd an internal communication solution. Will it be an intranet? An elec- tronic newsletter? A secure social networking site? Virtual meetings? A combination? Which would the employees be most likely to read and use? How should the solution be implemented, and what will it cost? To your surprise, you were asked to help fi nd the an- swers. The CEO felt that your familiarity with new media could be an asset to the team. You’ll also be expected to represent the customer service area and the viewpoints of young employees like yourself. Everyone on the team will need to research the pros and cons of different media, acquire employees’ opinions, write progress reports, share ideas, and ultimately help present the team’s recommendation to the top executives. Are you ready?
INTRODUCTORY CHALLENGE
Demonstrating Your Value on a High-Profile Team
1 Th e Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management, Are Th ey Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants into the 21st Century Workforce , 21, Partnership for 21st Century Skills , Partnership for 21st Century Skills, 2 Oct. 2006, Web, 22 Apr. 2012. 2 NACE, National Association of Colleges and Employers, 2011, Web, 22 Apr. 2012.
ren03210_ch01_001-024.indd 3ren03210_ch01_001-024.indd 3 1/10/13 9:53 AM1/10/13 9:53 AM
4 PART 1 Introduction
request information, discuss problems, give instructions, work in teams, and interact with colleagues and clients” to achieve cooperation and team effi ciency. To advance, you’ll also need to be able to “think for yourself,” “take initiative,” and “solve problems.” 3 On the managerial level, you’ll fi nd that communication skills are even more essential. In the words of an international business consultant, “nothing puts you in the ‘poor leader’ category more swift ly than inadequate communication skills.” 4
Unfortunately, businesses’ need for employees with strong communication skills is all too oft en unfulfi lled. When NFI Research asked senior executives and managers what areas of their companies they’d most like to see improved, they put “effi ciency” and “communication” at the top of the list. 5 According to Solari Communications, “poor communication costs business millions of dollars every single day” in the form of wasted time, misunderstandings, eroded customer loyalty, and lost business. 6 SIS In- ternational Research found that poor communication is a problem for small and mid- sized businesses, not just for big corporations. Its data indicated that in 2009 a business with 100 employees spent an average downtime of 17 hours a week on clarifying its communications, which translated into an annual cost of $524,569. 7
Th e communication shortcomings of employees and the importance of communica- tion in business explain why you should work to improve your communication skills. Whatever position you have in business, your performance will be judged largely on the basis of your ability to communicate. If you perform and communicate well, you are likely to be rewarded with advancement. And the higher you advance, the more you will need your communication ability. Th e evidence is clear: Improving your commu- nication skills improves your chances for success in business.
Why Business Depends upon Communication Every business, even a one-person business, is actually an economic and social system. To produce and sell goods and services, any business must coordinate the activities of many groups of people: employees, suppliers, customers, legal advisors, community
3 Shirley Taylor, “Why Are Communication Skills Important?,” ST Training Solutions , ST Training Solutions Pte Ltd, n.d., Web, 22 Apr. 2012. 4 Jonathan Farrington, “Th e MOST Important Leadership Trait?—It’s a ‘No-Brainer,’ ” Blogit , Jonathan Farrington, 26 Sept. 2008, Web, 22 Apr. 2012. 5 Chuck Martin, “NFI Research Result: Wish List,” Forbes.com , Forbes.com, 4 Feb. 2010, Web, 22 Apr. 2012. 6 Rich Maggiani, “Th e Costs of Poor Communication,” Solari , Solari Communication, 2012, Web, 22 Apr. 2012. 7 SIS International Research, “SMB Communications Pain Study White Paper: Uncovering the Hidden Cost of Communications Barriers and Latency,” SIS International Research , SIS International Research, Market Intelligence Journal, 10 Mar. 2009, Web, 22 Apr. 2012.
Peter Drucker, recipient of the Presidential Medal of Free- dom and one of the most respected management consul- tants, educators, speakers, and writers of our time, made these observations about communication:
Colleges teach the one thing that is perhaps most valu- able for the future employee to know. But very few stu- dents bother to learn it. This one basic skill is the ability to organize and express ideas in writing and speaking.
As soon as you move one step from the bottom, your effectiveness depends on your ability to reach others through the spoken or the written word. And the further away your job is from manual work, the larger the organi- zation of which you are an employee, the more important it will be that you know how to convey your thoughts in writing or speaking. In the very large organization . . . this ability to express oneself is perhaps the most important of all the skills a person can possess.
COMMUNICATION MATTERS
Peter Drucker on the Importance of Communication in Business
ren03210_ch01_001-024.indd 4ren03210_ch01_001-024.indd 4 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 5
representatives, and government agencies that might be involved. Th ese connections are achieved through communication.
Consider, for example, the communications of a pharmaceutical manufacturer. Th roughout the company, employees send and receive information about all aspects of the company’s business:
• Salespeople receive instructions and information from the home offi ce and submit orders and regular reports of their contact with customers.
• Executives use written and oral messages to conduct business with customers and other companies, manage company operations, and perform strategic planning.
• Production supervisors receive work orders, issue instructions, receive status reports, and submit production summaries.
• Shop fl oor supervisors deliver orders to the employees on the production line, communicate and enforce guidelines for safety and effi ciency, troubleshoot problems that arise, and bring any concerns or suggestions to management.
• Marketing professionals gather market information, propose new directions for company production and sales eff orts, coordinate with the research and development staff , and receive direction from the company’s executives.
• Research specialists receive or propose problems to investigate, make detailed records of their research, monitor lab operations for compliance with government regulations, and communicate their fi ndings to management.
• Public relations professionals use various media to build the company’s brand and maintain the public’s trust.
Numerous communication-related activities occur in every other niche of the company as well: fi nance and accounting, human resources, legal, information systems, and other departments. Everywhere, employees receive and send information as they conduct their work, and they may be doing so across or between continents as well as between buildings or offi ces.
Oral communication is a major part of this information fl ow. So, too, are various types of written communication—instant messaging, text messaging, online postings and comments, email, memos, letters, and reports, as well as forms and records.
All of this communicating goes on in business because communication is essen- tial to the organized eff ort involved in business. Simply put, communication enables human beings to work together.
Current Challenges for Business Communicators While communication has always been central to business, the nature of work today presents special communication challenges. Here we discuss four interrelated trends that are likely to infl uence how you will work and communicate.
The Need for Expanded Media Literacy. When email arrived on the scene in the late 1980s, it created something of a revolution. Instead of being restricted to letters, memos, and printed reports and proposals, business writers could now corre- spond electronically. As a result, many tasks formerly conducted via the “old” forms— memos in particular—were performed through email instead, and email replaced many phone and face-to-face conversations as well. Email has also had the eff ect of speeding up communication and of enabling a communicator to reach many more readers simultaneously. It has increased what we can achieve—and are expected to achieve—each day.
Email is still the most heavily used medium in business, but many other media have appeared on the scene. In addition to instant messaging and text messaging, businesses are now using blogs, tweets, podcasts, social networking, virtual meetings, videos, ani- mation, simulations, and even online games. Collectively referred to as new media, these forms of communication and the mobile devices with which people access them are causing another revolution.
LO2 Describe the main challenges facing business communicators today.
ren03210_ch01_001-024.indd 5ren03210_ch01_001-024.indd 5 1/10/13 9:53 AM1/10/13 9:53 AM
6 PART 1 Introduction
Th e impacts of this change are many and far reaching. It is easy now to network with others, even on the other side of the world, and to tap the intelligence of those outside the boundaries of the organization. Obviously, these “new ways for groups to come together and collaborate” will require that employees be “highly conversant with digital networking and virtual collaboration.” 8 But new media are also increasing the need for employees who have social intelligence —the ability “to quickly assess the emotions of those around them and adapt their words, tone, and gestures accordingly.” 9
With information coming in so fast and from so many sources, organizations are becoming less hierarchical and more brain-like, with each employee acting as a kind of sensor. As a result, front-line employees now have a higher level of decision-making power than ever before. 10 Performing well in such an environment takes “novel and adaptive thinking,” 11 a willingness to “embrace change,” and “fi erce problem- solving skills.” 12 Th e approach to business communication that this book takes will help you develop these strengths.
Increasing Globalism and Workplace Diversity. Countries and cultures continue to grow more interconnected as businesses expand their reach around the world. Ac- cording to a panelist for a recent webinar on workplace trends, we are seeing “the emer- gence of the truly globally integrated enterprise,” which means that the likelihood of working on a global team is increasing, as is the importance of “global social networks.” 13
Cross-cultural competency should thus be a part of your skillset. 14 You will need to be aware that your assumptions about business and communication are not shared by everyone everywhere. As the next chapter explains, businesspeople from other coun- tries may have distinctly diff erent attitudes about punctuality and effi ciency. Th ey can also diff er from you in their preference, or lack thereof, for directness and the show of emotion. And the core features of their culture—such as their preference for indi- vidualism or collectivism, their religious beliefs, their political environment, their ideas about social hierarchy, and their attitudes toward work itself—can make their view of how to do business quite diff erent from yours.
You will encounter other kinds of diversity as well. To have adequate retirement income, the so-called Baby Boomers—those born soon aft er World War II—are extending their careers. Th is means that organizations are likely to have employees in their twenties, in their sixties and seventies, and every age in between. 15 Th e infl ux of women into the workplace has meant increased gender diversity. And according to a diversity offi cer for a major health-care fi rm, each generation of U.S. workers has grown more ethnically diverse, with the so-called Generation Y cohort (those born aft er 1979) having the most ethnic diversity. 16 Th is trend is making organizations more innovative and productive, 17 and it means that “cultural agility” will need to fi gure into your workplace communications. 18
17 Institute for the Future for Apollo Research Institute, Future Work Skills 2020 , 9. 18 Sanstad.
11 Institute for the Future for Apollo Research Institute, Future of Work Report: Executive Summary , 4, Apollo Research Institute , Apollo Research Institute, Mar. 2012, Web, 22 Apr. 2012. 12 Bollier 22. 13 Jim Keane, President, Steelcase Group, Future of Work Webinar , Apollo Research Institute, Apollo Research Institute, n.d., Web, 7 May 2012. 14 Institute for the Future for Apollo Research Institute, Future Work Skills 2020 , 9.
15 According to Ross C. DeVol, chief research offi cer for the Milken Institute, one in fi ve Americans will have hit 60 in 2030, and many of these will be staying in the workforce ( Future of Work Webinar , Apollo Research Institute, Apollo Research Institute, n.d., Web, 7 May 2012). 16 Katherine Haynes Sanstad, Regional Executive Director, Diversity, Kaiser Permanente, Future of Work Webinar , Apollo Research Institute, Apollo Research Institute, n.d., Web, 7 May 2012.
8 David Bollier, Th e Future of Work: What It Means for Individuals, Businesses, Markets and Governments , 15, Th e Aspen Institute , Aspen Institute, 2011, Web, 22 Apr. 2012. 9 Institute for the Future for Apollo Research Institute, Future Work Skills 2020 , 8, Apollo Research Institute , Apollo Research Institute, 2011, Web, 22 Apr. 2012. 10 Bollier 19.
ren03210_ch01_001-024.indd 6ren03210_ch01_001-024.indd 6 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 7
An Increased Need for Strong Analytical Skills. Adapting to a quickly chang- ing business landscape requires being able to assess information quickly, focus on what’s relevant, and interpret information reliably and usefully. As data-gathering de- vices are built into more objects, there will be more numerical data for us to process. Th e need for computational thinking —the ability “to interact with data, see patterns in data, make data-based decisions, and use data to design for desired outcomes” 19 — will increase. So will the need for visual literacy , the ability to create and interpret graphics. 20
Th e value of interpretive skills extends beyond interpreting numbers. As we’ve pointed out, being able to understand other people is critical. As “smart machines” automate many workplace tasks, employees will spend more time on tasks that require “sense-making,” or “the ability to determine the deeper meaning or signifi cance of what is being expressed.” 21 As one expert put it, “We’ve got to recognize that the real high- value work . . . may actually have an imaginative component.” 22 Th is quality is required to discern the key facts, to explore “what if,” and to choose the best solution—all central components of successful business communication.
An Increased Focus on Ethics and Social Responsibility One more widespread trend under way in business will likely aff ect the goals of the organization you work for: an increased focus on ethical and socially responsible behavior.
While ethical scandals have plagued businesses throughout modern history, the Enron and WorldCom scandals of 2002, in which false reports of fi nancial health cheated employees and shareholders alike, seemed to usher in a new era of concern. Th at concern was well founded: With 2008 came unprecedented discoveries of mis- management and fraud on the part of some of the United States’s largest fi nancial in- stitutions. Accounts of predatory lending, business espionage, and exploitative labor
19 Institute for the Future for Apollo Research Institute, Future Work Skills 2020 , 4. 20 Institute for the Future for Apollo Research Institute, Future Work Skills 2020 , 10. 21 Institute for the Future for Apollo Research Institute, Future Work Skills 2020 , 8. 22 Bollier 8.
In a New York Times interview, Delta CEO Richard Anderson highlighted the importance of communication skills and contextual awareness. When asked if there had been any change in the quali- ties he looks for in a job applicant over the last several years, he responded with these comments:
I think this communication point is getting more and more important. People really have to be able to handle the written and spoken word. . . . The second thing is, I think you’ve got to have what our pilots call operational awareness. You’ve got to have your head up . . . and you’ve got to have situational awareness of everything that’s going on around you.
There is so much going on in the world today, you’ve got to know what’s going on globally, what’s going on around you, particularly today with what’s going on in this economy. And third, you’ve got to have not just the business skills, you’ve got to have the emotional intelligence. It’s just not enough to be the best person operating an HP calculator. You have to have the emotional intelligence to understand what’s right culturally, both in your company and outside your company.
SOURCE: Adam Bryant, “He Wants Subjects, Verbs and Objects,” The New York Times 25 Apr. 2009: BU2, The New York Times, Web, 30 Apr. 2012.
COMMUNICATION MATTERS
What One CEO Looks for in Job Candidates
ren03210_ch01_001-024.indd 7ren03210_ch01_001-024.indd 7 1/10/13 9:53 AM1/10/13 9:53 AM
8 PART 1 Introduction
practices continue to shake the public’s confi dence in business. On a moral level, doing business in a way that harms others is wrong. On a practical level, doing so undermines trust, which is critical to the success of business. Th e more an organization builds trust among its employees, its shareholders, its business partners, and its community, the better for the business and for economic prosperity overall. A key way to build trust is through respectful, honest communication backed up by quality goods and services.
Lately, another important dimension of business ethics has developed: corporate social responsibility . Th e Internet has brought a new transparency to companies’ busi- ness practices, with negative information traveling quickly and widely. Nongovern- mental organizations (NGOs) such as CorpWatch, Consumer Federation of America, and Greenpeace can exert a powerful infl uence on public opinion and even on govern- ments. Businesses now operate in an age of social accountability, and their response has been the development of corporate social responsibility (CSR) departments and initiatives. While the business benefi ts of CSR have been debated, the public demand for such programs is strong. You may well fi nd that social issues will infl uence how you do business and communicate in business.
Main Categories of Business Communication Such newer media as blogs and social networking have weakened the boundary between “inside” and “outside” the organization. One post on a company’s blog, for example, could draw comments from employees, from employees in a similar organiza- tion or industry, or from potential customers.
Even so, most communication on the job can still be categorized as either internal operational, external operational, or personal. Th ese categories, while not completely distinct, can help you understand your purposes for communicating.
Internal-Operational Communication. All the communication that occurs in conducting work within a business is internal operational. Th is is the communication among the business’s employees that is done to perform the work of the business and track its success.
LO3 Describe the three main categories of business communication.
Nongovermental organizations (NGOs) such as CorpWatch attest to the growing importance of social responsibility in business.
SOURCE: CorpWatch, Home page, CorpWatch, n.d., Web, 30 Apr. 2012. From http://www.corpwatch.org.
ren03210_ch01_001-024.indd 8ren03210_ch01_001-024.indd 8 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 9
Internal-operational communication takes many forms. It includes the ongoing discussions that senior management undertakes to determine the goals and processes of the business. It includes the orders and instructions that supervisors give employees, as well as written and oral exchanges among employees about work matters. It includes reports that employees prepare concerning sales, production, inventories, fi nance, maintenance, and so on. It includes the messages that they write and speak in carrying out their assignments and contributing their ideas to the business.
Much of this internal-operational communication is performed on computer net- works. Employees send email, chat online, and post information on company portals and blogs for others throughout the business, whether located down the hall, across the street, or in other countries. And today, much of this communication takes place via smartphones and other mobile devices.
External-Operational Communication. Th e work-related communicating that a business does with people and groups outside the business is external-operational communication. Th is is the business’s communication with its publics—suppliers, service companies, customers, government agencies, the general public, and others.
External-operational communication includes all of the business’s eff orts at selling—from sales letters, emails, and phone calls to Web and television ads, trade- show displays, the company website, and customer visits. Also in this category is all that a business does to gain positive publicity, such as promoting its community-service activities, preparing appealing materials for current and prospective investors, writing press releases for the media, and contributing expert insights at professional meetings and on webinars. In fact, every act of communication with an external audience can be regarded as a public-relations message, conveying a certain image of the company. For this reason, all such acts should be undertaken with careful attention to both content and tone.
Th e importance of these kinds of external-operational communication hardly needs explaining. Because the success of a business depends on its ability to attract and satisfy customers, it must communicate eff ectively with those customers.
SOURCE: © Randy Glasbergen/ glasbergen.com
ren03210_ch01_001-024.indd 9ren03210_ch01_001-024.indd 9 1/10/13 9:53 AM1/10/13 9:53 AM
10 PART 1 Introduction
But businesses also depend on one another in the production and distribution of goods and services. Coordinating with contractors, consultants, and suppliers requires skillful communication. In addition, every business must communicate to some extent with a variety of other external parties, such as government agencies and public- interest groups. Some external audiences for today’s businesses are illustrated in Figure 1–1 . Like internal communication, external communication is vital to business success.
Personal Communication. Not all the communication that occurs in business is operational. In fact, much of it is without apparent purpose as far as the operating plan of the business is concerned. Th is type of communication is personal. Do not make the mistake of underestimating its importance. Personal communication helps make and sustain the relationships upon which business depends, and it is more important than ever.
Personal communication is the exchange of information and feelings in which we human beings engage whenever we come together—or when we just feel like talking to each other. We are social animals, and we will communicate even when we have little or nothing to say. Although not an offi cial part of the business’s operations, personal communication can have a signifi cant eff ect on their success. Th is eff ect is a result of
Companies often use carefully designed portals or intranets, such as this one at Procter & Gamble, to communicate with employees and enable them to communicate with each other.
Search option in header
Banner linking to company tools /
services
4 top stories rotate with headline and lead-in, refreshed every 2–3 days or as warranted
All other articles appear in list with title and lead- in, comment count and
rating.
Option to sort by theme, most recent, highest rated, etc...
Featured videos / content
Site “how to” areas
Links to company social media
Stock ticker linked with external provider
SOURCE: Reprinted with permission.
ren03210_ch01_001-024.indd 10ren03210_ch01_001-024.indd 10 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 11
the infl uence that personal communication can have on the attitudes of the employees and those with whom they communicate.
Th e employees’ attitudes toward the business, one another, and their assignments directly aff ect their productivity. Th e nature and amount of personal talk at work aff ect those attitudes. In an environment where heated words and fl aming tempers are oft en present, the employees are not likely to give their best eff orts to their jobs. Likewise, a rollicking, jovial workplace can undermine business goals. Wise managers cultivate the optimum balance between employees’ focus on job-related tasks and their freedom to engage with others on a personal level. Chat around the water cooler or in the break room encourages a team attitude and can oft en be the medium in which actual business issues get discussed. Even communication that is largely internal-operational will oft en
Figure 1–1
Likely External Audiences for Today’s Businesses
Customers (consumers,
business customers, the government . . . )
Industry Partners (competitors, similar
businesses, lobbyists . . . ) Regulatory Agents (the government, trade
alliances, union officials, national and international
legal experts . . . )
Public Groups (community groups, citizen groups, nongovernmental
organizations, schools and foundations . . . )
Core Business Partners
(suppliers, contract workers, manufacturers,
shippers, distributors . . . )
Your company
The Public at Large (Internet surfers, social networkers, potential employees, potential
investors . . . )
Personal communication in business is both inevitable and important.
ren03210_ch01_001-024.indd 11ren03210_ch01_001-024.indd 11 1/10/13 9:53 AM1/10/13 9:53 AM
12 PART 1 Introduction
include personal elements that relieve the tedium of daily routine and enable employ- ees to build personal relationships.
Similarly, communication with external parties will naturally include personal remarks at some point. Sometimes you may fi nd yourself writing a wholly personal message to a client, as when he or she has won a major award or experienced a loss of some kind. Other times, you may compose an external-operational message that also includes a brief personal note, perhaps thanking a client for a pleasant lunch or refer- ring to a personal matter that came up in the course of a business meeting.
Using both online and face-to-face networking, you will also cultivate business- related friends. Your relationships with these contacts will not only help you do your current job; they will also be an important resource as you change jobs or even careers. Research shows that “the idea of the steady, permanent job is becoming a relic of an- other era.” 23 Employees are now taking “an entrepreneurial approach” to their lives and skills, considering carefully where to work, what work to do, how much to work, and for how long. 24 Th e personal connections you make in your current employment will contribute to your future success.
Communication Networks of the Organization Looking over all of a business’s communication (internal, external, and personal), we see an extremely complex system of information fl ow and human interaction. We see dozens, hundreds, or even thousands of individuals engaging in untold numbers of communication events throughout each workday.
In fact, as Figure 1–2 shows, there are two complex networks of information in virtually any organization—one formal and one informal. Both are critical to the suc- cess of the business.
The Formal Network. In simplifi ed form, information fl ow in a modern business is much like the network of arteries and veins in the body. Just as the body has blood vessels, the business has major, well-established channels for information exchange. Th is is the formal network —the main lines of operational communication. Th rough these channels fl ows the bulk of the communication that the business needs to operate. Specifi cally, the fl ow includes the upward, lateral, and downward movement of infor- mation in the form of reports, memos, email, and other media within the organization; the downward movement of orders, instructions, advisories, and announcements; and the broad dissemination of company information through the organization’s newslet- ter, bulletin boards, email, intranet, or blogs.
LO4 Describe the formal and informal communication networks of the business organization.
Division manager
Department manager
Black lines = Formal network (slow to change) Red lines = Informal network (frequently changing)
Department manager
Figure 1–2
Formal and Informal Communication Networks in a Division of a Small Business
23 Bollier 3. 24 Institute for the Future for Apollo Research Institute, Future of Work Report 6.
ren03210_ch01_001-024.indd 12ren03210_ch01_001-024.indd 12 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 13
As we have seen, information routinely fl ows outward as well. Order acknowledg- ments, invoices, receipts, correspondence with suppliers and consultants, and other standard external-operational communications can make external audiences part of the formal communication network.
Th ese offi cially sanctioned lines of communication cause certain forms of commu- nication, or genres , to exist within the organization. For example, it may be customary in one company for project leaders to require a weekly report from team members. In another company, the executives may hold monthly staff meetings. Whatever the established form, it will bring with it certain expectations about what can and cannot be said, who may and may not say it, and how the messages should be structured and worded. You will need to understand these expectations in order to use the approved lines of communication to get things done.
The Informal Network. Operating alongside the formal network is the informal network . It comprises the thousands upon thousands of personal communications that may or may not support the formal communication network of a business. Such com- munications follow no set pattern; they form an ever-changing and infi nitely complex structure linking the members of the organization to each other and to many diff erent external audiences.
Th e complexity of this informal network, especially in larger organizations, can- not be overemphasized. Typically, it is really not a single network but a complex rela- tionship of smaller networks consisting of certain groups of people. Th e relationship is made even more complex by the fact that these people may belong to more than one group and that group memberships and the links between groups are continually changing. Th e department you belong to, the other employees with whom you come in contact in the course of your workday, and the many connections you make with those outside your organization can cause links in this network to form.
Th e informal network inside an organization is oft en referred to as the grapevine. Th is communication network is more valuable to the company’s operations than a fi rst impression might indicate. Certainly, it carries much gossip and rumor. Even so, the grapevine usually carries far more information than the formal communication system, and on many matters it is more eff ective in determining the course of an organization. Skillful managers recognize the presence of the grapevine, and they know that the powerful people in this network are oft en not those at the top of the
Internal-operational communication enables employees to work together toward business goals.
ren03210_ch01_001-024.indd 13ren03210_ch01_001-024.indd 13 1/10/13 9:53 AM1/10/13 9:53 AM
14 PART 1 Introduction
formal organizational hierarchy. Th ey fi nd out who the talk leaders are and give them the information that will do the most good for the organization. Th ey also make management decisions that will cultivate positive talk.
Employees’ personal relations with external audiences add another dimension to a company’s informal network. Th e widespread use of social media has dramatically increased employees’ informal communication with outsiders. Such communication can either help or hurt the company. Here again, wise managers will be sensitive to the informal network and manage in such a way as to encourage talk that is benefi cial to the company.
As an employee, you need to be careful about how you participate in the infor- mal network. Unwise remarks can get you known as a troublemaker and even get you fi red, whereas representing yourself and your company well can result not only in more pleasant relations but also in professional success.
Variation in Communication Activity by Business Just how much and what kind of communicating a business does depends on several factors. Th e nature of the business is one. For example, insurance companies have a great need to communicate with their customers, especially through letters and other mailings, whereas housecleaning service companies have little such need. Another fac- tor is the business’s size and complexity. Relatively simple businesses, such as repair services, require far less communication than complex businesses, such as automobile manufacturers.
Th e business’s relation to its environment also infl uences its communication prac- tices. Businesses in a comparatively stable environment, such as textile manufacturing or food processing, will tend to depend on established types of formal communication in a set organizational hierarchy, whereas those in a volatile environment, such as soft - ware development or online commerce, will tend to improvise more in terms of their communications and company structure.
Yet another factor is the geographic dispersion of the operations of a business. Obvi- ously, internal communication in a business with multiple locations diff ers from that of a one-location business. Enabling employees to work from home, requiring them to travel, or relying on outside contractors can also increase a company’s geographical reach and thus aff ect its communication. Related to this factor is how culturally diverse the company is. Th e communication of a multicultural organization will require more adaptation to participants’ values, perspectives, and language skills than that of a rela- tively homogeneous organization.
Each business can also be said to possess a certain organizational culture , which has a strong eff ect upon, and is strongly aff ected by, the company’s communication. Th e concept of organizational or corporate culture was popularized in the early 1980s, and it continues to be a central focus of management consultants and theorists. 25 You can think of a given company’s culture as its customary, but oft en unstated, ways of perceiv- ing and doing things. It is the medium of preferred values and practices in which the company’s members do their work.
Recall places you’ve worked or businesses you’ve patronized. In some, the employees’ demeanor suggests a coherent, healthy culture in which people seem to know what to do and be happy doing it. At the other extreme are companies where employees exhibit little affi liation with the business and may even be sabotaging it through poor customer service or lack of knowledge about their jobs. Th e content and quality of the company’s communication have a great deal to do with employees’ attitudes and behavior.
Take care to note that the offi cial culture and the actual culture in a company are not necessarily the same. Offi cially, the company management may announce and try
LO5 Describe factors that affect the types and amount of communicating that a business does.
25 See Edgar H. Schein, Organizational Culture and Leadership, 4th ed. (San Francisco: Jossey-Bass, 2010), print, which reviews the literature on this important concept.
ren03210_ch01_001-024.indd 14ren03210_ch01_001-024.indd 14 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 15
to promote a certain culture through formal communications such as mission state- ments and mottoes. But the actual culture of a company is a dynamic, living realm of meaning constructed daily through infi nite behaviors and communications at all lev- els of the company. Having your antennae out for the assumptions that actually drive people’s conduct in your or your client’s workplace will help you become a more eff ec- tive communicator.
THE BUSINESS COMMUNICATION PROCESS While business communication involves many diff erent skills, from verbal and visual literacy to technological know-how, none are more important than problem-solving skills and people skills. Th ese are central to the business communication process.
Business Communication as Problem Solving Virtually every signifi cant communication task that you will face will involve analyzing a unique set of factors that requires at least a somewhat unique solution. For this rea- son, it makes sense to think of business communication as problem solving .
Researchers in many fi elds—management, medicine, writing, psychology, and others—have studied problem solving. In general, they defi ne problem as a gap be- tween where you are now and where you want to be. 26 Within this framework, a problem isn’t always something negative; it can also be an opportunity to improve a situation or do things in a better way. As a goal-focused enterprise, business is all about solving problems, and so, therefore, is business communication.
Th e problem-solving literature divides problems into two main types: well de- fi ned and ill defi ned. Th e former can be solved by following a formula, such as when you are computing how much money is left in your department’s budget. But most real-world problems, including business communication problems, cannot be solved this way. Th ey do not come to us in neat packages with the path to the best solution clearly implied. Instead, they require research, analysis, creativity, and judgment. One reason why this is the case in business communication is that, as in any commu- nication situation, people are involved—and people are both complex and unique. But the business context itself is oft en complex, presenting you with multiple options for handling any given situation. For example, if a customer has complained, what will you do about it? Nothing? Apologize? Imply that the customer was at fault? Give a conciliatory discount? Refuse to adjust the bill? Even a “simple” problem like this one requires thinking through the likely short- and long-term eff ects of several pos- sible solutions.
Solving ill-defi ned problems involves combining existing resources with innova- tion and good judgment. Although this book presents basic plans for several common types of business communication messages, you will not be able to solve particular communication problems by just fi lling in the blanks of these plans. Th e plans can be thought of as heuristics —“rules of thumb” that keep you from reinventing the wheel with each new problem. But the plans do not tell you all you need to do to solve each unique communication problem. You must decide how to adapt each plan to the given situation.
LO6 Explain why business communication is a form of problem solving.
26 For discussions of problem solving, see the following print resources: John R. Hayes, Th e Complete Problem Solver, 2nd ed. (Hillsdale, NJ: Lawrence Erlbaum, 1989); Morgan D. Jones, Th e Th inker’s Toolkit (New York: Th ree Rivers Press, 1998); Janet E. Davidson and Robert J. Sternberg, eds., Th e Psychology of Problem Solving (Cambridge, UK: Cambridge University Press, 2003); Dan Roam, Th e Back of the Napkin (London: Portfolio, 2008); John Adair, Decision Making and Problem Solving Strategies , 2nd ed. (London: Kogan Page, 2010).
ren03210_ch01_001-024.indd 15ren03210_ch01_001-024.indd 15 1/10/13 9:53 AM1/10/13 9:53 AM
16 PART 1 Introduction
What this means is that successful business communication is both more challeng- ing and more exciting than you may have thought. You will need to draw on your own powers of interpretation and decision making to succeed with your human communi- cation partners.
Of course, people will handle communication tasks somewhat diff erently depend- ing on who they are, how they interpret the situation, and who they imagine their recipients to be. Does this mean that all communication solutions are equally valid? Not at all. While there is no perfect solution, there can be many bad ones that have been developed without enough analysis and eff ort. Focused thinking, research, and plan- ning will not guarantee success in the shift ing, complex world of business communica- tion, but they will make your chances of success as high as possible. Th e next section will help you perform this kind of analysis.
A Model of Business Communication Figure 1–3 shows the basic elements of a business communication event. Even though people can, and oft en do, communicate inadvertently, this communication model focuses on what happens when someone deliberately communicates with someone else to achieve particular business-related goals.
You’ll notice that the two communicators in the fi gure are labeled simply Com- municator 1 and Communicator 2 instead of Sender and Receiver or Communica- tor and Audience. Certainly any communication event begins with someone deciding that communication is needed and initiating that communication, with an intended recipient on the other end. But in many situations, especially those involving real-time conversation, the two parties work together to reach a mutual understanding. Even in situations where a communicator is attempting to deliver a complete, carefully pre- pared message—as in a letter, report, or oral presentation—the intended recipients have already participated in the construction of the message because the writer or pre- senter has kept them in mind when composing and designing the message. Th e labels in this model are thus intended to convey the cooperative eff ort behind every success- ful communication event.
The Contexts for Communication. Certain features of the communication situ- ation are already in place as the communicators in our model begin to communicate.
LO7 Describe the various contexts for each act of business communication.
Communicator 1 …
1. Senses a communication need
2. Defines the problem
3. Searches for possible solutions
4. Selects a course of action (message type, contents, style, format, channel)
5. Composes the message
6. Delivers the message
Communicator 2 …
7. Receives the message
8. Interprets the message
9. Decides on a response
10. May send a responding message
The Larger Context Business-Economic, Sociocultural, Historical
The Communicators’ Relationship
Communicator 2’s World Organizational Professional Personal
7-10
Communicator 1’s World Organizational Professional Personal
1–6
responding mess age
initia l message
chosen chann el
ch osen channel
Figure 1–3
The Business Communication Process
ren03210_ch01_001-024.indd 16ren03210_ch01_001-024.indd 16 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 17
Th e larger context includes the general business-economic climate; the language, values, and customs in the surrounding culture; and the historical moment in which the communication is taking place.
Th ink about how these contexts might infl uence communication. For example, when the country’s economy or a particular industry is fl ourishing, a communica- tor’s message and the recipient’s response may well be diff erent from what they would be during an economic slump. Th e sociocultural context also aff ects how individuals communicate. Whether they are communicating in the context of U.S. urban culture, for instance, or the culture of a particular region or another country, or whether they are communicating across cultures, their communication choices will be aff ected. Th e particular historical context of their communication can also be a factor. Consider how recent fi nancial scandals in the United States or the increased focus on the envi- ronment are infl uencing the language of business. Th e skillful communicator is sensi- tive to these larger contexts, which always exert an infl uence and, to some extent, are always changing.
Th e relationship of the communicators also forms an important context for com- munication. Certainly, communication is about moving information from point A to point B, but it is also about interaction between human beings. Your fi rst correspon- dence with someone begins a relationship between the two of you, whether as indi- viduals, people in certain business roles, or both. All future messages between you will continue to build this relationship.
Th e communicators’ particular contexts exert perhaps the strongest infl uence on the act of communication. Th ese interrelated contexts can be
• Organizational contexts. As we’ve discussed, the type and culture of the organization you represent will shape your communication choices in many ways, and the organizational contexts of your audiences will, in turn, shape their responses. In fact, in every act of business communication, at least one of the parties involved is likely to be representing an organization. What you communicate and how you do so will be strongly shaped by the organization for whom you speak. In turn, the organization to which your audience belongs—its priorities, its current circumstances, even how fast or slow its pace of work—can strongly infl uence the way your message is received.
• Professional contexts. You know from school and experience that diff erent professionals—whether physicians, social workers, managers, accountants, or those involved in other fi elds—possess diff erent kinds of expertise, speak diff erently, and have diff erent perspectives. What gets communicated and how can be heavily infl uenced by the communicators’ professional roles. Be aware that internal audiences as well as external ones can occupy diff erent professional roles and therefore favor diff erent kinds of content and language. Employees in management and engineering, for example, have been demonstrated to have quite diff erent priorities, with the former focusing on fi nancial benefi t and the latter on technological achievement. 27 Part of successful communication is being alert to your audiences’ diff erent professional contexts.
• Personal contexts. Who you are as a person comes from many sources: the genes you inherited, your family and upbringing, your life experiences, your schooling, the many people with whom you’ve come in contact, and the culture in which you were reared. Who you are as a person also depends to some extent on your current circumstances. Successes and failures, current relationships, fi nancial ups and downs, the state of your health, your physical environment—all can aff ect a particular communicative act. Since much business communication is between individuals occupying organizational roles, personal matters are usually not disclosed. But it is well to keep in mind the eff ect that these can have on the communicators. If you’re
27 See research by Dorothy A. Winsor, especially Writing Power: Communication in an Engineering Center (Albany: SUNY Press, 2003), print.
ren03210_ch01_001-024.indd 17ren03210_ch01_001-024.indd 17 1/10/13 9:53 AM1/10/13 9:53 AM
18 PART 1 Introduction
aware, for example, that the intended recipient of your message is under stress or having a bad day, you can adapt your communication accordingly.
The Process of Communication. No one can know exactly what occurs inside the minds of communicators when they undertake to create a message, but researchers generally agree that the process includes the following steps :
1. Sensing a communication need. A problem has come to your attention, or you have an idea about how to achieve a certain goal. Perhaps someone has written an email of complaint and you must answer it, or perhaps you’ve noticed that the company could benefi t from automating a certain procedure. Whatever the case, you fi nd that an action is in order, and you believe that some form of communication will help you achieve the desired state.
2. Defi ning the situation. To create a successful message or plan a communication event, you need to have a well-informed sense of the situation. For example, if you have received a letter of complaint from a customer, what exactly is the problem here? Does the customer have a legitimate point? What further information might you need to acquire in order to understand the situation? In what ways is this problem like or unlike others you have solved? How might your or your organization’s goals be hindered or helped depending on your communication choices?
3. Considering possible communication strategies. As your defi nition of the situation takes shape, you will start considering diff erent options for solving it. What kind of communication event will you initiate, and what will you want to achieve with it? What image of yourself, your company, and your communication partners might you project in your message? To generate a good solution, you will need to think about and research your potential audiences and their contexts, your own goals and contexts, your relationship with each audience, and any relevant larger contexts.
4. Selecting a course of action. Considering the situation as you’ve defi ned it and looking at your communication options, you will consider the potential costs and benefi ts of each option and select the optimum one. Your decision will include preliminary choices about the message type, contents, structure, verbal style, and visual format, and about the channel you will use to deliver the message.
5. Composing the message. Here is where you either craft your written message or plan your presentation or conversation. If you have decided to convey your message orally, you will make careful notes or perhaps even write out your whole message and also design any visuals you need. If you have decided to write your message, you will draft it and then revise it carefully so that it will get the job done and refl ect well on you (see Chapter 6 for helpful writing and revising techniques).
6. Sending the message. When your message is prepared or carefully planned, you are ready to deliver it to your intended recipients in the channel you have chosen. You choose a good time to deliver it, realizing, for example, that Monday morning may not be the best time to make an important phone call to a busy executive. You also consider sending auxiliary messages, such as a “heads-up” phone call or email, that could increase your main message’s chances of success. You want to do all you can to ensure that your message doesn’t get lost amidst all the other stimuli competing for your intended audience’s attention.
While these activities tend to form a linear pattern, the communicator oft en needs to revisit earlier steps while moving through the diff erent activities. In other words, solving a communication problem can be a recursive process. Th is is particularly true for situations that have many possible solutions or heavily involve the audience in the communication process. A communicator may begin a communication event with a certain view of the situation and then fi nd, upon further analysis or the discovery of
LO8 Describe the business communication process.
ren03210_ch01_001-024.indd 18ren03210_ch01_001-024.indd 18 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 19
additional facts, that this view needs to be revised in order to accommodate all the involved parties and their goals.
If all goes as planned, here is what will happen on the recipient’s end:
7. Receiving the message. Your chosen channel has delivered your message to each intended recipient, who has perceived and decided to read or listen to your message.
8. Interpreting the message. Just as you had to interpret the situation that prompted your communication, your recipient now has to interpret the message you sent. Th is activity will involve not only extracting information from the message but also guessing your communication purpose, forming judgments about you and those you represent, and picking up on cues about the relationship you want to promote between yourself and the recipient. If you have anticipated the recipient’s particular contexts and interests successfully, he or she will form the impressions that you intended. Th e recipient may prompt the initiating communicator for help with this interpretive act, especially if the communication is a live conversation.
9. Deciding on a response. Any time you send a message, you hope for a certain response from your recipient, whether it be increased goodwill, increased knowledge, a specifi c responding action, or a combination of these. If your message has been carefully adapted to the recipient, it has a good chance of achieving the desired response.
10. Replying to the message. Th e recipient’s response to your message will oft en take the form of replying to your message. When this is the case, the receiver is acting as communicator, following the process that you followed to generate your message.
Figure 1–4 lists the main questions to consider when developing a communication strategy. Taking this analytical approach will help you think consciously about each stage of the process and give you the best chance of achieving the desired results.
“Its offi cial, you no longer work for JNI Traffi c Control and u have forfi ded any arrangements made.” Can you imag- ine getting such a text message? The Sydney employer was sued over this inappropriate choice of a communica- tion channel for fi ring an employee. In settling the matter the commissioner went further in stating that email, text messages, and even answering machines were inappro- priate for offi cial business communication. Or what about being notifi ed by text message of an overdue bill? While some might think of that as a service, others would regard it as invasive and inappropriate. Historically, the importance of channel choice has been disputed, with some arguing that it is simply a means for transmitting words and others arguing that the chosen channel is, in itself, a message. However, today most peo- ple realize that the appropriate choice of communication
channel contributes signifi cantly, along with the words, to the success of the message. While research has provided guidelines for understanding when to use very lean (printed material) to very rich (face-to-face) channels, new tech- nologies and laws have added new elements to consider. Not only are there no clear-cut rules or guidelines, but the smallest change in context may make one choice better than another. In selecting a channel, a communicator needs to weigh several factors. These include the message content, the communicators’ levels of competency with the channel, the recipient’s access to the channel, and the assump- tions associated with the channel. Appropriate choice of a communication channel helps people communicate clearly, improving both their productivity and personal relationships.
COMMUNICATION MATTERS
Channel Choice Affects Message Success
ren03210_ch01_001-024.indd 19ren03210_ch01_001-024.indd 19 1/10/13 9:53 AM1/10/13 9:53 AM
20 PART 1 Introduction
What is the situation?
• What has happened to make you think you need to communicate?
• What background and prior knowledge can you apply to this situation? How is this situation like or unlike others you have encountered?
• What do you need to fi nd out in order to understand every facet of this situation? Where can you get this information?
What are some possible communication strategies?
• To whom might you communicate? Who might be your primary and secondary audiences? What are their different organizational, professional, and personal contexts? What would each care about or want to know? What, if any, is your prior relationship with them?
• What purpose might you want to achieve with each recipient? What are your organizational, professional, and personal contexts?
• What are some communication strategies that might help you achieve your goals?
• How might the larger business-economic, sociocultural, and historical contexts affect the success of different strategies?
Which is the best course of action?
• Which strategies are impractical, incomplete, or potentially dangerous? Why?
• Which of the remaining strategies looks like the optimum one? Why?
• What will be the best message type, contents, structure, style, and format for your message?
• What channel will you use to deliver it?
What is the best way to design the chosen message?
• Given your goals for each recipient, what information should your message include?
• What logical structure (ordering and grouping of information) should you use?
• What kind of style should you use? How formal or informal should you be? What kinds of associations should your language have? What image of yourself and your audience should you try to project? What kind of relationship with each recipient should your message promote?
• How can you use formatting, graphics, and/or supporting media to make your message easier to comprehend?
• What are your recipients’ expectations for the channel you’ve chosen?
What is the best way to deliver the message?
• Are there any timing considerations related to delivering your message?
• Should you combine the main message with any other messages?
• How can you best ensure that each intended recipient receives and reads or hears your message?
Figure 1–4
Planning Your Communication Strategy: A Problem-Solving Approach
BUSINESS COMMUNICATION: THE BOTTOM LINE Th e theme of this chapter might be summed up this way: Th e goal of business com- munication is to create a shared understanding of business situations that will enable people to work successfully together.
Timely and clear transfer of information is critical to businesses, now more than ever. But fi guring out what kind of information to send, whom to send it to, how to send it, and what form to use requires good decision making. Since every person has his or her own mental “fi lters”—preconceptions, frames of reference, and verbal worlds—wording the information so that it will be understood can be a challenge. You and your audience may even attach completely diff erent meanings to the same words (a problem that the communication literature calls “bypassing”).
Complicating this picture is the fact that communication is not just about informa- tion transfer. Th e creation and maintenance of positive human relations is also essential to business and thus to business communication. Every act of communication conveys
ren03210_ch01_001-024.indd 20ren03210_ch01_001-024.indd 20 1/10/13 9:53 AM1/10/13 9:53 AM
1. Because communication is vital to business operations, businesses need and reward people who can communicate. • But good communicators are scarce. • So, if you can improve your communication skills, you increase your value to
business and advance your own career as well. 2. Today’s business communicators face special challenges:
• Th e need for expanded media literacy. • Increasing globalism and workplace diversity. • An increased need for strong analytical and interpretive skills. • An increased focus on ethics and social responsibility.
3. Communicating in business falls into three main categories: • Internal-operational communication is the communication inside a business
that enables the business to perform its work and track its success. • External-operational communication is the communicating a business does
with outsiders (customers, other businesses, the public, government agencies, and others).
• Personal communication consists of informal exchanges of information not formally related to operations but nevertheless important to an organization’s success.
4. Th e fl ow of communication in a business organization forms a complex and ever- changing network. • Th e communicating that follows the formal structure of the business comprises
the formal network. Operational information fl ows upward, downward, and laterally through this network, which is sustained by established forms of communication ( genres ).
• Th e fl ow of personal communication forms the informal network. Th e internal version of this network is known as the grapevine. But the use of social media is including more outsiders in companies’ informal networks.
5. Th e kind and amount of communicating a business does depend upon such factors as • Th e nature of the business. • Its size and complexity. • Its environment. • Th e geographic dispersion of its members.
1 Explain the importance of communication to you and to business.
2 Describe the main challenges facing business communicators today.
3 Describe the three main categories of business communication.
4 Describe the formal and informal communication networks of the business organization.
5 Describe factors that affect the types and amount of communicating that a business does.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
an image of you and of the way you regard those to whom you’re speaking or writing. Successful business communicators pay careful attention to the human relations di- mension of their messages.
Yes, business communication can be challenging. It can also be extremely rewarding be- cause of the results you achieve and the relationships you build. Th e advice, examples, and exercises in this book will jump-start you toward success. But it will be your ability to ana- lyze and solve specifi c communication problems that will take you the rest of the way there.
THERE’S MORE . . . What codes of ethics do major companies and professional organizations use? What are 10 qualities of an eff ective team member? How can you become a better problem solver? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe.com/lesikar13e . Choose Chapter 1 > Bizcom Tools & Tips.
CHAPTER 1 Understanding Workplace Communication 21
ren03210_ch01_001-024.indd 21ren03210_ch01_001-024.indd 21 1/10/13 9:53 AM1/10/13 9:53 AM
22 PART 1 Introduction
• Its degree of cultural diversity. • Its organizational culture (an organization’s customary, oft en unstated, ways of
perceiving and doing things). 6. Business communication can be thought of as a problem-solving activity.
• Finding communication solutions requires analysis, creativity, and judgment. • Heuristics (problem-solving devices such as common communication plans)
can help make your communication problem solving more effi cient. • Th e common communication plans must still be adapted to each situation. • While there is no one perfect solution, a poorly prepared one is likely to fail.
7. Business communication takes place in these contexts: • Th e larger business-economic, sociocultural, and historical contexts. • Th e relationship of the communicators. • Th e communicators’ own worlds: organizational, professional, and personal.
8. Th e process of communication involves these activities, which tend to be linear in nature but are oft en recursive (require revisiting earlier steps): Th e initiator • Senses a communication need. • Defi nes the situation. • Considers possible communication strategies. • Selects a course of action (message type, contents, style, format, channel). • Composes the message. • Sends the message. Th e intended recipient • Receives the message. • Interprets the message. • Decides on a response. • May send a responding message.
6 Explain why business communication is a form of problem solving.
7 Describe the various contexts for each act of business communication.
8 Describe the communication process.
1 “If there’s no defi nitive solution, then all ways of han- dling a business communication problem are equally good.” Using the discussion of business communica- tion problem solving in this chapter, explain why this statement is false. LO6
2 To get a feel for how rapidly information technologies are changing and how signifi cant the impact is on busi- ness, list all the information technologies (devices and applications) that you’ve learned to use over the last fi ve years. Now refl ect on how your communication,
C R I T I C A L T H I N K I N G Q U E S T I O N S
K E Y T E R M S
new media, 5
social intelligence, 6
cross-cultural competency, 6
computational thinking, 7
visual literacy, 7
interpretive skills, 7
corporate social responsibility, 8
internal-operational communication, 9
external-operational communication, 9
personal communication, 10
formal network, 12
genres, 13
informal network, 13
grapevine, 13
organizational culture, 14
problem solving, 15
heuristics, 15
relationship of the communicators, 17
organizational contexts, 17
professional contexts, 17
personal contexts, 17
recursive, 18
ren03210_ch01_001-024.indd 22ren03210_ch01_001-024.indd 22 1/10/13 9:53 AM1/10/13 9:53 AM
CHAPTER 1 Understanding Workplace Communication 23
work, and life have changed as a result of these tech- nologies. LO2
3 “People need to leave their cultures and values at the door when they come to work and just do business.” Dis- cuss the possible merits and fl aws of this attitude. LO2
4 In what ways is imagination important in business? In business communication? LO2
5 Times are hard for Robo Solutions, a small local company that creates assembly-line robotics . Lately, the clients have been few and far between. But today the sales staff got encouraging news: James Pritchett, president of a nearby tool and die company, has in- quired about the possibility of the company’s design- ing a series of computer-run robots for key processes in the plant. Th ere’s a hitch, though; it’s Sara McCann’s turn to try to snare his business (and the commis- sion)—and Pritchett is known to prefer dealing with men. Do you, as Robo Solutions sales manager, send Sarah anyway, or do you send one of your male sales- people to get Pritchett’s business, giving Sarah a shot at the next potential client? How would you solve this communication—and ethics—problem? LO2
6 “Never mix business with personal matters—it just leads to damaged relationships, poor business deci- sions, or both.” In what ways might this be a fair state- ment? In what ways is it unwise advice? LO3
7 List the types of companies requiring many kinds of communication. Th en make a list of types of compa- nies requiring few kinds. What explains the diff erence
between these two groups’ amount and types of com- munication? LO5
8 In Images of Organization, 2nd ed. (Th ousand Oaks, CA: Sage, 1997), management scholar Gareth Morgan has analyzed companies using various metaphors. For example, he has looked at those elements of a company that make it appear to run like a machine (with rig- idly organized, specifi c job roles), an organism (with elements that make it dependent upon and responsive to its environment), a brain (with self-managing teams and employees who can do a variety of jobs as needed), and a political system (with employees vying for power and infl uence). Th ink of an organization you know well and decide upon its dominant cultural metaphor. Is it one of Morgan’s? Or is it a family? A team? A com- munity? A prison? A mixture of several kinds? Once you settle on your metaphor, be prepared to explain how this organization’s culture aff ects, and is aff ected by, its communication practices. LO5
9 As noted in this chapter, companies develop specifi c forms of communication, or genres, that enable them to get their work done. In a place where you have worked or another organization in which you have been a member, what were the main forms of com- munication with the employees or members? To what extent were these uniquely adapted to the needs of the organization? LO5
10 Using this chapter’s discussion of communication, ex- plain how people reading or hearing the same message can disagree on its meaning. LO7
S K I L L S B U I L D I N G E X E R C I S E S
1 Using the Internet, fi nd a company that has a corporate social responsibility program and study what the com- pany’s website says about that program. What kind of image as a corporate citizen is the company trying to project, and how? How convincing is this eff ort, in your opinion, and why? LO2
2 Choose a certain national or regional culture, ethnicity, or generation—one diff erent from your own—and fi nd out what values the people in this demographic are gen- erally known for. How might working or doing business with a person from one of these groups require you to adapt your own values and communication style? LO2
3 List the types of external-operational and internal- operational communication that occur in an organi- zation with which you are familiar (school, fraternity, church, etc.). LO3
4 Describe the formal network of communication in an organization, division, or department with which you are familiar (preferably a simple one). Discuss why you think the communication network has taken this form
and how successfully it seems to meet the business’s needs. LO4
5 Find two websites of companies in the same industry— for example, two manufacturers of household products or two wireless service providers. Using the evidence pre- sented on their websites, compare their company cultures. Look at their stated mission (if any), their history (if pro- vided), the gender and qualifi cations of their personnel (if given), their employee benefi ts, their information for job applicants, their information for investors, the company image projected by the visual elements on the site—any- thing that suggests who they are or want you to think they are. Write up your comparison in a well-organized, well- supported message to your instructor. LO5
6 Megan Cabot is one of 12 workers in Department X. She has strong leadership qualities, and all her co-workers look up to her. She dominates conversations with them and ex- presses strong viewpoints on most matters. Although she is a good worker, her dominating personality has caused problems for you, the new manager of Department X.
ren03210_ch01_001-024.indd 23ren03210_ch01_001-024.indd 23 1/10/13 9:53 AM1/10/13 9:53 AM
24 PART 1 Introduction
d. You will terminate work activities no earlier than 10 minutes prior to the end of the work period. You will use the 10 minutes to put up equipment, clean equip- ment, and police the work area.
Th e message was not well received by the workers. In fact, it led to considerable anger and confusion. Using the discussion of communication planning in this chap- ter, explain where the department head’s problem-solv- ing process went awry. What did he or she fail to take into account? LO6–LO8
8 Th ink of a recent transaction you had with a business- person or with a staff person at your school. Describe the contexts of your communication, from the larger contexts (business-economic, sociocultural, or historical) to the personal (to the extent you know them). How did these infl uence the outcome of your communication? LO7
9 Find an article in the business press or general news about a recent incident involving a company—for example, a merger or acquisition, a scandal or crisis, or the launch- ing of a new product. What kind of communication chal- lenges might this event have posed for the company, both internally and externally? What kinds of messages prob- ably needed to be written, and to whom? LO1–LO7
Today you directed your subordinates to change a certain work procedure. Th e change is one that has proven su- perior in the past whenever it has been tried. Soon aft er giving the directive, you noticed the workers talking in a group, with Megan the obvious leader. In a few minutes she appeared in your offi ce. “We’ve thought it over,” she said. “Your production change won’t work.” Explain what is hap- pening. How will you handle this situation? LO4, LO6
7 Aft er noticing that some workers were starting work late and fi nishing early, a department head wrote this mes- sage to subordinates:
It is apparent that many of you are not giving the com- pany a full day’s work. Th us, the following procedures are implemented immediately: a. Aft er you clock in, you will proceed to your worksta-
tions and will be ready to begin work promptly at the start of the work period.
b. You will not take a coff ee break or consume coff ee on the job at the beginning of the work period. You will wait until your designated break times.
c. You will not participate in social gatherings at any time during the workday except during designated break periods.
ren03210_ch01_001-024.indd 24ren03210_ch01_001-024.indd 24 1/10/13 9:53 AM1/10/13 9:53 AM
Learning Objectives Upon completing this chapter, you will be able to describe the major issues in cross- cultural communication and prepare yourself to communicate with international partners. To reach these goals, you should be able to
1 Explain why communicating clearly across cultures is important to business.
2 Describe three major factors that infl uence a country or region’s culture.
3 Describe cultural differences regarding body positions and movements and use this knowledge effectively in communicating.
4 Describe the impact of culture on views and practices concerning human relations and use this knowledge effectively in communicating.
5 Explain the language equivalency problem and techniques for minimizing its effects.
6 Describe what one can do to enhance one’s cross-cultural communication skills.
CHAPTER TWO
Communicating Across Cultures
ren03210_ch02_025-046.indd 25ren03210_ch02_025-046.indd 25 1/4/13 3:08 PM1/4/13 3:08 PM
26 PART 1 Introduction
THE GROWING IMPORTANCE OF CROSS-CULTURAL COMMUNICATION As Chapter 1 points out, increasing globalization is one of the major trends in busi- ness. Th e spread of the Internet, social media, and mobile devices has only fueled this trend. And it isn’t just for big businesses. According to Laurel Delaney, founder of GlobeTrade.com, “It’s the small business owners of the world who are busting borders, discovering unlimited potential for growth and profi t, and changing the shape of the world economy.” 1
Both large and small businesses want you to be able to communicate clearly with those from other cultures, for several reasons. A primary reason is that many busi- nesses sell their products and services both domestically and internationally. Being able to communicate cross-culturally will help you be more successful in understanding customers’ needs, communicating how your company can meet these needs, and win- ning their business. Another reason is that you will be a more eff ective employee within your company. According to the U.S. Bureau of Labor Statistics, the number of non- native civilians in the U.S. workforce has reached almost 25 million, and this number is on the rise. 2 If you can work harmoniously with those from other cultures, you will help create a more comfortable and productive workplace. Furthermore, if cultural bar- riers are minimized, your company will be able to hire a wider variety of good people. Also, you will minimize problems stemming from misinterpretations. A fi nal reason is that your attention to communicating clearly with those from other cultures will enrich your business and personal life.
In preparing to communicate with people from other cultures, you might well begin by heeding the advice in the chapters that follow. Adapting your words, sentences,
LO1 Explain why communicating clearly across cultures is important to business.
To introduce yourself to this chapter, assume that you’re a recently hired trainer for a U.S. company that has a new branch offi ce in Sweden. You’ve been sent to the offi ce to facilitate the training of new employees. After what seemed a fruitful brainstorming session with the leadership team, you ask the Swedish head manager, Andreas, to appoint a contact person in the group to help you launch the training project. Andreas turns to the HR manager, Prasan, who is from India, and says that he will be your key contact from here on out. You describe the process you want to follow and the documents you’ll need in order to go forward. Then you ask Prasan if you can expect the documents by the next day. Hesitating, Prasan replies, “Yes, I can send everything to you by the end of the day tomorrow.” His boss sud- denly intervenes: “No, that’s not going to happen. You know you have a lot of work right now and won’t be able
to meet that deadline.” Turning to you, the Swedish man- ager continues, “You can expect the material you need in two weeks.” Prasan looks somewhat embarrassed but nods in agreement. Back in Andreas’s offi ce, you ask, “What just hap- pened? Why did Prasan agree to such an unrealistic dead- line?” Andreas explains that the Indian wanted to save face by giving a pleasing answer. Such an answer would keep you from appearing to be demanding and would keep him from appearing to be slow. “He values face- saving more than accuracy,” the Swede says—implying that he himself does not. You wonder if such clashes of cultural preference could be handled more gracefully than the one you just witnessed. This chapter will introduce you to cross-cultural communication issues that may arise in business situations and help prepare you to meet them successfully.
INTRODUCTORY CHALLENGE
Preparing for Cross-Cultural Communication
1 Laurel Delaney, Th e World Is Your Market: Small Businesses Gear up for Globalization, Scribd, Scribd, 2004, Web, 2 May 2012. 2 Economic News Release: Table A-7 , Bureau of Labor Statistics, US Department of Labor, 4 May 2012, Web, 6 May 2012.
ren03210_ch02_025-046.indd 26ren03210_ch02_025-046.indd 26 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 27
and overall message to your audience is always important, and never more so than in cross-cultural situations. Clarity, courtesy, and correctness are appreciated every- where. But how to achieve these goals can vary by culture. In one culture, for example, it might be appropriate to imply the main point, while in another you should state the point directly. Th us, learning about the ways cultures diff er is an important founda- tion for successful business communication. In addition, you must look at the spe- cial problems that our language presents to those who use it as a second language. It is around these two topic areas that this review of cross-cultural communication is organized.
DIMENSIONS OF CULTURAL DIFFERENCE Dutch sociologist Geert Hofstede, probably the most respected expert on cross-cultural diff erences, defi nes culture as “the collective programming of the mind which distin- guishes the members of one category of people from another,” and national culture as “that component of our mental programming which we share with more of our com- patriots as opposed to most other world citizens.” 3 In other words, cultures are “shared ways in which groups of people understand and interpret the world.” 4
Our dominant culture aff ects almost everything about us—from the way we think and communicate to the way we hold our bodies or establish our personal space. Certainly the spread of capitalism, advances in technology and science, and the explo- sive growth of electronic media have eroded national diff erences. Th e title of a popular book on international business claims that “the world is fl at,” 5 and many would agree that we have more in common globally than ever before. But cultural diff erences are still strong in many places and situations.
Of course, even within one culture there can be many subcultures. With only a moment’s refl ection on regional, ethnic, and even gender diff erences within any cul- ture, you will realize that this is true. Plus, the person with whom you are communicat- ing may be completely unrepresentative of his or her culture of origin. National borders are more permeable and workplaces more diverse than they have ever been. Still, an understanding of your communication partner’s cultural roots will greatly enhance your interpretive and interaction skills.
Th ree Major Factors Th at Aff ect Culture Following the advice of Canning, a UK-based communication consulting fi rm, we rec- ommend starting your cross-cultural education with the big picture. 6 Instead of trying to memorize such isolated facts as a culture’s typical greeting or attitude toward punc- tuality, try to gain a holistic understanding, starting with these basic questions:
• What is the topography of the country you are studying? In our Internet-infl uenced age, it may be diffi cult to believe, but topography still has a profound infl uence on what types of people live in a certain place. For instance, many natural borders around a country make for a more insular culture than changing, indistinct borders, and life under a broiling sun creates diff erent habits and values than life in a darker, colder environment.
• What is the country’s history ? Have there been certain events or systems of government that have aff ected the national memory? And what is the country’s history with your country?
LO2 Describe three major factors that infl uence a country or region’s culture.
3 Geert Hofstede, “National Cultures and Corporate Cultures,” Communication Between Cultures, ed. Larry A. Samovar and Richard E. Porter (Belmont, CA: Wadsworth, 1984) 51, print. 4 Fons Trompenaars and Peter Woolliams, Business Across Cultures (London: Capstone, 2003) 53, print. 5 Th omas L. Friedman, Th e World Is Flat: A Brief History of the Twenty-First Century (New York: Farrar, Straus, and Giroux, 2005), print. 6 John Mattock, ed., Cross-Cultural Communication: Th e Essential Guide to International Business , rev. 2nd ed. (London: Kogan Page, 2003) 15–23, print.
ren03210_ch02_025-046.indd 27ren03210_ch02_025-046.indd 27 1/4/13 3:08 PM1/4/13 3:08 PM
28 PART 1 Introduction
The Internet is a rich source of cross- cultural information for business com- municators. Not only can you fi nd information about places where you might be doing business, but you can also use some Web-based tools to help you with your communication. One of these, shown right, is a cur- rency converter, allowing you to convert from one currency to another. In this example, U.S. dollars are converted to Indian rupees. These converters are set up to use regularly updated exchange rates, so you can quote prices in both U.S. dollars and other currency. The Web also offers free translation tools. Google has a built-in translation feature that lets you easily translate webpages. In the screens shown below, a French website about writing cover letters has been translated into English.
TECHNOLOGY IN BRIEF
Web Tools for Cross-Cultural Communication
SOURCE: From http://www.xe.com/ucc. The XE.com. Universal Currency Converter, Copyright © 2012 XE Corporation. XE and Universal Currency Converter are registered trademarks of XE Corporation.
ren03210_ch02_025-046.indd 28ren03210_ch02_025-046.indd 28 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 29
• What role does religion play in the culture? Th ink for a moment about how religious values have shaped the Middle East, diff erent Asian countries, or even the United States. Even when many of a country’s people have stopped observing traditional religious practices, the infl uence of religion can linger, surfacing in certain behaviors and attitudes.
Th ese broad cultural factors can have a major eff ect on businesspeople’s communi- cation practices and preferences. If you know your audience is Islamic, for example, you will be prepared to interpret their behavior when they do not take notes at an important business meeting (they tend to favor oral communication and the use of memory rather than writing) or when they resist detailed planning of a project (since, in Islam, the success of human projects always depends on God’s will).
Keep in mind, though, that businesspeople the world over share many goals and problems. All are interested in keeping their businesses fi nancially viable, hiring and retaining good employees, developing marketable products, fi nding reliable suppliers, and so forth. Your eff orts to understand your cross-cultural audience—like those to understand communication partners from your own culture—can lead to many mutually benefi cial relationships.
Th e next two sections will assist you in these eff orts by discussing important dimen- sions of cultural diff erence, starting with physical diff erences and then moving to mental and social ones. Sensitivity to these dimensions will help you avoid ethnocentrism — the tendency to see only your own cultural programming as “normal”—and make you a better cross-cultural communicator.
Body Positions and Movements One might think that the positions and movements of the body would be much the same for all people. However, physical behaviors diff er by culture, and the diff erences can aff ect communication. For example, in the United States most people sit when they wish to remain in one place for some time, but many of the world’s people squat when relaxing or even when doing business. Because we do not squat, we tend to view squatting as primitive. Th is view could adversely aff ect our communication with people from such countries as Indonesia and Zimbabwe, to whom squatting is a very normal body position.
To take another example, people from the United States who visit certain Asian countries may view the fast, short steps taken by the inhabitants as peculiar and their
LO3 Describe cultural differences regarding body positions and movements and use this knowledge effectively in communicating.
Remember that, despite cultural differences, businesspeople around the world share many of the same goals.
ren03210_ch02_025-046.indd 29ren03210_ch02_025-046.indd 29 1/4/13 3:08 PM1/4/13 3:08 PM
30 PART 1 Introduction
own longer strides as normal. And when people from those countries encounter U.S. natives who do not bow on meeting and leaving each other, they are likely to interpret the omission as rude. Similarly, people from the United States see standing up as the ap- propriate thing to do on certain occasions (as when someone enters the room), whereas people from some other cultures do not.
As you know, movements of certain body parts (especially the hands) are a vital form of human communication. Some of these movements have no defi nite meaning even within a culture. But some have clear meanings, and these meanings may diff er by culture. In the United States an up-and-down movement of the head means “yes” and a side-to-side movement of the head means “no.” Th ese movements may mean nothing at all or something quite diff erent to people from cultures in which thrusting the head forward, raising the eyebrows, jerking the head to one side, or lift ing the chin are used to convey similar meanings.
Hand gestures can have many diff erent meanings. Th e two-fi ngered sign that means “victory” or “peace” in the United States is considered vulgar in Australia, and the “OK” sign is insulting in such diverse countries as Russia, Germany, and Brazil. 7 Even the use of fi ngers to indicate numbers can vary by culture. In the United States, most people indicate “1” by holding up the forefi nger, whereas in parts of Europe, “1” is the thumb,
7 Roger E. Axtell, Gestures: Th e Do’s and Taboos of Body Language around the World (New York: John Wiley & Sons, 1998) 43, print.
In Japan, it is considered bad manners to go to a busi- ness meeting without a business card, or meishi. There are a number of ways to present the card, but receiving it is an art, too. If you want to make a good impression on the presenter, receive it in both hands, especially when the other party is senior in age or status or a potential
customer. Be careful not to fi ddle with the card or put it in your rear pocket—that is considered crude. Put it in a distinctive case. Those who do business in both countries often have their business cards translated on the back, as the examples here show.
COMMUNICATION MATTERS
Carefully Present and Receive a Business Card in Japan
ren03210_ch02_025-046.indd 30ren03210_ch02_025-046.indd 30 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 31
“2” is the forefi nger, and so forth. To point to themselves, the Japanese point to their faces, while the Chinese point to their noses and Americans point to their chests. 8 And holding up both hands with the palms facing outwards can mean either “ten,” “I sur- render,” “I’m telling the truth,” or “up yours—twice!” depending on where you are. 9
Even meanings of eye movements vary by culture. In North America, we are taught not to look over the heads of our audience but to maintain eye contact when giving formal speeches. In informal talking, we are encouraged to make eye contact but not to stare. In Indonesia, looking directly at people, especially those who are older or in higher positions, is considered disrespectful. On the other hand, our practices of eye contact are less rigorous than those of the British and Germans. Unless one under- stands these cultural diff erences, how one uses eye movement can be interpreted as being impolite on the one hand or being shy on the other.
Touching and particularly handshaking diff erences are important to understand in cross-cultural communication. Some cultures, like the Chinese, do not like much touching. Th ey will give a handshake that Westerners might perceive as weak. Other cultures that like touching will give greetings ranging from full embraces and kisses to nose rubbing. Here are some additional examples:
Culture Handshakes
Americans Firm, three to fi ve pumps
Germans Brusque, fi rm, single pump, repeated upon arrival and departure
French Light, quick, not offered to superiors, repeated upon arrival and departure, may include a double kiss
British Soft, three to fi ve pumps
Hispanics Moderate grasp, repeated frequently
Latin Americans Firm, long-lasting
Middle Easterners Gentle, repeated frequently
Asians Gentle; for some, shaking hands is unfamiliar and uncomfortable (an exception to this is the Korean, who generally has a fi rm handshake)
Arabs Gentle, longlasting, sometimes with kisses on both cheeks
How people greet each other is a major indicator of their social norms. Instead of criti- cally judging others because of their diff erent greeting styles, seize the opportunity to gain insight into their cultures.
In our culture, smiles are viewed positively in most situations. But in some other cultures (notably African cultures), a smile is regarded as a sign of weakness in cer- tain situations (such as bargaining). Receiving a gift or touching with the left hand is a serious breach of etiquette among Muslims, who view the left hand as unclean, but many cultures attach no such meaning to the left hand. And so it is with other body movements—arching the eyebrows, positioning the fi ngers, raising the arms, and many more. All cultures use body movements in communicating, but in diff erent ways.
Views and Practices Concerning Factors of Human Relationships Probably causing even more miscommunication than diff erences in body positions and movements are the attitudes of diff erent cultures toward various factors of human re- lationships. For illustrative purposes, we will review seven of these factors: time, space, odors, frankness, social hierarchy, workplace values, and expression of emotions.
Time. In the United States, people tend to be monochronic. Th ey regard time as some- thing that must be planned in order to be used as effi ciently as possible. Th ey strive to meet deadlines, to be punctual, to conduct business quickly, and to work on a schedule.
LO4 Describe the impact of culture on views and practices concerning human relations and use this knowledge effectively in communicating.
8 Wang De-hua and Li Hui, “Nonverbal Language in Crosscultural Communication,” Sino-US English Teaching 4.10 (2007): 67, www.linguist.org.cn, Web, 5 May 2012. 9 Allan Pease and Barabara Pease, Th e Defi nitive Book of Body Language (New York: Bantam, 2006) 111, print.
ren03210_ch02_025-046.indd 31ren03210_ch02_025-046.indd 31 1/4/13 3:08 PM1/4/13 3:08 PM
32 PART 1 Introduction
In some other cultures (especially those of the Middle East and some parts of Asia), people are polychronic, viewing time in a more relaxed way. Th ey see extensive plan- ning as unwise and unnecessary. Being late to a meeting or a social function is of little consequence to them. In fact, some of them hold the view that important people should be late to show that they are busy. In business negotiations, the people in these cultures move at a deliberately slow pace, engaging in casual talk before getting to the main issue. It is easy to see how such diff erent views of time can cause people from diff erent cultures to have serious communication problems.
Space. People from diff erent cultures oft en vary in their attitudes toward space. North Americans tend to prefer about two feet or so of distance between themselves and those with whom they speak. But in some cultures (some Arabian and South American cul- tures), people stand closer to each other, and not following this practice is considered impolite. To take another example, North Americans view personal space as a right and tend to respect this right of others; thus, they stand in line and wait their turn. People from some other cultures view space as belonging to all. Th us, they jostle for space when boarding trains, standing at ticket counters, or shopping. In encounters between people whose cultures have such diff erent attitudes toward space, actions are likely to be misinterpreted.
Odors. People from diff erent cultures may have diff erent attitudes toward body odors. To illustrate, Americans work hard to neutralize body odors or to cover them up and view those with body odors as unsanitary. On the other hand, in some Asian cultures people view body odors not as something to be hidden but as something that friends should experience. Some of the people from these cultures believe that it is an act of friendship to “breathe the breath” of the person with whom they converse and to feel their presence by smelling. Clearly, encounters between people with such widely diff er- ing attitudes could lead to serious miscommunication.
Frankness. North Americans tend to be relatively frank in their relationships with others, quickly getting to the point and perhaps being blunt and sharp in doing so. Germans and Israelis are even more frank than Americans. Asians tend to be far more reticent or implicit and sometimes go to great lengths to save face or not to off end. Americans belong to a low-context culture, a culture that explicitly shares all relevant background information when communicating. Asians, on the other hand, belong to a high-context culture, which leads them to limit background information and com- municate more implicitly. 10 (See the Communication Matters box on the next page for more about these terms.) Th us, Asians may appear evasive, roundabout, and indecisive to North Americans; and North Americans may appear harsh, impolite, and aggressive to Asians. Phone customs may be an exception, especially among the Chinese, who tend to end telephone calls abruptly aft er their purpose has been accomplished. North Americans, on the other hand, tend to move on to friendly talk and clearly prepare the listener for the end of the call.
Social Hierarchy. In many cultures, strict social classes exist, and class status de- termines how intimately people are addressed and treated in communication. For this reason, a person from such a culture might quiz a person from another culture to de- termine that person’s class status. Questions concerning occupation, income, title, and origin might be asked. People from cultures that stress human equality are apt to take off ense at such questioning about class status. Th is diff erence in attitude toward class status is also illustrated by diff erences in the familiarity of address. Some Americans are quick to use fi rst names. Th is practice is off ensive to people from some other cultures, notably the English and the Germans, who expect such intimate address only from long-standing acquaintances.
10 Iris Varner and Linda Beamer, Intercultural Communication in the Global Workplace, 5th ed. (New York: McGraw-Hill/ Irwin, 2011) 101–102, print.
ren03210_ch02_025-046.indd 32ren03210_ch02_025-046.indd 32 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 33
An extremely infl uential model of cross-cultural differ- ences comes from U.S. anthropologist Edward T. Hall. With Beyond Culture (1976), as well as two earlier books ( The Silent Language [1959], about perceptions of space and time, and The Hidden Dimension [1966], focusing on the use of space), Hall essentially launched the fi eld of cross-cultural communication. His most lasting contribu- tion to this fi eld has been his dividing of the cultures of the world into low- and high-context communicators. Low-context communicators, in Hall’s model, tend to express themselves in concrete, direct, and explicit ways. The gist of the message and everything one needs in order to interpret it are all there in the message. American, Ger- man, Scandinavian, Swiss, and Finnish people tend to fall into this category. They use and value a straightforward communication style. High-context communicators use a more multimodal style. Rather than putting everything they mean into words, they use eye movements, body language, tone of voice, and other nonverbal elements to give interpre- tational cues. Though they communicate implicitly, they
expect you to be able to interpret their points by draw- ing on your knowledge of their cultural context. French, Japanese, Indian, Irish, British, and Arabic people tend to be high-context communicators—though of course their contexts can differ dramatically. Lately Hall’s model has come under fi re for being un- supported by formal research. In an extensive review of the topic, Peter Cardon has shown that Hall’s generaliza- tions arose from unsystematic observation and have often been contradicted. On the other hand, Cardon’s study also shows that Hall’s theory about low and high contexts is the most cited theory in cross-cultural communication. The fact that so many researchers, teachers, and consul- tants have found it useful suggests that, despite its fl aws, the model has a certain tried-and-true appeal. So put it into your cross-cultural communication tool box—and apply it with caution.
SOURCE: Peter W. Cardon, “A Critique of Hall’s Contexting Model: A Meta-Analysis of Literature on Intercultural Business and Technical Communication,” Journal of Business and Technical Communication 22.4 (2008): 399–428, print.
COMMUNICATION MATTERS
High-Context versus Low-Context Cultures: Edward T. Hall
Greetings vary among cultures, as do many other behaviors. Consult authoritative resources, including those with international experience, to learn the preferred ways of interacting in different cultures—and take a cue from your communication partner as well.
Similarly, how people view superior–subordinate relations can vary by culture. Hof- stede calls this dimension power distance. (See the following Communication Matters box.) Th e dominant arrangement in Latin America, for example, is a strong boss with weak subordinates doing as the boss directs. In other words, these cultures tend to exhibit “high power distance.” In contrast, Israel, New Zealand, and Denmark have “low power
ren03210_ch02_025-046.indd 33ren03210_ch02_025-046.indd 33 1/4/13 3:08 PM1/4/13 3:08 PM
34 PART 1 Introduction
distance,” which means that authority is widely shared and decisions are oft en made by consensus. Th e U.S. falls somewhere in between. 11 Th ese widely diff ering practices have led to major communication problems in joint business ventures involving people from these cultures.
Th e role of women varies widely by culture. In North America, we continue to move toward the generally shared goal of gender equality. In some Islamic cultures or subcul- tures, the allowable behaviors for women are very restricted. To many in our culture, the practices of the people of these other cultures violate basic human rights. In the view of the people of these cultures, their practices are in accord with their heritage and religious convictions. Th e increasing spread of Western values has made such cultures more hospitable to businesswomen, but they may still encounter serious barriers.
Workplace Values. Also diff ering by culture are our values regarding work. Americans, for example, have been steeped in the Protestant work ethic. It is the belief that if one puts hard work ahead of pleasure, success will follow. Th e product of this
11 “Power Distance Index,” ClearlyCultural, ClearlyCulural.com, n.d., Web, 2 May 2012.
Between 1967 and 1973, Dutch sociologist Geert Hof- stede collected 116,000 questionnaires about business practices and attitudes from IBM employees in over 50 countries. The result was the hugely infl uential Culture’s Consequences (1980), one of the most cited works on cross-cultural communication. The book identifi ed four dimensions of culture, to which a fi fth was later added. These have become mainstays in the fi eld of international business. Here they are briefl y explained:
• Power distance. To what extent do the less powerful members of a culture or organization expect that power will be distributed unevenly? If this is a normal expectation, it means that the company or culture exhibits “high power distance” and values hierarchy and obedience. If not, the company or culture has “low power distance.”
• Individualism vs. collectivism. An individualistic culture is one in which people are expected to look after themselves and their families, while a collectivist culture promotes strong identifi cation with social groups.
• Masculinity vs. femininity. At the feminine end of the spectrum is a “modest, caring” attitude, while at the masculine end is assertiveness and competitiveness.
• Uncertainty avoidance. This label refers to the extent to which “a culture programs its members to feel either uncomfortable or comfortable in unstructured situations.” Uncertainty-avoiding cultures try to
prevent such situations with strict rules and core values. Uncertainty-accepting cultures tend to be more relaxed, more tolerant of differences, and less rule-bound.
• Long-term vs. short-term orientation. This dimension was found in a study conducted by Chinese researchers. People with a long-term orientation are oriented toward the future. They value persistence and thrift. Those with a short-term orientation value the past and present—respecting traditions, fulfi lling social obligations, and saving face in social situations.
It is tempting to see whole cultures as falling at one end or the other on these dimensions. But as with other models, one must use this one only as a rough, preliminary guide. As one business executive puts it, “In my own practice, I look upon Hofstede’s data as would an airplane passenger looking down upon mountain ranges. . . . These represent country cultures. Smaller ranges represent subcultures within countries. But to understand individuals, you have to land at the nearest airport and meet them at the ground level, taking into account their unique qualities.”
SOURCES: Geert Hofstede and Jean-Claude Usunier, “Hoftstede’s Dimensions of Culture and Their Infl uence on International Business Negotiations,” 1989, International Business Negotiations , ed. Pervez N. Ghauri and Jean-Claude Usunier, 2nd ed. (Amsterdam: Pergamon, 2003) 137–153, print; John W. Bing, “Hofstede’s Consequences: The Impact of His Work on Consulting and Business Practices,” Academy of Management Executive 2004 (18.1): 80–87, print.
COMMUNICATION MATTERS
Five Dimensions of Culture: Geert Hofstede
ren03210_ch02_025-046.indd 34ren03210_ch02_025-046.indd 34 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 35
thinking is an emphasis on planning, working effi ciently, and maximizing production. Of course, not all of us subscribe to this ethic, but it is a strong force in our culture. Th e prevailing view in some other cultures is quite diff erent. In Spain, for example, business is more relaxed because of the emphasis placed on interpersonal relationships and the view that planning can be futile. 12
Views about the relationships of employers and employees also may diff er by cul- ture. North American workers expect to move freely from job to job, and they expect employers to hire and fi re as their needs change. Expectations are quite diff erent in some other cultures. In Japan, for example, employment tends to be for a lifetime. Th e company is viewed much like a family, with loyalty expected from employees and em- ployer. Such diff erences have caused misunderstandings in American–Japanese joint ventures.
Expression of Emotions. From culture to culture, norms for personal expres- sion diff er. To illustrate, some Asian cultures strongly frown upon public displays of aff ection—in fact, they consider them crude and off ensive. Westerners, on the other hand, accept at least a moderate display of aff ection. To Westerners, laughter is a spon- taneous display of pleasure, but in some cultures (Japanese, for one), laughter also can be a controlled behavior—to be used in certain social situations. Even such emotional displays as sorrow are infl uenced by culture. In some Middle Eastern cultures, sor- row is expressed with loud wailing. In similar situations, Westerners typically respond with more controlled emotions, which could be seen as cold and uncaring by Middle Easterners.
A whole culture can tend one way or another regarding the show of emotion. For exam- ple, people of the Mediterranean cultures oft en speak with passion and animation, while Northern Europeans lean toward a more subdued style. Without an understanding of this diff erence, the fi rst group might see the second as uninterested and lacking in friendliness. Th e second may see the fi rst as excitable, emotional, and perhaps even unstable.
12 “Business Culture in Spain,” WorldBusinessCulture, Global Business Culture, 2012, Web, 5 May 2012.
British linguist Richard D. Lewis, founder of a highly suc- cessful cross-cultural communication consulting fi rm, has developed a three-part model for categorizing the world’s many cultures. He believes they can be generally de- scribed as linear-active, multi-active, or reactive. Linear-actives are those who tend to follow a linear path toward a desired goal. They “plan, schedule, organize, pursue action chains, do one thing at a time.” Lewis cites the Germans and Swiss as exemplars of this group. Multi-actives are those who have several things going at the same time—and not all of them overtly business related. According to Lewis, they are “lively, loquacious people who do many things at once, planning their priori- ties not according to a time schedule but according to the relative thrill or importance that each appointment brings
with it.” He puts Italians, Latin Americans, and Arabs in this group. Then there are the reactives —those who listen and ponder carefully and move with caution. In Lewis’s words, they “prioritize courtesy and respect, listening quietly and calmly to their interlocutors and reacting carefully to the other side’s proposals.” The Chinese, Japanese, and Finns would be in this group. Knowing which style your communication partner prefers can help you adjust your expectations and com- munication style accordingly. But as with all categorizing schemes, use this one only as a general guide, paying careful attention to the actual situation you’re in.
SOURCE: Richard D. Lewis, When Cultures Collide: Leading Across Cultures , 3rd ed. (Boston: Nicholas Brealey International, 2006), print.
COMMUNICATION MATTERS
Linear-actives, Multi-actives, and Reactives: Richard D. Lewis
ren03210_ch02_025-046.indd 35ren03210_ch02_025-046.indd 35 1/4/13 3:08 PM1/4/13 3:08 PM
36 PART 1 Introduction
Many more such diff erences exist. Some cultures combine business and social pleasure; others do not. Some expect to engage in aggressive bargaining in business transactions; others prefer straightforward dealings. Some talk loudly and with emotion; others communicate orally in a subdued manner. Some communicate with emphasis on economy of expression; others communicate with an abundance of verbiage.
Th ere are countless diff erences between cultures. But it is not necessary that you know them all. What is important is that you recognize their existence, respect them, and study them when necessary. Only then can you adapt your communication style accordingly.
Eff ects on Business Communication Because cultural diff erences will aff ect communication between people of diff erent cultures, the communication advice presented in the remaining chapters of this book should be modifi ed to fi t the cultures involved.
Keep in mind that this book was written largely for U.S. readers. Much of what we say may not apply to other cultures. People in Asian cultures, for example, generally favor a somewhat indirect approach for messages we would treat directly. Th ey begin with an identifi cation of context—that is, a description of the situation the message concerns. Th ey use what appears to us as exaggerated politeness and slowness in mov- ing to the point. In fact, some of our direct messages would be regarded as rude by people in these cultures. 13
Even the British, whose culture we think of as resembling our own, have communi- cation practices that diff er from ours. Th ey especially diff er in the treatment of negative situations. Th ey prefer an approach that we would regard as blunt and calloused. Th ey would regard our goodwill strategies as insincere and evasive.
Online communication is also aff ected by culture. In one study, social networking preferences were found to line up with cultural diff erences. Th e U.S. users who were studied formed connections that were much broader and looser than those of their Chinese and South Korean counterparts, who cultivated online relationships more carefully and maintained them longer. 14 Another researcher found that Asians, fearful of overstepping their authority and reluctant to speak to strangers, can be hesitant to off er comments during online conversations. 15
To be eff ective in the contemporary workplace, you have no choice but to become a student of culture. Learn the cultures of those with whom you communicate, and don’t expect them to understand your culture, although many of them will. With eff ort and patience, you can develop cross-cultural competency and enjoy its many benefi ts.
PROBLEMS OF LANGUAGE Th e people on earth use more than 3,000 languages. Because few of us can learn more than one or two other languages well, problems of miscommunication are bound to occur in international communication.
Lack of Language Equivalency Unfortunately, wide diff erences among languages make precisely equivalent trans- lations diffi cult. One reason for such diff erences is that languages are based on the concepts, experiences, and views of the particular cultures that developed them. Th us,
LO5 Explain the language equivalency problem and techniques for minimizing its effects.
13 Richard M. Hodgetts, Fred Luthans, and Jonathan Doh, International Management: Culture, Strategy, and Behavior (New York: McGraw-Hill/Irwin, 2006) 190, print. 14 Sejung Mariana Choi, Shu-Chuan Chu, and Yoojung Kim, “Culture-Laden Social Engagement: A Comparative Study of Social Relationships in Social Networking Sites among American, Chinese and Korean Users,” Computer-Mediated Communication across Cultures, ed. Kirk St. Amant and Sigrid Kelsey, IGI Global, 2012, Web, 2 May 2012. 15 Kirk St. Amant, “Culture, Context, and Cyberspace: Rethinking Identity and Authority in the Age of the Global Internet,” Association for Business Communication Southeast Regional Conference, St. Petersburg, FL, Mar. 2012, conference presentation.
ren03210_ch02_025-046.indd 36ren03210_ch02_025-046.indd 36 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 37
even a word that seems the same in two languages may have diff erent meanings. For example, we think of a fl orist as someone who sells fl owers and related items in a store. In some cultures, however, fl owers are sold by street vendors, mainly women and chil- dren. Obviously, our fl orist does not have a precise equivalent in the language of such cultures.
Sometimes a word in one language has no corresponding word in another. For ex- ample, supermarket has no equivalent in some languages. Th e French have no word to distinguish between house and home, mind and brain, and man and gentleman. Th e Spanish have no word to distinguish between a chairman and a president, while Italians have no word for wishful thinking. And Russians have no words for effi ciency, challenge, and having fun. However, Italians have nearly 500 words for types of pasta. And so it is with words for many other objects, actions, and concepts (for example, roundup, interview, strike, tough, monopoly, domestic, feminine, responsible, aloof ).
Another explanation for the lack of language equivalency is that there are grammati- cal and syntactic diff erences among languages. Some languages (Urdu, for example) have no gerunds, and some have no adverbs and/or adjectives. Not all languages deal with verb mood, voice, and tense in the same way. Th e obvious result is that even the best translators oft en cannot fi nd literal equivalents between languages.
Adding to these equivalency problems is the problem of multiple word meanings. Like English, other languages have more than one meaning for many words. Th ink, for example, of our numerous meanings for the simple word run (to move fast, to com- pete for offi ce, a score in baseball, a break in a stocking, a fading of colors, and many more). Th e Oxford English Dictionary uses over 15,000 words to defi ne what. Unless one knows a language well, it is diffi cult to know which of the meanings is intended.
Within a culture, certain manners of expression may be used in a way that their dic- tionary translations and grammatical structures do not explain. Th ose within the cul- ture understand these expressions; those outside may not. For example, we might say, “Business couldn’t be better,” meaning business is very good. One from another culture might understand the sentence to mean “Business is bad” (impossible to improve). Or we might say, “We could never be too nice to our customers,” meaning that try as we
Companies can make blunders in international business through their products, practices, and words. Here are some of those where words were the culprit.
• When Coca-Cola fi rst attempted to market its drink in China, the characters representing it sounded like Coca-Cola but translated to a wax-fl attened mare. Now the characters that represent it translate to happiness in the mouth.
• Olympia tried to introduce a copier in Chile under the name Roto, which is the Spanish word for broken.
• American Motor Company’s Matador translated into killer in Puerto Rico, clearly not a good name in a place with high traffi c fatality rates.
• Toyota’s MR2 did well in most countries, but in France it is often pronounced merde, meaning human waste.
• Ford encountered problems when it introduced a low-cost truck it named Fiera into Latin American countries. The name translates to ugly old woman.
• Bacardi developed and launched a fruity drink, calling it Pavian. In German it means baboon .
• When Nike attempted to place a graphic of fl ames on its shoes, it discovered that the illustration resembled the Arabic script meaning Allah, the word for God. The Council on American–Islamic Relations demanded an apology and withdrawal of the shoes from the market.
Selected from David A. Ricks, Blunders in International Business, 4th ed. (Malden, MA: Blackwell Publishing, 2006), print.
COMMUNICATION MATTERS
Blundering with Words
ren03210_ch02_025-046.indd 37ren03210_ch02_025-046.indd 37 1/4/13 3:08 PM1/4/13 3:08 PM
38 PART 1 Introduction
may, we couldn’t be overly nice. To one from another culture, the sentence might mean “We cannot be nice to our customers.” 16
Similarly, like-meaning words can be used in diff erent ways in diff erent cultures. One example is the simple word yes, a word that has an equivalent in all languages. “Th e Chinese yes, like the Japanese yes, can oft en be understood by Americans and British as their English yes. But the Chinese yes oft en means ‘I am listening.’ Or it may be un- derstood in English as the opposite. For example, when an American says to a Chinese counterpart, ‘I see you don’t agree with this clause,’ the Chinese will usually reply, ‘Yes’ meaning a polite agreement with the negative question: ‘Yes, you are right. I do not agree with the clause.’ ” 17
Overcoming such language problems is diffi cult. Th e best way, of course, is to know your partner’s language well, but the competence required is beyond the reach of many of us. Th us, your best course is fi rst to be aware that translation problems exist and then to ask questions—to probe—to determine what the other person understands. For very important messages, you might consider using a procedure called back translating . Th is procedure involves using two translators, one with fi rst-language skills in one of the languages involved and one with fi rst-language skills in the other language. Th e fi rst translator translates the message into his or her language, and the second transla- tor then translates the message back into the original. If the translations are good, the second translation matches the original.
Diffi culties with English English is the primary language of international business. Th is is not to say that other languages are not used. When business executives from diff erent countries have a com- mon language, whatever it may be, they are likely to use it. For example, an executive from Iraq and an executive from Saudi Arabia would communicate with each other in Arabic, while an executive from Venezuela would use Spanish in dealing with an execu- tive from Mexico. However, when executives have no common language, they are likely to use English. Th e members of the European Free Trade Association conduct all their business in English. In the words of one international authority, “English has emerged as the lingua franca of world commerce in much the same way that Greek did in the ancient world of the West and Chinese did in the East.” 18
We must keep in mind, though, that English is not the primary language of many of those who use it. Since many of these users have had to learn English as a second language, they are likely to use it less fl uently than native speakers and to experience problems in understanding it. Some of their more troublesome problems are reviewed in the following pages.
Two-Word Verbs. One of the most diffi cult problems for nonnative speakers of English is the use of two-word verbs. By two-word verbs we mean a wording consist- ing of (1) a verb and (2) a second element that, combined with the verb, produces a meaning that the verb alone does not have. For example, take the verb break and the word up . When combined, they have a meaning quite diff erent from the meanings the words have alone. And look how the meaning changes when the same verb is combined with other words: break away, break out, break in, break down. Figure 2–1 lists some of the more common words that combine with verbs.
Of course, nonnatives studying English learn some of these word combinations, but many of them are not covered in language textbooks or listed in dictionaries. For this reason, we should use these word combinations sparingly when communicating
17 Zhao 225. 18 Naoki Kameda, Business Communication toward Transnationalism: Th e Signifi cance of Cross-Cultural Business English and Its Role (Tokyo: Kindaibungeisha Co., 1996) 34, print.
16 Jensen J. Zhao, “Th e Chinese Approach to International Business Negotiation,” Journal of Business Communication 37 (2000): 225, print.
ren03210_ch02_025-046.indd 38ren03210_ch02_025-046.indd 38 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 39
Verb Plus Away
give away
keep away
lay away
pass away
throw away
Verb Plus Back
cut back
feed back
keep back
play back
read back
take back
turn back
win back
Verb Plus Down
calm down
die down
hand down
keep down
let down
lie down
mark down
pin down
play down
put down
run down
shut down
sit down
wear down
Verb Plus In
cash in
cave in
close in
dig in
give in
run in
take in
throw in
Verb Plus Off
break off
brush off
buy off
check off
clear off
cool off
cut off
fi nish off
let off
mark off
pay off
run off
send off
slow off
shut off
sound off
start off
take off
write off
Verb Plus Out
blow out
clean out
crowd out
cut out
die out
dry out
even out
fi gure out
fi ll out
fi nd out
give out
hold out
lose out
pull out
rule out
tire out
wear out
work out
Verb Plus Over
check over
do over
hold over
pass over
put over
roll over
run over
stop over
take over
talk over
think over
win over
Verb Plus Up
blow up
build up
call up
catch up
cover up
dig up
end up
fi ll up
get up
hang up
hold up
keep up
look up
mix up
pick up
save up
shake up
shut up
slow up
wrap up
Verb Plus Miscellaneous Words
bring about
catch on
get across
pass on
put across
put forth
set forth
Figure 2–1
Some Two-Word Verbs That Confuse Nonnative Speakers
with nonnative speakers of English. Following are some two-word verbs and suggested substitutes:
Two-Word Verbs Suggested Substitutes
give up surrender
speed up, hurry up accelerate
go on, keep on continue
put off defer, delay
take off depart, remove
come down descend
go in, come in, get in enter
go out, come out, get out exit, leave
blow up explode
think up imagine
fi gure out solve
take out, take away remove
go back, get back, be back return
ren03210_ch02_025-046.indd 39ren03210_ch02_025-046.indd 39 1/4/13 3:08 PM1/4/13 3:08 PM
40 PART 1 Introduction
Additional problems result from the fact that some two-word verbs have noun and adjective forms. Th ese also tend to confuse nonnatives using English. Examples of such nouns are breakthrough, cover-up, drive-in, and show-off . Examples of such adjectives are going-away (a going-away gift ), cover-up (cover-up tactics), cleanup (cleanup work), and turning-off (turning-off place). Fortunately, some nouns and adjectives of this kind are commonly used and appear in standard dictionaries (words such as hookup, feed- back, breakthrough, lookout, and takeover ). In writing to nonnative readers, you will need to use sparingly those that do not appear in standard dictionaries.
Slang and Colloquialisms. As the next chapter points out, slang and colloquial- isms can cause problems when your reader or listener is unfamiliar with them. Th e odds of this being the case are dramatically increased in cross-cultural communication.
For example, will non-U.S. communicators understand the expressions nerd, couch potato, control freak, 24/7, pumped, or basket case ? How about words derived from U.S. sports, such as kickoff , over the top, out in left fi eld, strike out, touch base, and get the ball rolling ? Such expressions are sometimes defi ned on English as a Second Language (ESL) websites but rarely in dictionaries. Th ey would be risky to use except with those very familiar with U.S. English. (See Figure 2-2 for more colloquialisms to avoid.)
In the United States we tend to use colloquial expressions oft en in our everyday communicating. Th ey are colorful, and they can communicate clearly to those who un- derstand them. But when you are communicating with nonnative English speakers, try to replace them with words that are clearly defi ned in the dictionaries that these people are likely to use in translating your message. Following are some examples:
Not This But This This is just off the top of my head.
He frequently shoots from the hip.
We would be up the creek without a paddle.
They couldn’t make heads or tails of the report.
The sales campaign was a fl op.
I’ll touch base with you on this problem in August.
I’ll share our research with the committee so they won’t have to start from scratch [or reinvent the wheel].
We will wind down manufacturing operations in November.
Your prediction was right on target.
Don’t let him get your goat.
Here’s a quick idea.
He frequently acts before he thinks.
We would be in a helpless situation.
They couldn’t understand the report.
The sales campaign was a failure.
I’ll talk with you again about this problem in August.
I’ll share our research with the committee to save them some work.
We will end manufacturing operations in November.
Your prediction was correct.
Don’t let him upset you.
head for home
seal the deal
grasp at straws
fl at-footed
on target
out to pasture
sitting duck
in the groove
nuts (crazy)
circle the wagons
shoot from the hip
over the top
on the same page
back to the drawing board
start at square one
a fl op (or bust)
up the creek without a paddle
a fi sh out of water
a chicken with its head cut off
in the ballpark
in a rut
priming the pump
make heads or tails of it
tearjerker
countdown
shortcut
educated guess
all ears
slower than molasses
break the ice
Figure 2–2
Examples of Colloquialisms to Avoid with Nonnative Speakers
ren03210_ch02_025-046.indd 40ren03210_ch02_025-046.indd 40 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 41
ADVICE FOR COMMUNICATING ACROSS CULTURES As the preceding sections make clear, cross-cultural communication is fraught with po- tential barriers and misunderstandings. And even with the best eff ort on your part, not every act of cross-cultural communication will succeed. Like other kinds of communi- cation, cross-cultural communication involves people—and people are unpredictable. In every culture, some persons are uncooperative, deceitful, prejudiced, or insensitive, while others are respectful, welcoming, sincere, and harmony-seeking. You can only make sure that you are as prepared as possible. Keeping in mind the following advice will help.
Do Your Research Th is chapter cites many helpful resources on diff erent cultures and their communica- tion practices, and Figure 2–3 lists additional websites and books. Before any interna- tional business encounter, be sure you have done your homework. Learn something about the topography, climate, and location of your potential partners’ countries of origin. Learn something about their language—and learn to speak it if you can. Study descriptions of their history, their ways of life, their values, their manners, and even their food and recreation.
Besides doing library and online research, talk with people who have had experience with those in other cultures, and if they have writing samples, ask to see them. Take an intercultural business course or even a course designed for those preparing to do business in a specifi c country. Pursue opportunities to socialize or do teamwork with nonnatives in your own country. Th e more eff ort you make to reach out beyond your own world, the better your cross-cultural relations will be.
Know Yourself and Your Company As several books by international communication experts point out, a frequent mistake made by those preparing to do business abroad is that they focus all their research on people in the culture they’re about to engage with and forget to research themselves. Yet knowing yourself is a good way to anticipate and prevent likely frustations. For example, if you know you tend to be a “low-context,” “low power distance,” “individu- alistic,” “masculine,” “long-term goals” kind of person, you will be less caught off guard by people at the opposite ends of these spectrums. You can remind yourself to watch and listen carefully for visual and vocal cues, to be patient, to show respect and act with due dignity yourself, and so forth.
It is also very important to understand the business you represent. Is yours a rule- bound, procedure-governed operation or one that is more loose and trusting? Do you solve problems by leaving them to management, by hiring an expert, or by pooling everyone’s ideas? Does your company avoid mixing business with pleasure, do em- ployees socialize only with their peers, or does everyone in the company feel free to relax together? Does your company tend to take a straight, effi cient route to its goals or learn and adjust as it goes? Just as you will view your international business partner as representative of his or her company, so he or she will view you. Be sure you send accurate signals.
Be Aware—and Wary—of Stereotypes One of the most sensitive issues in cross-cultural communication is the extent to which generalizing about a culture perpetuates stereotypes. We have come to regard stereo- typing as negative, with good reason: Stereotyping can prejudice us and blind us to others’ true natures. But the reason stereotypes are powerful is that they are based to some degree on observable likenesses within groups of people. Th ey appeal because they are tempting mental shortcuts. But as the international business consultants at Canning point out, that is also their downside. Th ey “are fi xed and conventionalized”
LO6 Describe what one can do to enhance one’s cross-cultural communication skills.
ren03210_ch02_025-046.indd 41ren03210_ch02_025-046.indd 41 1/4/13 3:08 PM1/4/13 3:08 PM
42 PART 1 Introduction
Websites:
www.state.gov . The U.S. government’s main diplomatic website. The “Countries and Regions” tab on the main menu bar gives you access to the site’s Backgound Notes. These provide extensive, frequently updated information on all countries with which the United States has relations. www.cia.gov/library/publications/the-world-factbook/ . Resources from the U.S. Central Intelligence Agency. The site “provides information on the history, people, government, economy, geography, communications, transportation, military, and transnational issues for 267 world entities.” http://trade.gov/index.asp . Website of the International Trade Administration, U.S. Department of Commerce, whose purpose is to promote international trade. Through the “Publications” tab on the main menu bar, you can access the agency’s latest publications, including its monthly newsletter, as well as previous articles and reports. www.export.gov/ . Website of the U.S. Commercial Service (under the International Trade Administration), offering assistance of all types on international trade. Of particular value are its Country Commercial Guides, regularly updated for each country (access these through “Find Opportunities” > “Market Research” > “Market Research Library”). www.sba.gov/aboutsba/sbaprograms/internationaltrade/ exportlibrary/index.html . Resources from the U.S. government for small businesses interested in doing international trade. www.oecd.org/home/0,3305,en_2649_201185_1_1_1_1_1,00 .html . Website for the Organisation for Economic Co-operation and Development (OECD)—originally the Organisation for European Economic Co-operation (OEEC)—an organization of 34 member countries that share their knowledge and resources on over 200 countries (click the “Countries” tab). www.uscib.org . Website of the United States Council for International Business, a nongovernmental organization. Can access recent issues of the USCIB’s journal International Business and news articles for free (must belong to a member company, law fi rm, or organization to access additional material). www.fi ta.org/index.html . Site of the Federation of International Trade Organizations, another nongovernmental organization promoting international trade. Has links to over 8,000 international trade-related websites on such topics as maps and geography, international business terms, trade law, and many more. (A good place to start is “Really Useful Links” in the “Tools of Trade” section of the left-hand main menu bar.) Some links lead to free resources; some are for paying members only. http://globaledge.msu.edu/ . Sponsored by Michigan State University in the United States. Can fi nd extensive resources by country and state, including not only geography, history, and vital statistics but also news, trade, and industry information. http://timeticker.com . Can fi nd out what time it is in any country or which countries are in any time zone.
www.NationMaster.com . A popular educational website started by an Australian statistics enthusiast. Offers maps, fl ags, and country profi les, but its greatest strength is statistics on many countries, which the site will graph for you. www.calliope.be/ . An online learning center for international communication at the University of Antwerp. Offers theory, exercises, and cases on intercultural communication in three languages: Dutch, English, and French. You can see what readers in these different cultures prefer to see in such documents as résumés, press releases, and persuasive messages. www.kwintessential.co.uk/etiquette/doing-business-in.html. Site of a UK consulting fi rm that offers free guides for doing business in 46 countries.
Selected Books:
Jag Bhalla, I’m Not Hanging Noodles on Your Ears and Other Intriguing Idioms from Around the World (Washington, DC: National Geographic, 2009). A compilation of colorful expressions in different languages.
Mary Murray Bosrock, Asian Business Customs & Manners: A Country-by-Country Guide (Minnetonka, MN: Meadowbrook, 2007). Other books in this popular series focus on Europe, United States, Mexico/Canada, Russia, and the Middle East.
Martin J. Gannon and Rajnandini Pillai, Understanding Global Cultures: Metaphorical Journeys Through 30 Nations, Clusters of Nations, Continents, and Diversity, 5th ed. (Los Angeles: Sage, 2013). An insightful, innovative approach that interprets cultures through their popular metaphors, such as “the Japanese garden” and “the Finnish sauna.”
Jeanette S. Martin and Lillian H. Chaney, Global Business Etiquette: A Guide to International Communication and Customs (Westport, CT: Praeger, 2012). Comprehensive guide to world business communication and behavior.
Terri Morrison and Wayne A. Conaway, Kiss, Bow, or Shake Hands: How to Do Business in Sixty Countries , 2nd ed. (Avon, MA: Adams Media, 2006). An alphabetically arranged country- by-country guide describing the overall culture, behavioral styles, negotiating techniques, protocol, and business practices of each country.
Mustafa F. Ozbilgin and Ahu Tatli, Global Diversity Management: An Evidence-Based Approach (London: Palgrave Macmillan, 2008). Case studies and advice concerning many countries and issues.
Kirk St. Amant and Sigrid Kelsey, Computer-Mediated Communication across Cultures: International Interactions in Online Environments, IGI Global , 2012, Web, 5 May 2012.
Fons Trompenaars and Charles Hampden-Turner, Riding the Waves of Culture: Understanding Diversity in Global Business, 3rd ed. (New York: McGraw-Hill, 2012).
Figure 2–3
Additional Resources for Cross-Cultural Communication
and for that reason “suggest a failure to learn from experience.” Well-researched cultural stereotypes can be useful as basic models that you then adjust as you accumulate ad- ditional information. Th e generalizations can be a beginning point of reference, but you should quickly let them go when someone clearly doesn’t represent the general type. 19
19 Mattock 14–15.
ren03210_ch02_025-046.indd 42ren03210_ch02_025-046.indd 42 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 43
Another reason it is important to be aware of stereotypes is that your prospective international business partners are likely to see you through the lens of a cultural ste- reotype. Th e more familiar you are with the way people from your culture or country are seen by those in another, the better prepared you will be to show them the ways in which you diff er from the stereotype.
Adapt Your English to Your Audience Th e nonnative English speakers you meet will vary widely in their skill. Some may speak better English than you do, while others may have only the barest grasp of the language. As we have suggested, erring on the side of simplicity is your best bet for clear communication. Write or talk simply and clearly. Talk slowly and enunciate each word. Remember that because most nonnative speakers learned English in school, they are acquainted mainly with primary dictionary meanings and are not likely to understand slang words or shades of diff erence in the meanings we give words. Th ey will under- stand you better if you avoid these pitfalls.
You also will communicate better if you carefully word your questions. Be sure your questions are not double questions (for example, avoid a question like “Do you want to go to dinner now or wait until aft er the rush hour is over?”). Also, avoid the yes/no ques- tion that some cultures may have diffi culty answering directly. Use more open-ended questions such as “When would you like to go to dinner?” And avoid negative questions such as “Aren’t you going to dinner?” If the respondent says “yes,” it could mean either “right, I am not going to dinner,” or “Yes, I’m going.”
Finally, try to confi rm that you understand and are being understood correctly. Even in Britain, whose culture is similar to ours in the United States, similar words can have vastly diff erent meanings. For example, we use a billion to mean 1,000,000,000 whereas the British use it to mean 1,000,000,000,000. If a British English speaker asks to table an item, an American English speaker will probably interpret that as a request to put it off , when the real request is to bring it to attention. 20 Continually checking for shared meaning can help ensure the accuracy of the communication process.
Be Open to Change International communication can be a broadening experience if you approach it with openness and tolerance. In addition to learning about new and better ways to do busi- ness, you can also grow personally and enlarge your world.
Is adapting to the practices of one’s international partners always feasible? No. You may fi nd that the culture of the company you represent will simply not mesh with those of some potential business partners. Is adapting to others’ practices always ethical? Here, too, the answer is no. For example, Jean-Claude Usunier lists several practices to avoid in international negotiations, including bribing, buying information, buying infl uence, giving misleading information, exploiting the other party’s ignorance, undermining the competition by buying out their people, and negotiating without intending to keep any promises. 21 Unfortunately, these practices are all fairly widespread, even though some have been made expressly illegal by such acts as the U.S. Foreign Corrupt Prac- tices Act. And other ethical problems—racism, sexism, homophobia, disregard for the environment, exploitation of labor, and so forth—may arise. If put in a situation where you must choose between making a deal or behaving ethically and legally, seek advice from others in your company. You are likely to be advised to do the ethical thing—not only because most businesspeople are honorable but also because, in the Internet age, news about scandalous company dealings travels fast, oft en with disastrous results.
20 Danielle Medina Walker, Th omas Walker, and Joerg Schmitz, Doing Business Internationally: Th e Guide to Cross- Cultural Success, 2nd ed. (New York: McGraw-Hill/Irwin, 2003) 211, print. 21 Jean-Claude Usunier, “Ethical Aspects of International Business Negotiations,” International Business Negotiations, ed. Pervez N. Ghauri and Jean-Claude Usunier, 2nd ed. (Amsterdam: Pergamon, 2003) 437–38, print.
ren03210_ch02_025-046.indd 43ren03210_ch02_025-046.indd 43 1/4/13 3:08 PM1/4/13 3:08 PM
44 PART 1 Introduction
If approached patiently, humbly, and sincerely, forming international business rela- tions can be incredibly exciting. Be ready to make and acknowledge mistakes, and to forgive them in others. Mutual respect is key—perhaps the key—to successful cross- cultural communication.
THERE’S MORE . . . What time is it in Kyoto, Japan, when it’s 9 a.m. your time? Where can you fi nd an on- line dictionary for Italian? How should you dress when doing business in Chile? Scan the QR code in the margin with your smartphone or use your Web browser to fi nd out at www.mhhe.com/leskiar13e. Choose Chapter 2 > Bizcom Tools & Tips.
1. Businesses are becoming increasingly global in their operations. • Being able to communicate across cultures is necessary in these operations. • Specifi cally, it helps in satisfying customers’ needs, gaining additional
business, getting along with co-workers, hiring good people, and avoiding misinterpretations.
2. When learning about a culture, start with the big picture . • Learn about the infl uence of topography, history, and religion on the culture. • Remember that businesspeople the world over share many of the same goals. • Learn about others’ cultures to avoid ethnocentrism and to enhance your cross-
cultural communication. 3. How people use body positions and body movements varies across cultures.
• How people walk, gesture, smile, and touch diff ers from culture to culture. • Understanding others’ body movements is important in cross-cultural
communication. 4. People in diff erent cultures diff er in their ways of relating to people.
• Specifi cally, they diff er in their practices and thinking concerning time, space, odors, frankness, social hierarchy, workplace values, and social behavior.
• We should not use our own culture’s practices as standards for interpreting and evaluating the practices of those from other cultures.
• Instead, we should try to understand other cultures and adapt our communication styles accordingly.
5. Language equivalency problems are another major cause of miscommunication in cross-cultural communication, but you can minimize them. • Some words in a language have no equivalent in other languages. • Languages can also diff er greatly in terms of grammar and syntax. • As in English, most words in other languages have multiple meanings. • As a result, accurate translation is diffi cult. • Th e best advice is to master the language of the nonnative English speakers with
whom you communicate. • Ask questions carefully to make sure you are understood. • Try to avoid two-word verbs and colloquial expressions. • Continually check the accuracy of the communication.
1 Explain why communicating clearly across cultures is important to business.
2 Describe three major factors that infl uence a country or region’s culture.
3 Describe cultural differences regarding body positions and movements and use this knowledge effectively in communicating.
4 Describe the impact of culture on views and practices concerning human relations and use this knowledge effectively in communicating.
5 Explain the language equivalency problem and techniques for minimizing its effects.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
ren03210_ch02_025-046.indd 44ren03210_ch02_025-046.indd 44 1/4/13 3:08 PM1/4/13 3:08 PM
CHAPTER 2 Communicating Across Cultures 45
6. Keep in mind the following advice about cross-cultural communication: • Do your research. • Know yourself and your company. • Be aware—and wary—of stereotypes. • Adapt your English to your audience. • Be open to change.
6 Describe what one can do to enhance one’s cross-cultural communication skills.
1 Put yourself in the shoes of the trainer described in this chapter’s Introductory Challenge. What might have been a better way to handle the situation? Explain why. LO4
2 What are the prevailing attitudes in our culture toward the following, and how can those attitudes aff ect our communication with nonnatives? Discuss. LO4 a. Negotiation methods b. Truth in advertising c. Company–worker loyalty d. Women’s appropriate roles in society e. Th e Protestant work ethic
3 Some of our message-writing techniques are said to be unacceptable to people from such cultures as those of Japan and England. Which techniques in particu- lar do you think would be most inappropriate in these cultures? Why? LO4
4 Th ink of English words (other than this chapter’s exam- ples) that probably do not have precise equivalents in some other culture. How would you attempt to explain each of these words to a person from that culture? LO5
5 Select a word with at least fi ve meanings. List those meanings and consider how you would communicate each of them to a nonnative. LO5
6 Is a conversational style appropriate in writing to non- native readers? Discuss. LO4, LO5
7 Select a country or region and analyze the likely impact of its topography, history, and religious background on its culture. LO2
8 Study a country’s culture and then infer its people’s likely attitudes toward American values and behaviors. LO3, LO4
9 If you were trying to persuade your boss to implement some kind of cross-cultural training in the company, what kind of evidence might help you make a convinc- ing case? LO1
10 On a recent trip to India, Mr. Yang, a prominent Chinese executive, dined with his client Himanshu Jain. Mr. Yang commented that the food was spicy, which Mr. Jain interpreted as an opportunity to discuss Indian cuisine. Aft er lengthy explanations, Mr. Yang commented again that the food was spicy.
What happened here? What barrier is likely getting in the way of clear communication? (Adapted from Danielle Medina Walker, Th omas Walker, and Joerg Schmitz, Doing Business Internationally: Th e Guide to Cross-Cultural Success [New York: McGraw-Hill, 2003] 237, print.) LO2, LO4
C R I T I C A L T H I N K I N G Q U E S T I O N S
K E Y T E R M S
culture, 27
ethnocentrism, 29
monochronic, 31
polychronic, 32
low-context culture, 32
high-context culture, 32
power distance, 33
back translating, 38
two-word verbs, 38
stereotypes, 41
Instructions: Rewrite the following sentences for a nonnative English speaker. LO5
1 From newspapers or magazines, fi nd and bring to class 10 sentences containing words and expressions that a nonnative English speaker would not be likely to un- derstand. Rewrite the sentences for this reader. LO5
2 Interview a nonnative speaker of English about com- munication diff erences between cultures he or she has experienced. Report your fi ndings to the class in a 10-minute presentation. LO2, LO3, LO4
3 Research a non-English-speaking country on the Internet or in your library. Look for ways in which the culture of
S K I L L S B U I L D I N G E X E R C I S E S
ren03210_ch02_025-046.indd 45ren03210_ch02_025-046.indd 45 1/4/13 3:08 PM1/4/13 3:08 PM
46 PART 1 Introduction
this country might infl uence the way its citizens do busi- ness. Report your work to the class in a short presenta- tion. LO2, LO6
4 Research diff erences in business etiquette between your country and another one. Report your fi ndings to the class. LO2, LO4, LO6
5 Rewrite the following sentences to accommodate a nonnative English speaker. LO5 a. Last year our laboratory made a breakthrough in
design that really made our sales skyrocket. b. You will need to pin down Mr. Wang to get him to
tighten up expenses. c. Recent losses have us on the ropes now, but we ex-
pect to get out of the hole by the end of the year.
d. We will kick off the advertising campaign in Febru- ary, and in April we will bring out the new products.
e. Maryellen gave us a ballpark fi gure on the project, but I think she is ready to back down from her estimate.
f. We will pull the plug on any of our products that are fl atlining.
g. Mr. Maghrabi managed to straighten up and be- come our star salesperson.
h. Now that we have cut back on our telemarketing, we will have to build up our radio advertising.
i. If you want to improve sales, you should stay with your prospects until you win them over.
j. We should be able to haul in a savings of 8 or 10 grand.
ren03210_ch02_025-046.indd 46ren03210_ch02_025-046.indd 46 1/4/13 3:08 PM1/4/13 3:08 PM
PART TWO
With a net worth of around $44 billion, War-
ren Buff ett is ranked by Forbes magazine as
the second-richest person in the world, after
Microsoft Cofounder and Chairman Bill
Gates. Buff ett made his fi rst stock purchase
at the age of 11 but sold before the stock
skyrocketed. Th is early lesson taught him to
study hard and carefully analyze potential in-
vestments. Th e result was the development
of one of the world’s largest holding compa-
nies, Berkshire Hathaway, Inc.
Although best known for his ability to
pick stocks, Buff ett was honored in 2006 by
the National Commission on Writing for
America’s Families, Schools, and Colleges for
writing Berkshire Hathaway’s annual report.
Buff ett writes, “One way or another, you have to project your ideas to other people.
Writing isn’t necessarily easy. . . . But you get better and better at it, and I encourage
everybody to do that.”
Warren E. Buffett, CEO of Berkshire Hathaway, Inc.
Fundamentals of Business Writing
3 Adapting Your Words to Your Readers
4 Constructing Clear Sentences and Paragraphs
5 Writing for a Positive Effect
ren03210_ch03_047-069.indd 47ren03210_ch03_047-069.indd 47 1/11/13 2:53 PM1/11/13 2:53 PM
Learning Objectives Upon completing this chapter, you will be able to adapt your language to specifi c readers and to select the most effective words for your communication purpose. To reach this goal, you should be able to
1 Explain the role of adaptation in selecting words that communicate.
2 Simplify writing by selecting familiar and short words.
3 Use slang and popular clichés with caution.
4 Use technical words and acronyms appropriately.
5 Use concrete, specifi c words with the right shades of meaning.
6 Avoid misusing similar words and use idioms correctly.
7 Use active verbs.
8 Use words that do not discriminate.
CHAPTER THREE
Adapting Your Words to Your Readers
ren03210_ch03_047-069.indd 48ren03210_ch03_047-069.indd 48 1/11/13 2:53 PM1/11/13 2:53 PM
CHAPTER 3 Adapting Your Words to Your Readers 49
THE IMPORTANCE OF ADAPTATION Clear writing begins with adapting your message to your specifi c readers. As Chapter 1 explains, readers occupy particular organizational, professional, and personal contexts. Th ey do not all have the same kind or level of vocabulary, knowledge, or values. And as Chapter 2 explains, some may be from cultures very diff erent from yours.
To choose words that communicate clearly and with the appropriate tone, you should learn everything possible about those with whom you wish to communicate. Th en you should word your message so that it is easy for them to understand and respond to favorably. Tailoring your message to your readers is not only strategically necessary; it is also a sign of consideration for their time and energy. Everyone benefi ts when messages are clear and appropriate to the correspondents’ situation.
Adaptation Illustrated Th e following paragraphs from two company annual reports illustrate the basic prin- ciple of adaptation . Th e fi rst was written in such a way that investors without a back- ground in fi nance could understand it.
Last year your company’s total sales were $117,400,000, which was slightly higher than the $109,800,000 total for the year before. After deducting for all expenses, we had $4,593,000 left over for profi ts, compared with $2,830,000 for 2011. Because of these increased profi ts, we were able to increase your annual dividend payments per share from the 50 cents paid over the last 10 years.
Th e second paragraph was adapted to those with fi nancial expertise: stockbrokers, fi nancial managers, fi nancial analysts, and bankers.
The corporation’s investments and advances in three unconsolidated subsidiaries (all in the development stage) and in 50 percent-owned companies was $42,200,000 on December 31, 2012, and the excess of the investments in certain companies over net asset value at dates of acquisition was $1,760,000. The corporation’s equity in the net assets as of December 31, 2012, was $41,800,000 and in the results of operations for the years ended December 31, 2011 and 2012, was $1,350,000 and
LO1 Explain the role of adaptation in selecting words that communicate.
To consider the importance of choosing words carefully in your business communication, put yourself in this hypo- thetical scenario. You’re fulfi lling your business school’s co-op requirement by working in the offi ce of a large uni- form and career apparel company. Your supervisor tells you that she thinks the company’s correspondence with customers seems somewhat stiff and outdated, and she asks if you’ll draft a “thank you for your business” form let- ter for new clients that will “make us sound contemporary but still professional.” “Sure,” you say. You sit at your computer and dash off this fi rst draft:
Dear [new customer], You are welcomed as a new customer and thanked for your business.
It will be seen that we have a lot of wonderful products that have gained us notoriety in our industry. Plus, our CRM is second to none. If you ever have a complaint, our customer-service girls will take care of it ASAP. We are anxious to serve you further and look forward to a harmonious and mutually profi table collaborative experience.
As you read over what you’ve written, you’re not very pleased. The more you look at the letter, the more you realize that it’s not likely to be effective. This chapter will help you understand how to choose your words more wisely.
INTRODUCTORY CHALLENGE
Choosing the Best Words for Your Message
ren03210_ch03_047-069.indd 49ren03210_ch03_047-069.indd 49 1/11/13 2:53 PM1/11/13 2:53 PM
50 PART 2 Fundamentals of Business Writing
$887,500, respectively. Dividend income was $750,000 and $388,000 for the years 2011 and 2012, respectively.
Which writer was right? Perhaps both. Perhaps neither. Th e answer depends on what the stockholders of each company were really like. Both examples illustrate the technique of adaptation. Th ey use diff erent words for diff erent audiences, which is one of the most powerful communication strategies.
Adapting to Multiple Readers Adapting your message to one reader requires considerable care, but what if, as oft en happens, you need to address your message to several diff erent readers? What if your readers vary widely in terms of their education, knowledge of the subject, and reasons for reading? How can you write your message in such a way that you communicate to everyone? Th e solution is to write in such a way that your diff erent readers can fi nd and understand the parts of your message that are of value to them.
For example, assume that you are the assistant director of marketing for a telecom- munications company, and you need to report some complex marketing data to your boss, to the sales manager, and to the president of the company. How might you design your report so that all three, with their diff ering levels of familiarity with market re- search techniques, could understand it?
For the sales manager and the president, the nonexperts, you will need to defi ne any specialized vocabulary you use. You will also spell out the implications of your fi ndings for them. For example, the sales manager in our example will need to know what your fi ndings mean for the sales staff , while the president will want to under- stand how your fi ndings could enhance the fi nancial health of the company.
Accommodating the nonexperts need not bore the expert readers. Th ey oft en can benefi t from seeing the bigger picture themselves, and they usually are not bothered when defi nitions and explanations are provided. But it is oft en helpful to provide clearly worded headings in your message so that readers looking for diff erent things can fi nd those parts, read them carefully, and then skim or skip the rest.
As with every other element of your messages, your choice of words needs to be guided by your audience and purpose. Th at is the main “rule” for eff ective word- ing. Th e advice that follows should always be considered in light of this overarching principle.
Like good signage that the public can understand, your writing should be adapted to the skills and interests of your readers .
ren03210_ch03_047-069.indd 50ren03210_ch03_047-069.indd 50 1/11/13 2:53 PM1/11/13 2:53 PM
CHAPTER 3 Adapting Your Words to Your Readers 51
SUGGESTIONS FOR SELECTING WORDS Th e recommendations in this section will help you make you writing clear, interesting, correct, and eff ective.
Use Familiar Words To communicate clearly, you must use words that your readers are familiar with. Because words that are familiar to some people may be unfamiliar to others, you will need to decide which ones your readers will understand.
In general, using familiar words means using the language that most of us use in everyday conversation. Th e U.S. government calls this kind of wording plain language and defi nes it as “communication your audience can understand the fi rst time they read or hear it.”1 To write clearly, avoid the stiff , more diffi cult words that do not com- municate so precisely or quickly. For example, instead of using the less common word endeavor, use try. Prefer do to perform, begin to initiate, fi nd out to ascertain, stop to discontinue, and show to demonstrate.
Th e suggestion to use familiar words does not rule out some use of more diffi cult words. You should use them whenever their meanings fi t your purpose best and your readers understand them clearly. Th e mistake that many of us make is to overwork the more diffi cult words. We use them so much that they interfere with our communica- tion. A good suggestion is to use the simplest words that carry the meaning without off ending the readers’ intelligence. Oft en this means using the words you would use in face-to-face communication with your readers.
Th e following contrasting examples illustrate the communication advantages of familiar words. As you read the examples, consider what it would be like to read an entire message or report written in these styles.
Unfamiliar Words Familiar Words
This machine has a tendency to develop excessive and unpleasant audio symptoms when operating at elevated temperatures.
This machine tends to get noisy when it runs hot.
Purchase of a new fl eet is not actionable at this juncture.
Buying new trucks is not practical now.
We must leverage our core competencies to maximize our competitiveness.
Relying on what we do best will make us the most competitive.
The most operative assembly-line confi guration is a unidirectional fl ow.
The most effi cient assembly-line design is a one-way fl ow.
The conclusion ascertained from a perusal of pertinent data is that a lucrative market exists for the product.
The data studied show that the product is in high demand.
Company operations for the preceding accounting period terminated with a defi cit.
The company lost money last year.
A great resource for business writers—and a great model of the advice it gives— is the U.S. Securities and Exchange Commission’s A Plain English Handbook: How to Create Clear SEC Disclosure Documents (available at www.sec.gov/pdf/ handbook.pdf ).
Here’s what the handbook says about using familiar words:
Surround complex ideas with short, common words. For example, use end instead of terminate, explain rather than elucidate, and use instead of utilize. When a shorter, simpler synomym exists, use it.
LO2 Simplify writing by selecting familiar and short words.
1 “What Is Plain Language?,” PlainLanguage.gov, Plain Language Action and Information Network (PLAIN), n.d., Web, 20 May 2012.
ren03210_ch03_047-069.indd 51ren03210_ch03_047-069.indd 51 1/11/13 2:53 PM1/11/13 2:53 PM
52 PART 2 Fundamentals of Business Writing
Prefer Short Words According to studies of readability, short words generally communicate better than long words. Of course, part of the explanation is that short words tend to be familiar words. But there is another explanation: A heavy use of long words—even long words that are understood—leaves an impression of diffi culty that hinders communication.
Of course, not all short words are easy, and not all long words are hard. Many excep- tions exist. Not everyone knows such one-syllable words as gybe, verd , and id , whereas even children know such long words as hippopotamus, automobile, and bicycle. On the whole, however, word length and word diffi culty are related. Th us, you should rely mostly on short words and use long ones with caution.
Th is point is illustrated by the following examples. Notice how much easier to understand the short-word versions are.
Long Words Short Words
The proposed enhancement is under consideration .
We are considering your suggestion .
They acceded to the proposition to undertake a collaborative venture .
They agreed to work with us.
Prior to accelerating productive operation , the supervisor inspected the machinery.
Before speeding up production, the supervisor inspected the machinery.
The unanimity of current forecasts is not incontrovertible evidence of an impending business acceleration.
Agreement of the forecasts is not proof that business will improve.
This antiquated merchandising strategy is ineffectual in contemporary business operations.
This old sales strategy will not work with today’s customers.
Blogger and writing expert Mary Cullen surveyed a wide range of clients from various industries to ask them “which overused phrases they would like to see banished.” Here are their top replies:
1. At the end of the day
2. 30,000-foot view
3. Give 110%
4. Think outside of the box
5. FYI
6. 800-pound gorilla
7. Throw under the bus
8. My bad
9. Rightsizing
10. Reaching out
11. Low-hanging fruit
12. Paradigm shift
13. Take it offl ine
14. At this point in time
15. Synergy
16. Action item
Cullen adds one more that particularly bothers her: “Going forward.” “Where else would we go?” she asks. “Backward?”
SOURCE: “Top 25 Jargon and Gobbledygook Phrases 2011,” Instructional Solutions, www.instructionalsolutions.com , 2012, Web, 20 May 2012. From Instructional Solutions, www.instructionalsolutions.com. Reprinted with permission.
COMMUNICATION MATTERS
The Most Annoying Business Clichés
ren03210_ch03_047-069.indd 52ren03210_ch03_047-069.indd 52 1/11/13 2:53 PM1/11/13 2:53 PM
CHAPTER 3 Adapting Your Words to Your Readers 53
Use Slang and Popular Clichés with Caution At any given time in any society, some slang words and clichés are in vogue. In the United States, for example, you might currently hear “for real” (or, “for real?”), “no worries,” and “sweet,” while other such expressions—“no way,” “get out,” and “bodacious”—now sound dated.
Business clichés come and go as well. “State of the art,” “cutting edge,” and “world class” have given way to “moving forward,” “thought leaders,” and “best practices.” More examples of today’s favored clichés are listed in the Communication Matters box on page 52.
It is true that business clichés can sometimes increase your credibility with other businesspeople and make you sound like “one of them.” Th ese expressions can also add color to your language and quickly convey a certain idea. But they can also work against you. As Harvard professor Marjorie Garber puts it, “Jargon marks the place where thinking has been.”2 Clichés catch on because they represent popular concepts, but with overuse, they begin to sound like a replacement for thinking. Plus, they run the risk of sounding out of date, and as Chapter 2 explains, they can create problems in cross-cultural communication.
Google “annoying clichés” and you will see that popular expressions can soon become unpopular. Use them sparingly and only in communication with people who will understand and appreciate them.
Use Technical Words and Acronyms Appropriately Every fi eld of business—accounting, information systems, fi nance, marketing, and management—has its technical language. Th is language can be so complex that in some cases specialized dictionaries are compiled. Such dictionaries exist for technology, law, fi nance, and other business specialties. Th ere are even dictionaries for subareas such as databases, ecommerce, and real estate.
As you work in your chosen fi eld, you will learn its technical words and acronyms. In time you will use these terms freely in communicating with people in your fi eld, and you should. Frequently, one such word will communicate a concept that would otherwise take dozens of words to describe. Moreover, specialized language can signal to other specialists that you are qualifi ed to communicate on their level.
However, problems can arise when you use technical terms with people outside your fi eld. Because these words are everyday words to you, you may forget that not everyone knows them. Th e result is miscommunication. You can avoid such miscommunication by using technical words only when you are sure your readers know them.
Examples of misuse of technical writing are easy to fi nd. To a worker in the Social Security Administration, the words covered employment commonly mean employ- ment covered by social security. To some outsiders, however, they could mean working under a roof. Annuity has a clear meaning to someone in insurance. A contract that guarantees an income for a specifi ed period would have more meaning to uninformed outsiders. Th ose in the investment fi eld will understand the comment that a company is too highly leveraged, but lay investors will need to have it explained that the company has too much debt.
Initials (including acronyms) should be used with caution, too. While some initials, such as IBM, are widely recognized, others, such as SEO (search-engine optimization) and CRM (customer relationship management), are not. If you have any doubt that your reader is familiar with the initials, the best practice is to spell out the words the fi rst time you use them and follow them with the initials. You may also need to go one step further and defi ne them.
LO3 Use slang and popular clichés with caution.
LO4 Use technical words and acronyms appropriately.
2 Quoted by Helen Sword, “Yes, Even Professors Can Write Stylishly,” Th e Wall Street Journal, Dow Jones & Company, Inc., 6 Apr. 2012, Web, 21 May 2012.
ren03210_ch03_047-069.indd 53ren03210_ch03_047-069.indd 53 1/11/13 2:53 PM1/11/13 2:53 PM
54 PART 2 Fundamentals of Business Writing
Your technical language may not be any of the ones mentioned here, but you will have one. You will need to be careful about using it when you write to people who do not understand it.
Use Precise Language Good business communicators use words that have sharp, clear meanings for their in- tended readers, as well as the right emotional tone. Choosing such words means being concrete, specifi c, and sensitive to shades of meaning.
Concrete is the opposite of abstract . While abstract words are vague, concrete words stand for things the reader can see, feel, taste, smell, or count.
Th e most concrete words are those that stand for things that exist in the real world, such as chair, desk, computer, Bill Gates, and the Empire State Building . Ab- stract nouns, on the other hand, cover broad, general meanings as in these examples: administration, negotiation, wealth, inconsistency, loyalty, compatibility, conservation, discrimination, incompetence, and communication . It is diffi cult to visualize what these words stand for.
Notice how much clearer the concrete words are in the following examples:
Abstract Concrete
A signifi cant loss A 53 percent loss
Good attendance record 100 percent attendance record
The leading company First among 3,212 companies
The majority 62 percent
In the near future By noon Thursday
Substantial amount $3,517,000
LO5 Use concrete, specifi c words with the right shades of meaning.
Before using slang in messages that might go to an inter- national audience, consider this lesson about how even a seemingly straightforward word can go wrong:
Some interesting problems can arise when attempts are made to reach what are thought to be single-minded markets supposedly speaking a common language. Spanish is probably the most vivid example of a language that, while it has many commonalities throughout its use in different places, also contains certain words that have marked variations in meaning. As a result, the message that’s meant to be conveyed isn’t necessarily the message that’s received.
To illustrate, according to Philip Cateora in his book International Marketing , the word ball translates in Spanish as bola. Bola means ball in several countries and a lie or fabrication in several others, while in yet another, it’s a vulgar obscenity. Tropicana brand orange juice, he writes, was advertised as Jugo de China in Puerto Rico, but when marketed to the Cuban population of Miami, Florida, it failed to make a dent in the market. To the Puerto Rican, China translated into orange, but none of the Cubans in Miami were interested in buying what they perceived to be Chinese juice.
SOURCE: Michael White, A Short Course in International Marketing Blunders (Novato, CA: World Trade Press, 2002) 10–11, Ebrary Online Books, University of Cincinnati, Web, 20 May 2012.
COMMUNICATION MATTERS
Lost in Translation
ren03210_ch03_047-069.indd 54ren03210_ch03_047-069.indd 54 1/11/13 2:53 PM1/11/13 2:53 PM
CHAPTER 3 Adapting Your Words to Your Readers 55
Today, word processors will help writers with grammar and style as well as with spelling. By default, Microsoft Word checks spelling and grammar automatically, using red and green underlines to distinguish between them. But you can tell Word which grammatical issues to look for. In Word 2010, go to File > Options > Proofi ng and then click the Settings button, highlighted below. That will open an extensive list of options in the Grammar Settings box. Word will look for whatever options you check.
TECHNOLOGY IN BRIEF
Grammar and Style Checkers Help Writers with Word Selection
Although grammar and style checkers are not as accu- rate as spelling checkers, they will identify words, phrases, and sentences that could be improved. In fact, they often suggest a way to fi x the problem and provide an explana- tion of correct usage. In the example shown here, the writer told Word to look for instances of passive voice. Then, when she had written the fi rst part of a document, she clicked Review > Spelling and Grammar to have Word check it. The review identifi ed an instance of passive voice. To see how to correct it, she clicked the “Explain . . .” button, and an explanation ap- peared. Now she will need to decide if she wants to keep the sentence as is or change it to active voice. If you use your word processor to help you identify po- tential problems, just remember that no computer applica- tion can tell you if your wording is appropriate; only you can determine that.
ren03210_ch03_047-069.indd 55ren03210_ch03_047-069.indd 55 1/11/13 2:53 PM1/11/13 2:53 PM
56 PART 2 Fundamentals of Business Writing
Concrete, specifi c wording can make a dramatic diff erence in longer passages. Try to understand this paragraph written in abstract language:
It is imperative that the fi rm practice extreme conservatism in operating expendi- tures during the coming biennium. The fi rm’s past operating performance has been ineffectual for the reason that a preponderance of administrative assignments has been delegated to personnel who were ill equipped to perform in these capacities. Recently instituted administrative changes stressing experience in operating econo- mies have rectifi ed this condition.
Written for concreteness and specifi city, this message might read as follows:
We must reduce operating expenses at least $2 million during 2013–14. Our $1,350,000 defi cit for 2012-13 was caused by poor investment decisions autho- rized by Mr. Sartan and Mr. Ross. We have hired Ms. Janice Pharr, a CPA with over 25 years of managerial experience, to restructure the fi nance department and estab- lish better investment guidelines.
As you can see, concrete, specifi c wording is not only easier to understand; it is also more informative and interesting.
But being specifi c isn’t your only concern. You also need to elicit the right emo- tional response from your reader. Good writers possess a sensitivity to words’ shades of meaning. Some words are forceful and some timid; some are positive and some nega- tive; some are formal and some informal. Any given word can occupy a place on many diff erent scales of tone and meaning. To achieve your communcation goals, you need to choose the words that will achieve the desired eff ect with your intended readers.
Consider the diff erences among tycoon, industry giant, successful entrepreneur, and prominent business executive . All four terms indicate a person who has acquired wealth and power in business, but you would use these terms in diff erent circum- stances. For example, tycoon calls to mind the robber barons of the late 19th and early 20th centuries, whereas prominent business executive suggests a less fl ashy, less greedy person who has achieved success within the context of a corporation. Simi- larly, fi red, dismissed, downsized, separated, terminated, and discharged refer to the same action but have diff erent shades of meaning. So it is with each of the following groups of words:
sell, market, advertise, promote
money, funds, cash, fi nances
improve, enhance, fi x, correct
concern, issue, problem, incident
secretary, administrative assistant, support staff, coordinator
Th ough the words in each list share the same denotation (basic meaning), they vary widely in their connotations (their social and emotional associations). Being attentive to what diff erent words imply will make you a more skillful and eff ective writer.
Select Words for Appropriate Usage Certain pairs of words in our language can cause trouble for writers. For example, do you know the diff erence between fewer and less? Fewer is used with items that can be
LO6 Avoid misusing similar words and use idioms correctly.
Closely related to being concrete is being specifi c . Even if you are talking about something intangible, you can still make your wording as precise as possible. Th ese examples show what we mean:
Vague
We have a great company.
Our batteries are better.
Please respond soon.
Specifi c
We’ve been voted one of the Business Courier’s “Best Places to Work” for the last fi ve years.
Our batteries cost less and last longer.
Will you let me know by June 1?
ren03210_ch03_047-069.indd 56ren03210_ch03_047-069.indd 56 1/11/13 2:53 PM1/11/13 2:53 PM
CHAPTER 3 Adapting Your Words to Your Readers 57
counted (e.g., customers), while less is used to refer to an overall quantity of something that can’t be counted (e.g., traffi c) . Aff ect and eff ect are oft en used as synonyms. But aff ect is a verb meaning “to infl uence,” whereas eff ect is most oft en used as a noun that means “a result” of something (in its verb form, eff ect means “to bring about”). Similarly, care- ful writers use continual to mean “repeated regularly and frequently” and continuous to mean “repeated without interruption.” Th ey write farther to express geographic distance and further to indicate “more, in addition.”
You’ll fi nd more examples of oft en misused words in the “Wrong Word” section of Chapter 18. Watch out for these, as well as for diff erent words that sound alike or nearly alike. Here are some common examples:
Incorrect
The company needs to improve it’s website.
The company needs to improve its’ website.
After we choose the winner, we celebrated.
They’re isn’t any reason to delay.
The employees have received they’re bonus checks.
Their not going to be happy.
Please give me your advise.
Correct
The company needs to improve its website.
It’s time for the company to improve its website.
After we chose the winner, we celebrated.
There isn’t any reason to delay.
The employees have received their bonus checks.
They’re not going to be happy.
Please give me your advice . Please advise me on this matter.
In your eff ort to be a skillful writer, you should also use idioms correctly. Idioms are word combinations that have become standard in a language. Many of these seem arbi- trary, but to avoid unclear or distracting writing, you need to use the word combinations that people expect. For example, there is really no logic behind using the word up in the sentence “Look up her name in the directory,” but leaving it out would make the sentence nonsensical. Other idiomatic errors just sound bad. “Independent of” is good idiomatic usage; “independent from” is not. Similarly, you “agree to” a proposal, but you “agree with” a person. You are “careful about” a sensitive situation, but you are “careful with” your money. Here are some additional illustrations:
Faulty Idiom Correct Idiom authority about authority on comply to comply with different than different from enamored with enamored of equally as bad equally bad in accordance to in accordance with in search for in search of listen at listen to seldom or ever seldom if ever based off of based on
As you can see, some word choices are unwise, some are awkward, and some are just plain wrong. If you are unsure which word you need or would have the best eff ect, consult a dictionary.
Prefer Active Verbs Of all parts of speech, verbs do the most to make your writing interesting and lively, and for good reason: Th ey contain the action of the sentence.
But not all verbs add vigor to your writing. Overuse of the verb “to be” and pas- sive voice can sap the energy from your sentences. To see the diff erence between
LO7 Use active verbs.
ren03210_ch03_047-069.indd 57ren03210_ch03_047-069.indd 57 1/11/13 2:53 PM1/11/13 2:53 PM
58 PART 2 Fundamentals of Business Writing
writing that relies heavily on forms of “to be” and writing that uses active verbs, compare the following two passages (the forms of “to be” and their replacements are italicized):
There are over 300 customers served by our help desk each day. The help desk personnel’s main tasks are to answer questions, solve problems, and educate the callers about the software. Without their expert work, our customer satisfaction rat- ings would be much lower than they are.
Our help desk personnel serve over 300 customers each day. They answer ques- tions, solve problems, and educate the users about the software. Without their ex- pert work, our customer satisfaction ratings would drop signifi cantly.
As these examples show, using active verbs adds impact to your writing, and it usually saves words as well.
In addition to minimizing your use of “to be” verbs, you can make your verbs more active by using what grammarians refer to as active voice . A sentence with a verb that can take a direct object (the recipient of the action) can be written either in a direct (active) pattern or an indirect (passive) pattern. For example, the sentence “the auditor inspected the books’’ is in active voice. In passive voice, the sentence would read: “Th e books were inspected by the auditor.” For further support of the advantages of active over passive voice, compare the following sentences:
Passive Active The results were reported in our July 9 letter. We reported the results in our July 9 letter. This policy has been supported by our union. Our union supported this policy. The new process is believed to be superior by the investigators.
The investigators believe that the new process is superior.
The policy was enforced by the committee. The committee enforced the policy. The offi ce will be inspected by Mr. Hall. Mr. Hall will inspect the offi ce. It is desired by the director that this problem be brought before the board.
The director wants the secretary to bring this problem before the board.
A complete reorganization of the administration was effected by the president.
The president completely reorganized the administration.
Nonnative speakers have particular trouble with idiomatic expressions in foreign languages. Consider the English verbal phrase “put up with.” If you’re a native English speaker, it makes clear sense to you—but imagine how nonsensical it might sound to a nonnative speaker hearing or reading it for the fi rst time. On the other hand, choosing the appropriate preposi- tion to describe going “to” a certain place can be chal- lenging for a nonnative French speaker. The preposition changes depending on whether you are using it with the name of a city or island (“á Paris”), with the femi- nine name of a country (“au Japon” [Japan]), with the
masculine name of a country (“en Belgique” [Belgium]), with the name of a continent (“en Amerique du Sud [South America]”), with the masculine name of a state or region (“dans le Nevada”), or with the feminine name of a state or region (“en Californie” [California])! When communicating with an inexperienced user of your language, try to keep idiomatic expressions to a minimum and to be tolerant of errors in idiom that he or she may make. And when attempting to use the language of another culture, be careful to check your wording against a good phrase dictionary or some other expert source.
COMMUNICATION MATTERS
The Trouble with Idioms
ren03210_ch03_047-069.indd 58ren03210_ch03_047-069.indd 58 1/11/13 2:53 PM1/11/13 2:53 PM
CHAPTER 3 Adapting Your Words to Your Readers 59
Th e suggestion that active voice be preferred does not mean passive voice is incor- rect or you should never use it. Sometimes passive voice is preferable.
For example, when the doer of the action is unimportant to the message, passive voice properly de-emphasizes the doer.
Advertising is often criticized for its effect on price.
The copier has now been repaired.
Passive voice may enable you to avoid accusing your reader of an action:
The damage was caused by exposing the material to sunlight.
The color desired was not specifi ed in your order.
Passive voice also may be preferable when the performer is unknown, as in this example:
During the past year, the equipment has been sabotaged seven times.
Yet another situation in which passive voice may be preferable is one in which the writer does not want to name the performer:
The interviews were conducted on weekdays between noon and 6 p.m.
Two complaints have been made about you.
Your writing will be clearest and liveliest, though, when you favor the active voice.
Students are often confused by the terms active voice and passive voice. Here’s the lowdown: Broadly speaking, there are two main categories of verbs in English: those that can take direct objects and those that can’t. To illustrate, the verb repair can take a direct object (that is, you can repair something), while the verb happen cannot (you can’t happen anything). Sentences with verbs that can take direct objects are the ones that can be written in either active or passive voice. When you write in active voice, the sentence is in “who 1 does/did what 1 to what/whom” order, as in this example:
An authorized technician repaired the new laser printer.
[who] [did what] [to what]
When you write the same idea in passive voice, the di- rect object moves to the start of the sentence and bumps the real subject to a phrase at the end of it (or out of it altogether). With this move, you now have
The new laser printer was repaired
[what] [had something done to it]
by an authorized technician.
[by whom]
Or even just
The new laser printer was repaired. [real subject removed]
As you can see, inverting the word order this way makes the sentence less energetic, more roundabout, and some- times less informative. You can fi nd instances of passive voice in your own writing by looking for two- and three-word verbs that consist of
• a form of the verb to be (for example , is , was , has been, will be) and
• a verb in past-tense form (for example, installed, reduced , chosen , sent ).
When you fi nd such verbs—was installed, has been reduced , will be chosen—see if your meaning would be clearer and sharper if you wrote in the active voice instead.
COMMUNICATION MATTERS
Everything You Wanted to Know about Active and Passive Voice
ren03210_ch03_047-069.indd 59ren03210_ch03_047-069.indd 59 1/11/13 2:53 PM1/11/13 2:53 PM
60 PART 2 Fundamentals of Business Writing
Avoid Overuse of Camoufl aged Verbs An awkward construction that should be avoided is the camoufl aged verb . When a verb is camoufl aged, the verb describing the action in a sentence takes the form of a noun. Th en other words have to be added. For example, suppose you want to write a sentence in which eliminate is the action to be expressed. If you change eliminate into its noun form, elimination , you must add more words to have a sentence. Your sentence might then be “Th e staff eff ected an elimination of the surplus.” Th e sentence is wordy and hard to understand. You could have avoided the camoufl aged construction with a sentence using the verb eliminate: “Th e staff eliminated the surplus.”
Here are two more examples. If we take the action word cancel and make it into a noun, cancellation, we would have to say something like “to eff ect a cancellation” to communicate the action. If we change consider to consideration, we would have to say “give consideration to.” So it would be with the following examples:
Action Verb Noun Form Wording of Camoufl aged Verb acquire acquisition make an acquisition appear appearance make an appearance apply application make an application appraise appraisal make an appraisal assist assistance give assistance to cancel cancellation make a cancellation commit commitment make a commitment discuss discussion have a discussion investigate investigation make an investigation judge judgment make a judgment liquidate liquidation effect a liquidation reconcile reconciliation make a reconciliation record recording make a recording
Note the diff erences in overall eff ect in these contrasting sentences:
Camoufl aged Verb Clear Verb Form An arrangement was made to meet for breakfast. We arranged to meet for breakfast. Amortization of the account was effected by the staff. The staff amortized the account. Control of the water was not possible. They could not control the water. The new policy involved the standardization of the procedures.
The new policy standardized the procedures.
Application of the mixture was accomplished. They applied the mixture. We must bring about a reconciliation of our differences.
We must reconcile our differences.
The establishment of a wellness center has been accomplished by the company.
The company has established a wellness center.
Give your writing impact by using strong verbs .
ren03210_ch03_047-069.indd 60ren03210_ch03_047-069.indd 60 1/11/13 2:53 PM1/11/13 2:53 PM
CHAPTER 3 Adapting Your Words to Your Readers 61
From these illustrations you can see that our suggestion to avoid camoufl aged verbs overlaps with two of our preceding suggestions. First, camoufl aged verbs are abstract nouns, and we suggested that you prefer concrete words over abstract words. Second, camoufl aged verbs frequently require passive voice, and we advised using active voice.
You can apply these related suggestions by following two helpful writing hints. Th e fi rst is to make the subjects of most sentences either persons or things. For example, rather than write “consideration was given to . . . ,” you should write “we considered. . . .” Th e second is to write most sentences in normal order (subject, verb, object), with the doer of the action as the subject. Involved, strained, passive structures oft en result from attempts at other orders.
SUGGESTIONS FOR NONDISCRIMINATORY WRITING As the workforce has grown more diverse, it has become increasingly important to avoid discriminatory words. By discriminatory words we mean words that do not treat all people with equal respect. More specifi cally, they are words that refer negatively to groups of people, such as by gender, race, nationality, sexual orientation, age, or disabil- ity. Such words do not promote good business ethics or good business and thus have no place in business communication.
Many discriminatory words are a part of the vocabularies we have acquired from our environments. We oft en use them innocently, not realizing how they aff ect oth- ers. We can eliminate discriminatory words from our vocabularies by examining them carefully and placing ourselves in the shoes of those to whom they refer. Th e following review of the major forms of discriminatory words should help you achieve this goal.
Use Gender-Neutral Words Take care not to use words that discriminate by gender (“sexist” words). Although this form of discrimination can be directed against men, most instances discriminate against women. Our language developed in a society in which it was customary for women to work in the home and for men to be the breadwinners and decision makers. But times have changed, and the language you use in business needs to acknowledge the gender-diverse nature of most workplaces today. Suggestions for doing this follow.
Masculine Pronouns for Both Sexes. Perhaps the most troublesome sexist words are the masculine pronouns ( he , his , him) when they are used to refer to both sexes, as in this example: “Th e typical State University student eats his lunch at the student cen- ter.” Assuming that State is coeducational, the use of his excludes the female students. Historically, of course, the word his has been classifi ed as generic—that is, able to refer to both sexes. But many modern-day businesspeople do not agree and are off ended by the use of the masculine pronoun in this way.
You can avoid the use of masculine pronouns in such cases in three ways. First, you can reword the sentence to eliminate the off ending word. Th us, the illustration above could be reworded as follows: “Th e typical State University student eats lunch at the student center.” Here are other examples:
Sexist Gender-Neutral
If a customer pays promptly, he is placed on our preferred list.
A customer who pays promptly is placed on our preferred list.
When an unauthorized employee enters the security area, he is subject to dismissal.
An unauthorized employee who enters the security area is subject to dismissal.
A supervisor is not responsible for such losses if he is not negligent.
A supervisor who is not negligent is not responsible for such losses.
When a customer needs service, it is his right to ask for it.
A customer who needs service has the right to ask for it.
LO8 Use words that do not discriminate.
ren03210_ch03_047-069.indd 61ren03210_ch03_047-069.indd 61 1/11/13 2:54 PM1/11/13 2:54 PM
62 PART 2 Fundamentals of Business Writing
A second way to avoid sexist use of the masculine pronoun is to make the reference plural. Fortunately, the English language has plural pronouns (their, them, they) that refer to both sexes. Making the references plural in the examples given above, we have these nonsexist revisions:
If customers pay promptly, they are placed on our preferred list.
When unauthorized employees enter the security area, they are subject to dismissal.
Supervisors are not responsible for such losses if they are not negligent.
When customers need service, they have the right to ask for it.
A third way to avoid sexist use of he , his , or him is to substitute any of a number of gender-neutral expressions. Th e most common are he or she, he/she , s/he , you , one , and person. Using neutral expressions in the problem sentences, we have these revisions:
If a customer pays promptly, he or she is placed on our preferred list.
When an unauthorized employee enters the security area, he/she is subject to dismissal.
A supervisor is not responsible for such losses if s/he is not negligent.
When one needs service, he/she has the right to ask for it.
You should use such expressions with caution, however. Th ey tend to be somewhat awkward, particularly if they are used oft en. For this reason, many skilled writers avoid them. If you use them, you should pay attention to their eff ect on the fl ow of your words. Certainly, you should avoid sentences like this one: “To make an employee feel he/she is doing well by complimenting her/him insincerely confuses her/him later when he/she sees his/her co-workers promoted ahead of him/her.”
Words Derived from Masculine Words. As we have noted, our culture was male dominated when our language developed. Because of this, many of our words are mas- culine even though they do not refer exclusively to men. Take chairman, for example. Th is word can refer to both sexes, yet it does not sound that way. More appropriate and less off ensive substitutes are chair, presiding offi cer , moderator , and chairperson.
In today’s diverse workplaces, mutual respect between genders and across generations is key.
ren03210_ch03_047-069.indd 62ren03210_ch03_047-069.indd 62 1/11/13 2:54 PM1/11/13 2:54 PM
CHAPTER 3 Adapting Your Words to Your Readers 63
Similarly, salesman suggests a man, but many women work in sales. Salesperson, sales- clerk , or sales representative would be better. Other sexist words and gender-neutral substitutes are as follows:
Sexist Gender-Neutral man-made manufactured manpower personnel, workers congressman representative, member of Congress businessman business executive, businessperson mailman letter carrier, mail carrier policeman police offi cer fi reman fi refi ghter repairman repair technician cameraman camera operator freshman fi rst-year student
Many words with man and his in them have nonsexist origins. Among such words are manufacture, management , history , and manipulate. Also, some sexist words are hard to avoid (manhole, for example) , and some companies still use chairman to refer to an executive of either gender. Whenever possible, though, use the more inclusive term.
Other Words That Lower Status by Gender. In addition to avoiding “man” words, watch out for other wording that might imply a lower status for women. For example, male executives sometimes refer to their female employees by fi rst name only, while using fi rst and last names or titles and last names (“Mr. Cross”) for male employees. Th en there are the many female forms for words that refer to work roles. In this group are lady lawyer, authoress, sculptress , and poetess . You should refer to women in these work roles by the same words that you would use for men: lawyer, author, sculptor, poet . Using words such as male nurse or male teacher can be demeaning as well.
In deciding which words to avoid and which to use, you will have to rely on your best judgment. Remember that your goal should be to use words that are fair and that do not off end.
Can your employer tell you what to wear, outlaw deco- rated fi ngernails, or forbid the display of such body art as tattoos and piercings? According to EmployeeIssues.com, a website about employee rights, the answer is yes—as long as the appearance policies are clearly stated in writing and are applied fairly to all employees. Just as employers can require the use of uniforms, they can delineate what kinds of personal clothing will be acceptable on the job. For example, they might de- fi ne “business casual” in a way that explicitly excludes T-shirts, shorts, and fl ip-fl ops. And as long as tattoos and body piercings aren’t required by your religion, they can be grounds for being disciplined or even fi red—as long as the rules have been clearly laid out and communicated.
Looking professional need not mean selling out your cultural or ethnic heritage, argues Kali Evans-Raoul, founder of an image consultancy for minorities. Everyone must “balance self-expression with workplace realities,” she asserts. Just as one doesn’t wear a uniform at home, one shouldn’t expect to bring one’s entire personal look to work. To avoid confl icts over your on-the-job identity, your best bet is to try to choose an employer whose values align with your own. Then fi nd and abide by that com- pany’s appearance policy.
SOURCES: “Dress Cody Policy,” EmployeeIssues.com , EmployeeIssues .com, 2003–2012, Web, 23 May 2012, and Dan Woog, “Your Professional Image: Balance Self-Expression with Workplace Expectations,” Monster .com, Monster.com, 2009, Web, 23 May 2012.
COMMUNICATION MATTERS
How Diverse Is Too Diverse?
ren03210_ch03_047-069.indd 63ren03210_ch03_047-069.indd 63 1/11/13 2:54 PM1/11/13 2:54 PM
64 PART 2 Fundamentals of Business Writing
Avoid Words Th at Stereotype by Race, Nationality, or Sexual Orientation Words that characterize all members of a group based on their race, nationality, or sexual orientation can be especially harmful because they frequently reinforce negative stereotypes about this group. Members of any minority vary widely in all characteristics. Th us, it is unfair to suggest that Jews are miserly, that Italians are Mafi a members, that Hispanics are lazy, that African Americans can do only menial jobs, that gays are per- fectionists, and so on. Unfair references to minorities are sometimes subtle and not intended, as in this example: “We conducted the fi rst marketing tests in the low-income areas of the city. Using a sample of 200 African-American families, we . . . .” Th ese words unfairly suggest that only African Americans live in low-income areas.
Also unfair are words suggesting that a minority member has struggled to achieve something that is taken for granted in the majority group. Usually well intended, words of this kind can carry subtle discriminatory messages. For example, a reference to a “neatly dressed Hispanic man” may suggest that he is an exception to the rule—that most Hispanics are not neatly dressed, but here is one who is.
Eliminating unfair references to minority groups from your communication requires two basic steps. First, you must consciously treat all people equally, without regard to their minority status. You should refer to minority membership only in those rare cases in which it is a vital part of the message to be communicated. Second, you must be sensitive to the eff ects of your words. Specifi cally, you should ask yourself how those words would aff ect you if you were a member of the minorities to which they refer. You should evaluate your word choices from the viewpoints of others.
Avoid Words Th at Stereotype by Age Your avoidance of discriminatory wording should be extended to include age discrimination—against both the old and the young. While those over 65 might be retired from their fi rst jobs, many lead lives that are far from the sedentary roles in which they are sometimes depicted. Th ey also are not necessarily feeble, forgetful, or slow. While some do not mind being called senior citizens , others do. Be sensitive with terms such as mature and elderly as well; perhaps retired, experienced, or veteran would be better received. Likewise, when tempted to refer to someone as young ( young accountant, accomplished young woman ), be sure that calling attention to the person’s age is defensible.
Also be careful when using one of the popular generational labels in your writing. While it makes sense for the popular management literature to use such labels as Baby Boomer and Millennial as short-hand references to diff erent generations, the same la- bels can seem discriminatory in business messages. Your co-worker Frank probably does not want to be referred to as the “Baby Boomer in the group,” and your man- ager Courtney probably will not appreciate your saying that she holds the opinions she does because she’s a “Generation Xer.” Use such labels only when relevant and appropriate.
SOURCE: GRANTLAND® Copyright Grantland Enterprises, www.grantland.net.
ren03210_ch03_047-069.indd 64ren03210_ch03_047-069.indd 64 1/11/13 2:54 PM1/11/13 2:54 PM
CHAPTER 3 Adapting Your Words to Your Readers 65
Avoid Words Th at Typecast Th ose with Disabilities People with disabilities are likely to be sensitive to discriminatory words. Like those in other minority groups, they run the risk of having others exclude them, treat them as strange, or minimize their abilities. But they are the largest minority group in the world; in the U.S., 19% of the noninstitutionalized population has a disability. 1 Plus, all of us have diff erent levels of ability in diff erent areas. It is important to keep these facts in mind when choosing your words.
For example, negative descriptions such as crippled, confi ned to a wheelchair, wheel- chair bound, handicapped, and retarded should be avoided. Instead, use wheelchair user, developmentally disabled, or whatever term the people with the disability prefer. In gen- eral, that also means saying “those with disabilities” rather than “the disabled” to avoid suggesting that the disability is the only noteworthy trait of people in this group.
Work to develop a nonbiased attitude, and show it through carefully chosen words.
Some Final Words about Words Th ere’s a lot to keep in mind when selecting the most appropriate words. Under time pressure, it can be tempting to take a shortcut and settle—as Mark Twain once put
According to Generations, Inc ., fi ve generations now comprise the U.S. workforce: the Traditional Generation (born between 1918 and 1945), the Baby Boomers (born right after World War II), Generation X (born between 1960 and 1979), Generation Y or the Millennials (born after 1979), and the Linkster Generation (born after 1995). Different social and historical forces have shaped these generations, with the result that their values and work habits are quite different The three main groups—Boomers, Gen Xers, and Gen Yers—have these major traits and preferences:
• The Boomers “have the wisdom of experience that can provide historical perspective,” have a “tenacity” that can help the organization meet new challenges, and “are team players who can enhance any group in which they participate.” But they “need to be engaged,” need to feel that they are still valuable, and need to feel free to use their knowledge to make decisions within reasonable limits (they shouldn’t be “micromanaged”).
• Gen Xers “are happy working MTV style, meaning they like activities that require intense bursts of energy and
that challenge them to think quickly.” They don’t like “stu- pid rules,” they do like “individual recognition,” and they want to move ahead based on merit, not on schmoozing or seniority. They value work–life balance more than the Boomers did and are thus unwilling to work as hard, but they do value professional development. They want to be free to bring their own style to work but also want clear, fair, quick feedback on their performance.
• Gen Yers like to work in supportive environments like the ones that most of them grew up in. Thus, they react better to “coaching” than to being told what to do, and they like frequent reassurance that they are on the right track. Like Gen Xers, they are willing to work hard but not overly hard, they want to understand the value of the work, and they like creativity. They tend to be more fun- loving and less anxious than Gen Xers, though. They are also even more comfortable with communication tech- nologies than Gen Xers are, so much so that they may need to be encouraged to use other forms of communi- cation (e.g., face-to-face and phone conversations).
SOURCE: Meagan Johnson and Larry Johnson, Generations, Inc. (New York: AMACOM, 2010), print.
COMMUNICATION MATTERS
Understanding the Different Generations in the Workplace
1 “Disability in America Infographic,” Disabled World, Disabled WorldTM disabledworld.com , 1 Dec. 2011, Web, 23 May 2012. Th e graphic is based on U.S. census information.
ren03210_ch03_047-069.indd 65ren03210_ch03_047-069.indd 65 1/11/13 2:54 PM1/11/13 2:54 PM
66 PART 2 Fundamentals of Business Writing
it—for the best word’s “second cousin.” But remember: Business and business relation- ships can be won or lost with one word choice. Th e eff ort to say what you mean as clearly, readably, and appropriately as you can is eff ort well spent.
THERE’S MORE . . . How can you fi nd the word with the right connotation? What is “corporate speak” and why should you avoid it? What are 5 common business writing mistakes? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe.com/lesikar13e . Choose Chapter 3 > Bizcom Tools & Tips.
1. To communicate clearly, you must adapt your words to your reader. • Adaptation means using words the reader understands. • It therefore involves using all your knowledge of your reader.
2. Select words that your reader will understand. • Th ese are the familiar words (words like old instead of antiquated ). • Th ey are also the short words ( agreed to quit rather than acceded to the
proposition to terminate ). 3. Use slang and popular clichés with caution.
• Th ey may make your writing sound stale and make you sound superfi cial. • Th ey may also cause miscommunication.
4. Use technical words and acronyms appropriately. • Technical words are appropriate when your reader will understand them. When
writing to nonexperts, explain these terms or use more accessible ones. • Spell out and defi ne acronyms as needed.
5. Use precise language. • Prefer concrete, specifi c words to abstract, general ones. For example,
57 percent majority is more concrete than majority, and June 1 is more specifi c than soon.
• Choose words with the appropriate connotations (shades of meaning). 6. Avoid misusing similar words and use idioms correctly.
• Don’t confuse similar words (e.g., fewer and less, it’s and its). • Follow the conventions for idioms (two-word expressions, such as comply with
and diff erent from). 7. Prefer active verbs.
• Action verbs are more vigorous and interesting than forms of “to be.” • In active voice, the subject acts; in passive voice, it receives the action. Prefer
the active voice (e.g., we reported the results rather than the results were reported by us ).
• Active voice is stronger, more vigorous, and more interesting. But passive voice can be preferable in some situations.
• Avoid overuse of camoufl aged verbs—making the verb a noun and then having to add words (e.g., use appear rather than make an appearance).
8. Avoid discriminatory words. • Do not use words that discriminate against women (for example, using he, him,
or his to refer to both sexes and words such as fi reman, postman, lady lawyer, and authoress ).
1 Explain the role of adaptation in selecting words that communicate.
2 Simplify writing by selecting familiar and short words.
3 Use slang and popular clichés with caution. 4 Use technical words and acronyms appropriately. 5 Use concrete, specifi c words with the right
shades of meaning.
6 Avoid misusing similar words and use idioms correctly.
7 Prefer active verbs.
8 Use words that do not discriminate.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
66 PART 2 Fundamentals of Business Writing
ren03210_ch03_047-069.indd 66ren03210_ch03_047-069.indd 66 1/11/13 2:54 PM1/11/13 2:54 PM
CHAPTER 3 Adapting Your Words to Your Readers 67
• Do not use words that suggest stereotyped roles of race, nationality, or sexual orientation (African Americans and menial jobs, Italians and the Mafi a, gays and perfectionists).
• Do not use words that discriminate against certain age groups or those with disabilities.
K E Y T E R M S
adaptation, 49
plain language, 51
concrete, 54
abstract, 54
specifi c, 56
denotation, 56
connotation, 56
idioms, 57
active voice, 58
passive voice, 58
camoufl aged verb, 60
discriminatory words, 61
1 Explain how you would apply the basic principle of ad- aptation to your choice of words for each of the follow- ing writing tasks. LO1 a. An article in a company newsletter. b. A message to company executives requesting approval
to purchase new computer hardware. c. A progress report to the chief engineer explaining
how the development of a new safety device is going. d. A message to employees explaining a change in pen-
sion benefi ts. e. A letter to company stockholders explaining a change
in company reporting dates.
2 Evaluate this comment: “I’m not going to simplify my writing for my readers. Th at would be talking down to them. Plus, if they can’t understand English, that’s their problem.” LO2
3 “Using short words makes the writing sound too sim- ple and not very professional.” Discuss. LO2
4 “It’s important to use business clichés like cutting edge and state of the art to sound professional.” Discuss. LO3
5 “Acronyms and long, hard words contribute to mis- communication. Th us, they should be avoided in all business communication.” Discuss. LO4
6 Using examples other than those in the book, identify some technical terms that would communicate eff ec- tively to others in the fi eld but would need to be clari- fi ed for those outside the fi eld. LO4
7 Style experts advise against monotonous-sounding writing—that is, writing that has a droning, “blah-blah” eff ect when read aloud. What advice in this chapter might help you avoid a monotonous style? LO2, LO5
8 List synonyms (words with similar meanings) for each of the following words. Th en explain the diff erences in shades of meaning as you see them. LO5 a. salesperson b. co-worker c. old d. tell e. happiness f. customer g. boss h. misfortune i. inquire j. stop k. lie l. mistake
9 Explain what’s wrong with this sentence: “Th is proce- dure is diff erent than the one we use.” How would you correct it? Can you think of other examples of this kind of error? LO6
10 Defi ne and give examples of active and passive voice. Explain when each should be used. LO7
11 Do you know of a situation in which a female secretary or staff person is referred to by her fi rst name only (e.g. “See Joan at the front desk and she’ll take care of you”) but the higher-ranking employees are referred to by their fi rst and last names (e.g., “Jim Smith can answer your question”)? What do you think of this practice? Is it ever acceptable? LO8
C R I T I C A L T H I N K I N G Q U E S T I O N S
ren03210_ch03_047-069.indd 67ren03210_ch03_047-069.indd 67 1/11/13 2:54 PM1/11/13 2:54 PM
68 PART 2 Fundamentals of Business Writing
Using Technical Words Appropriately (LO4)
21 From a scholarly business journal, select a paragraph (at least 150 words long) that would be diffi cult for a student less advanced in the subject than you. Rewrite the paragraph so that this student can understand it easily.
Selecting Concrete Words (LO5)
Instructions, Sentences 22–30: Revise these sentences to make them conform to the writing suggestions discussed in the book.
22 We have found that young men are best for this work. 23 She makes good grades. 24 John lost a fortune in Las Vegas. 25 If we don’t receive the goods soon, we will cancel. 26 Some years ago she made good money. 27 His grade on the aptitude test was not high. 28 Here is a product with very little markup. 29 Th e cost of the online subscription was reasonable. 30 Th ere is only a little time left on our copier’s warranty.
Avoid Misusing Similar Words (LO6)
Instructions, Sentences 31–42: Some of the following are correct and some incorrect. Indicate which is which and correct the problem sentences.
31 We have less than 25 registrants so far. 32 I did not mean to infer that you had made a mistake. 33 If you turn in you’re report by Friday, you can have
Monday off .
34 He is not adverse to your suggestion; he simply wants more information.
35 You may have whichever computer you choose. 36 Th e handbook off ers advise on professional behavior. 37 Please except my apologies. 38 It’s time to remodel the break room. 39 A complementary breakfast is included. 40 Write in such a way that you elicit the response you
want.
41 Th is car needs its’ battery replaced. 42 Th ere is no reason why we should refund their money.
S K I L L S B U I L D I N G E X E R C I S E S
Using Familiar Words (LO2)
Instructions, Sentences 1–20: Assume that your readers are at about the 10th-grade level in education. Revise these sen- tences for easy communication to this audience.
1 We must terminate all defi cit fi nancing. 2 We must endeavor to correct this problem by expedit-
ing delivery.
3 A proportionate tax consumes a determinate appor- tionment of one’s monetary fl ow.
4 Business has an inordinate infl uence on governmental operations.
5 It is imperative that consumers be unrestrained in de- termining their preferences.
6 Mr. Sanchez terminated Kevin’s employment as a con- sequence of his ineff ectual performance.
7 Our expectations are that there will be increments in commodity value.
8 Can we ascertain the types of customers that have a predisposition to utilize our instant-credit off er?
9 Th e preponderance of the businesspeople we consulted envisions signs of improvement from the current siege of economic stagnation.
10 If liquidation becomes mandatory, we shall dispose of these assets fi rst.
11 Recent stock acquisitions have accentuated the com- pany’s current fi nancial crisis.
12 Mr. Coward will serve as intermediary in the pending labor–management parley.
13 Ms. Smith’s idiosyncrasies supply adequate justifi ca- tion for terminating her employment.
14 Requisites for employment by this company have been enhanced.
15 Th e unanimity of current forecasts is not incontrovert- ible evidence of an impending business acceleration.
16 People’s propensity to consume is insatiable. 17 Th e company must desist from its defi cit fi nancing
immediately.
18 Th is antiquated merchandising strategy is ineff ectual in contemporary business operations.
19 Percentage return on common stockholders’ equity av- eraged 23.1 for the year.
20 Th e company’s retained earnings last year exceeded $2,500,000.
ren03210_ch03_047-069.indd 68ren03210_ch03_047-069.indd 68 1/11/13 2:54 PM1/11/13 2:54 PM
CHAPTER 3 Adapting Your Words to Your Readers 69
61 Th is new equipment will result in a savings in maintenance.
62 Will you please make an adjustment on this invoice? 63 Implementation of the plan was eff ected by the crew. 64 Approval of all orders must be made by the chief. 65 A committee performs the function of determining the
award winner.
66 Adaptation to the new policy was performed easily by the staff .
67 Verifi cation of the amount is made daily by the auditor. 68 Th e president tried to eff ect a reconciliation of the two
groups.
Avoiding Discriminatory Language (LO8)
Instructions, Sentences 69–80: Change these sentences to avoid discriminatory language.
69 Any worker who ignores this rule will have his salary reduced.
70 Th e typical postman rarely makes mistakes in deliver- ing his mail.
71 A good executive plans his daily activities. 72 Th e committee consisted of a businessman, a banker,
and a lady lawyer.
73 A good secretary screens all telephone calls for her boss and arranges his schedule.
74 An effi cient salesman organizes his calls and manages his time.
75 Two representatives of our company attended the con- ference: a Hispanic engineer and one of our younger managers.
76 Th ree people applied for the job, including two well- educated black women.
77 Th ese parking spaces are strictly for use by the handicapped.
78 He is one of the best gay designers in the city. 79 We recommend Mr. Sanchez, one of our oldest
managers.
80 As a GenXer, she is very computer savvy.
Using Proper Idiom (LO6)
Instructions, Sentences 43–50: Th ese sentences use faulty idioms. Make the changes you think are necessary.
43 Th e purchasing offi cer has gone in search for a substi- tute product.
44 Our offi ce has become independent from the Dallas offi ce.
45 Th is strike was diff erent than the one in 2000. 46 Th is letter is equally as bad. 47 She is an authority about mutual funds. 48 When the sale is over with, we will restock. 49 Our truck collided against the wall. 50 We have been in search for a qualifi ed supervisor since
August.
Limiting Use of Passive Voice (LO7)
Instructions, Sentences 51–57: Revise the following sentences to eliminate passive voice.
51 Our action is based on the assumption that the compe- tition will be taken by surprise.
52 It is believed by the typical union member that his or her welfare is not considered to be important by management.
53 You were directed by your supervisor to complete this assignment by noon.
54 It is believed by the writer that this company policy is wrong.
55 Th e union was represented by Cecil Chambers. 56 Th ese reports are prepared by the salespeople every
Friday.
57 If more information is desired, the customer service department can be contacted.
Avoiding Camoufl aged Verbs (LO7)
Instructions, Sentences 58–68: Revise the following to elimi- nate camoufl aged verbs.
58 It was my duty to make a determination of the damages. 59 Harold made a recommendation that we fi re Mr.
Schultz.
60 We will ask him to bring about a change in his work routine.
ren03210_ch03_047-069.indd 69ren03210_ch03_047-069.indd 69 1/11/13 2:54 PM1/11/13 2:54 PM
Learning Objectives Upon completing this chapter, you will be able to construct sentences and paragraphs that are adapted to your readers and easy to understand. To reach this goal, you should be able to
1 Explain the role of adaptation in writing clear sentences.
2 Write short, clear sentences by limiting sentence content and economizing on words.
3 Design sentences that give the right emphasis to content.
4 Employ unity and good logic in writing effective sentences.
5 Compose paragraphs that are short and unifi ed, use topic sentences effectively, and communicate coherently.
CHAPTER FOUR
Constructing Clear Sentences and Paragraphs
ren03210_ch04_070-093.indd 70ren03210_ch04_070-093.indd 70 1/7/13 11:50 AM1/7/13 11:50 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 71
THE IMPORTANCE OF ADAPTATION As you have seen, choosing the right words is essential for clear communication. Equally basic is the task of arranging those words into clear sentences and the sen- tences into clear paragraphs. Like choosing words, constructing clear sentences and paragraphs involves adaptation to the intended readers.
Fitting your writing to your readers requires the reader analysis we discuss in Chap- ter 1 and Chapter 6. You should study your readers to fi nd out what they are like—what they know, how they think, and what their contexts are. Th en write in a way that will communicate with and appeal to them.
In general, this procedure involves using the simpler sentence structures to reach people with lower communication abilities and people not knowledgeable about the subject. It involves using the more complex sentence structures only when communi- cating with more verbal, knowledgeable people. However, as we will see, even advanced readers tend to prefer simplicity.
Writing eff ectively also requires managing the emphasis in your sentences in such a way that your key points stand out. Making each sentence express a main idea and ordering the sentence elements according to accepted rules of grammar and logic will help you achieve your goals as well as convey a professional image.
Th e fi nal section of this chapter off ers advice about how to turn your well-constructed sentences into well-constructed paragraphs—paragraphs that are united, effi cient, for- ward moving, and coherent. Delivering your contents in easy-to-digest chunks is one of your most powerful strategies for engaging and informing your busy readers.
CARE IN SENTENCE DESIGN Th e following rules of thumb will help you write sentences that communicate clearly and correctly.
Limit Sentence Content Business audiences tend to prefer simple, effi cient sentences over long, complex ones. Having too much to do in too little time is a chronic problem in business. Type “time management” or “information overload” into your Web browser’s search box and see how many hits you get. No one, whether executive or fi rst-level employee, wants to read writing that wastes time.
LO1 Explain the role of adaptation in writing clear sentences.
LO2 Write short, clear sentences by limiting sentence content and economizing on words.
This summer you’re making some college money by work- ing as a groundskeeper at a local hotel. Recently, you and the other hotel staff—including the rest of the mainte- nance crew and the housekeepers—received this written message from the new assistant manager:
It has come to my attention that certain standards of quality are not being met by personnel in service positions. For successful operations, it is imperative that we adhere to the service guidelines for staff in each functional area, as set forth by corporate in the training materials that were reviewed during your orientation and onboarding. Be advised that there will be two mandatory training sessions on May 1, one at 4:00 p.m. for daytime employees and the other at 3:00 for the late shift, to
reinforce your understanding of performance standards. Just as a machine cannot work properly if the pistons are all fi ring at different times, we cannot achieve our goals if individuals are setting their own criteria for how to serve our guests. I assume that I will see each and every one of you at a training session so that we may move forward with better comprehension of our roles and responsibilities.
You’re no management pro, but you’re sure this is a faulty message. In addition to being impersonal and insulting, it is diffi cult to understand, and the key point—that every- one will need to attend a training session—is buried in the middle of the paragraph. How can you avoid writing like this? The advice in this chapter will help.
INTRODUCTORY CHALLENGE
Writing Sentences and Paragraphs That Communicate
ren03210_ch04_070-093.indd 71ren03210_ch04_070-093.indd 71 1/7/13 11:50 AM1/7/13 11:50 AM
72 PART 2 Fundamentals of Business Writing
Favoring short sentences can save your readers time. It can also prevent miscom- munication. According to readability studies, the more words and ideas there are in a sentence, the greater the likelihood of misunderstanding. Th is fi nding suggests that the mind can hold only so much information at one time. Th us, to give it too much information in your sentences is to risk falling short of your communication purpose.
Compare these two versions of the same content:
Long, Diffi cult Sentences Shorter, Clearer Sentences
This letter is being distributed with enrollment confi rmation sheets, which are to serve as a fi nal check on the correctness of the registration of students and are to be used later when obtaining semester grades from the regline system, which are to be available two weeks after the term offi cially ends.
This letter is being distributed with enrollment confi rmation sheets. These sheets will serve now as a fi nal check on student registration. Later, the codes on them will be used to access course grades through the regline system; the grades will be available two weeks after the term offi cially ends.
Some authorities in human resources object to expanding normal salary ranges to include a trainee rate because they fear that through oversight or prejudice probationers may be kept at the minimum rate longer than is warranted and because they fear that it would encourage the spread from the minimum to maximum rate range.
Some authorities in human resources object to expanding the normal salary range to include a trainee rate, for two reasons. First, they fear that through oversight or prejudice probationers may be kept at the minimum rate longer than is warranted. Second, they fear that expansion would increase the spread between the minimum and the maximum rate range.
Regardless of their seniority or union affi liation, all employees who hope to be promoted are expected to continue their education either by enrolling in the special courses to be offered by the company, which are scheduled to be given after working hours beginning next Wednesday, or by taking approved online courses selected from a list, which can be found on the company portal.
Regardless of their seniority or union affi liation, all employees who hope to be promoted are expected to continue their education in either of two ways. (1) They may enroll in special courses to be given by the company. (2) They may take approved online courses selected from the list on the company portal.
Grammar and style checkers give writers the option of viewing readability statistics. These statistics report the number of words, characters, paragraphs, and sentences in a document along with averages of characters per word, words per sentence, and sentences per paragraph. The report you see here was generated for a scholarly manuscript. It reports an average of 18.5 words per sen- tence, a bit high for a business document but probably at an acceptable level for a scholarly document’s read- ers. The Flesch-Kincaid score confi rms that the reading grade level is 9.4, too high for business documents but likely appropriate for a scholarly audience. However, the Flesch Reading Ease score should give the writer cause to review the document for accessibility, even for its targeted audience. The 59.3 score is slightly below the 60–70 range that Microsoft recommends.
TECHNOLOGY IN BRIEF
Readability Statistics Help Writers Evaluate Document Length and Difficulty
ren03210_ch04_070-093.indd 72ren03210_ch04_070-093.indd 72 1/7/13 11:50 AM1/7/13 11:50 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 73
Th e long sentences on the left require much more eff ort to understand than the shorter sentences on the right.
Bear in mind, though, that what constitutes a short, readable sentence is related to the reader’s ability. Readability studies suggest that writing intended to communicate with the middle-level adult reader should average 16 to 18 words per sentence. For more advanced readers, the average may be higher. For less advanced readers, it should be lower.
Moreover, preferring short sentences does not mean making all sentences equally short. Th e overuse of short sentences results in a choppy, elementary-sounding eff ect. You should use moderately long sentences occasionally. Th ey help you de-emphasize less important content and increase interest by adding variety. And sometimes the in- formation needed to convey a thought requires a long sentence. Even so, you should take care not to make the long sentences excessively long.
Th e following examples illustrate the point. Th e paragraph below is an excerpt from an employee handbook. Obviously the use of one long sentence to convey the informa- tion was a poor decision.
When an employee has changed from one job to another job, the new correspond- ing coverages will be effective as of the date the change occurs, unless, however, if due to a physical disability or infi rmity as a result of advanced age, an employee is changed from one job to another job and such change results in the employee’s new job rate coming within a lower hourly job-rate bracket in the table, in which case the employee may, at the discretion of the company, continue the amount of group term life insurance and the amount of accidental death and dismemberment insurance that the employee had prior to such change.
So many words and relationships are in the sentence that they cause confusion. Th e result is vague communication at best—complete miscommunication at worst.
Now look at the message written in all short sentences. Th e meanings may be clear, but the choppy eff ect is distracting and irritating. Imagine reading a long document written in this style.
An employee may change jobs. The change may result in a lower pay bracket. The new coverage is effective when this happens. The job change should be because
If you try to pack too much information into a sentence, you can wind up with a stringy sentence like this:
While we welcome all applications, we are particularly interested in candidates who have at least three years’ experience, although we will consider those with less experience who have a degree in the fi eld or who have earned a certifi cate from an industry-certifi ed trainer, and we will also consider fl uency in Italian a plus.
A see-saw sentence is one that goes back and forth between two points, like this:
A blog can add visibility to a business, although it can be labor intensive to maintain, but the time spent on the blog could be worthwhile if it generates a buzz among our potential customers.
In these cases, edit the sentences down to readable size, use helpful transitional phrases ( in addition, on the other hand ) between them, and don’t switch directions too often. Here, for example, are more readable versions of the problem sentences:
While we welcome all applications, we are particularly interested in candidates who (1) have at least three years’ experience or (2) have less experience but have earned a degree or certifi cate in the fi eld. Fluency in Italian is also a plus.
A blog can add visibility to a business. True, maintaining a blog takes time, but if the blog generates a buzz among our potential customers, the time will be well spent.
COMMUNICATION MATTERS
Avoiding Stringy and See-Saw Sentences
ren03210_ch04_070-093.indd 73ren03210_ch04_070-093.indd 73 1/7/13 11:50 AM1/7/13 11:50 AM
74 PART 2 Fundamentals of Business Writing
of physical disability. It can also be because of infi rmity. Old age may be another cause. The company has some discretion in the matter. It can permit continuing the accidental death insurance. It can permit continuing the dismemberment insurance.
Th e following paragraph takes a course between these two extremes. Generally, it em- phasizes short sentences, but it combines content items where appropriate.
The new insurance coverage becomes effective when because of disability, infi rmity, or age an employee’s job change results in lower pay. But at its discretion, the com- pany may permit the old insurance coverage to continue.
Th e upcoming sections on conciseness, management of emphasis, and sentence unity can help you decide how much content each sentence should carry.
Economize on Words A second basic technique for shortening sentences is to use words economically. Any- thing you write can be expressed in many ways, some shorter than others. In general, the shorter wordings save the reader time and are clearer and more interesting.
To help you recognize instances of uneconomical wording, we cover the most com- mon types below.
Cluttering Phrases. An oft en-used uneconomical wording is the cluttering phrase . Th is is a phrase that can be replaced by shorter wording without loss of meaning. Th e little savings achieved in this way add up.
Here is an example of a cluttering phrase:
In the event that payment is not made by January, operations will cease.
Th e phrase in the event that is uneconomical. Th e little word if can substitute for it without loss of meaning:
If payment is not made by January, operations will cease.
Similarly, the phrase that begins the following sentence adds unnecessary length:
In spite of the fact that they received help, they failed to exceed the quota.
Although is an economical substitute:
Although they received help, they failed to exceed their quota.
Too many simple sentences create an elementary-sounding style, so combine ideas where appropriate for your adult readers .
ren03210_ch04_070-093.indd 74ren03210_ch04_070-093.indd 74 1/7/13 11:50 AM1/7/13 11:50 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 75
Th e following partial list of cluttering phrases (with suggested substitutions) should help you avoid them:
Cluttering Phrase Shorter Substitution
Along the lines of Like
At the present time Now
For the purpose of For
For the reason that Because, since
In accordance with By
In the amount of For
In the meantime Meanwhile
In the near future Soon
In the neighborhood of About
In very few cases Seldom, rarely
In view of the fact that Since, because
With regard to, with reference to About
Surplus Words. To write economically, eliminate words that add nothing to sen- tence meaning. As with cluttering phrases, we oft en use meaningless extra words as a matter of habit. Eliminating these surplus words sometimes requires recasting a sen- tence, but oft en they can just be left out.
Th e following is an example of surplus wording from a business report:
It will be noted that the records for the past years show a steady increase in special appropriations.
Th e beginning words add nothing to the meaning of the sentence. Notice how drop- ping them makes the sentence stronger—and without loss of meaning:
The records for the past years show a steady increase in special appropriations.
Here is a second example:
His performance was good enough to enable him to qualify for the promotion.
Th e words to enable add nothing and can be dropped:
His performance was good enough to qualify him for the promotion.
How easy is it to read the following sentence without making a misstep?
We found the reason for our poor performance was stiff competition from a local supplier.
In such a sentence, adding the word that where it is implied would help:
We found that the reason for our poor performance was stiff competition from a local supplier.
On the other hand, sometimes that can be omitted, as in this example:
Check all the items that you wish to order.
How do you know whether to include that? You’ll have to judge by pretending to be the reader. If that prevents misreading, keep it. If it seems unnecessary or distracting, leave it out.
COMMUNICATION MATTERS
Is That a Surplus Word?
ren03210_ch04_070-093.indd 75ren03210_ch04_070-093.indd 75 1/7/13 11:50 AM1/7/13 11:50 AM
76 PART 2 Fundamentals of Business Writing
Th e following sentences further illustrate the use of surplus words. In each case, the surplus words can be eliminated without changing the meaning.
Contains Surplus Words Eliminates Surplus Words
He ordered desks that are for executives.
He ordered executive desks.
There are four rules that should be observed.
Four rules should be observed.
In addition to these defects, numerous other defects mar the operating procedure.
Numerous other defects mar the operating procedure.
The machines that were damaged by the fi re were repaired.
The machines damaged by the fi re were repaired.
By the examining of production records, they found the error.
By examining production records, they found the error.
In the period between April and June, we detected the problem.
Between April and June we detected the problem.
I am prepared to report to the effect that sales increased.
I am prepared to report that sales increased.
Roundabout Constructions. As we have noted, you can write anything in many ways. Some of the ways are direct, while some cover the same ground in a roundabout way. Usually the direct ways are shorter and communicate better.
Th is sentence illustrates roundabout constructions:
The department budget can be observed to be decreasing each new year.
Do the words can be observed to be decreasing get to the point? Is the idea of observ- ing essential? Is new needed? A more direct and better sentence is this one:
The department budget decreases each year.
Here is another roundabout sentence:
The union is involved in the task of reviewing the seniority provision of the contract.
Don’t write like a faceless bureaucrat. Avoid an impersonal “blah-blah” effect by writing concise, clear sentences .
ren03210_ch04_070-093.indd 76ren03210_ch04_070-093.indd 76 1/7/13 11:50 AM1/7/13 11:50 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 77
If the union is involved in the task of reviewing, it is really reviewing. Th e sentence should be written in these direct words:
The union is reviewing the seniority provision of the contract.
Th e following sentence pairs further illustrate the advantages of short, direct word- ing over roundabout wording:
Roundabout Direct
The president is of the opinion that the tax was paid.
The president believes the tax was paid.
It is essential that the income be used to retire the debt.
The income must be used to retire the debt.
Reference is made to your May 10 report in which you concluded that the warranty does not apply.
Your May 10 report concluded that the warranty does not apply.
The supervisors should take appropriate action to determine whether the absentee reports are being verifi ed.
The supervisors should determine whether the absentee reports are being verifi ed.
The price increase will afford the company an opportunity to retire the debt.
The price will enable the company to retire the debt.
During the time she was employed by this company, Ms. Carr was absent once.
While employed by this company, Ms. Carr was absent once.
He criticized everyone he came in contact with.
He criticized everyone he met.
Unnecessary Repetition of Words or Ideas. Repeating words obviously adds to sentence length. Such repetition sometimes serves a purpose, as when it is used
There is/There are sentences are sometimes justifi ed, as in these examples:
There is simply no reason why we cannot achieve our goals this quarter. When there are more than 14 attendees, we use the larger computer lab.
But sometimes there is and there are just add extra words, as these pairs of sentences illustrate:
Wordy: If there is a problem with the copier, the service agreement will cover it. Better: If the copier has a problem, the service agree- ment will cover it.
Wordy: There are three ways in which the Princess Resort is superior to the Breezemont Hotel. Better: The Princess Resort is superior to the Breeze- mont Hotel in three ways.
Wordy: There are varying opinions on the plan depending on whether you are a manager or a staff person. Better: The managers and the staff people have different opinions about the plan.
When tempted to write there is or there are, see if you can say what you want to say more concisely and directly.
COMMUNICATION MATTERS
There Is, There Are . . . Do You Really Need Them?
ren03210_ch04_070-093.indd 77ren03210_ch04_070-093.indd 77 1/7/13 11:50 AM1/7/13 11:50 AM
78 PART 2 Fundamentals of Business Writing
for emphasis or special eff ect. But all too oft en it is without purpose, as this sentence illustrates:
We have not received your payment covering invoices covering June and July purchases.
It would be better to write the sentence like this:
We have not received your payment covering invoices for June and July purchases.
Another example is this one:
He stated that he believes that we are responsible.
Th e following sentence eliminates one of the thats:
He stated that he believes we are responsible. [See the Communication Matters box on page 75 for more advice about that.]
Repetitions of ideas through the use of diff erent words that mean the same thing (free gift , true fact, past history) also add to sentence length. Known as redundancies, such repetitions are rarely needed. Note the redundancy in this sentence:
The beginning of the speech will open with a welcome.
Th e beginning and will open are two ways to say the same thing. Th e following sen- tence is better:
The speech will open with a welcome.
Here are other examples of redundancies and ways to eliminate them:
Needless Repetition Repetition Eliminated
Please endorse your name on the back of this check.
Please endorse this check.
We must assemble together at 10:30 AM in the morning.
We must assemble at 10:30 AM.
Our new model is longer in length than the old one.
Our new model is longer than the old one.
If you are not satisfi ed, return it back to us.
If you are not satisfi ed, return it to us.
Tod Wilson is the present incumbent.
One should know the basic fundamentals of clear writing.
Tod Wilson is the incumbent.
One should know the fundamentals of clear writing.
The consensus of opinion is that the tax is unfair.
The consensus is that the tax is unfair.
By acting now, we can fi nish sooner than if we wait until a later date.
By acting now, we can fi nish sooner.
At the present time, we are conducting two clinics.
We are conducting two clinics.
As a matter of interest, I would like to learn more about your procedure.
I am interested in learning more about your procedure.
We should plan in advance for the future. We should plan.
Manage Emphasis in Sentence Design Any written business communication contains a number of items of information, not all of which are equally important. Some are very important, such as a conclusion in
LO3 Design sentences that give the right emphasis to content.
ren03210_ch04_070-093.indd 78ren03210_ch04_070-093.indd 78 1/7/13 11:50 AM1/7/13 11:50 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 79
a report or the objective in a message. Others are relatively unimportant. One of your tasks as a writer is to form your sentences to communicate the importance of each item. Th e following advice will help you do so.
Use Short Sentences for Emphasis. Sentence length aff ects emphasis. Short sentences carry more emphasis than long, involved ones. Th ey call attention to their contents by conveying a single message without the interference of related or supporting information.
For example, notice the impact of the concluding sentence in the following excerpt from a fundraising letter:
Alumni like you have started a transformation that has increased our academic achievements, increased our enrollment, and created an internationally recognized campus landscape. But we have more to do.
Beginnings and endings of business messages are oft en good places for short sen- tences. A short opening enables you to get to the point quickly, and a short closing leaves the reader with an important fi nal thought. Here are some examples:
Openings:
Yes, your insurance is still in effect.
Will you please send me your latest catalog?
Closings:
Thank you again for your generous contribution.
I’m looking forward to your presentation.
Use Independent and Dependent Clauses Deliberately. When a sentence contains two or more ideas, the ideas share emphasis. How they share it depends on how the sentence is constructed. If two ideas are presented equally, or coordinated (in two independent clauses, for example), they get about equal emphasis. But if one idea is subordinated to the other (for example, in one independent clause and one dependent clause), one gets more emphasis than the other.
To illustrate the varying emphasis you can give information, consider this example. You have two items of information to write. One is that the company lost money last year. Th e other is that its sales volume reached a record high. You could present the information in at least three ways. First, you could give both items equal emphasis by placing them in separate short sentences or by joining them with “and”:
The company lost money last year. The loss occurred despite record sales.
The company lost money last year, and the loss occurred despite record sales.
Second, you could present the two items in the same sentence with emphasis on the lost money.
Although the company enjoyed record sales last year, it lost money.
Th ird, you could present the two items in one sentence with emphasis on the sales increase:
The company enjoyed record sales last year, although it lost money.
Which way would you choose? Th e answer would depend on what you want to emphasize. You should think the matter through and follow your best judgment, using coordination and subordination to help you achieve your communication goal.
Think Logically to Determine Emphasis. Th e following paragraphs illustrate the importance of thinking logically when managing emphasis. In the fi rst, each item of information gets the emphasis of a short sentence and none stand out. However, the
ren03210_ch04_070-093.indd 79ren03210_ch04_070-093.indd 79 1/7/13 11:50 AM1/7/13 11:50 AM
80 PART 2 Fundamentals of Business Writing
items are not equally important and do not deserve equal emphasis. Notice, also, the choppy eff ect that the succession of short sentences produces.
The main building was inspected on October 1. Mr. George Wills inspected the build- ing. Mr. Wills is a vice president of the company. He found that the building has 6,500 square feet of fl oor space. He also found that it has 2,400 square feet of storage space. The new store must have a minimum of 6,000 square feet of fl oor space. It must have 2,000 square feet of storage space. Thus, the main building exceeds the space requirements for the new store. Therefore, Mr. Wills concluded that the main building is adequate for the company’s needs.
In the next paragraph, some of the items are subordinated, but not logically. Th e really important information does not receive the emphasis it deserves. Logically, these two points should stand out: (1) the building is large enough and (2) storage space exceeds minimum requirements. But they do not stand out in this version:
Mr. George Wills, who inspected the main building on October 1, is a vice president of the company. His inspection, which supports the conclusion that the building is large enough for the proposed store, uncovered these facts. The building has 6,500 square feet of fl oor space and 2,400 square feet of storage space, which is more than the minimum requirement of 6,000 and 2,000 square feet, respectively, of fl oor and storage space.
Th e third version manages the emphasis more logically. Th e short beginning sen- tence emphasizes the conclusion. Th e supporting facts—that the building exceeds the minimum fl oor and storage space requirements—receive main-clause emphasis. Th e less important facts, such as the reference to George Wills, are treated subordinately. Also, the most important facts are placed at the points of emphasis—the beginning and ending.
The main building is large enough for the new store. According to Vice President George Wills, who inspected the building on October 1, the building’s 6,500 square feet of fl oor space exceed the minimum requirement by 500 square feet, and the 2,400 square feet of storage space exceed the minimum requirement by 400 square feet.
Th e preceding illustrations show how sentence construction can determine emphasis. You can make items stand out, you can treat them equally, or you can deemphasize them.
Business leaders are communicating more and more outside the offi ce. They want their incoming messages to communicate clearly and quickly .
ren03210_ch04_070-093.indd 80ren03210_ch04_070-093.indd 80 1/7/13 11:50 AM1/7/13 11:50 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 81
Th e choices are yours. But what you do must be the result of good, sound thinking and not simply a matter of chance.
Give Sentences Unity Good sentences have unity. Th is means that all the parts of the sentence work together to create one clear point.
Lack of unity in sentences is usually caused by one of two problems: (1) unrelated ideas or (2) excessive detail.
Unrelated Ideas. Combining unrelated ideas in a sentence is the most obvious vio- lation of unity. Putting two or more ideas in a sentence is not grammatically wrong, but the ideas must have a reason for being together and clearly convey one overall point.
You can give unity to sentences that contain unrelated ideas in three ways: You can (1) put the ideas in separate sentences, (2) subordinate one of the ideas to the other, or (3) add words that show how the ideas are related. Th e fi rst two of these techniques are illustrated by the revisions of the following sentence:
Mr. Jordan is our sales manager, and he has a degree in law.
Perhaps the two ideas are related, but the words do not tell how. One solution would be simply to put each in a separate sentence:
Mr. Jordan is our sales manager. He has a law degree.
Now the sentences are unifi ed, but they’re choppy. A better solution would be to keep the ideas together but to subordinate one to the other, as in this example:
Mr. Jordan, our sales manager, has a law degree.
Adding words to show the relationship of the ideas can also correct an unfocused sentence, as illustrated in the revision of the following example:
Our production increased in January, and our equipment is wearing out.
Th e sentence has two ideas that seem unrelated. One way of improving it is to make a separate sentence of each idea. A closer look reveals, however, that the two ideas really are related—the words just do not show how. Th e sentence could be revised to show the connection:
Even though our equipment is wearing out, our production increased in January.
Th e following contrasting pairs of sentences further illustrate the technique:
Unrelated Improved
Our territory is the southern half of the state, and our salespeople cannot cover it thoroughly.
Our territory is the southern half of the state, and it is too large for our salespeople to cover thoroughly.
Using the cost-of-living calculator is simple, but no tool will work well unless it is explained clearly.
Using the cost-of-living calculator is simple, but, like any tool, it will not work well unless it is explained clearly.
We concentrate on energy-saving products, and 70 percent of our business comes from them.
Because we concentrate on energy-saving products, 70 percent of our business comes from them.
Excessive Detail. Putting too much detail into one sentence tends to hide the central thought, and it also makes the sentence too long.
LO4 Employ unity and good logic in writing effective sentences.
ren03210_ch04_070-093.indd 81ren03210_ch04_070-093.indd 81 1/7/13 11:51 AM1/7/13 11:51 AM
82 PART 2 Fundamentals of Business Writing
If the detail isn’t necessary, remove it. If it is important, keep it, but divide the sen- tence into two or more sentences, as in the following examples: Excessive Detail Improved
Because our New York offi ces, which were considered plush in the 1990s, are now badly in need of renovation, as is the case with most offi ces that have not been maintained, we recommend closing them and fi nding a new location.
Our New York offi ces, which were furnished in the 1990s, have not been maintained properly. As they badly need repair, we recommend closing them and fi nding a new location.
We have attempted to trace the Plytec insulation you ordered from us October 1, and about which you inquired in your October 10 message, but we have not yet been able to locate it, although we are sending you a rush shipment immediately.
We are sending you a rush shipment of Plytec insulation immediately. Following your October 10 inquiry, we attempted to trace your October 1 order, but we were unable to locate it.
In 2009, when I, a small-town girl from a middle-class family, began my studies at Bradley University, which is widely recognized for its business administration program, I set my goal as a career with a large public company.
A small-town girl from a middle-class family, I entered Bradley University in 2009. I selected Bradley because of its widely recognized business administration program. From the beginning, my goal was a career with a large public company.
Word Sentences Logically At some point, you’ve probably had a teacher write “awkward” beside one or more of your sentences. Oft en, the cause of such a problem is illogical wording. Th e paragraphs that follow will help you avoid some of the most common types of illogical sentences. But keep in mind that many awkward sentences defy eff orts to label them. Th e only guards against letting these kinds of sentences slip past you are your own good ear and careful editing.
Mixed Constructions. Sometimes illogical sentences occur when writers mix two diff erent kinds of sentences together. Th is problem is called a mixed construction.
For example, can you describe what’s wrong with the following sentence about cut- ting costs?
First we found less expensive material, and then a more economical means of pro- duction was developed.
If you said that the fi rst half of the sentence used active voice but the second half switched to passive voice, you’re right. Shift s of this kind make a sentence hard to fol- low. Notice how much easier it is to understand this version:
First we found less expensive material, and then we developed a more economical means of production.
Th ere’s a similar problem in the following sentence: The consumer should read the nutrition label, but you often don’t take the time to do so.
Did you notice that the point of view changed from third person (consumer) to second (you) in this sentence? Th e following revision would be much easier to follow:
Consumers should read nutrition labels, but they often don’t take the time to do so.
Sometimes we start writing one kind of sentence and then change it before we get to the end, illogically putting parts of two diff erent sentences together. Here’s an example:
Because our salespeople are inexperienced caused us to miss our quota.
Rewriting the sentence in one of the following ways (by changing either the subject or the predicate) would eliminate the awkwardness:
Because our salespeople are inexperienced, we missed our quota.
Our inexperienced salespeople caused us to miss our quota.
ren03210_ch04_070-093.indd 82ren03210_ch04_070-093.indd 82 1/7/13 11:51 AM1/7/13 11:51 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 83
Th ese sentences further illustrate the point:
Mixed Construction Improved
Some activities that the company participates in are affordable housing, conservation of parks, and litter control.
Some causes the company supports are affordable housing, conservation of parks, and litter control.
Job rotation is when you train people by moving them from job to job.
Job rotation is a training method in which people are moved from job to job.
Knowing that she objected to the price was the reason we permitted her to return the goods.
Because we knew she objected to the price, we permitted her to return the goods.
My education was completed in 2009, and then I began work as a manager for Home Depot.
I completed my education in 2009 and then began work as a manager for Home Depot.
The cost of these desks is cheaper. These desks cost less . ( or These desks are cheaper.)
Incomplete Constructions. Certain words used early in a sentence signal that the rest of the sentence will provide a certain kind of content. Be careful to fulfi ll your reader’s expectations. Otherwise, you will have written an incomplete construction.
For example, the following sentence, while technically a sentence, is incomplete:
She was so happy with the retirement party we gave her.
She was so happy . . . that what? Th at she sent everyone a thank-you note? Th at she made a donation to the library in the company’s name? In a sentence like this, either complete the construction or leave “so” out.
Or consider the incomplete opening phrase of this sentence:
As far as time management, he is a master of multitasking.
You can rectify the problem in one of two ways:
As far as time management goes [or is concerned], he is a master of multitasking.
As for time management, he is a master of multitasking.
Dangling/Misplaced Modifiers. Putting modifi ers in the wrong place or giving them nothing to modify in the sentence is another common way that sentence logic can go awry. Consider this sentence:
Believing the price would drop, the purchasing agents were instructed not to buy.
Misplaced modifi ers can have unintentionally humorous effects, as these examples show:
My mother told me that I would have gray hair when I was ten.
The company created a new toy for children made of plastic.
We saw several monkeys on vacation in Mexico.
Many people watched the Fourth of July fi reworks in their cars.
To keep the joke from being on you, put the modifi er next to what it modifi es.
SOURCE: “Misplaced Modifi ers,” JamesBaquet.com, James Baquet, 15 Jan. 2012, Web, 1 June 2012.
COMMUNICATION MATTERS
Don’t Make Me Laugh
ren03210_ch04_070-093.indd 83ren03210_ch04_070-093.indd 83 1/7/13 11:51 AM1/7/13 11:51 AM
84 PART 2 Fundamentals of Business Writing
Th e sentence seems grammatically correct … but it doesn’t make sense. It looks as though the purchasing agents believed the price would drop—but if they did, why did someone else have to tell them not to buy? Th e problem is that the people whom the opening phrase is supposed to modify have been left out, making the opening phrase a dangling modifi er.
You can correct this problem by putting the right agents aft er the opening phrase:
Believing the price would drop, we instructed our purchasing agents not to buy.
What makes this sentence hard to follow?
We have compiled a list of likely prospects using the information we gathered at the trade show.
Surely the “prospects” aren’t really the ones using the information. Th e sentence would be clearer if the fi nal phrase, a misplaced modifi er, were more logically placed, as in
Using the information we gathered at the trade show, we have compiled a list of likely prospects.
Faulty Parallelism. Readers expect the same kinds of content in a sentence to be worded in the same way. Faulty parallelism violates this logical expectation.
How might you make the similar items in this sentence more parallel in wording?
They show their community spirit through yearly donations to the United Way, giving free materials to Habitat for Humanity, and their employees volunteer at local schools.
Here’s one way:
They show their community spirit by donating yearly to the United Way, giving free materials to Habitat for Humanity, and volunteering at local schools.
Can you spot the faulty parallelism in this sentence?
To create a more appealing website, we can gather personal stories, create a new logo, as well as making the layout more readable.
Here’s a corrected version:
To create a more appealing website, we can gather personal stories, create a new logo, and make the layout more readable.
Note that if you format your series as a bulleted list, you still need to keep the items parallel. Th is example has faulty parallelism:
The branding standards include
• The approved logos • A style guide • Using the approved color palette • How to redesign existing materials
Th is bulleted list has much better parallelism:
The branding standards include
• The approved logos • A style guide • The approved color palette • Instructions for redesigning existing materials
Other rules of grammar besides those mentioned here can help you avoid illogical constructions and write clear sentences. See Chapter 18 for more examples and advice.
ren03210_ch04_070-093.indd 84ren03210_ch04_070-093.indd 84 1/7/13 11:51 AM1/7/13 11:51 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 85
CARE IN PARAGRAPH DESIGN Skillful paragraphing is also important to clear communication. Paragraphs show the reader where topics begin and end, thus helping the reader mentally organize the infor- mation. Strategic paragraphing also helps you make certain ideas stand out and achieve the desired response to your message.
Th e following advice will help you use paragraphing to your best advantage.
Give Paragraphs Unity Like sentences, paragraphs should have unity. When applied to paragraph structure, unity means that a paragraph sticks to a single topic or idea, with everything in the paragraph developing this topic or idea. When you have fi nished the paragraph, you should be able to say, “Everything in this paragraph belongs together because every part concerns every other part.”
A violation of unity is illustrated in the following paragraph from an application letter. Because the goal of the paragraph is to summarize the applicant’s coursework, all the sen- tences should pertain to coursework. By shift ing to personal qualities, the third sentence (in italics ) violates paragraph unity. Taking this sentence out would correct the problem.
At the university I studied all the basic accounting courses as well as specialized courses in taxation, international accounting, and computer security. I also took specialized coursework in the behavioral areas, with emphasis on human relations. Realizing the value of human relations in business, I also actively participated in organizations, such as Sigma Nu (social fraternity), Alpha Kappa Psi (professional fraternity), intramural soccer, and A Cappella . I selected my elective coursework to round out my general business education. Among my electives were courses in investments, advanced business report writing, fi nancial policy, and management information systems. The enclosed résumé provides a complete list of my business- related coursework.
LO5 Compose paragraphs that are short and unifi ed, use topic sentences effectively, and communicate coherently.
Give every paragraph a clear focus .
ren03210_ch04_070-093.indd 85ren03210_ch04_070-093.indd 85 1/7/13 11:51 AM1/7/13 11:51 AM
86 PART 2 Fundamentals of Business Writing
Keep Paragraphs Short As a general rule, you should keep your paragraphs short. Th is suggestion will help with paragraph unity because unifi ed paragraphs tend to be short.
Using short paragraphs also aids comprehension by helping your reader see the structure of your ideas. In addition, such writing is inviting to the eye. People simply prefer to read writing with frequent paragraph breaks.
How long a paragraph should be depends on its contents—on what must be included to achieve unity. Readability research has suggested an average length of eight lines for longer papers such as reports. Shorter paragraphs are appropriate for messages.
Keep in mind that these suggestions concern only an average. Some good paragraphs may be quite long—well over the average. Some paragraphs can be very short—as short as one line. One-line paragraphs are an especially appropriate means of emphasizing major points in business messages. As noted earlier, a one-line paragraph may be all that is needed for a goodwill closing comment or an attention-grabbing opening.
A good rule to follow is to question the unity of all long paragraphs—say, those longer than eight lines. If, aft er looking over such a paragraph, you conclude that it has unity, leave it as it is. But you will sometimes fi nd more than one topic. When you do, make each topic into a separate paragraph.
Make Good Use of Topic Sentences One good way of organizing paragraphs is to use topic sentences. Th e topic sentence expresses the main idea of a paragraph, and the remaining sentences build around and support it. In a sense, the topic sentence serves as a headline for the paragraph, and all the other sentences supply the story.
Not every paragraph must have a topic sentence. Some paragraphs, for example, in- troduce ideas, continue the point of the preceding paragraph, or present an assortment of facts that lead to no conclusion. Th e central thought of such paragraphs is diffi cult to put into a single sentence. Even so, you should use topic sentences whenever you can. Th ey force you to determine the central idea of each paragraph and help you check for paragraph unity.
Where the topic sentence should be in the paragraph depends on the subject mat- ter and the writer’s plan, but you basically have three choices: the beginning, end, or middle.
Topic Sentence First. Th e most common paragraph arrangement begins with the topic sentence and continues with the supporting material. In fact, the arrangement is so appropriate for business information that one company’s writing manual suggests that it be used for virtually all paragraphs.
To illustrate the writing of a paragraph in which the topic sentence comes fi rst, take a paragraph reporting on economists’ replies to a survey question asking their view of business activity for the coming year. Th e facts to be presented are these: 13 percent of the economists expected an increase; 28 percent expected little or no change; 59 percent expected a downturn; 87 percent of those who expected a downturn thought it would come in the fi rst quarter. Th e obvious conclusion—and the subject for the topic sentence—is that the majority expected a decline in the fi rst quarter. Following this reasoning, we would develop a paragraph like this:
A majority of the economists consulted think that business activity will drop during the fi rst quarter of next year . Of the 185 economists interviewed, 13 percent looked for continued increases in business activity, and 28 percent anticipated little or no change from the present high level. The remaining 59 percent looked for a recession. Of this group, nearly all (87 percent) believed that the downturn would occur during the fi rst quarter of the year.
Topic Sentence at the End. Th e second most common paragraph arrangement places the topic sentence at the end. Paragraphs of this kind usually present the supporting de- tails fi rst, and from these details they lead readers to the conclusion, as in this example:
ren03210_ch04_070-093.indd 86ren03210_ch04_070-093.indd 86 1/7/13 11:51 AM1/7/13 11:51 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 87
The signifi cant role of inventories in the economic picture should not be overlooked. At present, inventories represent 3.8 months’ supply, and their dollar value is the highest in history. If considered in relation to increased sales, however, they are not excessive. In fact, they are well within the range generally believed to be safe. Thus, inventories are not likely to cause a downward swing in the economy .
Topic Sentence within the Paragraph. A third arrangement places the topic sen- tence somewhere within the paragraph. Th is arrangement is rarely used, and for good reason: It does not emphasize the topic sentence, which contains the main point. Still, you can sometimes justify using this arrangement for a special eff ect, as in this example:
Numerous materials have been used in manufacturing this part. And many have shown quite satisfactory results. Material 329, however, is superior to them all. When built with Material 329, the part is almost twice as strong as when built with the next best material. It is also three ounces lighter. Most important, it is cheaper than any of the other products.
Leave Out Unnecessary Detail You should include in your paragraphs only the information needed to achieve your purpose.
What you need, of course, is a matter of judgment. You can judge best by putting yourself in your reader’s place. Ask yourself questions such as these: How will the in- formation be used? What information will be used? What will not be used? Th en make your decisions. If you follow this procedure, you will probably leave out much that you originally intended to use.
Th e following paragraph from a message to an employee presents excessive information.
In reviewing the personnel records in our company database, I found that several items in your fi le were incomplete. The section titled “Work History” has blanks for three items of information. The fi rst is for dates employed. The second is for company name. And the third is for type of work performed. On your record only
When using this to add coherence to your writing, be care- ful to make the reference both clear and logical. What does this refer to in the following example?
I do not think the donors should be listed on the website. This may make some viewers feel uncomfortable or pres- sured to donate.
This almost refers to something clearly, but not quite. We can make the meaning sharp by revising the example in one of these ways:
I do not think the donors should be listed on the website. Naming the donors could make some viewers feel un- comfortable or pressured to donate.
I think we should avoid naming the donors on the web- site. This practice could make some viewers feel uncom- fortable or pressured to donate.
Here’s another example:
We need exposure to other markets. One of the easiest ways to do this is to advertise strategically.
“One of the easiest ways” to do what? There is nothing in the previous sentence that this can refer to. Here’s a possible correction:
We need to gain exposure to other markets. One of the easiest ways to do this is to advertise strategically.
Now do this has something it can refer to: “gain exposure.” Any time you use the word this to refer to previ- ous content, be sure the reference is clear. If it isn’t, reword the content or write “this [something]” (e.g., “this practice”).
COMMUNICATION MATTERS
Beware the Vague or Illogical “This”
ren03210_ch04_070-093.indd 87ren03210_ch04_070-093.indd 87 1/7/13 11:51 AM1/7/13 11:51 AM
88 PART 2 Fundamentals of Business Writing
company name was entered, leaving two items blank. Years employed or your duties were not indicated. This information is important. It is reviewed by your supervisors every time you are considered for promotion or for a pay increase. Therefore, it must be completed. I request that you log into the company portal and update your per- sonnel record at your earliest convenience.
Th e message says much more than the reader needs to know. Th e goal is to have the reader update the personnel record, and everything else is of questionable value. Th is revised message is better:
A recent review of the personnel records showed that your record is incomplete. Please log into the company portal at your earliest convenience to update it. This information will enable your supervisors to see all your qualifi cations when consider- ing you for a promotion or a pay increase.
Make Paragraphs Coherent Like well-made sentences, well-made paragraphs move the reader logically and smoothly from point to point. Th ey clearly indicate how the diff erent bits of informa- tion are related to each other in terms of logic and the writer’s apparent purpose. Th is quality of enabling readers to proceed easily through your message, without side trips and backward shift s, is called coherence.
Th e best way to give your message coherence is to arrange its information in a logi- cal order—an order appropriate for the situation. So important are such decisions to message writing that we devote whole chapters to diff erent patterns of organization. But logical organization is not enough. Various techniques are needed to tie the in- formation together. Th ese techniques are known as transitional devices. Here we will discuss three major ones: repetition of key words and ideas, use of pronouns, and the use of transitional words.
Repetition of Key Words and Ideas. By repeating key words and ideas from one sentence to the next, you can smoothly connect successive ideas. Th e following sen- tences illustrate this transitional device (key words in italics):
I am a certifi ed fi nancial planner (CFP) and a member of the Financial Planning Association (FPA). Roughly 70 percent of the FPA’s 23,800 members are CFPs . To earn this designation, we had to study for and pass a diffi cult exam. In addition, about half the members have been in business at least 15 years. As an organization, we want to establish planning as a true profession, one seen in the same light as medicine, the law, and accounting.
Use of Pronouns. Because pronouns refer to words previously used, they make good transitions between ideas. Th e demonstrative pronouns (this, that, these, those) can be especially helpful. Th e following sentences (with the demonstrative pronouns in italics ) illustrate this technique.
Ever since the introduction of our Model V nine years ago, consumers have sug- gested only one possible improvement—voice controls. During all this time, mak- ing this improvement has been the objective of Atkins research personnel. Now we proudly report that these efforts have been successful.
A word of caution, though: When using this or another demonstrative pronoun to refer to an earlier sentence, try to use it with a noun—for example, this plan—to make the reference clear (see the Communication Matters box on page 87).
Transitional Words. When you talk in everyday conversation, you connect many of your thoughts with transitional words. But when you write, you may not use them enough. So be alert for places where providing such words will help move your readers through your paragraphs.
Among the commonly used transitional words are in addition, besides, in spite of, in contrast, however, likewise, thus, therefore, for example , and also. A more extensive list
ren03210_ch04_070-093.indd 88ren03210_ch04_070-093.indd 88 1/7/13 11:51 AM1/7/13 11:51 AM
appears in Chapter 11, where we review transitions in report writing. Th ese words bridge thoughts by indicating the nature of the connection between what has been said and what will be said next. In addition , for example, tells the reader that what is to be discussed next builds on what has been discussed. However clearly signals that a contrasting idea is com- ing. Likewise indicates that what will be said resembles what has just been said.
Notice how the transitional expressions (in italics ) in the following paragraph show the relations among the parts and move the reader steadily forward through the ideas:
Three reasons justify moving from the Crowton site. First , the building rock in the Crowton area is questionable. The failure of recent geologic explorations in the area appears to confi rm suspicions that the Crowton deposits are nearly exhausted. Second , the distances from the Crowton site to major markets make transportation costs unusually high. Obviously, any savings in transportation costs will add to com- pany profi ts. Third , the out-of-date equipment at the Crowton plant makes this an ideal time for relocation. The old equipment at the Crowton plant could be scrapped.
Th e transition words fi rst, second , and third bring out the paragraph’s pattern of or- ganization and make it easy for the reader to follow along.
Keep in mind that transitional devices can also be used between paragraphs—to tie thoughts together, to keep the focus of the message sharp, and to move the reader smoothly from point to point. Strive for coherence on both the paragraph and the document level.
THERE’S MORE . . . Where can you fi nd an online exercise on faulty parallelism? On redundancy? On wordiness? How about more advice on combining ideas in sentences or on writing clear paragraphs? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe.com/lesikar13e . Choose Chapter 4 > Bizcom Tools & Tips.
1. Writing that communicates uses words that the reader understands and sentence structures that convey a clear meaning. It is writing that is adapted to the reader.
2. In general, you should use short sentences, especially when adapting to readers with low reading ability. Do this in two ways: • Limit sentence content by breaking up sentences that are too long. • Use words economically by following these specifi c suggestions: — Avoid cluttering phrases (if rather than in the event that). — Eliminate surplus words—words that contribute nothing (It will be noted
that). — Avoid roundabout constructions (use decreases rather than can be observed to
be decreasing). — Avoid unnecessary repetition, also known as redundancy (In my opinion,
I think). 3. Give every item you communicate the emphasis it deserves by following these
suggestions: • Use short sentences to emphasize points. • Be aware that how you combine points (with coordination or subordination)
determines the emphasis given. • Th ink logically to manage emphasis. Subordinate less important information
and put more important information in positions of emphasis.
1 Explain the role of adaptation in writing clear sentences.
2 Write short, clear sentences by limiting sentence content and economizing on words.
3 Design sentences that give the right emphasis to content.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
CHAPTER 4 Constructing Clear Sentences and Paragraphs 89
ren03210_ch04_070-093.indd 89ren03210_ch04_070-093.indd 89 1/7/13 11:51 AM1/7/13 11:51 AM
90 PART 2 Fundamentals of Business Writing
4. Strive for unity and clear logic in your sentences. • Make certain that all the information in a sentence belongs together—that it
forms a unit. Th ese suggestions help: — Combine only related thoughts. — Eliminate excessive detail. • Take care to use logical wording. Watch for these problems: — Mixed constructions. — Incomplete constructions. — Dangling/misplaced modifi ers. — Faulty parallelism.
5. Design your paragraphs for clear communication by following these standards: • Give the paragraphs unity. • Keep the paragraphs short. • Use topic sentences eff ectively, usually at the beginning but sometimes within
or at the end of the paragraph. • Leave out unnecessary details. • Use these transitional devices for coherence : — Repetition of key words and ideas. — Pronouns that refer back to previous content. — Transitional words (e.g., moreover, in other words).
4 Employ unity and good logic in writing effective sentences.
5 Compose paragraphs that are short and unifi ed, use topic sentences effectively, and communicate coherently.
K E Y T E R M S
cluttering phrase, 74
surplus words, 75
roundabout constructions, 76
redundancies, 78
short sentences, 79
coordinated, 79
subordinated, 79
sentence unity, 81
mixed construction, 82
incomplete construction, 83
dangling modifi er, 84
misplaced modifi er, 84
faulty parallelism, 84
paragraph unity, 85
topic sentence, 86
coherence, 88
transitional devices, 88
1 How are sentence length and sentence design related to adaptation? LO1
2 Discuss this comment: “Long, involved sentences tend to be diffi cult to understand. Th erefore, the shorter the sentence, the better.” LO1, LO2
3 Discuss ways to give ideas more or less emphasis in your sentences. Illustrate with examples. LO3
4 Explain how unity can apply equally well to a sen- tence, to a paragraph, and to longer units of writing. LO4, LO5
5 What are the principal causes of lack of unity in sentences? LO4
6 Th is chapter discusses several kinds of illogical word- ing in sentences. Give an example of each, explain the problem, and correct it. LO4
7 Analyze several types of business writing (e.g., a sales letter, a blog post, a report, a business article). Be ready to explain how paragraphing in business writing is in- fl uenced by genre or medium. LO5
8 How can you tell when paragraphs in business writing are too short? What determines how long they should be? LO5
9 “Topic sentences are useful for reports and letters, but email messages don’t need them.” Discuss. LO5
10 Discuss and illustrate the three main transitional de- vices. Find a section of a business letter or article that uses transitional devices. Identify these devices and be ready to explain how they add coherence to the excerpt. LO5
C R I T I C A L T H I N K I N G Q U E S T I O N S
ren03210_ch04_070-093.indd 90ren03210_ch04_070-093.indd 90 1/7/13 11:51 AM1/7/13 11:51 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 91
S K I L L S B U I L D I N G E X E R C I S E S
Managing Sentence Content LO2, LO3, LO4
Instructions, Sentences 1–7: Break up these sentences into shorter, more readable sentences. You may need to reorga- nize and reword some of the content.
1 Records were set Wednesday by both the New York Stock Exchange Composite Index, which closed at 8,001.40 up 27.08 points, topping its previous high of 7,986.50, and Standard & Poor’s 500 Index, which fi n- ished at 1,264.03, up 6.90, moving up signifi cantly and also setting a fi ve-day high.
2 Reserving this property requires a $500 security de- posit, which will be refunded unless there is damage to the property or evidence that there has been smoking in the cottage or a pet on the premises or if the reserva- tion is canceled within one month prior to the rental period.
3 Th e Consumer Education Committee is assigned the duties of keeping informed of the qualities of all con- sumer goods and services, especially of their strengths and shortcomings, of gathering all pertinent infor- mation on dealers’ sales practices, with emphasis on practices involving honest and reasonable fairness, and of publicizing any of the information collected that may be helpful in educating the consumer.
4 Th e upswing in business activity in 2012 is expected to continue and possibly accelerate in 2013, and gross do- mestic product should rise by $542 billion, represent- ing a 4 percent increase, which is signifi cantly higher than the modest 1 percent increase of 2011.
5 As you will not get this part of Medicare automatically, even if you are covered by Social Security, you must sign up for it and pay $88.50 per month, which the govern- ment will match, if you want your physician’s bills to be covered.
6 Given our discussion yesterday, I have decided that you may choose either to take the fi nal exam or to have the paper for which you received your highest grade count as an additional 15 percent of your course grade, but you must let me know in writing by May 15 which option you prefer.
7 Although we have not defi nitely determined the causes for the decline in sales volume for the month, we know that during this period construction on the street ad- jacent to the store severely limited traffi c fl ow and that because of resignations in the advertising department promotion eff orts dropped well below normal.
8 Instructions: Assume that you are the assistant man- ager of a hotel and are describing your hotel’s meet- ing room to a prospective customer who is thinking
of holding a seminar there. Turn the following pieces of information into coherent writing, inserting para- graph breaks where you think appropriate. Be ready to explain why you grouped the information and man- aged the emphasis the way you did. You may need to add some words or information to make the facts fl ow smoothly. LO3, LO4, LO5
We have a meeting room. It will be available on the date you requested. It can seat 100 people. Th e seating can be arranged to your specifi cations. It is quiet. It is on the ground fl oor. It is not near the guest rooms. Th e lounge has live music on occasion. Th e lounge is at the opposite end of the hotel from the meeting room. Th e meeting room has a lectern. It has a projector. It has a screen. It has a laptop hookup and Wi-Fi. We can rent additional equipment. We can rent it at no charge to you. Th e charge for the room is $300. Th is is the charge for one day.
Making Sentences Economical LO2
Instructions, Sentences 9–36: Revise the following sentences for more economical wording.
9 In view of the fact that we fi nanced the experiment, we were entitled to some of the profi t.
10 We should see the prime lending rate increase in the near future.
11 I will talk to him with regard to the new policy. 12 Th e candidates who were the wealthiest won the election. 13 Th ere are many obligations that we must meet. 14 We purchased gloves that are lined with wool. 15 Mary is of the conviction that service has improved. 16 Sales can be detected to have improved over last year. 17 It is essential that we take the actions that are necessary
to correct the problem.
18 Th e chairperson is engaged in the activities of prepar- ing the program.
ren03210_ch04_070-093.indd 91ren03210_ch04_070-093.indd 91 1/7/13 11:51 AM1/7/13 11:51 AM
92 PART 2 Fundamentals of Business Writing
19 Martin is engaged in the process of revising the application.
20 You should study all new innovations in your fi eld. 21 In all probability, we are likely to suff er a loss this
quarter.
22 Th e job requires a minimum of at least three years of experience.
23 In spite of the fact that they hadn’t paid their previous bill, they placed another order.
24 We expect to deliver the goods in the event that we re- ceive the money.
25 In accordance with their plans, company offi cials sold the machinery.
26 Th is policy exists for the purpose of preventing dishonesty.
27 Th e salespeople who were the most successful received the best rewards.
28 Th e reader will note that this area ranks in the top 5 percent in per capita income.
29 Our new coats are made of a fabric that is wrinkle resistant.
30 Our offi ce is charged with the task of counting supplies not used in production.
31 Losses caused by the strike exceeded the amount of $640,000.
32 Th is condition can be assumed to be critical. 33 Our goal is to eff ect a change concerning the overtime
pay rate.
34 Mr. Wilson replaced the old antiquated machinery with new machinery.
35 We must keep this confi dential information from being shared with others.
36 Th e consensus of opinion of this group is that Welling- ton was wrong.
Wording Sentences Logically LO4
Instructions, Sentences 37–58: Revise the following to elimi- nate illogical and awkward wording.
37 Because the Swift Company has a service-oriented cul- ture is the reason it supports all forms of volunteerism.
38 On the night of your party, we experienced a rare oc- currence with our seafood supplier canceling at the last minute.
39 Our staff is among the best as we strive for the highest level of customer service.
40 Th ank you for your feedback that will help us continue to improve.
41 Th e meeting room you have reserved has a projector, Internet access, and will enable your attendees to hear the trainer easily.
42 As a fi ve-star hotel, our guests’ satisfaction is our top priority.
43 Upon review of the facts, the problem was a short in the wiring.
44 Th is streamlined process will save us so much money. 45 Depending on how you make your request will deter-
mine how the reader will respond.
46 On behalf of the management team, I appreciate your extra work on the project.
47 We need to know how many will attend, and please indicate their choice of entrée.
48 During tomorrow’s staff meeting we will discuss our progress on the new ad campaign and how well the installation of the new soft ware is going.
49 As far as phone call monitoring, I believe we should try other methods fi rst.
50 Th rough our research of three local charities we feel that each would make a good one for our company to sponsor.
51 Each department will now be able to update your section of the website.
52 It is such a worthy cause, but I fear this nonprofi t’s website will not attract many donations.
53 Aft er reviewing the organization’s bylaws, I found that they need to be revised and updated.
54 Th is is an important message, but by placing it in a long paragraph, it is unlikely that many people will read it.
55 As a 501(c)(3) organization, donations are tax deductible.
56 Th e main reason his report was late was because his email account was hacked yesterday.
57 Aft er talking to our user testers, it is clear that we need to revise the device.
58 You can volunteer to help with publicity, set up, clean up, or you can bring refreshments.
Managing Paragraph Focus LO5
Instructions, Paragraphs 59–63: Write a topic sentence as needed for each of the following, and reword any of the other sentences to create a smooth, clear paragraph. Be ready to defend your placement of the topic sentence.
ren03210_ch04_070-093.indd 92ren03210_ch04_070-093.indd 92 1/7/13 11:51 AM1/7/13 11:51 AM
CHAPTER 4 Constructing Clear Sentences and Paragraphs 93
59 Jennifer has a good knowledge of offi ce procedures. She works hard. She has performed her job well. She is pleasant most of the time, but she has a bad tem- per, which has led to many personal problems with the work group. I cannot recommend her for promotion. I approve a 5 percent raise for her.
60 Last year our sales increased 7 percent in California and 9 percent in Arizona. Nevada had the highest in- crease, with 14 percent. All states in the western region enjoyed increases. Oregon recorded only a 2 percent gain. Sales in Washington increased 3 percent.
61 I majored in marketing at Darden University and re- ceived a B.S. degree in 2009. Among the marketing courses I took were marketing strategy, promotion,
marketing research, marketing management, and consumer behavior. Included, also, was a one-semes- ter internship in retailing with Macy’s Department Stores.
62 Our records show that Penn motors cost more than Oslo motors. Th e Penns have less breakdown time. Th ey cost more to repair. Th e longer working life off - sets Penn’s cost disadvantage. So does its better record for breakdown.
63 Recently China ordered a large quantity of wheat from the United States. Likewise, Germany ordered a large quantity. Increased demand by Eastern European countries also contributed to the improved outlook for wheat farming.
ren03210_ch04_070-093.indd 93ren03210_ch04_070-093.indd 93 1/7/13 11:51 AM1/7/13 11:51 AM
Learning Objectives Upon completing this chapter, you will be able to write business communications that have a positive effect on human relations. To reach this goal, you should be able to
1 Explain the need for a positive effect in business messages.
2 Use a conversational style that has the appropriate level of formality and eliminates “rubber stamps.”
3 Use the you-viewpoint to build goodwill.
4 Employ positive language to achieve goodwill and other desired effects.
5 Explain and use the elements of courtesy.
6 Use the three major techniques for emphasizing the positive and de-emphasizing the negative.
CHAPTER FIVE
Writing for a Positive Effect
ren03210_ch05_094-112.indd 94ren03210_ch05_094-112.indd 94 1/4/13 4:01 PM1/4/13 4:01 PM
CHAPTER 5 Writing for a Positive Effect 95
THE IMPORTANCE OF A POSITIVE EFFECT As the previous two chapters explain, getting your point across effi ciently and accu- rately is essential to successful business communication. Unclear writing can not only waste people’s time but also create costly misunderstandings. You will take a giant step toward a successful career if you learn to write clearly.
But as Chapter 1 points out, clarity is not your only communication goal. Writing involves a human relations dimension, and if you neglect it, you will lose customers, alienate your co-workers, and lose the support of your superiors. Th e “people” content of your messages oft en needs as much attention as the informational content—and in some cases, it will be your primary consideration.
Sure, it’s easier to fi re off a curt email to a complaining customer or an annoying co-worker than to slow down and take that person’s feelings into account. But mes- sages written in haste have a way of coming back to haunt you. Th ink of a time you felt mistreated by someone in business. Perhaps you got an insensitive reply from an insurance company or an impersonal rejection letter from a company you were hoping to work for. Such interactions leave you with negative feelings about the company that will probably last a long time. Plus, you may spread those feelings to other potential customers or employees—or even go onto the Internet to broadcast your displeasure.
Th is chapter will help you see how to write in a way that elicits positive responses. In other words, it will help you build goodwill with your business associates and custom- ers. Businesses cannot survive without goodwill, and you will not last long in business if you do not value it. Courteous, pleasant behavior is part of being a professional. Read on to see how to make your writing meet this professional standard.
LO1 Explain the need for a positive effect in business messages.
To prepare yourself for this chapter, play the role of Cus- tomer Service Director at a large offi ce-supply company. You asked your latest hire, a new college graduate named Jason, to draft a reply to a complaint you received about one of your products. To the right is the message he wrote. If this message were to go out, it would be a customer relations disaster. Jason’s words are blunt, tactless, and unfriendly, and they show no consideration for the reader. Overall, they leave a bad impression—the impression of a writer and a business unconcerned about others’ feel- ings. This chapter will show you how to avoid such an impression.
INTRODUCTORY CHALLENGE
Affecting Human Relations through Writing
Dear Mr. Morley:
Your December 3rd complaint was received and contents noted. After reviewing the facts, I regret to report that I must refuse your claim. If you will read the warranty brochure, you will see that the shelving you bought is designed for light loads—a maximum of 800 pounds. You should have bought the heavy-duty product. I regret the damage this mistake caused you and trust that you will see our position.
Hoping to be of service to you in the future,
Jason Abbott
Customer Service
ren03210_ch05_094-112.indd 95ren03210_ch05_094-112.indd 95 1/4/13 4:01 PM1/4/13 4:01 PM
96 PART 2 Fundamentals of Business Writing
USING A CONVERSATIONAL STYLE One technique that helps build goodwill is to write in conversational language . Conversational language is warm, natural, and personable. It leaves an impression that people like, and it is also the language that is most easily understood.
In business, a conversational style does not always mean being colloquial. It does mean tailoring your language to your reader and avoiding stiff, impersonal wording.
Choosing the Right Level of Formality Business relationships are much more casual than they used to be. As recently as the early 20th century, routine business letters would contain such expressions as “beg to advise,” “enclosed herewith,” and “thanking you in advance, I remain. . . .” But companies have fl atter organizational structures now, and as social distinctions have broken down, the business world in general has acquired a friendlier tone. Many top executives promote a relaxed company culture, and some even wear t-shirts and blue jeans to work.
Still, a certain formality is expected in many business situations, just as many busi- nesspeople still wear suits. When to be formal and when to be casual will depend on whom you’re writing to, what genre you’re using, and what you’re saying. If you choose the wrong level of formality for the situation, you run the risk of off ending your reader. A too-formal style can sound impersonal and parental, while a too-informal style can make you sound as though you aren’t taking the reader seriously.
Th e more formal style is appropriate when you are
• Communicating with someone you don’t know. • Communicating with someone at a higher level than you.
LO2 Use a conversational style that has the appropriate level of formality and eliminates “rubber stamps.”
Most people are aware that certain unwritten rules for professionalism govern people’s business interactions. Those with whom we do business expect us to show re- spect through our actions, words, and even appearance. But what is considered appropriate will vary from situa- tion to situation, industry to industry, and country to coun- try. For example, in a small informal company, relatively casual clothing and relaxed behavior would be expected, and anyone behaving too formally would be considered stiff and rude. In a more formal setting, such as a bank or the executive offi ces of a large organization, what one should wear, say, or even laugh at would be more constrained. Doing business with those in or from another country requires additional considerations. For example, accord- ing to a website researched by MBA students at the Uni- versity of Texas–Dallas, it is considered rude in China for
women to wear high heels or wear short-sleeved cloth- ing while doing business, or for men to wear anything besides a conservative business suit. The Chinese are also offended by large hand movements, being pointed at while spoken to, and any actions involving touching the mouth. To learn good business etiquette, consult such sources as Judith Bowman’s Don’t Take the Last Donut: New Rules of Business Etiquette (Pompton Plains, NJ: Career Press, 2009) and Jeanette S. Martin and Lillian H. Chaney’s Global Business Etiquette: A Guide to International Communication and Customs (Westport, CT: Praeger, 2012). And then adapt their advice to your specifi c situation.
SOURCE: “China,” InternationalBusinessCenter.org, International Business Center, 1998–2012, Web, 7 June 2012.
COMMUNICATION MATTERS
Business Etiquette—It Depends on Where You Are
ren03210_ch05_094-112.indd 96ren03210_ch05_094-112.indd 96 1/4/13 4:01 PM1/4/13 4:01 PM
CHAPTER 5 Writing for a Positive Effect 97
• Using a relatively formal genre, such as a letter, long report, or external proposal.
• Writing a ceremonial message, such as a commendation or inspirational announcement.
• Writing an extremely serious message, such as a crisis response or offi cial reprimand.
When you are writing in less formal situations, you can bring your formality down a notch. Co-workers and other associates who know each other well and are using an informal medium, such as texting, oft en joke and use emoticons (e.g., a smiley face) and initialisms (e.g., BTW) in their correspondence. When appropriate, such touches add goodwill.
Adjusting your level of formality can sometimes be as simple as substituting one word or phrase for another. Compare these examples of more and less formal wording:
More Formal Less Formal
Studied, investigated, analyzed Looked into
Rearranged Juggled
Ensure Make sure
Exceptional, superior Great, terrifi c
As a result, therefore So
Confi rm Double check
Consult with Check with
Correct, appropriate Right
Thank you Thanks
We will We’ll
I am I’m
Let me know Keep me posted
By June 3 ASAP
A message using the wording on the left would convey the more formal image but would still sound like a person speaking naturally. In your eff ort to sound more for- mal, do not make the mistake of using stilted and unnecessarily diffi cult words. You can sound conversational while also being respectful and clear, as these contrasting examples illustrate:
Stiff and Dull Conversational
Enclosed please fi nd the brochure about which you inquired.
Enclosed is the brochure you requested.
In reply to your July 11 letter, please be advised that your adherence to the following instructions will facilitate the processing of your return.
Here are the procedures for returning your purchase and obtaining a refund.
This is in reply to your letter of December 1, expressing concern that you do not have a high school diploma and asking if a GED would suffi ce as prerequisite for the TAA Training Program.
The GED you mention in your December 1 letter qualifi es you for the TAA Training Program.
This is to acknowledge receipt of your letter dated 5 May 2013.
We received your May 5 letter and have forwarded it to the claims department for immediate attention.
ren03210_ch05_094-112.indd 97ren03210_ch05_094-112.indd 97 1/4/13 4:01 PM1/4/13 4:01 PM
98 PART 2 Fundamentals of Business Writing
See Chapter 6 for more advice about choosing the right level of formality for diff er- ent message types.
Cutting Out “Rubber Stamps” Rubber stamps are expressions used by habit every time a certain type of situation occurs. Th ey are used without thought and are not adapted to the specifi c situation. As the term indicates, they are used much as you would use a rubber stamp.
Because they are used routinely, rubber stamps communicate the eff ect of routine treatment, which is not likely to impress readers favorably. Such treatment tells readers that the writer has no special concern for them—that the present case is being handled in the same way as any other. In contrast, words specially selected for this case show the writer’s concern for and interest in the readers.
Chapter 2 discusses the problems that slang and popular clichés can cause. Here, we focus on the type of business clichés that are more routine and less colorful than those—the kind of wording that makes a message sound like a form letter. One com- mon example is the “thank you for your letter” opening. Its intent may be sincere, but its overuse make it a rubber stamp. Another is the closing sentence “if I can be of any further assistance, do not hesitate to call on me.” Other examples of rubber stamps in this category are the following:
I am happy to be able to answer your message.
I have received your message.
This will acknowledge receipt of . . .
This is to inform you that . . .
In accordance with your instructions . . .
I will appreciate your cooperation on this matter.
Thank you for your time.
Please let me know if you have any questions.
Thank you in advance for . . .
Perhaps you are asking yourself, “What’s wrong with thanking the reader for his or her time or with off ering to answer questions?” Th e answer is that such rubber stamps are not specifi c enough. Th ey signal that you have quit thinking about the reader and his or her situation. A better ending is one that thanks the reader for something in par- ticular or that off ers to answer questions about a particular topic.
You do not need to know all the rubber stamps to stop using them. You only need to write in the language of good conversation, addressing your comments to a real person in a specifi c situation.
USING THE YOU-VIEWPOINT Writing from the you-viewpoint (also called you-attitude ) is another technique for building goodwill in written messages. As you will see in following chapters, it means focusing on the reader’s interests, no matter what type of message you are preparing. It is fundamental to the practice of good business communication.
In the broadest sense, you-viewpoint writing emphasizes the reader’s perspective. Yes, it emphasizes you and your and de-emphasizes we and our, but it is more than a matter of just using second-person pronouns. You and your can appear prominently in sentences that emphasize the we-viewpoint, as in this example: “If you do not pay by the 15th, you must pay a penalty.” Likewise, we and mine can appear in sentences that emphasize the you-viewpoint, as in this example: “We will do whatever we can to protect your investment.”
LO3 Use the you- viewpoint to build goodwill.
ren03210_ch05_094-112.indd 98ren03210_ch05_094-112.indd 98 1/4/13 4:01 PM1/4/13 4:01 PM
CHAPTER 5 Writing for a Positive Effect 99
Th e point is that the you-viewpoint is an attitude of mind that places the reader at the center of the message. Sometimes it just involves being friendly and treating people the way they like to be treated. Sometimes it involves skillfully managing people’s re- sponse with carefully chosen words in a carefully designed order. How you apply it will depend on each situation and your own judgment.
Sample Uses of the You-Viewpoint Although the you-viewpoint involves much more than word selection, examples of contrasting wording help illustrate the principle. First, take the case of a person writ- ing to present good news. Th is person could write from a self-centered point of view, beginning with such words as “I am happy to report. . . .” Or he or she could begin with news the reader cares about—for example, “Your proposal has been accepted.” Th e messages are much the same, but the eff ects are likely to be diff erent.
Or consider the case of a writer who must inform the reader that a request for credit has been approved. A we-viewpoint beginning could take this form: “We are pleased to have your new account.” Some readers might view these words favorably. But some would sense a self-centered writer concerned primarily with making money. A you- viewpoint beginning would go something like this: “Your new charge account is now open for your convenience.”
Th e you-viewpoint is especially important in bad-news messages. For example, take the case of an executive who must say no to a professor’s request for help on a research project. Th e bad news is made especially bad when it is presented in we-viewpoint words: “We cannot comply with your request to use our staff on your project because they are too busy doing their jobs.” A skilled writer using the you-viewpoint would look at the situation from the reader’s point of view, fi nd an explanation or alternative likely to satisfy this reader, and present the response in you-viewpoint language. Th e you-viewpoint response might take this form: “While we do not have the available staff to assist you with your project, we would be glad to share sample documents with you. If you will tell me. . . .”
Th e following additional examples demonstrate the diff erent eff ects that changes in viewpoint are likely to produce.
In face-to-face communication, words, voice, facial expressions, and gestures combine to create the desired communication effect. In writing, the printed word alone must do the job.
ren03210_ch05_094-112.indd 99ren03210_ch05_094-112.indd 99 1/4/13 4:01 PM1/4/13 4:01 PM
100 PART 2 Fundamentals of Business Writing
We-Viewpoint You-Viewpoint We are happy to have your order for Hewlett-Packard products, which we are sending today by UPS.
Your Hewlett-Packard printers were shipped by UPS today and should reach you by noon tomorrow.
We sell the Chicago Cutlery set for the low price of $24.00 each and suggest a retail price of $36.50.
With a cost of only $24.00, each Chicago Cutlery set you sell at $36.50 will bring you a $12.50 profi t.
Our policy prohibits us from permitting outside groups to use our facilities except on a cash-rental basis.
Our policy of renting our facilities to outside groups ensures that our full range of services will be available to your guests.
We have been quite tolerant of your past-due account and must now demand payment. We have received your report of May 1.
If you are to continue to enjoy the benefi ts of credit buying, you must clear your account now. Thank you for your report of May 1. So that your fi le records may be completed, please send us your January report.
So that we may complete our fi le records on you, we ask that you submit to us your January report. We require that you sign the sales slip before we will charge your account.
For your protection, you are charged only after you have signed the sales slip.
Ethical Use of the You-Viewpoint Th e you-viewpoint has been a matter of some controversy. Its critics argue that it can be insincere and manipulative. For this reason, they say, it is more ethical just to “tell it like it is.”
Th ese arguments have some merit. Without question, the you-viewpoint can be abused. But those who favor its use argue that it need not—in fact, should not—be just a self-serving technique. Th e objective is to treat people courteously because that is the way we all like to be treated. Th e you-viewpoint also helps readers see quickly in what ways a given message applies to them. Th is “translation” work supports both clarity and courtesy.
You do not have to use the you-viewpoint exclusively or overdo it. You can use it when it is friendly and sincere and when your desired eff ects are ethical. In such cases, using the you-viewpoint is “telling it as it is”—or at least as it should be. With this position in mind, we advocate its use as an important element of good business communication.
ACCENTUATING THE POSITIVE As you know, one can say anything in many ways, and each way conveys a diff erent meaning. Whether your written message achieves its goal oft en will depend on the types of words you choose. In most cases, positive or neutral wording will succeed bet- ter than negative wording.
Use Positive Words As Chapter 3 points out, all words have certain emotional associations. Because people generally prefer positive to negative feelings, positive words are usually best for achiev- ing your message goals. Th is is not to say that negative words have no place in business writing. Such words are powerful, and you will sometimes want to use them. But you will usually need the more positive words. Th ey tend to put the reader in the right frame of mind, and they emphasize the pleasant aspects of the goal. Th ey also create the goodwill that helps build good relations.
Negative words tend to produce the opposite eff ects. Th ey may stir up your reader’s resistance to your goals, and they are likely to be highly destructive of goodwill. Care- fully consider the negativeness and positiveness of your words in order to select the ones that are most appropriate in each case.
LO4 Employ positive language to achieve goodwill and other desired effects.
ren03210_ch05_094-112.indd 100ren03210_ch05_094-112.indd 100 1/4/13 4:02 PM1/4/13 4:02 PM
CHAPTER 5 Writing for a Positive Effect 101
Be particularly wary of strongly negative words. Th ese words have unhappy and unpleasant associations that usually detract from your goal. Th ey include such words as mistake, problem, error, damage, loss , and failure . Th ere are also words that deny— words such as no, do not, refuse , and stop . And there are words whose sounds or mean- ings have unpleasant eff ects: guts, scratch, grime, sloppy, and nauseous . As you think about these words, notice their eff ect on your feelings. If possible, use more positive alternatives.
Focus on What You Can Do Oft en times when we have to convey negative news, the fact that we must say “no” dominates our thinking. Th is reaction leads us to write in a style that is more negative and selfi sh than it actually has to be. In many cases, you will be able to help solve the reader’s problem even if you cannot do exactly what he or she wants.
Let’s consider the case of a company executive who had to deny a local civic group’s request to use the company’s meeting facilities. To soft en the refusal, the executive could let the group use a conference room, which might be somewhat small for its pur- pose. Th e executive came up with this totally negative response:
We regret to inform you that we cannot permit you to use our auditorium for your meeting, as the Sun City Investment Club asked for it fi rst. We can, however, let you use our conference room, but it seats only 60.
Th e negative words are italicized. First, the positively intended opening, “We regret to inform you,” is an unmistakable sign of coming bad news. “ Cannot permit” is un- necessarily harsh. And notice how the good-news part of the message is hindered by the limiting word only . Th e writer focused only on the negative aspects of the situation. As a result, that is what the reader is being asked to focus on as well.
Had the executive considered the situation more positively, he or she might have written
Although the SunCity Investment Club has reserved the auditorium for Saturday, we can offer you our conference room, which seats 60.
Not a single negative word appears in this version. Both approaches achieve the primary objective of denying a request, but their emphasis is quite diff erent. Clearly the second approach would do a better job of building goodwill.
ren03210_ch05_094-112.indd 101ren03210_ch05_094-112.indd 101 1/4/13 4:02 PM1/4/13 4:02 PM
102 PART 2 Fundamentals of Business Writing
Or take the case of a writer granting the claim of a woman for cosmetics damaged in transit. Granting the claim is the most positive outcome that such a situation can have. Even though this customer has had a somewhat unhappy experience, she is receiving what she wants. Th e negative language of an unskilled writer, however, can so vividly recall the unhappy aspects of the problem that the happy solution is moved to the back- ground, as in this negative response:
We received your claim in which you contend that we were responsible for damage to three cases of Estée Lauder lotion. We assure you that we sincerely regret the problems this has caused you. Even though we feel in all sincerity that your receiving clerks may have been negligent, we will assume the blame and replace the damaged merchandise.
Clearly, this grudging, accusatory, and negative approach would not be conducive to goodwill.
In the following version of the same message, the writer focuses on what can be done to settle the problem. Th e job is done without using a negative word and without mentioning the situation being corrected or suspicions concerning the honesty of the claim. Th e goodwill eff ect of this approach is likely to keep the reader as a customer:
Three cases of Estée Lauder lotion are on their way to you by FedEx and should be on your sales fl oor by Saturday.
Here are a few more contrasting examples (the negative words are in italics):
Negative Positive Smoking is not permitted anywhere except in the lobby.
Smoking is permitted in the lobby only.
We cannot deliver until Friday. We can deliver the goods on Friday. We regret that we overlooked your coverage on this equipment and apologize for the trouble and concern it must have caused you.
You were quite right in believing that you have coverage on the equipment. We have now credited your account for. . .
We regret to inform you that the guest room is not available on the date you requested.
The guest room is already booked for the evening of August 7. Would August 8 be a possibility? We would be able to accommodate your party at any time on that date.
In the 1950s, psychologist Eric Berne developed a model of relationships that he called Transactional Analysis. It has proven to be so useful that it is still popular today. At the core of this model is the idea that, in all our transactions with others (and even within ourselves), peo- ple occupy one of three positions: parent, child, or adult.
• A parent is patronizing, spoiling, nurturing, blaming, criticizing, and/or punishing.
• A child is uninhibited, freely emotional, obedient, whining, irresponsible, and/or selfi sh.
• An adult is reasonable, responsible, considerate, and fl exible.
Signifi cantly, the “self” that one projects invites others to occupy the complementary position. Thus, acting “pa- rental” leads others to act “childish” and vice versa, while acting “adult” invites others to be adults. In both internal and external business messages, strive for “adult–adult” interactions. Your courtesy and professionalism will be likely to elicit the same from your readers.
COMMUNICATION MATTERS
Parent, Child, or Adult?
ren03210_ch05_094-112.indd 102ren03210_ch05_094-112.indd 102 1/4/13 4:02 PM1/4/13 4:02 PM
CHAPTER 5 Writing for a Positive Effect 103
BEING COURTEOUS A major contributor to goodwill in business documents is courtesy . By courtesy we mean treating people with respect and consideration. Courtesy produces friendly re- lations between people, and the result is a better human climate for solving business problems and doing business.
As with every other facet of your communications, how to be courteous ultimately depends on the given situation. Including “please,” “thank you,” “we’re sorry,” and other standard expressions of politeness do not necessarily make a message courteous. Rather than focusing on stock phrases, consider what will make your reader feel most comfortable, understood, and appreciated. A message with no overtly polite expres- sions whatsoever can still demonstrate great courtesy by being easy to read, focusing on the reader’s interests, and conveying the writer’s feelings of goodwill.
Still, courtesy generally is enhanced by using certain techniques. We have already discussed three of them: writing in conversational language, employing the you- viewpoint, and choosing positive words. More follow.
Avoid Blaming the Reader Customers, co-workers, bosses, and other businesspeople you work with are going to make mistakes—just as you will. When they do, your fi rst reaction is likely to be dis- appointment, frustration, or even anger. Aft er all, their mistakes will cost you time, energy, and possibly even money.
But you must avoid the temptation to blame the reader when you are resolving a problem. No one likes being accused of negligence, wrongdoing, or faulty thinking. It is better to objectively explain the facts and then move on to a solution.
Th e following examples illustrate:
Blaming Language More Positive Language You failed to indicate which fabric you wanted on the chair you ordered.
To complete your order, please check your choice of fabric on the enclosed card.
If you had read the instructions that came with your cookware, you would have known not to submerge it in water.
The instructions explain why the cookware should not be submerged in water.
Your claim that we did not properly maintain the copier is false .
Listed below are the dates the copier was serviced and the type of service it received.
Your request for coverage is denied because you did not follow the correct appeals procedure.
We need additional information to be able to process your appeal. Please supply [the needed information] and resubmit your request to. . . .
Notice two helpful, related strategies in the better language above. One is to avoid using you when doing so would blame the reader. In these situations, you will actually have better you-viewpoint if you do not use you. Th e second strategy is to keep the focus on the facts rather than on the people. So instead of writing “ you should not sub- merge the cookware in water,” write “the cookware should not be submerged in water.” Notice that the preferred wording in this example uses passive voice, a type of writing you learned about in Chapter 3. As that chapter notes, passive voice (omitting the doer of the action) is not only acceptable but desirable in cases where it will keep you from assigning blame.
A more general strategy that can help you maintain good relations, even when you feel that you have been unfairly blamed, is to blow off steam before you write your message. Try never to send a message written in anger. Tempting as it can be to do so, you will almost always regret it. Take the time to calm down and write in a reason- able tone. A good relationship with your reader is worth much more than a moment’s self-indulgence.
LO5 Explain and use the elements of courtesy.
ren03210_ch05_094-112.indd 103ren03210_ch05_094-112.indd 103 1/4/13 4:02 PM1/4/13 4:02 PM
104 PART 2 Fundamentals of Business Writing
Refrain from Preaching You can help give your documents a courteous eff ect by not preaching—that is, by avoiding the tone of a lecture or a sermon. Most people like to be treated as equals; they do not want to be bossed or talked down to. Writing that suggests unequal writer– reader relations is likely to hinder your goals.
Preaching is usually not intended. It oft en occurs when the writer is trying to con- vince the reader of something, as in this example:
You must take advantage of savings like this if you are to be successful. The pennies you save pile up. In time they will turn into dollars.
It is insulting to tell the reader an elementary fact as if he or she did not know it. Such obvious information should be omitted.
Likewise, fl at statements of the obvious fall into the preachy category. Statements such as “Rapid inventory turnover means greater profi ts” are obvious to the experienced retailer and would probably produce negative reactions. So would most statements that include such phrases as “you need,” “you want,” “you should,” and “you must.”
Another form of preachiness is to tell the reader how to react, as in this example: “Would you like to make a deal that would make you a 38 percent profi t? Of course you would!” Th is parental-sounding language would surely off end. Less extreme examples, such as “You’ll be happy to know,” can have a similar negative eff ect.
Do More Th an Is Expected One sure way to gain goodwill is to do a little more than you have to do for your reader. We are all aware of how helpful little acts of support can be in other areas of our personal relationships. Too many of us, however, stop short of these in our messages. Perhaps in
The fi rst step toward creating goodwill with your readers is to put yourself in their shoes.
ren03210_ch05_094-112.indd 104ren03210_ch05_094-112.indd 104 1/4/13 4:02 PM1/4/13 4:02 PM
CHAPTER 5 Writing for a Positive Effect 105
an eff ort to be concise, we include only the bare essentials. But the result can be brusque, hurried treatment, which is inconsistent with the eff ort to build goodwill.
Th e writer of a message refusing a request to use company equipment, for example, needs only to say “no” to accomplish the primary goal. But this blunt response would destroy goodwill. To maintain positive relations, the writer should explain and justify the refusal and then suggest alternative steps that the reader might take. A wholesaler’s brief extra sentence to wish a retailer good luck on a coming promotion is worth the eff ort. So are an insurance agent’s few words of congratulations in a message to a policyholder who has earned some kind of distinction.
Likewise, a writer uses good judgment in an acknowledgment message that includes helpful suggestions about using the goods ordered. And in messages to customers a writer for a sales organization can justifi ably include a few words about new merchandise, new services, price reductions, or any other topic likely to be of interest.
Remember that your goal is both to communicate and to build positive human rela- tions, so go the extra mile for your readers.
In the U.S., the name Emily Post has been synonymous with good manners for decades. With the publication of Etiquette in Society, in Business, in Politics, and at Home in 1922, Post became the undisputed authority on the topic, and she continued to be so the rest of her life. Her children, grandchildren, and great-grandchildren have carried on her tradition. Emily Post’s Etiquette is now in its 18th edition, and it now includes a chapter on Personal Communication Devices. Here are some excerpts from the chapter:
Cell Phones
• Without exception, turn your device off in a house of worship, restaurant, or theater; during a meeting or presentation; or anytime its use is likely to disturb others .
• If you must be alerted to a call, put your device on silent ring or vibrate, and check your caller ID or voice mail later. (Put it in your pocket; a vibrating phone, skittering across a tabletop, is just as disruptive as a ring.)
• Wherever you are, if you must make or take a call, move to a private space and speak as quietly as you can.
• Keep calls as short as possible; the longer the call, the greater the irritation to those who have no choice but to listen.
• On airplanes, it’s a courtesy to everyone on board to quickly wrap up your call when the fl ight crew instructs passengers to turn off all electronic devices before takeoff. When cell phone use is permitted after landing, keep your calls short, limiting them to information about your arrival. Save any longer calls for a private spot in the terminal.
• Think about what your ring tone says about you. Is your frat boy hip-hop tone the right ring for your new job as a trainee at an accounting fi rm?
Text Messaging
• Text messaging is a strictly casual communication. You shouldn’t use text messaging when informing someone of sad news, business matters, or urgent meetings unless it’s to set up a phone call on the subject.
• Be aware of where you are. The backlight will disturb others if you text in a theater or house of worship.
• Keep your message brief. If it’s going to be more than a couple of lines, make a call and have a conversation.
• Don’t be a pest. Bombarding someone with texts is annoying and assumes they have nothing better to do than read your messages.
• Be very careful when choosing a recipient from your phone book; a slip of the thumb could send a text intended for a friend to your boss.
• Whenever you have a chance, respond to text messages, either by texting back or with a phone call.
• Don’t text anything confi dential, private, or potentially embarrassing. You never know when your message might get sent to the wrong person or forwarded.
SOURCE: Based on Peggy Post, Anna Post, Lizzie Post and Daniel Post Senning, Emily Post’s Etiquette: Manners for a New World 18E, 2001, pp. 240–248.
TECHNOLOGY IN BRIEF
Courtesy in the Age of Mobile Devices
ren03210_ch05_094-112.indd 105ren03210_ch05_094-112.indd 105 1/4/13 4:02 PM1/4/13 4:02 PM
106 PART 2 Fundamentals of Business Writing
Be Sincere Courteous treatment is sincere treatment. If your messages are to be eff ective, people must believe you. You must convince them that you mean what you say and that your courtesy and friendliness are authentic.
Th e best way of getting sincerity into your writing is actually to be sincere. If you honestly want to be courteous, if you honestly believe that you-viewpoint treatment leads to harmonious relations, and if you honestly think that tactful treatment spares your reader’s feelings, you are likely to apply these techniques sincerely, and this sincer- ity will show in your writing.
Don’t Overdo the Goodwill Techniques. Being sincere will help you avoid two problems. Th e fi rst is the overdoing of your goodwill techniques. Th e eff ort to be posi- tive and to display the you-viewpoint can be taken to such an extreme that readers will be put off . For example, referring too oft en to your reader by name can seem manipula- tive, as in this example:
If you will help these children, Ms. Collins, you will become a heroine in their eyes.
Th e following example, included in a form letter from the company president to a new charge customer, has a touch of unbelievability:
I was delighted today to see your name listed among Macy’s new charge customers.
Or how about this one, taken from an adjustment message of a large department store?
We are extremely pleased to be able to help you and want you to know that your satisfaction means more than anything to us.
Don’t Exaggerate. Th e second danger that you should avoid is exaggerating the positive. It is easy to see through most exaggerated statements, and when that happens, you have damaged the reader’s trust in you. Exaggerations are overstatements of facts. Although some hype is conventional in sales writing, even here boundaries exist. Th e following examples clearly overstep these boundaries:
Already thousands of new customers are beating paths to the doors of Martin dealers.
Never has there been, nor will there be, a fan as smooth running and whispering quiet as the North Wind.
Everywhere coffee drinkers meet, they are talking about the amazing whiteness Rembrandt gives their teeth.
Many exaggerated statements involve the use of superlatives. All of us use them, but only rarely are they actually warranted. Words like greatest, most amazing, fi nest, healthiest , and strongest are seldom appropriate. Other strong words may have similar eff ects—for example, extraordinary, incredible, delicious, more than happy, sensational, terrifi c, revolutionary, world-class, and perfection . Such words cause us to doubt rather than believe.
MANAGING EMPHASIS FOR A POSITIVE EFFECT Getting the desired eff ect in writing oft en involves giving proper emphasis to the items in the message. As the previous chapter discussed, every message contains a number of facts and ideas that must be presented. Some of these items are more important than others, and some will be received more positively than others. A part of your job as a writer is to determine which items to emphasize in your message.
Th e three most useful ways to manage emphasis for a positive eff ect are to use posi- tion, sentence structure, and space. Th e following paragraphs explain each.
LO6 Use the three major techniques for emphasizing the positive and de- emphasizing the negative.
ren03210_ch05_094-112.indd 106ren03210_ch05_094-112.indd 106 1/4/13 4:02 PM1/4/13 4:02 PM
CHAPTER 5 Writing for a Positive Effect 107
Emphasis by Position Th e beginnings and endings of a writing unit carry more emphasis than the center parts. Th is rule of emphasis applies whether the unit is the message, a paragraph of the message, or a sentence within the paragraph (see Figure 5–1). Some authorities think that the reader’s fresh mental energy explains beginning emphasis. Some say that the last parts stand out because they are the most recent in the reader’s mind. Whatever the explanation, research has suggested that this emphasis technique works.
In light of this fact, you should put your more positive points in beginnings and endings and, if possible, avoid putting negative points in these positions. If we were to use this technique in a paragraph turning down a suggestion, we might write it like this (the key point is in italics ):
In light of the current budget crunch, we approved those suggestions that would save money while not costing much to implement. While your plan is not feasible at this time, we hope you will submit it again next year when we should have more resources for implementing it.
As you can see, putting information in the middle tends to de-emphasize it. Con- sider position carefully when organizing your positive and negative contents.
Sentence Structure and Emphasis Closely related to the concept of emphasis by position is the concept of managing em- phasis through sentence structure. As noted in Chapter 4, short, simple sentences and main clauses call attention to their content. In applying this emphasis technique to your writing, carefully consider the possible arrangements of your information. Place the more positive information in short, simple sentences or main clauses. Put the less important information in subordinate structures such as dependent clauses and modi- fying phrases. Th is sentence from the previous example illustrates the technique (the negative point is in a dependent clause):
While your plan is not feasible at this time , we encourage you to submit it again next year when we are likely to have more resources for implementing it.
Figure 5–1
Emphasis by Position beginning and ending of the message
beginning and ending of the paragraph
beginning and ending of the sentence
ren03210_ch05_094-112.indd 107ren03210_ch05_094-112.indd 107 1/4/13 4:02 PM1/4/13 4:02 PM
108 PART 2 Fundamentals of Business Writing
Here’s another example:
Your budget will be approved if you can reduce your planned operating expenses by $2000 .
Space and Emphasis As a general rule, the more space you devote to a topic, the more you emphasize it. Th erefore, deemphazing the negative means spending as little space on it as possible and giving the positive contents more space.
When we say not to spend much space on negative news, we mean the actual nega- tive point. As Chapter 8 will show, you will oft en need to preface such news with ex- planatory, cushioning words in order to prepare your readers to receive it as positively as possible. For this reason, it oft en takes longer to say “no” than to say “yes,” as in these contrasting openings of a message responding to a request:
A Message Th at Says “Yes”
Your new A-level parking sticker is enclosed.
A Message Th at Says “No”
Your new University Hospital parking sticker is enclosed. As always, we had many more applicants for A-level passes than we had spaces. Your B-level sticker will en- able you to park in the Eden Garage, which is connected to the hospital by a covered skywalk. If you would like to discuss additional options, please contact Ann Barnett, Director of Parking Services, at 555-6666 or [email protected].
The “no” version certainly took longer. But notice that the space actually de- voted to the negative news is minimal. In fact, the negative news isn’t even stated; it is only implied in the positive second sentence (“Your B-level sticker …”). Look how much of the paragraph focuses on more positive things. That is the allocation of space you should strive for when minimizing the negative and emphasizing the positive.
THE ETHICS OF POSITIVE EMPHASIS As with use of the you-viewpoint, emphasis on the positive, when overdone, can lead to fake and manipulative messages. The technique is especially questionable when it causes the reader to overlook an important negative point in the message— the discontinuation of a service, for example, or information about an unsafe product.
Do not let your eff ort to please the reader lead you to be dishonest or insincere. Th at would not only be morally wrong; it would also be a bad way to do business.
On the other hand, the topics we discuss in our communication—whether data, events, people, or situations—can be rightly perceived in multiple ways. In your quest to achieve your communication purpose, think before you let negative feel- ings make their way into your messages. You will often be able to depict the glass as half full rather than as half empty, and you will probably find that your own perspective has improved in the process.
THERE’S MORE . . . What are seven ways to cultivate good business relationships? How can you improve your use of the you-viewpoint? What are some negative words to avoid in business writing? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe.com/Lesikar13e. Choose Chapter 5 > Bizcom Tools & Tips.
ren03210_ch05_094-112.indd 108ren03210_ch05_094-112.indd 108 1/4/13 4:02 PM1/4/13 4:02 PM
CHAPTER 5 Writing for a Positive Effect 109
1. Although clarity is a major goal of business writing, you should also strive to create positive eff ects. • Specifi cally, you should seek to build goodwill, which sustains good human
relations in business. • Lost goodwill can result in lost business, alienated co-workers, and lost support
from your superiors.
2. Write messages in a conversational style (language that sounds like people talking). • Such a style requires that you choose the appropriate level of formality for the
situation. • It requires that you avoid unnecessary formality and stiff ness ( thanking you in
advance, please be advised ). • It requires that you avoid the so-called rubber stamps—words used routinely
and without thought ( this is to inform, in accordance with ). 3. In your messages, you will need to emphasize the you-viewpoint ( your refund is
enclosed . . . rather than I am happy to report . . .). • But be careful not to be or appear to be insincere. • And do not use the you-viewpoint to manipulate the reader.
4. You should prefer positive to negative words. • Negative words have unpleasant meanings (We cannot deliver until Friday). • Positive words have pleasant meanings (We can deliver Friday). • Select those negative and positive words that achieve the best eff ects for your
goal. 5. You should strive for courtesy in your messages by doing the following:
• Practice the goodwill techniques discussed in the chapter. • Avoid blaming the reader. • Refrain from preaching or talking down to your reader. • Do more than is expected. • Be sincere (avoid exaggeration and overdoing the goodwill techniques).
6. Use the three major techniques for positive emphasis in writing. • Determine the items of information the message will contain. • Give each item the emphasis it deserves. • Show emphasis in these ways:
— By position (beginnings and endings receive prime emphasis). — By sentence structure (short sentences and main clauses emphasize more
than long sentences and subordinated ideas). — By space (the greater the space devoted to a topic, the greater the emphasis).
1 Explain the need for a positive effect in business messages.
2 Use a conversational style that has the appropriate level of formality and eliminates “rubber stamps.”
3 Use the you-viewpoint to build goodwill. 4 Employ positive language to achieve
goodwill and other desired effects .
5 Explain and use the elements of courtesy.
6 Use the three major techniques for emphasizing the positive and de-emphasizing the negative.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
K E Y T E R M S
goodwill, 95
conversational language, 96
rubber stamps, 98
you-viewpoint (or you-attitude), 98
courtesy, 103
ren03210_ch05_094-112.indd 109ren03210_ch05_094-112.indd 109 1/4/13 4:02 PM1/4/13 4:02 PM
110 PART 2 Fundamentals of Business Writing
1 Discuss this comment: “Getting the goodwill eff ect requires extra eff ort and time, and time costs money.” LO1
2 “If a company really wants to impress the readers of its messages, the messages should be as formal as pos- sible.” Discuss. LO2
3 “If you can fi nd words, sentences, or phrases that cover a common situation, why not use them every time that situation comes about? Th ey’re not off ensive, and they sound businesslike.” Discuss. LO2
4 Discuss this comment: “Th e you-viewpoint is insincere and deceitful.” LO3
5 Evaluate this comment: “It’s hard to argue against cour- tesy. But businesspeople don’t have time to spend extra eff ort on it. Anyway, they want their documents to go straight to the point—without wasting words and with- out sugar coating.” LO5
6 “I like writers who shoot straight. When they are happy, you know it. When they are angry, they let you know.” Discuss. LO3–LO5
7 “It is never acceptable to show anger in a business mes- sage.” Discuss. LO5
8 A writer wants to include a certain negative point in a message and to give it little emphasis. Discuss each of the three basic emphasis techniques as they relate to what can be done. LO6
9 Imagine that a customer has written to complain about the lack of attention that she received when visiting a paint store. Th e manager’s responding letter explains why the sales staff were so busy, off ers to make a special appointment with the customer to discuss her decorat- ing needs, and then ends with the following paragraph: “We do apologize again for any inconvenience that this situation caused you. We thank you for your under- standing. Please do not hesitate to contact us again if we ever fall short of the superior service that you have come to expect from us.” If the manager asked for your feedback on this letter, what would you say? It’s full of polite expressions. Is it a good concluding paragraph? Discuss. LO2–LO6
C R I T I C A L T H I N K I N G Q U E S T I O N S
S K I L L S B U I L D I N G E X E R C I S E S
Using a Conversational Style (LO2)
Instructions, Sentences 1–10: Rewrite in conversational style.
1 I hereby acknowledge receipt of your July 7 letter. 2 Please be so kind as to reply at your earliest possible
convenience.
3 Attached please fi nd the receipt requested in your May 1st inquiry.
4 You are hereby advised to endorse the enclosed pro- posal and return same to the undersigned.
5 Th is is to advise that henceforth all invoices will be submitted in duplicate.
6 Kindly be advised that this book has been requested by another patron and will therefore be due on 10 May 2012.
7 In reply to your letter of July 13, permission to quote from our report is hereby granted.
8 Please be advised that, with regard to above invoice, a payment of $312 has been credited to your account.
9 I am submitting under separate cover the report you requested.
10 Kindly advise the director as to your availability for participation in the program.
Using the You-Viewpoint (LO3)
Instructions, Sentences 11–25: Rewrite the following using you-viewpoint. You may need to add additional material.
11 Company policy requires that you submit the warranty agreement within two weeks of sale.
12 We will be pleased to deliver your order by the 12th. 13 We have worked for 37 years to build the best lawn
mowers for our customers.
14 Today we are shipping the goods you ordered February 3. 15 (From an application letter) I have seven years of suc-
cessful experience selling offi ce supplies.
16 (From an email to employees) We take pleasure in announcing that, eff ective today, the Company will give a 20 percent discount on all purchases made by employees.
17 We are happy to report approval of your application for membership.
18 Items desired should be checked on the enclosed order form.
19 Our long experience in the book business has enabled us to provide the best customer service possible.
ren03210_ch05_094-112.indd 110ren03210_ch05_094-112.indd 110 1/4/13 4:02 PM1/4/13 4:02 PM
CHAPTER 5 Writing for a Positive Effect 111
20 So that we can sell at discount prices, we cannot permit returns of sale merchandise.
21 We invite you to buy from the enclosed catalog. 22 Tony’s Red Beans have an exciting spicy taste. 23 We give a 2 percent discount when payment is made
within 10 days.
24 I am pleased to inform you that I can grant your re- quest for payment of travel expenses.
25 We cannot permit you to attend classes on com- pany time unless the course is related to your work assignment.
Accentuating the Positive (LO4)
Instructions, Sentences 26–40: Underscore all negative words in these sentences. Th en rewrite the sentences for a more positive eff ect. Use your imagination to envision the situation for each.
26 Your misunderstanding of our January 7 email caused you to make this mistake.
27 We hope this delay has not inconvenienced you. If you will be patient, we will get the order to you as soon as our supply is replenished.
28 We regret that we must call your attention to our pol- icy of prohibiting refunds for merchandise bought at discount.
29 Your negligence in this matter caused the damage to the equipment.
30 You cannot visit the plant except on Saturdays. 31 We were disappointed to learn from your July 7 email
that you are having trouble with our Model 7 motor.
32 Tuff -Boy work clothing is not made from cloth that shrinks or fades.
33 Our Stone-skin material is less weak than the fabric used by other brands.
34 Even though you were late in paying the bill, we still allowed the discount.
35 We were sorry to learn of the disappointing service you have had from our sales force, but we feel we have cor- rected all mistakes with recent personnel changes.
36 We have received your complaint of the 7th in which you claim that our product was defective and have thoroughly investigated the matter.
37 I regret the necessity of calling your attention to our letter of May 1.
38 We have received your undated letter, which you sent to the wrong offi ce.
39 I regret to have to say that I will be unable to speak at your conference, as I have a prior commitment.
40 Do not walk on the grass.
ren03210_ch05_094-112.indd 111ren03210_ch05_094-112.indd 111 1/4/13 4:02 PM1/4/13 4:02 PM
This page intentionally left blank
PART THREE
What are the key traits of eff ective communication on the job?
Lynn Marmer, VP of Corporate Aff airs for the Kroger company,
has something to say about that. When she was appointed the chief
communications offi cer of the Fortune 25 Company in 1997, she
became the fi rst female offi cer of this leading grocery retailer. Her
responsibilities include external communications and media, corporate
social responsibility and sustainability, customer relations, philanthropy
and community engagement, government relations, and crisis
communications. And she has made Kroger an innovator in the use of
multimedia for internal communication.
But “whatever the medium (traditional, social, speeches, or television
interviews) or audience (employees, external, investors, policymakers),”
she says, “I always strive to honor my own four cardinal rules:
• Tailor the medium and message to the interests/needs of the audience.
• Make the writing clear, unambiguous, and easy to understand; use active voice.
• Be honest, transparent, and authentic.
• Strive to connect with the audience in a way that supports and reinforces the company’s brand promise.”
Kroger is one of the largest retailers in the world, with 2,400 grocery stores in 31 diff erent states, $90 billion
in sales, and more than 330,000 employees. But wherever you work (or apply to work) and whatever you write,
following Marmer’s advice will set you apart as a skillful professional who enhances a company’s success.
Basic Patterns of Business Messages
6 Choosing the Best Process and Form
7 Getting to the Point in Good-News and Neutral Messages
8 Maintaining Goodwill in Bad-News Messages
9 Making Your Case with Persuasive Messages and Proposals
10 Conducting a Successful Job Search
Source: Reprinted with permission.
ren03210_ch06_113-140.indd 113ren03210_ch06_113-140.indd 113 1/10/13 10:06 AM1/10/13 10:06 AM
Learning Objectives Upon completing this chapter, you will understand the process for writing business messages and the purpose and forms of the main types of business messages. To reach this goal, you should be able to
1 Describe the writing process and effective writing strategies.
2 Explain the importance of readable formatting.
3 Describe the development and current usage of the business letter.
4 Describe the purpose and form of memorandums (memos).
5 Describe the purpose and form of email.
6 Understand the nature and business uses of text messaging and instant messaging.
7 Understand the nature and business uses of social media.
8 Understand the inverted pyramid structure for organizing and writing Web documents.
CHAPTER SIX
Choosing the Best Process and Form
ren03210_ch06_113-140.indd 114ren03210_ch06_113-140.indd 114 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 115
THE IMPORTANCE OF SKILLFUL WRITING Much of this book focuses on writing in business. Is skillful oral communication im- portant? Absolutely. How about skillful use of graphics? It’s critical. Th en why the emphasis on writing?
First, experienced businesspeople tend to place writing skills ahead of other com- munication skills when asked what they seek in job applicants. And they seek strong writing skills in particular when considering whom to promote. For example, in one study, a majority of the 305 executives surveyed commented that fewer than half their job applicants were well-versed enough in “global knowledge, self-direction, and writ- ing skills” to be able to advance in their companies. 1 As people move up, their jobs involve handling more information, and this work oft en requires the written forms of communication.
Another reason for our strong focus on writing is that writing is in some ways more diffi cult to do well than other kinds of communication. Writers essentially have no safety net; they can’t rely on their facial expressions, body language, or tone of voice to make up for wording that isn’t quite what they mean. Th e symbols on the page or screen must do the whole communication job. Plus, the symbols used in writing—the alphabet, words, punctuation, and so forth—share no characteristics with the object or concept they represent (unless you count words that sound like the sounds they name, such as “buzz”). Representing something with a photograph is relatively easy. Representing that same thing in words is much harder. Capturing a complex reality by putting one word aft er another requires ingenuity, discipline, and the ability to antici- pate how readers will likely react as they read.
Th e fi rst major section of this chapter will help you achieve this impressive but com- monplace feat in the workplace by showing you how to break the writing process into parts and skillfully manage each part. Th e remainder of the chapter will discuss the main forms of business messages, which bring with them certain features and conven- tions of use. Th ese discussions provide the foundation for subsequent chapters on writ- ing diff erent kinds of business messages.
Introduce yourself to this chapter by shifting to the role of Julie Evans, a recent college graduate in her fi rst job as an accounts manager at a small company that manufactures windows. You are amazed (and sometimes overwhelmed) by the types of messages you send each day. Every day you process dozens of internal email messages. Occa- sionally you write and receive memorandums. Then there are the more formal communications you exchange with
people outside the company—both email and letters. You also write messages for social media sites and daily rely on text and instant messaging for quick communication. With so many audiences and so many ways to send mes- sages, you often wonder if you’re making good choices. This chapter will help you understand the writing process and the types of business messages so that you are sure to meet your audience’s needs.
INTRODUCTORY CHALLENGE
The Nature of Business Messages
1 Paula Wasley, “Tests Aren’t Best Way to Evaluate Graduates’ Skills, Business Leaders Say in Survey,” Th e Chronicle of Higher Education, Th e Chronicle of Higher Education, Jan. 2008, Web, 08 June 2012.
ren03210_ch06_113-140.indd 115ren03210_ch06_113-140.indd 115 1/10/13 10:06 AM1/10/13 10:06 AM
116 PART 3 Basic Patterns of Business Messages
THE PROCESS OF WRITING Writing researchers have been studying the composing process since the 1970s. Th ey have found, not surprisingly, that each person’s way of developing a piece of writing for a given situation is unique. On the other hand, they have also drawn several conclu- sions about the nature of the process and about strategies that can help it. Familiarizing yourself with these fi ndings will help make you a more deliberate, eff ective writer.
As Figure 6–1 shows, preparing any piece of writing involves three stages: planning, draft ing, and revising . Th ese stages can be defi ned roughly as fi guring out what you want to say, saying it, and then saying it better. Each of these stages can be divided into various specifi c activities, which the rest of this section describes. However, as the arrows in the fi gure suggest, business writers should not think of the three stages as strictly chrono- logical or separate. In practice, the stages are interrelated. Like the steps for solving busi- ness communication problems described in Chapter 1, they are recursive. For example, a writer in the planning stage may start writing pieces of the draft . Or he or she may fi nd when draft ing that gathering more information is necessary. Or he or she may decide that it’s necessary to revise a piece of the document carefully before continuing with the draft - ing. An undue emphasis on keeping the stages separate and chronological will hinder the success of your messages. Allow yourself to blend these stages as necessary.
A good rule of thumb for student writers is to spend roughly a third of their writing time in each of the three stages. A common mistake that writers make is to spend too much time on draft ing and too little on the other two stages, planning and revising. Pre- paring to write and improving what you have written are as critical to success as the draft - ing stage, and careful attention to all three stages can actually make your writing process more effi cient. Once you have become an experienced business writer, you will be able to write many routine messages without as much planning and revising. Even so, some planning and revising will still be essential to getting the best results with your messages.
Planning the Message Chapter 1 presents a problem-solving approach to business communication. As Fig- ure 1–4 indicates, you need to develop a defi nition of the problem that you are trying to solve. Once you have defi ned your problem, you can plan your message by answering several questions regarding your context and audience. As you plan written documents in particular, you can make the planning process more manageable by thinking about it in fi ve smaller steps: determining goals; analyzing your audience; gathering and col- lecting information; analyzing and organizing the information; and choosing the form, channel, and format the document will take.
Planning a good message takes time. Th e reason is that you have a lot to consider when writing to an audience you may not know all that well. Th e investment of your time pays
LO1 Describe the writing process and effective writing strategies.
Figure 6–1
Message Planning Checklist
Planning
• Determine goals • Analyze the audience • Gather and collect data • Analyze and organize information • Choose a form
Drafting
• Be flexible • Keep going • Use your own favorite strategies
Revising
• Revise contents, structure, and format • Edit sentences and words • Proofread
ren03210_ch06_113-140.indd 116ren03210_ch06_113-140.indd 116 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 117
dividends when you are able not only to achieve the goal of your message but also to en- hance your professional image by writing a coherent, concise, and thorough document.
Determining Goals. Because business writing is largely performed in response to a certain situation, one of your main planning tasks is to fi gure out what you want to do about that situation. Bear in mind that in business communication, “what to do” means not only what you want your communication to achieve but also any action related to the larger business problem. Let’s say, for example, that you manage a hotel where the air conditioning has stopped functioning. You will need to decide what, if anything, to communicate to your guests about this problem. But this decision is related to other decisions. How and when will you get the air conditioning problem solved? In the meantime, will you simply apologize? Make arrangements for each guest to have a free continental breakfast or complimentary beverages? Rent fans for meeting rooms and any guest rooms occupied by people with health problems? As Figure 6–2 shows, solv- ing the business problem and solving the communication problem are closely related. You will need to bring your business goals to bear on your writing goals —though sometimes, clarifying your writing goals will help you generate business solutions.
Analyzing Your Audience. Once you know your purpose—what you want your message to do—you need to think about the audience who will read your message. Who will be aff ected by what you write? What organizational, professional, and per- sonal issues or qualities will aff ect the audience’s response to your message? What organizational, professional, and personal issues or qualities do you have that aff ect how you will write your message? What is your relationship with your reader? Are you writing to your superior? Your colleagues? Your subordinates? Clients? Answers to these questions and others (see Figure 6–3) will infl uence your channel of communica- tion, tone, style, content, organization, and format.
In the hotel manager scenario we discussed, for instance, how might your approach in an announcement to guests who are currently at the hotel diff er from your approach in a response to a guest’s complaint letter a week aft er the incident? Th ough you should take time to analyze your audience early in the planning process, you should continue to think of your audience as you proceed through the rest of the planning stage and through the draft ing and revising stages, too. Always be thinking about what kind of information will matter most to your audience and adapt your message accordingly. If you fail to meet your audience’s needs, your message fails as well, and your professional image is compromised.
Gathering Information. Once you have a sense of what you want your message to achieve and what your audience needs to know, you may need to do some research. In many cases this research can be informal—fi nding past correspondence; consulting with other employees or with outside advisors; or reviewing sales records, warranties, and product descriptions. In other cases you will do formal research such as conducting
Figure 6–2
The Interrelated Nature of Business Goals and Communication Goals
Commmunication Goals
Business Goals
ren03210_ch06_113-140.indd 117ren03210_ch06_113-140.indd 117 1/10/13 10:06 AM1/10/13 10:06 AM
118 PART 3 Basic Patterns of Business Messages
What is my relationship to my audience?
■ Subordinate
■ Colleague
■ Superior
■ Client/Customer
■ Other:
What is my relationship with my audience?
■ Friendly and informal. I know my audience well. We communicate often and have a social business relationship.
■ Friendly and formal. We’ve met and have a cordial, business-like relationship.
■ Neutral or no relationship. I don’t know my audience personally.
■ Unfriendly or hostile.
■ Other:
What will my audience’s reaction to my message be?
■ Positive
■ Negative
■ Neutral
What factors in my company culture or other background information should I take into account?
■
■
■
What factors in my audience’s culture or background should I take into account?
■
■
■
What does my audience need to know?
■
■
■
What does my audience already know?
■
■
■
What do I want my audience to think, feel, do, or believe as a result of my message?
■
■
■
would be the best channel for delivering the message because .
Figure 6–3
Audience Analysis Checklist
surveys or reviewing the literature on a certain subject. Chapter 13 discusses various methods and sources at your disposal for this kind of research. In general, you will collect any information that can help you decide what to do and what to say in your message.
Gathering information by using your memory, imagination, and creativity is also important. Visualizing your readers and bearing their interests in mind is an excellent planning technique. Making a list of pertinent facts is helpful. Brainstorming (gener- ating possible solutions without censoring them) will allow you to develop creative
ren03210_ch06_113-140.indd 118ren03210_ch06_113-140.indd 118 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 119
solutions. Drawing a diagram of your ideas can also enable you to collect your thoughts. Use any strategy that shows promise of contributing to a solution.
Analyzing and Organizing the Information. Once you have a number of ideas, you can start to analyze them. If your data are numerical, you will do the calculations that enable you to see patterns and meaning in the numbers. You will put other kinds of data together as well to see what course of action they might indicate, weighing what the parties involved stand to gain or lose from each possible solution.
As you ponder what to do and say with your message, you will, of course, keep your readers in mind. What kind of information will most matter to them? In the scenario described above, will the hotel guests want information about what caused the air con- ditioning problem or about when it will be fi xed and what they can do to stay comfort- able in the meantime? As always, your intended readers are your best guide to what information to include.
Th ey are also your guide for organizing the information. Whatever order will draw the most positive reaction from your readers is the best order to use. If you have in- formation that your readers will consider routine, neutral, or positive, put it fi rst. Th is plan, called using the direct order, is discussed in the next chapter. On the other hand, if you think your information could run the risk of evoking a negative response, you will use an indirect order, using your message’s opening to prepare the reader to receive the news as positively as possible. As you will see in Chapter 8, such a message usu- ally requires a more skillful use of organization and word choice than one written in direct order. Regardless of the situation, all readers appreciate a logical pattern for the information.
Choosing a Form, Channel, and Format. Writers in school typically produce writing of two types: essays or research papers. But on the job you have a wide range of established forms of communication (genres) to choose from. Which one you use has a huge impact on your planning. For instance, if you want to advertise your company’s services, how will you do it? Write potential customers a letter? Email them? Send a brochure? Create a website? Post a message on your company’s social media sites? Use some combination of these? Each form has its own formatting and stylistic conven- tions and even conventions about content. Business writers do not launch into writing a document without some sense of what kind of document it will be. Th e medium itself helps them know what to say and how to say it. On the job, choosing the type of docu- ment to be written is an important part of planning.
Specifi c decisions about a document’s format or visual design can be made at any point in the writing process, but usually the planning stage involves preliminary deci- sions along these lines. How can you make the information easily readable and acces- sible to your audience? Will you be dividing up the contents with headings? How about with a bulleted or numbered list? How long or short will the paragraphs be? Will there be any visual elements such as a logo or picture or diagram? Anticipating the format can help you plan an inviting and readable message.
Formatting devices have such a large impact on readers’ reactions that we will dis- cuss them separately in the next section. But decisions about formatting are an integral part of the business writer’s writing process, even in the planning stage.
Drafting Writing experts’ main advice about draft ing boils down to these words: “ Be fl exible .” Writ- ers oft en hinder themselves by thinking that they have to write a fi nished document on the fi rst attempt with the parts in their correct order and with perfect results. Writing is such a cognitively diffi cult task that it is better to concentrate only on one thing at a time. Th e fol- lowing suggestions can help you draft your messages as painlessly and eff ectively as possible.
Avoid Perfectionism When Drafting. Trying to make your fi rst draft a perfect draft causes two problems. First, spending too much energy perfecting the early parts can make you forget important pieces and purposes of the later parts. Second, premature
ren03210_ch06_113-140.indd 119ren03210_ch06_113-140.indd 119 1/10/13 10:06 AM1/10/13 10:06 AM
120 PART 3 Basic Patterns of Business Messages
perfectionism can make draft ing frustrating and slow and thus keep you from wanting to revise your message when you’re done. You will be much more inclined to review your message and improve it if you have not agonized over your fi rst draft .
Keep Going. When turning your planning into a draft , don’t let minor problems with wording or grammar distract you from your main goal—to generate your fi rst version of the document. Have an understanding with yourself that you will draft relatively quickly to get the ideas down on paper or onto the screen and then go back and care- fully revise. Expressing your points in a somewhat coherent, complete, and orderly fashion is hard enough. Allow yourself to save close reexamination and evaluation of what you’ve written for the revision stage.
Use Any Other Strategies That Will Keep You Working Productively. Th e idea with draft ing is to keep moving forward at a reasonably steady pace with as little stalling as possible. Do anything you can think of that will make your draft ing relatively free and easy. For example, write at your most productive time of day, write in chunks, start with a favor- ite part, talk aloud or write to yourself to clarify your thoughts, take breaks, let the project sit for a while, create a setting conducive to writing—even promise yourself a little reward for getting a certain amount accomplished. Your goal is to get the fi rst orderly expression of your planned contents written just well enough so that you can go back and work with it.
Revising Getting your draft ready for your reader requires going back over it carefully—again and again. Do you say what you mean? Could someone misunderstand or take off ense at what you have written? Is your organization best for the situation? Is each word the right one for your goals? Are there better, more concise ways of structuring your sentences? Can you move the reader more smoothly from point to point? Does each element of format enhance readability and highlight the structure of the contents? When revising, you turn into your own critic. You challenge what you have written and look for better alternatives. Careful attention to each level will result in a polished, eff ective message.
Any given message has so many facets that using what professional writers call “ levels of edit” may be helpful. Th e levels this term refers to are revising, editing, and proofreading .
When revising , you look at top-level concerns: whether or not you included all nec- essary information, if the pattern of organization is logical and as eff ective as possible, if the overall meaning of the message comes through, and if the formatting is appropriate and helpful.
You then move to the editing level, focusing on your style. You examine your sentences to see if they pace the information in such a way that the reader can easily follow it, if they emphasize the right things, and if they combine pieces of information coherently. You also
look at your word choices to see if they best serve your purpose.
Finally, you proofread , looking at mechanical and gram- matical elements— spelling, ty- pography, punctuation, and any grammar problems that tend to give you trouble. Editing func- tions in your word-processing program can help you with this task.
One last word about re- vision: Get feedback from others. As you may well know, it is diffi cult to fi nd weaknesses or errors in your own work.
Successful writers often seek others’ perspectives on important documents.
ren03210_ch06_113-140.indd 120ren03210_ch06_113-140.indd 120 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 121
Seek assistance from willing colleagues, and if they give you criticism, receive it with an open mind. It is better to hear this feedback from them than from your intended readers when costly mistakes may have already been made.
THE IMPORTANCE OF READABLE FORMATTING Have you ever opened a letter or a reading for a class, seen long, unbroken blocks of text, and dreaded jumping into the piece? Business readers are even more likely to have this reaction. Th ey are far too bombarded with messages to have patience with this kind of document. If you want your readers to actually read what you write and get your ideas and information, you must pay attention to an important element of any message: its physical format .
Decades ago, you might well have been able to rely on a secretary or typist to format your documents for you. But widespread use of the personal computer with its full- featured publishing capabilities has placed the responsibility for readable formatting much more on the writer. Except for projects that involve a graphic designer, you will make the key formatting decisions for your messages. What kind and size of type will you use? What kind of headings? Will you use any means of typographical emphasis? How about numbered or bulleted lists? Should the document include such visual ele- ments as logos, textboxes, pictures, or diagrams? Smart decisions on such matters will not only increase your readers’ motivation to read but also enable them to quickly com- prehend the main points and structure of the message.
For example, below is the starting text of a memo (sent by email) from a university registrar to the faculty with the subject line “‘X’ and ‘WX’ Grades Eff ective for Autumn ’13 Grading.” How inviting do you fi nd the format, and how easy is it to extract the information about the two new grades?
LO2 Explain the importance of readable formatting.
At its October 20, 2013, meeting, the Faculty Senate, having received a favorable recommendation from the Academic Affairs Committee, voted to approve the creation and Autumn Quarter implementation of two new grades: “X” and “WX.” Instructors will record an “X” on the fi nal grade roster for students who never attended any classes and did not submit any assigned work. The “X” will appear on the transcript and will carry zero (0.00) quality points, thus computed into the GPA like the grades of “F” and “UW.” Instructors will record a “WX” for those students who offi cially withdrew from the class (as denoted on the grade roster by either “EW” or “W”) but who never attended any classes and did not submit any assigned work. The “WX” may be entered to overwrite a “W” appearing on the grade roster. An assignment of “WX” has no impact on the student’s GPA. A “W” will appear on the student’s online grade report and on the transcript. The “WX” recognizes the student’s offi cial withdrawal from the class and only records the fact of nonparticipation. The need to record nonparticipation is defi ned in “Rationale” below. With the introduction of the “X” and “WX” grades to denote nonparticipation, by defi nition all other grades can only be awarded to students who had participated in the class in some way. Instructors will record a “UW” (unoffi cial withdrawal) only for students who cease to attend a class following some participation. Previously, instructors utilized the “UW” both for those students who had never attended classes and for those who had attended and participated initially but had ceased to attend at some point during the term. In cases of offi cial withdrawal, instructors have three options available at the time of grading: “W,” “WX,” and “F.” If the student has offi cially withdrawn from the class, a “W” (withdrawal) or “EW” (electronic withdrawal) will appear on the grade roster. If the student participated in the class and the withdrawal was in accordance with the instructor’s withdrawal policy as communicated by the syllabus, the instructor may retain the student’s “W” grade by making no alteration to the grade roster. . . .
ren03210_ch06_113-140.indd 121ren03210_ch06_113-140.indd 121 1/10/13 10:06 AM1/10/13 10:06 AM
122 PART 3 Basic Patterns of Business Messages
Th e remaining sections of this chapter describe specifi c purposes and traits of dif- ferent message types. Appendix B provides in-depth advice about their physical design. No matter what you’re writing, taking time to make careful formatting decisions during your writing process will signifi cantly enhance your chances of achieving your com- munication goals.
Now look at the fi rst part of the actual message that was sent out. What formatting decisions on the part of the writer made this document much more readable?
At its October 20, 2013, meeting, the Faculty Senate, having received a favorable recommendation from the Academic Affairs Committee, voted to approve the creation and Autumn Quarter implementation of two new grades: “X” and “WX.”
Defi nition of “X” and “WX” Grades, Effective Autumn Quarter 2013
• “X” (nonattendance):
Instructors will record an “X” on the fi nal grade roster for students who never attended any classes and did not submit any assigned work.
The “X” will appear on the transcript and will carry zero (0.00) quality points, thus computed into the GPA like the grades of “F” and “UW.”
• “WX” (offi cial withdrawal, nonattending):
Instructors will record a “WX” for those students who offi cially withdrew from the class (as denoted on the grade roster by either “EW” or “W”) but who never attended any classes and did not submit any assigned work.
The “WX” may be entered to overwrite a “W” appearing on the grade roster. An assignment of “WX” has no impact on the student’s GPA. A “W” will appear on the student’s online grade report and on the transcript. The “WX” recognizes the student’s offi cial withdrawal from the class and only records the fact of nonparticipation. The need to record nonparticipation is defi ned in “Rationale” below.
Participation and Nonparticipation Grades
With the introduction of the “X” and “WX” grades to denote nonparticipation, by defi nition all other grades can only be awarded to students who had participated in the class in some way.
Instructors will record a “UW” (unoffi cial withdrawal) only for students who cease to attend a class following some participation. Previously, instructors utilized the “UW” both for those students who had never attended classes and for those who had attended and participated initially but had ceased to attend at some point during the term.
Offi cial Withdrawals
In cases of offi cial withdrawal, instructors have three options available at the time of grading: “W,” “WX,” and “F.”
1. If the student has offi cially withdrawn from the class, a “W” (withdrawal) or “EW” (electronic withdrawal) will appear on the grade roster. If the student participated in the class and the withdrawal was in accordance with the instructor’s withdrawal policy as communicated by the syllabus, the instructor may retain the student’s “W” grade by making no alteration to the grade roster. . . .
Reprinted with permission from Dr. Douglas Burgess, Registrar, University of Cincinnati.
ren03210_ch06_113-140.indd 122ren03210_ch06_113-140.indd 122 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 123
LETTERS Letters are the oldest form of business messages. Th e ancient Chinese wrote letters, as did the early Egyptians, Romans, and Greeks. In fact, American businesspeople used let- ters as early as 1698 to correspond about sales, collections, and other business matters. 2
From these early days letters have continued to be used in business. Although their use and purpose have evolved as other business communication genres have devel- oped, they are still the best choice for many communication tasks.
Letters Defi ned Th e general purpose of a letter is to represent the writer and his or her topic rather formally to the recipient. For this reason, letters are used primarily for corresponding with people outside your organization. When you write to internal readers, they are oft en familiar to you—and even if they are not, you all share the connection of being in the same company. Your messages to such audiences tend to use less formal media. But when you write to customers, to suppliers, to citizens and community leaders, and to other external audiences , you will oft en want to present a professional, polished image of your company by choosing the letter format, complete with an attractive company letterhead and the elements of courtesy built into this traditional format. Your readers will expect this gesture of respect. Once you have established friendly relations with them, you may well conduct your business through emails, phone calls, instant or text messaging, and social media. But especially when corresponding with an external party whom you do not know well, a letter is oft en the most appropriate form to use.
Letter Form Th e format of the business letter is probably already familiar to you. Although some variations in format are generally acceptable, typically these information items are in- cluded: date, inside address, salutation (Dear Ms. Smith), body, and complimentary close (Sincerely yours). Other items sometimes needed are attention line, subject line, return address (when letterhead is not used), and enclosure information. Figure 6–4 presents one option for formatting a letter. More options are presented in Appendix B.
LO3 Describe the development and current usage of the business letter.
2 JoAnne Yates, Control through Communication: Th e Rise of System in American Management (Baltimore: Th e Johns Hopkins UP, 1989) 95, print.
Ralston’s Plumbing and Heating 2424 Medville Road Urbana, OH 45702
(515) 555-5555 Fax: (515) 555-5544
February 28, 2013
Ms. Diane Taylor 747 Gateway Avenue Urbana, OH 45702
Dear Ms. Taylor:
Thank you for allowing one of our certified technicians to serve you recently.
Enclosed is a coupon for $25 toward your next purchase or service call from Ralston. It’s just our way of saying that we appreciate your business.
Sincerely yours,
Jack Ralston Owner and President
Enclosure
Doing it right . . . the first time
Figure 6–4
Illustration of a Letter in Full Block Format (Mixed Punctuation)
ren03210_ch06_113-140.indd 123ren03210_ch06_113-140.indd 123 1/10/13 10:06 AM1/10/13 10:06 AM
124 PART 3 Basic Patterns of Business Messages
Letter Formality As formal as letters can be, they are not nearly as formal as they used to be. Chapter 5 points out that business messages have grown more conversational. Th is is true of letters as well as of other forms of correspondence.
For instance, in the past, if writers did not know the reader’s name, wrote to a mass audience, or wrote to someone whose gender could not be determined by the reader’s name (e.g., Pat Smith), they might have used a salutation such as “To Whom It May Concern,” “Dear Sir/Madame,” or “Dear Ladies and Gentlemen.” Th ese expressions are now consid- ered stiff and old fashioned. More modern options include “Dear Human Resources” or “Dear Pat Smith.” Writers can also omit the salutation, perhaps adding a subject line (a brief phrase stating the writer’s main point) instead. Some business writers also consider the use of the terms “Dear,” “Sincerely Yours,” and even “Sincerely,” outdated or exces- sively formal. Th ese writers will omit “Dear,” replace “Sincerely yours” with “Sincerely,” omit the complimentary close, or use “Best regards” or some other cordial phrase. Your audience and company culture will determine what is appropriate for you.
Regardless of its formality, the letter should always be regarded as an exchange between real people as well as a strategic means for accomplishing business goals.
MEMORANDUMS (MEMOS) Memorandums Defi ned Memorandums , or memos , are a form of letter written inside the business. Th ough in rare cases they may be used to communicate with those outside the business, they are usually exchanged internally by employees as they conduct their work. Originally,
LO4 Describe the purpose and form of memorandums (memos).
Businesses with multiple locations send many of their internal messages by email as well as instant and text messaging.
ren03210_ch06_113-140.indd 124ren03210_ch06_113-140.indd 124 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 125
memos were used only in hard copy, but their function of communicating within a business has been largely replaced by email. Even so, they still are a part of many com- panies’ communications. Th ey are especially useful for communicating with employees who do not use computers in their work.
Memos can be used for a wide range of communication tasks. For example, as Chapter 12 points out, some memos communicate factual, problem-related information and can be classifi ed as reports. As with the letter, the purpose and use of the memo have evolved as other business communication genres have emerged, but the memo is still an important means for communicating in many organizations.
Memorandum Form Memorandums can be distinguished from other messages primarily by their form. Some companies have stationery printed especially for memos, while many use stan- dard or customized templates in word processors. Sometimes the word memorandum appears at the top. But some companies prefer other titles, such as Interoffi ce Memo or Interoffi ce Communication. Below this main heading come the specifi c headings common to all memos: Date, To, From, Subject (though not necessarily in this order). Th is simple arrangement is displayed in Figure 6–5. As the fi gure indicates, hard-copy memos are initialed by the writer rather than signed.
Large organizations, especially those with a number of locations and depart- ments, often include additional information on their memorandum stationery. Department, Plant, Location, Territory, Store Number, and Copies to are examples (see Figure 6–6). Since in some companies memos are often addressed to more than one reader, the heading To may be followed by enough space to list a number of names.
Memo
Lenaghan Financial
Matthew Lenaghan, President
Payton Kubicek, Public Relations
Katheleen Lenaghan, Chair
June 1, 2012
To:
From:
CC:
Date:
Re: May meeting of Plant Safety Committee
As we agreed at the March 30 meeting of the Environmental Impact Committee, we will meet again on May 12. I am requesting agenda items and meeting suggestions from each (etc.) . . .
Figure 6–5
Illustration of Memo Form Using the MS Word Professional Template
ren03210_ch06_113-140.indd 125ren03210_ch06_113-140.indd 125 1/10/13 10:06 AM1/10/13 10:06 AM
126 PART 3 Basic Patterns of Business Messages
Memorandum Formality Because memos usually are messages sent and received by people who work with and know one another, they tend to use casual or informal language. Even so, some memos use highly formal language. As in any business communication, you will use the level of formality appropriate to your audience and writing goals.
EMAIL Although businesspeople routinely communicate via social media, text messaging, and instant messaging, email remains the most widely used means of written communica- tion in the workplace. In fact, even among those businesspeople who use tablets, email is the most frequently used app. 3
Email Defi ned According to one estimate, 92 percent of Americans use email —a number that has remained constant even with the advent and popular use of text messaging, instant messaging, and social media. 4 It’s easy to see why email remains popular. Email ad- dresses are readily available, and anyone can send a message to any email address (or multiple addresses simultaneously), regardless of who provides the email account. Th e speed at which readers receive a message can also make email more attractive than a letter or a memo. Consequently, businesses continue to use email as a low-cost, quick, and effi cient means of communicating with both internal and external audiences
LO5 Describe the purpose and form of email.
To:
Store:
At:
Territory:
Copies to:
Subject: Form for In-house Letters (Memos)
This is an illustration of our memorandum stationery. It should be used for written communications within the organization.
Notice that the memorandum uses no form of salutation. Neither does it have any form of complimentary close. The writer does not need to sign the message. He or she needs only to initial after the typed name in the heading.
Notice also that the message is single-spaced with double-spacing between paragraphs.
Penny-Wise Stores, Inc.
MEMORANDUM
Date:
From:
Store:
At:
Territory:
Figure 6–6
Memorandum Stationery with Special Headings Adapted to the Needs of an Organization with Multiple Locations
3 PRWeb, “Tablets Make Th eir Way into the Workplace: Email and Note Taking are the Most Popular Business Uses, Says NPD In-Stat ,” PRWeb, Vocus, Inc., 14 Feb. 2012, Web, 22 May 2012. 4 Kristen Purcell, “Search and Email Still Top the List of Most Popular Online Activities,” Pew Internet & American Life Project , Pew Research Center, 9 Aug. 2011, Web, 24 May 2012.
ren03210_ch06_113-140.indd 126ren03210_ch06_113-140.indd 126 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 127
either formally or informally. Furthermore, email provides HTML and other format- ting options that text messaging, instant messaging, and social media may not, and it does not limit the writer to any number of characters or amount of text. In addition, emails can be archived and fi led for easy access to a written record of correspondence.
Email, however, also presents communication challenges. Sometimes people use email to avoid having diffi cult face-to-face or phone conversations, which is not a good way to accomplish communication goals or cultivate the audience’s goodwill. Emails are also easily forwarded and therefore can never be considered confi dential. Addition- ally, many businesspeople deal with spam—unsolicited messages or mass emails that are not relevant to their work. Moreover, some writers may assume that an informal email message is not held to the same standards of professionalism, clarity, or correct- ness as a more formal message might be. Finally, when not used properly, email can be costly. According to one source, “In 2010 organizations lost about $1,250 per user a year in productivity due to spam and up to $4,100 per year due to emails [that] were written poorly.” 5 It is important, then, that business writers ensure their emails com- municate clearly, cultivate goodwill, and promote a professional image.
Email Form When you look at an email, you likely notice that its form contains elements of both memos and letters. For example, emails generally contain a Date, To, From, Subject heading structure similar to that of a memo. Th ey may also contain salutations and complimentary closes similar to those found in letters.
Although the various email systems diff er somewhat, email format includes the following:
• To: Th is is where you include the email address of the recipients. Be sure the address is accurate.
• Cc: If someone other than the primary recipient is to receive a courtesy copy, his or her address goes here. Before people used computers, cc: was called a carbon copy to refl ect the practice of making copies on carbon paper.
• Bcc: Th is line stands for blind courtesy copy. Th e recipient’s message will not show this information; that is, he or she will not know who else is receiving a copy of the message.
• Subject: Th is line describes the message as precisely as the situation permits. Th e reader should get from it a clear idea of what the message is about. Always include a subject line to get your reader’s attention and indicate the topic of the message. In the absence of a subject line, a reader may think your message is junk mail or unimportant and delete it.
• Attachments: In this area you can enter a fi le that you desire to send along with the message. Attach only fi les the reader needs so that you do not take up unneeded space in his or her inbox.
• Th e message: Th e information you are sending goes here. Typically, email messages begin with the recipient’s name. If the writer and reader are acquainted, you can use the reader’s fi rst name. If you would normally address the reader by using a title (Ms., Dr., Mr.), address him or her this way in an initial email. You can change the salutation in subsequent messages if the person indicates that informality is desired. Th e salutations commonly used in letters (Dear Mr. Dayle, Dear Jane) are sometimes used, but something less formal (“Hi, Ron”) or no salutation at all is more common. A friendly generic greeting such as “Greetings” is appropriate for a group of people with whom you communicate. As we discussed in the section on letters, you’ll want to avoid outdated expressions such as “To Whom It May Concern.” Like a letter, an email message oft en ends with a complimentary close followed by a signature block containing the writer’s name,
5 Govloop, “Does Email Help or Hinder Your Professional Productivity?” AOL Government , AolGov, 24 Apr. 2012, Web, 24 May 2012.
ren03210_ch06_113-140.indd 127ren03210_ch06_113-140.indd 127 1/10/13 10:06 AM1/10/13 10:06 AM
128 PART 3 Basic Patterns of Business Messages
job title, company, and contact information. Some writers also use the signature block as an opportunity to promote a sale, product, or service. Figure 6–7 shows a standard email format.
Email Formality A discussion of email formality is complicated by the fact that email messages are ex- tremely diverse. Th ey run the range from highly informal to formal. Th e informal mes- sages oft en resemble face-to-face oral communication; some even sound like chitchat that occurs between acquaintances and friends. Others, as we have noted, have the increased formality of reports.
A helpful approach is to view email language in terms of three general classifi ca- tions: casual, informal, and formal . 6 Your audience should determine which type of language you choose, regardless of your personal style or preference.
Casual. By casual language we mean the language we use in talking with close friends in everyday situations. It includes slang, colloquialisms (informal expressions), con- tractions, and personal pronouns. Its sentences are short—sometimes incomplete— and it may use mechanical emphasis devices and initialisms (e.g., LOL, BTW) freely. Casual language is best limited to your communications with close friends. Following is an example of casual language:
Hey, Cindy,
Props for me! Just back from reps meeting. We totally nailed it . . . plan due ASAP. Meet, my offi ce, 10 AM, Wed?
Brandon
Use casual language only when you know your readers well—when you know they expect and prefer casual communication. You should also avoid slang, initialisms, emphasis devices, or other casual elements if you are not certain that they will communicate clearly.
Informal. Informal language retains some of the qualities of casual writing. It makes some use of personal pronouns and contractions. It occasionally may use colloquial- isms but more selectively than in casual writing. It has the eff ect of conversation, but it
Figure 6–7
Illustration of Email Form Using Microsoft Outlook
6 Heidi Schultz, Th e Elements of Electronic Communication (Boston: Allyn and Bacon, 2000) 43–47, print.
ren03210_ch06_113-140.indd 128ren03210_ch06_113-140.indd 128 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 129
is polished conversation—not chitchat. Its sentences are short, but they are well struc- tured and organized. Th ey have varied patterns that produce an interesting style. In general, it is the writing that you will fi nd in most of the illustrations in Chapters 7–9, and it is the language that this book uses. You should use it in most of your business email messages, especially when writing to people you know only on a business basis. An example of an email message in informal language is the following:
Cindy:
The management team has approved our marketing plan. They were very compli- mentary. As you predicted, they want a special plan for the large accounts. They want it as soon as possible, so let’s get together to work on it. Can we meet Wednes- day, 10 A.M. , my offi ce?
Brandon
Using proper email etiquette is as easy as applying a bit of empathy to your messages: Send only what you would want to receive. The following additional etiquette guides will help you consider a variety of issues when using email.
• Is your message really needed by the recipient(s)?
• Is your message for routine rather than sensitive messages?
• Are you sure your message is not spam (an annoying message sent repeatedly) or a chain letter?
• Have you carefully checked that your message is going where you want it to go?
• Has your wording avoided defamatory or libelous language?
• Have you complied with copyright laws and cited sources accurately?
• Have you avoided humor and sarcasm that your reader may not understand as intended?
• Have you proofread your message carefully?
• Is this a message you would not mind having distributed widely?
• Does your signature avoid offensive quotes or illustrations, especially those that are religious, political, or sexual?
• Is your recipient willing or able to accept attached fi les?
• Are attached fi les a size that your recipient’s system can handle?
• Are the fi les you are attaching virus free?
TECHNOLOGY IN BRIEF
Using Good Email Etiquette Helps Writers Achieve Their Goals
SOURCE: From www.sangreat.net.
ren03210_ch06_113-140.indd 129ren03210_ch06_113-140.indd 129 1/10/13 10:06 AM1/10/13 10:06 AM
130 PART 3 Basic Patterns of Business Messages
Formal. A formal style of writing maintains a greater distance between writer and reader than an informal style. It avoids personal references and contractions, and its sentences are well structured and organized. Formal style is well illustrated in the ex- amples of the more formal reports in Chapter 12. It is appropriate to use in email mes- sages resembling formal reports, in messages to people of higher status, and to people not known to the writer.
As with any business message, formal or informal, your emails should achieve your communication goal, promote goodwill, and present a professional image. To do this, follow the advice in Chapters 2–5 for writing clear, courteous messages. You will also want to follow the guides in Chapter 18 to ensure your messages are expressed correctly.
THE NEWER MEDIA IN BUSINESS WRITING Sometimes writers in today’s fast-paced, global business world need to communicate more immediately and quickly than a letter, a memo, or an email will allow. Technology provides business writers with many more channels for immediate, quick communica- tion including text messaging, instant messaging, and social networking.
However, as with more traditional business writing media such as letters, memos, and emails, the use of these more immediate channels should be driven by audience needs and expectations as well as the writer’s goals and purposes.
Text Messaging Text messaging , also called short message service (SMS), is, as its name suggests, used for sending short messages generally from a mobile phone. Because the purpose of a text message is to convey a quick message, the writing in text messages is quite diff erent from that in the more traditional message forms. Because mobile phone service provid- ers may limit the number of characters in a text message, the emphasis is on brevity. You include only the essentials.
Th e need for brevity has led to the use of many abbreviations. So many of these abbreviations have developed that one might say a new language has developed. In fact, a dictionary of over 1,100 text messaging abbreviations has been compiled at Webopedia, an online computer technology encyclopedia ( www.webopedia.com /quick_ref/textmessageabbreviations.asp ). Some examples are the following:
b4 (before) u (you)
gr8 (great) BTW (by the way)
CU (see you) NP (no problem)
LO6 Understand the nature and business uses of text messaging and instant messaging.
Writing an effective email takes careful thought and plan- ning. The top 10 mistakes managers make when compos- ing email include (1) using vague subject lines such as “meeting”; (2) hiding the main point; (3) using the “BCC” fi eld to be sneaky in their communication; (4) not deleting strings of replies and forwards the reader does not need to see; (5) ignoring grammar and mechanics; (6) avoid- ing long emails—though sometimes long messages are
necessary; (7) creating long, poorly organized paragraphs; (8) avoiding emotion or using an inappropriate tone and style; (9) using email when it’s not the best communication channel; and (10) forgetting that email creates a perma- nent record of their decisions and behavior.
SOURCE: Tim Flood, “Top Ten Mistakes Managers Make with Email,” WSJ.com, The Wall Street Journal , 4 Feb. 2010, Web, 8 June 2012.
COMMUNICATION MATTERS
Composing an Email: The Top 10 Mistakes
ren03210_ch06_113-140.indd 130ren03210_ch06_113-140.indd 130 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 131
FBM (fi ne by me) HRY (how are you)
TC (take care) TYT (take your time)
In addition to abbreviations, writers use typed symbols to convey emotions (emoti- cons), which can also be found at Webopedia:
:-) standard smiley :-! foot in mouth
;) winking smile :-( sad or frown
:-0 yell (((H))) hugs
Whether and when these abbreviations and emoticons are used depends on the writ- er’s relationship with the audience.
Good business writers will compose text messages that not only convey the writer’s message but also allow for brief responses from the receiver. Let’s say, for example, that you’ve learned that an important visiting cus- tomer is a vegetarian and you have reserva- tions for lunch at Ruth’s Chris Steakhouse. You need to let your boss know— before the lunch meeting. However, the boss is leading an important meeting in which a phone call would be disruptive and inappropriate, so you decide to send a text message.
Your immediate thought might be to send the following: Marina Smith is a veg- etarian. Where should we take her for lunch today? Zeke .
Many businesspeople use their phones to send and receive emails and text messages. With such a small display screen, conciseness and clarity are especially important.
As new communication genres and technologies become mainstream, so do acceptable practices for using them. Now that Twitter and “tweeting” are part of our everyday business communication, many writers use Twitter for routine messages. Standards for their professional use are emerging—referred to as twitiquette . It’s tempting to think that messages limited to 140 characters would be easy to construct, but though tweets are short and direct, a lot can go wrong in a very short time. PCWorld offers these tips for ensuring that your audience gets your intended message:
• Use a blog instead of Twitter for long commentary rather than send numerous tweets. Your followers may be overwhelmed by “running commentary” on a topic, especially if you do not usually post several tweets in succession.
• Consider which type of message—a private message (D message) or a public message (@ message)—is appropriate for your audience and purpose.
• Check spelling and avoid excessive acronyms. Because smart phones have QWERTY keyboards, PCWorld advises users to avoid “abbrevo-speak” unless you really need space. Further, “No matter how many people fail to take it seriously, spelling still counts on Twitter.”
• Try to get tweets into one sentence.
• If you are retweeting and exceed 140 characters, shorten or edit the retweet, though you should try to preserve the original meaning and language.
• Remember that Twitter is public. Don’t post anything you wouldn’t want everyone to know.
SOURCE: Christopher Null, “Twitter Etiquette: How to Tweet Politely,” PC World , PCWorld Communications, Inc., 28 July 2009, Web, 8 June 2012.
COMMUNICATION MATTERS
“Twitiquette”: New Technologies, New Expectations
ren03210_ch06_113-140.indd 131ren03210_ch06_113-140.indd 131 1/10/13 10:06 AM1/10/13 10:06 AM
132 PART 3 Basic Patterns of Business Messages
Although your message does convey the major fact and is only 77 characters count- ing spaces, it forces the recipient to enter a long response—the name of another place. It might also result in more message exchanges about availability and time.
A better version might be this: Marina Smith is a vegetarian. Shall we go to 1) Fish House, 2) Souplantation, 3) Mandarin House? All are available at noon. Zeke
Th is version conveys the major fact in 130 characters and allows the recipient to respond simply with 1, 2, or 3. As the writer, you took the initiative to anticipate your reader’s needs, identify appropriate alternatives, and then gather information—steps that are as important with text messaging as they are with other messages. If your text messages are clear, complete, and concise and have a professional and pleasant tone, you will fi nd them a valuable tool for business use.
Instant Messaging Instant messaging, commonly referred to as IM-ing or online chatting, is much like telephone conversation in that parties communicate in real time (instantly). It dif- fers primarily in that it is text-based (typed) rather than voice-based communication, though voice-based instant messaging is possible. Many writers will use the same ab- breviations and emoticons in instant messages that they use in text messages. Here again, the use of these devices depends on your audience and purpose.
Because instant messages are similar to phone conversations, you should write instant messages much as you would talk in conversation with another person. If the person is a friend, your language should refl ect this friendship. If the person is the pres- ident of your company, a business associate, or fellow worker, the relationship should guide you. Th e message bits presented in instant messaging are determined largely by the fl ow of the conversation. Responses oft en are impromptu. Even so, in business situ- ations you should consciously direct the fl ow toward your objective and keep your lan- guage and content professional.
Social Media You are probably familiar with such social media sites as Facebook, Twitter, or LinkedIn. Perhaps you have a blog (a “Web log”) where you keep an online diary or journal that you share publicly. Although you may use these sites to connect with friends, family, or classmates, many business writers also use them to connect with clients, customers, colleagues, and supervisors, as they answer questions, promote products, network with other professionals, or interact briefl y with co-workers. Business professionals, then, are using social networking sites for purposes that are likely very diff erent from your purpose in using them (see the corporate blog in Figure 6–8).
Generally, the messages on social networking sites are brief, with some sites, such as Twitter, restricting messages to 140 characters. As with text messaging, messages must not only be brief but concise and clear. If you have only so much space for your message, you need to make sure your reader immediately knows your point and has enough detail to act on your message. Th erefore, messages on social media sites should begin with your main point (what you need your reader to do, think, feel, or believe as a result of reading your message) and then follow with details in order of importance.
In addition, because the messages on these sites are public, you never want to use language or a tone or writing style that you would be embarrassed to have your boss see, that may have legal implications, or that might get you fi red. In fact, if you cur- rently have a page on a social networking site where family and friends are your au- dience, you will want to remove any pictures or language that you wouldn’t want a prospective employer, current employer, co-worker, customer, or client to see. No mat- ter how private you believe your page to be, you can never know what your friends and family are sharing with other people. Mashable.com cites a study by Reppler, a social media monitoring service, that found “more than 90 percent of recruiters and hiring managers have visited a potential candidate’s profi le on a social network.” Interestingly, the study found that employers are just as likely to reject a candidate (69 percent) as
LO7 Understand the nature and business uses of social media.
ren03210_ch06_113-140.indd 132ren03210_ch06_113-140.indd 132 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 133
they are to hire a candidate (68 percent) based on what is on someone’s social network- ing site. 7
Regardless of the type of business messages you send, remember that on the job, companies oft en monitor employees’ computer activity. Th ey can detect excessive use, inappropriate or unethical behavior, disclosure of proprietary information, use of sexually explicit language, and attachments with viruses. Companies’ monitoring systems also have features that protect the company from legal liabilities. As a business professional, you must know your company’s computer use policy and avoid writing anything that would refl ect poorly on you or your company or put you or your com- pany at risk.
PRINT VERSUS ONLINE DOCUMENTS As we have discussed, business professionals use a variety of print and electronic genres for business writing. Th e basic principles of business writing apply to both print and electronic text; that is, your text must be reader-centered, accessible, complete, concise, and accurate . Th ough electronic documents oft en provide the opportunity for more creative and interactive features than print documents, these features are useless if your reader does not have the technology to access them. Furthermore, no matter how great your blog or your website looks, if your message is unclear or incomplete, your blog or site serves no purpose. Business writers also have to realize that many audiences may be
LO8 Understand the inverted pyramid structure for organizing and writing Web documents.
Figure 6–8
Example of a Corporate Blog SOURCE: Copyright © Dell Inc. All Rights Reserved.
7 Erica Swallow, “How Recruiters Use Social Networks to Screen Candidates,” Mashable.com, Mashable, Inc., 23 Oct. 2011, Web, 26 May 2012.
ren03210_ch06_113-140.indd 133ren03210_ch06_113-140.indd 133 1/10/13 10:06 AM1/10/13 10:06 AM
134 PART 3 Basic Patterns of Business Messages
viewing a company’s website on a mobile device with a small viewing area. In fact, Jan- ice Redish, an expert in Web writing says, “ Understanding your site visitors and their needs is critical to deciding what to write, how much to write, the vocabulary to use, and how to organize the content on your website.” While this advice also applies when writing print documents, writing for online delivery presents special considerations. 8 Th e following are the main ones to keep in mind.
Comparing Print and Online Text Jakob Nielsen, noted usability expert, has found that Web readers read an average of 20 percent of the words on a page. 9 He says that print text can be distinguished from Web text in that print text tends to be linear, while Web text is nonlinear. Th at is, when people read print documents, they oft en start at the beginning and continue reading until they reach the end. By contrast, online readers scan for relevant information and may be diverted by links or other features of the display in their search. In addition, he says that when people look for information in electronic documents, particularly on the Web, they do so not necessarily to read what an author has to say about an issue but to accomplish a specifi c task (e.g., locate a statistic, fi ll out a form). Online text, then, needs to facilitate the reader’s ability to fi nd and use information.
Furthermore, online text can produce comprehensive data more concisely than a print document. Because technology allows writers to embed links to relevant or related information rather than include that information in a paragraph or on a page, electronic documents can incorporate a lot of information in a relatively small space. Print docu- ments, though, could become quite long and unwieldy if an author were to try to include every fact, statistic, or resource related to the topic at hand.
Lastly, print documents generally require that thoughts be expressed in complete sen- tences, with occasional bulleted lists added for clarity and visual appeal. In electronic documents, writers tend to rely much more on bulleted lists and other terse forms of text. Depending on the medium, they may use fragments and frequent abbreviations.
Organizing Content Redish notes that most people visit Web pages because they need to do something. Consequently, they do not read as much as they scan for information, and they want what they need quickly, which means that writers should “think ‘information,’ not ‘doc- ument.’” 10 As with print documents, online information must be organized well. Redish advocates organizing Web pages in the inverted pyramid style, where the main point is presented fi rst, followed by supporting information and then by any historical or background information (see Figure 6–9 ).
Other kinds of electronic documents can benefi t from this advice as well. If read- ers are merely scanning for information, they may not scroll for information, which means that the main point must stand out. Similar to information in printed business documents, information in electronic doc- uments should be chunked in short para- graphs and contain headings and lists that emphasize a logical structure and presen- tation of the information. Figure 6–10 pro- vides an example of writing in the inverted pyramid style.
10 Redish 102.
Figure 6–9
Illustration of the “Inverted Pyramid” Structure SOURCE: “Inverted Pyramid Writing,” Google Images, Google, 2009, Web, 30 May 2012.
8 Janice Redish, Letting Go of the Words: Writing Web Content Th at Works (San Francisco: Elsevier, 2012) 20, print. 9 Jakob Nielsen, “Writing Style for Print vs. Web,” Alert Box, Jakob Nielsen, 7 June 2008, Web, 12 July 2009.
ren03210_ch06_113-140.indd 134ren03210_ch06_113-140.indd 134 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 135
Presenting the Content Your choice of design elements (font, color, and graphics) depends on your audience. Redish notes that one of the important diff erences between print and electronic docu- ments is that the resolution (sharpness of the letters and images) is lower on a screen than in print. Th us, while you can use a variety of serif and sans serif fonts in a variety of sizes in print documents, you will want to choose sans serif fonts (those without tails at the ends of the letters) in at least a 12-point size for most online documents so that the serifs do not obscure the text. In addition, readers usually see printed documents on 8½ × 11 paper, but online readers may see electronic documents in windows of varying sizes. For this reason, Redish recommends a line length of 50 to 70 characters or 8 to 10 words. Short lines are also more quickly and easily read, though you do not want lines so short that your text does not capture the main point.
Likewise, text formatting conventions diff er in print and electronic environments. In both environments, writers can use emphasis devices such as bullets, headings, bold text, or italics. However, because underlining also represents links in electronic envi- ronments, writers should favor italics or bold text in that context.
Figure 6–10
Example of an Online Article Written in the Inverted Pyramid Structure. SOURCE: Used with permission of Computerworld Online. Copyright © 2012. All rights reserved.
ren03210_ch06_113-140.indd 135ren03210_ch06_113-140.indd 135 1/10/13 10:06 AM1/10/13 10:06 AM
In addition, as with printed text, writers should use colors that are appropriate for an audience’s culture and visually appealing. For most readers, this will be a dark text on a light background.
Making Your Web Writing Accessible Many businesses have seen the wisdom of ensuring that their websites are ac- cessible by people with disabilities; in fact, accessibility is generally required by law. Many features of the Web that we take for granted may present difficulties for those with disabilities. For instance, how do people with hearing impairments access audio content on a website? How do people with visual disabilities access text? How does a person with a motor impairment use a mouse? Incorporating text along with audio files gives people who have hearing impairments access to a site, while incorporating text with visuals enables the screen readers of those with visual impairments to “read” the visual for the user. People with motor disabilities can be helped with voice-activated features or key commands rather than mouse- controlled navigation.
THERE’S MORE . . . Would you like to learn more about the writing process? Are you curious about uses of social media in business? Do you need additional advice on writing for the Web? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe .com/lesikar13e. Choose Chapter 6 > Bizcom Tools & Tips.
1. Th e writing process consists of fi ve main stages: • Planning includes the following activities:
— Determining goals. — Analyzing the audience. — Gathering and collecting information. — Analyzing and organizing the information. — Choosing a form, channel, and format.
• Draft ing needs to be fl exible. — Avoid perfectionism when draft ing. — Keep going—don’t stop for excessive tinkering. — Pursue any strategy that will help you make progress on the draft .
• Revising involves three main levels of edit: — Revising for content, organization, and format. — Editing sentences and words. — Proofreading to catch mechanical and grammatical errors.
• Th e fi ve stages are recursive—you can revisit earlier stages at any time.
2. Making good formatting decisions is critical to your messages’ success. • Good formatting makes your messages inviting. • Good formatting makes your information easier to fi nd and follow.
1 Describe the writing process and effective writing strategies.
2 Explain the importance of readable formatting.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
136 PART 3 Basic Patterns of Business Messages
ren03210_ch06_113-140.indd 136ren03210_ch06_113-140.indd 136 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 137
3. Th ese are the highlights of the development of business letters: • Th e early civilizations (Chinese, Greek, Roman, Egyptian) used them. • Th ey are now used largely in more formal situations, especially with external
audiences. • Letter formats are standardized (see Appendix B). • Early business letters used a stilted language. • Strategic organization and humanized language characterize today’s letters.
4. Th e memorandum (memo) is a form of letter written inside the business. • Hard-copy memorandums usually are processed on special stationery
(Memorandum at the top; Date, To, From, and Subject follow). • Large organizations oft en include more information (Department, Plant,
Location, Copies to, Store Number, etc.) • Memos vary widely in formality, but most are relatively informal. • Most memos are written in the direct order, though sometimes strategic
indirectness is needed. 5. Email is a popular communication channel in business.
• Emails are written to internal and external audiences. • Emails can communicate quickly to one person or to many. • Email is convenient because messages can be sent to anyone with an email
address, regardless of where the email account is located. • Email provides HTML or other editing tools for text formatting. • Email provides a convenient means of archiving, fi ling, and retrieving messages. • Emails can have a tone that is casual, informal, or formal depending on the audience. • Email form has some characteristics of memos (e.g., Date, To, From, Subject lines)
and some characteristics of letters (e.g., a salutation and a complimentary close). • Email should never be considered confi dential. • Email should not be used as a means of avoiding face-to-face or phone interaction.
6. Text messaging and instant messaging (IM-ing) are important newer types of business messages. • Text messaging is widely used today. • Th e writing stresses brevity and uses shortcuts—but never at the expense of clarity. • Instant messaging is like a telephone conversation, but it uses type rather than voice. • Write your instant messages as though you were talking to the other person.
7. Social networking sites are becoming increasingly popular. • Business writers use them to connect with professional colleagues, co-workers,
clients, and customers. • Be sure that content for any social networking site presents a positive
professional image. 8. Many business writers will fi nd themselves creating documents that are read
online. To write eff ective accessible online documents, you should do the following:
— Analyze your audience. — Organize your message in the inverted pyramid style. — Use a sans serif font in at least 12-point type. — Keep lines of text and paragraphs short. — Use emphasis devices such as bold text, italics, bullets, and headings; avoid
underlining. — Ensure that your site can be accessed by those who have disabilities.
4 Describe the purpose and form of memorandums (memos).
5 Describe the purpose and form of email.
6 Understand the nature and business uses of text messaging and instant messaging.
7 Understand the nature and business uses of social media.
8 Understand the inverted pyramid structure for organizing and writing Web documents.
3 Describe the development and current usage of the business letter.
ren03210_ch06_113-140.indd 137ren03210_ch06_113-140.indd 137 1/10/13 10:06 AM1/10/13 10:06 AM
138 PART 3 Basic Patterns of Business Messages
K E Y T E R M S
planning, 116
drafting, 116
revising , 116
recursive, 116
business goals, 117
writing goals, 117
analyze your audience, 117
gathering information, 118
analyze, 119
organizing, 119
forms of communication, 119
be fl exible, 119
revising, 120
editing, 120
proofreading, 120
physical format, 121
letters, 123
external audiences, 123
memorandoms, or memos, 124
internally, 124
email, 126
internal and external audiences, 126
casual, 128
informal, 128
formal, 128
text messaging, 130
instant message, 132
social media, 132
inverted pyramid style, 134
1 Identify and explain the steps in the writing process. LO1 2 Th ink about a writing project that you recently com-
pleted. Using the terminology in this chapter, describe the process that you used. How might using diff erent strategies have made the project more pleasant and productive? What helpful strategies did you use, if any, that were not mentioned in this chapter? LO1
3 Th ink about a letter you received or wrote recently, and explain why it was appropriate to use a letter in this situation. LO3
4 Will hard-copy letters and memos diminish in impor- tance given the prevalence of email in the workplace? Become obsolete? Vanish? LO3
5 a. Discuss the reasons for social networking’s phe- nomenal growth.
b. Do you use social media for business purposes? If so, how? Describe what works well and what does not. LO8
6 Why should business writers be concerned about grammar and spelling in their email communication, even with audiences they know? LO5
7 Some authorities say that shortcuts in text messag- ing and instant messaging will lead to users’ inabil- ity to spell properly in more formal contexts. Do you agree? LO7
8 Letters, memorandums, and email messages can diff er more than in their physical makeup. Explain and dis- cuss. LO3–LO5
9 Discuss and justify the wide range of formality used in memos and email messages. LO4, LO5
10 What factors might determine whether or not instant messaging would be an appropriate medium to use in a given situation? LO6
C R I T I C A L T H I N K I N G Q U E S T I O N S
S K I L L S B U I L D I N G E X E R C I S E S
1 Interview a working professional about his or her writing process. In addition to asking about general strategies for diff erent kinds of writing, ask how he or she tack- led a particularly diffi cult writing situation. Write the results of your fi ndings in a brief memo report to your instructor. LO1
2 Find a sample of business writing and evaluate its use of formatting elements. If they are eff ective, say why; if not, explain what you would do diff erently. LO2
3 Using various formatting devices, turn the following contents into a readable, attractive fl yer, brochure, or email announcing a health club’s new rates for employees of a nearby hospital. (You may want to consult Appendix B’s advice on formatting.) LO2, LO5
New Special Rates for Metropolitan Hospital Staff! The Health Club is now offering special rates for all Metropolitan Hospital employees. The Club is a full-service exercise club located at 42 Adams
ren03210_ch06_113-140.indd 138ren03210_ch06_113-140.indd 138 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER 6 Choosing the Best Process and Form 139
Street, just across from the hospital. Our facilities may be a good option for Metropolitan employ- ees to explore. We offer the following member- ship types for Metropolitan employees or retirees: Single Standard, 1 year prepaid ($200/year); Single Standard, by the month ($15/month plus a one- time $50 enrollment fee); Single Deluxe, 1 year prepaid ($300/year). Single Deluxe includes your personal locker and a towel service. Metropolitan employees’ spouses or domestic partners are eli- gible for a 20 percent discount on the Club’s nor- mal rates. You can take a tour, join the Club, or ask any questions by calling 555-5555. We have a large free-weight room; new Cybex (Nautilus-style) machines; ellipticals, treadmills, bikes, steppers, and rowers; an Olympic-size swimming pool; aer- obics, Pilates, and yoga classes; racquetball and handball courts; a large gym/basketball court; a whirlpool; a steam room and saunas; shower and locker room facilities; and free parking. A small fee for some classes may apply. Our hours are Monday through Friday, 5 AM to 10 PM ; Saturday, 7 AM to 8 PM ; and Sunday, 7 AM to 6 PM. Our website address is www.healthclubin.org .
4 Instructions: Write a text message shorter than 160 char- acters for each of the cases below. Be sure your message is both clear and complete. LO6 a. You own three coff ee shops around your area. Al-
though you have a loyal base of regular customers, you realize that there is both room to grow this base and a real need to compete with the growing presence of Starbucks and other competitors. Your coff ee is good and reasonably priced, but seasonal fruit and muffi ns have long been your specialties. In fact, since the local television station included your shop in a healthy eating segment, your low-fat muf- fi ns have been selling out every day even though you have been increasing production. When some of your loyal customers started grumbling about not always being able to get them, you knew you wanted to serve your customers better.
Because most of them have mobile phones, text messaging seems like an obvious solution. You have decided to off er an opt-in polling service that would ask their preference for a particular low-fat muffi n or fresh fruit. Your customers could select the days of the week they would be interested in getting the poll. Although they would not be placing an order, they would be helping you plan. You’ll also be spending well-targeted promotion dollars while creating good- will with your loyal customers. Now you need to write this poll question.
b. You are on your way to the airport for a trip to a week- long conference when you remember a fi le you were supposed to send to a customer. So many last-minute details came up that you really don’t remember if you sent it. Unfortunately, you cannot access your work
computer from outside the company fi rewall, but you have a colleague, Chris VanLerBerghe, who would be able to check your email outbox to confi rm whether or not you sent it. Chris could also send the fi le, if necessary. However, you cannot reach her by phone now because she is in an important planning meeting, so you decide to send a text message with the exact information she will need to help you out. Be sure your message is both clear and complete.
c. As you are in the morning sales meeting, your mobile phone vibrates, indicating that you have an incom- ing call. You recognize the source—Yesaya Chan, the high school student you are mentoring/tutoring in math. When you are fi nally able to listen to the call, you learn that Yesaya needs your help tonight because his teacher moved a test up a couple of days. He wants to know if you can meet him at the local library at 5 pm , noting that it will be open late tonight. You will say yes, but the earliest you can be there on such short notice is 6 pm . Suggest that he still go to the library at 5 pm and work as many of the review problems on his own as he can. You will help him with the others when you get there. Because he is probably in class now, you will send your response as a text message so it won’t interrupt his class.
5 Assume the role of the hotel manager we discussed in the “Planning the Message” section of this chapter. Th e air conditioning has stopped functioning on one of the busiest and hottest weekends of the year. You need to explain the situation and what you are going to do (or have done) about it to three audiences: your guests, your co-workers who will be helping you solve the problem, and your boss, who will not be at the hotel until Monday. Develop a plan for the message you will send to each of these audiences in which you follow the fi ve steps dis- cussed in this chapter for planning a message. (You may fi nd Figure 1–4 useful as well.) Be sure you consider your goal in communicating with each audience, the format/ channel your communication will take, the content each audience will need, and the tone and style that will be appropriate for each audience. LO1
6 You work as a marketing director for a national chain of clothing stores specializing in professional wear for men and women. You think it would be a great idea to run daily specials and advertise them on Twitter, Face- book, and email. However, when you take your idea to the weekly management meeting, some question what these advertisements would look like. Using what you’ve learned about planning messages, writing email, and communicating through social media, write a sample message for each medium. How long will your messages be? What type of content will you include? What will you say in one medium that you might not say in another? What might be the advantages of one medium over an- other? LO1, LO2, LO5, LO7
ren03210_ch06_113-140.indd 139ren03210_ch06_113-140.indd 139 1/10/13 10:06 AM1/10/13 10:06 AM
140 PART 3 Basic Patterns of Business Messages
7 You work as a developer for a soft ware company. You’re writing an announcement to all company employees re- minding everyone of an all-hands meeting tomorrow. Th e announcement will be posted on the company in- tranet, which employees know to check multiple times per day, as that’s your company’s preferred mode of in- ternal communication. Th e purpose of the meeting is to make sure everyone is ready for the go-live of your
soft ware at a local clinic. It’s really important that every- one knows how to document any support calls from the clinic and the protocol for prioritizing calls for service— not that you’re expecting diffi culties; you just want to make sure your support for the clinic is organized and orderly. Use the inverted pyramid approach to organize your message. LO1, LO2, LO5, LO8
ren03210_ch06_113-140.indd 140ren03210_ch06_113-140.indd 140 1/10/13 10:06 AM1/10/13 10:06 AM
CHAPTER SEVEN
Getting to the Point in Good-News and Neutral Messages
Learning Objectives Upon completing this chapter, you will be able to write good-news and neutral messages effectively. To reach this goal, you should be able to
1 Properly assess the reader’s likely reaction to your message.
2 Describe the general plan for direct-order messages.
3 Write clear, well-structured routine inquiries.
4 Write direct, orderly, and favorable answers to inquiries.
5 Write order acknowledgments and other thank-you messages that build goodwill.
6 Write direct claims in situations where an adjustment will likely be granted.
7 Compose adjustment grants that regain any lost confi dence.
8 Write clear and effective internal-operational communications.
ren03210_ch07_141-188.indd 141ren03210_ch07_141-188.indd 141 1/10/13 4:40 PM1/10/13 4:40 PM
142 PART 3 Basic Patterns of Business Messages
THE PREVALENCE OF GOOD-NEWS AND NEUTRAL MESSAGES IN BUSINESS Most business messages are those that solve everyday business problems—requesting information, providing information, announcing good news, or communicating about matters that are a routine part of a company’s culture and work. As a result, audiences receive these messages as good-news or neutral communication. Chapter 1 explains why most messages are about routine matters: Communication is central to organized human activity. Especially in business, people need to know what to do, why, and how. Th ey undertake any job knowing they have a certain function to perform, and they need information to be able to perform it well. When external audiences interact with companies, they also expect and need information presented as clearly and concisely as possible.
For this reason, many good-news and neutral messages are written in what is called the direct order . Th ere are, of course, unlimited kinds of good-news and neutral mes- sages. Each business is unique and will have developed its preferred style for commu- nicating these messages based on its audiences and communication goals. However, regardless of the type of message, the direct order is usually best because it gets your reader to your main point immediately.
Th is chapter fi rst describes a general plan for writing good-news and neutral mes- sages in a direct order. Th en we adapt this general plan to some of the more common business situations where it is appropriate. We show why each of these situations re- quires somewhat special treatment. We believe that this review of common direct plans will enable you to adapt them to any related situation.
PRELIMINARY ASSESSMENT As discussed in Chapter 6, writing any messages other than those for the most mechan- ical, routine circumstances requires careful thinking about the situation, your readers, and your goals. When determining your message’s basic plan, a good beginning is to assess your reader’s probable reaction to what you have to say. If the reaction is likely to be positive or even neutral, your best approach is likely to be a direct one—that is, one that gets to the objective right away without delay. If your reader’s reaction is likely to be negative, you may need to use the indirect plan, discussed in Chapter 8. Th e general plan for the direct approach in positive and neutral situations follows.
THE GENERAL DIRECT PLAN Beginning with the Objective Begin with your objective . If you are seeking information, start by asking for it. If you are giving information, start giving it. Whatever your key point is, lead with it.
In some cases, you might need to open with a brief orienting phrase, clause, or even sentence. Especially if your reader is not expecting to hear from you or is not familiar with you or your company, you may need to preface your main point with a few words of background, but keep any prefatory remarks brief and get to the real message. Th en stop the fi rst paragraph. Let the rest of the message fi ll in the details.
Covering the Remaining Part of the Objective Whatever else must be covered to complete your objective makes up the bulk of the remainder of the message. If you cover all of your objective in the beginning (as in an inquiry in which a single question is asked), nothing else is needed. If you have to ask or answer additional questions or provide information, do so in the body of your mes- sage. Cover your information systematically—perhaps listing the details or arranging them by paragraphs. If these parts have their own explanations or commentary, include them.
LO1 Properly assess the reader’s likely reaction to your message.
LO2 Describe the general plan for direct-order messages.
ren03210_ch07_141-188.indd 142ren03210_ch07_141-188.indd 142 1/10/13 4:40 PM1/10/13 4:40 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 143
Ending with Goodwill End the message with some appropriate friendly comment as you would end a face-to- face communication with the reader .
Include a closing that is relevant to the topic of your message. General closings such as “Th ank you” or “If you need further information, please don’t hesitate to ask” are polite, but they are cliches. You will build more goodwill with a closing that is tailored to your message—for example: “If you will answer these questions about Ms. Hill right away, we can fi ll the accounting position before our busy tax season.”
Be aware, though, that phrases such as “as soon as possible” or “at your convenience” may have very diff erent meanings for you and your reader. If you need your response by a specifi c date or time, give your reader that information as well as a reason for the deadline so that your reader understands the importance of a timely response. You may say, for example, “Your answers to these questions by July 1 will help Ms. Hill and us as we meet our deadline for fi lling the accounting position.”
Now let us see how you can adapt this general plan to fi t the more common direct message situations.
ROUTINE INQUIRIES
LO3 Write clear, well- structured routine inquiries.
Introduce yourself to routine inquiries by assuming you are the assistant to the vice president for administration of White Label Industries (WLI). WLI is the manufacturer and distributor of an assortment of high-quality products. You and your boss were recently chatting about WLI’s plans to relocate its regional headquarters. Your boss tells you that she and other top management have cho- sen the city but have not been able to fi nd the perfect offi ce space. She says that they have not been happy with what realtors have found for them or with what they have found in their own searches of classifi ed ads and realty agencies’ websites. When you suggest that they expand their search to something a little less traditional such as
craigslist, your boss says, “Great idea! I don’t think any of us have used craigslist, though. Could you fi nd some locations and show them to us at our Friday meeting?” You’re a bit intimidated by the prospect, but you know that this is a great chance to demonstrate your professional skills. You visit craigslist and fi nd what you believe would be the perfect offi ce headquarters. You know you could just show the executives the ad at the meeting, but having read the ad and having analyzed your audience, you know the executives will need more information. To present your best professional image at Friday’s meeting, you need to write a routine inquiry seeking additional details about the offi ce space.
INTRODUCTORY CHALLENGE
Searching for New Regional Headquarters
Choosing from Two Types of Beginnings Th e opening of the routine inquiry should focus on the main objective. Routine inqui- ries usually open in one of two ways: (1) with a direct question or request or (2) with a brief statement to orient the reader, followed by the request or question.
If you begin with a direct question or request, you can ask one broad question that sets up other questions you’ll ask in the body of the message. For example, if your objective is to get more information about the offi ce space described in the Introductory Challenge, you might begin with a general question:
Could you please send me additional information about the Riverdale offi ce space you advertised on craigslist on May 24?
ren03210_ch07_141-188.indd 143ren03210_ch07_141-188.indd 143 1/10/13 4:40 PM1/10/13 4:40 PM
144 PART 3 Basic Patterns of Business Messages
Th e body of your message would then present a list of the specifi c information you are seeking.
On the other hand, if you have only one piece of information you are seeking, you could begin with your specifi c question:
Could you please send me the dimensions of the fi rst- and second-fl oor corner offi ces of the Riverdale offi ce space you advertised on craigslist on May 24?
You might then off er some explanation of what you’re looking for, or you might con- clude your message.
If you think your reader would need or appreciate some background information or an orienting statement, provide one. Th is information helps reduce any startling eff ect that a direct opening question might have and can help soft en the tone if the direct opening question sounds demanding or blunt.
The 3200-square-foot Riverdale offi ce space you advertised on May 24 on craigslist seems like a great fi t for our regional headquarters. To help us decide on a new offi ce space, could you please answer a few questions about the Riverdale offi ces?
Regardless of how you begin, be sure your reader has a clear sense of your message’s purpose.
Informing and Explaining Adequately To help your reader answer your questions, you may need to include explanation or information. If you do not explain enough or if you misjudge the reader’s knowledge, you make the reader’s task diffi cult. For example, answers to your questions about offi ce space for WLI may depend on characteristics or specifi c needs of the company. With- out knowing how WLI will use the space, even the best realtor or property manager may not know how to answer your questions or perhaps direct you to other offi ce space that better meets your needs.
Where and how you include the necessary explanatory information depend on the nature of your message. Usually, a good place for general explanatory material is be- fore or aft er the direct request in the opening paragraph. In messages that ask more than one question, include any necessary explanatory material with the questions. Such messages may alternate questions and explanations in the body of the message.
Structuring the Questions Aft er you ask your initial question and provide any relevant background information, your message will take one of two directions. If your inquiry involves only one ques- tion, you have achieved your objective, and you may move to a goodwill ending to fi nish your message. If you have to ask several questions, develop an organized, logical list in the body of your message.
Answering inquiries that do not include adequate explanation can be frustrating.
ren03210_ch07_141-188.indd 144ren03210_ch07_141-188.indd 144 1/10/13 4:40 PM1/10/13 4:40 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 145
First, if you have two or more questions, make them stand out. Combining two or more questions in a sentence de-emphasizes each and invites the reader to overlook some. You can call attention to your questions in a number of ways. First, you can make each question a separate sentence with a bullet (for example, ●, ●●, ■) to call attention to it.
Second, you can give each question a separate paragraph whenever your explanation and other comments about each question justify a paragraph.
Th ird, you can order or rank your questions with numbers. By using words ( fi rst, second, third , etc.), numerals ( 1, 2, 3 , etc.), or letters ( a, b, c , etc.), you make the ques- tions stand out. Also, you provide the reader with a convenient checklist for answering.
Fourth, you can structure your questions in true question form. Sentences that merely hint at a need for information do not attract much attention. Th e statements “It would be nice if you would tell me . . .” and “I would like to know . . .” are really not questions. Th ey do not ask—they merely suggest. Th e questions that stand out are those written in question form: “Will you please tell me . . .?” “How much would one be able to save . . .?” “How many contract problems have you had . . .?”
Avoid questions that can be answered with a simple yes or no unless you really want a simple yes or no answer. For example, the question “Is the chair available in blue?” may not be what you really want to know. Better wording might be “In what colors is the chair available?” Oft en, combining a yes/no question with its explanation yields a better, more concise question. To illustrate, the wording “Would your soft ware let us deliver our train- ing modules in any format? We need to deliver them in HTML5” could be improved by asking “Would your soft ware let us deliver our training modules in HTML5?”
Ending with Goodwill Th e goodwill ending described in the general plan is appropriate here, just as it is in most business messages. Remember that the closing does the most toward creating goodwill when it fi ts the topic of the message and includes important deadlines and reasons for them.
Reviewing the Order In summary, the plan recommended for the routine inquiry message is as follows: • Focus directly on the objective, with either a specifi c question that sets up the
entire message or a general request for information. • Include any necessary explanation, wherever it best fi ts. • If two or more questions are involved, make them stand out with bullets,
numbering, paragraphing, and/or question form. • End with goodwill words adapted to the topic of the message.
Contrasting Examples Th e following two routine inquiry messages illustrate bad and good approaches to re- questing information about offi ce space for a new WLI regional headquarters (recall the Introductory Challenge). Th e fi rst example follows the indirect pattern. Th e second is direct and more appropriate for this neutral message. You can also study the Case Il- lustrations on pages 148 and 149. Th e margin comments help you see how these sample inquiries follow the advice in this chapter.
As you read the fi rst example, note that it is marked by a “ ” icon in the side panel. We use this icon throughout the book wherever we show bad examples. Th e good examples will be indicated by a “ ” icon.
Th e Indirect Message . Th e less eff ective message begins slowly and gives obvious in- formation. Even if the writer thinks that this information needs to be communicated, it does not deserve the emphasis of the opening sentence. Th e writer gets to the point of the message in the second paragraph. Th ere are no questions here—just hints for information. Th e items of information the writer wants do not stand out but are listed in rapid succession in one sentence. Th e close is selfi sh and stiff .
ren03210_ch07_141-188.indd 145ren03210_ch07_141-188.indd 145 1/10/13 4:40 PM1/10/13 4:40 PM
146 PART 3 Basic Patterns of Business Messages
The Direct and Effective Message. Th e second example begins directly by asking for information. Th e explanation is brief but complete. Th e questions are made to stand out; thus, they help make answering easy. Th e message closes with a courteous and appropriate request for quick action.
Dear Mr. Piper:
We saw the advertisement for 3,200 square feet of Riverdale offi ce space that you posted a couple of weeks ago on craigslist. As we are interested, we would like additional information.
Specifi cally, we would like to know the interior layout, annual cost, availability of transportation, length of lease agreement, escalation provisions, and any other information you think pertinent.
If the information you give us is favorable, we will inspect the property. Please send your reply as soon as possible.
Sincerely,
This message’s indirect and vague beginning slows reading.
Of all the issues a writer considers when writing an effec- tive business message, the type of font to use may be at the bottom of the list (if it is on the list at all). However, choosing the right font can make your documents look as professional as they sound.
• What are my choices? The main choice is either a serif or sans serif font. Letters in serif fonts such as Book Antiqua (shown in the box) have “tails” (serifs). Letters in sans serif fonts such as Verdana (also shown in the box) do not. You can see that the “T” in Times New Roman has the “tails” that the “T” in Tahoma does not. What do serifs do? Serifs connect letters, which makes the space between words more distinguishable and the text therefore more readable—at least in printed documents. In electronic documents, the serifs may actually hinder readability depending on the font size and monitor resolution. Sans serif fonts, however, allow for more white space, which makes letters and words stand out. A possible choice, then, is to use a sans serif font for headings and a serif font for body text.
• How many fonts can I use? Limit yourself to not more than two fonts. It’s fi ne to use only one font. However, if you use more than two, you will have a document that looks cluttered and visually confusing. If you do choose two fonts, be sure that one is a serif font and one is a sans serif font. This way the fonts complement rather than compete with each other. Remember that excessive formatting of your fonts (bold, italics, underlining) will also undermine the professional look of your document.
• How big should my fonts be? This depends on the font. Start with the body text at 9–12 points. Make your headings two points larger than your body text. Whatever size you choose, be sure the text is readable and looks professional. Fonts that are too small are hard to read. Fonts that are too big look amateurish and visually attack the reader.
• What style should I choose? That will depend on what kind of document you’re writing and to whom. Look at the sample fonts below. Which would be more appropriate in a print ad for party supplies? In an annual report to investors? In an invitation to a formal event? As you can see, each typeface has its own personality. Choose yours carefully to match your situation.
COMMUNICATION MATTERS
Choosing the Right Font
ren03210_ch07_141-188.indd 146ren03210_ch07_141-188.indd 146 1/10/13 4:40 PM1/10/13 4:40 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 147
Dear Mr. Piper:
Will you please answer the following questions about the 3,200-square-foot Riverdale offi ce suite advertised May 24 on craigslist? This space may be suitable for the new regional headquarters we are opening in your city in August.
• Is the layout of these offi ces suitable for a work force of two administrators, a receptionist, and seven offi ce employees? (If possible, please send us a diagram of the space.)
• What are the dimensions of the corner offi ces on the fi rst and second fl oors? • What is the annual rental charge? • Are housekeeping, maintenance, and utilities included? • What type of fl ooring and walls does the offi ce space have? • Does the location provide easy access to mass transportation and the airport? • What is the length of the lease agreement? • What escalation provisions are included in the lease agreement?
We look forward to learning more about your property. We hope to secure a space that meets our needs by July 21.
Sincerely,
This direct and orderly message is better.
Shortcuts help writers save time and improve quality. One of the easiest to use is the AutoCorrect tool in Word (shown here). This tool will automatically replace a word you enter with another word you enter to replace that particular word. The default setting is generally set to cor- rect common misspellings and typos. However, it also can be used to expand acronyms or phrases used repeatedly.
If you worked frequently with the Association for Busi- ness Communication, you might set up the AutoCorrect tool to replace the acronym ABC with the full name. Not only will this shortcut enable you to save time, but it also will improve the quality of your work by inserting a cor- rectly spelled and typed replacement every time.
TECHNOLOGY IN BRIEF
Shortcut Tools Help Writers Improve Productivity and Quality
ren03210_ch07_141-188.indd 147ren03210_ch07_141-188.indd 147 1/10/13 4:40 PM1/10/13 4:40 PM
148 PART 00 Part Title148
C A S E I L L U S T R A T I O N
Questions on Management Courses Direct—a general request sets up the specific question
Numbered questions stand out to help the reader respond
Reference to a website tells what the writer knows and helps the reader in responding
Explanations are worked into the questions where needed
A favorable forward look creates a goodwill close
Ms. Garbett:
Please send me the additional information we need to determine whether to enroll some of our executives in your online management courses. We have the general information and the schedule that are posted on your website. Specifically, we need answers to these questions:
1. What are your quantity discount rates? We could enroll about six executives for each course.
2. To what background level is your program geared? We have engineers, accountants, scientists, and business executives. Most have college degrees. Some do not.
3. Can we make arrangements for the attendees to receive college credit for the course? Some of our executives are working on degrees and would want credit.
4. May we have the names and email addresses of training directors of companies that have enrolled their executives in your management courses?
I would appreciate having this information in time for our October 3 staff meeting, and I look forward to learning more about your courses.
Ronald Dupree Director of Training Sorbet Inc. Phone: 619.594.6942 Fax: 801.309.2411 www.sorbet.com
Routine Inquiries (Getting Information about a Training Program) . This email message is from a company training director to the director of a management-training program. The company training director has received literature on the program but needs additional information. The message seeks this information.
ren03210_ch07_141-188.indd 148ren03210_ch07_141-188.indd 148 1/10/13 4:40 PM1/10/13 4:40 PM
CHAPTER 00 Chapter Title 149149
C A S E I L L U S T R A T I O N
Routine Inquiry (An Inquiry about Hotel Accommodations) . This letter to a hotel inquires about accommodations for a company’s annual meeting. In selecting a hotel, the company’s managers need answers to specifi c questions. The mes- sage covers these questions.
July 17, 2012
Ms. Connie Briggs, Manager Drake Hotel 140 East Walton Place Chicago, IL 60611
Dear Ms. Briggs:
We have selected Chicago for our 2013 meeting on August 16, 17, and 18 and are interested in holding it at the Drake. I have found helpful information on your website but would like answers to the following questions:
Can you accommodate a group of about 600 employees on these dates?
Would you be able to set aside a block of 450 rooms? We could guarantee 400.
Do you offer discounted room rates for meetings and conferences?
If so, what are the rates and what are the eligibility requirements?
What are your charges for conference rooms? We will need eight for each of the three days, and each should have a minimum capacity of 60. On the 18th, for the half-hour business meeting, we will need a large ballroom with a capacity of at least 500.
Also, will you please send me your menu selections and prices for group dinners? On the 17th we plan to hold our presidential dinner. About 500 can be expected for this event.
As meeting plans must be announced by September, may we have your response by August 1? We look forward to the possibility of being with you in 2013.
Sincerely,
Patti Wolff Patti Wolff Site Selection Committee Chair
Direct—a courteous general request sets up the specific questions
Specific questions with explanations where needed
Opening provides background information and sets up the specific questions
Questions stand out in separate paragraphs
Individually tailored goodwill close
Visit us: www.womensmedia.com
ren03210_ch07_141-188.indd 149ren03210_ch07_141-188.indd 149 1/10/13 4:40 PM1/10/13 4:40 PM
150 PART 3 Basic Patterns of Business Messages
FAVORABLE RESPONSES
LO4 Write direct, orderly, and favorable answers to inquiries.
Continue in your role as assistant to the vice president for operations of White Label Industries (WLI). This time, your task is to respond to a customer’s message. In your email inbox this morning, you have an inquiry from a veterinarian, a Dr. Motley, who wants to know more about WLI’s Chem-Treat paint. In response to an advertisement, this prospective customer asks a number of specifi c questions about Chem-Treat. Foremost, she wants to know whether the paint is safe to use around the animals (and their owners) who visit her clinic. Do you
have supporting evidence? Do you guarantee the results? Does the paint resist dirt and stains? How much does a gallon cost? Will one coat do the job? You can answer all but one of the questions posi- tively. Of course, you will report this one negative point (that two coats are needed to do most jobs), but you will take care to de-emphasize it. The response will be primarily a good-news message. Because the reader is a potential customer, you will work to create the best goodwill effect.
When you answer inquiries positive, your primary goal is to tell your readers what they want to know. Because your message will be a favorable response, directness is appropriate.
Identifying the Message Being Answered Because this message is a response to another message, you should identify the message you are answering. Such identifi cation helps the reader recall or fi nd the message being answered. If you are writing an email response, the original mes- sage is appended to your message. Of course, in an email message, your subject line will identify the message you are answering, but in hard copy messages, you may also use a subject line (Subject: Your April 2 Inquiry about Chem-Treat), as illustrated in Appendix B . Or you can refer to the message incidentally in the text (“as requested in your April 2 inquiry”). Preferably you should identify the message early in your message
Beginning with the Answer Directness here means giving the readers what they want at the beginning. Th us you begin by answering . When a response involves answering a single question, you begin by answering that question. When it involves answering two or more questions, one good plan is to begin by answering one of them—preferably the most important. In the Chem-Treat case, this opening would get the response off to a fast start:
Yes, WLI’s Chem-Treat acrylic latex paint is among the safest on the market.
An alternative is to begin by stating that you are giving the reader what he or she wants—that you are complying with the request. Th is example illustrates this type of beginning.
Here are the answers to your questions about Chem-Treat.
INTRODUCTORY CHALLENGE
Answering a Potential Customer’s Question
ren03210_ch07_141-188.indd 150ren03210_ch07_141-188.indd 150 1/10/13 4:40 PM1/10/13 4:40 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 151
Logically Arranging the Answers If you are answering just one question, you have little to do aft er handling that question in the opening. You answer it as completely as the situation requires, and you present whatever explanation or other information is needed. Th en you are ready to close the message.
If, on the other hand, you are answering two or more questions, the body of your message becomes a series of answers. You should order them logically , per- haps answering the questions in the order your reader used in asking them. You may even number your answers, especially if your reader numbered the questions. Or you may decide to arrange your answers by paragraphs so that each stands out clearly.
Skillfully Handling the Negatives When your response will include some bad news along with the good news, you will need to handle the bad news with care. Unless you are careful, it is likely to receive more emphasis than it deserves.
In giving proper emphasis to the good- and bad-news parts, you should use the techniques discussed in Chapter 5, especially positioning. Th at is, you should place the good news in positions of high emphasis—at paragraph beginnings and endings and at the beginning and ending of the message as a whole. You should place the bad news in secondary positions. In addition, you should use space emphasis to your ad- vantage. Th is means giving less space to bad-news parts and more space to good-news parts. You also should select words and build sentences that communicate the eff ect you want. Generally, this means using positive words and avoiding negative words and putting bad news in modifying phrases or clauses rather than in main clauses. Your overall goal should be to present the information in your response so that your readers feel good about you and your company.
Considering Extras To create goodwill, as well as future business, you should consider including extras with your answers, as recommended in Chapter 5. Th ese are the things you say and do that are not actually required. Examples are a comment or question showing an interest in the reader’s situation, some additional information that may prove valuable, and a suggestion for use of the information supplied. In fact, extras can be anything that presents more than the routine response. A business executive an- swering a college professor’s request for information on company operations could supplement the requested information with suggestions of other sources. A techni- cal writer could explain highly technical information in simpler language. In the Chem-Treat problem, additional information (e.g., how much surface area a gallon covers) would be helpful. Such extras encourage readers to build a business relation- ship with you.
Closing Cordially As in the other types of direct messages, your ending should be cordial, friendly words that fi t the case. For example, you might close the Chem-Treat message with these words:
If I can help you further in deciding whether Chem-Treat will meet your needs, please let me know.
ren03210_ch07_141-188.indd 151ren03210_ch07_141-188.indd 151 1/10/13 4:40 PM1/10/13 4:40 PM
152 PART 3 Basic Patterns of Business Messages
Reviewing the Plan To write a favorable response message, you should use the following plan: • Identify, either incidentally or in the subject line, the message being answered. • Begin with the answer or state that you are complying with the request. • Continue to respond in a way that is logical and orderly. • De-emphasize any negative information. • Consider including extras. • End with a friendly comment adapted to your reader.
Contrasting Illustrations Th e following contrasting email messages in answer to the Chem-Treat inquiry il- lustrate two strategies for answering routine inquiries. Th e fi rst message violates much of the advice in this and earlier chapters. Th e second meets the requirements of a good business message. It accounts for the reader’s needs and the writer’s busi- ness goals.
An Indirect and Hurried Response . Th e not-so-good message begins indirectly with an obvious statement referring to receipt of the inquiry. Th ough well intended, the second sentence continues to delay the answers. Th e second paragraph begins to respond to the reader’s request, but it emphasizes the most negative answer by position and by wording. Th is answer is followed by hurried and routine answers to the other questions asked. Only the barest information is presented. Th ere is no goodwill close.
Subject: Your Inquiry of April 3
Dr. Motley, I have received your April 3 message, in which you inquire about our Chem- Treat paint. I want you to know that we appreciate your interest and will welcome your business.
In response to your question about how many coats are needed to cover new surfaces, I regret to report that two are usually required. The paint has been well tested in our laboratories and is safe to use as directed.
Ray Lindner
Customer Service Representative
This email is indirect and ineffective.
An Effective Direct Response . Th e better message begins directly with the most fa- vorable answer. Th en it presents the other answers, giving each the emphasis and posi- tive language it deserves. It subordinates the one negative answer by position, volume of treatment, and structure. More pleasant information follows the negative answer. Th e close is goodwill talk with some subtle selling strategy included.
ren03210_ch07_141-188.indd 152ren03210_ch07_141-188.indd 152 1/10/13 4:40 PM1/10/13 4:40 PM
CHAPTER 00 Chapter Title 153
C A S E I L L U S T R A T I O N
153
Negative element— skillfully handles the negative point in positive language
Tone— shows friendly attitude
Direct order— reports a favorable response
Goodwill— is adapted to the topic of the message
Professor Kesten:
Attached is a file containing the production records you asked for in your May 2 message. Thank you for including us in your interesting study.
Because much of the information concerns company secrets our competitors should not know, the file is password protected and set to expire in ten days. Additionally, we request anonymity in any published use of the data.
The work you are doing will be valuable to all of us in the industry. We wish you the best of luck and look forward to reading your results.
Reba O. Whitehead, Production Manager [email protected]
Production Records Attached
dynamic_production data_5yrs.xls
Routine Response (Favorable Response to a Professor’s Request). This email message responds to a professor’s request for production records that will be used in a research project. The writer is giving the information wanted but must restrict its use.
ren03210_ch07_141-188.indd 153ren03210_ch07_141-188.indd 153 1/10/13 4:40 PM1/10/13 4:40 PM
154 PART 00 Part Title
C A S E I L L U S T R A T I O N
154
Complete
yet concise
answers
Direct—
makes
the
purpose
clear
Orderly
listing of
answers
August 7, 2013
Sincerely,
David M. Earp Office Manager
Friendly—
adapted to
the one
case
This extra
builds
goodwill
Enclosure
Our executives have mixed feelings about the effectiveness of the suites. At the beginning, the majority opinion was negative, but it appears now that most believe the suites meet our needs.
The suites option definitely has saved us money. Rental costs in the suburbs are much lower than downtown costs; annual savings are estimated at nearly 30 percent.
We began using executive suites at the request of several sales representatives who had read about other companies using them. We pilot tested the program in one territory for a year using volunteers before we implemented it companywide.
We are quite willing to share with you the list of facilities we plan to use again. Additionally, I am enclosing a copy of our corporate policy, which describes our guidelines for using executive suites.
Ms. Ida Casey, Sales Manager Liberty Insurance Company 1165 Second Ave. Des Moines, IA 50318-9631
Dear Ms. Casey:
Here is the information about our use of temporary executive suites that you requested in your August 3 fax.
1.
2.
3.
4.
If after reviewing this information you have any other questions, please write me again. If you want to contact our sales representatives for firsthand information, please do so. I wish you the best of luck in using these suites in your operations.
Merck & Co., Inc. One Merck Drive P.O. Box 100, WS1A-46 Whitehouse Station NJ 08889
Routine Response (A Request for Detailed Information). Answering an inquiry about a company’s experience with ex- ecutive suites, this letter numbers the answers as the questions were numbered in the inquiry. The opening appropriately sets up the numbered answers with a statement that indicates a favorable response.
ren03210_ch07_141-188.indd 154ren03210_ch07_141-188.indd 154 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 155
ORDER ACKNOWLEDGMENTS AND OTHER THANK-YOU MESSAGES
The next work you take from your inbox is an order for paints and painting supplies. It is from Mr. Tony Lee of Central City Paint Company, a new customer whom White Label Industries (WLI) has been trying to attract for months. You usually acknowledge orders with routine messages, but this case is different. You feel the need to
welcome this new customer and to cultivate him for future sales. After checking your current inventory and making cer- tain that the goods will be on the way to Mr. Lee today, you are ready to write him a special acknowledgment and thank him for his business.
INTRODUCTORY CHALLENGE
Building Goodwill with a “Thank-You” Message
In the course of your professional career, you will fi nd yourself in situations where business and social etiquette require thank-you messages. Such messages may be long or short, formal or informal. Th ey may be also combined with other purposes such as confi rming an order. In this section we focus on one specifi c kind of thank-you message—the order acknowledgment—as well as more general thank-you messages for other business occasions.
Order Acknowledgments Acknowledgments are sent to let people who order goods know the status of their orders. Most acknowledgments are routine. Th ey simply tell when the goods are being shipped. Many companies use form or computer-generated messages for such situations. Some use printed, standard notes with check-off or write-in blanks. But individually written acknowl- edgments are sometimes justifi ed, especially with new accounts or large orders.
Skillfully composed acknowledgments can do more than acknowledge orders, though this task remains their primary goal. Th ese messages can also build goodwill through their warm, personal, human tone. Th ey can make the reader feel good about doing business with a company that cares and want to continue doing business with
LO5 Write order acknowledgments and other thank-you messages that build goodwill.
Subject: Your April 3 Inquiry about Chem-Treat
Dr. Motley: Yes, Chem-Treat’s low-odor, low-VOC acrylic latex paint is among the safest, most environmentally friendly paints on the market. Several hospitals and clinics have used Chem-Treat successfully and have reported no reactions to it.
Chem-Treat’s latex formula also makes it ideal for high-traffi c areas. Cleaning usually requires nothing more than a little soap and water.
One gallon of Chem-Treat is usually enough for one-coat coverage of 500 square feet of previously painted surface. For the best results on new surfaces, you will want to apply two coats. For such surfaces, you should fi gure about 200 square feet per gallon for a long-lasting coating.
We appreciate your interest in Chem-Treat, Dr. Motley. You can view Chem-Treat’s safety ratings and customer reviews on our website: www.wli.com/chemtreat/features.
Ray Lindner
Customer Service Representative
This direct mail does a better job.
ren03210_ch07_141-188.indd 155ren03210_ch07_141-188.indd 155 1/10/13 4:41 PM1/10/13 4:41 PM
156 PART 3 Basic Patterns of Business Messages
v
Setting up tables within a document is an easy task thanks to tools in today’s word-processing programs. This feature allows writers to create tables as well as import spreadsheet and database fi les. In both instances, information can be arranged in columns and rows with detail in the cells. Headings can be formatted, and for- mulas can be entered in the cells. The table you see here
could be one the writer created for use in a favorable response to an inquiry about possible locations for a meeting in Chicago. Organizing information with tables makes it easier for both the writer and the reader. A careful writer will include column and row labels as needed, helping the reader ex- tract information both quickly and accurately.
v
TECHNOLOGY IN BRIEF
Tables Help Writers Organize Data for Easy Reading
Hotel Name Address Convention Room Rate for
Standard Rooms Guest Rating
Chicago Marriott Downtown 540 North Michigan Avenue, Chicago, IL 60611-3869
$409 4.2
Drake Hotel 140 East Walton Street, Chicago, IL 60611-1545
$309 4.3
Palmer House Hilton 17 East Monroe Street, Chicago, IL 60603-5605
$252 4.4
that company. To maintain this goodwill for repeat customers, you will want to revise your form acknowledgments regularly.
Directness and Goodwill Building in Order Acknowledgments Like the preceding direct message types, the acknowledgment message appropriately begins with its good news—that the goods are being shipped—and it ends on a good- will note. Except when some of the goods ordered must be delayed, the remainder of the message is devoted to goodwill building. Th is goodwill building can begin in the open- ing by emphasizing receipt of the goods rather than merely the shipment of the goods:
The Protect-O paints and supplies you ordered April 4 should reach you by Wednes- day. They are leaving our Walden warehouse today by Arrow Freight.
It can also include a warm expression of thanks for the order, especially when a fi rst order is involved. Anything else you can say that will be helpful to the reader is appro- priate—information about new products, services, or opportunities for the reader. A forward look to continued business relations is logical gesture in the close.
Tact in Order Acknowledgments Sometimes the task of acknowledging is complicated by your inability to send the goods requested right away. You could be out of them, or perhaps the reader did not give you all the information you need to send them. In either case, a delay is involved. In some cases, delays are routine and expected and do not pose a serious problem. In these situations, you can use the direct approach. However, you will still want to mini- mize any negative news so that your routine message does not become a negative-news message. You can do this by using positive language that focuses on what can or will happen rather than what didn’t or won’t happen.
ren03210_ch07_141-188.indd 156ren03210_ch07_141-188.indd 156 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 157
In the case of a vague order, for example, you should request the information you need without appearing to accuse the reader of giving insuffi cient information. To il- lustrate, you risk off ending the reader by writing “You failed to specify the color of phones you want.” But you gain goodwill by writing “So that we can send you precisely the phones you want, please check your choice of colors on the space below.” Th is sen- tence handles the matter positively and makes the action easy to take. It also shows a courteous attitude.
Similarly, you can handle back-order information tactfully by emphasizing the posi- tive part of the message. For example, instead of writing “We can’t ship the ink jet car- tridges until the 9th,” you can write “We will rush the ink jet cartridges to you as soon as our stock is replenished by a shipment due May 9.” If the back-order period is longer than the customer expects or longer than the 30 days allowed by law, you may choose to give your customer an alternative, such as a substitute product or service. Giving the customer a choice builds goodwill.
In some cases delays will lead to major disappointments, which means you will have to write a bad-news message. A more complete discussion of how to handle such nega- tive news is provided in Chapter 8.
Strategies for Other Th ank-You Messages One of the fi rst thank-you messages you write will be the one for a job interview, which is discussed in Chapter 10. Once you are employed, you may send thank-you messages aft er a meeting or when someone does a favor for you or gives you a gift , when you want to acknowledge others’ eff orts that have somehow benefi ted you, when you want to thank customers for their business, or perhaps when someone has donated time or money to your organization or a cause it supports. Th e possibilities for situations when you might send thank-you notes are many, and sending a message of sincere thanks is a great way to promote goodwill and build your and your company’s professional image.
Th ank-you messages are oft en brief, and because they are positive messages, they are written directly. You can begin with a specifi c statement of thanks:
Thank you for attending the American Cancer Society fundraiser lunch for Relay for Life last week and for donating money to the cause.
Follow with a personalized comment relevant to the reader:
With your support, the 2013 Relay for Life will be our most successful yet … [details follow].
Conclude with a forward-looking statement:
I look forward to joining you on June 12 for this worthy cause.
Your tone should be informal and friendly. If you are on a fi rst-name basis with the reader, you may omit a salutation or use the reader’s fi rst name, but if your relationship with the reader is a formal one, do not use the reader’s fi rst name to create a contrived sense of closeness.
Whether you hand write the thank-you, send an email, or use company stationery depends on the audience. If you have poor handwriting or believe your handwriting does not convey a professional image, you may choose to type your message. Th ough you should always check your own spelling, grammar, and punctuation before sending any message, doing so is especially important in handwritten notes when you have no computer soft ware to alert you to possible errors.
Summarizing the Structure of Order Acknowledgments and Other Th ank-You Messages To write an order acknowledgment or thank-you message, • Use the direct order: Begin by thanking the reader for something specifi c (e.g., an order). • Continue with your thanks or with further information. • Use positive, tactful language to address vague or delayed orders.
ren03210_ch07_141-188.indd 157ren03210_ch07_141-188.indd 157 1/10/13 4:41 PM1/10/13 4:41 PM
158 PART 3 Basic Patterns of Business Messages
• If appropriate, achieve a secondary goal (e.g., reselling or confi rming a mutual understanding).
• Close with a goodwill-building comment, adapted to the topic of the message.
Contrasting Acknowledgments Th e following two messages show bad and good ways to acknowledge Mr. Lee’s order. As you would expect, the good version follows the plan described in the preceding paragraphs.
Slow Route to a Favorable Message. Th e bad example begins indirectly, empha- sizing receipt of the order. Although intended to produce goodwill, the second sen- tence further delays what the reader wants most to hear. Moreover, the letter is written from the writer’s point of view (note the we-emphasis).
Dear Mr. Lee:
Your April 4 order for $1,743.30 worth of Protect-O paints and supplies has been received. We are pleased to have this nice order and hope that it marks the beginning of a long relationship. As you instructed, we will bill you for this amount. We are shipping the goods today by Blue Darter Motor Freight.
We look forward to your future orders.
Sincerely, This one delays the important news.
This direct message is better.
Dear Mr. Lee:
Your selection of Protect-O paints and supplies was shipped today by Blue Darter Freight and should reach you by Wednesday. As you requested, we are sending you an invoice for $1,743.30, including sales tax.
Welcome to the Protect-O circle of dealers. Our representative, Ms. Cindy Wooley, will call from time to time to offer whatever assistance she can. She is a highly competent technical adviser on paint and painting.
Here in the home plant we also will do what we can to help you profi t from Protect-O products. We’ll do our best to give you the most effi cient service. And we’ll continue to develop the best possible paints—like our new Chem-Treat line. As you will see from the enclosed brochure, Chem-Treat is a real breakthrough in mildew protection.
We genuinely appreciate your order, Mr. Lee. We are determined to serve you well in the years ahead.
Sincerely,
Fast-Moving Presentation of the Good News. The better message begins directly, telling Mr. Lee that he is getting what he wants. The remainder of the message is a customer welcome and subtle selling. Notice the good use of reader emphasis and positive language. The message closes with a note of appreciation and a friendly, forward look.
ren03210_ch07_141-188.indd 158ren03210_ch07_141-188.indd 158 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 00 Chapter Title 159159
C A S E I L L U S T R A T I O N
Online Order Acknowledgment (Order Confirmation with a Second Purpose) . This email message thanks the reader for her order and invites her to participate in this company’s online product review.
From: Gardeners Supply [mailto:[email protected]] Sent: Thursday, January 08, 2013 9:08 AM To: [email protected] Subject: Tell Us What You Think About Our Products
Pictures provide a quick visual confirmation of the order
Moves to another goal of the message
Links make participation easy
Thanks the reader and indicates a shared interest
Adds a reader benefit and incentive
Forward- looking ending builds goodwill
Men's Waterproof Gloves
Glove Set, 3 Pairs
Thank you again for shopping with us.
The Employee-Owners at Gardener’s Supply
Copyright @2008 America’s Gardening Resource, Inc.
Dear Kathryn,
Thank you for your purchase from Gardener’s Supply. We hope you are enjoying your items and that this year’s garden will be your best ever!
Your satisfaction with our products is important to us, and we want to hear what you have to say about them. We recently added customer reviews to our website, which helps us improve our product selection and helps other gardeners find the best products to suit their needs.
We’re hoping you’ll take a moment to rate and review some or all of the items you have purchased from us. Other gardeners will appreciate your opinions and advice, and you may also enjoy reading what fellow gardeners have to say!
Each time you submit a product review to our website, your name will be entered in a monthly drawing for a $1,000 prize (see information below).
Here are the item(s) you recently purchased. Just click on an item to write a review.
Rate and review it
Rate and review it
ren03210_ch07_141-188.indd 159ren03210_ch07_141-188.indd 159 1/10/13 4:41 PM1/10/13 4:41 PM
160 PART 00 Part Title160
C A S E I L L U S T R A T I O N
Order Acknowledgment (Acknowledgment with a Problem) . This email letter concerns an order that cannot be handled exactly as the customer would like. Some items are being sent, but one must be placed on back order and another cannot be shipped because the customer did not give the information needed. The message skillfully handles the negative points.
Fred. [email protected]
Confirmation of Your May 7 Order
Dear Mr. Fletcher:
Thank you for your May 7 order. Your receipt is attached.
By noon tomorrow, your three new Baskin motors and one Dawson 110 compressor should reach your Meadowbrook shops. As you requested, we marked them for your west side loading dock and sent them by Warren Motor Express.
So that we can be certain of sending you the one handcart for your special uses, will you please review the attached description of the two models available? As you will see, the Model M is our heavy-duty design, but its extra weight is not justified for all jobs. When you have made your choice, please let us know by email, phone, or fax. We'll send your choice right away.
Your three dozen 317 T-clamps should reach you by the 13th. As you may know, these very popular clamps have been in short supply for some time now, but we have been promised a limited order by the 11th. We are marking three dozen for rush shipment to you.
We are always pleased to do business with Fletcher Machine Works and will continue to serve you with quality industrial equipment.
Missing information handled tactfully
Helpful explanation to help the reader make a choice
Sincerely,
Shannon E. Kurrus Sales Manager Lowe’s Home Improvement P. O. Box 1111 North Wilkesboro, NC 28696-0001 (910) 491-4000 Fax: (910) 651-4766
Polite, specific acknowledg- ment of the order
Emphasis on the positive news
Negative news deempha- sized
A friendly forward look
ren03210_ch07_141-188.indd 160ren03210_ch07_141-188.indd 160 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 00 Chapter Title 161161
C A S E I L L U S T R A T I O N
Thank-You Message (A Follow-Up to a Meeting) . This email from a representative of a telecommunications equipment company thanks a potential customer in Germany for a recent meeting.
Uses the reader’s first name, which indicates a close business relationship
Specifics add sincerity
Politely thanks the reader for something specific (while also reminding him of his promise)
Prepares for future communications between the two parties
Ends on a positive note; looks to the future
Hello, Herman:
Meeting you and the other members of the product selection team last Friday was a pleasure. We are honored not only that you took the time to explain the current dynamics and structure at General Telekom but also that you gave us your entire day. Thank you for your generosity.
I understand that you have graciously offered to share some of United Plorcon’s key product qualities with other executives in your company. We are extremely appreciative that you have offered to help in this way. Based on our discussions at the meeting, we will summarize the main points of interest and send them to you.
To make the cost-benefit charts more self-explanatory, I will slightly condense the material and add some notes. They will not be confidential, so please share them if you wish. I will send those condensed charts to you before the end of the week. After we send them, I will follow up with you to make sure that you have all the material you need to explain who we are and what we offer.
Finally, thank you for your hospitality. Staying in an ideally located hotel, having coffee at a beautiful castle, viewing some of the world’s best art, and sharing an exquisite meal made my first visit to Stuttgart a most memorable one. I hope that between our two companies, we can create many opportunities for our United Plorcon team to return to your beautiful city.
I look forward to talking with you again soon.
Respectfully yours,
ren03210_ch07_141-188.indd 161ren03210_ch07_141-188.indd 161 1/10/13 4:41 PM1/10/13 4:41 PM
162 PART 3 Basic Patterns of Business Messages
French tech company Atos discovered that its 80,000 em- ployees were spending 15–20 hours per week on email but fi nding only 15 percent of the email actually necessary. The company’s solution to making communication more productive is to phase out email as an internal com- munication tool, with the goal of eliminating it altogether by 2014. Instead, employees will use social media, instant messaging, and collaboration tools such as Microsoft’s Live Meeting for their internal communication. In addi- tion to eliminating unnecessary communication in the offi ce, the company says moving to communication tech- nologies such as instant messaging means that people will better balance their work and personal lives, as they
cannot check for messages outside the offi ce as easily as they could if they were using email. Comments on the article range from enthusiasm and support for the idea to skepticism, the latter belief being that people will just substitute time spent on instant messaging and social media for the time they would have spent on email. Many note (rightly so) that email, like instant messaging and social media, is just the technology—ultimately the users control how productively it is used.
SOURCE : “IT Firm Phasing Out Email to Boost Productivity,” CBC News Technology and Science , CBS News, 16 Dec. 2011, Web, 15 May 2012.
COMMUNICATION MATTERS
A Workplace without Email? One Company ’s Strategy
Continue in your role with White Label Industries (WLI). As the assistant to the vice president of operations, you man- age the supervisors on the paint production line. Today, one of the team leaders came to you for some feedback on his writing. Last week, he ordered some safety equip- ment (goggles and face masks) for employees on the production line; however, he received gloves instead of goggles and only half the masks he ordered, as well as an invoice for $100 more than his order should have cost. He is fairly certain he received someone else’s order. He
just wants the correct order shipped and his bill adjusted accordingly. He called his sales representative but got her voice mail. He left her a quick message to call him about the order, but he also wants to send her an email explaining the situa- tion. He asks for your feedback on the email, and you are surprised at the indirect language and unnecessarily nega- tive and harsh tone. You need to use what you know about writing a direct claim to help him write a message that not only resolves the issue but also builds goodwill.
INTRODUCTORY CHALLENGE
Requesting a Correct Shipment and Revised Invoice
DIRECT CLAIMS
LO6 Write direct claims in situations where an adjustment will likely be granted.
Occasionally things go wrong between a business and its customers (e.g., merchandise is lost or broken during shipment, customers are inaccurately billed for goods or services). Such situations are not routine for a business; for most businesses, the routine practice is to fulfi ll their customers’ expectations. Because claim messages are not about routine circumstances and because they involve unhappy news, many are written in the indirect approach discussed in Chapter 8. Nevertheless, there are some instances where
ren03210_ch07_141-188.indd 162ren03210_ch07_141-188.indd 162 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 163
directness in writing a claim is appropriate, and for this reason we discuss the direct claim in this chapter.
Using Directness for Claims Most businesses want to know when something is wrong with their products or ser- vices so they can correct the matter and satisfy their customers. Many times the easiest and quickest way for you to address these claims is simply to call the company directly to settle the matter. Sometimes, though, you may want to write a claim if you need a written record of the request. Or, depending on a company’s phone options for access- ing customer service, a written claim sent via email or the company website may be more effi cient than a phone call.
When writing a claim in cases where you anticipate that the reader will grant an adjustment of your claim, you may use the direct approach (e.g., adjusting an incor- rect charge to an invoice). Be sure that when you write the claim, you keep your tone objective and professional so that you preserve your reader’s goodwill. If you use words such as complaint or disappointment , you will compromise your chances of receiving an adjustment quickly.
Organizing the Direct Claim Because you anticipate that the reader will willingly grant your request, a direct claim begins with the claim, moves to an explanation, and ends with a goodwill closing.
Beginning a Direct Claim. Th e direct claim should open with just that—the direct claim . Th is should be a polite but direct statement of what you need. If the statement sounds too direct, you may soft en it with a little bit of explanation, but the direct claim should be at the beginning of your message, as in this example:
Please adjust the invoice (# 6379) for our May 10 order to remove the $7.50 shipping charge .
Explaining the Issue. Th e body of the direct claim should provide the reader with any information he or she might need to understand your claim. To continue with the same example, we might write the following brief middle paragraph:
Because our order totaled $73.50, we were able to take advantage of your offer for free shipping on orders of $50 or more and should not have been charged a shipping fee .
Providing a Goodwill Closing. Your close should end with an expression of goodwill . A simple ending like the following can suffi ce:
Please send a corrected copy of the invoice to me at jsmith@americanmortgage. com. We look forward to continued business with National Offi ce Supplies .
Reviewing the Plan To write a direct claim message, you should use the following plan: • Begin with a polite direct statement of your claim. • In the body of the message, give the reader information he or she needs to adjust
the claim. • Close with an expression of goodwill.
Contrasting Examples of Claim Messages Th e following two email messages show contrasting ways of handling the erroneous shipment described in the Introductory Challenge. Th e fi rst is slow and harsh. Th e second is courteous, yet to the point and fi rm.
ren03210_ch07_141-188.indd 163ren03210_ch07_141-188.indd 163 1/10/13 4:41 PM1/10/13 4:41 PM
164 PART 3 Basic Patterns of Business Messages
An Indirect and Harsh Message. Th e fi rst message starts slowly with a long ex- planation of the situation. Some of the details in the beginning sentence are helpful, but they do not deserve the emphasis that this position gives them. Th e problem is not described until the second paragraph. Th e wording here is clear but much too strong. Th e words are angry and insulting, and the writer talks down to the reader. Such words are more likely to produce resistance than acceptance. Th e negative writing continues into the close, leaving a bad fi nal impression.
Subject: Problem with Our Order #2478 Beth,
As you know, White Label Industries has been ordering our safety supplies from you for over 15 years. We have always depended on you for quick and accurate service, which, unfortunately, looks like it didn’t happen this time. When our orders are not accurate and our safety gear is not what we ordered, you put our employees in jeopardy, and WLI loses money if employees don’t have safety gear and can’t work.
You can imagine how shocked I was when I opened the order expecting face masks and goggles but found gloves and half the face masks I ordered. I was also surprised to see a bill that was $100 more than I planned.
I tried to call you, but you didn’t answer, so I left a voice message. I’m guessing you want to fi x this quickly, so please call me or email me and let me know what you are going do. If my employees do not have the masks and goggles by tomorrow, employees can’t work, and we will have to shut down our production line, which will cost us a lot of money. This was really disappointing service, but I’m sure it won’t happen again, as you have always been accurate in the past. We would hate to think that we need to go with a different supplier. Thank you.
Ken
This claim is insulting, too indirect, and too long.
A Firm yet Courteous Message. Th e second message follows the plan suggested in the preceding paragraphs. A subject line quickly and neutrally identifi es the situation. Th e message begins with a clear statement of the claim. Next, it uses objective language to tell what went wrong. Th e ending is rational and shows that the writer is interested in resolving the issue, not placing blame.
Subject: Need Correct Order Shipped (Invoice 6750)
Beth,
Please send 50 safety goggles and 100 face masks, as well as a new invoice, to replace the incorrect order that arrived this morning.
On Monday, I placed the order for the safety goggles and face masks, but today I received only 50 face masks and 15 boxes of safety gloves. The invoice indicated that this order was supposed to go to J&M Medical Supplies.
If you send the order today, we should receive it tomorrow. Our employees will need the safety equipment in order for us to keep the production line running.
Please let me know how you want to handle the return of J&M’s order.
Thanks,
Ken
This direct claim is clear and effi cient while also maintaining goodwill.
ren03210_ch07_141-188.indd 164ren03210_ch07_141-188.indd 164 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 165
ADJUSTMENT GRANTS
LO7 Compose adjustment grants that regain any lost confi dence.
Continuing in your role with White Label Industries (WLI), this time you fi nd on your computer an email message from an unhappy customer. It seems that Ms. Bernice Watson, owner of Tri-Cities Hardware, is upset because some of the 30 Old London lampposts she ordered from WLI arrived in damaged condition. “The glass is broken in 17 of the units,” she writes, “obviously be- cause of poor packing.” She had ordered the lights for a special sale. In fact, she had even featured them in
her advertising. The sale begins next Friday. She wants a fast adjustment—either the lamps by sale time or her money back. Of course, you will grant Ms. Watson’s request. You will send her an email message saying that the goods are on the way. And because you want to keep this good cus- tomer, you will try to regain any lost confi dence with an honest explanation of the problem. This message is clas- sifi ed as an adjustment grant.
INTRODUCTORY CHALLENGE
Dealing with the Unexpected
When you can grant an adjustment, the situation is a happy one for your customer. You are correcting an error. You are doing what you were asked to do. As in other positive situations, a message written in the direct order is appropriate.
In most face-to-face business relations, people communicate with courteous directness. You should write most business messages this way .
ren03210_ch07_141-188.indd 165ren03210_ch07_141-188.indd 165 1/10/13 4:41 PM1/10/13 4:41 PM
166 PART 3 Basic Patterns of Business Messages
Considering Special Needs Th e adjustment-grant message has much in common with the message types previously discussed. You begin directly with the most important point—here, the good news that you are granting the adjustment. You refer to the message you are answering, and you close on a friendly note. Because the situation stems from an unhappy experience, you have two special needs. One is the need to overcome any negative impressions caused by the experience. Th e other is the need to regain any confi dence in your company, its products, or its service that the reader may have lost.
Need to Overcome Negative Impressions. To understand the fi rst need, just place yourself in the reader’s shoes. As the reader sees it, something bad has happened— goods have been damaged, equipment has failed, or sales have been lost. Th e experience has not been pleasant. Granting the claim will take care of much of the problem, but some negative thoughts may remain. You need to work to overcome any such thoughts.
You can attempt to do this using words that produce positive eff ects. For example, in the opening you can do more than just give the affi rmative answer. You can add good- will, as in this example:
The enclosed check for $89.77 is our way of showing you that your satisfaction is our top priority.
Th roughout the message you should avoid words that unnecessarily recall the bad situation you are correcting. You especially want to avoid the negative words that could be used to describe what went wrong—words such as mistake, trouble, damage, broken , and loss . Even general words such as problem, diffi culty , and misunderstanding can cre- ate unpleasant eff ects. Negative language makes the customer’s complaint the focus of your message. Your goal is to move the customer beyond the problem and to the solu- tion—that the customer is going to have his or her claim granted. You can only do this if you use positive, reader-centered language.
Also negative are the apologies oft en included in these messages. Even though well intended, the somewhat conventional “we sincerely regret the inconvenience …” type of comment is of questionable value because it emphasizes the negative happenings for which the apology is made. If you sincerely believe that you owe an apology or that one is expected, you can apologize and risk the negative eff ect. But do it early and move on, and don’t repeat it at the end. In most instances, however, your eff orts to correct the problem will show adequate concern for your reader’s interests.
Need to Regain Lost Confidence. Except in cases in which the cause of the dif- fi culty is routine or incidental, you also will need to regain the reader’s lost confi dence . Just what you must do and how you must do it depend on the situation. If something can be done to correct a bad procedure or a product defect, you should do it. Th en you should tell your reader what has been done as convincingly and positively as you can. If what went wrong was a rare, unavoidable event, you should explain this. Sometimes you will need to explain how a product should be used or cared for. Sometimes you will need to resell the product. Whatever you say should be truthful, professional, and reader focused.
Reviewing the Plan To organize a message granting an adjustment, writers should use the following plan: • Begin directly—with the good news. • Incidentally identify the correspondence that you are answering. • Avoid negatives that recall the problem. • Regain lost confi dence through explanation or corrective action. • End with a friendly, positive comment.
ren03210_ch07_141-188.indd 166ren03210_ch07_141-188.indd 166 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 00 Chapter Title 167167
Good persuasion technique to restore confidence in the company
Direct— good news begins letter Frank and
convincing explanation
Goodwill— positive, reader- adapted close
Identifies claim and transaction
Ms. Brown:
Your leather computer case monogrammed with an Old English B should reach you within two days.
Because your satisfaction is our goal, we looked into the use of the script font on your case. It turned out to be a simple case of human oversight. Two people read and checked the order, and two people overlooked the "Old English monogram" specification. Such things do happen, despite our best efforts. When they do, we are glad to send a replacement. Like our customers, we will settle for nothing less than the highest quality.
Thank you for purchasing one of our finest products. We know that your leather computer case will give you many years of beautiful service.
Jonathan Batte, Manager Customer Relations Brandywine Leathers
Your October 1 Inquiry Concerning Order No. A4170
C A S E I L L U S T R A I O N
Adjustment Grant Messages (Explaining a Human Error). This email message grants the action requested in the claim of a customer who received a leather computer case that was monogrammed incorrectly. The writer has no excuse be- cause human error was to blame. His explanation is positive and convincing.
ren03210_ch07_141-188.indd 167ren03210_ch07_141-188.indd 167 1/10/13 4:41 PM1/10/13 4:41 PM
168 PART 3 Basic Patterns of Business Messages
Contrasting Adjustments Th e two messages below illustrate an ineff ective and eff ective way to write adjustment messages. Th e fi rst, with its indirect order and grudging tone, is ineff ective. Th e direct- ness and positiveness of the second clearly make it the better message.
A Slow and Negative Approach. Th e ineff ective message begins with an obvious comment about receiving the claim. It recalls vividly what went wrong and then pain- fully explains what happened. As a result, the good news is delayed for an additional paragraph. Finally, aft er two delaying paragraphs, the message gets to the good news. Th ough well intended, the close leaves the reader with a reminder of the trouble.
Subject: Your Broken Old London Lights
Ms. Watson, We have received your May 1 claim reporting that our shipment of Old London lamppost lights reached you with 17 broken units. We regret the inconvenience and can understand your unhappiness.
Following our standard practice, we investigated the situation thoroughly. Apparently the fault is the result of an inexperienced temporary employee’s negligence. We have taken corrective measures to assure that future shipments will be packed more carefully.
I am pleased to report that we are sending replacements today. They should reach you before your sale begins. Our driver will pick up the broken units when he makes delivery.
Again, we regret all the trouble caused you.
Stephanie King
This email is indirect and negative.
The Direct and Positive Technique. Th e better message uses the subject line to identify the transaction. Th e opening words tell the reader what she most wants to hear in a positive way that adds to the goodwill tone of the message. With a you-viewpoint explanation, the message then reviews what happened. Without a single negative word, it makes clear what caused the problem and what has been done to prevent its recur- rence. Aft er handling the essential matter of picking up the broken lamps, the message closes with positive talk.
Subject: Your May 1 Report on Invoice 1248
Ms. Watson:
Seventeen carefully packed Old London lamppost lamps should reach your sales fl oor in time for your Saturday promotion. Our driver left our warehouse today with instructions to special deliver them to you on Friday. Because your satisfaction with our service and products is important, we have thoroughly checked our shipping procedures. It appears that the shipment to you was packed by a temporary employee who was fi lling in for a hospitalized veteran packer. We now have our veteran packer back at work and have taken measures to ensure better performance by our temporary staff.
As you know, the Old London lamppost lights have become one of the hottest products in the lighting fi eld. We are confi dent they will contribute to the success of your sale.
Stephanie King
This message is direct and positive.
ren03210_ch07_141-188.indd 168ren03210_ch07_141-188.indd 168 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 169
INTERNAL-OPERATIONAL MESSAGES
As the administrative assistant for the vice president of operations at White Label Industries (WLI), you have been asked by your boss to send a note on her behalf to all employees reminding them of the company’s ship- ping policy. Whether customers pay shipping charges
depends on the products they order. However, some customers who repeatedly order the same product are sometimes charged for shipping and sometimes are not, which, of course, leads to unhappy customers and is costly for WLI.
INTRODUCTORY CHALLENGE
Reminding Employees of the Shipping Policy
As Chapter 1 explained, internal-operational communications are those messages that stay within a business. Th ey are messages to and from employees that get the work of the organization done. Th e memorandums discussed in Chapter 6 are one form of operational communication. Internal email messages are another, and so are the vari- ous documents posted on bulletin boards, mailed to employees, uploaded on intranets, or distributed as handouts.
Th e formality of such messages ranges widely. At one extreme are the casual mem- orandum and email exchanges between employees concerning work matters. At the other are formal documents communicating company policies, directives, and proce- dures. Th en, of course, there are the various stages of formality in between.
Casual Operational Messages Th e documents at the bottom of the formality range typically resemble casual conver- sation . Usually they are quick responses to work needs. Rarely is there time or need for careful construction and wording. Th e goal is simply to exchange the information needed to conduct the company’s work.
Frankness describes the tone of these casual operational messages as well as many of the messages at more formal levels. Th e participants exchange information, views, and recommendations forthrightly. Th ey write with the understanding that all participants are working for a common goal—what is best for the company—and that people work- ing together in business situations want and need straightforward communication.
Still, remember that being frank doesn’t mean being impolite. Even in quick mes- sages, you should build goodwill with a positive, courteous tone.
Moderately Formal Messages Moderately formal messages tend to resemble the messages discussed earlier in this chapter. Usually they require more care in construction, and usually they follow a di- rect pattern. Th e most common arrangement begins with the most important point and works down. Th us, a typical beginning sentence is a topic (theme) statement. In messages in memorandum form, the opening repeats the subject-line information and includes the additional information needed to identify the situation. Th e remainder of the message consists of a logical, orderly arrangement of the information covered. When the message consists of items in sequence, the items can be numbered and pre- sented in this sequence.
Suggestions for writing moderately formal internal messages are much the same as those for writing the messages covered previously. Clarity, correctness, and courtesy
LO8 Write clear and effective internal-operational communications.
ren03210_ch07_141-188.indd 169ren03210_ch07_141-188.indd 169 1/10/13 4:41 PM1/10/13 4:41 PM
170 PART 3 Basic Patterns of Business Messages
should guide your eff orts. Th e following example of a hard-copy memorandum illus- trates these qualities. It is moderately formal, yet it is conversational. It is organized in the direct order, beginning with the objective and then systematically and clearly cover- ing the vital bits of information. It is straightforward yet courteous.
DATE: April 1, 2013
TO: Remigo Ruiz
FROM: Becky Pharr
SUBJECT: Request for Cost Information Concerning Meeting at Timber Creek Lodge
As we discussed in my offi ce today, please get the necessary cost information for conducting our annual sales meeting at the Timber Creek Lodge, Timber Creek Vil- lage, Colorado. Our meeting will begin on the morning of Monday, June 5; we should arrange to arrive on the 4th. We will leave after a brief morning session on June 9.
Specifi cally, we’ll need the following information: • Travel costs for all 43 participants, including air travel to Denver and ground
travel between the airport and the lodge. I have listed the names and home stations of the 43 participants on the attached sheet.
• Room and board costs for the fi ve-day period, including cost with and without dinner at the lodge. As you know, we are considering the possibility of allowing participants to purchase dinners at nearby restaurants.
• Costs for recreational facilities at the lodge. • Costs for meeting rooms and meeting equipment (e.g., laptops, projectors). We
will need a room large enough to accommodate our 43 participants.
I’d like to have the information by April 15. If you need additional information, please let me know.
Formal Messages Th e most formal operational messages are those presenting policies, directives, and procedures. Usually written by executives for their subordinates, these administrative messages are oft en compiled in manuals, perhaps kept in loose-leaf form and updated as new material is developed. Th eir offi cial status accounts for their formal tone .
Formal operational messages usually follow a direct order, although the nature of their contents can require variations. Th e goal should be to arrange the information in the most logical order for quick understanding. Since the information frequently involves a sequence of information bits, numbering these bits can be helpful. And since these documents must be clearly understood and followed, the writing must be clear to all, including those with low verbal skills. Th e following example illustrates these qualities:
DATE: June 10, 2013 TO: All Employees FROM: Terry Boedeker, President SUBJECT: Energy Conservation
To help keep costs low, the following conservation measures are effective immediately: • Thermostats will be set to maintain temperatures of 72 degrees Fahrenheit
throughout the air-conditioning season. • Air conditioners will be shut off in all buildings at 4 PM Monday through Friday. • Air conditioners will be started as late as possible each morning so as to have
the buildings at the appropriate temperature within 30 minutes after the start of the workday.
• Lighting levels will be reduced to approximately 80 to 100 watts in all work areas. Corridor lighting will be reduced to 50 watts.
• Outside lighting levels will be reduced as much as possible without compromising safety and security.
ren03210_ch07_141-188.indd 170ren03210_ch07_141-188.indd 170 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 171
In addition, will each of you help with this conservation effort? Specifi cally, I ask that you do the following:
• Turn off lights not required in performing your work. • Keep windows closed when the cooling system is operating. • Turn off all computer monitors and printers at the end of the day.
I am confi dent that these measures will reduce our energy use signifi cantly. Your efforts to follow them will be greatly appreciated.
Even though this message is straightforward, note the writer’s courtesy and his use of us and our . When writing direct messages, skillful managers make use of such strategies for maintaining good relations with employees. Remembering this goal becomes espe- cially important in situations where managers have news to convey or requests to make that employees may not be ready to accept. In fact, in these situations an indirect order will be more appropriate, as Chapters 8 and 9 will discuss. For most internal-operational communication, however, the direct order will be both expected and appreciated.
Summarizing the Structure of Internal-Operational Messages To write an internal-operational message, writers should do the following: • Organize in the direct order. • Choose the appropriate tone (casual, moderately formal, or formal). • Be clear and courteous. • Order the information logically. • Close in a way that builds goodwill.
Contrasting Examples of Internal-Operational Messages Th e following two messages show contrasting ways in which the operational message regarding WLI’s inconsistent shipping policies (see the Introductory Challenge at the beginning of this section) may be addressed.
A Wordy, Confusing, and Indirect Message. Th e reader really has to search for the writer’s purpose and intent in this message. In addition, it is wordy, long, and dis- organized and lacks visual appeal.
Subject: Inconsistent Shipping Policies WLI has been incurring increasing freight expenses and a decline in freight revenue over the last two years, impacting our ability to achieve our fi nancial goals. The warehouse team has done a lot of research into the reasons behind this increase, and it has come to our attention that a very considerable number of shipments are going out of Cedar Rapids (1) as unbillable to the customer and/or (2) as overnight shipments rather than ground.
WLI has only one product for which shipping is not billed to the customer—the Chem-Treat paint. In all other cases, product shipments are supposed to be billed to the customer. Therefore, effective immediately, except for Chem-Treat shipments, which by contract provide for free overnight (weekday delivery) shipping, WLI will bill the customer for all shipments of products. Finance will screen all orders to ensure that they indicate billable shipping terms .
WLI’s overnight shipping falls into a few categories, including shipments of products to customers and shipments of marketing materials to prospects and customers. There are no customer programs or marketing programs for which WLI offers overnight shipping (except Chem-Treat). Therefore, effective
This indirect message wastes time and dwells on the negative.
ren03210_ch07_141-188.indd 171ren03210_ch07_141-188.indd 171 1/10/13 4:41 PM1/10/13 4:41 PM
172 PART 3 Basic Patterns of Business Messages
A Direct, Concise, and Visually Appealing Message. Th is message is written directly and is more accurate because it communicates correctly the main point that this is a reminder of an existing policy, not an announcement of a new policy. Th is mes- sage is also more concise and gives the reader only the information he or she needs to know to comply. In addition, headings and bulleted lists make for much easier reading.
immediately, except for Chem-Treat shipments, which by contract provide for overnight (weekday delivery) shipping, WLI will not ship products overnight to customers unless the overnight shipping is billed to the customer. Also effective immediately, shipments of sales/marketing materials are to be shipped ground, not overnight .
This policy change will impact some of your work processes, requiring you to be more planful in getting products shipped to customers in a businesslike and timely manner, and challenging you to prevent last-minute rush situations. I suspect that much of the freight performance situation, from a fi nancial point of view, is an awareness issue for our Cedar Rapids team. I thank each of you in advance for adherence to this policy. We are fortunate to have an excellent distribution team in Cedar Rapids. That team needs all of our help so that their high-quality shipping and inventory control performance becomes matched by strong fi nancial performance.
Exceptions to the billable shipping-only and no overnight shipping policies must be brought to me for approval prior to entering the order.
Dean Yourg
VP Operations
Subject: Refresher on Our Shipping Policy
Please remember that our shipping policy is as follows:
Shipping Charges:
• Chem-Treat paint is the only product for which shipping is not billed to the customer.
• All other product shipments (including sales/marketing materials) are billed to the customer.
Overnight Shipping:
• Sales/marketing materials are to be shipped ground, not overnight. • Chem-Treat paint may be shipped overnight at no charge to the customer, as
provided by contract. • All other overnight product shipments are billed to the customer.
Billing our customers accurately and consistently for shipping improves customer satisfaction with our service. In addition, the increased freight revenue will help us achieve our fi nancial goals and control our shipping and inventory costs.
To ensure that your customers receive their products quickly, refer to the shipping and mailing timeline on WLI’s intranet.
The Finance Department will be screening all shipment invoices to make sure that shipments are billed accurately. If you have questions regarding the shipping policy or require an exception, please contact me at Ext. 555.
Dean Young
VP Operations
This direct message will be easy to read and reference. Its tone is straightforward but courteous.
ren03210_ch07_141-188.indd 172ren03210_ch07_141-188.indd 172 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 173
OTHER DIRECT MESSAGE SITUATIONS In the preceding pages, we have covered the most common direct message situations. Others occur, of course. You should be able to handle them with the techniques that have been explained and illustrated.
In handling such situations, remember that, whenever possible, you should get to the goal of the message right away. You should cover any other information needed in good logical order. You should carefully choose words that convey just the right mean- ing. More specifi cally, you should consider the value of using the you-viewpoint, and you should weigh carefully the diff erences in meaning conveyed by the positiveness or negativeness of your words. As in the good examples discussed in this chapter, you should end your message with appropriate and friendly goodwill words.
THERE’S MORE . . . Would you like to learn more about the various types of direct messages, building re- lationships with your reader, or developing your professional writing style? Scan the QR code with your smartphone or use your Web browser to learn more at www.mhhe .com/lesikar13e. Choose Chapter 7 � Bizcom Tools & Tips.
1. Properly assess the reader’s likely reaction to your message. • If the reaction is likely to be negative, indirect order is your likely choice. • If it is likely to be positive or neutral, you probably want directness.
2. Describe the general plan for direct-order messages. • Begin with the objective. • Cover any necessary explanation. • Systematically present any remaining parts of the objective. • End with adapted goodwill.
3. Th e routine inquiry is a basic direct-order message. • Begin it with a request—either (1) a request for specifi c information wanted or
(2) a general request for information. • Somewhere in the message, explain enough to enable the reader to answer. • If the inquiry involves more than one question, make each stand out—perhaps
as separate sentences or separate paragraphs. • Consider numbering the questions. • Word them as questions. • End with an appropriate friendly comment.
4. When responding to inquiries favorably, you should begin directly. • If the response contains only one answer, begin with it. • If it contains more than one answer, begin with a major one or a general
statement indicating you are answering. • Identify the message being answered early, perhaps in a subject line. • Arrange your answers (if more than one) logically. • Make them stand out.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
1Properly assess the reader’s likely reaction to your message.
2Describe the general plan for direct-order messages.
3Write clear, well-structured routine inquiries.
4Write direct, orderly, and favorable answers to inquiries.
ren03210_ch07_141-188.indd 173ren03210_ch07_141-188.indd 173 1/10/13 4:41 PM1/10/13 4:41 PM
174 PART 3 Basic Patterns of Business Messages
• If both good- and bad-news answers are involved, give each answer the emphasis it deserves, perhaps by subordinating the negative.
• For extra goodwill eff ect, consider doing more than was asked. • End with appropriate cordiality.
5. Write order acknowledgments and other thank-you messages in the form of a favorable response. • Personalized order acknowledgments can build goodwill. • Good business and social etiquette oft en require that you write other kinds of
thank-you messages. • Use the direct order: Begin by thanking the reader with specifi c wording. • Continue with your thanks or with further information. • Use positive, tactful language to address vague or delayed orders. • If appropriate, achieve a secondary goal (e.g., reselling or confi rming a mutual
understanding). • Close with a goodwill-building comment adapted to the topic of the message.
6. Direct claims are routine messages that are written when a company has clearly not met your expectations for a product or service. • Direct claims diff er from indirect claims, which are written when you are not
sure the company will grant your claim. • Direct claims are written when a company clearly has made an error that it will
want the opportunity to correct. • You write most direct claims as follows:
— Begin a direct claim by stating the claim. — Provide suffi cient detail in the message so that the reader knows what
happened and what issues he or she needs to address. — End with a goodwill statement.
7. Because messages granting adjustments are positive responses, write them in the direct order. • Th ey diff er from other direct-order messages in that they involve a negative
situation, so you will need to overcome any negative impressions the situation has created.
• Open with the good news—what you are doing to correct the wrong. • In the opening and throughout, emphasize the positive. • Avoid the negative—words like trouble, damage , and broken . • Try to regain the reader’s lost confi dence, maybe with an explanation or with
assurance of corrective measures taken. • End with a goodwill comment, avoiding words that recall what went wrong.
8. Internal-operational communications must also be clear and eff ective. • Organize most of them in the direct order. • Choose the appropriate tone (casual, moderately formal, formal). • Make them clear and courteous. • Give administrative communications (policies, directives, procedures) the
careful attention they deserve. • Organize them logically; strive for clarity. • Close with a goodwill statement.
5 Write order acknowledgments and other thank-you messages that build goodwill.
6 Write direct claims in situations where an adjustment will likely be granted.
7 Compose adjustment grants that regain any lost confi dence.
8Write clear and effective internal-operational communications.
ren03210_ch07_141-188.indd 174ren03210_ch07_141-188.indd 174 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 175
K E Y T E R M S
good news messages, 142
neutral messages, 142
direct order, 142
objective, 142
routine inquiry, 143
true question form, 145
order acknowledgment, 155
thank-you messages, 157
direct claim, 163
adjustment grant, 166
internal-operational communications, 169
1 When is the direct order appropriate in inquiries? When would you use the indirect order? Give examples. LO1
2 “Explanations in inquiries merely add length and should be eliminated.” Discuss. LO3
3 Discuss why just reporting truthfully may not be a suffi - cient strategy for handling negative information in mes- sages answering inquiries. LO4
4 Defend a policy of doing more than asked in answering routine inquiries. Can the policy be carried too far? LO4
5 What can acknowledgment messages do to build good- will? LO5
6 Discuss situations where the following email forms of an order acknowledgment would be preferred: form mes- sage and a special message. LO5
7 Discuss how problems (vague orders, back orders) should be handled in messages acknowledging orders. LO5
8 Why is it usually advisable to do more than just grant the claim in an adjustment-grant message? LO7
9 Discuss the use of directness in internal-operational communications. Why is it desirable? Can it be over- done? When might indirectness be appropriate? LO8
C R I T I C A L T H I N K I N G Q U E S T I O N S
S K I L L S B U I L D I N G E X E R C I S E S
1 Point out the shortcomings in this email response to an inquiry about a short course in business communication that Casey Webster’s company off ered to its employ- ees. Th e course was taught by a local college professor. Mr. Braden’s initial inquiry included fi ve questions: (1) How did the professor perform? (2) What was the course format (length, meeting structure)? (3) What was the employee evaluation of the instruction? (4) Was the course adapted to the company and its technical employ- ees? (5) Was homework assigned? LO1, LO2, LO4
Subject: Course evaluation
Mr. Braden:
Your January 17 inquiry addressed to the Training Director has been referred to me for attention since we have no one with that title. I do have some training responsibilities and was the one who organized the in-house course on clear writing. You asked fi ve questions about our course. Concerning your question about the instructor, Professor Alonzo Britt, I can report that he did an acceptable job in the classroom.
Some of the students, including this writer, felt that the emphasis was too much on grammar and punctuation, however. He did assign homework, but it was not excessive. We had class two hours a day from 3:00 to 5:00 PM every Thursday for eight weeks. Usually the professor lectured the fi rst hour. He was a good lecturer but sometimes talked over the heads of the students. This was the main complaint in the evalua- tions the students made at the end of the course, but they had many good comments to make also. Some did not like the content, which they said was not adapted to the needs of a technical worker. Overall, the professor got a rating of B- on a scale of A to F. We think the course was good, but it could have been better adapted to our needs and our peo- ple. I also think it was too long—about 10 hours (fi ve meetings) would have been enough. Also, we think the professor spent too much time lecturing and not enough on application work in class. Please be informed that the information about Professor Britt must be held in confi dence.
Casey Webster
ren03210_ch07_141-188.indd 175ren03210_ch07_141-188.indd 175 1/10/13 4:41 PM1/10/13 4:41 PM
176 PART 3 Basic Patterns of Business Messages
2 Point out the shortcomings in this message granting a claim for a fax machine received in damaged condition. Inspection of the package revealed that the damage did not occur in transit. LO7
Dear Ms. Orsag:
Your May 3 letter in which you claim that the Rigo FAX391 was received in damaged condition has been carefully considered. We inspect all our ma- chines carefully before packing them, and we pack them carefully in strong boxes with Styrofoam supports that hold them snugly. Thus we cannot understand how the damage could have occurred. Even so, we stand behind our product and will replace any that are damaged. However, we must ask that fi rst you send us the defective one so we can inspect it. After your claim of damage has been verifi ed, we will send you a new one. We regret any inconvenience this situa- tion may have caused you and assure you that problems like this rarely occur in our shipping department.
Scott Hilderbran
3 List your criticisms of this email message inquiring about a convenience store advertised for sale: LO3
Subject: Store details needed
Mr. Meeks:
This is in response to your advertisement in the May 17 Daily Bulletin in which you describe a con- venience store in Clark City that you want to sell. I am very much interested since I would like to relocate in that area. Before I drive down to see the property, I need some preliminary informa- tion. Most important is the question of fi nancing. I am wondering whether you would be willing to fi nance up to $50,000 of the total if I could come up with the rest, and how much interest you would
P R O B L E M - S O L V I N G C A S E S
Routine Inquiries
1 You recently learned about a service organization on your campus, Mentors for Majors. Th e Mentors are alumni and other working professionals who have agreed to fi eld student inquiries about the nature of their jobs, about strate- gies for career success, and so forth.
You’ve been thinking about a certain kind of career, and you’d like to get more information about it from an experienced professional. Checking over the list, you fi nd
that there’s a mentor in this very area. Write an email to the person in which you ask your questions. Find out the main things you’d like to know about this fi eld of employment in a way that shows consideration for the reader and demon- strates your own serious interest in that type of job. (If your instructor directs, use either someone you know or some- one you’ve researched on the Internet and through other re- sources. Turn in a one-paragraph profi le of this person along with your email of inquiry.)
2 You are a sales manager in a company (you choose what kind), and you just attended a professional meeting where the featured speaker extolled the virtues of using Google+ (a so- cial networking space for collaboration and communication)
in her organization. Intrigued, you’d like to learn more about how Google+ might enhance collaboration and “collective intelligence” among your sales staff or in your company in general.
charge and for how long. I also would like to have the fi gures for your operations for the past two or three years, including gross sales, expenses, and profi ts. I also need to know the condition of the building, including such information as when built, improvements made, repairs needed, and so on. Hoping that you can get these answers to me soon so we can do business.
4 Criticize the following thank-you message from a college student to a professor who has sent her a job lead. LO5
Subject: Thanks
Dear Prof. Smith,
Thanks for the hot tip on the job! I’m interviewing there tomorrow!
Sarah
5 Critique the following direct claim message: LO6 I wonder if you would consider reducing the bill I recently received for repair work that Tom, one of your men, performed last week. I did not real- ize that he would charge me for the time he spent going to Home Depot to get the parts he needed. If I’d known this, I probably wouldn’t have chosen your company to do the work.
Please let me know your reply as soon as possible.
Kim Keeley
6 Criticize the following operational message from a res- taurant manager: (LO8)
Wait staff:
It has come to my attention that our customer ser- vice is substandard. We will therefore hold manda- tory training sessions over the next three weeks. See your shift supervisor to plan your work sched- ule so that you can attend.
ren03210_ch07_141-188.indd 176ren03210_ch07_141-188.indd 176 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 177
First, do some Internet research on Google+. You might also set up a Google+ account of your own to explore the Google+ features more thoroughly.
Th en email the speaker you heard—who welcomed follow-up questions—and ask her what you most want to
know about setting up and using Google+ in your type of company or department. Whether or not you will pursue this idea further will depend on her answers, so think care- fully about what to ask.
3 You are a new assistant to a marketing manager at Home Hardware, a national chain of hardware stores. Your boss has been studying the stores’ sales data from the last 10 years, and it appears that the post-Baby Boomer generations have somewhat different hardware needs and preferences than their elders did. For one thing, fewer younger adults are buying homes than the Boomers did at their age; instead, the younger generations tend to be renters longer. But even young homeowners seem to want different products, and different qualities in their prod- ucts, than their predecessors did.
“We need to get into the minds of these buyers and fi nd out what their world is like,” your boss says. “I think it’s time we did some focus group research to learn more about this demographic. Look into having one of our local marketing
research fi rms conduct a couple of focus groups for us. See what process they’d recommend to help us understand our younger customers. Find out what strategies they use, how much they’d charge—you know, everything that would be involved in having them conduct some focus groups for us.”
You do an Internet search to identify some potential fi rms. To be methodical about your research and have a written record of what you learn, you decide to submit your inquiries in writing. Your fi rst one will go to Burke, Inc. Th e company’s website provides an email address for “general inquiries,” and that looks like your best bet. Aft er thinking carefully about what you need to fi nd out and what would make one research fi rm better than another for Home Hardware’s needs, write your inquiry. (You may need to learn more about market research fi rms in general to fi gure out what to ask).
4 You’re part of the management team at a home healthcare company. You have a staff of about 12 registered nurses (RNs), 13 licensed practical nurses (LPNs), and 18 personal care aides (PCAs), who provide services to the chronically ill, those involved in lengthy rehabilitation programs, and senior citizens. Your company has been in business a long time and is well regarded. But you’ve got a big problem: Th is year, your PCAs had a whopping 60 percent turnover rate.
Th is problem is costing the company a great deal of money. Each PCA you hire has not only been through several interviews and a testing procedure but has also undergone two days of training. When the PCAs leave, all that time spent on them is wasted—and some even disappear with the cell phones you issued them. Plus, the PCAs who have to fi ll in for the ones who suddenly leave have to be paid overtime or else they will grow dissatisfi ed and possibly leave.
What you pay your PCAs is well within the industry standard, so you’re not inclined to raise their wages. But
you do wonder if your hiring process could be improved. Specifi cally, you’ve decided to look into personality testing as a way of hiring only those candidates who are really suited to the work.
You’ve done a bit of informal research on personality testing, and you’ve learned that there are several diff erent kinds, that there may be legal issues involved, and of course that it comes with a cost. To test the waters, you decide to call RightFit, a local HR management group, to discuss the possibilities. Th e receptionist puts you through to Sheila Smith, apparently the owner of the business, but you get her voice mail. Th inking quickly, you simply leave the message that you’re calling to discuss the possibility of contracting their personality-testing services but that you’ll follow up with an email providing the details.
Now write that email to Ms. Smith. Tell her enough about your situation and ask her enough on-target questions to help her prepare a helpful response for you.
5 You’re part of the management team at Mazor’s Deli, a local restaurant chain with fi ve locations in the city. Each month, the management—everyone from the fi ve store man- agers up to the president/owner—has a luncheon meeting in which they discuss any issues that have arisen, the fi nancial health of the business, progress on current initiatives, any ideas for creating new business, and various other topics. You think such meetings are a great idea, and you understand the advantages of face-to-face communication (especially in this company’s culture, which is close knit and family oriented)— but you wonder if these meetings are really worth the time and expense involved.
You recently attended a Restaurant Managers Asso- ciation meeting where you learned that many of your peers are conducting business meetings online. One online meet- ing technology you kept hearing about was (WebEx, GoToMeeting, MeetingBurner, or some other one—you choose). Curious, you checked out the product’s website, viewed the demo, and studied the fact sheet. You are think- ing that this product just might be a viable alternative to Mazor’s monthly management meetings.
To gather more facts before sharing your idea with your superiors, you decide to consult a person you met at the RMA meeting who seemed to know a lot about online
ren03210_ch07_141-188.indd 177ren03210_ch07_141-188.indd 177 1/10/13 4:41 PM1/10/13 4:41 PM
178 PART 3 Basic Patterns of Business Messages
conferencing and about the particular tool you’re interested in. Th inking carefully about what you’d like to learn about
using this technology for meetings, prepare your questions in the form of an email of inquiry.
6 Parking is tight at your urban university, especially near certain buildings. Th e campus has two large parking garages, and both of them are far away and downhill from the busi- ness building where you have most of your classes as an MBA student. Normally you don’t mind since you enjoy the trek from the garage to the business building. But as the president of your local chapter of Delta Pi Epsilon, the national busi- ness honor society for graduate students, you fi nd yourself needing to reserve one of the few surface spaces close to the building. You have invited a local businessperson to come speak at the chapter meeting on May 3 from 4:00 to 5:30 p.m.
Th is guest will be rushing to the meeting from work and will be carrying a laptop as well as various print materials to dis- tribute. You think it would be impractical as well as rude to force this guest to park in a garage and then trudge up a long hill to get to your building.
Th e parking services website at your school informs you that any special parking requests must be made in writ- ing and sent via email to Ms. Barbara Stallmeyer. Write Ms. Stallmeyer and get permission for the reserved parking space you need. Be sure you make your request at least two weeks in advance as the website directs you to do.
7 You’ve been given an important assignment from your boss, the VP at a real estate fi rm in Philadelphia: to arrange a retreat for the sales staff where they can relax, recharge, and restrategize. Th e boss wants to hold the retreat in or near Cape May, NJ. He has specifi cally instructed you to fi nd a large cottage, not a hotel or resort, because he wants the event to have the feel of a getaway, not a business meeting. But the retreat will serve important business purposes, so employees’ families will not be invited.
Aft er a good bit of Internet searching, you think you’ve found the perfect place: a large cottage overlooking Delaware Bay. You learn a lot about the property from the website— such as how many the cottage will sleep and what kind of beds are provided, how it is equipped (it has a large modern kitchen, a game room with air hockey and ping pong tables, and several large-screen TVs with cable service), what it will cost, and how much money is due by when. You also learn that linen service is provided and that minimal cleaning will be required at the end of your group’s stay.
But you need to know more. For example, is there an area inside the cottage or on the porch, with enough seats,
where the guests can comfortably meet and talk? Th e pic- tures on the website don’t make that clear. Is there Wi-Fi and cell phone service? What attractions nearby might your co-workers enjoy? And then there are the smaller things. Are charcoal and lighter fl uid included with the grill, or is it a gas grill? Are there paper towels? Salt and pepper? Kitchen linens and soap? What if the group wants to go out for drinks or food during the retreat? Are there suitable places nearby? Is the cottage in a nice area? You’ve never been there.
You wanted to ask the realtor these and other ques- tions by phone, but you and she have been playing phone tag. Plus, you want a written record of her answers. So you’ll craft a well-organized email message to get the in- formation you need to ensure that this important com- pany event goes well—and refl ects well on you. Be sure to tell her what she needs to know about your event in order to give you helpful answers. (With your instructor’s per- mission, you may change the venue and other details as appropriate.)
8 You work for a large credit union that is upgrading the soft ware it uses to manage and maintain members’ account and personal information. Everyone who works with or has access to members’ information (tellers, customer service representatives, fi nancial offi cers, loan representatives, department supervisors and managers, employee trainers, technical writers, marketing specialists, clerical staff , and information systems specialists) will need training on the upgraded soft ware. Your boss has asked you, as the lead corporate trainer, to coordinate training sessions.
You discover that the makers of the soft ware (Financial Soft ware Systems, Inc.) can provide training on site or at its corporate headquarters, which happen to be in your town. You need to know which of these options is not only the most feasible and practical but also the most cost eff ective.
You have 500 employees who will need training. You have a corporate training room with 20 computers, a reliable Internet connection, and a data projector. Th e soft ware will be installed in six months. Ideally, you would like to train all of your employees in the two months before the instal- lation. Th at way they can continue to practice on the soft - ware installed in the corporate training room if they would like.
Although you have thought about calling for the infor- mation, you decide to write so that you have a permanent record of the answers to your questions. Write to Ms. Whitley Freeman, training coordinator, to inquire about Financial Soft ware Inc.’s availability to provide training and for infor- mation that will help you decide whether to train on site or at company headquarters.
ren03210_ch07_141-188.indd 178ren03210_ch07_141-188.indd 178 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 179
11 You took out your car loan with Community Bank be- cause of its low interest rates. However, your regular check- ing and savings accounts are at Ocean State Credit Union. You can already tell that sending in a payment coupon and check each month will be neither convenient nor easy to re- member. You wonder if you can just have your car payment for Community Bank automatically deducted from your Ocean State account and sent to Community Bank. You go
to Community Bank’s website and learn that this is possible, but no details are provided regarding the process, so you de- cide to click the link to “Contact Us” and ask your questions in the text box that appears. Th ough you’ll want to think of more questions, you will at least want to know if there is a fee for this service and how long it takes to set up this payment option.
9 You are a recently hired associate at Van Fleet Analytics, a medium-sized marketing research fi rm. In addition to being a well-respected industry leader in marketing research, the fi rm prides itself on its work within the community. One specifi c community service project is the company’s annual “bowl-a-thon” to raise money for the local Humane Society. Your supervisor asks you to coordinate this year’s bowl-a- thon. In the past, the bowl-a-thon has been held at diff erent bowling alleys throughout the city, so your supervisor leaves it up to you to fi nd the best deal. In conducting research on the Internet, you come across Marcotti Lanes, which bills
10 As Komal Gupta, the person in charge of the opening ceremonies buff et for the university’s World Village celebra- tion next month, you need to order food appropriate for the celebration. Your town has a great Middle Eastern restaurant (Zorah’s) that you think you want to feature. You visit the restaurant’s website and are happy to learn that you would be able to order enough tabouli, hummus, pita bread, rice fl avored with almonds and pine nuts, slow-roasted chicken (Zorah’s specialty!), and baklava for 120 people.
What you aren’t sure of, though, is the cost. In addition, the website says the items can be ordered by the half tray or
the whole tray, and you’re not sure how many people a half tray or whole tray will serve.
You’re hoping that because the event is for a worthy cause and because the event would generate publicity for Zorah’s, you might get a bit of a price break on the order. You would even be willing to pick up the order by 11 a.m. on the Saturday of the event. Using the email address provided on Zorah’s website, write a request for the information you need to decide whether you will serve Zorah’s food at the World Village celebration.
12 You are an intern for Canon City’s recently formed Downtown Area Development Commission. Th e commis- sion promotes downtown businesses, markets the downtown area as a great place for businesses to locate, and encourages citizens to shop downtown stores and enjoy local entertain- ment and dining. To build community spirit, the commis- sion has decided to hold a contest to fi nd its logo. Artists who are Canon City residents are encouraged to submit their de- signs for the commission to use on all of its work. Th e artists agree to be photographed and have their names used in the commission’s publicity. Th e winning artist will receive $2,500 and a year of free advertising in the commission’s monthly newsletter and on the commission’s website.
All the artists need to do is submit a logo in .jpg for- mat, proof of residency (think of what this might be as you write your document), and the legal agreement relinquishing
rights to royalties or profi t from their work if the commission chooses their logo. Th e logo can be sent by email or in the mail on a DVD, but it’s not your fault if the DVD is dam- aged in the mail. Th e other forms can be completed online or downloaded and sent in the mail. Add any other details you think would be helpful.
Your job is to write a request to local artists asking that they submit a design. Th e announcement will be posted on the commission’s website. You can format it in Microsoft Word as you want it to appear on the site. Your company’s webmaster will take care of the online formatting; he just needs to know how you want it to look. It’s important for artists to know that if they violate any of the steps in submit- ting their logo, they will be immediately disqualifi ed from the contest.
itself as “one of the premier bowling and entertainment centers in the region.” Intrigued, you decide to fi nd out more.
In an email of inquiry, come up with realistic details about the event (e.g., date, time, number of lanes needed, food and beverage requirements) that you will need to let Marcotti Lanes know about. In addition, devise a list of ques- tions that will determine if Marcotti Lanes is suitable for your event. Th ese questions may be related to cost, non-bowling entertainment options, or anything else of importance. Write the questions in such a way that you’ll be sure to receive a thorough, detailed response.
ren03210_ch07_141-188.indd 179ren03210_ch07_141-188.indd 179 1/10/13 4:41 PM1/10/13 4:41 PM
180 PART 3 Basic Patterns of Business Messages
13 You and a friend have decided to move off campus next year into an apartment. Together, you have narrowed down your list of requirements: Th e apartment needs to be within a 15-minute walk of campus, have two bedrooms, allow pets, have on-site laundry facilities, and cost no more than $550 per month including rent and utilities.
Aft er scouring your campus resources with no luck, you come across a posting on craigslist that sounds like it might
Favorable Responses
14 You are an alum of ______ (your school). You cur- rently work as the director for a local nonprofi t organization (you pick the organization). Recently, your school’s Center for Career Services contacted you asking if you would be willing to provide an internship for current students at your school. Th ese students would be juniors and seniors ma- joring in accounting, fi nance, management, or marketing, though the Center for Career Services thinks marketing and management majors would be most interested.
You are willing to provide the internship. You can off er 15 hours a week to someone who would be willing to help
15 You’re a junior fi nancial analyst at the Wrigley Com- pany in Chicago, and you’ve just received an email from a student at the local university asking if she can shadow you for a day to learn more about what the work in her major will be like. Write the student and tell her she can shadow you; tell her which day of the ones she suggested is best for you and when she should arrive; tell her where to park and
enter the building and where/how to meet you; and cover any additional questions she’s likely to have. Drawing upon your knowledge of the job you’re pretending to have and the kind of company it’s in, write a cordial, clear, well-organized, and thorough email that gets the visit set up and prepares the student to have an educational, enjoyable day.
16 You assist the operations manager at a manufacturing company, and one of your jobs is to ensure that you always have enough staff to maintain your production schedule.
In the last week, you’ve heard from several of your supervisors that your newer employees, as well as some of the more experienced ones, are asking about how to request vacation time during the summer. Th ey want to know when they can take vacation, how soon they need to let you know, where they can go to use the online vacation leave forms (which are new since last summer when employees had
to print forms and fi ll them out), and how they can check online to see how much vacation they’ve accrued (also new since last summer when they had to contact their supervisors directly).
Summer is a slow time for your company except for the fi rst two weeks in June, the last week in July, and the fi rst week in August, when no one is allowed to take vacation.
Creating realistic details as needed, write a response to these employees explaining the vacation request policy and process.
17 You are an intern for Kaya Asher, director of corporate communications at Argus, a management consulting fi rm. Kaya has been asked to lead a seminar to help the sales rep- resentatives use more persuasive oral communication, in- cluding formal presentations. Because she wants to do more than just tell her audience about oral communication skills, she plans to use YouTube videos to make her presentation more interesting and engaging. She has asked you to fi nd
four YouTube videos, two that illustrate eff ective oral com- munication and two that illustrate poor oral communication. You fi nd four videos that you think will work for her as well as some alternatives. Write a response to her request. Provide links to the videos as well as a brief summary of what each video contains and why you think it is appropriate for Kaya’s presentation.
be perfect: “2-bedroom apartment within walking distance of campus. Laundry nearby. Cost: $535/month. Available August 1. Contact Casey at [email protected] for more information.” Taking into account your needs, write an email to Casey to fi nd out if this apartment will meet all of your requirements.
Remember, this correspondence could be the start of a year-long professional relationship.
with marketing, public relations, social media advertising, and general offi ce tasks. Th e intern would assist in writing grant proposals and perhaps presenting reports orally and in writing to the organization’s board of directors. What you cannot off er, though, is fi nancial compensation. You’re a nonprofi t organization that is not, nor is ever likely to be, in a position to pay an intern.
Write a response to the Center for Career Services explaining what you can do and minimizing any negative news.
ren03210_ch07_141-188.indd 180ren03210_ch07_141-188.indd 180 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 181
18 You’re an assistant manager at the Hilton Hotel, St. Petersburg, FL. You’ve just fi elded a phone call from Mark Freshley, who was a guest at your hotel last week. He had breakfast in the hotel café the morning he checked out, so the printed bill you prepared for him was missing this last ex- pense. He’d like for you to email him a new fi nal bill showing this expense so that his company can reimburse him for it.
19 As director of corporate communications at the head- quarters of a large consumer-goods manufacturer, you’ve just received an email from Jan Tofar—one of the com- pany’s newest, youngest hires—proposing that you discuss “mindfulness” in one of your weekly feature articles for the company intranet. Jan has been reading research and Web posts about the negative eff ects of multitasking and the ben- efi ts of a focused approach to one’s work. She believes that the employees should be educated on this topic and taught how to minimize distractions that create stress and hamper productivity. Specifically, you will use her ideas and some
research of your own to write a feature article about the benefits of reducing multitasking and increasing mind- fulness at work. Before coming to this decision, you made sure to get the approval of Human Resources, since em- ployee productivity and welfare is their area of expertise and authority. In your favorable response to Jan, be sure you show that you appreciate her idea, that you will do a good job on the article, and that she’ll get credit for her suggestion.
20 Recently, you received a letter from Jana Perkins, president of Midway University’s Beta Upsilon Sigma (BUS) business fraternity. BUS is holding a silent auction to raise money for LIVESTRONG, a foundation to help cancer sur- vivors and fi ght cancer, and has contacted you to see if your company, Backwoods Outfi tters, could supply some items for the auction. Your company sells camping gear, hunting and fi shing equipment, biking gear, skis, snowshoes, cloth- ing, nonperishable food and dry goods, canoes, kayaks— anything anyone would need for an outdoor venture no
matter how large or how small. In addition, Backwoods Outfi tters off ers weekend rental packages that include a tent, canoe, backpacks, and supplies for $200 per weekend. Th e store also rents canoes, kayaks, bikes, skis, snowshoes, and additional camping gear separately.
As the manager for Backwoods Outfi tters, you are happy to grant Jana’s request and see this as a great opportunity to advertise your company and do something for the students and community. Respond to Jana’s letter, telling her which item or items you will provide for the auction.
21 Great news: As president of your school’s Rowing Club, you’ve just received an off er from Michael Selzer, the man- ager of a local grocery store and an alum of your school, to pay your student organization $500 to staff his store’s table at the city marathon and half-marathon. Considering that your student organization is currently fundraising to pay for a cross-country trip to attend a competition, the timing of this off er couldn’t be better.
Th e water and sports drinks will be provided by the marathon, and Selzer will handle the setup of the table and promotional banner. Your club is being asked to provide the
person power—a minimum of seven people to staff the table from 7:00 a.m. to 3:00 p.m. Th is time commitment may be an issue for some of your members, given that the race is being held the weekend before fi nals week.
Write an email to Selzer thanking him for the op- portunity and agreeing to participate. Find out how many people have to be at the table at any given time, and ask any other questions you may have. Be sure you make him feel good about choosing your organization for this fundraising opportunity.
Order Acknowledgments and Other Th ank-You
Messages
22 You’re a student who just shadowed a professional in your area of study. You had a great day with at the company. Sure, there was some down time when she was answering email and doing paperwork, but
she made an eff ort to tell you what she was doing and why. (Plus, for those down times, she’d given you some good read- ing material about the company and its industry.) She also included you in a meeting with her team and in chats with other employees on her breaks. She treated you to lunch and had gone to the trouble to invite a couple of entry-level
Write the email to Mr. Freshley and send him the bill as an attachment. While you’re at it, you’ll thank him for his business, of course. You’ll also take advantage of this opportunity to invite him to join Hilton’s rewards program, HHonors. Study the program at hhonors.hilton.com and select the details that you believe will be most appealing to him.
ren03210_ch07_141-188.indd 181ren03210_ch07_141-188.indd 181 1/10/13 4:41 PM1/10/13 4:41 PM
182 PART 3 Basic Patterns of Business Messages
employees—with jobs like the one you hope to get aft er you graduate—to join you. All in all, she really outdid herself. Th ank her in a way that befi ts the eff ort she went to for you.
(Fill in the realistic details that your message will need in order to be eff ective.)
23 You’ve just been hired as a marketing intern for a large online auto parts dealership, AutoGeek.com. Your boss drops by your desk and asks you to look at the order- acknowledgment email message that the company currently uses. Here’s what it says:
This email was sent from a notifi cation-only email address. Please do not reply to this message.
Dear [Customer]:
You have received this message because you have ordered a product from AutoGeek.com. If you’d like to be removed from our mailing list, reply with a blank message to [email protected].
Please be advised that you may not change or cancel your order, as we begin processing or- ders as soon as they are placed.
We are currently checking your credit infor- mation and inventory availability. You will receive a
Sales Invoice once your order has been assembled and packaged. If you do not receive a Sales Invoice within 24 hours, please contact us.
Your invoice number is: 11-38520.
All orders are shipped no signature required. Please be aware that orders only ship on business days, we do not offer weekend or holiday delivery. All orders placed after 5 p.m. EST will ship the fol- lowing business day. A tracking number will be emailed to you within 1–2 business days.
Frequently asked questions: Visit our website and click on Customer Service.
Thank you for buying from AutoGeek.com.
“Th ink you can do better?” your boss asks. “Absolutely,” you answer. Go for it. (If your instructor permits, you may choose another type of business for this case.)
24 A few years ago you and your spouse bought a lake cot- tage near Saugatuck, MI, to rent out until you retire there. It’s an attractive, nicely furnished cottage, and it rents reason- ably well during the short summer season (this far north, the warm weeks don’t last very long).
You’ve been fi elding inquiries from one Deb Sloan, who has been considering renting your cottage for the week of July 4. Today you got her rental deposit in the mail and her
confi rmation that she and her family do want to rent the cottage.
Send her a receipt for her deposit and thank her for choosing your property. Make her feel good about her choice and provide any additional information she might need. You could build some extra goodwill—and perhaps turn her into a repeat renter—by suggesting things to do and places to visit while she’s in the area.
25 As part-owner of your parents’ restaurant, Zorah’s, you responded to Komal Gupta’s request for information about serving 120 people at the World Village Celebration (See case #10). You said in response to the request for a price break that you would put a little extra food on all the trays and include a full order of olives (priced at $20) at no charge. You also agreed to waive the $100 deposit that is usually re- quired for large orders.
Komal was impressed by your response and placed an order. Because each tray serves about 40 people, Komal
placed an order for three trays of each of the following items: tabouli ($60), hummus and pita bread ($50), fl avored rice ($60). Because the slow-roasted chicken must cook all day and is only available for dinner customers, grape leaves stuff ed with lamb ($0.75 each, two per person) were ordered instead.
Write a note to Komal Gupta acknowledging the order and expressing your gratitude. Make Komal feel that select- ing your cuisine for the event was a great choice.
26 As the assistant to the executive director of the Asso- ciation for Business Communication, write the “welcome” message that you will send to new members. Th e message will include a receipt for their fi rst-year dues, their member number (with which they can access members-only web- pages), and of course contact information for the organiza- tion. Highlight any other benefi ts of membership you think
new members would enjoy. Add any other opportunities for members to become active in the ABC. Just as importantly, though, make readers feel good about the investment they’ve just made in their professional development. Remember that the more they take advantage of what the organization has to off er, the more likely they’ll be to renew their membership next year.
ren03210_ch07_141-188.indd 182ren03210_ch07_141-188.indd 182 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 183
27 Recently, you met with Dan Arojo, marketing manager with DeZine, a major architectural and construction fi rm. His company released an RFP (request for proposal) for someone to design, host, and maintain his company’s web- site. Your company, Web2Go, specializes in Web design and plans to submit a proposal. Fortunately, Mr. Arojo was kind enough to meet with you to answer some questions regard- ing the proposal. He emphasized that DeZine is looking for a creative site that uses modern Web technologies but is user friendly, easily navigated, and visually appealing.
You learned that DeZine’s signature architectural style is edgy and “hip” while being environmentally conscious. You
28 As the general manager of Riverview Golf Club, you are responsible for the club’s facilities, accounting, and event planning. Th e club’s 400 members are very pleased with the job you are doing. Last year, you received a special commen- dation from the club’s membership for your role in secur- ing and hosting a big golf tournament called the Midwestern Open. Th ings are going quite well for both you and the club.
Recently, you received the following email:
Hello, my name is Michael Jones, and I am an as- sistant for Senator Katherine Rettig. The senator will be in town this weekend to meet with some of her constituents. As you may know, the senator is an avid golfer. Ever since she watched last year’s Midwestern Open on television, she has been very interested in playing a round of golf at your club. We understand that your club is private, so please don’t feel obligated to permit the senator to play at your club if you believe it would upset your mem- bership. However, she would really like to play your course, and would require no special attention
other than allowing three members of her legisla- tive team to play alongside her. Ideally, the senator would like to play on Saturday afternoon.
Thank you for your consideration.
You are very excited about the possibility of Senator Rettig’s playing at Riverview! It would generate great publicity for the club. And since she is very popular with your member- ship, you don’t foresee any problems with allowing her to play on Saturday aft ernoon. In fact, you believe that many of the members would be interested in meeting the senator to hear her opinions on the recent tax bill that was introduced into the Senate.
Respond to Michael Jones’s email granting permission for the senator to play at Riverview. Provide directions and state what time the senator should arrive at the club. Also, ask Mr. Jones if the senator would be willing to meet infor- mally with some interested members for a half-hour discus- sion of the new tax bill either before or aft er her golf round.
29 You are the community liaison for a nonprofi t orga- nization of your choice. Your organization participates in a program where donors can give to your program through an automatic credit or debit card deduction. Write a letter to these donors to thank them for their donations and update
them on the organization’s accomplishments during the past year and plans for the coming year. Tip : Th ink about how you might use technology to help you include a personalized salutation rather than simply “Dear Donor.”
30 Recently, your student organization attended a national conference and competition in Anaheim, California. You did a considerable amount of fundraising from both campus de- partments and businesses in the local community prior to the trip to defray costs for your members.
Aft er a lot of hard work and determination, your group placed fourth out of 25 teams from all over the United States.
It was a great experience—and clearly it would not have been possible without the fi nancial help from your supporters.
Now that the competition is over and you are back on campus, write a thank-you letter to your supporters. Let them know how thankful you are for their contributions. Make sure that your letter is professional so that you can keep them on your donor list for the future.
31 You are currently completing your senior year of college and are in the process of applying to jobs for aft er graduation. One of the companies you would love to work for is Grant
Th ornton. At the moment, It does not have any job openings in your area, so you emailed their human resources man- ager, Janet Robino, to request an informational interview.
learned that you will need to include a list of all fees you will charge for designing, creating, and hosting the site; if there are fees that DeZine will incur that are not part of the proposal, you must list them, as the company wants no surprises. In addition, if you plan to subcontract any of the work (e.g., use freelance designers, artists, writers), you must list the subcontractors in the proposal as well. Furthermore, any work you create would become the property of DeZine, not Web2Go. Aft er your talk with Mr. Arojo, you are confi dent that your company’s pro- posal will meet his needs and are excited about submitting it. Write a thank-you note to Mr. Arojo for meeting with you and providing you with the information for your proposal.
ren03210_ch07_141-188.indd 183ren03210_ch07_141-188.indd 183 1/10/13 4:41 PM1/10/13 4:41 PM
184 PART 3 Basic Patterns of Business Messages
She must have liked your message because she invited you to visit the fi rm. You did so yesterday, and Janet was very generous. She showed you around the offi ce and patiently answered your questions. In addition, she introduced you to other employees at the fi rm, who described the projects that
they were currently working on. When the visit was over, Ms. Robino gave you a Th ornton coff ee mug. It was a very good experience, and you learned a great deal! Write a thank-you note to Ms. Robino expressing your appreciation for all that she and her colleagues did during your visit.
Direct Claims
32 You’re a clerk in the accounting offi ce of Hocking Hills Resort and Spa, which recently placed a 2/3-page advertise- ment in Travel Ohio magazine. Today’s email brought a no- tice from the magazine that Hocking Hills’ account had been charged $3,700—the amount that a full-page ad costs.
You check with Lizzie Adams, the assistant director of sales and marketing for the resort, and she informs you that
this amount is wrong. She proves it by showing you a list of the magazine’s advertising rates and a copy of the purchase order, which clearly states the amount for a 2/3-page ad. Ob- viously, the accounting offi ce for Travel Ohio has made an error.
Write Travel Ohio to request a credit to Hocking Hills’s account. Use the medium and any supporting evidence that you think will do the best job of getting the results you seek.
33 You open the box of monogrammed shirts you or- dered online for the servers at your new restaurant, and your face falls: Th e shirts are the right color, style, and sizes, but the monogrammed name on the shirts, “Mama Mia’s ,” is misspelled.
You call the company from whom you purchased the shirts, Rite Uniforms, and talk with a customer service rep- resentative, Suzanne Miller. When you explain the situation, she fi rst off ers her sincere apologies. She then tells you what to do to get the shirts replaced. First, you need to fax her
a letter on company letterhead that explains the error and requests replacement shirts. Once she receives this letter (which she will need in order to process your request), she will send you return shipping instructions and get the com- pany working on your replacement shirts.
As you prepare to do as she asks, you think about any- thing else you might add to your message that will help Rite Uniforms solve the problem to your liking and get your relationship with them off on the right foot. Prepare your fax for Suzanne.
34 Remington Textiles is hosting a welcome dinner for a delegation of German executives who are interested in learn- ing about Remington’s products and possibly pursuing some contracts. You really want to make a good impression, so you have paid close attention to the details for the dinner. You even contracted with a local design company, Ridge Water Designs, to make an elegant, tasteful welcome banner to place above the doorway of the private room at the restau- rant where the dinner will take place.
When you ordered the banner, Robin Heinze, the de- signer, told you that Ridge Water Designs could do the ban- ner but could not deliver it until the aft ernoon of the dinner. Th ough you were nervous about getting the banner so close to the time of the dinner, you agreed aft er you were assured
that everything would be fi ne. Th e banner arrived two hours before the dinner. It looked great, but Ridge Water Designs had spelled the German company’s name incorrectly. Obvi- ously, you could not use the banner, which cost $225, and you were incredibly disappointed, as you had sent Ridge Water Designs an email with the spelling of the company’s name and even spelled it over the phone when you ordered the banner. On the day of the dinner, Ridge Water Designs had sent you a quick email to confi rm that the banner was sent but had indicated that no one would be in the offi ce for the rest of the day.
Write to Robin Heinze and request that you not be charged $225 for a sign that you obviously could not use.
35 You are the production supervisor for Pearl River Growers, a greenhouse and nursery. You ordered 200 trays of dahlia “plugs” (plants that start growing in small pots and are transferred to larger pots or gardens once they’ve matured).
One of the trays arrived frozen, which means that all of the plugs are dead. Choose an eff ective communication channel and create a message requesting a replacement tray .
36 You are the building manager for Schneider Enter- prises. Aft er a recent construction project at the company, you contracted Custom Cleaning Services, a commercial cleaning company, to clean the offi ce. According to the
contract, you would pay $3,000 once the job was completed. When you drew up the contract for the cleaning, you and Beth Menendez, manager of Custom Cleaning Services, developed a checklist of cleaning jobs that needed to be
ren03210_ch07_141-188.indd 184ren03210_ch07_141-188.indd 184 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 185
done. Th e cleaning crew worked throughout the weekend. Th ough you let them in the building on Saturday morning and Sunday morning, you only checked in the evening that the building was locked aft er the crew left . You did not check the crew’s work .
When you arrive for work on Monday morning, you no- tice that the cleaning crew missed some of the items on the checklist, and the cleaning job is sloppy. Th ere are streaks on
the windows. Th e walls also have streaks of dust, dirt, and fi ngerprints. Some of the light fi xtures have not been cleaned or dusted, and the fl oor seems to have a fi lm of some kind on it—like the cleaner did not quite cut through all of the dirt. You know that Beth would not fi nd this cleaning job acceptable and would want you to be a satisfi ed customer.
Contact Beth and request what you think is reasonable for addressing this situation.
37 You are a musician who has ordered books of sheet music for a wedding reception that you and the other three members of your quartet will play for in two weeks. Unfortu- nately, when the books arrive, they are not what you ordered. You can return the music, but you still do not have what you need for the wedding in two weeks. You feel that because this is the company’s fault, the company should overnight the right music at no charge to you. You’ll gladly return the music you can’t use, but you won’t be paying the $7.95
shipping charge—that would be unreasonable since the mis- take was not your fault. You called to talk with a customer service representative but got a message saying that all phone lines were busy and that for faster service, you should go to the company’s customer support webpage. You go to the page and learn that you can type your message into a Web form and receive a response within two hours. Write a direct claim that gets you what you need.
38 You are the owner of a small bakery, Lakewood Con- fectioners. Your business is expanding, and you decide to order three new display cases from Wolburg Furniture, a company based 200 miles away with whom you have not previously done business. However, you have heard positive reviews about the quality of its products from a friend and fellow small-business owner. When the display cases arrive, you are surprised to fi nd four sitting on the loading dock, not the three that you ordered. You double-check with your
bookkeeper, Sam Ross, and verify that the purchase order clearly specifi ed three display cases. Normally, you would simply put the extra item in a box and return it to the sender. However, these display cases are large, and shipping one would be both time consuming and expensive. In addition, the large extra case is taking up the limited space on your loading dock. Send an email to Wolburg Furniture’s shipping department requesting that someone come pick up the extra display case as soon as possible.
Adjustment Grants
39 You’re a customer service representative at CarParts.com, and you recently received a request, posted to your website, that you correct an error your company made (see Chapter 8, case #14). Th e customer makes a good case, and the purchase re- cords confi rm his account of what happened: Th e website does list the wrong number for the part (a problem that you have the webmaster correct immediately). Th e purchase records also show that this customer buys from you quite oft en.
You’ll be glad to pay the return shipping for the wrong part (you will send him a prepaid UPS label) and will credit
his account once you receive it. You will also be glad to send the replacement part directly to the car repair shop, as he requested. He does need to understand, though, that it’s just not economically feasible for you to send this part via overnight shipping. Th e best you can do is get it to the shop within two business days. He’ll need to let you know if, under these circumstances, he still wants the part delivered there. You’ll of course extend your apologies for the trouble caused by the error on your website. Overall, you’ll do your best to restore any goodwill that the incident may have cost you and make the customer feel good about ordering from you again.
40 You work in member services for a local credit union. Today you received a phone call from Sue Wong, a very upset credit union member. Every month, her paycheck is depos- ited in her savings account, with $1,000 automatically trans- ferred to her checking account so that she can pay her bills. Th e automatic transfer has been occurring for three years and has never failed before. Last month, however, the funds were not transferred. Not realizing the funds had not transferred, Ms. Wong wrote several checks against the checking account.
Th e account, of course, had insuffi cient funds to cover the checks, and Ms. Wong incurred service charges of $250.
Although Ms. Wong should have checked her account balance before writing the checks, the error is clearly the credit union’s fault. When you spoke with Ms. Wong on the phone, you told her you would transfer the funds and reverse the service charges.
Credit union policy requires that you follow up these types of phone calls with a letter verifying that you have
ren03210_ch07_141-188.indd 185ren03210_ch07_141-188.indd 185 1/10/13 4:41 PM1/10/13 4:41 PM
186 PART 3 Basic Patterns of Business Messages
resolved the issue and explaining to the member what you did. Write the letter to Ms. Wong. You might remind her that if she would use the automatic payment option off ered by the power company, most credit card companies, and many
other services, she wouldn’t have to worry about what is in her checking account or about even having to transfer money to her account each month.
41 Play the role of Suzanne Miller at Rite Uniforms and respond to case #33 in this chapter. Th e customer has faxed his request for replacement shirts to you as you requested, and you’re now emailing him to provide instructions for
returning the shirts. Include in your message any informa- tion that will answer his likely questions, and be sure to do your best to restore any lost goodwill.
44 Oops—it looks like one of the mowing teams at your company (Beauty Lawn) made a mistake (see case #12 in Chap ter 8). Your customer’s request for an adjustment is reasonable, so you’ll grant it. You’re just happy the damage wasn’t any worse. What else might make this new customer
feel that he chose the right lawn care company and that such errors will not be likely in the future? Say whatever you think appropriate to retain his loyalty and restore his confi dence in Beauty Lawn’s expertise.
43 Rarely do your professional cleaners make a mistake, but it looks like this time is an exception. Ms. Julie Todd just brought in an Eileen Fisher knit jacket that your clean- ers managed to shrink so badly that it isn’t even an adult size anymore. She also brought in a printed webpage show- ing that the jacket, which is no longer available, had sold for $250. You asked her how long she’d had the jacket, and she said two years. You promised to have your cleaners see what they could do with the jacket and then get back to her.
Now you must write her a letter off ering her an adjust- ment. Th e jacket was so hopelessly shrunk that it could not be restored to anything near its original size. You have an adjust- ment chart that you use in cases like this one, and it indicates that you should pay her half of the clothing article’s original value. So you’ll off er to void the cleaning charge for the jacket and credit her account for $125 (if she wants the jacket back, though, you cannot adjust the bill; you keep the article of cloth- ing in such circumstances so that customers won’t feel encour- aged to make other such claims and then keep the clothing).
42 You have just received a claim letter from Candace at Handel and Schmidt Holdings (see Chapter 8, case #16). As Bob Sawyer’s trusty offi ce assistant at Sawyer Steakhouse, you must handle her request for a partial refund on her bill. Sawyer’s is the most popular steakhouse in the city—and it just so happened that, on short notice, the mayor decided to bring some visiting dignitaries to dinner on the night when the complaining customer held his company outing. Th at would account for the seating delay that the customer’s party experienced. As for the unpleasant server and mixed-up
orders . . . you’re not sure what happened there. Perhaps the surprise VIPs threw the staff into something of a tizzy. Regardless, you are disappointed that Handel and Schmidt’s experience did not refl ect your usually stellar service.
At any rate, you understand the customer’s point and are genuinely sorry that his special occasion was fl awed. You’ll defi nitely adjust the bill and do any other reasonable thing you can to regain his confi dence and earn his repeat business.
Internal-Operational Messages
45 Revise the following poorly written message so that the message is clear and direct and has an appropriate tone and style. You may add information if you need to for the mes- sage to make sense. Be sure to fi x any grammar, mechanics, punctuation, or word choice errors.
From: Jim Hannigan Sent: Tuesday, June 2, 2013 To: All Employees Subject: Security System
As many of you have noticed the security system is not working at this time, we are aware of this problem and are awaiting repair parts to correct the issue.
In response, the outer doors are unlocked and you will not need to use your badge until we are repaired.
Later this evening we will be falling back to keyed door locks for the evening.
If you are going out the front door, you will need to use the handle to get out the exterior doors after 5 PM.
Thank you for your patients,
Jim Hannigan Building Supervisor Ext. 5555
ren03210_ch07_141-188.indd 186ren03210_ch07_141-188.indd 186 1/10/13 4:41 PM1/10/13 4:41 PM
CHAPTER 7 Getting to the Point in Good-News and Neutral Messages 187
46 Revise the following poorly written message so that the message is clear and direct and has an appropriate tone and style. You may add information if you need to for the mes- sage to make sense. Be sure to fi x any grammar, mechanics, punctuation, or word choice errors.
Employees are taking too long of breaks. This must stop immediately so that we don’t lose productivity. If we lose productivity, we could lose customers, and you could lose your job.
Remember that you get 15 minutes in the morning and 15 in the afternoon. You get 30 minutes for lunch.
47 As a company that has more than 50 employees liv- ing in or near the city where it is located, your company is covered by the U.S. Family Medical Leave Act (FMLA). Th is means that employees who meet certain criteria, as outlined by the U.S. Department of Labor ( www.dol.gov/esa/whd/ regs/compliance/whdfs28.pdf ), may take up to 12 weeks of unpaid leave if they have a baby, an extended illness, or an impaired relative to take care of.
Many companies have started “leave donation” pro- grams that enable employees to donate some of their ac- cumulated sick leave or vacation time to fellow employees who have taken unpaid leaves. As offi ce manager for your company, you periodically remind employees of this oppor- tunity to help their colleagues. You think the time has come around again for this reminder, especially since you’re aware
of at least two employees who might need their co-workers’ donations.
Write the employees, some of whom have never heard of this program, about the leave donation program. You will direct them to the FMLA website and to your own company’s intranet for the full, offi cial details; however, you will include the basics in your message: how much leave employees need to have accumulated in order to donate, the minimum and maximum amount of hours they can donate, the irreversibil- ity of the donation, what recipients may use it for, how to donate, the fact that donating is strictly voluntary, and what- ever else you think readers need to know in order to decide whether to pursue the matter further. (To generate such de- tails, you can visit the FMLA website and the website at your school or business that describes this kind of policy.)
48 You are the facilities and grounds supervisor for AVG Enterprises. It’s now April 1. Every summer you clean the offi ce carpeting and polish and wax the fl oors. Employ- ees can also request that their offi ces be painted, but their supervisors need to justify and approve the request. Th ose who have had their offi ces painted in the last fi ve years can forget having them painted again, as you do not have the time or the budget. You do the fl oors one department at a time. You have to schedule cleaning for accounting, human resources, education and training, facilities and grounds, communications, sales, marketing, and information systems
departments. Usually, it takes a week to do one department, as you have to do this early in the evening so that the fl oors are dry by the time employees arrive the next morning. If any offi ces need to be painted, the job needs to be done before the fl oors are done; you need three weeks’ notice so that you can pick colors, order paint, and schedule the work. Th e fl oor maintenance will begin June 1. Develop a cleaning schedule that you’ll send to all employees and department supervisors. Remind employees of the approval process for getting their offi ces painted. Because not everyone in the building has ac- cess to email, you’ll write this as a memo.
49 You are the human resources manager for a pub- lic relations company. Your company employs people in many types of positions (e.g., communication, marketing and sales, creative services, accounting, customer service and support, clerical). You were talking with a colleague at a recent Society for Human Resource Management meeting and learned that your colleague’s company of- fers professional development activities for its employ- ees. Th ese activities are generally workshops in which an expert shares his or her knowledge on a particular topic such as confl ict resolution or email etiquette. Workshops are held on site. Most are only an hour or so and are held once a month during the workday. Of course, employees
are paid to attend these sessions and are not required to attend all of them—only the ones that interest them.
You think this kind of professional development program is just what your company needs. You present such a program to your CEO and receive permission to try the program for six months, so you develop a list of topics, set a schedule, and contact experts who agree to lead the workshops.
Send a message to the employees of your company in which you describe the program, present a schedule, invite them to attend, and include a brief list of the topics the pro- gram off ers in the next six months. Be sure you think about what information might motivate readers to participate in this program.
This means you don’t leave early, and it doesn’t mean you take 30 minutes to eat and then take another 5 or 10 to get back to work. This means you get back to work after 30 minutes. Also, this means that when you are working, you are not allowed to be on Facebook or email for personal reasons. This has lead to alot of waste time, to.
I know all of you care about your jobs. If their is any questions, please do not hesitate to contact me. Thank you for all of your hard work. It is appreciated.
ren03210_ch07_141-188.indd 187ren03210_ch07_141-188.indd 187 1/10/13 4:41 PM1/10/13 4:41 PM
188 PART 3 Basic Patterns of Business Messages
50 Over the last 10 years, you and four friends have grown your little technology consulting business, IT Doctors, into an 80-person company. Th e time has fi nally come to hire a human resources professional rather than contracting out the payroll and benefi ts services. So you hire Lauren Kiser, who brings extensive knowledge and experience to the posi- tion. Aft er working there a couple of months, Lauren comes to you with a concern. “IT Doctors doesn’t have a sexual harassment policy,” she says. “I see a lot of friendly teasing going on between the male and female employees, but some- times the females seem a bit off ended. To have a welcoming company culture and to ensure that you don’t run into legal
51 Continue on as the executive in case #50 above. Th e new sexual harassment policy you announced two months ago seems to have been well received, but recently you had to use it as grounds for a written warning to an employee whom two employees had complained about. Th is warning went into the off ending employee’s personnel fi le.
Perhaps as a result of this action, news of which no doubt made its way around the company grapevine, other employees seem to have become curious about exactly what goes into a personnel fi le and how that information can be
used. Aft er doing some research on this topic, send the em- ployees an email in which you enlighten them. In prepar- ing your email, consider the kinds of questions they’re likely to have. For example, what kinds of documents get put into a personnel fi le? Which, if any, of these can be shared, and with whom? Are the contents of personnel fi les ever shared with those who are considering hiring IT Doctors’ former employees? Can employees read their own personnel fi les? You may well think of additional questions that you should address.
52 Each year your company organizes a team to partici- pate in your city’s Making Strides Against Breast Cancer walk, one of a series of walks sponsored by the American Cancer Society. Th is year you are the coordinator of your company’s team. Your fi rst task is to invite all employees to an informational meeting. Send a message to everyone in the company regarding the meeting and include an agenda for the meeting. A little research on the Making Strides Against Breast Cancer website will help you decide what to
include in your message. Of course you want your message to start generating enthusiasm for the cause right away—but be sure you make clear that coming to the meeting won’t obligate anyone to participate in the walk. You just want to spread the word about it and be sure that anyone looking for a worthy cause to support (and an inspiring team experi- ence) knows about this opportunity. Th ose who want to be on the team can sign up at the end of the meeting or let you know by August 3.
trouble, I think you really need a sexual harassment policy. It doesn’t have to accuse anyone of anything. But it should make clear what constitutes sexual harassment and empha- size that any such forms of behavior are grounds for repri- mand or even dismissal.”
To help you develop such a policy for IT Doctors, she sends you some Web links to other companies’ policies and also directs you to the U.S. Equal Employment Opportunity Commission’s (EEOC’s) website. Th inking carefully about the information you’ve gathered and the kind of response you want from your employees, send out a memo in which you announce IT Doctors’ new sexual harassment policy.
ren03210_ch07_141-188.indd 188ren03210_ch07_141-188.indd 188 1/10/13 4:41 PM1/10/13 4:41 PM
Learning Objectives Upon completing this chapter, you will be able to write indirect messages to convey bad news. To reach this goal, you should be able to
1 Determine which situations require using the indirect order for the most effective response.
2 Write indirect-order messages following the general plan.
3 Use tact and courtesy in refusals of requests.
4 Compose tactful, yet clear, claim messages using an indirect approach.
5 Write adjustment refusals that minimize the negative and overcome bad impressions.
6 Write negative announcements that maintain goodwill.
CHAPTER EIGHT
Maintaining Goodwill in Bad-News Messages
ren03210_ch08_189-225.indd 189ren03210_ch08_189-225.indd 189 1/11/13 2:57 PM1/11/13 2:57 PM
190 PART 3 Basic Patterns of Business Messages
APPROACHES TO WRITING BAD-NEWS MESSAGES As explained in Chapter 7, the indirect order is especially effective when you must say “no” or convey other disappointing news. Several research studies indicate that negative news is received more positively when an explanation precedes it.1 An explanation can convince the reader that the writer’s position is correct or at least that the writer is taking a logical and reasonable position, even if the news is bad for the reader. In addition, an explanation cushions the shock of bad news. Not cushioning the shock makes the message unnecessarily harsh, and harshness de- stroys goodwill.
However, research also indicates that the direct approach is warranted for communi- cating negative news in some contexts. 2 In one study of “data breach notifi cation letters” (letters a company uses to alert readers when the security of their personal information has been compromised), the researcher concluded that when “writers must convince readers that a potential problem exists and encourage them to act,” a direct approach may be more appropriate. 3 In addition, if you think that your negative news will be accepted routinely, you might choose directness. For example, in many buyer–seller re- lationships in business, both parties expect back orders and order errors to occur now and then. Th us, messages reporting this negative information would not really require indirectness. You also might choose directness if you know your reader well and feel that he or she will appreciate frankness. Although such instances are less common than those in which indirectness is the preferable strategy, you should always analyze your audience and business goals to choose the most appropriate organizational approach to delivering negative news.
As in the preceding chapter, we fi rst describe a general plan. Th en we adapt this plan to specifi c business situations—four in this case. First is the refusal of a request, a com- mon task in business. Next we cover two related types of negative messages: indirect claims and adjustment refusals. Finally, we cover negative announcements, which are bad-news messages with unique characteristics.
THE GENERAL INDIRECT PLAN Th e following plan will be helpful for most negative-news situations.
Using a Strategic Buff er Indirect messages presenting bad news oft en begin with a strategic buff er. By buff er we mean an opening that identifi es the subject of the message but does not indicate that negative news is coming. Th at is, the buff er is relevant to the topic of the message but does not state what the rest of the message will say about it.
A buff er can be neutral or positive . A neutral buff er might simply acknowledge your receipt of the reader’s earlier message and indicate your awareness of what it said. A positive buff er might thank the reader for bringing a situation to your attention or for being a valued customer or employee. You do need to use care when opening on a posi- tive note. You do not in any way want to raise the reader’s hopes that you are about to deliver the news that he or she may be hoping for. Th at would only make your task of maintaining good relations more diffi cult.
Some may argue that not starting with the good news is, for savvy readers, a clear tip-off that bad news is coming. If this is the case, then why not just start with the bad
LO1 Determine which situations require using the indirect order for the most effective response.
LO2 Write indirect-order messages following the general plan.
2 Jennifer R. Veltsos, “An Analysis of Data Breach Notifi cations as Negative News,” Business Communication Quarterly, 75:2 (2012): 203, print; Creelman. 3 Veltsos.
1 Valerie Creelman, “Th e Case for ‘Living’ Models,” Business Communication Quarterly 75:2 (2012): 176–191, print.
ren03210_ch08_189-225.indd 190ren03210_ch08_189-225.indd 190 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 191
news? Th e answer is that most readers appreciate a more gradual introduction to the message’s main negative point even when they know it is coming. A buff er gives them a chance to prepare for the news—and even if they suspect that it will be negative, the use of a buff er indicates consideration for their feelings.
Setting Up the Negative News For each case, you will have thought through the facts involved and decided that you will have to say “no” or present some other kind of negative news. You then have to fi g- ure out how you will present your reasons in such a way that your reader will accept the news as positively as possible. Your strategy might be to explain the fairness of a certain action. It might be to present facts that clearly make the decision necessary. Or you might cite the expert opinion of authorities whom both you and your reader respect. It might even be possible to show that your reasons for the negative decision will benefi t the reader in the long run.
Whatever explanatory strategy you choose, these reasons should follow your buf- fer and precede the negative news itself. In other words, the paragraph aft er the buff er should start explaining the situation in such a way that by the time the negative news comes, the reader is prepared to receive it in the most favorable light possible.
Presenting the Bad News Positively Next, you present the bad news . If you have developed your reasoning convincingly, this bad news should appear as a logical outcome. You should present it as positively as the situation will permit. In doing so, you must make certain that the negative message is clear—that your approach has not given the wrong impression.
One useful technique is to present your reasoning in fi rst and third person, avoiding second person. To illustrate, in a message refusing a request for a refund for a returned product, you could write these negative words: “Since you have broken the seal, state law prohibits us from returning the product to stock.” Or you could write these words emphasizing fi rst and third person: “State law prohibits us from returning to stock all products with broken seals.”
It is sometimes possible to take the sting out of negative news by linking it to a reader benefi t. For example, if you preface a company policy with “in the interest of fairness” or “for the safety of our guests,” you are indicating that all of your patrons, including the reader, get an important benefi t from your policy.
Your eff orts to present this part of the message positively should employ the positive word emphasis described in Chapter 5. In using positive words, however, you must make certain your words truthfully and accurately convey your message. Your goal is to present the facts in a positive way, not to confuse or mislead.
Off ering an Alternative Solution For almost any negative-news situation that you can think of, there is something you can do to help the reader with his or her problem.
If someone seeks to hold an event on your company grounds and you must say “no”, you may be able to suggest other sites. If someone wants information that you do not have, you might know of another way that he or she could get similar infor- mation. If you cannot volunteer your time and services, perhaps you know someone who might, or perhaps you could invite the reader to make the request again at a later, better time. If you have to announce a cutback on an employee benefi t, you might be able to suggest ways that employees can supplement this benefi t on their own. Taking the time to help the readers in this way is a sincere show of concern for their situation. For this reason, it is one of your most powerful strategies for main- taining goodwill.
ren03210_ch08_189-225.indd 191ren03210_ch08_189-225.indd 191 1/11/13 2:57 PM1/11/13 2:57 PM
192 PART 3 Basic Patterns of Business Messages
Ending on a Positive Note Since even a skillfully handled bad-news message can be disappointing to the reader, you should end the message on a forward-looking note . Your goal here is to shift the reader’s thoughts to happier things—perhaps what you would say if you were in face- to-face conversation with the person. Preferably your comments should fi t the topic of your message, and they should not recall the negative message. Th ey should make clear that you value your relationship with the reader and still regard it as a positive one.
Apologizing Many times when a writer must deliver bad news, the fi rst thought is to apologize. Aft er all, if a customer or co-worker is unhappy—for any reason—somehow apologizing seems a good strategy for making a situation better. Sometimes an apology can make a bad situ- ation better, but other times it can make a bad situation worse. For example, if a customer incurs fi nance charges because you forgot to credit a payment to the customer’s account, an apology, along with a credit to the account and removal of the fi nance charge, may help restore goodwill. On the other hand, if the bad news is something you had no control over (e.g., a customer didn’t follow instructions for using a product and the item broke), apologizing can make you appear in the wrong even when you’re not. A reader may also wonder why, if you’re so sorry, you cannot do what the reader wants you to do. Apologies may even have legal implications if they can be construed as admissions of guilt.
If you do apologize in a bad-news message, do so early in the message as you explain the reasons and deliver the bad news. Th en move beyond the apology just as you move beyond the bad news and toward your forward-looking conclusion. If you think your apology may have legal implications, you can have your message reviewed by a supervi- sor or your company’s legal department before sending it.
Following are adaptations of this general plan to four of the more common negative business message situations. From these applications you should be able to see how to adapt this general plan to almost any other situation requiring you to convey bad news.
REFUSED REQUESTS
As in Chapter 7, assume the role of assistant to the White Label Industries (WLI) vice president. Today your boss as- signed you the task of responding to a request from the local chapter of the National Association of Peace Offi - cers. This worthy organization has asked WLI to contrib- ute to a scholarship fund for certain needy children. The request is persuasive. It points out that the schol- arship fund is terribly short. As a result, the association is not able to take care of all the needy children. Many of them are the children of offi cers who were killed in the line of duty. You have been moved by the persuasion and would like to comply, but you cannot. You cannot contribute now because WLI policy does not permit it. Even though you do not like the effects of the
policy in this case, you think the policy is good. Each year WLI earmarks a fi xed amount—all it can afford—for con- tributions. Then it donates this amount to the causes that a committee of its executives considers the most worthy. Unfortunately, all the money earmarked for this year has already been given away. You will have to say no to the request, at least for now. You can offer to consider the as- sociation’s cause next year. Your response must report the bad news, though it can hold out hope for the future. Because you like the asso- ciation and because you want it to like WLI, you will try to handle the situation delicately. The task will require your best strategy and your best writing skills.
INTRODUCTORY CHALLENGE
Denying a Request for a Donation
ren03210_ch08_189-225.indd 192ren03210_ch08_189-225.indd 192 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 193
Th e refusal of a request is defi nitely bad news. Your reader has asked for something, and you must say no. Your primary goal , of course, is to present this bad news. You could do this easily with a direct refusal; however, opening with the bad news that you are refusing the reader’s request could make you and your company appear insensitive. As a courteous and caring businessperson, you have the secondary goal of maintaining goodwill. To achieve this second goal, you must convince your reader that the refusal is fair and reasonable before you break the bad news.
Developing the Strategy Finding a fair and reasonable explanation involves carefully thinking through the facts of the situation. First, consider why you are refusing. Th en, assuming that your rea- sons are just, try to fi nd the best way of explaining them to your reader. To do so, you might well place yourself in your reader’s shoes. Try to imagine how the explanation will be received. What comes out of this thinking is the strategy you should use in your message.
One oft en-used explanation is that company policy forbids compliance. Th is expla- nation may work but only if the company policy is defensible and clearly explained. Oft en you must refuse simply because the facts of the case justify a refusal—that is, you are right and the reader is wrong. In such cases, your best course is to review the facts and to appeal to the reader’s sense of fair play.
In any situation, you may have multiple ways to off er a fair and reasonable explana- tion. Your job is to analyze your audience and communication goals and select the one that best fi ts your case.
Setting Up the Explanation in the Opening Having determined the explanation, you begin the message with a buff er that sets up the discussion. For example, in the case of WLI’s refusal to donate to the National Association of Peace Offi cers’ worthy cause, the following opening meets this case’s requirements well:
Your organization is doing a commendable job of educating needy children. Like many other worthy efforts, it well deserves the support of our community.
Th is beginning, on-subject comment clearly marks the message as a response to the inquiry. It implies neither a yes nor a no answer. Th e second statement sets up the explanation, which will point out that the company has already given its allotted dona- tion money to other worthy organizations. Th is buff er puts the reader in an agreeable or open frame of mind—ready to accept the explanation that follows.
Presenting the Explanation Convincingly As with the general plan, you next present your reasoning. To do this you use your best persuasion techniques: positive wording, proper emphasis, sound logic, and support- ing detail to convince your reader.
Handling the Refusal Positively Your handling of the refusal follows logically from your reasoning . If you have built the groundwork of explanation and fact convincingly, the refusal comes as a logical conclusion and as no surprise. If you have done your job well, your reader may even support the refusal. Even so, because the refusal is the most negative part of your message, you should not give it much emphasis. You should state it quickly, clearly, and positively; and you should keep it away from positions of emphasis, such as para- graph endings.
You might even be able to make the message clear without stating the negative news explicitly. For example, if you are refusing a community member’s request to use your company’s retreat facility for a fundraiser, you will convey “no” clearly if you say that
LO3 Use tact and courtesy in refusals of requests.
ren03210_ch08_189-225.indd 193ren03210_ch08_189-225.indd 193 1/11/13 2:57 PM1/11/13 2:57 PM
194 PART 3 Basic Patterns of Business Messages
you must restrict the use of the facility to employees only and then go on to off er alter- native locations. You must be sure, though, that your message leaves no doubt about your answer. Being unclear the fi rst time will leave you in the position of writing an even more diffi cult, more negative message later.
To state the refusal positively, you should carefully study the eff ects of your words. Such harsh words as I refuse, will not , and cannot stand out. So do such apologies as “I deeply regret to inform you . . .” and “I am sorry to say. . . .” You can usually phrase your refusal in terms of a positive statement of policy. For example, instead of writing “your insurance does not cover damage to buildings not connected to the house,” write “your insurance covers damage to the house only.” Or instead of writing “We must refuse,” a wholesaler could deny a discount by writing “We can grant discounts only when. . . .” In some cases, your job may be to educate the reader. Not only will this be your explana- tion for the refusal, but it will also build goodwill.
Using a Compromise When Practical If the situation justifi es a compromise , you can use it in making the refusal positive. More specifi cally, by saying what you can do (the compromise), you can clearly imply what you cannot do. For example, if you write “What we can do is to (the compro- mise), . . .” you clearly imply that you cannot do what the reader requested. Such state- ments contain no negative words and usually are as positive as the situation will permit.
Closing with Goodwill Even a skillfully handled refusal is the most negative part of your message. Because the news is disappointing, it is likely to put your reader in an unhappy frame of mind. Th at frame of mind works against your goodwill goal. To leave your reader with a feeling of goodwill , you must shift his or her thoughts to more pleasant matters.
Telling people news they don’t want to hear requires your most careful communication effort.
ren03210_ch08_189-225.indd 194ren03210_ch08_189-225.indd 194 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 195
Th e best closing subject matter depends on the facts of the case, but it should be positive talk that fi ts the one situation. For example, if your refusal involves a coun- terproposal, you could say more about the counterproposal. Or you could make some friendly remark about the subject of the request as long as it does not remind the reader of the bad news. In fact, your closing subject matter could be almost any friendly re- mark that would be appropriate if you were handling the case face to face. Th e major requirement is that your ending words have a goodwill eff ect.
Ruled out are negative apologies, such as “Again, may I say that I regret that we must refuse”. Also ruled out are the equally timeworn appeals for understanding, such as “I sincerely hope that you understand why we must make this decision.” Such words sound selfi sh and emphasize the bad news.
Fitting the General Plan to Refused Requests Adapting the preceding analysis to the general plan, we arrive at the following outline for the refused request:
• Begin with words that indicate a response to the request, are neutral about the answer, and set up the strategy.
• Present your justifi cation or explanation, using positive language and you-viewpoint.
• Refuse clearly and positively. • Include a counterproposal or compromise when appropriate. • End with an adapted goodwill comment.
Contrasting Refusals Th e advantage of the indirect order in refusal messages is illustrated by the following contrasting examples of WLI’s possible response to the request from the National As- sociation of Peace Offi cers. Both refuse clearly. But only the one that uses the indirect order is likely to regain the reader’s goodwill.
Harshness in the Direct Refusal. Th e fi rst example states the bad news right away. Th is blunt treatment puts the reader in an unreceptive frame of mind. Th e result is that the reader is less likely to accept the explanation that follows. Th e explanation is clear, but note the unnecessary use of negative words ( exhausted, regret, cannot consider ). Note also how the closing words leave the reader with a strong reminder of the bad news.
Subject: Your request for a donation Ms. Cangelosi:
We regret to inform you that we cannot grant your request for a donation to the association’s scholarship fund.
So many requests for contributions are made of us that we have found it necessary to budget a defi nite amount each year for this purpose. Unfortunately, our budgeted funds for this year have been exhausted, so we simply cannot consider additional requests. We won’t be able to consider your request until next year.
We deeply regret our inability to help you now and trust that you understand our position.
Mark Stephens
This bad email is harsh because of its directness and negative language.
ren03210_ch08_189-225.indd 195ren03210_ch08_189-225.indd 195 1/11/13 2:57 PM1/11/13 2:57 PM
196 PART 3 Basic Patterns of Business Messages
Tact and Courtesy in an Indirect Refusal. Th e second example skillfully handles the negative message. Its opening words are on subject and neutral. Th ey set up the explanation that follows. Th e clear and logical explanation ties in with the opening. Using no negative words, the explanation leads smoothly to the refusal. Note that the refusal is also handled without negative words and yet is clear. Th e friendly close fi ts the one case.
INDIRECT CLAIMS
Play the role of Jeff Sutton, owner and president of Sutton Creative Services. You’ve just received a bill from Regal Banquet Center for the winter-holiday party that your company held there last week. It’s for $1,410, which you had agreed to pay for an elegant three-course meal, plus drinks, for your 27 employees. The food was as good as its reputation, but there were two problems. First, the room for the party was much too warm. You complained to the servers but to no avail. You would have opened windows to correct the problem yourself, but the room you were given did not have any windows (something you weren’t happy about either). Second, there was apparently a short- age of servers on the night of your event. Some of your
employees had to wait a long time for their food, while those who had their food fi rst either had to start eating before the others or let their food get cold while waiting for all to be served. This ragged timing ruined the dinner, and it also threw off the timing of the program you had planned. You were embarrassed by these problems. They re- fl ected poorly on you and your efforts to thank your employees for their work. While you understand that un- expected problems can arise, you just don’t think you should have to pay the full amount for a subpar experi- ence. You’ll need to write a claim message asking for an adjustment to your bill.
INTRODUCTORY CHALLENGE
Seeking an Adjustment for a Subpar Experience
Subject: Your Scholarship Fund Request Ms. Cangelosi:
Your efforts to build the scholarship fund for the association’s needy children are commendable.
White Label Industries assists worthy causes whenever we can. That is why every January we budget in the upcoming year the maximum amount we believe we are able to contribute to such causes. Then we distribute that amount among the various deserving groups as far as it will go. Since our budgeted contributions for this year have already been made, we are placing your organization on our list for consideration next year.
We wish you success in your efforts to improve the lives of the children in our city.
Mark Stephens
This email using the indirect approach is better.
ren03210_ch08_189-225.indd 196ren03210_ch08_189-225.indd 196 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 197
When something goes wrong between a business and its customers, usually someone begins an eff ort to correct the situation. Typically, the off ended party calls the matter to the attention of those responsible. Th is claim can be made in person, by phone, or by written message (email or letter).
Our concern here is how to make it in a written message. You would likely choose a written medium if you wanted a record of the interchange, were not on personal terms with the recipient, or knew that writing to the recipient would be quicker and more effi cient than contacting the reader by phone. While some claim messages are written directly (see Chapter 7), many are also written indirectly when the writer anticipates resistance or a strong negative reaction on the part of the reader. In this chapter, we examine an approach for writing indirect claims.
Choosing the Right Tone Your goal in a claim message is to convince your recipient that you deserve some kind of compensation or remedy for a situation that has occurred. But even if you are completely in the right, you will not advance your cause with accusatory, one- sided language. When writing this kind of message, project an image of yourself as a reasonable person. Just as importantly, project an image of the reader as a reason- able person. Give him or her a chance to show that, if presented with the facts, he or she will do the right thing. Do not give in to the temptation to blame or whine. Keep your tone as objective as you can while also making sure that the reader un- derstands the problems caused by the situation. Focus as much as possible on facts, not feelings.
Leading into the Problem in the Beginning A claim message needs to identify the transactions involved. Th is you can do early in the message as a part of the beginning. One way is to put the identifi cation in the sub- ject head in an email message or in the subject line of a letter, as in this example:
Subject: Fire Extinguishers: Your Invoice C13144
Another way is just to include a neutral but relevant buff er:
Today we received via FedEx Ground the fi re extinguishers we ordered on 5 May 2009 (invoice # C13144).
Whether you use a subject line and your fi rst paragraph or the fi rst paragraph alone to introduce the problem , choose your words with care. Such negatively charged words as complaint or disappointment can put your readers on the defensive before you’ve even had a chance to make your case.
Describing the Problem Clearly In the body of your message, explain what happened. Th e words describing the prob- lem should be courteous yet fi rm. Th ey should cover the problem completely , giving enough information to permit the reader to judge the matter. Present your case using facts and logic. If there were consequences to what happened, include them. Th is be- ginning sentence illustrates the point:
When we purchased a Quick Time microwave (Serial No. 713129), we were told that because of our light use and the quality of the microwave, we needed only the six-month warranty rather than the three-year extended warranty. We have had the microwave for only seven months, but it suddenly quit working.
Notice that this example uses the passive voice (“were told”) to avoid accusing or blaming language. You should follow these statements with any other evidence that supports your eventual request to replace the microwave.
LO4 Compose tactful, yet clear, claim messages using an indirect approach.
ren03210_ch08_189-225.indd 197ren03210_ch08_189-225.indd 197 1/11/13 2:57 PM1/11/13 2:57 PM
198 PART 3 Basic Patterns of Business Messages
Since unanticipated problems occur in business, writing a clear, complete, and fairminded claim will usually solve them.
Requesting the Correction Th e facts you present should prove your claim, so your next step is to follow logi- cally with making the claim . How you handle the claim, however, is a matter for you to decide. You have two choices: You can state what you want (money back, replacement), or you can leave the decision to the reader. You choose which, based on the situation.
Building Goodwill with a Fair-Minded Close Your fi nal friendly words should leave no doubt that you are trying to maintain a posi- tive relationship . You could express appreciation for what you seek. However, you want to avoid the cliché “Th anking you in advance.” Instead, say something like “I would be grateful if you could get the new merchandise to me in time for my Friday sale.” What- ever fi nal words you choose, they should clearly show that yours is a fi rm yet cordial and fair request.
Outlining the Indirect Claim Message Summarizing the preceding points, we arrive at this outline for the indirect claim message:
• Identify the situation (invoice number, product information, etc.) and lead into the problem.
• Present enough facts to be convincing.
ren03210_ch08_189-225.indd 198ren03210_ch08_189-225.indd 198 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 199
• Seek corrective action. • End positively—friendly but fi rm.
Contrasting Examples of Indirect Claim Messages Th e following two messages show contrasting ways of handling Jeff Sutton’s problem with the Regal Banquet Center. Th e fi rst is blunt and harsh. Th e second is courteous, yet clear and fi rm.
A Blunt and Harsh Message. From the very beginning, the fi rst message—a letter that the reader is returning along with his reduced payment—is insulting. “To whom it may concern” is impersonal, generic, and outdated. Th e opening paragraph is a fur- ther aff ront, blurting out the writer’s stance in angry language. Th e middle of the mes- sage continues in this negative vein, accusing the reader with you and your and using emotional language. Th e negative writing continues into the close, leaving a bad fi nal impression. Such wording is more likely to produce resistance than acceptance.
Subject: Bill Adjustment
To Whom It May Concern:
I just received a bill for $1,410 for the winter party that I held for my employees at the Regal Banquet Center. I absolutely refuse to pay this amount for the subpar job you did of hosting this event.
First, you put us in an unpleasant room with no windows even though we had made our reservations weeks in advance. The room was also much too warm. I asked your staff to adjust the temperature, but apparently they never did. Since the room didn’t have any windows, we just had to sit there and swelter in our dress clothes. As if this weren’t bad enough, it took the servers so long to bring all our food out that some people had fi nished eating before others were even served. This made a complete mess of the nice dinner and the scheduled program.
I had heard good things about your center but now regret that I chose it for this important company event. The uncomfortable and chaotic experience refl ected poorly on me and on my appreciation for my employees. Enclosed is my payment for $1,000, which I feel is more than fair.
Sincerely,
Jeff Sutton, Owner and President
Sutton Creative Services
This blunt and accusing letter is unlikely to lead to a cooperative reply or further business with the reader.
A Firm Yet Courteous Message. Th e second message (page 202) follows the plan suggested in preceding paragraphs. A subject line quickly identifi es the situation. Th e fi rst paragraph leads into the problem. Next, in a tone that shows fi rmness without anger, it tells what went wrong. Th en it requests a specifi c remedy. Th e ending uses subtle persuasion by implying confi dence in the reader. Th e words used here leave no doubt about the writer’s interest in a continued relationship.
ren03210_ch08_189-225.indd 199ren03210_ch08_189-225.indd 199 1/11/13 2:57 PM1/11/13 2:57 PM
200 PART 00 Part Title
C A S E I L L U S T R A T I O N
200
Refused Request Message to an External Audience (Denying an Artist’s Request). A regional medical facility dis- plays local artists’ work at its various satellite locations. Artists submit applications to have their work displayed. This message shows a good strategy for denying a request to an artist who applied to have her work displayed in the Lake Superior Family Medicine Clinic’s reception area.
June 15, 2012
Ms. Jane Burroughs 2942 County Highway J North Concord, WI 54746
Dear Jane:
Thank you for submitting your artwork for consideration at Lake Superior Family Medicine Clinic. The jury’s deliberation process took more time than expected due to the number of submissions. Such a delay is a rare occurrence, so your patience was appreciated.
The Medical Center’s art wall and case is a free service open to local artists like you. This exhibit area has been embraced by not only artists but also community members because of the beauty it showcases. In fact, it’s so popular that we had 75 requests from local artists last month. Due to the limited wall space available and the large number of art submissions, your artwork was not chosen for display at this time.
The jury enjoyed your pieces and noted that your art “personified light.” We encourage you to submit up to 10 pieces from your collection once again in 120 days. As outlined in the initial request letter dated May 22, 2012, artists can submit up to 10 submissions every 120 days.
If you have any questions, please contact me. Again, thank you for submitting your artwork. We look forward to your next submission.
Sincerely,
Samantha Kennedy Director, Marketing/Community Relations Lake Superior Family Medicine Clinic Email: [email protected] Phone: 715-456-7890
Relevant,
neutral
buffer—
gains the
reader’s
favor by
thanking her
Provides a
reasonable,
convincing
explanation
supported
by a fact
Offers an
alternative
Visit us: Web: https://www.lsfm.org
Lake Superior Family Medicine Clinic 4546 Burger Lane North Concord, WI 54746 Web: www.lsfm.org phone: 715-987-4958 fax: 715-567-7684
Lake SuperiorLake Superior Family Medicine Clinic
Provides a
relevant,
forward-
looking
conclusion
that
builds
goodwill
ren03210_ch08_189-225.indd 200ren03210_ch08_189-225.indd 200 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 00 Chapter Title 201
C A S E I L L U S T R A T I O N
201
Refused Request Message to an Internal Audience (Saying “No” to an Employee). This message shows a good strategy for denying a hard-working employee’s vacation request because of CEO Kelsey Riley’s directive.
Vacation Request for August 6–17.
Positive,
relevant buffer
highlights points
the reader and
writer can agree
upon—presents
the writer as a
reasonable
person
Logically
explains the
reasons for
rejecting the
reader’s request
Provides good
news and a
positive
alternative
for the reader
Offers a
goodwill close
and moves
beyond the
bad news
Hi, Darryl,
As you mentioned at yesterday’s meeting, it’s hard to believe that the SAP project we only dreamed about two years ago is just two months from its go- live date. I know how hard you’ve worked to implement SAP readiness activities and understand how eager you are for a vacation.
While July and August usually represent an excellent time to take vacation because production is slow and client demand is low, this summer represents an exception because of our status as an SAP Power User. As a result, CEO Riley has issued the following directive regarding vacation during the summer months for core and site directors:
· Only one week of vacation will be approved between July 1–August 11. · No vacation time will be approved between August 10–September 30.
After September 30, you may request vacation time as usual. Remember that if you are not able to take all of your vacation time between October 1 and the end of the year, you can carry unused vacation time over to 2013. Furthermore, because of the work we’ve all devoted to SAP implementation, CEO Riley has modified the number of allowed carry-over vacation days from 5 days to 10 days for 2013.
I look forward to working with you in the next two months. Because of your fantastic work, the go-live is certain to run smoothly.
Rex _________________________ Rex Adler, Director Human Resources Wentworth Office Supplies Phone: 319-444-1557
ren03210_ch08_189-225.indd 201ren03210_ch08_189-225.indd 201 1/11/13 2:57 PM1/11/13 2:57 PM
202 PART 3 Basic Patterns of Business Messages
ADJUSTMENT REFUSALS
Sometimes your job at White Label Industries (WLI) in- volves handling a complaint. Today that is one of your tasks because the morning email has brought a strong claim for adjustment on an order for WLI’s Do-Craft fab- rics. The claim writer, Ms. Arlene Sanderson, explains that a Do-Craft fabric her upholstering company used on some outdoor furniture has faded badly in less than 10 months. She even includes photographs of the fabric to prove her point. She contends that the product is defective, and she wants her money back—all $2,517 of it.
Inspection of the photographs reveals that the fabric has been subjected to strong sunlight for long periods. Do-Craft fabrics are for indoor use only. Both the WLI brochures on the product and the catalog description stress this point. In fact, you have diffi culty understanding how Ms. Sanderson missed it when she ordered from the catalog. Anyway, as you see it, WLI is not responsible and should not refund the money. At the same time, it wants to keep Ms. Sanderson as a repeat customer. Now you must write the message that will do just that. The following discussion tells you how.
INTRODUCTORY CHALLENGE
Denying a Customer’s Claim
Subject: Invoice #3712 (for Sutton Party on December 12, 2013)
Dear Ms. Sanchez:
As you know, Sutton Creative Services held its winter-holiday party at Regal Banquet Center on December 12. While the food was exceptional, I have some concerns regarding our experience.
When I booked the party last August, I requested that we have the party in Salon A because of its size and view of the city. The room we were given for the event was Salon C. As you know, the room is small and has no windows. In addition, the location also had the drawback of making the temperature hard to control. The servers were sympathetic but were unable to keep the room from getting too warm for my 27 employees. I know that you book many parties during the holiday season; however, as the attached copy of our contract shows, we agreed that Sutton Creative Services would be in Salon A.
It also appeared that more servers were needed for our party. The fare was elegant, but with only two servers, some guests had fi nished eating before others had even started. As a result, we had to start the after-dinner program in the middle of the meal, requiring the speaker to talk while people were eating. This made it diffi cult for people to hear and pay attention to his presentation.
Overall, the event was not the impressive “thank-you” to my hard-working employees I had in mind when we drew up the contract. In light of these circumstances, I am requesting a revised invoice of $1,000. I believe this is a fair amount for an experience that I am sure did not represent the Regal’s typical level of customer service.
I would be grateful for your response by the end of the month so that I can forward the adjusted bill to my accountant for payment.
Sincerely yours,
Jeff Sutton, President and Owner
Sutton Creative Services
This more tactful but honest email invites the reader to do what is fair and retains goodwill.
ren03210_ch08_189-225.indd 202ren03210_ch08_189-225.indd 202 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 203
Adjustment refusals are a special type of refused request. Your reader has made a claim asking for a remedy. Usually you grant these claims. Most are legitimate, and you want to correct any error for which you are responsible. But such is not the case in Ms. Sanderson’s situation. Th e facts require that you say no. Th e following section shows you how to handle this type of message.
Determining the Strategy Th e primary diff erence between this and other refusal messages is that in these situ- ations, as we are defi ning them, your company will probably have clear, reasonable guidelines for what should and should not be regarded as legitimate requests for adjust- ment. You will, therefore, not have to spend much time fi guring out why you cannot grant the reader’s request. You will have good reasons to refuse . Th e challenge will be to do so while still making possible an ongoing, positive relationship with the reader.
Setting Up Your Reasoning With your strategy in mind, you begin with words that set it up. Since this message is a response to one the reader has sent, you also acknowledge this message. You can do this by a date reference early in the message. Or you can do it with words that clearly show you are writing about the specifi c situation.
One good way of setting up your strategy is to begin on a point of common agree- ment and then to explain how the case at hand is an exception. To illustrate, a case involving a claim for adjustment for failure of an air conditioner to perform properly might begin this way:
You are correct in believing that an 18,000 BTU Whirlpool window unit should cool the ordinary three-room apartment.
Th e explanation that follows this sentence will show that the apartment in question is not an ordinary apartment.
Another strategy is to build the case that the claim for adjustment goes beyond what can reasonably be expected. A beginning such as this one sets it up:
Assisting families to enjoy beautifully decorated homes at budget prices is one of our most satisfying goals. We do all we reasonably can to reach it.
Th e explanation that follows this sentence will show that the requested adjustment goes beyond what can be reasonably expected.
Making Your Case In presenting your reasons for refusal, explain your company’s relevant policy or practice. Without accusing the reader, call attention to facts that bear on the case—for example,
LO5 Write adjustment refusals that minimize the negative and overcome bad impressions.
SOURCE: Copyright © 2008 Ted Goff.
ren03210_ch08_189-225.indd 203ren03210_ch08_189-225.indd 203 1/11/13 2:57 PM1/11/13 2:57 PM
204 PART 3 Basic Patterns of Business Messages
that the item in question has been submerged in water, that the printed material warned against certain uses, or that the warranty has expired. Putting together the policy and the facts should lead logically to the conclusion that the adjustment cannot be granted.
Refusing Positively and Closing Courteously As in other refusal messages, your refusal derives from your explanation . It is the logical result. You word it clearly, and you make it as positive as the circumstances permit. For example, this one is clear, and it contains no negative words:
For these reasons, we can pay only when our employees pack the goods.
If a compromise is in order, you might present it in positive language like this:
In view of these facts, we can repair the equipment at cost.
As in all bad-news messages, you should end this one with some appropriate, positive comment . You could reinforce the message that you care about the reader’s business or the quality of your products. In cases where it would not seem selfi sh, you could write
If you use Outlook and have content that frequently ap- pears in your email messages, you may want to consider using the Quick Parts tool. Let’s say, for example, that you send reminders every two weeks to employees regarding their time sheets. After you’ve created your content and formatted it the way you always want it to appear in your reminder messages, se- lect the text. Once the text is selected, from the Insert rib- bon, click the Quick Parts dropdown arrow, click “Auto Text,” and then click “Save Selection to AutoText Gallery.” From there, you can use the “Create New Building Block”
dialog box to customize your Quick Parts selection. Over time, you can build, categorize, and organize a list of Quick Parts selections. The next time you need to send your message, you just open a new message, go to the Insert ribbon, click Quick Parts, and choose your text from the list that ap- pears. The content will be inserted into your email just as you originally saved it in Quick Parts. You save time, and you know that your reminders will be consistent in their look and their content.
TECHNOLOGY IN BRIEF
Outlook Quick Parts Tool Allows Writers to Reuse Content
ren03210_ch08_189-225.indd 204ren03210_ch08_189-225.indd 204 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 205
about new products or services that the reader might be interested in. Neither negative apologies nor words that recall the problem are appropriate here.
Adapting the General Plan When we apply these special considerations to the general plan, we come up with the following specifi c plan for adjustment refusals:
• Begin with words that are on subject, are neutral about the decision, and set up your strategy.
• Present the strategy that explains or justifi es, being factual and positive. • Refuse clearly and positively, perhaps including a counterproposal. • End with positive, forward-looking, friendly words.
Contrasting Adjustment Refusal Messages Bad and good treatment of WLI’s refusal to refund the money for the faded fabric are illustrated by the following two messages. Th e bad one, which is blunt and insulting, destroys goodwill. Th e good one, which uses the techniques described in the preceding paragraphs, stands a fair chance of keeping goodwill.
Bluntness in a Direct Refusal. Th e bad email begins bluntly with a direct state- ment of the refusal. Th e language is negative ( regret, must reject, claim, refuse, damage, inconvenience ). Th e explanation is equally blunt. In addition, it is insulting (“It is dif- fi cult to understand how you failed . . .”). It uses little tact, little you-viewpoint. Because the close is negative, it recalls the bad news.
Tact and Indirect Order in a Courteous Refusal. Th e good message (page 207) begins with friendly talk on a point of agreement that also sets up the explanation. Without accusations, anger, or negative words, it reviews the facts of the case, which free the company from blame. Th e refusal is clear, even though it is implied rather than stated. It is skillfully handled. It uses no negatives, and it does not receive undue emphasis. Th e close shift s to helpful suggestions that fi t the one case—suggestions that may actually result in a future sale.
Subject: Your May 3 claim for damages
Ms. Sanderson,
I regret to report that we must reject your request for money back on the faded Do-Craft fabric.
We must refuse because Do-Craft fabrics are not made for outside use. It is diffi cult for me to understand how you failed to notice this limitation. It was clearly stated in the catalog from which you ordered. It was even stamped on the back of every yard of fabric. Since we have been more than reasonable in trying to inform you, we cannot possibly be responsible.
We trust that you will understand our position. We regret very much having to deny your request.
Marilyn Cox, Customer Relations
The bad email shows little concern for the reader’s feelings.
ren03210_ch08_189-225.indd 205ren03210_ch08_189-225.indd 205 1/11/13 2:57 PM1/11/13 2:57 PM
206 PART 00 Part Title
C A S E I L L U S T R A T I O N
206
Ms. Cherie Ranney 117 Kyle Avenue E College Station, TX 77840-2415
Dear Ms. Ranney:
We understand your concern about the elegant St. John’s dress you returned February 15. As always, we are willing to do as much as we reasonably can to make things right.
What we can do in each instance is determined by the circumstances. With returned clothing, we generally give refunds. Of course, to meet our obligations to our customers for quality merchandise, all returned clothing must be unquestionably new. As you know, our customers expect only the best from us, and we insist that they get it. Thus, because the perspiration stains on your dress would prevent its resale, we must consider the sale final. We are returning the dress to you. With the proper alterations, it can be an elegant addition to your wardrobe.
Please visit us again when you are in the Houston area. It would be our pleasure to serve you.
Sincerely,
Marie O. Mitchell President
dm
Review of
the facts—
supports
the writer's
position
Good
restraint—no
accusations,
no anger
Friendly
goodwill
close
Emphasis on
what can be
done—helps
restore
goodwill
On-subject opening
Set-up for the
explanation
Negative
language
minimized in
the refusal
103 BREAKER RD. HOUSTON, TX 77015 713-454-6778 Fax: 713-454-6771
Fashions
February 19, 2012
Adjustment Refusal Letter (Refusing a Refund). An out-of-town customer bought an expensive dress from the writer and mailed it back three weeks later asking for a refund. The customer explained that the dress was not a good fi t and that she did not like it anymore. But perspiration stains on the dress proved that she had worn it. This letter skillfully presents the refusal.
ren03210_ch08_189-225.indd 206ren03210_ch08_189-225.indd 206 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 207
Subject: Your May 3 Message about Do-Craft Fabric
Ms. Sanderson:
Certainly, you have a right to expect the best possible service from Do-Craft fabrics. Every Do-Craft product is the result of years of experimentation. And we manufacture each yard under the most careful controls. We are determined that our products will do for you what we say they will do.
Because we do want our fabrics to please, we carefully inspected the photos of Do-Craft Fabric 103 that you sent us. It appears that each sample has been subjected to long periods in extreme sunlight. Because Do-Craft fabrics cannot withstand exposure to sunlight, all our advertising, the catalog, and a stamped reminder on the back of every yard of the fabric advise customers that the fabric is meant for indoor use only.
As you can see from our catalog, the fabrics in the 200 series are recommended for outdoor use. You may also be interested in the new Duck Back cotton fabrics listed in our 500 series. These plastic-coated cotton fabrics are economical, and they resist sun and rain remarkably well.
If we can help you further in your selection, please contact us at [email protected].
Marilyn Cox, Consumer Relations
This better email is indirect, tactful, and helpful.
NEGATIVE ANNOUNCEMENTS
LO6 Write negative announcements that maintain goodwill.
As the assistant to the human resources director at National Window Systems, you have been given the diffi cult assignment of writing a bad-news message for your boss. She has just returned from a meeting of the company’s top executives in which the decision was made to deduct 25 percent of the employees’ medical insurance premiums from their paychecks. Until now, National Window Systems has paid it all. But the rising cost of health coverage is forcing the company to cut back
on these benefi ts, especially since profi ts have declined for the past several quarters. Something has to give if National Window Systems is to remain competitive while also avoiding lay-offs. The administrators decided on a number of cost-cutting measures including this reduction in the company’s payment for medical insurance. The message you will write to National Window Systems employees is a negative announcement.
INTRODUCTORY CHALLENGE
Announcing a Medical Coverage Cut
Occasionally, businesses must announce bad news to their customers or employees. For example, a company might need to announce that prices are going up, that a service or product line is being discontinued, or that a branch of the business is closing. Or a company might need to tell its employees that the company is in some kind of trouble,
ren03210_ch08_189-225.indd 207ren03210_ch08_189-225.indd 207 1/11/13 2:57 PM1/11/13 2:57 PM
208 PART 3 Basic Patterns of Business Messages
that people will need to be laid off , or, as in the Introductory Challenge, that employee benefi ts must be reduced. Such negative announcements generally follow the instruc- tions previously given in this chapter.
Determining the Strategy When faced with the problem of making a negative announcement, your fi rst step should be to determine your overall strategy. Will you use direct or indirect organization?
In most cases the indirect arrangement will be better. Th is route is especially recom- mended when it is reasonable to expect that the readers would be surprised, particu- larly disappointed, or even angered by a direct presentation. When planning an indirect announcement, you will need to think about what kind of buff er opening to use, what kind of explanation to give, how to word the news itself, and how to leave your readers feeling that you have considered their interests.
Setting Up the Bad News As with the preceding negative message types, you should plan your indirect beginning (buff er) carefully. You should think through the situation and select a strategy that will set up or begin the explanation that justifi es the announcement. Perhaps you will begin by presenting justifying information. Or maybe you will start with complimentary or cordial talk focusing on the good relationship that you and your readers have devel- oped. Choose the option that will most likely prepare your reader to accept the coming bad news.
Positively Presenting the Bad News In most cases, the opening paragraph will enable you to continue with background rea- sons or explanations in the next paragraph, before you present the negative news. Such explaining will help you put the negative news in the middle of the paragraph rather than at the beginning where it would be emphasized.
As in other negative situations, you should use positive words and avoid un- necessary negative comments when presenting the news itself. Since this is an
When making a negative announcement, remember that an indirect, tactful approach is usually better than a blunt “loud” approach.
ren03210_ch08_189-225.indd 208ren03210_ch08_189-225.indd 208 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 209
announcement, however, you must make certain that you cover all the factual details involved. People may not be expecting this news. Th ey will therefore want to know the whys and whats of the situation. And if you want them to believe that you have done all you can to prevent the negative situation, you will need to provide evidence that this is true. If there are actions the readers must take, these should be covered clearly as well. All questions that may come to the readers’ minds should be anticipated and covered.
Focusing on Next Steps or Remaining Benefi ts In many cases negative news will mean that things have changed. Customers may no longer be able to get a product that they have relied upon, or employees may have to fi nd a way to pay for something that they have been getting for free. For this reason, a skillful handling of a negative announcement will oft en need to include an eff ort to help people solve the problem that your news just created for them. In situations where you have no further help to off er—for example, when announcing certain price increases—you can still help people feel better about your news by calling attention to the benefi ts that they will continue to enjoy. You can focus on the good things that have not changed and perhaps even look ahead to something positive or exciting on the horizon.
Closing on a Positive or Encouraging Note Th e ending words should cement your eff ort to cover the matter positively. Th ey can be whatever is appropriate for this one situation—a positive look forward, a sin- cere expression of gratitude, or an affi rmation of your positive relationship with your readers.
Reviewing the Plan Applying the preceding instructions to the general plan, we arrive at this specifi c plan for negative announcements written in indirect order:
• Start with a buff er that begins or sets up justifi cation for the bad news. • Present the justifi cation material. • Give the bad news positively but clearly. • Help solve the problem that the news may have created for the reader. • End with appropriate goodwill talk.
Like all human resources professionals, Joan McCarthy, director of human resources communication for Comcast Cable, sometimes has to deliver negative news to em- ployees, whether it’s about healthcare coverage, organi- zational change, or other issues. Her advice? “Balance, not spin, is the key. Frequent, candid communication that balances the good with the bad will go much further to- ward restoring and maintaining employee trust than the most creative ‘spin.’ ”
Sometimes McCarthy will state negative news directly, while other times she takes a more gradual approach. Whichever pattern you use, “it’s important to communicate openly and honestly,” she advises. But you should also bal- ance out the negative by “reinforcing the positive, putting the news in perspective, and showing what the organiza- tion is doing to help.” In these ways you can “communicate bad news in a way that preserves your company’s credibil- ity and keeps employee trust and morale intact.”
COMMUNICATION MATTERS
Balance, Not “Spin,” in Negative Announcements
ren03210_ch08_189-225.indd 209ren03210_ch08_189-225.indd 209 1/11/13 2:57 PM1/11/13 2:57 PM
210 PART 00 Part Title
C A S E I L L U S T R A T I O N
210
Shop Personnel:
We have had a very good year so far: The performance of the department has been exceptional, and the feedback from our business unit customers has also been very positive. It’s your careful attention to deadlines and quality that has helped us manage the fluctuations in our workload in the current economy.
As we all heard at our last all-employee quarterly meeting, the economy is still not growing at the pace we had hoped for. While our profits on sales have been above expectations, sales are behind our initial projections. Additionally, we will not be renewing the work orders for the six outside contractors until or unless the workload requires it. This being the case, we will need to temporarily adjust the shop hours. The current booked work should be enough to allow us to maintain a standard 40-hour week through the summer months; however, we will not be able to justify additional overtime. We are also asking that those with over four weeks’ vacation take a minimum of two weeks between June 1 and August 31.
On the positive side, we fully believe that this is a short-term situation and expect to be back to full workload conditions by the end of FY2012 (September 30). Based on our sales and profits, we have also been able to set aside the scheduled first half of the employee bonus program.
As we move forward with these new schedules, I am confident in our ability to continue our excellent performance and eventually return to our normal schedules. If you have any questions, please contact your supervisor, human resources, or me.
Vic
Victor C. Baez Zip Ready Manufacturing Machine Shop Manager Phone: 904-567-2694 Fax: 904-567-4598
May 27, 2012, 10:00 AM
Offers
positive news
related to the
announcement
Offers a
forward-
looking
conclusion
Reasons are
objectively
presented
A cordial
buffer
sets up the
message
Zip Ready Manufacturing — Machine Shop Employees
Victor C. Baez
Summer Hours/Overtime/Vacation
From…
To…
Negative Announcement (Decreasing Work Hours). Shop employees are told of the effects a slow economy will have on their work hours. The message is friendly and empathetic but clearly conveys the negative news. The goodwill close looks forward to better economic times.
ren03210_ch08_189-225.indd 210ren03210_ch08_189-225.indd 210 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 211
Contrasting Negative Announcements Good and bad techniques in negative announcements are illustrated in the following two messages. Th e bad one is direct, which in some circumstances may be acceptable but clearly is not in this case. Th e good one follows the pattern just discussed.
Directness Here Alarms the Readers. Th is bad example clearly will upset the readers with its abrupt announcement in the beginning. Th e readers aren’t prepared to receive the negative message. Th ey probably don’t understand the reasons behind the negative news. Th e explanation comes later, but the readers are not likely to be in a receptive mood when they see it. Th e message ends with a repetition of the bad news.
To our employees:
National Window Systems management sincerely regrets that effective February 1 you must begin contributing 25 percent of the cost of your medical insurance. As you know, in the past the company has paid the full amount.
This decision is primarily the result of the rising costs of health insurance, but our profi ts also have declined the last several quarters. Given this tight fi nancial picture, we needed to fi nd ways to reduce expenses.
We trust that you will understand why we must ask for your help with cutting costs to the company.
Sincerely,
Convincing Explanation Begins a Courteous Message. Th e better example fol- lows the recommended indirect pattern. Its opening words begin the task of convinc- ing the readers of the appropriateness of the action to be taken. Aft er more convincing explanation, the announcement fl ows logically. Perhaps it will not be received positively by all recipients, but it represents a reasonable position given the facts presented. Aft er the announcement comes an off er of assistance to help readers deal with their new situ- ation. Th e last paragraph reminds readers of remaining benefi ts and reassures them that management understands their interests. It ends on an appreciative, goodwill note.
To All Employees:
Companies all across the United States, no matter how large or small, are struggling to keep up with the rising cost of healthcare. Legislators, healthcare providers, and businesspeople everywhere are working to fi nd a solution to the skyrocketing cost of health insurance.
We are feeling this situation here in our own company. The premiums that we pay to cover our health benefi ts have increased by 34 percent over the last two years, and they now represent a huge percentage of our expenditures. Meanwhile, as you know, our sales have been lower than usual for the past several quarters.
For the short term, we must fi nd a way to cut overall costs. Your management has considered many options and rejected such measures as cutting salaries and reducing personnel. Of the solutions that will be implemented, the only change that affects you directly concerns your medical insurance. On March 1 we will begin deducting 25 percent of the cost of the premium.
Jim Taylor in the Personnel Offi ce will soon be announcing an informational meeting about your insurance options. Switching to spousal coverage, choosing a less expensive plan with lighter deductibles, or setting up a fl exible spending
This indirect example follows the bad-news pattern.
Directness here sends a negative message.
ren03210_ch08_189-225.indd 211ren03210_ch08_189-225.indd 211 1/11/13 2:57 PM1/11/13 2:57 PM
212 PART 3 Basic Patterns of Business Messages
account may be right for you. You can also see Jim after the meeting to arrange a personal consultation. He is well versed in the many solutions available and can give you expert advice for your situation.
Our healthcare benefi ts are some of the best in our city and in our industry, and those who continue with the current plan will not see any change in their medical coverage or their co-pays. Your management regards a strong benefi ts program as critical to the company’s success, and we will do all we can to maintain these benefi ts while keeping your company fi nancially viable. We appreciate your cooperation and understanding.
Sincerely,
Using Directness in Some Cases As we mentioned at the beginning of this chapter, in some cases it is likely that the reader will react favorably to a direct presentation of the bad news. If, for example, the negative news is expected (as when the news media have already revealed it), its impact may be viewed as negligible. Th ere is also a good case for directness when the company’s announcement will contain a remedy or announce new benefi ts that are de- signed to off set the eff ects of the bad news. As in all announcements with some negative element, this part must be worded as positively as possible. Also, the message should end on a goodwill note. Th e following example of a store’s announcement about discon- tinuing a customer reward program illustrates this situation.
THERE’S MORE . . . Would you like to learn more about breaking bad news? Would you like to learn tips for maintaining goodwill in bad-news situations? Could your tone and style in bad- news messages be improved? Scan the QR code with your smartphone or use your Web browser to visit www.mhhe.com/lesikar13e. Choose Chapter 8 > Bizcom Tools & Tips.
Dear Ms. Cato:
Effective January 1 Frontier Designs is discontinuing our Preferred Customer program so that we may offer several new promotions.
Your accumulated points will be converted to a savings coupon worth as much as or more than your points total. Your new points total is on the coupon enclosed with this letter. You may apply this coupon in these ways:
• When shopping in our stores, present your coupon at the register. • When shopping from our catalogs, give the coupon number to the telephone service
agent, enclose your coupon with your mail order, or enter it with your online order at www.frontierdesigns.com/catalog.
In all these cases we will deduct your coupon value from your purchase total. If you have any questions, please call us at 1-800-343-4111.
We thank you very much for your loyalty. You’ll soon hear about exciting new opportunities to shop and save with us.
Sincerely,
ren03210_ch08_189-225.indd 212ren03210_ch08_189-225.indd 212 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 213
1. When the main point of your message is bad news, use the indirect order. • But exceptions exist, as when you believe that the news will be received
routinely. • Make exceptions also when you think the reader will appreciate directness.
2. In general, bad-news messages follow this general plan. • Begin with a buff er that sets up the strategy. • Develop the strategy. • Present the bad news as a logical result of the strategy and as positively as possible. • Try to off er an alternative solution. • End on a positive note. • Determine whether to apologize
3. Th e refusal of a request is one bad-news situation that you will probably choose to treat indirectly. • In such situations, strive to achieve two main goals:
— To refuse. — To maintain goodwill.
• Begin by thinking through the problem, looking for a logical explanation (or reasoning).
• Write an opening that sets up this explanation. • Th en present your explanation (reasoning), taking care to use convincing and
positive language. • Refuse clearly yet positively. • Use a compromise when practical. • Close with appropriate, friendly talk that does not recall the bad news.
4. Indirect claim messages are written when the writer anticipates resistance or a strong negative reaction on the part of the reader. • Plan to write neutrally and reasonably. • Lead into the problem with your beginning. • Th en describe the problem clearly, thoroughly, and tactfully. • Either ask for what you seek or invite your reader to decide what is fair. • End on a positive but fi rm note that leaves open the possibility for future business.
5. Indirectness is usually best for refusals of adjustments. • First, determine your explanation (reasoning) for refusing. • Begin with neutral words that set up your reasoning and do not give away the
refusal. • Th en present your reasoning, building your case convincingly. • Refuse clearly and positively. • Close with appropriate friendly talk that does not recall the refusal.
6. Sometimes businesses must announce bad news to their customers or employees. • Indirect organization usually is better for these announcements. • Precede the bad news with a convincing explanation. • Use positive words when possible to cover the bad news. • Use directness when appropriate. Th is is the case when the news is expected or
will have little negative impact. • Even so, handle the negative with positive wording.
1 Determine which situations require using the indirect order for the most effective response.
2 Write indirect-order messages following the general plan.
3 Use tact and courtesy in refusals of requests.
4 Compose tactful, yet clear, claim messages using an indirect approach.
5 Write adjustment refusals that minimize the negative and overcome bad impressions.
6 Write negative announcements that maintain goodwill.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
ren03210_ch08_189-225.indd 213ren03210_ch08_189-225.indd 213 1/11/13 2:57 PM1/11/13 2:57 PM
214 PART 3 Basic Patterns of Business Messages
1 Give examples of times (or situations) when direct- ness would be appropriate for responses giving negative infor mation. LO1
2 Writing in the indirect order usually requires more words than does writing in the direct order. Since con- ciseness is a virtue in writing, how can the indirect order be justifi ed? LO1
3 What strategy is best in a message refusing a request when the reasons for the refusal are strictly in the writer’s best interests? LO3
4 “Apologies in refusals are negative because they call at- tention to what you are refusing. Th us, you should avoid using them.” Discuss. LO3
5 Explain how a claim message can be either direct or indirect. LO4
6 “If I’m not emotional in my claim messages, the read- ers won’t understand how upset I am.” Respond to this statement. LO4
7 Some business writers explain an adjustment refusal sim- ply by saying that company policy did not permit grant- ing claims in such cases. Is this explanation adequate? Discuss. LO5
8 Negative announcements usually need to include much more than the announcement. Explain. LO6
9 Give examples of negative announcements that would be appropriately written in the direct order. LO6
C R I T I C A L T H I N K I N G Q U E S T I O N S
K E Y T E R M S
buffer, 190
refusal of a request, 193
compromise, 194
primary goal, 193
indirect claims, 197
adjustment refusals, 203
point of common agreement, 203
Negative announcements, 208
S K I L L S B U I L D I N G E X E R C I S E S
1 Point out the shortcomings in the following email message from a sports celebrity declining an invitation to speak at the kickoff meeting for workers in a fund- raising campaign for a charity. LO3
Subject: Your request for free lecture Ms. Chung:
As much as I would like to, I must decline your re- quest that I give your membership a free lecture next month. I receive many requests to give free lectures. I grant some of them, but I simply cannot do them all. Unfortunately, yours is one that I must decline. I regret that I cannot serve you this time. If I can be of further service in the future, please call on me.
Sincerely yours,
2 Criticize the following message refusing the claim for a defective riding lawn mower. Th e mower was purchased 15 months earlier. Th e purchaser has had diffi culties with it for some time and submitted with the claim a statement from a local repair service verifying the dif- fi culties. Th e writer’s reason for refusing is stated in the email. LO5
Subject: Your May 12 claim
Mr. Skinner:
Your May 12 claim of defective workmanship in your Model 227 Dandy Klipper riding mower has been reviewed. After considering the information received, I regret to report that we cannot refund the purchase price. You have had the mower for 15 months, which is well beyond our one-year guarantee. Even though your repair person says that you had prob- lems earlier, he is not one of our authorized repair people. If you will read the warranty you refer to in your letter, you will see that we honor the war- ranty only when our authorized repair people fi nd defects. I think you will understand why we must follow this procedure. If you will take the machine to the authorized service center in your area (La Rue Lawn and Garden Center), I am confi dent they can correct the defect at a reasonable charge. If I can be of additional service, please contact me.
Sincerely,
3 You work for an online mail-order company, Nonsensi- cals, that sells such novelty items as T-shirts with clever sayings, unique toys and games, and such household ac- cessories as framed posters and retro table lamps. Most of the employees are young, somewhat quirky, and very Internet savvy. Now consider the following email sent to everyone from the company president: LO6
ren03210_ch08_189-225.indd 214ren03210_ch08_189-225.indd 214 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 215
3 Today you’ve received a solicitation from a well-meaning service organization, People Working Together (PWT). PWT is inviting your company, Handymen for Hire, to be a featured sponsor of its annual Repair Aff air. Th is event, the major fundraiser and publicity eff ort, has volunteers from all over the city contributing one day’s labor to helping their less fortunate neighbors with yard work, home repairs, and other tasks. Your contribution of $1,000 will help pay for the volunteers’
T-shirts (on which your company’s name will appear), the supplies, and the picnic that will follow the day’s work. While this amount doesn’t sound like much for a suc- cessful business, you’re a small organization that can aff ord to make only a limited number of charitable contributions. You’ve given over $5,000 to such causes this year, and that’s all you can aff ord right now. But, truthfully, you’re not sure that the publicity opportunity PWT off ers would be the best
Subject: No More Social Networking during Work Hours
It has become obvious to me that people are spending too much time doing social networking and not enough time actually working while on the job. From now on, you must do your networking (whether on MySpace, Facebook, LinkedIn, or any other such network) on breaks or during other per- sonal time. Anyone found using these websites on company time will receive an offi cial reprimand.
Considering the advice in this chapter, what would be the main ways to improve this negative announcement?
4 You own a small new- and used-book store and café with free wireless Internet access. You enjoy the calm, quiet atmosphere of your store and like that your customers
choose your store to conduct business, socialize with friends, or just enjoy a good book and a cup of coff ee. Increasingly, many customers are talking on their cell phones—very loudly and in places where they shouldn’t be. Th ey hold up the order line by talking on the phone when they should be talking to the cashier. Th ey disrupt others who are enjoying the quiet atmosphere to work or read. Sure, customers who are working on the computer may need to talk on the phone, but must these customers be so loud and disruptive that those across the room who are trying to read can hear their conversations?
Many customers have actually complained. You want to make these customers happy but not at the ex- pense of making your cell phone users unhappy. Write a cell phone use policy to post in your store. LO6
P R O B L E M - S O L V I N G C A S E S
Refused Requests 1 You were recently invited to serve on the board of the Eastman Health Foundation, a nonprofi t organization that provides various funds and services to area health agen- cies and hospitals. At this point in your career, serving on the board of a high-profi le organization like this one would be a great career enhancer, so you readily accepted the invitation.
But now the foundation’s executives want you to organize and lead their major fundraiser for the year, a silent auction. When the board discussed fundraising ideas, you enthusias- tically supported this one—but you have neither the time nor inclination to be in charge of it. Figure out how to say no while also showing that your support for the organization is genuine. Maybe some kind of counteroff er will help.
2 As the HR director at Hader Building Supply, you couldn’t be happier with how your eff orts to establish an employee- volunteer program have worked out. Th anks to the employees’ donations of their time and expertise to the Hader Helps pro- gram, the community where you live has been improved, and the company has gained a more positive public profi le. But there are still some bumps in the road, and today you’re deal- ing with one of them. Part of the program you set up is a database of company- approved schools, foundations, and other nonprofi t orga- nizations for which employees may volunteer. In order to get approved time off work for their contributions, employees must choose one of these organizations. Th ere are over 30 organizations on the list, and more are added each month as employees propose new causes for the company to support. Beth Atkinson, one of the offi ce staff , has just sent you an email requesting that the local chapter of the Center for Fam- ily Values be approved as one of Hader’s nonprofi t partners.
You check out the organization’s website, and what you sus- pected is confi rmed: Th e organization supports political action that is pro-life and opposed to same-sex unions. And even though the center isn’t affi liated with any particular de- nomination, it has strong ties with Christian churches, as its Pastors for Family Values webpage indicates. You simply cannot grant Beth’s request. Th e guidelines for proposing an addition to the list of supported organizations state that the organization can have no religious or political affi liations. While the Center for Family Values is not an of- fi cial political organization, it is an advocacy group with an explicit political agenda, which the website encourages visi- tors to support through volunteering, donating, voting, and writing legislators. You worked very hard to get the employees behind the new volunteer program, and you don’t want Beth to start any negative talk about it. Refuse her request in such a way that you do not lose her support for the program.
ren03210_ch08_189-225.indd 215ren03210_ch08_189-225.indd 215 1/11/13 2:57 PM1/11/13 2:57 PM
216 PART 3 Basic Patterns of Business Messages
use of your money. Th ose helped by PWT aren’t likely to be- come your customers since one reason they’re being helped is that they can’t aff ord to pay for services like yours. True, the volunteers might be potential customers—but the fact that they’re volunteering suggests that they’re able to do their own repairs. It looks very unlikely that you’ll ever be willing to be a sponsor of PWT’s event.
Write the PWT chair a letter turning down the request for a sponsorship while maintaining a positive company image. Perhaps you can think of something you can off er that will help soft en the “no.” (Or, play the role of offi ce manager and assume that your boss has asked you to write the letter for his or her signature.)
4 As executive director of the Northwest Human Resources Institute, you have been gathering information to help the organization’s board of directors decide where to hold its annual meeting three years from now. Specifi cally, the board has asked you to investigate two possible sites: Seattle, Washington, and Portland, Oregon. In both cities you received good help from representatives of the chamber of commerce, but Collin Mallard of Seattle was particularly helpful. He went out of his way to show you the city and give you insider information on its attractions and restaurants. He also took you to the hotels with appropriate facilities for your event and introduced you to the managers. Overall, he
was a delightful tour guide. You were hoping to send your organization’s business his way. Unfortunately, the board has decided on Portland for the meeting. Now it is your job to inform Mr. Mallard that Seattle’s bid has been turned down. Certainly, you will express your thanks for his help. You can also report that the decision was a close one and that Seattle will be considered for later years. Send your message to Mr. Mallard via letter. Remember that the board will see a copy of it. (If your instructor directs, research the two cities and come up with plausible reasons why Portland was chosen.)
5 As a new college graduate, you’re delighted that not one but two companies have off ered you a position in their _____ (you decide which) department. You met representatives of both companies at your university’s job fair. From this fi rst contact came an invitation for an on-site job interview with each company. You really enjoyed learning more about the operations of both companies and meeting their friendly employees. Both companies have great employee benefi ts, and the salaries they’re off ering are comparable. Aft er careful thought, you’ve decided to go with Com- pany B. You sense a little better match between their values and yours, and you think the opportunity for advancement might be better there as well.
Write the recruiter at Company A to reject its offer. Of course you will convey your appreciation for the com- pany’s consideration, and the things you learned on your visit will enable you to give some well-deserved compli- ments. What will be stickiest is figuring out how to ex- plain why you’re choosing another offer. The explanation won’t need to be long, but the company does deserve one. You certainly don’t want to close the door on future em- ployment or business relations with this company, so the time you spend crafting this letter will be time well spent. (If your instructor directs, research two companies to use for this assignment.)
6 You’re responsible for marketing communications at MyBiz.com, a mid-sized company that makes soft ware specially designed for managing small businesses. Today you’ve received an email from Rachel Lundemeyer, who works for the Association for Small Business Owners, ask- ing if your company would like to purchase an ad to run in the association’s quarterly magazine, Small Business Today . She informs you that the magazine has a circulation of around 3,500, and she has included the prices for 1/4-, 1/2-, and full-page ads. You’ve actually been cutting back on print ads. Th ey’re ex- pensive, and you believe that your promotional webinars are a much more eff ective way to generate sales leads. Plus, your advertising money has already been earmarked for other purposes for this year.
It’s possible that you’d be interested in purchasing an ad next year. You’d need more information, though. Do readers pay for this magazine (e.g., with their membership dues), or is it distributed free to prospects on a mailing list? You’d be more inclined to advertise in the magazine if readers paid for it since that would indicate a certain level of interest on their part. And are there other promotional opportunities available in the magazine—for example, could you publish a promotional article about your company, or is there a “high- lighted vendors” section that you could be listed in? Does the magazine include QR codes so readers can easily visit the advertisers’ websites? Respond to Rachel to refuse her request for now and to gather the additional information you’ll need to be able to consider future requests from her.
ren03210_ch08_189-225.indd 216ren03210_ch08_189-225.indd 216 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 217
7 The professional development program at MediTech has been restructured (see “Negative Announcements,” case #26). However, you, the budget director, have re- ceived a proposal from Victor Ramos, one of your four senior sales managers, to attend the annual United Profes- sional Sales Association’s annual conference. Mr. Ramos knows that the conference, which is in a city 330 miles away, does not fall within the new guidelines for reim- bursement, but he has an idea. As a senior sales manager, he (along with all employees in the sales department) earns a bonus when the sales department exceeds corpo- rate sales goals. These bonuses have not been cut because MediTech sees these bonuses as an incentive for the sales staff and senior management to work harder to attract new customers, and during these tough economic times, MediTech needs all of the customers it can get. Mr. Ramos proposes, though, that instead of paying him the money for his sales bonus, the company use the money to pay for his trip to the annual sales conference. Initially, you think this is a great idea. As long as an em- ployee is motivated to do well, you don’t think it should matter to the company what the incentive is. Granted, the company could just pay Mr. Ramos the bonus money and let him use it as he wishes, but then Mr. Ramos would have to
pay income tax. It seems like a win-win situation, especially given that Mr. Ramos has agreed to take vacation time to at- tend the conference. You take Mr. Ramos’s proposal to the others on your executive management team (the president, CEO, and vice president) and are surprised when they reject Mr. Ramos’s proposal. How could they? It seems like a no-brainer. But the executive management has some valid reasons. If Mr. Ramos is allowed to do this, then all of the other 25 senior managers will be allowed also, which would create an administrative nightmare for the people in your accounting department. Furthermore, even though Mr. Ramos is willing to take vacation time to attend the conference, the company must pay him if he is on company business—which he seemingly would be if the company pays him his sales bonus to attend the conference—and there is no way you can just let him have the time off . Th e other senior managers may be angry and think Mr. Ramos is getting special treatment. Your job is to write a response to Mr. Ramos on behalf of the executive management team refusing his request. You think his initiative and creative thinking in fi nding another funding source for professional development are commend- able. Be sure you retain his goodwill so that he is motivated to continue doing such a wonderful job for MediTech.
8 You are a supervisor in the Marketing Department at Plytec Plastics. You and four others have been working on a campaign for a company product that will be released in three months. Today is Wednesday. Because your boss, the manager of the Marketing Department, needs a week to prepare the presentation of the campaign to the board of directors, she has asked for the campaign materials by Monday of next week. You and the rest of your team have known about the deadline for three months. Th is morning you received a message from Mary, the graphic artist, saying that there is no way she can fi nish her portion of the project by Monday. She says she can have the project fi nished by Th ursday and is requesting an extension. In her message she says she has been swamped with work for two other proj- ects. In addition, her children have been sick this week with colds, so she has had to take time off to care for them, and she is hosting a birthday party for one of her children on Sunday, so she cannot work over the weekend to fi nish her part of the project. You talk to your boss, who says she cannot wait until Th ursday for Mary’s work. To be honest, neither can you, as it refl ects poorly on your leadership and supervisory
abilities if you cannot deliver a team project on time. Your boss’s calendar is so busy that she really needs a full week to get her presentation ready for the board, and if her pre- sentation is not excellent, the entire department appears incompetent. Mary has had three months to get her work done, and many times—just yesterday, as a matter of fact— you have seen her on Facebook or on personal phone calls when she should have been working on the project. She was also late with her work for the last project you worked on together, and you are a bit annoyed that this is happen- ing again. You are thinking that since you have two other graphic artists in the department, you will ask one of them to work with you on future projects. You know for sure that if Mary does not have her material ready by Monday, you will be talking about Mary’s inability to meet deadlines in her per- formance and salary review next month. Th ough you plan to talk with Mary in person, you also want a permanent record of your decision, so you decide to write a message to Mary denying her request for an extension and off ering at least one suggestion for what she might do to meet her deadline.
9 You have worked for three months at TAM Interna- tional, a marketing analysis fi rm. You have quite a prob- lem on your hands. Recently, Masooma Lahiri-Larson of Kohl’s Corporation requested 25 printed copies of your company’s latest state retail-market analysis report. Aft er listening to the phone message, you promptly mailed the reports (you had the Kohl’s Corp. contact information and
shipping address on fi le from a previous order). Per your company policy, you included an invoice for the printed copies totaling $625. However, you just received an email from an irate Masooma. She distinctly remembers ordering one electronic PDF copy of the report, costing a one-time fl at fee of $250. Masooma indicates that she is not only refusing to pay the
ren03210_ch08_189-225.indd 217ren03210_ch08_189-225.indd 217 1/11/13 2:57 PM1/11/13 2:57 PM
218 PART 3 Basic Patterns of Business Messages
$625 for the 25 printed copies of the report but is also going to write an editorial to Retail Marketers Monthly to expose the treatment she has received. Her memory is not accurate. You have a copy of the order that she submitted online. It does not say anything about a $250 fl at fee for 25 copies. In fact, it clearly says she ordered 25 copies at $24 each plus tax and shipping. You have no idea where she got the idea she
would pay only $250. Maybe she just didn’t read the receipt that was emailed to her. Obviously, though, your company and your boss will not be pleased about the bad press! Write a message to Masooma refusing her request to honor a $250 fee. See what you can do to mend the relationship between your two companies as well so that you can avoid the bad press.
10 Brian Kerry is the public relations director for Billings Industries, a company that has a large campus with beauti- ful gardens and a park-like setting. Falling Water Sounds, a local arts organization, wants to host a summer concert se- ries on the company’s campus where people can bring their friends and families, enjoy a picnic, and listen to a variety of music groups. Falling Water Sounds wanted to have the concert series in city parks, but people cannot bring alcohol into city parks, and Falling Water Sounds wants people to be able to enjoy whatever food and drink they want to bring to the concert and does not anticipate a rowdy crowd or illegal
activity. Th e goal is to get families and friends together for an evening of music. Brian envisions families enjoying a concert on the com- pany’s campus; he thinks this is a great opportunity for the company to be a good citizen and to promote the compa- ny’s presence in the community. However, Brian decides to deny the request. Th ink of at least three reasons why Brian might deny the request. Th en, assume the role of Brian and write a letter to Falling Water Sounds denying the re- quest to hold the summer concert series on your company’s property.
Indirect Claims 11 Th e small company that you work for, InFocus Solu- tions of Washington, DC, is busy prepping for its annual board meeting. As the junior member of the team, you were asked to order lunch from Breadline and to pick up the order on the day of the meeting. Abiding by Breadline’s catering policy, you paid for half of the lunch when ordering and will pay the rest of the bill upon pickup. Sandwiches and salads for 20 people, plus chips, drinks, and dessert came to a total of $235.84. You paid $117.92 over the phone with your company credit card when you placed the order. Aft er weeks of preparation, the day of the meeting is fi nally here. As you board the Metro on your way into the offi ce, you receive an “Urgent Alert” on your cell phone from the city. An unidentifi ed package has been spotted on the White House grounds; consequently, until further notice,
no one except emergency personnel are allowed within a 5-block radius of the White House. Your offi ce is outside of the locked down area . . . but then you remember that Breadline is only a block away from the White House! Th ankfully, you are able to make other lunch reservations, and the board meeting is an all-around success. However, Breadline still owes InFocus Solutions $117.92 for the lunch you were unable to pick up. You’re worried because of a clause in the contract saying “deposits are nonrefundable except in extreme cases (e.g., a natural disaster).” You may not get your deposit back. You understand that Breadline likely purchased the food for your lunch before you cancelled it and would lose money if it returned your deposit; but you also think that especially in Washington, DC, a suspicious package is the equivalent of a natural disaster. Send the manager a message requesting an adjustment to your account.
12 Your yard is big and hilly, and you just don’t have the time and energy right now to maintain it yourself. You fi nally sprang for a professional lawn-mowing service, but the fi rst visit from BeautyLawn did not go well (see also case #44 in Chapter 7). Yes, the grass looks nice, and the crew trimmed nicely around the edges—but they also mowed over the very area you asked them not to mow, the hill where your daf- fodils were just starting to come up. Th e crew chief, while
respectful and hard-working, did not seem to understand English very well. You suspect that even though he wanted to be accommodating, he simply didn’t understand the instruc- tions you gave him. Write BeautyLawn a persuasive claim in which you ex- plain what happened and request that this fi rst yard service be at no charge. You think that’s a pretty fair request, given that you won’t be enjoying your daff odils this year.
13 Assume the role of Carla Reyes. You arrived at the airport last Saturday only to fi nd that Cross Country Airlines canceled your 1:00 p.m. fl ight because of a severe thunderstorm. You thought about renting a car and driving the seven hours to your home, but several other stranded passengers with canceled fl ights had the same idea, so no cars were available for one-way rental.
While you were at a major airport, you live in a small town where there are only two fl ights to your hometown each day. You were rebooked on the only later fl ight available that day, at 9:50 p.m. You waited all day in the airport and were just 25 minutes from boarding your fl ight when you were told that your 9:50 fl ight had been canceled because a fl ight crew was unavailable. Th e agent at the Cross Country Airlines service counter said
ren03210_ch08_189-225.indd 218ren03210_ch08_189-225.indd 218 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 219
that the 1:00 p.m. fl ight the following day was already booked and that you had been assigned to Sunday’s 9:50 p.m. fl ight. Th e airline off ered to put you up in a hotel for the evening and transport you to the airport on Sunday. Th is was unacceptable. First, you were fl ying home to attend your grandfather’s 80th birthday celebration on Sunday. You would have missed the party if you had taken that 9:50 p.m. Sunday fl ight. Second, the hotel checkout is at 11:00 a.m., which means you would have had to spend almost 12 hours at the airport on Sunday. Fortunately, by 10:00 p.m. on Saturday, you were able to secure a one-way car rental to your hometown, so you decided
to cancel your seat on the Sunday, 9:50 p.m. fl ight. Th e car rental cost $96. As you made the seven-hour drive to your home, you decided that you should be refunded the $112 cost of the ticket that you were not able to use through no fault of your own. In addition, to compensate for the seven hours you had to spend driving through the night to reach your grandfather’s party, you believe the airline should pay for your rental as well. Write to Cross Country Airlines and request that the company pay for your rental and refund the money for your ticket. Be sure to provide details the reader needs to know to act quickly on your request.
14 On a recent road trip, you noticed that your 2001 Dodge Caravan shimmied every time you accelerated. You thought the problem might be an underinfl ated tire, but even aft er you stopped to put air in the tires, your car still shook whenever you pressed the accelerator. You resolved to take it to the repair shop when you got home. When you had the car checked out, you learned that it had a broken front right axle. You’ve had good experiences ordering parts from CarParts.com, so you convinced the owner of the repair shop to let you order the part yourself, which would be cheaper than having the shop order it. Th en you’d have the shop install the part. You searched CarParts’s website and found the exact part for your make and model of Caravan, which you bought. When the part arrived, you took it to the repair shop. Later that day,
Duane, the repair technician, called to tell you that the part was too long—in other words, you had ordered the wrong part for your car. You went back to CarParts’s website to see what might have happened. You entered your car information, and the part that you’d ordered still came up as the appropriate one. Th ere was only one possible explanation: Th e website had assigned the wrong part number to the axle. Now you’ll have to go back to the shop to pick up the erroneous part, ship it back to CarParts, and get them to send a replacement part right away. Using the “Contact us” link on the company’s website, email CarParts.com to request that it send you a prepaid shipping label to return the wrong part and that it send the correct part by overnight shipping directly to the repair shop. Whether you do business with this company in the future will probably depend on its reply.
15 When Ultimate Fitness Gym opened in your town, you were thrilled. You took advantage of the grand opening deal of a lifetime membership fee of $25 per month. Th at was three years ago. Th e gym is building a new facility. You are a little surprised when you receive a letter four months be- fore the new gym’s grand opening off ering you a new lifetime membership of $39.99 per month. Th e letter says that pre- vious lifetime memberships will not be valid once the new facility opens and encourages you to take advantage of this great deal. You’re thinking that $39.99 per month is defi nitely not as great a deal as your current lifetime membership of $25 per month, and you wonder why you would pay the in- creased price when you’ve already bought what is supposed to be a lifetime membership. You called the gym and were told, “Th e ‘lifetime’ in ‘life- time membership’ refers only to the life of your membership in this building. A new building means a new membership, and our new lifetime memberships are $39.99 per month.”
Your brother, who is an attorney, reads the contract and says that even though it does not specify that “lifetime” means the life of the membership in a particular building, it is worded in such a way that the gym can change the terms. Th is seems like a fl imsy explanation for raising your membership. In fact, it seems as though the gym is desperate for a way to raise revenue to cover the cost of the new building and is targeting lifetime memberships. You also feel you were mis- led about the terms of your contract when you were told you had purchased a “lifetime” membership for $25 per month. You have talked with the employees at the front desk and to the gym’s manager, but they refuse to waive the new life- time membership fee for current lifetime members. Frus- trated with the employees’ lack of sympathy, understanding, and action, you decide to write a letter to the gym’s owner asking that he reconsider the new lifetime membership fee and allow yours to remain at $25 per month.
16 You are a manager at a local fi nancial services fi rm, Handel and Schmidt Holdings. Your administrative assistant, Candace, is retiring aft er 35 years with the fi rm. To celebrate her years of service, you’ve organized a lunch outing to Sawyer’s, a local steakhouse, and invited the entire staff of 25 (See case #42 in Chapter 7.) Everyone in the offi ce is looking forward to the outing, as the last two months have been very busy, and your whole staff could use a break. When you get
to Sawyer’s, you are told by the hostess that your tables are not ready, and you wait 30 minutes before being seated. Once your party is seated, the outing turns into a disaster. Your server is rude, and some of the orders get mixed up. You feel bad for Candace and also embarrassed because it was your idea to choose Sawyer’s. At the very least, you feel that you deserve a partial refund of your money. You decide to write to the owner, Bob Sawyer, to express your displeasure.
ren03210_ch08_189-225.indd 219ren03210_ch08_189-225.indd 219 1/11/13 2:57 PM1/11/13 2:57 PM
220 PART 3 Basic Patterns of Business Messages
17 You are the executive director of a community regional arts center. You recently contracted a local fi rm, WJF De- signs, to design and print 500 promotional posters for the events and concerts in the upcoming season. You wrote the content and sent it to the fi rm’s graphic designer and copy editor who sent copies to you for proofreading. Today the fi rm delivered your posters and an invoice for $1,500. For whatever reason, when you proofed the fl yers, you failed to notice that the dates for the following season were not changed from 2013 to 2014. You will need to have the posters reprinted.
You cannot leave these posters as they are, and it would look tacky to cross out the wrong date and write in the new one. While you realize you should have found the error when you were proofreading the fi nal copy, you also feel WJF should have noticed the error and corrected it—aft er all, you paid a lot of money for the copy editor’s work, which included proofi ng the content. Write a message to Jordan Peters at WJF. Explain the error and request that the posters be reprinted. In addition, build your case for having WJF cover half the cost of reprinting the posters.
18 You and your family have just returned from fi ve days (four nights) at SunFun Resort at Wrightsville Beach, NC. Your room was nice, the staff was friendly, and the beach was great. What was disappointing was that the pool was closed during your whole stay because of “mechanical problems.” When you expressed your disappointment to the young people staffi ng the front desk, they clearly hadn’t been advised on how to handle the situation and simply said, with apologies, that there was nothing they could do. You didn’t want to make an angry fuss about it since you were there to relax, so you let the matter drop.
But now that you’re back home, you think you’ll write the management of the resort to request a partial refund. Aft er all, the room rate was over $370 per night, plus tax, and the big, beautiful swimming pool was one reason you chose SunFun instead of another resort. You live in Michigan, and it’s not likely that you’ll return to Wrightsville any time soon, so you defi nitely want a refund, not a coupon for a discounted future stay. (You may make up additional details as long as they are realistic and do not change the basic facts of the case.)
Adjustment Refusals 19 You work in the customer service department for Trombley Kitchen Works, makers of high-quality kitchen utensils. You receive a phone call from a longtime customer, Tom Dahrman, who complains about the quality of your Trombley Pro 3000 knife set and asks for a refund. Mr. Dahrman claims that he had been using his knife according to how it was demonstrated on your television commercials but that the blade broke from the handle. When you ask him to elaborate, he mentions that on one of your television commercials, a man in a chef ’s outfi t uses a Trombley Pro 3000 knife to cut through a variety of objects, including chicken bones and even a steel pipe. Aft er watching the commercial, Mr. Dahrman had broken the knife by attempting to cut through his rusty kitchen faucet, which was in need of repair. Th is commercial is supposed to demonstrate the qual- ity and sharpness of your knives but is very clearly a
dramatization. In fact, there is an obvious disclaimer at the bottom of the television screen stating that the knife is not to be used to cut through pipe. Further, instructions that are included with the knife sets clearly specify how the knives are to be used and mention that they are intended solely for routine cooking tasks. In this case, you do not feel that Mr. Dahrman is entitled to the refund that he is demanding, as he did not use the knife the way it was intended to be used. When you tell him so, though, he grows angrier and insists on an adjustment. You assure him that you will speak with a manager about the situation and email him the resolution. Your manager sometimes grants adjustments in complaint cases where a refund is not strictly warranted, but in this case he says “absolutely not.” Inform Mr. Dahrman that Trombley cannot give him a refund and explain the manager’s decision. At the same time, attempt to come up with a creative, realistic solution that will keep Mr. Dahrman a loyal and happy customer.
20 As a customer service representative for a manufac- turer of upscale kitchen appliances, you’re going to have to say no to Janet Hay’s request for a refund. According to the handwritten note she included with the food processor that she just shipped back to you via UPS, she had mail ordered the item almost three months ago, when it was on sale. She had then stored it until her niece’s wedding. But when the niece got around to using the food processor, it made a weird sound and gave off an electrical smell. So Ms. Hay has sent it back and is asking for a refund to her credit card.
Th e problem is that Ms. Hay has waited too late to make this return. As the packing slip said, any defective products need to be returned within 60 days of purchase. Aft er that, there is nothing you can do except recommend an authorized repair center. Write to Ms. Hay to give her the bad news. See if you can fi gure out how to keep her goodwill and her future business. You’ll also need to resolve what to do with the defective food processor she returned.
ren03210_ch08_189-225.indd 220ren03210_ch08_189-225.indd 220 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 221
21 What a complicated complaint from Carla Reyes! (See case #13.) You certainly see how the situation must look from her point of view. For reasons beyond her control, she missed the outbound fl ight that she’d paid for, and then, because the airline didn’t have a crew, she missed her second fl ight and had to pay for a rental car—all of this aft er waiting nearly nine hours in an airport for her second fl ight. Unfortunately, your hands are tied. Th e ticket receipt does clearly state that tickets are not refundable because air travel is sometimes aff ected by factors beyond the control of Cross Country Airlines. Cross Country Travel reimburses the
cost of a missed fl ight only if the airline has made an error it could have avoided, if the passenger has a documented medical emergency, or if the passenger has paid a $150 fl ight insurance fee. And you never reimburse a rental vehicle— renting a vehicle is the customer’s choice. Th ough you can understand Carla’s desire to get home for her grandfather’s birthday, the truth is that Cross Country Airlines did all it could to get people on fl ights. You simply are not allowed to give refunds in such cases. However, you are allowed to give a coupon toward the customer’s next fl ight with you. Respond to Ms. Reyes’s complaint, trying to the best of your ability to restore good relations with her.
22 You are a branch manager for a large bank. On July 1 the bank began assessing a $15 surcharge to all debit cards that had not been used in six months. Th e $15 fee was deducted from cardholders’ checking or savings accounts. Eight weeks before the July 1 deadline, the bank’s customer service department sent letters to all debit cardholders whose cards had been inactive telling them that if they didn’t use their cards by July 1, they would be assessed the $15 fee. Customers were also told that if they no longer wished to have the card, they were to call an 800 number to deactivate it. In addition, all cardholders were reminded that aft er July 1, they had to use their cards at least once every six months to avoid the fee. Th e notice was also placed on cardholders’ monthly statements, posted on the bank’s website, included in the bank’s quarterly newsletter, and advertised in branch offi ce lobbies. Aft er July 1 customers with unused cards were assessed the $15 fee. Many customers who somehow missed the notices of the policy change called customer service to express their anger and disappointment. Once the customer service
representatives reminded these customers of the multiple notices regarding the fee, most grudgingly accepted that they should have paid more attention. One particularly angry customer, though, was not satisfi ed with this explanation. Aft er her phone call to customer service, Laura Nelson wrote a letter to you, the branch manager, saying that the bank had done an insuffi cient job in informing customers of the fee. She said a phone call would have been the best way to let her and others know, and she wants the $15 fee returned to her account. She says that if you don’t give her the $15, she will take her accounts elsewhere. You believe that the bank did all it could do to inform the customers. Making phone calls to all of them would have been unreasonable and ineffi cient. Besides, in a society where phone scams and fi nancial fraud are becoming common, would she have thought a voice message about a $15 fee on a debit card was credible? Write a response to Ms. Nelson denying her request to return the $15 to her account. Retain her goodwill so that she does not take her accounts to another bank.
23 You are a manager for Renata’s, a large, upscale bar and grill. During the summer months, you sponsor a 10K charity fun run. Each year you donate the proceeds to a diff erent charity. Th is year the proceeds go to the United Way and to the Waite City Free Clinic. Runners pay a $50 registration fee to participate in the event. Th e fee covers Renata’s costs: insurance, liability, security, water, and promotional materials. Th ough you’ll let people register for the run at any time, including the day of the event, you do not refund the registration fee aft er March 15 for any reason. You need to know your budget, and adjusting credit card charges or handling cash for anyone who wanted a refund would be too time consuming. Today (May 5) you received an email from Oliver Shand. He paid the $50 registration fee on February 2. He broke
his ankle on February 24. He thought he would be healed in time to participate, but he just has not had time to do the rehabilitation and training he will need to participate in the run. He wants his card credited for $50. You’re a runner, and you empathize with him, but he should have requested the refund when he broke his ankle. Besides, you think it’s pretty cheap and a little tacky that he would want a refund for what is essentially a charitable donation (which, by the way, he will still get a receipt for so that he can claim a tax deduction). You are going to deny his request, using critical thinking and problem-solving skills to explain why the fee is nonrefundable aft er March 15 and to help him feel more positive about your keeping his money.
24 You work in customer service at the headquarters of Petro company, a large chain of gas stations. Today you must answer a complaint that you received from a customer whose car was damaged by the automatic car wash at one of your stations. When the car went through the wash, the whirling brush on the driver’s side broke the mirror. Th e customer
says that when he complained to the manager on duty at the station, she called his attention to the sign at the entry to the car wash stating that Petro would not be responsible for any damage to the cars. She also noted that the sign says to fold in the mirrors of the car before entering the car wash. When the customer explained that his mirrors do not fold in, the
ren03210_ch08_189-225.indd 221ren03210_ch08_189-225.indd 221 1/11/13 2:57 PM1/11/13 2:57 PM
222 PART 3 Basic Patterns of Business Messages
manager said she was sorry but that there was nothing she could do. Using a link on your company’s website, the cus- tomer has written the company an email message. He feels that your car washes should be safe for cars like his, and he wants you to pay $100 toward repairing the damaged mirror.
Write a response in which you refuse his request. Th e best you can do in cases like this is attach a coupon good for $10 at any of your stations’ stores.
25 As the manager of SunFun Resort at Wrightsville Beach, NC, you’re going to have to say no to a customer’s request for a partial refund (see case #18 under “Indirect Claims”). Under corporate policy, you’re allowed to give refunds at your discretion if the hotel has made a mistake or a mishap has oc- curred, but not if the pool goes out. As an outdoor facility, the pool is not considered a core service, and you can’t guarantee that it will be open during any given guest’s stay, just as you can’t promise that the weather will be pleasant. Also, when something goes wrong in a guest room, your repair staff can correct it or the guest can be moved to a diff erent room; but
when the pool goes out, you’re at the mercy of the pool con- tractor and the supplier of the parts. Th us, while you do your best to keep the pool open, you can’t take responsibility when it has to be closed for a period of time, and giving refunds for such periods would be costly to your business. Write the customer to say that you can give a $100 dis- count on his next stay of two nights or more at one of your properties. Fortunately, there is a SunFun Resort in Tra- verse City, MI. While it’s unlikely the customer will return to Wrightsville Beach any time soon, the resort in Michigan would be relatively near anywhere he lives.
Negative Announcements 26 Your company, MediTech, is an industry leader in manufacturing cardiac medical devices. MediTech lets its 20 senior management staff attend one professional develop- ment activity a year (e.g., an annual professional conference, continuing education) anywhere in the United States for up to fi ve days. Th e senior managers really enjoy this program because it provides a break in their routine and lets them travel, network, and build their knowledge of the latest in- dustry trends and products. However, business has not been good this past year, so the company has decided to save money by limiting travel for these activities to within 150 miles of the offi ce. Th e company also will not pay for hotel stays or any registration fees over $100. When the alternatives are layoff s, increased employee contri- butions toward health insurance, switching to an employee
health insurance plan with less coverage, or eliminating sales performance bonuses, cutting this policy seems like one way to save money without aff ecting everyone in the company. If senior managers want to take vacation time or pay for activi- ties beyond what the company covers, they certainly may. As MediTech’s budget director, you know senior managers will be upset. Th e policy has been around so long that some even see this policy as a right and a status symbol rather than a privilege. Some others may wonder how they will maintain their skills or network with others in their fi elds. Th ey cer- tainly won’t want to pay for these activities themselves. Write a message to your senior management staff explaining why the new professional development restrictions are in place. Appeal to their management expertise so that they see this as a good business decision. Provide alternatives for network- ing and developing their skills.
27 You’re a regional manager for Arch Insurance, Inc., whose specialty is corporate travel and personal accident policies. Most of your company’s revenue comes from sell- ing policies to businesses and other organizations that need to cover their employees when they’re at work or traveling. Just now you were “called on the carpet” by your boss for excessive expenditures for wining and dining clients. She says that the seven agents who work for you spent over $9,000 last quarter taking representatives of companies, hospitals, and other organizations out to lunch and dinner, either to thank them for their business or attract them as customers. Sure, landing even one good contract with a large organization can
mean thousands of dollars for the company, and representa- tives of a company that caters to businesses can’t aff ord to look “cheap.” But you have to agree that things have gotten out of hand. Your boss says that many of the receipts are for the most expensive restaurants in the area and for such ex- travagant purchases as $150 bottles of wine. Th is has got to stop. Th ere are plenty of elegant ways to say “thank you” or to appeal to a client besides spending money hand over fi st. Using your good problem-solving skills, think about how to advise your employees. Th en write the negative announce- ment that will change their behavior but also maintain their goodwill and their drive to succeed.
28 Assume that you are the ___ (you choose the super- visory position) of a small ___ (you choose the type) com- pany or department. More and more, you’ve noticed, when walking past employees’ cubicles and offi ces, that a social networking site such as Facebook, MySpace, or LinkedIn is up on the screen. You’ve read some articles pointing out that
social networking on the job can be quite a drain on em- ployees’ productivity, and you worry that this is happening in your company (have you noticed any lapse in performance lately?). You think the time has come to send an email to the employees advising them to limit their use of social network- ing on the job.
ren03210_ch08_189-225.indd 222ren03210_ch08_189-225.indd 222 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 223
Th e thing is, you know that social networking does also bring certain company benefi ts. You don’t want to have the IT person block or monitor the use of social networking sites, nor do you want a strict policy that will actually be counterproduc- tive. So you’re going to try to get people to monitor themselves.
Th ink carefully about what you want the employees to do and why (for example, instead of doing social networking, what should they be doing?). Th en write the message that will get them to change their behavior.
29 Your company, AET Manufacturing, fi nds itself in a tough position. Th e company needs to update its soft - ware and tracking systems to remain competitive in the industry. If the company updates the soft ware, employees will need extensive training in how to use it. However, be- cause of its small size, the company would have to lay off three employees for the summer if it paid everyone for at- tending the eight-hour technology training session.
You have been given the task of informing employees of the technology upgrades and the necessity to come in for an eight-hour training session on a Saturday without pay. Th ink of ways to make this change sound as positive and appealing to employees as possible. Because you cannot aff ord to actu- ally pay the employees for this training, think of how you might otherwise compensate them.
30 Play the role of assistant to Bill Hannigan, owner of a chain of hair and nail salons in the tri-state area. (With your instructor’s permission, choose a diff erent business or or- ganization that serves its customers through scheduled ap- pointments.) Th e business’s policy is “three strikes and you’re out”: that is, if a customer breaks three appointments within 12 months and without advance notice, that client is not al- lowed to make any further appointments. Until now, the managers at the diff erent salons have dealt with this issue informally as it has arisen. When customers who’ve reached their limit have called to schedule another ap- pointment, the managers have just handled the situation by
phone. But Mr. Hannigan wants to ensure that customers in this category are treated uniformly and tactfully. He’s asked you to write a form letter that can be sent to customers who have broken their third appointment to tell them that, in the future, the salon will be able to serve them on a walk-in basis only. In your letter, leave blanks where information specifi c to each case will be included and indicate in brackets what kind of information that will be. Th ink carefully about the facts you’ll need to include in order to justify your position. And do what you can to maintain the customer’s goodwill. You do not want to alienate the customer or his or her family and friends, some of whom may also be your customers.
31 You are the owner of a small company called Marvel Technology Solutions. Th e company has been in business for eight years and has done well fi nancially. In addition, you believe that your company enjoys one of the most positive working environments in the industry. Your employees get along very well with one another, work well as a team, and express their genuine appreciation for how you run your company. Despite your company’s history of success, this last year has been very diffi cult. Th e downturn in the economy has made it tough for many small businesses, and Marvel is no exception. It has been a struggle the last few months just to meet payroll, which has had a noticeable eff ect on the work- place environment, as many of your employees wonder if they will be laid off . You have pondered the possibility of lay- ing employees off , but every time this thought crosses your mind, you quickly dismiss it. Your 14 employees are all out- standing, hardworking, and loyal. You would feel terrible if
you had to lay any of them off . However, your fi nancial situ- ation necessitates that you do something. Aft er much thought, you have decided that the best way to improve the fi nancial situation would be to have everyone—including yourself—take a temporary 15 percent pay cut. Obviously, this will not be a very popular move, as some of your co-workers have spouses who have recently lost their jobs at other companies, so any reduction in salary will make it hard for these families to pay their bills. However, it is better to have a job at reduced pay than no job at all. Write a memo to your employees announcing and ex- plaining your decision to have everyone take a temporary pay cut. Mention that industry experts predict that the econ- omy will improve in 8 to 10 months—which, if true, will put an end to the need for the pay cut. You may also wish to emphasize the historically positive work environment at your company and appeal to your employees’ sense of cama- raderie and loyalty.
32 You work as an administrative intern for Peck and Briggs, a small but well-respected public accounting fi rm located in Cleveland, OH. Traditionally, Peck and Briggs has replaced its employees’ computers on a rotating schedule every three years. But the recession has required some cost- cutting measures, and those who are waiting for replace- ment computers will now need to wait another year before
receiving their upgraded computers. In addition, everyone in the fi rm will need to be advised that computers will now be replaced on a four-year, not three-year, schedule. Th is means that they will need to make do with the Microsoft Offi ce suite that is on their current computers, since that soft ware is up- graded only when the computers are replaced. (Th is issue will not aff ect the accounting soft ware, since the fi rm uses
ren03210_ch08_189-225.indd 223ren03210_ch08_189-225.indd 223 1/11/13 2:57 PM1/11/13 2:57 PM
224 PART 3 Basic Patterns of Business Messages
Intacct.com, a cloud-based soft ware service, rather than soft - ware on their own computers.)
Your task is to draft a message for Mr. Peck, senior partner, to send to all employees informing them of the new policy.
33 You are the facilities supervisor at Iverness Form and Function, LLC, an architecture fi rm. Th e custodians report that the break room is so trashed, the amount of time needed to clean it has increased from 15 to 30 minutes each day. Employees who take late lunches and aft ernoon breaks have no clean space to use. People are not wiping the tables aft er they eat, used napkins remain on the tables or on the fl oor, and dirty dishes are left in the sink. People will heat food that overfl ows or explodes in the microwave and just leave without cleaning it up. Some of the food in the refrigerator is over a month past its due date. Given all the complaining you have heard about the break room, you would think that peo- ple would be more diligent in cleaning up aft er themselves.
In fact, someone left the message “CLEAN UP AFTER YOURSELF!!!!!!! YOUR MOTHER DOESN’T WORK HERE!!!!!!!!!!!!!!!!!!!!!!!!!” on the microwave last week. As the offi ce manager, you realize that while the custodians are responsible for cleaning every room in the building, the employees’ messes are excessive and unbecoming of people in professional positions. Send an email to employees to en- courage them to clean up aft er themselves. Just last week you were giving a tour to a member of your town’s chamber of commerce and were thoroughly embarrassed when you took him through the break room. Keep in mind that even though you are sending the email to all employees, it’s not likely that every employee contributes to the mess.
34 You’re a communications intern at J. J. Brown’s, a mail-order clothing and camping gear store, and you’ve been asked to revise the messages the company sends to customers whose orders have had to be delayed or can- celed. When a customer calls to place an order, the call- center representative checks to see that each item being ordered is available, but if other customers are requesting the same item at around the same time, the computer shows the items to be in stock even though an item is sold out. Sometimes when this happens, you can tell customers that more of the desired item is being ordered and give them an estimated delivery date. Other times, when the item is
gone, it’s permanently gone, which is especially likely with clearance items. Your boss feels that the current form emails informing customers of canceled or delayed orders are too stiff and im- personal. Aft er all, the goods your company sells are associ- ated with fun and adventure. Th e revised messages shouldn’t be too cheerful (aft er all, they are bad-news messages), but they should convey a more positive image. Write the two messages that are needed, one for canceled or- ders and one for delayed orders. In your messages, leave blanks where information specifi c to each order will be included and indicate in brackets what kind of information that will be.
35 Next week auditors from company headquarters will be visiting your branch offi ce, observing and interviewing employees to ensure that your company follows corporate policies and procedures. You see this as a routine activity, so you are surprised at the hostility and resistance your employ- ees are showing toward the auditors and their visit. Many are threatening to take vacation or call in sick during the week of the visit. You worry that the auditors will sense the negativity of those who are here, especially given employees’ comments such as “Well, they better not expect to set up their desks and computers in my department.” You simply will not tolerate this negativity. Auditors visit the company every three years, and employees know this. Plus, if they are doing their jobs correctly, employees have nothing to worry about. Th ey just need to show up for work, be mature, and treat the auditors with respect.
Write an announcement to employees letting them know what week the auditors will arrive. Tell the employees in the Accounting Department that temporary workspaces will be set up in the department for the auditors. Yes, this may be inconvenient, but it’s the most centrally located and spa- cious area in the building. In addition, tell the employees that they will not be allowed to take vacation during this time unless they already received vacation approval prior to the sending of this message. You should also remind em- ployees of the company policy stating that if an employee calls in sick and the supervisor thinks the employee is lying, the employee may be required to provide a doctor’s note. No, the policy is not oft en used, but you have no problem enforcing it if employees use sick days to avoid the audi- tors. Be sure your message leaves your readers feeling better about the auditors’ visit.
36 Revise the following negative announcement to im- prove the organization, content, tone, grammar, punctua- tion, and mechanics.
Dear Valued Quality Food Mart Customers; Due to the fact that some customers have recently abused our
coupon policy, effective immediately we are prohibiting the use of double coupons, this includes any use of any coupon with another coupon or using any coupon with sale items that do not require a coupon. What this does mean is you using only one coupon on an item or getting only the sale price for you’re
ren03210_ch08_189-225.indd 224ren03210_ch08_189-225.indd 224 1/11/13 2:57 PM1/11/13 2:57 PM
CHAPTER 8 Maintaining Goodwill in Bad-News Messages 225
grocery items. Not using more than one coupon or using a coupon with an item already on sale. We will still take all manufacturers coupons and store coupons. Just not more than one at a time and not for an item on sale. We are doing this because people use coupons in a manor for which they are not intended. Due to the popularity of reality shows such as “Coupon Frenzy”
where people compete using coupons to see how much groceries they can get for free or not alot of cost. We can not do this and remain in business, we must manage how we and customers use coupons so that we can serve you better. Thank you for your understanding. Please feel free to contact us if you have any questions. We apologize for any inconvenience this may cause you.
ren03210_ch08_189-225.indd 225ren03210_ch08_189-225.indd 225 1/11/13 2:57 PM1/11/13 2:57 PM
Learning Objectives Upon completing this chapter, you will be able to use persuasion effectively, especially when making requests, composing sales messages, and writing proposals. To reach this goal, you should be able to
1 Describe important strategies for writing any persuasive message.
2 Write skillful persuasive requests that begin indirectly, develop convincing reasoning, make a call to action, and close with goodwill.
3 Discuss ethical concerns regarding sales messages.
4 Describe the planning steps for direct mail or email sales messages.
5 Compose sales messages that gain attention, present persuasive appeals, use appropriate visual elements, and effectively drive for action.
6 Write well-organized and persuasive proposals.
CHAPTER NINE
Making Your Case with Persuasive Messages and Proposals
ren03210_ch09_226-283.indd 226ren03210_ch09_226-283.indd 226 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 227
THE PREDOMINANCE OF INDIRECTNESS IN PERSUASIVE MESSAGES Everything you write on the job will have some kind of persuasive purpose—to convince the reader of your professionalism, convey an appealing company image, promote good relations, or all of these. But in some situations, persuasion will be your central goal. In these cases, your readers will hold a certain position, and your task will be to move them from this position to another one that is more favorable to you or your company. Meeting this challenge requires careful analysis, strategic thinking, and skillful writing.
Because you will be proposing something that your reader probably does not already agree with or want to do, it is oft en best to organize persuasive messages in an indirect order . Preparing the reader to accept your idea is a much better strategy than announc- ing the idea from the start and then having to argue uphill through the rest of the mes- sage. Ideally, you should organize each persuasive message so that, from the title or subject line to the end, your readers will agree with you. If you try to have them on your side from start to fi nish, you’ll have your best chance of success.
Although indirectness works for most persuasive messages, sometimes you will want to use a direct approach . For example, if you know your reader prefers directness or if you believe your readers will discard your message unless you get to the point early, then directness is in order. As we discuss later in this chapter, proposals in response to specifi c requests may also use directness.
In the following pages we fi rst provide some general advice for eff ective persuasion using the indirect approach. We then explain how the indirect order is used in two kinds of persuasive messages: the persuasive request and the sales message. Finally, we cover another important category of persuasive writing: proposals. Th ese, as you will see, can use either the direct or indirect pattern, depending on whether they are invited or uninvited.
GENERAL ADVICE ABOUT PERSUASION All our previous advice about adapting your messages to your readers comes into play with persuasive messages—only more so. Moving your reader from an uninterested or even resistant position to an interested, cooperative one is a major accomplishment. To achieve it, keep the following advice in mind.
Know Your Readers For any kind of persuasive message, thinking about your subject from your readers’ point of view is critical. To know what kind of appeals will succeed with your readers, you need to know as much as you can about their values, interests, and needs. Com- panies specializing in email and direct-mail campaigns spend a great deal of money to acquire this kind of information. Using a variety of research techniques, they gather demographic information (such as age, gender, income, and geographic location) and psychographic information (such as social, political, and personal preferences) about their target audience. Th ey also develop mailing lists based on prior shows of interest from consumers and purchase mailing lists from other organizations that have had success with certain audiences.
If you don’t have these resources, you can use other means to learn as much as pos- sible about the intended readers. You can talk with customer service about the kinds of calls they’re getting, study the company’s customer database, chat with people around the water cooler or online, and run ideas past colleagues. Good persuasion depends on knowledge as well as on imagination and logic.
Choose and Develop Targeted Reader Benefi ts No one is persuaded to do something for no reason. Sometimes their reasons for acting are related to tangible or measurable rewards. For example, they will save money, save time, or acquire some kind of desired object. But oft en, the rewards that persuade are intangible . People may want to make their lives easier, gain prestige, or have more freedom. Or perhaps
LO1 Describe important strategies for writing any persuasive message.
ren03210_ch09_226-283.indd 227ren03210_ch09_226-283.indd 227 1/11/13 2:59 PM1/11/13 2:59 PM
228 PART 3 Basic Patterns of Business Messages
they want to identify with a larger cause, feel that they are helping others, or do the right thing. In your quest for the appeals that will win your readers over, do not underestimate the power of intangible benefi ts, especially when you can pair them with tangible rewards.
When selecting the reader benefi ts to feature in your persuasive messages, bear in mind that such benefi ts can be intrinsic, extrinsic , or a combination. Intrinsic benefi ts are benefi ts that readers will get automatically by complying with your request. For example, if you are trying to persuade people to attend your company’s awards dinner, the pleasure of sharing in their colleagues’ successes will be intrinsic to the event. Door prizes would be an extrinsic benefi t. We might classify the meal itself as a combination—not really the main feature of the event but defi nitely central to it. Intrinsic benefi ts are tightly linked to what you’re asking people to do, while extrinsic ones are added on and more short-lived. Let intrinsic benefi ts do the main work of your persuasive eff ort. Focusing too much on extrinsic benefi ts can actually cheapen your product or service in the readers’ eyes.
When presenting your reader benefi ts, be sure the readers can see exactly how the benefi ts will help them. Th e literature on selling makes a useful distinction between product features and reader benefi ts . If you say that a wireless service uses a certain kind of technology, you’re describing a feature. If you say that the technology results in fewer missed or dropped calls, you’re describing a benefi t. Benefi ts persuade by enabling read- ers to envision the features of the recommended product or action in their own worlds.
One common technique for achieving this goal is to use what we call scenario painting — a description that pictures the reader in a sample situation enjoying the promised benefi ts. Here is an example of scenario painting from the Carnival Cruise Lines website:
Think your schedule is too tight to take a fun-fi lled vacation? Our Baja Mexico sail- ings are just the cruises to change your mind. You can experience the tropical beauty of Baja with a 3-day weekend cruise to Ensenada. Relax in the privacy of Ensenada’s private beaches before hitting the fashionable shops of Avenida Primera for new jewelry—duty-free, of course. Have an extra day to spare? Our 4-day Baja cruises visit Catalina Island. Who knows? You may spot some of Hollywood’s elite while sunning on the golden beaches of California’s Emerald Island.
Scenario painting is common in sales messages, but you can also use it to good advantage in other persuasive messages, even internal ones. Whatever your persuasive situation or strategy, be sure to provide enough detail for readers to see how they will benefi t from what you are asking them to do.
Make Good Use of Th ree Kinds of Appeals Th e fi rst acknowledged expert on persuasion, the Greek philosopher Aristotle, lived almost 2,500 years ago, but many of his core concepts are still widely taught and used. Of particular value is his famous categorizing of persuasive appeals into three kinds: those based on logic (logos), those based on emotion (pathos), and those based on the character of the speaker (ethos). All three kinds come into play in every persuasive message—in fact, one might say, in every kind of message. But as the writer of a per- suasive message, you will need to think especially carefully about how to manage these appeals and which ones to emphasize given your intended audience.
As you plan your message, consider what kind of logical appeals you might use. Saved money? Saved time? A more dependable or eff ective product? How about emo- tional appeals? Higher status? More sex appeal? Increased popularity? And don’t ne- glect appeals based on character. What kind of image of yourself and your company will resonate with the reader? Should you get a celebrity or expert to endorse your product or to serve as the spokesperson? Not only when planning but also when revis- ing your persuasive message, assess your appeals. Be sure to choose and develop the ones most likely to persuade your audience.
Make It Easy for Your Readers to Comply Sometimes writers focus so much on creating persuasive appeals that they put insuffi - cient thought into making the requested action as clear and easy to perform as possible.
ren03210_ch09_226-283.indd 228ren03210_ch09_226-283.indd 228 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 229
If you want people to give money or buy your product, tell them where and how to do it, and supply a preaddressed mailing envelope or a Web address if applicable. If you want employees to give suggestions for improving products or operations, tell them exactly where and how to submit their ideas, and make it easy for them to do so. If you want people to remember to work more safely or conserve on supplies, give them spe- cifi c techniques for achieving these goals and include reminders at the actual locations where they need to remember what to do. Making the desired action specifi c and easy to perform is a key part of moving your readers from resistance to compliance with your request.
With this general advice in mind, we now turn to the three main types of persuasive writing in business: persuasive requests, sales messages, and proposals.
PERSUASIVE REQUESTS
LO2 Write skillful persuasive requests that begin indirectly, develop convincing reasoning, make a call to action, and close with goodwill.
You’re a mid-level manager for Arslan, one of the largest custodial services companies in your city. Like many others in the company, you devote some of your personal time to serving the community. Arslan wants you to do this volunteer work for the sake of good public relations. You want to do it because it is personally and professionally rewarding. Currently, as chair of the fundraising committee of the city’s Junior Achievement program, you head all efforts to get fi nancial support for the program from local busi- nesspeople. The committee can contact some of these potential donors by phone, but there are too many for you to be able to reach all of them this way.
At its meeting today, the Junior Achievement board of directors discussed various solutions. One director sug- gested using a fundraising letter. The board accepted the idea with enthusiasm. With just as much enthusiasm, it gave you the assignment of writing the letter. As you view the assignment, it is not a routine letter- writing problem. Although the local businesspeople are probably generous, they are not likely to part with money without good reason. In fact, their fi rst reaction to a request for money is likely to be negative. So you will need to over- come their resistance in order to persuade them. Your task is indeed challenging.
INTRODUCTORY CHALLENGE
Raising Funds for a Worthy Cause
At many points in your career—starting with your job search—you will need to make persuasive requests. Perhaps, as in the scenario above, you will be asked to write a fundraising message. Perhaps you will need to ask your management for another staff position or for special equipment. You may need to persuade a potential client to join you in a meeting so that you can demonstrate the benefi ts of your products. Or maybe you will be trying to persuade your employees to change their behavior in some way.
Whether written to internal or external readers, requests that are likely to be resisted require a slow, deliberate approach. In essence, you must persuade the reader that he or she should grant your request before you actually state it. Such an achievement requires that you carefully plan your persuasive strategy.
Determining Your Strategy Figuring out the best persuasive approach involves three interrelated tasks: determin- ing what you want, fi guring out your readers’ likely reactions, and deciding upon a persuasive strategy that will overcome reader objections and evoke a positive response.
ren03210_ch09_226-283.indd 229ren03210_ch09_226-283.indd 229 1/11/13 2:59 PM1/11/13 2:59 PM
230 PART 3 Basic Patterns of Business Messages
Th ink carefully about your actual goals for your persuasive request. A request for a one-time-only donation might be written very diff erently from a request that is in- tended to create a long-time, multiple donor. If you were convincing employees to leave the parking places next to the building for customers’ use, you would write a very dif- ferent message if it were the third rather than the fi rst request. Your goals, considered in the context of your organization’s goals and your relationship with your readers, are key shapers of your persuasive message.
To anticipate how your readers will react to your request, consider everything you know about them and then put yourself in their shoes. Look at the request as they are likely to see it. Figure out what’s in it for them and how to overcome any objections they may have. From this thinking and imagining, your plan should emerge.
Th e specifi c plan you develop will depend on the facts of the case. You may be able to show that your reader stands to gain in time, money, or other tangible benefi ts. Or you may be able to show that your reader will benefi t in goodwill or prestige. In some cases, you may persuade readers by appealing to their love of beauty, excitement, serenity, or other emotions. In diff erent cases, you may be able to persuade readers by appealing to the pleasant feeling that comes from doing a good turn. You decide on the benefi ts that will be most likely to win over your readers.
A special kind of persuasive request is one that casts the request as a problem– solution message. With this strategy, you fi rst present a problem that you and the readers share—called the common-ground persuasion technique —and then show how doing as you propose will solve the problem for all concerned. Many fundrais- ing letters use this technique, giving us striking facts about the current economic climate, the environment, or living conditions in a certain area of the world. But this strategy can also be a powerful one for internal audiences who might not be receptive to a straightforward proposal for action but who share your opinion that something needs to be done.
A persuasive request situation is a special opportunity for analysis, creativity, and judgment. With careful use of all three, you can plan messages that will change your readers’ minds and move them to action.
Many persuasive messages arrive uninvited, and they compete with many other messages. Unless they gain the reader’s attention at the beginning, they are likely to end up in the recycle bin.
ren03210_ch09_226-283.indd 230ren03210_ch09_226-283.indd 230 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 231
Gaining Attention in the Opening In the indirect messages discussed in Chapter 8, the goal of the opening is to set up the explanation for the negative news. Th e opening of a persuasive request has a similar goal: to lead into your central strategy. But the opening of a persuasive request has an additional goal: to gain attention.
You need to draw your reader in with the opening of your persuasive message be- cause you are writing to a person who has not invited your message and may not agree with your goal. An interesting beginning is a good step toward getting this person in a receptive mood.
Determine what your reader will fi nd compelling. It might be some statement that arouses curiosity, or it might be a statement off ering or implying a reader benefi t. Be- cause questions get people thinking, they are oft en eff ective openings. Th e following examples indicate the possibilities.
From the cover letter of a questionnaire seeking the opinions of medical doctors: What, in your opinion as a medical doctor, is the future of the private practice of medicine?
From a message requesting contributions for orphaned children: While you and I dined heartily last night, 31 orphans at San Pablo Mission had only dried beans to eat.
From a message seeking the cooperation of business leaders in promoting a fair: What would your profi ts be if 300,000 free-spending visitors came to our town during a single week?
If writing your request in the form of a problem–solution message, you should start with a goal that you and the readers share. For example, let’s say that a project manager in your company has retired and that you want to recommend his capable admin- istrative assistant as his replacement. Since no member of the support staff has ever broken into the managerial ranks, any direct proposal to promote your candidate will be likely to be met with resistance. To get readers on your side from the beginning, you could start your message with facts that everyone can agree upon: that someone has retired, that his or her duties are important, and that someone capable needs to be found quickly. Your subject line for an email along these lines might be something like, “ Reassigning Jim Martin’s Duties” (which everyone supports), not “Promoting Kathy Pearson” (which your readers will resist).
Whatever the case, the form of indirectness that you choose for your opening should engage your readers right away and get them thinking along the lines that will lead to their approval of your request.
Developing the Appeal Following the opening, you should proceed with your goal of persuading. Your task here is a logical and orderly presentation of the reasoning you have selected.
As with any argument intended to convince, you should do more than merely list points. You should help convey the points with convincing details. Since you are try- ing to penetrate a neutral or resistant mind, you need to make good use of the you- viewpoint . You need to pay careful attention to the meanings of your words and the clarity of your expression. You need to use logic and emotion appropriately and project an appealing image. And because your reader may become impatient if your appeal is not clear, you need to make every word count.
Making the Request Clearly and Positively Aft er you have done your persuading, move to the action you seek. You have tried to prepare the reader for what you want. If you have done that well, the reader should be ready to accept your request.
As with negative messages, your request requires careful word choice. You should avoid words that detract from the request. You also should avoid words that bring to
ren03210_ch09_226-283.indd 231ren03210_ch09_226-283.indd 231 1/11/13 2:59 PM1/11/13 2:59 PM
mind images and ideas that might work against you. Words that bring to mind reasons for refusing are especially harmful, as in this example:
I am aware that businesspeople in your position have little free time to give, but will you please consider accepting an assignment to the board of directors of the Children’s Fund?
Th e following positive tie-in with a major point in the persuasion strategy does a much better job:
Your organizing skills and stature in the community would make you an ideal board member for the Children’s Fund.
Whether your request should end your message will depend on the situation. In some cases, you will profi t by following the request with additional persuasive material. Th is procedure is especially eff ective when your reader needs a lot of convincing. In cases where your request is relatively simple, won’t cost the reader much, and isn’t likely to be resisted, you can end your message with the request. Even here, though, you com- bine or follow the request with wording that makes the reader feel good about doing as you ask (see the sample messages on pages 234–236).
Summarizing the Plan for Requests From the preceding discussion, the general plan for persuasive requests can be sum- marized as follows: • Open with words that (1) gain attention and (2) set up the strategy. • Develop the strategy using persuasive language and the you-viewpoint. • Make the request clearly and without negatives (1) either at the end of the message
or (2) followed by words that continue the persuasive appeal.
Contrasting Persuasive Requests Th e persuasive request is illustrated by contrasting letters that ask businesspeople to donate to Junior Achievement. Th e fi rst message is direct and bland. Th e second mes- sage, which follows the indirect approach and provides convincing details, is much more likely to succeed.
A Selfish Blunt Approach. Th e weaker letter begins with the request. Because the requested action is something the reader probably doesn’t want to do, the direct begin- ning is likely to get a negative reaction. In addition, the comments about how much to give tend to lecture rather than suggest. Some explanation follows, but it is weak and scant. In general, the letter is poorly written. It makes little use of the you-viewpoint. Perhaps its greatest fault is that the persuasion comes too late. Th e selfi sh close is a weak reminder of the action requested.
Expert fundraiser Jerold Panas conducted several focus groups to fi nd out what makes fundraising successful. The answers boiled down to “three Es”—plus one “I”:
• Empathy—the ability to understand the audience’s values and interests
• Energy—the determination to put suffi cient work into the fundraising effort
• Enthusiasm—the fundraiser’s obvious commitment to the cause
• Integrity—the fundraiser’s sincerity and truthfulness
SOURCE: Asking: A 59-Minute Guide to Everything Board Members, Volunteers, and Staff Must Know to Secure the Gift, rev. ed. (Medfi eld, MA: Emerson& Church, 2009) 17–20, print.
COMMUNICATION MATTERS
The Ingredients of Successful Fundraising
232 PART 3 Basic Patterns of Business Messages
ren03210_ch09_226-283.indd 232ren03210_ch09_226-283.indd 232 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 233
Dear Mr. Williams: Will you please donate to the local Junior Achievement program? We have set $50 as a fair minimum for businesses to give. But larger amounts would be appreciated.
The organization badly needs your support. Currently, about 900 young people will not get to participate in Junior Achievement activities unless more money is raised.
If you do not already know about Junior Achievement, let me explain. Junior Achievement is an organization for high school students. They work with local business executives to form small businesses and then operate the businesses. In the process, they learn about our economic system. This is a good thing, and it deserves our help.
Hoping to receive your generous donation,
This direct, bland approach is not likely to persuade.
Skillful Persuasion Using the Indirect Order. Th e next message follows the rec- ommended indirect pattern. Its opening generates interest and sets up the persuasive strategy. Notice the eff ective use of the you-viewpoint throughout. Not until the reader has been sold on the merits of the request does the message ask the question. It does this clearly and directly. Th e fi nal words leave the reader thinking about the benefi ts that a yes answer will give.
Dear Mr. Williams: Right now—right here in our city—620 teenagers are running 37 corporations. The kids run the whole show; their only adult help comes from business professionals who work with them.
Last September these young people applied for charters and elected offi cers. They created plans for business operations. For example, one group planned to build websites for local small businesses. Another elected to conduct a rock concert. Yet another planned to publish electronic newsletters for area corporations. After determining their plans, the kids issued stock—and sold it, too. With the proceeds from stock sales, they began their operations. This May they will liquidate their companies and account to their stockholders for their profi ts or losses.
What’s behind these impressive accomplishments? As you’ve probably guessed, it’s Junior Achievement. Since 1919, this nonprofi t organization has been teaching school kids of all ages about business, economics, and entrepreneurship. Thanks to partnerships between volunteers and teachers, these students gain hands- on experience with real business operations while learning the fundamentals of economics and fi nancial responsibility. They also learn cooperation and problem solving. It’s a win–win situation for all involved.
To continue to succeed, Junior Achievement needs all of us behind it. During the 13 years the program has been in our city, it has had enthusiastic support from local business leaders. But with over 900 students on the waiting list, our plans for next year call for expansion. That’s why, as a volunteer myself, I ask that you help make the program available to more youngsters by contributing $50 (it’s deductible). By helping to cover the cost of materials, special events, and scholarships, you’ll be preparing more students for a bright future in business.
Please make your donation now by completing our online contribution form at www.juniorachievement.org . You will be doing a good service—for our kids, for our schools, and for our community.
Sincerely,
This indirect, interesting letter has a much greater chance of success.
ren03210_ch09_226-283.indd 233ren03210_ch09_226-283.indd 233 1/11/13 2:59 PM1/11/13 2:59 PM
234 PART 00 Part Title
C A S E I L L U S T R A T I O N
234
A Persuasive External Request (Asking for Information about Employment Applicants) . In this letter a trade publica- tion editor seeks information from an executive for an article on desirable traits of job applications. Granting the request will require time and effort from the executive. Thus, indirect persuasion is appropriate.
Ms. Adelade O. Romano Director of Human Resources Chalmers-DeLouche, Inc. 17117 Proden Road St. Paul, MN 55108
Dear Ms. Romano:
What clues have you found in employment applications that help you estimate a person’s character and desirability to your firm?
Young people entering business are eager for any clue that will put them on the other side of the fence. They want to know what goes on in your mind when you are judging the people behind the letters and résumés. In our column, “Applications That Talk,” we want to send a message especially to those people. To make the article as practical as possible, we are drawing our information from people in the field who really know.
A mutual friend of ours, Max Mullins, told me of your recent problem of finding the most desirable person behind 250 applications. What specific points did you look for in these applications? What clues distinguished some people from the others? When the going got hard, what fine points enabled you to make your final choice? The young professionals of today are eager for answers to such questions.
You can help solve their problem if you will jot down your personal comments on a diverse sample of these applications and then allow me to interview you about your judgments. All applicant information would of course be kept confidential.
Will you share your insights with me and with hundreds of young professionals? If so, please call or email me to set up an interview time that is convenient for you. It is just possible that, through this article, you will contribute to the success of a future leader in your own company. At the least, you will be of service to the many young people who are trying to get “that” job that is so important to them right now.
405 Perrin Ave.
Austin, TX 78716
512-437-7080
FAX: 512-437-7081
The
explanation
for the
opening
question
logically
follows.
Persuasive
strategy
appeals to
her ego
and her
desire to
help
others.
Request
is clearly
stated.
November 20, 2014
Opening
question
arouses
interest
and sets
up what's
coming.
Request
evolves
logically
from the
preceding
paragraphs.
Final
words
recall the
central
appeal Sincerely,
Charlotte C. Clayton Associate Editor
enclosures
ren03210_ch09_226-283.indd 234ren03210_ch09_226-283.indd 234 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 00 Chapter Title 235
C A S E I L L U S T R A T I O N
235
A Persuasive Internal Request (Using a Central Emotional Appeal Supported by Logical and Character-Based Appeals). The writer wants employees to participate in the company’s annual blood drive. He needs to convince them of the importance of the drive and overcome their likely objections. This message will be distributed to employees’ mailboxes.
Did you help save Brad Meyer’s life?
A few years ago, an employee of Amberly was driving to a friend’s wedding when an oncoming car, operated by a drunk driver, swerved across the center line. Brad doesn’t remember the crash. But he does remember two months spent in the hospital, two months of surgery and therapy.
Without the help of people like us, Brad would not have lived. Some Amberly employees save lives regularly. We’re blood donors. Please be a lifesaver and join us on Friday, March 19, for Amberly’s annual blood drive.
Your help is needed for a successful drive.
Giving blood is simple. The entire process will take less than 45 minutes.
Giving blood is safe. Experienced health professionals from the Steinmetz Blood Center will be on site to conduct the procedure exactly as they would in a clinical setting.
Giving blood is convenient. The Steinmetz staff will be in Room 401, Building B, between 9:00 a.m. and 3:00 p.m. To save time, make an appointment to donate. Call the Steinmetz Blood Center at 569-1170.
Giving blood is important. Nobody knows who will need blood next, but one thing is certain—it will be available only if healthy, caring people take time to give it. Brad’s accident required 110 units—more than 12 gallons—of blood. Because 110 people set aside 45 minutes, Brad Meyer has a lifetime of minutes to be grateful.
Take a few moments now to make your pledge on the reverse side of this letter. Then return it to the Community Relations department, Mail Location 12, by March 15.
From Brad and from other families—like yours and mine—who might need it in the days to come,
Uses a character- based appeal; invites the reader to identify with these “lifesavers”
February 27, 2014 Opens with an attention-getting, you-focused question
Makes the requested action clear and easy
Addresses likely reader objections
Tells an engaging story with specific details
Avoids words such as “draw blood” or “needle” that would bring unpleasant thoughts to mind
Recalls the emotion-based opening and links it to a logical appeal: You or someone in your family might benefit
Thank you,
John M. Piper Director, Community Relations
Engineering & Construction AMBERLY
Department of Community Relations Mail Location 12 123 Jackson Street Edison, Colorado 80864 (719) 777-4444 [email protected]
ren03210_ch09_226-283.indd 235ren03210_ch09_226-283.indd 235 1/11/13 2:59 PM1/11/13 2:59 PM
236 PART 00 Part Title
C A S E I L L U S T R A T I O N
236
A Persuasive Email to Members of a Professional Organization. The writer of this message, the president of the American Society for Training and Development (ASTD), uses character appeal as well as logic and emotion to persuade readers to participate in a survey.
C A S E I L L U S T R A T I O N
Monday, 6/18/2013 9:00 a.m.
Kathryn Smythe
Tony Bingham
Help Shape the ASTD 2013 State of the Industry Report
Help Shape the ASTD 2013 State of the Industry ReportHelp Shape the ASTD 2013 State of the Industry Report
Help Shape the ASTD 2013 State of the Industry Report
Help Shape the ASTD 2013 State of the Industry Report
Help Shape the ASTD 2013 State of the Industry Report
Dear Kathryn,
ASTD is currently collecting data for its 16th annual State of the Industry Report. I’d like to personally invite your organization to participate in the survey that provides crucial data for the report. The greater the submissions, the more meaningful the report is for the entire learning profession. With your contribution, we are able to effectively measure and report critical learning and development information including investments, expenditures, practices, and outcomes, across a variety of industries and organizations.
The ASTD State of the Industry Report is widely quoted by business and industry analysts around the world, and continues to be a leading source of credible statistics about employee learning. ASTD Research handles participant data with the strictest confi dence and sensitivity, and we report results in aggregates and averages that do not identify participating organizations or organization-specifi c data. Having your organization’s data included is a tremendous contribution to our accurate analyses of important learning and development benchmarks for 2012.
If you are not the person responsible for this, would you please share this request with your organization’s Chief Learning Offi cer or senior learning executive? You can access the survey at this link: https://survey.astd.org/se.ashx?s=34B40469374EE2B4
Each participant will receive a complimentary download of the ASTD 2013 State of the Industry Report when it is released in November (a $499 value). We appreciate your time and willingness to participate in this important industry benchmark.
Sincerely,
Tony Bingham
ASTD President and CEO
ASTD | 1640 King Street | Box 1443 | Alexandria, VA 22313 | United States Unsubscribe from future marketing messages from ASTD
Opening
paragraph
includes a
per son al
invitat ion
from an
important
per son and
app eals to
th e reader ’s
desi re to help
Reass ures
th e reader
th at hon e
re� on ses
will be kept
anon ymou s
Makes clear
wh o � ou ld fi ll
ou t th e survey
and how to
access it
Ends with
app reciat ion
and a
reminder
of th e
importance of
th e reader ’s
parti cipat ion
Stress es
th e value of
th e reader ’s
con tributi on
Off er s a
per suasi ve
tangible
benefi t
Makes th e
reader want
to be part of
a meaningful,
well -re� e� ed
proje�
ren03210_ch09_226-283.indd 236ren03210_ch09_226-283.indd 236 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 237
Play the role of Zach Miller, a student in your university’s college of business. You’ve had your own house-painting business ever since you started college. So far, you’ve gained your customers through word of mouth only, but you think it’s time to expand. You’ve got two buddies willing to come on board if you can generate enough business for them to work full time in the summer months and part time in the spring and fall. You’ve decided that your fi rst step in growing the busi- ness will be to advertise your services to the faculty and staff of your school. After getting permission to post your message to the listservs of several offi ces and academic
departments, you sit down to think through what you want to say. Considering your audience, you decide to reveal to them that you’re a student. Given the line of work they’re in, your readers obviously like the feeling of helping young people succeed. On the other hand, you’ll need to over- come any concern that the job you’ll do will be less than professional. As you start fi guring out your persuasive de- tails, you realize that it may be a good idea to include links to other information. Hmmm . . . this message is going to take some careful planning in order to be effective. The following sections will help you think through your options.
INTRODUCTORY CHALLENGE
Generating More Customers for Your Business
One of the most widely disseminated forms of business communication is the sales message. It is such an important component of most businesses’ sales strategies that it has become an elaborate, highly professionalized genre, shaped by extensive consumer research. Th ink about the typical sales letter that you receive. Careful attention has been paid to the message on the envelope, to the kinds of pieces inside, and to the visual
Face-to-face selling is only part of the picture. Many sales occur through mail, email, Web-based media, and mobile messaging.
SALES MESSAGES
ren03210_ch09_226-283.indd 237ren03210_ch09_226-283.indd 237 1/11/13 2:59 PM1/11/13 2:59 PM
238 PART 3 Basic Patterns of Business Messages
appeal of those pieces, as well as to the text of the letter itself. Clearly, advertising pro- fessionals produce many of these mailings, as well as much of the fundraising literature that we receive. You can also see a professional’s hand in many of the sales emails that appear in your in-box, as well as in other sales communications, such as blogs, Face- book pages, and white papers. Why, then, should you study sales writing?
As a businessperson, you will oft en fi nd yourself in the position of helping to shape a major sales campaign or contribute to its success through social networking. You may have valuable insight into your product’s benefi ts and your potential customers. You need to be familiar with the conventions for sales messages and to be able to off er your own good ideas for their success.
In addition, knowledge of selling techniques can help you in many of your other activities, especially the writing of other kinds of business messages. As we’ve said, most of them involve selling something—an idea, a line of reasoning, your company, your- self. Sales techniques are more valuable to you than you might think. Aft er you have studied the remainder of this chapter, you should see why.
Questioning the Acceptability of Sales Messages Sales messages are a controversial area of business communication, for two main rea- sons: Th ey are oft en unwanted, and they sometimes use ethically dubious persuasive tactics. You probably know from your own experience that sales letters are not always received happily. Called “junk” mail, these mailings oft en go into the wastebasket or recycle bin without being read. Th ey must be profi table, though, because they are still heavily used.
Sales messages sent by email may create even more hostility among intended cus- tomers. Angrily referred to as “spam,” unsolicited email sales messages have generated strong resistance among email users. Perhaps it is because these messages clutter in- boxes. Maybe it is because mass mailings place a heavy burden on Internet providers, driving up costs to the users. Or perhaps the fact that they invade the reader’s privacy is to blame. Whatever the explanation, the resistance is real. You will need to consider these objections any time you use this sales medium.
Fortunately, a more acceptable form of email selling has developed. Called permission-based email , it permits potential customers to sign up for email promo- tions on a company’s website or provide their email addresses to an email or phone marketer. Th e potential customers may be asked to indicate the products, services, and specifi c topics of their interest, or the company may be able to track those interests based on what the customer has searched for or ordered in the past. Th e marketers can then tailor their messages to the customer, and the customer will receive only what he or she wants. According to a recent report by eMarketer, 93 percent of U.S. online con- sumers have at least one email subscription, and it is by far their preferred method for hearing about sales or promotions (64 percent of those surveyed ranked this method fi rst, as opposed to 25 percent for postal mail and 8 percent for social media sites). Permission-based email is thus a powerful sales practice, and it has helped address the problem of unwanted sales messages. 1
As for the charge that persuasive messages use unfair persuasive tactics, this is, unfortunately, sometimes the case. Th e unfair tactics could range from deceptive wording and visuals to the omission of important information to the use of emotional elements that impair good judgment. In a Missouri court case, Publishers Clearing House was found guilty of deception for direct mail stating that the recipients were already winners, when in fact they were not. 2 To consider a diff erent example, one linen supply company sent a letter to parents of fi rst-year students at a university telling them that the students would need to purchase extra-long sheets, off ered by
LO3 Discuss ethical concerns regarding sales messages.
1 10 Best Practices for Email Marketing, 2, eMarketer, eMarketer, May 2011, Web, 20 June 2012. 2 See Helen Rothschild Ewald and Roberta Vann, “ ‘You’re a Guaranteed Winner’: Composing ‘You’ in a Consumer Culture,” Journal of Business Communication 40 (2003): 98–117, print.
ren03210_ch09_226-283.indd 238ren03210_ch09_226-283.indd 238 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 239
this company, to fi t the extra-long beds on campus—but omitted the fact that only one dorm out of four had such beds. And it is well documented that images, because they work on an emotional level, persuade in ways that tend to bypass the viewers’ reasoned judgment, leading some to question the ethics of such elements. 3 Certain kinds of online sales messages are particularly obnoxious, such as giant pop-ups that obscure the screen. Some of these trap readers in a loop that they can’t exit without restarting their computers or, in extreme cases, having to remove spyware or viruses.
Any persuasive message is, by its very nature, biased. Th e writer has a favored point of view and wants to persuade the reader to adopt it. Th erefore, considering the ethi- cal dimension of your communication, while important for all types of messages, is especially critical for persuasive messages. Let your conscience and your ability to put yourself in the readers’ shoes guide you as you consider how to represent your subject and win others to your cause.
Preparing to Write a Sales Message Before you can begin writing a sales message, you must know all you can about the product or service you are selling. You simply cannot sell most goods and services unless you know them well and can tell the prospects what they need to know. Before prospects buy a product, they may want to know how it is made, how it works, what it will do, and what it will not do. Clearly, a fi rst step in sales writing is careful study of your product or service.
As we have stressed, you must also study your readers. You should gather de- mographic, psychographic, and any other kind of information that will help you understand why they might want or need your product. The more you know about your readers, the better you will be able to adapt your sales message to them.
In large businesses, a marketing research department or agency typically gathers information about prospective customers. If you do not have such help, you will need to gather this information on your own. If time does not permit you to do the necessary research, you may have to use logic and imagination. For example, the nature of a product can tell you something about its likely buyers. Industrial equipment would probably be bought by people with technical backgrounds. Expensive French perfumes and cosmetics would probably be bought by people in high-income brackets. Long-term care insurance would appeal to older people in middle-income brackets.
To be able to choose the most persuasive channel for your message, you should familiarize yourself with all the sales media that are now available. Oft en times, several media will need to work together to have the best eff ect. Th ese days, sales emails are oft en linked to websites, and websites oft en provide links to social networking sites. You may even decide that the best approach is to start with an email and follow up with a phone call, or speak face to face with a prospect and then hand him or her some sales literature. Th ere have never been so many media available, and the more you know about them, the better your selling can be.
Determining the Central Appeal With your product or service, your prospects, and your medium or media in mind, you are ready to create the sales message. Th is involves selecting and presenting your per- suasive appeals, whether emotional, logical, character based, or a combination. But for most sales messages, one appeal should stand out as the main one—mentioned in the beginning, recalled in the middle, and reiterated at the end. While other benefi ts can be brought in as appropriate, the message should emphasize your central, best appeal.
LO4 Describe the planning steps for direct mail or email sales messages.
3 Charles A. Hill, “Th e Psychology of Rhetorical Images,” Defi ning Visual Rhetorics, ed. Charles A. Hill and Marguerite Helmers (Mahwah, NJ: Lawrence Erlbaum, 2004) 30–38, print.
ren03210_ch09_226-283.indd 239ren03210_ch09_226-283.indd 239 1/11/13 2:59 PM1/11/13 2:59 PM
240 PART 3 Basic Patterns of Business Messages
Emotional appeals—those based on our senses and emotions—can be found in al- most any sales message, but they predominate in messages for goods and services that do not perform any discernable rational function. Th e following example illustrates:
Linger in castle corridors on court nights in London. Dance on a Budapest balcony high above the blue Danube. Seek romance and youth and laughter in charming cap- itals on fi ve continents. And there you’ll fi nd the beguiling perfume that is fragrance Jamais.
Logical appeals are useful for selling products that help readers save money, do a bet- ter job, or get better use from a product. Illustrating a rational appeal (saving money) are these words from a message selling magazine subscriptions:
We’re slashing the regular rate of $36 a year down to only $28, saving you a full 22 percent. That means you get 12 information-fi lled new issues of Science Digest for only $2.33 a copy. You save even more by subscribing for 2 or 3 years.
Character-based appeals can enhance any kind of sales message. Th ey persuade by stating or implying “I use this product, so you should, too” or “I am an authority, so you should do what I recommend.” Ads that employ sports fi gures, fi lm stars, or ex- perts to sell their products are relying heavily on character-based appeals. Companies themselves oft en project an appealing “character” in their sales campaigns. Note how the following excerpt from a sales letter for Consumer Reports magazine uses the company’s identity to persuade:
Consumer Reports is on your side. We’re a nonprofi t consumer protection organiza- tion with no commercial interests whatsoever. To put it bluntly, we don’t sell out to big companies and private interest groups—we’re accountable to no one except to consumers. And when you’re not beholden to advertisers (like other so-called con- sumer protection publications), you can tell it like it is.
People may also buy a certain product because they want to identify with, and be iden- tifi ed with, a certain successful, socially responsible, or “cool” company as projected in the company’s sales messages.
A kind of sales writing that many companies now use is the white paper. Originally, it was intended to brief gov- ernment offi cials on affairs of state, but it has become a popular form of indirect selling. A business white paper typically opens with a descrip- tion of a situation, usually some kind of problem that the recipient’s company faces or soon will face, or a need that it has. This section, which often cites numerous respected sources, can go on for several paragraphs or pages with- out even mentioning the seller’s product. At some point, though, the white paper will offer the seller’s products or services as a solution to the problem or answer to the need. The document thus has the look and feel of a research re- port but is ultimately a sales document.
For example, a white paper written by a software de- veloper might discuss the diffi culty of fi nding an appro- priate tool for internal communication—a problem many companies share—and then focus on its own product as a solution. Many white papers are written business to business, informing one’s partners in the industry of new technology or other kinds of products that can benefi t all concerned. White papers are often beautifully formatted and illus- trated, as if produced by the staff of a professional print or online magazine. In fact, they are similar in nature to the subtly promotional articles in trade magazines. For guide- lines and examples, subscribe to the WhitePaperSource newsletter at www.whitepapersource.com .
COMMUNICATION MATTERS
Sophisticated Selling in White Papers
ren03210_ch09_226-283.indd 240ren03210_ch09_226-283.indd 240 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 241
In any given case, many appeals are available to you. You should use those that fi t your product or service and your readers best. Keep in mind that how the buyer will use the product may be a major basis for selecting a sales strategy. For example, cosmetics might well be sold to the fi nal user through emotional appeals, but selling cosmetics to a retailer (who is primarily interested in reselling them) would require rational appeals. A retailer’s main questions about the product would be “Will it sell? What turnover can I expect? How much money will it make for me?”
Determining the Makeup of the Mailing When you write a sales message to be sent by mail or email, a part of your eff ort is to determine the makeup of the mailing. To know what you want to say in your main message, you’ll need to decide what kinds of additional pieces will be included and how they will support the main piece.
Consider, for example, a mailing craft ed by Scotts LawnService (see the Case Illustration on page 245). It came in a 9-inch by 12-inch white envelope with the words “LAWN ANALYSIS ENCLOSED FOR (the recipient’s address)” on the front, as well as the words “(recipient’s city) RESIDENTS: PLEASE TAKE NOTICE.” Both the kind of envelope used and the wording on it conveyed the image of an offi cial, personalized document.
Inside were three 7½-inch by 10½-inch pages: • Th e top page included the main sales letter on the front, with bold letters in the
top right corner advertising a “FREE No-Obligation Lawn Analysis for (the resident’s address).” On the back were six testimonials under the heading “Here’s what our customers say about Scotts LawnService.”
A well-known spokesperson can add character appeal.
ren03210_ch09_226-283.indd 241ren03210_ch09_226-283.indd 241 1/11/13 2:59 PM1/11/13 2:59 PM
242 PART 3 Basic Patterns of Business Messages
• Th e second page, on glossy paper, had “before” and “aft er” pictures of a lawn under the heading “Now you can enjoy a thick, green, beautiful lawn . . . and Scotts LawnService will do the work! ” On the back were various character appeals for the company under the heading “Here’s why you can expect more from Scotts LawnService than any other lawn service.”
• Th e third sheet was a replica of a “FREE LAWN ANALYSIS” form “TO BE COMPLETED FOR (the recipient’s) FAMILY at (the recipient’s address),” with “SAMPLE” stamped (or appearing to be stamped) across the form.
Th e last piece was a return envelope with a detachable form to fi ll out and return. Both parts advertised again the “FREE No-Obligation Lawn Analysis.”
Direct-mail messages can include many extras beyond the main message.
The envelope often begins the persuasive effort.
Alexis Sharp 53 Walnut St. Waynesville, NC 28786-1916
ren03210_ch09_226-283.indd 242ren03210_ch09_226-283.indd 242 1/11/13 2:59 PM1/11/13 2:59 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 243
Th e author of this elaborate mailing determined that the free lawn analysis would be the immediate selling point, with the main reader benefi t being the beautiful lawn that the analysis would lead to. With these decisions made, the writer could then decide what to place in the foreground of the letter, what other pieces to include, and how to coordinate the letter with the other pieces. Even if someone else, such as a graphic artist or desktop publishing expert, will be designing the pieces of your mailing, you will need to be able to explain what you want and plan how all parts of the sales package will work together, especially for a complex mailing like the one described here.
Email sales messages can use all the publishing features available on the com- puter. The message can be presented creatively with color, font variations, box ar- rangements, artwork, and more. It may include links to the seller’s website as well as to other supporting material and to the ordering procedure. And it may have attachments. Just as with a direct-mail package, the email sales package can use many elements to persuade and to provide all the information a reader will need in order to make a purchase.
Gaining Attention Before the Message Begins Sales messages must gain the reader’s attention right away. Otherwise, they won’t be read. For this reason, the sales eff ort oft en begins before the actual message does.
Many mailed messages have an attention getter on the envelope. It may be the off er of a gift (“Your gift is enclosed”). It may present a brief sales message (“12 months of Time at 60 percent off the newsstand price”). It may present a picture and a message (a picture of a cruise ship and “Tahiti and more at 2-for-1 prices”). An offi cial-appearing envelope sometimes is used. So are brief and simple messages such as “Personal” or “Sensitive material enclosed.”
With email, of course, there is no envelope. Th e attention begins with the From, To, and Subject fi elds. To avoid having your message regarded as spam (promotional email sent indiscriminately to a huge number of readers), you should clearly tell who you are and identify your company. You should also address the reader by name. Th ough some readers will delete the message even with this clear identifi cation, the specifi city will induce some to read on.
Th e subject line in email messages is the main place for getting attention. Here hon- esty and simplicity should be your guide. Th e subject line should tell clearly what your message is about, and it should be short. It should avoid sensational wording, such as “How to earn $60,000 the fi rst month.” In addition, avoiding sensationalism involves limiting the use of solid caps, exclamation points, dollar signs, and “free” off ers. In fact, you risk having spam fi lters block your message or send it to the junk folder of your readers’ computers if you use “free” or other words and phrases commonly used in spam. An email with the subject line “Making your restaurant more profi table” that is sent to a researched list of restaurant managers and owners is much more likely to be opened and read than a message with the subject line “You have to read this!” that is sent to thousands of readers.
Gaining Attention in the Opening of the Message Th e fi rst words of your message must also gain attention and motivate the reader to keep reading. What you do here can be creative, but the method you use should help set up your strategy. It should not just gain attention for attention’s sake. Attention is easy to gain if nothing else is needed. In a sales letter, a sensational statement such as “You can be a millionaire!” or “Free chocolate for the rest of your life!” would gain attention, but it wouldn’t be likely to help sell most products or services, which can’t live up to such extravagant claims.
LO5 Compose sales messages that gain attention, present persuasive appeals, use appropriate visual elements, and effectively drive for action.
ren03210_ch09_226-283.indd 243ren03210_ch09_226-283.indd 243 1/11/13 3:00 PM1/11/13 3:00 PM
244 PART 3 Basic Patterns of Business Messages
One of the most eff ective attention-gaining openings is a statement or question that introduces a need that the product will satisfy. For example, this rational-appeal opening would be likely to tap into a retailer’s main need:
Here is a proven best-seller—and with a 12 percent greater profi t.
Th is paragraph of a message selling a fi shing vacation at a lake resort illustrates a need-fulfi lling beginning of an emotional-appeal approach:
Your line hums as it whirs through the air. Your line splashes and dances across the smooth surface of the clear water as you reel. From the depth you see the silver streak of a striking bass. You feel a sharp tug. The battle is on!
A diff erent tack is illustrated by the following example. It attracts interest by telling a story and using character-based appeal:
In 1984 three enterprising women met to do something about the lack of accessible health information for women.
Whatever opening strategy you choose, it should introduce or lead into your central selling point.
Building a Persuasive Case With the reader’s attention gained, you proceed with the sales strategy that you have planned. In general, you establish a need. Th en you present your product or service as fulfi lling that need.
The plan of your sales message will vary with each case. But it is likely to follow certain general patterns determined by your choice of appeals. If your main appeal is emotional, for example, your opening has probably established an emotional at- mosphere that you will continue to develop. Thus, you will sell your product based on its effects on your reader’s senses. You will describe the appearance, texture, aroma, and taste of your product so vividly that your reader will mentally see it, feel it—and want it. In general, you will seek to create an emotional need for your product.
Messages on Facebook and Twitter don’t use envelopes or subject lines, so how do you gain attention in these media? Monica Clarke of The Wakeman Agency, a New York-based public relations fi rm serving nonprofi ts and small to medium-sized businesses, has some advice. If you can afford it, hire a celebrity spokesperson; “co- branding or collaborating with a ‘star’ may give your cause the spark it needs.” But if that’s not feasible, use televi- sion ads, magazine ads, your website, and other outlets to start a buzz. Once you have people logged in, “the major effort must be focused on not losing their attention.” Keep the feeds
coming, and provide content “that will get people talking to their friends about your social media marketing cam- paign.” Find an interesting angle “and work it—don’t just provide information about your organization, but provide information about the bigger picture.” Just setting up a Facebook or Twitter account and hoping for followers is a surefi re way to become “just another ‘@’ symbol in the crowd.”
SOURCE: “Standing Out Amongst Millions—How to Get Attention on Twitter and Facebook,” The Wakeman Agency , The Wakeman Agency, n.d., Web, 20 June 2012.
COMMUNICATION MATTERS
Gaining—and Keeping—Readers’ Attention on Facebook and Twitter
ren03210_ch09_226-283.indd 244ren03210_ch09_226-283.indd 244 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 00 Chapter Title 245245
C A S E I L L U S T R A T I O N
A Direct-Mail Message (Selling a Lawn Care Service). This sales letter used all three types of appeals (logical, emotional, and character based). It also came with several other pieces—including “before” and “after” pictures, cus- tomer testimonials, and a sample “free lawn analysis” form with the customer’s name and address printed on it.
March 27, 2012
The Adams Family 14111 Scottslawn Rd-Attn Dan Adams Marysville, OH 43041-0001
YOU’LL BE SEEING OUR TRUCK ON SCOTTSLAWN RD A LOT THIS YEAR!
Dear Adams Family,
Do you know what’s wrong with your lawn?
What do you need to do now to protect your lawn from unsightly weeds, insects you can’t even see, and damaging turfgrass diseases? Call Scotts LawnService®! We have developed NEW Ortho Weed-B-Gon Pro® and Ortho® Max™ Pro Insect Control to handle tough weed and insect lawn problems.
Sign up for Scotts LawnService like so many of your neighbors who had those problems. You’ll see us treating their lawns throughout the season.
Now you can have a Scotts LawnService professional inspect your lawn for potential problems.
We’ll carefully examine your lawn and give you a detailed report on what we find, and what you need to do to keep your lawn thick, green and healthy.
And there’s absolutely no cost and no obligation for this FREE Lawn Analysis.
Simply call us Toll Free at 1-800-736-0205 within the next 14 days, and Scotts LawnService will arrange for your FREE Lawn Analysis. It’s easy, and you don’t have to be home. We’ll also include our recommendations for a Scotts LawnService program that’s right for your lawn, plus a no-obligation price quote.
If you decide to become a Scotts LawnService customer, we’ll put together a program that will give you the beautiful lawn you’ve always wanted. We use Scotts® slow-release, professional fertilizers on your lawn – and you can really see the difference in the results.
We’ll evaluate your lawn during every visit, foreseeing and solving problems that may occur and taking personal responsibility for its progress. That’s why Scotts LawnService offers you a Satisfaction Guarantee.
Call Scotts LawnService now or mail in the slip enclosed in the postage-paid envelope to request your FREE No-Obligation Lawn Analysis. It’s the first step to having a thick, green, healthy lawn you can be proud of.
Sincerely,
Mike Pribanic North Jersey, Branch Manager
P.S. It’s important to start early—to enjoy a beautiful lawn all season long. Please provide your phone number on the request slip, detach, and mail in the enclosed postage-paid envelope. For faster service, call 1-800-736-0205 to receive your FREE No-Obligation Lawn Analysis.
Uses the you-viewpoint; suggests that you need to call in the experts
Makes several logical appeals
Uses the bandwagon appeal—do what so many of your neighbors are doing
Makes it seem as though Scotts may have already looked at the customer’s lawn
Announces the immediate benefit that will lead to the main benefit: a beautiful lawn
Builds Scotts’ ethos as a company of knowledgeable professionals
Appeals to emotion and logic and builds trust in the Scotts professionals
Requested action is clear and easy and linked to the main benefit
A final reminder of the main benefit and the easy first step
FREE No-Obligation Lawn Analysis for 14111 Scottslawn Rd-Attn Dan Adams
271 2nd Street Saddle Brook, NJ 07663
ren03210_ch09_226-283.indd 245ren03210_ch09_226-283.indd 245 1/11/13 3:00 PM1/11/13 3:00 PM
246 PART 3 Basic Patterns of Business Messages
If you select a rational appeal as your central theme, your sales description is likely to be based on factual material. You should describe your product based on what it can do for your reader rather than how it appeals to the senses. You should write matter-of- factly about such qualities as durability, savings, profi ts, and ease of operation.
When using character-based appeals, you will emphasize comments from a well- known, carefully selected spokesperson. Or, if the character being promoted is that of the company itself, you will provide evidence that your company is expert and dependable, understands customers like “you,” and stands behind its service or product.
Th e writing that carries your sales message can be quite diff erent from your normal business writing. Sales writing usually is highly conversational, fast moving, and ag- gressive. It even uses techniques that are incorrect or inappropriate in other forms of business writing, such as sentence fragments or catchy slang. As the Case Illustrations show, it also uses visual emphasis devices (underscore, capitalization, boldface, italics, exclamation marks, color) and a variety of type sizes and fonts. And its paragraphing oft en appears choppy. Any sales message is competing with many other messages for the intended reader’s attention. In this environment of information overload, punchy writing and visual eff ects that enable quick processing of the message’s main points have become the norm in professional sales writing.
Stressing the You-Viewpoint In no area of business communication is the use of the you-viewpoint more important than in sales writing. A successful sales message bases its sales points on reader interest. You should liberally use and imply the pronoun you throughout the sales message as you present your well-chosen reader benefi ts.
For example, assume you are writing a sales message to a retailer and that one point you want to make is that the manufacturer will help sell the product with an ad- vertising campaign. You could write this information in a matter-of-fact way: “Home- Health products will be advertised in Self magazine for the next three issues.” Or you could write it based on what the advertising means to the reader: “Your customers will read about HomeHealth products in the next three issues of Self magazine.” As you can see, viewing things from the reader’s perspective strengthens your persua- siveness. Th e following examples further illustrate the value of presenting facts as reader benefi ts:
Facts You-Viewpoint Statements
We make Aristocrat hosiery in three colors. You may choose from three lovely shades.
The Regal weighs only a few ounces. The Regal’s featherlight touch makes vacuuming easier than ever.
Lime-Fizz is a lime-fl avored carbonated beverage.
Your customers will keep coming back for the refreshing citrus taste of Lime-Fizz.
Baker’s Dozen is packaged in a rectangular box with a bright bull’s-eye design.
Baker’s Dozen’s new rectangular package fi ts compactly on your shelf, and its bright bull’s-eye design is sure to catch the eyes of your customers.
You may also want to make use of scenario painting, putting the reader in a simu- lated context that brings out the product’s appeal. Th e J. Peterman company is famous for this technique, exemplifi ed in the following excerpt from an advertisement for a picnic backpack:
It’s a 7-mile hike to Snowmass Lake.
Best do it in late spring, early summer.
ren03210_ch09_226-283.indd 246ren03210_ch09_226-283.indd 246 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 247
At sunset, the orange hues of Snowmass Mountain refl ect off this glassy, ripple free water. Many stop here to rest before a summit run.
Audrey and I are here for a picnic. No further quest required, less equipment, too. I have the overnight gear. She, this perfectly equipped lightweight picnic backpack.
Choosing Words Carefully In persuasive messages, every word can infl uence whether the reader will act on your request. Try putting yourself in your reader’s place as you select words for your mes- sage. Some words, while closely related in meaning, have diff erent emotional eff ects. For example, the word selection implies a choice, while the word preference implies a fi rst choice. Consider how changing a single adjective changes the eff ect of these sentences:
The NuPhone’s small size . . .
The NuPhone’s compact size . . .
The NuPhone’s sleek size . . .
Framing your requests in the positive is also a proven persuasive technique. Read- ers will tend to opt for solutions to problems that avoid negatives. Here are some examples:
Original Wording Positive Wording
Tastee ice cream has nine grams of fat per serving.
Tastee ice cream is 95 percent fat free.
Our new laser paper keeps the wasted paper from smudged copies to less than 2 percent.
Our new laser paper ensures smudge-free copies over 98 percent of the time.
In reviewing the research on visual persuasion, Charles A. Hill identifi es vividness as a key element in persuasive messages, whether verbal or visual. Research has shown that readers are more persuaded by one vivid picture or story than they are by statistics. For example, the picture of a hungry child or a detailed story about the child can persuade more successfully than the statistic that thousands of children are hungry. This fi nd- ing seems illogical because many cases should logically outweigh one case. But as Hill points out, reactions to viv- idness are not logic based. They tend to elicit immediate, emotional responses, not reasoned ones, and emotion often persuades more powerfully than reason. Hill offers the following hierarchy of vividness, with the most vivid information at the top and the least at the bottom:
Actual experience
Moving images with sound
Static photograph
Realistic painting
Line drawing
Narrative, descriptive account
Abstract, impersonal analysis
Statistics
Look for ways to include vivid, attractive detail—whether in the form of words or graphics—at key points in your persuasive message. But be sure to do so ethically.
SOURCE: “The Psychology of Rhetorical Images,” Defi ning Visual Rhetorics , ed. Charles A. Hill and Marguerite Helmers (Mahwah, NJ: Lawrence Erlbaum, 2004) 25–40, print.
COMMUNICATION MATTERS
The Importance of Vividness in Sales Messages
ren03210_ch09_226-283.indd 247ren03210_ch09_226-283.indd 247 1/11/13 3:00 PM1/11/13 3:00 PM
248 PART 3 Basic Patterns of Business Messages
Figure 9–1
Many sales emails today are designed to be displayed in two formats, one for a computer screen and one for a mobile device. As you see here, the large-screen version can be graphically rich, but the mobile version might include text and links only.
Enhancing Your Message with Visuals Th e Web has made today’s readers more visually oriented than any before in history. When preparing any kind of sales message, be sure to consider whether photos, tables, boxes, word art, borders, or other graphical elements would enhance your message’s appeal.
As pointed out in our discussion of the Scotts LawnService mailing, sales letters can contain elaborately designed materials. Oft en, the envelope will contain artful text and images. Inside, you’ll fi nd visual elements ranging from logos and creatively chosen fonts to photos of products and customers.
Email sales messages have become just as visually appealing, if not more so. Many that sell products, such as the Wolferman’s message on the left in Figure 9–1, are almost all pictures. Some are at the oppositive end of the spectrum, such as some email mes- sages designed to be read on mobile devices (the message on the right in Figure 9–1). Probably most fall somewhere in between these two extremes, such as the Case Illustra- tion on page 249.
Th e visual literacy you read about in Chapter 1 defi nitely comes into play when de- signing sales messages. You need to understand, for example, that a photo is not just a literal representation of a person or a product; it conveys a mood, a set of values, and even an experience. Where to put the visual elements is also an important decision, requiring that you imagine the readers’ likely response to the screen or page design. Whatever visual elements you choose and wherever you put them, be sure that they project the desired message and complement the textual content.
SOURCE: Reprinted with permission of Harry & David Operations, Inc.
ren03210_ch09_226-283.indd 248ren03210_ch09_226-283.indd 248 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 00 Chapter Title 249249
C A S E I L L U S T R A T I O N
An Email Sales Message (Persuading Readers Who Used a Trial Version of an Application to Purchase It). This message uses logical appeals and a variety of visual elements to make the product’s benefi ts stand out.
Monday, 5/14/2013 7:10 a.m.
Kathryn Rentz
TechSmith
Use Your Snagit Captures Anywhere
Use Your Snagit Captures AnywhereUse Your Snagit Captures Anywhere
Makes use of multimedia to
engage, teach, and sell
Testimonial is given emphasis and visual
interest
Opening stresses the central selling point: ease of use
Bulleted list focuses on tasks that the reader would be likely to want to do
Links encourage readers to stay informed and follow the brand
“Freebie” builds brand loyalty and the seller’s credibility
Call to action includes appealing information
SOURCE: Reprinted with permission.
ren03210_ch09_226-283.indd 249ren03210_ch09_226-283.indd 249 1/11/13 3:00 PM1/11/13 3:00 PM
250 PART 3 Basic Patterns of Business Messages
Including All Necessary Information Of course, the information you present and how you present it are matters for your best judgment. But you must make sure that you present enough information to complete the sale. You should leave none of your readers’ questions unanswered. Nor should you fail to overcome any likely objections. You must work to include all such information in your message, and you should make it clear and convincing.
You will also need to decide how to apportion your information across all the pieces in your mailing or the layout of a screen. With direct mail, you should use your letter to do most of the persuading, with any enclosures, attachments, or links providing supplementary information. Th ese supplements might provide in-depth descriptions, price lists, diagrams, and pictures—in short, all the helpful information that does not fi t easily into the letter. You may want to direct your readers’ attention to these other pieces with such comments as “you’ll fi nd comments from your satisfi ed neighbors in the enclosed brochure,” “as shown on page 7 of the enclosed catalog,” or “you’ll see testimonials of satisfi ed customers in the blue shaded boxes.”
When you send the sales message by email, the supporting information can be worked into the message, accessed via Web links, or provided in attachments that you invite the reader to view. Because people skim email quickly, be sure to keep the mes- sage itself relatively short. Skillfully chunking the message visually (see the Case Illus- tration on page 249) also helps reduce the impression of excessive length.
Driving for the Sale Aft er you have developed your reader’s interest in your product or service, the next logical step is to drive for the sale. Aft er all, this is what you have been working for all along. It is the natural conclusion to the previous paragraphs.
How to word your drive for the sale depends on your strategy. If your selling eff ort is strong, your drive for action also may be strong. It may even be worded as a command
When writing persuasive messages, be especially careful to adapt them to the culture of the intended readers. For example, while sales letters in English and Chinese use many of the same core elements, there are also these crucial differences:
• English sales letters often use attention-getting headlines and postscripts that pressure readers to act, while Chinese sales letters do not use these aggressive strategies.
• Both types of letters contain a salutation, but it is more formal in Chinese letters (for example, “Honored Company” instead of “Dear Mr. Smith”). Furthermore, Chinese letters follow the salutation with polite words of greeting, whereas English letters go directly into sales talk.
• English letters tend to describe the product’s benefi ts by using “you,” whereas the Chinese, fi nding the use
of “you” disrespectful, tend to use “we” (as in “Our consistent goal is to produce comfortable luxury cars of high standard and good quality”).
• Both types of letters extol the benefi ts of the product, but Chinese letters use fewer details, especially about price.
• When making the actual request, Chinese letters are less pushy than English letters, favoring such mild language as “If you are interested in our products, please contact us.”
• Both types of letters use a complimentary close, but instead of “Sincerely yours,” the Chinese attempt to promote cooperation and mutual respect with such closings as “Wishing good health.”
SOURCE: Zhu Yunxia, “Building Knowledge Structures in Teaching Cross-Cultural Sales Genres,” Business Communication Quarterly 63.4 (2000): 49–69, print.
COMMUNICATION MATTERS
Persuasive Strategies Vary across Cultures
ren03210_ch09_226-283.indd 250ren03210_ch09_226-283.indd 250 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 251
(“Order your copy today—while it’s on your mind.”). If you use a milder selling eff ort, you could use a direct question (“May we send you your copy today?”). In any event, the drive for action should be specifi c and clear. For best eff ect, it should take the reader through the motions of whatever he or she must do. Here are some examples:
Just check your preferences on the enclosed order card and drop it in the mail today.
To start enjoying House and Garden , just call 1-888-755-5265. Be sure to have promo code 3626 handy to receive your 40 percent discount.
Similarly, in email selling you will need to make the action easy. Make it a simple click—a click to an order form or to the fi rst part of the ordering process. For example, you might say “Just click the button below to order your customized iPhone case now!” or “You can download our free new catalog of business gift s at http:// thankyoutoo. com .” Many sales emails, such as the one shown in Figure 9–2, make the desired action easy by including multiple places for readers to perform it.
Because readers who have been persuaded sometimes put things off , you should urge immediate action. “Do it now” and “Act today” are versions of this technique, although some people dislike the commanding tone of such words. A milder and gen- erally more acceptable way of urging action is to tie it in with a good reason for acting now. Here are some examples:
. . . to take advantage of this three-day offer.
. . . so that you can be ready for the Christmas rush.
. . . so that you can immediately begin enjoying. . . .
Figure 9–2
An Email That Makes the Desired Action Easy
Join 1
Join 3
Join 4
Join 2
March 31, 2013
J i 1
SOURCE: Reprinted with permission.
ren03210_ch09_226-283.indd 251ren03210_ch09_226-283.indd 251 1/11/13 3:00 PM1/11/13 3:00 PM
252 PART 3 Basic Patterns of Business Messages
Another eff ective technique for the close of a sales message is to use a few words that recall the main appeal. Associating the action with the benefi ts that the reader will gain by taking it adds strength to your sales eff ort. Illustrating this technique is a message selling a fi shing resort vacation that follows its action words with a reminder of the joys described earlier:
It’s your reservation for a week of battle with the fi ghtingest bass in the Southland.
Adding a Postscript Unlike other business messages where a postscript (P.S.) appears to be an aft erthought, a sales message can use a postscript as a part of its design. It can be used eff ectively in a number of ways: to urge the reader to act, to emphasize the major appeal, to invite attention to other enclosures, or to suggest that the reader pass along the sales message. Postscripts eff ectively used by professionals include the following:
PS: Remember—if ever you think that Action is not for you, we’ll give you every cent of your money back. We are that confi dent that Action will become one of your favorite magazines.
PS: Hurry! Save while this special money-saving offer lasts.
PS: Our little magazine makes a distinctive and appreciated gift. Know someone who’s having a birthday soon?
PS: Click now to order and you’ll automatically be entered into a contest for a 4G Android smartphone.
Off ering Name Removal to Email Readers Until January 1, 2004, it was a courtesy to off er the recipients of commercial email the option of receiving no further emails from the sender. Now, thanks to the so-called CAN-SPAM Act, it is a legal requirement as well. 4 Consider placing this invitation in a prominent place—perhaps even before the main message (see Figure 9–2). Wherever it is, the link should be easy to identify.
Ideally, it should also take only one or two clicks to work. Unfortunately, a 2010 report indicated that this trend was going in the wrong direction: Th e unsubscribe function of nearly half of the retail emails studied required three or more clicks, which was an increase from the year before. 5 On the other hand, providing readers the option of being emailed less frequently, of receiving emails about certain products only, or of following the brand through another channel (e.g., Facebook) seems to be regarded favorably by both consumers and businesses. 6
Reviewing the General Sales Plan From the preceding discussion, a general plan for the sales message emerges. Th is plan is similar to the classic AIDA (attention, interest, desire, action) model developed al- most a century ago. It should be noted, however, that in actual practice, sales messages vary widely. Creativity and imagination are continually leading to innovative tech- niques. Even so, the most common plan is the following:
• Gain favorable attention. • Create desire by presenting the appeals, emphasizing supporting facts, emphasizing
the reader’s viewpoint, and enhancing the message with appropriate visual elements. • Include all necessary information—using a coordinated sales package (brochures,
leafl ets, links, and other appended parts). • Drive for the sale by urging action now and recalling the main appeal.
4 For further information, consult the Federal Trade Commission’s publication Th e CAN-SPAM Act: A Compliance Guide for Business at http://business.ft c.gov/documents/bus61-can-spam-act-compliance-guide-business . 5 “Room for Improvement in Email Opt-Outs,” eMarketer , eMarketer, 5 Apr. 2010, Web, 21 June 2012. 6 “Room for Improvement.”
ren03210_ch09_226-283.indd 252ren03210_ch09_226-283.indd 252 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 253
• Possibly add a postscript. • In email writing, off er to remove the reader from your email list to comply with
legal requirements.
Evaluating Contrasting Examples Th e following two email sales messages show bad and good eff orts to promote Zach Miller’s painting business (described in the Introductory Challenge on page 237).
A Weak, Self-Centered Message. Th e ineff ective example begins with a dull, vague subject line. Th e fi rst sentence talks only about the writer and delays answering the reader’s obvious question, “What’s the off er?” Th e second sentence begins to hint at the topic, but it is still writer focused. Th e middle paragraph contains some potentially good logical points, but the general, bland language won’t generate much enthusiasm. Also, the character appeal is weak. Zach comes across as just another struggling student trying to pay his way through school; he does not make a convincing case that he and his friends would actually do a good job. Th e fi nal sentence doesn’t tell the reader what information to include in a response—and no fi nal selling ends the message.
Subject: Offer from a Student
Hello,
My name is Zach Miller, and I’m a business student here at North Rapids University. I’ve been learning about business not only in the classroom but on the job, by running my own house-painting operation.
If you’d like to have your house painted this summer, I can do it for considerably less than what you’d pay a professional service. I would carefully prepare your house for painting, and I use good-quality paint. My two friends and I will also guarantee to complete the job within three days (weather permitting).
Please email me if you’d like an estimate.
Sincerely,
Zach Miller
This me-focused message is short on appealing reader benefi ts.
Skillful Use of Character and Rational Appeals. Th e better message follows the ad- vice presented in the preceding pages. Th e subject line contains concrete reader benefi ts and states right away that the job will be professionally done. Th e opening sentence is an engag- ing question and is again focused on key benefi ts. Th e second paragraph builds confi dence in the writer and his co-workers, and it ends by allaying any worries that the homeowner will be held liable if one of the students is injured. Th e third paragraph provides convincing logical details about the job. In the fi nal paragraph, the writer uses a Web link to make it easy for readers to submit an estimate request, and he directs them to an attachment that contains further information and one last reader benefi t.
Subject: A Professional-Quality Paint Job for Less
Would you like a great deal on having your house painted this summer while supporting NKU students?
My name is Zach Miller, and I’m a junior business major here at NKU, in the Honors Plus program. I’m a graduate of St. Xavier High School and have been running my own house-painting business for three years. I employ two other NKU students, Jeff Barnes and Alex Wilson, who are also business students. We are all fully licensed and insured.
ren03210_ch09_226-283.indd 253ren03210_ch09_226-283.indd 253 1/11/13 3:00 PM1/11/13 3:00 PM
254 PART 3 Basic Patterns of Business Messages
We use only 100% acrylic paints from top manufacturers like Benjamin Moore, Porter, and Sherwin Williams. Our specialty is careful preparation. We will scrape or power wash all surfaces of your house and do any needed minor repairs before we paint. The work comes with a two-year guarantee and, combined with our low rates, is an excellent value.
If you’d like a free estimate, just fi ll out the online estimate request form. The attached fl yer tells more about me and also includes a coupon for 10% off if you schedule your paint job the day you receive your estimate.
Zach Miller [email protected] cellular: (431) 445-5560
The you-viewpoint and better details give this message strong appeal.
Play the role of Evan Lockley, vice president of account management at Whitfi eld Organizational Research. Your company collects internal information for businesses that want to improve their management techniques, informa- tion fl ow, employee morale, work processes, or other parts of their operations. To keep a steady stream of cli- ents coming in, Whitfi eld must write numerous proposals for performing this kind of research. As the manager of client accounts and the lead proposal writer at Whitfi eld, you now sit down to write a proposal to submit to RT Industries. This company is about to imple- ment an enterprise resource planning (ERP) system. This implementation will require employees in every functional area of the business—from purchasing to inventory to design, manufacturing, and shipping—to learn the system and enter the data for their area. If the implementation is successful, the management at RT Industries will be able to tell, with the click of a few buttons, exactly how every
facet of the business is doing. But implementing such a system is a major and potentially disastrous organiza- tional change, and RT knows it. That’s why they want to pay an organizational research fi rm to track the imple- mentation and make sure it’s as successful as possible. RT has invited Whitfi eld, along with other fi rms, to bid on this job. You and one of your principal researchers have visited with the implementation team at RT Industries to learn more about the system they’ve chosen and their par- ticular concerns. Whitfi eld has experience tracking such organizational changes, so you feel your odds of win- ning this client are good. But now you need to make your case. How can you craft a proposal that will make as positive an impression as possible? How can you make sure the readers at RT Industries will choose you over the competition? Read on to see how to write a persuasive proposal.
INTRODUCTORY CHALLENGE
Selling Your Services through Proposal Writing
Proposals share certain characteristics with reports. Both genres require that infor- mation be carefully gathered and presented. Visually, they can seem quite similar; at their most formal, they use the same kinds of prefatory material (e.g., title page, letter of transmittal, table of contents). And proposals frequently use the direct pattern that most reports use. But proposals diff er from reports in one essential way: Proposals are intentionally persuasive . Proposal writers are not just providing information in an orderly, useful form. Th ey are writing to get a particular result, and they have a vested
PROPOSALS
LO6 Write well-organized and persuasive proposals.
ren03210_ch09_226-283.indd 254ren03210_ch09_226-283.indd 254 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 255
interest in that result. Whether they use the direct or indirect approach, their purpose is to persuade. Th e following sections provide an introduction to the main types of proposals and off er guidelines for preparing them.
Types of Proposals Proposals can vary widely in purpose, length, and format. Th eir purpose can be any- thing from acquiring a major client to getting a new copier for your department. Th ey can range from one page to hundreds of pages. Th ey can take the form of an email, a memo, a letter, or a report. Th ey are usually written, but they can be presented orally or delivered in both oral and written form. As with other kinds of business com- munication, the context will determine the specifi c traits of a given proposal. But all proposals can be categorized as either internal or external and either solicited or unsolicited. It is with the unsolicited type that indirect organization most oft en comes into play.
Internal or External. Proposals can be either internal or external . Th at is, they may be written for others within your organization or for readers outside your organization.
Th e reasons for internal proposals diff er, but you will almost surely fi nd yourself having to write them. Th ey are a major means by which you will get what you need in order to do your job better or change your organization. Whether you want a computer upgrade, an improved physical environment, specialized training, travel money, or ad- ditional staff members, you will usually need to make your case to management. Of course, much of what you need as an employee will already be provided by your com- pany. But when resources are tight, as they almost always are, you will have to persuade your superiors to give you the money rather than allocating it to another employee or department. Even if your idea is to enhance company operations in some way—for example, to make a procedure more effi cient or cost eff ective—you may fi nd yourself having to persuade. Companies tend to be conservative in terms of change. Th e man- agement wants good evidence that the trouble and expense of making a change will pay off .
You can fi nd excellent free advice about proposal writing— along with examples and templates—on the Internet. Here are just a few useful sites to check out:
• CapturePlanning at CapturePlanning.com is perhaps the best all-around site for learning about proposal writing. The site is full of freebies—from examples to articles to templates—that you can access just by registering.
• The team at learntowriteproposals.com offers such useful articles as “Our Top Ten Proposal Writing Tips,” “10 Ways to Make Your Proposal Easier to Understand,” and “11 Things Not to Do When You Write a Business Proposal.”
• Debra Klug, author of ProposalWriter.com , discusses a wide range of relatively specifi c topics, such as getting a government grant to start a business, and provides a huge assortment of links to proposal- related resources.
• At fedmarket.com , Richard White provides links to his free webinars and publications about how to win government contracts.
• The YouTube.com videos by Julia King Tamang (“How to Write a Winning Proposal”) and Doug Stern (“Six Keys to Writing a Great Proposal”) offer sound, specifi c advice that supplements the advice in this chapter.
TECHNOLOGY IN BRIEF
Web Resources for Proposal Writing
ren03210_ch09_226-283.indd 255ren03210_ch09_226-283.indd 255 1/11/13 3:00 PM1/11/13 3:00 PM
256 PART 3 Basic Patterns of Business Messages
In addition, as the practice of outsourcing has grown, many companies have adopted a system in which departments have to compete with external vendors for projects. As the director of technical publications for a company, for example, you may fi nd yourself bidding against a technical-writing consulting fi rm for the opportunity, and the funding, to write the company’s online documentation. If you are not persuasive, you may fi nd yourself with a smaller and smaller staff and, eventually, no job yourself. Clearly, the ability to write a persuasive internal proposal is an important skill.
External proposals are also written for a variety of reasons, but the most common purpose is to acquire business for a company or money from a grant-awarding or- ganization. Every consulting fi rm—whether in training, fi nancial services, informa- tion technology, or virtually any other business specialty—depends upon external proposals for its livelihood. If such fi rms cannot persuade companies to choose their services, they will not be in business for long. Companies that supply other compa- nies with goods they need, such as uniforms, computers, or raw materials, may also need to prepare proposals to win clients. Business-to-business selling is a major arena for external proposals.
But external proposals are also central to other eff orts. A company might pro- pose to merge with another company; a city government might propose that a major department store choose the city for its new location; a university professor might write a proposal to acquire research funding. Many nonprofi t and community orga- nizations depend upon proposals for grant money to support their work. Th ey might write such proposals to philanthropic foundations, to wealthy individuals, to busi- nesses, or to government funding agencies. Depending on the nature of the organi- zation that you work for, profi ciency in external proposal writing could be critical.
Solicited or Unsolicited. Another way to categorize proposals is solicited versus unsolicited . A solicited proposal is written in response to an explicit invitation of- fered by a company, foundation, or government agency that has certain needs to meet
Whether solicited or unsolicited, proposals must do an effective job of presenting what is being proposed. You must work hard to meet the needs of your audience to win their business.
ren03210_ch09_226-283.indd 256ren03210_ch09_226-283.indd 256 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 257
or goals to fulfi ll. An unsolicited proposal, as you can probably guess, is one that you submit without an offi cial invitation to do so.
Th e primary means by which organizations solicit proposals is the request for proposals, or RFP (variations are requests for quotes—RFQs—and invitations for/to bid—IFBs or ITBs—both of which tend to focus only on price). Th ese can range from brief announcements to documents of 50, 100, or more pages, depending upon the scope and complexity of the given project. As you might expect, their contents can also vary. But a lot of thought and research go into a good RFP. In fact, some RFPs— for instance, a company’s request for proposals from IT fi rms to design and imple- ment its technology infrastructure—need to be just as elaborately researched as the proposals being requested. Whatever its topic or purpose, the RFP needs to include a clear statement of the organization’s need, the proposal guidelines (due date and time, submission process, and proposal format and contents), and the approval pro- cess, in addition to such helpful information as background about the organization.
When responding to an RFP, you should be careful to heed its guidelines. With some fi rms, your proposal gets eliminated if it arrives even one minute late or omits a required section. Th is is particularly true for proposals to the federal government, whose proposal guidelines are notoriously, and perhaps understandably, regimented (see Figure 9–3). On the other hand, most RFPs give you some latitude to craft your proposal in such a way that your organization can put its best foot forward. You will want to take advantage of this maneuvering room to make your proposal the most per- suasive of those submitted. Of course, you will decide in the fi rst place to respond only to those RFPs that give your organization (or, if it is an internal RFP, your department) a good chance to win.
In business situations, solicited proposals usually follow preliminary meetings be- tween the parties involved. For example, if a business has a need for certain production equipment, its buyers might fi rst identify likely suppliers by considering those they already know, by looking at industry material, or by asking around in their professional networks. Next they would initiate meetings with these potential suppliers to discuss the business’s needs. Some or all of these suppliers would then be invited to submit a proposal for fi lling the need with its particular equipment. As you can see, the more relationships you have with companies that might use your goods or services, the more likely it is that they will invite you to a preliminary meeting and then invite you to bid. One expert, in fact, asserts that “winning starts with pre-RFP relationships,” which “provide the intelligence you need to design and execute a winning plan.” 7 Another advises that “proposals can be won (or lost) before the RFP hits the streets.” 8
Even if you are preparing a proposal for a government or foundation grant, it is wise—unless the RFP specifi cally forbids it—to call the funding source’s offi ce and dis- cuss your ideas with a representative.
When writing unsolicited proposals, your job is harder than with solicited proposals. Aft er all, in these scenarios, the intended reader has not asked for your ideas or services. For this reason, your proposal should resemble a sales message. It should quickly get the readers’ attention and bring a need of theirs vividly to mind. It should then show how your product or services will answer the need. And from beginning to end, it should build your credibility. For example, if you want to provide training for a company’s workforce or persuade a company to replace its current insurance provider with your company, you will need to target your readers’ need in the opening, use further details to prepare them to receive your plan, lay out the benefi ts of your proposal quickly and clearly, and get the readers to believe that yours is the best company for the job. Careful and strategic preparation of unsolicited proposals can result in much success.
As with solicited proposals, you should try, if at all possible, to make prior contact with a person in the organization who has some power to initiate your plan. All other
7 “What It Takes to Win,” CapturePlannning.com , CapturePlanning.com, 2012, Web, 21 June 2012. 8 Carl Dickson, “What a Private Sector Company Can Learn From Government Proposals,” Captureplanning.com , CapturePlanning.com, 2012, Web, 21 June 2012.
ren03210_ch09_226-283.indd 257ren03210_ch09_226-283.indd 257 1/11/13 3:00 PM1/11/13 3:00 PM
258 PART 3 Basic Patterns of Business Messages
Figure 9–3
First Page of a Government RFP This fi rst page of an RFP posted on Vermont’s “Buildings and General Services” website ( www.bgs.vermont.gov ) shows the beginning of a long list of vendor requirements. The complete proposal for this relatively simple project is 23 pages long. To have a chance of winning the contract, you would need to study all 23 pages carefully and follow the instructions to the letter.
ren03210_ch09_226-283.indd 258ren03210_ch09_226-283.indd 258 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 259
things being equal, a proposal to someone you know is preferable to a “cold” proposal. It is best to view the unsolicited proposal as part of a larger relationship that you are trying to create or maintain.
Proposal Format and Contents Every proposal is unique, but some generalizations can be made. To succeed, proposals must be designed with the key decision makers in mind, emphasize the most persua- sive elements, and present the contents in a readable format and style.
Format and Formality. Th e simplest proposals are oft en email messages. Internal proposals (those written for and by people in the same organization) usually fall into this category. Th e more complex proposals may take the form of long reports, including prefatory pages (title pages, letter of transmittal, table of contents, executive summary), text, and an assortment of appended parts. Most proposals have arrangements that fall somewhere between these extremes.
Because of the wide variations in the makeup of proposals, you need to investi- gate the situation carefully before designing a particular proposal. Try to fi nd out what format the readers will expect and what other proposal writers have submitted in simi- lar situations. In the case of an invited proposal, review the request thoroughly, looking for clues concerning the preferences of the inviting organization. If you are unable to follow any of these courses, design a format based on your analysis of the audience and your knowledge of formatting strategies. Your design should be the one that you think is best for the one situation.
Th e same advice applies to your decisions about formality. Let your reader and the circumstances be your guide. Internal proposals tend to be less formal than external ones because the parties are oft en familiar with each other and because internal doc- uments, in general, are less formal than external ones. If you are proposing a major initiative or change, however, using a formal presentation—whether oral, written, or both—may be in order. Likewise, external proposals, while they tend to be formal, can be quite informal if they are short and the two parties know each other well. Many successful business proposals are pitched in letter format. As with every other kind of message, knowledge of and adaptation to your reader are key.
Content. Whether you are writing an external or internal proposal or a solicited or unsolicited one, your primary goal is the same: to make a persuasive argument. Every element of your proposal—from the title to the cover letter to the headings and orga- nization of your content to the way you say things—needs to contribute to your central argument.
To be able to design your proposal according to this principle, you need to know your readers and their needs (which may be represented in an RFP). You also need to
A proposal or grant is the beginning of a relationship. Essentially, the readers are interviewing your company or organization, trying to determine whether a basis for a positive, constructive alliance exists. Your proposal is the face you are presenting to the client or funding source.
If they feel comfortable with your proposal, they will feel comfortable with your company or organization.
SOURCE: Richard Johnson-Sheehan, Writing Proposals , 2nd ed. (New York: Pearson/Longman, 2008) 232–33, print.
COMMUNICATION MATTERS
Wise Words from a Professional Proposal Writer
ren03210_ch09_226-283.indd 259ren03210_ch09_226-283.indd 259 1/11/13 3:00 PM1/11/13 3:00 PM
260 PART 3 Basic Patterns of Business Messages
know how you can meet those needs. From these two sets of facts, you can develop your central argument. What is your competitive edge? Value for the money? Conve- nience? Reliability? Fit of your reader’s needs or mission with what you have to off er? Some or all of the above? How you frame your argument will depend on how you think your proposal will be evaluated.
Th e reader of a business proposal will bring three basic criteria to the evaluation process:
• Desirability of the solution (Do we need this? Will it solve our problem?) • Qualifi cations of the proposer (Can the author of the proposal, whether an
individual or company, really deliver, and on time and on budget?) • Return on investment (Is the expense, whether time or money, justifi ed?)
If you can answer these questions affi rmatively from the point of view of your intended recipient, you have a good chance of winning the contract or your management’s approval.
When you have fi gured out what to propose and why, you need to fi gure out how to propose it. If the RFP provides strict guidelines for contents and organization, fol- low them. Otherwise, you have considerable latitude when determining your proposal’s components. Your reader is likely to expect some version of the eight topics listed below, but you should adapt them as needed to fi t the facts of your case. (See page 261 and pages 262–267 for two very diff erent examples.)
1. Th e writer’s purpose and the reader’s need . An appropriate beginning is a statement of your purpose (to present a proposal) and the reader’s need (such as reducing the turnover of sales staff ). If the report is in response to an invitation, that statement should tie in with the invitation (for example, “as described in your July 10 announcement”). Th e problem and your purpose should be stated clearly, in the way described in Chapter 11. Th is proposal beginning illustrates these recommendations:
As requested at the July 10 meeting with Alice Burton, Thomas Cheny, and Victor Petrui in your Calgary offi ce, Murchison and Associates present the following pro- posal for studying the high rate of turnover among your fi eld representatives. We will assess the job satisfaction of the current sales force, analyze exit interview records, and compare company compensation and human resource practices with industry norms to identify the causes of this drain on your resources.
Expert proposal writer Tom Sant warns against seven ways to put your proposal on the fast track to the trash can or delete folder:
1. Failing to qualify the deal (i.e., bidding on jobs that you can’t win).
2. Not focusing on what the customer cares about.
3. Not structuring the document persuasively.
4. Not differentiating your offer and your company.
5. Not offering a compelling value proposition.
6. Not making it easy to understand and use.
7. Not editing carefully to remove mistakes and credibility killers.
SOURCE: The Seven Deadly Sins of Proposal Writing: How to Write Proposals that Help Win Deals , Qvidian, Qvidian, 2011, Web, 21 June 2012.
COMMUNICATION MATTERS
The Seven Deadly Sins of Proposal Writing
ren03210_ch09_226-283.indd 260ren03210_ch09_226-283.indd 260 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 00 Chapter Title 261261
C A S E I L L U S T R A T I O N
An Internal, Unsolicited Proposal. This email proposal asks a company to sponsor an employee’s membership in a pro- fessional organization. Starting with the subject line, the writer tries to avoid saying anything that the reader—in this case, the head of a corporate communications department—would disagree with. When enough background and benefi ts are given, the writer states the request and then describes the cost in the most positive terms. Offering to try the membership for one year helps the proposal seem relatively modest.
A Cost-Effective Resource in Business Communication
Seth,
As you recommended at our staff meeting last week, I’ve been looking for ways to keep our department abreast of current trends and technologies in workplace communication. I’ve found an expert source of such information, and at a very reasonable cost.
Description of the Resource The primary professional organization in business communication is the Association for Business Communication (ABC). Founded in 1936, the ABC now has over 2,000 members, who represent the best and latest thinking in the field. Many of the members are academics who teach a wide range of communication courses in a wide range of business-related disciplines and universities. In addition, the ABC has approximately 250 professional members, from such companies as IBM, AT&T, Exxon Mobil, Imperial Oil, State Farm Insurance, and Boeing.
ABC’s diverse membership provides an effective exchange of experience and knowledge. The primary venues for this exchange are the annual meeting in October and the various regional meetings held throughout the year. I’ve been reviewing the online program of the upcoming annual meeting (at www.businesscommunication.org/) and have learned that many of the presentations will be on topics of interest to us: social media marketing, effective website design, change management, and cross-cultural communication. Also, since the ABC has three international regions, opportunities abound for dialog with business communication professionals from all over the world.
In addition, the ABC publishes two quarterly journals, the Journal of Business Communication and the more pedagogically oriented Business Communication Quarterly, which come with an annual membership. These journals provide more thoughtful, research-based articles than one finds in the usual business communication magazines and newsletters. And, the ABC has a online forum, enabling timely conversation with knowledgeable people on any and all business-communication topics.
Recommended Action I propose that Techniks sponsor me for a one-year membership in the ABC as well as my travel to this year’s meeting in New Orleans, to be held Oct. 30–Nov. 1. The costs would be as follows:
One-year membership (includes electronic access to the journals) $60 Conference registration $180 Travel (round-trip airfare) $360 Lodging (two nights at approximately $180 per night) $360 Food/incidentals (approximately $40 per day for three days) $120 Total: $1,080
When compared to those of other organizations, both the membership and conference registration fees are relatively minimal. For example, a membership in the International Association for Business Communication, the most comparable organization, would cost almost $300, and the conference registration alone for a member is $1,540. My membership in the ABC would also save on training costs. Many of the ABC’s conference presentations are included in online proceedings (for members only), and the journal articles are easily accessible online as well. Rather than our paying $200 for a one-hour webinar on, say, politeness in Asian cultures or strategies for crisis communication, I could simply consult the ABC’s resources and share this information with the rest of the department.
If you will approve a one-year membership and a trip to this year’s convention, I will track the benefits of this resource over the coming year. We can then decide whether to continue the membership or find other cost-effective ways to stay on top of trends and technologies in business communication. But I think our participation in this well-regarded organization is definitely worth a try.
Establishes
common
ground with
the reader
Names
topics the
reader
cares about
A�er the
indirect
opening,
clearly
states the
proposal
A comparison
puts the cost
in a favorable
light
Asks for a
trial
membership—
a modest
request
Describes
the
subject in
appealing
terms
Establishes
the
credibility
and value
of the
resource
Shows
that the
writer did
his/her
homework
Adds more
details to
show that
this resource
is a bargain
Explains
how the
proposal
can save
money
Ends with
confidence
and
conviction
Costs are
clear but
are de-
emphasized
by being in
the middle
of the
section
ren03210_ch09_226-283.indd 261ren03210_ch09_226-283.indd 261 1/11/13 3:00 PM1/11/13 3:00 PM
262 PART 00 Part Title262
C A S E I L L U S T R A T I O N
A Solicited External Proposal. A design and manufacturing company has invited research fi rms to propose plans for tracking its implementation of an enterprise resource planning (ERP) system—information technology that integrates all functions of the company, from job orders to delivery and from accounting to customer management. The midlevel formality of this proposal responding to the RFP is appropriate given the proposal’s relative brevity and the two parties’ prior meeting.
7 Research Parkway, Columbus, OH 45319 614-772-4000 Fax: 614-772-4001
WHITFIELD Organizational Research
February 3, 2014
Ms. Janice Spears Chief Operations Offi cer RT Industries 200 Midland Highway Columbus, OH 45327
Dear Janice:
Thank you for inviting Whitfi eld Organizational Research to bid on RFP 046, “Study of InfoStream Implementation at RT Industries.” Attached is our response.
We enjoyed meeting with you to learn about your goals for this research. All expert advice supports the wisdom of your decision to track InfoStream’s implementation. As you know, the road of ERP adoption is littered with failed, chaotic, or fi nancially bloated implementations. Accurate and timely research will help make yours a success story.
Whitfi eld Organizational Research is well qualifi ed to assist you with this project. Our experienced staff can draw upon a variety of minimally invasive, cost-effective research techniques to acquire reliable information on your employees’ reception and use of InfoStream. We are also well acquainted with ERP systems and can get a fast start on collecting the data you need. And because Whitfi eld is a local fi rm, we will save you travel and lodging costs.
RT’s culture of employee involvement has earned you a place on Business Ohio’s list of the Best Ohio Workplaces for the last fi ve years. The research we propose, performed by Whitfi eld’s knowledgeable and respectful researchers, will help you maintain your productive culture through this period of dramatic change. It will also help you reap the full benefi ts of your investment.
We would welcome the opportunity to work with RT Industries on this exciting initiative.
Sincerely yours,
Evan Lockley Vice President, Account Management
enclosure
Summarizes
th e proposi ng
com pany’s
advantages
Identi fi es th e
con text for
th e proposal
and � ows
app reciat ion
for bei ng
invited to
submit
Rei nforces
th e nee d for
th e udy
Reminds th e
reader of
th e previou s,
pleasant
mee ti ng
Com pliments
th e recei ving
com pany,
� ows th e
writer ’s
knowledge of
th e com pany,
and at es
th e benefi ts
of � oo si ng
th e writer ’s
com pany
Indire� ly
asks th e
reader for
th e desi red
a� ion
Evan L ockley
ren03210_ch09_226-283.indd 262ren03210_ch09_226-283.indd 262 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 00 Chapter Title 263
C A S E I L L U S T R A T I O N
263
Response to RFP 046: Study of InfoStream Implementation at RT Industries
Proposed by Whitfi eld Organizational Research
February 3, 2014
Executive Summary
RT Industries has begun a major organizational change with its purchase of InfoStream enterprise resource planning (ERP) software. To track the effect of this change on personnel attitudes and work processes in the company, RT seeks the assistance of a research fi rm with expertise in organizational studies. Whitfi eld Organizational Research has extensive experience with personnel- based research, as well as familiarity with ERP software. We propose a four- part plan that will help ensure the success of your implementation.
Our methodology will be multifaceted, minimally disruptive, and cost effective. The results will yield a reliable picture of how InfoStream is being received and used among RT’s workforce. With this information, RT’s change leaders can intervene appropriately to effectively manage this companywide innovation.
Project Goals
RT Industries has so far invested over $1.6 million and over 1,000 employee hours in the purchase of and management’s training on InfoStream’s ERP system. As RT integrates the system fully into its company of 800+ employees over the next 12 months, it will invest many additional dollars and hours in the project, with the total investment likely to top $2 million. Adopting such a system is one of the most wide-ranging and expensive changes a company can make.
As Jeri Dunn, Chief Information Offi cer of Nestle USA, commented in CIO Magazine about her company’s troubles with its ERP adoption, “No major software implementation is really about the software. It’s about change management.” An ERP system affects the daily work of everyone in the company. The most common theme in ERP-adoption failure stories—of which there are many—is lack of attention to the employees’ experience of the transition. Keeping a fi nger on the pulse of the organization during this profound organizational change is critical to maximizing the return on your investment.
Our research will determine
• How well employees are integrating InfoStream into their jobs.
• How the new system is changing employees’ work processes.
• How the system is affecting the general environment or “culture” in the company.
Whitfi eld has designed a four-part, multimethod research plan to gather these data. Through our periodic reports, you will be able to see how InfoStream is being integrated into the working life of the company. As a result, you will be able to make, and budget for, such interventions as strategic communications and additional training. You will also fi nd out where employee work processes need to be adjusted to accommodate the new system.
(continued)
Stat es th e
benefi ts,
supp orted by
clear logic
Provides
a clear
over vie w of
th e problem,
purpose, and
benefi ts
Rei nforces
th e nee d for
th e udy
Shows
knowledge of
th e com pany;
reminds
reader s
of th e
inve ment
th ey want to
prote�
ren03210_ch09_226-283.indd 263ren03210_ch09_226-283.indd 263 1/11/13 3:00 PM1/11/13 3:00 PM
264 PART 00 Part Title
C A S E I L L U S T R A T I O N
264
(continued)
Instituting a change of this magnitude will generate feedback, whether it is employee grumbling or constructive criticism. Whitfi eld associates will gather this feedback in a positive, orderly way and compile it into a usable format. The fi ndings will enable RT’s management to address initial problems and ward off future problems. The research itself will also contribute to the change management efforts of the company by giving RT’s employee stakeholders a voice in the process and allowing their feedback to contribute to the initiative’s success.
Deliverables
The information you need will be delivered as shown below. All dates assume a project start date of July 1, 2014.
Approximate Date: Deliverable:
October 1, 2014 Written report on an initial study of 12–14 employees’ work processes and attitudes and on a companywide survey.
February 1, 2015 Written report at midyear on the same employees’ work processes and attitudes and on a second companywide survey.
June 30, 2015 Year-end report (written and oral) on employees’ work processes and attitudes and on a fi nal companywide survey.
Anticipated Schedule/Methods
The research will take place from July 1, 2014, the anticipated go-live date for InfoStream at RT, to approximately June 30, 2015, a year later. As shown below, there will be four main components to this research, with Part III forming the major part of the project.
Research Part and Time Frame
Purpose Methods
Part I (July ’14) Gather background in- formation; re- cruit research participants
Gather data on RT (history, products/ mission, organizational structure/ culture, etc.). Interview personnel at RT and at InfoStream about why RT is adopting an ERP system, why RT bought InfoStream, and how employ- ees at RT have been informed about InfoStream. During this period we will also work with the COO’s staff to re- cruit participants for the main part of the study (Part III).
Whitfield Organizational Research 2
Reader s
can see th e
produ� s of
th e proposed
resear� up
fron t
Gives det ails
of th e proje�
in a readable
format
ren03210_ch09_226-283.indd 264ren03210_ch09_226-283.indd 264 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 00 Chapter Title 265
C A S E I L L U S T R A T I O N
265
Research Part and Time Frame
Purpose Methods
Part II (July ’14): Obtain the perspective of the InfoStream launch team
Conduct a focus group with the launch team, with emphasis on their goals for and concerns about the implementation. Anticipated duration of this interview would be one hour, with participants invited to share any additional feedback afterward in per- son or by email.
Part III (July–Sept. ’14; Nov. ’14–Jan. ’15; Mar.–June ’15):
Assess the impact of InfoStream on employee work processes and attitudes
Conduct three rounds of 1–2 hour interviews with approximately 12–14 RT employees to track their use of InfoStream. Ideally, we will have one or two participants from each functional area of the company, with multiple levels of the company represented.
Part IV ( September ’14, January ’15, May ’15)
Assess companywide reception of InfoStream
Conduct three Web-based surveys during the year to track general attitudes about the implementation of InfoStream.
This plan yields the following time line:
7/14 8/14 9/14 10/14 11/14 12/14 1/15 2/15 3/15 4/15 5/15 6/15
Initial research
Focus group
1st round of
interviews
1st Web
survey
Initial report
2nd round of
interviews
2nd Web
survey
Midyear report
3rd round of
interviews
3rd Web
survey
Year-end report
(continued)
Whitfield Organizational Research 3
Timeline
makes it
easy to
see wh at
will happ en
at ea�
point
ren03210_ch09_226-283.indd 265ren03210_ch09_226-283.indd 265 1/11/13 3:00 PM1/11/13 3:00 PM
266 PART 00 Part Title
C A S E I L L U S T R A T I O N
266
Interview Structure and Benefi ts
While Parts I, II, and IV will provide essential information about the project and its reception, the most valuable data will come from Part III, the onsite interviews with selected RT employees. Gathering data in and about the subject’s own work context is the only reliable way to learn what is really happening in terms of the employees’ daily experience. Following is a description of our methodology for gathering these kinds of data:
Initial interview:
• Gather background information about the participants (how long they have worked at RT, what their jobs consist of, what kind of computer experience they’ve had, how they were trained on InfoStream).
• Ask them to show us, by walking us through sample tasks, how they use InfoStream.
• Ask them to fi ll out a questionnaire pertaining to their use of InfoStream. • Go back over their answers, asking them to explain why they chose the
answers they did. • Ask them either to keep notes on or email us about any notable experiences
they have with InfoStream. • Take notes on any interruption, interactions, and other activities that occur
during the interview.
From data gained in these interviews, we will assess how well the participants’ current work processes are meshing with InfoStream. We will also document how use of InfoStream is affecting the participants’ attitudes and their interactions with other employees and departments. We will check our fi ndings with the participants for accuracy before including these data in the initial report.
Midyear interview:
• Ask the participants if they have any notable experiences to relate about InfoStream and/or if any changes have occurred in the tasks they perform using InfoStream.
• Have the participants fi ll out the same questionnaire as in the fi rst interviews. • Discuss with participants the reasons for any changes in their answers since
the fi rst questionnaire. • Observe any interactions or other activities that occur during the interview. • Check our fi ndings with the participants for accuracy before including these
data in the midyear report.
Year-end interviews:
• Will be conducted in the same fashion as the second interviews. • Will also include questions allowing participants to debrief about the project
and about InfoStream in general.
Benefi ts of this interview method:
• Because researchers will be physically present in the employees’ work contexts, they can gather a great deal of information, whether observed or reported by the employee, in a short amount of time.
• Because employees will be asked to elaborate on their written answers, the researcher can learn the true meaning of the employee’s responses.
(continued)
Whitfield Organizational Research 4
Special
se� ion
elaborat es
on th e
com pany’s
unique
met hodol ogy;
helps ju ify
th e mo
expensi ve
part of th e
plan
ren03210_ch09_226-283.indd 266ren03210_ch09_226-283.indd 266 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 00 Chapter Title 267
C A S E I L L U S T R A T I O N
267
• Asking employees to verify the researcher’s fi ndings will add another validity check and encourage honest, thorough answers.
Specifi c Knowledge Goals
We will design the interviews and the companywide surveys to fi nd out the extent to which
• InfoStream is making participants’ jobs easier or harder, or easier in some ways and harder in others.
• InfoStream is making their work more or less effi cient.
• InfoStream is making their work more or less effective.
• They believe InfoStream is helping the company overall.
• They are satisfi ed with the instruction they have received about the system.
• InfoStream is changing their interactions with other employees.
• InfoStream is changing their relations with their supervisors.
• InfoStream is affecting their overall attitude toward their work.
The result will be a detailed, reliable picture of how InfoStream is playing out at multiple levels and in every functional area of RT Industries, enabling timely intervention by RT management.
Cost
Because we are a local fi rm, no travel or lodging expenses will be involved.
Research Component Estimated Hours Cost
Part I (background fact fi nding)
6 hours $300
Part II (focus group with launch team)
3 hours (includes preparation and analysis)
$300
Part III (3 rounds of on-site interviews)
474 hours $18,960
Part IV (3 rounds of Web- based surveys)
48 hours $1,920
Preparation of Reports 90 hours $3,600
Total: $25,080
Credentials
Whitfi eld Organizational Research has been recognized by the American Society for Training and Development as a regional leader in organizational consulting. We have extensive education and experience in change management, organizational psychology, quantitative and qualitative research methods, and team building. Our familiarity with ERP software, developed through projects with such clients as Orsys and PRX Manufacturing, makes us well suited to serve RT’s needs. Résumés and references will be mailed upon request or can be downloaded from www .whitfi eldorganizationalresearch.com .
(continued)
Whitfield Organizational Research 5
A tantalizing
li of wh at
th e reader s
mo want to
know wh et s
th ei r desi re
to hire th e
proposi ng
com pany
Co
breakdown
ju ifi es
th e expense
but is not
so det ailed
th at th e
reader s
can nitpi�
� ecifi c
items
Effi cie nt
credenti als
se� ion
focuses on ly
on relevant
qualifi cat ion s
ren03210_ch09_226-283.indd 267ren03210_ch09_226-283.indd 267 1/11/13 3:00 PM1/11/13 3:00 PM
268 PART 3 Basic Patterns of Business Messages
If a proposal is submitted without invitation, its beginning must gain attention in order to motivate the recipient to read the proposal. An eff ective way of doing this is to begin by briefl y summarizing the highlights of the proposal with emphasis on its benefi ts. Th is technique is illustrated by the beginning of an unsolicited proposal that a consultant sent to prospective clients:
Is your social marketing strategy working?
Twitter, blogs, Facebook, LinkedIn—such tools have become essential to building your brand. Are you making the best use of them?
Using a three-step social media audit, Mattox and Associates can fi nd out. With access to your media and just one day of on-site interviews, our experts will tell you . . . [the rest of the proposal follows].
Your clear statement of the purpose and problem may be the most important aspect of the proposal. If you do not show right away that you understand what needs to be done and have a good plan for doing it, you may well have written the rest of your proposal in vain.
2. Th e background . A review of background information promotes an understanding of the problem. Th us, a college’s proposal for an educational grant might benefi t from a review of the relevant parts of the college’s history. A company’s proposal of a merger with another company might review industry developments that make the merger desirable. Or a chief executive offi cer’s proposal to the board of directors that a company be reorganized might discuss related industry trends.
3. Th e need . Closely related to the background information is the need for what is being proposed. In fact, background information may well be used to establish need. Your goal in this important section is to paint a picture of the problem or goal in such a way that the reader feels a keen need for what you are proposing.
You might wonder if this section applies in situations where an RFP has been issued. In such cases, won’t readers already know what they need? In many cases the answer is no, not exactly. Th ey may think they know, but you may see factors that they’ve overlooked. Plus, restating their problem in ways that lead to your proposed solution helps your persuasive eff ort. And whatever the situation, elaborating on the receiving organization’s needs enables your readers to see that you understand those needs.
4. Th e description of your plan . Th e heart of a proposal is the description of what the writer proposes to do. Th is is the primary message of the proposal. It should be concisely presented in a clear and orderly manner, with headings and subheadings as needed. It should give suffi cient detail to convince the reader of the plan’s logic, feasibility, and appropriateness. It should also identify the “deliverables,” or tangible products, of the proposal.
5. Th e benefi ts of the proposal . Your proposal should make it easy for your readers to see how your proposed action will benefi t them. A brief statement of the benefi ts should appear at the front of your proposal, whether in the letter of transmittal, executive summary, opening paragraph, or all of the above. But you should elaborate on those benefi ts in the body of your proposal. You might do so in the section describing your plan, showing how each part will yield a benefi t. Or, you might have a separate section detailing the benefi ts. As with sales writing, the greater the need to persuade, the more you should stress the benefi ts.
As an example of benefi ts logically covered in proposals, a college’s request for funding to establish a program for retraining the older worker could point to the profi tability that such funding would give local businesses. A proposal off ering a consulting service to restaurants could stress such benefi ts as improved effi ciency, reduced employee theft , savings in food costs, and increased profi ts.
ren03210_ch09_226-283.indd 268ren03210_ch09_226-283.indd 268 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 269
6. Cost and other particulars . Once you have pitched your plan, you need to state clearly what it will cost. You may also need to cover such other particulars as time schedules, performance standards, means of appraising performance, and equipment and supplies needed. Remember that a proposal is essentially a contract. Anticipate and address any issues that may arise, and present your requirements in the most positive light.
7. Evidence of your ability to deliver . Th e proposing organization must sometimes establish its ability to perform. Th is means presenting information on such matters as the qualifi cations of personnel, success in similar cases, the adequacy of equipment and facilities, operating procedures, and environmental consciousness. With an external proposal, resist the temptation to include long, generic résumés. Th e best approach is to select only the most persuasive details about your personnel. If you do include résumés, tailor them to the situation.
8. Concluding comments . In most proposals you should urge or suggest the desired action. Th is statement oft en occurs in a letter to the readers, but if there is no cover letter or the proposal itself is not a letter, it can form the conclusion of your proposal. You might also include a summary of your proposal’s highlights or provide one fi nal persuasive push in a concluding section. Whatever you’re writing—whether a proposal, request, sales message, or some
other kind of message—the art of persuasion can be one of your most valuable assets. Adding the tips in this chapter to your general problem-solving approach will help you prepare for all those times in your career when you will need others’ cooperation and support.
THERE’S MORE . . . What are six principles for ethical persuasion? How can you increase the eff ectiveness of your sales letters? How should you format your proposal? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe.com/lesikar13e. Choose Chapter 9 > Bizcom Tools & Tips.
SOURCE: Copyright © 2005 Ted Goff.
ren03210_ch09_226-283.indd 269ren03210_ch09_226-283.indd 269 1/11/13 3:00 PM1/11/13 3:00 PM
270 PART 3 Basic Patterns of Business Messages
1. Certain advice applies to all persuasive messages: • Know your readers—well. • Choose and develop targeted reader benefi ts.
— Both tangible and intangible benefi ts can be persuasive. — Favor intrinsic over extrinsic benefi ts. — Express product features as reader benefi ts. — Use scenario painting to help your readers experience the product’s
appeal. • Make good use of three kinds of appeals.
— Emotional appeals play on our senses (e.g., taste, hearing) and our feelings (e.g., love, anger).
— Rational appeals appeal to logic (e.g., thrift , durability, effi ciency). — Character-based appeals use an appealing spokesperson or an attractive
image of the company to help sell the product. • Make it easy for your readers to comply.
2. Requests that are likely to be resisted require an indirect, persuasive approach. • Such an approach involves developing a strategy—a plan for persuading. • Your opening words should set up this strategy and gain attention. • Follow with convincing persuasion. • Th en make the request—clearly yet positively. • Th e request can end the message, or more persuasion can follow (whichever
you think is appropriate). 3. Sales messages are a controversial area of business communication.
• Many sales messages are unwanted. — “Junk” mail clutters people’s mailboxes. — “Spam” clutters their in-boxes.
• Some sales messages use unethical tactics. — Th ey may make deceptive claims. — Th ey may omit important information. — Th ey may rely heavily on visuals that trigger an emotional response. — Th ey may interfere with or even sabotage the reader’s computer.
• Use your conscience and your ability to put yourself in the readers’ shoes to create ethical persuasive messages.
4. A sales message requires special planning. • Learn all you can about your service or product and your intended readers. • Th en select an appropriate central appeal and supporting appeals. • Determine the makeup of the mailing.
— Decide what you will include in the main message and what you will put in auxiliary pieces.
— Consider a creative approach to the sales letter format. — Email sales messages can also have auxiliary pieces and innovative
format. 5. Although variations oft en occur, the sales message generally follows this
traditional plan: • Th e opening gains attention and sets up the sales strategy.
2 Write skillful persuasive requests that begin indirectly, develop convincing reasoning, make a call to action, and close with goodwill.
3 Discuss ethical concerns regarding sales messages.
4 Describe the planning steps for direct mail or email sales messages.
5 Compose sales messages that gain attention, present persuasive appeals, use appropriate visual elements, and effectively drive for action.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
1 Describe important strategies for writing any persuasive message.
ren03210_ch09_226-283.indd 270ren03210_ch09_226-283.indd 270 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 271
• Th e body builds your persuasive case. — It develops the appeals you have chosen. — It uses punchy writing and techniques for visual emphasis (typography,
white space, color, and other visual elements). • In emotional selling, the words establish an emotional atmosphere and build an
emotional need for the product or service. • Rational selling appeals to reason by using facts and logic. • Character-based appeals build trust and invite identifi cation with the
company. • Th e message uses appealing language and the you-viewpoint throughout. • Appropriate visual elements support the persuasive text. • All the information necessary for the sale (e.g., prices, terms, choices) is
included, with the main message conveying the key points and any auxiliary pieces providing supporting information.
• Next comes the drive for the sale. — It may be a strong drive, even a command, if a strong sales eff ort is used. — It may be a direct question if a milder eff ort is desired. — In either case, the action words are specifi c and clear, frequently urging
action now. — Taking the action should be associated with the benefi ts to be gained. — Postscripts oft en are included to convey a fi nal sales message. — In email messages, opt-out links should be provided as a professional
courtesy and to comply with the law. 6. Proposals resemble reports but diff er in their fundamental purpose.
• Th ey are intentionally persuasive. • Th ey can be categorized in two ways:
— Internal or external. — Solicited or unsolicited.
• Th ey vary widely in terms of format and formality. — As with reports, proposal formats can range from short emails to long,
elaborate documents. — Th eir levels of formality vary as well.
• Th e goal for your content is to make a persuasive argument. — Review your readers’ needs and your ability to address them. — Th en develop your central argument. — Bear in mind the main criteria that evaluators use.
• The contents of proposals vary with need, but you should consider these topics: — Th e writer’s purpose and the reader’s need. — Th e background. — Th e need. — Th e description of the plan. — Th e benefi ts. — Th e particulars (e.g., methods, schedule, costs, performance standards). — Your ability to deliver. — Concluding comments.
6 Write well-organized and persuasive proposals.
ren03210_ch09_226-283.indd 271ren03210_ch09_226-283.indd 271 1/11/13 3:00 PM1/11/13 3:00 PM
272 PART 3 Basic Patterns of Business Messages
K E Y T E R M S
indirect order, 227
direct approach, 227
demographic information, 227
psychographic information, 227
tangible rewards, 227
intangible rewards, 227
reader benefi ts, 228
intrinsic benefi ts, 228
extrinsic benefi ts, 228
product features, 228
scenario painting, 228
logic (logos), 228
emotion (pathos), 228
character (ethos), 228
persuasive requests, 229
sales messages, 229
proposals, 229
common-ground persuasion technique, 230
permission-based email, 238
spam, 243
internal proposal, 255
external proposal, 255
solicited proposals, 256
unsolicited proposals, 256
requests for proposals (RFPs), 257
1 Explain why a persuasive request is usually written in the indirect order. Could the direct order ever be used for such messages? Discuss. LO2
2 What does it mean to use the you-viewpoint in persua- sive requests? LO2
3 Compare persuasive requests and sales messages. What traits do they share? How are they diff erent? LO2, LO5
4 Consider ads that you have seen on television. Which ones rely heavily on emotional appeals? Which on logi- cal appeals? Which on character-based appeals? Do the chosen appeals seem appropriate given the product, service, or cause that is being promoted? LO1, LO5
5 Th ink of a television, radio, print, email, or Internet sales message or persuasive request that you regard as especially eff ective. Explain why you think it was well designed. LO2, LO5
6 What appeals would be appropriate for the follow- ing products when they are being sold to consumers? LO1, LO4 a. Shaving cream b. Home repair tools c. Frozen vegetables d. Soft ware e. Lubricating oil f. Perfume g. Tires h. Women’s jeans i. Fancy candy j. Video games
7 Assume that you’re preparing a sales mailing that won’t use the reader’s name. Would you still use a salutation (e.g., “Dear Occupant”)? If so, what would you use? If not, how would the message begin? LO5
8 “Any request or sales message that is longer than a page will just bore the reader.” Discuss this statement. LO5
9 If you were helping to design an email message to sell solar panels, would you include visual elements? If so, what kind? If not, why not? LO5
10 Discuss the relationship between the sales message and its accompanying support information in an example you’ve seen. What was the purpose of each piece? LO4, LO5
11 Examine the call for action in a sales message you’ve received. Do you think it is eff ective? Why or why not? LO5
12 Th ink of a sample persuasive request or sales message that you regard as ethically questionable. Discuss the nature of the ethical problems. LO3
13 In what ways does its persuasive purpose make a proposal diff erent from a short report? LO6
14 Discuss the diff erences between solicited and unsolic- ited proposals. LO6
15 For what kinds of situations might you select email format for your proposal? Letter format? A longer, report-like format? LO6
16 “I don’t need to discuss my readers’ needs in my pro- posal. Th ey know what their needs are and don’t want to waste time reading about them.” Discuss. LO6
C R I T I C A L T H I N K I N G Q U E S T I O N S
ren03210_ch09_226-283.indd 272ren03210_ch09_226-283.indd 272 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 273
S K I L L S B U I L D I N G E X E R C I S E S
1 Assume that, as a volunteer for a nonprofi t organiza- tion in your town, you have been asked to write the next fundraising letter for the organization. In what ways might you gather enough information about the intended readers to write a successful message? LO1
2 List the tangible and intangible benefi ts that you might describe when promoting the following items or services: LO1 a. Membership in a health club. b. High-speed Internet service or digital cable service. c. A certain line of clothing. d. Car insurance.
3 List some extrinsic benefi ts you might use as an extra push if you were promoting the items in exercise 2. LO1
4 For each item in exercise 2, list two likely product fea- tures and then turn them into reader benefi ts. LO1
5 Choose one of the items in exercise 2 and write a paragraph that uses scenario painting to promote the item. LO1
6 Criticize the persuasive request message below. It was written by the membership chairperson of a chapter of the Service Corps of Retired Executives (SCORE), a service organization whose members donate their managerial talents to small businesses in the area. Th e recipients of the message are recently retired execu- tives. LO2
Dear Ms. Petersen:
As membership chair it is my privilege to invite you to join the Bay City chapter of the Service Corps of Retired Executives. We need you, and you need us. We are a volunteer, not-for-profi t organiza- tion. We are retired business executives who give free advice and assistance to struggling small businesses. There is a great demand for our services in Bay City, which is why we are conducting this special membership drive. As I said before, we need you. The work is hard and the hours can be long, but it is satisfying. Enclosed is a self-addressed envelope and a membership card. Please join us by fi lling out the card and returning it to me. We meet the fi rst Monday of every month (8:30 at the Chamber of Commerce offi ce). This is the fun part—strictly social. A lot of nice people belong. I’ll see you there Monday!
Sincerely yours,
7 Evaluate the following sales message. It was written to people on a mailing list of fi shing enthusiasts. Th e
writer, a professional game fi sher, is selling his book by direct mail. LO5
Have you ever wondered why the pros catch fi sh and you can’t?
They have secrets. I am a pro, and I know these secrets. I have written them and published them in my book, The Bible of Fishing . This 240-page book sells for only $29.95, including shipping costs, and it is worth every penny of the price. It tells where to fi sh in all kinds of weather and how the seasons affect fi shing. It tells about which lures to use under every condi- tion. I describe how to improve casting and how to set the hook and reel them in. There is even a chapter on night fi shing. I have personally fi shed just about every lake and stream in this area for over forty years and I tell the secrets of each. I have one chapter on how to fi nd fi sh without expensive fi sh-fi nding equip- ment. In the book I also explain how to determine how deep to fi sh and how water temperature af- fects where the fi sh are. I also have a chapter on selecting the contents of your tackle box. The book also has an extensive appendix. In- cluded in it is a description of all the game fi sh in the area—with color photographs. Also in the ap- pendix is a glossary that covers the most common lures, rods, reels, and other fi shing equipment. The book lives up to its name. It is a bible for fi shing. To receive your copy, fi ll out the enclosed card and send it to me in the enclosed stamped and addressed envelope. Include your check for $29.95 (no cash or credit cards, please). Do it today!
Sincerely yours,
8 Critique each of the following parts of sales mes- sages. LO5
Email Subject Lines
a . Earn BIG profi ts NOW!!! b. Reduce expenses with an experienced consultant’s
help. c . Free trial off er ends this week! d. Your coupons are about to expire. e . Th is week’s travel deals f . Tell us about your experience with us. g. Evaluate our service. h. Th e best electric razor on the market! i . Your opinion needed. j . Your account needs to be updated now. k. Inquiry
ren03210_ch09_226-283.indd 273ren03210_ch09_226-283.indd 273 1/11/13 3:00 PM1/11/13 3:00 PM
274 PART 3 Basic Patterns of Business Messages
Openings
Product or Service: A Credit Card Th at Gives Bonus Points toward Multiple Airlines
a. Where would you like to go? How would you like to get there?
b. With a Blue Horizons credit card, you’ll get 5,000 sky points just for opening an acount.
c. How does “no annual fee” sound?
Product or Service: A Financial Consulting Service
d. Would you hire yourself to manage your portfolio? e. Are you satisfi ed with the income your portfolio
earned last year? f. Dimmitt-Hawes Financial Services has helped its
clients make money for over a half century.
Parts of Sales Presentations
Product or Service: A Pest-Control Company a. If your home gets hit by termites while you’re cov-
ered by our plan, you won’t pay a dime for any fu- ture treatments or repairs—guaranteed.
b. Our guarantee covers all future treatments and any needed repairs.
c. Once you purchase our guarantee, all treatments and repairs will be covered for as long as your plan is active.
Product or Service: A Mail-Order Food Company
d. Our pasta assortment makes a great gift for your family, friends, and colleagues.
e. Treat your friends and business associates to a true taste of Italy with this elegant and aff ordable gift .
f. Th e aroma will remind you of walking into a neighborhood ristorante in Milano or Rome.
Product or Service: Vermont Smoked Ham
g. You won’t fi nd a better-tasting ham than the old- fashioned Corncob Smoked Ham we make here on our Vermont farm.
h. Our Corncob Smoked Ham is tender and delicious. i. You’ll love this smoky-delicious Corncob Smoked
Ham.
Product or Service: A Unique Mattress
j. Control Comfort’s unique air support system lets you control the feel and fi rmness of your bed simply by pushing a button.
k. Th e button control adjusts the feel and fi rmness of Control Comfort’s air support system.
l. Just by pushing a button you can get your choice of feel and fi rmness in Control Comfort’s air support system.
Action Endings
Product or Service: An Alumni Directory a. To receive your personal copy, just sign and return
the enclosed order form along with your check, money order, or credit card information.
b. To fi nd out what your classmates are doing now, just fi ll out and return the enclosed card.
c. Don’t put it off ! Now, while it’s on your mind, sign and return the enclosed card.
Product or Service: A News Magazine
d. To begin receiving your copies of Today’s World , simply fi ll out and return the enclosed card.
e. For your convenience, a subscription card is en- closed. It is your ticket to receiving Today’s World.
f. If you agree that Today’s World is the best of the news magazines, just sign and return the enclosed card.
Postscripts a. You can also monogram items you order before
November 1. b. All orders placed before November 1 are eligible for
monogramming. c. If you order before November 1, you can have your
items monogrammed.
9 Find and study the online RFP for an Entrepreneur- ial Student-Community Parnership Stipend Award, sponsored by the Prima Civitas Foundation. What are the criteria (both explicit and implied) for a successful proposal? When reviewing a set of proposals that all meet these criteria, what kinds of facts might lead the selection committee to fund certain projects and not others? LO6
10 Pretend you are writing an unsolicited internal pro- posal requesting funding for traveling to a major pro- fessional meeting in your area of expertise.What kinds of information will you need to include? What argu- ments might your supervisors or management fi nd convincing? What kinds of objections might you need to overcome? LO6
P R O B L E M - S O L V I N G C A S E S
Persuasive Requests 1 As a student employee in your school’s human resources de- partment, you’ve attracted positive attention for the ways you’ve improved the writing on the department’s website. As a result,
the assistant director has asked you on several occasions to critique other written material, such as news releases and uni- versity announcements from this offi ce. Th at business commu- nication course you took last semester must have really paid off !
ren03210_ch09_226-283.indd 274ren03210_ch09_226-283.indd 274 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 275
Today your boss drops by your desk with a printout of an email that he’s frowning over. “We’re not getting the partici- pation we want in our yearly Take Our Daughters and Sons to Work Day,” he complains. Handing you the email, he says, “Here’s what we sent out this year. I think this invitation may be part of the problem.” You read what it says:
Subject: Take Our Daughters and Sons to Work Day—April 23
In accordance with the national “Take Our Daugh- ters and Sons to Work Day,” university faculty and staff are invited to bring their children who are be- tween 8–18 to work with them on April 23. This day will expose children to activities that occur on a typical day at Heartland University. It will include departmental tours, fi nancial awareness workshops, Public Safety fi ngerprinting and mug shots, visiting a residence hall, athlete autographs, recreation cen- ter activities, and dining discounts. Faculty and staff who would like to participate should reply to Amber Bradley at the email address above or call 572-3384 by April 21. Please include the following information:
Your name, department, and phone number
Number of children
Age of each child
To learn more about the national program, please visit www.daughtersandsonstowork.org/wmspage. cfm?parm1=485 . If you would like to provide a dif- ferent learning activity for the children, please con- tact me immediately.
Amber Bradley
Human Resources
572-3382
You agree that the invitation is not very appealing, nor does it answer some of the readers’ likely questions. Using your best problem-solving strategies for persuasive requests, rewrite it for your boss. (Your instructor may substitute a diff erent campus event.)
2 As an entry-level employee for a business research fi rm, RetailData.com, you’ve been assigned the task of recruiting sur- vey participants for a report on best practices in sales-associate management. Th e survey will gather such information as the companies’ key performance indicators (KPIs)—that is, such quantitative data as sales per labor hour, downtime per associ- ate, wages/sales ratio, and units sold per transaction—as well as information on such additional topics as hiring and training practices, turnover management, performance incentives, and the use of labor management soft ware. In short, your company hopes to create a report that companies can use in order to “benchmark” their retail management practices against those of others in their industry. Th e report will be sold, along with many other industry reports, on RetailData.com.
Write a persuasive email that will get store managers and executives to participate in your survey. Your email will
contain a link to the Web-based survey, so the message you are writing will not need to discuss the contents of the sur- vey in great detail. Instead, use the email to get readers to appreciate the importance of the information they will be helping to generate. You can off er them a free copy of the re- sulting report, and fi ve of the participants will be selected at random to receive one free additional report on a diff erent business topic. Th e individual responses will be shared with no one, and the data will be presented in aggregated form so that no particular companies will be identifi ed in the report. Th e survey will run from May 6 to May 24, 2013. Th e report will be fi nished by June 30, 2013. Add any additional mate- rial that you believe is warranted. Remember: Th e more suc- cessful your invitation, the better the report (and the better you and your company will look).
3 Assume that your business communication instruc- tor is requiring you to “shadow” a professional in your fi eld for half a day so that you can use your observations as the basis of a short report. Find someone in your fi eld whose job you want to learn more about and write him or
her a persuasive email requesting that you be allowed to tag along for a morning or aft ernoon. Do not choose some- one you know. Th ink carefully about the reader’s possible objections and include the information that will make your request successful.
4 As a respected businessperson in your neighborhood, you’ve been elected to its community council, the group that offi cially represents the neighborhood to the city council. Like other community councils, yours promotes the eco- nomic viability of the community and its quality of life in such ways as organizing community events, deterring crime, blocking any undesirable development projects, and raising funds to enhance the neighborhood.
At last night’s council meeting you volunteered to use your persuasive writing skills to get more residents to use their
recycling bins. Currently, only about 80 percent of the commu- nity recycles (the council got this fi gure from the city, which, thanks to microchips in each city-provided bin and cart, can keep track of the number of households that recycle in each neighborhood). Th e community council wants to increase that percentage, not only to help the environment and the city (which makes money by selling the recyclables it collects) but also to benefi t the community; for a limited time, the council will receive $100 from the city for every 10 households it adds to their recycling total. As you think about how to persuade
ren03210_ch09_226-283.indd 275ren03210_ch09_226-283.indd 275 1/11/13 3:00 PM1/11/13 3:00 PM
276 PART 3 Basic Patterns of Business Messages
more of your neighbors to recycle, you consider the various reasons why they may not be recycling. Maybe there’s a way the council can help remove those stumbling blocks.
But there’s more: Th e council also wants residents to sign up for the RecycleBank Rewards Program, which rewards individuals based on how many pounds of recyclables they produce for each pickup period. When people register for the program at www.RecycleBank.com , the city will weigh how much those households are recycling and then submit that information to RecycleBank, which will award each house- hold the appropriate reward points. Th e points are good for
discounts at many local stores and restaurants and at such national chains as Dick’s Sporting Goods, CVS Pharmacy, and Bed Bath & Beyond. To get the discounts, members go to RecycleBank.com and either print the coupons they want or use the electronic versions when making online purchases. RecycleBank has been proven to dramatically increase the amount of recycling that people do, which helps keep gar- bage out of expensive landfi lls.
Aft er creating a detailed profi le of your neighborhood (real or imagined), prepare the message or messages that will help the council achieve its recycling goals.
5 As an employee of the Company (you decide what kind), you’re in charge of this year’s fundraising for the United Performing Arts Fund (UPAF) of southeast Wiscon- sin (or for the Fine Arts Fund of Cincinnati, or for a com- parable fund in another city or region). Your company is a proud contributor to this organization’s yearly campaign, and you want to do your best to help the company achieve its goal of $ (you decide how much) for this year.
Employees will make their contributions via the fund’s website. Th ey should log in using their company email ad- dress and use the password that has been assigned to their
company (you can decide what it is). Th is way, the company’s total contribution can be tracked. Depending on the actual organization you choose for this assignment, there may be diff erent payment options available, including automatic payroll deduction. Donors will not only be eligible for the perks that the fund gives for each donation level; they will also be entered into a company-sponsored drawing for prizes (you decide what would be realistic and appealing). But of course it’s the intrinsic benefi ts that you’ll use for your main persuasive eff ort.
6 You work as a marketing co-op student in the offi ce of Community Relations and Marketing at your school. Th is offi ce promotes and oversees all university-wide charitable events. One such event is the yearly book drive on behalf of the city’s public schools (from kindergarten/elementary schools through high schools).
Your job is to write a persuasive message to send to all students, faculty, and staff soliciting their contributions. You’ll need to tell them when, where, and how to donate
their books. You’ll also need to tell them what kinds of books you want and what kind of shape these books need to be in (you’re willing to take used books if they’re in good condi- tion; those that aren’t good enough will be taken to a recy- cling center). Th ink about your readers’ likely questions and about the kinds of details that might prompt them to go to the trouble to donate. Once you’ve worked out the logistics and your persuasive strategy, write the message.
7 You work for the state of North Dakota as the director of the Job Service Offi ce in your town. You help the unem- ployed search for work, take required employment exams or soft ware competency tests, write résumés and applica- tion letters, fi ll out applications, prepare for interviews, and practice interview skills. You’ve read about similar agencies in other states where local offi ces have a business advisory board made up of businesspeople in the community. You think this is just what you need—an advisory board that in- forms you of trends in various industries, gives advice on skills employers are looking for in their employees, and pro- vides general input regarding jobs in your community. You decide that you are going to create such a board. You en- vision that the Business Advisory Board will meet formally twice a year. Two or three times a year, you may survey them to learn about employment trends in your community or
gather other employment information. You also would like board members to be available informally to provide input regarding the services you off er and how you might improve your work. You’re guessing that being a board member would require 10–15 hours per year, and you’d like for each member to agree to a two-year term.
Your fi rst step in recruiting members is to think about the types of businesses in your community: manufactur- ing, industry, technology, law, medicine, fi nance, retail, food service, and hospitality. You’ll also need to think about why these businesses might benefi t from having a member of their staff on your Business Advisory Board.
Prepare a letter of invitation to send to the human re- sources directors at these businesses. Persuade them to re- cruit a representative from their company to serve on your Business Advisory Board.
8 You work at the company headquarters for Wholesome Foods, a grocery-store chain with over 50 stores located throughout the United States. One of your jobs is to recruit customers for your Email Advisory Panel. Customers who join
this panel receive approximately eight surveys a year on such topics as product selection, customer service, and the general shopping experience. Essentially, the panel is a group of loyal Wholesome Foods customers who make it easy for you to get
ren03210_ch09_226-283.indd 276ren03210_ch09_226-283.indd 276 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 277
feedback that helps your stores remain competitive. For each survey they complete, the panel members are automatically entered into a drawing for $1,000. Th ey do need to complete every survey in order to continue to be panel members.
Your fi rst step in recruiting members is to include on cus- tomers’ receipts an invitation for them to visit the company
website, take a survey, and have their names entered into a drawing for $1,000. Anyone who takes this fi rst step then re- ceives an email inviting him or her to join the panel.
Write the email invitation, persuading those who have already shown interest in the store to join the panel and be- come regular survey respondents.
9 Th e nonprofi t organization you direct coordinates an annual health and wellness fair for residents of your city. Each year, professionals from the community (e.g., physi- cians, dentists, cosmetologists, mechanics, lawyers, and so- cial workers) volunteer their time, services, and supplies to help the underserved in your community. For example, den- tists off er free cleanings. Physicians and nurses off er blood pressure, immunization, and diabetes screenings and refer patients to the town’s free clinic as needed. A social worker
might provide resources to someone in danger of losing his or her home. Someone who cannot aff ord car repairs can get them at your fair and then be able to get to his or her job. Th e fair provides much needed services for around 400 people each year. It’s really heartwarming to see a community come together in this way.
As your instructor directs, write to one professional audi- ence (e.g., a physician, a mechanic) and persuade him or her to volunteer for this year’s fair.
10 You are an intern in the human resources department at a fi nancial services fi rm. Your boss has instructed you to send an announcement to all staff letting them know that the staff photo will be at 5 p.m. next Wednesday aft er you’ve closed for the day. Th e offi ce takes a staff photo once a year. Th e pictures are used in promotional material (e.g., bro- chures, the company webpage, Facebook). Unfortunately, in recent years fewer people have shown up for the picture. Last year only a quarter of the fi rm’s 100 employees attended. Excuses included “I’m too busy,” “What’s in it for me?,” “I
have to pick my kids up from dance lessons,” “I have to go to the gym,” “I only work until 3:00, and I’m not staying or coming back,” and “No way. Make me.” Your boss is counting on you to write a persuasive announcement to the employees requesting that they take the time to show up for the photo; she hopes that everyone will be there. Th ey don’t have to do anything special. All they have to do is take fi ve minutes to be part of the picture. As you write, think about why taking such a photo might be important to the fi rm and to its clients.
11 Your campus organization (you choose the organization) participates in several community service projects each year. Th is year, the group has chosen to support the Global Soap Project as one of its service activities. Your members will collect used soap from local hotels to donate to the Project, which turns the left over soap into new bars of soap that are distributed to the underprivileged around the world.
Write a letter to local hotel owners to solicit their help in collecting used bar soap. Be sure to include details about the project and who will benefi t (check out www.globalsoap.org for details). Of course, you’ll also include information about the organization you represent.
12 You are a student assistant at your university’s business college. You have numerous responsibilities, including updating your college’s Facebook page. Recently, the Dean announced the creation of a new student committee that will provide suggestions on how to enhance the facilities, in- crease participation in college events, and improve morale around the college. In fact, you have heard a lot of grumbling from students about many things related to the college, and
you are sure that once this committee is formed, there will be no shortage of ideas from students on how to improve the college! Th e Dean asks you to create a Facebook post describ- ing the new committee and soliciting student volunteers. Th e committee will have 5–7 members and will meet every other Friday at noon. Write a Facebook post of no more than 150 words persuading students to join the new committee.
13 You were afraid of this: Your health insurance company has refused to cover the visit you made to a hospital emer- gency room two weeks ago. You are covered under the com- pany’s HMO plan, meaning that, except in emergencies, your healthcare is covered only if you receive it from an approved provider. While the hospital you went to does accept your insurance, the insurance company is claiming that your situ- ation was not an emergency and that you should have gone to one of their doctors’ offi ces instead—which would have been much less expensive. You call the insurance company to
explain the facts, and the representative advises you to state your case in a letter to the company’s claims department. She says to be sure to include your policy number and the num- ber of the claim. She also advises that you request coverage for both the hospital fee and the emergency-room doctor’s fee, since these are two diff erent expenses.
Write the letter that will persuade the company to cover the fees of almost $900. You’ll explain that around 8 p.m. of the day you went to the hospital, you had come down with a terrible stomach virus—one that had been going around and
ren03210_ch09_226-283.indd 277ren03210_ch09_226-283.indd 277 1/11/13 3:00 PM1/11/13 3:00 PM
278 PART 3 Basic Patterns of Business Messages
had even caused some schools to be closed (it was in the local news). Th e nausea and diarrhea had been so extreme that you began to get severely dehydrated. At almost midnight, you decided you’d better get to the hospital, so you got your housemate to drive you there. Th e desk people took one look at you and, aft er you threw up in the bucket you’d brought with you, had a nurse take you to the treatment area. Th ere you got an antinausea injection and two liters of fl uid. Th e
doctor told you that he’d treated several cases like yours and that you were right to come in. You were released at about 6 a.m., still feeling terrible but out of danger. You also had a prescription for antinausea medicine that would see you through the rest of the illness. In light of the circumstances, you don’t see what other course you could have taken. Get the insurance company to see it your way.
14 Your school has a Center for Community Engagement that recruits organizations who have service opportuni- ties for students and recruits students to volunteer at those places. Until now, the participating organizations, along with their Web addresses (if they have websites), have simply been listed on a page on the center’s website. But your supervisor at the center has something more persuasive, attractive, and uniform in mind: He wants to replace the list of organiza- tions with an Online Volunteer Directory that will provide links to Web-based profi les of the organizations. He asks you, his trusty student assistant, to prepare the directory. Each profi le should include the name of and contact information for the organization, its purpose/mission/key activities, an appealing photo or two, and any additional information that students would need in order to understand what the organi- zation does and why they should volunteer for it.
Prepare the fi rst entry for the online directory to show to your boss. If he likes it, you’ll use it as a model for all the other profi les in the directory. So fi nd a local organization that uses student volunteers on a regular basis, gather all the information you can about the purpose and activities of the organization (you may need to speak with someone at the organization), fi gure out why students should volunteer (what exactly are the volunteer opportunities, and what are the benefi ts of volun- teering?), and prepare a nicely formatted, nicely written profi le of the organization that will persuade students to volunteer.
Keep in mind that you’re writing this message as some- thing of a spokesperson for the organization and also that your entry will appear on the website of a university offi ce. So avoid attention-getters like “Do you like free beer?” Some levity may be appropriate, but your entry should still be pro- fessional in its contents and appearance.
15 You were recently hired in the training and devel- opment department for an accounting fi rm with offi ces throughout the country. As in all professions, accountants must communicate clearly, concisely, and correctly with their audiences. Recently, though, the manager for your local offi ce has been receiving complaints about emails your ac- countants and other staff are sending. Emails appear to be written quickly and are oft en incomplete, making a number of exchanges necessary for the audience to understand the message. In addition, they appear poorly edited. One client received an email where the accountant typed “principle” rather than “principal”! All staff in your offi ce have been made aware of the issue, but no one seems inclined to do anything about it. Many cite a lack of time as a reason for not writing well, but because you know these people to be
extremely professional, you also wonder if individuals think they communicate better than they do or do not know how to write any better than they already are. Th e complaints are still coming.
Your boss suggested you develop some training opportu- nities to encourage good business writing. You developed a series of four workshops on business writing for employees at your local offi ce, and now you need to sell the employees on the need to attend them. Create a fl yer promoting the se- ries. Th ink about the times and days you’ll off er the work- shops and the topics you’ll cover. While the fl yer is certainly informative, remember that these are very busy people who might not think they need to attend. You need to persuade them to attend using positive and encouraging language in your fl yer and focusing on reader benefi ts.
Sales
16 As a member of the management team of the Summer- dale Swim and Tennis Club, you’ve just attended a strategiz- ing session in which the team generated ideas for increasing memberships. Your boss presented data about current mem- berships broken down by demographic categories. One group that stood out for its low number of memberships was older adults. “We’re doing well attracting young adults with kids,” your boss says, “but we’re not attracting enough senior citi- zens. In fact, our data show that many members let their memberships lapse once their kids reach their teenage years.”
Th e team decides that one strategy to remedy this prob- lem will be to send a letter to those aged 50 and over who
have let their club membership lapse. You’ve been assigned the task of creating this mailing. Studying the websites of several swim and tennis clubs and using realistic facts as well as your imagination, write the letter that will persuade these former members to rejoin. Consider carefully how to turn features of the club into benefi ts for your readers. (Your instructor may require you to create certain addi- tional pieces for this mailing, or may change the organiza- tion.) Alternative assignment: Write the letter for prospects aged 50 and over who have never been members of the club. Assume that you’re using a list of AARP (American Associa- tion of Retired Persons) members in your area to identify these prospects.
ren03210_ch09_226-283.indd 278ren03210_ch09_226-283.indd 278 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 279
17 You’re the secretary of a service organization on cam- pus. To raise money for your activities, your members put together and sell exam-week care packages for parents to buy for their kids at the end of the term. When exams begin, your organization delivers the packages. It’s time to write this year’s sales letter for these packages. Inventing
reasonable details about the organization and the packages, considering what would appeal to the parents, and antici- pating the information you will need from them, write the letter (and order form) that will get them to purchase a care package. Th e student needs to live in a residence hall in order to be eligible.
18 You are the director of social media and online market- ing for Fit-ology, a company that designs online fi tness and nutrition plans for customers. As part of customers’ online fi tness programs, you encourage (but don’t require) them to purchase your nutritional shakes. With 210 calories, 2 grams of fat, 21 grams of carbs, 29 grams of protein, and 25 fl avors, they are a great meal substitute or postworkout snack. Th e problem is that sales of the shakes have declined each month for the last six months. In truth, you haven’t really promoted them because you have been rolling out new fi tness plans and redeveloping your interactive website.
To encourage Fit-ology customers to purchase the shakes, you’ll email them an off er of 20 percent off their next shake
order with a minimum purchase of a 30-serving supply (cur- rent price: $120 or $4/shake; you do the math to fi gure out the sale price) and throw in four free shake packets. To get the discount, they’ll need to use the promotional code Fit- Shake when they submit their online order. Tell them where/ how they can make their purchase, reacquaint them with the shake, and give them a reason to act now. (You can assume that legal language about not combining this off er with any other off er, not using the off er to pay for taxes and process- ing/shipping charges, and a few other caveats will be typed in small print at the bottom of the letter. You can also as- sume a disclaimer regarding food allergies and weight-loss guarantees.)
19 Like other large restaurant chains, Tasty Treats has a cus- tomer rewards club. Customers who join the Tasty Treats Tast- ers’ Club can take advantage of the company’s deal of the day just by signing up on the company’s website and having a cou- pon sent to their email inbox. Customers can print the coupon or just present the coupon and bar code on their phone when they pay for their food. In addition, club members receive special coupons to use at any time, and twice a year they are eligible for drawings for large prizes (e.g., trips, electronics). Th roughout the year, club members are also eligible for ran- dom prize drawings for free meals or company merchandise.
Lately, some of the chain’s franchisees have been grum- bling that they are not getting enough business through this program. So your boss, marketing director of Tasty Treats Corporation, directs you to write two messages—one for the company website and one for Facebook—persuading read- ers to go to your website and become members of the Tasty Treats Tasters’ Club. To encourage them to sign up, you may want to provide an incentive.
Carefully consider the persuasive, logistical, and visual elements to include and then write the message.
20 Choose a type of catalog- and online-based company that sells products you’re familiar with—for example, home fur- nishings, medical/herbal products, auto parts/ accessories— and write a sales letter to past customers who haven’t bought from you in a while. You’ll off er them 20 percent off their next order, with no minimum purchase required. (To get the dis- count, they’ll need to use the promotional code 16652A.) Tell
them where/how they can make their purchase, reacquaint them with your appealing products, and give them a reason to act now. (You can assume that legal language about not combining this off er with any other off er, not using the off er to pay for taxes and processing/shipping charges, and a few other caveats will be typed in small print at the bottom of the letter.)
21 You work in the Employee Relations Department at Mayfaire Clinic. Two years ago, the clinic was dealing with such a high volume of patient communication that it couldn’t keep up. Some of the communication was, of course, essen- tial (e.g., a patient talking to a nurse about symptoms), but other communication (e.g., reordering contact lenses for patients, sending bills in the mail and processing payments, or checking on a patient’s test results) was causing a backlog and taking employees’ time away from patients who needed them. Th e clinic’s solution was to develop MyMayfaire.com, a website where patients could order contacts, pay bills, check test results, schedule appointments, update their con- tact information, update insurance information, and receive
their health profi les from their annual exams. It seemed like an ideal solution except for one thing—few people signed up for it.
You think the patient response is slow for a few reasons: People are wary of having their health information available online, they think the process for signing up will take too much time, or they may have missed previous letters inform- ing them of the MyMayfaire.com option.
You’ve looked at previous mailings sent to patients and de- termined that they were not very persuasive (you didn’t write them). You decide you will create a well-written persuasive message to get people to sign up. Write a persuasive letter to patients, selling them on the idea of using MyMayfaire.com.
ren03210_ch09_226-283.indd 279ren03210_ch09_226-283.indd 279 1/11/13 3:00 PM1/11/13 3:00 PM
280 PART 3 Basic Patterns of Business Messages
22 Finding housing in your university town is compli- cated. Th ere are so many landlords and rental opportunities that it’s hard for students to know their best options. In ad- dition, many students have never signed a lease or may not know their rights as tenants. You and three other students decide to start a business. You are going to create an ad-sup- ported online service listing the rental options and providing advice on signing leases, security deposits, and other issues tenants may face. Not only will you be listing properties, you’ll also let students rate properties and give feedback on landlords, rental agencies, and the rental units themselves. You’ll sell ads for $25 per month and automatically bill the advertiser’s account unless he or she cancels the ad.
You will target advertisers from businesses throughout your community that serve the student population, but you also think that landlords and rental agencies might benefit from buying ad space. Even though you know some landlords and properties are likely to get poor ratings (student rentals are notorious for their poor condition), you want to send a sales letter or email to area landlords and rental agencies persuading them to purchase ad space on your site. In your message, you will need to think care- fully about why landlords and rental agencies would still want to advertise on your site if your readers may give them bad ratings.
23 Your upscale clothing store—part of a national chain— recently moved from a location downtown to one in an affl u- ent suburb north of town. You’d like for those customers who patronized your store in its previous location to continue to shop with you. Write all the local customers for whom you have mailing addresses and invite them to visit you at your new location. You can off er them a limited-time-only cou- pon to sweeten the invitation—but your message should also
remind them of why they like to shop at your store. Plus, your new location has some benefi ts: Th e store is bigger, and it’s in a nicer area with other appealing businesses around. Th ink of the verbal and visual contents that will entice your customers to continue to shop with you and prepare this per- suasive mailing. (Your instructor may allow you to choose a diff erent kind of store.)
24 You’re part of the management team of a business that manufactures and sells ceiling fans. Even though your opera- tion is small, your fans are popular, and you sell them online to customers across the United States.
Unfortunately, the tight economy has taken its toll on your business; sales are down considerably even though it’s summer. In response, the management team has decided that they will purchase a promising email distribution list and send an email sales message to all those on the list. You’ve been put in charge of draft ing a sample message, which the team will discuss at its next meeting.
Create an email message to sell your company’s fans. What is distinctive about your products? Why should read- ers spend their limited discretionary money on a ceiling fan? Study the websites of various fan sellers to generate the de- tails that will make your message persuasive. Should you use any visuals in your message? Links to additional informa- tion? Carefully think through the whole selling eff ort. You think you’ll design the message in Word and save it as a PDF to show how the email will actually look once your IT person prepares it for delivery. (Your instructor may allow you to use a diff erent product for this case.)
25 You’re part of the marketing communications team for US Airways, a major airline that fl ies to airports all over the world. Periodically, you send the members of your frequent-fl yers program “upselling” emails that are intended to get these people to enroll or re-enroll in your more exclusive, costly programs. You’ve been assigned the task of designing the latest message intended to promote the Airways Crowne Club, a for-fee service (involving both an initial fee and a monthly fee) whose subscribers are al- lowed access to a comfortable, quiet lounge at over 50 air- ports around the world.
Th is sales campaign will off er an extra month at no charge to those who purchase or renew a one-year Crowne Club membership within a certain period and use the designated promo code. In addition, 10 percent of their purchase will be donated to a worthy foundation.
Study the websites of various airlines and various founda- tions to generate the contents for your message. Th ink care- fully about what information to include in the message and what links to provide. (At your instructor’s discretion, you may plan an upselling sales message for a diff erent company’s current customers.)
Proposals 26 Find the call for nominations for a campus-wide fac- ulty award at your school and, thinking of it as a type of RFP, respond with your “proposal”: a letter persuading the selection committee to choose your nominee as the winner. Be careful to study the criteria for the award and to provide
convincing evidence that your nominee meets these criteria. In addition to collecting your memories of the nominee, be sure to learn all you can about his or her accomplishments from the school or faculty member’s own website or from other Internet resources.
ren03210_ch09_226-283.indd 280ren03210_ch09_226-283.indd 280 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 281
27 You are a store manager at a discount clothing retailer in the southern United States. Th e clothing retailer, Stacey’s, has a corporate offi ce in each state where there are satellite retail locations: North Carolina, South Carolina, Georgia, Alabama, Mississippi, Tennessee, and Kentucky. Each month store managers are required to attend a store managers’ meeting at the Stacey’s corporate offi ces in their state. Most managers drive an average of 100 miles to reach the monthly store meetings; some drive as many as 175 miles.
Th e meetings are important to Stacey’s because they allow managers from diff erent stores to interact, share ideas, and build community. Additionally, the monthly meetings allow the corporate team to show store managers new products and highlight features of the inventory that will be arriving
in the next month. Unfortunately, you’ve noticed that while you are away at the managers’ meetings, sales in your store are down an average of 10 percent each day of your absence. You feel that traveling to the meetings not only cuts into your own productivity but also costs the company a signifi cant amount of money.
Since you recognize the importance of meeting with other managers and having a good connection to corporate, you would like the company to implement a monthly managers’ video Web conference and biannual meetings at each state’s headquarters in place of the monthly face-to-face meetings. You decide to research three viable options for video Web conferencing and submit a proposal for your idea to your boss in Birmingham, AL.
28 As the lead communications specialist at Littleton Advertising and Creative Services, you and your team are tired of the amount of editing you need to do whenever someone submits material to your department for publica- tion in the company newsletter, press releases, annual report, and website. You’re pretty sure that the routine correspon- dence that doesn’t come through your department for ed- iting could use some help as well. Th ere is no consistency in formatting, punctuation, and mechanics. You’ve seen as many variations in capitalization, number use, and abbrevia- tions as there are people in the company. And it’s not only the writing that is not consistent. People use several variations of the company’s logo in their work.
To employees outside your department, these issues may seem trivial, but you recognize the importance of writing and formatting standards to communicating and promoting your company’s brand. Th is means that your clients should have a reasonable expectation that every document they re- ceive from your company, from routine correspondence to material on the website, will look and sound as though it came from the same company.
You know that it’s your and your staff ’s job to edit written materials before publishing them, but you also think that the employees who write them could be more consistent. Aft er all, how hard is it for someone to use a round bullet instead of a square bullet? Furthermore, it is reasonable to expect that everyone in your department have some consistency in their initial draft s so that your fi nal editing and revising are not so time consuming. Plus, you worry that the documents you don’t see (e.g., letters, emails) may not be written or edited as well as they could be and want employees to be empowered to write well independently of your editing.
You think an online corporate style guide housed on Littleton’s intranet is your answer and decide to propose to your CEO that Littleton have one. You and your team will develop it and implement it. Because this is summer, it’s your slow time anyway, so you have the time to create it. In your proposal, make the case for creating and using a style guide, include a timeline for developing it, and propose a plan for implementing the style guide at your company. An Internet search for corporate style guides will help you gather infor- mation for your proposal.
29 Due to staffi ng changes, the morale at your company has dropped to an all-time low. Employees are not excited about going to work, and it’s beginning to show in produc- tivity rates: As a whole, sales are down 9 percent from last quarter.
You serve on the company’s Quality Circle, which recently met to brainstorm ideas for improving morale. The group agreed that everyone needs a little more fun. Toward that end, they decided that the company should sponsor a team-building activity each quarter for the next three quarters. Taking your suggestion, they also decided that the first such activity should be a poker tournament, to be hosted onsite after hours for employees and their significant others.
You were chosen to draft a proposal that would sell the team-building idea, and the idea of a poker tournament in
particular, to your boss/company owner. You have a lot of logistics to work out. You’ll fi rst need to see what kinds of rules govern gambling in your state; those will determine what form the “betting” will take. In light of the company’s fi - nancial situation, you’ll also fi gure out how to keep the costs under control. Th e Quality Circle proposed soliciting dona- tions from local businesses (gift cards, coupons, and prod- ucts) to use as prizes, with the company buying a top prize to go to the overall winner of the evening. Do the additional research you need to do to plan the event. You’ll also want to fi nd creditable sources about the benefi ts of team-building activities in general. When you’ve got all the information you need, write up your ideas in a well-written, persuasive proposal that the Quality Circle—and your boss—will like. (With your instructor’s permission, choose a diff erent kind of teambuilding event.)
ren03210_ch09_226-283.indd 281ren03210_ch09_226-283.indd 281 1/11/13 3:00 PM1/11/13 3:00 PM
282 PART 3 Basic Patterns of Business Messages
30 You work as an instructional designer at Britten Dental, a large dental franchise with 30 locations and over 500 full- and part-time employees in fi ve states. Your job is to develop and create online learning, training, and continuing educa- tion opportunities for Britten’s employees.
You love almost everything about your job—your fun co- workers, the interesting work, using your creative and tech- nical abilities . . . everything! What you do not love, though, is that because of your highly social offi ce and the number of meetings you attend to work with content experts in devel- oping training materials, it’s sometimes diffi cult to get your work done. Some days all you need is to carve out some quiet time and space to work, but that is not likely to happen in your busy offi ce. Someone always needs you, and it’s conve- nient for them to stop by your desk for help or for a quick chat. It’s also hard to be working intently on a project and then leave at your most inspired moment to attend a meeting.
Upon visiting the Instructional Design Profession- als group on LinkedIn, you notice how many instructional
designers work full or part time from home; you think this might just be what you need. You could structure your work week to be at the offi ce two days a week for meetings and other face-to-face contact and then spend three days a week working from home to do your instructional design work. Of course, you would be available by phone or email at home, but you would have more control over interruptions with phone and email than you would with interruptions at the offi ce.
Before you take your idea to your supervisor, you prepare a proposal. To write the proposal, you research the advan- tages and disadvantages of working from home; fi gure out the equipment you would need; estimate the cost of setting up a work offi ce in your home and convince Britten to pay for it; and determine any other costs your employer might incur. Address why this is a good idea not just for you but for Britten Dental as well. Be sure your proposal adequately ad- dresses any resistance your supervisor might have.
31 You were recently hired to be the assistant manager for True Springs Bakery, a provider of 100 percent organic baked goods. You are in charge of making the schedule, ordering supplies, and keeping the shop in good running order when the manager is not there. Business is doing very well, but you have noticed that some of the bakery’s practices are a little “old fashioned.” For example, the cash register is one of the few that you have seen that is not electronic, and many cus- tomers have complained that you do not accept credit cards.
You have mentioned your concerns to the manager, but she quickly dismisses the idea of upgrading the technology because she believes it would be too expensive. However, you were recently looking through a consumer technology
magazine and saw an advertisement for a product called “Square” ( www.squareup.com ). Square allows you to accept credit cards by attaching a small swipe device to your smart- phone. Th e device is aff ordable, and you can accept credit cards wherever you take your smartphone. Most of the bak- ery’s employees own smart phones and are technologically savvy. Th is sounds like an excellent opportunity to upgrade the technology at the bakery without making a major fi nan- cial investment.
Write a proposal to your manager outlining why you think investing in 5–6 Square devices would be benefi cial for the bakery. Use information from the website to strengthen your proposal.
32 You were recently hired as assistant manager at one of the four branch offi ces of a regional, privately owned insur- ance company. As you get to know the business’s operations, you realize that the company has no sexual harassment pol- icy. You mention this fact to your boss, the branch manager, and she agrees that this is a problem. Th e company was an all-male operation (except for secretaries) for many years, but several female agents—and even one female manager, your boss—have been hired over the last 10 years or so, and the company is now about 12 percent female. An offi cial sex- ual harassment policy is overdue.
“Our founder, Sam Jenkins, is a pretty old-fashioned busi- nessman, though,” she says. “He likes to think that we’re one big happy family, and he may worry that adopting a sexual harassment policy will off end some of the employees and hint that there are problems where there are none.” Together, she and you decide to write a carefully prepared proposal to Jenkins and his HR director that will convince them to adopt a sexual harassment policy. You’ll do suffi cient research on the topic to be able to provide convincing reasons for this move. You’ll also prepare the policy that you want the com- pany to adopt and off er suggestions for its implementation.
33 As director of corporate communications and public relations for C. J. Erlanger, a popular plumbing and heating company in a large metropolitan area, you think the time has come to create a more formal, robust corporate philanthropy program. Your company is a good community citizen; it already gives time, money, and supplies on a random basis to charities that request help. But that’s the problem: Th ese
donations are random, and it’s hard to use random acts of kindness as a basis for compelling publicity for your company.
You decide to write a proposal in which you (1) convince the owners of the benefi ts of a better organized corporate phi- lanthropy program and (2) propose the type of program that you think the company should create.
ren03210_ch09_226-283.indd 282ren03210_ch09_226-283.indd 282 1/11/13 3:00 PM1/11/13 3:00 PM
CHAPTER 9 Making Your Case with Persuasive Messages and Proposals 283
Research the benefi ts of corporate philanthropy pro- grams, think carefully about the logistics of your plan, and do any additional planning that will enable you to decide ex- actly what you want to propose and why. Th en write the pro- posal. Send it as an email attachment to VP Jean Carpenter,
who is interested in your idea and has agreed to share it with the other four company executives. Invent any additional de- tails that will not signifi cantly alter the challenge before you. Be sure your readers can see the connections between what you are proposing and its potential company benefi ts.
34 You have just returned from a national sales profes- sionals conference where you learned that many companies are using Facebook in innovative ways to attract readers and generate fans. In addition to having appealing profi les and ads, the most popular sites host chats (interactive comment- ing that takes place within a designated time period), con- duct polls, hold events, and provide other extras that engage readers and get them to spread the good word about the site to their friends.
In contrast, your company, an up-and-coming seller of athletic wear, currently has only a simple Facebook profi le page that it updates now and then with news of special off ers.
You described to the sales VP, your boss, what you learned at the conference, and he’s defi nitely interested. Research the possibilities that make sense for your company and write a proposal to your boss in which you recommend additional ways to leverage your company’s Facebook page. Your boss wants the full argument spelled out so that he’ll clearly un- derstand what you’re proposing, the reasons why, and the ef- fort it will take to implement and maintain your proposed strategies. He also wants to be able to explain your ideas to the other executives and sales staff as needed.
35 You work for the company (you decide what kind) as a (you decide what position). You want to take an online course on (you decide what topic) and have the company cover the cost. You’ve run the idea past your su- pervisor, who is basically supportive but will need to get the OK from his/her boss. For this you’ll need to make your case persuasively and in writing. Write an email proposal to your supervisor requesting that the company cover the cost of the
course. Convince the decision maker that the course is worth the money. Be sure to tie it to your current or likely future job responsibilities and explain how the company will ben- efi t. Remember to think of the major objections your readers might have and be sure to account for these as you build your argument. To ensure that your proposal has a suffi cient level of detail, you may want to do some research on a few col- leges’ online course off erings for relevant classes.
ren03210_ch09_226-283.indd 283ren03210_ch09_226-283.indd 283 1/11/13 3:00 PM1/11/13 3:00 PM
Learning Objectives Upon completing this chapter, you will be able to conduct an effective job search; compose effective cover messages, résumés, and follow-ups; and prepare for interviews. To reach these goals, you should be able to
1 Develop and use a network of contacts in your job search.
2 Assemble and evaluate information that will help you select a job.
3 Identify the sources that can lead you to an employer.
4 Compile résumés for print and electronic environments that are strong, complete, and organized.
5 Write targeted cover messages that skillfully sell your abilities.
6 Explain how you can participate effectively in an interview.
7 Write application follow-up messages that are appropriate, friendly, and positive.
8 Maintain your job-search activities.
CHAPTER TEN
Conducting a Winning Job Campaign
ren03210_ch10_284-340.indd 284ren03210_ch10_284-340.indd 284 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 285
THE JOB SEARCH Of all the things you do in life, one of the most important is getting a job. Whether it involves your fi rst job or one further down your career path, job seeking is directly re- lated to your success and your happiness. Th erefore, you must be careful and diligent in your job search. Th e following review of job-search strategies should help you succeed.
Building a Network of Contacts You can begin the job search long before you are ready to fi nd employment. In fact, you can do it now by building a network of contacts . More specifi cally, you can build relationships with people who can help you fi nd work when you need it. Such people include classmates, professors, and businesspeople.
Right now, your classmates are not likely to be holding positions in which they make or infl uence hiring decisions, but some of them may know people who can help you. In the fu- ture, when you want to make a career change, they may hold such positions. Th e wider your circle of friends and acquaintances, the more likely you are to make employment contacts.
Knowing your professors and making sure that they know you can also lead to em- ployment contacts. Because professors oft en consult for business, they may know key executives and be able to help you contact them. Professors sometimes hear of position openings and can refer you to the hiring executives. Demonstrating your work ethic and your ability in the classroom is a great way to get your professors to know you and help you. Take advantage of opportunities to meet your professors outside the class- room, especially the professors in your major fi eld.
Obviously, meeting business professionals can also lead to employment contacts. You may already know some through family and friends. But broadening your relationships among businesspeople would be helpful. You can do this in various ways, especially through college professional groups such as the Association for Information Technology Professionals, Delta Sigma Pi, and the Society for the Advancement of Management. By taking an active role in the organizations in your fi eld of study, especially by working on program committees and by becoming an offi cer, you can get to know the executives who serve as guest speakers. You also might meet businesspeople online. If you share a particular interest on a blog or are known as one who contributes valuable comments to others’ blogs, you may get some good job leads there. Likewise, you can network on social media sites such as LinkedIn by starting a group or actively contributing to one.
In addition to these more common ways of making contacts, you can use some less common ones. By working in community organizations (charities, community improvement groups, fundraising groups), you can meet community leaders. By at- tending meetings of professional associations (every fi eld has them), you can meet the leaders in your fi eld. In fact, participation in virtually any activity that provides con- tacts with businesspeople can be mutually benefi cial, both now and in the future.
LO1 Develop and use a network of contacts in your job search.
Introduce yourself to this chapter by assuming a role similar to one you are now playing. You are Julia Alvarez, a student at Wilmont University. In a few months, you will complete your studies for work in human resources management. You believe that it is time to begin seeking the job for which those studies have been preparing you. But how do you do this? Where do you look? What does the search involve?
How should you present yourself for the best results? Once you get an interview, how should you prepare for it? After the interview, what should you say in a thank-you note to the employer? And what about other correspondence you might have to write to accept a position, decline a position, or per- haps resign from your current job? The answers to these and related questions are reviewed in the following pages.
INTRODUCTORY CHALLENGE
Finding Your First Post-College Job
ren03210_ch10_284-340.indd 285ren03210_ch10_284-340.indd 285 1/11/13 3:05 PM1/11/13 3:05 PM
286 PART 3 Basic Patterns of Business Messages
Obtaining an Internship Internships are a wonderful way to network with people in your fi eld, gain professional knowledge and experience, or simply learn whether your current fi eld is where you want to build a career.
One source estimates that as many as 75% of employers look for internships on stu- dents’ résumés. 1 According to a recent survey by the National Association of Colleges and Employers, “graduates who took part in a paid internship were more likely to get a job off er, have a job in hand by the time they graduated, and receive a higher starting salary off er than their peers who undertook an unpaid internship or no internship at all.” 2 While many students may fi nd paid internships more desirable, unpaid intern- ships can also be valuable. Many students can earn college credits toward their degree (and perhaps get tuition for these credits waived or reduced) or receive a stipend, and the U.S. Department of Labor has laws governing the fair use of unpaid interns’ work. 3 Th e key is to make sure that an unpaid internship provides the opportunity to gain real-world, marketable skills and to make sure the employer does not unfairly take advantage of an intern’s unpaid time, expertise, and labor.
Th ough a quick Web search for internships will net several links to internship types, the fi rst step in fi nding an internship simply may be to contact your school’s career services offi ce. You may also want to use many of the networking strategies discussed in the previous section.
Identifying Appropriate Jobs To fi nd the right job (or internship), you need to investigate both internal and external factors. Th e best fi t occurs when you have carefully looked at yourself: your education, personal qualities, experience, and any special qualifi cations. However, to be realistic, these internal qualities need to be analyzed in light of the external factors. Some of these factors may include the current and projected job market, economic needs, location preferences, and family needs.
Analyzing Yourself. When you are ready to search for a job, you should begin the eff ort by analyzing yourself. In a sense, you should look at yourself much as you would look at a product or service that is for sale. Aft er all, when you seek employment, you are really selling your ability to work—to do things for an employer. A job is more than something that brings you money. It is something that gives equal benefi ts to both parties—you and your employer. Th us, you should think about the personal qualities you have that enable you to be an accountable and productive worker that an employer needs. Th is self-analysis should cover the following categories.
Education. Th e analysis might well begin with education. Perhaps you have already selected your career area such as accounting, organizational or technical communica- tion economics, fi nance, information systems, international business, management, or marketing. If you have, your task is simplifi ed, because your specialized curriculum has prepared you for your goal. Even so, you may be able to note special points—for example, electives that have given you additional skills or that show something special about you (such as psychology courses that have improved your human relations skills, communication courses that have improved your writing and speaking skills, or for- eign language courses that have prepared you for international assignments).
If you have pursued a more general curriculum, such as one in general business or liberal arts, you will need to look at your studies closely to see what they have prepared
LO2 Assemble and evaluate information that will help you select a job.
1 National Association of Colleges and Employers, “Paid Internships Key to Job-Search Success for New College Grads,” NACE, NACE, 6 Oct. 2011, Web, 1 July 2012. 2 NACE . 3 Jean Chatzky, “Why Students Shouldn’t Take Unpaid Internships,” Newsweek / Th e Daily Beast , Th e Newsweek/Daily Beast Company, LLC, 21 Nov. 2011, Web, 1 July 2012.
ren03210_ch10_284-340.indd 286ren03210_ch10_284-340.indd 286 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 287
you to do. Perhaps you will fi nd an emphasis on computers, written communication, human relations, or foreign languages—all of which are highly valued by some busi- nesses. Or perhaps you will conclude that your training has given you a strong general base from which to learn specifi c business skills.
In analyzing your education, you should look at the quality of your record—grades, projects honors, special recognitions. If your record is good, you can emphasize it. But what if your work was only mediocre? As we will point out later, you will need to shift the emphasis to your stronger sales points—your willingness to work, your personality, your experience. Or perhaps you can explain—for example, by noting that while working your way through school may have limited your academic performance, it gave you valuable business qualities such as initiative, the ability to work as part of a team, and a willingness to take risks.
Personal Qualities. Your self-analysis also should cover your personal qualities . Em- ployers oft en use personality tests such as the Myers-Briggs to screen new hires, and you can take them online as well as at most campus career centers. Qualities that relate to working with people are especially important. Qualities that indicate an aptitude for leadership or teamwork ability are also important.
Of course, you may not be the best judge of your personal qualities, so you may need to check with friends to see whether they agree with your assessments. You also may need to check your record for concrete evidence supporting your assessments. For example, organization membership and participation in community activities are
Surveying 225 employers from a population of 10,000 U.S. companies, Millennial Branding and Experience Inc. examined the role of internships in securing an entry- level position, qualities employees look for, and where employers fi nd their new hires. Highlights of the study include the following:
• Internships: Even though employers are split 50/50 on whether they hire interns, 91 percent say students should have one or two internships before graduating; 87 percent say that the internships should last at least 3 months.
• Key Skills: Communication skills (98 percent), a positive attitude (97 percent), and teamwork skills (92 percent) were rated by employers as “important” or “very important” in people hired for entry-level positions.
• Employers’ Hiring Resources: Employers use social networks to varying degrees to fi nd employees. Few use social networking all or most of the time (16 percent). Instead, many use job boards (48 percent) and employee referrals (44 percent),
a more traditional form of networking. However, many more do use social networks for background checks (35 percent). Within that 35 percent, LinkedIn (42 percent) and Facebook (40 percent) are the most popular, while Google+ (15 percent) and Twitter (2 percent) are less popular.
• How to Stand Out: Managers rank the following as “important” or “very important” when they review a candidate’s qualifi cations: relevant course work (69 percent); referrals from a boss or professor (65 percent); leadership positions in campus organizations (50 percent); and entrepreneurship (29 percent).
• How to Fail: Respondents rank unpreparedness for an interview (42 percent) and a bad attitude (26 percent) as major turn-offs in potential or new employees.
SOURCE: Dan Schwabel, “Student Employment Gap Study,” Millennial Branding , Millennial Branding and Experience, Inc., 14 May 2012, Web, 1 July 2012.
COMMUNICATION MATTERS
The Where, What, and Whys of Hiring
ren03210_ch10_284-340.indd 287ren03210_ch10_284-340.indd 287 1/11/13 3:05 PM1/11/13 3:05 PM
288 PART 3 Basic Patterns of Business Messages
evidence of people and teamwork skills. Holding offi ce in an organization is evidence of leadership ability. Participation on a debate team, college bowl, or collegiate business policy team is evidence of communication skills.
Work Experience. Of course, work experience in your major fi eld deserves the most emphasis, but work experience not related to the job you seek also can tell something important about you.
Your part-time server job or summer construction job may not seem like a big deal to you, but these jobs provide you with assets that any employer in any company can use, such as attention to detail, initiative, team skills, communication skills, and the ability to work well under pressure. You don’t want to undersell this experience.
Special Interests. As we’ve mentioned, your self-analysis should include special quali- fi cations that might be valuable to an employer. Your analysis can also include personal interests that may be relevant to types of positions you are seeking. To illustrate, athletic experience might be helpful for work for a sporting goods distributor, a hobby of auto- mobile mechanics might be helpful for work with an automotive service company, and an interest in music might be helpful for work with a piano manufacturer or an online music website.
You also might take an interest inventory such as the Strong Campbell Interest Inventory or the Minnesota Vocational Interest Inventory. Th ese tests help match your interests to those of others successful in their careers. Most college counseling and career centers make these tests available to their students, and some are available online. Getting good help in interpreting the results is critical to providing you with valuable information.
Analyzing Outside Factors. Aft er you have analyzed yourself, you need to com- bine this information with the work needs of business and other external infl uences . Your goal in this process is to give realistic direction to your search for employment. Where is the kind of work you are seeking available? Are you willing to move? Is such a move compatible with others in your life—your partner, your children, your parents? Does the location meet your lifestyle needs? Although the availability of work may drive the answer to some of these questions, you should answer them as well as you can on the basis of what you know now and then conduct your job search accordingly. Finding just the right job should be one of your most important goals.
Career fairs and job boards are good places to look for announcements of job openings.
ren03210_ch10_284-340.indd 288ren03210_ch10_284-340.indd 288 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 289
Finding Your Employer You can use a number of sources in your search for an employer with whom you will begin or continue your career. Your choice of sources will probably be infl uenced by the stage of your career.
Career Centers. If you are seeking an internship or just beginning your career, one good possibility is the career center at your school. Most large schools have career cen- ters, and these attract employers who are looking for suitable applicants. Many centers off er excellent job-search counseling and maintain databases on registrants’ school records, résumés, and recommendations that prospective employers can review. Most have directories listing major companies with contact names and addresses. And most provide interviewing opportunities. Campus career centers oft en hold career fairs , which are an excellent place to fi nd employers who are looking for new graduates as well as to gather information about the kinds of jobs diff erent companies off er. By at- tending them early, you oft en fi nd out about internships and summer jobs as well as gather ideas for selecting courses that might give you an advantage when you do begin your career search.
Network of Personal Contacts. As we have noted, the personal contacts you make can be extremely helpful in your job search. In fact, according to some employment reports, personal contacts are the leading means of fi nding employees. Obviously, per- sonal contacts are more likely to be a source of employment opportunities later in your career when you may need to change jobs. Business acquaintances may provide job leads outside those known to your friends.
Classified Advertisements. Help-wanted advertisements in newspapers and professional journals , whether online or in print, provide good sources of employ- ment opportunities for many kinds of work. Th e opportunities they provide for new college graduates, however, may be limited. Classifi ed ads are good sources for expe- rienced workers who want to improve their positions, and they are especially good sources for people who are conducting a major search for high-level positions. Keep in mind that they provide only a partial list of jobs available. Many jobs are snapped up before they reach the classifi eds, so be sure you are part of the professional grape- vine in your fi eld.
Online Sources. In addition to fi nding opportunities in classifi eds, you also will fi nd them in online databases . Monster.com, for example, lists jobs available throughout the United States and beyond, with new opportunities posted regularly. Many com- panies even post job openings on the Web, some with areas dedicated to new college graduates. If you are working now, you may want to check the company’s intranet or portal for positions there, too. And professional associations oft en maintain job data- banks. Furthermore, you could use blogs to post queries about job openings that read- ers might know of. All these online systems are sources for job opportunities. See the textbook website for links to these and more.
Employment Agencies. Companies that specialize in fi nding jobs for employees can be useful. Of course, such companies charge for their services. Th e employer some- times pays the charges, usually if qualifi ed applicants are scarce. Executive search consultants (headhunters) are commonly used to place experienced people in execu- tive positions.
Employment agencies can also help job seekers gain temporary employment. Do not discount the value of such placements. Temping can lead to permanent employ- ment. It allows the worker to get a feel for the company and the company to observe the worker before making a job commitment. You can also gain valuable on-the-job training in a temporary assignment.
LO3 Identify the sources that can lead you to an employer.
ren03210_ch10_284-340.indd 289ren03210_ch10_284-340.indd 289 1/11/13 3:05 PM1/11/13 3:05 PM
290 PART 3 Basic Patterns of Business Messages
The Occupational Outlook Handbook is one of the best resources for fi nding out about a wide variety of jobs, including their education requirements, expected earnings, job duties and conditions, and more.
By one study’s estimate, of the 45 percent of companies using social media to recruit employees, nearly 90 percent use LinkedIn to fi nd and screen potential applicants— far more than they use Facebook (46 percent) or Twitter (22 percent). Whether you’re new to LinkedIn or a LinkedIn veteran, Victor Reklaitis provides tips from industry experts for creating a personal brand that employers will respond well to:
1. Include a photo. A LinkedIn study shows that profi les with photos are seven times more likely to get responses.
2. Have at least 50 connections. You’ll be 12 times more likely to get information about opportunities.
3. Provide a complete work history.
4. Customize your account settings so that the URL for your profi le is www.linkedin.com/YourName . It’s easier to remember than the longer default URL, and you can easily include it on a business card.
5. Tell an interesting and unique story in the summary that lets an employer learn more about you.
6. Avoid buzzwords to describe yourself; they don’t allow you to stand out. According to LinkedIn, words in the list of top ten overused words of 2011 included creative, effective, innovative, dynamic, motivated, and extensive experience .
7. Make sure you give as well as receive. That is, in addition to using LinkedIn to get attention from employers, share your expertise (e.g., post an article you found on an industry trend).
8. Write a headline for your profi le that accurately and precisely describes who you are.
SOURCES: Derek Thompson, “Here Come the Raises,” The Atlantic, The Atlantic Monthly Group, 1 Mar. 2012, Web, 1 July 2012; Victor Reklaitis, “Manage Your Personal Brand Online: Tips for LinkedIn,” Investors.com, Investor’s Business Daily, Inc., 29 June 2012, Web, 1 July 2012.
TECHNOLOGY IN BRIEF
Make Your LinkedIn Profile Work for You
ren03210_ch10_284-340.indd 290ren03210_ch10_284-340.indd 290 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 291
The websites of universities’ career centers, like the one shown here, can be a great place for students to start their job search.
SOURCE: Used by permission from the University of Cincinnati.
Personal Search Agents. In addition to searching online sources, you can request that job notices be sent to you automatically by websites. Th ese sites use tools called personal search agents or job agents. Using a fi lter based on a confi dential profi le you have completed for the site, these tools fi nd jobs that match your profi le and send you email messages about these jobs. Starting with a very precise or narrow profi le fi rst is wise. You can always broaden your profi le later if you fi nd the number or nature of the job leads isn’t what you expected. If you learn of a job listing that interests you for a company recruiting at your school, you should ask the recruiter about it. Not only will it show the employer you have done your homework, but it will also show that you have a sincere interest in working for the company.
Webpage Profiles. To make yourself more visible to potential employers, you may want to consider posting your résumé to the Web or using a social media site such as LinkedIn (see the Technology in Brief box on page 290). Today’s word processors let you save your documents in hypertext markup language (HTML), creating a basic webpage for you. Additionally, easy-to-use webpage building and generating tools such as Weebly, Yola, SeaMonkey, and Google sites are available on the Web to help novices create personal Web profi les. Once posted, it is a good idea to link your web- page to your major department or to a business student club, allowing more potential employers to fi nd it. With a little extra eff ort, you can create a webpage that greatly expands and enhances the printed résumé. You will want to put your webpage address on your printed résumé.
Prospecting. Some job seekers approach prospective employers directly, by either personal visit, mail, or email . Personal visits are eff ective if the company has an em- ployment offi ce or if a personal contact can set up a visit. Mail contacts typically in- clude a résumé and a cover letter. An email contact can include a variety of documents and be sent in various forms. Th e construction of these messages is covered later in the chapter.
ren03210_ch10_284-340.indd 291ren03210_ch10_284-340.indd 291 1/11/13 3:05 PM1/11/13 3:05 PM
292 PART 3 Basic Patterns of Business Messages
PREPARING THE APPLICATION DOCUMENTS How you pursue the employment opportunities that your research yields depends on your circumstances. When it is convenient and appropriate to do so, you make contact in person. It is convenient when the distance is not great, and it is appropriate when the employer has invited such a contact. When a personal visit is not convenient and appropriate, you may have to apply online or by mail, email, or fax.
Whether or not you apply in person, you are likely to need some written material about yourself. If you apply in person, probably you will take a résumé with you to leave as a record of your qualifi cations. If you do not apply in person, of course, the application is completely in writing. Typically, it consists of a résumé and a cover message. At some point in your employment eff orts, you are likely to use each of these documents.
Approach preparing these documents as you would when preparing a sales campaign . Begin your work by studying what you are selling, and what you are selling is you. Take personal inventory, performing the self-analysis discussed earlier in the chapter, and list all the information about you that you believe an employer would want to know. Th en learn as much as you can about the company—its plans, its policies, its operations. You can study the company’s website, read its annual report and other publications, fi nd any recent news articles about the company, and consult a variety of business databases. (See Chapter 13 for a more detailed list of resources for company information.) You can also learn the requirements of the work the company wants done. Today, campus career centers and student organizations oft en invite employers to give information sessions. Reading about various careers in the Opportunity Outlook Handbook at www.bls.gov/ ooh/ will tell you about the nature of the work as well as salary range and demand.
With this preliminary information assembled, you are ready to plan the application. First, you need to decide what your application will consist of. Will it be just a cover message; a cover message and a résumé (also called a vita, curriculum vita, qualifi ca- tions brief, or data sheet ); or a cover message, résumé, and reference sheet? Th ough most select the combination of cover message and résumé, some people prefer to use a detailed cover message alone, while others include all three documents. You should use whatever will best support your case.
CONSTRUCTING THE RÉSUMÉ Writing a résumé requires you to use many of the same strategies we’ve discussed in pre- vious chapters for writing business documents. To plan your résumé, you’ll analyze your goals, purpose, and audience . Th en you will draft your résumé and revise and edit it until it represents your best professional work. As with any other business document, you also need to consider your channel of communication —whether your audience will read your résumé as a printed (hard copy) document or an electronic document. Constructing the content for each type is similar, but because you are likely to need both printed and elec- tronic copies of your résumé, you will need to be familiar with the special considerations for each type. In this section, we fi rst present common content and organizational models for résumés in general. Th is is followed by a discussion of special considerations for for- matting résumés to be read in print versus formatting résumés to be read in an electronic environment as email attachments and web pages. Lastly, we present guidelines for devel- oping scannable résumés, which may be either print or electronic documents.
Résumé Content Your résumé should include all the information that your cover letter reviews plus sup- porting and incidental details. Designed for quick reading , the résumé lists facts that have been arranged for the best possible appearance. It should also be tailored to the position for which you are applying.
Th e arrangements of résumés diff er widely, but the following process generally rep- resents how most are written:
• Logically arrange information on education (institutions, dates, degrees, major fi eld); information on employment (dates, places, fi rms, job titles, and
LO4 Compile résumés for print and electronic environments that are strong, complete, and organized.
ren03210_ch10_284-340.indd 292ren03210_ch10_284-340.indd 292 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 293
accomplishments); personal details (memberships, interests, and achievements— but not religion, race, and gender); and skills or specialized knowledge.
• Place your name and contact information at the top of the résumé and create subheadings for the main parts (e.g., objective, education, employment, extracurricular activities).
• Arrange the data for best visual appeal, making the résumé look balanced— without too much white space or too much text.
Selecting the Background Facts. Your fi rst step in preparing the résumé is to review the facts you have assembled about yourself and then select the ones you think will help your reader evaluate you . You should include the information covered in the accompanying cover message, because this is the most important information. In addition, you should include signifi cant supporting details not covered in the accompanying cover message to avoid making that message too cluttered.
Arranging the Facts into Groups. Aft er selecting the facts you want to include, you should sort them into logical groups . Many grouping arrangements are pos- sible. Th e most conventional is the three-part grouping of Education, Experience , and Skills or Interests . Another possibility is a grouping by job functions or skills, such as Selling , Communicating , and Managing . You may be able to think of other logical groups.
You also can derive additional groups from the three conventional groups men- tioned above. For example, you can have a group of Achievements . Such a group would consist of special accomplishments taken from your experience and education. An- other possibility is to have a group consisting of information highlighting your major Qualifi cations . Here you would include information drawn from the areas of experi- ence, education, and skills or personal qualities. Illustrations of and instructions for constructing groups such as these appear later in the chapter.
Constructing the Headings. With your information organized, a logical next step is to construct the headings for the résumé. Figure 10–1 provides a list of category headings to consider.
In a way, your name could be considered the main heading. It should be presented in type that is larger and bother than that in the rest of the document so that your name stands out. If an employer remembers only one fact from your résumé, that fact should be your name, as in this example:
Julia M. Alvarez
Th e next level of headings might be Objective, Education, Experience , and Skills . Th ese headings can be placed to the left or centered above the text that follows.
Consider using more descriptive headings that tell the nature of what follows. For example, instead of using the head, Education , you might use Computer Skills . Th ese heads better indicate the information covered, and they help the reader interpret the facts that follow.
As you can see from the illustrations in the chapter, the headings are distinguished from the other information in the résumé by the use of diff erent sizes and styles of type. Th e main head should appear to be the most important of all (larger and heavier). Your goal is to choose forms that properly show the relative importance of the information and are pleasing to the eye.
Including Contact Information. Your address, telephone number, and email address are the most likely means of contacting you . Most authorities recommend that you display them prominently somewhere in the résumé. You also may want to display your cell num- ber, website address, or addresses for your social networking sites. Th e most common location for displaying contact information is at the top, under your name.
ren03210_ch10_284-340.indd 293ren03210_ch10_284-340.indd 293 1/11/13 3:05 PM1/11/13 3:05 PM
294 PART 3 Basic Patterns of Business Messages
Figure 10–1
Résumé Headings & Titles
SOURCE: College of Business, The Job Campaign Workbook (Eau Claire, WI: University of Wisconsin–Eau Claire, 2010) 17, Student Professional Development Programs, University of Wisconsin-Eau Claire, Web, 6 July 2012.
Academic Achievements Credentials Professional Affi liations Academic History Degree(s) Professional Affi liations & Awards Academic Honors Designations Professional Employment Academic Training Dissertation Professional Experience Accomplishments Education Professional Leadership Activities Education Highlights Professional Memberships Additional Experience Education & Training Professional Organizations Additional Professional Training Educational Background Professional Objective Additional Training Employment Professional Qualifi cations Affi liations Employment History Professional Seminars Appointments Employment Objective Professional Summary Areas of Expertise Exhibitions & Awards Publications Associations Experience(s) Published Works Athletic Involvement Experience Highlights Qualifi cations Awards Extracurricular Involvement References Awards & Distinctions Field Placement Related Course Work Background and Interests Foreign Language Related Experience Business Experience Graduate School Relevant Course Work Career Goal Graduate School Activities Research Experience Career Highlights Graduate School Employment Seminars Career History Hardware/Software Skill(s) Summary Career Objective Highlights of Qualifi cations Skills & Attributes Career Profi le Honors Skills & Qualifi cations Career-Related Experience Honors, Activities, & Organizations Special Abilities Career-Related Fieldwork Honors and Awards Special Awards Career-Related Workshops International Experience Special Awards & Recognitions Career-Related Training International Travel Special Courses Career Skills & Experience Internship Experience Special Interests Career Summary Internship(s) Special Licenses & Awards Certifi cate(s) Job History Special Projects or Studies Certifi cations Languages Special Skills Classroom Experience Leadership Roles Special Training Coaching Experience License(s) Strengths Coaching Skills Major Accomplishments Student Teaching College Activities Management Experience Student Teaching Experience Communication Experience Memberships Study Abroad Community Involvement Memberships & Activities Summary Computer Background Military Experience Summary of Experience Computer Experience Military Service Summary of Qualifi cations Computer Knowledge Military Training Teaching Experience Computer Languages Objective Teaching & Coaching Experience Computer Profi ciencies Occupational History Teaching & Related Experience Computer Skills Other Experience Thesis Computer Systems Other Skills Travel Abroad Consulting Experience Overseas Employment Travel Experience Cooperative Education Overseas Experience Volunteer Experience Cooperative Education Experience Planning & Problem Solving Work Experience Course Highlights Portfolio Work History Course Work Included Position Objective Workshops & Seminars Courses of Interest Practicum Experience
When it is likely that your address or telephone number will change before the job search ends, you would be wise to include two addresses and numbers: one current and the other permanent.
Th e logic of making the contact information prominent and inclusive is to make it easy for the employer to reach you. However, recently, in the interest of privacy,
ren03210_ch10_284-340.indd 294ren03210_ch10_284-340.indd 294 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 295
some schools have begun advising their students to include only their names, phone numbers, and an innocuous email address created specifi cally for job searches. For business use, a professional email address is always preferable to an informal one such as [email protected]. However, you will likely still need to include complete information on application forms provided by employers.
Including a Statement of Objective. Although not a category of background in- formation, a statement of your objective is appropriate in the résumé. Headings such as Career Objective, Job Objective , or just Objective usually appear at the beginning aft er your name.
Not all authorities agree on the value of including the objective, however. Some argue that the objective includes only obvious information that is clearly suggested by the remainder of the résumé. Moreover, they point out that an objective limits the applicant to a single position and eliminates consideration for other jobs that may be available.
Th ose favoring the use of a statement of objective reason that it helps the recruiter see quickly where the applicant might fi t into the company. Since this argument ap- pears to have greater support, at least for the moment, you should include the objective. When your career goal is unclear, you may use broad, general terms. And when you are considering a variety of employment possibilities, you may want to have diff erent versions of your résumé for each possibility.
Primarily, your statement of objective should describe the work you seek . When you know the exact job title of a position you want at the targeted company, use it.
Objective: To obtain a marketing research internship in the arts and entertainment industry.
Another technique includes using words that convey a long-term interest in the tar- geted company, as in the following example. However, using this form may limit you if the company does not have the career path you specify.
Objective: To secure a full-time sales representative position for McGraw-Hill lead- ing to sales management.
Also, wording the objective to point out your major strengths can be very eff ective. It also can help set up the organization of the résumé.
Objective: To apply three years of successful ecommerce accounting experience to a larger company with a need for careful attention to transaction man- agement and analysis.
Presenting the Information. Aft er craft ing your job objective, you need to de- termine what information to present under the rest of your headings. Th ough the order of the headings will largely depend on your organizational strategy (see “Or- ganizing for Strength,” page 301), the information under each heading generally appears as follows.
Work Experience. Th e description of your work experience should contain your job title/position, company name, location, and dates of employment. You should also in- clude your job duties and the skills you acquired, especially those that relate to the posi- tion for which you are applying. Consider the following example:
Marketing and Public Relations Intern
Alliant Health Plans, Incorporated, Boston, MA
Jan. 2013–May 2013
• Created a webpage, brochure, and press release for a community wellness program
• Interviewed and wrote about physicians, customers, and community leaders for newsletter articles
ren03210_ch10_284-340.indd 295ren03210_ch10_284-340.indd 295 1/11/13 3:05 PM1/11/13 3:05 PM
296 PART 3 Basic Patterns of Business Messages
• Worked with a team of interns in other departments to analyze and update the company’s website
Note in the above example that in addition to the basic information regarding the job, the writer lists duties that anyone in a marketing or public relations fi eld would likely use in a related position. Th e duties are represented with action-oriented, past tense verbs because the position has ended. If the intern were still in the position, he or she would have used simple present tense verbs for duties he or she currently performs (e.g., interview, write ). Th e use of these action verbs strengthens a job description be- cause verbs are the strongest of all words. If you choose them well, you will do much to sell your ability to do the jobs you are targeting. A list of the more widely used action verbs appears in Figure 10–2.
Note also that the writer uses both months and dates . Th is is especially important when you consider that simply saying “2012” doesn’t let the reader know how long the internship was. In another example, if a reader sees dates of employment as 2011–2012, he or she does not know if that included a full year of employment or if the writer started on December 31, 2011, and quit on January 1, 2012. Including the months along with the dates is the clearest and most ethical way to represent your employment timeline.
Education. Because your education is likely to be your strongest selling point for your fi rst job aft er college, you will probably cover it in some detail. (Unless it adds some- thing unique, you usually do not include your high school education once you have fi nished a college degree. Similarly, you also minimize the emphasis on all your educa- tion as you gain experience.) At a minimum, your coverage of education should include institutions, dates, degrees, and areas of study . For some jobs, you may want to list and even describe specifi c courses, especially if you have little other information to present or if your course work has uniquely prepared you for those jobs. In particular, if you are applying for an internship, you may want to list your course work as an indication of your current level of academic preparation as it relates to the requirements of the position. If your grade-point average (GPA) is good, you may want to include it. Re- member, for your résumé, you can compute your GPA in a way that works best for you
Figure 10–2
A List of Action Verbs That Add Strength to Your Résumé
Communication/ People Skills
Addressed
Advertised
Arbitrated
Arranged
Articulated
Authored
Clarifi ed
Collaborated
Communicated
Composed
Condensed
Conferred
Consulted
Contacted
Conveyed
Convinced
Corresponded
Debated
Defi ned
Developed
Directed
Discussed
Drafted
Edited
Elicited
Enlisted
Explained
Expressed
Formulated
Furnished
Incorporated
Infl uenced
Interacted
Interpreted
Interviewed
Involved
Joined
Judged
Lectured
Listened
Marketed
Mediated
Moderated
Negotiated
Observed
Outlined
Participated
Persuaded
Presented
Promoted
Proposed
Publicized
Reconciled
Recruited
Referred
Reinforced
Reported
Resolved
Responded
Solicited
Specifi ed
Spoke
Suggested
Summarized
Synthesized
Translated
Wrote
Creative Skills
Acted
Adapted
Began
Combined
Composed
Conceptualized
Condensed
Created
Customized
Designed
Developed
Directed
Displayed
Drew
Entertained
Established
Fashioned
Formulated
Founded
Illustrated
Initiated
Instituted
Integrated
Introduced
Invented
ren03210_ch10_284-340.indd 296ren03210_ch10_284-340.indd 296 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 297
Figure 10–2
(continued)
Modeled
Modifi ed
Originated
Performed
Photographed
Planned
Revised
Revitalized
Shaped
Solved
Data/Financial Skills
Adjusted
Administered
Allocated
Analyzed
Appraised
Assessed
Audited
Balanced
Budgeted
Calculated
Computed
Conserved
Corrected
Determined
Developed
Estimated
Forecasted
Managed
Marketed
Measured
Netted
Planned
Prepared
Programmed
Projected
Qualifi ed
Reconciled
Reduced
Researched
Retrieved
Helping Skills
Adapted
Advocated
Aided
Answered
Arranged
Assessed
Assisted
Clarifi ed
Coached
Collaborated
Contributed
Cooperated
Counseled
Demonstrated
Diagnosed
Educated
Encouraged
Ensured
Expedited
Facilitated
Familiarized
Furthered
Guided
Helped
Insured
Intervened
Motivated
Prevented
Provided
Referred
Rehabilitated
Represented
Resolved
Simplifi ed
Supplied
Supported
Volunteered
Management/ Leadership Skills
Administered
Analyzed
Appointed
Approved
Assigned
Attained
Authorized
Chaired
Considered
Consolidated
Contracted
Controlled
Converted
Coordinated
Decided
Delegated
Developed
Directed
Eliminated
Emphasized
Enforced
Enhanced
Established
Executed
Generated
Handled
Headed
Hired
Hosted
Improved
Incorporated
Increased
Initiated
Inspected
Instituted
Led
Managed
Merged
Motivated
Navigated
Organized
Originated
Overhauled
Oversaw
Planned
Presided
Prioritized
Produced
Recommended
Reorganized
Replaced
Restored
Reviewed
Scheduled
Secured
Selected
Streamlined
Strengthened
Supervised
Terminated
Organizational Skills
Approved
Arranged
Catalogued
Categorized
Charted
Classifi ed
Coded
Collected
Compiled
Corrected
Corresponded
Distributed
Executed
Filed
Generated
Incorporated
Inspected
Logged
Maintained
Monitored
Obtained
Operated
Ordered
Organized
Prepared
Processed
Provided
Purchased
Recorded
Registered
Reserved
Responded
Reviewed
Routed
Scheduled
Screened
Submitted
Supplied
Standardized
Systematized
Updated
Validated
Verifi ed
Research Skills
Analyzed
Clarifi ed
Collected
Compared
Conducted
Critiqued
Detected
Determined
Diagnosed
Evaluated
Examined
Experimented
Explored
Extracted
Formulated
Gathered
Inspected
Interviewed
Invented
Investigated
Located
Measured
Organized
Researched
Reviewed
Searched
Solved
Summarized
Surveyed
Systematized
Tested
Teaching Skills
Adapted
Advised
Clarifi ed
Coached
Communicated
Conducted
Coordinated
Developed
Enabled
Encouraged
Evaluated
Explained
Facilitated
Focused
Guided
Individualized
Informed
Instilled
Instructed
Motivated
Persuaded
Simulated
Stimulated
Taught
Tested
Trained
Transmitted
Tutored
Technical Skills
Adapted
Applied
Assembled
Built
Calculated
Computed
Conserved
Constructed
Converted
Debugged
Designed
Determined
Developed
Engineered
Fabricated
Fortifi ed
Installed
Maintained
Operated
Overhauled
Printed
Programmed
Rectifi ed
Regulated
Remodeled
Repaired
Replaced
Restored
Solved
Specialized
Standardized
Studied
Upgraded
Utilized
SOURCE: “Job-Seeker Action Verbs—By Skills Sets,” Quintessential Careers, Quintessential Careers, 2012, Web, 6 July 2012. Reprinted with permission of Quintessential Careers, http://www.quintcareers.com.
ren03210_ch10_284-340.indd 297ren03210_ch10_284-340.indd 297 1/11/13 3:05 PM1/11/13 3:05 PM
298 PART 3 Basic Patterns of Business Messages
as long as you label it accurately. For example, you may want to select just those courses in your major, labeling it Major GPA. Or if your last few years were your best ones, you may want to present your GPA for just that period. In any case, include a GPA when it works favorably for you.
Personal Information. What personal information to list is a matter for your best judgment. In fact, the trend appears to be toward eliminating such information. If you do include personal information, you should omit race, religion, gender, age, and marital status because current laws prohibit hiring based on them. Interestingly, not everyone agrees on this matter. Some authorities believe that at least some of these items should be included. Th ey argue that the law only prohibits employers from considering such information in hiring—that it does not prohibit applicants from presenting the information. Th ey reason that if such information helps you, you should use it. Th e illustrations shown in this chapter support both viewpoints.
Personal information that is generally appropriate includes all items that tell about your personal assets. Information on your organization memberships, civic involvement, and social activities is evidence of experience and interest in working with people. Such information can be quite useful to some employers, especially when personal qualities are important to the work involved. Figure 10–3 presents a résumé that emphasizes education and experience.
References. Even though employers can (and do) check your social media sites, they are also likely to check specifi c references that you provide. Generally, you do not need to include references on or with your résumé unless the job posting asks you to. If the job posting does not require references, you can simply have a list of references ready for the point in the interview process when the employer requires it. Primary reasons for not including your references unless asked are that (1) references added to a résumé take up space that you could use to sell your skills, and (2) references included on a separate sheet, while not harmful, are not likely necessary if the employer has not asked for them. However, if you have a particularly impressive reference or a reference whom your audience might know, including your references can be a good idea. If you do include your references, it is usually best to put them on a separate reference sheet.
Th e type size and style of the main heading of this sheet should match that used in your résumé. It may say something like “References for [your name] .” Below this heading is a listing of your references, beginning with the strongest one. In addition to solving the reference dilemma, use of this separate reference sheet allows you to change both the references and their order for each job. A sample reference sheet is shown in the example in Figure 10–4 on page 300.
How many and what kinds of references to include will depend on your background. If you have an employment record, you should include one for every major job you have held—at least for recent years. You should include references related to the work you seek. If you base your application heavily on your education or your personal quali- ties, or both, you should include references who can vouch for these areas: professors, clergy, community leaders, and the like. Your goal is to list those people who can verify the points on which your appeal for the job is based. At a minimum, you should list three references. Five is a good maximum.
Your list of references should include accurate mailing addresses with appropri- ate job titles. Also useful are telephone and fax numbers as well as email addresses. Job titles (offi cer, manager, president, supervisor) are helpful because they show what the references are able to tell about you. It is appropriate to include forms of address: Mr., Mrs., Ms., Dr., and so on.
Some résumé writers may be tempted to put “references available upon request” at the bottom of their résumés. However, this expression is outdated and serves no pur- pose. When you think about it, of course you would always make your references avail- able at the employer’s request, which means you’re stating the obvious. Th ough some may argue that including this statement shows a willingness to provide the informa- tion, you can show your willingness by including a separate references sheet. You may
ren03210_ch10_284-340.indd 298ren03210_ch10_284-340.indd 298 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 299
Figure 10–3
Traditional Print Résumé Emphasizing Education and Relevant Experience
A full-time position in the automotive maintenance field
Chippewa Valley Technical College Eau Claire, WI Diploma: Automotive Maintenance Technician program, July 2012
• Received President’s List status for the 2010 fall semester and 2011 summer semester • Obtained all data certification • Earned certification to work with Freon • Completed a basic welding course with arc, oxyacetylene, and wire feed welding
Intern—Cooperative Education Capstone January 2012 – May 2012 River Valley Motors 5555 Highway 93, Eau Claire, WI 54701 Phone: (715) 832-3859
• Provided excellent customer service • Learned and then trained co-workers how to use newly purchased tire balancer • Performed many fluid flushes and changes
Shift Supervisor February 2010 – Present McDonald’s Restaurant 4321 Hastings Way, Eau Claire, WI 54701 Phone: (715) 839-4444 • Train new employees • Motivate employees to be positive and friendly • Multi-task well in stressful situations • Trusted to work alone on many different projects
Night Stocker December 2007 – January 2010 Sam’s Club 4001 Gateway Avenue, Eau Claire, WI 54701 Phone: (715) 835-3333
• Worked alone and in teams to stock shelves • Took charge of my area to maintain and increase standards • Assembled and created displays to sell products
• Meals on Wheels volunteer: Deliver 20 meals per week to the elderly and homebound • Church choir member
Derek Masters 4321 Oak Street • Eau Claire, WI 54701
Home phone: (715) 555-5555 • Email: [email protected]
OBJECTIVE
RELEVANT EXPERIENCE
EMPLOYMENT HISTORY
EDUCATION
ACTIVITIES
States type of
position and field
Uses a separate
category heading
to highlight
internship
Lists honors and
course work other
graduates may
not have
As do many
vocational résumés,
this lists employers’ contact information
Uses action verbs
to portray
dependability,
trustworthiness,
and work ethic
Activities show a
well-rounded
individual
ren03210_ch10_284-340.indd 299ren03210_ch10_284-340.indd 299 1/11/13 3:05 PM1/11/13 3:05 PM
300 PART 3 Basic Patterns of Business Messages
Figure 10–4
Thoroughness and Good Arrangement for a Reference Sheet. This reference sheet presents Julia Alvarez’s references completely.
Mr. John Gibbs Human Resources Director Upton Industries 7114 East 71st Street St. Louis, MO 63139 Telephone: 314.342.1171 Email: [email protected]
Mr. Todd E. Frankle, Store Manager The Gap, Inc. Four Points Mall St. Louis, MO 63139 Telephone: 314.466.9101 Email: [email protected]
Professor Helen K. Robbins Department of Management Wilmont University St. Louis, MO 63139 Telephone: 314.392.6673 Email: [email protected]
Professor Carol A. Cueno Department of Psychology Wilmont University St. Louis, MO 63139 Telephone: 314.392.0723 Email: [email protected]
References for Julia M. Alvarez 3177 North Hawthorne Boulevard
St. Louis, MO 63139 314.967.3117 (Voice/ Message)
Heading
format
matches
résumé
Complete
information
and
balanced
arrangement
ren03210_ch10_284-340.indd 300ren03210_ch10_284-340.indd 300 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 301
want to use the space you would devote to this statement by adding another line to your job duties or other experience to sell your skills and abilities.
When you do list someone as a reference, good business etiquette requires that you ask for permission fi rst . Although you will use only those who can speak highly of you, asking for your reference’s permission beforehand helps that person prepare better. And, of course, it saves you from unexpected embarrassment such as a ref- erence not remembering you, being caught by surprise, or, worse yet, not having anything to say.
Organizing for Strength. Aft er you have identifi ed the information you want to include on your résumé, you will want to organize or group items to present yourself in the best possible light. Th ree strategies for organizing this information are the reverse chronological approach , the functional or skills approach, and the accomplishments/ achievements or highlights approach .
Th e reverse chronological organizational layout (Figure 10–5) presents your edu- cation and work experience from the most recent to oldest. It emphasizes the order and time frame in which you have participated in these activities. It is particularly good for those who have progressed in an orderly and timely fashion through school and work. Th e reverse chronological format is the most common way of organizing a résumé; therefore, it is likely the best choice for most job seekers (including college students), as it provides a format familiar to employers.
A functional or skills layout ( Figure 10–7 ) organizes the résumé’s contents round three to fi ve areas particularly important to the job you want. Rather than forcing an employer to determine that you developed one skill on one job and another skill on another job, this organizational plan groups related skills. It is particularly good for those who have had many jobs, have taken nontraditional career paths, or who are changing fi elds. Creating this kind of résumé takes much work and careful analysis of both jobs and skills to show the reader that you are a good match for the position. If you use a functional résumé, be sure that readers can see from the other sections— such as employment and education—where you likely developed the skills that you are emphasizing. Enabling your readers to make these connections lends credibility to your claims to have such skills.
An accomplishments/achievements layout ( Figure 10–8 ) foregrounds the most impressive factors about you.
It features a Highlights or Summary section that includes key points from the three conventional information groups: education, experience, and personal qualities. Th is information comes near the beginning of the résumé, usually following the objective. Typically, this layout emphasizes the applicant’s most impressive background facts that pertain to the work sought, as in this example:
Summary
• Experienced: Three years of full-time work as programmer/analyst in designing and developing fi nancial databases for the banking industry.
• Highly trained: BS degree with honors in management information systems. • Self-motivated: Proven record of successful completion of three online courses.
Keep in mind that this section should not repeat sections of the résumé; it should highlight strengths. If your résumé is short and your summary is just a repeat of other content, you may choose not to include this section. In the rest of the résumé, accomplishments should stand out. For example, rather than listing them within other categories, such as employment or education, you can put them in a separate section as illustrated by the example on p. 306.
Writing Impersonally and Consistently. Because the résumé is a listing of infor- mation, you should write without personal pronouns (no I’s, we’s, you’s ). You should also write all equal-level headings and the parts under each heading in the same parallel
ren03210_ch10_284-340.indd 301ren03210_ch10_284-340.indd 301 1/11/13 3:05 PM1/11/13 3:05 PM
302 PART 3 Basic Patterns of Business Messages
Figure 10–5
Traditional Print Résumé Organized in Reverse Chronological Format
A financial analyst internship with a brokerage firm
Bachelor of Science Degree in Business Administration, May 2013, San Diego State University, Finance Major
Dean’s List Current GPA: 3.32/4.00 Accomplishments: • Published in Fast Company Magazine and the San Diego Union Tribune • Won Greek Scholarship • Finished in top five in mathematics competition
Computer Skills: • Excel, Word, PowerPoint, Access, QuickBooks • Statistical Software: SAS, SPSS • Web-based Applications—Surveymonkey, Blogger, GoToMeeting • Research Tools—Center for Research in Securities Prices (CRSP) stock price database and the Standard and Poor's Research Insight database of corporations' financial statements
Sales and Front Desk, Powerhouse Gym, Modesto, CA 95355 • Sold memberships and facilitated tours for the fitness center • Listened to, analyzed, and answered customers’ inquires • Accounted for membership payments and constructed sales reports • Trained new employees to understand company procedures and safety policies
Relay Operator, MCI, Riverbank, CA 95367 • Assisted over 100 callers daily who were deaf, hard of hearing, or speech disabled to place calls • Exceeded the required data input of 60 wpm with accuracy • Multitasked with typing and listening to phone conversations • Was offered a promotion as a Lead Operator
Co-founder and Owner, Fo Sho Entertainment, Modesto, CA 95355 • Led promotions for musical events in the Central Valley • Managed and hosted live concerts • Created and wrote proposals to work with local businesses • Collaborated with team members to design advertisements
Communications Tutor, San Diego State University, San Diego, CA 92182 • Critiqued and evaluated the written work for a business communication course • Set up and maintained blog for business communication research
Recruitment Chair, Kappa Alpha Order Fraternity, San Diego, CA 92115 • Supervised the selection process for chapter membership • Individually raised nearly $1,000 for chapter finances • Organized recruitment events with business sponsors, radio stations, and special guests
Manny Konedeng 5602 Montezuma Road • Apartment 413 • San Diego • California • 92115
Phone: (619) 578-8508 • Email: [email protected] Includes complete
contact information
Large size
emphasizes name
Uses
descriptive,
specific
statement
Expands
and
emphasizes
strongest
points
through
precise
detail
Uses
descriptive
action verbs
Emphasizes
position
held rather
than place
or date
Related Courses: • Business Communication • Investments • Tax Planning • Estate Planning • Risk Management • Business Law
Summer 2012
Aug. 2008–May 2010
OBJECTIVE
WORK EXPERIENCE
EDUCATION
UNIVERSITY INVOLVEMENT
Includes
items that
will set
him apart
from other
applicants
Spring 2013
Fall 2012
Summers 2010 & 2011
ren03210_ch10_284-340.indd 302ren03210_ch10_284-340.indd 302 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 303
Figure 10–6
LinkedIn Profi le. This Web-based profi le presents not only the candidate’s qualifi cations as they might appear on a printed résumé but also a personal summary and a recommendation from a previous employer. Links allow readers to access additional information regarding the candidate’s education, employment, and skills.
ren03210_ch10_284-340.indd 303ren03210_ch10_284-340.indd 303 1/11/13 3:05 PM1/11/13 3:05 PM
304 PART 3 Basic Patterns of Business Messages
Figure 10–6
(continued)
ren03210_ch10_284-340.indd 304ren03210_ch10_284-340.indd 304 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 305
Figure 10–7
Traditional Print Résumé Using the Functional Layout for the Skills Section
Carolynn W. Workman 12271 69th Terrace North
Seminole, FL 33772 727.399.2569 (Voice/Message)
An entry-level tax accounting position with a CPA firm
Bachelor of Science: University of South Florida, December 2013 Major: Business Administration Emphasis: Accounting GPA: 3.42 with Honors
Accounting-Related Course Work: Financial Accounting ❖ Cost Accounting and Control ❖ Accounting Information Systems ❖ Auditing ❖ Concepts of Federal Income Taxation ❖ Financial Policy ❖ Communications for Business and Professions
Activities: Vice-President of Finance, Beta Alpha Psi Editor, Student Newsletter for Beta Alpha Psi Member, Golden Key National Honors Society
Assisted in installation of small business computerized accounting system using QuickBooks Pro. Prepared tax returns for individuals in the VITA program using specialty tax software. Mastered Excel, designing data input forms, analyzing and interpreting results of most functions, generating graphs, and creating and using macros.
Reconciled accounts for center serving over 1,300 clients. Prepared income, gift, and estate tax returns. Processed expense reports for twenty professional staff. Generated financial statements and processed tax returns using Great Plains and Solomon IV.
Conducted client interviews and researched tax issues. Communicated both in written and verbal form with clients. Delivered several individual and team presentations on business cases, projects, and reports to business students.
Office of Student Disability Services, University of South Florida Tampa, FL. Spring 2013.
Rosemary Lenaghan, Certified Public Accountant. Seminole, FL Jan. 2009–May 2013.
Objective
Education
Emphasizes tight
organization through
use of horizontal ruled
lines
Uses internal bullets
to increase readability
Varies
use of
action
verbs
Emphasizes
key skills
relevant to
objective
Layout
emphasizes
degree and
GPA
Skills Computer
Business Communication
Accounting
Work History Administrative Assistant
Tax Assistant
ren03210_ch10_284-340.indd 305ren03210_ch10_284-340.indd 305 1/11/13 3:05 PM1/11/13 3:05 PM
306 PART 3 Basic Patterns of Business Messages
Figure 10–8
Traditional Print Résumé Using Highlights of Qualifi cations and Accomplishments Sections
Kimberly M. VanLerBerghe 2411 27th Street
Moline, IL 61265 309.764.0017 (Mobile)
JOB TARGET TRAINER/TRANSLATOR for a large, worldwide company
HIGHLIGHTS OF QUALIFICATIONS
• Experienced in creating and delivering multimedia PowerPoint presentations.
• Enthusiastic team member/leader whose participation brings out the best in others.
• Proficient in analytical ability.
• Skilled in gathering and interpreting data.
• Bilingual—English/Spanish.
EDUCATION
DEGREE EMPHASIS HONORS MEMBER
B.A. English—June 2013—Western Illinois University
Education and Spanish MAJOR GPA—3.87/4.00
Dean’s List, four semesters Chevron Scholarship, Fall 2010
Mortar Board, Women’s Golf Team
Emphasizes
those
qualifications
most relevant to
position sought
Presents
the most
important
items here
Identifies most
significant places
of work and
de-emphasizes
less important
work
Presents only
selected
accomplishments
from various
work and
volunteer
experience
that relate to
position sought
EMPLOYMENT
DEERE & COMPANY, INC. Student Intern, Summer 2011
Several years’ experience in the restaurant business including supervisory positions.
CONGRESSMAN J. DENNIS HASTERT Volunteer in Computer Services, Fall 2011
ACCOMPLISHMENTS
Trained executives to create effective cross-cultural presentations.
Developed online training program for executive use of GoToMeeting.
Designed and developed a database to keep track of financial donations.
Coded new screens and reports; debugged and revised screen forms for easier data entry.
Provided computer support to virtual volunteers on election committee.
Provided translation services for Hispanic employees.
ren03210_ch10_284-340.indd 306ren03210_ch10_284-340.indd 306 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 307
grammatical form . For example, if one major heading in the résumé is a noun phrase, all the other major headings should be noun phrases. Th e following four job duties illustrate the point. All but the third are verb phrases. Th e error can be corrected by making the third a noun phrase, as in the examples to the right:
Not Parallel Parallel
Greeted customers Greeted customers
Processed transactions Processed transactions
Data entry in Excel spreadsheets Entered data in Excel spreadsheets
Balanced a cash drawer Balanced a cash drawer
Th e following items illustrate grammatical inconsistency in the parts of a group:
Have fl uency in Spanish Active in sports Ambitious
Th e understood word for the fi rst item is I and for the second and third, the under- stood words are I am. Any changes that make all three items fi t the same understood words would correct the error (e.g., fl uent in Spanish, active in sports, ambitious).
Printed (Hardcopy) Résumés As we’ve mentioned, one aspect of résumé writing you must consider is the environ- ment in which your audience will read your document. Knowing whether your reader will read a printed or an electronic document helps you create résumés that are easily accessible to readers and ensure that you present a professional image.
A printed résumé is mean to be sent in hardcopy format through the mail and used in face-to-face interviews. Generally, a printed résumé is one or two pages. Whether a résumé is one or two pages is determined by the skills and other information that best demonstrate your qualifi cations for a position. A two-page résumé is not more impres- sive than a one-page résumé if the information on the second page is irrelevant. On the other hand, you should not feel pressured to have a one-page résumé and then cram two pages of content onto one page; doing so will crowd the page and make important information less obvious to your reader. Printed résumés should be formatted so that they are visually appealing and easily read. Be sure that your name, the word résumé, and the page number appear on page two.
Th e attractiveness of your résumé will say as much about you as the words. Th e appearance of the information that the reader sees plays a part in forming his or her judgment. While using a template is one solution, it will make you look like many other applicants. A layout designed with your reader and your unique data in mind will prob- ably do a better job for you. Not only will your résumé have a distinctive appearance , but the design should sell you more eff ectively than one where you must fi t your data to the design. A sloppy, poorly designed presentation, on the other hand, may even ruin your chances of getting the job. Th us, an attractive physical arrangement is a must.
Th ere is no one best arrangement, but a good procedure is to approach the task as a graphic designer would. Your objective is to design an arrangement of type and space that appeals to the eye.
Margins look better if at least an inch of space is left at the top of the page and on the left and right sides of the page and if at least 1½ inches of space are left at the bottom of the page. Your listing of items by rows and columns appears best if the items are short and if they can be set up in two uncrowded columns, one on the left side of the page and one on the right side. Longer items of information are more appropriately set up in lines extending across the page. In any event, you would do well to avoid long and nar- row columns of data with large sections of wasted space on either side. Arrangements that give a heavy crowded eff ect also off end the eye. Extra spacing between subdivisions and indented patterns for subparts are especially pleasing to the eye.
ren03210_ch10_284-340.indd 307ren03210_ch10_284-340.indd 307 1/11/13 3:05 PM1/11/13 3:05 PM
308 PART 3 Basic Patterns of Business Messages
As you set up columns and bulleted lists, you will want to use tables rather than your space bar or tab key. Th is will allow you more control over your formatting and ensure that the alignment of the information in your columns is consistent and perfect.
While layout is important in showing your ability to organize and good spacing increases readability, other design considerations such as font and paper selection aff ect attractiveness almost as much. Commercial designers say that type size for headings should be at least 12 to 14 points and for body text, 10 to 12 points. Th ey also rec- ommend using no more than two font styles. Some word processing programs have a “shrink to fi t” feature that allows the user to fi t information on one page. It will auto- matically adjust font sizes to fi t the page. Be sure the resulting type size is both appropri- ate and readable.
Another factor aff ecting the appearance of your application documents is the paper you select. Th e paper should be appropriate for the job you seek. In business, erring on the conservative side is usually better; you do not want to be eliminated from consideration simply because the reader did not like the quality or color of the paper. Th e most traditional choice is white, 100 percent cotton, 20- to 28-lb. paper. Of course, reasonable variations can be appropriate. When you mail your printed résumé, do not fold it; mail it in a 9 3 12 envelope and be sure to type (not handwrite) the mailing labels.
Contrasting Bad and Good Examples. Th e following two résumés are at opposing ends of the quality scale. Th e fi rst one, scant in coverage and poorly arranged, does little to help the applicant. Clearly, the second one is more complete and better arranged.
Résumé with Poor Arrangement and Incomplete Information. Shortcomings in the fi rst example are obvious. First, the form is not pleasing to the eye. Th e weight of the type is heavy on the left side of the page. Failure to indent wrapped lines makes reading diffi cult.
Th is résumé also contains numerous errors in wording. Th e headings are not par- allel in grammatical form. All are in topic form except the fi rst one. Th e items listed under Personal are not parallel either and contain irrelevant and inappropriate per- sonal information. Th roughout, the résumé coverage is scant, leaving out many of the details needed to present the best impression of the applicant. Under Experience , little is said about specifi c tasks and skills in each job; and under Education , high school
TheLadders, a company that matches career-seeking professionals with recruiters, recently published a study that used eye-tracking technology to measure how long recruiters looked at résumés before determining whether a candidate was a “fi t” or “no fi t.” How long do you think they took? Five minutes? Ten minutes? They took just six seconds. Of that six sec- onds, they spent 80 percent of that time looking at the candidate’s name; current title/company; previous title/ company; previous position start and end dates; current position start and end dates; and education.
When you think about the volume of résumés an em- ployer might review every day, it’s not surprising that an initial review takes only seconds. This means that job seekers must organize their content and format their résu- més so that key skills and qualifi cations stand out.
SOURCE: Will Evans, “Keeping an Eye on Recruiter Behavior,” TheLadders.com, TheLadders, 2012, Web, 6 July 2012.
COMMUNICATION MATTERS
The Most Important Six Seconds in Your Job Search
ren03210_ch10_284-340.indd 308ren03210_ch10_284-340.indd 308 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 309
Personal
Age: 22 5 ft. 6 in. tall Interests: tennis, fishing, reading Active in sports Weight: 140 lbs. Memberships: Delta Sigma Pi, Sigma Iota Epsilon, Methodist Church, Olympia Community League
Experience
2012—Intern, Upton Industries, St. Louis, MO 2011–Present—Team Lead, The GAP Inc., St. Louis, MO 2009–2011—Server, Applebee's, St. Louis, MO
Education
2008–2012—Wilmont University, Bachelor of Business Administration degree, major in human resources management, 16 semester hours in marketing and psychology courses, a 3.7 grade-point average, 3.9 in major field. 2004–2007—Roosevelt High School, St. Louis, MO
References
Ms. June Rojas Davidson Electric St. Louis, MO
Mr. Todd Frankle Wayland Trucking Co. 47723 Beecher St. Louis, MO
Bad form —Type heavily weighted to left
Scant information on work done
The font and other visual elements (e.g., underlining) are not inviting
Facts run together
References not needed; could use the space to describe skills and experience. Incomplete addresses— missing job titles, street addresses, and other contact information
Not needed
Not needed
Name does not stand out
Not parallel and some unnecessary personal information
Phone? Email?
RÉSUMÉ
Julia M. Alvarez
3177 North Hawthorne Boulevard St. Louis, MO 63139
Prof. Helen K. Robbins Wilmont University St. Louis, MO 63139
Prof. Carl Cueno Wilmont University St. Louis, MO 63139
ren03210_ch10_284-340.indd 309ren03210_ch10_284-340.indd 309 1/11/13 3:05 PM1/11/13 3:05 PM
310 PART 3 Basic Patterns of Business Messages
To obtain a full-time position in human resources management specializing in safety and OSHA compliance.
Bachelor of Business Administration Wilmont University, St. Louis, MO University—May 2013 GPA: 3.7/4.0
Related Coursework:
Highlights
most
relevant
courses
and
subjects
Presents
contact data
clearly
Layout
emphasizes
key educational
facts
Julia M. Alvarez 3177 North Hawthorne Boulevard
St. Louis, MO 63139 314.967.3117 (Voice/Message)
Objective
Internship
Employment
Delta Sigma Pi (professional); Sigma Iota Epsilon (honorary), served as treasurer and president; Board of Stewards for church; Society for Human Resources Management (SHRM), served as chapter vice president
Includes
only most
relevant
information
Activities
Education
SHRM Certification
Action verbs
portray an
image of a
hard worker
with good
interpersonal
skills
■ Managerial Accounting ■ Training and Human Resource Development
■ Passed the Society for Human Resource Management (SHRM) Certification Examination
■ Compensation Theory and Administration ■ Organizational Change and Development ■ Industrial Relations ■ Advanced Human Resource Management
Human Resource Intern, Upton Industries, St. Louis, MO, June 2012–August 2012 ■ Consulted with management to ensure compliance with OSHA and state safety regulations ■ Analyzed data from Upton’s human resource database and created reports to guide management decisions ■ Researched industry trends and reported them to management ■ Participated in personnel-related tasks such as recruiting, reviewing candidates’ resumes, conducting interviews, completing new hires’ paperwork, training both new and current employees, determining compensation and benefits, and facilitating exit interviews ■ Prepared timesheets for payroll
Special Project: Created and maintained an “HR News and Updates” page for the company intranet
Host and Food Server, Applebee’s, St. Louis, MO, September 2009 – September 2011 ■ Provided exceptional customer service ■ Worked well as part of a team to seat and serve customers quickly and efficiently
Major: Management: Human Resources Emphasis Minor: Psychology Certificate: Advanced Business Communication
Team Lead, The Gap, Inc., St. Louis, MO, October 2011–Present ■ Was promoted to Team Lead after two months of employment ■ Was named top store sales associate four of eight quarters ■ Create merchandise displays ■ Train new sales associates ■ Participate in interviews and hiring ■ Set the weekly schedule
Traditional Print Résumé with Thoroughness and Good Arrangement. This complete and reverse chronologically organized résumé presents Julia Alvarez’s case effectively (see Introductory Challenge for “Résumés and Applications”).
ren03210_ch10_284-340.indd 310ren03210_ch10_284-340.indd 310 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 311
work is listed needlessly. Th e references are incomplete, omitting street addresses and job titles.
Traditional Print Résumé with Thoroughness and Good Arrangement. Th e revised résumé for Julia Alvarez (page 310) appears better at fi rst glance, and it gets even better as you read it. It is attractively arranged. Th e information is neither crowded nor strung out. Th e balance is good. Its content is also superior to that of the other example. Addi- tional words show the quality of Ms. Alvarez’s work experience and education, and they emphasize points that make her suited for the work she seeks. Th is résumé excludes inappropriate personal information and has only the facts that tell something about Ms. Alvarez’s personal qualities. A bulleted list of duties under each job describes the skills and qualities Ms. Alvarez brings to a human resources position. A separate refer- ences sheet (see Figure 10–4) with complete contact information permits the reader to contact the references easily. Job titles tell how each is qualifi ed to evaluate the subject. Note that moving the references to a separate page frees space in the résumé for pre- senting Ms. Alvarez’s qualifi cations.
Electronic Résumés While some employers require printed résumés , others will require that you submit your résumé electronically via email or perhaps through an online application form or database. You might even want to create your own website to showcase your résumé or post a profi le using sites such as LinkedIn (see Figure 10–6).
Preparing a résumé for electronic use requires more attention to soft ware than it might if you were preparing a résumé to be read in printed form. For example, when you format your printed résumé, you can manipulate the soft ware any way you wish to achieve the desired look or eff ect—and this is all right because all your reader needs is the fi nal printed copy; he or she does not need to know what you did to get your docu- ment to look a particular way. However, if you send this formatted résumé to readers who will view it electronically, how you use soft ware to format your résumé may aff ect how the document looks when the reader views it on a computer screen.
Creating an Unformatted Résumé. As you will learn in upcoming paragraphs, before you think about sending your résumé electronically, you’ll want to have an unformatted (plain-text) version of your résumé to work with. A plain-text résumé contains no formatting (e.g., bold type, italics, tables, lists, bullets, centered text), which, as we discuss below, is useful when sending a résumé over email or submitting an application online. To create a plain-text résumé, just open your formatted résumé in Microsoft Word, select File > Save As > Save as Type dropdown list > “Plain text.” You’ll see that the fi le now has a .txt fi le extension. If you close the fi le and reopen it by clicking the fi le itself, the document will likely open in Notepad or WordPad. If you want to open the .txt fi le in Word, open Word fi rst and then go to File > Open.
Sending Your Résumé via Email. If an employer requests that you send your résumé by email, he or she may specify how to submit it. Always follow those direc- tions. In the absence of directions, you can place the résumé text in the body of the email, attach your formatted résumé to the email, or do both.
One reason to copy the text of your résumé into an email is that you will know your reader received the information. Another is that the reader may fi nd it helpful to have the text in the body of the email—especially if he or she is using scanning soft ware to screen candidates. If you’re copying the text of your résumé into the body of the email, always copy from an unformatted résumé. You cannot be sure that your reader is able to read HTML or formatted messages; he or she may be only able to read plain-text messages. Copying from the unformatted document ensures that your text appears in plain format. It also saves you time from having to “unformat” anything you would have copied from your formatted résumé.
ren03210_ch10_284-340.indd 311ren03210_ch10_284-340.indd 311 1/11/13 3:05 PM1/11/13 3:05 PM
312 PART 3 Basic Patterns of Business Messages
While copying the text of a résumé into the body of an email is functional, it does not leave you with a résumé as nice as the one you’ve formatted. For this reason, many job candidates will attach a copy of the formatted résumé to the email. It is especially important in formatted résumés sent as attachments that you do not format lists and blocks of text using the space bar or tab key. Many times when you do this, the attach- ment will look fi ne, but occasionally, the reader will open the fi le only to see text scat- tered across the page, as the tabs and the spacing were not preserved. To ensure that your text and lists stay aligned, use the ruler or a table (just be sure to turn off “View Gridlines” before emailing the document). Also be sure to use a standard font so that the font you use is the font the reader sees. For example, if you use Calibri but your reader is using an older version of Word that does not have Calibri, Word will substitute a new font. If you use Arial, a font all versions of Word have, you know your reader will see your document as you created it.
As a courtesy to your reader, be sure to use a common fi le format for attached docu- ments. Because many people use Word, a .doc fi le or .docx fi le will work for most read- ers. In addition, include your name in the fi le name . Instead of a generic “résumé.doc,” use “karen_jones_résumé.doc” so the reader can easily identify your résumé.
Lastly, always “test” your résumé by sending it and any attachments to yourself and a few others before sending it to an employer. One of the best ways to ensure that the résumé you create in Microsoft Word or other program looks the same to both your and your reader is to save the résumé as a PDF and attach it to your email. Word’s “Save As” feature will let you save fi les as a PDF. If you are not using Word, free PDF converters are available online.
Submitting a Database or Online Job Application. If you’re applying online, you may be asked to attach a résumé in the same way you would attach a fi le to an email. If this is the case, the same guidelines discussed above apply. However, applying online may require that you enter information into text boxes or fi elds. Because these fi elds are not likely to allow text formatting, you will want to copy the information from your unformatted résumé into the fi elds. Many times if you copy from a format- ted résumé, you have to delete tabs or extra spaces, so copying from an unformatted résumé will save time. If you want to use any kind of formatting, you can always capital- ize headings or use an asterisk (*) or hyphen (-) in place of a bullet.
Using a Webpage or Social Networking Site. Social networking sites such as LinkedIn provide an interface and design, making them a convenient way to present your professional qualifi cations. Figure 10–6 provides a sample of a well-designed LinkedIn page. Also, as we have mentioned, several free sites such as Weebly and Yola provide professional templates for creating personal webpages. All you need to do is input the content, following the guidelines presented earlier in this chapter. Whether you are creating your own webpage or using a template, you have a variety of options for creating a visually appealing, easily navigable Web résumé. Th e tips for Web writing presented in Chapter 6 can guide your design and presentation decisions; guidelines presented earlier in this chapter will help you develop the content.
Scannable Résumé Some companies may require either in print or via email a résumé that can be scanned into a database and retrieved when a position is being fi lled. Since the objective is getting your résumé reviewed in order to be interviewed, you should use the following strategies to improve your chances of having it retrieved.
Include Keywords. One strategy, using keywords , is oft en recommended for use with scannable résumés. Th ese keywords are usually nouns or concrete words that de- scribe skills and accomplishments precisely. Instead of listing a course in comparative programming, you would list the precise languages compared, such as PHP, C++, and
ren03210_ch10_284-340.indd 312ren03210_ch10_284-340.indd 312 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 313
Java. Instead of saying you would like a job in information systems, you would name specifi c job titles such as systems analyst, network specialist, or application specialist. Using industry-specifi c terminology is also persuasive.
Some ways to identify the keywords in your fi eld are to read ads, listen to recruiters, and listen to your professors. Start building a list of words you fi nd used repeatedly. From this list, choose those words most appropriate for the kind of work you want to do. Increase your use of abbreviations, acronyms, and jargon appropriate to the work you want to do.
Some experts recommend using a separate keyword section at the beginning of the résumé, loading it with all the relevant terms. If you use this technique, include the heading “Keywords” before your objective and follow it with 6 to 12 keywords. How- ever, many résumé writers are well aware of the importance of using keywords and con- sciously work to integrate them into their résumés. Remember, though, to be ethical in your use of keywords from the job posting by using only those keywords that actually represent your qualifi cations.
Choose Words Carefully. Unlike the traditional résumé, the scannable résumé is strengthened not by the use of action verbs but rather by the use of nouns. Informal studies have shown that those retrieving résumés from such databases tend to use pre- cise nouns when searching the database.
You may, however, prefer to combine the use of precise nouns with strong action verbs. Th e nouns will help ensure that the résumé gets pulled from the database, and if a recruiter pulls your résumé for further review, the verbs will help the recruiter see the link to the kind of work you want to do.
Present the Information. Since you want your résumé to be read accurately, you will use a font most scanners can read easily, such as Helvetica, Arial, and Times Roman. Most scanners can easily handle fonts between 10 and 14 points. Although many handle bold, when in doubt use all caps for emphasis rather than bold . Also, because italics oft en confuse scanners, avoid them. Underlining is best left out as well. It creates trouble with descending letters such as g or y when the line cuts through the letter. Also, avoid graphics and shading; they just confuse the soft ware. Use white paper to maximize the contrast, and always print in the portrait mode. Th e Manny Konedeng résumé in Figure 10–9 is a scannable résumé employing these guidelines.
Today companies accept résumés by mail, fax, Web, and email. Be sure to choose the channel that serves you best. Some employers give the option to the sender. Obviously, when speed gives you a competitive advantage, you’ll choose the fax, Web, or email options. If you elect to print and send a scannable résumé, do not fold it. Just mail it in a 9 3 12 envelope. For a little extra cost, you will help ensure that your résumé gets scanned accurately rather than wondering if your keywords were on a fold that a scanner might have had diffi culty reading.
WRITING THE COVER MESSAGE You should begin work on the cover message by fi tting the facts from your back- ground to the work you seek and arranging those facts in a logical order. Th en you present them in much the same way that a sales writer would present the features of a product or service, carefully managing the appeal. Wherever possible, you adapt the points you make to the reader’s needs.
Cover Letters Cover letters come in two types: solicited (invited) and unsolicited ( prospecting ). As their names suggest, a solicited letter is written in response to an actual job opening, and an unsolicited letter is written when you don’t know whether a job exists but would
LO5 Write targeted cover messages that skillfully sell your abilities.
ren03210_ch10_284-340.indd 313ren03210_ch10_284-340.indd 313 1/11/13 3:05 PM1/11/13 3:05 PM
314 PART 3 Basic Patterns of Business Messages
Figure 10–9
Scannable Résumé for Employers Who Use Scanning Software to Screen Résumés. Notice how the writer has expanded the length through some added text when no longer confi ned to one physical page.
Manny Konedeng 5602 Montezuma Road Apartment 413 San Diego, California 92115 Phone: (619) 578-8058 Email: [email protected]
KEYWORDS Finance major, bachelor’s degree, leadership skills, ethics, com- munication, teamwork
OBJECTIVE A financial analyst internship with a broker-dealer where both analytical and interpersonal communication skills and knowledge are valued
EDUCATION Bachelor of Science Degree in Business Administration, May 2012 San Diego State University, Finance Major
Dean’s List Current GPA: 3.32/4.00
Related Courses
Business Communication Investments Tax planning Estate Planning Risk Management Business Law
Computer Skills
Statistical Software: SAS, SPSS Excel, Word, PowerPoint, Access, QuickBooks Web-based Applications: Surveymonkey, Blogger, GoToMeeting Research Tools: Center for Research in Securities Prices (CRSP) stock price database and the Standard and Poor’s Research Insight database of corporations’ financial statements
Accomplishments
Published in Fast Company Magazine and the San Diego Union Tribune Won Greek scholarship Finished in top five mathematics competition
WORK EXPERIENCE Powerhouse Gym, Sales and Front Desk, Summer 2012 Modesto, CA 95355
Sold memberships and facilitated tours for the fitness center Listened to, analyzed, and answered customers’ inquiries Accounted for membership payments and constructed sales reports Trained new employees to understand company procedures and safety policies
MCI, Relay Operator, Summer 2010 & 2011, Riverbank, CA 95367
Assisted over 100 callers daily who were deaf, hard of hearing, or speech disabled to place calls Exceeded the required data input of 60 wpm with accuracy Multitasked with typing and listening to phone conversations Was offered a promotion as a Lead Operator
Avoids italics and
under lines yet
is arr anged for
both scanner and
human readability
Uses all caps
and � acing for
enhanced human
readability
All items are
on on e line and
tabs avoided
for improved
com preh ensi on
Integrat es
precise nou ns and
indu� ry-� ecifi c
jargon as keywords
ren03210_ch10_284-340.indd 314ren03210_ch10_284-340.indd 314 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 315
Fo Sho Entertainment, Co-founder and Owner, Aug. 2008–May 2010 Modesto, CA 95355
Led promotions for musical events in the Central Valley Managed and hosted live concerts Created and wrote proposals to work with local businesses Collaborated with team members to design advertisements
UNIVERSITY EXPERIENCE Information Decision Systems, Communications Tutor, Spring 2013, San Diego, CA 92182 Critiqued and evaluated the written work for a business communica- tion course
Set up and maintained blog for business communication research Kappa Alpha Order Fraternity, Recruitment Chairman, Fall 2012, San Diego, CA 92115 Supervised the selection process for chapter membership Individually raised nearly $1,000 for chapter finances Organized recruitment events with business sponsors, radio stations, and special guests
ACTIVITIES AND SERVICE Campus Leadership
Recruitment Chair, Kappa Alpha Order Fraternity Supervised all new member recruitment Coordinated fundraisers for chapter finances Organized recruitment events with business sponsors, radio stations, and special guests Advocated Greek Freshmen Summer Orientation and Greek life
Correspondent for External Chapter Affairs, Kappa Alpha Order Fraternity Communicated with chapter alumni and National Office to fulfill chapter obligations
Upsilon Class Treasurer, Kappa Alpha Order Fraternity Managed chapter budgets and expenditures Held several Interfraternity Council Roles
Member, Fraternity Men against Negative Environments and Rape Situations
Cochairman, Greek Week Fundraiser
Candidate, IFC Treasurer
Professional and Community Service
Member, Finance & Investment Society Presenter, Peer Health Education Marshal, SDSU New Student & Family Convocation Volunteer, Muscular Dystrophy national philanthropy Volunteer, Service for Sight philanthropy Volunteer, Victims of Domestic Violence philanthropy Volunteer, Camp Able philanthropy Associated Students’ Good Neighbor Program volunteer Volunteer, Designated Driver Association Volunteer, Beach Recovery Project
Avoids graphics
and extra lines
Adds oth er relevant
informat ion si nce
th er e is no physi cal
page limit
Uses bla� on wh ite
con tra� for improved
scanning accuracy
Figure 10–9
(continued)
ren03210_ch10_284-340.indd 315ren03210_ch10_284-340.indd 315 1/11/13 3:05 PM1/11/13 3:05 PM
316 PART 3 Basic Patterns of Business Messages
like to investigate the possibility of employment with a company. Generally, a cover letter is organized according to the following plan:
• An introduction that gets the reader’s attention and provides just a brief summary of why you are interested or qualifi ed or previews the information in the body of the letter. If you are writing a solicited letter, you will also mention where you learned of the position.
• A body that matches your qualifi cations to the reader’s needs. You should also use good sales strategy, especially the you-viewpoint and positive language.
• A conclusion that requests action such as an interview and provides contact information that makes a response easy.
Figures 10–10 through 10–13 provide examples of eff ective cover letters.
Gaining Attention in the Opening. As in sales writing, the opening of the cover message has two requirements: It must gain attention and it must set up the informa- tion that follows.
Gaining attention is especially important in prospecting messages. Such letters are likely to reach busy executives who have many things to do other than read cover mes- sages. Unless the résumé gains favorable attention right away, the potential employer probably will not read it. Even invited messages must gain attention because they will compete with other invited messages. Invited messages that stand out favorably from the beginning have a competitive advantage.
As the cover message is a creative eff ort, you should use your imagination in writing the opening, but the work you seek and your audience should guide your imagination. Take, for example, work that requires an outgoing personality and a vivid imagination such as sales or public relations. In such cases, you would do well to show these qualities in your opening words. At the opposite extreme is work of a conservative nature, such as accounting or banking. Openings in such cases should normally be more restrained.
In choosing the best opening for your case, you should consider whether you are writing a prospecting or an invited message. If the message has been invited, your opening words should refer to the job posting and begin qualifying you for the adver- tised work, as in these examples:
Will an honors graduate in accounting, with experience in tax accounting, qualify for the work you listed in today’s Times ?
Because of my specialized training in accounting at State University and my practical experience in cost-based accounting, I believe I have the qualifi cations you de- scribed in your Journal advertisement.
You can gain attention in the opening of an unsolicited letter in many ways. One way is to use a topic that shows understanding of the reader’s operation or of the work to be
Companies often describe themselves and their career opportunities on their websites.
SOURCE: http://corporate .target.com/ Reprinted with permission of Target.
ren03210_ch10_284-340.indd 316ren03210_ch10_284-340.indd 316 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 317
To: Marlene O'Daniel [email protected]
SUBJECT: Application—Communications Specialist Position
Dear Ms. O’Daniel:
One of your employees, Victor Krause, suggested that I apply for the communications specialist position you have open. A summary and my résumé are attached for your review.
Presently, I am a communications intern for Atlas Insurance. My work consists primarily of writing a wide variety of documents for Atlas policyholders. This work has made me an advocate for well-crafted business communication, and it has sharpened my writing skills. More importantly, it has taught me how to get and keep customers for my company through writing well.
Additional experience working with businesspeople has given me insight into the communication needs of business. This experience includes planning and presenting a communication improvement course for Atlas employees.
My college training provided a solid foundation for work in business communication. Advertising and public relations were my areas of concentration for my BS degree from Creighton University. As you will see on the enclosed résumé, I studied all available writing courses in my degree plan. I also studied writing through English and journalism courses.
My education and experience have prepared me for work as your communication specialist. I know business writing, and I know how it can be used to your company’s advantage. May we discuss this in an interview? You can reach me at 402-786-2575 to arrange a convenient time and place to meet.
Sincerely,
Molly H. Everson
From: Molly Everson [email protected]
Gains attention with an associate’s name
Employs a conservative style and tone
Uses subtle you-viewpoint— implied by the writer’s understanding of the work
Moves appropriately for action
References the résumé
Shows the writer knows the skills needed for the job
Brings the review to a conclusion— fits the qualifications presented to the job
Molly H. Everson
Figure 10–10
Sample Prospecting Email . Using a company executive’s name to gain attention, this message is conservative in style and tone.
ren03210_ch10_284-340.indd 317ren03210_ch10_284-340.indd 317 1/11/13 3:05 PM1/11/13 3:05 PM
318 PART 3 Basic Patterns of Business Messages
4407 Sunland Avenue Phoenix, AZ 85040-9321 July 8, 2013
Demonstrates
ability to write
advertising
copy through
writing style
used
Provides good
evidence of
social skills
Shows clearly
what the
writer can
do on the job
Uses
reader's
words for
good
attention
gainer
Shows strong
determination
through good
interpretation
Leads
smoothly
to action
Ms. Anita O. Alderson, Manager Tompkins-Oderson Agency, Inc. 3901 Tampico Avenue Los Angeles, CA 90032-1614
Dear Ms. Alderson:
Sound background in advertising … well trained … works well with others….
These keywords in your July 6 advertisement in the Times describe the person you want, and I believe I am that person.
I have gained experience in every area of retail advertising while working for the Lancer, our college newspaper. I sold advertising, planned layouts, and wrote copy. During the last two summers, I gained firsthand experience working in the advertising department of Wunder & Son. I wrote a lot of copy, some of which I am enclosing for your inspection; you will find numerous other examples on my blog at http://janekbits.blogspot.com. This experience will help me contribute to the work in your office.
In my major, I studied marketing with a specialization in advertising and integrated marketing communications. My honor grades show that I worked hard, especially on a project using a variety of media raising money for schools in Louisiana, Texas, and Mississippi’s hurricane damaged areas. Understanding the importance of being able to get along well with people, I actively participated in Sigma Chi (social fraternity), the Race for the Cure (breast cancer fundraising event), and Pi Tau Pi (honorary business fraternity). The experience gained in these associations make me confident that I can fit in well at Tompkins-Oderson.
I ask that you review my qualifications and contact me for an interview. You can email me at [email protected] or call and text message me at 602-713-2199 to arrange a convenient time to talk about my joining your team.
Sincerely,
Michael S. Janek
enclosures
Figure 10–11
An Interesting and Well-organized Cover Letter (Sent in Response to an Advertisement) . Three job requirements listed in an advertisement determined the plan used in this letter.
ren03210_ch10_284-340.indd 318ren03210_ch10_284-340.indd 318 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 319
12712 Sanchez Drive San Bernadino, CA 92405 April 9, 2013
Sincerely,
Jimmy I. Goetz
Enc.
Sets up rest of letter
Brings out highlights with review of experience
Requests action clearly and appropriately
Interprets education facts for the reader
Sets up action and uses adaptation in concluding statement
Gains attention with question
Mr. Conrad W. Butler Office Manager Darden, Inc. 14326 Butterfield Road San Francisco, CA 94129
Dear Mr. Butler:
Can Darden, Inc., use a hardworking Grossmont College business administration major seeking an internship in management or office administration? My experience, education, and personal qualities have prepared me to contribute to your operations.
As the attached résumé indicates, I have worked as a receptionist for the past three summers. My duties have included managing a multi-line telephone system, using Excel and Access to monitor office traffic, and greeting visitors. I am excited about the possibility of developing more skills through an internship with Darden.
Complementing my work experience are my studies at Grossmont College. In addition to studying the prescribed courses in my major field of business office technology, I have completed electives in Dreamweaver, QuickBooks, and professional speaking to help me in my career objective. In spite of full-time employment through most of my time in college, I was awarded the Associate of Arts degree last May with a 3.3 grade point average (4.0 basis). But most important, I am learning from my studies how office work can be done efficiently.
In addition, I have the personal qualities that would enable me to fit smoothly into your organization. I like people, and through work and academic experiences, I have learned how to work with them as both a team player and a leader.
May I meet with you to talk about interning for Darden? Please call me at 714-399-2569 or email me at [email protected] to arrange an interview.
Figure 10–12
Straightforward Prospecting Letter Sent as an Attached File to a Particular Receiver
ren03210_ch10_284-340.indd 319ren03210_ch10_284-340.indd 319 1/11/13 3:05 PM1/11/13 3:05 PM
320 PART 3 Basic Patterns of Business Messages
Mr. Nevil S. Shannon Director of Personnel Snowdon Industries, Inc. 1103 Boswell Circle Baltimore, MD 21202
Dear Mr. Shannon:
Will you please review my qualifications for work in your management trainee program? My education, work attitude, and personal skills qualify me for this program.
My education for administration consists primarily of four years of business administration study at State University. The Bachelor of Business Administration degree I will receive in June has given me a broad foundation of business knowledge. As a general business major, I studied all the functional fields (management, marketing, information systems, finance, accounting) as well as the other core business subjects (communications, statistics, law, economics, production, and human resources). I have the knowledge base that will enable me to be productive now, and I can build upon this base through practical experience.
My grade point record at State is evidence that I took my studies seriously and that I worked hard. My 3.8 overall average (4.0 basis) placed me in the top 10 percent of the graduating class. I also worked diligently in student associations. My efforts were recognized by the special assignments and leadership roles you see listed on the enclosed résumé. I assure you that I would bring these work habits with me to Snowdon Industries.
Throughout college, I developed my personal skills. As an active member of the student chapter of the Society for the Advancement of Management, I served as treasurer and program chairperson. I participated in intramural golf and volleyball, and I was an active worker in the Young Republicans, serving as publicity chairperson for three years. All this experience has helped me to have the balance you seek in your administrative trainees.
These highlights and the additional evidence presented in the enclosed résumé present my case for a career in management. May I have an interview to continue my presentation? You can reach me at 301.594.6942 or [email protected]. Thank you for your consideration.
1 7 1 8 C R A N F O R D AV E N U E • R O C K W E L L , M D • 2 0 8 5 4
V O I C E / M E S S A G E / FA X : 3 0 1 . 5 9 4 . 6 9 4 2 • E M A I L : M A RY M A H O N E Y @ YA H O O . C O M
M A RY O . M A H O N E Y
Sincerely,
Mary O. Mahoney
May 17, 2013
Enclosure
Effective attention- getting question
Good interpretation of education
Good use of fact to back up personal qualities
Good ending message
Clear request for action — flows logically from preceding presentation
Links qualifications to the company
Good organization plan setup
Figure 10–13
A Form Prospecting Letter. Written by a recent college graduate seeking her fi rst job, this letter was prepared for use with a number of different types of companies.
ren03210_ch10_284-340.indd 320ren03210_ch10_284-340.indd 320 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 321
done. Employers are likely to be impressed by applicants who have made the eff ort to learn something about the company, as in this example:
Now that Taggart, Inc., has expanded operations to Central America, can you use a broadly trained international business major who knows the language and culture of the region?
Another way is to make a statement or ask a question that focuses attention on a need of the reader that the writer seeks to fi ll. Th e following opening illustrates this approach:
How would you like to hire a University of Cincinnati business major to fi ll in for your vacationing summer employees?
Sometimes one learns of a job possibility through a company employee. Mentioning the employee’s name can gain attention, as in this opening sentence:
At the suggestion of Mr. Michael McLaughlin of your staff, I am sending the following summary of my qualifi cations for work as your loan supervisor.
Many other possibilities exist. In the fi nal analysis, you will have to use what you think will be best for the particular job you’re seeking. But try to avoid the overworked beginnings that were popular a generation or two ago such as “Th is is to apply for . . .” or writer-centered beginings such as “I am writing to apply for . . .” or the tentative “I would like to apply for. . . .”
Selecting Content. Following the opening, you should present the information about your qualifi cations for the work. Begin this task by reviewing the job require- ments. Th en select the facts about you that qualify you for the job.
If your application has been invited, you may learn about the job requirements from the source of the invitation. If you are answering an advertisement, study it for the employer’s requirements. If you are following up on an interview, review the interview for information about job requirements. If you are prospecting, your research and your logical analysis should guide you.
In any event, you are likely to present facts from three background areas: education, experience, and skills and/or personal details.
How much you include from each of these areas and how much you emphasize each area should depend on the job and on your background. Most of the jobs you will seek as a new college graduate will have strong educational requirements, and your
Imagine yourself in an interview. The interviewer says, “This position requires you to use PowerPoint extensively. How are your presentation and PowerPoint skills?” What do you say? Of course you say your skills are excellent. And so does everyone else who interviews. One way you can set yourself apart from other appli- cants is to take a professional portfolio to an interview to demonstrate your qualifi cations. A portfolio may contain a title page, your résumé, references list, cover letter, a transcript, a program description, copies of licenses and certifi cations, work samples, letters of recommendation, personal mission statements—whatever creates your best
professional image. All you need to do is put your docu- ments in sheet protectors in a professional looking three- ring binder for easy editing and updating and create tab dividers for the sections of the portfolio, and you’re on your way. One note of advice, though: Protect your infor- mation by including a confi dentiality statement; removing any student ID numbers, SSN numbers, or other private information from your documents; and using copies rather than originals of any licenses or certifi cates.
SOURCE: “Portfolios,” University of Wisconsin–Eau Claire Career Services, University of Wisconsin–Eau Claire, 9 Mar. 2010, Web, 8 July 2012.
COMMUNICATION MATTERS
Developing a Professional Portfolio
ren03210_ch10_284-340.indd 321ren03210_ch10_284-340.indd 321 1/11/13 3:05 PM1/11/13 3:05 PM
322 PART 3 Basic Patterns of Business Messages
education is likely to be your strongest selling point at this stage of your career. Th us, you should stress your education. When you apply for work aft er you have accumulated experience, you will probably need to stress experience. As the years go by, experience becomes more important and education less important. Your personal characteristics are of some importance for some jobs, especially jobs that involve working with people.
If a résumé accompanies the cover message, do not rely on it too much. Remember that the message does the selling, and the résumé summarizes the signifi cant details. Th us, the message should contain the major points around which you build your case, and the résumé should include these points plus supporting details. As the two are parts of a team eff ort, somewhere in the message you should refer the reader to the résumé.
Organizing for Persuasion. You will want to present the information about your- self in the order that is best for you. In general, the plan you select is likely to follow one of three general orders. Th e most common order is a logical grouping of the in- formation , such as education, experience, and skills and/or personal details. A second possibility is a time order. For example, you could present the information to show a year-by-year preparation for the work. A third possibility is an order based on the job requirements. For example, selling, communicating, and managing might be the re- quirements listed in an advertised job.
Merely presenting facts does not ensure conviction. You also will need to present the facts in words that make the most of your assets. Th ink of this as the diff erence between showing and telling. You could tell the reader, for example, that you “held a position” as sales manager, but it is much more convincing to say that you “supervised a sales force of 14,” which actually shows your ability. Likewise, you do more for yourself by writing that you “earned a degree in business administration” than by writing that you “spent four years in college.” And it is more eff ective to say that you “learned tax accounting” than to say that you “took a course in tax accounting.”
You also can help your case by presenting your facts in reader-viewpoint language wherever this is practical. More specifi cally, you should work to interpret the facts based on their meaning for your reader. For example, you could present a cold recital like this one:
I am 21 years old and have an interest in mechanical operations and processes. Last summer I worked in the production department of a container plant.
Or you could interpret the facts, fi tting them to the one job:
Last summer’s experience working 10- and 12-hour days in the production depart- ment of Miller Container Company is evidence of my interest in mechanics and shows that I can and will work hard.
Since you will be writing about yourself, you may fi nd it diffi cult to avoid overusing I-references, but an overuse of I ’s sounds egotistical and places too much attention on the oft en repeated word. Th is creates the impression that you are more focused on yourself than you are on the reader’s needs. Some I ’s, however, should be used. Th e message is personal. Stripping it of all I-references would rob it of its personal warmth.
Overall, you are presenting your professional image, not only as a prospective employee but also as a person. Carefully shaping the character you are projecting is arguably just as important to the success of your cover message as using convincing logic.
Driving for Action in the Close. Th e presentation of your qualifi cations should lead logically to the action that the close proposes. You should drive for whatever ac- tion is appropriate in your case. It could be a request for an interview or an invitation to engage in further communication (perhaps to answer the reader’s questions). Rarely would you want to ask for the job in a fi rst message. You are concerned mainly with opening the door to further negotiations.
ren03210_ch10_284-340.indd 322ren03210_ch10_284-340.indd 322 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 323
Your action words should be clear and direct. As in the sales message, the request for action may be made more eff ective if it is followed by words recalling a benefi t that the reader will get from taking the action. Th e following closes illustrate this technique:
The highlights of my education and experience show that I have been preparing for a career in human resources. May I now discuss beginning this career with you? You can reach me at 727-921-4113 or by email at [email protected]
The Web is a rich resource for help with interviewing. Your school’s career center may have a website with interview advice, as well. Sites such as Monster.com and many of the other online job database sites offer tips on all aspects of in- terviewing. You can get ideas for questions to ask interview- ers, techniques for staying calm, and methods of handling the telephone screening interview. They even include prac- tice interactive virtual interviews with immediate feedback
on your answers to questions as well as suggestions and strategies for handling diffi cult questions. The Monster site includes a planner listing a host of good commonsense tips from polishing your shoes to keeping an interview folder to keep track of all written and oral communication. Using these sites to help you prepare for interviews not only will help you feel more confi dent and interview more effectively but also will help you evaluate the company as well.
TECHNOLOGY IN BRIEF
Websites Offer Valuable Interview Advice
SOURCE: Used by permission of Monster.com.
ren03210_ch10_284-340.indd 323ren03210_ch10_284-340.indd 323 1/11/13 3:05 PM1/11/13 3:05 PM
324 PART 3 Basic Patterns of Business Messages
I am very much interested in meeting for an interview to discuss with you how my skills can contribute to your company’s mission.
Contrasting Cover Messages. Illustrating bad and good techniques, the following two prospecting messages present the qualifi cations of Julia M. Alvares, the job seeker described in the Introductory Challenge at the beginning of the chapter. Th e fi rst mes- sage follows few of the suggestions given in the preceding pages, whereas the second message is in general accord with these suggestions.
A Bland and Artless Presentation of Information. Th e bad message begins with an old-style opening. Th e fi rst words are of little interest. Th e presentation of qualifi ca- tions that follows is a matter-of-fact, uninterpreted review of information. Little you- viewpoint is evident. In fact, most of the message emphasizes the writer (note the I ’s), who comes across as bored and selfi sh. Th e information presented is scant. Th e closing action is little more than an I-viewpoint statement about the writer’s availability.
Dear Mr. Stark:
This is to apply for a position in marketing with your company.
At present, I am completing my studies in marketing at Wilmont University and will graduate with a Bachelor of Business Administration degree with an emphasis in human resource management this May. I have taken all the courses in marketing available to me as well as other helpful courses such as statistics, organizational psychology, and ecommerce.
I have had good working experience as a host and food server, a sales associate, and an HR intern. Please see details on the enclosed résumé. I believe that I am well qualifi ed for a position in human resource management and am considering working for a company of your size and description.
Because I must make a decision on my career soon, I request that you write me soon. For your information, I will be available for an interview on March 17 and 18.
Sincerely,
This prospecting message is dull, selfi sh, and poorly written.
Skillful Selling of One’s Ability to Work . Th e better message begins with an interest- ing question that sets the stage for the rest of the contents. Th e review of experience is interpreted, showing how the experience would help the applicant perform the job. Th e review of education is similarly covered. Notice how the interpretations show that the writer knows what the job requires. Notice also that reader-viewpoint is stressed throughout. Even so, a moderate use of I ’s gives the letter a personal quality, and the de- tails show the writer to be a thoughtful, engaged person. Th e closing request for action is a clear, direct, and courteous question. Th e fi nal words recall a main appeal of the letter.
Dear Mr. Stark:
Is there a place in your Human Resource Department for someone who is well trained in the fi eld and can talk easily and competently with employees? As a June graduate with a degree in human resource management and internship experience, I am well qualifi ed to meet your needs.
My studies at Wilmont University were specially planned to prepare me for a career in human resource management. I have taken courses in compensation theory and administration, organizational change/development, and training and human resource development. As part of my degree requirements, I also passed the Society for Human Resource Management (SHRM) Certifi cation Examination. In addition, I studied a wide assortment of supporting subjects: economics, business communication, information systems, psychology,
This better prospecting message follows textbook instructions.
ren03210_ch10_284-340.indd 324ren03210_ch10_284-340.indd 324 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 325
Email Cover Messages Like other email messages, an email cover message needs a clear subject line; like print cover messages, it needs a formal salutation and closing. And its purpose is still to high- light your qualifi cations for the particular job you are applying for. It can be identical to one you might create for print, or you may opt to introduce yourself and your purpose in a short email message and attach your full cover letter. Th e primary job of the email cover message is to identify the job, highlight the applicant’s strengths, and invite the reader to review the résumé.
Notice how the solicited cover message below quickly gains the reader’s attention in the opening, highlights the skills in the body, and calls for action in the close.
To: Kate Troy <[email protected]>
From: Jessica Franklin <[email protected]>
Date: October 1, 2012
Subject: Web Design Intern Position
Dear Ms. Troy:
Yesterday my advisor here at Brown University, Dr. Payton Kubicek, suggested that I contact you about the summer intern position in Web design you recently announced.
At Brown I have taken courses that have given me a good understanding of both the design aspects and the marketing elements of that a good website needs. Additionally, several of my course projects involved working with successful Web- based businesses, analyzing the strengths and weaknesses of their business models.
I would enjoy applying some of these skills to help build a successful site targeted at the high-end retail customers that Thankyoutoo.com attracts. You will see from my webpage profi le at www.jessicafranklin.com/ that my design preferences and styles complement those on your company’s website, allowing me to contribute almost immediately. I can be available for an interview at any time the rest of this month.
Sincerely,
Jessica Franklin [email protected]
interpersonal communication, and operations management. My studies have given me a solid foundation in HR work.
As my résumé shows, I have begun learning the practical side of HR through an internship, where I completed a variety of tasks from researching and reporting data on company and industry trends to participating in the hiring process. I would welcome the opportunity to continue working in HR with your company.
My work experiences have also prepared me for a career in human resource management. While in college I worked as a server at Applebee’s, where I developed customer service and team skills, and I continued to develop my skills as a team lead for The Gap, where I was the top seller for four of eight quarters. From these experiences, I have learned to understand human resource management and listen carefully to people.
These brief facts and the information in my résumé describe my diligent efforts to prepare for a position in human resource management. May I now talk with you about beginning that position? You can reach me at 917.938.4449 to arrange an interview to discuss how I could fi t in your Human Resource Department.
Sincerely,
ren03210_ch10_284-340.indd 325ren03210_ch10_284-340.indd 325 1/11/13 3:05 PM1/11/13 3:05 PM
326 PART 3 Basic Patterns of Business Messages
HANDLING THE INTERVIEW Your initial contact with a prospective employer can be by mail, email, phone, or a personal (face-to-face) visit. If all goes well, your application will eventually involve a personal visit—an interview . Sometimes, before inviting candidates to a formal inter- view session, recruiters use phone interviews for preliminary screening.
In a sense, the interview is the key to the success of the application—the “fi nal ex- amination.” You should carefully prepare for the interview, as the job may be lost or won in it. Th e following review of employment interview highlights should help you do your best in your interviews. You will fi nd additional information about interviewing on the textbook website.
Investigating the Company Before arriving for an interview, you should learn what you can about the company : its products or services, its personnel, its business practices, its current activities, its management. Such knowledge will help you talk knowingly with the interviewer. And perhaps more important, the interviewer is likely to be impressed by the fact that you took the time to investigate the company. That effort can even give you an advantage.
Making a Good Appearance How you look to the interviewer is a part of your message. Th us, you should work to present just the right image. Interviewers diff er to some extent on what that image is, but you would be wise to present a conservative appearance . Th is means avoid- ing faddish, offb eat styles, preferring the conservative, conventional business colors such as black, brown, navy, and gray. Remember that the interviewer wants to know whether you fi t into the role you are seeking. You should look like you are right for the job.
LO6 Explain how you can participate effectively in an interview.
Some employers use phone interviews for initial screening of job candidates. Being both well rested and well prepared for those initial contacts will help ensure that one gets an opportunity for a face-to- face interview later.
ren03210_ch10_284-340.indd 326ren03210_ch10_284-340.indd 326 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 327
Some may argue that such an insistence on conformity in dress and grooming in- fringes on one’s personal freedom. Perhaps it does, but if the people who can determine your future have fi xed views on matters of dress and grooming, it is good business sense to respect those views.
Anticipating Questions and Preparing Answers You should be able to anticipate some of the questions the interviewer will ask. Ques- tions about your education (courses, grades, honors) are usually asked. So are questions about work experience, interests, career goals, location preferences, and activities in organizations. You should prepare answers to these questions in advance . Your answers will then be thorough and correct, and your words will display poise and confi dence. Your preparation will also refl ect your interest.
In addition to general questions, interviewers oft en ask more complicated ones. Some of these are designed to test you—to learn your views, your interests, and your ability to deal with diffi cult problems. Others seek more specifi c information about
Forbes recently published the following advice regarding common interview questions and their answers.
1. Why should I hire you? Know the job description and then tie your skills and knowledge to the employer’s specifi c needs.
2. Why is there a gap in your work history? Explain the reason (employers understand that there are good reasons for being unemployed), but dwell on what you did during the gap, such as taking classes, taking care of family members, or volunteering.
3. Tell me one thing you would change about your last job. Be careful not to criticize your previous employer (no one likes a complainer), and be prepared to tell why you didn’t change what you didn’t like. Pick a safe topic such as updating the technology.
4. Tell me about yourself. Because this is a “warm- up” question for the rest of the interview, give yourself only a minute or two. Summarize your early experience, your education, your work history, and your current experience (with emphasis on the current experience). Do not talk about your “weekend activities.”
5. Explain a complicated database (or any other concept or procedure) to your eight-year-old nephew. Your answer should show you know your industry so well that you could explain it even to an eight-year-old. Do your research and be able to talk about your fi eld.
6. What would the person who likes you least in the world say about you? Pick a true fault that could be leveraged as a strength (e.g., impatience).
7. Tell me about a time when old solutions didn’t work. The employer is testing your creativity and problem-solving ability. A good topic might be a time when you had to learn a new technology to accomplish a task.
8. What’s the biggest risk you’ve ever taken? The employer is assessing your resiliency and your ability to make good decisions. Be sure you have examples of risks that paid off.
9. Have you ever had a supervisor challenge a decision? Your answer to this indicates your ability to take direction and remain humble. Focus on what you learned from the situation rather than the situation itself.
10. Describe a time when your team did not agree. The employer sees your answer as an indicator of how you will behave in the workplace. Make sure your answer focuses on the process—what happened, what you did, and what you learned. Concisely describe how your group came to consensus.
SOURCES : Meghan Casserly, “Why Are Manholes Round? The 10 Toughest Interview Questions,” Forbes, Forbes.com, 27 July 2011, Web, 8 July 2012; Forbes, “10 Toughest Interview Questions: Answered,” Forbes, Forbes.com, n.d., Web, 8 July 2012.
COMMUNICATION MATTERS
Answers to the 10 Toughest Interview Questions
ren03210_ch10_284-340.indd 327ren03210_ch10_284-340.indd 327 1/11/13 3:05 PM1/11/13 3:05 PM
328 PART 3 Basic Patterns of Business Messages
your ability to handle the job in question. Although such questions are diffi cult to an- ticipate, you should be aware that they are likely to be asked. Following are questions of this kind that one experienced interviewer asks:
What can you do for us? Would you be willing to relocate? To travel? Do you prefer to work with people or alone? How well has your performance in the classroom prepared you for this job? What do you expect to be doing in 10 years? In 20 years? What income goals do you have for those years (10 and 20 years ahead)? Why should I rank you above the others I am interviewing? Why did you choose for your career? How do you feel about working overtime? Nights? Weekends? Did you do the best work you are capable of in college? Is your college record a good measure of how you will perform on the job? What are the qualities of the ideal boss? What have you done that shows leadership potential? Teamwork potential? What are your beginning salary expectations?
Sometimes interviewers will throw in tough questions to test your poise. Th e Com- munication Matters box on page 327 provides some examples of these questions and provides tips for answering them.
Some questions, though, may not be legal regardless of the interviewer’s intent, whether the interviewer is making small talk, is unaware the questions are illegal, plans to discriminate against you, or just wants to test whether you respond. How you re- spond is up to you; before you respond, you may want to ask how the question is rel- evant to the position, or you may politely decline to answer.
What religion do you practice? How old are you? Are you married? Do you plan to have children?
Recently, the behavioral interview style has become popular with campus recruit- ers. Rather than just determining your qualifi cations for the job, interviewers are at- tempting to verify if you can do the work. Th ey ask questions about what you would do in certain situations because how you behave now is likely to transfer to similar situa- tions in another job. Here are a few examples of behavioral questions:
What major problem have you faced in group projects and how have you dealt with it? Do you tend more toward following the rules or toward stretching them? Describe a confl ict you had with someone and how you resolved it.
Keep your answers concise. Briefl y state the situation, describe the steps you took, and summarize the results. You can also share what you learned from the experience. For more practice preparing for questions, check the resource links on the textbook website.
Putting Yourself at Ease Perhaps it is easier to say than to do, but you should be calm throughout the inter- view. Remember that you are being inspected and that the interviewer should see a calm and collected person. Appearing calm involves talking in a clear and strong voice. It also involves controlling your facial expressions and body movements. Developing such controls requires self-discipline and reassuring self-talk. You may fi nd it help- ful to convince yourself that the stress experienced during an interview is normal. Or you may fi nd it helpful to look at the situation realistically—as merely a conversation between two human beings. Practicing your answers to common interview questions out loud may be helpful. You may even want to record one of these practice sessions and analyze your performance. Your school’s career services offi ce may be able to help
ren03210_ch10_284-340.indd 328ren03210_ch10_284-340.indd 328 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 329
with this. Other approaches may work better for you. Use whatever approaches work. Your goal is to control your emotions so that you present the best possible appearance to the interviewer.
Helping to Control the Dialogue Just answering the questions asked is oft en not enough. Not only are you being evalu- ated, but you are evaluating others as well. Th e questions you ask and the comments you make should bring up what you want the interviewer to know about you. Your self- analysis revealed the strong points in your background. Now you should make certain that those points come out in the interview.
How to bring up points about you that the interviewer does not ask is a matter for your imagination. For example, a student seeking a job in advertising believed that her teamwork skills should be brought to the interviewer’s attention. So at an appropri- ate time in the interview, she asked, “How important is the ability to collaborate in this company?” Th e anticipated answer—“very important”—allowed her to discuss her skills. To take another example, a student who wanted to bring out his knowledge of the prospective employer’s operations did so with this question: “Will your company’s ex- pansion in the Madison area create new job opportunities there?” How many questions of this sort you should ask will depend on your need to supplement your interviewer’s questioning. You might also want to ask questions to determine if the company is a good fi t for you such as “How would you describe the work environment here?” Your goal should be to make certain that both the interviewer and you get all the informa- tion you consider important.
FOLLOWING UP AND ENDING THE APPLICATION Th e interview is only an early step in the application process. A variety of other steps can follow. Sending a brief thank-you message email is an essential follow-up step. Not only does it show courtesy, but it can also give you an advantage because some of your competitors will not do it. If you do not hear from the prospective employer within a reasonable time, it is appropriate to inquire by telephone, email, or letter about the status of your application. You should certainly do this if you are under a time limit on another employer’s off er. Th e application process may end with no off er (frequently with no
LO7 Write application follow-up messages that are appropriate, friendly, and positive.
According to Jessica Liebman, managing editor of the business-news site Business Insider , the number one in- terview mistake isn’t wearing the wrong clothes, showing up with a cup of coffee, being late, having a limp hand- shake, or opening the interview by asking if you’ll get a free iPad. It’s an action (or nonaction) that takes place after the interview—namely, failing to send a thank-you message. As Liebman says, even a brief email of thanks helps seal a positive impression, whereas no message indicates that
“you don’t want the job” or “you’re disorganized and for- got about following up.” So the next time you have an interview, be sure you get everyone’s name. As soon as possible after the interview (preferably the same day), send your interviewers a thank- you email. It could mean the difference between getting your job and continuing your search.
SOURCE: Jessica Liebman, “The Number One Mistake People I Interview Are Making These Days,” Business Insider , Business Insider, 24 Feb. 2012, Web, 8 July 2012.
COMMUNICATION MATTERS
What’s the Number One Interviewing Mistake?
ren03210_ch10_284-340.indd 329ren03210_ch10_284-340.indd 329 1/11/13 3:05 PM1/11/13 3:05 PM
330 PART 3 Basic Patterns of Business Messages
notifi cation at all—a discourteous way of handling applicants), with a rejection notice, or with an off er. How to handle these situations is reviewed in the following paragraphs.
Other Job-Search Messages Writing a Th ank-You Message . Aft er an interview it is courteous to write a thank-you message, whether or not you are interested in the job. If you are interested, the message can help your case. It singles you out from the competition and shows your interest in the job.
Such messages are usually short. Th ey begin with an expression of gratefulness. Th ey say something about the interview, the job, or the company. Th ey take care of any additional business (such as submitting information requested). Th en they end on a goodwill note—perhaps a hopeful look to the next step in the negotiations. While you can send your message by mail, an email will more quickly convey your thanks. Th e following message illustrates:
Dear Mr. Woods:
Thank you for talking with me yesterday about the fi nance internship. I enjoyed learn- ing more about Sony Corporation of America and the fi nancial analyst position.
As you requested, I have enclosed samples of the fi nancial analysis I developed as a class project. If you need anything more, please let me know.
I look forward to the possibility of discussing employment with you soon.
Sincerely,
Constructing a Follow-up to an Application . When a prospective employer is late in responding or you receive another off er with a time deadline, you may need to write a follow-up message . Employers are oft en just slow, but sometimes they lose the application. Whatever the explanation, a follow-up message may help to produce action.
Such a message is a form of routine inquiry. As a reason for writing, it can use the need to make a job decision or some other good explanation. Th e following message is an example:
Dear Ms. Yang:
Because the time is approaching when I must make a job decision, could you please tell me the status of my application with you?
You may recall that you interviewed me in your offi ce November 7. You wrote me November 12 indicating that I was among those you had selected for further consideration.
SAIC remains one of the organizations I would like to consider in making my career decision. I will very much appreciate hearing from you by December 3.
Sincerely,
Planning the Job Acceptance . Job acceptances in writing are merely favorable re- sponse messages with an extra amount of goodwill. Because the message should begin directly, a “yes” answer in the beginning is appropriate. Th e remainder of the message should contain a confi rmation of the starting date and place and comments about the work, the company, the interview—whatever you would say if you were face to face with the reader. Th e message need not be long. Th is one does the job well:
Dear Ms. Garcia:
Yes, I accept your offer of employment as a junior analyst. After my fi rst interview with you, I was convinced that Allison-Caldwell was the organization for me. I am delighted that you think I am right for Allison-Caldwell.
Following your instructions, I will be in your Toronto headquarters on May 28 at 8:30 AM ready to work for you. Thank you for this opportunity.
Sincerely,
ren03210_ch10_284-340.indd 330ren03210_ch10_284-340.indd 330 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 331
Writing a Message Refusing a Job . Messages refusing a job off er follow the indi- rect refusal pattern . One good technique is to begin with a friendly comment—perhaps something about past relations with the company. Next, explain and present the refusal in clear yet positive words. Th en end with a more friendly comment. Th is example il- lustrates the plan:
Dear Mr. Chen:
Meeting you and the other people at Northern was a genuine pleasure. Thank you for sharing so much information with me and for the generous job offer.
I was impressed with all I learned about Northern, and as we discussed, a special interest of mine is to work abroad. After considerable thought, I have decided to ac- cept an offer with a fi rm that has extensive opportunities along these lines.
I appreciate the time and the courteous treatment you gave me.
Sincerely,
Writing a Resignation . At some point in your career you are likely to resign from one job to take another. When this happens, you will probably inform your employer of your resignation orally. But when you fi nd it more practical or comfortable, you may choose to resign in writing. In some cases, you may do it both ways. As a matter of policy, some companies require a written resignation even aft er an oral resignation has been made.
Your resignation should be as positive as the circumstances permit. Even if your work experiences have not been pleasant, you will be wise to depart without a fi nal display of anger. As an anonymous philosopher once explained, “When you write a resignation in anger, you write the best letter you will ever regret.”
Th e indirect order is usually the best strategy for negative messages like a resig- nation. But some are written in the direct order. Th ey present the resignation right away, following it with expressions of gratitude or favorable comments about past working experiences. Either approach is acceptable. Even so, you would do well to use the indirect order because it is more likely to build the goodwill you want to leave behind you.
Th e example below illustrates the indirect order. It begins with a positive point— one that sets up the negative message. Th e negative message follows, clearly yet posi- tively stated. Th e ending returns to positive words chosen to build goodwill and fi t the case.
Dear Ms. Shuster:
Working as your assistant for the past fi ve years has been a genuinely rewarding ex- perience. Under your direction I have grown as an administrator, and I have learned a great deal from you about retailing.
As you may recall from our past discussions, I have been pursuing the same career goals that you held early in your career, so you will understand why I am now resign- ing to accept a store management position with Lawson’s in Belle River. I would like my employment to end on the 31st, but I could stay a week or two longer if needed to help train my replacement.
I leave with only good memories of you and the other people with whom I worked. Thanks to all of you for a valuable contribution to my career.
Sincerely,
Continuing Job-Search Activities Continuously keeping your fi nger on the pulse of the job market is a good idea. Not only does it provide you with information about changes occurring in your fi eld, but it also keeps you alert to better job opportunities as soon as they are announced.
LO8 Maintain your job-search activities.
ren03210_ch10_284-340.indd 331ren03210_ch10_284-340.indd 331 1/11/13 3:05 PM1/11/13 3:05 PM
332 PART 3 Basic Patterns of Business Messages
Maintaining Your Résumé. While many people intend to keep their résumés up to date, they just do not make it a priority. Some others make it easy by updating as changes occur. And a few update their résumés at regularly designated times such as a birthday, New Year’s Day, or even the anniversary of their employment. No matter what works best for you, updating your résumé as you gain new accomplishments and skills is important. Otherwise, you will be surprised to fi nd how easily you can lose track of important details.
Reading Job Ads/Professional Journals . Nearly as important as keeping your résumé updated is keeping up on your professional reading. Most trade or professional journals have job notices or bulletin boards you should check regularly. Th ese ads give you insight into what skills are in demand, perhaps helping you choose assignments where you get the opportunity to develop new skills. Staying up to date in your fi eld can be stimulating; it can provide both challenges and opportunities.
THERE’S MORE . . . Would you like to learn more about impressing an interviewer? Do you need tips for developing your LinkedIn profi le? Are you interested in taking a personality inventory to see what careers you might be suited for? Scan the QR code with your smartphone or use your Web browser to visit www.mhhe.com/lesikar13e. Choose Chapter 10 > Bizcom Tools & Tips.
1. A good fi rst step in your job search is to build a network of contacts. • Get to know people who might help you later: classmates, professors, and
businesspeople. • Use their knowledge to help you fi nd a job. • Obtain an internship to develop your skills and build your network.
2. When you are ready to fi nd work, analyze yourself and outside factors. • Look at your education, personal qualities, and work experience. • From this review, determine what work you are qualifi ed to do. • Th en select the career that is right for you.
3. When you are ready to fi nd a job, use the contact sources available to you. • Check university career centers, personal contacts, advertisements, online
sources, employment agencies, personal search agents, and webpage profi les. • If these do not produce results, prospect by mail.
4. In your application eff orts, you are likely to use résumés and cover messages. Prepare them as you would written sales material. • First, study your product—you. • Th en study your prospect—the employer. • From the information gained, construct the résumé, cover message, and
reference sheet. In preparing the traditional résumé, follow this procedure:
• List all the facts about you that an employer might want to know.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
1Develop and use a network of contacts in your job search.
2Assemble and evaluate information that will help you select a job.
3Identify the sources that can lead you to an employer.
4Compile résumés for print and electronic environments that are strong, complete, and organized.
332 PART 3 Basic Patterns of Business Messages
ren03210_ch10_284-340.indd 332ren03210_ch10_284-340.indd 332 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 333
• Sort these facts into logical groups: experience, education, personal qualities, references, achievements, highlights .
• If you include your references list them on a separate page. Use complete mailing addresses, and have a reference for each major job held.
• Include other helpful information: address, telephone number, email address, website address, and career objective.
• Write headings for the résumé and for each group of information; prefer descriptive headings.
• Organize for strength when choosing the reverse chronological, functional/ skills, or accomplishment/highlights approach.
• Write the résumé without personal pronouns, make the parts parallel grammatically, and use words that help sell your abilities.
• Present the information with good visual appeal, selecting font sizes that show the importance of the headings and the information.
• Present the facts. At a minimum, include job experience (dates, places, fi rms, duties) and education (degrees, dates, fi elds of study). Use some personal information, but omit race, religion, sex, marital status, and age.
In preparing the scannable résumé, follow these procedures: • Include industry-specifi c keywords. • Choose precise nouns over action verbs. • Present the information in a form that can be read accurately by scanners.
Consider whether your reader will view the résumé in printed (hardcopy) or electronic format.
For printed résumés • Keep printed résumés to one or two pages. • Include a header on page two. • Make sure the document is visually appealing and easy to read.
For résumés sent electronically • Create an unformatted version of your text. • Use the appropriate format when sending résumés by email: — Use unformatted text when sending the résumé in the body of an email. — Attach a formatted résumé that uses soft ware properly to align text. — Use a common font. — Save your résumé as a .doc, .docx, or PDF fi le and include your name. — Send your résumé to yourself and others to test that it looks as you intend it to. • Use unformatted text when copying and pasting résumé content into a database
or online application. • Use social networking sites or other free services to create an online résumé.
5. As the cover message is a form of sales message, plan it as you would a sales message. • Study your product (you) and your prospect (the employer) and think out a
strategy for persuasion. • Begin with words that gain attention, indicate that you are applying for the job, and
set up the presentation of your sales points (briefl y describe your qualifi cations). • Adapt the tone and content to the job you seek. • Present your qualifi cations, fi tting them to the job you seek. • Choose words that enhance the information presented. • Drive for an appropriate action—an interview, further communication,
reference checks.
5Write targeted cover messages that skillfully sell your abilities.
ren03210_ch10_284-340.indd 333ren03210_ch10_284-340.indd 333 1/11/13 3:05 PM1/11/13 3:05 PM
334 PART 3 Basic Patterns of Business Messages
6. Your major contact with a prospective employer is the interview. For best results, you should do the following: • Research the employer in advance so you can adapt your communication to the
audience. • Present a good appearance through appropriate dress and grooming. • Try to anticipate the interviewer’s questions and to plan your answers. • Make a good impression by being at ease. • Help the interviewer establish a dialogue with questions and comments that
enable you to present the best information about you. 7. You may need to write other messages in your search for a job.
• Following the interview, a thank-you message is essential. • Also appropriate is an inquiry about the status of an essential. • You also may need to write messages accepting, rejecting, or resigning a job. • Write these messages much as you would the messages reviewed in preceding
chapters: direct order for good news, indirect order for bad. 8. To learn information about the changes occurring in your fi eld and to be aware of
better job opportunities, you should • Maintain your résumé. • Read both job ads and professional journals.
8Maintain your job-search skills
6Explain how you can participate effectively in an interview.
7Write application followup messages that are appropriate, friendly, and positive.
K E Y T E R M S
job search, 285
network of contacts, 285
internships, 286
personal qualities, 286
personality tests, 287
interest inventory, 288
job-search counseling, 289
career fairs, 289
executive search consultants, 289
employment agencies, 289
personal search agents or job agents, 291
statement of your objective, 295
action-oriented, past tense verbs, 296
simple present tense verbs, 296
reference sheet, 298
reverse chronological organizational layout, 301
functional or skills layout, 301
accomplishments/achievements layout, 301
unformatted (plain-text) version, 311
formatted résumé, 312
standard font, 312
common fi le format, 312
professional templates, 312
keywords, 312
scannable résumés, 312
solicited (invited) and unsolicited (prospecting), 313
behavioral interview style, 328
follow-up message, 330
1 “Building a network of contacts to fi nd jobs seems self- ish. It involves acquiring friendships just to use them for one’s personal benefi t.” Discuss this view. LO1
2 Do employers who off er unpaid internships take unfair advantage of students’ knowledge and skills? Under what circumstances might it be a good idea to take an unpaid internship? When might it not be a good idea? LO1
3 Maryann Brennan followed a broad program of study in college and received a degree in general management.
She did her best work in English, especially in the writ- ing courses. She also did well in history, managerial leadership, organizational behavior, and psychology. As much as she could, she avoided math and computer courses.
Her overall grade point average of 3.7 (4.0 basis) placed her in the top 10 percent of her class. What ad- vice would you give her as she begins her search for a career job? LO1, 2, 3
C R I T I C A L T H I N K I N G Q U E S T I O N S
ren03210_ch10_284-340.indd 334ren03210_ch10_284-340.indd 334 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 335
S K I L L S B U I L D I N G E X E R C I S E S
1 Criticize the following excerpts from résumés. (Th ey are not from the same résumé.) LO4
a. Work Experience 2009–2012 Employed as sales rep for Lloyd-Shanks
Tool Company 2006–2009 Offi ce manager, Drago Plumbing Supply,
Toronto 2003–2006 Matson’s Super Stores. I worked part time
as sales clerk while attending college.
b. References Mr. Carl T. Whitesides Sunrise Insurance, Inc. 317 Forrest Lane Dover, DE 19901-6452 Patricia Cullen Cullen and Cullen Realtors 2001 Bowman Dr. Wilmington, DE 19804 Rev. Troy A. Graham Asbury Methodist Church Hyattsville, MD 20783 D. W. Boozer Boozer Industries Baltimore, MD 21202
c. Education 2012 Graduated from Tippen H.S. (I was in
top 10 percent of class.)
2012 BS from Bradley University with major in marketing
2012 to Enrolled part time in MBA program at present the University of Phoenix
d. Qualifi cations • Know how to motivate a sales force. I have done it. • Experienced in screening applicants and selecting
salespeople. • Know the pharmaceutical business from 11 years
of experience. • Knowledgeable about realistic quota setting and
incentives. • Proven leadership ability.
2. Criticize these sentences from cover messages: LO5 Beginning Sentences
a. Please consider this my application for any position for which my training and experience qualify me.
b. Mr. Jerry Bono of your staff has told me about a vacancy in your loan department for which I would like to apply.
c. I am that accountant you described in your advertise- ment in today’s Times-Record .
d. I want to work for you!
Sentences Presenting Selling Points
e. From 2009–2013 I attended Bradley University where I took courses leading to a BS degree with a major in fi nance.
4 Discuss the value of each of the sources for fi nding jobs ( a ) before an internship, ( b ) right aft er gradua- tion, and ( c ) aft er 20 years of work in a specialty. LO1, 2, 3
5 Assume that, in an interview for the job you want, you are asked the questions listed in the text under the heading “Anticipating Questions and Preparing An- swers.” Answer these questions. LO6
6 Th e most popular arrangement of résumé information is the three-part grouping: education, experience, and personal details. Describe two other arrangements. When would each be used? LO4
7 Distinguish between the print résumé and the electronic résumé. When would each be most appropriate? LO4
8 What is meant by parallelism of headings ? LO4 9 Describe the cover message and résumé you would
write ( a ) immediately aft er graduation, ( b ) 10 years later, and ( c ) 25 years later. Point out similarities and diff erences, and defend your decisions. LO2, 4, 5
10 What diff erences would you suggest in writing cover messages for jobs in ( a ) accounting, ( b ) banking, ( c ) advertising copy writing, ( d ) management, ( e ) sales, ( f ) consulting, and ( g ) information systems? LO5
11 Discuss the appropriateness of beginning a cover mes- sage with these words: “Th is is to apply for . . .” and “I would like to. . . . ” LO5
12 “In writing cover messages, just present the facts clearly and without analysis and interpretation. Th e facts alone will tell the employer whether he or she wants you.” Discuss this viewpoint. LO5
13 When should the drive for action in a cover message ( a ) request the job, ( b ) request an interview, and ( c ) re- quest a reference check? LO5
14 Discuss some of the advantages that writing a thank- you note to the interviewer gives the writer. LO7
15 Identify some of the benefi ts one gains from continuing to read professional journals for job information aft er one is employed. LO8
ren03210_ch10_284-340.indd 335ren03210_ch10_284-340.indd 335 1/11/13 3:05 PM1/11/13 3:05 PM
336 PART 3 Basic Patterns of Business Messages
f. I am highly skilled in trading corporate bonds as a result of three years spent in the New York offi ce of Collins, Bragg, and Weaver.
g. For three years (2009–2012) I was in the loan depart- ment at Bank One.
h. My two strongest qualifi cations for this job are my personality and gift of conversation.
Sentences from Action Endings
i. I will call you on the 12th to arrange an interview. j. If my qualifi cations meet your requirements, it would
be greatly appreciated if you would schedule an inter- view for me.
k. Please call to set up an interview. Do it now—while it is on your mind.
P R O B L E M - S O L V I N G C A S E S
1 You have successfully prepared yourself for the career of your choice, but the recruiters visiting your school have not yet off ered you a job. Now you must look on your own. So by searching newspapers, online job databases, and com- pany website announcements, fi nd the best job for which you
believe you are qualifi ed. Write two cover messages that you might use to present your qualifi cations for this job: one for print presentation and one for email. Attach a copy of the job description to the messages. Write the résumé and reference sheet to accompany the message.
2 Project yourself three years past your graduation date. During those years, you have had good experience working for the company of your choice in the fi eld of your choice. (Use your imagination to supply this information.)
Unfortunately, your progress hasn’t been what you had ex- pected. You think that you must look around for a better op- portunity. Your search through the classifi ed advertisements
in your area newspapers, online, and in Th e Wall Street Journal , and you turn up one promising possibility (you fi nd it). Write a cover message that skillfully presents your quali- fi cations for this job. (You may make logical assumptions about your experience over the three-year period.) For class purposes, attach the advertisement to your message. Write the résumé and reference sheet to accompany the message.
3 Assume you are in your last term of school, and gradua- tion is just around the corner. Your greatest interest is in fi nd- ing work that you like and that would enable you to support yourself now and to support a family as you win promotions.
No job of your choice is revealed in the want ads of news- papers and trade magazines. No career center has provided anything to your liking. So you decide to do what any good salesperson does: survey the product (yourself) and the mar- ket (companies that could use a person who can do what
you are prepared to do) and then advertise (send each of these companies a résumé with a cover message). Th is pro- cedure sometimes creates a job where none existed before, and sometimes it establishes a basis for negotiations for the “big job” two, three, or fi ve years aft er graduation. And very frequently, it puts you on the list for the good job that is not fi lled through advertising or from the company staff . Write the cover message. Write the résumé and reference sheet to accompany the message.
4 Move the calendar to your graduation date so that you are now ready to sell your working ability in the job market. Besides canvassing likely fi rms with the help of prospecting messages and diligently following up family contacts, you have decided to look into anything that appears especially good in the ads of newspapers, online sources, and maga- zines. Th e latest available issues of large city publications and online services yield the jobs listed below.
Concentrate on the ad describing the job you would like most or could do best—and then write a cover message that will get you that job. Your message will fi rst have to survive the fi ltering that eliminates dozens (sometimes hundreds) of applicants who lack the expected qualifi cations. Toward the end you will be getting into strong competition in which small details give you the superiority that will get you an interview.
Study your chosen ad for what it says and even more for what it implies. Weigh your own preparation even more thor- oughly than you weigh the ad. You may imagine far enough ahead to assume completion of all the courses that are planned for your degree. You may build up your case a bit beyond what
you actually have. Sort the qualifi cations for the job, organize them strategically, and then present them in a cover letter. Write a résumé and reference sheet to accompany your message.
a. Offi ce manager . Currently seeking an offi ce manager with initiative and fl exibility for work in a fast-paced environment. Must have an outgoing personality and excellent communication skills and be a team player. Must be a “power user” of Word and Excel and have excellent Internet search skills. Knowledge of Power- Point a plus. Some overtime expected during crunch periods. Send application materials to Chris Eveland at [email protected].
b. Assistant webmaster . Outstanding information tech- nology, organizational, and interpersonal skills are needed for work on a company portal. Mastery of HTML and PHP, experience with website design including graphic design, and knowledge of client/ server technology are vital. Candidates should be able to communicate with international audiences.
ren03210_ch10_284-340.indd 336ren03210_ch10_284-340.indd 336 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 337
Candidates also must possess excellent writing skills and the ability to eff ectively manage multiple proj- ects while interfacing with company employees. A bachelor’s degree with a background in information systems, marketing, or communications is required. Please send résumé to Megan Adami in Human Re- sources, 7165 North Main Street, (your city), or fax it to 1-888-444-5047, or email it to megan_adami@ cnet.com.
c. Management trainee . Named by Fortune magazine as one of the best places to work, this constantly expand- ing international company uses shared decision mak- ing and clear career paths so that employees can be productive and well rewarded. Th e challenging man- agement training program requires candidates with good communications skills and high energy levels to be successful. Applicants must be computer literate and possess good interpersonal skills. Fax résumé to Don Zatyko at 1-888-399-2569.
d. Staff accountant—payroll specialist . We are looking for an accountant who desires to grow and move up the ladder. One should be motivated and willing to work in a fast-paced, multitasking environment. An associate’s degree in accounting or fi nance is required. Addition- ally, the ideal candidate will be detail-oriented and able to meet deadlines. Th e job involves coordinating trans- fers of time worked data from time collection systems to payroll systems. Must have extended knowledge of Excel to compute withholdings and deductions, and must stay up-to-date on multiple state laws regarding payroll. Excellent compensation package and benefi ts. Apply to Carolynn Workman, accounting director, at [email protected].
e. Staff accountant . Successful candidate should have a BS in accounting and be profi cient in QuickBooks and/or Excel. Would be responsible for performing account analysis for corporate accounts, assisting in consolidation of subsidiaries, and assisting in the prep- aration of annual and quarterly fi nancial statements and fi nancial reports for certain subsidiaries. Experi- ence in the local environment of small business is de- sirable. If you are concerned with order, quality, and accuracy, please contact us by mail at Administrative Partner, Winship and Acord, P.C., 3013 Stonybrook Drive, (your city), or by email at CWA@msn .com, or by fax at 1-217-399-2569.
f. Network specialist . We seek someone who can help deliver reliable, secure, and integrated networks. Must be able to bring together data and voice, WAN and LAN, fi ber optics and wireless. Opportunity to learn newest technologies. Must have network certi- fi cation such as MCP, MCSE, CNA, or CNE as well as a college degree or the equivalent experience. Re- quires excellent interpersonal and problem-solving skills. Experience with multiplatform computing is preferred. Will be expected to develop technical
documentation and help establish network policies, procedures, and standards to ensure conformance with information systems and client objectives and strategy. Qualifi ed applicants should send application documents to Robert Edwards at [email protected].
g. Technology analyst/consultant . A fast-growing, highly regarded information technology assessment/ consulting fi rm has a position for someone with expertise in client/ server technology and Access. Must have excellent writ- ten communication and interpersonal skills. Vendor or user organization experience is highly desirable. Posi- tion is in the Bay Area. Send or fax your résumé to direc- tor of human resources at 500 Airport Road, Suite 100, (your city), or 415-579-1022.
h. Financial analyst . An eastern-based investment fi rm is seeking an analyst to help with the evaluation of po- tential private equity investments and marketing of an existing and a new leveraged buyout fund. Should have a bachelor’s degree from a good school and some ex- perience in banking. Ideal candidates will have strong analytical capabilities and excellent computer skills, particularly spreadsheet, statistics, and database. Please email your résumé to andrew-winston@fi delity.com.
i. Trade show exhibits coordinator . Position reports to the national sales manager and requires an individ- ual who can work independently as well as part of a team. Professional telephone and computer skills are essential. Coordinator will maintain exhibitor contact databases, serve as an internal liaison to accounting and as an external liaison to vendors, and assist the on-site fl oor managers with various exhibitor-related responsibilities. Also must create exhibitor and at- tendee pre- and post-show surveys, collect data, and compile results. Trade show, association, or conven- tion services experience is a plus. Some limited travel is expected. Send your résumé to [email protected].
j. Sales representative . Major pharmaceutical company is expanding and looking for a sales representative in your area. Ideal candidate will have a successful record of sales experience, preferably in a business-to- business environment. Candidate must be well versed in science and willing to continually learn about new products. Good knowledge of your area is highly de- sirable. Send your résumé to Jane_Adami@pfi zer.com.
k. Internet programmer . Seeking a professional indi- vidual with experience in complex HTML/DHTML, strong web development, and a thorough under- standing of ajax and PHP. Will design, write, modify, test, and maintain programs and scripts for a suite of server applications. Must be comfortable in a UNIX environment and possess some competency in SQL. Any experience with data warehousing would be a plus. Additionally, a qualifi ed candidate should be a team player and self-motivated and possess excel- lent speaking and writing skills. Send all application documents to [email protected].
ren03210_ch10_284-340.indd 337ren03210_ch10_284-340.indd 337 1/11/13 3:05 PM1/11/13 3:05 PM
338 PART 3 Basic Patterns of Business Messages
l. Marketing professional . An international, rapidly growing consumer and trade publisher is seeking a self-motivated individual to help us reach our goal of doubling revenues by the year 2015. Ideal candidate will be an innovative, results-oriented professional willing to take the challenge of developing new mar- kets in Central and South America. Should be good at packaging and repackaging information products for a large and expanding customer base. We are looking for those with some experience, creative writing tal- ent, leadership skills, good communication skills, and strong interpersonal skills. Sell yourself through your cover message and résumé. Send a rich media text to Th omas McLaughlin, corporate vice president, Black- hawk Publishing at [email protected].
m. Executive administrative assistant . Vice president of a Fortune 500 manufacturing company seeks a highly competent, personable, organized, and dependable executive assistant. College degree desired. Must have excellent communication skills and thorough com- mand of Internet navigation as well as word process- ing and presentation programs. In addition to basic business knowledge in accounting, economics, com- puter systems, fi nance, marketing, and management, an understanding of manufacturing in a global mar- ket would be desirable. Apply to director of human resources, P.O. Box 3733, (your city).
n. Graphic artist . An employee-owned systems integration fi rm has an immediate need for a graphic artist. A bache- lor’s degree or an associate’s degree with some experience desired. Must be profi cient in PhotoShop and Illustra- tor, preferably in a Windows environment. Will prepare presentation and curriculum support graphics for gov- ernment customer. Knowledge of project management soft ware is a plus. Must have a work portfolio. Send ré- sumé to the attention of KML, P.O. Box 900, (your city).
o. MIS specialist . A local medical clinic is seeking an indi- vidual to manage a multisite, multiplatform computer system. Will be responsible for troubleshooting and coordinating problems in a Windows Vista environ- ment and writing reports for management. A back- ground in the healthcare/medical fi eld combined with a good knowledge of computing is highly desirable. Send résumé to (your city’s name) Community Clinic, 1113 Henderson, (your city), or fax to 888-316-1026.
p. Financial manager . Multispecialty medical group (60 doctors) needs dedicated professional to work in providing fi nancial planning and control in a grow- ing organization. Join a team of fi nancial specialists who bear responsibility for budgeting, general ac- counting, reimbursement, billing processes, and ex- ternal reporting. Also responsible for development of long- and short-range fi nancial goals and evaluation of their impact on strategic objectives and service mission. Degree in accounting/fi nance. Technical and team skills needed. Competitive salary and benefi ts
package. Send letter and résumé to Mount Renault Medical Group, Box 14871, New York, NY 00146.
q. Accountant . A major real estate developer and property management company seeks an accountant. Must have a bachelor’s degree in accounting. Will assist in fi nancial reporting, tax preparation, cash fl ow projections, and year-end audit workpaper preparation. Mastery of Excel is required as are good communication skills. Some work experience in accounting is desirable; internship experi- ence in an accounting or real estate environment is also desirable. Send your résumé and cover letter to TPL, P.O. Box 613, (your city) or email it to [email protected].
r. Accounting majors . Multinational consumer electronics fi rm seeks entry-level accountant for work in its con- troller’s division. Th is person must be knowledgeable in fi nancial and managerial accounting, internal auditing, budgeting, and capital investments. A multinational orientation, degree in accounting, and progress toward completion of CPA or CMA are a plus. Good commu- nication skills (written and oral) and computer appli- cations are required. Interested applicants should send letter and résumé to [email protected].
s. Bank examiner . Federal Reserve Bank (nearest to your location) seeks career-oriented individuals. Persons hired will conduct on-site examinations of foreign banks operating in the U.S. in their lending activities, derivative products, bank operations, and fi nancial information. Applicants must possess a bachelor’s degree in accounting, fi nance, or econom- ics. Evidence of cross-cultural sensitivity and foreign language profi ciency is preferred. Travel 30–50 per- cent of the time. Excellent oral/written skills and U.S. citizenship required. Apply with letter, résumé, and reference sheets to Federal Reserve Board, Human Resources Department, (your region).
t. Proposal writer . Global leader in high-technology asset management needs individual to prepare proposals for clients. Person selected must be a team player, thrive on high-tech challenges in fast-paced environment, and possess a state-of-the-art solution orientation. Ex- cellent writing skills essential, along with BBA degree and experience with various hardware/soft ware tech- nologies. Job includes coordinating appropriate per- sons to defi ne solutions and preparing program plans with cost estimation for clients. Send letter, résumé, and writing sample to Department SAS, (your city).
u. Assistant to operations manager . Proven leader in the insurance industry seeks a highly motivated assistant to the operations manager of regional service center. Technical skills include profi ciency in Internet use and Microsoft Word, Excel, PowerPoint, Access, and other database applications. College training pre- ferred with good people skills. Person selected must be able to develop and maintain eff ective working relationships with internal and external customers.
ren03210_ch10_284-340.indd 338ren03210_ch10_284-340.indd 338 1/11/13 3:05 PM1/11/13 3:05 PM
CHAPTER 10 Conducting a Winning Job Campaign 339
Apply to HR Department, Box 7438, (your city) or email to [email protected].
v. Environmental safety and health assistant . World leader in battery manufacturing is looking for an individual to work in safety and health area of production plant and distribution center. Th e successful candidate will need to have a business or environmental engineering degree and possess excellent organizational and people skills. Job duties involve administering health/safety programs, conducting training, and working with gov- ernmental agencies and regulatory personnel. Excel- lent opportunity for results- oriented individual seeking to work for a safe, attractive, and sanitary environment. Send cover message and résumé to Box SH, (your city).
w. Account executive for display advertising . State busi- ness journal invites applications for career-oriented individuals. Qualifi ed candidates must be college graduates (business preferred) and have work back- ground to demonstrate reliability and commitment. Job scope involves selling display advertising in cre- ative ways for specialized business print and online publications. Applicants should be of high energy, aggressive, and creative. Send applications to Drawer HBD, (your city), or [email protected].
x. Financial consultant . Large communications services company needs qualifi ed person to provide communi- cation-based utility automation consulting to electric utilities. Must have comprehensive fi nancial man- agement knowledge. Perform economic analyses on
current and proposed projects; assist in development of budgets; evaluate budget to actual performance; prepare monthly reports. Demonstrated knowledge of strategic planning, valuation techniques, account- ing principles, and economic forecasts. Must commu- nicate well orally and in writing. Email letter, résumé, and references to [email protected].
y. SEO Blogger . New website is seeking a writer/intern for its search engine optimization (SEO) blog. Th is new site, which has free SEO tools, is attracting a growing worldwide interest. We are seeking two writ- ers for three to fi ve posts per week. Must have a back- ground in SEO and be abreast of the fi eld in order to write on current topics. Telecommuting is OK. Please send samples of your work or links to it along with your SEO credentials to [email protected].
z. Corporate trainer . Exciting opportunity is available for a professional with strong presentation skills, good organizational skills, and excellent written and oral communication skills. Successful trainer will be able to eff ectively communicate technical infor- mation to both technical and nontechnical users. Should be able to design classroom training modules and measure their eff ectiveness. Good time manage- ment and use of Outlook are required. Some travel to clients’ sites may be required. Application docu- ments including a sample PowerPoint presentation should be sent to Sharon Garbett, President, Sedona Training, P.O. Box 1308, Moline, Illinois 61266.
7 You are seeking an internship in your fi eld. Using your school’s career services offi ce, online internship sites, personal contacts, or other sources, fi nd an internship in your fi eld that you are currently qualifi ed to hold. Write a résumé, references list, and cover letter for the position. Print a copy of the position description for your instructor.
If you fi nd the information through a personal contact or have no offi cial job posting to print, write a brief para- graph describing the position. Be sure the description includes your personal contact’s name, job title, company name, and contact information as well as a list of job duties and qualifi cations.
6 Using a tool of your choice such as LinkedIn, Weebly, or Yola, create a webpage profi le complete with links that
provide supporting details. Take care that your online port- folio is easy to navigate as well as pleasing to view.
5 You are looking ahead to your graduation soon. You’ve decided to begin to look for jobs online. Tap into a system that you know posts jobs in your major or a corporate website that posts job openings. (See the textbook website for links to some of these sites.) Browse through the jobs until you see one that appeals to you and for which you will be qualifi ed when
you graduate. Print (or save) a copy of the ad so you will have it handy when you write your résumé and cover messages. Ad- dress the points covered in the ad and explain that you learned about the position from a particular online system. Plan to send your résumé electronically via email. Plan to send both a formatted and a scannable version of your résumé.
8 You are seeking an internship but have not yet found a job posting that fi ts your interests and abilities. However, you have always wanted to work for (pick a real company), and even though the company has no positions advertised, you decide to send an unsolicited cover letter, résumé, and references to this company. Before you write
the letter and résumé, though, you will want to analyze your purpose and goals; your audience; and the skills, experience, and qualifi cations you could bring to an internship with this company. Submit this analysis in a short memo to your instructor. Th en prepare a résumé and cover letter targeted to the internship.
ren03210_ch10_284-340.indd 339ren03210_ch10_284-340.indd 339 1/11/13 3:05 PM1/11/13 3:05 PM
This page intentionally left blank
PART FOUR
Fundamentals of Report Writing
11 Preparing Informative and Infl uential Business Reports
12 Choosing the Right Type of Report
13 Conducting Research for Decision Makers
14 Using Visuals to Make Your Point
Why is sound, well-presented research so
important in business? Caroline Molina-Ray,
MBA, PhD, and Executive Director of Re-
search and Publications at Apollo Research
Institute, explains:
“Business leaders must base their decisions
on relevant facts—not just on intuition.
Eff ective research provides leaders with facts
they can use to plan, evaluate, and improve
business performance. To be most useful, re-
search must not only include pertinent data but
also explain what the data mean and how a de-
cision maker might act on this information. For
example, if the data show that many competi-
tors are entering the market, this may mean a
potentially smaller market share for the business, and the company may need to re-evaluate
its sales and marketing strategy to maintain a competitive advantage.
“Readers appreciate research that is clear and concise but with enough detail to answer
their key questions. Visual elements such as charts, tables, and graphs can be effi cient tools
for illustrating data—but don’t let the visuals speak for themselves. Always provide a brief
explanation of any graphic, and synthesize the overall fi ndings in a reader-friendly execu-
tive summary.”
Caroline Molina-Ray, Executive Director of Research and Publications, Apollo Research Institute
ren03210_ch11_341-373.indd 341ren03210_ch11_341-373.indd 341 1/10/13 11:13 AM1/10/13 11:13 AM
Learning Objectives Upon completing this chapter, you will be able to prepare well-organized, objective reports. To reach this goal, you should be able to:
1 State a problem clearly in writing.
2 List the factors involved in a problem.
3 Explain the common errors in interpreting and develop attitudes and practices conducive to good interpreting.
4 Organize information in outline form, using time, place, quantity, factor, or a combination of these as bases for division.
5 Construct topic or talking headings that outline reports logically and meaningfully.
6 Write reports that are clear, objective, consistent in time viewpoint, smoothly connected, and interesting.
7 Prepare reports collaboratively.
Learning Objectives Upon completing this chapter, you will be able to prepare well-organized, objective reports. To reach this goal, you should be able to
1 Write clear problem and purpose statements.
2 List the factors involved in a problem.
3 Explain the common errors in interpreting data and develop attitudes and practices conducive to good interpreting.
4 Organize information in outline form, using time, place, quantity, factor, or a combination of these as bases for division.
5 Turn an outline into a table of contents whose format and wording are logical and meaningful.
6 Write reports that are focused, objective, consistent in time viewpoint, smoothly connected, and interesting.
7 Prepare reports collaboratively.
CHAPTER ELEVEN
Preparing Informative and Influential Business Reports
ren03210_ch11_341-373.indd 342ren03210_ch11_341-373.indd 342 1/10/13 11:13 AM1/10/13 11:13 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 343
REPORTS AND YOUR FUTURE How oft en you write reports in the years ahead will depend on the size and nature of the organization you work for. If you work for a very small organization (say, one with fewer than 10 employees), you will probably write only a few. But if you work for a midsize or larger organization, you are likely to write many. Th e larger the organiza- tion, the greater its complexity; and the greater the complexity, the greater the need for information to manage the organization.
Th e nature of the business can also infl uence the number and type of reports you will write. Th e Securities and Exchange Commission requires all publicly traded busi- nesses to write certain fi nancial reports at regular intervals. A consulting fi rm’s whole business eff ort may be directed toward informational and advisory reports to its clients. A business performing work under government contracts will also have special report- ing needs. Th ough the frequency with which you will write reports and the kinds you will write will depend on your job and your employer, you can be fairly certain that report writing will fi gure signifi cantly in your business career.
DEFINING REPORTS You probably have a good idea of what reports are. Even so, you might have a hard time defi ning them. Some people defi ne reports to include almost any presentation of information, while others use the term to refer only to the most formal presentations.
Introduce yourself to the subject of report writing by as- suming the role of an operations analyst at Technisoft, Inc. Much of your work at this large software company in- volves getting information for your boss, the president of the company. Yesterday, for example, you looked into the question of excessive time spent by offi ce workers on the Internet. A few days earlier, you worked on an as- signment to determine the causes of unrest in one of the local branches. Before that assignment you investigated a supervisor’s recommendation to change an evaluation process. You could continue the list indefi nitely because investigating problems is a part of your work. You must write a report on each of your investigations. You write such reports for good reasons. Written reports make permanent records. Those who need the informa- tion contained in these reports can then review and study them at their convenience. Written reports also can be routed to a number of readers with a minimum of effort and for this reason are often a convenient and effi cient means of transmitting information. Your report-writing work is not unique to your job. In fact, report writing is common throughout the com- pany. For example, the engineers often report on the technical problems they encounter. The accountants
regularly report to management on the company’s fi nan- cial status and compliance with regulations. The sales- people regularly report on marketing matters. And so it is throughout the company. Such reporting is vital to your company’s operations—as it is to the operations of all companies. Writing to external audiences can also be critical to an organization’s success. If the organization is a consulting fi rm, reports to the client may be its primary deliverable. If the company is publicly traded, it is required by law to submit fi nancial reports to the government and to share- holders. Depending on the nature of its business, a com- pany may have to write reports to various agencies about its impact on the environment, its hiring practices, or its compliance with quality standards. Sometimes reports are written by individuals. Increas- ingly, however, they are prepared in collaboration with others. Even if one person has primary responsibility for a report, he or she will often need contributions from many people. Indeed, report writing draws on a wide variety of communication skills, from getting information to present- ing it clearly. This and the following chapter describe the structure and writing of this vital form of business communication.
INTRODUCTORY CHALLENGE
Writing Reports to Solve Workplace Problems
ren03210_ch11_341-373.indd 343ren03210_ch11_341-373.indd 343 1/10/13 11:13 AM1/10/13 11:13 AM
344 PART 4 Fundamentals of Report Writing
We use this middle-ground defi nition: A business report is an orderly and objective com- munication of factual information that serves a business purpose .
As an orderly communication, a report is prepared carefully. Th is care in their prepa- ration distinguishes reports from casual exchanges of information. Th e objective qual- ity of a report is its unbiased approach. Good reports present all the relevant facts and interpret them without personal bias. Th e word communication in our defi nition is broad in meaning. It covers all ways of transmitting meaning: speaking, writing, using visuals, or a combination of these. Th e basic ingredient of reports is factual information . Factual information is based on events, statistics, and other data. Finally, a business report must serve a business purpose . Research scientists, medical doctors, ministers, students, and many others write reports, but to be classifi ed as a business report, a report must help a business solve its problems or meet its goals.
Th is defi nition is specifi c enough to be useful but broad enough to account for the variations in business reports. For example, some reports (information reports) do nothing more than present facts. Others (analytical reports) go a step further by in- cluding interpretations, sometimes accompanied by conclusions. Recommendation re- ports go further yet, presenting advice for future action. Some reports are highly formal both in writing style and in physical appearance, while some are highly informal. Th e situation will determine the specifi c qualities of any given report. However, all reports should help readers make informed business decisions.
DETERMINING THE REPORT PROBLEM AND PURPOSE Your work on a report logically begins with a need, which we refer to in the following discussion as the problem . Someone or some group (usually your superiors) needs information for a business purpose. Perhaps the need is for information only; perhaps it is for information and analysis; or perhaps it is for information, analysis, and rec- ommendations. Whatever the case, someone with a need will authorize you to do the work. How you defi ne this need (problem) will determine your report’s purpose .
Th e Preliminary Investigation Your fi rst task is to understand the problem. To do this well, you will almost surely have to gather additional information beyond what you’ve been given. You may need to study the company’s fi les or query its databases, talk over the problem with experts, search through external sources, and/or discuss the problem with those who autho- rized the report. You should do enough preliminary research to be sure you understand the problem that your report is intended to address.
Th e Need for Clear Problem and Purpose Statements Your next task is to clearly state your understanding of the problem and your report’s purpose . Clear problem and purpose statements are important for you as you plan and write the report and for those who will read and use the report.
Th e problem statement provides a clear description of the situation that created the need for your report. Problem statements are generally written as declarative state- ments. For example, a simple one might read “Sales are decreasing at Company X.”
You should then write a purpose statement (also called the report’s objective, aim , or goal ). Th is statement is oft en written in the form of a question or infi nitive phrase. Th us, if your problem is that Company X wants to know why sales are decreasing, your purpose statement may be “to determine the causes of decreasing sales at Company X” or “What are the causes of decreasing sales at Company X?”
Sometimes, as in the preceding example, the purpose will be clearly implied in the problem statement. Other times, the problem will be so complex or general that you will need to put some thought into your report’s purpose. For example, the purpose of a re- port intended to help a company reduce employee turnover could be “to fi nd out why
LO1 Write clear problem and purpose statements.
ren03210_ch11_341-373.indd 344ren03210_ch11_341-373.indd 344 1/10/13 11:13 AM1/10/13 11:13 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 345
employee turnover is so high,” “to fi nd out how other companies have addressed em- ployee turnover,” “to fi nd out what makes loyal employees stay,” a combination of these, or some other purpose. Consider carefully what approach your report will take to the problem.
Th ese statements will help keep you on track as you continue through the project. In addition, they can be reviewed, approved, and evaluated by people whose assistance may be valuable. Most important, putting the problem and purpose in writing forces you to think them through. Keep in mind, though, that no matter how clearly you try to frame the problem and your research purpose, your conception of them may change as you continue your investigation. As in other types of business writing, report writing oft en involves revisiting earlier steps (recursivity), as discussed in Chapters 1 and 6.
In your completed report, the problem and purpose statements will be an essential component of the report’s introduction and such front matter as the letter of transmit- tal and executive summary; they will orient your readers and let them know where your report is headed.
DETERMINING THE FACTORS Once you’ve defi ned the problem and identifi ed your purpose, you determine what factors you need to investigate. Th at is, you determine what subject areas you must look into to solve the problem.
What factors a problem involves can vary widely, but we can identify three com- mon types. First, they may be subtopics of the overall topic about which the report is concerned. Second, they may be hypotheses that must be tested. Th ird, in problems that involve comparisons, they may be the bases on which the comparisons are made.
Use of Subtopics in Information Reports If the problem concerns a need for information, you will need to fi gure out the areas about which information is needed. Illustrating this type of situation is the problem of preparing a report that reviews Company X’s activities during the past quarter. Th is is an informational report problem—that is, it requires no analysis, no conclusion, no
LO2 List the factors involved in a problem.
Changes in the regulatory environment can have a sig- nifi cant impact on the kinds of reporting that companies must do. One of the most major changes in recent history was the adoption of the Sarbanes-Oxley Act in 2002. * The law, which applies to all publicly traded companies, was intended to minimize fi nancial scandals like those involv- ing Enron, Arthur Andersen, Lehman Brothers, and Bernie and Peter Madoff and to maintain investor confi dence. It requires companies to submit periodic reports on their fi nancial practices to outside audit committees and assess- ments of those practices to the Securities and Exchange Commission (SEC), beyond the fi nancial reports they were already submitting (such as their annual 10-K reports). But chief fi nancial offi cers are not the only ones writing more reports. Managers, offi ce personnel, and information
technology professionals also must do much more report- ing on procedures and controls involving fi nancial trans- actions and recordkeeping. And the process of bringing these companies into compliance has generated thou- sands of internal directives and reports. You will not be able to predict all the kinds of reports you may be asked to write. At any moment, your company, its needs, or its environment may change. You must be ready to adapt with your problem-analysis, data-gathering, interpreting, and writing skills.
* For further information, see the Sarbanes-Oxley Beginner’s Guide at http://beginnersguide.com/accounting/sarbanesoxley/ .
COMMUNICATION MATTERS
Report-Writing Practices and the Sarbanes-Oxley Act
ren03210_ch11_341-373.indd 345ren03210_ch11_341-373.indd 345 1/10/13 11:13 AM1/10/13 11:13 AM
346 PART 4 Fundamentals of Report Writing
recommendation. It requires only that information be presented. Th e main eff ort in this case is to determine which subdivisions of the overall topic should be covered. Aft er thoroughly evaluating the possibilities, you might come up with a plan like this:
Purpose statement : To review operations of Company X from January 1 through March 31.
Subtopics:
1. Production
2. Sales and promotion
3. Financial status
4. Computer systems
5. Product development
6. Human resources
Hypotheses for Problems Requiring Solution Some problems concern why something bad is happening and perhaps how to cor- rect it. In analyzing problems of this kind, you should seek explanations or solutions. Such explanations or solutions are termed hypotheses . Once formulated, hypotheses are tested, and their applicability to the problem is either proved or disproved.
To illustrate, assume that you have the problem of determining why sales at a certain store have declined. In preparing to investigate this problem, you would think of the possible explanations (hypotheses) for the decline. You might identify such possible reasons as these:
Purpose statement : To fi nd out why sales at the Springfi eld store have declined.
Hypotheses: 1. Activities of the competition have caused the decline.
2. Changes in the economy of the area have caused the decline.
3. Merchandising defi ciencies have caused the decline.
4. Changes in the environment (population shifts, political actions, etc.) have caused the decline.
You would then conduct the necessary research to test these hypotheses. You might fi nd that one, two, or all apply. Or you might fi nd that none is valid. If so, you would have to generate additional hypotheses for further evaluation.
Bases of Comparison in Evaluation Studies When the problem concerns evaluating something, either singularly or in comparison with other things, you should look for the bases for the evaluation. Th at is, you should determine what characteristics you will evaluate and the criteria you will use to evaluate them.
Illustrating this technique is the problem of a company that seeks to determine which of three cities would be best for expansion. Th e bases for comparing the cities are the factors that would likely determine the success of the new branch. Aft er considering such factors, you might come up with a plan like this:
Purpose statement : To determine whether Y Company’s new location should be built in City A, City B, or City C.
Comparison bases: 1. Availability of skilled workers
2. Tax structure
3. Community attitude
4. Transportation facilities
5. Nearness to markets
ren03210_ch11_341-373.indd 346ren03210_ch11_341-373.indd 346 1/10/13 11:13 AM1/10/13 11:13 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 347
Each of the factors selected for investigation may have factors of its own. In this illustration, for example, the comparison of transportation in the three cities may well include such subdivisions as water, rail, truck, and air. Workers may be compared by using such categories as skilled workers and unskilled workers. Subdivisions of this kind may go still further. Skilled workers may be broken down by specifi c skills: engineers, programmers, technical writers, graphic designers. Make as many subdivisions as you need in order to provide a thorough, useful comparison.
GATHERING THE INFORMATION NEEDED F or many business problems, you can conduct the investigation on your own. A pro- duction problem, for example, might require gathering and reviewing the company’s production records. A sales problem might require collecting information through dis- cussions with customers and sales personnel. A computer problem might require talk- ing to both end users and programmers. A purchasing problem might require getting product information, fi nding prices, and compiling products’ performance statistics. A problem involving adopting a new business practice might require searching business literature and relevant websites to learn about the practice’s pros and cons and to gather advice about its implementation. An investigation that you do by yourself usually re- quires knowledge of your fi eld of work, which is probably why you were assigned the problem.
Some business problems require a more formal type of research, such as an experi- ment, survey, or focus group. In such cases, you will almost surely require others’ assis- tance. Chapter 13, as well as the collaborative writing section at the end of this chapter, can help you prepare for these projects.
As you conduct your research, follow these general guidelines:
• Gather more information than you will use . Busy college students are sometimes tempted to gather just enough information and no more or to exert the eff ort
Report writing requires hard work and clear thinking in every stage of the process. To understand the problem, identify your report’s purpose, and prepare the report that will solve the problem, you may need to consult many sources of information .
ren03210_ch11_341-373.indd 347ren03210_ch11_341-373.indd 347 1/10/13 11:13 AM1/10/13 11:13 AM
348 PART 4 Fundamentals of Report Writing
To survive and thrive, businesses must have timely, ac- curate data about their operations. For many businesses, that means investing in software that will generate the informational reports they need. The most powerful report-writing tools are those that are integrated with enterprise resource planning (ERP) systems, which allow managers real-time access to data about the different facets of the company. These prod- ucts’ report-writing tools make it easy to get a snapshot of any part of business operations, whether it be the current fi nancial picture, the sales history of a certain product, or the status of customers’ accounts. But even small businesses can benefi t from report- writing tools. Shown here is the title page of a sample
home-inspection report created with Horizon software. The software enables home inspectors to create all the necessary components—from transmittal letter to con- tract to results and recommendations—and then gener- ates a professional-looking report for the customer. While you may not be able to fi nd software to sup- port your report writing to this extent, you will almost surely use electronically generated reports when pre- paring your own reports. Be sure to familiarize yourself with any report-writing tools your organization uses so that you do not overlook important data or leave out in- formation that your reader expects to see in your report.
TECHNOLOGY IN BRIEF
Report-Writing Tools Help Businesses Succeed
SOURCE: “Professional Reports,” CarsonDunlop , Carson, Dunlop & Associates Ltd., 2012, Web, 8 July 2012. Reprinted with permission.
ren03210_ch11_341-373.indd 348ren03210_ch11_341-373.indd 348 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 349
they think the research should require and then stop. But those are bad research practices. In business, your job is to help solve a problem, not just to show that you spent some time on it. Keep researching until you feel you have found the information that will allow you to generate the best solution.
• Be resourceful . As Chapter 13 explains, you’ll have many research methods and resources at your disposal. Use good judgment when fi guring out where you’re likely to fi nd the best information. And when you fi nd information in one place (for example, a website about customers’ preferences), check it against information in another place (the research literature or opinions of your own customers).
• Keep accurate notes . To make your research effi cient, keep a record of where you’ve looked and what you’ve found there. For example, if you’re searching the Internet or a database, jot down the diff erent search terms and combinations of terms you’ve used so that you don’t repeat the same search. As Chapter 13 advises, you should also keep careful records of your sources so that you can go back to them as needed and document them accurately in your report.
INTERPRETING THE FINDINGS Th e next major stage of the report-writing process is to interpret the information you’ve gathered.
Actually, you will have done a good bit of interpreting already by the time you reach this stage. You had to interpret the elements of the situation to understand the problem and determine your research purpose. You also had to interpret your data as you were gathering them to make sure that you were getting appropriate and suffi cient informa- tion. But when your research is fi nished, you will need to formulate the interpretations that will guide the shape and contents of your report.
LO3 Explain the common errors in interpreting data and develop attitudes and practices conducive to good interpreting.
Interpreting facts requires not only analytical skills and objective judgment but consideration for ethical issues as well .
ren03210_ch11_341-373.indd 349ren03210_ch11_341-373.indd 349 1/10/13 11:14 AM1/10/13 11:14 AM
350 PART 4 Fundamentals of Report Writing
To do this, keep both your problem and your readers in mind. Your fi ndings will need to apply clearly to the given problem in order to be viewed as logical solutions. But they will also need to meet the readers’ needs in order to be viewed as relevant and helpful. If you have kept your reader-based problem and purpose statements in mind while doing your research, making logical, reader-based analyses of your data should follow naturally.
How you interpret your data will vary from case to case, but the following general advice can help you with this process.
Advice for Avoiding Human Error Certain human tendencies lead to error in interpretation. Th e following list explains how to minimize them:
1. Report the facts as they are . Do nothing to make them more or less exciting. Adding color to interpretations to make the report more interesting compromises objectivity.
2. Do not think that conclusions are always necessary . When the facts do not support a conclusion, you should just summarize your fi ndings and conclude that there is no conclusion. All too oft en, report writers think that if they do not conclude, they have failed in their investigation.
3. Do not interpret a lack of evidence as proof to the contrary . Th e fact that you cannot prove something is true does not mean that it is false.
4. Do not compare noncomparable data. When you look for relationships between sets of data, make sure they have enough similarities to be comparable. For example, you might be able to draw conclusions about how two groups of employees diff er at Company X, but you probably would not be justifi ed in comparing Group A from Company X to Group B from Company Y.
5. Do not draw illogical cause–eff ect conclusions . Th e fact that two sets of data appear to aff ect each other does not mean they actually do. Th ey may be only correlated (strongly associated for an undetermined reason). Use research and good logic to determine whether a cause–eff ect relationship is likely.
6. Beware of unreliable and unrepresentative data . Much of the information to be found in secondary sources is incorrect to some extent. Th e causes are many: collection error, biased research, recording mistakes. Beware especially of data collected by groups that advocate a position (political organizations, groups supporting social issues, and other special interest groups). Make sure your sources are reliable. And remember that the interpretations you make are no better than the data you interpret.
7. Do not oversimplify . Most business problems are complex, and it can be tempting to settle for easy answers. Avoid conclusions and recommendations that do not do justice to the problem.
You’re right. This report does make you look like a fool.
SOURCE: © 1985 Dean Vietor. Used with permission.
ren03210_ch11_341-373.indd 350ren03210_ch11_341-373.indd 350 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 351
8. Tailor your claims to your data . Th ere’s a tendency among inexperienced report writers to use too few facts to generalize far too much. If you have learned about a certain phenomenon, do not assume that your interpretations can automatically be applied to similar phenomena. Or if your research has revealed the source of a problem, do not assume that you can also propose solutions; fi nding solutions can be a separate research project altogether. Make only those claims that are well supported by your evidence, and when you are not sure how strong to make them, use such qualifi ed language as “may be,” “could be,” and “suggest.”
Appropriate Attitudes and Practices In addition to being alert to the most likely causes of error, you can improve your inter- pretation of fi ndings by adopting the following attitudes and practices:
1. Maintain a judicial attitude . Play the role of a judge as you interpret. Look at all sides of every issue without emotion or prejudice. Your primary objective is to form the most reliable interpretations of the situation.
2. Consult with others . It is rare indeed when one mind is better than two or more. You can usually profi t by talking over your interpretations with others.
3. Test your interpretations . While the ultimate test of your interpretations’ validity will be how well they hold up in their actual application to a company problem, you can perform two tests to help you make reasonable inferences from your data. First is the test of experience . In applying this test, you ponder each interpreta- tion you make, asking yourself, “Does this appear reasonable in light of all I know or have experienced?” Second is the negative test , which is a critique of your own conclusions. Here, you consider what a skeptic or “devil’s advocate” might say about your interpreta- tions. By considering the opposing viewpoint, you can make your interpretations more reliable.
Statistical Tools for Data Analysis In many cases, the information you gather is quantitative—that is, expressed in num- bers. “You can’t manage what you can’t measure” is a common business expression, and while nonnumerical data, such as descriptions of customers’ experiences or comments by employees, are also extremely valuable, the popularity of this expression rightly sug- gests that businesses need accurate numbers in order to succeed. As Chapter 1 points out, barcode systems and other “smart machines,” which store statistics about their use, are generating huge amounts of numerical information. To use such data intelligently, you must fi nd ways of simplifying them so that your reader can grasp their general meaning.
Statistical techniques provide many methods for analyzing data. By knowing them, you can improve your ability to interpret. Although a thorough review of statistical techniques is beyond the scope of this book, you should know the more commonly used methods, described in the following paragraphs.
Possibly of greatest use to you in writing reports are descriptive statistics — measures of central tendency, dispersion, ratios, and probability. Measures of cen- tral tendency—the mean, median, and mode—will help you fi nd a value that roughly represents the whole. Th e measures of dispersion—ranges, variances, and standard deviations—help you describe how spread out the data are. Ratios (which express pro- portionate relationships) and probabilities (which determine how many times some- thing will likely occur out of the total number of possibilities) can also help you give meaning to data. Inferential statistics, which enable you to generalize about a whole population based on the study of a sample, are also useful but go beyond these basic elements. You will fi nd descriptions of these and other useful techniques in the help documentation of your spreadsheet and statistics soft ware as well as in any standard statistics textbook.
ren03210_ch11_341-373.indd 351ren03210_ch11_341-373.indd 351 1/10/13 11:14 AM1/10/13 11:14 AM
352 PART 4 Fundamentals of Report Writing
A word of caution, however: Your job as a writer is to help your reader interpret the information. Sometimes unexplained statistical calculations—even if elementary to you—may confuse the reader. Th us, you must explain your statistical techniques and fi ndings explicitly with words and appropriate visuals. You must remember that statistics are a help to interpretation, not a replacement for it. Whatever you do to turn numerical data into meaningful information deserves careful explanation.
ORGANIZING THE REPORT INFORMATION When you have interpreted your information, you will know your report’s main points. Now you are ready to organize this content for presentation. Your goal here is to ar- range the information in a logical order that meets your reader’s needs.
Th e Nature and Benefi ts of Outlining An invaluable aid at this stage of the process is an outline . A good one will show what things go together (grouping) , what order they should be in (ordering) , and how the ideas relate in terms of levels of generality (hierarchy) . Although you can outline men- tally, a written plan is advisable for all but the shortest reports. Time spent on outlining at this stage is well spent because it will make your draft ing process more effi cient and orderly. For longer reports, your outline will also form the basis for the table of contents.
If you have proceeded methodically thus far, you probably already have a rough outline. It is the list of topics that you drew up when planning how to research your problem. You may also have added to this list the fi ndings that you developed when interpreting your data. But when it’s time to turn your research plan into a report plan, you need to outline more deliberately. Your goal is to create the most logical, helpful pattern of organization for your readers.
In constructing your outline, you can use any system of numbering or formatting that will help you see the logical structure of your planned contents. If it will help, you can use the conventional or the decimal symbol system to mark the levels. Th e conventional outlining system uses Roman numerals to show the major headings and letters of the alphabet and Arabic numbers to show the lesser headings, as illustrated here:
Conventional System I. First-level heading
A. Second level, fi rst part B. Second level, second part
1. Th ird level, fi rst part 2. Th ird level, second part
a. Fourth level, fi rst part (1) Fift h level, fi rst part
(a) Sixth level, fi rst part II. First-level heading
A. Second level, fi rst part B . Second level, second part etc.
Th e decimal outlining system uses whole numbers to show the major sections, with decimals and additional numbers added to show subsections. Th at is, the digits to the right of the decimal show each successive level in the outline, as shown here:
Decimal System 1.0 First-level heading
1.1 Second level, fi rst part 1.2 Second level, second part
1.2.1 Th ird level, fi rst part
LO4 Organize information in outline form, using time, place, quantity, factor, or a combination of these as bases for division.
ren03210_ch11_341-373.indd 352ren03210_ch11_341-373.indd 352 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 353
1.2.2 Th ird level, second part 1.2.2.1 Fourth level, fi rst part
1.2.2.1.1 Fift h level, fi rst part 1.2.2.1.1.1 Sixth level, fi rst part
2.0 First-level heading 2.1 Second level, fi rst part 2.2 Second level, second part etc.
Bear in mind that the outline is a tool for you, even though it is based on your readers’ needs. Unless others will want to see an updated outline as you work, spend minimal time on its appearance. Allow yourself to change it, scribble on it, depart from it—whatever seems appropriate as your report develops. For example, you might want to note on your outline which sections will contain visuals, or to jot down a particularly good transition between sections that comes to mind. Th e time to labor over the out- line’s format and exact wording will be when you use it to create the headings and the table of contents for your fi nished report.
Organization by Division One methodical way to create an outline is to use the process of dividing the contents into smaller and smaller sections. With this method, you begin by looking over all your information. You then identify its major parts. Th is fi rst level of division gives you the major outline parts indicated in Figure 11–1 by the Roman numerals (I, II, III, and so on).
Next, you fi nd ways to subdivide the contents in each major section, yielding the second-level information (indicated by A, B, C). If practical, you keep dividing the contents, generating more levels. Th is method helps you divide your report into manageable chunks while also creating a logical and clear structural hierarchy.
Inspiration is a concept mapping tool aimed at helping writers generate ideas and outline their documents. The example shown here demonstrates how individuals or groups can brainstorm the factors of a report that inves- tigates which color laser printer a product design depart- ment should purchase. Using either the diagram or outline view (or both), a report writer would list as many ideas as possible. Later the items and relationships can be rear- ranged by dragging and moving pointers. The software will update the outline symbols as changes are made. Users can toggle between the different views to work with the mode that works best for them. When ready to write, users can export the outline or diagram to Word or Google Docs. You can download a free 30-day trial version from www.inspiration.com/freetrial . Or try the online version, WebspirationPro, available at www.mywebspiration.com/ . Both forms are relatively inexpensive, and the Web-based
version is particularly good for collaborative planning and report writing.
TECHNOLOGY IN BRIEF
Brainstorm and Outline with Visualization Tools
ren03210_ch11_341-373.indd 353ren03210_ch11_341-373.indd 353 1/10/13 11:14 AM1/10/13 11:14 AM
354 PART 4 Fundamentals of Report Writing
Division by Conventional Relationships In dividing your information into subparts, you have to fi nd a way of dividing that will produce approximately equal parts. Time, place, quantity, and factor are the general bases for these divisions.
Whenever the information you have to present has some time aspect, consider or- ganizing it by time division . In such an organization, the divisions are periods of time. Th ese time periods usually follow a logical sequence, such as past to present or present to past. Th e periods you select need not be equal in duration, but they should be about equal in importance.
A report on the progress of a research committee illustrates this possibility. Th e pe- riod covered by this report might be divided into the following comparable subperiods:
Orientation, May–July
Figure 11–1
Procedure for Constructing an Outline by Process of Division
Step 1
Divide the whole into comparable parts. This gives you the major sections of the report. (Usually an introduction begins the outline. Some com- bination of summary, conclusion, and recommendation ends it.)
Step 2
Divide each main (I, II, III) section. This gives you the second-level (A, B, C) headings.
Step 3
Then divide each second-level (A, B, C) heading. This gives the third-level (1, 2, 3) headings.
etc.
Continue dividing as long as it is practical to do so.
1
2
1 2 3 1 2 1 2 1 2
1
2
1B
A
B
A
IV
A
B
V
III
A
etc.
etc.
etc.IIA
B
B
II
AIV
B
AV
A
B
C
III
A
B
C
IA
B
C
I I Introduction
II
IV
V Summary, conclusion, recommendation
III
B
2 3
C
ren03210_ch11_341-373.indd 354ren03210_ch11_341-373.indd 354 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 355
Project planning, August Implementation, September–November
Th e happenings within each period might next be arranged in order of occurrence, and additional subdivisions might even be possible.
If the information you have collected has some relation to geographic location, you may use a place division . Ideally, this division would be such that the areas are nearly equal in importance.
A report on the U.S. sales program of a national manufacturer illustrates division by place. Th e information in this problem might be broken down by these major geo- graphic areas:
New England Atlantic Seaboard South Southwest Midwest Rocky Mountains Pacifi c Coast
Another illustration of organization by place would be a report on the productivity of a company with a number of customer service branches. A major division of the re- port might be devoted to each of the branches. Th e information for each branch might be broken down further, this time by sections, departments, or divisions.
Quantity divisions are possible for information that has quantitative values. To il- lustrate, an analysis of the buying habits of potential customers could be divided by such income groups as the following:
Under $30,000 $30,000 to under $45,000 $45,000 to under $60,000 $60,000 to under $85,000 $85,000 to under $100,000 $100,000 and over
Problems oft en have few or no time, place, or quantity aspects. Instead, they require that certain factors, or information areas, be investigated. You might identify these areas by fi guring out what questions must be answered in order to have complete in- formation pertaining to the problem. Sometimes the problem you’re investigating will naturally suggest certain subtopics.
An example of division by factors is a report that seeks to determine which of three locations is the best for a new offi ce for property management. In arriving at this deci- sion, one would need to compare the three locations based on the factors aff ecting the offi ce location. Th us, the following organization of this problem would be a possibility:
Location accessibility Rent Parking Convenience to current and new customers Facilities
Another illustration of organization by factors is a report advising a manufacturer whether to begin production of a new product. Th e solution of this problem will be reached through careful consideration of the factors involved. Among the more likely factors are these:
Production feasibility Financial considerations Strength of competition Consumer demand Marketing considerations
ren03210_ch11_341-373.indd 355ren03210_ch11_341-373.indd 355 1/10/13 11:14 AM1/10/13 11:14 AM
356 PART 4 Fundamentals of Report Writing
Combination and Multiple Division Possibilities In some instances, combinations of two or more bases of division are possible. In a report on a company’s sales, for example, the information collected could be arranged by a combination of quantity and place:
Areas of high sales activity Areas of moderate sales activity Areas of low sales activity
A report on sales of cyclical products might use the following combination of time and quantity:
Periods of low sales Periods of moderate sales Periods of high sales
Some contents can be organized in more than one way. For example, take a report that addresses the problem of determining the best of three locations for an annual sales meeting. It could be organized by site or by the bases of comparison. Organized by sites, the bases of comparison would probably be the second-level headings:
Site A Airport accessibility Hotel accommodations Meeting facilities Favorable weather Costs Restaurant/entertainment options
Site B Airport accessibility [and so on]
Site C Airport accessibility [and so on]
Organized by bases of comparison, cities would probably be the second-level headings:
Airport accessibility Site A Site B Site C
Hotel accommodations Site A Site B Site C
Meeting facilities Site A Site B Site C [and so on]
Both plans would be logical. However, the organization by cities separates informa- tion that has to be compared, thus making it diffi cult to see which city has the best hotel accommodations. In the second outline, the information that has to be compared is close together. You can determine which city has the best hotel accommodations aft er reading only one section of the report. In this example, then, the second way would be preferable.
ren03210_ch11_341-373.indd 356ren03210_ch11_341-373.indd 356 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 357
Nevertheless, the two plans show that some problems can be organized in more than one way. In such cases, you must compare the possibilities carefully to fi nd the one that most helpfully presents the report information.
From Outline to Table of Contents When you are ready to prepare the table of contents for your report, you will be, in essence, turning the outline that helped you write into an aid for the reader. Because it will be your public outline, the table of contents needs to be carefully formatted and worded.
True, you will probably design the table of contents late in the report-writing pro- cess. We discuss it here as a logical conclusion to our discussion of outlining. But if others involved in the project want to see a well-prepared outline before your report is done, you can use the following advice to prepare that outline.
Note also that what we say about preparing the headings for the table of contents also applies to writing the headings for the report sections. Th e two sets of headings, those in the table of contents and those in the report itself, should match exactly. Using Word’s Styles to format your headings and its Table of Contents generator to create your table of contents will ensure this consistency.
Formatting Decisions . Whatever format you used for your personal outline, you now need to choose one that your reader will fi nd instructive, readable, and appropri- ate. You create an instructive format by clearly indicating the hierarchy of the informa- tion. You should use form (font selection, size, style, and color) and placement (location and indentation) to distinguish among the levels of your contents, as illustrated by the table of contents of Chapter 12’s sample long report (page 418). You make the format readable by using ample vertical white space between topics and enabling readers to see at a glance how the report is organized. Using leaders (dots with intervening spaces) between your topics and your page numbers can also enhance readability.
An appropriate format is one that your reader expects. Some business readers view the conventional outlining system (Roman numerals, letters, and Arabic numbers) and the decimal system (as in 1.2.1) as adding unnecessary clutter to the table of contents. Instead, they prefer the use of form and placement to show them how the parts relate to each other. However, in the military and some technical environments, the decimal sys- tem is expected, and in other contexts, your readers may want the full numerals and let- ters of the conventional system. In our examples, we use format rather than numbering to indicate levels of information, but be sure to use whatever format your readers will prefer.
Topic or Talking Headings . In selecting the wording for your table of contents headings, you have a choice of two general forms: topic headings and talking headings. Topic headings are short constructions, frequently consisting of one or two words. Th ey merely identify the topic of discussion, as in “Cost” or “Space Requirements.” Talking headings also identify the subject matter to be covered, but they go a step fur- ther: Th ey also indicate what is said about the subject. In other words, talking headings summarize the material they cover, as in “Increase in Cost of Operation” or “Less Space Required.”
Th e following table of contents is for a longer report recommending the site for a new food-processing plant. It uses headings that talk:
Introduction to the problem Authorization by Board Action Selection of the Potential Sites Reliance on Government Data Factors to Be Discussed
Community Attitudes Toward a New Plant Favorable Reaction of All Towns to a New Employer Mixed Attitudes of All Towns Toward Our Labor Policies
Labor Supply and Prevailing Wage Rates Prevalence of Unskilled Labor in San Marcos
LO5 Turn an outline into a table of contents whose format and wording are logical and meaningful.
ren03210_ch11_341-373.indd 357ren03210_ch11_341-373.indd 357 1/10/13 11:14 AM1/10/13 11:14 AM
358 PART 4 Fundamentals of Report Writing
Concentration of Skilled Workers in San Marcos Mixed Pattern of Wage Rates
Nearness to Suppliers Location of Ballinger, Coleman, and San Marcos in Farming Areas Relatively Low Production Near Big Spring and Littlefi eld
Availability of Utilities Inadequate Water Supply for All Towns but San Marcos Unlimited Supply of Natural Gas for All Towns Electric Rate Advantage of San Marcos and Coleman General Adequacy of All Towns for Waste Disposal
Adequacy of Existing Transportation Systems Surface Transportation Advantages of San Marcos and Ballinger General Equality of Airway Connections
A Final Weighting of the Factors Selection of San Marcos as First Choice Recommendation of Ballinger as Second Choice Lack of Advantages in Big Spring, Coleman, and Littlefi eld
Th is contrasting version uses topic headings: Introduction Authorization Purpose Sources Preview
Community Attitudes New Plant Labor Policy
Labor Factors Unskilled Workers Skilled Workers Wage Rates
Available Suppliers Adequate Areas Inadequate Areas
Utilities Water Natural Gas Electricity Waste Disposal
Transportation Surface Air
Conclusions First Choice Alternative Choice Other Possibilities
Which of these versions is better? Th e answer depends on the situation. Talking heads would be appropriate if your readers are extremely busy, trust your judgment, and are likely to skim the supporting facts. Topic headings, because they do not announce
ren03210_ch11_341-373.indd 358ren03210_ch11_341-373.indd 358 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 359
the point of the section, are better for readers who want to see the facts before being told what to think about them.
Parallelism of Construction . As a general rule, you should write headings at each level of the table of contents in the same grammatical form. In other words, equal-level headings should be parallel in structure. For example, if the fi rst major heading is a noun phrase, the rest of the major heads should be noun phrases. If the fi rst second- level heading under a major head is an -ing phrase, all second-level headings in the section should be -ing phrases.
Th is rule is not just an exercise in grammar; its purpose is to show similarity. As you will recall from Chapter 4, parallelism helps your readers understand which top- ics are alike and go together. If you state similar topics in diff erent forms, your logic will become blurry, and your reader will have trouble following you. It is usually con- sidered permissible to vary the form from one section and level to another; that is, the second-level heads in one section need to match, but they do not need to match the second-level heads in the other sections, and the third-level heads do not need to match the second-level heads. Just be sure that the headings on each level of each section are parallel.
Th e following headings illustrate violations of parallelism: Programmer Output Is Lagging (sentence). Increase in Cost of Labor (noun phrase) Unable to Deliver Necessary Results (adjective phrase)
Making the headings all noun phrases would fi x the problem: Lag in Programmer Output Increase in Cost of Labor Inability to Deliver Necessary Results
Or you could make all the headings sentences, like this: Programmer Output Is Lagging. Cost of Labor Is Increasing. Information Systems Cannot Deliver Necessary Results.
Here’s a diff erent kind of faulty parallelism: Managers Prefer an Intranet U.S. Employees Prefer a Social Media Site A Newsletter Is Preferred by Overseas Employees
Th e third heading is “off .” Can you see why? If you answered that it switches from active to passive voice, you’re right.
Concise Wording. Your headings should be as concise as possible while still being clear and informative. Although the following headings are informative, their excessive length obviously hinders their communication eff ectiveness:
Personal appearance enhancement is the most desirable feature of contact lenses that wearers report. The drawback of contacts mentioned by most people who can’t wear them is that they are diffi cult to put in. More comfort is the most desired improvement suggested by wearers and nonwearers of contact lenses.
Obviously, the headings contain too much information. Just what should be left out depends on your judgment. Here is one possible revision:
Most Desirable Feature: Personal Appearance Prime Criticism: Diffi culty of Insertion Most Desired Improvement: Comfort
ren03210_ch11_341-373.indd 359ren03210_ch11_341-373.indd 359 1/10/13 11:14 AM1/10/13 11:14 AM
360 PART 4 Fundamentals of Report Writing
In your eff ort to be concise, should your headings omit a, an, and the, as some of the examples above do? Authorities on readability recommend including these words in body text, but there appears to be no consensus on whether to use or omit them in headings and titles. See what your teacher or boss prefers, and whichever way you choose, be consistent throughout your report.
Variety of Expression . In the wording of headings, as in all other forms of writing, you should use some variety of expression. Repeating words too frequently makes for monotonous writing. Th e following outline excerpt illustrates this point:
Oil Production in Texas Oil Production in California Oil Production in Louisiana
As a rule, if you make the headings talk well, there is little chance of monotonous repetition. Th e headings in the preceding example can be improved simply by making them talk:
Texas Leads in Oil Production. California Holds the Runner-up Position. Rapidly Gaining Louisiana Ranks Third.
Th e table of contents is an important preview of your report. Your goal is to use headings that will make it interesting, precise, and logically structured.
WRITING THE REPORT By the time you write your report, you will have already done a good deal of writing. You will have written—and probably rewritten—problem and purpose statements to guide you through your research. You will have collected written data or recorded your fi ndings in notes, and you will have organized your interpretations of the data into a logical, reader-centered structure. Now it is time to fl esh out your outline with clearly expressed facts and observations.
When you draft your report, your fi rst priority is to get the right things said in the right order. As Chapter 6 advises, you should not strive for a perfect draft the fi rst time around. Understand that some pieces will seem to write themselves, while others will be much more diffi cult. Allow yourself to move along, stitching together the pieces. Once you have a draft to work with, you can perfect it.
When revising, let the advice in the previous chapters be your guide. As with all the business messages previously discussed, reports should communicate as clearly and quickly as possible. Your readers’ time is valuable, and you risk having your report mis- read or even ignored if you do not keep this fact in mind. Use both words and format- ting to get your contents across effi ciently.
You can help your reader receive the report’s message clearly by giving your report some specifi c qualities of well-written reports. Two critical ingredients are a reader- centered beginning and ending. Such characteristics as objectivity, consistency in time viewpoint, coherence, and interest can also enhance the reception of your report. We review these topics next.
Beginning and Ending Arguably the most critical parts of your report will be the beginning and ending. In fact, researchers agree that these are the most frequently read parts of a report. Chapter 12 goes into detail about report beginnings and endings, but some general advice is in order here.
Whatever other goals it may achieve, the opening of your report should convey what problem you studied, how you studied it, and (at least generally) what you found out. Why? Because these are the facts that the reader most wants to know when he or she fi rst looks at your report.
LO6 Write reports that are focused, objective, consistent in time viewpoint, smoothly connected, and interesting.
ren03210_ch11_341-373.indd 360ren03210_ch11_341-373.indd 360 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 361
Here is a simple introduction that follows this pattern:
In order to fi nd out why sales were down at the Salisbury store, I interviewed the manager, observed the operations, and assessed the environment. A high rate of employee turnover appears to have resulted in a loss of customers, though the de- teriorating neighborhood also seems to be a contributing factor.
In a formal report, some brief sections may precede this statement of purpose (for ex- ample, facts about the authorization of the study), and there might be extensive front matter (for example, a title page, letter of transmittal, table of contents, and executive summary). What follows the purpose statement can also vary depending on the size and complexity of the report (for example, it may or may not be appropriate to go into more detail about the research methods and limitations or to announce specifi cally how the following sections will be organized). But whatever kind of report you are writing, make sure that the beginning gets across the subject of the report, what kind of data it is based upon, and its likely signifi cance to the reader.
Your ending will provide a concise statement of the report’s main payoff —whether facts, interpretations, or recommendations. In a short report, you may simply sum- marize your fi ndings with a brief paragraph, since the specifi c fi ndings will be easy to see in the body of the report. In a longer report, you should make this section a more thorough restatement of your main fi ndings, formatted in an easy-to-read way. Both the gist (“so what did you fi nd out?”) and the signifi cance (“why should I care?”) of your report should be clear.
Being Objective As we have said, a good report is objective; it presents all relevant facts and interprets them logically, without bias. Your objectivity should be evident in both your content and your writing style.
Objectivity as a Basis for Believability . An objective report has an ingredient that is essential to good report writing— believability . Powerful assertions made in emotionally charged language may at fi rst glance appear to strengthen your report. But if bias is evident at any point in a report, the reader will question the credibility of the entire report. Maintaining objectivity is, therefore, the only sure way to make report writing believable.
The Question of Impersonal versus Personal Writing . Recognizing the need for objectivity, early report writers worked to develop an objective style of writing. Since the source of bias in reports was people, they reasoned that objectivity was best attained by emphasizing facts rather than the people involved in writing and reading reports. So they tried to take the human beings out of their reports. Th e result was impersonal writing —that is, writing in the third person, without I, we , or you perspectives.
In recent years, some writers have opposed this approach. Th ey argue that personal writing is more forceful and direct than impersonal writing. Th ey point out that writ- ing is more conversational and therefore more interesting if it brings both the reader and the writer into the picture. Th ey contend that objectivity is an attitude—not a mat- ter of pronoun use—and that a report written in the personal style can be just as objec- tive as a report written in the impersonal style. Th ese writers argue that impersonal writing frequently leads to an overuse of the passive voice and a dull writing style. (While this last claim may be true, impersonal writing need not be boring. One has only to look at the lively style of many newspaper articles to see that impersonal writing can be interesting.)
As with most controversies, the arguments on both sides have merit. In some situ- ations, personal writing is better. In other situations, impersonal writing is better. And in still other situations, either type of writing is good.
Your decision should be based on the facts of each report situation. First, you should consider the expectations of those for whom you are preparing the report. If your read- ers prefer an impersonal style, use it—and vice versa. Th en you should consider the
ren03210_ch11_341-373.indd 361ren03210_ch11_341-373.indd 361 1/10/13 11:14 AM1/10/13 11:14 AM
362 PART 4 Fundamentals of Report Writing
formality of the situation. In general, personal writing is appropriate for informal situ- ations and impersonal writing for most formal situations.
Here are contrasting examples of the personal and impersonal style:
Personal Impersonal
Having studied the advantages and disadvantages of using coupons, I recommend that your company not adopt this practice. If you used coupons, you would have to absorb their cost. You would also have to hire additional employees to take care of the increase in sales volume.
A study of the advantages and disadvantages of using coupons supports the conclusion that the Mills Company should not adopt this practice. The coupons themselves would cost extra money. Also, use of coupons would require additional personnel to take care of the increase in sales volume.
Notice that both versions are active, clear, and interesting. Strive for these eff ects no matter which style you choose.
Being Consistent with Time A report that has illogical time shift s—for example, one that says “Th e managers responded . . . ” (past tense) in one place but “Th e employees say . . . ” (present tense) in another place—confuses the reader. Th us, it is important that you maintain a consistent time viewpoint .
You have two main choices of time viewpoint: past or present. Although some authorities favor one or the other, either viewpoint can produce a good report. Th e important thing is to be consistent—to select one time viewpoint and stay with it. In other words, you should view all similar information in the report from the same posi- tion in time.
If you adopt the past-time viewpoint, you treat the research, the fi ndings, and the writing of the report as past. Th us, you would report the results of a recent survey in past tense: “Twenty-two percent of the managers favored a change.” You would write a reference to another part of the report this way: “As Part II indicated, . . .” Your use of the past-time viewpoint would have no eff ect on references to current and future happenings. It would still be proper to write a sentence like this: “If the current trend continues , 30 percent will favor a change by 2015.” Prevailing concepts and proven con- clusions are also exceptions. You would present them in present tense. For example, you would write “Solar energy is a major potential source of energy” and “Th e fi ndings indicate that managers are not adequately trained.”
As the next chapter points out, the format and makeup of your report will signal its level of formality. But you will also need to decide how formal your report will be on the stylistic level. Compare the following three versions of the same point:
• The study revealed that 20 percent of the participants were unaware of Jacob’s Foods.
• Our study revealed that 20 percent of the participants were unaware of your store.
• We found out that 20 percent of your market had never heard of your store.
Did you notice the decreasing level of formality? What ac- counts for the differences? Be sure to choose a style that matches the relationship you have with your readers and their preferences. But whatever style you choose, write clearly and readably.
COMMUNICATION MATTERS
Formal, Informal, or Somewhere in Between?
ren03210_ch11_341-373.indd 362ren03210_ch11_341-373.indd 362 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 363
Writing in the present-time viewpoint presents as current all information that can logically be assumed to be current at the time of writing. All other information is pre- sented in its proper place in the past or future. Th us, you would report the results of a recent survey in these words: “Twenty-two percent of the managers favor a change.” You would refer to another part of the text like this: As Part II indicates, . . . .” But in referring to an earlier survey, you would write: “In 2009 only 12 percent held this opin- ion.” And in making a future reference, you would write: “If this trend continues, 30 percent will hold this opinion by 2015.”
Including Transitions A well-written report reads as one continuous story, with the parts smoothly connected. Much of this fl ow is the result of good, logical organization. But more than logical order is needed in long reports. As you will see in Chapter 12, a special coherence plan may be needed as well. In all reports, however, lesser transitional techniques are useful to connect information.
As Chapter 4 explains, transitions are words or sentences that show the relationships between parts of a sentence, paragraph, or document. In reports, they may appear at the beginning of a part as a way of relating this part to the preceding part. Th ey may appear at the end of a part as a forward look. Or they may appear within a part as words or phrases that help move the fl ow of information.
Sentence Transitions . Th roughout the report you can improve the connecting network of thought by using sentence transitions. Th ey are especially helpful between parts of the report.
In the following example, the report parts are connected by sentences that make a forward-looking reference and thus set up the next subject. As a result, the shift of subject matter is smooth and logical.
These data show clearly that alternative fuel cars are the most economical. Unques- tionably, their operation by gas and hydrogen and their record for low-cost mainte- nance give them a decided edge over gas-fueled cars. Before a defi nite conclusion about their merit can be reached, however, one more vital comparison should be made .
Th e fi nal sentence above clearly introduces the subsequent discussion of an addi- tional comparison. Here is another example of a forecasting sentence:
. . . At fi rst glance the data appear convincing, but a closer observation reveals a number of discrepancies .
Th e reader knows to expect a discussion of the discrepancies next. Placing topic sentences at key points of emphasis is another way of using sentences
to link the various parts of the report. Usually the topic sentence is best placed at the paragraph beginning. Note in the following example how topic sentences maintain the fl ow of thought by emphasizing key information.
The Acura accelerates faster than the other two brands, both on a level road and on a 9 percent grade. According to a test conducted by Consumer Reports, Acura reaches a speed of 60 miles per hour in 13.2 seconds. To reach the same speed, Toyota requires 13.6 seconds, and Volkswagen requires 14.4 seconds. On a 9 per- cent grade, Acura reaches the 60-miles-per-hour speed in 29.4 seconds, and Toyota reaches it in 43.3 seconds. Volkswagen is unable to reach this speed.
Because it carries more weight on its rear wheels than the others, Acura has the best traction of the three . Traction, which means a minimum of sliding on wet or icy roads, is important to safe driving, particularly during the cold, wet winter months. Since traction is directly related to the weight carried by the rear wheels, a comparison of these weights should give some measure of the safety of the three cars. According to data released by the Automobile Bureau of Standards, Acura carries 47 percent of its weight on its rear wheels. Nissan and Toyota carry 44 and 42 percent, respectively.
ren03210_ch11_341-373.indd 363ren03210_ch11_341-373.indd 363 1/10/13 11:14 AM1/10/13 11:14 AM
364 PART 4 Fundamentals of Report Writing
Transitional Words . Although the most important function of transitions is to con- nect the major parts of the report, transitions are also needed between the lesser parts. If the writing is to fl ow smoothly, you will need to connect clause to clause, sentence to sentence, and paragraph to paragraph, as Chapter 4 advises.
Numerous transitional words are available. Th e following list shows such words and how you can use them.
Relationship Word Examples
Listing or enumeration of subjects In addition
First, second,. . .
Besides
Moreover
Contrast On the contrary
In spite of
On the other hand
In contrast
However
Likeness Also
Likewise
Similarly
Cause–effect Thus
Because of
Therefore
Consequently
For this reason
• Coming home, I drove into the wrong house and collided with a tree I don’t have.
• The other car collided with mine without giving warning of its intentions.
• I thought my window was down, but found it was up when I put my hand through it.
• I collided with a stationary truck coming the other way.
• A pedestrian hit me and went under my car.
• The guy was all over the road. I had to swerve a number of times before I hit him.
• I pulled away from the side of the road, glanced at my mother-in-law, and headed over the embankment.
• I was having rear-end trouble when my universal joint gave way, causing me to have this accident.
• My car was legally parked as it backed into the other car.
• I told police that I was not injured, but on removing my hat, I found that I had a fractured skull.
• I was sure the old fellow would never make it to the other side of the road when I struck him.
• The pedestrian had no idea which direction to run, so I ran over him.
• The indirect cause of this accident was a little guy in a small car with a big mouth.
• The telephone pole was approaching. I was attempting to swerve out of the way when it struck my front end.
COMMUNICATION MATTERS
Choice Lines Gleaned from Accident Reports Submitted to Insurance Companies
ren03210_ch11_341-373.indd 364ren03210_ch11_341-373.indd 364 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 365
Relationship Word Examples
Explanation or elaboration For example
To illustrate
For instance
Also
Too
Helpful as transitions are, you should use them only when they are needed—when including them would provide a useful preview or leaving them out would produce abruptness. For example, avoid such boring, unnecessary transitions as “Th is concludes the discussion of Topic X. In the next section, Y will be analyzed.”
Maintaining Interest Like any other form of writing, report writing should be interesting. Actually, interest is as important as the facts of the report because communication is not likely to occur without it. Readers cannot help missing parts of the message if their attention is al- lowed to stray. (If you have ever tried to read dull writing when studying for an exam, you know the truth of this statement.)
To write interestingly, avoid business clichés and unnecessarily abstract language. Re- member that behind every fact and fi gure there is life—people doing things, machines operating, a commodity being marketed. A technique of good report writing is to bring that life to the surface by using concrete words and active-voice verbs as much as possible. Keeping your wording effi cient also helps maintain the reader’s interest.
But you can overdo eff orts to make report writing interesting. Such is the case when- ever your reader’s attention is attracted to how something has been said rather than to what has been said. Eff ective report writing simply presents information in a clear, concise, and interesting manner. Report-writing style is at its best when the readers are prompted to say “Here are some interesting facts” rather than “Here is some interesting writing.”
COLLABORATIVE REPORT WRITING In your business career, you are likely to participate in numerous collaborative writing projects, and the end product of many of them is likely to be a report. Group involve- ment in report preparation is becoming increasingly signifi cant for a number of rea- sons. For one, the specialized knowledge of diff erent people can improve the quality of the work. For another, the combined talents of the members are likely to produce a document better than any one of the members could produce alone. A third reason is that dividing the work can reduce the time needed for the project. And fourth, many diff erent soft ware tools allow groups to collaborate easily and well from diff erent places.
Determining the Group Makeup Th e fi rst step is to decide who will be in the group. Th e availability and competencies of the people in the work situation involved are likely to be the major factors. At a mini- mum, the group will consist of two. Th e maximum will depend on the number actually needed to do the project. As a practical matter, however, a maximum of fi ve is a good rule since larger groups tend to lose effi ciency. All major areas of specialization needed to investigate the problem should be represented by the team members.
In most business situations the highest ranking administrator in the group serves as leader. In groups made up of equals, a leader usually is appointed or elected. When no leader is so designated, the group works together informally. In such cases, however, an informal leader usually emerges. Especially with group writing projects, it is a good idea to have one person in charge of overseeing the entire process.
LO7 Prepare reports collaboratively.
ren03210_ch11_341-373.indd 365ren03210_ch11_341-373.indd 365 1/10/13 11:14 AM1/10/13 11:14 AM
366 PART 4 Fundamentals of Report Writing
Creating the Ground Rules In organizations where teamwork is common, the ground rules for participation in a group may be understood. But students and working professionals alike may fi nd it helpful to establish explicit guidelines for the participants.
Some rules may govern the members’ interactions. For example, a rule might be “ Listen respectfully and actively to what others are saying, without interrupting.” Or it might instruct members to use “I” language (“I think . . .”) rather than “you” lan- guage (“Th e problem with your idea is . . .”) when disagreeing. Others might cover more logistical issues, such as conscientiously doing one’s share of the work, keeping the group informed if problems arise, and being on time with one’s contributions.
Ideally, the group will generate its own ground rules to which all members will agree. Some instructors fi nd that actually drawing up a contract and having each member sign it is a good way to get group work off to a good start and prevent problems down the line.
Choosing the Means of Collaboration Not that many years ago, groups needed numerous face-to-face meetings in order to get their work done. Today there are many other venues for group interactions. Your group should put careful thought into the choice of media that will enable eff ective collaboration while taking into account members’ time constraints, distance from each other, and technological preferences.
If possible, you should have at least two face-to-face meetings—one at the start of the project and another near the end (for example, when doing the fi nal revisions). But the bulk of the collaborating may take place by email, by discussion board, or through such online collaborative authoring tools as Google Docs or wikis (see Chapter 17).
Ever since the publication of Daniel Goleman’s Emotional Intelligence: Why It Can Matter More Than IQ in 1995, companies have been looking for ways to cultivate the emotional intelligence (EI) of its members . But groups can enhance their collective EI, too. According to Vanessa Urch Druskat and Steven B. Wolff of the Harvard Business Review, “Group EI norms build the foundation for true collaboration and cooperation— helping otherwise skilled teams fulfi ll their highest potential.” What kinds of things should a group do to channel its members’ insights and emotions into positive results? Here’s a partial list from Druskat and Wolff:
• Encourage all members to share their perspectives before making key decisions.
• Handle confrontation constructively. If team members fall short, call them on it by letting them know the group needs them.
• Regularly assess the group’s strengths, weaknesses, and modes of interaction.
• Create structures that let the group express its emotions.
• Cultivate an affi rmative environment.
• Encourage proactive problem solving.
And try to keep things fun. In one company, the industrial- design fi rm IDEO, participants throw stuffed toys at any- one who prematurely judges ideas during brainstorming sessions.
SOURCE: “Building the Emotional Intelligence of Groups,” Harvard Business Review 1 Mar. 2001, HarvardBusiness.org, Harvard Business Publishing, Web, 8 July 2012.
COMMUNICATION MATTERS
Does Your Group Have Emotional Intelligence?
ren03210_ch11_341-373.indd 366ren03210_ch11_341-373.indd 366 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 367
You might even use a live-meeting application or Skype to converse with each other. Whatever tools you use, it is vitally important that you choose them consciously and create any ground rules that will apply to their use.
Making a Project Plan Especially when the desired outcome is a coherent, eff ective report, the group should structure its tasks to meet the project’s goals. Using the steps discussed in the next sec- tion and any additional considerations, the group should prepare a timeline that clearly states or shows the deadline for each task. A Gantt chart can be very useful along these lines (see Chapters 14 and 17), but even a simple list or table can suffi ce. In addition, your plan should make clear who is responsible for what. If your group has taken an inventory of its strengths before its planning, you can match members up with what they do best (for example, doing research or revising a document).
Your plan can also describe in some detail the desired form and style of the fi nal document (such as which template it will use or whether or not it will use “you”). Th e more the group determines such matters up front, the less scrambling it will need to do at the end to generate a coherent, consistent-looking report.
Researching and Writing the Report However the group decides to operate, the following activities typically occur, usually in the sequence shown.
1. Determine the Problem and Purpose . As in all report projects, the participants must determine just what the report must do. Th us, the group should follow the preliminary steps of determining the problem and purpose of the project as discussed previously. Th ey also need to develop a coherent, shared sense of the report’s intended readers and their needs.
Many reports written in business are produced in collaboration with others. Although you will do some work individually, you can expect to plan, organize, and revise the report as a group.
ren03210_ch11_341-373.indd 367ren03210_ch11_341-373.indd 367 1/10/13 11:14 AM1/10/13 11:14 AM
368 PART 4 Fundamentals of Report Writing
2. Identify the Factors . Th e group next determines what needs to be studied in order to achieve the report’s purpose. Th is step involves determining the factors of the problem, as described earlier in the chapter. An advantage of collaboration is that several minds are available for the critical thinking that is so necessary for identifying the factors of the problem.
3. Gather the Needed Information . Before the group can begin writing the report, it must get the information needed. Th is activity can include any of the types of research discussed in Chapter 13. In some cases, however, group work begins aft er the information has already been assembled, thus eliminating this step.
4. Interpret the Information . Determining the meaning of the information gathered is the next logical step for the group. In this step, the participants apply the fi ndings to the problem and select the appropriate information for the report. In doing so, they also give meaning to the facts collected. Th e facts do not speak for themselves. Rather, group participants must think through the facts, identify their signifi cance, and interpret them from the readers’ points of view.
The commenting and reviewing tools in most word pro- cessors help people work together on documents asyn- chronously. When others review content and edit your document digitally, the commenting tool allows them to express opinions and concerns while the tracking tool makes their editing changes clearly visible. The tools allow you to accept or reject their suggestions individually or en masse. In the example shown here, the reviewer clicked Word 2010’s Review tab, circled in red, to reveal the comment- ing and reviewing tools. By clicking “Track Changes” (highlighted on the toolbar), the reviewer had Word keep
track of all changes being made to the document as well as any comments being added. Word’s tracking system allows reviewers to use a variety of colors so that others can easily determine whom the changes belong to. The commenting tool identifi es each reviewer, too. Clicking on “Reviewers” in the dropdown menu will show which people have reviewed the document. When the writer opens the reviewed document, he or she will see all the comments and edits. The “Accept” and “Reject” options (circled in dark blue), which also appear when you right-click on a given edit, enable the writer to keep the desired changes and remove the rest.
TECHNOLOGY IN BRIEF
Comment and Review Tools Help Writers Track Changes to Their Documents
ren03210_ch11_341-373.indd 368ren03210_ch11_341-373.indd 368 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 369
5. Organize the Material . Just as in any other report-writing project, the group next organizes the material selected for presentation. Th ey will base the report’s structure on time, place, quantity, factor, or other relationships in the data.
6. Plan the Report’s Components and Style . A next logical step is planning the makeup of the report. In this step the formality of the situation, the anticipated length of the report, and the intended audience need to be considered (see Chapter 12). In addition, the team needs to agree on such matters as the report’s style, the kinds of headings to use, and whether to use the present- or past-time viewpoint.
7. Assign Parts to Be Written . Aft er the planning has been done, the group next turns its attention to the writing. Th e usual practice is to assign each person a part of the report.
8. Write Parts Assigned . Following comes a period of individual work. Each participant writes his or her part. Each should apply the ideas in Chapters 3–5 about word selection, sentence design, paragraph construction, and tone.
9. Revise Collaboratively . Th e group meets and reviews each person’s contribution and the full report. Th is should be a give-and-take session with each person actively participating. It requires courteous but meaningful criticisms. It also requires that the participants be open minded, remembering that the goal is to construct the best possible document.
10. Edit the Final Draft . Aft er the group has done its work, one member is usually assigned the task of editing the fi nal draft . Th is editor gives the document a consistent style and serves as the major proofreader. However, since the document refl ects on all members, they should assist with the fi nal proofreading.
If all the work has been done with care and diligence, this fi nal draft should be a report better than anyone in the group could have prepared alone.
THERE’S MORE . . . How can you fi nd out if your reader read your report? What are six team personality types? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe .com/lesikar13e . Choose Chapter 11 > Bizcom Tools & Tips.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
1. Your work on a report begins with a business problem, which will determine your report’s purpose. • Get the problem in mind by gathering all the information you need about it. • Develop a problem statement from the information. • Th en write a purpose statement that will capture the goal of your research and
your report. • Understand that you may need to revise your problem and purpose statements
as you proceed with your research. 2. From the problem statement, determine the factors involved.
• Th ese may be subtopics in information reports. • Th ey may be hypotheses (possible explanations) in problems requiring a solution. • Th ey may be bases of comparison in problems requiring evaluations.
1 Write clear problem and purpose statements.
2 List the factors involved in a problem. CHAPTER 11 Preparing Informative and Influential Business Reports 369
ren03210_ch11_341-373.indd 369ren03210_ch11_341-373.indd 369 1/10/13 11:14 AM1/10/13 11:14 AM
370 PART 4 Fundamentals of Report Writing
3. Aft er you have gathered the information you need, interpret it as it applies to the problem. • Interpret the information in light of the problem and your readers’ needs. • Heed this advice for avoiding human error:
— Report the facts as they are. — Do not think that conclusions are always necessary. — Do not interpret a lack of evidence as proof to the contrary. — Do not compare noncomparable data. — Do not draw illogical cause–eff ect conclusions. — Beware of unreliable and unrepresentative data. — Do not oversimplify. — Tailor your claims to your data.
• Adopt these attitudes and practices: — Maintain a judicial attitude. — Consult with others. — Test your interpretations by applying the test of experience (using reason)
and the negative test (challenging them). — Use statistical analysis to help you interpret numerical data.
4. Next, organize the information by constructing an outline. • An outline helps you group and order the information and create an
information hierarchy. — Your research plan and interpretation notes can help you make your report outline. — You may choose to use conventional outline symbols (I, A, 1, a) or numeric
symbols (1, 1.1, 1.1.1), but any outline format is fi ne if it helps you write a well-organized draft .
— Th e outline is a tool to help you—feel free to mark it up and revise it. • Organize the report body (the part between the introduction and the ending
section) by a process of division. — Look for ways to divide the fi ndings on the basis of time, place, quantity,
factor, or a combination. — Th en divide them to form the major parts of the report. — Next, look at these divisions for ways of dividing them. — Continue to subdivide as far as necessary. — Th e end result is your outline.
5. Turn your outline into a table of contents. • Use a format that your reader will fi nd instructive, readable, and appropriate. • You may use topic headings (which identify each topic being discussed). • Or you may use talking headings (which identify each topic and also say
something about it). • Make the wording of comparable parts grammatically parallel. • Edit each heading for conciseness. • Avoid excessive repetition of words.
6. From the outline, write the report. • Draft to get the right information in the right order; then revise for
perfection. • Make your beginning and ending reader centered.
— Write a beginning that tells what problem you studied, how you studied it, and what you found out.
3 Explain the common errors in interpreting data and develop attitudes and practices conducive to good interpreting.
4 Organize information in outline form, using time, place, quantity, factor, or a combination of these as bases for division.
5 Turn an outline into a table of contents whose format and wording are logical and meaningful.
6 Write reports that are focused, objective, consistent in time viewpoint, smoothly connected, and interesting .
ren03210_ch11_341-373.indd 370ren03210_ch11_341-373.indd 370 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 371
— Write an ending that summarizes the main fi ndings and their signifi cance to the readers.
• Maintain objectivity in both content and style. — To achieve believability, avoid bias in your presentation of facts and in
your tone. — Whether using the impersonal or personal style, be sure your attitude is
objective. — For most formal reports, use the impersonal style.
• Be consistent in time viewpoint—either past or present. — Past-time viewpoint views the research and fi ndings as past and prevailing
concepts and conclusions as present. — Present-time viewpoint presents as current all that is current at the time of
writing. • Use transitions to make the report parts fl ow smoothly.
— Between large parts, you may need to use full sentences to make connections.
— Topic sentences also can help the fl ow of thought. — Use transitional words and phrases to connect the lesser parts.
• Work to make the writing interesting. — Select words carefully for the best eff ect. — Use the techniques of good writing (e.g., correctness, rhythmic fl ow of
words, vigorous words). — Do not overdo these eff orts by drawing attention to how you write rather
than what you say.
7. Expect that you will sometimes prepare reports collaboratively. • Groups (two to fi ve members) may produce better reports than individuals if all
things go well. • Members of groups (leaders and participants) should have clear roles. • Groups should establish their ground rules, choose their means of collaboration,
and make a project plan. • Groups should follow this procedure in writing reports collaboratively:
— Determine the report’s problem and purpose. — Identify the factors of the problem. — Collect facts for the report. — Interpret the facts. — Organize the material. — Plan the report’s components and style. — Assign parts to members. — Write the assigned parts. — Revise members’ contributions collaboratively. — Edit the fi nal draft .
7 Prepare reports collaboratively.
K E Y T E R M S
report problem, 344
report purpose, 344
problem statement, 344
purpose statement, 344
problem factors, 345
hypotheses, 346
correlated, 350
test of experience, 351
negative test, 351
ren03210_ch11_341-373.indd 371ren03210_ch11_341-373.indd 371 1/10/13 11:14 AM1/10/13 11:14 AM
372 PART 4 Fundamentals of Report Writing
1 What kinds of reports do you expect to write in your chosen profession? Why? LO1
2 Explain the concept of outlining as a process of divi- sion. LO4
3 What formatting devices in a table of contents can aid reader comprehension? Find some examples of help- fully formatted tables of contents and discuss what makes them eff ective. LO5
4 You are writing a report on the progress of your local cable company’s eff orts to increase sales of fi ve of its products through extensive advertising in print and online newspapers and magazines and on television and radio. Discuss the possibilities for major headings. Evaluate each possibility. LO2, LO4
5 Find a sample short report online on a topic of interest to you and evaluate it using the advice in this chapter. Is it a good report? Why or why not? LO3, LO6
6 Explain the diff erence between personal and impersonal writing. Which is “better”? Argue both sides. LO6
7 Explain the diff erences between the present-time view- point and the past-time viewpoint. LO6
8 Is it incorrect to have present, past, and future tense in the same report? In the same paragraph? In the same sentence? Explain. LO6
9 “Transitional sentences are unnecessary. Th ey merely add length to a report and thus run contrary to the goal of conciseness.” Discuss. LO6
10 “Reports are written for business executives who want them. Th us, you don’t have to be concerned about holding your reader’s interest.” Discuss. LO6
11 “Collaborative reports are better than reports written by an individual because they use many minds rather than one.” Discuss. LO7
12 “Disagreements in groups are counterproductive.” Discuss. LO7
C R I T I C A L T H I N K I N G Q U E S T I O N S
S K I L L S B U I L D I N G E X E R C I S E S
1 For each of the following problem situations, write a clear purpose statement and list the factors you would probably need to investigate. When necessary, you may use your imagination to supply any additional infor- mation needed. LO1, LO2 a. A manufacturer of breakfast cereals wants to attract
a new demographic of customers. b. Th e manufacturer of a toothpaste wants a bigger
share of the toothpaste market. c. Wal-Mart wants to give its stockholders a summary
of its operations for the past calendar year. d. A building contractor engaged to build a new offi ce
for Company X needs to submit a progress report. e. Able Wholesale Company wants to fi nd out how
much cash it should have in reserve.
f. Th e supervisor of Department X must prepare a re- port evaluating the performance of an administra- tive assistant.
g. Baker, Inc., is experiencing higher than normal em- ployee turnover.
h. An executive must rank three subordinates on the basis of their suitability for promotion to a particu- lar job.
i. Th e supervisor of production must compare three competing machines that are being considered for use in a particular production job.
j. An investment consultant must advise a client on whether to invest in the development of a lake resort.
k. A consultant needs to hep a restaurant improve its profi ts.
descriptive statistics, 351
inferential statistics, 351
outline, 352
grouping, 352
ordering, 352
hierarchy, 352
conventional outlining system, 352
decimal system, 352
time division, 354
place division, 355
quantity division, 355
division by factors, 355
topic headings, 357
talking headings, 357
believability, 361
impersonal writing, 361
personal writing, 361
consistent time viewpoint, 362
past-time viewpoint, 362
present-time viewpoint, 363
ren03210_ch11_341-373.indd 372ren03210_ch11_341-373.indd 372 1/10/13 11:14 AM1/10/13 11:14 AM
CHAPTER 11 Preparing Informative and Influential Business Reports 373
2 Select a hypothetical problem with a time division pos- sibility. What other division possibilities does it have? Compare the two possibilities as the main bases for organizing the report. LO2
3 Assume that you are writing the results of a survey conducted to determine what kinds of groceries are purchased by female college students in the United States. What division possibilities exist here? Which would you recommend? LO4
4 For the problem described in the preceding exercise, use your imagination to construct topic headings for the outline. LO4
5 Point out any error in grammatical parallelism in these headings: LO4 a. Region I sales lagging. b. Moderate increase seen for Region II. c. Sales in Region III.
6 Point out any error in grammatical parallelism in these headings: LO4 a. High cost of operation. b. Slight improvement in production effi ciency. c. Maintenance cost is low.
7 Which of the following headings is inconsistent with the others? LO4 a. Agricultural production continues to increase. b. Slight increase is made by manufacturing.
c. Salaries remain high. d. Service industries show no change.
8 Select an editorial, feature article, book chapter, or other document that has no headings. Write talking headings for it. LO4
9 Assume that you are reporting the results of a survey you have conducted. Write a paragraph of the report using the present-time viewpoint; then write the para- graph using the past-time viewpoint. Th e paragraph needs to convey the following information: LO6
Answers to the question about how students view the proposed Aid to Education Bill in this survey and in a survey taken a year earlier (last year’s results are in parentheses):
For, 39 percent (21); Against, 17 percent (43). No answer, undecided, etc., 44 percent (36). 10 List the advantages and disadvantages of each of these
diff erent media for writing collaboratively. a. Face-to-face meetings b. Email c. Discussion boards d. Online editing tool (e.g., Google Docs) e. Website (e.g., blog or wiki) f. Live online interaction (e.g., Skyping or IM-ing)
LO7
ren03210_ch11_341-373.indd 373ren03210_ch11_341-373.indd 373 1/10/13 11:14 AM1/10/13 11:14 AM
Learning Objectives Upon completing this chapter, you will be able to write well-structured business reports. To reach this goal, you should be able to
1 Explain the makeup of reports relative to length and formality.
2 Discuss the four main ways that the writing in short reports differs from the writing in long reports.
3 Choose an appropriate form for short reports.
4 Adapt the procedures for writing short reports to routine operational reports, progress reports, and problem-solving reports as well as to minutes of meetings.
5 Write longer reports that include the appropriate components, meet the readers’ needs, and are easy to follow.
CHAPTER TWELVE
Choosing the Right Type of Report
ren03210_ch12_374-452.indd 374ren03210_ch12_374-452.indd 374 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 375
AN OVERVIEW OF REPORT COMPONENTS As you prepare to write any report, you will need to decide on its makeup. Will it be a simple email? Will it be a long, complex, and formal report? Or will it fall between these extremes?
To a great extent, your decisions will be based on the report’s anticipated length and formality. Th e more complex the problem and the more formal the situation, the more elaborate the report is likely to be. Conversely, less complex problems and less formal situ- ations will require less elaborate reports. Adjusting your report’s form and contents based on its likely length and formality will help you meet the reader’s needs in each situation.
In the subsections that follow, we fi rst explain how to decide which components to use for a given report. We then briefl y review the purpose and contents of each of these components.
Th e Report Classifi cation Plan Th e diagram in Figure 12–1 can help you construct reports that fi t your specifi c need. At the top of the “stairway” are the most formal reports. Such reports have a number of pages that come before the report itself, just as this book has pages that come before the fi rst chapter. Typically, these prefatory pages , as they are called, are included when the situation is formal and the report is long. Th e exact makeup of the prefatory pages may vary, but the most common parts, in this order, are title fl y, title page, letter of transmit- tal, table of contents, and executive summary. Flyleaves (blank pages at the beginning and end that protect the report) also may be included.
As the need for formality decreases and the problem becomes smaller, the makeup of the report changes. Although the changes that occur are far from standardized, they follow a general order. First, the title fl y drops out. Th is page contains only the report title, which also appears on the next page. Since the title fl y is used primarily for reasons of formality, it is the fi rst component to go.
On the next level of formality, the executive summary and the letter of transmittal are combined. When this stage is reached, the report problem is simple enough to be summarized in a short space. As shown in Figure 12–1, the report at this stage has
LO1 Explain the makeup of reports relative to length and formality.
Assume again the position of an operations manager at Technisoft (as introduced in Chapter 11). Writing reports is a signifi cant part of your job. Most of the time, these reports concern routine, everyday problems: human resource policies, administrative procedures, work fl ow, and the like. Following what appears to be established company practice, you write the reports on these problems in simple email form. Occasionally, however, you have a more involved assignment. Last week, for example, you investigated a union charge that the company showed favoritism to nonunion workers on certain production jobs. Because your report on this formal investigation was written for
the benefi t of ranking company administrators as well as union leaders, you used a more formal style and format. Then there was the report you helped prepare for the board of directors last fall. That report summarized pressing needs for capital improvements. A number of executives contributed to this project, but you were the coordinator. Because the report was important and was written for the board, you made it as formal as possible. Clearly, reports vary widely. This chapter will help you determine your reports’ makeup, style, form, and contents. It will then focus on the types of reports that are likely to fi gure in your business-writing future.
INTRODUCTORY CHALLENGE
Preparing Different Types of Business Reports
ren03210_ch12_374-452.indd 375ren03210_ch12_374-452.indd 375 1/11/13 5:19 PM1/11/13 5:19 PM
376 PART 4 Fundamentals of Report Writing
three prefatory parts: title page, table of contents, and combined transmittal letter and executive summary.
At the fourth step, the table of contents drops out. Another step down, as formality and length requirements continue to decrease, the combined letter of transmittal and executive summary drops out. Th us, the report commonly called the short report now has only a title page and the report text. Th e title page remains to the last because it serves as a useful cover page. In addition, it contains the most important identifying information.
Below the short-report form is a form that presents the information as a letter re- port . And fi nally, for short problems of less formality, the email or memo form is used.
Th is is a general analysis of how reports are adapted to the problem and situation. While it won’t cover every report, it can be relied upon for most reports you will write.
Th e Report Components To be able to decide which parts of a long, formal report to include in your reports, you need a basic understanding of each part. Th is section describes the diff erent report components represented in Figure 12–1.
Title Pages. Th e fi rst two pages of a long, formal report—the title fl y and title page — contain identifi cation information. As we have said, the title fl y contains only the report
Figure 12–1
Progression of Change in Report Makeup as Formality Requirements and Length Decrease
Title fly
Title page
Transmittal message
Table of contents
Executive summary
Title page
Transmittal message
Table of contents
Executive summary
Table of contents
Combi- nation transmittal/ executive summary
Title page
Combi- nation transmittal/ executive summary
Title page
EMAIL OR MEMO REPORT
THE REPORT PROPER
THE REPORT PROPER
THE REPORT PROPER
THE REPORT PROPER
LETTER REPORT
THE REPORT PROPER1st level
3rd level
2nd level
4th level
5th level
6th level
7th level
Title page
High
Low
Fo rm
a lit
y
ren03210_ch12_374-452.indd 376ren03210_ch12_374-452.indd 376 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 377
title; it is included simply to give a report the most formal appearance. Th e title page, as illustrated on pages 386 and 416, is more informative. It typically contains the title, identifi cation of the writer and reader, and the date.
Although constructing title pages is easy, composing the title is not. In fact, on a per-word basis, the title requires more time than any other part of the report. A good title effi ciently and precisely covers the contents. Consider building your title around the fi ve Ws: who, what, where, when, and why. Sometimes how may be important as well. You may not need to use all the Ws, but they can help you check the completeness of your title. Remember that a good title is concise as well as complete, so be careful not to make your title so long that it is hard to understand. A subtitle can help you be both concise and complete, as in this example: “Employee Morale at Florida Human Resource Offi ces: Results from a 2013 Survey.”
In addition to displaying the report title, the title page identifi es the recipient and the writer (and usually their titles and company names). Th e title page also contains the date unless it is already in the title of the report. Your word-processing program likely includes some attractive templates for title pages, like those used in the sample reports in this chapter. You can also download report templates from the Internet.
Transmittal Message. As the label implies, the transmittal message is a message that transmits the report to the reader. In formal situations, it usually takes letter form. In less formal situations (e.g., when delivering a report to internal readers whom you know fairly well), the report can be transmitted orally or by email. Whatever the case, you should think of the transmittal as a personal message from the writer to the reader, with much the same contents you would use if you were handing the report over in a face-to-face meeting with the recipient. Except in cases of extreme formality, you should use personal pronouns (you, I, we) and conversational language.
Th e transmittal letters on pages 387 and 417 illustrate the usual structure for this component. Begin with a brief paragraph that says, essentially, “Here is the report.” Briefl y identify the report’s contents and purpose and, if appropriate, its authorization (who assigned the report, when, and why). Focus the body of the message on the key points of the report or on facts about the report that could be useful for your readers to know. If you are combining the transmittal message with the executive summary, as represented by the third and fourth levels of Figure 12–1, here is where you will include that summary. At the end of the message, you should provide a pleasant and/ or forward-looking comment. You might express gratitude for the assignment, for ex- ample, or off er to do additional research.
As this chapter says, the fi ve Ws (who, what, where, when, why) and one H (how) can help you craft a report title that is precise and informative. For example, to generate a title for a recommenda- tion report about sales training at Nokia, you might ask yourself . . .
Who? Nokia
What? Sales training recommendations
Where? Implied (Nokia regional offi ces)
When? 2014
Why? Implied (to improve sales training)
How? Studied the company’s sales activities
From this analysis would come the title “Sales Training Recommendations for Nokia,” with the subtitle “Based on a 2014 Study of Company Sales Activities.”
COMMUNICATION MATTERS
Creating a Report Title with the 5 Ws and 1 H
ren03210_ch12_374-452.indd 377ren03210_ch12_374-452.indd 377 1/11/13 5:19 PM1/11/13 5:19 PM
378 PART 4 Fundamentals of Report Writing
Table of Contents. If your short report goes much over fi ve pages (or 1,500 words), you might consider including a brief table of contents. Th is part, of course, is a listing of the report’s contents. As Chapter 11 points out, it is the report outline in fi nished form, with page numbers to indicate where the parts begin. Th e formatting should re- fl ect the report’s structure, with main headings clearly diff erentiated from subheadings. Th e section titles should state each part’s contents clearly and match the report’s head- ings exactly. Th e table of contents may also include a list of illustrations (or, if long, this list can stand alone). If a separate table of contents would be too formal, you can just list the topics that your report will cover in its introductory section.
Executive Summary. Th e executive summary is the report in miniature. For some readers it serves as a preview to the report, but for others—such as busy executives who may not have time to read the whole report—it’s the only part of the report they will read. Because of this latter group of readers, the summary should be self- explanatory; that is, readers shouldn’t have to read other parts of the report in order to make sense of the summary. As pointed out previously, whether the executive summary is one of the prefatory parts, is included in the transmittal message, or is part of the report proper depends on how long and how formal the report is.
You construct the executive summary by reducing the parts of the report in order and in proportion. You should clearly identify the topic, purpose, and origin of the report; state at least briefl y what kind of research was conducted; present the key facts, fi ndings, and analysis; and state the main conclusions and recommendations. If you in- clude these parts in this order, which usually matches the order of the report contents, your summary will be written in the indirect order. But sometimes writers use the direct order by starting with the conclusions and recommendations and then continu- ing with the other information. Figure 12–2 shows the diff erence between these two structures, and Figures 12–3 and 12–4 give examples. Whichever order you choose, the executive summary will need to be a masterpiece of economical writing.
Executive summary (in indirect order)
Executive summary (in direct order)
I
I
II
III
IV
V
V
I
II
III
IV
II
III
IV
V
Figure 12–2
Diagram of the Executive Summary in Indirect and Direct Order
ren03210_ch12_374-452.indd 378ren03210_ch12_374-452.indd 378 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 379
EXECUTIVE SUMMARY
Midwestern Research Associates was contracted to study the performance of Nokia’s salespeople. A team of two researchers observed 20 productive and 20 underperforming salespeople over five working days. The study also included an exit interview and a test of each salesperson’s product knowledge.
Productive Use of Time
The data show that the productive salespeople used their time more effectively than did the underperforming salespeople. Compared with the latter, the productive salespeople spent less time in idleness (28% vs. 53%). They also spent more time in contact with prospects (31.3% vs. 19.8%) and more time developing prospects (10.4% vs. 4.4%).
Quality of Sales Presentations
Observations of sales presentations revealed that productive salespeople displayed higher integrity, used pressure more reasonably, and knew the product better than underperforming salespeople. n Of the 20 productive salespeople, 16 displayed at least “moderately high integrity.” Members of the underperforming group ranged widely on the integrity scale, with 7 in the “questionable” group and 5 each in the "moderately high integrity" and “deceitful” groups. n Most (15) of the productive salespeople used moderate pressure, whereas the underperforming salespeople tended toward extremes (10 high pressure, 7 low pressure). n On the product knowledge test, 17 of the productive salespeople scored excellent and 3 fair. In the other group, 5 scored excellent, 6 fair, and 9 inadequate.
Recommendations
On the basis of these findings, this report recommends adding the following topics to Nokia’s sales training program:
n Negative effects of idle time n Projection of integrity n Use of moderate persuasion n Value of product knowledge
Coverage of these topics will help bring the underperforming salespeople up to the level of Nokia’s high-performing sales staff.
Figure 12–3
An Executive Summary in Indirect Order
ren03210_ch12_374-452.indd 379ren03210_ch12_374-452.indd 379 1/11/13 5:19 PM1/11/13 5:19 PM
380 PART 4 Fundamentals of Report Writing
Figure 12–4
An Executive Summary in Direct Order
EXECUTIVE SUMMARY
To enhance the performance of Nokia’s salespeople, this report recommends adding the following topics to Nokia’s sales training program:
n Negative effects of idle time n Projection of integrity n Use of moderate persuasion n Value of product knowledge
Supporting these recommendations are the findings and conclusions drawn from a five-day observational study of 20 productive and 20 underperforming salespeople. The study also included an exit interview and a test of each salesperson’s product knowledge.
Productive Use of Time
The data show that the productive salespeople used their time more effectively than did the underperforming salespeople. Compared with the latter, the productive salespeople spent less time being idle (28% vs. 53%). They also spent more time in contact with prospects (31.3% vs. 19.8%) and more time developing prospects (10.4% vs. 4.4%).
Quality of Sales Presentations
Observations of sales presentations revealed that productive salespeople displayed higher integrity, used pressure more reasonably, and knew the product better than underperforming salespeople.
n Of the 20 productive salespeople, 16 displayed at least “moderately high integrity.” Underperforming group members ranged widely on the integrity scale, with 7 in the “questionable” group and 5 each in the “moderately high integrity” and “deceitful” groups. n Most (15) of the productive salespeople used moderate pressure, whereas the underperforming salespeople tended toward extremes (10 high pressure, 7 low pressure). n On the product knowledge test, 17 of the productive salespeople scored excellent and 3 fair. In the other group, 5 scored excellent, 6 fair, and 9 inadequate.
These findings support a training program that covers productive use of time and the importance of integrity, moderate sales pressure, and product knowledge.
ren03210_ch12_374-452.indd 380ren03210_ch12_374-452.indd 380 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 381
It may be desirable to include other report components not discussed here—for ex- ample, a copy of the message that authorized the report, various appendices containing supplementary material, a glossary, or a bibliography. As with any writing task, you will need to decide what parts to provide given the facts of the situation and your readers’ preferences.
CHARACTERISTICS OF THE SHORTER REPORTS Th e shorter report forms (those at the bottom of the stairway) are by far the most com- mon in business. Th ese are the everyday working reports—those used for the routine information reporting that is vital to an organization’s communication. Because these reports are so common, our study of report types begins with them.
Little Need for Introductory Information Most of the shorter, more informal reports require little or no introductory material. Th ese reports typically concern day-to-day problems. Th eir lives are short; they are not likely to be kept on fi le very long. Th ey are intended for only a few readers, and these readers are likely to understand their context and purpose. If readers do need an intro- duction, that need is likely to be small.
Determining what introductory material to provide is simply a matter of answer- ing one question: What does my reader need to know before reading the information in this report? In very short reports, an incidental reference to the problem or to the authorization of the investigation will be suffi cient. In extreme cases, however, you may need a detailed introduction comparable to that of the more formal reports.
Reports need no introductory material if their very nature explains their purpose. Th is holds true for personnel actions, weekly sales reports, inventory reports, and some progress reports.
Predominance of the Direct Order Because shorter reports usually solve routine problems, they are likely to be written in the direct order . Th at is, the report will begin with its most important information— usually the conclusion and perhaps a recommendation. Business writers use this order because they know that busy readers typically want the key point quickly.
Th e form that the direct order takes in longer reports is somewhat diff er- ent. Th e main fi ndings will be some- where up front—either in the letter of transmittal, executive summary, or both—but the report itself may be or- ganized indirectly. Th e introduction will present the topic and purpose of the report, but the actual fi ndings will be brought out in the body sections, and their fullest statement will usually appear in the conclusions or recom- mendations section.
As you move down the structural ladder toward the more informal and shorter reports, however, the need for the direct order in the report itself in- creases. At the bottom of the ladder, the direct order is more the rule than the exception.
LO2 Discuss the four main ways that the writing in short reports differs from the writing in long reports.
Many routine reports are submitted on hand-held devices.
ren03210_ch12_374-452.indd 381ren03210_ch12_374-452.indd 381 1/11/13 5:19 PM1/11/13 5:19 PM
382 PART 4 Fundamentals of Report Writing
Illustrating the direct arrangement is the following beginning of a report on a per- sonnel issue:
The hiring committee recommends appointing Sue Breen as our new Corporate Communications Offi cer. We interviewed three candidates for the position . . . [The rest of this paragraph describes the candidates.] While all three candidates had strengths, Ms. Breen emerged as the top candidate, for these reasons:
• She was the most experienced of the three candidates, with 27 years’ experience in corporate communication.
• She had the most expertise with the widest variety of communication media, from annual reports to blog posts to intranets and social networking, and she understood the advantages and disadvantages of each.
• She has an impressive track record. At Gemini Web Conferencing, she launched a corporate communications program that . . . [The report continues to make the case and then reiterates its recommendation at the end.]
As you can see, this report states its main point fi rst and then supplies the supporting information.
In contrast, a report written in the indirect order presents the supporting informa- tion before stating its main conclusion or recommendation.
Using the personnel issue from the last example, the indirect arrangement would appear like this:
The hiring committee interviewed three candidates for the position of Corporate Communications Offi cer: . . . [The opening paragraph briefl y describes the candidates.] While all three candidates had strengths, Ms. Breen emerged as the top candidate, for these reasons:
• She was the most experienced of the three candidates, with 27 years’ experience in corporate communication.
• She had the most expertise with the widest variety of communication media, from annual reports to blog posts to intranets and social networking, and she understood the advantages and disadvantages of each.
• She has an impressive track record. At Gemini Web Conferencing, she launched a corporate communications program that . . . [The list continues to make the case.]
In light of these assets, we recommend that Sue Breen be appointed as our new Corporate Communications Offi cer.
Deciding whether to use the direct order is best based on a consideration of your readers’ likely use of the report. If your readers need the report conclusion or recommendation as a basis for an action that they must take, directness will speed their effort by enabling them to quickly receive the most important infor- mation. If they have confidence in your work, they may choose to skim or not even read the rest of the report before acting on your information. Should they desire to question any part of the report, however, the material is there for their inspection.
On the other hand, if there is reason to believe that it would be better for your readers to arrive at the conclusion or recommendation only after a logical review of the analysis, you should organize your report in the indirect order. This arrange- ment is especially preferable when you will be recommending something that you know your readers will not favor or want to hear. For example, in the illustration above, if you suspect that one of the executives to whom you’re making your hir- ing recommendation prefers another candidate to Sue Breen, you’ll want to make your case before stating the committee’s decision. Presenting the supporting data before the recommendation prepares resistant readers to accept your solution to the report problem.
ren03210_ch12_374-452.indd 382ren03210_ch12_374-452.indd 382 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 383
City planners have to write proposals and reports that make sense to both experts and ordinary citizens. Con- sider incorporating these 10 recommendations from a San Francisco-based planner into your proposals and reports:
1. Summarize . Most people don’t have time to read a long plan. Write a clear executive summary, and make it a stand-alone document that can be reproduced and distributed separately.
2. Hit the facts . Consider writing a one- or two-page fact sheet or fl yer for your plan or project for such secondary audiences as reporters and others who just want the key details.
3. Unclutter . Move lengthy supplementary information into appendices.
4. Break it up . Put such information as defi nitions, examples, and lists into margin notes, textboxes, or sidebars.
5. Add on . If some readers might want additional information, tell them where to fi nd it.
6. Help navigate . Use “signposting” tools—such as a table of contents, section previews, and section- specifi c headers and footers—to help readers fi nd what they need and know where they are in your document.
7. Add headings . Break up the text visually with informative headings and subheadings—and use form and placement rather than numbering to indicate the different levels.
8. Don’t overdo acronyms . Spell out acronyms the fi rst time you use them, and consider including them in a glossary, along with technical terms.
9. Experiment . Perhaps black and white text in portrait orientation on 8½ × 11-inch paper is not the most effective format to use. Consider adding color, using landscape orientation, and incorporating other kinds of visual interest.
10. Why not video? Or other kinds of electronic media? If you will be delivering your document electronically, consider including dynamic content for interest and persuasiveness.
SOURCE: Niko Letunic, “Beyond Plain English,” Planning 73.9 (2007): 40–44, ProQuest, Web, 20 July 2012.
COMMUNICATION MATTERS
Tips from a Professional Explainer
A More Personal Writing Style Th e writing in shorter reports tends to be more personal than in long reports. Th at is, the shorter reports are likely to use the personal pronouns I, we , and you rather than only the third person.
Several factors account for this tendency toward personal writing in shorter reports. In the fi rst place, short-report situations usually involve personal relationships. Such reports tend to be from and to people who know each other and who normally address each other informally when they meet. In addition, shorter reports are apt to involve personal investigations and to represent the observations, evaluations, and analyses of their writers. Finally, shorter reports tend to deal with day-to-day problems. Th ese problems are informal by their very nature. It is logical to report them informally, and personal writing tends to produce this informal eff ect.
ren03210_ch12_374-452.indd 383ren03210_ch12_374-452.indd 383 1/11/13 5:19 PM1/11/13 5:19 PM
384 PART 4 Fundamentals of Report Writing
When preparing a report, consider using a pre-designed template to give your report a professional, consistent design. In Word 2010, you can access the available report templates by clicking File > New and entering report in the “Search Offi ce.com for templates” fi eld. When you fi nd a template you like, such as the one shown here, you can download it to your computer for your current and future use.
If you’re not pleased with the color scheme, you can click File > Themes to select a different palette of colors, as shown. If you like, you can also change the fonts and margins. For most business reports, you’ll want to choose a relatively conservative design like the one shown here. The more visually elaborate designs are better for special publications, such as annual reports and sales proposals.
TECHNOLOGY IN BRIEF
Using a Report Template for a Polished Look
ren03210_ch12_374-452.indd 384ren03210_ch12_374-452.indd 384 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 385
As explained in Chapter 11, your decision about whether to write a report in per- sonal or impersonal style should be based on the situation. Convention favors using impersonal writing for the most formal situations. For most short reports, personal writing is likely to be preferable because of their relatively routine nature.
Less Need for a Structured Coherence Plan A long, formal report usually needs what we call a “structured coherence plan”— a network of introductions, conclusions, and transitions that guides the reader through the report. Creating such a plan means giving the report an overview and a conclu- sion, providing the same for the individual sections, and incorporating transitions that bridge each section to the next. Such devices enable the reader to know at every point where he or she is in the report and how the current section is related to the overall goal of the report.
Short reports, because they are short, generally do not need an elaborate coher- ence plan. Readers will not need many reminders of what they just read or previews of what they’re about to read. Th e report introduction (which should contain an overview), clear headings, and brief transitional devices (such as “Second,” “next,” and quick references to previous points) will usually be suffi cient to keep readers on track.
FORMS FOR SHORT TO MID-LENGTH REPORTS As noted earlier, the shorter report forms are by far the most numerous and important in business. In fact, the three forms represented by the bottom three steps of the stair- way in Figure 12–1—short reports, letter reports, and email or memo reports—make up the bulk of written reports.
Th e Short Report One of the more popular of the less formal report forms is the short report. Represent- ing the fourth and fi ft h steps in the formality stairway, this report consists of only a title page and text or a title page, combined transmittal message/summary, and text, respec- tively. Its popularity may be explained by the middle-ground impression of formality that it conveys. Th e short report is ideally suited for the short but somewhat formal problem.
Like most of the less formal report forms, the short report may be organized in either the direct or indirect order. If the report is addressed to an internal audience, it will likely use the direct order unless there is reason to believe that readers will resist the conclusions or recommendations. Reports written to external audiences may or may not state the main conclusions or recommendations in the opening paragraphs, but it is customary to include these in the transmittal message since it doubles as an executive summary.
When you open your short report with the main results of your investigation, the next section usually provides background on the report problem and what you did to investigate it. In other words, it provides your problem and purpose statements, as described in the previous chapter. When your report uses the indirect order, a coherent statement of your problem and purpose open the report, as illustrated by the sample long report that appears later in this chapter.
Even if you have provided your recommendations up front, you should reiterate and perhaps expand on them at the end of your report. Readers do not mind this kind of redundancy as long as the recommendations are helpfully restated, not just copied and pasted from the front of the report. Plus, stopping short of your main points at the end of your report would end it too abruptly.
LO3 Choose an appropriate form for short reports.
ren03210_ch12_374-452.indd 385ren03210_ch12_374-452.indd 385 1/11/13 5:19 PM1/11/13 5:19 PM
386 PART 00 Part Title386
C A S E I L L U S T R A T I O N
A Mid-Length Recommendation Report . This report, with its title page and combined letter of transmittal and execu- tive summary, would fall on the fourth level of Figure 12–1. It is organized indirectly in order to prepare the reader for the students’ recommendations.
Increasing Student Patronage at Kirby’s Grocery
Prepared for:
Mr. Claude Douglas, Owner Kirby’s Grocery 38 Lance Avenue Crestview, IN 45771
Prepared by:
Kirsten Brantley, Business Communication Student College of Business P. O. Box 236 Metropolitan University Crestview, IN 45770-0236
May 28, 2013
Page uses an
attractive but
simple template
Title makes the topic and purpose
of the report clear
ren03210_ch12_374-452.indd 386ren03210_ch12_374-452.indd 386 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 387387
C A S E I L L U S T R A T I O N
Mr. Claude Douglas Kirby’s Grocery 38 Lance Avenue
Crestview, IN 45771
Dear Mr. Douglas:
As you requested, our Business Communication class conducted a study to determine ways to increase Metropolitan University students’ awareness of Kirby’s Grocery and to attract more students to your store. This report presents the results.
To gather our information, we first interviewed assistant manager Bradley Vostick, who leads the store’s marketing efforts. To get a veteran customer’s perspective, we also interviewed our professor, Beth Rawson, a long-time Kirby’s customer. Next we researched MU campus events, publications, transportation issues, demographics, and the Lance Avenue area surrounding Kirby’s. Finally, the class did walkthroughs of Kirby’s to gain firsthand reactions to the store as well as quantified data in the form of an exit survey on overall reactions to Kirby’s.
We found that Kirby’s is part of a niche market that offers a wide variety in a small space, much like the surrounding Lance Avenue area. Given these findings, we recommend the following:
■ Targeting health-conscious, older MU students who enjoy shopping. ■ Adding Facebook to your current promotional strategies. ■ Focusing on your strengths to make these shoppers aware of the experience that is Kirby’s Grocery.
Thank you for allowing us the opportunity to do this real-world project. We enjoyed learning about your store and hope that our research will bring many more MU students to Kirby’s Grocery.
Sincerely,
Kirsten Brantley For Professor Beth Rawson’s Business Communication Class
Identifies the project and “hands over” the report
Ends with goodwill comments
Combines letter of transmittal and executive summary
Kirsten Brantley
May 28, 2013
METROPOLITAN UNIVERSITY College of Business, P. O. Box 236, Crestview, IN 45770-0236 Phone: (421) 555-5555, Fax: (421) 555-5566
(continued)
ren03210_ch12_374-452.indd 387ren03210_ch12_374-452.indd 387 1/11/13 5:19 PM1/11/13 5:19 PM
388 PART 00 Part Title
C A S E I L L U S T R A T I O N
388
(continued)
Opening
gives the
context and
purpose in a
nutshell
Preview adds
to report’s
coherence
Detailed
description of
research builds
confidence in
the validity of
the findings
Increasing Student Patronage at Kirby’s Grocery
Introduction
Kirby’s Grocery is a full-service neighborhood grocery store in the vicinity of Metropolitan University. With its appealing range of products and proximity to the university, its potential to attract student customers is great. Yet according to a survey conducted by Professor Beth Rawson’s Fall 2012 Business Communication class, only one in three MU students has ever shopped at Kirby’s. As a follow-up to this study, our Business Communication class conducted research to determine how Kirby’s might attract more MU student shoppers. This report presents our results and recommendations.
Research Methods The research for this study was conducted in three phases: n Phase One: As preparation for the observational part of the study, the class gathered supplemental information about a variety of topics related to Kirby’s. It was carried out by groups of three to four students, with each group focusing on one of seven particular “beats.” These beats included MU campus events and publications, MU’s demographic information, and interviews with Kirby’s customers and Bradley Vostick of Kirby’s. n Phase Two: This was the main phase of our research. For this phase, 13 pairs of students visited Kirby’s during the week of March 7–14, 2013, to gather observational data. Each pair consisted of an observer, who made oral comments about any and all aspects of the store, and a recorder, who recorded these observations. On average, each pair spent approximately 40 minutes in the store, and each pair was required to make a small purchase. At the end of their visits, the observers all completed exit surveys to quantify their overall reactions to Kirby’s and to provide some demographic information about themselves.
n Phase Three: Given our findings, we gathered information to develop our recommendations for marketing Kirby’s to MU students. The following sections describe the study participants, present the observational data, and offer our recommendations.
ren03210_ch12_374-452.indd 388ren03210_ch12_374-452.indd 388 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 389
C A S E I L L U S T R A T I O N
389
(continued)
Lone table in
nonacademic
report does
not need to
be numbered
Previews
table
Paragraphs
interpret and
elaborate on
the table
Section
preview
adds
coherence
Report
includes a
special
section to
further
support the
validity of
the
findings
Compared to the MU population, our sample of 13 was relatively diverse. In addition to including 2 African American participants, it included 2 non-U.S. participants, one from Russia and one from Sweden.
The gender ratios were also relatively close. The MU population is 54.2% female to 45.8% male. Again, our observers came very close to this ratio, with 47% female and 54% male.
The average age for full-time students at Metropolitan University is 23. The average age of our observers was 24. This included a student who is 41 years old, but even without this outlier, our group closely represented the average MU student in terms of age.
In addition, all students in our class (26) were juniors and seniors at MU, and most were business students with some background in marketing. Through class discussion, we were able to bring our collective perspective as MU students to bear on our observations.
Qualitative Findings
This section presents the qualitative results from our observational research, broken down into two categories: perceived strengths and perceived weaknesses.
Demographics of the Participants While our observer number of 13 was very small in comparison to the entire MU population of 33,000, it was actually a fairly representative sample in terms of student diversity, gender, and age. The following table shows how these observers compared to the general MU population.
Study Participants MU Population Diversity 77% (11) European American 71.5% European American 23% (2) African American 12% African American 77% (11) US citizens 83% US citizens
Gender 47% (6) female, 54% (7) male 54.2% female, 45.8% male
Average Age 24 23
Demographics of Store Observers
2
ren03210_ch12_374-452.indd 389ren03210_ch12_374-452.indd 389 1/11/13 5:19 PM1/11/13 5:19 PM
390 PART 00 Part Title
C A S E I L L U S T R A T I O N
390
(continued)
Another helpful
summary
Paragraphs
present and
interpret data
Section starts
with a helpful
summary
Perceived Areas of Strength
Three main positive reactions came out of this research:
■ Students were impressed with the wide product variety. ■ Students were happy to see organic and health food products. ■ Kirby’s employees provided excellent service to their customers.
Product variety was seen as the strongest asset of Kirby’s. Of the 13 observation surveys, 11 mentioned the large variety of products offered by Kirby’s as a positive aspect of the store. Overall, the consensus was that the selection offered by Kirby’s in such a small space was impressive. This was especially apparent in the beer aisle, which received the most praise of any section in Kirby’s for a selection that rivals that of specialty stores. Organic and health food products also received a large positive reaction, being mentioned by almost two-thirds of the observers. While health may not be the main concern of the stereotypical college student, it is certainly appealing to older students. Since the average age of an MU student is 23, it is likely that Kirby’s organic and health food selection can also be a strong selling point for getting more students into the store. Customer service was the third most mentioned positive aspect of Kirby’s. During observations, employees at Kirby’s were consistently happy and helpful. The long- time customer we interviewed, Professor Rawson, cited Kirby’s excellent customer service as one of the reasons she continues to shop there. She commented that the employees of Kirby’s care more about their customers’ shopping experiences than employees of other stores, and the data compiled by the class supported this claim. Not only were students asked if they needed help, but they also observed that employees knew their customers, which makes the customer feel more like family than just another person wanting groceries. When observers made their small purchases, they noted that they were treated in the same friendly manner as customers who were checking out with filled carts. Perceived Areas of Weakness
Two main negative reactions came out of this research: ■ Students observed a number of dirty shelves and floors. ■ The placement of some products was confusing. About half of the observers made note of areas of Kirby’s that seemed to need a good cleaning, with specific remarks about stained floor tiles, produce on the floor
3
ren03210_ch12_374-452.indd 390ren03210_ch12_374-452.indd 390 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 391
C A S E I L L U S T R A T I O N
391
(continued)
Visual, textual, and numerical elements work together to present specific findings clearly
Lone figure in a nonacademic report does not need to be numbered
Introduces the figure
More helpful data and interpretation
Exit Survey Results
4.23
4.19
4.15
4.15
4.08
3.69
3.69
3.62
3.38
3.08
3.00
2.85
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Checkout Time
Signage
Product Variety
Specialty Products
Friendliness of Staff
Up-to-Date Products
Access/Parking
Ease of Finding Products
Store Organization
Prices
Will You Return?
Cleanliness
Rating
that hadn’t been swept up, and dusty shelves. This was a significant negative for several student shoppers, as dirty floors and shelves don’t shed the kindest light on the products for sale, especially when compared to the seeming sterility of larger grocery stores like Kroger and Biggs. But the largest negative reaction to Kirby’s concerned the random-seeming placement of a variety of products. Examples included cakes next to whole turkeys, freezers next to greeting cards, and hot peppers next to candies. This confused student shoppers because the placement of some of these products did not fall in line with the aisle signs. While Kirby’s is a smaller grocery store and is certainly impacted by the limits of space, the class as a whole felt that more could be done to eliminate this random product layout. Quantitative Findings The following figure contains the composite results of the 13 exit surveys. Students were asked to rate their Kirby’s experience on a variety of topics on a scale of one to five, with one being the worst and five being the best. The observers took the survey immediately after completing their walkthroughs of the store.
4
ren03210_ch12_374-452.indd 391ren03210_ch12_374-452.indd 391 1/11/13 5:19 PM1/11/13 5:19 PM
392 PART 00 Part Title
C A S E I L L U S T R A T I O N
392
(continued)
Paragraphs
help the reader
interpret the
findings
Summarizes the
main impression
and leads into
recommendations
These results simply quantify what was discovered in the qualitative phase of the observation. Checkout time, friendliness, variety, and specialty products were the highest scorers, while cleanliness received the lowest rating. Still, Kirby’s scored above average in all categories, which is an important positive result. Along these lines, the “Will You Return?” score is encouraging. Though it may seem negative when compared to the other reactions, a score of 3.00 is actually above average. This means that with only one trip through Kirby’s, there is a better than average chance that students will return to purchase groceries. Prices ranked just above “Will You Return?” at 3.08. Again, its comparative rating is low, but it is still above average. Price is an important consideration for student shoppers, and Kirby’s has a tough time competing with prices offered by the nearby Kroger store, its main competitor. Even given these two facts, though, observers felt that Kirby’s had slightly better than average prices, which is another important positive result. Interesting to note are the scores for Signage, Ease of Finding Products, and Store Organization. Signage was rated high at 4.19, while Ease of Finding Products was rated lower (3.62), and Store Organization even lower (3.38). These numbers correlate with the student shopper reactions. While Kirby’s has excellent signs, some of the aisles are difficult to find because of displays blocking them, and the placement of certain products adjacent to other unrelated products only increases this confusion. Recommendations From our compiled data on Kirby’s Grocery, we learned that Kirby’s is not a large, faceless grocery chain that slashes prices in order to make up for poor customer service and variety. Rather, Kirby’s is a niche-market store that offers wide variety and excellent service for a decent price. Yet only about a third of the MU population is aware of its excellent variety and customer service. The following recommendations for Kirby’s aim to increase its customer base through targeted awareness-raising advertising that focuses on promoting the store’s uniqueness. Whom to Target Since Kirby’s is something of a niche-market store, it will only truly appeal to a niche market of MU students. Kirby’s should focus on attracting those shoppers who want variety, healthy selections, and a familiar feel. Kirby’s is a grocery store for people who want shopping to be an experience, not an errand. It can therefore be especially appealing to the more mature, somewhat alternative segment of the MU population.
5
ren03210_ch12_374-452.indd 392ren03210_ch12_374-452.indd 392 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 393
C A S E I L L U S T R A T I O N
393
(continued)
Recent
research
supports
the claim
Link
makes it
easy to
learn
more
Shows
knowledge
of the
store’s
current
efforts
Informal
citation of
sources is
acceptable
in an
informal
report
Paragraphs
adapt
research to
reader’s
needs
How to Reach Them While Kirby’s has been using the MU Coupon Book for campus ads and participating in campus events such as Welcome Week, the store’s marketing efforts do not take advantage of a key fact about modern students: They are heavy users of the social networking site Facebook. According to a poll conducted by researchers at Harvard University, 80% of all 18- to 29-year-olds and 90% of four-year college students now have a Facebook account. Facebook thus represents a huge opportunity for Kirby’s to reach its student market.
You can take advantage of this site in two main ways: creating a page and advertising.
Creating a Free Online Profile Kirby’s currently has an attractive website, but it is unlikely to receive many student visitors. Creating an appealing presence on Facebook (www.facebook.com) can help you build a student fan base and generate a buzz about your store. Once you register at the site, Facebook makes it easy to create your “page.” Here you can feature major selling points, photos, directions, a link to your website, and other static material. The page can also feature such dynamic material as posts to your “wall” (an interactive message board), polls, quizzes, and special promotions.
Once the page is posted, users can learn about your site using Facebook's search engine or any other search engine. If they like what they see and want to be kept updated about special offerings, they can click a link to include Kirby’s in their network. This will place your logo and name on their own Facebook pages, where all their friends will see it and perhaps consider becoming “fans” of Kirby’s themselves. In this way, your store can take advantage of “viral marketing.”
Using Paid Advertising
It is also possible to advertise on Facebook. You can go to www.facebook.com/Ads to get advice on creating ads and to create your ads. Facebook allows you to target your ads to certain readers, so you could target your ads to MU students with particular interests. You can also track the success of several ads to see which are the most successful. The cost for these ads varies depending on whether you choose to pay per view (how many times users see your ad) or per click (how many times users click on your Facebook page), as well as on what other advertisers targeting the same market are offering to pay. Using the Facebook help page “Campaign Cost and Pricing,” you can indicate how much you are willing to spend each day, and Facebook will calculate a “cost per click” estimate for you. If few other businesses are competing for the same users, the cost may actually be lower than this, whereas it will be higher if many businesses are trying to reach the same demographic.
6
ren03210_ch12_374-452.indd 393ren03210_ch12_374-452.indd 393 1/11/13 5:19 PM1/11/13 5:19 PM
394 PART 00 Part Title
C A S E I L L U S T R A T I O N
394
(concluded)
Paragraphs
use the main
findings to
suggest a
marketing
strategy
Ending wraps
up the report
in a positive
way
What to Say Kirby’s advertisements need to focus on promoting the store’s variety and uniqueness to the MU student body. It has to dispel the idea that it is simply another grocery store and emphasize that it encompasses a wide variety in a small space, just like the eclectic Lance Avenue area in which it is located. Promotions for students should focus on its wide beer selection (perhaps mentioning the exact number of domestic and imported brands offered), on its organic and health food selection, and on its unique products such as sushi and fresh peanut butter. These advertisements will not appeal to the entire MU student body, but it will make the students who are likely to value Kirby’s strengths aware of these and give them a desirable, convenient alternative to shopping at a giant superstore. Conclusion We found that Kirby’s Grocery offers a shopping experience that simply cannot be found at larger grocery stores. The variety and customer service are top notch, and this makes a trip to Kirby’s an experience rather than an errand (perhaps this could be a slogan?). By taking advantage of the large-scale marketing opportunities offered by Facebook, Kirby’s can raise awareness of its many positive qualities among the MU student body well beyond what it currently achieves with its current outreach efforts. This strategy is also appealing because it can greatly increase Kirby’s visibility at no to very little cost.
7
ren03210_ch12_374-452.indd 394ren03210_ch12_374-452.indd 394 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 395
Th e mechanics of constructing the short report are much the same as the mechan- ics of constructing the more formal, longer types. Th e short report uses the same form of title page and page layout. Like the longer reports, it uses headings, though usually only one or two levels because of its brevity. Like any other report, the short report uses visuals, an appendix, and a bibliography when these are needed.
Letter Reports Th e second of the more common shorter report forms is the letter report—that is, a report in letter form. Letter reports are used primarily to present information to people outside the organization. For example, a company’s written evaluation of its experience with a particular product may be presented in letter form and sent to the person who requested it. An outside consultant may deliver his or her analyses and recommenda- tions in letter form. Or the offi cer of an organization may report certain information to the membership in a letter.
Typically, the length of letter reports is three to four pages or less, but they may be longer or shorter.
As a general rule, letter reports are written personally, using I, you , and we refer- ences. Exceptions exist, of course, such as letter reports for very important readers—for example, a company’s board of directors. But since letters are traditionally a personal form of communication, letter reports tend to use the personal style.
Letter reports may use either the direct order or the indirect order. Th ose in the direct order begin with the main fi nding or recommendation. Sometimes they use a subject line to announce the topic of the report so the fi rst paragraph of the letter can get right to the main point. Th e subject line usually appears aft er the salutation. It com- monly begins with the word subject followed by a description of the report’s contents, as the following example illustrates:
Subject: Review of Travel Expenditures of Association Members, Authorized by Board of Directors, January 2014
Association members spent 11 percent more on travel to asssociation meetings in 2013 than they did in 2012, and they expect another increase in travel expenses this year.
Indirect-order letters tend not to use a subject line, and they open with brief background information, such as who authorized the report and the topic. A letter report written to the executives of an organization, for example, might use the following indirect opening:
As authorized by your board of directors January 6, this report reviews member expendi- tures for travel for 2012 and 2013. It is based on . . . [whatever research was performed].
Following the introduction would be a logical presentation and analysis of the information gathered. Aft er this presentation would come the conclusion or recommendation that the facts were leading to.
With either the direct or indirect order, a letter report may close with whatever friendly goodwill comment fi ts the occasion.
Email and Memo Reports As we noted in Chapter 6, email is a heavily used form of written communication in business. It has largely eclipsed memoranda, but memos are still written, especially in cases where computers aren’t easily accessible or the writer prefers to deliver a print message. Both email and memos can be used for internal reports—that is, for reports written by and to people in an organization.
Because email and memos are primarily communication between people who know each other, they are usually informal. Some, however, are formal, especially reports directed to readers high in the administration of the organization. In fact, some email and memo reports rival the longer forms in formality. Like the longer forms, they may
ren03210_ch12_374-452.indd 395ren03210_ch12_374-452.indd 395 1/11/13 5:19 PM1/11/13 5:19 PM
396 PART 00 Part Title396
C A S E I L L U S T R A T I O N
A Letter Report. This direct-order letter report compares two hotels for a meeting site. It starts with the recommenda- tion, followed by well-organized supporting facts. The personal style is appropriate in this situation. To make the letter easy to share with the other board members, the writer might send it to the reader as an email attachment.
October 26, 2013
Professor Helen Toohey Board of Directors International Communication Association Thunderbird American Graduate School of International Management 15249 N. 59th Ave. Glendale, AZ 85306-6000
Dear Professor Toohey:
Subject: Recommendation of Convention Hotel for the 2014 Meeting
The Hyatt Hotel is my recommendation for the International Communication Association meeting next October. The Hyatt has significant advantages over the Marriott, the other potential site for the meeting.
One of the Hyatt's main advantages is its downtown location, which will appeal to convention goers and their spouses. The accommodations, including meeting rooms, are adequate in both places, although the Marriott does have a more contemporary decor. But the Hyatt room costs are approximately 15 percent lower than those at the Marriott. Thus, although both hotels are adequate, the Hyatt appears to be the better choice because of its location and cost advantages.
The Hyatt's Favorable Downtown Location
The older of the two hotels, the Hyatt, is located in the heart of the downtown business district, making it convenient to the area's major mall as well as the other downtown shops. The Marriott, on the other hand, is approximately nine blocks from the major shopping area. Located in the periphery of the business and residential area, it provides little location advantage for those wanting to shop. It does, however, have shops within its walls that provide for virtually all of the guests' normal needs. Because many members will bring spouses, however, the downtown location does give the Hyatt an advantage.
INTERNATIONAL COMMUNICATION ASSOCIATION 314 N. Capitol St. NW • Washington, DC 20001 • 202.624.2411
Recommendation
and key facts
are up front
Short sentences and transitional
words increase readability and
move ideas forward
Bases of
comparison
(factors)
permit
hotels
(units)
to be
compared
logically
ren03210_ch12_374-452.indd 396ren03210_ch12_374-452.indd 396 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 397
C A S E I L L U S T R A T I O N
397
(continued)
October 26, 2013
Adequate Accommodations at Both Hotels
Board of Directors -2-
Both hotels can guarantee the 600 rooms we will require. Because the Marriott is newer (built in 2006), its furnishings are more modern. The 16-year-old Hyatt, however, is well preserved, and its guest rooms are elegant and comfortable.
The Marriott has 11 small meeting rooms, and the Hyatt has 13. All are adequate for our purposes. Both hotels can provide the nine we need. For our opening session, the Hyatt would make available its Capri Ballroom, which can easily seat our membership. It would also serve as the site of our presidential luncheon. The assembly facilities at the Marriott appear to be somewhat crowded, although the management assures me that their largest meeting room can hold 600. Pillars in the room, however, would make some seats undesirable. In spite of the limitations mentioned, both hotels appear to have adequate facilities for our meeting.
Lower Costs at the Hyatt Both the Hyatt and the Marriott would provide nine rooms for meetings on a complimentary basis. Both would provide complimentary suites for our president and our executive director. The Hyatt, however, would charge $500 for use of the room for the opening session. The Marriott would provide this room without charge.
Convention rates at the Hyatt are $169 for singles, $179 for double-bedded rooms, and $229 for suites. Comparable rates at the Marriott are $189, $199, and $350. Thus, the savings at the Hyatt would be approximately 15 percent per member.
Cost of the dinner selected would be $35 per person, including gratuities, at the Hyatt. The Marriott would meet this price if we would guarantee 600 plates. Otherwise, they would charge $38. Considering all of these figures, the total cost picture at the Hyatt is the more favorable one.
In conclusion, while both hotels would meet our needs, the significant location and cost advantages of the Hyatt make it the more desirable site for next year’s conference.
Sincerely,
Willard K. Mitchell Executive Secretary
Logical paragraphing
helps the different
points stand out
Repetition of the key
point provides a sense
of closure
Analysis
is
adapted
to the
readers'
needs
Talking
headings
(all noun
phrases)
make the
key points
stand out
Alternate placement of
topic sentences offers
variety
ren03210_ch12_374-452.indd 397ren03210_ch12_374-452.indd 397 1/11/13 5:19 PM1/11/13 5:19 PM
398 PART 4 Fundamentals of Report Writing
As the pace of business increases, flexibility and re- sponsiveness become more and more important. Hence the use of knowledge management —the “strat- egies and processes of identifying, capturing, and le- veraging knowledge to enhance competitiveness”—is growing. In a study of 71 manufacturing companies in India, executives identifi ed six kinds of knowledge as “critical for the success of the organization”:
• Knowledge obtained from customers.
• Knowledge about core competencies (that is, knowledge to do one’s job).
• Knowledge about products and services.
• Knowledge about emerging trends.
• Knowledge about best practices (in the industry).
• Knowledge about the competition.
How is such vital information shared in a business? While much is still distributed through email and conven- tional reports, companies are increasingly using intranets, smart documents (templates that enable the contents to go into searchable databases), enterprise systems, and other communication technologies to make its most pre- cious commodity—knowledge—more readily available across the organization. The benefi ts? Participants in the India study cited bet- ter strategic planning, better attention to the customer, better-quality products and services, better learning from disasters and failures, and better management of resources as the main payoffs—all of which add up to a sharper competitive edge.
SOURCE: M. D. Singh, Ravi Shankar, Rakesh Narian, and Adish Kumar, “Survey of Knowledge Management Practices in Indian Manufacturing Industries,” Journal of Knowledge Management 10.6 (2006): 110–28, ProQuest , Web, 21 July 2012.
COMMUNICATION MATTERS
Knowledge Management Gives Companies the Competitive Edge
use headings to display content and visuals to support the text. For the longer email reports, writers will oft en choose to make the report itself an attached document and use the email message as a transmittal message.
Because they are largely internal, email reports tend to be problem-solving reports. Th ey are intended to help improve operations, lay the groundwork for an innovation, solve a problem, or otherwise assist decision makers in the organization.
Written Reports in Other Forms While most written reports in business will take the form of short reports, letter re- ports, or email or memo reports, they can take a variety of other forms as well. Th e report featured in Figure 12–5 appeared in an online newsletter by the John Deere company. It used objectively gathered and reported evidence to persuade readers of the value of a John Deere product. Research can also be reported in pamphlets, white papers, and other publications, and many reports are uploaded to the Web as stand-alone documents in PDF format. You can apply your report-writing knowl- edge to all these forms and more. Just be sure to choose the appropriate form for your readers and purpose.
COMMON TYPES OF SHORT REPORTS Because organizations depend heavily on short reports, there are many varieties, written for many diff erent purposes. We cover some of the most common types here, categorized on the basis of their main purpose, but the form they take will vary from company to company. Also, most companies will have developed unique types of re- ports to accomplish particular goals. Always consider your company’s typical ways of reporting when deciding what to report and how.
LO4 Adapt the procedures for writing short reports to routine operational reports, progress reports, and problem-solving reports as well as to minutes of meetings.
ren03210_ch12_374-452.indd 398ren03210_ch12_374-452.indd 398 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 399
Figure 12.5
A Report from a Company Newsletter.
Routine Operational Reports Th e majority of the reports written within companies are routine operational reports that keep supervisors, managers, and team members informed about the company’s operations. Th ese can be daily, weekly, monthly, or quarterly reports on the work of each department or even each employee. Th ey can relate production data, information on visits to customers, issues that have arisen, or any kind of information that others in the organization need on a routine basis.
Th e form and contents of these reports will vary from company to company and manager to manager. Many will be submitted on predesigned forms. Others may not
SOURCE: Reprinted with permission of John Deere Intelligent Solutions Group.
ren03210_ch12_374-452.indd 399ren03210_ch12_374-452.indd 399 1/11/13 5:19 PM1/11/13 5:19 PM
400 PART 00 Part Title
C A S E I L L U S T R A T I O N
400
A Progress Report in Email Form. This email report summarizes a sales manager’s progress in opening a new district. It begins with the highlights—all a busy reader may need to know. Organized by three categories of activity, the factual information follows. The writer–reader relationship justifi es a personal style.
Bill:
After three months of operation, I have secured office facilities, hired and developed three salespeople, and cultivated about half the customers available in the Bloomington Sales District. Although the district is not yet showing a profit, at the current rate of development it will do so this month. Prospects for the district are unusually bright.
Office Operation
In April I opened the Bloomington Sales district as authorized by action of the Board of Directors last February 7. Initially I set up office in the Omni Suites, a hotel near the airport, and remained there three weeks while looking for permanent quarters. I found these in the Wingate Building, a downtown office structure. The office suite rents for $2,640 per month. It has four executive offices, each opening onto a single office that is large enough for two administrative assistants. Although this arrangement is adequate for the staff now anticipated, additional space is available in the building if needed.
Personnel
In the first week of operation, I hired an administrative assistant, Ms. Catherine Kruch. Ms. Kruch has excellent credentials and has proved to be very effective. In early April I hired two salespeople—Mr. Charles E. Clark and Ms. Alice E. Knapper. Both were experienced in sales, although neither had worked in B2B sales. Three weeks later I hired Mr. Otto Strelski, a proven salesperson whom I managed to attract from the Hammond Company. I still am searching for someone for the fourth subdistrict. Currently I am investigating two good prospects and plan to hire one of them within the next week.
Performance
After brief training sessions, which I conducted personally, the salespeople were assigned their territories. They were instructed to call on the accounts supplied by Mr. Henderson’s office. During the first month, Knapper’s sales totaled $30,431 and Clark’s reached $26,490, for a total of $56,921. With three salespeople working the next month, total sales reached $160,605. Of the total, Knapper accounted for $50,345, Clark $44,690, and Strelski $65,570.
Although these monthly totals are below the $200,000 break-even point for the three subdistricts, current progress indicates that we will exceed this volume this month. Since we have made contact with only about one-half of the prospects in the area, the potential for the district appears to be unusually good.
Headings aid
comprehension
Makes clear
what has
been
achieved
and what
remains to
be done
Email header
states the
report's
purpose
Direct order
provides an
overview
Key point is
summarized
again
Progress Report on Bloomington Sales District
ren03210_ch12_374-452.indd 400ren03210_ch12_374-452.indd 400 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 401
C A S E I L L U S T R A T I O N
401
Direct opening
orients the
reader and
announces
good
progress on
the project
Discussion
of research
methods
builds
credibility
Convincing
details attest
to the group’s
hard work
Conclusion
shows good
awareness of
the next major
deadline and
of the end
goal
List shows
that the
group is well
organized
A good plan
for completing
the work
builds the
instructor’s
confidence in
the group
Informative
headings
and
bulleted
lists make
the contents
easy
to digest
Memo Report May 12, 2013
Professor Rodriguez
Sam Ellis SE
Group Four’s Progress on the Report for Ms. Herbert
Date:
To:
From:
Subject:
Our group consists of Bo Riddle, Ina Ward, Tiffany Paine, and me. We have made good progress on gathering information to help Ms. Herbert decide whether to include personality testing in her hiring process for Fashion Sense.
Research Topics and Methods
In our first group meeting, on May 3, we decided to investigate the following topics, assigned as shown:
■ Types of personality testing available (Tiffany) ■ Use of personality testing in the retail industry (Ina) ■ Cost of personality testing (Bo) ■ Possible legal risks of personality testing (me)
To research the types of testing available, we conducted mostly Internet research. We did both Internet and library research to investigate the remaining topics. We also interviewed Amy Loehmann, a professor in the law school, about possible legal issues.
Findings So Far
In the first week of work, we have gathered these main findings:
■ Companies use many different kinds of personality tests, such as the Big Five personality test (see queendom.com) and tests based on four personality types (see MaximumAdvantage.com). But the most popular is the Myers-Briggs Type Indicator. Given its proven track record, Ms. Herbert is likely to want to use some version of this test if she adopts personality testing. ■ Large retail stores such as Macy’s do use personality testing, but we have not yet found much use of such testing for smaller businesses like Ms. Herbert’s. ■ Personality testing can be extremely expensive if the company hires a trained consultant to conduct the testing. For large-scale testing, these consultants charge thousands of dollars. However, there are many small testing outfits that provide relatively simple, yet valid, tests. For example, for about $500, ProvenResults will test a company’s high-performing employees and develop a personality test based on those employees’ traits (ProvenResults.com). This test can then be given to job applicants to determine their suitability for the work. ■ There are definitely legal risks to personality testing. Mainly, one must be sure not to ask questions that discriminate against the test takers on the basis of religion, race, or gender. If a company hires a consultant or firm like ProvenResults to do the testing, that person or firm will be the responsible legal party. If one doesn’t hire a third party, it is advisable to have an attorney review the testing procedure before it is used.
Next Steps
We will continue to explore the kinds of tests that might be suitable for Ms. Herbert. Specifically, we will try to find out what kinds of personality tests the smaller retail companies use and which of these might be appropriate for Fashion Sense.
We will also try to determine the most cost-effective method for Ms. Herbert to adopt and acquire contact information for any testing services that look promising. We are on track to have a complete draft of our report prepared by the May 22 deadline. This is an interesting project, and we believe we will be able to help Ms. Herbert make a well-informed decision.
A Memo Progress Report on a Class Project. As a student, you will sometimes need to submit a progress report on a complex project, such as a group project. In such cases, the same goals apply here as to workplace progress reports—to show that you understand the project’s purpose, that you have made good progress, that you have a good sense of what remains to be done, and that you’re headed toward a successful conclusion.
ren03210_ch12_374-452.indd 401ren03210_ch12_374-452.indd 401 1/11/13 5:19 PM1/11/13 5:19 PM
402 PART 4 Fundamentals of Report Writing
use forms but will follow a prescribed format. Still others will be shaped by the writer’s own judgment about what to include and how to present it.
Th e nature and culture of the organization can heavily infl uence the forms taken by these reports. For example, one innovative format for weekly reporting is the 5-15 re- port. 1 Th e name comes from the fact that it is intended to be read in 5 minutes and written in 15 minutes. Its typical three-part contents are a description of what the em- ployee did that week, a statement about the employee’s morale and that of others he or she worked with, and one idea for how to improve operations. Clearly, this format would work best in an organization where employees have nonroutinized jobs and the management values the employees’ opinions.
Whatever the form, the routine operational report should convey clearly and quickly what readers most need and want to know about the time period in question. It is also an opportunity for you, the writer, to showcase your ability to provide needed informa- tion on deadline.
When using standardized forms for periodic reports, you should consider devel- oping a template macro or merge document with your word-processing soft ware. A macro would fi ll in all the standard parts for you, pausing to let you fi ll in the variable information. A template merge document would prompt you for the variables fi rst, merging them with the primary document later. However standardized the process, you will still need to be careful to gather accurate information and state it clearly.
Progress Reports You can think of an internal progress report as a routine operational report except that it tends to be submitted on an as-needed basis, and, as its name implies, it focuses on progress toward a specifi c goal. If you are working on a project for an external client, you may also need to submit progress reports to show that your work is on track. For example, a fundraising organization might prepare weekly summaries of its eff orts to achieve its goal. Or a building contractor might prepare a report on progress toward completing a building for a customer. Typically, the contents of these reports concern progress made, but they also may include such related topics as problems encountered or anticipated and projections of future progress.
Progress reports follow no set form. Th ey can be quite formal, as when a contractor building a large manufacturing plant reports to the company for whom the plant is being built. Or they can be very informal, as in the case of a worker reporting by email to his or her supervisor on the progress of a task being performed. Some progress reports are quite routine and structured, sometimes involving fi lling in blanks on forms devised for the purpose. Most, however, are informal, narrative reports, illustrated by the examples on pages 400 and 401. As these examples show, you should organize and format the “story” of your progress for easy comprehension.
As with most reports, you have some choice about the tone to use when presenting your information. With progress reports, you want to emphasize the positive if pos- sible. Th e overall message should be “I (or we) have made progress.” Th e best way to convey this message confi dently, of course, is to be sure that you or your team has in fact made progress on the task at hand.
Problem-Solving Reports Many short reports are problem-solving reports . Th ese reports help decision mak- ers fi gure out what to do any time a problem arises within an organization—which is oft en. For example, a piece of equipment may have broken down, causing may- hem on the production line. Or employees may have gotten hurt on the job. Or, less
1 For a fuller description and history, see Joyce Wycoff , “5-15 Reports: Communication for Dispersed Organizations,” Innovation Network, InnovationNetwork, 2001, Web, 21 July 2012.
ren03210_ch12_374-452.indd 402ren03210_ch12_374-452.indd 402 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 403
dramatically, a company procedure may have become outdated, or a client company may want to know why it’s losing money. If we defi ne problem as an issue facing the company, we could include many other scenarios as well—for example, whether or not a company should adopt fl extime scheduling or what location it should choose for a new store. Whatever the context, the writer of a problem-solving report needs to gather facts about the problem or issue, defi ne it clearly, research solutions, and recommend a course of action.
Like progress reports, problem-solving reports can be internal or external. Internal problem-solving reports are usually assigned, but sometimes employees may need to write unsolicited problem-solving reports—for example, if they must recommend that a subordinate be fi red or if they feel that a change in procedure is necessary. Exter- nal problem-solving reports are most oft en written by consulting companies for their clients. In these cases, the report is the main product that the client is paying for.
A type of problem-solving report that deserves special attention is a feasibility study . For these reports, writers study several courses of action and then propose the most feasible, desirable one. For instance, you might be asked to compare Internet ser- vice providers and recommend the one that suits the company’s needs and budget best. Or you might investigate what type of onsite childcare center, if any, is feasible for your organization. Sometimes feasibility studies are not full-blown problem-solving reports. Th ey may off er detailed analysis but stop short of making a recommendation. Th e anal- ysis they provide nevertheless helps decision makers decide what to do.
In fact, many short reports that help solve company problems may not be complete problem-solving reports. Decision makers who assign research reports may not want recommendations. Th ey may want only good data and careful analysis so that they can formulate a course of action themselves. Whether you are preparing an internal or external report, it is important to understand how far your readers want you to go toward proposing solutions.
You have some latitude when deciding how direct to make your opening in a problem-solving report. If you believe that your readers will be open to any reason- able fi ndings or recommendations, you should state those up front. If you think your conclusions will be unexpected or your readers will be skeptical, you should still state your report’s purpose and topic clearly at the beginning but save the conclusions and
SOURCE: Copyright © 2009 Ted Goff.
ren03210_ch12_374-452.indd 403ren03210_ch12_374-452.indd 403 1/11/13 5:19 PM1/11/13 5:19 PM
404 PART 4 Fundamentals of Report Writing
AFODC/Colonel Jones
Staff Study Report
PROBLEM
1. ------------------------------------------------------------------------------------- ----------------------------------------------------------------.
FACTORS BEARING ON THE PROBLEM
2. Facts. a.----------------------------------------------------------------------------------- -----------------------------------------------------------------. b------------------------------------------------------------------------.
3. Assumptions.
4. Criteria.
5. Definitions.
DISCUSSION
6. --------------------------------------------------------------------------------------.
7. --------------------------------------------------------------------------------------.
8. --------------------------------------------------------------------------------------.
CONCLUSION
9. --------------------------------------------------------------------------------------.
ACTION RECOMMENDED
10. ---------------------------------------------------------------------------------------.
11. ------------------------------------------------------.
JOHN J. JONES, Colonel, USAF Deputy Chief of Staff, Operations
REPLY TO ATTN OF
SUBJECT
TO:
2 Atch 1. ------------------------ 2. ------------------------
DEPARTMENT OF THE AIR FORCE HEADQUARTERS UNITED STATES AIR FORCE
WASHINGTON, DC 20330
Figure 12–6
Military Form For Problem-Solving Report
recommendations until the end, aft er leading your readers through the details. Fig- ure 12–6, a pattern for a problem-solving report used by the U.S. military, follows this more indirect route. As always, try to fi nd out which method of organization your readers prefer.
While they usually propose action, problem-solving reports are not true persua- sive messages. Because they have either been assigned or fall within an employee’s assigned duties, the writer already has a willing reader. Furthermore, the writer has no obvious personal stake in the outcome the way he or she does with a persuasive message. However, when writing a problem-solving report, especially one that makes recommendations, you do need to show that your study was thorough and your rea- soning sound. Th e decision makers may not choose to follow your advice, but your work, if it is carefully performed, still helps them decide what to do and refl ects posi- tively on you.
Meeting Minutes Many short reports in business, especially internal ones, do not recommend or even analyze. Instead, they describe. Trip reports, incident reports, and other such reports are meant to provide a written record of something that happened. Whatever their type and specifi c purpose, they all share the need to be well organized, easy to read, and factual. Perhaps the most common of these reports is minutes for meetings. We thus single them out for special emphasis.
ren03210_ch12_374-452.indd 404ren03210_ch12_374-452.indd 404 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 405
Minutes provide a written record of a group’s activities, which can include an- nouncements, reports, signifi cant discussions, and decisions. Th ey include im- portant details, but they are primarily a summary that reports the gist of what happened, not a verbatim transcript. Minutes include only objective data; their writer carefully avoids using such judgmental words as excellent or impractical or such descriptive words as angrily or calmly. However, if the group passes a resolu- tion that specifi c wording be offi cially recorded, a writer should include it. Accurate minutes are important because they can sometimes have legal signifi cance, such as when shareholders or boards vote to approve certain corporate activities.
Th e expected format varies across organizations, but any format you use should en- able the reader to easily review what happened and retrieve particular information. Headings in bold or italics are usually appropriate, and some writers fi nd that number- ing items in the minutes to agree with the numbering of a meeting’s agenda is helpful. Additional advice on writing minutes can be found on pages 531–532 in Chapter 15.
Th e sample on the next page illustrates typical minutes. Th e following preliminary, body, and closing items may be included.
Preliminary Items
• Name of the group.
• Name of the document.
• Type of meeting (monthly, emergency, special).
• Place, date, and time called to order.
• Names of those attending including guests (used to determine if a quorum is present).
• Names of those absent and the reasons for absence.
Body Items
• Approval of the minutes of previous meeting.
• Meeting announcements.
• Old business—Reports on matters previously presented.
• New business—Reports on matters presented to the group.
Closing Items
• Place and time of the next meeting.
• Notation of the meeting’s ending time.
• Name and signature of the person responsible for preparing the minutes.
When you are responsible for preparing the minutes of a meeting, you can take several steps to make the task easier. First, get an agenda in advance. Use it to complete as much of the preliminary information as possible, including the names of those ex- pected to attend. If someone is not present, you can easily move that person’s name to the absentee list. You might even set up a table in advance with the following column headings to facilitate your note taking:
Topic Summary of Discussion Action/Resolution
Bear in mind that meeting minutes, while they look objective, almost always have political implications. Because minutes are the only tangible record of what happened, meeting participants will want their contributions included and cast in a positive light. Since you will not be able to record every comment made, you will need to decide which ones to include, whether or not to credit a particular speaker, how to capture the group’s reaction, and so forth. Use your good judgment when translating a rich oral event into a written summary.
ren03210_ch12_374-452.indd 405ren03210_ch12_374-452.indd 405 1/11/13 5:19 PM1/11/13 5:19 PM
406 PART 00 Part Title406
C A S E I L L U S T R A T I O N
Complete
preliminary
information
provides a good
record
Resolutions
often include
descriptive
language
Subheads
help readers
retrieve
information
Closing
gives reader
complete
needed
facts
Minutes of the Policy Committee Semiannual Meeting
November 21, 2013, 9:30–11:30 A.M., Conference Room A
Present:
Absent:
Approval of Minutes
Minutes from the May 5, 2013, meeting were read and approved.
Announcements
Chris Woods invited the committee to a reception for Milton Chen, director in our Asia region. It will be held in the executive dining room at 3:00 P.M. tomorrow. Chris reminded us that Asia is ahead of the United States in its use of wireless technology. He suggested that perhaps we can get an idea of good policies to implement now.
Old Business—Email Policy
Joel Zwanziger reported the results of his survey on the proposed email policy. While 16 percent of the employees were against the policy, 84 percent favored it. A January 1, 2014, implementation is planned, subject to its distribution to all employees before the Christmas break.
Web-Surfing Policy
D’Marie Simon reported on her study of similar companies’ Web-surfing policies. Most have informal guides but no official policies. The guidelines generally are that all surfing must be related to the job and that personal surfing should be done on breaks. The committee discussed the issue at length. It approved a policy that reflects the current general guidelines.
Temp Policy
Tim Lebold presented the legal steps we need to take to get our old and new temporary employees to sign a nondisclosure agreement prior to working here, as we’ve been discussing in relation to a new temp policy. The committee directed Tim to begin the process so that the policy could be put in force as soon as possible.
New Business—Resolution
Michelle Lum proposed that a resolution of thanks be added to the record recognizing Megan for her terrific attention to detail as well her clear focus on keeping the committee abreast of policy issues. It was unanimously approved.
Next Meeting
The next meeting of the committee will be May 3, 2013, from 9:30–11:30 A.M. in Conference Room A.
Adjournment
The meeting was adjourned at 11:25 A.M.
Respectfully submitted,
Elaine Horn
Elaine Horn
Elaine Horn (chair), D’Marie Simon, DeAnne Overholt, Michelle Lum, Joel Zwanziger, Rebecca Shuster, Jeff Merrill, Donna Wingler, Chris Woods, Tim Lebold (corporate attorney, guest).
Joan Marian, Jeff Horen (excused), Leonna Plummer (excused)
Discussions are
summarized and
actions taken
are included
Signing signifies
the minutes are
an official record
Illustration of Meeting Minutes. Good minutes, like these, include the expected components and are objective, easy to read, and effi cient.
ren03210_ch12_374-452.indd 406ren03210_ch12_374-452.indd 406 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 407
COMPONENTS OF LONG, FORMAL REPORTS Although not as common as short reports, long, formal reports are highly important in business. Th ey are usually the result of major investigations, which explains their length. And they are usually prepared for high-level executives, which explains their formality.
Our main advice for preparing such reports is presented in Chapter 11. Here we will focus on the special components of formal reports, emphasizing their purpose and design. For any given case, you will need to decide which of these components to use and whether or not your report needs diff erent special elements. As always, the facts of the situation and your readers’ preferences should be your guide.
Th e fi rst parts of a formal report are the prefatory pages described on pages 376–378. As noted in Figure 12–1, the longest, most formal reports contain all of these. As the length of the report and the formality of the situation decrease, certain changes occur. As the report architect, you must decide which prefatory parts meet the length and formality requirements of your situation.
Since these elements have already been discussed, the rest of this section will focus on other components.
Th e Report Introduction Th e introduction is the fi rst section of the report itself. Its purpose is to prepare the readers to receive the report’s fi ndings. Whatever will help achieve this goal is appropri- ate content.
In determining what to include, consider all the likely readers of your report. As we noted earlier, the readers of many shorter reports are likely to know the problem well and have little or no need for an introduction. But such is not oft en the case for longer
LO5 Write longer reports that include the appropriate components, meet the readers’ needs, and are easy to follow.
It takes both skill and judgment to prepare accurate, neutral minutes for an important meeting.
ren03210_ch12_374-452.indd 407ren03210_ch12_374-452.indd 407 1/11/13 5:19 PM1/11/13 5:19 PM
408 PART 4 Fundamentals of Report Writing
reports. Many of these reports are prepared for a large number of readers, some of whom know little about the problem. Th ese reports oft en have long lives and are kept on fi le to be read in future years. Your introductory material will need to prepare both immediate and later readers.
Ask yourself what you would need or want to know about the problem if you were in your readers’ shoes. As the report’s author, you know more about the report than anyone else, so you will need to work hard not to assume that readers have the same knowledge of the problem that you do. In selecting the appropriate information, you would do well to use the following checklist of likely introduction contents. Remember, though, that it is only a checklist. Only on rare occasions, such as for the longest, most complex reports, would you include all the items.
Origin of the Report. Th e fi rst part of your introduction might be a review of the facts of authorization . Some writers, however, leave this part out. If you decide to include it, you should present such facts as when, how, and by whom the report was authorized; who wrote the report; and when the report was submitted. Information of this kind is particularly useful in reports that have no transmittal message.
Problem and Purpose. As Chapter 11 explains, a vital part of almost every report’s introduction is a statement of its problem and purpose.
Th e problem statement is a description of the problem or situation that prompted the investigation. Th e complexity of the problem and the readers’ familiarity with it will determine how much description you need to provide. In cases where the problem is very complex, you may need to provide a short description of the problem here and then go into further detail in a later section of your report.
Th e purpose statement conveys the goal of your investigation. In essense, it says, “given the problem or situation that needed addressing, this is what I tried to fi nd out.” For example, if your company needs an Internet-use policy, your purpose statement might say that you analyzed other companies’ policies to determine guidelines for your company’s policy. You will need to weave the what and why of the report together for a smooth fl ow of thoughts. See the fi rst two paragraphs of the sample formal report for an example (page 420).
A long report can be daunting to readers. Be sure to provide prefatory material that invites them in and makes the key information easy to fi nd.
ren03210_ch12_374-452.indd 408ren03210_ch12_374-452.indd 408 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 409
Scope. If the scope of your report is not clearly covered in any of the other introduc- tory parts, you may need to include it in a separate part. By scope we mean the boundar- ies of your investigation. In this part of the introduction—in plain, clear language—you should describe what parts of the problem you studied and what parts you didn’t.
Limitations. In some reports, you will need to explain limitations . By limitations we mean anything that keeps your report from being an ideal treatment of the prob- lem. No real-world problem can be completely explored, and because diff erent writ- ers will approach the same problem diff erently, what seems complete to one person may not seem complete to another. But in certain cases, you will want to state ex- plicitly what forms of research were not employed so your readers will know how to evaluate your information.
For example, if time constraints permitted only a quick email survey rather than in- depth interviews of your sources, you would say so. Or if a major source of information was unavailable (perhaps a key expert had left the company or relevant industry reports were too expensive), you would note this limitation in your report. You might also indi- cate the extent to which your fi ndings can be applied to similar situations.
Be frank in this section but not too negative. State clearly what was not done and why, but do so without apology or such negative wording as “impair” or “compromised the validity of our fi ndings.” If you have done a good job with the resources at your disposal, this section of the report can use a directness that shows confi dence in the report’s usefulness despite its limitations.
Historical Background. Knowledge of the history of the problem is sometimes es- sential to understanding the report. Th us, you may need to cover that history in your introduction. Your general aim in this part is to acquaint the readers with how the prob- lem developed and what has been done about it. Your discussion here should bring out the main issues. It should review what past investigations have determined about the problem, and it should lead to what still needs to be done.
Sources and Methods of Collecting Information. You usually need to tell the readers how you collected the information in the report. You specify whether you used published research, surveys, experiments, qualitative research, or a combination of methods, and you describe the steps you followed. In general, you describe your research in enough detail to allow your readers to judge it. You also want to convince them that your work was done competently.
In reports based on published research, this section can be short. If most of your fi ndings came from a few sources, you can name the sources. If you used a large num- ber of sources, you can just describe the types of sources you used and then refer to the report’s bibliography.
More complex research requires a more detailed description. If you conducted a survey, for example, you probably would need to explain all parts of the investigation. You would cover how you chose your sample, how you developed the survey, and how you administered it. If you conducted an experiment, you would describe it carefully. Whatever your method, include enough detail so that readers will be able to judge the reliability and validity of your fi ndings.
Definitions, Initialisms, and Acronyms. If you use terms, initialisms, or acro- nyms that are likely to be unfamiliar to readers of the report, you should defi ne these. You can defi ne each term in the text or as a footnote when it is fi rst used in the report, or you can defi ne all unfamiliar terms in a separate part of the introduction. If you use the latter method, begin this part with an introductory statement and then list the terms with their defi nitions. If the list is long, you may choose to arrange the terms alphabetically.
Report Preview. In very long reports, the fi nal part of the introduction should preview the report structure. In this part you tell the readers how the body of the
ren03210_ch12_374-452.indd 409ren03210_ch12_374-452.indd 409 1/11/13 5:19 PM1/11/13 5:19 PM
410 PART 4 Fundamentals of Report Writing
report is organized—what topics will be taken up fi rst, second, third, and so on. In short, you give your readers a clear picture of the road ahead. As you will see later in the chapter, this part of the introduction is a basic ingredient of the coherence plan of the long report.
Th e Report Body In the report body, the information collected is presented and related to the problem. Normally, this part of the report comprises most of its content. In a sense, the report body is the report. With the exception of the conclusion or recommendation part, the other parts of the report are attached parts.
Advice presented throughout this book will help you prepare this part of the re- port. You should organize it according to the instructions presented in the preceding
The table of contents generator tool in today’s word- processing software frees writers from both the physical formatting and the accuracy tasks. Just a few clicks pro- duce and format the table of contents, along with leaders and page numbers. Additionally, today’s generators add links so that those reading the report on the screen rather than on paper can easily navigate to a particular section or page by simply clicking it in the table of contents. The table of contents generator works with Word’s built- in styles, which you use as tags to mark the different levels of headings that will be included in the table of contents. If you are using a standard report template, styles are already
incorporated in it. If you are creating your own report from a blank document, you could use predefi ned styles or defi ne your own styles to create titles, headings, and subheads. Styles provide consistency so that headings at certain lev- els always appear the same, helping the reader see the re- lationship of the parts of your report. Furthermore, if you decide to change the material in your report after you have generated the table of contents, you simply regenerate it to update page numbers with only a few clicks. Shown here is a sample table of contents automatically created in Word 2010.
TECHNOLOGY IN BRIEF
Using a Table of Contents Generator for Speed and Accuracy
ren03210_ch12_374-452.indd 410ren03210_ch12_374-452.indd 410 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 411
chapter. As that chapter also advises, you may choose the personal or impersonal style, but whichever you choose should be interesting and clear. You should format this part of the report for easy comprehension, and any visuals you include should follow the guidelines discussed in Chapter 14. If you’ve used outside sources, these should be noted and documented as illustrated in Appendix E. In short, writing this major sec- tion of the long, formal report will require virtually all your organizing, writing, and formatting skills.
Th e Ending of the Report You can end your report in any number of ways: with a summary , a conclusions sec- tion, a recommendations section, or a combination of the three. Your choice depends on the purpose of your report. You should choose the way that enables you to satisfy that purpose.
Ending Summary. When the purpose of the report is to present information, the ending is logically a summary of the major fi ndings. Th ere is usually no attempt to in- terpret at this point. Informational reports oft en have minor summaries at the ends of the major sections. When this arrangement is followed, the ending summary basically justs restates these summaries.
You should not confuse the ending summary with the executive summary. Th e ex- ecutive summary is a prefatory part of the report; the ending summary is a part of the report text. Also, the executive summary is more complete than the ending summary. Th e executive summary reviews the entire report, usually from the beginning to the end. Th e ending summary reviews only the major fi ndings of the report.
Conclusions. Some reports must do more than just present information. Th ey must analyze the information in light of the problem, and from this analysis, they must reach a conclusion or conclusions.
Th e makeup of the conclusions section varies from case to case. In investigations for which a single answer is sought (e.g., “Has our new schedule reduced our utility costs?”), this section normally reviews the preceding information and analyses and, from this review, arrives at the answer. For more complex investigations (e.g., “How do
SOURCE: www.CartoonStock.com. Reprinted with permission.
ren03210_ch12_374-452.indd 411ren03210_ch12_374-452.indd 411 1/11/13 5:19 PM1/11/13 5:19 PM
412 PART 4 Fundamentals of Report Writing
employees feel about the new schedule?”), the report may treat each topic in a separate section and draw conclusions in each section. Th e conclusions section of such a report would then summarize these previous conclusions.
On the other hand, you should avoid mechanically repeating the fi ndings you’ve already stated in earlier sections. Some interpretation is appropriate here. Put the fi nd- ings back into the context of the overall problem and help the reader see what they mean in terms of the problem (e.g., why employees may have responded as they did).
Recommendations. When the goal of the report is not only to draw conclusions but also to present a course of action, a recommendation or recommendations are in order. You may provide them in a separate section following the conclusions section, or you may include them in the conclusions section. Regardless, if you have several recommendations, you may want to bullet them for easy reading. Whether you include recommendations should be determined by whether the readers want or expect them.
Appended Parts Sometimes you will need to include an appendix, a bibliography, or both at the end of the report. Whether you include these parts should be determined by need.
Appendix. Th e appendix, as its name implies, is a something appended (attached) to the main report. You use it for supplementary information that supports the body of the report. Possible appendix contents are questionnaires, working papers, summary tables, additional references, and other reports.
As a rule, the appendix should not include the charts, graphs, and tables that directly support the report. Th ese should be placed in the body of the report where they can support the fi ndings. Because it is not convenient for readers to have to fl ip to the ap- pendix to fi nd the data they need, put in the appendix only those visuals that are too large or complex to insert into the body of the report.
Bibliography. When your investigation makes heavy use of published sources, you normally include either footnotes, a bibliography, or both. Th e construction of these is described in Appendix E of this book.
THE STRUCTURAL COHERENCE PLAN Because of its length, a long report runs the risk of losing readers’ attention or causing them to lose track of the report’s logical structure. For this reason, a long report can benefi t from a structural coherence plan .
By structural coherence plan we mean a network of explanations, introductions, summaries, and conclusions that guide the reader through the report. Of course, you will also employ the devices for coherent writing discussed in Chapters 4 and 5. But because of the formal report’s length, your reader will probably need additional help relating the parts of the report to each other and remembering where he or she is in the report. A structural coherence plan provides this extra help. Although you should not use its components mechanically, it is likely to follow the general plan illustrated in Figure 12–7.
Th e coherence plan begins with the report preview at the end of the introduction. Th e preview covers the topics to be discussed, their order, and the logic behind that order. With this information in mind, the readers know how the parts of the report will relate to one another. Th e following paragraphs do a good job of previewing a report comparing four automobiles to determine which is the best for a company’s sales fl eet.
To identify which light car Allied Distributors should buy, this report compares the cars under consideration on the basis of three factors: cost, safety, and performance. Each of these factors is broken down into its component parts, which are applied to the specifi c models being considered.
ren03210_ch12_374-452.indd 412ren03210_ch12_374-452.indd 412 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 413
Because cost is the most tangible factor, it is examined in the fi rst major section. In this section, the four automobiles are compared for initial and trade-in values and for operating costs, as determined by mileage, oil use, and repair expense. In the second major section, the safety of the four makes is compared. Driver visibility, special safety features, brakes, steering quality, acceleration rate, and traction are the main considerations here. In the third major section, the dependability of the four makes is compared on the basis of repair records and salespersons’ time lost because of automobile failure. In the fi nal major section, weights are assigned to the foregoing comparisons, and the automobile that is best suited to the company’s needs is recommended.
In addition to the preview in the introduction, the plan uses introductory and sum- mary sections at convenient places throughout the report. Typically, these sections are at the beginning and end of major divisions, but you should use them wherever they are needed. Such sections remind the readers where they are in the report. Th ey tell the readers where they have been, where they are going, and perhaps why they are going there.
Illustrating this technique is the following paragraph, which introduces a major section of a report. Note how the paragraph ties in with the preceding discussion, which concerned industrial activity in three geographic areas. Note also how it justifi es covering secondary areas in the next section of the report.
Although the great bulk of industry is concentrated in three areas (Grand City, Mill- town, and Port Starr), a thorough industrial survey needs to consider the secondary, but nevertheless important, areas of the state. In the rank of their current industrial potential, these areas are the Southeast, with Hartsburg as its center; the Central
Summaries and conclusions help readers to gather their thoughts and see the relationships of the report topics.
Completing the plan, a final summary or conclusion section brings the report to a head. Here, previous section summaries and conclusions are brought together. From these a final conclusion and recommendation may be drawn.
The first part of the structural coherence plan is the introduction preview. Here readers are told how the report will unfold. Specifically, they are told what will be covered, in what order it will be covered, and the reasons for this order.
Because the report is long and involved, introductions are needed at the beginnings of the major sections to remind readers where they are in the plan outlined in the preview. These parts introduce the topics to be discussed, point the way through the sections, and relate the topics of the sections to the overall plan of the report.
I
II
III
IV
V
Figure 12–7
Diagram of the Structural Coherence Plan of a Long, Formal Report
ren03210_ch12_374-452.indd 413ren03210_ch12_374-452.indd 413 1/11/13 5:19 PM1/11/13 5:19 PM
414 PART 4 Fundamentals of Report Writing
West, dominated by Parrington; and the North Central, where Pineview is the center of activities.
Completing the coherence plan is the fi nal major section of the report. In this sec- tion, you achieve the goal of the report. Here you recall from the preceding section sum- maries all the major fi ndings and analyses. Th en you apply them to the problem, draw conclusions, and make recommendations if appropriate. With this section, you thus complete the plan that your introduction previewed.
Wisely used coherence helpers can form a network of connections throughout the report. You should keep in mind, however, that these helpers should be used only when they are needed. Th at is, you should use them when your readers need help seeing relationships and remembering where they have been and where they are going. If you use such aids well, they will appear as natu-
ral parts of the report story. When paragraphs are combined with sentence and word transitions, as discussed in Chapters 4, 5, and 11, the total plan should guide your readers smoothly and naturally through the report.
THE FORMAL REPORT ILLUSTRATED Th e formal report that begins on the next page was written by a communications pro- fessional in a waste-management agency and addressed to her boss. Th e report illus- trates many of the components and strategies described in the preceding pages.
THERE’S MORE . . . What are mistakes to avoid in executive summaries? What are some eff ective headings for diff erent types of reports? How should you tell your organization’s “story” in an an- nual report? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe.com/lesikar13e . Choose Chapter 12 > Bizcom Tools & Tips.
Structural coherence helpers guide readers through the report. Helpers are similar to today’s GPS applications. Readers can clearly see where they have been, where they are, and where they will go next. With transitional paragraphs, sentences, and words at important positions throughout the report, you can guide readers skillfully to the report’s ending.
ren03210_ch12_374-452.indd 414ren03210_ch12_374-452.indd 414 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 415415
C A S E I L L U S T R A T I O N
A Long, Formal Report . This report, with its many prefatory parts, exemplifi es the top level of Figure 12–1. It is intended not only for the writer’s boss but also for those in other recycling agencies and organizations.
Behaviors and Perceptions of Sometimes Recyclers in Hamilton County, Ohio
Title fly-for the
most formal reports
ren03210_ch12_374-452.indd 415ren03210_ch12_374-452.indd 415 1/11/13 5:19 PM1/11/13 5:19 PM
416 PART 00 Part Title
C A S E I L L U S T R A T I O N
416
Title page
repeats
the title…
…and adds
additional
information
Behaviors and Perceptions of Sometimes Recyclers in Hamilton County, Ohio
Prepared for:
Jeanine Smart Solid Waste Manager
Hamilton County Solid Waste Management District
Prepared by:
Michelle Tonney Community Outreach Coordinator
Hamilton County Solid Waste Management District
March 7, 2013
(continued)
ren03210_ch12_374-452.indd 416ren03210_ch12_374-452.indd 416 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 417
C A S E I L L U S T R A T I O N
417
March 7, 2013
Ms. Jeanine Smart Solid Waste Manager Hamilton County Solid Waste District
Dear Jeanine:
Here is the in-depth qualitative study of Hamilton County residents’ attitudes toward recycling that you authorized on December 3, 2012.
We contracted the services of Advanced Marketing, a Cincinnati marketing firm, to conduct the study in collaboration with four representatives from the District. The study revealed positive and negative attitudes that Sometimes Recyclers in Hamilton County have toward recycling. This report describes their attitudes in detail.
In light of these findings, the report identifies several strategies that can be implemented to make our next recycling campaign a success.
Thank you for authorizing this research. I look forward to working with you to create our most effective campaign ever.
Sincerely yours,
Michelle Tonney Community Outreach Coordinator
250 William Howard Taft Road, First Floor, Cincinnati, OH 45219 Ph: 513-946-7777 | Fax: 513-946-7778 Ph: Toll Free in Ohio 1-800-889-0474
Letter of
transmittal
“hands over”
the report
Ha milto
n County
Solid W
aste Manageme nt
Di st
ric t
Michelle Tonney
(continued)
ren03210_ch12_374-452.indd 417ren03210_ch12_374-452.indd 417 1/11/13 5:19 PM1/11/13 5:19 PM
418 PART 00 Part Title
C A S E I L L U S T R A T I O N
418
Contents
Contents
Executive Summary
Introduction
Objective of the Study
Location of the Study
Need for the Study
Research Methods
Specific Knowledge Goals
Selection of Participants
Preparation for the Study
Description of the Study
Results
Motivations to Recycle
Perceived Barriers to Recycling
Knowledge of Recycling
Possible Marketing Strategies
Conclusion
Works Cited
Appendix: Focus Group Discussion Guide
Entries
match the
report
headings
iv
iv
v
1
1
1
2
3
3
3
3
4
4
4
5
6
8
9
10
11
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
Table of
contents
previews the
report
structure
(continued)
ren03210_ch12_374-452.indd 418ren03210_ch12_374-452.indd 418 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 419
C A S E I L L U S T R A T I O N
419
Executive Summary
The Hamilton County Solid Waste District of southwestern Ohio has expended much effort to promote residents’ participation in curbside recycling. But county residents are still falling significantly short of the desired participation. In order to develop an effective recycling campaign, the District conducted research to identify the factors that deter county residents from recycling.
Background. As background for the study, the researchers consulted the literature on social marketing. This literature stressed the importance of segmenting the audience and then directing promotional materials toward specific segments.
Research Methods. Using the findings of a study conducted by the National Recycling Coalition (NRC), the researchers chose Sometimes Recyclers as the most appropriate target audience for the new campaign. To identify the behaviors and perceptions of these residents, the researchers enlisted the assistance of a professional marketing firm to conduct two in-depth focus groups. The participants were 18 county residents who met the national profile for Sometimes Recyclers.
Participants’ Motivations to Recycle. The focus-group activities revealed that the participants had a general appreciation for the environment, for the health benefits associated with recycling, and for its economic benefits.
Perceived Barriers to Recycling. The participants’ comments and activities revealed that cost, lack of information, misinformation and distrust, inconvenience, time constraints, a belief that their efforts would not make a difference, and limited space deterred their recycling.
Participants’ Knowledge of Recycling. In general, participants were ill informed about the kinds of materials that can be recycled.
Possible Marketing Strategies. Given these results, the following could be powerful strategies for the District’s next recycling campaign:
n Linking recycling to environmental benefits. n Showing that recycling makes a difference. n Showing that the benefits are worth the cost. n Educating residents about recyclable products. n Addressing the issue of limited space for materials/bins. n Emphasizing the benefits for the next generation.
Targeting a recycling campaign toward these Sometimes Recyclers is the best strategy for increasing the county’s recycling rates.
v
Presents
the report
in brief,
using the
indirect
pattern
Identifies
context and
research
goal
Identifies
key
sections/
findings
Recommend-
ations and
conclusion
come at the
end in the
indirect
pattern
(continued)
ren03210_ch12_374-452.indd 419ren03210_ch12_374-452.indd 419 1/11/13 5:19 PM1/11/13 5:19 PM
420 PART 00 Part Title
C A S E I L L U S T R A T I O N
420
Introduction
Local governments have numerous motivations to increase recycling rates. Some want to reach state-mandated recycling goals, while others wish to improve the bottom line and reduce landfill-tipping fees. Still other communities want to add a few more years to the life of their landfill. Almost all local governments recognize the societal benefits of recycling: reduced pollution, saved energy, and a stronger economy. However, local governments have struggled to increase recycling rates in communities since curbside-recycling collection began in the early 1990s.
To identify deterrents to recycling, the Hamilton County Solid Waste District studied county residents participating in two focus groups. The results, presented here, can be used to develop a more effective recycling campaign.
Objective of the Study
Promotional materials designed to increase recycling rates can be described as a type of social marketing, the use of marketing techniques to persuade an audience to change their behavior in a way that benefits society as a whole. In their study of social marketing methods, Kotler, Roberto, and Lee stress the importance of segmenting the intended audience and understanding the different segments’ behaviors. “This important and often-skipped step explores current knowledge, beliefs, and behaviors of target audiences.”1 Traditional local government advertising, however, directs promotional materials to all residents, failing to segment the audience. By leaving the target audience broad and undefined, local government advertising loses its potential to influence specific segments of the population.
The need to segment the population is especially true in recycling outreach. Portions of the population have different attitudes toward recycling and clearly have different recycling behaviors. This research project thus aimed to build on previous knowledge about one specific segment—Sometimes Recyclers. Understanding the recycling knowledge, beliefs, and behaviors of this significant portion of the population will enable the district to do more effective social marketing.
Location of the Study
The research took place in Hamilton County, Ohio, located in the southwestern corner of the state. According to the U.S. Census, Hamilton County has an estimated 346,790 households in 49 different political jurisdictions, including the City of Cincinnati. The Hamilton County Solid Waste Management District is a county organization, established by state law, responsible for ensuring that the county achieves state-mandated goals for recycling and waste reduction. The Solid Waste District includes 48 of the 49 political jurisdictions.
Each of the 48 political jurisdictions decides what type of recycling program to offer its residents. Approximately half of the municipalities contract for recycling services with a private waste hauler, making recycling no additional cost to the residents. Residents in communities with a recycling contract can receive weekly curbside recycling collection without having to pay a monthly fee. However, the other half of the municipalities, mostly townships, has a subscription-based recycling program.
Explains
and
justifies
the study’s
specific
purpose
Identifies
the context
and the
report
problem
Provides
helpful
background
for
secondary
readers
Clearly
states the
scope of
the study
Citation
footnotes
are
convenient
for readers
States the
report's
purpose
1Philip Kotler and Nancy R. Lee, Social Marketing: Improving Behaviors for Good, 3rd ed. (Thousand Oaks, CA: Sage, 2007) 116, print.
1
(continued)
ren03210_ch12_374-452.indd 420ren03210_ch12_374-452.indd 420 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 421
C A S E I L L U S T R A T I O N
421
Residents in subscription communities have to subscribe for curbside recycling and trash services by calling their waste hauler and paying an additional fee of approximately $3.00 a month.
Need for the Study Several prior studies have gathered information on local recycling habits:
n Sixty-one percent of Hamilton County residents say they participate in some sort of recycling.2
n In 2011, Hamilton County communities recycled 35,116 tons of material.3
n Approximately 60% of the material entering the landfill is recyclable.4
Although 61% of residents claim to recycle, the volume of recyclables collected shows that residents fall short of recycling everything possible. Communities with strong, established recycling programs in Hamilton County regularly average 500 to 600 pounds of material set out for recycling per household per year. If 61% of the households recycled at this high volume, the county would recycle 52,885 tons of material a year—or 17,769 tons more than it currently does. The shortfall becomes even more significant considering that 60% of what enters the landfill could be easily recycled through a curbside recycling program. So why are household recycling rates so low? The National Recycling Coalition (NRC) may have identified the cause. NRC separates people who claim to participate in recycling into two categories: Always Recyclers and Sometimes Recyclers. Always Recyclers consistently recycle everything possible and have difficulty throwing an item away if they know it is recyclable. A Sometimes Recycler, however, recycles only certain materials and has little difficulty throwing an item away if it is inconvenient to recycle. These residents do not see themselves as typical recyclers and recycle only when it is convenient.
Sometimes Recyclers care about health and environmental issues and support charitable causes. According to the NRC research, these residents want to feel connected to others and need to believe that their efforts make a difference. But they are stuck between trial recycling and consistent recycling. They often do not connect the dots between recycling and benefits and therefore do not see the relevance of recycling to them.5
Sometimes Recyclers outnumber Always Recyclers by two and half times. Using a national survey estimate,6 Hamilton County has roughly 257,000 Sometimes Recyclers compared to roughly 107,000 Always Recyclers, making them an ideal audience for an outreach campaign.
Past outreach campaigns of the District did not define a clear target audience but tried to reach all residents of Hamilton County. By choosing a target audience, the District will be able to profile the behaviors of the audience and shape the message to match their behaviors.
Uses
research and
good logic to
justify the
study
2Dan Stevens, Greater Cincinnati Survey 62, Fall 2011 (Cincinnati, OH: University of Cincinnati Institute for Policy Research, 2012), print. 3Data collected through the Residential Recycling Incentive program for the Hamilton County Solid Waste Management District. 4Ohio Department of Natural Resources, State of Ohio Waste Characterization Study (Columbus, OH: Engineering Solutions and Designs, Inc., 21 April 2012), print. 5Jane Leigh, “Uncovering the Drivers of Consumer Recycling Behavior,” National Recycling Coalition Annual Congress and Expo, Washington, DC, June 2012, presentation. 6Leigh.
2
(continued)
ren03210_ch12_374-452.indd 421ren03210_ch12_374-452.indd 421 1/11/13 5:19 PM1/11/13 5:19 PM
422 PART 00 Part Title
C A S E I L L U S T R A T I O N
422
The NRC data on Sometimes Recyclers did not provide specific information that could be applied to a local context. To better understand the target audience, the researchers conducted two focus groups with local Sometimes Recyclers. Conducting focus groups allowed the researchers to gather in-depth data about local Sometimes Recyclers’ recycling behaviors and motivations. Specific Knowledge Goals
The specific objectives of the study were to n Identify motivations to recycling. n Understand perceived barriers to recycling. n Understand what would encourage participants to recycle. n Learn where and when the participants find current information about recycling and where they would like to find it in the future. Selection of Participants Using NRC identifiers for Sometimes Recyclers,7 the researchers recruited participant groups within the following parameters:
n Homeowners. n Between 30–55 years of age. n Equal number of male and female participants. n Supporters of charitable causes through donation or volunteering. n Participants in some type of recycling but not avid recyclers. n Hamilton County, Ohio, residents. n Married. n Voters. n College educated (at least partially). Although these identifiers are by no means descriptive of all residents falling into the Sometimes Recyclers group, they enabled researchers to choose residents who met the national profile. Approximately three-fourths (14) of the participants came from townships where residents are charged for recycling services.
Preparation for the Study
Since the District has a limited staff and limited resources, it contracted out the service of finding participants to a professional marketing firm in Cincinnati, Advanced Marketing. By reading past surveys conducted locally as well as national research on recycling behavior, the researchers prepared a list of questions for the focus groups and organized the questions in a logical manner. A volunteer moderator not related to the project moderated the focus group so the researchers would
Well-
organized
research
specifics
build
confidence in
the study
and help with
interpretation
of results
7Leigh.
Research Methods
3
(continued)
ren03210_ch12_374-452.indd 422ren03210_ch12_374-452.indd 422 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 423
C A S E I L L U S T R A T I O N
423
not influence the answers of the participants.8,9 The researchers met with the moderator beforehand to further refine the questions and tailor them to the objectives of the study. The appendix to this report shows the final draft of the discussion guide for the focus groups.
Description of the Study
On January 30, 2013, the researchers conducted two focus groups, with 10 participants in the first group and 8 participants in the second. The contractor provided a space with one-sided glass for observation, as well as a recorded DVD of the session for later review.10
Each focus group was questioned for approximately one hour and participated in exercises that followed the predetermined outline. The moderator had experience with the level of questioning to ask and with drawing out participants who were not contributing.11
After asking general questions, the moderator asked participants to take part in these exercises: n Clipping pictures from magazines to express the primary barriers they perceive to recycling. n Drawing their recycling process. n Writing down all the materials they know are recyclable. n Reviewing a preprinted list of recyclables to mark items they did not know were recyclable.
Participants were also asked to evaluate a series of slogans related to recycling.
Four staff members from Hamilton County Environmental Services attended the focus group: two from the Solid Waste District and two from the Public Affairs Department. In addition, two staff members of Keep Cincinnati Beautiful also attended because the two organizations coordinate their recycling outreach efforts. All staff members took notes and recorded their observations from behind one-way glass.
Afterward, all the observers met to discuss their impressions, share notes, and reach consensus on the key findings. The next section presents the results.
Results This section groups the main findings into three categories: participants’ motivations to recycle, their perceived barriers to recycling, and their knowledge of recyclable materials.
Motivations to Recycle
When asked why they recycle, participants responded, “Recycling is good for the environment” and “I want to take responsibility.” Some said they want to save resources. Two participants said that recycling spared their families trash bags and time taking out the trash. Several parents expressed concern about “leaving a better place for their kids” or said “I do it for my children’s future.”
Section
preview
adds
coherence
8Richard A. Krueger and Mary Anne Casey, Focus Groups: A Practical Guide for Applied Research, 4th ed. (Thousand Oaks, CA: Sage, 2009) 87, print. 9Frank I. Luntz, “Voices of Victory, Part II: The Makings of a Good Focus Group,” The Polling Report, 30 May 1994, Web, 18 Feb. 2012. 10Krueger and Casey 144, 96. 11Luntz.
4
(continued)
ren03210_ch12_374-452.indd 423ren03210_ch12_374-452.indd 423 1/11/13 5:19 PM1/11/13 5:19 PM
424 PART 00 Part Title
C A S E I L L U S T R A T I O N
424
Most participants saw the environmental and health benefits as the biggest motivators to recycle. Several participants commented that they were not “tree-huggers” but that they did have a general concern for the environment. One mentioned that he wanted an “opportunity to give back to the environment.” Several said recycling is “good for everyone” or “I want to make a difference.” Some responded that they didn’t want to add to the landfill. Several participants mentioned that they collect recyclables for local charities. Their charitable recycling included removing the tabs from aluminum cans and then donating the cans to Children’s Hospital and collecting paper for local school and church paper drives. Many of the participants collect their metal cans to bring to a metal scrap dealer. Almost all participants who described doing this explained that they rinsed and crushed the cans before driving them to the drop-off and receiving compensation for the cans. Participants were asked to identify the primary benefit of recycling. Figure 1 provides a numerical summary of the benefits identified by the two groups.
At the chart shows, many participants listed environmental and health benefits as the most important. (Two participants in group one and one participant in group two did not respond.) In both groups, participants said that environmental and health benefits were connected. Perceived Barriers to Recycling
Much of the discussion in the focus groups related to barriers to recycling. Participants identified several of these, both in the magazine activity and in response to the question “Is recycling an easy or difficult thing to do? Tell me why.”
n Cost. One of the most often talked about barriers was the cost of recycling. Participants said, “Why do they charge when they make money?”; “I don’t recycle because of the charge”; and “Why does the hauler make you pay?” The perception of recycling is that it is expensive. Several participants used drop-off recycling centers or used their neighbor’s recycling bin to avoid paying for curbside recycling. Additionally, the participants felt that waste management companies were profiting from residents’ recycling efforts. n Lack of Information. Participants mentioned that they were confused about what is recyclable. One woman said the recycling symbol was hard to locate on the product. Even when she found it, the symbol confused her; she asked “What does PET mean?” Several people also mentioned
Interprets
and adds
to figure
data
Previews
the visual
Specific
quotes add
authenticity
5
Figure 1: Most Important Benefit of Recycling as Identified by the Two Groups’ Participants
5
3
4
1 1
3 3
0 Environmental Economic Health
1
2
N um
be r
of P
ar ti
ci pa
nt s
3
4
Group One Group Two
(continued)
ren03210_ch12_374-452.indd 424ren03210_ch12_374-452.indd 424 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 425
C A S E I L L U S T R A T I O N
425
confusion over the number system, saying “I don’t know all the stuff that can be recycled” and “I don’t know how much you have to pay for recycling.” n Myths. One participant commented that “products made out of recycled materials are not as good,” to which several others nodded in response. Another participant expressed disbelief that the material was going to be recycled, saying, “It all ends up in the landfill.” n Perception That It Is Not Convenient. This perception was revealed through such comments as “I don’t like separating my waste,” “I don’t like rinsing my cans,” “The recycling container is too far away,” and “I don’t have enough space in my kitchen.” Several participants admitted that they were just too lazy. Many also mentioned that it was inconvenient and even “gross” to have to rinse the containers. Another woman mentioned it was too cold to recycle; she didn’t want to go to her garage. n Time Constraints. Many participants talked about being too busy to recycle. This was especially true when the participant had children with many activities to attend. They did not think recycling fit easily into their daily routine. Some participants responded by saying, “I have too many things on my plate.” n Perception That It Is Not Important. Participants made such statements as “I have other things to do,” “Sometimes I just don’t care,” or “I guess I should care more about it.” They did not think their effort really made a difference. Participants also wanted a reward for recycling; one said “Make it worth my while,” and another said “What’s in it for us?” n Space Constraints. Another barrier mentioned was limited space. Comments along these lines were “Why don’t they give you an extra bin?” and “The bin is too small.” Participants made collages from magazines to express what they felt were the biggest barriers to recycling for them. By far the most popular images were of a watch or busy people. Table 1 summarizes the results of this activity.
Knowledge of Recycling The moderator asked participants to list what materials they knew were recyclable on a sheet of paper. After they completed their lists, the moderator then gave them a list of the materials that can currently be recycled in a curbside bin. The moderator asked the participants to circle the materials
Helpful,
well-
organized
qualitative
data
Table 1: Barriers to Recycling Shown in Collages
Group One Group Two Total
Not enough time 4 7 11
Not enough information 2 2
Materials not recyclable 2 1 3
Materials attract animals 1 1
Cost 1 1 2
Laziness 1 1
Tables are
numbered
consecutively
throughout
the report
Adds helpful
procedural details
6
(continued)
ren03210_ch12_374-452.indd 425ren03210_ch12_374-452.indd 425 1/11/13 5:19 PM1/11/13 5:19 PM
426 PART 00 Part Title
C A S E I L L U S T R A T I O N
426
they did not know were recyclable and place a star by the materials they will start recycling after becoming aware that the item is recyclable. Table 2 shows the results of this exercise broken down according to group. The list of items in the leftmost column is the list that the moderator gave the participants.
In both groups, most participants were surprised to learn that aerosol cans are recyclable, and in the first group, 6 of 10 participants were surprised that junk mail is recyclable. Some of the other
Table 2: Participants’ Responses to List of Items You Can Recycle
Focus Group One Focus Group Two
Item Surprised Will start Surprised Will start recycling recycling
Plastic bottles and jugs
Glass bottles and jars
Empty aerosol cans 4 5 8 2
Aluminum cans
Steel cans 1 1
Tin cans
Paperboard 1 1 1 1
Junk mail 6 2 1
Envelopes 1
Magazines 2 2 1
Newspaper
Cardboard
Office paper
Brown grocery bags
Writing paper
File folders 2 1
Post-it notes 3 1 2
Index cards 1 1 2
Phone books 1 3
Lead-in
prepares
readers to
interpret
the table
Helps
readers
identify the
noteworthy
data
7
(continued)
ren03210_ch12_374-452.indd 426ren03210_ch12_374-452.indd 426 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 427
C A S E I L L U S T R A T I O N
427
paper items also elicited surprise for being recyclable. This is likely because several years ago these items were not recyclable and the participants remembered those rules. In general, the “will start recycling” responses were positive; most people who were surprised that something could be recycled said they would start recycling it. But in the second group, only 2 of the 8 people who were surprised that aerosol cans are recyclable said that they would start recycling the cans. Possible Marketing Strategies With the information from the focus group, the researchers were able to generate ideas for an outreach campaign targeted toward Sometimes Recyclers. First, the barriers should be addressed and, if possible, broken down. Then the campaign needs to appeal to Sometimes Recyclers’ motivations for recycling and extend that motivation into further involvement. n Linking Recycling to Important Environmental Benefits One of the most significant barriers that the focus group participants discussed was the lack of time for and the inconvenience of recycling. They feel their lives are hectic and that recycling is just one more thing to add to their list of things to do. But do Always Recyclers have less hectic lives than Sometimes Recyclers? What helps Always Recyclers transcend this barrier is the relative importance they place on recycling. A related barrier the participants discussed was not feeling recycling was important or not feeling they were making a difference. Sometimes Recyclers do not make the connection between recycling and the environmental benefits. The barrier of not completely believing the importance of recycling ties into one of the chief motivations for recycling that the Sometimes Recyclers expressed: the opportunity to give back to the environment and make a difference. Sometimes Recyclers seem to have a surface belief that recycling betters the environment, but they cannot explain exactly how or why. The outreach campaign needs to overcome these barriers to recycling by connecting recycling to the environmental benefits in ways that Sometimes Recyclers can understand. n Showing That Individual Recycling Makes a Difference The moderator asked participants what message would most motivate them to start recycling. Participants responded that they wanted to see results. They wanted to see numbers that expressed the tangible benefits of recycling. They wanted to know that little things do make a difference. They wanted to know what immediate impact their actions made, not just how it would benefit the future of the planet. Including actual numbers on the immediate environmental benefits of recycling could address this need. Making the numbers personally relevant by using a per-household or per-item scale could also help residents understand that their actions can make a difference.
n Showing That the Benefits Are Worth the Cost Although cost was a major barrier discussed by participants, addressing this issue is difficult on the level of recycling outreach. Individual communities can make the decision to contract the recycling service and lower the cost to help overcome this barrier. Similarly, myths about and distrust of the hauler are difficult barriers to address with an outreach campaign. These barriers would make for interesting future research. How can a community build trust for recycling and
Recommen-
dations are
closely tied
to research
findings
8
(continued)
ren03210_ch12_374-452.indd 427ren03210_ch12_374-452.indd 427 1/11/13 5:19 PM1/11/13 5:19 PM
428 PART 00 Part Title
C A S E I L L U S T R A T I O N
428
the processes involved? What type of message is needed to convey the idea that while recycling is not free, the benefits outweigh the cost? The answers could help recyclers transcend this barrier.
n Educating Residents about Recyclable Products Lack of information pertaining to what is recyclable arose as a barrier in several of the collages. The lack of knowledge about what can be recycled was also apparent in the activities involving the list of recyclables. Communities wishing to address this barrier should examine the method by which the message is delivered. For example, would a magnet with a list of recyclables be more effective than a radio advertisement?
n Addressing the Space Issue Another barrier the participants addressed was lack of space. The 14- or 18-gallon recycling bin provided in local curbside recycling programs seems to be inadequate to contain all of the materials participants could recycle. This concept could explain why many Sometimes Recyclers do not create the volume of recycling that one would expect with an Always Recycler. Once the bin is full, the Sometimes Recycler simply throws the item in the trash while the Always Recycler finds creative solutions for recycling more, such as purchasing an additional container to store recyclables. Communities can address this issue by providing an additional recycling bin at no charge or by providing larger recycling containers, such as 64-gallon wheeled carts.
n Emphasizing the Benefits for the Next Generation Many participants also mentioned that their children were their primary mode of receiving information about recycling. This is good news for all the environmental educators working so hard to teach children about the importance of recycling. Motivating children to recycle and educating them on what materials can be recycled seems to have permeated their home life. Targeting the participants’ motivation to leave a better place for their children combined with continuing environmental education in the schools could be a powerful strategy. Conclusion While this study involved a small number of people representing a small portion of the Sometimes Recyclers in Hamilton County, the 18 participants all met the NRC’s profile of Sometimes Recyclers, and the research methods used enabled them to express their opinions in depth. The perceptual data collected can be immensely helpful in shaping and directing an outreach campaign. The ultimate goal of the outreach campaign is to motivate Sometimes Recyclers to adopt consistent recycling behaviors and beliefs that elevate them to the Always Recyclers status. They should want to recycle every piece of waste they generate that is recyclable, whether through a curbside program or a community drop-off.
In order to reach the Sometimes Recyclers, a campaign needs to make the connection between their daily recycling actions and benefits to the environment, both immediately and in the future. By identifying the target audience of Sometimes Recyclers and directing outreach efforts specifically toward them, local governments can come one step closer to converting Sometimes Recyclers to Always Recyclers and increasing residential recycling rates.
Research
limitations
are briefly
acknowledged
Ending reiterates the main point of the report
and uses motivational language to spark action
9
(continued)
ren03210_ch12_374-452.indd 428ren03210_ch12_374-452.indd 428 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 00 Chapter Title 429
C A S E I L L U S T R A T I O N
429
Kotler, Philip, and Nancy R. Lee. Social Marketing: Improving Behaviors for Good. 3rd ed. Thousand Oaks, CA: Sage, 2007. Print.
Krueger, Richard A., and Mary Anne Casey. Focus Groups: A Practical Guide for Applied Research. 4th ed. Thousand Oaks, CA: Sage, 2009. Print.
Leigh, Jane. “Uncovering the Drivers of Consumer Recycling Behavior.” National Recycling Coalition Annual Congress and Expo. Washington, DC. June 2012. Presentation.
Luntz, Frank I. “Voices of Victory, Part II: The Makings of a Good Focus Group.” The Polling Report 30 May 1994: n. pag. Web. 18 Feb. 2012.
Ohio Department of Natural Resources. State of Ohio Waste Characterization Study. Columbus, OH: Engineering Solutions and Designs, Inc., 21 Apr. 2012. Print.
Stevens, Dan. Greater Cincinnati Survey 62, Fall 2011. Cincinnati, OH: University of Cincinnati Institute for Policy Research, 2012. Print.
Though not necessary with
citation footnotes, a bibliography
is included as a convenience to
readers
Works Cited
10
(continued)
ren03210_ch12_374-452.indd 429ren03210_ch12_374-452.indd 429 1/11/13 5:19 PM1/11/13 5:19 PM
430 PART 00 Part Title
C A S E I L L U S T R A T I O N
430
Introduction (10 minutes)
Have participant make introductions (name, # in household, where you live). Ask participants to name an idea they have seen that helps the environment. Transition to recycling; ask them what they know about recycling and its benefits. First activity: Have participants draw their recycling process using any item as an example. Use very basic pictures to draw cycle from when they are finished with the item to when the recyclables leave their hands.
Current Perception (20 minutes)
“Why is recycling important to you?” “How long have you been recycling and what influenced you to start?” “Is recycling an easy or difficult thing to do? Tell me why.” Second activity: “Cut out pictures from a magazine that describe your biggest barrier to recycling. Discuss the pictures.”
Current Process (20 minutes)
Third Activity: “On a piece a paper write everything that you know you can recycle.” Pass out list of recyclable material (in normal curbside program) and have participants flag what they are surprised about and what they will start doing now that they know. “What determines if something goes into your recycling bin?” “How do you feel when you throw something in the trash that you know is recyclable? Does it invoke any emotions?” “Where do you keep your recycling bin?” “How do you go about getting a bin?” “Do you know where a drop-off is that is close to you?” “What type of schedule do you have for recycling (weekly, monthly, etc.)?” “Does anyone recycle at work?” “What do you know about materials that use recycled content? What do you feel about the quality of those products?” “What is your impression of how much profit companies make on recycling?”
Recycling Motivation (20 minutes)
Fourth Activity: “Write down the benefit you feel is the most important benefit of recycling— economic, environmental, health.” “Raise your hand if you knew recycling had economic benefits. Can you explain them?” “Raise your hand if you knew recycling had environmental benefits. Can you explain them?” “Raise your hand if you knew recycling had health benefits. Can you explain them?” “What could someone tell you to influence you to start recycling? What would make the message more persuasive?” “How can recycling be made more relevant to you?” “Where do you look for recycling information?”
Slogans (5 minutes)
Read slogans and ask them their reaction. Ask what they like and don’t like. Have them write their top two favorite slogans on their paper.
Appendix
includes
helpful
supplementary
material
Appendix: Focus Group Discussion Guide
11
(continued)
ren03210_ch12_374-452.indd 430ren03210_ch12_374-452.indd 430 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 431
1. Length and formality largely determine the makeup of reports. • Th e very long ones have prefatory pages.
— Title fl y—a page displaying only the title. — Title page—a page displaying the title, writer and reader’s names and their
titles/organizations, and date. — Authorization message—included only when a written message authorized
the report. — Transmittal message—a personal message “handing the report over” to the
reader. — Table of contents, list of illustrations—a listing of the report parts and
illustrations with page numbers. — Executive summary—the report in miniature, written in direct or indirect
order. • As reports become shorter and less formal, the composition of the prefatory
pages changes, generally in this order: — First, the title fl y drops out. — Th en, the executive summary and letter of transmittal are combined. — Th e table of contents is omitted. — Th e combined letter of transmittal and executive summary is dropped.
• Even less elaborate are letter, email, and memo reports. 2. Apart from their makeup, short reports diff er from long reports in four main ways:
• Th ey have less need for introductory material. • Th ey are more likely to begin directly (conclusion or recommendation fi rst). • Th ey are more likely to use a personal style. • Th ey have less need for a formal coherence plan.
3. Th e shorter reports come in three main forms. • Th e short report form can be for any situation of mid-level formality and
complexity. — It consists of a title page and report text, or a title page, combined transmittal
message/summary, and report text. — It can be written in the direct or indirect order. — Internal reports usually use the direct order. External reports that use the
indirect order oft en state the main fi ndings in the transmittal message. • Letter reports tend to be written to those outside the company.
— Th ey tend to use a personal style. — Th ey can be written in the direct or indirect order. A direct-order letter oft en
uses a subject line. • Email and memo reports are usually written to those within the organization.
— Th ey are usually informal but can also be formal. — Th ey tend to be problem-solving reports.
4. Among the varieties of short reports, four types stand out. • Routine operational reports keep others informed about company operations.
— Th eir form and content will vary, depending on the organization. — Th ey should deliver the required information effi ciently, clearly, and on time. — Special word-processing features can assist you with standardized reports.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
2 Discus the four main ways that the writing in short reports differs from the writing in long reports.
3 Choose an appropriate form for short reports.
1 Explain the makeup of reports relative to length and formality.
4 Adapt the procedures for writing short reports to routine operational reports, progress reports, and problem- solving reports as well as to minutes of meetings.
ren03210_ch12_374-452.indd 431ren03210_ch12_374-452.indd 431 1/11/13 5:19 PM1/11/13 5:19 PM
432 PART 4 Fundamentals of Report Writing
• Progress reports review progress on an activity. — Most are informal and in narrative form, but some are formal. — Th ey should emphasize the positive.
• Problem-solving reports help decision makers choose a course of action. — Th ey can be internal or external. — You will need to decide whether or not to make recommendations. — You will need to decide whether to take a direct or indirect approach. — Th ough not persuasive per se, these reports do need to convince with their
good data and analysis. • Meeting minutes, a type of descriptive report, provide a written record of a
group’s activities and decisions. — Th ey should avoid judgmental and emotional language. — Th eir format varies from organization to organization. — Typical minutes include common preliminary, body, and closing items. — Minutes have political implications. Use good judgment when preparing
them. 5. Longer reports need to include the appropriate elements, meet the readers’ needs,
and facilitate easy reading. • Th ey include the prefatory parts that are appropriate for the report’s length,
formality, and readers. • Th e report introduction prepares the readers to follow and interpret the report.
— Include whatever helps with this goal. — Use these items as a checklist for content: facts of authorization, problem
and purpose, scope, limitations, problem history, research methodology, defi nitions, preview.
• Preparing the body of a long, formal report will require virtually all your organizing, writing, and formatting skills.
• Th e ending of the report achieves the report’s purpose. — Use a summary if the purpose is to review information. — Use a conclusions section if the purpose is to reach an answer. — Use a recommendations section if the purpose is to determine a desirable
action. • An appendix and/or bibliography can follow the report text.
— Th e appendix contains items that support the text but have no specifi c place in the text (such as questionnaires, large visuals, and tabulations of data).
— Th e bibliography is a descriptive list of the secondary sources that were used in the investigation.
• Th e longer reports need various structural devices to give them coherence. — Th ese devices consist of a network of explanations, introductions,
summaries, and conclusions that guide the reader through the report. — Begin the coherence plan with the introduction preview, which tells the
structure of the report. — Th en use the introductions and summaries in following parts to tell readers
where they are in this structure.
5 Write longer reports that include the appropriate components, meet the readers’ needs, and are easy to follow.
ren03210_ch12_374-452.indd 432ren03210_ch12_374-452.indd 432 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 433
K E Y T E R M S
formal reports, 375
prefatory pages, 375
short report, 376
letter report, 376
email (or memo) report, 376
title fl y, 376
title page, 376
transmittal message, 377
table of contents, 378
executive summary, 378
routine operational reports, 399
progress report, 402
problem-solving reports, 402
feasibility study, 403
meeting minutes, 404
facts of authorization, 408
scope, 409
limitations, 409
summary, 411
conclusions section, 411
recommendations section, 411
appendix, 412
bibliography, 412
structural coherence plan, 412
1 Discuss the eff ects of formality and likely length on report makeup as described in the chapter. LO1
2 Which of the prefatory pages of reports appear to be related primarily to the length of the report? Which to the need for formality? LO1
3 Describe the role and content of a transmittal message. LO1
4 Why is the personal style typically used in the transmittal message? LO1
5 Explain how to write the executive summary of a report. LO1
6 Why does the executive summary include key facts and fi gures in addition to the analyses and conclusions drawn from them? LO1
7 Explain why some routine report problems require little or no introduction. LO2
8 Why is the direct order generally used in the shorter reports? When is the indirect order desirable for such reports? LO2
9 Describe a situation in which you would use short-report format rather than email format for an internal report. Why would you choose the short-report format? LO3
10 Describe a situation in which you would prepare a memo report rather than an email report for an internal report. Why would you choose the memo format? LO3
11 What kinds of information might go into routine operational reports for diff erent kinds of organizations? Why would these organizations need this information regularly? LO4
12 Given what you’ve learned about progress reports, suggest a general structure for these reports. What might go into the beginning? What might the middle parts be? What would the conclusion do? LO4
13 How might an internal problem-solving report that has been assigned diff er from one on the same subject that an employee generated on his or her own? LO4
14 Discuss the pros and cons of including a list of absentees in meeting minutes. LO4
15 Give examples of long-report problems whose intro- duction could require historical background or a dis- cussion of the report’s limitations. LO5
16 Explain how the advice in Chapter 11 can help you prepare a long report. LO5
17 Give examples of report problems that would require, respectively, ( a ) an ending summary, ( b ) an ending conclusion or conclusions, and ( c ) an ending recommendation or recommendations. LO5
18 Find a sample report or white paper and analyze its coherence plan. Does it have enough coherence helpers? Does it have any that don’t seem necesssary? LO5
C R I T I C A L T H I N K I N G Q U E S T I O N S
S K I L L S B U I L D I N G E X E R C I S E S
1 Review the following report situations and determine for each the makeup of the report you would recommend for it. LO1 a. A professional research organization has completed
a survey of consumer attitudes toward BankOne. Th e survey results will be presented to the bank president
in a 28-page report, including seven charts and three tables.
b. Joan Marion was asked by her department head to in- spect the work area and report on safety conditions. Her report is two pages long and written in personal style.
ren03210_ch12_374-452.indd 433ren03210_ch12_374-452.indd 433 1/11/13 5:19 PM1/11/13 5:19 PM
434 PART 4 Fundamentals of Report Writing
c. Bill Wingler has an idea for improving a work pro- cedure in his department at McLaughlin Body Com- pany. His department head suggested that Bill present his idea in a report to the production superintendent. Th e report is almost fi ve pages long, including a full- page diagram. It is written in the personal style.
d. Karen Canady, a worker in the corporate library of Accenture, was asked by Doug Edmunds, its presi- dent, for current inventory information on a number of subscriptions. Her report is less than a full page and consists mostly of a list of items and numbers.
e. Bryan Toups, a sales manager for Johnson and John- son, was asked by the vice president of marketing to prepare an analysis of the results of a promotional campaign conducted in Toups’s district. Th e report is six pages long (including one chart) and is written in the personal style.
2 Following is a report that was written for the manager of a large furniture retail store by the manager’s assistant. Th e manager was concerned about customer complaints of late deliveries of furniture purchased and wanted to know the cause of the delays. Critique this report. LO2, LO4
11-17-04
TO: Martina Kalavoda
FROM: Anthony Dudrow
SUBJECT: Investigation requested 11-17-04
This morning at staff meeting it was requested that an investigation be made of the status of home deliveries and of the causes of the delays that have occurred. The investigation has been made with fi ndings as follows.
Now that a new driver’s helper, Morris Tunney, has been hired, there should be no more delays. This was the cause of the problem.
Over the past two weeks (10 working days), a total of 143 deliveries were made; and of these, 107 were made on or before the date promised. But some of the deliveries were late because of the departure two weeks ago of the driver’s helper, Sean Toulouse, who had to be fi red because of dishonesty and could not be replaced quickly with a permanent, qualifi ed helper. Now that a permanent, qualifi ed helper has been hired, there should be no more delays in delivery as this was the cause of the problem.
The driver was able to fi nd a temporary helper, a man by the name of Rusty Sellers, for some help in the unloading work, but he got behind and couldn’t seem to catch up. He could have caught up by working overtime, in the opinion of the writer, but he refused to do so. Of the 36 deliveries that were late, all were completed within two days. The problem is over now that the driver has a helper, so there should be no additional delays.
3 Making any assumptions needed, construct complete yet concise titles for the reports described below. LO5 a. A report writer reviewed records of exit interviews of
employees at Marvel-Floyd Manufacturing Company
who left their jobs voluntarily. Th e objective of the investigation was to determine the reasons for their leaving.
b. A researcher studied data from employee personnel records at Magna-Tech, Inc., to determine whether permanent (long-term) employees diff er from short- term employees. Some of the diff erences found would be used in hiring employees in the future. Th e data studied included age, education, experience, and scores on pre-employment tests.
c. A report writer compared historical fi nancial records (1995 to the present) of Super Saver Foods to deter- mine whether this grocery chain should own or rent store buildings. In the past it has done both.
4 Criticize the following beginning sentences of transmit- tal messages. LO5 a. “In your hands is the report you requested January 7
concerning . . . ” b. “As you will recall, last January 7 you requested a re-
port on . . . ” c. “Th at we should open a new outlet in Bragg City is
the conclusion of this report, which you authorized January 7.”
5 In a report comparing four automobiles (Alpha, Beta, Gamma, and Delta) to determine which one is the best buy for a company, Section II of the report body will cover these cost data: ( a ) initial costs, ( b ) trade-in val- ues, and ( c ) operating expenses. Section III will present a comparison of these safety features of the automobiles: ( a ) standard safety features, ( b ) acceleration data, ( c ) weight distribution, and (d) braking quality. LO5 a. Bearing in mind that your readers will probably view
cost as the main criterion but that the company sales- people spend almost half their work week driving, write the introductory paragraph for Section III.
b. Th e next section of the report (Section IV) will cover these topics: ( a ) handling, ( b ) quality of ride, and ( c ) durability. Write an introductory paragraph for this section.
c. Criticique this fi nal paragraph (a preview) in the in- troduction of the report described above:
This report compares the automobiles on three factors. These are costs, safety, and comfort and construction, in that order. Costs include initial ex- penditure, trade-in value, and operating expense. Safety covers safety devices, acceleration, weight distribution, and braking. Comfort and construc- tion includes handling, ride quality, and durability. A ranking is derived from this comparison.
ren03210_ch12_374-452.indd 434ren03210_ch12_374-452.indd 434 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 435
P R O B L E M - S O L V I N G C A S E S
Shorter Reports
1 You started working for a local car dealership as an offi ce clerk when you were in high school. You’re in college now, but you still work there part time, and you’ve noticed that the management of the company seems to respect your opinion and judgment a little more each day. Today you and some others were hanging around the coff eemaker with one of the owners, who mentioned that he’d seen a new electronic sign at one of his competitor’s sites. “I wonder how much it costs to buy one of those things?” he asks.
“People can see us from the highway, so an electronic sign with changing messages might be a good investment.” Aft er a moment of thought, he turns to you. “Will you fi nd out what kind of electronic sign businesses usually use, and what they cost?” he asks. “And see how you change the content on the sign. Is it hard to learn how to use it once it’s set up?” You tell him you’ll look into the matter and send him an email about it. Do the appropriate research and tell your boss everything he needs to know to decide whether to pursue this idea.
2 Take advantage of the many career resources to research what the career outlook is in your fi eld. Research the em- ployment prospects, typical jobs, advancement opportu- nity, salary range, career advantages/disadvantages, typical responsibilities—whatever you can fi nd. You might start with the U.S. Government’s Occupational Outlook Handbook ( www.bls.gov/ooh/ ). Professional societies also sometimes
have excellent statistics on salaries and working conditions in their fi elds. And don’t neglect such job-search sites as Monster.com . If your instructor directs, interview someone in your fi eld who can give you an insider’s view. Write up your fi ndings as a well-organized short report, and be sure to interpret your fi ndings in terms of their likely signifi cance to you.
3 Th e insurance company where you work as assistant to the information technology (IT) manager is doing well. Just last year, the company hired 9 customer service repre- sentatives and a receptionist, bringing the total number of employees to 54. But with growth come certain headaches— and one of them is fi guring out how to regulate employees’ Internet use. Th e company’s customer service representatives work largely on the phone to handle claims and fi eld other ques- tions. Although they need to use the Internet to do their work, during downtime they continue to use the Internet for personal reasons, including email, social networking, watch- ing favorite television shows, viewing YouTube videos, and
even downloading programs or fi les that have nothing to do with their jobs. Your boss is worried about three things: (1) security breaches resulting from these downloads and from other Internet activities, (2) inappropriate content being viewed or downloaded, and (3) computers running slowly or frequently locking up as a result of the Internet content being viewed or downloaded. It’s time for an Internet-use policy, and your boss thinks you’re just the person to help write it. Your assignment is to study the current wisdom on workplace Internet policies and send your fi ndings to your boss in an email report. She will use the report as the basis for a meeting with her boss next week.
4 It’s almost time for the annual awards dinner for your city’s chapter of the Leukemia and Lymphoma Society (LLS). Th e two most honored awardees will be the LLS’s Man and Woman of the Year, the volunteers who have raised the most money for the cause during the society’s 10-week competition. Your boss, who serves on the orga- nization’s board of directors, has been asked to announce
the winners at the event and to present them each with a gift book. Your boss has asked you to recommend some appropriate books for each winner. Learn more about the LLS and past Men and Women of the Year and then choose three appro- priate books to propose for each. Send your recommenda- tions to your boss in an email report.
5 You were recently hired as an intern at a Mayim’s, a dis- tributor of high-end cosmetics and skin care products. Kori Roberts, sales manager and your supervisor, drops by your offi ce to chat one day and brings up a subject she’s been won- dering about. “Our sales staff have been communicating with each other and our retailers fairly eff ectively via phone and email, but I think it’s time to look into an online meet- ing application to supplement these methods. Do you know what kind of tool I’m talking about?” she asks. You nod, hav- ing learned about online meeting tools in your Technology
for Business Communication class. “I heard some of these options were totally free and really easy to use,” she contin- ues, “so I looked into a few. Skype and OpenMeetings seem to be pretty popular for businesses. I’m thinking about rec- ommending that all the sales staff subscribe to one of these. Th en maybe they could talk to each other and the retailers more easily. I wonder which of these tools is better for us. And is there any downside to online meetings? Maybe se- curity issues?” You take the hint and off er to look into the matter for her.
ren03210_ch12_374-452.indd 435ren03210_ch12_374-452.indd 435 1/11/13 5:19 PM1/11/13 5:19 PM
436 PART 4 Fundamentals of Report Writing
Do the necessary research—and, if you haven’t yet done so, try one or more of these services yourself—and then write Kori a report giving her the information she needs in order
to decide whether or not to pursue this idea further. She may want to share your report with other managers in the com- pany, so be sure you give it your best eff ort.
6 You work for the owner of three casual-apparel stores for young adults, both men and women. Business is pretty good, but your boss wonders if the atmosphere needs to be more “hip.” She already plays “cool” music, but she’s considering using video somehow in the stores. Since she knows you’re an Internet whiz, she turns to you for help. “How do other stores use video?” she wants to know. “Is it worth the eff ort and expense? What are my options? Is this kind of marketing eff ective? How can I maximize the results?”
You research the Internet, the sales literature, and stores in your area, and you fi nd a lot of great stuff about using video in retail stores—so much, in fact, that, you decide to present your fi ndings to your boss in writing. Tell her what she needs and wants to know in a clear, well-organized report. Having the information in writing will also be helpful if she wants to share it with other employees. Be sure she can go to your sources and learn more if she wants to.
7 You work in the marketing department of a company that manufactures clothing for outdoor sports enthusiasts (runners, hikers, skiers, snowboarders). Your company just expanded its market by acquiring a company that manu- factures clothing for other outdoor interests (e.g., camping, hunting, and fi shing). Th e clothing will be made under your brand. You have successfully marketed your brand in such maga- zines as Runners’ World , but you know you need to expand your advertising to accommodate your new market. Your boss wants to fi nd out what publications would be good
advertising opportunities. He also wants to know the options for advertising in the online publications for these same magazines or on the apps that these magazines may have for mobile devices. What sizes and types of ads are available for purchase, and at what cost? Write a memo to your boss giving him the necessary de- tails about placing an ad in a possible publication for your new market. Provide as much information as you believe is necessary to make a sound decision, covering circulation, rates, specifi cations, and demographics.
8 In an eff ort to cut down on waste and expenses, the campus food service company at your university implemented a new policy a month ago, in the middle of the fall semester: no more trays. Instead of going from station to station loading their trays up with food, students must now get their food carrying only a plate and/or bowl (but they can use as many plates and bowls and visit the stations as oft en as they like). Aft er a month has gone by, the director of the campus food service wants to know two things: Is there signifi cantly less food waste, and how do the students feel about the new policy? He asks you, his trusty assistant, to fi nd out and write up your fi ndings in a report that he can share with university administrators. You gather the information in two ways. First, you ask the managers of the three campus eateries how many 13-gallon bags of food waste (not including paper) they threw out during the last week before the policy was implemented and during the fourth week aft erward. Since the managers have been asked to keep track of this information, they are ready for your question. Th e manager at the smallest dining hall reports 5.5 bags for the “before” week and 4 bags for the “aft er” week. At the midsized hall, the “before” fi gure is 9.5 bags and the “aft er” fi gure is 8. At the largest facility, the “before” fi gure is 15 bags and the “aft er” fi gure is 12. Th e total number of student meal card swipes for the “before” week was 42,363; for the “aft er” week it was 40,907. Next, you send a brief online survey to the 2,440 students who are on a campus meal plan. In fact, you send
it out twice to encourage as much participation as possible. Altogether, 1,003 students participate (though a few do not answer all the questions). In response to the question “I waste less food now that the trays are gone,” 56 students pick “strongly disagree,” 135 “disagree,” 432 “agree,” and 380 “strongly agree.” In response to the question “I eat less now that the trays are gone,” 176 pick “strongly disagree,” 312 “disagree,” 292 “agree,” and 223 “strongly agree.” In response to the question “I favor the new trayless policy,” 131 students pick “strongly disagree,” 63 “disagree,” 418 “agree,” and 380 “strongly agree.” In response to the question “My attitude toward being on a meal plan is more positive now,” 160 pick “strongly disagree,” 315 “disagree,” 390 “agree,” and 120 “strongly agree.” In response to the open-ended question inviting feedback on the new policy, you get many positive comments about the university’s eff ort to reduce waste, to help the environment, and to keep up with the times. A few even praise the university’s eff ort to help students not overeat. Th e negative comments are about the loss of convenience, the diffi culty of getting enough food on one plate, and the awkwardness of carrying a stack of dishes to the dishwashing area. A few students comment that, for the high price they’re paying, the food service should at least include trays. Now that you have your data, organize and interpret it for your boss, being careful to use qualifi ed language (e.g., “perhaps,” “may be”) where appropriate.
ren03210_ch12_374-452.indd 436ren03210_ch12_374-452.indd 436 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 437
9 You’re part-time assistant to the offi ce manager of a successful veterinary clinic with four locations in the greater ________ area (you pick the city). For some time now, the practice’s three owners have been discussing making its contributions to the community more extensive and better organized. Animal hospitals in other cities feature their community service eff orts on their websites and in their print literature, but thus far your company’s contributions have been random and relatively sparse. Th e owners think it’s time to create a focused, well-organized, appealing philanthropy and/or employee volunteer program that will generate more positive publicity—and business—for the company. Th ey’ve asked your boss to review the literature on such programs and harvest useful information for them. Th ey par- ticularly want to know what kinds of programs other clinics
have, the features of successful programs, and the business benefi ts of such programs. Since you’re a college student with good writing and research skills and free access to your university’s extensive online resources, your boss asks if you’ll tackle this task. You decide you’ll start your research by consulting your library’s resources on corporate philanthropy and on veterinary philanthropy in particular. You’ll also look at the websites for the Boston College Center for Corporate Citizenship, ServiceLeader.org, and the Points of Light Corporate Institute. (If your instructor directs, you may also interview an appropriate employee in a relevant business.) Once you believe you’ve found everything useful, you’ll digest it, interpret it, and present the results in a well-organized, well-written report to the owners. Keep your report to about four pages, but be sure to include your sources so your readers can consult them if they want.
10 It is common knowledge that today’s college gradu- ates are diff erent from those who came before them. Th e distinctive traits of Gen Y (or Millennial) employees have been well documented. Your boss, the owner of a small but growing soft ware development company (you can decide what type of soft ware), thinks his managers and recruiters need a better understanding of this generation. He asks you,
one of his more accomplished young employees, to review the literature on Gen Y employees and write him a report in which you describe the main traits of this segment of the workforce and recommend ways to recruit, manage, and retain them. He’ll share this report, or parts of it, with his managers, who are Gen Xers and Baby Boomers.
11 Write a report to your instructor in which you argue for or against one of the following:
a. Business students should be required to take a business communications course as part of their degree program; business communication classes should not be optional.
b. Students graduating with business degrees should be required to pass a profi ciency exam in the use of Microsoft Word, Excel, Outlook, PowerPoint, and Access.
c. Business writing/presentations/communications courses should have a minimum grade requirement of a B-.
d. All business students should be required to complete a professional internship to graduate.
e. To be prepared for today’s global business environment, all business students should be required to speak a foreign language profi ciently (the equivalent of four semesters of study) or complete a study abroad experience.
f. Business students learn as much and as well in online classes as they do in face-to-face classes.
13 You work in human resources for Henderson, Xiong, and Pirelli, LLC, an accounting and fi nancial services fi rm. Th e company off ers both single-person and family health in- surance coverage to its 150 employees. Seventeen percent of the employees do not take the health insurance benefi t. If an employee declines health insurance upon employment, he or
she forfeits the benefi t—no other benefi ts are off ered in its place. Last week you hired Mike Richards. You sent him the standard paperwork that all new hires complete. When Mike stopped by today to submit his paperwork, he said that he had turned down the health insurance, as he has health insurance
12 Like many companies, Artemis Financial Services has had to address the increasing cost of employee health insur- ance. Th e company had been paying 100 percent of the pre- mium ($1,200/month for the family plan; $600/month for the individual plan), as well as the $1,500 annual deductible for the family plan and a $750 deductible for the individual plan, but it recently had to reduce these benefi ts. Now the company pays 85 percent of the total premium, with employ- ees paying the other 15 percent, and employees now pay the annual deductible.
Your boss is looking for some way to ease the burden of these additional costs to the employees and wonders whether a fl exible spending account (FAS) could be a way to do so. Are FSAs a good idea for businesses and employees? Prepare a report to your boss in which you analyze the advantages and disadvantages of FSAs so that she can decide whether to off er FSAs to the employees.
ren03210_ch12_374-452.indd 437ren03210_ch12_374-452.indd 437 1/11/13 5:19 PM1/11/13 5:19 PM
438 PART 4 Fundamentals of Report Writing
coverage through his spouse. In telling you this, he mentions that his spouse’s company off ers an annuity the equivalent of a single-person premium as an alternative benefi t for em- ployees who decline the health insurance, and he wants to know if Henderson, Xiong, and Pirelli will do the same for him. Th e cost of a single-person premium per month is $435. You present the idea to your boss, who initially says “absolutely not” but then decides that you should research
the issue fi rst. What are the advantages and disadvantages for the employee and for the company? How much will this potentially cost if other employees choose an annuity over health insurance? What if the cost of a single-person premium increases? Can you go back? Th at is, can you de- cide to discontinue this benefi t at any time? Present your research in a report so your boss can make an informed decision.
14 You’re a management major on co-op with a large ro- botics and automation company. Most of the employees are engineers, salespeople, customer support staff , and techni- cians. You’ve been assigned to various areas of the company, and you’re currently reporting to Jack Kiley, the director of communications. One of Jack’s duties is to write the presi- dent’s monthly column for the employee newsletter, a col- umn the president reviews before it is published. Jack has been coming across more and more articles and blog posts
about the detrimental eff ects of multitasking and the benefi ts of focused, “mindful” work, so he thinks he’ll write the presi- dent’s next newsletter article about this topic. Th at’s where you come in. “See what you can fi nd out about mindfulness on the job,” Jack asks you. “Find out what it means, how to have it, what its benefi ts are, who’s practicing it.” Do the research and then write Jack an email report an- swering his likely questions and helping him see what ap- proach to take with this topic in the newsletter article.
15 As the Student Senate’s representative on the faculty’s Academic Aff airs Committee at your school, you make sure that students’ concerns are heard on all academic mat- ters. One of the committee members recently introduced a proposal to change the grading system from straight letter grades (A, B, C . . . ) to plus/minus grading (A, A-, B+, B . . . ), and the change seems appeal to the rest of the committee. As the representative of the students, you believe you’d better weigh in on this issue.
See what grading system other schools like yours in your state use, and see if you can fi nd out how students in general feel about one system or the other. Th en write the other committee members a short report for or against the plus/minus grading system. Explain why you feel one is better than the other for the students at your school. (And/ or, if your instructor directs, design and conduct a student survey and prepare a longer, more formal report; or choose a diff erent student-related issue.)
16 You are quite comfortable in your position as supervi- sor at a commercial printing offi ce in your hometown, but you fi nd some employees a bit more challenging than others. Laurie, your receptionist, is one of those challenges. Laurie is a terrifi c receptionist—in fact, she is the best you have. She is a whiz on every computer program you use. Her organizational skills are exceptional. Losing her would have a detrimental impact on your customers and on the offi ce in general. Besides, she’s really a nice person. Unfortunately, she is frequently late to her shift , causing you to answer the phones or leave your offi ce to greet customers. You have reminded Laurie of her hours, and she always indicates she will change her behavior, but she continues to be late. To make things worse, you’ve noticed recently that others in the offi ce are arriving late to work because, you believe, Laurie has not suff ered any consequences for her actions. Quite honestly, you’re not sure what the consequences should be.
You don’t want a negative work environment, but lately, it seems as though a practice that has always been taken for granted (employees being on time for work) is now one that you need a policy about. You ask your boss for some guidance with this matter. She asks you to do some research and to present some options. She agrees that a policy is needed, but she does not want it to seem parental or patronizing, and she does not want to harm morale by making employees feel that they are being disciplined or punished. She just wants a policy that gives of- fenders the opportunity to improve their behavior while also giving her the fl exibility to impose harsher sanctions if em- ployees continue to be late. Write a report to your supervisor investigating the many options available to managers when dealing with tardy employees. Address in a general sense any legal challenges you may encounter. You may consider inter- viewing a human resources specialist regarding your options.
17 You’re an assistant manager for Cougar Country, Inc., a mid-sized manufacturer of specialty agricultural equipment, in Morris, MN, population 5,096. Many of the company’s employees commute a considerable distance to work each day or live in Morris during the week to cut down on com- muting time and gas. Th e larger cities in the region are more than 30 miles away:
• Alexandria, MN, is 45 miles away, • Fergus Falls, MN, is 55 miles away, • Saint Cloud, MN, is 99 miles away, and • Th e Fargo, ND/Moorhead, MN, area is 136 miles away. Your fi rm is proud to compete on a national level and have top-notch employees working for it.
ren03210_ch12_374-452.indd 438ren03210_ch12_374-452.indd 438 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 439
However, some employees are starting to feel the stress and pressure of years of commuting. A recent conference session you attended focused on work–life balance and alternative workplace confi gurations (i.e., telecommuting, online meet- ings, soft ware options, etc.). During this session, it became clear to you that Cougar Country should investigate this topic, and when you mentioned this point to your boss, he agreed.
Do some preliminary research on distributed workspaces and related options for Cougar Country. To what extent is a distributed workforce even feasible for a manufacturing outfi t like yours? Send your boss an email telling him what you found out and what next steps, if any, Cougar Country should take.
18 You were recently hired as the offi ce manager for Stormbird Designs, an upscale fashion studio specializing in the design and manufacture of high-end women’s clothing. Th e company is doing well, but it’s a start-up, so money is tight and employees oft en have to serve multiple roles within the company. A couple of weeks ago, the owner of the studio, Susan Wong, was having some computer diffi culties. Being a technologically savvy person, you were able to identify the problem and fi x it. Susan was very impressed and now views you as the person to contact when there is any IT issue in the offi ce! Yesterday, you were having lunch with Susan, and she was mentioning the possibility of purchasing laptops for everyone in the offi ce. Th is would enable employees to work remotely, and would also improve productivity, as some of the
current desktop computers in the offi ce are slow and in need of upgrades. Susan asks you if you currently own a laptop, and you respond that you’ve had a Toshiba laptop for the last two years and have been very pleased with it. Intrigued, Susan asks you to recommend a Toshiba laptop that would be suitable for designers in the studio. You respond that you will have to do some research but that you will get back to her in three days. Research the diff erent options and make a recommenda- tion to Susan. You were told that the budget for the laptop purchases would be $8,000, and that you would need to pur- chase 6 laptops in total. Write your recommendation in the form of a report, highlighting the benefi ts of the option that you have chosen.
19 You serve as an assistant in the human resources department at Heckworth Holdings, a large manufacturer of machine tools. Th ree months ago, your company switched from a typical fi ve-day work week to a four-day work week. Under the new arrangement, employees at Heckworth work 10-hour days, Monday through Th ursday. Th e change was made to save money on utility expenses, specifi cally electricity. Under the new arrangement, the plant is completely closed on Friday, Saturday, and Sunday. Your supervisor, Scott Morgan, the director of human resources, wants to know two things about the schedule change. First, have utility expenses actually decreased, and second, what do employees think about the schedule change? You make a visit to the accounting department, where you ask for the gas and electric bills for the previous six months. Th e total cost for utilities is displayed in Table 1 below:
Th e accounting clerk, Shane Wang, suggests that you also look at the gas and electric bills for the same three months (June, July, and August) of last year. Total gas and electric expenses for those three months are displayed in Table 2:
Aft er collecting this information, you begin to analyze the data from a survey that Mr. Morgan recently sent to all 1,500 employees at Heckworth, which asked their opinions on the scheduling change. A total of 871 employees responded to the survey. Th e survey asked a series of questions, but three in particular are of most interest to Mr. Morgan. Th e fi rst question is, “Do you like the new four-day work week?” Th e breakdown in responses was as follows: 365 “Strongly Agree”, 141 “Agree,” 147 “Neutral,” 128 “Disagree,” and 90 “Strongly Disagree.” Th e second question is, “Do you think the new four-day work week has made you more productive?” Th e breakdown in responses to the second question was as follows: 143 “Strongly Agree,” 165 “Agree,” 201 “Neutral,” 189 “Disagree,” and 173 “Strongly Disagree.” Th e third question is “Do you recommend that we continue with the new four-day work week?” Th e breakdown in responses to the third question was as follows: 237 “Strongly Agree,” 192 “Agree,” 226 “Neutral,” 153 “Disagree,” and 63 “Strongly Disagree.” Finally, there was an open-ended question that asked employees for any other thoughts they had on the four-day work week. You got only a few responses, but they tended to
Table 1 Previous 6 Months Gas and Electric Expenses for Heckworth Holdings
Month Total Expense
March 2012 $21,364
April 2012 $24,567
May 2012 $28,526
June 2012 $33,426
July 2012 $39,217
August 2012 (current month) $42,357
Table 2 June–August 2011 Gas and Electric Expenses for Heckworth Holdings
Month Total Expense
June 2011 $37,917
July 2011 $44,785
August 2011 $47,612
ren03210_ch12_374-452.indd 439ren03210_ch12_374-452.indd 439 1/11/13 5:19 PM1/11/13 5:19 PM
440 PART 4 Fundamentals of Report Writing
be like these: “I like the three-day weekend!,” “Th is is another example of why I like working for this company!,” “I am very tired at the end of the 10-hour day,” and “Th e lunch break is not long enough.”
Using these data, write a report to Mr. Morgan about the impact that the schedule change has had on the plant’s over- all gas and electric costs, as well as the employees’ percep- tions of the new four-day work week.
Longer Reports
20 Every year, Gutenberg Media prints a community calendar and distributes it to over 10,000 residential homes and businesses. Typically, you have sold calendar advertising to 16 diff erent companies for 12-month ad spots. While many of the advertisers are the same from year to year, you have noticed in the past three years that it has taken an increased eff ort to retain them. Th e calendar runs from January to December. Histori- cally, Gutenberg Media has contacted previous advertising businesses in early September, giving them a three-week deadline to respond. If you did not hear back from the com- pany within two weeks, one of your associates contacted the company by phone or in person. Typically, by the end of the three-week deadline, approximately 80–90 percent of the companies had responded positively. However, as shown in the table, compliance with the three-week deadline has decreased dramatically over the past three years. Further, the number of returning clients seems to be on the decline as well. Th e Gutenberg Media administrative team is perplexed as to why this is happening. Th ree years ago, to increase ef- fi ciency, your company went to a completely online system for renewing advertising spots for the calendar. Rather than receiving a phone call or personal visit, your company sent a series of emails as reminders. Other data sets collected have
proven that a calendar still remains an eff ective way to ad- vertise and gain customers, so your team is baffl ed that so many of the advertisers are not jumping at the opportunity to participate. It’s mid-June, and Gutenberg Media is talking about start- ing the calendar process again. Aft er seeing the trends over the past seven years, your boss has asked you to analyze the data and make some recommendations for increasing com- pliance and advertising sales for this year’s calendar. Do you need to update your process? Collect more data? Utilize so- cial media? Be sure to support your proposal with research, facts, and data.
Year Compliance by Week 2
Compliance by Week 3
# of Returning
Advertisers by Printing
2013 7 7 9/16
2012 5 6 8/16
2011 6 8 10/16
2010 9 14 15/16
2009 8 12 14/16
2008 9 13 14/16
2007 10 15 15/16
21 You were recently hired to be the assistant manager at Turn Back the Clock Sports, a sports memorabilia com- pany based in Columbus, Ohio. Your company predomi- nantly deals in historic baseball memorabilia, and due to your strong Internet presence, you have clients throughout the world. Every summer, you host a large memorabilia expo that attracts many of your largest customers to Colum- bus for the weekend. Th is year, a group of three wealthy customers from Tokyo will be attending the expo. In addition to being great customers, these individuals are huge baseball fans and love to catch a couple of games any time they visit the United States. Your boss, the manager, suggests that the two of you treat them to a baseball game while they are in the United States. Since Columbus does not have a Major League baseball team, you will have to travel to see a game. Your boss
recommends that the fi ve of you attend a game in one of the three closest cities to Columbus with a major league team: Cincinnati, Cleveland, or Detroit. Since you are not a very large company, your budget for entertaining customers is not large. Your boss asks you to re- search ticket prices at the various stadiums in the three cities (assume that all three baseball teams will be “in town” when your guests are here). In addition, he suggests that you re- search the cost of parking, concessions, and hotel stays for two nights in the three cities (hotels that you recommend should be within walking distance of the stadiums). You will also want to factor in transportation costs (rental car) to the three cities. Make your recommendation for a city in the form of a report to the manager. Th e report should include an estimate of the total trip cost to the three cities, as well as your recommendation for which city to visit.
22 Th e University Career Center is a great place to begin your career in information systems, so you were thrilled to land a part-time position as an assistant to the lead coun- selor. Your boss selected you because she is concerned that
the offi ce is a bit “old fashioned” and she expects you to help bring them into the digital age. On your fi rst day of work you were surprised to learn that little emphasis is placed on helping students create a Web
ren03210_ch12_374-452.indd 440ren03210_ch12_374-452.indd 440 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 441
presence. Th at is, students are not routinely advised on how to create an eff ective LinkedIn profi le, nor are they informed about resources (e.g., Weebly) for creating Web versions of their résumés or portfolios of their work. Prepare a report for the lead counselor in which you discuss the benefi ts of students’ having electronic versions of their résumés in LinkedIn and other Web-based formats. In addition to
discussing LinkedIn, provide three options for creating and posting a résumé as a Web document on sites such as Weebly. Compare them based on several factors including cost, ease of use, eff ectiveness, compatibility, and any other factors you believe important. Th is report will be passed up to the head of the department, so it will need a certain amount of formality (as your instructor directs).
23 You’ve been invited by a married couple in your town to help them launch a business venture: a service that de- livers organic and local produce to households and small businesses in town. You were recommended to them by your former entrepreneurship professor, for whom you’d written a great business plan when you took her class. Th e couple is now preparing a business plan to attract in- vestors. Th ey have done the research to prove that there is suffi cient demand for the business and that they will have suffi cient and reliable suppliers. But they haven’t yet fi gured out all the likely costs. One big cost yet to be determined is that of the vehicles they’ll be using to deliver the produce.
Th ey turn to you for help. Th ey fi gure they’ll need two large vans to start with, adding more as needed. Should they rent or buy? And if they buy, which makes and models might be best for their purposes? Do the necessary research to fi nd out what their options are and make a recommendation. Carefully consider all the criteria that would make one option better than another, and invent any additional realistic details that you need to be able to do so (perhaps information on the website of Green Bean Delivery, on which the company in this case was based, can help). Write a polished report so that these entrepreneurs can use appropriate parts of it in their business plan.
24 Every employee at Giff en Technologies needs to be cur- rent in his or her fi eld. As a developer of medical practice management soft ware for hospitals, clinics, and private prac- tices, Giff en requires everyone from the programmers to the sales staff to the communications specialists be up to date on current practices, trends, and client needs so that the com- pany can survive in an extremely competitive industry. To ensure that its employees have the most current knowledge, Giff en invests a lot of money in employees’ con- tinuing education, which includes workshops, seminars, and continuing education courses at two-year colleges and four- year colleges and universities; the company has even paid for some employees’ courses toward an MBA. Wherever the education is, Giff en sends its employees. Th is practice for continuing education has become too costly. As a result, the company has decided that nearly all employees might be able to remain current in their fi elds by taking advantage of more cost-eff ective online opportunities. Your boss sees two issues. Th e fi rst is that he needs to know if online opportunities provide the same quality of training or education as face-to-face opportunities. Th e second is that, in talking with a few department heads and employees informally, your boss senses some resistance to online learning. Your boss wants to learn whether there really is widespread resistance to online learning and, if so, where the points of resistance are. Your boss also wants to know some best practices for promoting online training opportunities as valid options for continuing education. You have been assigned the task of gathering the information your boss requires and presenting both the information and recommendations for ensuring that employees see online education opportunities as useful.
Write a report that answers your boss’s questions and pro- vides direction to him for how to best proceed with the plan to use online continuing education in your workplace. You will need to do secondary research to answer your boss’s questions regarding issues surrounding the quality of online learning and how to promote it to employees, espe- cially those who are resistant. Cite your sources in the style required by your instructor. Your primary research, however, is complete. You sur- veyed your 1,500 employees and received 524 responses. Th e survey results (primary data) are provided below. Th e num- bers represent frequency data (the number of respondents, not percentages).
Survey Questions and Reponses
Q1: In what department do you work?
79 Research and Development 200 Sales 19 Communications 59 Accounting 14 Training and Education 21 Marketing 14 Human Resources 46 Hardware and Software Support 51 Information Technology 21 Legal
Q2: What is the nature of your position?
80 Manager 87 Supervisor 283 Subject Matter Expert (accountants, technical
writers, programmers, salespeople) 74 Clerical/Support
ren03210_ch12_374-452.indd 441ren03210_ch12_374-452.indd 441 1/11/13 5:19 PM1/11/13 5:19 PM
442 PART 4 Fundamentals of Report Writing
Q3: Have you ever participated in any of the following online education opportunities? Check all that apply.
10 Online workshop 69 Webinar (online seminar) 41 Online course 37 Other (please specify): 21 bachelor’s degree from
an online university or a face-to-face university with an online program; 16 technical/vocational degree through an online program
Q4: Do you participate in any of the following? Check all that apply.
247 Professionally related blog 412 Professionally related online social networking
site (e.g., Twitter, LinkedIn, Facebook)
Q5: What is your perception of the workload in online seminars/workshops/courses?
150 More work than face-to-face opportunities 150 About the same work as face-to-face
opportunities 224 Less work than face-to-face opportunities
Q6: What is your perception of the quality of online seminars/workshops/courses?
99 Better quality than of face-to-face opportunities 175 About the same quality as face-to-face
opportunities 250 Less quality than face-to-face opportunities
Q7: Indicate your level of agreement with this statement: People can learn as much in an online environment as they can in a face-to-face environment.
62 Strongly agree 119 Agree 55 Neither agree nor disagree 257 Disagree 31 Strongly disagree
Q8: Indicate your level of agreement with this statement: If the following online continuing education opportunity presented itself, I would willingly take it.
An online seminar (1–2 hours)
72 Strongly agree 346 Agree 13 Neither agree nor disagree 63 Disagree 30 Strongly disagree
An online workshop (1–2 days)
37 Strongly agree 112 Agree 207 Neither agree nor disagree 149 Disagree 19 Strongly disagree
An online course (1–3 weeks)
92 Strongly agree 172 Agree 119 Neither agree nor disagree 83 Disagree 58 Strongly disagree
An online course (4–8 weeks)
30 Strongly agree 67 Agree 60 Neither agree nor disagree 208 Disagree 159 Strongly disagree
An online course (9–16 weeks)
38 Strongly agree 92 Agree 138 Neither agree nor disagree 151 Disagree 105 Strongly disagree
Q9: My general attitude toward online learning in any form is
75 Strongly positive 125 Positive 121 Neutral 110 Negative 93 Strongly negative
Cross tabulations for “Q 9: My general attitude toward online learning in any form is”:
75 Strongly Positive (22 managers, 19 supervisors, 24 subject matter experts, 10 clerical/support staff)
125 Positive (33 managers, 35 supervisors, 44 subject matter experts, 15 clerical/support staff)
121 Neutral (14 managers, 18 supervisors, 74 subject matter experts, 15 clerical/support staff)
110 Negative (5 managers, 9 supervisors, 93 subject matter experts, 3 clerical support staff)
93 Strongly negative (6 managers, 7 supervisors, 48 subject matter experts, 32 clerical support staff)
Employee comments on the survey:
• “I enjoy the opportunity to meet others in my fi eld and network. I can’t do that online.”
• “Getting away from the company for a few days of train- ing is a nice break from the routine.”
• “I can’t imagine being able to learn when I can’t see the instructor or other students.”
• “This is just one more way for the company to cut costs and quality. I can’t see online learning as having the same quality as the face-to-face seminars and courses I attend.”
• “How can online learning use the hands-on activities we do in face-to-face workshops?”
• “I have taken an online course and several webinars. I like that I don’t have to leave my family or my offi ce for workshops and seminars.”
ren03210_ch12_374-452.indd 442ren03210_ch12_374-452.indd 442 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 443
25 You are the clinic manager for the Springville branch of Meridian Healthcare Systems. Meridian recently announced that it would be reducing the number of staff by 140, pri- marily by not replacing vacant positions but also by elimi- nating and combining positions. Th is requires you to lay off 15 people at your clinic; the rest of the positions would be eliminated at other clinics in the system. Meridian’s news release sent to local media outlets cites as reasons for the layoff s rising healthcare costs, a poor economy, and fewer patients seeking care due to high insurance deductibles. You follow your local news television station on Facebook and notice that 80 people have commented on the news. You believe that the reasons for the layoff s are those stated by Meridian in the press release, so you are surprised to read the comments. Some of them are complimentary, but many of them cite billing errors, poor customer service, excess or unfair charges on their bills, long waits for appointments, and long waits to see a physician as reasons they have sought healthcare at a competitor’s clinic in your town. Even if Meridian’s reasons for the layoff s are accurate, you worry that you are not providing the level of customer care your patients require, and you really cannot aff ord to have these negative perceptions continue. Th e Facebook post inspires you to survey patients at your branch to assess what you are doing well and what you can do better. Your survey data appear below. Write a report in which you incorporate secondary re- search on markers of quality patient service/experiences/ care with your primary data to provide a picture to clinic employees of what they are doing well, what they need to do to improve, and what steps they can take to improve patient satisfaction. Be sure your problem and purpose statement are clear. N 5 1,188
Demographic Information
Q1: How many times have you visited the clinic in the past six months?
0: 209 1–5: 889 6–10: 71 11–15: 12 16 or more: 7
Q2: How would you rate your health?
Excellent: 398 Very good: 223 Good: 314 Fair: 178 Poor: 75
Customer Service
Q3: How would you rate the ease of getting through to the clinic on the phone?
Very good: 267 Good: 429 Fair: 312 Poor: 175 Very poor: 5
Comments: Generally very quick. I get why you have to go through all of the “If this is an emergency please hang up and dial 911,” but to hear it every time you get transferred to another number gets annoying and wastes my time . . . once waited seven minutes to talk to someone. If the wait is longer than three minutes, you should have some way to let the caller know . . . If you say you’re going to call back, give a time frame and follow through; physicians/nurses/staff are terrible at returning calls [mentioned by several respondents].
Q4: How would you rate the ease of scheduling an appointment?
Very good: 70 Good: 294 Fair: 400 Poor: 318 Very poor: 106
Comments: I read that you’re laying off people because of lower patient demand. Really? If you have so few patients, how come I had to wait fi ve months to see a dermatolo- gist? . . . One time I had an appointment scheduled and the offi ce called to ask me to reschedule. When I asked why, they said it wasn’t an urgent appointment, and since I was the only patient that afternoon, the doctor wanted to take the afternoon off. The appointment was urgent to me. I thought they might have at least had the courtesy to say the doctor had an emergency. I felt completely disregarded and unimportant . . . I know a same-day appointment is not often possible, but it seems like the wait time for any appointment is at least three weeks . . . No complaints. I can usually get in right away . . . This clinic is not for sick people; you just have to hope that what you have can wait for a month until you can get an appointment . . . Have you ever calculated average wait times for an appointment? I bet you’d be surprised at the length.
Q5: How would you rate the courtesy of the staff in the registration area?
Very good: 301 Good: 492 Fair: 235 Poor: 100 Very poor: 60
• “Online seminars are great! Today’s technology is so good that it’s just like being in the same room with other participants.”
• “I just fi nished a webinar and loved it! I’ve had face-to- face experiences that weren’t as good. I think it depends on the quality of the course and the instructor, not whether the location is face-to-face or online.”
ren03210_ch12_374-452.indd 443ren03210_ch12_374-452.indd 443 1/11/13 5:19 PM1/11/13 5:19 PM
444 PART 4 Fundamentals of Report Writing
Comments: Very helpful and friendly . . . The courtesy depends on the time of day. In the morning, they are very nice. When I have afternoon appointments, they are some- times nice, sometimes really crabby . . . Overall, friendly and helpful, maybe a little mechanical and stiff sometimes.
Q6: Once you are in the waiting room, the amount of time you wait before seeing your provider is
Never longer than 25 minutes: 75 Occasionally longer than 25 minutes: 108 Regularly longer than 25 minutes: 300 Always longer than 25 minutes: 735
Comments: The wait time is absolutely ridiculous. If I didn’t like my provider so much, I would go elsewhere [this comment was made by several people] . . . I have com- plained about this to anyone who will listen; if I don’t see changes, I’ll fi nd another clinic . . . My last three visits? 45-, 60-, and 75-minute waits . . . You should calculate your average wait time; I bet you’d be surprised.
Q7: Are the bills sent from our billing offi ce (not those you may receive from your insurer) accurate?
Always: 297 Usually: 372 Sometimes: 319 Almost never: 140 Never: 60
Comments: To be honest, I just pay the amount on the bill; your bills are really hard to understand . . . Usually, the bills are accurate; it’s my insurer who disputes them [mentioned by several respondents] . . . How hard is it to calculate a bill? It seems like every bill is calculated wrong and requires six phone calls to get it fi xed . . . The billing is ridiculous . . . Apparently, I spent too long during my an- nual exam talking about a particular health issue and I got billed for both the physical and an additional offi ce visit . . . I get a lot of refund checks for overcharges. Wouldn’t it be easier to just get the bill right in the fi rst place? . . . Never had a problem; bills are always accurate.
Q8: Think about the times when you have had to con- tact our billing offi ce (not your insurer) regarding questions about your bill. How would you rate the courtesy of the staff?
Always courteous: 50 Usually courteous: 278 Sometimes courteous: 642 Almost never courteous: 200 Never courteous: 10
I’ve never had to contact the billing offi ce: 8
Comments: It’s really hit or miss. You just have to hope you don’t get any of them on a bad day . . . They get really defen- sive when you ask a question [mentioned by several respon- dents]. They have to know I’m not blaming them for the mis- take; I just want an answer and a resolution . . . This is just a job to them. They don’t care that the surprise $500 charge on my bill has a major impact on my life . . . Is this where all of your employees with a bad attitude work? [“Bad attitude” was mentioned by several respondents] . . . The billing offi ce is outstanding! One person even called me at 8:30 on a Friday night to say that my billing error had been corrected so that I wouldn’t have to worry about it over the weekend.
Q9: Think about the times when you have had to contact our billing offi ce (not your insurer) regard- ing questions on your bill. How would you rate the helpfulness of the staff?
Always helpful: 190 Usually helpful: 482 Sometimes helpful: 67 Almost never helpful: 425 Never helpful: 16
I have never had to contact the billing offi ce: 8
Comments: They are almost always helpful; you just have to expect the bad attitude that goes with it . . . I have to say my bill always gets corrected, though I don’t get why they make so many mistakes in the fi rst place [mentioned by several respondents] . . . They are helpful; just not friendly [mentioned by several respondents].
26 Universal Casualty Insurance, which insures your com- pany, Hillsboro Assisted Living Village, has requested a copy of your emergency preparedness plan for protecting your facilities, employees, residents, and data in the event of a di- saster or accident. Your boss knows your company has an evacuation plan for tornados or fi res and that the IT depart- ment backs up the system every day, but the plan needs to be updated and made more thorough to specifi cally address the issues surrounding the evacuation of your residents who have special needs. For example, many residents are in wheel
chairs, have Alzheimer’s disease, or are otherwise limited in their ability to help themselves during an evacuation. Your boss has asked you to research an emergency preparedness plan for your company. Aft er you have done the research on what an emergency preparedness plan should contain for a company of your size and nature, write a report to your boss in which you report your fi ndings. Based on your research, also present a policy and include it as an appendix.
27 You work for the Boys and Girls Club for your town. You and your boss know that many nonprofi t organizations in your area make a lot of money through scrip fundraising. You have no idea what this is; you’ve just heard that Horizon Respite Services, another nonprofi t in your town, earned
$5,000 last year in scrip funds. Your job is to research scrip fundraising, describe what it is and how it raises funds for an organization, and provide options for scrip fundraising brokers. Recommend to your boss whether to pursue the idea.
ren03210_ch12_374-452.indd 444ren03210_ch12_374-452.indd 444 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 445
28 Research three trends in your fi eld using primary or sec- ondary research as your instructor directs. Analyze what these
trends mean for graduates in your fi eld. What should students in your fi eld do to prepare to be able to address these trends?
29 You’re the new assistant to the director of marketing and sales at Ace Computer Services. One of your fi rst tasks is to advise your boss, Becky Meece, on how the compa- ny’s website should be enhanced. As Becky rightly points out, the current site looks amateurish. Its homepage has random-seeming contents in a random-looking layout, and since the structure of the site isn’t clear, it’s hard to tell what kind of information is here and where to fi nd the specifi c information one is looking for. She has decided to contract out the redesign of the website, but she wants to be able to make clear to the designer what changes she is looking for.
Conduct research on what makes a website good in terms of content, design, navigation, and usability, and—putting that together with what you know about adaptation to the readers, eff ective writing, use of visuals, and readable formatting— advise your boss on the qualities and content the revised site should have. Prepare your report in such a way that she can hand it over to the Web designer without much revi- sion. ( Helpful hint : Find a computer services website that is not well designed and pretend that this is Ace Computer Services’ current site. Th en study some well-designed sites to get ideas for improvement. Let your instructor know what sites you consulted.)
30 You’re a fi nance co-op working in the executive of- fi ce of a successful public relations fi rm. Th e three partners who own the fi rm rely on an investment advisor to advise them on managing their assets, but sometimes they decide on their own to add or remove companies from their invest- ment portfolio. Th ey’re interested in catching one of the cur- rent technology waves. In particular, they wonder if buying some shares in Google, Netfl ix, or Amazon would be a good investment. One of the partners turns this research task over to you. You decide to start with the Internet since it provides a lot of investor news and advice, as well as some companies’ annual
reports (on their investor relations page) and fi nancial re- ports (at www.sec.gov , the U.S. Securities and Exchange Commission’s site). You’ll also go to Hoover’s Online (or some other company-information database), a great research tool you learned about in your classes. You’ll compare the three companies on all factors that you think would be of interest to your employers. Using your resourcefulness and great research skills, scout out the three companies and write a clear, well-organized, report that will help your readers decide whether or not to pursue this idea with their investment advisor.
31 Th e management of Goodnight Hotels, a regional chain of mid-priced hotels, wants to know why some of its hotels are doing much better than others. Th ey have contracted the services of your company, LJR Research, to fi nd out. As a senior researcher for LJR, you and a team of four as- sociates have been researching the problem for four weeks. As authorized by Dora Smitherman, VP of Operations for Goodnight, your team visited 20 hotels in the midwestern U.S., where Goodnight operates. Th e hotels, which Good- night chose, were roughly equal in size, traffi c fl ow past the hotel, and facilities. But they diff ered in one crucial way: 10 of the hotels were underperforming on sales, while the other 10 were thriving. To fi nd the reasons for high or low sales volumes, you worked out a detailed plan for collecting data. First you had your trained evaluators visit each hotel posing as customers and spend one night in the hotel. While they were there, they observed and recorded data on such features as the ho- tel’s appearance, cleanliness, and service, as well as on the complimentary breakfast. Th e evaluations were based on a detailed assessment guide. Later, the researchers returned to interview the manager to gather pertinent information on the hotel’s personnel.
Th e research is done, and you have the summary tabu- lations before you. Your next step is to put these data into a meaningful order. Th en you will analyze them in light of the problem. From these analyses you hope to identify possible reasons for the diff erent sales volumes of the two groups of hotels. Finally, you will prepare a report present- ing the information to Ms. Smitherman. (You’ll be careful to refrain from making specifi c recommendations for correc- tive action. Since your company does not specialize in hos- pitality research, it does not have the expertise to make such recommendations.) Th e summary fi ndings are presented in the table below. Use your logic and imagination to develop any additional details you may need to write a successful report. For ex- ample, in describing your research procedure, you may add specifi cs that your reader would fi nd helpful, and you may generate some plausible specifi cs when discussing your fi ndings. You can assume that the tabulations and notes for each of the 20 hotels are attached as an appendix. [Note that “S”5Satisfactory and “U”5Unsatisfactory in the table’s col- umn heads.]
ren03210_ch12_374-452.indd 445ren03210_ch12_374-452.indd 445 1/11/13 5:19 PM1/11/13 5:19 PM
446 PART 4 Fundamentals of Report Writing
Check-in experience S U Preparation of room S U Courtesy/helpfulness of Excellent 4 2 staff: Above average 6 6 Unusually courteous 3 1 Below average - 2 Above average 7 6 Below average 0 3 Qualifi cations of managers Education: Check-in wait time: Some high school - - No waiting 4 6 High school graduate 2 3 1-5 minutes 4 4 Some college 2 4 Over 5 minutes 2 - College graduate 6 3 Experience: Curb appeal Less than 1 year 1 3 Visibility/condition of sign: 1–5 years 4 4 Excellent 6 4 Over 5 years 5 3 Average 4 5 Age: Poor - 1 21–25 - 1 Outdoor lighting: 26–30 1 3 Excellent 8 4 31–40 5 4 Average 2 5 41–50 3 2 Poor - 1 Over 50 1 - Cleanliness: Grades on Manager’s Aptitude Test: Excellent 8 4 Did not take test - 3 Average 2 3 Below 40 (poor) - - Poor - 3 40–59 (acceptable) 2 4 Grounds: 60–79 (good) 4 2 Excellent 8 5 80–100 (outstanding) 4 2 Average 2 3 Poor - 2 Service staff Appearance: Breakfast area Excellent 6 2 Cleanliness: Average 4 5 Excellent 8 5 Poor - 3 Average 2 3 Friendliness: Poor - 2 Excellent 6 3 Food display: Average 3 4 Appealing 6 2 Poor 1 2 Average 3 6 Unappealing 1 2 Check out experience Food quality: Excellent 7 5 Excellent 6 5 Average 3 4 Average 3 3 Poor - 1 Poor 1 2 Restocking of items: Excellent 6 4 Average 4 3 Poor - 3
32 Last month your boss, HR director for the building supplies company where you work, got the executives’ ap- proval to launch an employee-volunteer program. As as- sistant HR director, you were tasked with conducting phase one of the plan: surveying the 420 employees to fi nd out what kind of program they would be most likely to support. You designed an online survey to gather this information, and you got 300 complete replies. Here are the aggregate results:
Q1: Do you currently volunteer in the community? Yes:190 No: 110
If yes, About how many hours per week do you volunteer? 0.8
Where do you volunteer? Choose all that apply.
School: 32 National nonprofi t organization: 14
Church: 67 Local nonprofi t organization: 22
Neighborhood/ community: 45
Other: 10
What type(s) of activity do you do? Choose all that apply.
Tutoring /teaching: 35 Mentoring: 16 Construction/ maintenance: 62
Organizing/promoting a cause: 20
Help at food pantry/ homeless shelter: 20
Coaching: 31
Beautifi cation work: 39 Other: 4
ren03210_ch12_374-452.indd 446ren03210_ch12_374-452.indd 446 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 447
Why do you volunteer? Rate each reason on a scale from 1 (not important) to 7 (very important).
It’s important to give: 5.5 I’m needed: 6.5 It broadens my world: 2 It makes me feel good to share what I’m good at: 5 I learn new things: 3.5 It feels good to work with others for a good cause: 4.5 I meet others and make friends: 2.5 Other: [Use your imagination to invent plausible write-ins.] If no, Why not? Rate each reason on a scale from 1 (strongly disagree) to 7 (strongly agree). I’m too busy: 6 I feel I give enough to others already: 3 It’s too hard to fi nd the right volunteer opportunity for me: 4.5 It just sounds like more work: 5 Other: [Use your imagination to invent plausible write-ins.]
Q2: How appealing would you fi nd the following incen- tives for volunteering? Rate each on a scale from 1 (not important) to 7 (very important).
Volunteers receive time off : 5 Volunteers receive paid time off : 6 Volunteers are recognized in the company: 3 Volunteers can win non-monetary awards: 2 Volunteers can win tangible rewards (e.g., bonus or time off ): 5
Volunteers can earn company grants for the organizations where they volunteer: 4.5 Volunteers have advancement opportunities: 3.5 Others in the company, including management, are volunteering: 4.5 Volunteering counts in my performance review or toward my job security: 4
Q3: If the company were to create a volunteer program, how would you feel about each of the following types? Rate each on a scale from 1 (not very posi- tive) to 7 (very positive).
Individuals volunteer on their own time: 3
Individuals volunteer for an hour or two of paid time off per month: 6.5
The company holds a special volunteer event (e.g., community fi x-up day): 5.5
Individuals take a paid “service sabbatical” for an extended period (one to 12 months) for special projects: 2
Q4: My general attitude toward a company volunteer program in any form is:
Strongly positive: 52 Positive: 90 Neutral: 76 Negative: 56 Strongly negative: 26
Write your boss a report that helps him or her interpret these data and decide what kinds of parameters the new program should have.
33 Write a recommendation report to help solve a prob- lem on your campus or at your workplace. Choose a problem that you can reasonably investigate in the time you have, and fi nd out who the most appropriate recipient for your report will be. Th en carefully study both the problem and possible
solutions, using any and all appropriate forms of research (including consulting with your intended recipient). Finally, prepare your fi ndings and recommendations in a formal re- port. (Your instructor may request a progress report midway through your project.)
34 Your father just called to tell you that his hours at work have been reduced, so you’re going to have to fi nd a summer job to help pay for next year’s tuition. One of your LinkedIn friends from your Business Marketing group who knows of your passion for reading tells you about a part-time position available at a local used bookstore. You jump at the chance to combine the two things you love: business and books. Th e job interview with the store manager was not quite what you had expected. Instead of shelving books and ring- ing up sales, she has a special project for you. Your online résumé, she said, was quite impressive. She especially ap- preciated the links to your most recent marketing research
project dealing with online marketing. She says that sales at the store have been in a free fall for the past several years. As she sees it, they must move their sales to the Internet or they will be out of business by the end of the year. Your job is to investigate her options for creating an online version of her bookstore. What would be involved? What would she have to do? Investigate the logistics and costs associated with setting up and maintaining a company website for her store, online payment options, shipping policies and procedures, Internet security, and any other factors your boss should consider. Write a memo report that provides information to help her start her online business.
ren03210_ch12_374-452.indd 447ren03210_ch12_374-452.indd 447 1/11/13 5:19 PM1/11/13 5:19 PM
448 PART 4 Fundamentals of Report Writing
A D D I T I O N A L T O P I C S F O R R E P O R T S
Following are suggestions for additional report problems ranging from the simple to the highly complex. You can convert them into realistic business problems by supplying details and/or adapting them to real-life business situations. For most of these problems, you can obtain the needed infor- mation through secondary research. Th e topics are arranged by business fi eld, although many of them cross fi elds.
Accounting
1 Report on current depreciation accounting practices, and recommend depreciation accounting procedures for Company X.
2 Recommend measures that Company X, which recently went public, should take to comply with the Sarbanes-Oxley Act.
3 What security measures should Company X take regarding access to its accounting data online?
4 Advise the managers of Company X on the ac- counting issues that they can anticipate when the company begins overseas operations.
5 Analyze break-even analysis as a decision-making tool for Company X.
6 Explain to potential investors which sections in Company X’s most recent annual report they should review most carefully.
7 Analyze the relative effects on income of the fi rst-in, fi rst-out (FIFO) and last-in, fi rst-out (LIFO) methods of inventory valuation during a prolonged period of infl ation.
8 Write a report for the American Accounting Associa- tion on the demand for accountants with information systems training.
9 Develop information for accounting students at your school that will help them choose between careers in public accounting and careers in private accounting.
10 Advise the management of Company X on the valid- ity of return on investment as a measure of perfor- mance.
11 Report on operations research as a decision-making tool for accountants and managers.
12 Report to an association of accountants the status of professional ethics in accounting.
13 Report to management of Company X on the com- munication skills important to accounting.
14 Report to the board of directors at Company X on whether the balance sheet fails to recognize important intangible assets.
15 Review for Company X whether disclosure could be an effective substitute for recognition in fi nancial statements.
16 Report to the management of Company X on whether intangible assets have fi nite or infi nite lives.
17 Advise the founders of new Company X on income tax considerations in the selection of a form of business organization.
18 Review for Company X the pros and cons of current methods of securities evaluation.
General Business
19 Evaluate the adequacy of current programs at your school for developing business leaders.
20 Which business skills should schools and colleges teach, and which should companies teach?
21 What should be the role of business leaders in developing courses and curricula for business schools?
22 Report on ways to build and use good teams in the workplace.
23 Identify the criteria Company X should use in select- ing a public relations fi rm.
24 Investigate the impact of electronic signatures on the business community.
25 How does today’s business community regard the master of business administration (MBA) degree?
26 Evaluate the contribution that campus business and professional clubs make to business education.
27 How effective is online training for business courses? 28 What can Company X do to improve the quality of its
product or service?
29 Advise Company X on the problems and procedures involved in exporting its products ___ to (your choice of country).
30 Determine when and how one needs to get permission to use music, text, and visuals (online, audio, and print) in business presentations.
31 Determine which of three franchises (your instructor will select) offer the best opportunity for investment.
32 Recommend guidelines to supervisors, managers, and employees of Company X for avoiding sexual harassment cases.
ren03210_ch12_374-452.indd 448ren03210_ch12_374-452.indd 448 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 449
33 Determine cultural issues likely to be encountered by employees going to work in (a foreign country).
34 Should Company X use the U.S. Postal Service or a private courier (Federal Express, United Parcel Service)?
35 For an instructor, answer the question of whether Twitter should be used as a class teaching tool. (Or substitute clickers for Twitter.)
36 Advise a client on whether to invest in a company producing renewable energy (wind, solar, etc.).
37 Recommend for Company X a city and hotel for its annual sales meeting.
Labor
38 For the executives of the National Association of Manufacturers (or a similar group), report on the outlook for labor–management relations in the next 12 months.
39 For the offi cers of a major labor union, research and report progress toward decreasing job discrimination against minorities.
40 For Union X, project the effects that a particular technology (you choose) will have on traditionally unionized industries by the year 2015.
41 Advise the management of Company X on how to deal with Union Y, which is attempting to organize the employees of Company X.
42 Interpret the change in the number of union members over the past ____ years.
43 Report on the status and effects of “right to work” laws.
44 Evaluate the effects of a particular strike (your choice) on the union, Company X, the stockholders, and the public. Write the report for your boss in Company Y.
45 For Union X, prepare an objective report on union leadership in the nation during the past decade.
46 Layoffs based on seniority are causing a dis- proportionate reduction in the number of women, minority, and older workers at Company X. Investigate alternatives that the company can present to the union.
47 Investigate recent trends relative to the older worker and the stands that unions have taken in this area.
48 Review the appropriateness of unionizing government workers, and recommend to a body of government leaders the stand they should take on this issue.
49 Report on the role of unions (or management) in politics, and recommend a course for them to follow.
50 Reevaluate _____ (unions or employment relations— your instructor will specify) for the management of Company X.
51 Analyze the changing nature of work for the leaders of _____ union (your instructor will designate).
52 Report on the blending of work and family issues for Union X.
Finance
53 As a fi nancial consultant, evaluate a specifi c form of tax shelter for a client.
54 Review the customer-relations practices of banks and recommend customer-relations procedures for Bank X.
55 Review current employee loan practices and recom- mend whether Company X should make employee loans.
56 Report on what Company X needs to know about fi nancial matters in doing business with _____ (foreign country).
57 Give estate planning advice to a client with a unique personal situation.
58 Advise Company X on whether it should lease capital equipment or buy it.
59 Advise Company X on whether it should engage in a joint venture with a company overseas.
60 Should Company X accept major credit cards or set up its own credit card system?
61 Advise Company X on how to avoid a hostile takeover.
62 Which will be the better investment in the next three years: stocks or bonds?
63 Advise Company X on whether it should list its stock on a major stock exchange.
64 Advise Company X, which is having problems with liquidity, on the pros and cons of factoring accounts receivable.
65 Recommend the most feasible way to fi nance a startup restaurant.
Management
66 Investigate the likely advantages and disadvantages of requiring workers to wear uniforms at Company X.
ren03210_ch12_374-452.indd 449ren03210_ch12_374-452.indd 449 1/11/13 5:19 PM1/11/13 5:19 PM
450 PART 4 Fundamentals of Report Writing
67 Develop for Company X a guide to ethical behavior in its highly competitive business situation.
68 After reviewing pertinent literature and experiences of other companies, develop a plan for selecting and training administrators for an overseas operation for Company X.
69 Survey the current literature and advise Company X on whether its management should become politically active.
70 After reviewing the pros and cons, advise Company X on whether it should begin a program of hiring individuals with disabilities or the disadvantaged.
71 Report on the potential costs and benefi ts of company . 72 The executives of Company X (a manufacturer of
automobile and truck tires) want a report on recent court decisions relating to warranties. Include any recommendations that your report justifi es.
73 Report on the issues involved in moving Company X headquarters from _____ (city) to _____ (city).
74 After reviewing current practices regarding employee participation in management, advise Company X on whether it should encourage such participation.
75 Should Company X outsource for ____ (service) or establish its own department?
76 Review the advantages and disadvantages of rotating executive jobs at Company X, and then make a recommendation.
77 What should be Company X’s policy on offi ce romances?
78 Develop an energy conservation or recycling plan for Company X.
79 Evaluate the effectiveness of a portal (intranet) for handling internal communications for Company X.
80 Recommend security measures for preventing computer espionage at Company X, a leader in the highly competitive _____ industry.
81 Evaluate the various methods for determining corporate performance and select the one most appropriate for Company X.
82 Advise Company X on the procedures for in- corporating in _____ (state or province).
83 Report to Company X on the civil and criminal liabilities of its corporate executives.
84 Research the ways that companies in the X industry have enhanced their diversity.
85 Determine for a legislative committee the extent of minority recruiting, hiring, and training in the industry.
86 As a consultant for an association of farmers, evaluate the recent past and project the future of growing, raising, or bioengineering _____ (your choice — cattle, poultry, wheat, soybeans, or the like).
87 Develop a plan for reducing employee turnover for Company X.
88 Investigate the feasibility of hiring older workers for part-time work for Company X.
Personnel/Human Resource Administration
89 Report on and interpret for Company X the effects of recent court decisions on the testing and hiring of employees.
90 Survey company retirement practices and recommend retirement policies for Company X.
91 Report on practices in compensating key personnel in overseas assignments and recommend policies for the compensation of such personnel for Company X.
92 Report on what human resource executives look for in job applications.
93 Report on the advantages and disadvantages of Company X’s providing on-site day care for children of employees.
94 After reviewing the legal and ethical questions involved, recommend whether Company X should use integrity tests in employee hiring.
95 Review what other companies are doing about employees suffering from drug or alcohol abuse, and recommend a policy on the matter for Company X.
96 Report on effective interviewing techniques used to identify the best people to hire.
97 Investigate the impact of the Family Leave Act on Company X.
98 Compare the pros and cons of alternative methods of dispute resolution.
99 What can Company X do to improve employee retention?
100 Review the literature on employee and executive burnout and recommend remedies for it.
101 Investigate the pros and cons of hiring physically and/or mentally challenged workers for Company X.
102 Report on ways Company X can link performance improvement plans to discipline and pay.
103 Investigate the impact of the legal aspects of human resource management (EEO, ADA, wrongful termination, harassment, family care and medical leave, workplace violence—your instructor will select one or several) on Company X.
ren03210_ch12_374-452.indd 450ren03210_ch12_374-452.indd 450 1/11/13 5:19 PM1/11/13 5:19 PM
CHAPTER 12 Choosing the Right Type of Report 451
104 Analyze the impact of changing work priorities in a culturally diverse workplace for Company X.
105 Report on recent issues in employee communication for Company X.
106 Investigate the problem of employee absenteeism at Company X and recommend ways to decrease it.
Marketing
107 Review the available literature and advise Company X on whether it should franchise its _____ business.
108 Select a recent national marketing program and analyze why it succeeded or failed.
109 Advise the advertising vice president of Company X on whether the company should respond to or ignore a competitor’s direct attack on the quality of its product.
110 Review the ethical considerations involved in advertising to children and advise Company X on the matter.
111 Explore the possibilities of trade with _____ (a foreign country) for Company X.
112 Determine for a national department store chain changing trends in the services that customers expect when shopping online.
113 Prepare a report to help a contingent of your legislature decide whether current regulation of advertising should be changed.
114 Determine the problems Company X will encounter in introducing a new product.
115 Report on the success of rebates as a sales stimulator and advise Company X on whether it should use rebates.
116 Should Company X buy or lease minivans for distributing its products?
117 Determine the trends in packaging in the_____ industry.
118 Should Company X establish its own sales force, use manufacturer’s agents, or use selling agents?
119 How should Company X evaluate the performance of its salespeople?
120 Determine for Company X how it can evaluate the effectiveness of its (online, print, or radio) advertising.
121 Select the best channel of distribution for new product Y and justify your choice.
122 Should Company X establish its own advertising department or use an advertising agency?
123 Conduct a market study of _____ (city) to determine whether it is a suitable location for _____ (a type of business).
124 Report to Company X on drip marketing and recommend whether it should use drip marketing to increase sales.
125 Investigate the factors to consider when marketing to those with mobile devices.
126 Compare the effectiveness of three different types of online advertising and recommend one for Company X.
127 Determine whether any of the products of Company X are good candidates for infomercials.
Computer Applications
128 Recommend the application and/or service that Company X should use for its webinars.
129 Determine whether Company X should purchase or lease its computer equipment.
130 Report to the president of Company X the copyright and contract laws that apply to the use of computer programs.
131 Investigate the possibility of using the majority of offi ce applications from the Internet rather than continually purchasing and upgrading programs.
132 Determine which positions Company X should designate as possible telecommuting candidates.
133 Report on the future developments of robotics in the _____ industry.
134 Review and rank for possible adoption three software programs that Company X might use for its _____ work (name the fi eld of operations).
135 Determine for Company X the factors it should consider in selecting computer insurance.
136 Compare three online programs/courses for training your employees on _____ (name the topic) and recommend one.
137 Your company is considering the purchase of smart- phones for its sales representatives. Evaluate three brands and recommend one for purchase.
138 Do a cost/benefi t analysis of purchasing tablet PCs for use by sales representatives at Company X.
139 Explore the procedures and methods for measuring information system effectiveness and productivity for Company X.
140 Investigate how to improve information security and control for Company X.
141 Identify and recommend Web-based survey tools that would be appropriate for Company X.
ren03210_ch12_374-452.indd 451ren03210_ch12_374-452.indd 451 1/11/13 5:19 PM1/11/13 5:19 PM
452 PART 4 Fundamentals of Report Writing
Business Education
142 Evaluate the effect of remodeling your new offi ce site using both ergonomic and feng shui principles.
143 Report on ways companies now use and plan to use online meeting tools.
144 Analyze the possibility of instituting company-wide training on etiquette, covering everything from han- dling telephone calls to sexual harassment to dining out.
145 Advise management on the importance of the air quality in its offi ces.
146 Investigate ways to complete and submit company forms on the Web or the company portal.
147 Report on ways to hire and keep the best employees in the computer support center.
148 Report on ways to improve literacy in the workplace. 149 Report on ways to improve the communication of
cross-cultural work groups.
150 Analyze the possible uses of voice-recognition software by the offi ce staff in Company X.
151 Determine for Company X whether it should re- place the laptop computers of its sales reps with tablet PCs.
152 Evaluate at least three data visualization programs and recommend one for use at Company X.
ren03210_ch12_374-452.indd 452ren03210_ch12_374-452.indd 452 1/11/13 5:19 PM1/11/13 5:19 PM
Learning Objectives Upon completing this chapter, you will be able to prepare well-organized, objective reports. To reach this goal, you should be able to:
1 State a problem clearly in writing.
2 List the factors involved in a problem.
3 Explain the common errors in interpreting and develop attitudes and practices conducive to good interpreting.
4 Organize information in outline form, using time, place, quantity, factor, or a combination of these as bases for division.
5 Construct topic or talking headings that outline reports logically and meaningfully.
6 Write reports that are clear, objective, consistent in time viewpoint, smoothly connected, and interesting.
7 Prepare reports collaboratively.
Learning Objectives Upon completing this chapter, you will be able to design and implement a plan for conducting research to help solve a business problem. To reach this goal, you should be able to
1 Explain why research is useful in business.
2 Explain the difference between secondary and primary research.
3 Explain the difference between quantitative and qualitative research.
4 Use Internet search engines to gather existing information.
5 Use other Web resources to gather existing information.
6 Evaluate websites for reliability.
7 Use social networking and social bookmarking sites to gather existing information.
8 Use the library to gather existing information.
9 Use sampling to conduct a survey.
10 Construct a questionnaire and conduct a survey.
11 Conduct an experiment for a business problem.
12 Design an observational study for a business problem.
13 Explain the uses of focus groups and personal interviews.
14 Discuss important ethical guidelines for research.
CHAPTER THIRTEEN
Conducting Research for Decision Makers
ren03210_ch13_453-492.indd 453ren03210_ch13_453-492.indd 453 1/11/13 3:13 PM1/11/13 3:13 PM
454 PART 4 Fundamentals of Report Writing
WHY RESEARCH MATTERS Business decisions are made using accurate, timely, and objective information. Let’s say your company wants to see if a new line of environmentally friendly household products would be profi table. To help make this decision, you might read the business literature on this topic, email other business people, analyze the competition, or survey consumers to see if they are interested in buying these kinds of products. When writing up your fi ndings, you might provide just well-organized information; both informa- tion and analysis; or information, analysis, and recommendations. You’d also need to choose an appropriate format for the situation, whether a business report, a proposal, or a shorter document such as a progress report or email correspondence.
Th e information used to help make a business decision or solve a business problem is gathered through research. As this chapter explains, many diff erent research methods are available to help you acquire the data you need, but it is important to understand that data are not information . Data are factual bits and pieces, whereas information is inter- preted data that ultimately allows you or the reader to take action. To consider this idea more concretely, let’s consider the Introductory Challenge above. Carmen Bergeron, the vice president for human resources, has asked you to collect data about low morale at Pinnacle Industries. Th ese data will include what you fi nd out about morale at simi- lar companies as well as the employee perceptions you uncover at your own company when you conduct an employee survey. In and of themselves, these pieces of data may be interesting, but they become useful only when you evaluate and analyze them as a whole to create knowledge about why the company is having a morale problem. Th is knowledge, in turn, can be used to take action to fi x the problem. Th is process has been referred to as DIKA, which stands for data, information, knowledge, and action. 1
To turn data into knowledge, you’ll need to analyze the facts you’ve collected and interpret them in light of your context and purpose. In other words, you will need to
LO1 Explain why research is useful in business.
Introduce yourself to this chapter by assuming the position of administrative assistant to Carmen Bergeron, the vice president for human resources for Pinnacle Industries. Today at a meeting of administrators, someone commented about the low morale among sales representatives since last year’s merger with Price Corporation. The marketing vice president immediately came to the defense of her area, claiming that there was no proof of the statement—that in fact the opposite was true. Others joined in with their views, and in time a heated discussion developed. In an effort to ease tensions, Ms. Bergeron suggested that her offi ce survey employees “to learn the truth of the matter.” The administrators liked the idea. After the meeting, Ms. Bergeron called you in to tell you that you would be the one to do the research. And
she wants the fi ndings in report form in time for next month’s meeting. She didn’t say much more. No doubt she thinks your college training equipped you to handle the assignment. Now you must do the research. This means you will have to choose appropriate methods and develop a research plan. Specifi cally, you will have to fi nd resources about how to design a survey questionnaire and conduct interviews as well as research the reasons for low morale in business organizations. Then, you will need to construct a questionnaire; devise an interview procedure; conduct interviews; and record, analyze, and report your fi ndings. All these activities require much more than a casual approach to research. How to do methodical research effectively is the subject of this chapter.
INTRODUCTORY CHALLENGE
Using Research to Solve a Business Problem
1 Th anks go to Professor Fiona Barnes for sharing this model at the Southeast Regional Meeting of the Association for Business Communication, St. Petersburg, FL, Mar. 2012.
ren03210_ch13_453-492.indd 454ren03210_ch13_453-492.indd 454 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 455
adapt your fi ndings to the particular business situation at hand. We discussed the concept of adaptation in Chapters 3 and 4 in terms of choosing reader-focused words and writing easy-to-follow sentences and paragraphs. In this chapter, adaptation means turning the information you have obtained through research into usable knowledge that can result in action.
WHAT RESEARCH IS When I saw Patty in the elevator yesterday, she said that she was upset when the company sent out the memo about ending the policy for Friday pizza lunches.
To continue with our fi ctitious research scenario, the comment above might shed some light on the morale issue at Pinnacle, but the report you’d prepare for Carmen Bergeron wouldn’t contain such a statement. Th e reason is that investigation of serious, complex subjects requires more than informal research consisting of casual conversa- tions and random observations. Important fact-fi nding projects need to be conducted through formal research. Th is is kind of research is methodically planned and exe- cuted, and it is the type discussed in this chapter.
When you have been assigned a problem to research, your fi rst task should be to get the problem and your research purpose clearly in mind. Elementary as this task may appear, all too oft en it is done haphazardly, which prevents a research project from achieving its goal. As Chapter 11 explains, you may need to do preliminary research to understand what your formal research should accomplish.
You will then need to determine what research method or methods you will use to investigate the problem. Whatever method you choose needs to be the type that will generate suffi cient data to support relevant and reliable conclusions. Each type also comes with procedural guidelines that you will need to follow. In your fi nal document, you will need to show that you adhered to these guidelines in order for your fi ndings to be trusted.
Understanding the distinctions between primary and secondary research and quali- tative and quantitative methods will help you choose the best method for the job. Some research tasks will involve only one of these types, while others may involve a combina- tion or even all of them.
Primary versus Secondary Research You can collect information you need for a project by using two basic forms of re- search: primary and secondary . Secondary research uses material that someone else has published in resources such as periodicals, brochures, books, digital publications, and websites. Th is research is typically conducted before you engage in primary re- search. Primary research is research that uncovers information fi rsthand. It produces new information through the use of experiments, surveys, interviews, and other meth- ods of direct observation. To be an eff ective researcher, you should be familiar with the techniques of both primary and secondary research.
Conducting Secondary Research. For complex and important projects, many businesses hire professionals to fi nd secondary information for them. Th ese profes- sionals charge from $60 to $120 per hour in addition to any online charges they incur. But for the vast majority of business problems, companies expect their employees to gather the information.
If you need to collect secondary information for a work project, knowing too little about how material is arranged in a library or online will cause you to waste valu- able time on fruitless searches. With the volume of material available, your challenge is to fi nd the information most relevant to the project or problem you are working on. As a business researcher you should be familiar with certain basic types of resources, whether in print or online. You should also become familiar with the general arrange- ment of a library or other repositories of secondary materials and learn the techniques for fi nding those materials.
LO2 Explain the difference between secondary and primary research.
ren03210_ch13_453-492.indd 455ren03210_ch13_453-492.indd 455 1/11/13 3:13 PM1/11/13 3:13 PM
456 PART 4 Fundamentals of Report Writing
Th e reference section of your library is a good place to start. Th ere, either on your own or with the assistance of a research librarian, you can discover any number of timely and comprehensive sources of facts and fi gures.
Before starting your search, however, it is a good idea to have a system developed for how you are going to store and access the information you are collecting. Computer systems in today’s libraries can aid you. Th ese systems oft en allow users to print, down- load, email, or transfer directly the citations provided by the databases they’re using. Some researchers cut their printouts apart and tape them to a master sheet. Others enter these items in databases they build. And still others export items directly into specialty databases, letting the soft ware organize and number them. Using an orderly system to collect information is essential so you can quickly access and analyze it effi ciently. Once you have a system set up for storing and retrieving the information you are going to collect, you can move on to the actual search.
Conducting Primary Research. If you cannot fi nd the information you need using secondary sources, you must get it fi rsthand. Th at is, you must use primary (also called empirical) research. Businesses tend to use four main methods: surveys, experiments, observations, and qualitative research.
Primary research is almost always more expensive and elaborate than secondary research because it involves careful set up and the participation of other people. For example, conducting an experiment will require that you understand exactly what hy- pothesis you are testing and that you design your experiment to get accurate results. To plan and conduct your experiment, you’ll likely need the assistance of co-workers and those outside your organization, such as other businesspeople or potential customers. Because primary research is so costly and labor intensive, you need to choose your method or methods especially carefully.
Th e types of primary research you use will depend on the types of data you need to generate or gather to complete your study. Th e two main types, quantitative and quali- tative, are discussed next.
Quantitative versus Qualitative Strategies When doing fi rsthand research, you need to determine if you need quantitative data, qualitative data , or both types to solve the business problem. Quantitative researchers generally begin by constructing a hypothesis to test or developing a very specifi c research question to answer. Th ey then use primary research methods such as experimentation, questionnaires, and surveys to generate numerical data. Th ey apply statistical tests to these data to see whether they support or refute the hypothesis or answer the question and also to determine how applicable the fi ndings might be to a larger population.
Qualitative researchers take a more interpretive approach to research. Th ey begin with a more general question about what they want to learn and then study natural phenomena to gather insights into the phenomena or even to learn to ask diff erent questions. Accordingly, they are likely to use research tools that generate verbal data, such as company documents, personal interviews, and focus groups.
Th e rest of this chapter will introduce you to the most common and useful business research methods and conclude with advice about using them ethically.
HOW TO FIND EXISTING RESEARCH One of the most accessible research tools we have is the Internet. Using search engines, other Web-based tools, and online library materials, we can oft en fi nd all the secondary information we need.
Searching the Web Th e Internet is a network of networks. It operates in a structure originally funded by the National Science Foundation. No one organization owns or runs this globally connected network, but an international community called the World Wide Web
LO3 Explain the difference between quantitative and qualitative research.
ren03210_ch13_453-492.indd 456ren03210_ch13_453-492.indd 456 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 457
Consortium (W3C), made up of experts and interested members of the public, has developed certain Web standards that are constantly evolving.
Because no one is offi cially in charge, fi nding information on the Internet can be diffi cult, but these days, many powerful search and retrieval tools are available. Th ese tools can search for fi les as well as text on various topics, and they can search both titles and the documents themselves.
Using Search Engines. Internet search engines compile indexes of information about websites, such as the meta tags (hidden keywords) they use, how oft en they’re visited, and other sites they link to. When you use a search engine, you are actually searching its index, not the Web itself. According to Experian Hitwise, 2 the top fi ve search engines are Google, Bing, Yahoo! Search, Ask, and AOL Search, with Google being the most popular of the fi ve. Google, whose simple, clean screens you see in Figures 13–1 and 13–2 , provides the ability to do a simple search or a more advanced search. As you can see in Figure 13–1 , even a simple search includes ways to fi lter the information you are searching. In this case the search phrase “morale in organizations”
LO4 Use Internet search engines to gather existing information.
2 “Search Engine Trends,” Experian Hitwise, Experian Information Solutions, Inc., 2012, Web, 7 July 2012.
Figure 13–1
A Simple Search Using Google SOURCE: www.google.com
Figure 13–2
A Google Search Using a Filter to Narrow Results SOURCE: www.google.com
ren03210_ch13_453-492.indd 457ren03210_ch13_453-492.indd 457 1/11/13 3:13 PM1/11/13 3:13 PM
458 PART 4 Fundamentals of Report Writing
pulls up 11,900,000 results. If you use the categories on the left side of the screen (such as Videos, News, or Discussions), you can limit your results to those sources, as shown in Figure 13–2 . In this case, when you fi lter for News, you receive 1,410 results.
You can use another Google tool, Google Scholar, to search scholarly literature, which includes journals from academic publishers, conference papers, dissertations, academic books, and technical reports. You can perform a simple search in Scholar much as you would in Google’s regular search. For example, you could search with the phrase “conducting surveys at work,” as in Figure 13–3 . Google Scholar also has a feature called Alerts, as shown in Figure 13–3 , which allows you to create an alert for a topic. You will then receive email notifi cation of any new sources on the topic you are researching.
As you can see from the results in Figure 13–4 , Google Scholar also provides fi lters on the left side of the screen. In this case the search tool can fi lter by date and whether or not to include patents and citations. You could also refi ne your research by using the Google Scholar Advanced Search option ( Figures 13–5 and 13–6 ). Finally, when you pull up the results of a search, you can use the Related articles link to fi nd more infor- mation on your research topic ( Figure 13–7 ).
Whatever search engine you are using, a good command of Boolean logic will help you extract the information you need quickly and accurately. Boolean logic uses three primary operators: AND, OR, and NOT.
If your search yields too many citations, you can use the operator AND to narrow your search. When you link two search terms with AND, the search engine will retrieve only those citations that contain both terms. Th e operator NOT is another narrowing term, instructing the search engine to eliminate citations with a particular term. For example, if you were searching for articles on conducting surveys at work, you could search with the phrase “surveys at work NOT healthcare” to eliminate healthcare-related surveys.
Figure 13–3
Illustration of a Search Using Google Scholar and the Alerts Option SOURCE: http://scholar.google .com/schhp?hl=en
Figure 13–4
Illustration of Results from a Google Scholar Search SOURCE: http://scholar.google .com/scholar?hl=en&q= conducting+surveys+at+work& btnG=&as_sdt=1%2C36 &as_sdtp=
ren03210_ch13_453-492.indd 458ren03210_ch13_453-492.indd 458 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 459
Figure 13–5
How to Access Google Scholar’s Advanced Search SOURCE: http://scholar.google .com/schhp?hl=en
Figure 13–6
Illustration of Google Scholar’s Advanced Search Features SOURCE: http://scholar.google .com/schhp?hl=en
Figure 13–7
Illustration Showing the Related Article Link in a Google Scholar Search SOURCE: http://scholar .google.com/scholar?as_ q=employee+morale&as_ epq=&as_oq=&as_eq=&as_ occt=any&as_sauthors=&as_ publication=&as_ylo=&as_ yhi=&btnG=&hl=en&as_ sdt=0%2C36
ren03210_ch13_453-492.indd 459ren03210_ch13_453-492.indd 459 1/11/13 3:13 PM1/11/13 3:13 PM
460 PART 4 Fundamentals of Report Writing
Th e OR operator can be used to expand the search by adding variations or synonyms to the basic search term. For example, to expand a search for articles on “surveys AND morale,” you might add “productivity OR enthusiasm OR confi dence.” If you have dif- fi culty thinking of terms to broaden your search, look at the keywords or descriptors of the items that have already been identifi ed. Oft en these will give you ideas for ad- ditional terms to use. If the search still comes up short, you should check for spell- ing errors or variations. Becoming skilled at using Boolean logic will help you get the Internet-based information you need, and it will also help you search online databases (discussed in a later section) more effi ciently.
Whether you are searching the Web or databases, you can add the full citation of a source you fi nd to a bibliographic manager such as Endnote. You can also select your preferred citation format in Google Scholar by visiting the Scholar Settings page. Once you have saved your preferences, you can import a citation by clicking on the appropri- ate import link in your Google Scholar search results.
As search engines evolve to meet the changing needs of the Internet’s content and its users, new forms of these tools have emerged as well. Metasearch tools allow you to enter the search terms once, run the search simultaneously with several search engines, and view a combined results page. Examples of such tools are Dogpile, Kartoo, Mamma, Metacrawler, and Search.com. You will fi nd links to these and other search tools on the textbook website. Figures 13–8 and 13–9 illustrate how Dogpile searches various search
Figure 13–8
Illustration of the Metasearch Tool Dogpile SOURCE: www.dogpile.com Reprinted with permission of Blucora, Inc.
Figure 13–9
Illustration of a Search Using Dogpile SOURCE: www.dogpile.com Reprinted with permission of Blucora, Inc.
ren03210_ch13_453-492.indd 460ren03210_ch13_453-492.indd 460 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 461
engines for the phrase “employee morale” and then combines the results and presents them in an easy-to-view form.
Another type of search tool that has emerged is the specialized search engine . Four popular examples are Yahoo!: People Search for fi nding people, Edgar for fi nding corporate information, FindLaw for gathering legal information, and Mediafi nder for fi nding print items. In 2010 Mediafi nder also launched an app for iPhone and iPad that provides access to data on more than 16,000 publications from the United States and Canada. Th e app allows users to search by title, keyword, and subject.
Another way to gather information from the Web is to use of electronic personal agents. Th ese tools let you defi ne the kind of information you want to fi nd. Th e infor- mation can be waiting when you access your personal website, such as at my.yahoo. com or iGoogle, or it can be delivered by email or in the form of “push technology” broadcast directly to your computer. You are already using push technology if you have news/traffi c/weather updates sent to you.
While these tools assist you in fi nding helpful Web documents, it is crucial to re- member that the tools are limited. You must evaluate the source of the information critically. Also, you must recognize that not all of the documents published on the Web are indexed and that no search tool covers the entire Web. Skill in using the tools plays a role in fi nding good Web information, but judgment in evaluating the accuracy and completeness of the search plays just as signifi cant a role.
Using Other Web-Based Resources. Th ere are numerous other Web-based re- search sources in addition to the ones already mentioned. As technology changes, the list will continue to grow and change, but this section will introduce you to a number of current Web-based resources for research.
You have probably been advised by many of your college instructors not to use Wikipedia as a reference when you write essays or other papers. Th e reason is that Wikipedia is written and maintained by volunteers, and virtually anyone can post and edit articles. Since its launch in 2001, though, Wikipedia has become a more credible and useful resource. And while we do not advise you to use it as your main resource, it can be a useful place to start to learn about a subject that is new to you.
WorldCat ( Figure 13–10 ) is an online network of library content and services. You can use it to search the collections of local libraries and libraries around the world for books, CDs, videos, and digital content such as ebooks. You also can fi nd article cita- tions with links to their full text and historical documents and photos. If you have an active membership to the library that owns an item, you can check items out. You may also be able to access electronic databases if you have a valid login for the library that has access to these databases.
In Chapter 17 we talk about using RSS (Really Simple Syndication) feeds on web- sites and blogs, but RSS feeds can be useful research tools as well. News outlets such as Th e New York Times and CNN off er these feeds on their websites. Scholarly journals also off er RSS feeds for their tables of contents. Subscribing to these will allow you to keep up to date on the topics you are gathering information about.
LO5 Use other Web resources to gather existing information.
Figure 13–10
Illustration of the Online Library Collection WorldCat SOURCE: www.worldcat.org Screenshot used with OCLC’s permission; and WorldCat® is a registered trademark of OCLC Online Computer Library Center, Inc.
ren03210_ch13_453-492.indd 461ren03210_ch13_453-492.indd 461 1/11/13 3:13 PM1/11/13 3:13 PM
462 PART 4 Fundamentals of Report Writing
TECHNOLOGY IN BRIEF
Managing Citations with Zotero
Zotero is a free citation manager tool you can use to help you collect and organize your research sources. It is an extension for the Firefox Web browser. The left column of the Zotero screen includes My Library, which contains all the items you save. You can click the button above My Library to create a new collection, which is a folder you can use to help organize the information you add to Zotero.
There are three main ways to add data to Zotero: attaching a webpage, capturing an item, and manually adding an item. You can attach a webpage as a snapshot by clicking the Create New Item from Current Page button. A snapshot keeps a locally stored copy of a webpage as it was when it was saved and makes it available without an Internet connection .
You can also add information from other sources such as books you fi nd online through the Capture icon (the folder) that appears in the browser address bar once you have downloaded Zotero. This feature lets you automatically create an item. If a full-text PDF is available, it will be automatically attached to the item.
SOURCES: www.zotero.org/larduser/items
ren03210_ch13_453-492.indd 462ren03210_ch13_453-492.indd 462 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 463
Finally, you can manually add resources to Zotero by clicking on the New Item button in the toolbar, selecting the appropriate item, and manually adding in information to the fi elds.
Once you have subscribed to an RSS feed, you will need an RSS reader (also known as a feed reader or aggregator) to access the content you subscribed to. Many options are available, including Newzcrawler, Google Reader, Feed Demon, and NewsGator. Th e diff erence between RSS readers is typically how the interface looks, so you can choose the one that best suits you.
Evaluating Websites Websites can be an invaluable source of useful information. But as you know, all are not equally credible. Some may be biased, while others may be inaccurate. So it is impor- tant to know how to evaluate websites for completeness, accuracy, and reliability.
Although most print sources include items such as author, title of publication, facts of publication, and date, websites do not have an established format that helps ensure their credibility. Most users of search engines also do not understand the extent or type of bias involved when search engines present and order their results. And even the best search engines index only a small fraction of the Internet content. So all Web fi ndings must be carefully scrutinized, and many should be checked against other sources.
One experimental study found that users of website information were particularly susceptible to four types of misinformation: advertising claims, government misinfor- mation, propaganda, and scam sites. Furthermore, the study found that users’ confi - dence in their ability to gather reliable information was not related to their actual ability to judge the information appropriately. Th e results also revealed that level of education was not related to one’s ability to evaluate website information accurately. 3
One solution might be to use only those links posted on trustworthy sites (e.g., web- sites of professional organizations or of government agencies). However, these sites are not comprehensive and are oft en late in providing links to new sources. Th erefore, de- veloping the skill and habit of evaluating websites critically is probably a better choice. Th is skill can be honed by getting into the habit of looking at the purpose, qualifi ca- tions, validity, and structure of the websites you use.
• Purpose . Why was the information provided? To explain? To inform? To persuade? To sell? To share? What are the provider’s biases? Who is the intended audience? What point of view does the site take? Could it possibly be ironic, a satire, or a parody?
• Qualifi cations . What are the credentials of the information provider? What is the nature of any sponsorship? Is contact information provided? Is it accurate? Is it complete—name, email address, street address, and phone number? Is the information well written, clear, and organized?
LO6 Evaluate websites for reliability.
3Leah Graham and Panagiotis Takis Metaxas, “‘Course It’s True; I Saw It on the Internet!’: Critical Th inking in the Internet Era,” Communications of the AMC 46.5 (2003): 73, print.
ren03210_ch13_453-492.indd 463ren03210_ch13_453-492.indd 463 1/11/13 3:13 PM1/11/13 3:13 PM
464 PART 4 Fundamentals of Report Writing
• Validity . Where else can the information provided be found? Is the information from the original source? Has the information been synthesized or abstracted accurately and in the correct context? Is the information timely? When was it created? When was it posted? Who links to it? (On Google, you can enter the term “link:” before a website’s URL in the address bar to fi nd links. If you wanted to fi nd out who links to Toyota’s website, for example, you would type the following in the search fi eld: link: www.toyota.com .) How long has the site existed? Is it updated regularly? Do the links work? Do they represent other views? Are they well organized? Are they annotated? Has the site received any ratings or reviews? Is the cited information authentic?
• Structure . How is the site organized, designed, and formatted? Does its structure provide a particular emphasis? Does it appeal to its intended audience? By critically evaluating the websites you use, you will be developing a skill that will
help you eff ectively fi lter the vast amount of data you encounter.
Taking Advantage of Social Networks Today’s businesses take advantage of social media like Facebook and Twitter for market- ing purposes, but such networks can also be useful for researching a business problem.
Facebook. Facebook was launched as a personal social networking service in 2004, but businesses large and small have adopted it as a key marketing venue. In fact, 70 per- cent of retail merchants now use Facebook to market their products. 4
Because of its pervasiveness, Facebook also makes an excellent research tool. It is especially useful for surveys (which we discuss later in this chapter). You can also go to company Facebook pages like Ace Hardware’s, shown in Figure 13–11 , to research company-specifi c information.
Twitter. As Chapter 6 explains (and you probably already know), Twitter is a micro- blogging service that lets you send and read messages of up to 140 characters in length. Like blogs, Twitter started out as a personal communication tool, but organizations and
LO7 Use social networking and social bookmarking sites to gather existing information.
Figure 13–11
Illustration of Ace Hardware’s Facebook Page SOURCE: Illustration of Ace Hardware’s Facebook Page, http://www.facebook.com/#!/ acehardware.
4 “Social Marketing Continues Meteoric Rise Among Local Businesses,” MerchantCircle , Reply! Inc., 15 Feb. 2011, Web, 17 June 2012.
ren03210_ch13_453-492.indd 464ren03210_ch13_453-492.indd 464 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 465
companies now liberally populate the “Twitterverse.” In fact, according to one study, 51 percent of active Twitter users follow companies, brands, or products on social networks. 5 While most tools that search “tweets” (the name for Twitter messages) are limited in terms of how far back in time they can search, two good real-time search services are Twazzup and Twinitor ( Figures 13–12 and 13–13 ).
You can also “follow” people or topics on Twitter if you have a Twitter account. You can do a simple search for a topic with Twitter’s search function, as shown in Figure 13–14 . To get more information relevant to your particular business problem, you should consider following topics by following specifi c hashtags . Hashtags are created by using the symbol # to mark keywords or topics. Th ese marked topics are then easier to fi nd in Twitter Search. If you fi nd a hashtag you want to follow to learn more about a certain topic, you can click on that link and be taken to all the other tweets in that category. In the example provided in Figure 13–15 , @Evanish uses the hashtag #GreatTips. If you click on the link for the hashtag, you can see all the results for the discussion, as shown in Figure 13–16 .
LinkedIn. LinkedIn is similar to Facebook in that it connects people, but whereas Facebook stresses social connections, LinkedIn focuses on professional contacts. Peo- ple generally join LinkedIn to make these connections, but like Facebook, this network can be useful in researching a business problem.
To take full advantage of LinkedIn as a research tool, use the various Search op- tions, particularly People, Companies, and Groups ( Figure 13–17 ). If, for example, you wanted to see what types of employee morale issues other companies were having, you could search with the Companies search. You could use the Groups search function to research groups that focus on human resources, training, or motivation.
Figure 13–12
Illustration of a Real-Time Twitter Search Using the Tool Twazzup SOURCE: www.twazzup .com/?q=employee+morale&l=all
Figure 13–13
Illustration of a Real-Time Twitter Search Using the Tool Twinitor SOURCE: www.twinitor.com/ #q=employeemorale&lang =all&stop_spam=0&st op_porn=1
5 Tom Webster, “Twitter Use in America: 2010,” Edison Research, Edison Research, 29 Apr. 2010, Web, 17 June 2012.
ren03210_ch13_453-492.indd 465ren03210_ch13_453-492.indd 465 1/11/13 3:13 PM1/11/13 3:13 PM
466 PART 4 Fundamentals of Report Writing
Figure 13–17
Illustration of LinkedIn’s News Webpage Showing the Various Search Functions Available on the Site SOURCE: www.linkedin.com/ today/?trk=hb_tab_news
Figure 13–14
Illustration of a Search Using Twitter’s Search Function SOURCE: https://twitter.com/ search/employee%20morale
Figure 13–15
Illustration of a Twitter Hashtag in a Tweet SOURCE: https://twitter.com/ search/employee%20morale
Figure 13–16
Illustration of the Results of Following a Hashtag SOURCE: https://twitter.com/#!/ search/%23GreatTips
ren03210_ch13_453-492.indd 466ren03210_ch13_453-492.indd 466 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 467
Virtual contacts through LinkedIn, Facebook, and Twitter also have the advantage of giving you access to international data for your research.
Wikis . Wikis are basically collaborative collections of knowledge. You can fi nd wikis on almost any business topic. One excellent business wiki resource is Smallbusiness.com, shown in Figure 13–18 , which off ers information on everything from tax preparation to time management. Along with using wikis as a research tool, you can create your own wiki for collaborative projects, such as team research projects. Th ere are many free wiki-hosting sites to choose from, including Google Sites, PBworks, PmWiki, and Wikispaces .
Blogs. Blogs (short for “Web logs”) started out as personal diaries or pages in 1994, but they soon became a journalism tool as well. 6 Today many companies maintain blogs, too. Like Facebook and LinkedIn, blogs can be a useful tool for fi nding informa- tion on a business problem.
Oft en, the challenge is to fi nd blogs that are pertinent to the research you are pursu- ing. Google blog search ( www.google.com/blogsearch ) and Technorati are two useful blog search engines. Google’s blog search works just like a typical Google search except that it limits the results to items posted on blogs. Technorati indexes over 1.3 million blogs, many of them authored by corporations and small businesses. 7 Technorati also helps you determine a blog’s standing and infl uence with its feature Technorati Authority. Authority is calculated on the basis of a site’s linking behavior, categorization, and other data over a short period of time. Th erefore, a blog’s rating will rise and fall rapidly depending on what is being discussed in cyberspace at the moment. Levels of authority range from 0–1,000, with 1,000 being the highest possible authority ( Figure 13–19 ). 8
Figure 13–18
Illustration of a Business-Related Wiki SOURCE: http://smallbusiness .com/wiki/Main_Page
6 Clive Th ompson, “Th e Early Years,” New York Magazine , New York Media LLC, 12 Feb. 2006, Web, 17 June 2012. 7 “Blog Directory,” Technorati , Technorati, Inc., n.d., Web, 17 June 2012. 8 “Technorati Authority FAQ,” Technorati , Technorati, Inc., n.d., Web, 17 June 2012.
Figure 13–19
The Top Blogs About Finance According to the Technorati Authority Index SOURCE: http://technorati.com/ business/fi nance/
ren03210_ch13_453-492.indd 467ren03210_ch13_453-492.indd 467 1/11/13 3:13 PM1/11/13 3:13 PM
468 PART 4 Fundamentals of Report Writing
Listservs and Professional Organizations. Professional organizations are an- other good and sometimes overlooked research tool for business problems. Members of most professional organizations have benefi ts that oft en include access to a member directory, salary surveys, conferences, and educational opportunities. Most organiza- tions today also have websites and listservs (electronic mailing lists). Because many of these listservs are very active, they can be useful for investigating business problems. You can send a question out to the membership and have responses the same day. You can also use the listserv to send out surveys.
Th ere are any number of organizations to consider joining, including the Associa- tion for Financial Professionals, the Sales and Marketing Professional Association, the American Institute of CPAs, the Society for Human Resource Management, and the American Management Association.
Social Bookmarking Websites. Social bookmarking is a way for people to orga- nize, store, manage, search, and share their favorite Web resources. Many online book- mark management services have been launched since 1996, including Delicious and Digg (Figures 13–20 and 13–21).
A major component of these sites is tagging, which lets users organize their book- marks in fl exible ways and develop shared vocabularies known as folksonomies, or col- laborative tagging. Tagging works much like a keyword search. Let’s say you are looking for information on companies’ use of social media. You can search Delicious with this topic to see if anyone has tagged resources with related terms or phrases and then in- vestigate those sources. Th is type of search can save you much of the time you would have spent conducting a search from scratch.
Figure 13–20
Illustration of the Social Bookmarking Site Delicious SOURCE: http://delicious.com/
Figure 13–21
Illustration of the Social Bookmarking Site Digg SOURCE: http://digg.com/ news/business/media/recent
ren03210_ch13_453-492.indd 468ren03210_ch13_453-492.indd 468 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 469
Using the Library With so much information available on the Web, it is tempting to think that libraries have become obsolete. But libraries contain a wealth of information that is unavailable anywhere else or available elsewhere only for a fee. You will oft en fi nd your best infor- mation in a library—and probably save money in the process.
General libraries are the best known and the most accessible. General libraries, which include college, university, and most public libraries, are called general to the extent that they contain all kinds of materials. Many general libraries, however, have substantial collections in certain specialized areas.
Libraries that limit their collections to one type or just a few types of material are considered special libraries. Many such libraries are private and do not invite routine public use of their materials. Still, they will frequently cooperate on research projects that they consider relevant and worthwhile.
Among the special libraries are those libraries of private businesses. As a rule, such libraries are designed to serve the sponsoring company and provide excellent informa- tion in the specialized areas of its operations. Company libraries are less accessible than other specialized libraries, but a written inquiry explaining the nature and purpose of a project or providing an introduction from someone known to the company can help you gain access to them.
Special libraries are also maintained by various types of associations—for example, trade organizations, professional and technical groups, chambers of commerce, and labor unions. Like company libraries, association libraries may provide excellent cover- age of highly specialized areas. Although such libraries develop collections principally for members or a research staff , they frequently make resources available to others en- gaged in reputable research.
A number of public and private research organizations also maintain specialized libraries. Th e research divisions of big-city chambers of commerce and the bureaus of research of major universities, for example, keep extensive collections of material con- taining statistical and general information on certain geographical areas. State agencies collect similar data. Again, though these materials are developed for a limited audience, they are oft en made available upon request.
No matter what type of library you use, you’ll want to be familiar with how to con- sult such resources as online catalogs, databases, and reference materials.
Searching the Catalog. Today most libraries use online catalogs to list their hold- ings. You can locate sources in these catalogs by using the standard Keyword, Title, Author, and Subject options as well as a few other options. Becoming familiar with such catalogs is highly recommended, especially for the libraries you use frequently. Eff ec- tive and effi cient searching techniques can yield excellent information.
Two options you need to understand clearly are Keyword and Subject . When you select the Keyword option, the system will ask you to enter search terms and phrases. It will then search for only those exact words in several of each record’s fi elds, missing all those records using slightly diff erent wording ( Figure 13–22 ). When you select Sub- ject, the system will scan the Library of Congress subject heading for your search term ( Figure 13–23 ). Th is means that for the most part you need to know the exact heading that the Library of Congress uses.
To fi nd possible Library of Congress subject headings for your topic, visit the Li- brary of Congress Authorities webpage at http://authorities.loc.gov and click “Search Authorities.” Figure 13-24 shows possible headings for a search on “intercultural com- munication.” Sometimes the search engine will cross-reference headings, such as sug- gesting that you “ See Intercultural Communication” when you enter “cross-cultural communication.” A Subject search will fi nd all those holdings on the subject, includ- ing those with diff erent wording such as “intercultural communication,” “international communication,” “global communication,” and “diversity.” If you were to run multiple searches under the Keyword option using these terms, you would have more complete information, though you would still miss those titles lacking the keywords.
LO8 Use the library to gather existing information.
ren03210_ch13_453-492.indd 469ren03210_ch13_453-492.indd 469 1/11/13 3:13 PM1/11/13 3:13 PM
470 PART 4 Fundamentals of Report Writing
Searching Databases. Th e online catalog helps you identify books and other holdings in your library, and it may help you fi nd some articles. But to do a good job of search- ing the periodical literature—that is, articles published in newspapers, magazines, and journals—you will need to use an online database , such as ABI/Inform ( Figure 13–25 ). As the sophistication and capacity of computer technology have improved, much of the information that was once routinely recorded in print form and accessed through print
Figure 13–23
Illustration of Results from a Subject Search in a Library Catalog SOURCE: http://uclid.uc.edu/ search/X
Figure 13–24
Illustration of the Library of Congress Authorities Subject Search Results SOURCE: http://catalog .loc.gov/cgi-bin/Pwebrecon .cgi?DB=local&Search_ Arg=human+resources&Search_ Code=SUBJ%40&CNT=100&hi st=1&type=quick
Figure 13–22
Illustration of the Results from a Keyword Search in a Library Catalog SOURCE: http://uclid.uc.edu/ search/X
ren03210_ch13_453-492.indd 470ren03210_ch13_453-492.indd 470 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 471
directories, encyclopedias, and indexes is now stored digitally in computer fi les. Th ese col- lections, called databases, are accessed through the use of search strategies much like those discussed for searching the Internet and the library catalog.
However, one fi rst needs to identify which databases to use. Some of those most useful to business researchers are ABI/Inform, Business Source Premiere, Factiva , and LexisNexis Academic. ABI/Inform and Business Source Premiere are two of the most complete databases, providing access to hundreds of business research journals as well as important industry and trade publications. Most of the articles are included in full- text form or with lengthy summaries.
Factiva provides access to current business, general, and international news, includ- ing access to various editions of Th e Wall Street Journal . It also includes current infor- mation on U.S. public companies and industries. Similarly, LexisNexis off ers access to current business and international articles, providing them in full text. Additionally, it includes legal and reference information.
If you need information on a particular company, you could use LexisNexis® Company Dossier . Th is database provides complete pictures of companies’ fi nancial health, brands, and competitors for both U.S. and international companies. Hoover’s Online is also an excellent resource for company-specifi c information, and others include Business & Company Resource Center, Business Source Complete , and D&B’s Million Dollar Database .
Consulting Reference Materials. Along with database sources, you may want to investigate other print and Web-based reference materials for information ( Table 13–1 ). To gather research on a particular industry, for example, you could use BizMiner , which off ers industry statistical reports and industry fi nancial analysis benchmarks for over 5,000 lines of business and industries. Other industry-specifi c sources include Plunkett Research Online and Standard & Poor’s Industry Surveys . To fi nd out about interna- tional trade you can use the (CIA) World Factbook , which off ers information on diff er- ent countries’ histories, governments, economies, geographical traits, and interactions with other countries. Country Reports from the Department of State also provides gen- eral information, region-specifi c information, and travel information.
Th e library materials you choose will be determined by your research question. Table 13–2 lists helpful resources for common research tasks in business. A reference librarian can recommend additional resources to help you with your research task.
Figure 13–25
Illustration of a Search Using the ABI/Inform Database SOURCE: http://search. proquest.com.proxy.libraries. uc.edu/abicomplete/ advanced?accountid=2909
ren03210_ch13_453-492.indd 471ren03210_ch13_453-492.indd 471 1/11/13 3:13 PM1/11/13 3:13 PM
472 PART 4 Fundamentals of Report Writing
Type of Source Description Examples
Encyclopedias Offer background material and other general information. Individual articles or sections of articles are written by experts in the fi eld and frequently include a short bibliography.
Encyclopedia Americana Encyclopaedia Britannica World Book Encyclopedia of Banking and Finance Encyclopedia of Business and Finance Encyclopedia of Small Business Encyclopedia of Advertising Encyclopedia of Emerging Industries
Biographical Directories Supply biographical information about leading fi gures of today or of the past.
Who’s Who in America Who’s Who in the World Who’s Who in the East Who’s Who in the South and Southwest
Almanacs Offer factual and statistical information. The World Almanac and Book of Facts The Time Almanac The New York Times Almanac
Trade Directories Compile details in specifi c areas of interest. Variously referred to as catalogs, listings, registers, or source books .
The Million Dollar Directory Thomas Register of American Manufacturers The Datapro Directory America’s Corporate Families Who Owns Whom Directory of Corporate Affi liations Directories in Print
Government Publications Include surveys, catalogs, pamphlets, and periodicals from various governmental bureaus, departments, and agencies.
Annual & Quarterly Services (service-industry data) Census of Wholesale Trade Census of Mineral Industries Statistical Abstract of the United States Survey of Current Business Monthly Labor Review Occupational Outlook Quarterly Federal Reserve Bulletin
Dictionaries Helpful for looking up meanings, spellings, and pronunciations of words or phrases. Electronic dictionaries add other options such as pronunciation in audio fi les.
American Heritage Dictionary Funk & Wagnalls Standard Dictionary Random House Webster’s College Dictionary Merriam-Webster’s Collegiate Dictionary
Additional Statistical Sources Provide statistical data. Statistical Abstract of the United States Standard & Poor’s Statistical Service Statistical Reference Index
Business Information Services
Supply a variety of information to business practitioners.
Corporation Records Moody’s Investors’ Advisory Service Value Line Investment Survey Gale Business Insights: Global Hoover’s Online Factiva
International Sources Supply international corporate information. Principal International Businesses Major Companies of Europe Japan Company Handbook International Encyclopedia of the Social Sciences International Business Dictionary and References International Brands and Their Companies Foreign Commerce Handbook Index to International Statistics Statistical Yearbook
Table 13–1
Useful Reference Materials
ren03210_ch13_453-492.indd 472ren03210_ch13_453-492.indd 472 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 473
How do I fi nd business news and trends?
ABI Inform Complete on ProQuest
Business Source Complete
Factiva (includes Dow Jones, Reuters Newswires and The Wall Street Journal , plus more than 8,000 other sources from around the world)
LexisNexis Academic , News and Business sections
Proquest Business Insights
Wilson OmniFile Full Text Mega
How do I fi nd information about companies?
Business & Company Resource Center
Business Source Complete
Companies’ own websites
Company Dossier (on Lexis/Nexis)
D&B’s (Dunn & Bradstreet’s) Million Dollar Database
Datamonitor 360
Factiva
Hoover’s Online
Mergent Online
ORBIS
SEC Filings (on Edgar) at www.sec.gov/edgar/
Standard & Poor’s NetAdvantage
Thomson One Banker
Value Line Research Center
How do I fi nd information about particular industries?
ABI/INFORM Complete
Buzminer
Datamonitor 360
Freedonia Focus Market Research
Decision Support Database
Global Market Information Database
IBISWorld
ICON Group International
MarketLine
MarketResearch.com Academic
Mergent Industry Reports
Mintel Market Research Reports
Plunkett Research Online
Standard & Poor’s Industry Surveys
How do I fi nd biographical and contact information for businesspeople?
Biographical Dictionary of American Business Leaders
Biography in Context (Galegroup)
Biography Reference Bank (Wilson)
D&B’s Million Dollar Database
LexisNexis Academic , Reference/Biographical Information section
Standard & Poor’s NetAdvantage (Register of Executives)
How do I fi nd information provided by the U.S. government?
American Community Survey (U.S. Census Bureau) at www.census.gov/acs/www/
American FactFinder at http://factfi nder2.census.gov/
Business USA at http://business.usa.gov/
Fedstats at www.fedstats.gov/
FRED (Federal Reserve Economic Data) at http://research .stlouisfed.org/fred2/
Statistical Abstract of the United States at www.census .gov/compendia/statab/
Bureau of Labor Statistics Data at www.bls.gov/home.htm
How do I fi nd out about other countries and international trade?
Country Studies at http://lcweb2.loc.gov/frd/cs/cshome.html
(CIA) World Factbook at www.cia.gov/library/publications/ the-world-factbook/
Country Commercial Guides at www.buyusainfo.net/
Country Reports (From the Department of State) at www.state .gov/countries/
Europa World Yearbooks
Global Market Information Database
SourceOECD
WDI Online (World Bank’s World Development Indicators)
Yahoo Country Links at http://dir.yahoo.com/Regional/ Countries/
How do I fi nd information about cities?
American FactFinder at http://factfi nder2.census.gov/
Cities’ own websites
Complete Economic and Demographic Data Source: CEDDS (Woods & Poole Economics)
County and City Data Book at www.census.gov/statab/www/ ccdb.html
SimplyMap
Table 13–2
List of Resources by Research Question (Resources with Web links provided are available to the general public).
SOURCE: Compiled with the assistance of Senior Business Librarian Wahib Nasrallah, University of Cincinnati.
ren03210_ch13_453-492.indd 473ren03210_ch13_453-492.indd 473 1/11/13 3:13 PM1/11/13 3:13 PM
474 PART 4 Fundamentals of Report Writing
HOW TO DO NEW RESEARCH When you cannot fi nd the information you need in secondary sources, you must get it fi rsthand through primary research. Primary research includes four basic methods:
1 . Survey 2. Experimentation. 3. Observation. 4. Qualitative research. Guidelines for each follow.
Conducting a Survey Th e premise of the survey as a method of primary research is simple: You can best acquire certain types of information by asking questions. Such information includes personal data, opinions, behaviors, attitudes, and beliefs. It also includes information necessary to plan an experiment or an observation or to supplement or interpret the data that result.
Once you have decided to conduct a survey, you’ll need to make a number of deci- sions, including what questions to ask and how to ask them. But none of these deci- sions will be more important than whom to survey. Except for situations in which a small number of people are involved in the problem under study, you won’t be able to reach all the people involved. Th us, you’ll need to select a sample of respondents who represent the group as a whole as accurately as possible. You can select that sample in several ways.
Choosing Your Sampling Technique. Th e type of sampling technique you use will be determined by the purpose of your research. While all samples have some degree of sampling error, you can reduce the error through techniques used to construct rep- resentative samples. Th ese techniques fall into two groups: probability and nonprob- ability sampling .
Probability samples are based on chance selection procedures. Every element in the population has the same probability of being selected. Th ese techniques include simple random sampling, stratifi ed random sampling, systematic sampling , and area or cluster sampling .
• Simple random sampling . By defi nition, this sampling technique gives every member of the group under study an equal chance of being included. To ensure equal chances, you must identify every member of the group and then, using a list or some other convenient format, record all the identifi cations. Next, through some chance method, you select the members of your sample.
For example, if you are studying the job attitudes of 200 employees and determine that 25 interviews will give you the information you need, you might put the names of all 200 workers in a container, mix them thoroughly, and draw out 25. Since each of the 200 workers has an equal chance of being selected, your sample will be random and can be presumed to be representative.
• Stratifi ed random sampling . Stratifi ed random sampling subdivides the group under study and makes random selections within each subgroup. Th e distribution of a particular group in the sample should closely replicate the distribution of that group in the entire population.
Assume, for example, that you are attempting to determine the curriculum needs of 5,000 undergraduates at a certain college and that you have decided to survey 20 percent of the enrollment, or 1,000 students. To construct a sample for this problem, fi rst divide the enrollment list by academic concentration: business, liberal arts, nursing, engineering, and so forth. Th en draw a random sample from each of these groups, making sure that the number you select is proportionate to that group’s percentage of the total undergraduate enrollment. Th us, if 30 percent
LO9 Use sampling to conduct a survey.
ren03210_ch13_453-492.indd 474ren03210_ch13_453-492.indd 474 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 13 Conducting Research for Decision Makers 475
of the students are majoring in business, you will randomly select 300 business majors for your sample; if 40 percent of the students are liberal arts majors, you will randomly select 400 liberal arts majors for your sample; and so on.
• Systematic sampling . In systematic sampling you decide what percentage of a population you are interested in sampling, such as 10 percent of 10,000. Th en, going down a list of the population’s members, you select your participants at regular intervals (e.g, every 9th person).
If you use this method, your sample will not really be random because by virtue of their designated place on the original list, items do not have an equal chance of being selected. Th erefore, it is important to make sure your source list for the sample is not organized in a way that would create a biased sample.
• Area or cluster sampling . Researchers use area sampling when no master source list of a population is available. For example, if you want to survey employees in a given industry, it is unlikely there is a list of all these employees. An approach you may take in this situation is to randomly select a given number of companies from a list of all the companies in the industry. Th en, using organization units and selecting randomly at each level, you break down each of these companies into divisions, departments, sections, and so on until you fi nally identify the workers you will survey.
Nonprobability samples are based on an unknown probability of any one member of a pop ulation being chosen. Th ese techniques include convenience sampling, purpose- ful sampling, and referral sampling .
• Convenience sampling . A convenience sample is one whose members are convenient and economical to reach. When professors use their students as subjects for their research, they are using a convenience sample. Researchers generally use this sample to reach a large number quickly and economically. Th is kind of sampling is best used for exploratory research. A form of convenience sampling is judgment or expert sampling. Th is technique relies on the judgment of the researcher to identify appropriate members of the sample. Illustrating this technique is the common practice of predicting the outcome of an election based on the results in a bellwether district.
• Purposeful sampling .With purposeful sampling you look for a sample that has certain characteristics. Let’s say you want to fi nd out students’ attitudes about a new tool to search the university’s online library collections. It would be more logical to
Researchers frequently survey a sample of the group that is being studied.
ren03210_ch13_453-492.indd 475ren03210_ch13_453-492.indd 475 1/11/13 3:13 PM1/11/13 3:13 PM
476 PART 4 Fundamentals of Report Writing
draw your sample from the students who use the system rather than from all the students at the university.
• Referral sampling. Referral samples are those whose members are identifi ed by others. Th is technique is used to locate members when the population is small or hard to reach. For example, you might want to survey Six Sigma Black Belt certifi cation holders. To get a sample large enough to make the study worthwhile, you could ask those from your town to give you the names of other Black Belt holders. Or perhaps you are trying to survey the users of a project management application. You could survey a user group and ask those members for names of other users. You might even post an announcement on a blog or online forum asking for names.
Constructing the Questionnaire. Once you have determined whom you will survey, you will need to construct a survey instrument, a questionnaire . A ques- tionnaire is simply an orderly arrangement of the survey questions with appropriate spaces provided for the answers. But simple as the fi nished questionnaire may appear, it is the result of careful planning. You must word your questions so that the results will be reliable ; a test of a questionnaire’s reliability is its repeatability with similar results. You also want your questionnaire to be valid , measuring what it is supposed to measure.
Keeping these guidelines in mind will help you achieve reliable, valid results:
• Avoid leading questions : A leading question is one that in some way infl uences the answer. For example, the question “Is Dove your favorite bath soap?” may lead the respondent to favor Dove. Some people who would say “yes” would name another brand if they were asked, “What is your favorite brand of bath soap?”
• Avoid absolute terms . Try not to include words like always and never in your questions. Using these terms may make respondents unlikely to choose these answers, and the wording of the question could skew your data toward middle selections like sometimes or frequently .
• Focus on one concept per question . Double-barreled questions combine multiple questions and lead to inaccurate answers. An example of such a question is “To what extent do managers and co-workers aff ect your perception of the company?” Th is question asks a respondent two questions. If the respondent feels that managers do impact their perception but co-workers do not, the answer the respondent provides will not be an accurate refl ection of his or her beliefs, and the question will not lead you to reliable data.
• Make the questions easy to understand . Questions that not all respondents will clearly understand will generate faulty data. Unfortunately, it is diffi cult to determine in advance just what respondents will not understand. As will be discussed later, the best means of detecting such questions in advance is to test the questions before using them, but you can be on the alert for a few common sources of confusion.
One source of confusion is vagueness of expression, which is illustrated by the question, “How do you bank?” Who other than its author knows what the question means? Another source is using words respondents do not understand, as in the question, “Do you read your house organ regularly?” Th e words house organ have a specialized, not widely known meaning, and regularly means diff erent things to diff erent people.
• Avoid questions that touch on personal prejudices or pride . For reasons of pride or prejudice, people cannot be expected to answer accurately questions about certain areas of information. Th ese areas include age, income status, morals, and some personal habits. How many people, for example, would answer “no” to the question “Do you brush your teeth daily?” How many people would give their ages correctly? How many citizens would admit to fudging a bit on their tax returns?
LO10 Construct a questionnaire and conduct a survey.
ren03210_ch13_453-492.indd 476ren03210_ch13_453-492.indd 476 1/11/13 3:14 PM1/11/13 3:14 PM
CHAPTER 13 Conducting Research for Decision Makers 477
If such information is essential to the solution of the research problem, use a less direct means of inquiry. To ascertain age, for example, you could ask for dates of high school graduation. From this information, you could approximate age. Or you could provide an age range for a respondent to choose from, such as 20–24, 25–34, 35–44, 45–54, and 54 and older. Th is technique works well with income questions, too. People are generally more willing to answer questions that provide ranges instead of asking for specifi cs.
• Ask only for information that can be remembered . Since the memory of all human beings is limited, you should design your questionnaire to ask only for information that the respondents can be expected to remember. To be able to do this, you need to know certain fundamentals of memory. Recency is the most important principle of memory. People remember insignifi cant events that occurred within the past few hours. By the next day, however, they will forget some. A month later they may not remember any. You might well remember, for example, what you ate for lunch on the day of the survey, and perhaps you might remember what you ate for lunch a day, two days, or three days earlier. But you would be unlikely to remember what you ate for lunch a year earlier.
Th e second principle regarding memory is signifi cance. You may long remember minor details about the fi rst day of school, your wedding, or an automobile accident. People readily remember events such as these because in each event there was an intense stimulus—a requisite for retention in memory.
A third principle of memory is that fairly insignifi cant facts may be remembered over long time periods through association with something signifi cant. Although you would not normally remember what you ate for lunch a year earlier, for example, you might remember if the day in question happened to be Christmas Day or your fi rst day at college. Obviously, the memory is stimulated not by the meal itself but by the association of the meal with something more signifi cant.
Designing the Questionnaire and Planning Its Delivery. Overall, the question- naire should be designed to gather useful information that can be easily tabulated and meaningfully analyzed.
Be sure to enable the respondents to provide the demographic information you need. In some instances, such information as the age, sex, and income bracket of the respondent is vital to the analysis of the problem.
When practical, enable the respondents to check an answer. Easy-to-answer questions will encourage participation, and providing choices will make numeri- cal analysis easier, too. Such questions must always provide for all possible answers, including conditional answers. For example, a direct question may provide for three possible answers: Yes ____ , No ____ , and Don’t know ____ .
Consider using scaling when appropriate. It is sometimes desirable to measure the intensity of the respondents’ feelings about a given topic, such as a product or company process. In such cases, some form of scaling is useful. Th e most common forms are ranking and rating. Th ough they are less sophisticated than some other forms, 9 they can nevertheless yield very helpful information.
Th e ranking technique consists simply of asking the respondent to rank a number of alternative answers to a question in order of preference (1, 2, 3, and so on). For example, in a survey to determine consumer preferences for toothpaste, the respon- dent might be asked to rank toothpastes A, B, C, D, and E in order of preference. Th e rating technique provides a scale showing the complete range of possible attitudes on a topic and assigns number values to the positions on the scale. Th e respondent
9 Equivalent interval techniques, scalogram analysis, and the semantic diff erential are more complex techniques.
ren03210_ch13_453-492.indd 477ren03210_ch13_453-492.indd 477 1/11/13 3:14 PM1/11/13 3:14 PM
478 PART 4 Fundamentals of Report Writing
Web-based survey tools can help you design professional- looking questionnaires as well as compile and analyze the results. Some tools, such as those offered at Qualtrics .com and SurveyMonkey.com, are available in both free and for-purchase forms. When preparing your questions, you can choose from several question types, and you can also select your preferred design (e.g., color and layout). You can move the questions to change the order, and you can enable respondents to skip parts of the survey based on their answers to certain questions. The tools also let you create open-ended questions. All these questions
can be saved in a library for reuse. Some of the tools even include libraries of surveys that can be adapted for your particular use. As shown below, these tools can provide helpful summary reports, even when the survey is still in progress. They also permit you to view the detailed raw data in various forms. Businesses can use these tools in a variety of applica- tions, including training program evaluations, employee feedback on policies and procedures, longitudinal stud- ies of ongoing practices such as network advertising revenues, opinion surveys of customers and potential customers, and assessments of customer satisfaction.
TECHNOLOGY IN BRIEF
Web-Based Survey Tools Help Writers Design, Analyze, and Report Results of Questionnaires
must then indicate the position on the scale that corresponds to his or her attitude. Typically, the numeral positions are described by words, as the example in Figure 13–26 illustrates. Because the rating technique deals with the subjective rather than the factual, it is sometimes desirable to use more than one question to cover the attitude being measured. Logically, the average of a person’s answers to such questions gives a more reliable answer than does any single answer.
Use the best possible sequence of questions. In some instances, starting with a ques- tion of high interest may have psychological advantages. In other instances, it may be best to follow some other order of progression. Frequently, some questions must pre- cede others because they help explain the others. Whatever the requirements of the in- dividual case may be, you’ll need to put careful thought into determining the sequence of questions.
ren03210_ch13_453-492.indd 478ren03210_ch13_453-492.indd 478 1/11/13 3:14 PM1/11/13 3:14 PM
CHAPTER 13 Conducting Research for Decision Makers 479
Fairly early in the planning process, you should choose your survey channel . You can get responses to your questions in four primary ways: by personal (face-to- face) contact, by phone, by mail (print or digital), or through websites (e.g., Face- book). You should select the way that in your unique case yields the best sample and the best results at the lowest cost.
All these decisions should be recorded in a survey plan . Your plan should include such logistics as when and where you’ll conduct your survey, how many times it will be sent out, and when it will close. It should also include any additional materials you’ll need. If you are conducting a mail or Web survey, for example, you’ll need to develop an explanatory message that motivates the subjects to respond, tells them what to do, and answers all the questions they are likely to ask (see Figure 13–27 ). If you are con- ducting a personal or phone survey, you’ll need to develop a script and/or instructions for the surveyors.
Conducting a Pilot Study. Before conducting the actual survey, it is advisable to conduct a pilot study on your questionnaire and survey plan. A pilot study is a small-scale version of your survey; in essence, it is a form of user testing (described on page 482). You select a few people to use as testers and have them take your survey to identify unclear questions, technological glitches, or other problems. Based on the
What is your opinion of current right-to-work legislation?
Strongly Moderately Mildly Neutral Mildly Moderately Strongly
oppose oppose oppose favor favor favor
–3 –2 –1 0 1 2 3
Figure 13–26
Illustration of a Rating Question
Figure 13–27
Illustration of a Cover Message for an Online Survey
ren03210_ch13_453-492.indd 479ren03210_ch13_453-492.indd 479 1/11/13 3:14 PM1/11/13 3:14 PM
480 PART 4 Fundamentals of Report Writing
results, you modify your questionnaire and working plan. Including this step in your survey planning will help you avoid the disappointment (and cost) that results from administering a fl awed survey.
Conducting an Experiment Conducting an experiment can be a useful technique for researching a business problem. Originally developed in the sciences, the experiment is an orderly form of testing. Researchers conducting experiments are interested in testing the eff ects of a particular variable on some existing situation or activity. Th erefore, to con- duct an experiment, you systematically manipulate one factor of a problem while holding all the others constant. You then measure any changes resulting from your manipulations.
As an example, suppose you are conducting research to determine whether a new package design will lead to more sales. You might start by selecting two test cities, tak- ing care that they are as alike as possible on all the characteristics that might aff ect the experiment. Th en you would secure information on sales in the two cities for a speci- fi ed time period before the study. Next, for a second specifi ed time period, you would use the new package design in one of the cities and continue to use the old package in the other. During that period, you would keep careful sales records and check to make sure that advertising, economic conditions, competition, and other factors that might have some eff ect on the experiment remain unchanged. At the end of the study period, you could be relatively confi dent that any diff erences you found between the sales in the two cities were caused by the diff erence in package design.
Becoming familiar with two of the most common comparative study designs—the before–aft er and the controlled before–aft er—will give you a framework for under- standing and applying this primary research technique.
The Before–After Design . Th e simplest experimental design is the before–aft er design. In this design, illustrated in Figure 13–28 , you select a test group of subjects, measure the variable in which you are interested, and then introduce the experimental factor. Aft er a specifi ed time period, during which the experimental factor has presum- ably had its eff ect, you remeasure the variable in which you are interested. If there are any diff erences between the fi rst and second measurements, you may assume that the experimental factor, plus any uncontrollable factors, is the cause.
Consider the following application. Assume you are conducting research for a retail store to determine the eff ect of point-of-sale advertising. Your fi rst step is to select a product for the experiment. You choose Gillette razor blades. Second, you record sales of Gillette blades for one week, using no point-of-sale advertising. Th en you introduce
LO11 Conduct an experiment for a business problem.
Figure 13–28
The Before–After Experimental Design
Select experimental group
Measure variable
Inject experimental factor
Measure variable
Difference in measurements could be caused by the experimental factor plus other influences
ren03210_ch13_453-492.indd 480ren03210_ch13_453-492.indd 480 1/11/13 3:14 PM1/11/13 3:14 PM
CHAPTER 13 Conducting Research for Decision Makers 481
the experimental variable: the Gillette point-of-sale display. For the next week you again record sales of Gillette blades, and at the end of that week, you compare the results for the two weeks. Any increase in sales would presumably be explained by the introduction of the display. Th us, if 500 packages of Gillette blades were sold in the fi rst week and 600 were sold in the second week, you would conclude that the 100 additional sales can be attributed to point-of-sale advertising.
You can probably recognize the major shortcoming of this research method: Th e ex- perimental factor may not explain the entire diff erence in sales between the fi rst week and the second. Th e sales of Gillette razor blades could have changed for a number of other reasons—e.g., changes in the weather, holiday or other seasonal infl uences on business activity, or advertising for other products. At best, you have determined only that point-of-sale advertising could infl uence sales.
The Controlled Before–After Design. To account for infl uences other than the experimental factors, you may use designs more complex than the before–aft er design. Th ese designs attempt to measure the other infl uences by including some means of control. Th e simplest of these designs is the controlled before–aft er design.
In the controlled before–aft er design, you select not one group, but two: the experi- mental group and the control group. Before introducing the experimental factor, you measure the variable to be tested in each group. Th en you introduce the experimental factor into the experimental group only. When the period allotted for the experiment is over, you again measure in each group the variable being tested. Any diff erence be- tween the fi rst and second measurements in the experimental group can be explained by two causes: the experimental factor and other infl uences. But the diff erence between the fi rst and second measurements in the control group can be explained only by other infl uences because this group was not subjected to the experimental factor. Th us, com- paring the “aft ers” of the two groups will give you a measure of the infl uence of the experimental factor (Figure 13–29).
In a controlled before–aft er experiment designed to test point-of-sale advertising, you might select Gillette razor blades and Schick razor blades and record the sales of both brands for one week. Next you introduce point-of-sale displays for Gillette only and you record sales for both Gillette and Schick for a second week. At the end of the second week, you compare the results for the two brands. Whatever diff erence you fi nd in Gillette sales and Schick sales will be a fair measure of the experimental factor, inde- pendent of the changes that other infl uences may have brought about.
Select experimental group
Measure variable
Inject experimental factor
Measure variable
Attribute difference in measurement to experimental factor plus other influences
Attribute difference in measurement to other influences only
Select control group
Measure variable
Measure variable
Figure 13–29
The Controlled Before–After Experimental Design
ren03210_ch13_453-492.indd 481ren03210_ch13_453-492.indd 481 1/11/13 3:14 PM1/11/13 3:14 PM
482 PART 4 Fundamentals of Report Writing
Using Observation Like the experiment, observation is a technique perfected in the sciences that is also useful in business research. Simply stated, observation is seeing with a purpose. It con- sists of watching the events involved in a problem and systematically recording what you see. In observation, you do not manipulate the details of what you observe; you take note of situations exactly as you fi nd them.
To see how observation works as a business technique, consider this situation. You work for a fast-food chain, such as McDonald’s, that wants to check the quality and consistency of some menu items throughout the chain. By hiring observers, sometimes called mystery shoppers, you can gather information on the temperature, freshness, and speed of delivery of various menu items. Th is method may reveal important infor- mation that other data collection methods cannot.
Th e observation procedure can be any system that ensures the collection of complete and representative information. But every eff ective observation procedure includes a clear focus, well-defi ned steps, and provisions for ensuring the quality of the informa- tion collected. For example, an observation procedure for determining the courtesy of employees toward customers when answering the phone might include counting the number of times each employee used certain polite expressions, checking for the use of other courtesy techniques (e.g., off ering further help), and recording how long it took for the employee to solve the customer’s problem. In other words, you would have to identify observable courteous behaviors to be able to record them.
One particular observation technique that can be used in business research is user testing. User testing , also called usability testing , measures a person’s experience when interacting with a product such as a document, a mobile device, a website, a piece of soft ware, or any number of other consumer products.
In general, user testing measures how well users can learn and use a product and how satisfi ed they are with that process. When engaging in user testing, a researcher will measure the following factors: 10
• Ease of learning. • Effi ciency of use. • Memorability. • Error frequency and severity. • Subjective satisfaction.
Th ere are many ways to perform a user test. Th e most common method is to select a small number of testers (5–15) representative of the people who would be using the product and have them perform a task. To set up a user test of a new tablet your company is developing, for example, you would create a situation (a scenario) in which a person performs a task using the product while observers watch and take notes. While the tester worked on this task, you would watch what he or she does to determine if the tester is having diffi culty accomplishing the task or seems to like the device. Aft er the testing ses- sion, you would administer a questionnaire to get feedback from the person as well.
Conducting Qualitative Research As mentioned earlier in this chapter, qualitative researchers take a more interpretive approach to research. Th ey begin with a more general question about what they want to learn and then study natural phenomena to gather insights into the phenomena or even to learn to ask diff erent questions. Accordingly, they are likely to use such research tools as focus groups and personal interviews, and they will collect mostly verbal data. Qualitative research does not enable statistical analysis or the application of the fi nd- ings to larger populations; rather, it enables you to interpret what the data mean at a more localized level.
LO12 Design an observational study for a business problem.
LO13 Explain the uses of focus groups and personal interviews.
10 “Usability Basics,” Usability.gov , U. S. Department of Health & Human Services, n.d., Web, 10 July 2012.
ren03210_ch13_453-492.indd 482ren03210_ch13_453-492.indd 482 1/11/13 3:14 PM1/11/13 3:14 PM
CHAPTER 13 Conducting Research for Decision Makers 483
Whether you conduct a personal interview or convene a focus group, you need to decide how you will record the interactions. You cannot rely on your memory. Some- times, simply taking notes is suffi cient. Other times, you may want to videotape the session so that you can note nonverbal behaviors (e.g., tone, facial expressions, ges- tures) that infl uence the interpretation of a participant’s response. Th en transcribe the notes using a system for coding these nonverbal behaviors in the text of the transcript. You should always ask the participants for their permission to record focus groups or interviews.
Conducting Focus Groups. Th e purpose of a focus group is to bring together a group of people to fi nd out their beliefs or attitudes about the topic of a research project. For instance, if you want to learn how one of your company’s products could be improved, you might gather a group of people who currently use your product and have them discuss what they like or don’t like about it.
As the moderator of the discussion, you can structure the conversation and ask questions that will elicit useful data from the participants, or you can simply allow participants to voice their ideas. As you may have experienced, when people discuss a topic in a group, they oft en generate more or better ideas than they would have working alone. Th e focus group thus becomes a sort of brainstorming session, which can yield rich data. Of course, as the moderator you also have to make sure that all participants can freely share their ideas. Some of the tips discussed in Chapters 11 and 15 for en- couraging participation in writing projects and meetings may also help you facilitate focus groups. Because of advances in technology, focus groups can be conducted face to face, online with technologies like Skype, or even over the phone.
Conducting Personal Interviews. If you decide that talking with people one-on- one is the best way to gather data to answer your research question, you will likely conduct face-to-face interviews or phone interviews. People may be willing to share stories and opinions in a personal interview that they might not be comfortable sharing in a larger group.
Preparing for a personal interview is much like preparing for a survey. First, you need to decide whom to interview (your sample). Th en you need to construct questions, as you would for a survey. However, the nature of the questions for a face-to-face interview will be a bit diff erent. Researchers conducting surveys prefer to use closed-ended questions
Focus groups can help you learn not only what the target population prefers but why.
ren03210_ch13_453-492.indd 483ren03210_ch13_453-492.indd 483 1/11/13 3:14 PM1/11/13 3:14 PM
484 PART 4 Fundamentals of Report Writing
because these force the participants to give only one possible response (e.g., answering a yes/no question, choosing an age range from a list provided by the researcher, or selecting a rating on a scale) and allow for quick data analysis. However, when conducting interviews, many researchers favor open-ended questions because the conversational nature of the interview setting enables participants to provide detailed, rich, and varied responses. Furthermore, open-ended questions in personal interviews give researchers the opportunity to ask follow-up questions that they would not be able to ask participants taking a written survey.
CONDUCTING ETHICAL BUSINESS RESEARCH Th roughout the research process, you need to be sure you are conducting research in an ethical manner. In particular, you should adhere to guidelines for treating research participants ethically, and you should report your research accurately and honestly.
Treating Research Participants Ethically Many companies, academic institutions, and medical facilities have guidelines for con- ducting research with human subjects and have institutional review boards (IRBs) that ensure employees comply with the laws and policies that govern research. Be sure that you are familiar with these policies before conducting research.
Th e main principle behind such policies is that participants in a research study have the right to informed consent. Th at is, they have the right to know the nature of their participation in the study and any associated risks. In addition, participa- tion must be voluntary, and people have the right to discontinue their participation at any time during the study. Just because they agreed to participate at one point does not mean they are obligated to fi nish the project. Furthermore, participants need to know if their participation and the data associated with them in the study will be confi dential (known only to the researcher and participant) or anonymous (known only to the participant). If protecting participants’ rights will require you to develop a proposal to an IRB, an informed consent letter to the participants, and an informed consent form, be sure you build this process into the planning stage of your project.
Reporting Information Accurately and Honestly When researching and writing business documents, do not ever lose sight of your main goal: to provide decision makers with reliable information. You will defeat this purpose if you misrepresent your fi ndings.
As you interpret and present secondary information, assess its quality. Does the au- thor draw conclusions that can be supported by the data presented? Are any sources used reliable? Are the data or interpretations biased in any way? Are there any gaps or holes in the data or interpretation? You need to be a good judge of the material, and if it has limitations, you should note them in your document.
Also, be sure to cite your sources. Th e whole point of including citations is to allow your readers to check your sources for themselves. Any mistakes in your citations may not only frustrate your readers but also make you look inept or dishonest. Be particu- larly careful to give credit where credit is due. Plagiarism , which is submitting another person’s published work as your own without properly crediting it, is especially damag- ing to your credibility. Be sure to follow the guidelines in Appendix E for citing what you need to cite, and in the proper way.
As for primary research, once you have good data to work with, you must inter- pret them accurately and clearly for your reader. Here, too, you should acknowledge any limitations of your research. Be careful as well to avoid misleading visuals (see Chapter 14).
LO14 Discuss important ethical guidelines for research.
ren03210_ch13_453-492.indd 484ren03210_ch13_453-492.indd 484 1/11/13 3:14 PM1/11/13 3:14 PM
THERE’S MORE . . . What are some expert resources on conducting an eff ective email sales campaign? What’s the best way to fi nd companies’ annual reports? How do you conduct a research interview? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe.com/lesikar13e . Choose Chapter 13 > Bizcom Tools & Tips.
1. Business decisions are made using accurate, timely, and objective information. • To help make a business decision or solve a business problem, you may need
to provide just information; both information and analysis; or information, analysis, and recommendations.
• You may need to provide the information in the form of business reports, proposals, or shorter documents such as progress reports and email correspondence.
• Th e information used to help make a business decision or solve a business problem is gathered through research.
2. You can begin to collect information you need for a project by using two basic forms of research: secondary and primary. • Secondary research is the use of published information.
— It is typically conducted before you engage in primary research. — To conduct skillful research, you need to understand how to fi nd relevant
print and online sources. — You should plan a system for storing the secondary information you gather.
• Primary (or empirical) research is fi rsthand research. It can be quantitative, qualitative, or both. You can conduct primary research in four main ways: — Conducting a survey. — Conducting an experiment. — Recording observations. — Conducting qualitative research with focus groups or interviews.
3. When doing fi rsthand research, you need to determine if you need quantitative data, qualitative data, or both types to solve the business problem at hand. • Quantitative researchers gather numerical data.
— Th ey generally begin by constructing a hypothesis to test or by developing a specifi c research question to answer.
— Th ey use primary research methods that generate numerical data, such as experimentation, questionnaires, reviews of company data, and surveys.
• Qualitative researchers gather mostly verbal data. — Th ey begin with a more general question about what they want to learn and
then study natural phenomena to gather insights into the phenomena or even to learn to ask diff erent questions.
— Th ey use research tools that generate verbal data, such as personal interviews and focus groups.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
1Explain why reseach is useful in business.
2Explain the difference between secondary and primary research.
3 Explain the difference between quantitative and qualitative research.
CHAPTER 13 Conducting Research for Decision Makers 485
ren03210_ch13_453-492.indd 485ren03210_ch13_453-492.indd 485 1/11/13 3:14 PM1/11/13 3:14 PM
486 PART 4 Fundamentals of Report Writing
4. Internet search engines such as Google, Bing, Live Search, and Yahoo! can be used to search for secondary research sources. • You can use Google Scholar to search scholarly literature, which includes
journals from academic publishers, conference papers, dissertations, academic books, and technical reports.
• A good command of Boolean logic helps you extract the information you need quickly and accurately. Boolean logic uses three primary operators: AND, OR, and NOT. — Th e operator AND is a narrowing term. It instructs the computer to fi nd
only those citations with both terms. — Th e operator NOT instructs the computer to eliminate citations with a
particular term. — Th e OR operator can be used to expand the search by adding variations or
synonyms to the basic search term. • Metasearch tools allow you to enter the search terms once, run the search
simultaneously with several individual search engines, and view a combined results page.
• Specialized search engines are also useful. Examples of these are Yahoo!: People Search for fi nding people, Edgar for fi nding corporate information, FindLaw for gathering legal information, and Mediafi nder for fi nding print items.
• Personal agents allow users to defi ne the kind of information they want to gather. Th e information gathered can be ready and waiting when users access their personal website, such as at my.yahoo.com or iGoogle, or it can be delivered by email or in the form of “push technology.”
5. Other useful Web-based research sources include Wikipedia, WorldCat, and RSS feeds. • Wikipedia can be a useful place to start to learn about a subject that is new to
you. • WorldCat is an online network of library content and services. You can search
the collections of both local libraries and libraries around the world for books, CDs, videos, and digital content such as ebooks.
• RSS feeds on websites and blogs can be useful research tools as well. News outlets such as Th e New York Times and CNN off er these feeds on their websites. Scholarly journals also off er RSS feeds for their tables of contents. Subscribing to these will allow you to keep up to date on the research you are undertaking.
6. Websites must be critically evaluated to ensure that the information is relevant and reliable. You should examine • Th e purpose of each site. • Th e qualifi cations of the information provider. • Th e validity of the content. • Th e site’s structure and design.
7. Today’s businesses take advantage of social media like Facebook, Twitter, and LinkedIn for marketing purposes, but such networks can also be useful for researching a business problem. • Because of its pervasiveness, Facebook is especially useful for surveys. You can
also go to company Facebook pages to research company-specifi c information. • You can “follow” people or topics on Twitter if you have a Twitter account. To
get more relevant information on your particular business problem, you should consider following certain hashtags.
• To take full advantage of LinkedIn as a research tool, use the various Search options, particularly People, Companies, and Groups.
4 Use Internet search engines to gather existing information.
5 Use other Web resources to gather existing information.
6 Evaluate websites for reliability.
7 Use social networking and social bookmarking sites to gather existing information.
ren03210_ch13_453-492.indd 486ren03210_ch13_453-492.indd 486 1/11/13 3:14 PM1/11/13 3:14 PM
CHAPTER 13 Conducting Research for Decision Makers 487
• Wikis—collaborative collections of knowledge—can help you can fi nd information on almost any business topic.
• Many companies maintain blogs that can be a useful tool for fi nding information on a business problem.
• You can send a question about a business topic out to the membership of an organization’s listserv to get feedback. You can also send out surveys on listservs.
• Social bookmarking sites allow people to organize, store, manage, search, and share their favorite Web resources.
8. You should also take advantage of your library’s reference materials. • Searching the library catalog gives you access to a library’s holdings. You can
locate sources by the standard Keyword, Title, Author, and Subject options as well as a few other options. — When you select the Keyword option, the system will search for only those
exact words in several of each record’s fi elds, missing all those records using slightly diff erent wording.
— When you select Subject, the system will scan the Library of Congress subject heading for your search term, and the search will fi nd all those holdings on the subject, sometimes including those with related subject headings.
• Searching online databases gives you access to periodical literature such as articles published in newspapers, magazines, and journals. — ABI/Inform and Business Source Premiere are two of the most complete
databases of business literature . — Factiva provides access to current business, general, and international news. — LexisNexis off ers access to current business and international articles. — LexisNexis® Company Dossier, Hoover’s Online, Business & Company
Resource Center, Business Source Complete, and D&B’s Million Dollar Database provide information on specifi c companies .
• Consulting reference materials can also be a useful way to fi nd existing business research. — Encyclopedias off er background material and other general information. — Biographical directories supply biographical information about leading
fi gures of today or of the past. — Almanacs off er factual and statistical information. — Trade directories compile details in specifi c areas of interest. Th ey are
variously referred to as catalogs, listings, registers, or source books. — Government publications include surveys, catalogs, pamphlets, and
periodicals from various governmental bureaus, departments, and agencies. — Dictionaries are helpful for looking up meanings, spellings, and
pronunciations of words or phrases. — Statistical sources provide a wide variety of statistical data. — Business information services supply specialized information to business
practitioners. — International sources supply information on international corporations.
9. A sample is a group that is representative of the whole group. Th e procedure for selecting the group is called sampling. A good sample is controlled for sampling error. You may use any of a variety of sample designs. Th e two main types are probability and nonprobability sampling. • Probability sampling is based on the principle that every member of a particular
population of interest has an equal chance of being selected for a sample.
8 Use the library to gather existing information.
9 Use sampling to conduct a survey.
ren03210_ch13_453-492.indd 487ren03210_ch13_453-492.indd 487 1/11/13 3:14 PM1/11/13 3:14 PM
488 PART 4 Fundamentals of Report Writing
— Simple random sampling gives every member of the group under study an equal chance of being selected.
— Stratifi ed random sampling involves proportionate and random selection from each major subgroup of the group under study.
— Systematic sampling involves taking selections at constant intervals (every fi ft h one, for example) from a complete list of the group under study.
— Area or cluster sampling involves dividing into parts the area that contains the sample, selecting from these parts randomly, and continuing to subdivide and select until you have your desired sample size.
• Nonprobability sampling is not random. In other words, there is no guarantee that each member of a population has the same chance of being selected for a sample group being studied. — Convenience sampling involves selecting members who are convenient, easy
to reach, and appropriate as judged by the researcher. — Purposeful sampling requires that the people selected for the sample meet
certain criteria or share a particular characteristic. — Referral sampling involves building your sample from other participants’
referrals. 10. When conducting a survey, you will need to construct a survey instrument or
questionnaire. • To ensure reliable and valid results, follow these guidelines:
— Avoid leading questions and questions with absolute terms (e.g., always, never).
— Focus on one concept per question (no double-barreled questions). — Make the questions easy to understand (avoid vagueness, diffi cult words,
and technical words). — Avoid questions that touch on personal prejudices or pride. — Ask only for what can be remembered (consider the laws of memory:
recency, signifi cance, and association). • Plan the design and delivery of your survey with care.
— Don’t forget to include the demographic questions you need. — When possible, enable your respondents to check an answer (e.g., a range
of years) rather than having to enter specifi c data. — Consider using scaling (ranking or rating) in your questions to gather
more specifi c information about respondents’ attitudes. — Put your questions in the order that will generate the most complete and
accurate responses. — Choose the survey channel that will yield the best sample and the best
results at the lowest cost. — Develop a survey plan that will include the logistics of delivering your
survey and any additional materials you will need. — Pilot test your survey so that you can catch any problems before you
conduct the actual survey. 11. An experiment is an orderly form of testing. It can be designed using the before–
aft er design or the controlled before–aft er design. • Th e simpler method is the before–aft er design. It involves selecting a group
of subjects, measuring the variable, introducing the experimental factor, and measuring the variable again. Th e diff erence between the two measurements is assumed to be, at least partially, the result of the experimental factor.
10 Construct a questionnaire and conduct a survey.
11 Conduct an experiment for a business problem.
ren03210_ch13_453-492.indd 488ren03210_ch13_453-492.indd 488 1/11/13 3:14 PM1/11/13 3:14 PM
CHAPTER 13 Conducting Research for Decision Makers 489
• Th e controlled before–aft er design involves selecting two groups, measuring the variable in both groups, introducing the experimental factor in one group, and then measuring the variable again in both groups. Th e second measurement enables you to determine the eff ect of the experimental factor and of other factors that might have infl uenced the variable between the two measurements.
12. Th e observation method may be defi ned as seeing with a purpose. • It consists of watching events related to a problem and systematically recording
what is seen. Th e events observed are not manipulated. • One particular observation technique that can be used in business research is
user testing. User testing measures a person’s experience when interacting with a product such as a document, a mobile device, a website, a piece of soft ware, or any number of other consumer products.
13. Qualitative researchers begin with a general question about what they want to learn and then study natural phenomena to gather insights into the phenomena or even to learn to ask diff erent questions. • Focus groups bring together a group of people to fi nd out their beliefs or
attitudes about the topic of a research project. — As the focus group moderator, make sure that all participants can freely
share their ideas. — Consider using online technologies such as Skype.
• Interviews encourage people to share stories and opinions that they might not be comfortable sharing in a larger group. — As with conducting a survey, you need to choose your respondents
carefully and prepare the questions you will ask. — Interviewers tend to prefer open-ended questions because these can
provide detailed, rich, and varied responses as well as the opportunity to ask follow-up questions.
14. Researchers must be ethical in their research. In particular, you should be aware of adhering to guidelines for treating participants in an ethical manner and reporting your results accurately and honestly. • Treat research participants ethically by following any company guidelines for
conducting research with human subjects. — Be familiar with and follow any institutional guidelines for conducting
research with human subjects. — Be sure that participants know of any risks the research presents, are
participating voluntarily, and know whether their data will be anonymous or confi dential.
• Report the information you’ve reached accurately and honestly. — Do not lose sight of your main goal: to provide decision makers with
reliable information. — As you interpret and present secondary information, assess its quality. — To avoid plagiarism, be sure to cite your sources and cite them accurately. — When using primary research, interpret data accurately and clearly for
your reader. — Acknowledge any limitations of your research. — Avoid misleading graphics.
12 Design an observational study for a business problem.
14 Discuss important ethical guidelines for research.
13 Explain the uses of focus groups and personal interviews.
ren03210_ch13_453-492.indd 489ren03210_ch13_453-492.indd 489 1/11/13 3:14 PM1/11/13 3:14 PM
490 PART 4 Fundamentals of Report Writing
K E Y T E R M S
data, 454
information, 454
DIKA, 454
informal, 455
formal research, 455
primary research, 455
secondary research, 455
quantitative data, 456
qualitative data, 456
metasearch tools, 460
specialized search engine, 461
Wikipedia, 461
Worldcat, 461
RSS (Really Simple Syndication) feeds, 461
hashtags, 465
general libraries, 469
special libraries, 469
Keyword search option, 469
Subject search option, 469
database, 470
sample, 474
probability sampling, 474
nonprobability sampling, 474
simple random sampling, 474
stratifi ed random sampling, 474
systematic sampling, 474
area or cluster sampling, 474
convenience sampling, 475
purposeful sampling, 475
referral sampling, 475
questionnaire, 476
reliable result, 476
valid result, 476
leading question, 476
double-barreled questions, 476
scaling, 477
ranking, 477
rating, 477
survey channel, 479
survey plan, 479
pilot study, 479
before–after design, 480
controlled before–after design, 481
observation, 482
user testing, 482
usability testing, 482
closed-ended questions, 483
open-ended questions, 484
confi dential, 484
anonymous, 484
plagiarism, 484
1 Which of the following are secondary research sources and which are primary research sources? Why? LO2 a. Information from Th e Wall Street Journal about
current foreclosure numbers. b. Information from a focus group with potential cus-
tomers about a new online ordering system. c. Information about an industry’s use of social media
collected by following a hashtag on Twitter. d. Information about salaries collected from members
of the listserv of a professional organization.
2 Explain the diff erence between quantitative and quali- tative research. LO3
3 Develop two business scenarios, one in which a quan- titative study would be more appropriate and one in which a qualitative study would be more appropriate. Be ready to defend your choices. LO3
4 Use Google, Bing, Yahoo! Search, Ask, and AOL Search to search a business-related topic. How do the results diff er? Can you draw any conclusions about the diff erent ways these search engines work? LO4
5 Visit a company’s website and Facebook page. Com- pare the information. What does it tell you about the way the company is using each of these Internet fo- rums? Who are the audiences? What types of informa-
tion overlap? What types of information are unique to either the website or Facebook page? LO5
6 Use your critical skills to evaluate a website, identifying any problems you fi nd (e.g., false advertising, misinfor- mation, propaganda, scams). LO6
7 Follow a business-related topic on Twitter. What kinds of information can you fi nd that might help solve a business problem? LO7
8 What specialized libraries are there in your commu- nity? What general libraries? LO8
9 Which databases or other sources would be good sources of information for each of the following subjects? LO8 a. A certain company’s market share. b. Viewpoints on the eff ect of defi cit fi nancing by
governments. c. Th e top companies, by sales, in a certain industry. d. Th e job outlook in a certain industry. e. Recent trends in business-related technology. f. Th e potential world market for a certain product. g. Th e qualifi cations of a new CEO of a company.
10 Explain the diff erence between random sampling and convenience sampling. LO9
C R I T I C A L T H I N K I N G Q U E S T I O N S
ren03210_ch13_453-492.indd 490ren03210_ch13_453-492.indd 490 1/11/13 3:14 PM1/11/13 3:14 PM
CHAPTER 13 Conducting Research for Decision Makers 491
11 In what way is each of the following survey questions fl awed? (Th e questions do not come from the same survey.) LO10 a. How many days on the average do you wear a pair
of socks before changing them? b. (Th e fi rst question in a survey conducted by Coca-
Cola:) Have you ever drunk a Diet Coke? c. Do you consider the ideal pay plan to be one based
on straight commission or straight salary? d. What kind of gasoline did you purchase last time? e. Do you think the management and employees
aff ect your morale? f. How much did you pay for clothing in the past
12 months? g. Check the word below that best describes how oft en
you eat dessert with your noon meal
Always
Usually
Sometimes
Never.
12 What is scaling? What is the diff erence between rating and ranking? LO10
13 Give an example of (a) a problem that can best be solved through a before–aft er design and (b) a prob- lem that can best be solved through a controlled before–aft er design. Explain your choices. LO11
14 Explain the signifi cance of keeping constant all factors other than the experimental variable of an experiment. LO11
15 Defi ne observation as a research technique. LO12 16 Select an example of a business problem that can
be solved best by observation. Explain your choice. LO11
17 When would you use a focus group or personal inter- view to gather information? What are the advantages and disadvantages of each? LO13
18 What are the basic ethical principles for working with human subjects in business research? Why are such guidelines important? LO14
19 Assume you are preparing a report to evaluate three possible sites for your company’s next sales meet- ing. All three would work well, but you personally favor one location in particular. Is there any ethical way to sway the reader toward your choice? Discuss. LO14
S K I L L S B U I L D I N G E X E R C I S E S
1 Visit a company website and evaluate it for completeness, accuracy, and reliability. What is the website’s purpose? Are there biases? What are the qualifi cations of the orga- nization providing the information on the website? Is the information accurate? Where else can this information be found? How is the website organized? Does it appeal to its intended audience? LO6
2 Using your critical thinking skills to supply any missing facts you may need, develop a survey for each of these problems. LO10 a. Th e American Restaurant Association wants in-
formation that will give its members a picture of its customers. Th e information will serve as a guide for a promotional campaign designed to increase restau- rant eating. Specifi cally, it will seek such information as who eats out, how oft en, where they go, and how much they spend. Likewise, it will seek to determine who does not eat out and why.
b. Th e editor of your local newspaper wants to conduct a readership study to learn just who reads what in both print and online editions.
c. Your boss wants to hire an experienced computer webmaster for your company. Because you have not hired anyone in this category in fi ve years, you were asked to survey experienced webmasters to gather salary fi gures.
d. A professional organization you belong to wants to fi nd out how grammatical errors aff ect managers when they are evaluating the written work of their employees.
e. You work in the human resources department of a company. Th e director needs to make changes to the company’s healthcare plan for the coming year and wants you to fi nd out which of the three current plans employees are enrolled in and why they selected it.
3 Using your critical thinking skills to supply any missing facts you may need, develop a plan for the experiment you would use in the following situations. LO11 a. Golden Glow Baking Company has for many years
manufactured and sold cookies packaged in attractive boxes. It is considering packaging the cookies in re- cyclable bags and wants to conduct an experiment to predict the likely consumer response to this change.
ren03210_ch13_453-492.indd 491ren03210_ch13_453-492.indd 491 1/11/13 3:14 PM1/11/13 3:14 PM
492 PART 4 Fundamentals of Report Writing
b. A national chain of drugstores wants to know whether using Quick Response (QR) codes could impact its profi ts on cosmetics. It is willing to pay the cost of an experiment in its research for an answer.
c. True Time Watch Company is considering the use of electronic sales displays ($49.50 each) instead of print displays ($24.50 each) in the 2,500 retail outlets that sell True Time watches. Th e company will conduct an experiment to determine the relative eff ects on sales of the two displays.
d. Marvel Soap Company has developed a new clean- ing agent that is unlike current soaps and detergents. Th e product is well protected by patent. Th e company wants to determine the optimum price for the new product through experimentation.
e. National Cereals, Inc., wants to determine the ef- fectiveness of advertising to the gluten-free market. Th e company will support an experiment to learn the answer.
4 Using your critical thinking skills to supply any missing facts you may need, develop a plan for research by obser- vation for these problems. LO12 a. Th e corporate sales managers for a chain of depart-
ment stores want to know what causes diff erences in sales by departments within stores and by stores. Th ey hope to get some of this information through research by observation.
b. Your university wants to know the nature and extent of its parking problem.
c. Th e management of an insurance company wants to determine the effi ciency and productivity of its data- entry department.
d. Owners of a shopping center want a study to deter- mine the shopping patterns of their customers. Th ey want information on such topics as what parts of town the customers come from, how they travel, and how many stores they visit.
e. Th e director of your library wants a detailed study of library use (what facilities are used, when, by whom, and so on).
f. Th e management of a restaurant wants a study of its workers’ effi ciency in the kitchen.
5 Using your critical thinking skills to supply any missing facts you may need, develop a plan for research by using focus groups for these problems. LO13 a. Miller Brush Company, manufacturers of a line of
household goods, has for years sold its products through conventional retail outlets. It now wants to examine the possibility of selling through print cata- logs or online.
b. Th e International Association of Publishers wants to gauge reader attitude toward ebooks.
c. Sizemore Rental Car Company would like to add a line of hybrid cars for its business customers, but the CEO is not sure if customers would be willing to pay the higher rental price the company would have to charge.
6 Using your critical thinking skills to supply any missing facts you may need, develop a plan for research by using interviews for these problems. LO13 a. Grow More Company sells children’s clothes. Th e
company has seen an increased rate of employee turnover this past year, and your supervisor wants you to fi nd out why.
b. Jacob’s Hardware Store recently sent a survey out to get feedback on its customer service. Th e manage- ment would like to follow this up with some inter- views to get a better sense of what happened on one particular Saturday that customers said they experi- enced very poor customer service.
ren03210_ch13_453-492.indd 492ren03210_ch13_453-492.indd 492 1/11/13 3:14 PM1/11/13 3:14 PM
Learning Objectives Upon completing this chapter, you will be able to prepare well-organized, objective reports. To reach this goal, you should be able to:
1 State a problem clearly in writing.
2 List the factors involved in a problem.
3 Explain the common errors in interpreting and develop attitudes and practices conducive to good interpreting.
4 Organize information in outline form, using time, place, quantity, factor, or a combination of these as bases for division.
5 Construct topic or talking headings that outline reports logically and meaningfully.
6 Write reports that are clear, objective, consistent in time viewpoint, smoothly connected, and interesting.
7 Prepare reports collaboratively.
Learning Objectives Upon completing this chapter, you will be able to use visuals effectively in business reports. To reach this goal, you should be able to
1 Plan which parts of your report or other document should be communicated or supported by visuals.
2 Explain the factors that are important in the effective presentation of visuals: size, layout, type, rules and borders, color and cross-hatching, clip art, background, numbering, titles, title placement, and footnotes and acknowledgments.
3 Construct textual visuals such as tables, pull quotes, fl owcharts, and process charts.
4 Construct and use visuals such as bar charts, pie charts, line charts, scatter diagrams, and maps.
5 Avoid common errors and ethical problems when constructing and using visuals.
6 Place and interpret visuals effectively.
CHAPTER FOURTEEN
Using Visuals to Make Your Point
ren03210_ch14_493-522.indd 493ren03210_ch14_493-522.indd 493 1/11/13 5:16 PM1/11/13 5:16 PM
494 PART 4 Fundamentals of Report Writing
In many of your reports and other business documents, you will need to use visuals to help convey information quickly and accurately. Visuals also grab attention and help the reader retain information. By visuals we mean any form of illustration (e.g., charts, pictures, diagrams, maps, tables, or bulleted lists). Although some situations call for decorative visuals, visuals in business tend to communicate data and informa- tion. Our focus is therefore on visuals that communicate.
PLANNING THE VISUALS You should plan the visuals for a document soon aft er you organize your fi ndings. Your planning for visuals should be guided largely by your communication purpose. Visuals can clarify complex or diffi cult information, emphasize facts, add coherence, summarize data, and provide interest. Of course, well-constructed visuals also enhance your document’s appearance.
In selecting visuals , you should review the information that your document will contain, looking for any possibility of improving communication of the material through the use of visuals. Specifi cally, you should look for complex information that visual presentation can make clear, for information too detailed to be covered in words, and for information that deserves special emphasis.
Of course, you want to plan with your reader in mind and choose visuals appropri- ate to both the content and context where they are presented. You should construct visuals to help the intended reader understand the information more quickly, easily, and completely.
As you plan the visuals, remember that some visuals can stand alone, but others will supplement the writing or speaking—not take its place. Visuals in documents or oral reports should support your words by covering the more diffi cult parts, emphasizing the important points, and presenting details; however, the words should carry the main message.
DETERMINING THE GENERAL MECHANICS OF CONSTRUCTION In constructing visuals, you will make decisions regarding the various conventions for presenting them to business audiences. Th e most common conventions are summa- rized in the following paragraphs.
LO1 Plan which parts of your report or other document should be communicated or supported by visuals.
LO2 Explain the factors that are important in the effective presentation of visuals: size, layout, type, rules and borders, color and cross-hatching, clip art, background, numbering, titles, title placement, and footnotes and acknowledgments.
In your job as the sales manager for Green Living Indus- tries, you are frequently called upon to gather sales data and market demographics. You share these data with your employees as well as your colleagues and corporate headquarters to support decisions that help achieve busi- ness goals. In fact, you have just fi nished gathering data for a major report you will give orally and in writing to Green Living’s upper management. These data include information on the makeup of your target markets, sales
performance by division and geographic area, industry trends, and customer perceptions of your products. Although your primary audience is Green Living’s upper management, you also know that these data will be used to inform decisions at various district offi ces and sales divisions. Essentially, you have a lot of information and several audiences who will use it. You need to think critically regarding how you will present this information so that your audiences quickly, clearly, and correctly understand what you are communicating.
INTRODUCTORY CHALLENGE
Choosing the Right Visuals for Your Data and Your Audience
ren03210_ch14_493-522.indd 494ren03210_ch14_493-522.indd 494 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 495
Size One of the fi rst steps you must take to construct a visual is determining its size . Th e size of a visual is determined by its contents and importance. If a visual is simple (with only two or three quantities), a quarter page might be enough. But if a visual must display complex or detailed information, a full page might be justifi ed.
With extremely complex, involved information, you may need to use more than a full page. When you do, make certain that this large page is inserted and folded so that the readers can open it easily. You may also consider including large or complex visuals in an appendix or attachment.
Orientation You should determine the orientation of the visual by considering its size and contents. Sometimes a tall orientation (portrait) is the answer; sometimes the answer is a wide orientation (landscape). Simply consider the logical possibilities and select the one that is most easily read.
Type Th e type used in visuals throughout a report should generally be consistent in terms of style and font (see Chapter 7, page 146, “Choosing the Right Font”) . Style refers to the look of the type such as bold or italics; font refers to the look of the letters, such as those with or without feet ( serif or sans serif, respectively ). Be aware that even the design of the font you choose will convey a message, a message that should work with the text content and design.
Type size is another variable to watch. Th e size you choose should look appropriate in the context in which it is used. Your top priority when choosing type style, font, and size should always be readability.
Rules and Borders You should use rules (lines) and borders when they improve the readability of the visual. Rules help distinguish one section or visual from another, while borders help separate visuals from the text. Keep in mind that rules can add clutter, so be sure to use
SOURCE: Copyright © 2004 H.L. Schwadron. Dist. by Tribune Media Services, Inc. All rights reserved. Reprinted with permission.
ren03210_ch14_493-522.indd 495ren03210_ch14_493-522.indd 495 1/11/13 5:16 PM1/11/13 5:16 PM
496 PART 4 Fundamentals of Report Writing
them only when they will enhance the audience’s understanding of your visual. And when using borders, be sure to place borders around visuals that occupy less than a full page. You also can place borders around full-page visuals, but such borders serve mostly a decorative function. Except in cases in which visuals simply will not fi t into the normal page layout, you should not extend the borders of visuals beyond the nor- mal page margins.
Color and Cross-Hatching Color and cross-hatching , appropriately used, help readers see comparisons and dis- tinctions (see Figure 14–1 ). In fact, research has found that color in visuals improves the comprehension, retention, and ease of extracting information. Also, color and cross-hatching can add to the attractiveness of the report. Because color is especially eff ective for this purpose, you should use it whenever practical and appropriate.
Clip Art Today you can get good-looking clip art easily—so easily, in fact, that some writers oft en overuse it. Although clip art can add interest and bring the reader into a visual eff ectively, it also can overpower and distract the reader. Th e general rule is to keep in mind the purpose your clip art is serving: to help the reader understand the content. It should be appropriate in both its nature and size; and it should be appropriate in its representation of gender, race, and age. Also, if the clip art is copyrighted, you may need permission to use it.
Background Background colors, photos , and art for your visuals should be chosen carefully. Th e color should provide high contrast with the data and not distract from the main message. As with any photos or art, backgrounds should create a positive, professional impression. Additionally, when visuals are used cross-culturally, you will want to be sure the message your background sends is the one you intended by testing or review- ing it with your audience.
Numbering Pull quotes, clip art, and other decorative visuals do not need to be numbered. Neither does a lone table or fi gure in a document. Otherwise, you should number all the visu- als. Many schemes of numbering are available to you, depending on the types of visuals you have.
If you have many visuals that fall into two or three categories, you may number each of the categories consecutively . For example, if your document is illustrated by six tables, fi ve charts, and six maps, you may number these visuals Table I, Table II, . . . Table VI; Chart 1, Chart 2, . . . Chart 5; and Map 1, Map 2, . . . Map 6.
However, if your visuals comprise a wide mixture of types, you may number them in two groups : tables and fi gures. Figures, a miscellaneous grouping, include all types
Figure 14–1
Color versus Cross- Hatched Pie
ren03210_ch14_493-522.indd 496ren03210_ch14_493-522.indd 496 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 497
According to the folks at Visual.ly, the infographic has been around since humans used cave drawings. Even Florence Nightingale used an infographic (the Coxcomb chart) during the Crimean War to categorize diseases and causes of death. So while the infographic is nothing new, what is new is its popularity as a data visualization tool. Though Visual.ly acknowledges that infographics serve much the same purpose as other visuals, info- graphics differ from other visuals in that they (1) “have a fl ow to them” that makes complex data more acces- sible to the reader, (2) present data so that the reader can engage with the story the data tell, and (3) are aes- thetically engaging illustrations of data stories. If you search the Internet for tools to create info- graphics, you’ll fi nd several at your disposal. You’ll also see you can create beautiful data visualizations on widely varying topics—everything from survey results to résumés. The visual to the right illustrates how data regarding social media and Olympic viewers were cap- tured clearly and concisely in an infographic. Should you incorporate infographics in your business writing or presentations? Like any type of visual, an infographic is only effective if it can tell a story more clearly than text alone. You’ll also want to keep in mind that some infographics can look informal or cartoonish. As in any business communication, you must analyze your audi- ence, communication goals, and context to know if an infographic is appropriate.
COMMUNICATION MATTERS
Infographics: Everything Old Is New Again
SOURCES: “History of infographics,” Visual.ly, Visually, Inc., 2011, Web, 12 July 2012; “infographics Olympic-Sized Consumption,” Real Clear Technology, Real Clear Technology, 12 July 2012, Web, 12 July 2012; “What Is an infographic?,” Visual.ly, Visually, Inc., 2011, Web, 12 July 2012. Reprinted with permission of iProspect.
other than tables. To illustrate, consider a report containing three tables, two maps, three charts, one diagram, and one photograph. You would number these visuals Table I, Table II, and Table III and Figure 1, Figure 2, . . . Figure 7. Whatever your numbering scheme, remember that tables are numbered separately from other types of visuals.
Construction of Titles and Captions Th e title is the name you give your visual; a caption is a brief description of the visual. All visuals generally have titles; captions may be used if the reader will need them to interpret or better understand the visual. Like the headings used in other parts of the report, the title or caption of the visual has the objective of concisely covering the contents. As a check of content coverage, you might well use the journalist’s fi ve Ws: who, what, where, when, and why. Sometimes you also might use how. But because conciseness is also important, it is not always necessary to include all the Ws in the title. For example, the title of a chart comparing the annual sales volume of the Texas
ren03210_ch14_493-522.indd 497ren03210_ch14_493-522.indd 497 1/11/13 5:16 PM1/11/13 5:16 PM
498 PART 4 Fundamentals of Report Writing
and California territories of the Dell Company for the years 2010–2012 might be con- structed as follows:
Who: Dell Company What: Annual sales Where: Texas and California branches When: 2010–12 Why: For comparison
Th e title might read, “Comparative Annual Sales of Texas and California Territories of the Dell Company, 2010–12.” For even more conciseness, you could use a major title and subtitle. Th e major title might read, “A Texas and California Sales Comparison”; the subtitle might read, “Dell Company 2010–12.” Similarly, the caption might read “A Texas and California Sales Comparison: Dell Company 2010–12.”
An alternative to this kind of topic heading is a talking heading. As you learned in Chapter 11, the talking heading tells the reader not only what topic will follow but also what the point of that topic is. Th e same holds true for a visual. In this case a talking head- ing might read, “Texas Leads California in Total Annual Sales for 2012.” In a sense, it gives the reader the main message of the visual.
Placement of Titles and Captions Titles are placed above tables, but they may be placed either above or below other visuals. However, most soft ware programs automatically place titles at the top. Captions, on the other hand, are generally placed below tables and other visuals. When typing titles and captions, use title case (the kind of capitalization used for book titles). For long captions, you may opt to use sentence case (capitalization of the fi rst word and any proper nouns).
Footnotes and Acknowledgments Parts of a visual sometimes require special explanation or elaboration. When this happens, you should use footnotes. These footnotes are concise explanations placed below the illustration by means of a superscript (raised) number or symbol (asterisk, dagger, double dagger, and so on) (see Figure 14-2). Footnotes are placed immediately below a visual with no caption. If a visual contains a caption, the foot- note is placed below the caption.
Table I—U.S. Internet User Penetration by Race/Ethnicity 2008–2014 (% of population in each group)
*Includes native Americans, Alaska natives, Hawaiian and Pacific Islanders, and bi- and
multiracial individuals.
**Could be of any race.
SOURCE: Reprinted with permission of eMarketer.
ProjectedActual
2014
81.2%
72.3%
81.0%
65.5%
70.0%
2013
80.1%
71.7%
79.5%
62.0%
67.6%
2012
79.0%
69.6%
77.5%
58.0%
65.0%
2011
77.5%
66.9%
75.5%
55.0%
62.9%
Non-Hispanic
White alone
Black alone
Asian alone
Other*
Hispanic**
Table number and title
Spanner heads
Column heads
Row heads
Footnote
Source acknowledgment
2010
76.1%
63.8%
73.4%
52.5%
59.5%
2009
74.0%
60.5%
71.2%
50.0%
56.5%
2008
72.0%
58.2%
70.0%
46.4%
53.5%
Figure 14–2
Good Arrangement of the Parts of a Typical Table
SOURCE: “U.S. Internet User Penetration by Race/Ethnicity 2008–2014,” eMarketer Digital Intelligence, eMarketer, Inc., March 2011, Web, 4 June 2012. Reprinted with permission of eMarketer, Inc.
ren03210_ch14_493-522.indd 498ren03210_ch14_493-522.indd 498 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 499
Usually, a source acknowledgment is the bottom-most component of a visual. By source acknowledgment we mean a reference to the body or authority that deserves the credit for gathering the data used in the illustration. Th e entry consists of the word Source followed by a colon and the source information (in some cases, simply the source name will suffi ce). See Figure 14–2 for an illustration of source acknowledgment.
If you or your staff collected the data, you may either omit the source note or give the source as “Primary,” in which case the note would read like this:
Source: Primary.
CONSTRUCTING TEXTUAL VISUALS Visuals for communicating report information fall into two general categories: those that communicate primarily through textual content (words and numerals) and those that communicate primarily through visual elements (charts and graphs). Included in the tex- tual group are pull quotes and a variety of process charts (e.g., Gantt, fl ow, organization).
Tables A table is an orderly arrangement of information in rows and columns . As we have noted, tables are textual visuals (not really pictures), but they communicate like visuals, and they have many of the characteristics of visuals.
Aside from the title, footnotes, and source designation previously discussed, a table contains heads, columns, and rows of data, as shown in Figure 14–2 . Row heads are the titles of the rows of data, and column heads are the titles of the columns.
Th e construction of text tables is largely infl uenced by their purpose. Nevertheless, a few rules generally apply:
• If rows are long, the row heads may be repeated at the right. • Th e em dash (—) or the abbreviation n.a . (or N.A . or NA ), but not the zero, is used
to indicate data not available. • Since footnote numbers in a table full of numbers might be confusing, footnote
references to numbers in the table should be keyed with asterisks (*), daggers (†), double daggers (‡), section marks (§), and so on. Small letters of the alphabet can be used when many references are made.
• Totals and subtotals should appear whenever they help readers interpret the table. Th e totals may be for each column and sometimes for each row. Row totals are usually placed at the right, but when they need emphasis, they may be placed at the left . Likewise, column totals are generally placed at the bottom of the column, but they may be placed at the top when the writer wants to emphasize them. A ruled line (usually a double one) separates the totals from their components.
• Th e units in which the data are recorded must be clear. Unit descriptions (e.g., bushels, acres, pounds, dollars, or percentages) appear above the columns, as part of the headings or subheadings. If the data are in dollars, however, placing the dollar mark ($) before the fi rst entry in each column can be suffi cient.
Tabular information need not always be presented in formal tables. In fact, short arrangements of data may be presented more eff ectively as parts of the text. Such arrangements are generally made as either leaderwork or text tabulations.
Leaderwork is the presentation of tabular material in the text without titles or rules. (Leaders are the repeated dots with intervening spaces.) Typically, a colon precedes the tabulation, as in this illustration:
The August sales of the representatives in the Western Region were as follows:
Charles B. Brown . . . . . . . . . $33,517 Thelma Capp . . . . . . . . . . . . 39,703 Bill E. Knauth . . . . . . . . . . . . 38,198
LO3 Construct textual visuals such as tables, pull quotes, fl owcharts, and process charts.
ren03210_ch14_493-522.indd 499ren03210_ch14_493-522.indd 499 1/11/13 5:16 PM1/11/13 5:16 PM
500 PART 4 Fundamentals of Report Writing
Text tabulations are simple tables, usually with column heads and sometimes with rules and borders. But they are not numbered, and they have no titles. Th ey are made to read with the text, as in this example:
In August the sales of the representatives in the Western Region increased sharply from those for the preceding month, as these fi gures show:
Representative July Sales August Sales Increase
Charles B. Brown $ 32,819 $33,517 $ 698
Thelma Capp 37,225 39,703 2,478
Bill E. Knauth 36,838 38,198 1,360
Pull Quotes Th e pull quote is a textual visual that is oft en overlooked yet extremely useful for emphasizing key points. It is also useful when the text or content of the report does not lend itself naturally or easily to other visuals. By selecting a key sentence, copying it to a text box, enlarging it, and perhaps even enhancing it with a new font, style, or color, a writer can break up the visual boredom of a full page or screen of text. Soft ware lets users easily wrap text around shapes as well as along curves and irregular lines. Figure 14–3 shows an example that is simple yet eff ective in both drawing the reader’s attention to a key point and adding visual interest to a page.
Figure 14–3
Illustration of a Pull Quote
SOURCE: From Julia King and Tracy Mayor, “IT Skills: Jumping the Chasm,” Computerworld, June 4, 2012, p. 19. Used with permission of Computerworld Online. Copyright © 2012. All rights reserved.
ren03210_ch14_493-522.indd 500ren03210_ch14_493-522.indd 500 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 501
Bulleted Lists Bulleted lists are listings of points arranged with bullets (•) to set them off . Th ese lists can have a title that covers all the points, or they can appear without titles, as they ap- pear in various places in this book. When you use this arrangement, make the points grammatically parallel. (See Chapters 4 and 18 for a description and examples of par- allelism.) If the points have subparts, use sub-bullets for them. Make the sub-bullets diff erent by color, size, shape, or weight. Darts, check marks, squares, or triangles can be used for the secondary bullets.
Flowcharts and Process Charts Business professionals use a variety of specialized charts in their work. Oft en these charts are a part of the information presented in reports. Perhaps the most common of these is the organization chart (see Figure 14–4 ). Th is type of chart shows the hi- erarchy of levels and positions in an organization. A fl owchart (see Figure 14–5 ), as the word implies, shows the sequence of activities in a process. Flowcharts use specifi c designs and symbols to show process paths. A variation of the organization and fl ow- chart is the decision tree . Th is chart helps one follow a path to an appropriate decision. Gantt charts are visual presentations that show planning and scheduling activities (see Figure 14–6 ). You can easily construct these charts in a variety of applications.
Figure 14–4
Illustration of an Organization Chart SOURCE: “FCC Organizational Chart,” FCC, Federal Communications Commission, 14 May 2012, Web, 12 July 2012.
ren03210_ch14_493-522.indd 501ren03210_ch14_493-522.indd 501 1/11/13 5:16 PM1/11/13 5:16 PM
502 PART 4 Fundamentals of Report Writing
Search with Google
Follow link to source
Revise search strategy
Evaluate credibility of
source
Potential sources?
Useful source?
No
Yes
Yes
No
No
Yes
Potential sources?
Add to Unique Favorites folder
End search
Enough sources?
Go to other
resources
Select topic
The Process of Searching with Google
No
Yes
Figure 14–5
Illustration of a Flowchart
SOURCE: Primary.
Figure 14–6
Illustration of a Gantt Chart
SOURCE: Primary.
ren03210_ch14_493-522.indd 502ren03210_ch14_493-522.indd 502 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 503
CONSTRUCTING CHARTS, GRAPHS, AND OTHER VISUALS Visuals built with raw data include bar, pie, and line charts and all their variations and combinations. Illustrations include maps, diagrams, drawings, photos, and cartoons.
Bar and Column Charts Simple bar and column charts compare diff erences in quantities using diff erences in the lengths of the bars to represent those quantities. You should use them primarily to show comparisons of qualities at a moment in time.
As shown in Figure 14–7 , the main parts of the bar chart are the bars and the grid (the fi eld on which the bars are placed). Th e bars, which may be arranged horizon- tally or vertically (then called a column chart), should be of equal width. You should identify each bar or column, usually with a caption at the left or bottom. Th e grid (fi eld) on which the bars are placed is usually needed to show the magnitudes of the bars, and the units (e.g., dollars, pounds, miles) are identifi ed by the scale caption below. It is oft en a good idea to include the numerical value represented by each bar for easy and precise comprehension, as shown in Figures 14–7 and 14–8 .
When you need to compare quantities of two or three diff erent values in one chart, you can use a clustered (or multiple) bar chart . Cross-hatching, colors, or other formatting on the bars distinguish the diff erent kinds of information (see Fig- ure 14–8 ). Somewhere within the chart, a legend (explanation) explains what the diff erent bars mean. Because clustered bar charts can become cluttered, you should usually limit comparisons to three to fi ve kinds of information in one of them.
When you need to show plus and minus diff erences, you can use bilateral column charts . Th e columns of these charts begin at a central point of reference and may go either up or down, as illustrated in Figure 14–9 . Bar titles appear either within, above, or below the bars, depending on which placement works best. Bilateral col- umn charts are especially good for showing percentage changes, but you may use them for any series that includes plus and minus quantities.
If you need to compare subdivisions of columns, you can use a stacked (subdi- vided) column chart . As shown in Figure 14–10 , such a chart divides each column into its parts. It distinguishes these parts with color, cross-hatching, or other formatting; and it explains these diff erences in a legend. Subdivided columns may be diffi cult for your reader to interpret since both the beginning and ending points need to be found.
LO4 Construct and use visuals such as bar charts, pie charts, line charts, scatter diagrams, and maps.
Month/Day
N um
b er
o f E
ar ni
ng s
R ep
or ts
Figure 14–7
Illustration of a Bar Chart
SOURCE: From “Earnings Reports by Day This Season,” Think B.I.G, Bespoke Investment Group, 9 Jan. 2012, Web, 12 July 2012. http://www.bespokeinvest.com/thinkbig/2012/1/9/earnings-reports-by-day- this-season.html.
ren03210_ch14_493-522.indd 503ren03210_ch14_493-522.indd 503 1/11/13 5:16 PM1/11/13 5:16 PM
504 PART 4 Fundamentals of Report Writing
Th en the reader has to subtract to fi nd the size of the column component. Clustered bar charts or pie charts avoid this possibility for error.
Another feature that can lead to reader error in interpreting bar and column chart data is the use of three dimensions when only two variables are being compared. Th ere- fore, unless more than two variables are used, choosing the two-dimensional presen- tation over the three-dimensional form is usually better. Figure 14–20 illustrates the appropriate use of a three-dimensional visual to compare three dimensions.
Figure 14–8
Illustration of a Clustered Bar Chart
SOURCE: From “The Making of a Housing Market,” ZeroHedge, ZeroHedge.com/ABC Media LTD., 13 July 2012, Web, 13 July 2012. http://www.zerohedge.com/contributed/2012-07-13/making-housing- market-%E2%80%93-hollywood-set-housing-inventory-looks-be- low-only-bec. Reprinted with permission.
Figure 14–9
Illustration of a Bilateral Column Chart
SOURCE: From Louis Basenese, “Friday Charts: Beer, Earnings, Recessions and Peak Oil Nonsense,” Wall St. Daily, Wall Street Daily, LLC, 13 July 2012, Web, 13 July 2012. https://www.wallstreetdaily.com/2012/07/13/friday-charts-beer-earnings- recessions-and-peak-oil-nonsense/ Reprinted with permission of Wall Street Daily.
ren03210_ch14_493-522.indd 504ren03210_ch14_493-522.indd 504 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 505
A special form of stacked (subdivided) column chart is used to compare the sub- divisions of percentages. In this form, all the bars are equal in length because each represents 100 percent. Only the subdivisions within the bars vary. Th e objective of this form is to compare diff erences in how wholes are divided. Th e component parts may be labeled, as in Figure 14–11 , or explained in a legend.
Figure 14–10
Illustration of a Stacked Column Chart SOURCE: Primary.
Importance of Select Capabilities/Factors When Measuring a Website’s Effectiveness for Brand Awareness Campaign Optimization According to US Ad Agencies Q4 2011 (% of total)
Figure 14–11
Illustration of a 100 Percent Stacked Column Chart
SOURCE: Data from Maxifi er, “Optimization Research,” February 14, 2012. Reprinted with permission of eMarketer, Inc.
ren03210_ch14_493-522.indd 505ren03210_ch14_493-522.indd 505 1/11/13 5:16 PM1/11/13 5:16 PM
506 PART 4 Fundamentals of Report Writing
Pictographs A pictograph is a bar or column chart that uses bars made of pictures. Th e pictures are typically drawings of the items being compared. For example, the number of senators in Figure 14–12 is represented by the image of a single person for each senator instead of by ordinary bars.
In constructing a pictograph, you should follow the procedures you used in constructing bar and column charts. In addition, you must make all the picture units equal in size . Th e human eye cannot accurately compare geometric designs that vary in more than one di- mension, so show diff erences by varying the number, not the size, of the picture units. Also, be sure you select pictures or symbols that fi t the information to be illustrated. In compar- ing the cruise lines of the world, for example, you might use ships. In comparing computers used in the world’s major countries, you might use computers. Th e meaning of the drawings you use must be immediately clear to the readers.
Pie Charts Th e most frequently used chart in comparing the subdivisions of wholes is the pie chart (see Figure 14–13 ). As the name implies, pie charts show the whole of the information
SOURCE: U.S. Senate AP
Sotomayor approved for high court Sonia Sotomayor was approved by the Senate on Thursday, becoming the Supreme Court’s first Hispanic justice.
Gray indicates supportersDemocrats
Independents Did not vote
Republicans
There are 17 female senators (13 Demo- cratic and 4 Republi- can). Of those, all Democratic senators and two Republican senators voted yes.
Figure 14–12
Illustration of a Pictograph SOURCE: D. Morris, “Sotomayor Approved for High Court,” The Washington Post, The Washington Post Company, 7 Aug. 2009, Web, 4 June 2012. Reprinted with permission of AP Images.
Figure 14–13
Illustration of a Pie Chart
SOURCE: Primary.
ren03210_ch14_493-522.indd 506ren03210_ch14_493-522.indd 506 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 507
being studied as a pie (circle) and the parts of this whole as slices of the pie. Th e slices may be distinguished by labeling and color or cross-hatching. A single slice can be emphasized by pulling it out from the pie or enlarging it. Because it is hard to judge the values of the slices with the naked eye, it is good to include the percentage values within or near each slice. Also, placing a label near each slice lets the reader more quickly understand the items being compared than using a legend to identify compo- nents. A good rule to follow for ordering the pieces of the pie is to begin by slicing the largest piece at the 12 o’clock position and then ordering the pieces largest to smallest; however, you should order the pieces in the way that will make the most visual sense to your audience.
Line Charts Line charts are useful for showing changes of information over time . For example, changes in prices, sales totals, employment, or production over a period of years can be shown well in a line chart.
In constructing a line chart, draw the information to be illustrated as a continuous line on a grid that is scaled to show time changes from left to right (the X-axis) and quantity changes from bottom to top (the Y-axis). You should clearly mark the scale values and the time periods. Th ey should be in equal increments.
You also may compare two or more series on the same line chart (see Figure 14–14 ). In such a comparison, you should clearly distinguish the lines by color or form (e.g., dots, dashes, dots and dashes). You should also label them on the chart or by a legend somewhere in the chart. But the number of series that you can eff ectively compare on one line chart is limited. As a practical guide, the maximum number is around fi ve.
It is also possible to show parts of a series using an area chart. Such a chart, though, can show only one series. You should construct this type of chart, as shown in Figure 14–15 , with a top line representing the total of the series. Th en, starting from the base, you should cumulate the parts, beginning with the largest and ending with the smallest or beginning with the smallest and ending with the largest. You may use cross-hatching or coloring to distinguish the parts.
Line charts that show a range of data for particular times are called variance or hi-lo charts . Some variance charts show high and low points as well as the mean, median, or mode. When used to chart daily stock prices, they typically include closing price in addition to the high and low. When you use points other than high and low, be sure to make it clear what these points are.
Figure 14–14
Illustration of a Line Chart SOURCE: From Dan Frommer, “Amazon vs. Best Buy: A Tale of Two Retailers,” ReadWriteWeb, SAY Media, Inc., 18 Apr. 2012, Web, 12 July 2012. http://www .readwriteweb.com/archives/ amazon_vs_best_buy_a_tale_ of_two_retailers.php
ren03210_ch14_493-522.indd 507ren03210_ch14_493-522.indd 507 1/11/13 5:16 PM1/11/13 5:16 PM
508 PART 4 Fundamentals of Report Writing
Scatter Diagrams Scatter diagrams are oft en considered another variation of the line chart. Although they do use X- and Y-axes to plot paired values, the points stand alone without a line drawn through them. For example, a writer might use a scatter diagram in a report on digital cameras to plot values for price and resolution of several cameras. While cluster- ing the points allows users to validate hunches about cause and eff ect, they can only be interpreted for correlation —the direction and strength relationships. Th e points can reveal positive, negative, or no relationships. Additionally, by examining the tightness of the points, the user can see the strength of the relationship. Th e closer the points are to a straight line, the stronger the relationship. In Figure 14–16 , the paired values are gas prices and political party affi liation.
Figure 14–15
Illustration of an Area Chart
SOURCE: Jacqui Chen, “Apple CEO Tim Cook: Rumors Are a ‘Great Thing about This Country,’” Ars Technica: Infi nite Loop/The Apple Ecosystem, Condé Nast, 24 July 2012, Web, 25 July 2012.
Figure 14–16
Illustration of a Scatter Diagram
SOURCE: From Trevor Houser, “Gasoline Prices and Electoral Politics in the Age of Unconventional Oil,” Notes, Rhodium Group, LLC, 7 Mar. 2012, Web, 15 July 2012. Reprinted with permission.
ren03210_ch14_493-522.indd 508ren03210_ch14_493-522.indd 508 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 509
Maps You also may use maps to communicate quantitative as well as physical (or geographic) information. Statistical maps are useful primarily when quantitative information is to be compared by geographic areas. On such maps, the geographic areas are clearly outlined, and formatting techniques are used to show the diff erences between areas (see Figure 14–17 ). Statistical maps are particularly useful in illustrating and analyzing complex data. Physical or geographic maps (see Figure 14–18 ) can show distributions
Figure 14–18
Illustration of a Map (Physical)
SOURCE: “Google Maps,” Google.com, Google, 15 July 2012, Web, 15 July 2012.
Figure 14–17
Illustration of a Map (Quantitative) SOURCE: “International, U.S. and Local Economic Indicators for May 2012,” Scott Financial Group, Scott Financial Group, 29 Apr. 2012, Web, July 12, 2012. http://www.samuelscottfg. com/domestic-and-international- economic-indicators-for- may-2012
ren03210_ch14_493-522.indd 509ren03210_ch14_493-522.indd 509 1/11/13 5:16 PM1/11/13 5:16 PM
510 PART 4 Fundamentals of Report Writing
as well as specifi c locations. Of the numerous formatting techniques available to you, these are the most common:
• Showing diff erent areas with color, shading, or cross-hatching (see Figure 14–17 ). Maps using this technique must have a legend to explain the quantitative meanings of the various colors, or cross-hatchings.
• Placing visuals, symbols, or clip art within each geographic area to depict the quantity for that area or geographic location.
• Placing the quantities in numerical form within each geographic area.
Combination Charts Combination charts oft en serve readers extremely well by allowing them to see relationships of diff erent kinds of data. Th e example in Figure 14–19 shows the reader the price of stock over time (the trend), the volume of sales over time (comparisons), and the MACD (an indicator of trends in stock performance). It allows the reader to detect whether the change in volume aff ects the price of the stock. Th is kind of information would be diffi cult to get from raw data alone.
Th ree-Dimensional Visuals Earlier we said that three-dimensional graphs are generally undesirable. However, we have mostly been referring to the three-dimensional presentation of visuals with two variables. But when you actually have three or more variables , presenting them in three dimensions is an option if doing so will help your readers see the data from multiple perspectives and gain additional information. In fact, Francis Crick, who won a Nobel prize for discovering the structure of DNA, once revealed that he and his collaborators understood the confi guration of DNA only when they took a sheet of paper, cut it, and twisted it. Today we have sophisticated statistics, visuals, and data-mining tools to help us see our data from multiple perspectives.
Figure 14–19
Illustration of a Combination Chart
SOURCE: Reprinted with permission from Yahoo! Inc. 2012 Yahoo! Inc. YAHOO! and YAHOO! logo are trademarks of Yahoo! Inc.
ren03210_ch14_493-522.indd 510ren03210_ch14_493-522.indd 510 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 511
Th ese three-dimensional tools are making their way from science labs into business settings. Th anks to the increased use of data-gathering tools, businesses large and small are collecting and attempting to analyze extremely large amounts of detailed data. Th ey are analyzing not only their own data but also data on their competitors. And advances in hardware, soft ware, and Web-based applications are making it easier to visually rep- resent both quantitative and qualitative data.
Although 3D visuals help writers display the results of their data analysis, they change how readers look at information and may take some time getting used to. Th ese tools enable users both to see data from new perspectives and to interact with them. Th ey allow users to free themselves from two dimensions and give them ways to stretch their insights and see new possibilities.
Figure 14–20 shows a three-dimensional visual plot of factors identifi ed as the major ones consumers use when deciding which slate computer to purchase. Five products are plotted on three variables: cost, battery life, and slate weight. Th is visual could help a company identify its major competitors and help consumers identify those products that are best suited to their needs. Th e more products or data that are plotted, the more valuable the graph is at helping the reader extract meaning. If these data had been displayed on a two-dimensional graph, the lines would have overlapped too much to be distinguishable, thus requiring you to accompany this visual with a table, enable the reader to rotate the visual, or both in order to make the data clear.
In deciding whether to use a three-dimensional representation or a two-dimensional one, you need to consider your audience, the context, and goal of your communication. Overall, multidimensional presentation on paper is diffi cult; multiple representations can be made from separate two-dimensional views, but not always eff ectively. More- over, if the 3D visual is being presented online or digitally where the reader can rotate it to see perspectives, it is likely to be much more eff ective.
Photographs Cameras are everywhere today, enabling anyone to capture the images he or she needs. And royalty-free photos intended for commercial use are readily available on the Inter- net, too. Photos can serve useful communication purposes. Th ey can be used to docu- ment events as well as show products, processes, or services . Figure 14–21 illustrates how a photo creates a message. What does the context created by the trees and sidewalk devoid of people suggest to you?
Co st
($ )
$
Weig ht >1
0 lbs
Battery Life (Hours)
Product B
0
3
6
Major Factors in Purchase Decisions
for Slate Computers
Product D
Product A
Product C
500
1,000
1,500
2,000
Product E
Figure 14–20
Illustration of a Three- Dimensional Visual SOURCE: Primary.
ren03210_ch14_493-522.indd 511ren03210_ch14_493-522.indd 511 1/11/13 5:16 PM1/11/13 5:16 PM
512 PART 4 Fundamentals of Report Writing
Today photos, like data-generated visuals, can easily be manipulated. A writer’s job is to use them ethically, including getting permission when needed.
Other Visuals Th e types of visuals discussed thus far are the ones most commonly used in business. Other types also may be helpful. Diagrams (see Figure 14–22 ) and drawings may help simplify a complicated explanation or description. Icons are another useful type of vi- sual. You can create new icons, or you can select one from an existing body of icons with easily recognized meanings, such as . Even carefully selected cartoons can be used eff ectively. Video clips and animation are now used in many electronic documents. For all practical purposes, any visual is acceptable as long as it helps communicate the intended story.
Visual Integrity In writing a business document, you are ethically bound to present data and visuals in ways that enable readers to interpret them easily and accurately. By being aware of some of the common errors made in presenting visuals, you learn how to avoid them and how to spot them in other documents. Keep in mind that any errors—deliberate or not—compromise your credibility, casting doubt on the document as well as on other work you have completed. Th erefore, writers need to ensure that visuals accurately and honestly represent the data they contain.
LO5 Avoid common errors and ethical problems when constructing and using visuals.
Figure 14–21
Illustration of a Photo
ren03210_ch14_493-522.indd 512ren03210_ch14_493-522.indd 512 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 513
Avoiding Errors in Graphing Data. Common graphing errors are errors of scale and errors of format. Another category of error is inaccurate or misleading presenta- tion of context.
Errors of scale occur whenever the dimensions from left to right (X-axis) or bottom to top (Y-axis) are unequal. Th ree sources of scale errors include no uniform scale size, scale distortion, and violating the zero beginning.
No uniform scale size occurs when intervals in data points on the X or Y axis are not consistent. Note in the graphs below how the unequal intervals on the Y-axis in the graph on the right create a diff erent presentation of the data.
201320112010 0
60
40
20
80
100
120
140
2012 2014 201320112010 0
100
80
20
110
120
130
140
2012 2014
Figure 14–22
Illustration of a Diagram
SOURCE: From “Diverting Plastics from Landfi lls: A Two-Pronged Approach,” Plastics Make It Possible, American Chemistry Council, 21 Sept. 2012, Web, 15 July 2012. http://plasticsmakeitpossible.com/2011/09/diverting-plastics-from-landfi lls-a-two-pronged-approach/
ren03210_ch14_493-522.indd 513ren03210_ch14_493-522.indd 513 1/11/13 5:16 PM1/11/13 5:16 PM
514 PART 4 Fundamentals of Report Writing
COMMUNICATION MATTERS
Avoiding Chartjunk
In 1983 Edward Tufte, a pioneer and leading expert in data visualization, invented the term chartjunk to refer to any ele- ments in a visual that are either unnecessary or irrelevant to the reader’s understanding of the data or that impede or distract from a reader’s ability to understand the data. Technology enables business communicators to incor- porate many features (e.g., colors, lines, images) into their visuals—some that will enhance a visual’s message and some that will not. Charley Kyd from the ExcelUsers blog
explains that the distinction between visual elements that enhance a visual versus those that are chartjunk is the extent to which visual elements make the reader work to understand the information. Kyd presents the following variations on the same vi- sual from the April 24, 2012, edition of The Wall Street Journal . The one on the left contains chartjunk; the one on the right is Kyd’s rendering of the visual minus the chartjunk.
Kyd acknowledges that neither visual makes the data impossible to understand; what makes the elements chartjunk in the visual on the left is that the visual ele- ments “act as noise where your readers need silence.” That is, the shape of the bite in the apple appears to alter the shape of the bars in the chart, making the reader look twice to see that the bars, indeed, retain their shape. Is this a lot of work for the reader? No, but why make your reader work at all? When you create visuals, just as when
you create text, all elements should enhance your reader’s understanding of your message.
SOURCES: Charley Kyd, “Oh, No! Chart Junk from The Wall Street Journal ,” ExcelUsers Blog: Insight for Business Users of Microsoft Excel, 12 May 2012, Web, 12 July 2012; Jessica E. Vascellaro and Ian Sherr, “Apple Rides iPhone Frenzy: Quarterly Profi t Nearly Doubles as Tech Giant Taps China, New Markets,” The Wall Street Journal , Dow Jones & Company, Inc., 24 Apr. 2012, Web, 12 July 2012.
Scale distortion occurs when a visual is stretched excessively horizontally or verti- cally to change the meaning it conveys to the reader. Expanding a scale can change the appearance of the line. For example, if the values on a chart are plotted one-half unit apart, changes appear to be much more dramatic. Determining the distances that pres- ent the most accurate picture is a matter of judgment. Notice the diff erent looks of the visuals at the top of the next page when they are stretched vertically and horizontally.
SOURCE: Reprinted with permission of Charley Kyd, ExcelUser.com.
ren03210_ch14_493-522.indd 514ren03210_ch14_493-522.indd 514 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 515
Finally, another type of scale error is the missing zero beginning of the series. For accuracy you should begin the scale at zero. But when all the information shown in the chart has high values, it is awkward to show the entire scale from zero to the highest value. For example, if the quantities compared range from 1,320 to 1,350 and the chart shows the entire area from zero to 1,350, the line showing these quantities would be almost straight and very high on the chart. Your solution in this case is not to begin the scale at a high number (say 1,300), which would distort the information, but to begin at zero and show a scale break. Realize, however, that while this makes the diff erences easier to see, it does exaggerate the diff erences. You can see this eff ect here.
201320112010 0
60
40
20
80
100
120
140
2012 2014 201320112010 0
60
40
20
80
100
120
140
2012 2014
201220112010 0
600
400
200
800
1,000
1,200
1,400
2013 2014 201220112010 1,300
1,320
1,310
1,330
1,340
1,350
2013 2014 201220112010 0
1,300
1,250
1,350
2013 2014
Occasionally, though, a writer needs to use his or her judgment when the guides for starting at the zero point are not practical. For example Figure 14–23 compares
Figure 14–23
Illustration of a Line Graph That Considers Context SOURCE: Ross Tucker, “Boston Strikes Back: The Boston 2012 Meltdown,” The Science of Sport, Ross Tucker and Jonathan Dugas, 16 Apr. 2012, Web, 12 July 2012. http://www.sportsscientists. com/2012/04/boston-strikes- back-boston-2012.html
ren03210_ch14_493-522.indd 515ren03210_ch14_493-522.indd 515 1/11/13 5:16 PM1/11/13 5:16 PM
516 PART 4 Fundamentals of Report Writing
This chapter presents many of the most common options for using visuals to present your text and data. The Periodic Table of Visualization Methods provides an array of many other possibilities to help you choose the best visual as well. To see your options, just visit the website www.visual-literacy.org/periodic_table/periodic _table.html, move your mouse over any of the visual types,
and view the example that appears. As you view the many creative options, you may be tempted to choose a visual format based on its novelty rather than its functionality. Remember, though, that the main purpose of any visual is to communicate. Choose wisely. You want your visuals to look good, but more importantly you want them to be appropriate for your message.
COMMUNICATION MATTERS
The Periodic Table of Visualization Methods
race times of three runners, all of whom have times that cluster in the 14–17 second range. Beginning the time scale at 0 would hinder the reader’s interpretation of the information. In this context, presenting the data at a scale that begins at 14 effi ciently present the data while maintaining integrity.
Errors of format come in a wide variety. Some of the more common ones are choice of wrong chart type, distracting use of grids and shading, misuse of typeface, and problems with labels. For example, if a company used pie charts to compare ex- penses from one year to the next, readers might be tempted to draw conclusions that would be inappropriate because, although the pies would both represent 100 percent
SOURCE: Ralph Lengler and Martin J. Eppler, www.visual-literacy.org. Reprinted with permission of Professor Dr. Martin Eppler.
ren03210_ch14_493-522.indd 516ren03210_ch14_493-522.indd 516 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 517
of the expenses, the size of the business and the expenses may have grown or shrunk drastically in a year’s time. If one piece of the pie is colored or shaded in such a way as to make it stand out from the others, it could mislead readers. And, of course, small type or unlabeled, inconsistently labeled, or inappropriately labeled visuals confuse readers.
Another ethical challenge is accurately representing the context. For example, as we have discussed, the number and size of visuals should be proportionate to the impor- tance of the topic and appropriate for the emphasis a topic deserves.
Avoiding Other Ethical Problems. Th ere are other ethical issues to consider. Writers need to be careful when choosing the information to represent and the visual elements to represent it. One area writers need to watch is appropriate selection of the contents. Are people or things over- or underrepresented? Are the numbers of men and women appropriate for the context? Are their ages appropriate? Is ethnicity represented appropriately? Have colors been used appropriately and not to evoke or manipulate emotions? Writers need to carefully select and design visuals to maintain integrity.
PLACING AND INTERPRETING THE VISUALS For the best communication eff ect, you should place each visual near the place where it is discussed. Exactly where on the page you should place it, however, should be deter- mined by its size. If the visual is small, you should place it within the text that discusses it. If it is a full page, you should place it on the page following the fi rst reference to the information it covers.
Some writers like to place all visuals at the end of a document, usually in the ap- pendix. Th is arrangement may save time in preparing the document, but it makes the readers’ task more diffi cult because they have to fl ip through pages every time they want to see a visual. Th erefore, place visuals where they are most helpful to the reader.
LO6 Place and interpret visuals effectively.
Computer applications enable writers to easily create a wide variety of visuals from small to huge data sets.
ren03210_ch14_493-522.indd 517ren03210_ch14_493-522.indd 517 1/11/13 5:16 PM1/11/13 5:16 PM
518 PART 4 Fundamentals of Report Writing
Th at said, sometimes you may have a visual that is necessary for completeness but is not discussed in the document (e.g., print out of an online survey or list of questions from an interview cited in a report). Or you may have summary charts or tables that apply to the entire document but to no specifi c place in it. When such visuals are ap- propriate, you should place them in an appendix, and you should refer to the appendix at an appropriate point in the document.
Visuals communicate most eff ectively when the readers view them at the right point in their reading. Th us, you should tell the readers when to look at a visual and what to see. Of the many wordings used for this purpose, these are the most common:
As Figure 4 shows, . . . . . . . , indicated in Figure 4, . . . . . . . , as a glance at Figure 4 reveals, . . . . . . . (see Figure 4) . . . .
If your visual is carrying the primary message, as in a detailed table, you can just refer the reader to the information in the visual, as in “As Table 1 illustrates, our increased sales over the last three years. . . .” No further explanation or discussion may be necessary.
However, sometimes the visual is part of a more detailed discussion or presentation of your data. In these cases, you will start with a summary statement that reveals the big picture. If you were discussing Figure 14–17 (page 509), you might say, “As Figure 14–17 shows, areas of the country with the lowest unemployment rate are in the High, Central, and Southern Plains states.” Aft er presenting the fi gure, you would give one or more supporting examples that call your readers’ attention to more specifi c points in the visual. Th en you would give the exception to the general trend, if there is one.
Your readers will appreciate well-chosen, well-designed, and well-explained visuals, and you will achieve powerful communication results.
THERE’S MORE. . . Would you like to create powerful graphics, view examples of creative visuals, or fi nd unique visuals for your next report or presentation? Scan the QR code with your smartphone or use your Web browser to visit www.mhhe.com/lesikar13e. Choose Chapter 14 > Bizcom Tools & Tips.
1Plan which parts of your report or other document should be communicated or supported by visuals.
2Explain the factors that are important in the effective presentation of visuals: size, layout, type, rules and borders, color and cross- hatching, clip art, background, numbering, titles, title placement, and footnotes and acknowledgments.
1. Because visuals are a key part of communicating information, you should plan them when you plan your document. • Remember that they supplement the writing; they do not replace it. • Use them wherever they help communicate the report information.
2. Construct each visual carefully, following these general instructions: • Give each the size and arrangement that its contents and importance justify. • Use rules, borders, and color when they help. • Use clip art and background appropriately. • Number the visuals consecutively by type. • Construct topic titles for them using the fi ve Ws ( who, what, where, when, why )
and one H ( how ) as a checklist. Alternatively, use the main message as a talking heading.
• Use footnotes and acknowledgments when needed, placing them below the visual.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
518 PART 4 Fundamentals of Report Writing
ren03210_ch14_493-522.indd 518ren03210_ch14_493-522.indd 518 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 519
3. Choose textual visuals to display data that are largely text based. • Use an orderly arrangement of rows and columns to organize information
in a table. • Use leaderwork or tabulations for short arrangement of data. • Use pull quotes to emphasize a key idea. • Use bulleted lists to set off points. • Use fl owcharts and process charts to show activity sequences.
4. In selecting charts, diagrams, and maps, consider these primary types: • Simple bar or column chart—shows quantity comparisons. • Clustered bar or column chart—shows two or three quantities on one chart. • Bilateral column chart—shows plus and minus diff erences and is especially
good for showing percentage changes. • Stacked or subdivided bar chart—used to compare diff erences in the division of
wholes. • Pictograph—shows quantitative diff erences in picture form. • Pie chart—shows how wholes are divided. • Line chart—useful in showing changes over time. • Scatter diagram—compares pairs of values. • Map—shows quantitative and physical diff erences by area. • Combination chart—shows relationships between separate data sets. • Th ree-dimensional visual—used to analyze and interpret large data sets with
three or more variables. • Photograph—Documents events or shows products, processes, and services. • Visuals that serve special needs:
• Diagrams and drawings. • Icons. • Cartoons. • Video clips and animation.
5. Make sure that your visuals have integrity. • To present data objectively, avoid these common errors:
— Errors of scale—no uniform scale size, scale distortion, missing zero point. — Errors of format—wrong chart type, distracting use of grids and shading,
misuse of typeface, and problems with labels. — Errors in representing context.
• Also consider the ethical use of the following: — Selection. — Color. — Volume and size. — Scale and format.
6. Place and interpret visuals eff ectively. • Place visuals near to the text part they illustrate. • Place in the appendix those that you do not discuss in the text. • Invite readers to look at them at the appropriate place. • Interpret by introducing the visual, placing the visual, and off ering any
additional explanation or discussion.
3Construct textual visuals such as tables, pull quotes, fl owcharts, and process charts.
4Construct and use visuals such as bar charts, pie charts, line charts, scatter diagrams, and maps.
5Avoid common errors and ethical problems when constructing and using visuals
6 Place and interpret visuals effectively.
ren03210_ch14_493-522.indd 519ren03210_ch14_493-522.indd 519 1/11/13 5:16 PM1/11/13 5:16 PM
520 PART 4 Fundamentals of Report Writing
K E Y T E R M S
visuals, 494
orientation, 495
size, 495
style and font, 495
rules (lines) and borders, 495
color and cross-hatching, 496
background, 496
high contrast, 496
title, 497
caption, 497
fi ve Ws, 497
title case, 498
footnotes, 498
source acknowledgment, 499
textual content, 499
leaderwork, 499
text tabulations, 500
pull quote, 500
bulleted lists, 501
sub-bullets, 501
organization chart, 501
fl owchart, 501
decision tree, 501
Gantt charts, 501
simple bar, 503
column charts, 503
show comparisons, 503
clustered (or multiple) bar chart, 503
legend, 503
bilateral column charts, 503
stacked (subdivided) column chart, 503
pictograph, 506
pie chart, 506
line charts, 507
area, 507
scatter diagrams, 508
statistical maps, 509
physical or geographic, 509
distributions, 509
combination charts, 510
three-dimensional graphs, 510
diagrams, 512
icons, 512
cartoons, 512
video clips, 512
animation, 512
errors of scale, 513
no uniform scale, 513
scale distortion, 514
missing zero beginning, 515
errors of format, 516
selection of the contents, 517
1 For the past 20 years, Professor Clark Kupenheimer has required that his students include fi ve visuals in the long, formal report he assigns. Evaluate this requirement. LO1
2 Because it was easier to do, a report writer prepared each of the visuals on a full page. Some of these visuals were extremely complex; some were very simple. Comment on this practice. LO1, LO6
3 A report has fi ve maps, four tables, one chart, one diagram, and one photograph. How would you number these visuals? LO2
4 How would you number these visuals in a report: seven tables, six charts, nine maps? LO2
5 Discuss the techniques that may be used to show quanti- tative diff erences between areas on a statistical map. LO4
6 Give examples of data that are suited for presentation in three dimensions. LO4
7 Discuss the advantages and disadvantages of using pictographs. LO4
8 Find a graph that uses scale breaks. Discuss the possible eff ects of its use on the reader. LO5
9 Find a visual with errors in format. Tell how you would correct the errors to present the chart’s data more clearly to the reader. LO5
10 “I have placed every visual near the place I write about it. Th e reader can see the visual without any additional help from me. It just doesn’t make sense to direct the reader’s attention to the visuals with words.” Evaluate this comment. LO6
C R I T I C A L T H I N K I N G Q U E S T I O N S
S K I L L S B U I L D I N G E X E R C I S E S
1 Construct a complete, concise title for a line chart rep- resenting employment placement rates for graduates in your major at your school from 2006 to the present. LO2
2 Th e chart prepared in Exercise 1 requires an explanation for the years 2009–2011, to the present: In each of those years, data were collected in January (mid-academic
year) rather than June (end of the academic year). Pro- vide the necessary explanation. LO6
3 For each of the types of information described below, which form of visual would you use? Explain your decision. LO1–4 a. Record of annual sales for Kenyon Company for the
past 20 years.
ren03210_ch14_493-522.indd 520ren03210_ch14_493-522.indd 520 1/11/13 5:16 PM1/11/13 5:16 PM
CHAPTER 14 Using Visuals to Make Your Point 521
b. Comparison of Kenyon Company sales, by product, for this year and last year.
c. Monthly production of the automobile industry in units.
d. Breakdown of how the average middle-income family in your state (or province) disposes of its income dollar.
e. How middle-income families spend their income dollar as compared with how low-income families spend their income dollar.
f. Comparison of sales for the past two years for each of B&B Company’s 14 sales districts. The districts cover all 50 states, Canada, and Puerto Rico.
g. National production of trucks from 1950 to present, broken down by manufacturer.
h. Relationship between list price and gas mileage of alternative and gasoline-fueled cars.
i. Home purchases by home value, geographic region, and income.
4 For each of the following sets of facts, (a) determine the visual (or visuals) that would be best, (b) defend your choice, and (c) construct the visual. LO1–5 a. Average (mean) amount of life insurance owned by
Mutual Life Insurance Company policyholders. Clas- sifi cation is by annual income.
Income Average Life Insurance
Under $30,000 $ 40,000
$30,000–34,999 97,500
$35,000–39,999 112,500
$40,000–44,999 129,000
$45,000–49,999 142,500
$50,000 and over 225,000
b. Profi ts and losses for Whole Foods Stores, by store, 2009–2013, in dollars.
Store
Year Able City Baker Charleston Total
2009 234,210 132,410 97,660 464,280
2010 229,110 −11,730 218,470 435,850
2011 238,430 −22,410 216,060 432,080
2012 226,730 68,650 235,510 530,890
2013 230,080 91,450 254,820 576,350
c. Share of real estate tax payments by ward for Bigg City, 2009 and 2013, in thousands of dollars.
2009 2013
Ward 1 17.1 21.3
Ward 2 10.2 31.8
Ward 3 19.5 21.1
Ward 4 7.8 18.2
City total 54.6 92.4
d. Percentage change in sales by employee, 2012–2013, District IV, Abbott, Inc.
Employee Percentage Change
Joan Abraham �7.3
Helen Calmes �2.1
Edward Sanchez �7.5
Clifton Nevers �41.6
Wilson Platt �7.4
Clara Ruiz �11.5
David Schlimmer �4.8
Phil Wirks 3.6
5 Determine what percentage of each type of registered vehicle is owned in the U.S., including hybrid vehicles as appropriate. Choose an appropriate visual type and cre- ate it to convey the data. Consult the U.S. Department of Transportation for statistics. LO1–5
6 Th rough research, fi nd the approximate milligrams of caff eine in the following items and create an appropriate visual for Affi liated Food Products, Inc., to illustrate your fi ndings. LO2–5
5-oz. cup of coffee (drip brewed)
7-oz. glass of iced tea
6-oz. glass of soda with caffeine
1-oz. dark chocolate, semisweet
7 Choose fi ve or six types of exercise. In a visual, identify the activity as a type of (1) cardiovascular training, (2) strength training, or (3) muscle stretching and toning. You can assume that some forms of exercise will incorporate all three types. You work for the Parks and Recreation Department of a city of your choosing. Provide an interpretation of your visual. LO1, 2, 3, 4, 5, 6
ren03210_ch14_493-522.indd 521ren03210_ch14_493-522.indd 521 1/17/13 4:53 PM1/17/13 4:53 PM
This page intentionally left blank
Considered one of Fortune 500’s “Most
Power ful Black Executives” at age 39, Pamela
Th omas-Graham was the fi rst black woman
to become a partner at management consult-
ing fi rm McKinsey & Company. Between this
position and her current one, she served as
an executive vice president of NBC, president
and CEO of CNBC, and Group President for
Liz Claiborne, Inc. Th omas-Graham recognizes
the importance of communicating informally
to gather information and harvest good ideas.
“It’s very important to have a lot of interac-
tion with people at every level of the company.
You should spend time walking around talk-
ing with people and have meetings that bring
together diff erent groups of people, either from diff erent areas of the company or from
diff erent levels within the company. And my basic philosophy is, ‘ Th e best idea wins. ’ It
doesn’t matter where it comes from.”
Pamela Thomas-Graham Chief Talent, Branding, and Communications Officer, Member of the Executive
Board of Credit Suisse Group AG and Credit Suisse AG
PART FIVE
Oral Forms of Business Communication
15 Communicating Effectively in Meetings and Conversations
16 Delivering Oral Reports and Business Speeches
ren03210_ch15_523-546.indd 523ren03210_ch15_523-546.indd 523 1/11/13 3:12 PM1/11/13 3:12 PM
Learning Objectives Upon completing this chapter, you will be able to understand and use good talking techniques, lead and participate in meetings, communicate effectively by telephone, listen well, and understand professional nonverbal communication. To reach these goals, you should be able to
1 Discuss talking and its key elements.
2 Explain the techniques for conducting and participating in meetings.
3 Describe good phone and voice mail techniques.
4 Explain the barriers to good listening and describe how to overcome them.
5 Describe the nature and types of nonverbal communication.
CHAPTER FIFTEEN
Communicating Effectively in Meetings and Conversations
ren03210_ch15_523-546.indd 524ren03210_ch15_523-546.indd 524 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 525
THE PREVALENCE OF ORAL COMMUNICATION ON THE JOB As you know, your work will involve oral as well as written communication. Although you may fi nd written communication more challenging and may spend a lot of time planning, draft ing, and revising, you are likely to spend more time communicating orally than you are in any other work activity.
Much of the oral communication that goes on in business is the informal, person-to- person communication that occurs whenever people get together. We all have experi- ence with this form of communication, and most of us do it reasonably well, but all of us can improve our informal speaking and listening with practice.
In addition to informal talking and listening, various other kinds of interpersonal oral communication take place in business. Business people oft en conduct and par- ticipate in committee meetings, conferences, and group discussions. Phone calls are a routine part of the workday. And professionals are called on frequently to give informal and formal oral reports. All these kinds of oral communication are a part of the work that businesspeople do.
Th is chapter and the one that follows cover these kinds of communication. Th is chapter reviews the more interpersonal types of oral communication: informal talking, participating in meetings, talking by phone, listening, and using nonverbal communi- cation. Th e following chapter discusses the two most formal kinds: oral reporting and public speaking. Together, the two chapters should give you an understanding of the oral communication situations you will encounter in business. Remember, though, that whether you are in a less formal or more formal situation, your oral communication must meet your audience’s needs and project a professional image.
You are a college senior who is four weeks into a semester- long accounting internship at Timon, David, and McGee, a public accounting fi rm. You expected that you would have to interact with other staff and interns, but you are amazed at the amount of interpersonal communication you engage in each day. Take today, for example. This morning you had to meet with your supervisor regarding the research you did on a newly passed U.S. tax law. You thought you were thor- ough and quite clear in answering the questions your supervisor asked you to research, but the look on her face and her numerous questions indicated she either didn’t understand you or hadn ’ t been listening to you. Regardless, you felt your report would have been re- ceived better had your oral communication skills been more polished. Then, you returned from lunch to fi nd seven voice mails. You needed to return fi ve of the seven calls because
the caller left incomplete or vague messages. Not having to return those phone calls would have saved you 45 min- utes. You feel pretty comfortable communicating over the phone, but you do wish your coworkers had better phone skills. In the evening you returned to campus to lead a meeting of the Student Accounting Association. It was a disaster — everyone talking at once, arguing, inter- rupting. Everyone wanted to talk; no one wanted to listen. Fortunately, you were able to accomplish most of your agenda items, but you know your group needs to improve its dynamic. You are fast realizing just how much you will rely on good oral and interpersonal communication in your pro- fessional career and vow to learn strategies and tech- niques for improving your skill. This chapter will help you.
INTRODUCTORY CHALLENGE
Speaking and Listening like a Professional Businessperson
ren03210_ch15_523-546.indd 525ren03210_ch15_523-546.indd 525 1/11/13 3:12 PM1/11/13 3:12 PM
526 PART 5 Oral Forms of Business Communication
This chapter recommends that you improve your talking voice with self-analysis and practice. The experts at the Excellent Work blog provide several tips for helping you cultivate a talking voice that serves you well in any professional setting. Here is a summary of those tips:
• Breathing : Breathe from your diaphragm. Doing so will give you better control over your talking because at the end of the exhale, you create pauses that give your listener a chance to process what you say.
To breathe from your diaphragm, take a deep breath. As you exhale, talk. Excellent Work recommends counting to 10 or reciting the months of the year or days of the week. As you ’ re talking, increase the volume by using your abdominal muscles rather than your throat for volume. How do you know if you ’ re using your diaphragm? This comes from us, not from the folks at Excellent Work : If you ’ re breathing from the diaphragm, your abdomen should extend when you inhale; if you ’ re breathing from your throat, your chest will extend, your abdomen will cave in, and your shoulders will rise.
• Pitch : High-pitched or monotone voices can be annoying. Using a lower pitch and varying your pitch holds listeners ’ attention. One way to practice lower and varied pitch is by humming.
• Volume : When you speak, ask your audiences if your volume is too loud or too soft and regulate it appropriately.
• Pace : Speaking either too quickly or too slowly will cause your audience to tune out. Record yourself
to assess your pace or get feedback from your audience.
• Articulation : Have you been told that you mumble? Exaggerating lip movement, practicing diffi cult tongue twisters until you can say them as quickly and clearly as possible, and exaggerating vowel sounds are all ways to improve articulation.
• Timing : Marking points in your speech where you want to take a break lets you plan your pauses. To add emphasis to your point, take longer or more breaths after you make the point.
• Anxiety : Are there people you talk with who make you nervous or situations where you fi nd yourself so nervous that you cannot speak well? Before engaging in conversation or speaking before a group, do some simple exercises to release tension: Look side to side, roll your head in half circles, roll your shoulders, shift your rib cage from side to side, yawn, or stretch. You can also touch your toes and then slowly roll up, raising your head last.
• Posture : Standing up straight (not slouching) will help you breathe better, and better breathing leads to a better talking voice.
• Self-assessment : Many people do not like to listen to their own voice, but even if it ’ s painful, record your voice using different pitches, pacing, articulations, etc. When you fi nd a voice you like, practice that voice until it becomes your habit.
SOURCE : “ 10 Tips to Improve Your Speaking Voice, ” Excellent Work , Excellent Work, 9 July 2012, Web, 22 July 2012.
COMMUNICATION MATTERS
Finding Your Professional Voice
INFORMAL WORKPLACE TALKING As noted previously, most of us do a reasonably good job of informal talking . In fact, we do such a good job that we oft en take talking for granted and overlook the need to improve our talking ability. To improve our talking, we need to be aware of its nature and qualities.
As a fi rst step in improving your talking ability, think for a moment about the quali- ties you like in a good talker—one with whom you would enjoy talking in ordinary conversation. Th en think about the opposite—the worst conversationalist you can imagine. With these two images in mind, you can form a good picture of the character- istics of good talking. Th e following section covers the most important of these.
Elements of Professional Talking Th e techniques of good talking use four basic elements: (1) voice quality, (2) style, (3) word choice, and (4) adaptation to your audience.
LO1 Discuss talking and its key elements.
ren03210_ch15_523-546.indd 526ren03210_ch15_523-546.indd 526 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 527
Voice Quality. Voice quality primarily refers to the pitch and resonance of the sounds a speaker makes and the sounds an audience hears, but it also includes speed and volume. Because we cover these topics in Chapter 16, we need only say here that voices vary widely, but whatever the quality of your voice, you can cultivate a professional style.
Perhaps the best way of improving voice quality is fi rst to refer to your life experi- ences. From these you have learned to know good and bad voice qualities when you hear them. You know the eff ect of talking that is too fast, too slow, monotone, high- pitched, low-pitched, harsh, or pleasant. With this knowledge in mind, you should analyze your own voice, perhaps with the assistance of a recorder. Listen carefully to yourself and then make a conscious eff ort to improve what you hear.
Style. Style refers to a set of voice behaviors that makes your voice unique. It is the way that pitch, speed, and volume combine to give personality to your oral expression.
From the self-analysis described in our review of voice quality, you should have a good idea of your talking style. What is the image your talking projects? Does it pro- ject sincerity? Is it polished? Smooth? Rough? Dull? Aft er your honest assessment, you should be able to improve your style.
Word Choice. A third quality of talking is word choice. Of course, word choice is related to one’s vocabulary . Th e larger your vocabulary, the more choices you have. Even so, you should keep in mind the need for the listener to understand the words
One common type of interpersonal communication you ’ ll engage in as a professional is that of negotiation. You might negotiate a raise, a contract with a client, or even a deal with co-workers over who gets the offi ce with a window. Whatever you ’ re negotiating, you ’ ll present your best pro- fessional image, achieve your communication goals, and preserve your listener ’ s goodwill by heeding the following advice from author and entrepreneur Kevin O ’ Leary:
1. Know What You Want : Be sure you know, exactly, the goals of the negotiation and how to make your point in a way that makes sense to your audience. Also anticipate your audience ’ s questions and have answers ready to show you ’ ve thought through your points.
2. Know That Your Audience Is Judging You : Your audiences are judging you on everything from how you ’ re dressed to your body language to how well you ’ re using their time. If you do not look the part, are not confi dent, or don ’ t get to your point immediately, you lose your credibility.
3. Help Others Help You : Focus on benefi ts to your audience. Your audiences are not likely to negotiate if they cannot see any outcomes that benefi t them.
4. Know Your Facts : Know everything you can about the audience or audiences you ’ re negotiating with (and about the issue you ’ re negotiating). If you look like you haven ’ t done your homework, you lose your advantage or give your audience little reason to continue negotiating.
5. Know When to Walk Away : The goal of negotiation should be that everyone leaves with something he or she is satisfi ed with. When this doesn ’ t happen (or looks like it ’ s not going to happen), it ’ s all right to walk away.
6. Remember the Bottom Line : In business, the success of a negotiation may be the extent to which you show the audience how your idea helps the bottom line (making money). Depending on what you ’ re negotiating, if the negotiation does not look fi nancially advantageous, your audience may lose interest.
7. Don ’ t Get Greedy : Once you ’ ve gotten what you want, be done. If you press the issue, you may quickly lose what you ’ ve just gotten.
SOURCE: Kevin O ’ Leary, “ How to Win in Business Negotiations: Never Forget, It ’ s All About the Money, ” Huffi ngton Post — Business: Canada, The Huffi ngton Post, Inc., 26 July 2012, Web, 26 July 2012.
COMMUNICATION MATTERS
The Art of Negotiation
ren03210_ch15_523-546.indd 527ren03210_ch15_523-546.indd 527 1/11/13 3:12 PM1/11/13 3:12 PM
528 PART 5 Oral Forms of Business Communication
you choose. In addition, the words you choose should convey courtesy and respect for the listener’s knowledge of the subject matter—that is, they should not talk down to or above the listener. Consider, too, that the vocabulary you use with your friends out- side the workplace may not be professionally appropriate for use in the workplace—no matter how friendly you are with your co-workers, superiors, or subordinates.
Adaptation. Adaptation is the fourth quality of good talking. As you learned in ear- lier chapters, adaptation means fi tting the message to the intended listener. Primarily this means fi tting the words to the listener’s level of understanding, but it also can include varying your voice and style. To illustrate, the voice, style, and words in an oral message aimed at children would be diff erent from the same message aimed at adults. Similarly, these qualities might vary in messages delivered in diff erent cultures as well as diff erent social situations, work situations, and classrooms.
Courtesy in Talking Our review of talking would not be complete without a comment about the need for courtesy . We have all been frustrated by talkers who drown out others with their loud voices, who interrupt while others are talking, who attempt to dominate others in con- versation. Good talkers encourage others to make their voices heard.
Th is emphasis on courtesy does not suggest that you should be submissive in your conversations—that you should not be aggressive in pressing your points. It means that you should accord others the courtesy that you expect of them.
CONDUCTING AND PARTICIPATING IN MEETINGS From time to time, you will participate in business meetings . Th ese will range from extreme formality to extreme informality. On the formal end will be conferences and committee meetings, while discussions with fellow workers will be at the informal end.
LO2 Explain the techniques for conducting and participating in meetings.
Good talking is the foundation for effective oral communication in the workplace.
ren03210_ch15_523-546.indd 528ren03210_ch15_523-546.indd 528 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 529
Whether formal or informal, the meetings will obviously involve communication, and the quality of the communication will determine their success.
Your role in a meeting will be that of either leader or participant . Of course, the leader’s role is the primary one, but good participation is also vital. Th e following para- graphs review the techniques of performing well in either role.
Techniques of Conducting Meetings How you conduct a meeting depends on the formality of the occasion. Meetings of such groups as formal committees, boards of directors, and professional organizations usually follow generally accepted rules of conduct called parliamentary procedure . Th ese very specifi c rules are too numerous and detailed for review here, but when you
It used to be that long-distance meetings or other types of collaboration required sophisticated teleconferencing or videoconferencing equipment. Today, however, anyone with Internet access can use virtual meeting software to collaborate with anyone anywhere in the world. Businesses routinely take advantage of this technology to save time and money while enhancing productivity. In fact, you may have already used some of these on- line meeting tools, such as Skype, to communicate with your friends, family, and classmates. If not, becoming fa- miliar with these tools is a good idea if you plan to enter the business world.
What can you do with a virtual meeting tool? If you ’ re using Skype, for example, depending on the type of account you have, you can send large fi les to your group members (free); hold conference calls (free for Skype members); call landlines, mobile phones, or online num- bers; and use Skype Manager to create and manage ac- counts for your team. So the next time you ’ re working on a group project and need to meet, why not try a virtual meeting tool, save some travel time, and have the meeting from the comfort of your own offi ce, home, or dorm?
SOURCE: Jennifer Caukin, “ Workspace Blog: Tips and How-tos for Using Skype in the Workplace, ” Skype, Skype, 4 April 2012, Web, 26 July 2012.
TECHNOLOGY IN BRIEF
Collaborative Tools Support Virtual Meetings
ren03210_ch15_523-546.indd 529ren03210_ch15_523-546.indd 529 1/11/13 3:12 PM1/11/13 3:12 PM
530 PART 5 Oral Forms of Business Communication
are involved in a formal meeting, you can study one of the many books and websites covering parliamentary procedure before the meeting so that you know, for example, what it means to make a motion or call for a vote. For less formal meetings, you can depart somewhat from parliamentary procedure, but keep in mind that every meeting has goals, and some structure is needed to help participants meet them. Th e following practices will help you conduct a successful meeting.
Plan the Meeting. A key to conducting a successful meeting is to plan it thoroughly. For informal meetings, just knowing your plan may be suffi cient, but before conduct- ing formal or complex meetings, you may want to prepare an agenda (a list of topics to be covered). To prepare an agenda, select the items that need to be covered to achieve the goals of the meeting. Th en arrange these items in the most logical order. Items that explain or lead to other items should come before the items that they explain or lead to. Aft er preparing the agenda, make it available to those who will attend. Figure 15–1 shows an agenda created for a student organization meeting, but you can tailor an agenda to whatever will help you accomplish your goals. Word processing programs also have templates that may be helpful.
Follow the Plan. You should follow the plan for the meeting item by item. In most meetings the discussion tends to stray, and new items tend to come up. As the leader, you should keep the discussion on track. If new items come up during the meeting, you can take them up at the end or perhaps postpone them for a future meeting.
Move the Discussion Along. Another job you have as the leader is to control the agenda . Aft er one item has been covered, bring up the next item. When the discussion moves off subject, move it back on subject. In general, do what is needed to proceed
Agenda International Association of Business Communicators (IABC)
Executive Board Meeting February 23, 2013
Clearwater Room, 7 p.m.
I. Officer Reports A. President B. Vice president C. Secretary D. Treasurer
II. Committee Reports A. Public Relations Committee B. Web Development Committee C. Social Committee
III. Old Business A. Bake sale fundraisers B. Community service project
IV. New Business A. Election of new officers B. Attendance at exec board meetings C. Hot chocolate promo
V. Adjournment
Figure 15–1
Example of a Meeting Agenda
ren03210_ch15_523-546.indd 530ren03210_ch15_523-546.indd 530 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 531
through the items effi ciently, but do not cut off discussion before all the important points have been made. You will have to use your good judgment to permit complete discussion on the one hand and to avoid repetition, excessive details, and off -topic comments on the other.
Control Those Who Talk Too Much. Keeping certain people from talking too much is likely to be one of your harder tasks. A few people usually tend to dominate the discussion, and one of your tasks as the leader is to control them. Of course, you want the meeting to be democratic, so you will need to let these people talk as long as they are contributing to the goals of the meeting. However, when they begin to stray, duplicate what’s already been said, or bring in irrelevant matter, you should step in. You can do this tactfully by asking for other viewpoints or by summarizing the discussion and moving on to the next topic.
Encourage Participation from Those Who Talk Too Little. Just as some people talk too much, some talk too little. In business groups, those who say little are oft en in positions lower than those of other group members. You should to encourage these people to participate by asking them for their viewpoints and by showing respect for the comments they make.
Control Time. When your meeting time is limited, you need to determine in ad- vance how much time will be needed to cover each item. Th en, at the appropriate times, you should end discussion of the items. You may fi nd it helpful to announce the time goals at the beginning of the meeting and to help the group members keep track of the time during the meeting. You might also consider including the time limits next to each item on the agenda so that readers know the time constraints before they attend the meeting and can plan their contributions accordingly.
Summarize at Appropriate Places. Aft er a key item has been discussed, you should summarize what the group has covered and concluded. If a group decision is needed, the group’s vote will be the conclusion. In any event, you should formally con- clude each point and then move on to the next one. At the end of the meeting, you can summarize the progress made. You also should summarize whenever a review will help the group members understand what they agreed upon.
Take Minutes. As we discussed in Chapter 12, what is said and what is heard in a meeting may not be remembered consistently by participants. People at meetings may hear or interpret what is said diff erently. In addition, you may need to refer to the discussions or to the decisions made at a meeting long aft er the meeting when people’s memories are even less reliable. To ensure you have an accurate, objective account of the topics covered and decisions made at a meeting, assign the task of recording the meeting events (taking minutes) to someone. In particularly contentious or detailed discussions, it is important that everyone have a shared understanding of what has transpired.
Th e format of meeting minutes will depend on the nature of the meeting, group pref- erences, and company requirements. Some minutes are highly formal, with headings and complete sentences, while others might simply resemble casually written notes. As pointed out in Chapter 12 (pages 405–407), the minutes of a meeting usually list the date, time, and location along with those persons who attended and those who were supposed to attend but were absent; some minutes may also note excused or unexcused absences. If there is an agenda, the minutes will usually summarize the discussion of each agenda topic. Figure 15–2 provides an example of minutes based on the meeting agenda presented in Figure 15–1. (See page 406 for another example.) Generally, the person who takes minutes sends them to those who attended the meeting and requests corrections, or he or she presents the minutes at the next meeting and asks for changes or corrections at that time. Group members may also vote on whether to accept the minutes as they were recorded.
ren03210_ch15_523-546.indd 531ren03210_ch15_523-546.indd 531 1/11/13 3:12 PM1/11/13 3:12 PM
532 PART 5 Oral Forms of Business Communication
Figure 15–2
Example of Meeting Minutes That Summarize Action on the Topics Listed on the Meeting Agenda
Minutes International Association of Business Communicators (IABC)
Executive Board Meeting February 23, 2013
Clearwater Room, 7 p.m.
Attended: Jim Solberg, Aaron Ross, Linda Yang, Tyler Baines, Sara Ryan Absent: Jenna Kircher (excused), Rebecca Anderson (unexcused)
I. Officer Reports A. President: Jim Solberg. Jim received a message from the director of university programs reminding him to view IABC’s officer roster. He reviewed it on February 16 and signed the required forms.
B. Vice president: Linda Yang. Linda compiled job descriptions for all officer positions. Jenna put them on the IABC website. The link to the description of the secretary’s position was not working. She is contacting Jenna to fix the link.
C. Secretary: Aaron Ross. Minutes of the last meeting were read and approved. He sent a thank-you note to Village Pizza for letting us have our last social there. Our average general meeting attendance is 15 even though we have 27 people who have paid dues. At the next exec board meeting, we should discuss ways to improve attendance.
D. Treasurer: Rebecca Anderson. No report.
II. Committee Reports A. Public Relations Committee: Tyler Baines. The committee wants to have a public relations campaign in place for next fall. He will be asking for volunteers at the next general meeting.
B. Web Development Committee: Jenna Kircher. No report.
C. Social Committee: Sara Ryan. The next social will be at the campus bowling alley on March 12 at 7 p.m.
III. Old Business A. Bake sale fundraisers: The $76 we earned this time is less than the $102 we earned at the last one. We will discuss creative fundraising ideas at the next general meeting.
B. Community service project: Linda has the forms for participating in IABC’s Relay for Life team on April 26–27. She will present them at the next general meeting and ask for volunteers.
IV. New Business A. Election of new officers: Linda. Officers will be elected at the April meeting. We need to encourage people to run.
B. Attendance at exec board meetings: Jim. Rebecca has missed every exec board meeting this semester without an excuse. The bylaws state that anyone with more than three unexcused absences in an academic year can be removed from the exec board and office. Jim sent Rebecca an email reminding her of the bylaws, but she did not respond. The Executive Board voted unanimously to remove Rebecca from the board and office. Jim will send her a letter thanking her for her service and telling her she is off the board and no longer treasurer.
C. Hot chocolate promo: Sara. Sara requested $20 to buy supplies to serve hot chocolate on the quad from 7:30–9:30 a.m. on Monday, March 9, to promote IABC. Linda moved to spend the $20. Jim seconded the motion. Motion carried unanimously.
V. Adjournment The meeting adjourned at 8:30 p.m. The next general meeting will be Monday, March 2, at 7 p.m. in the Alumni Room. The next exec board meeting will be Monday, March 9, at 7 p.m. in the Clearwater Room.
Respectfully submitted,
ren03210_ch15_523-546.indd 532ren03210_ch15_523-546.indd 532 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 533
Techniques for Participating in a Meeting From the preceding discussion of the techniques that a leader should use, you can infer the expectations for participating in a meeting. Th e following section reviews these expectations.
Follow the Agenda. When an agenda exists, you should follow it. Specifi cally, you should not bring up items not on the agenda or comment on such items if others bring them up. When there is no agenda, you should stay within the general limits of the goals for the meeting.
Participate. Th e purpose of meetings is to get the input of everybody concerned. Your participation, however, should be meaningful. Th at is, you should participate when your input helps move the meeting toward its goals.
Do Not Talk Too Much. As you participate in the meeting, you should speak up whenever you have something to say, but do not get carried away. As in all matters of etiquette, always respect the rights of others to have the opportunity to speak, too. As you speak, ask yourself whether what you are saying really contributes to the discussion. Not only is the meeting costing you time, but it is costing other people’s time and sala- ries, as well as the opportunity costs of other work they might be doing.
Cooperate. Respect the leader and her or his eff orts to make progress. Respect the other participants, and work with them in every practical way. You can demonstrate your willingness to cooperate by attending all meetings, completing your assigned tasks, or volunteering to lead or serve on a committee—anything that outwardly show your desire to help your group achieve its objectives.
Be Courteous. Being courteous is a part of being cooperative. You should respect others’ rights and opinions, and you should let them speak.
USING THE PHONE At fi rst thought, a discussion of business phone techniques may appear to be unneces- sary. Aft er all, most of us have had experience in using the phone and may feel that we have little to learn about it. However, using the phone in professional contexts diff ers in some ways from how we use the phone in social contexts with family and friends.
Professional Voice Quality Keep in mind that a phone conversation is a unique form of oral communication because the speakers cannot see each other unless they have phones that allow face- to-face conversation. As a result, impressions are formed only from the words and the quality of the voices. Th us, when speaking by phone, you must work to make your voice sound pleasant and friendly.
One oft en-suggested way of improving your phone voice is to talk as if you were face-to-face with the other person—even smiling and gesturing as you talk if this helps you be more natural. In addition, you want to be aware of your voice quality, pitch, and speed, just as you would in a face-to-face setting. You may even want to record a phone conversation and then judge for yourself how you come across and what you need to do to improve.
Courtesy As in written communication, your goal in oral communication is to build goodwill. One way to do this over the phone is to always be courteous to your listener.
When you initiate the call , introduce yourself immediately and then ask for the per- son with whom you want to talk:
“This is Tessa Werner of Altman Media. May I speak with Mr. José Martinez?”
LO3 Describe good phone and voice mail techniques.
ren03210_ch15_523-546.indd 533ren03210_ch15_523-546.indd 533 1/11/13 3:12 PM1/11/13 3:12 PM
534 PART 5 Oral Forms of Business Communication
If you are not certain with whom you should talk, explain the purpose of your call:
“This is Tessa Werner of Altman Media. We have a question about next week ’ s photo shoot. May I speak with someone who can help me?”
If a call is coming directly to you , identify yourself.
“Bartosh Realty. Toby Bartosh speaking. May I help you?”
If you are screening calls for others, fi rst identify the company or offi ce and yourself and then off er assistance:
“Rowan Insurance Company. This is Audrey Peters. How may I help you?”
“Ms. Santo’s offi ce. Marco Alba speaking. May I help you?”
If the person whose calls you ’ re screening is not available, be helpful by saying, “ Ms. Santo is not in right now. May I ask her to return your call?” You could also ask “May I tell her who called?” or “Can someone else help you?”
Assistants to busy executives oft en screen incoming calls. In doing so, they should courteously ask the purpose of the calls. Th e response might prompt the assistant to refer the caller to a more appropriate person in the company. It also might reveal that the executive has no interest in the subject of the call, in which case the assistant should courteously yet clearly explain this to the caller. If the executive is busy at the moment, the assistant should explain this and either suggest a more appropriate time for a call or promise a callback by the executive. However, only promise a call back if one will be made. Doing so promotes a positive, professional image of you and your company and promotes goodwill between you and the caller.
If the person being called is on another line or involved in some other activity, it may be desirable to place the caller on hold or ask if the caller would like to leave a message. But good business etiquette dictates that the choice should be the caller’s. However, if you have to put a caller on hold, be sure the hold time is reasonable. If the hold continues for a period longer than anticipated, the assistant should check with the caller periodically to show concern and off er assistance. Avoid the practice of having an assistant place a call for an executive and then put the person called on hold until
Whether in or out of the offi ce, those using mobile phones should practice the same voice quality and courtesies as on landlines.
ren03210_ch15_523-546.indd 534ren03210_ch15_523-546.indd 534 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 535
the executive is free to talk. Although it may be effi cient to use assistants for such work, as a matter of courtesy and etiquette the executive should be ready to talk the moment the call goes through.
Eff ective Phone Procedures At the beginning of a phone conversation that you have initiated, state the purpose of the call and then use your listener ’ s time effi ciently by sticking to your point. To stay on point, you may want to outline an agenda for your call beforehand.
Courteous procedure is much the same in a telephone conversation as in a face-to- face conversation. You listen when the other person is talking, refrain from interrupt- ing, and avoid dominating the conversation.
Eff ective Voice Mail Techniques Sometimes when the person you are calling is not available, you will be able to leave a voice message in an electronic voice mailbox. Not only does this save you the time in- volved in calling back the person you are trying to reach, but it also allows you to leave a more detailed message than you might leave with an assistant. However, you need to be prepared to leave a complete and concise message.
You begin the message nearly the same way you would a telephone call. Be as courteous as you would on the telephone and speak as clearly and distinctly as you can. Tell the listener your name and affi liation. Begin with an overview of the message and continue with details. If you want the listener to take action , call for it at the end. If you want the listener to return your call, state that precisely, including when you can be reached. Slowly give the number where your call can be returned. Close with a brief goodwill message. For example, as a program coordinator for a professional training organization, you might leave this message in the voice mailbox of one of your participants:
This is Ron Ivy from Metroplex Development Institute. I’m calling to remind Ms. Melanie Wilson about the Chief Executive Round Table (CERT) meeting next week (Wednesday, July 20) at the Crescent Hotel in Dallas. Dr. Ken Cooper of the Dallas Aerobics Center will present the program on Executive Health in the 21st Century. We will begin with breakfast at 7:30 AM and conclude with lunch at noon. Some of the CERT members will play golf in the afternoon at Dallas Country Club. If Ms. Wilson would like to join them, I will be glad to make a tee time for her. She can contact me at 940-240-1003 before 5:00 PM this Friday. We look forward to seeing her at our Chief Executive Round Table meeting next Wednesday. Thank you.
Courteous Use of Cell Phones According to the Pew Research Center, 88 percent of all Americans own a cell phone. 1 To say the least, the benefi ts of this technology have greatly expanded our ability to communicate. To ensure that you project your best professional image, you ’ ll want to keep in mind these tips for using your cell phone—whether you ’ re calling, texting, or using any of your phone ’ s other features.
1. Turn off the ringer in meetings and other places where it would be disruptive. 2. Do not use the cell phone at social gatherings. 3. Do not place the phone on the table while eating. 4. Avoid talking whenever it will annoy others. Usually this means when within
earshot of others.
1 “ Nearly Half of American Adults Are Smartphone Users, ” Pew Internet , Pew Internet and American Life Project, 1 Mar. 2012, Web, July 25, 2012.
ren03210_ch15_523-546.indd 535ren03210_ch15_523-546.indd 535 1/11/13 3:12 PM1/11/13 3:12 PM
536 PART 5 Oral Forms of Business Communication
5. Avoid discussing personal or confi dential matters when others can hear you. 6. Do not talk in an excessively loud voice. 7. Preferably call from a quiet place, away from other people. 8. If you must talk while around people, be conscious of them. Don’t hold up lines or
get in the way of others. 9. Avoid using the phone while driving (the law in some states).
For more on the courteous use of mobile devices, see the Communication Matters box on page 105.
LISTENING Up to this point, our review of oral communication has been about sending informa- tion (talking). Certainly, good business communicators must also ensure that they are good listeners.
Th e Nature of Listening When listening is mentioned, we think primarily of the act of sensing sounds. Viewed from a communication standpoint, however, the listening process involves the addition of fi ltering and remembering.
Sensing. How well we sense the words around us is determined by two factors. One factor is our ability to sense sounds —how well our ears can pick them up.
Th e other factor is our attentiveness or concentration. Our concentration on the communication varies from moment to moment. It can range from almost totally blocking out sounds to concentrating on them very intensely. From your own experi- ence, you can recall moments when you were oblivious to the words spoken around you and moments when you listened with intensity. Most of the time, your listening falls somewhere between these extremes.
Filtering. From your study of the communication process in Chapter 1, you know that interpretation enables you to give meanings to the sounds you hear. In this process, your personal context aff ects how you fi lter these sounds and give meaning to incoming messages . Th is fi lter is formed by the unique contents of your mind: your knowledge, emotions, beliefs, biases, experiences, and expectations. In addition, larger social or workplace cultures will aff ect how you fi lter sounds. Th us, you sometimes give messages meanings that are diff erent from the meanings that others give them.
Remembering. Remembering what we hear is the third activity involved in listening. Unfortunately, we retain little of what we hear. We remember many of the comments we hear in casual conversation for only a short time—perhaps for only a few minutes or hours. Some we forget almost as soon as we hear them. According to authorities, we even quickly forget most of the message in formal oral communica- tions (such as speeches), remembering only a fourth of the information aft er two days.
Improving Your Listening Ability Improving your listening is largely a matter of mental discipline—of concentrating on the activity of sensing. If you are like most of us, you are oft en tempted not to listen, or you just fi nd it easier not to listen. Listening may seem like a passive activity, but it can be hard work.
Aft er you have decided that you want to listen better, you must make an eff ort to be alert and to pay attention to all the words spoken.
LO4 Explain the barriers to good listening and describe how to overcome them.
ren03210_ch15_523-546.indd 536ren03210_ch15_523-546.indd 536 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 537
Active listening is one technique individuals can use successfully. It involves focus- ing on what is being said and reserving judgment. Other components include sitting forward and acknowledging with “um-hm” and nodding. Back-channeling (repeat- ing what you think you heard) is an eff ective way to focus your attention, as is asking questions of a speaker. Communicators can use technologies such as chat and blogs to comment on and enhance presentations in real time, which helps keep people focused on what is being said.
In addition to working on the improvement of your sensing, you should work on the accuracy of your interpreting. To do this, you will need to think in terms of what words mean to the speakers who use them rather than what the dictionary says they mean or what they mean to you. You must try to think as the speaker thinks—judging the speaker’s words by considering the speaker’s knowledge, experiences, culture, and viewpoints. Like improving your sensing, improving your ability to hear what is intended requires conscious eff ort.
Remembering what you hear also requires conscious eff ort. Certainly, there are lim- its to what the mind can retain, but authorities agree that few of us come close to them. Taking notes can also help ensure the accuracy of your hearing. By taking care to hear what is said and by improving your ability to interpret messages, you increase your chance of accurately understanding what is said.
A handshake is a common part of the greeting in U.S. business culture, especially in formal situations, in situa- tions where individuals have not seen each other in a long time, or when people are meeting for the fi rst time. In fact, your handshake may be among the most criti- cal nonverbal behaviors in the initial stage of any business relationship, such as the job interview or a meeting with a potential client. The professional handshake requires more than simply extending your hand. It requires that you practice so that you are prepared for any situation. Here are the rules according to Innovative Training and Communication Solutions:
• Know when to shake hands : Shake hands when (1) you are introduced to someone, (2) someone introduces himself or herself, (3) you introduce yourself to someone, (4) the conversation is over.
• Shake for no more than three “ pumps ” : Another rule is to shake for about three seconds. Any longer than that and you make the situation awkward for everyone.
• Shake from the elbow, not your shoulder : This allows you to have a smooth handshake that is not rough or too forceful for the other person.
• Don ’ t be a “ dead fi sh ” or “ wet fi sh ” : Just as you do not want to shake too roughly, you do not want a limp handshake either. If your hands are sweaty, have some way to wipe them off (on your slacks or in the bathroom) before meeting people.
• Don ’ t be a “ bone crusher ” : Don ’ t grip the other person ’ s hand too hard. Not only do you not want to infl ict pain, you don ’ t want to appear too aggressive. Use the same force you would use to turn a door handle.
• Don ’ t give the “ little lady ” handshake : Extend your whole hand, not just your fi ngertips. Extending just your fi ngertips signals that you are weak (especially if you are a woman).
• Shake with one hand, not two : Using both hands is too personal for a business setting. It also makes you look like you ’ re trying too hard.
SOURCE: Amy Castro, “ 7 Handshake Rules You Shouldn ’ t Break, ” Innovative Communication and Training Solutions , ICTS, 3 July 2012, Web, 26 July 2012.
COMMUNICATION MATTERS
What ’ s in a Handshake?
ren03210_ch15_523-546.indd 537ren03210_ch15_523-546.indd 537 1/11/13 3:12 PM1/11/13 3:12 PM
538 PART 5 Oral Forms of Business Communication
In addition to following the advice on the preceding pages, you will also want to review these steps off ered in “Th e Ten Commandments of Listening”: 2
1. Stop talking . Even when we are not talking, we are inclined to concentrate on what to say next rather than on listening to others. So you must stop talking (and thinking about talking) before you can listen.
2. Put the talker at ease . If you make the talker feel at ease, he or she will do a better job of talking. Th en you will have better input to work with.
3. Show the talker you want to listen . If you can convince the talker that you are listening to understand rather than oppose, you will help create a climate for information exchange. You should look and act interested. Doing such things as reading, looking at your watch, checking your phone, and looking away is disrespectful to the talker.
4. Remove distractions . Other things you do also can distract the talker. So don’t doodle, tap with your pencil, or shuffl e papers.
5. Empathize with the talker . If you place yourself in the talker’s position and look at things from the talker’s point of view, you will help create a climate of understanding that can result in a true exchange of information.
6. Be patient . You will need to allow the talker plenty of time. Remember that not everyone can get to the point as quickly and clearly as you can. And do not interrupt. Interruptions are barriers to the exchange of information.
7. Hold your temper . Anger impedes communication. Angry people build walls between each other; they harden their positions and block their minds to the words of others.
8. Go easy on argument and criticism . Argument and criticism tend to put the talker on the defensive. He or she then tends to “clam up” or get angry. Th us, even if you win the argument, you lose. Rarely does either party benefi t from argument and criticism.
2 To some anonymous author goes a debt of gratitude for these classic comments about listening.
Improve your listening skills by focusing your attention on the speaker and listening actively.
ren03210_ch15_523-546.indd 538ren03210_ch15_523-546.indd 538 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 539
9. Ask questions . By asking questions, you display an open mind and show that you are listening. You also help the talker develop his or her message and improve the correctness of your interpretation.
10. Stop talking! Th e last commandment is to stop talking. It was also the fi rst. All the other commandments depend on it.
From the preceding review it should be clear that to improve your listening ability, you must set your mind to the task. Poor listening habits are ingrained in our makeup. We can alter these habits only through conscious eff ort.
THE REINFORCING ROLE OF NONVERBAL COMMUNICATION In your role of either speaker or listener in oral communication, you will need to be aware of the nonverbal—nonword—part of your communication. In face-to-face com- munication, nonverbal communication accounts for a larger part of the total message than do the words you send or receive. Usually, we use nonverbal communication to supplement and reinforce our words. Sometimes, nonverbal communication commu- nicates by itself.
Research indicates that developing your nonverbal communication skills and read- ing others ’ nonverbal communication have never been more important. According to one study, 3 digital natives —Generation X (born 1964 – 1979), Generation Y and Gen- eration Y-Millennials (born 1980–present) — are particularly susceptible to overreliance on computer-mediated communication. Th e result is that they are likely to miss impor- tant nonverbal cues, such as those indicating deception or insincerity, that make them successful in positions where the development of trusting relationships is essential (e.g., sales). If you are one of these digital natives, then you may need to be more aware of your nonverbal skills and take special eff ort to develop them.
Th e Nature of Nonverbal Communication Nonverbal or nonword communication means all communication that occurs with- out words . Th e “vocabulary” for this type of “language” is broad and imprecise. For instance, a frown on someone’s forehead is sometimes interpreted to mean worry. But could it be that the person has a headache? Or is the person in deep thought? No doubt, there could be numerous meanings given to the facial expression. A recent article in Forbes illustrates how one behavior can have opposite interpretations. Younger em- ployees were using computers or other technology during meetings. Senior employees took the use of technology to mean that employees were not paying attention or were engaged in activities unrelated to the meeting. Th e employees, however, thought they were making a positive contribution as they used their technology to research topics related to the meeting and provide input. 4
Th e number of possible meanings is multiplied even more when we consider the cross-cultural side of communication. As noted in Chapter 2, culture teaches us about body positions, movements, and various factors that aff ect human relationships (e.g., intimacy, space, time). Th us, the meanings we give to nonverbal symbols will vary depending on how our culture has conditioned us.
Because of these numerous meanings, you need to be sensitive to what others intend with nonverbal communication, and you need to make some allowance for error in the meanings you receive from nonverbal symbols. As a listener, you need to go beyond the
LO5 Describe the nature and types of nonverbal communication.
3 John K. Mullen, “ Th e Impact of Computer Use on Employee Perfomance in High-Trust Positions: Re-examining Selection Criteria in the Internet Age, ” Journal of Applied Social Psychology, 14.8: 2009 – 2043, print. 4 Eric Savitz, “ Generation Gap: How Technology Has Changed How We Talk About Work, ” Forbes, Forbes, 16 May 2012, Web, 27 July 2012.
ren03210_ch15_523-546.indd 539ren03210_ch15_523-546.indd 539 1/11/13 3:13 PM1/11/13 3:13 PM
540 PART 5 Oral Forms of Business Communication
obvious to determine what nonword symbols mean. Just as we have said about word symbols, you need to consider what people intend with their nonverbal symbols.
Th ink for a few moments about a sample gesture you might make. What do you mean by it? What could it mean to others? Could it be interpreted diff erently by vari- ous audiences? Could someone from a diff erent culture give a diff erent meaning to it? Only if you analyze your nonverbal communication and realize its multiple meanings can you get some idea of how it might be interpreted diff erently. And when you become aware of the many diff erences, you then can become sensitive to the eff ects your non- verbal communication has on others.
Th e following section examines four types of nonverbal communication.
Types of Nonverbal Communication Although there are many ways to classify nonverbal communication, we will exam- ine four of the more common types: body language, use of space, use of time, and paralanguage. Th ese four types are especially relevant to our discussion of speaking and listening.
Body Language. Much of what we say to others without using words is sent through the physical movements of our bodies. When we wave our arms and fi ngers, wrinkle our foreheads, stand erect, smile, gaze at another, or wear a coat and tie, we convey certain meanings; and others convey meanings to us in return. In particular, we use the face and eyes, gestures, posture, and physical appearance.
Th e face and eyes are by far the most important means of body language. We look to the face and eyes to determine much of the meaning behind body language and nonverbal communication. For example, happiness, surprise, fear, anger, and sad- ness usually are accompanied by defi nite facial expressions and eye patterns. You should be aware of these two aspects of body language as you speak and listen to others.
Gestures are another way we send nonword messages through our body parts. Gestures are physical movements of our arms, legs, hands, torsos, and heads. Th rough the movement of each of these body parts, we can accent and reinforce our verbal messages. And we can observe how others punctuate their oral communica- tion with gestures. For example, observe the hand movements of another person while he or she is talking. As you observe these gestures, you will get a good picture of the person’s emotional state. Moreover, speaking and gestures appear to be linked. In general, the louder someone speaks, the more emphatic the gestures used, and vice versa.
Another type of body language is physical appearance —our clothing, hair, and accessories. Th e appearance of our bodies can aff ect how our body movements are seen. Consider, for example, how you might perceive a speaker at a formal banquet dressed in faded blue jeans. Everything the speaker said or did would be perceived in relation to this attire. Accordingly, you want to make sure that your appearance fi ts the situation. And you want to remember that appearance is an important part of the body messages that are sent and received in oral communication.
Use of Space. Another type of nonverbal communication involves space. How we use space and what we do in certain spaces we create tell much about us and our culture.
We create four diff erent types of space: intimate (physical contact to 18 inches), per- sonal (18 inches to 4 feet), social (4 to 12 feet), and public (12 feet to the outer range of seeing and hearing). In each of these spaces, our communication behaviors diff er and convey diff erent meanings. For example, consider the volume of your voice when someone is 18 inches from you. Do you shout? Whisper? Now contrast the tone of your voice when someone is 12 feet away. Unquestionably, there is a diff erence, just because of the distance involved.
ren03210_ch15_523-546.indd 540ren03210_ch15_523-546.indd 540 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 541
You will need to be sensitive to the spaces of others—especially those from diff erent cultures. As noted in Chapter 2, when people’s attitudes toward space are diff erent, the odds of miscommunication increase.
Use of Time. A third type of nonverbal communication involves time. Just as there are body language and space language, there is also a time language . Th at is, how we give meaning to time communicates to others. To illustrate, think about how you man- age your daily schedule. Do you arrive early for most appointments? Do you prioritize phone calls? Do you prepare agendas for meetings? Your response to time in these ways communicates to others, and, of course, others’ use of time communicates to you.
As we discussed in Chapter 2, various cultures approach time diff erently. For Americans, Canadians, and many others from English-speaking countries, time values are mono- chronic. Monochronic people tend to view time as linear and always moving ahead. Th ey expect events to happen at scheduled times. Polychronic people—such as those from Asian, Arabic, and Spanish-speaking countries—have a more indefi nite view of time. Unlike the monochronic person who expects a meeting to start precisely at 9:00 a.m. , the polychronic person sees a 9:00 a.m . meeting as an objective to be accomplished if possible. Such time orientations are parts of the messages we send to and receive from one another.
Paralanguage. Paralanguage , meaning “along with language,” is a fourth type of nonverbal communication. Of all the types, it is the most closely tied to communica- tion with word symbols. It has to do with the sound of a speaker’s voice—those hints and signals in the way words are delivered, such as emphasis, pitch , volume speed, and connectivity, that also give meaning to a speaker’s message. Are words spoken quickly or slowly? Are they high pitched or deep? Are they loud and forceful or barely audible? Are they smooth or disjointed? Th ese questions are examples of the types you would ask to analyze the nonverbal symbols of paralanguage. Th e symbols become a part of the meaning that is conveyed by a spoken message.
To illustrate, read the following series of statements, emphasizing the underscored word in each.
I am a good communicator. I am a good communicator. I am a good communicator. I am a good communicator. I am a good communicator.
By emphasizing the underscored word in each statement, you change the meaning of that statement from the others even though you use the same words. You do so by the way in which the word sequence sounds. As another example, try counting from 1 to 10 a number of times, each time expressing a diff erent emotional state—say anxiety, anger, or happiness. Th e way you state each sequence of numbers will show what you intend quite accurately.
Paralanguage meanings also are conveyed by consistencies and inconsistencies in what is said and how it is said. Depending on the circumstance, a person’s voice may or may not be consistent with the intended word meanings. Consistency between the words you choose and how you deliver them to create clear meaning should be your goal. For example, if you are happy or angry, your voice will be loud; if you are sad or delivering bad news, you will likely speak in a quieter tone.
Keep in mind that all communicators have certain assumptions about how a mes- sage should sound. Whether real or imagined, people infer background factors (race, education, etc.); physical appearance (age, height, gender); and personality (introver- sion, social orientation, etc.) when they hear and interpret paralanguage. When you speak, you should do whatever you can to infl uence these assumptions positively. Many of the suggestions in this chapter and the following one should help you deliver a con- sistent and eff ective message. Active listeners will also want to listen between the lines of a spoken message to determine the true meaning a speaker is sending.
ren03210_ch15_523-546.indd 541ren03210_ch15_523-546.indd 541 1/11/13 3:13 PM1/11/13 3:13 PM
Other Types of Nonverbal Communication. Th e preceding four types are the primary forms of nonverbal communication, but others exist. For example, artists, in- terior decorators, and “image consultants” believe that diff erent colors project diff erent meanings. What meanings do you get from red, yellow, black, blue? Th e colors in visual aids (see Chapter 14), wardrobe, and offi ce decor all send nonverbal messages. Th us, you should give more than casual attention to color as a type of nonverbal communication.
Still another type of nonverbal communication involves the structure of our physical context. In an offi ce, the physical arrangements— furniture, carpeting, size, location, and decorations—all communicate meaning to us and to others. Th ese elements provide the context for many of our speaking and listening activities. We should therefore consider them as part of the messages we send and receive as well.
THERE’S MORE . . . Are you interested in taking a listening skills inventory, learning more about parliamen- tary procedure, or fi nding organizations for businesspeople that can help you improve your oral communication skills? Scan the QR code with your smartphone or use your Web browser to visit www.mhhe.com/lesikar13e . Choose Chapter 15 > Bizcom Tools & Tips.
1. Good talking depends on four critical factors: • Voice quality—talking with variations in pitch, delivery, and volume. • Speaking style—blending voice quality and personality. • Word choice—fi nding the right vocabulary for the situation. • Adaptation—fi tting a message to the listener.
2. In business, you are likely to participate in meetings, some formal and some informal. • If you are in charge of a meeting, follow these guidelines.
— Know parliamentary procedure for formal meetings. — Plan the meeting; develop an agenda and circulate it in advance. — Follow the plan. — Keep the discussion moving. — Control those who talk too much. — Encourage participation from those who talk too little. — Control time, making sure the agenda is covered. — Summarize at appropriate times. — Take minutes.
• If you are a participant at a meeting, follow these guidelines: — Stay with the agenda; do not stray. — Participate fully. — But do not talk too much. — Cooperate. — Be courteous.
1 Discuss talking and its key elements.
2 Explain the techniques for conducting and participating in meetings.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
542 PART 5 Oral Forms of Business Communication
ren03210_ch15_523-546.indd 542ren03210_ch15_523-546.indd 542 1/11/13 3:13 PM1/11/13 3:13 PM
3. To improve your phone and voice mail techniques, consider the following: • Cultivate a pleasant voice. • Talk as if in a face-to-face conversation. • Follow courteous procedures.
— When calling, introduce yourself and ask for the person you want. — State your purpose early. — Cover points systematically. — When receiving a call, identify your company or offi ce and yourself and off er
assistance. — When answering for the boss, do not off end by asking questions or making
comments that might give a wrong impression; and do not neglect callers placed on hold.
— When screening calls for the boss, be courteous and honest. — Listen when the other person is talking. — Do not interrupt or dominate. — Plan long conversations, and follow the plan.
• For good voice mail messages, follow these suggestions: — Identify yourself by name and affi liation. — Deliver a complete and accurate message. — Speak naturally and clearly. — Give important information slowly. — Close with a brief goodwill message.
• Demonstrate courtesy when using cell phones by following these general guidelines: — Turn off the ringer where it could disrupt others. — Avoid use at social gatherings. — Keep the phone off the table during meals. — Talk only in places where others won’t be in earshot. — Avoid talking about confi dential or private business. — Keep voice volume down. — Initiate calls in quiet places away from others. — Be conscious of others when you talk. — Avoid talking while driving, especially if it is against the law.
4. Listening is just as important as talking in oral communication. • Listening involves how we sense, fi lter, and retain incoming messages. • Most of us do not listen well because we tend to avoid the hard work that good
listening requires. • You can improve your listening with eff ort. • Put your mind to it and discipline yourself to be attentive. • Make a conscious eff ort to improve your interpretation of incoming messages;
strive to retain what you hear. • Follow the practical suggestions off ered in “Th e Ten Commandments of
Listening.” 5. Nonverbal (nonword) communication is the communication that occurs without
words. • One major type is body language—the movements of our arms, fi ngers, facial
muscles, and other physical components. — Our face and eyes are the most expressive means of body language.
3 Describe good phone and voice mail techniques.
4 Explain the barriers to good listening and describe how to overcome them.
5 Describe the nature and types of nonverbal communication.
CHAPTER 15 Communicating Effectively in Meetings and Conversations 543
ren03210_ch15_523-546.indd 543ren03210_ch15_523-546.indd 543 1/11/13 3:13 PM1/11/13 3:13 PM
544 PART 5 Oral Forms of Business Communication
S K I L L S B U I L D I N G E X E R C I S E S
Talking
1 Record yourself in conversation with three different audiences (e.g., a friend, your parents, a customer or client at work, an instructor). Conduct a SWOT (strengths, weaknesses, opportunities, threats) analysis of your talking using the four elements of good talk- ing discussed in this chapter. What are your strengths?
What are your weaknesses? Identify opportunities for improving your talking. Discuss threats to improv- ing your talking (e.g., nervousness, lack of interest). What will you do to address the threats? Present your analysis in a memo report to your instructor. Be sure to explain to your audiences why you’re recording your conversation and seek permission as appropriate.
— Gestures also send messages. — Our physical appearance (clothing, cosmetics, jewelry, hairstyle) communicates about us.
• Space is a second major type of nonverbal communication. — We create four unique types of spaces: (1) intimate, (2) physical, (3) social, and (4) public. — We communicate diff erently in each space, as infl uenced by our culture.
• How we give meaning to time is a third type of nonverbal communication. • Th e meanings that the sounds of our voices convey (paralanguage) are a fourth type. • Color and physical context are also nonverbal forms of communication. • In our speaking, we should use nonverbal communication to accent our words. • In listening, we need to “hear” the nonverbal communication of others.
K E Y T E R M S
informal talking, 526
business meetings, 528
parliamentary procedure, 529
agenda, 530
voice message, 535
active listening, 537
focusing, 537
back-channeling, 537
accuracy, 537
digital natives, 539
nonverbal or nonword communication, 539
body language, 540
use of space, 540
use of time, 540
paralanguage, 540
1 Talking is something we do every day, so we can be confi dent that these everyday skills are ready for use in the workplace. Discuss. LO1
2 How can being conscious of the elements of talking help us communicate better? LO1
3 Being able to start a conversation is especially im- portant when meeting clients in social settings. Dis- cuss the types of topics that would and would not be appropriate. LO1, 2
4 The people attending a meeting—not the leader— should determine the agenda. Discuss. LO2
5 As meetings should be democratic, everyone present should be permitted to talk as much as he or she wants without interference from the leader. Discuss. LO2
6 Describe an annoying phone practice that you have experienced or know about (other than the ones dis- cussed in the chapter). Explain and/or demonstrate how it should be corrected. LO3
7 Describe the strengths and weaknesses of voice mail systems with which you are familiar. LO3
8 Discuss why we have diffi culty listening well. LO4 9 What can you do to improve your listening? LO4 10 Explain how each type of nonverbal communication
relates to speaking and to listening. LO5
C R I T I C A L T H I N K I N G Q U E S T I O N S
ren03210_ch15_523-546.indd 544ren03210_ch15_523-546.indd 544 1/11/13 3:13 PM1/11/13 3:13 PM
CHAPTER 15 Communicating Effectively in Meetings and Conversations 545
2 Find a video or recording of talking done by some- one you think has good voice quality and someone you think has poor voice quality. Analyze the speak- er’s voice quality in terms of the features discussed in this chapter. As your instructor requests, present your analysis to your class or a small group or to your in- structor in the form of a memo. Your instructor may also require that you assess each person’s nonverbal communication skills.
Meetings
3 For one of the topics below, develop a specifi c prob- lem that would warrant a group meeting. ( Example : For student government, the problem might be “To de- termine the weaknesses of student government on this campus and what should be done to correct them.”) Then lead the class (or participate) in a meeting on the topic. Class discussion following the meeting should reinforce the text material and bring out the effective and ineffective parts of the meeting.
a. Student drinking
b. Scholastic dishonesty
c. Housing regulations
d. Student–faculty relations
e. Student government
f. Library
g. Grading standards
h. Attendance policies
i. Varsity athletics
j. Intramural athletics
k. Degree requirements
l. Parking on campus
m. Examination scheduling
n. Administrative policies
o. University calendar
p. Homework requirements
q. Tuition and fees
r. Student evaluation of faculty
s. Community–college relations
t. Maintaining fi les of old examinations for students
u. Wireless Internet availability
4 Using one of the topics in the above exercise (or another topic as your instructor directs), work in groups of four to present a solution to the problem you decide to ad- dress. You should meet at least four times. One person should be designated to establish an agenda for and lead each meeting and another to take minutes at each meeting. Each person in the group should take a turn leading a meeting and taking minutes. After each meet- ing, group members should evaluate the group leader’s
abilities. Let your leader know of at least one strength and one area needing improvement. Submit your agen- das, minutes, and leader evaluations to your instructor as directed. Present your group’s solution to your class as a short presentation or to your instructor in a memo.
5 Working in groups of four or fi ve, debate the follow- ing statement. As long as the information they provide is truthful, employers should be able to give a negative reference without fear of lawsuits or other negative ef- fects for a former employee seeking employment with an- other company . Examine arguments that might lead you to agree with the statement or disagree with it, and come to a consensus. Tape the meeting and analyze the group members’ performances. You may analyze the recording as a group or individually as your instructor directs. Who emerged as the leader of the discussion? How could you tell this person was the leader? Did anyone dominate the discussion? Did anyone not participate or participate very little? Why do you think this person did not participate as much as he or she could have? What could people in the group do to improve their skills? What did they do well?
Talking on the Phone
6 Make a list of bad phone practices that you have expe- rienced or heard about. With a classmate, fi rst demon- strate the bad practice and then demonstrate how you would handle it. Some possibilities: rudely putting a caller on hold, using an unfriendly tone, unintention- ally insulting the caller, sounding uninterested.
7 Think about your outgoing message on your cell phone or answering machine. For whom is your message ap- propriate? Are the voice quality, style, and word choice appropriate? Is it courteous? Is there anyone you would not want to hear this message (e.g., a potential employ- er)? Does the message contain suffi cient detail? Is it too detailed or too long? In a memo to your instructor, in- clude the text of your current outgoing message. If your message needs revision, include the text of your revised message. Explain why you are revising the message and describe the audience for which you are making the mes- sage more appropriate. If you do not believe your mes- sage needs revision, explain how your message meets the needs of your current audiences. If you do not have a cell phone or answering machine, borrow a friend’s.
Listening
8 After the class has been divided into two or more teams, the instructor reads some factual information (newspaper article, short story, or the like) to only one member of each team. Each of these team members tells what he or she has heard to a second team mem- ber, who in turn tells it to a third team member and so on until the last member of each team has heard the information. The last person receiving the information reports what she or he has heard to the instructor, who
ren03210_ch15_523-546.indd 545ren03210_ch15_523-546.indd 545 1/11/13 3:13 PM1/11/13 3:13 PM
546 PART 5 Oral Forms of Business Communication
checks it against the original message. The team able to report the information with the greatest accuracy wins.
9 This exercise is similar to exercise #2 under Talking, but in this exercise, you will analyze your listening skills. Re- fl ect on a recent conversation with a friend, oral instruc- tions you received from your boss, or a class lecture where you demonstrated what you believe is represent- ative of your listening skills in general. Use a SWOT analysis to evaluate your listening skills. What are your strengths as a listener? What are your weaknesses ? Identify some opportunities for improving your skills. Identify possible threats (e.g., physical limitations, lack of interest) that may hinder your ability to improve your skills. What can you do to address these threats? Present your analysis in a memo report to your instructor.
Nonverbal Communication
10 Find three to fi ve pictures of men and women with different facial expressions (happiness, sadness, an- ger, etc.) or gestures. Ask those native to your area to
identify the emotions or the meanings of the gestures the pictures convey. Then ask at least three others from different countries (preferably different continents) to identify the emotions. Report your results to the class.
11 Go to a public place (e.g., your school’s cafeteria, the library, a park, or a mall). Observe the interaction be- tween two people whom you can see but whom you cannot hear. In a short memo to your instructor, de- scribe the setting, the participants, the interaction, and the nonverbal behaviors. Analyze their nonverbal com- munication and present two possible interpretations of these behaviors. Be sure to justify your interpretations with evidence from your observation.
12 Record yourself in some type of oral communication setting (e.g., the meetings described in previous exer- cises, a mock job interview with your school’s career services offi ce, your next presentation for this or another course). Watch the recording without the sound, and pay attention to your nonverbal behaviors. In a short memo to your instructor, describe what you saw and evaluate what you do well and what you will work to improve.
ren03210_ch15_523-546.indd 546ren03210_ch15_523-546.indd 546 1/11/13 3:13 PM1/11/13 3:13 PM
Learning Objectives Upon completing this chapter, you will understand how to give effective oral reports and speeches, whether face to face or online. To reach this goal, you should be able to
1 Defi ne oral reports and describe important differences between oral and written reports.
2 Determine an appropriate topic, purpose, and structure for a speech or presentation.
3 Describe the personal, physical, and vocal traits that contribute to an effective report or speech.
4 Plan visuals (graphics and slides) to support oral reports and speeches.
5 Plan and deliver effective Web-based presentations.
6 Work effectively with a group to prepare and deliver a team presentation.
CHAPTER SIXTEEN
Delivering Oral Reports and Business Speeches
ren03210_ch16_547-572.indd 547ren03210_ch16_547-572.indd 547 1/11/13 5:12 PM1/11/13 5:12 PM
548 PART 5 Oral Forms of Business Communication
MASTERING FORMAL SPEAKING Researchers consistently note the growing importance of oral communication skills even as technologies such as email, blogs, and other social networking opportunities demand more of our writing skills. According to some estimates, “speakers address audiences an astonishing 33 million times each day . . . and businesspeople give an average of 26 presentations a year.” 1
While Chapter 15 addressed the informal, interpersonal types of oral communica- tion you might encounter in business, this chapter addresses the more formal types of oral communication—oral reports and speeches—that you will be likely to prepare in any professional setting. As with the written forms of communication discussed in this book, these presentations require careful preparation.
REPORTING ORALLY Each day, thousands of internal oral reports are needed to keep boards of directors, executives, and those in other areas of the company informed. Oral reports oft en have external audiences, too, such as progress reports to clients and informational reports to community or government groups.
Th e following sections will help you master the art of the oral report in business.
Defi ning Oral Reports In its broadest sense, an oral report is any objective presentation of facts and their interpretation using the spoken word. Such reports can range from brief status reports delivered by employees or managers at weekly meetings to elaborate reports delivered to clients, potential clients, or company executives. In any reporting situation, the audi- ence expects the presenter (1) to speak without interruption for a certain amount of time and (2) to deliver useful, timely information in an orderly way. An oral report, in other words, shows evidence of research and planning.
LO1 Defi ne oral reports and describe important differences between oral and written reports.
You joined the Corporate Affairs team at Sunfi eld Cereals only a few months ago, but you can already see that your work will involve several kinds of oral presentations. For example, at its monthly meeting last week Sunfi eld’s executive committee assigned your department the task of preparing a special oral report. The report concerns the results of a survey that your department conducted to fi nd out how a shipment of fl awed products had affected the company’s public image. Because you designed and conducted the survey, your boss has asked you to give this report. The audience will be not only the company ex- ecutives but also the managers at all 10 Sunfi eld locations across the U.S. You must fi nd a way to deliver your report to all these audiences simultaneously.
Then today, your boss asked you to do something very special for the company. It seems that each year Sunfi eld Chemicals awards a $5,000 scholarship to a deserving business student at State University. The award is presented at the business school’s annual Honors Day Convocation, usually by your boss. To show the business school’s appreciation for the award, its administration requested that your boss be the speaker at this year’s con- vocation. But she has a confl icting engagement, so you got the assignment. You are excited but nervous about this challenge. Such assignments will only become more frequent as you move up the ladder at Sunfi eld. The following review of oral presentations should help you do them well.
INTRODUCTORY CHALLENGE
Meeting the Challenge of Formal Speaking
1 Ronald B. Adler and Jeanne Marquardt Elmhorst, Communicating at Work: Principles and Practices for Business and the Professions (New York: McGraw-Hill, 2010) 303, print.
ren03210_ch16_547-572.indd 548ren03210_ch16_547-572.indd 548 1/11/13 5:12 PM1/11/13 5:12 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 549
Understanding the Diff erences between Oral and Written Reports While both oral and written reports present and interpret data, the two modes of deliv- ery entail the following signifi cant diff erences.
Visual and Verbal Cues. As you have learned, readers rely on visual cues to interpret written reports. To help them, you can use headings and paragraphing to show the structure of the message and to make the thought units stand out. In ad- dition, you can use punctuation to help show relationships and typography to add emphasis.
When you deliver an oral report, these aids will be missing unless you have support- ing visual material, and even then, much of your spoken content will have no visual component. However, you can use infl ection, pauses, volume emphasis, and changes in the rate of delivery to help your listeners follow you. If appropriate, you can also provide key points on slides, a fl ip chart, or a whiteboard and refer to them at the appropriate time.
Degree of Reader Control. A signifi cant diff erence between oral and written re- ports is that the readers of a written report, unlike the listeners of an oral report, control the pace of the communication. Th ey can pause, reread, change their rate of reading, or stop as they choose. Since the readers set the pace, the writing can be complex and still communicate. However, since the listeners for an oral report cannot control the pace of the presentation, they must grasp the intended meaning as the speaker says the words. For this reason, good presenters monitor the audience’s reaction, slow down or speed up as needed, and use handouts or other written material for detailed information that might need careful review.
Formality in Oral and Written Reports. As with written reports, your use of cor- rect grammar in oral reports is a refl ection of your competence. However, it is oft en acceptable to use a less formal style in oral reports. Colloquialisms, contractions, and even slang can be eff ective with certain audiences. If using such a style, be sure that your language still refl ects your professionalism.
Considering the diff erences between writing and speaking in terms of verbal and visual cues, degree of reader control, and level of formality can help you identify which type of report—written or oral—to prepare.
Planning the Oral Report As with written reports, planning is the logical fi rst step in your work on oral reports. For short, informal oral reports, planning may be minimal. But for the more formal oral reports, particularly those involving powerful or external audiences, proper plan- ning is likely to be as involved as that for a comparable written report.
Determining the Report Objective. Logically, your fi rst task in planning an oral report is to determine your objective. As prescribed for the written report in Chapter 11, you should state the problem or topic your report will address and, in light of that topic, your report’s purpose. Th en you should determine the factors you’ll need to investigate in order to achieve your goal. Th is procedure will help you decide what information to gather and what the main sections of the report will be.
In determining your report objective, you must think carefully about your audi- ence’s traits and interests. For example, a board of directors may need information to decide your company’s direction in the next quarter, while a client may need informa- tion to determine whether your company’s product meets his or her needs.
Organizing the Content. Th e procedure for organizing oral reports is similar to that for organizing written reports. You will choose either the direct or indirect order, depending on the situation.
ren03210_ch16_547-572.indd 549ren03210_ch16_547-572.indd 549 1/11/13 5:12 PM1/11/13 5:12 PM
550 PART 5 Oral Forms of Business Communication
In general, though, oral reports are more likely to be delivered indirectly than are written reports. Perhaps this is because listeners expect an oral report to be more or less like a story, with the beginning and middle leading up to the main point. Whatever the reason, oral reports usually begin with the purpose, provide any helpful background information, present the facts and analysis, and then give the conclusions or recom- mendations. On the other hand, the direct structure may be more appropriate for some oral reports. For example, if you’ve been asked to report on the impact of a new federal regulation on the company’s operations, your listeners may grow impatient if you do not reveal the main fi ndings up front and then fi ll in the details.
Both written and oral reports may end with a conclusion, a recommendation, a summary, or a combination of the three. But the oral report is likely to have a more ex- tensive closing statement. In a sense, your ending will serve the purpose of an executive summary by bringing together all the important information, analyses, conclusions, and recommendations. Your listeners cannot fl ip back through the report the way they could with a written report, so this kind of close will help them pull all the parts of your report together and remember the key points.
Planning for Interaction. Almost all oral reports give the audience an opportunity to ask questions or off er opinions. You will need to decide how to manage this part of the presentation.
Some speakers state or clearly imply at the beginning of the report that they will take questions at the end. Others tell the audience up front to ask questions at any time, and still others build audience participation into the report at specifi c times. One expert asserts that saving the Q&A until the end is a “quick-fi re way to ensure that no one will ask a question” because the audience won’t want to prolong the talk, 2 but in some cases, listeners actually want to hear the whole report before asking questions. As always, your topic, purpose, and audience should be your guide. Whatever method you choose, be sure you anticipate the questions your listeners are likely to ask, and be prepared with good answers.
Before you present, you’ll need to make a number of additional decisions, ranging from how to prepare the venue, how to design helpful supplementary materials, and what personality to project during your talk. Later sections of this chapter will advise you on these topics.
GIVING SPEECHES AND PRESENTATIONS Many people fi nd delivering speeches diffi cult and uncomfortable. Having to give the speech online or in front of a video camera can increase the risk of awkwardness. But you can improve your public speaking and reduce any anxiety associated with it by learning what good speaking techniques are and then putting those techniques into practice.
Determining the Topic and Purpose Electronic means of communication have greatly expanded the types of speeches that businesspeople give. Sometimes face-to-face delivery is still the best choice, but other times a video or a live online presentation may be more appropriate.
Whatever the medium, your fi rst step in formal speaking—as with the oral report— is to determine the topic and purpose of your presentation. In some cases, you will be assigned a topic, usually one within your area of specialization. In fact, when you are asked to make a speech on a specifi ed topic, it is likely because of your knowledge of the topic. In some cases, your choice of topic will be determined by the purpose of your assignment, as when you are asked to welcome a group, introduce a speaker, demon- strate a product, or pitch a proposal.
LO2 Determine an appropriate topic, purpose, and structure for a speech or presentation.
2 Joey Asher, president of the company Speechworks, as quoted by Tonya Layman in “Presentation Pitfall,” Atlanta Business Chronicle, American City Business Journals, 3 June 2011, Web, 1 Aug. 2012.
ren03210_ch16_547-572.indd 550ren03210_ch16_547-572.indd 550 1/11/13 5:12 PM1/11/13 5:12 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 551
In other cases, you’ll be asked to speak on a topic of your choice. In your search for a suitable topic, you should be guided by four basic factors. Th e fi rst is your background and knowledge. Any topic you select should be one with which you are comfortable— one within your areas of profi ciency. Th e second basic factor is the interests of your audi- ence. Selecting a topic that your audience can appreciate and understand is vital to the success of your speech. Th e third basic factor is the occasion of the speech. Is the occasion a meeting commemorating a historic event? A monthly meeting of an executives’ club? Th e keynote address at a professional conference? Whatever topic you select should fi t the occasion. And fourth, consider the medium you’ll be using. Whether your speech is an in-person address, a video, or a virtual presentation with remote participants may well aff ect your topic, as well as the length and contents of your speech.
Preparing the Presentation Aft er you have decided what to talk about, why, and in what medium, you will gather the information you need. Th is step may involve recalling relevant experiences or generat- ing ideas, conducting research in a library, searching through company data, gathering information online, or consulting people in your own company or other companies.
When you have your information, you are ready to begin organizing your talk. Although variations are sometimes appropriate, you should usually follow the basic pattern of introduction, body, and conclusion . Th is is the order described in the para- graphs below.
Although not really a part of the speech, your fi rst words should be a greeting appro- priate for the audience. A simple “good morning” or “good evening” may suffi ce. Some speakers eliminate the greeting and begin with the speech, especially in more informal and technical presentations. If you have not been introduced to your audience, be sure to introduce yourself.
Introduction. Th e introduction of a speech has much the same goal as the intro- duction of a written or oral report: to prepare the listeners (or readers) to receive the message. But the opening of a speech usually needs some kind of attention-gaining material as well. Th e situation is somewhat like that of the sales message; at least some of the people with whom you want to communicate won’t initially be interested in your talk. You will need an appropriate strategy to engage the audience right away.
SOURCE: Copyright © Randy Glasbergen, www.glasbergen.com .
ren03210_ch16_547-572.indd 551ren03210_ch16_547-572.indd 551 1/11/13 5:12 PM1/11/13 5:12 PM
552 PART 5 Oral Forms of Business Communication
One possibility is a human-interest story. For example, a speaker presenting a mes- sage about the opportunities available to people with original ideas might open this way: “Nearly 150 years ago, an immigrant boy of 17 walked the streets of our town. He had no food, no money, no belongings except the shabby clothes he wore. He had only a strong will to work—and an idea.”
Humor is another widely used technique. If you know that someone will be giving you a glowing introduction, you might say, “Wow, aft er that introduction, I can hardly wait to hear what I’m going to say.”
One communications expert advises against using prepared jokes, though, especially if you are not a good joke teller. Th e better course, in his view, is to interject humor that is “spontaneous, related to the event, and self-directed.” 3 Whichever way you choose, make sure your humor is relevant and inoff ensive.
Other eff ective attention getters are quotations and questions. By quoting someone the audience would know and view as credible, you build interest in your topic. You also can ask questions. One kind of question is the rhetorical question—the one everyone an- swers the same, such as “Who wants to be free of burdensome fi nancial responsibilities?” Another kind of question gives you background information on how much to talk about diff erent aspects of your subject. With this kind of question, you must follow through by basing your presentation on the response. If you asked “How many of you have IRAs?” and nearly everyone raised a hand, you wouldn’t want to talk about the importance of IRAs. You could skip that part of your presentation, spending more time on another aspect, such as managing an IRA eff ectively.
Yet another possibility is the startling statement. Illustrating this possibility is the beginning of a speech to an audience of merchants on a plan to reduce shoplift ing: “Last year, right here in our city, in your stores, shoplift ers stole over $3.5 million of your merchandise.”
To see great presenters in action, visit TED.com, where the world’s top thinkers on a wide range of topics share their insights. Because each speaker is held to an 18-minute time limit, these speeches are often models of effi ciency and clar- ity. And many of the talks are supported by stunning visuals, which the speakers skillfully integrate into their talks. TED.com is sponsored by the organization TED—whose name is an acronym for technology, entertainment, and design. As the site explains, TED is a nonprofi t organiza- tion “devoted to Ideas Worth Spreading.” It began as the name of a conference organized by Richard Saul Wurman (the inventor of the term information design ) and associ- ates, which fi rst took place in Silicon Valley in 1984. Since then, the U.S. conference has become an annual event, and there is a yearly global conference as well. The talks are organized by themes—such as “The Rise of Collaboration,” “Not Business as Usual,” “What’s Next in Tech,” and “Bold Predictions, Stern Warnings.” You can also search the site by topic.
Here’s a sampling of the business-related videos you’ll fi nd:
• In “Presentation Innovation,” Dr. Hans Rosling makes public-health statistics come alive in animated visuals.
• In “Why Work Doesn’t Happen at Work,” Jason Fried, software entrepreneur, explores the counterproductive qualities of offi ce buildings.
• In “Evan Williams on Listening to Twitter Users,” the cofounder of Twitter talks about the unexpected uses of Twitter that have fueled its astronomical growth.
• In “Why We Have Too Few Women Leaders,” Sheryl Sandberg, COO of Facebook, analyzes the striking shortage of women in high places and offers advice for women seeking such roles.
If you haven’t visited TED.com already, be sure to do so before your next speech to see how the best and brightest do it.
COMMUNICATION MATTERS
Have You Met TED?
3 Bill Lampton, “5 Reasons You Shouldn’t Start Your Speech with a Joke,” Business Know-How , Attard Communications, Inc., n.d., Web, 28 July 2012.
ren03210_ch16_547-572.indd 552ren03210_ch16_547-572.indd 552 1/11/13 5:12 PM1/11/13 5:12 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 553
In addition to arousing interest, your opening should lead into the topic of your speech. In other words, it should set up your message as the examples above do.
Following the attention-gaining opening, it is appropriate to tell your audience what you’ll be talking about. In fact, in cases where your audience will already have an interest in what you have to say, you can begin here and skip the attention-gaining opening. Presentations of technical topics to technical audiences typically begin this way.
If you have a particular, and perhaps not widely shared, opinion about your sub- ject, you may prefer to move into your subject indirectly—to build up your case before revealing your position. Th is inductive pattern may be especially desirable for sales proposals and other persuasive speeches. 4 But in most business- related speeches you should indicate your attitude toward the topic early in the speech.
Body. Organizing the body of your speech is much like organizing the body of an oral or written report. You take the whole and divide it into comparable parts. Th en you take those parts and divide them, and you continue to divide as far as it is practical to do so. In speeches, however, you are more likely to use factors (subtopics) rather than time, place, or quantity as the basis of division because in most speeches your presenta- tion is likely to be built around issues and questions that pertain to the subject. Even so, time, place, and quantity subdivisions are possibilities.
You need to emphasize the transitions between the divisions because, unlike the reader who can see them in a written report, the listener may miss them if they are not stressed adequately. Without clear transitions, you may be talking about one point, and your listener may think you are still on the previous point.
4 “Th e Secret Structure of Great Talks,” a popular TED video by Nancy Duarte, recommends using a structure that moves back and forth between “what is” and “what could be,” ending with the “call to action” ( TED , Ted Conferences, LLC, Feb. 2012, Web, 29 July 2012). Th is would be an appropriate structure for talks intended to inspire, sell, or change people’s minds. Its indirectness would not be appropriate for instructional or informational talks.
Successful oral presentations to large audiences are the result of thorough preparation .
ren03210_ch16_547-572.indd 553ren03210_ch16_547-572.indd 553 1/11/13 5:12 PM1/11/13 5:12 PM
554 PART 5 Oral Forms of Business Communication
Conclusion. Like most reports, the speech usually ends by drawing a conclusion or conclusions. Th e conclusion is the culmination of your report—the point at which you achieve your communication goal. You should consider including these three elements in your close: (1) a restatement of the subject, (2) a summary of the key points devel- oped in the presentation, and (3) a statement of the conclusion (or main message).
Bringing the speech to a climactic close—that is, making the conclusion the high point of the speech—is usually eff ective. Present the concluding message in words that gain attention and will be remembered. In addition to concluding with a summary, you can give an appropriate quote, use humor, or call for action. Th e following close of a speech advocating a new marketing strategy illustrates this point: “In short, switching from print to email marketing will save money, generate more sales leads, and gain us a bigger share of the market.”
Choosing the Presentation Method In addition to determining the speech’s content and structure, you need to decide on your method of presentation—that is, whether to present the speech extemporane- ously, memorize it, or read it.
Presenting Extemporaneously. Extemporaneous presentation is by far the most popular and eff ective method. With this method, you fi rst thoroughly prepare your speech, as outlined above. Th en you prepare notes and present the speech from them. You usually rehearse, making sure you have all the parts clearly in mind, but you make no attempt to memorize. Extemporaneous presentations generally sound natural to the listeners, yet they are (or should be) the product of careful planning and practice.
Memorizing. Th e most diffi cult method is to present your speech from memory. If you are like most people, you fi nd it hard to memorize a long succession of words. Also, if you memorize, you can get fl ustered if you miss a word or two during your talk. You may even become panic-stricken.
For this reason, few speakers who use this method memorize the entire speech. In- stead, they memorize key passages and use notes to help them through the speech. A delivery of this kind is a cross between an extemporaneous presentation and a memo- rized presentation.
Reading. Th e third presentation method is reading. Unfortunately, most of us tend to read aloud in a monotone. We also miss punctuation marks, fumble over words, lose our place, and so on. But many speakers have learned to read a speech in an interest- ing, smooth way, and with eff ort you can, too. One eff ective way is to practice with a recorder and listen to yourself. Th en you can be your own judge of what you must do to improve your delivery. You would be wise not to read speeches until you have mastered this presentation method.
In most business settings, it is considered inappropriate to read. Your audience will want more personal interaction than that. However, when you are acting as the offi cial spokesperson for a company or organization—for example, when responding to a cri- sis or giving an important announcement—reading from a carefully prepared speech is appropriate and even expected. Many top executives today use teleprompters when delivering read speeches, and many of these speeches are well done.
Choosing the Means of Audience Feedback Traditionally, formal speeches have been one-way communication, with the presenter delivering a well-prepared talk and restricting audience participation to applause or questions at the end. Today’s audiences are likely to expect more two-way communica- tion, even during the talk.
With webinars, or live presentations conducted via the Web, participants expect to be kept involved through polls, questions, and even live chat with the speaker. But even
ren03210_ch16_547-572.indd 554ren03210_ch16_547-572.indd 554 1/11/13 5:12 PM1/11/13 5:12 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 555
in real settings, audiences oft en expect to be invited to contribute as well—whether by raising their hands, asking questions, voting with a clicker, 5 or tweeting their answers or comments. 6
Even if you decide not to use extensive back-channeling, or the use of audience feedback during your talk, you may want to incorporate audience participation at some points in your presentation to break up your speech and keep the attention level high. How you do so will depend on the media you will use to deliver your talk and your relationship with your audience.
Whether or not you invite audience feedback during your talk, consider inviting the audience to email you aft erward with their questions and comments. Many webi- nar presenters follow up their online sessions with evaluation forms that they email to the participants. Th is kind of post-presentation interaction can help you improve your presentations, acquire positive statistics to show to your boss, and build productive relationships with those who heard you speak.
PREPARING YOURSELF TO SPEAK Whatever type of oral report, speech, or presentation you will be giving, be sure you are prepared to deliver it well. Of course, the content of a message must be solid, but if your delivery is poor, people may ignore or simply miss your most important points. Th e following sections provide strategies for ensuring that your audience will understand and respond positively to your message.
Appealing Personal Traits An important preliminary to good oral reports or speeches is to analyze yourself as a speaker. In oral presentations you, the speaker, are a very real part of the message. Th e members of your audience not only take in the words you communicate but also form an impression of you. And how they perceive you can signifi cantly aff ect how they respond. You should thus do your best to project personal traits that will appeal to your audience. Th ose that follow are particularly important.
Confidence. A primary characteristic of eff ective oral reporting is confi dence—your confi dence in yourself and the confi dence of your audience in you. Th e two are comple- mentary: Your confi dence in yourself tends to produce an image that gives your audi- ence confi dence in you, and your audience’s confi dence in you can give you a sense of security that increases your confi dence in yourself.
Typically, you earn your audience’s confi dence through repeated contact with them. When you speak to a room full of strangers, you must fi nd other ways to gain their confi dence. Preparing your presentation diligently and practicing it thoroughly will give you confi dence and help you project it. Another confi dence-building technique is an appropriate physical appearance. Looking like those your audience respects gives you credibility and helps you get into your role as presenter. Yet another confi dence- building technique is simply to talk in strong, clear tones. Speaking as though you are relaxed and self-assured will actually help you feel this way.
Competence. Audiences expect speakers to be knowledgeable on the topic they’re discussing. Do your homework so that you’ll have the knowledge your audience will require of you. Anticipate the listeners’ likely questions—and if you’re asked some- thing you don’t know, don’t try to fake an answer. Instead, off er to fi nd the information and share it with the audience later (e.g., by email). Besides gathering the necessary
LO3 Describe the personal, physical, and vocal traits that contribute to an effective report or speech.
6 See Kathy Reiff enstein’s blog Professionally Speaking for the research behind Twitter’s growing popularity as a presentation-enhancing tool (“Twitter in Presentations—Love It or Leave It?,” 28 May 2009, Web, 29 July 2012).
5 Jan Hoff man, “Speak Up? Raise Your Hand? Th at May No Longer Be Necessary,” Th e New York Times , Th e New York Times Company, 30 Mar. 2012, Web, 29 July 2012.
ren03210_ch16_547-572.indd 555ren03210_ch16_547-572.indd 555 1/11/13 5:12 PM1/11/13 5:12 PM
556 PART 5 Oral Forms of Business Communication
knowledge, spare no eff ort in making the presentation itself well designed and well written. Grammatical errors or poorly designed slides can sabotage an otherwise great speech.
Sincerity. Your listeners are quick to detect insincerity. And if they detect it, they are likely to give little weight to what you say. On the other hand, sincerity—when com- bined with competence—generates trust and conviction. Th e way to project an image of sincerity is clear and simple: You must be sincere. Be yourself, and acknowledge your
Have you ever used PowerPoint’s Presenter View? It can re- ally enhance the smoothness of a presentation. You can see its major tools in the screenshot below. While your slides are being displayed to the audience in Slide Show view, Presenter View lets you view not only the slides but also your notes. Additionally, you see the title to the upcoming slide as well as the elapsed time since the beginning of the presentation. Furthermore, a menu under the current slide allows you to start or end the show on one click, black out that screen to bring the attention back to you, and perform
other actions. As the presenter, you have the fl exibility to skip slides or change the ordering on the fl y. In PowerPoint 2010 you can access the presenter’s view by going to the Slide Show tab > Monitors box > Use presenter view. Note: You need to have your com- puter connected to two monitors—usually a laptop and a projector—to be able to set up and use Presenter View. For set-up instructions, search “presenter view” in PowerPoint’s Help feature.
TECHNOLOGY IN BRIEF
Presentation Delivery Tools Help You Convey Your Message Effectively
SOURCE: Microsoft, “What Is Presenter View?” Microsoft.com, Microsoft Corporation, n.d., Web, 31 July 2012.
ren03210_ch16_547-572.indd 556ren03210_ch16_547-572.indd 556 1/11/13 5:12 PM1/11/13 5:12 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 557
limits. If you can’t answer a question, say so and invite others in attendance to off er their ideas. Graciously compliment those ideas and add what you do know. Show that your topic is of genuine interest to you and that it is more important than your ego.
Friendliness. A speaker who projects an image of friendliness has a signifi cant ad- vantage. Audiences simply like friendly people, and they are generally receptive to what such people say. To project friendliness, smile, make eye contact, and learn and use audience members’ names. You can also watch yourself in a mirror as you practice speaking to improve your projection of friendliness.
Appropriate Appearance and Physical Actions In face-to-face presentations and many videos and online presentations, your listen- ers will be looking at you and your surroundings. What they will see is a part of the message and can aff ect the success of your speech. Do your best to make these visual elements contribute to, not detract from, your talk.
The Communication Environment. Whenever you’ll be visible, a background will be visible as well. For actual presentations, try to visit the room ahead of time to see what adjustments to the setting you might want to request. For example, you might want the podium moved or the lighting managed in a certain way. For virtual presentations, be sure to test how you’ll actually look on camera so you can check the backdrop, the lighting, and how much of you will show. In both environments, ensure that your voice will be appropriately amplifi ed and that extraneous noise will be kept to a minimum.
Personal Appearance. As Chapter 15 points out, your personal appearance is a part of the message your audience receives. Dress in a manner appropriate for the audience and the occasion. You should also be sure that nothing about your appearance (e.g., hairstyle or jewelry) is distracting.
Good presenters project confi dence, competence, sincerity, and friendliness.
ren03210_ch16_547-572.indd 557ren03210_ch16_547-572.indd 557 1/11/13 5:12 PM1/11/13 5:12 PM
558 PART 5 Oral Forms of Business Communication
Posture. Posture is likely to be the most obvious physical trait of yours that your audi- ence will see. Even listeners not close enough to detect facial expressions and eye move- ments can see the general form of the body. Keep your body erect without appearing stiff and comfortable without appearing limp. Try to appear naturally poised and alert.
Walking. Your audience also forms an impression from the way you walk. A strong, sure walk to the speaker’s position conveys an impression of confi dence. Hesitant, awk- ward steps convey the opposite impression.
Walking during the presentation can be good or bad, depending on how you do it. Some speakers use steps forward and to the side to emphasize points. Too much walk- ing, however, detracts from the message. You would be wise to walk only when you are reasonably sure that this will have the eff ect you want. And be sure not to walk away from the microphone.
Facial Expression. As noted in Chapter 15, probably the most communicative physical movements are facial expressions. When speaking, be sure to avoid those that convey unintended meanings. For example, if a speaker appears frightened, the image detracts from the entire communication eff ort. A smile, a grimace, and a puzzled frown may be appropriate or inappropriate, depending on the context. Choose those expres- sions that best convey your intended meaning.
Eye contact is important. Th e eyes, which have long been considered “mirrors of the soul,” provide most listeners with information about the speaker’s sincerity, goodwill, and fl exibility. Making eye contact tends to show that you have a genuine interest in your audience.
Gestures. Like facial expressions, gestures are strong, natural aids to speaking. It is natural, for example, to emphasize a plea with palms up and to show disagreement by shaking one’s head. Raising fi rst one hand and then the other usually indicates contrast- ing points, while a shrug might mean “either way is fi ne” or “who knows?”
Th e appropriateness of physical movements is related to personality, physical makeup, and the size and nature of the audience. Also, a speaker appearing before a formal group tends to use more conservative gestures (e.g., slight head and hand move- ments) than one before an informal group. Which physical movements you should use on a given occasion is a matter for your best judgment.
Effective presenters use friendly facial expressions and make direct eye contact with members of their audience.
ren03210_ch16_547-572.indd 558ren03210_ch16_547-572.indd 558 1/11/13 5:13 PM1/11/13 5:13 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 559
Pleasant Voice and Speaking Style An interesting, pleasant voice is an obvious requirement of good speaking. Like physi- cal movements, the voice should not hinder the listener’s concentration on the message. Voices that cause such diffi culties tend to have these fl aws: (1) lack of pitch variation, (2) lack of variation in speed, (3) lack of vocal emphasis, and (4) unpleasant voice qual- ity. Although these drawbacks are discussed in Chapter 15 in the context of interper- sonal communication, we will review them here because of their signifi cance to formal oral communication.
Lack of Pitch Variation. Speakers who talk in a monotone are not likely to hold the interest of their listeners for long. Listening to your voice and making a conscious eff ort to vary your pitch can help you develop a more interesting style.
Lack of Variation in Speaking Speed. As a general rule, you should present the easy parts of your message at a fairly fast rate and the hard parts and the parts you want to emphasize at a slower rate. A slow presentation of easy information is irritating; hard information presented fast may be diffi cult to understand. And no variation in the speaking speed can be boring.
A problem related to the pace of speaking is the incorrect use of pauses. Properly used, pauses emphasize upcoming subject matter and are an eff ective means of gain- ing attention. But frequent pauses for no reason are irritating and break the listeners’ concentration. Pauses become even more irritating when the speaker uses fi llers such as uh, like, you know , and OK.
If you’ve ever attended a presentation during which the speaker had trouble fi nding the right view, going back to an earlier slide, or using other features of the software, you know how distracting that can be. Familiarizing yourself with keyboard shortcuts can help you move around quickly and skillfully in your presenta- tion. Here, for example, are some PowerPoint 2010 short- cuts for managing your slides like a pro:
To Do This Press
Start your presentation in Slide Show view.
F5
Show or hide the arrow pointer. A or 5
Change the pointer to a pen (to draw on your slides while presenting).
CTRL 1 P
Change the pen back to an arrow.
CTRL 1 A
Show or hide the ink markup. CTRL 1 M
Perform the next animation or advance to the next slide.
N, Enter, Page Down, Right Arrow, Down Arrow, or Spacebar
Perform the previous animation or advance to the next slide.
P, Page Up, Left Arrow, Up Arrow, or Backspace
Go to a certain slide. Slide number 1 Enter
Return to the fi rst slide. Press and hold Right and Left Mouse buttons for 2 seconds
Display a blank black slide, or return to the last-viewed slide from a blank black slide.
B or Period
Display a blank white slide, or return to the last-viewed slide from a blank white slide.
W or Comma
Stop or restart an automatic presentation.
S
End a presentation. Esc or Hyphen
To see all the PowerPoint shortcuts, press Shift 1 F10.
SOURCE: Microsoft, “Keyboard Shortcuts for Use While Delivering a Presentation in PowerPoint 2010,” Microsoft.com , Microsoft Corporation, n.d., Web, 31 July 2012.
COMMUNICATION MATTERS
Look Like a Pro with PowerPoint Keyboard Shortcuts
ren03210_ch16_547-572.indd 559ren03210_ch16_547-572.indd 559 1/11/13 5:13 PM1/11/13 5:13 PM
560 PART 5 Oral Forms of Business Communication
Lack of Vocal Emphasis. A secret of good speaking is to give words their proper em- phasis by varying the manner of speaking. You can do this by (1) varying the pitch of your voice, (2) varying the pace of your presentation, and (3) varying the volume of your voice.
You must talk loudly enough for your entire audience to hear you, but not too loudly. Obviously, your volume should be greater for a large audience than for a small audi- ence, unless a microphone is provided. Regardless of audience size, however, variety in volume is good for interest and emphasis. It produces contrast, which is one way of em- phasizing the more important points. Some speakers incorrectly believe that the only way to show emphasis is to get louder. But you can also show emphasis by decreasing volume. Th e contrast in volume provides the emphasis.
Unpleasant Voice Quality. It is a hard fact that some voices are more pleasant than others. Fortunately, most voices are reasonably pleasant, but some are raspy, nasal, or unpleasant in another way. To improve their voices, businesspeople sometimes do voice therapy. Short of that, concentrating on variations in pitch, speed of delivery, and vol- ume can compensate considerably for a less-than-ideal speaking voice.
In this day of audio and video recorders, it is easy to hear and see yourself talk. Since you know good speaking when you hear it, you should be able to improve your vocal presentation if you analyze your current style.
Another good way to improve your presentation skills is to watch others. Watch your instructors, your peers, television personnel, professional speakers, and anyone else whom you might learn from. Today you can even watch top corporate executives on webcasts and video presentations. Analyze these speakers to determine what works for them and what does not, and then imitate those techniques that you think would help you. You may also want to refer to Chapter 15, page 526, for tips on improving your speaking voice.
SUPPORTING YOUR TALK WITH VISUALS Audiences have become much more visually oriented than they used to be. Th ey expect that most presentations will include a visual component to help them follow along and stay interested.
Plus, as professional trainers know, visuals also aid immensely in retention of the presented information. According to a U.S. government website that provides guide- lines for safety and health training, an audience who has heard an oral presentation with no visuals recalls about 10 percent of what they’ve heard. If they’ve been given only a visual with no oral component, that number increases to 35 percent. Combining the two media to present the information raises the number to 65 percent. 7
Planning the most eff ective visuals to go with your oral report or speech should thus be integral to planning the talk overall. Chapter 14 also provides tips for choosing the best visuals for the types of data you may need to present in your oral report or speech.
What Kinds of Information to Present Visually Th e purpose and content of your talk will determine the points at which a visual might be appropriate, but the following guidelines can help.
• Most presenters who will be using supporting visuals in electronic form begin their talk with a title slide that conveys the point of the talk, the speaker’s name, and the name and logo of the sponsoring company (if any).
• Providing an outline of what you will cover can help your listeners comprehend you better as you proceed through your talk.
• Charts, tables, and line art or diagrams will help your listeners understand statistical information or a process.
LO4 Plan visuals (graphics and slides) to support oral reports and speeches.
7 United States, “Construction Safety and Health Outreach Program,” Occupational Safety & Health Administration, Department of Labor, n.d., Web, 30 July 2012.
ren03210_ch16_547-572.indd 560ren03210_ch16_547-572.indd 560 1/11/13 5:13 PM1/11/13 5:13 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 561
• Photographs help your listeners form a concrete image of something you’re discussing, whether a happy customer, your products, or a vision of the future.
• If not overdone, animation (zooming in and out, bars or columns that grow, moving text or objects, photographs that change) can reinforce a point you’re making or help you show a process.
• Most popular digital presentation tools make it easy to incorporate multimedia into your show. Consider embedding audio or video fi les in your slides to bring in an expert opinion, share a story, or show an example. If you know you will have an Internet connection, consider embedding hyperlinks to get audience feedback (e.g., via Twitter).
When your talk will not be electronically supported—and such talks still take place frequently—you should consider incorporating visuals (except animation and multi- media, of course) into a print handout for your listeners. Many of these types of vi- suals can also be adapted to a fl ip chart or whiteboard. Be sure to consult the advice in Chapter 14 when designing your visuals, including how to cite the sources for any copyrighted visuals you’ll be using.
Techniques for Using Visuals Any visuals you use will need to be skillfully incorporated into your talk. Here are some basic dos and don’ts:
• Make certain that everyone in the audience can see the visuals. Too many or too-faint lines on a chart, for example, can be hard to see. An illustration that is too small can be meaningless to people far from the speaker. Even fonts must be selected and sized for visibility.
In oral presentations, appropriately handled visuals can help you communicate clearly .
ren03210_ch16_547-572.indd 561ren03210_ch16_547-572.indd 561 1/11/13 5:13 PM1/11/13 5:13 PM
562 PART 5 Oral Forms of Business Communication
• If necessary, explain the visual. Remember that the visual is there to help you communicate content, not just to add visual interest.
• When discussing a visual, refer to it with physical action and words. Use a laser pointer or slide animations to emphasize each point you’re making.
• Talk to the audience—not to the visuals. Look at the visuals only when the audience should look at them. When you want the audience to look at you, you can regain their attention by covering the visual or making the screen white or black (in PowerPoint, toggle the W or B keys).
• Avoid blocking the listeners’ views of the visuals, and make certain that the listeners’ views are not blocked by lecterns, pillars, or furniture.
Use of Presentation Software When most people think of designing visuals to go with a report or speech, they auto- matically think of PowerPoint—the fi rst widely used, and still the most popular, presen- tation soft ware. But cloud applications (those hosted by a service provider, not installed on your computer) and apps for mobile devices have really broadened your options.
For example, you may have tried Prezi, a cloud application (available in a free version) that enables you to zoom in and out as you move around an online canvas. SlideRocket is another popular PowerPoint alternative. Even its free version comes with design, timing, and multimedia options—such as adding a live Twitter feed to a slide—that PowerPoint doesn’t off er. And of course there’s Google Docs’s presentation tool, which has almost as many features as PowerPoint, along with the added benefi t of enabling online collaboration without the need for additional soft ware.
Whichever tool you use, stay clear of the following pitfalls:
• Putting too much on a slide . Th is is one of the most common errors presenters make. Remember that your talk, not your slides, should convey most of your detailed information. Making a slide or Prezi object too crowded is a surefi re way to make your audience stop looking at it. For PowerPoint, we recommend no more than six brief bullet points per slide and no more than two levels of bullet points ( Figure 16–1 ).
• Making the contents on the slide too small . Th is is probably the second most common error. When you’re designing your slides, you’re looking at them on your computer, so small type and visuals are legible. But your audience for an in-person speech will be trying to read your slides from many feet away from the screen, and even those viewing webinar slides on their computers won’t like tiny content.
Figure 16–1
An Attractive, Readable Text Slide in PowerPoint 2010
ren03210_ch16_547-572.indd 562ren03210_ch16_547-572.indd 562 1/11/13 5:13 PM1/11/13 5:13 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 563
We recommend 30-point type or larger for headings and 24-point type or larger for the text ( Figure 16–1 ).
• Using an inappropriate theme or unreadable color combinations . Students tend to want to choose elaborate and fl ashy designs for their slides. But many templates included with the soft ware are too busy for most presentation purposes, and certain text and background color combinations, such as red text on a blue background, make the slides diffi cult to look at, let alone read. Err on the side of conservatism. Black text on a white or pale background with the company logo discretely in the corner can make for easily readable slides as well as a clean, professional look.
• Using too much animation . Another tendency amateurs have is to go wild with the options for transitions between slides and with other dynamic features. Prezi is particularly susceptible to this problem; all of the zooming in and out can actually make viewers dizzy. Again, err on the side of conservatism. Remember that the goal is not to dazzle the audience with visual activity but to achieve your communication purpose.
• Being inconsistent across slides . Your whole presentation should have a consistent look. Th is means that similar slides should be formatted similarly (e.g., for text-based slides, use the same font throughout for the slide titles, as well as the same body font) and that no slide should look as though it belongs in a diff erent presentation.
• Reading vertatim what’s on the slides (or, the opposite, not integrating what’s on the slide into your talk) . Visuals should be included to help you present—not the other way around. Strike a good balance between helping the audience read what’s on the screen and keeping the focus on you and what you have to say.
Th e checklist in Figure 16–2 can help you avoid these problems.
Checklist for Preparing/Editing Presentation Slides
Questions about the presentation as a whole :
• Is there an attractive, clearly worded, readable title slide?
• Does the writer make good use of an outline slide? Is it titled effectively, and are the items in the list of topics grammatically parallel?
• Do the slides seem to cover all the important information?
• Do the slides seem to be in the most logical order?
• Is there a fi nal slide that sums things up or leaves people with a signifi cant thought or fi nding?
• Does the whole presentation have a consistent look?
Questions about every slide :
• Is there a strong contrast between the background and the text color?
• Is there any type that is too small to be read? (Remember, no typeface should be smaller than 24 points.) Conversely, is any type too big (yelling)? Is any typeface hard to read (as with italics or too fancy a font)?
• Is there too much or too little information on any slide? Should any slides be combined or divided up? If a topic is covered in more than one slide, the title on the subsequent slides should include “(cont’d).”
• Is every slide accurately/informatively titled?
• Has the writer managed the hierarchy of the information well (not using more than two levels of information and making clear which is on the top level and which is on the secondary level)?
• Are all headings on the same level grammatically parallel? Are items in all lists grammatically parallel?
• Is the wording on each slide clear and grammatically correct?
• If there are borrowed facts or quotes, are the sources named clearly on the slides?
• Is each slide visually clean and attractive? Should/could the writer add visuals anywhere? Are all visuals appropriately used and clearly labeled?
• Are the dynamic elements (e.g., slide transitions) appropriate for the topic and audience? Should you use more or less animation at any point?
Figure 16–2
Tips for Effective Presentations
ren03210_ch16_547-572.indd 563ren03210_ch16_547-572.indd 563 1/11/13 5:13 PM1/11/13 5:13 PM
564 PART 5 Oral Forms of Business Communication
Use of Handouts Should you supplement your presentation with handouts? If so, what kind? And at what point in the talk? Th ese are good questions. You know from experience that some speakers provide no handouts, while others provide complete copies of their slides. If they have handouts, some speakers distribute them at the beginning of the talk, while others wait until the end.
Make your decisions given the purpose and occasion of your talk. If you’re pre- senting information that your listeners will want to be able to review later, give them complete copies of your slides or even a complete copy of your report or proposal. If you think your listeners will want to take notes as you go, give a handout at the start of the talk that has room for notes; otherwise, save the handout until the end so that your speech can benefi t from the element of surprise. If the information you’re covering can be distilled into a useful quick-reference sheet or a list of resources, handing that out at the end of your talk is suffi cient. As you can see, there is no overarching rule; what’s best will depend on the situation.
If possible, always bring one complete print copy of your slides or a detailed outline of your talk to the presentation venue. Computers crash; projector bulbs go out; Inter- net connectivity sputters. If technological disaster strikes, it’s likely that the venue will still have a copier, enabling you to deliver your talk with print support.
DELIVERING WEB-BASED PRESENTATIONS Live Web presentations—commonly called webinars or Web events—have become a popular genre of business communication. Th ey eliminate the speakers’ and par- ticipants’ travel expenses, and they can reach huge audiences. Plus, many powerful, easy-to-use applications for conducting such events are available. WebEx, once the un- disputed leader in this area, now has competitors with such products as Citrix’s Go- ToMeeting, Microsoft ’s Lync Online, Adobe’s Acrobat ConnectPro, Dimdim, Wimba, and more. Th e aff ordable costs make this technology attractive to both large and small businesses for presentations to both large and small audiences.
Varieties of Web Presentations While the terms webcast , Web meeting , and webinar are sometimes used interchange- ably, and one Web-based application might support all three types of communication, the consensus of those in the industry seems to be that the terms have—or should have—diff erent meanings.
A webcast typically consists of live video being “broadcast” to the audience. Like a television or radio show, it provides no means of audience participation. A Web meeting is a Web-based get-together, usually for a small group of people who have chosen to conduct their interactions online rather than in a conference room. Of the three terms, webinar is the most synonymous with presentation. Here, a main speaker or speakers present on their topic of expertise, but the audience almost always has an opportunity to participate.
Webinars can take many forms, depending on the technology being used and the preferences of the presenter. A simple and still very popular form of webinar uses PowerPoint slides and phone lines. At the appointed time, participants log into a website and dial the provided number on their phones. Th ey then listen and watch as the presenter walks them through the slides that have been prepared for the oc- casion. A more sophisticated webinar might have an interface that provides a list of participants, allows them to “raise their hands” (by clicking an icon) and be called on, and enables them to comment via a chat fi eld. At the most elaborate end of the spectrum are applications that also include live video of the presenter(s)—and if the participants have Web cameras, videos of them as well (see the screenshot in the Technology in Brief box on the next page). Many Web-presentation applications also
LO5 Plan and deliver effective Web-based presentations.
ren03210_ch16_547-572.indd 564ren03210_ch16_547-572.indd 564 1/11/13 5:13 PM1/11/13 5:13 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 565
make it easy for the presenter to record the webinar so that it can be viewed later and by other audiences.
Webinars are being used in business in many of the same ways that face-to-face presentations are used—to inform, educate, discuss, and persuade. Th ey can im- prove productivity by giving remote employees up-to-date information and training, avoiding down time for travel and reducing travel costs. Th ey can also allow sales
Web-based presentation tools offer many options for participant interaction. Featured here is the interface of Wimba, a popular application in academic environments. Its layout and capabilities are very similar to those of com- parable tools in the business environment. The Participant Area shows who is logged in. The buttons below the names (circled in red) let participants vote yes or no in a poll, raise their hands, and indicate their reactions with emoticons. The columns to the right of the names show the participants’ choices and indicate who has speaking and/or video privileges. Using the chat
window, participants can chat with the whole group or with particular participants. Presenters have many options as well (circled in blue). They can display a website during the presentation; turn on a whiteboard in which all participants (with appropriate privileges) can draw, type text, or import graphics; share applications running on their desktops (which participants can be allowed to do as well); and move back and forth through imported slides. The presenter can also decide whether and when to enable various audio and video options.
TECHNOLOGY IN BRIEF
Virtual Presentations: The Next Best Thing to Being There
SOURCE: Wimba, Inc., Wimba Classroom Version 6.0 Presenter Guide , Wimba Classroom , Wimba, Inc., 2009, Web, 1 Aug. 2012.
ren03210_ch16_547-572.indd 565ren03210_ch16_547-572.indd 565 1/11/13 5:13 PM1/11/13 5:13 PM
566 PART 5 Oral Forms of Business Communication
people to reach broader audiences as well as highly targeted specialized audiences worldwide.
Special Guidelines for Web Presentations To deliver a live virtual presentation eff ectively, you’ll need to prepare for certain preliminary, delivery, and closing activities. Your fi rst step is to choose a user- friendly technology that supports the type of webinar you want to give. Th en you’ll prepare and send out announcements of the presentation along with a note encour- aging the audience to pretest their systems before the designated start time for the presentation. A day or two before and the day of the presentation, most presenters send email reminders of the event.
It is a good idea to line up a technical person to troubleshoot during the pre- sentation, since, some participants will have trouble connecting, others will fall behind, and software or Internet glitches can occur. Also, you’ll need to arrange ahead of time for an assistant if you need one. An assistant can help you keep track of time, take over if necessary, and provide other help to keep the presentation going smoothly.
You may want to create something for early arrivers to view in the fi rst 5 to 10 min- utes before you start. Th is could be an announcement, news of an upcoming presenta- tion, or information about your products and services. At the end of the talk, you will want to tell participants where to access additional information, including your slides, video recording of the presentation, and other business links.
Th e delivery of your presentation will be much like that for other presentations, except you will be doing it from your desktop using a microphone and perhaps a Web camera (if the talk will include video). You may want to use the highlighter, draw- ing tools, or animation features of PowerPoint or the webinar application to help you emphasize key points that you would otherwise physically point to in a face-to-face presentation. You will want to plan breaks during which you will poll or quiz the audi- ence or handle questions that have come in through the chat tool. If you use Presenter View in PowerPoint (see Technology in Brief, page 556), you can set the timer to help you do this at regular intervals.
In the closing, you will want to allow time to make any fi nal points and answer any remaining questions. Watching your time is critical because some systems will drop you if you exceed your requested time.
Overall, presenting virtually requires the same keys to success as other presentations—careful planning, attentive delivery, and practice.
GIVING TEAM (COLLABORATIVE) PRESENTATIONS Team presentations are a common school assignment, and they’re common in business as well. To give this type of presentation, you can apply all the preceding advice about giving individual reports and speeches. You can also use much of Chapter 11’s advice on preparing written reports collaboratively. But you will need to adapt the ideas to an oral presentation setting.
First, you will need to take special care to plan the presentation—to determine the sequence of the presentation as well as the content of each team member’s part. You also will need to select supporting examples and design any visual components care- fully to build continuity from one part of the presentation to the next.
Groups should plan for the physical aspects of the presentation, too. You should coordinate the type of delivery, use of notes, and attire to present an impression of com- petence and professionalism. You should also plan the transitions from one presenter to the next so that the team will appear coordinated.
Another presentation aspect—physical staging—is important as well. For face-to- face presentations, team members should decide where they will sit or stand, how
LO6 Work effectively with a group to prepare and deliver a team presentation.
ren03210_ch16_547-572.indd 566ren03210_ch16_547-572.indd 566 1/11/13 5:13 PM1/11/13 5:13 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 567
visuals will be presented, how to change or adjust microphones, and how to enter and leave the speaking area. For videotaped and virtual presentations that will show the speakers and their settings, you will need to determine what kind of background to have and what distance the presenter will sit from the camera.
Attention to the close of the presentation is especially important because you’ll need to ensure that all the pieces delivered by the team members are brought to- gether into a coherent, complete conclusion. Teams need to decide who will present the close and what will be said. If a summary will conclude the talk, the member who presents it should attribute key points to appropriate team members. If there is to be a question-and-answer session, the team should plan how to conduct it. For example, will one member take the questions and direct them to a specific team member? Or will the audience be permitted to direct questions to specific members? Some type of final note of appreciation or thanks needs to be planned, with all the team nodding in agreement or acknowledging the final comment in some way.
Teams should also allow for plenty of rehearsal time. Th ey should practice the pre- sentation in its entirety several times as a group before the actual presentation. During these rehearsals, individual members should critique each other’s contributions, off er- ing specifi c ways to improve. Aft er fi rst rehearsal sessions, outsiders (nonteam mem- bers) might be asked to view the team’s presentation and critique the group. Moreover, the team might consider videotaping a rehearsal of the presentation so that all mem- bers can evaluate it.
As you can see, an eff ective report or speech takes knowledge, preparation, and skill. But the rewards justify the eff ort. By following this chapter’s advice (summarized in Figure 16–3 ) and using good judgment, you can give a successful talk in any medium or situation. Th is ability will make you a valued asset to your employer and further your professional success.
It is a good idea to rehearse a team presentation with some colleagues before delivering it to an important audience .
ren03210_ch16_547-572.indd 567ren03210_ch16_547-572.indd 567 1/11/13 5:13 PM1/11/13 5:13 PM
568 PART 5 Oral Forms of Business Communication
1. Business oral reports are objective presentations of factual business information and its interpretation. • Written and oral reports have the following diff erences:
— Written reports permit the use of such visual cues as paragraphing and punctuation; in oral reports, voice infl ection, pauses, and other aural devices must replace many of these visual cues.
— Oral reports permit the speaker to exercise greater control over the pace of the presentation; readers of a written report control the pace.
— Both oral and written reports should be correct, but oral reports may be less formal.
• Plan oral reports just as you do written ones. — First, analyze your audience, determine your topic and purpose, and identify
the factors you’ll need to investigate. — Next, gather the content and decide on either the indirect or the direct order. — Plan a logical order for the body sections of the report as well as
introductory/concluding paragraphs. — End the report with a fi nal summary—a sort of ending executive summary. — Plan the timing and type of audience interaction you will have.
1 Defi ne oral reports and describe important differences between oral and written reports.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
Oral Presentation Basics
• Be sure your report or speech has a clear, audience-adapted objective.
• Organize the talk so that it leads the listeners logically to your conclusion. The situation may call for either the direct or indirect order.
• Plan an engaging beginning.
• Plan for appropriate audience participation.
• Plan the visuals, if any, that will support your talk.
• Choose your speaking method (extemporaneous, memorization, reading, or a hybrid).
• Choose your presentation tools (if any), and be sure the venue is optimized for your talk. Manage any other visual elements of your talk (e.g., your appearance, the background) to your advantage.
• Project confi dence, competence, sincerity, and friendliness.
• Employ body language to your advantage. Be relaxed and natural, and use appropriate gestures and facial expressions.
• Articulate clearly, pleasantly, and with proper emphasis. Avoid mumbling and the use of such fi llers as ah , er , like , and OK .
• Punctuate the presentation with references to well-designed, non-distracting visuals.
• Field audience questions and comments with honesty, interest, and professionalism.
• End your presentation with a striking quote, statistic, or other comment that will reinforce your communication purpose.
• Provide handouts as needed to enable the audience to follow and use the information.
Figure 16–3
Summary of Guidelines for Oral Reports and Public Presentations
THERE’S MORE . . . Where can you fi nd cool PowerPoint add-ons, catchy quotes for a speech, or additional tips on giving Web-based presentations? Scan the QR code with your smartphone or use your Web browser to fi nd out at www.mhhe.com/lesikar13e . Choose Chapter 16 > Bizcom Tools & Tips.
ren03210_ch16_547-572.indd 568ren03210_ch16_547-572.indd 568 1/11/13 5:13 PM1/11/13 5:13 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 569
2. Consider the following suggestions for preparing a speech or presentation. • Begin by selecting an appropriate topic—one in your area of specialization and
of interest to your audience. • Organize the message (introduction, body, conclusion). • Consider an appropriate greeting (“Good morning”). • Design the introduction to meet these goals:
— Arouse interest, perhaps with a story, humor, quotation, or question. — Introduce the subject (topic).
• For persuasive speeches and those on potentially controversial topics, you may want to reveal your position late in the talk. Otherwise, state your position or purpose early.
• Organize the speech as you would an oral or written report: Divide and subdivide, usually by factors (subtopics).
• Select the most appropriate ending, usually restating your main point and making its signifi cance to the audience clear.
• Consider using a climactic close. • Choose the best manner of presentation.
— Extemporaneous presentation is usually best. — Memorizing is risky. — Reading is diffi cult to do well unless you are skilled.
• Choose the means of audience feedback. — Today’s audiences are likely to expect two-way communication. — Both in-person and virtual presentations can use back-channeling
(gathering of feedback during the talk). — Post-presentation interaction (Q&A, email messaging) can also be used.
3. Prepare yourself and your environment for an eff ective talk. • Work on these characteristics of a good speaker:
— Confi dence. — Competence. — Sincerity. — Friendliness.
• Manage the physical environment (stage, lighting, background), your personal appearance, and your body language (posture, walking, facial expressions, gestures) for a positive eff ect.
• Use a pleasant, interesting speaking voice. — For best eff ect, vary the pitch and speed. — Give appropriate vocal emphasis. — Cultivate a pleasant voice quality.
4. Use visuals whenever they help communicate. • Organize your visuals as a part of your message. • Select the most appropriate types for your contents. • Blend the visuals into your speech, making certain that the audience sees and
understands them. • Talk to the audience, not to the visuals. • Do not block your audience’s view of the visuals. • Use presentation soft ware to enhance content, being careful to avoid common
slide-design problems. • Prepare and deliver handouts as appropriate.
2 Determine an appropriate topic, purpose, and structure for a speech or presentation.
3 Describe the personal, physical, and vocal traits that contribute to an effective report or speech.
4 Plan visuals (graphics and slides) to support oral reports and speeches.
ren03210_ch16_547-572.indd 569ren03210_ch16_547-572.indd 569 1/11/13 5:13 PM1/11/13 5:13 PM
570 PART 5 Oral Forms of Business Communication
5. Live Web presentations, called webinars (or Web events), have become popular in business. • Webinars diff er from webcasts and Web meetings in that webinars are the most
like oral presentations. • Webinars can take many forms, from those using slides and phone lines to those
with integrated audio and video. • Before delivering a virtual presentation, you’ll need to choose the delivery
technology, prepare and send announcements, test the system, arrange for technical assistance, and prepare material for early arrivers to view.
• During the delivery, you should have planned interactive activities (e.g., polling or quizzing), take regular breaks for feedback and questions, and be attentive to all feedback from the audience.
• In closing, you should allow ample time for fi nal points and questions. • Overall, the virtual presentation, like the face-to-face presentation, requires
planning, attentive delivery, and practice. 6. Group presentations present special challenges.
• Th ey require all the skills of individual presentation. • In addition, they require extra planning to
— Reduce overlap and provide continuity between the parts. — Provide a smooth transition to each presenter. — Deliver an eff ective conclusion and/or conduct a smooth question-and-
answer session.
5 Plan and deliver effective Web-based presentations.
6 Work effectively with a group to prepare and deliver a team presentation.
K E Y T E R M S
oral report, 548
extemporaneous presentation, 554
1 As you consider your future career, think of three sce- narios in which you might need to present an oral report. What would be the purpose of these reports, and who would be their audiences? In light of these factors, what kinds of information would you need to include? LO1
2 Explain the principal diff erences between oral and written reports. What do these diff erences mean in terms of how you’d need to adapt a written report for presentation to an audience? LO1
3 Give an example of a scenario in which you’d be wise to organize your report indirectly. Th en give one in which the direct order would be preferable. LO1
4 Assume that your boss, the director of marketing, has asked you to prepare an oral report for the market- ing team on the status of the current sales campaign. Th e sales messages being “pushed” to potential cus- tomers have been designed for viewing on three dif- ferent technologies: PCs, tablets, and smartphones.
List, in order of presentation, the content you might include, along with any visuals that would go with it. LO1, LO4
5 Assume that you must prepare a speech on the impor- tance of community service for an audience of busi- ness majors. Develop two attention-gaining openings for this speech. LO2
6 Assume that as a successful young [fi ll in an appropriate job title] you’ve been asked to give a speech to a college honorary society or club in your area of professional expertise. Generate two good topics for your speech, and be ready to explain the rea- soning behind your choices. LO2
7 Assume that in the scenario described in question #6 you invite questions at the end of your talk, and an arrogant-seeming student in the audience contra- dicts something you said. How would you handle this situation? LO4
C R I T I C A L T H I N K I N G Q U E S T I O N S
webcast, 564
Web meeting, 564
webinar, 564
ren03210_ch16_547-572.indd 570ren03210_ch16_547-572.indd 570 1/11/13 5:13 PM1/11/13 5:13 PM
CHAPTER 16 Delivering Oral Reports and Business Speeches 571
8 Recall an eff ective speech you heard or viewed in which the speaker read his or her remarks. What made the speech eff ective even though it was read? LO2
9 View a TED talk (TED.com) and evaluate the projected personal qualities, use of body language, and speaking style/voice of the presenter. What techniques might your emulate? Which, if any, would be ones you’d want to avoid? LO3
10 Go to YouTube.com and examine a video in which a business professional is giving advice about making oral presentations. Evaluate the advice, and also evalu- ate the speaker’s own presentation skills. LO3
11 View a TED talk (TED.com) and evaluate both the visu- als the speaker uses and how he or she integrates them into the talk. What techniques might your emulate? Which, if any, would be ones you’d want to avoid? LO4
12 Find an online video or tutorial about designing eff ective presentation slides. Evaluate the advice being given. LO4
13 Recall a presentation you attended that eff ectively used supporting visual material. Th en recall one that didn’t. What were the diff erences? LO4
14 Find a videotaped webinar (e.g., Apollo Research Insti- tute’s complimentary Future of Work webinar or those available at www.webex.com/webinars ), and evalu- ate it. What were its strengths? How might it have been improved? LO5
15 If you’ve taken any online courses, make a list of the presentation features (e.g., use of media, types of audi- ence participation) that you liked about them. Th en list the drawbacks that these courses had. LO5
16 Assume that you and some classmates have been asked to prepare a team presentation that will be videotaped. What logistics do you need to work out before you tape the presentation? LO6
17 Recall the team presentations that you’ve seen in your classes. What qualities made some team presentations better than others? LO6
S K I L L S B U I L D I N G E X E R C I S E S
Topics for Oral Reports and Public Presentations
( Note : Many of the Problem-Solving Cases at the end of Chapter 12 can also serve as oral presentation topics.)
1 Survey the major business publications for information about the outlook for the national (or world) economy for the coming year. Th en present a summary report to your entrepreneurship class.
2 Select a current technological innovation for business use and report it to a company’s top administrators (you select the company). You will describe the inno- vation and point out how it will benefi t the company. If appropriate, you may recommend its purchase.
3 Report to a meeting of a wildlife-protection organiza- tion on the status of an endangered species. You will need to gather the facts through research, probably in wildlife publications.
4 A national chain of (your choice) is open- ing an outlet in your city. You have been assigned the task of reviewing site possibilities. Gather the pertinent information and make an oral recommendation to the board of directors.
5 Th e Future Business Leaders Club at your old high school has asked you to give a talk on what it takes to succeed in business school. You will cover all the fac- tors that you think high school students need to know. Include visuals in your presentation.
6 You’re one of a group of students who have been selected to go to China (or pick another country) to represent your school at a conference. Prepare a report to give to the group that will prepare them to behave appropriately in this culture.
7 As a member of an investment club, report to the mem- bership on whether the club should purchase shares of a certain high-tech company. Your report will cover past performance, current status, and future prospects for the short and long run.
8 Look through current newspapers, magazines, and the Web to fi nd the best available information on the job outlook for this year’s college graduates. You will want to look at each major fi eld separately. You also may want to show variations by geographic area, degree, and schools. Present your fi ndings in a well-organized and illustrated oral report.
9 Present a plan for improving some phase of operations on your campus (registration, academic honesty, hous- ing, grade appeals, library, cafeteria, traffi c, curricula, athletics, computer labs, or the like).
10 Present an objective report on some legislation of im- portance to business (e.g., right-to-work laws, ethics, environmental controls, taxes). Take care to present evidence and reasoning from all the major view- points. Support your presentation with appropriate visuals.
ren03210_ch16_547-572.indd 571ren03210_ch16_547-572.indd 571 1/11/13 5:13 PM1/11/13 5:13 PM
572 PART 5 Oral Forms of Business Communication
11 Assume that you are being considered by a company of your choice for a job of your choice. Your prospective employer has asked you to make a -minute report (your instructor will specify) on your qualifi ca- tions. You may project your education to the date you will be on the job market, making assumptions that are consistent with your record to date.
12 Prepare and present a report on how individuals may reduce their federal or state income tax payments. You probably will want to emphasize the most likely sources of tax savings, such as tax sheltering and avoid- ing common errors.
13 Make a presentation to a hypothetical group of inves- tors that will get you the investment money you need for a purpose of your choice. Your purpose could be to begin a new business, to construct a building, to develop land—whatever interests you. Make your pre- sentation as real (or realistic) as you can. And support your appeal with visuals.
14 As chairperson of the site-selection committee of the National Federation of Business Executives, present a report on your committee’s recommendation. Th e committee has selected a city and a convention hotel (you may choose each). Your report will give your recommendation and the reasons that support it. For class purposes, you may make up whatever facts you may need about the organization and its convention requirements and about the hotel. But use real facts about the city.
15 As a buyer of men’s (or women’s) clothing, report to the sales personnel of your store on the fashions for the coming season. You may get the necessary information from publications in the fi eld.
16 Th e top administrators of your company have asked you to look into the matter of whether the company should own automobiles, lease automobiles, or pay mileage costs on employee-owned automobiles. ( Automobiles are used by sales personnel.) Gather the best available information on the matter and report it to the top administrators. You may make up any com- pany facts you need, but make them realistic.
17 Your work for a professional speakers bureau (a com- pany that hires out speakers). Your boss has asked you to prepare a report on incorporating Twitter into presentations. Your report will be videotaped and dis- tributed to the bureau’s speakers to advise them on the potential uses of this tool.
18 Assume again the role described in topic #17, but this time your topic is the comparative advantages of Prezi, PowerPoint, and SlideRocket. Prepare a report that will help the bureau’s speakers choose the best tool for a given situation and type of speech.
19 Th e career services center at your school is conducting a series of brief presentations on companies both local and national/international that students might want to learn about as potential employees. Your business com- munication teacher has gotten wind of this initiative and has off ered to have her class prepare and deliver some of these as their report assignments. Th e director of the center has enthusiastically agreed! In this pre- tend scenario, you’ll be preparing an oral report about a company of your choice for students at your school who are entering the job market. Your instructor and the director of your career services center are your sec- ondary audiences. Carefully plan your report to be between 8 to 10 min-
utes long. Support your talk with PowerPoint slides that have the following:
• An introductory slide to identify your company. • An overview slide, listing the topics your talk is going
to cover.
• A slide for each main section of your talk. • A closing slide with the main point you want to leave
with people.
Th e following kinds of information might be appropriate to include in your talk:
• Company’s outputs (products/services); the industry to which it belongs.
• Company’s size (dollars in sales/revenue; number of employees), ownership, fi nancial health.
• Company’s plants/facilities/location. • Company’s history (how founded? When? By whom?
Main achievements and/or crises in the company’s history?).
• Company’s structure (if possible, include an organi- zational chart at the end of the report and refer to it in your report).
• Company’s employees (labor force, unionized or not, kinds of expertise, values).
• Company’s position in its industry or main competi- tors; company’s market/customers.
• Company’s culture/missions/policies/management style/work environment.
• Current problems/challenges facing this company. • Any unique traits of this company or industry that are
important to mention to the prospective employee.
Include at least two Web and two non-Web references in your report (that is, material in a publication or database).
ren03210_ch16_547-572.indd 572ren03210_ch16_547-572.indd 572 1/11/13 5:13 PM1/11/13 5:13 PM
PART SIX
Elements of Professionalism: Technological Profi ciency and Correctness
17 Leveraging Technology for Better Writing
18 Conveying Professionalism Through Correctness
Norm Fjeldheim credits much of the suc-
cess in his career to learning and develop-
ing his business writing and reporting skills.
As a leader in a top company in the digital
wireless communications industry, he relies
heavily on these well-honed skills. In over-
seeing all aspects of Qualcomm’s informa-
tion technology, he interacts with people in
a wide variety of positions including Qual-
comm senior executives and board mem-
bers, senior executives of customers and
suppliers, and occasionally even the Depart-
ment of Justice and the FBI. He also keeps his
direct reports and customers informed and
on track. By far the most important tools he uses daily for the majority of his work are
email, PowerPoint, and Word.
When asked about the most important class to take, he defi nitively answers “Busi-
ness Communication.” He says, “Even if you have great technical skills, your career will
get stalled without good communication skills. In fact, the better your communication
skills, the further you will go. While technology changes over time, being able to com-
municate well will always be valuable.”
Norm Fjeldheim, Senior Vice President and CIO, Qualcomm
ren03210_ch17_573-591.indd 573ren03210_ch17_573-591.indd 573 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER SEVENTEEN
Leveraging Technology for Better Writing
Learning Objectives Upon completing this chapter, you will be able to describe the various technologies that can help you be more effi cient in various stages of the writing process. To reach this goal, you should be able to
1 Use appropriate tools for planning a writing project.
2 Use tools to help you fi nd and organize information.
3 Use tools to help you interpret and present information.
4 Make good use of drafting tools, especially those in your word-processing program.
5 Use tools in your word-processing software to revise and edit your documents and send them in the appropriate format to your audience.
6 Take advantage of computer tools for online collaboration.
ren03210_ch17_573-591.indd 574ren03210_ch17_573-591.indd 574 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER 17 Leveraging Technology for Better Writing 575
TECHNOLOGICAL SUPPORT FOR WRITING TASKS Technological tools can enhance your writing. But as with any set of tools, how one uses them determines their degree of eff ectiveness.
Th ough many technologies enhance communication in general, this chapter focuses on technologies that facilitate the writing process, specifi cally. Communica- tion technologies that facilitate oral communication are discussed in Chapters 15 and 16.
TOOLS FOR CONSTRUCTING MESSAGES Computer tools for constructing written messages can be associated with the diff erent stages of the writing process: planning, gathering and organizing, presenting, draft ing, and revising and editing. As you’ll discover, some tools can help you in multiple areas of the writing process.
Computer Tools for Planning a Writing Project Sometimes, a writing project is so large that the project itself requires planning. Other times, perhaps writing a document is part of a larger project, and you need to schedule the process for writing the document among the other tasks in the project. It could also be that you are writing short documents that have specifi c deadlines or time lines as- sociated with them, and you want to make sure you have allotted enough time in your schedule to write them.
Whatever the case, you may fi nd it helpful to use project planning tools such as Mi- crosoft Project. Project planning tools are a great way to visualize the scope of a project and see how all of the pieces will come together to create a fi nal product or achieve a business goal. Th ey allow you to identify all the tasks needed to complete a project, to determine how much time each task might take, and to generate a time-and-task chart, commonly called a Gantt chart ( Figure 17–1 ). Also, they help you keep track of your progress and determine how to reallocate your resources to complete the project on time or within budget.
Finding time for writing, of course, is one of the major challenges for business- people. By using an annotated electronic calendar , you can plan time for completing writing projects.
One such desktop tool is Microsoft Outlook. Figure 17–2 shows Outlook’s calendar. Th e bell icon in the right margin of the task pane shows that this writer set an alarm to
LO1 Use appropriate tools for planning a writing project.
In your new position as an assistant safety manager at Sawyer Industries, you do a lot of writing. Email cor- respondence with management and your employees, weekly safety reports, OSHA documentation, opera- tions proposals, and performance evaluations are just a few of the many types of writing you routinely do in your work. You know how important it is not only to have accu- rate information but also to write in such a way that you
accomplish your business goals, present a professional image, and maintain goodwill with your readers. At the same time, you need to make your writing process more effi cient so that you are not spending an hour on a single email or days on an OSHA report. You could write more quickly, but you know that would just result in sloppy work. As you look at the software on your computer, you notice several tools you never use and wonder whether you can use them to be a more effi cient writer.
INTRODUCTORY CHALLENGE
Using Technology to Enhance Your Writing Skills
ren03210_ch17_573-591.indd 575ren03210_ch17_573-591.indd 575 1/11/13 3:11 PM1/11/13 3:11 PM
576 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Figure 17–1
Illustration of a Gantt Chart and Calendar Using Microsoft Project
have the computer remind her when it was time to work. At the designated time, an alarm will sound, and a window will open with a precise message of what needs to be done.
Good business writers always take the time to plan, using whatever tool helps their planning process. Using the powerful features that both project management and elec- tronic calendars provide will give you the potential to produce high-quality work in a timely fashion.
Computer Tools for Gathering and Organizing Information As we’ve discussed in previous chapters, before you can write, you need to know what information you require to accomplish your business and communication goals. Gath- ering information, then, is one of the business writer’s most important jobs.
LO2 Use tools to help you fi nd and organize information.
ren03210_ch17_573-591.indd 576ren03210_ch17_573-591.indd 576 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER 17 Leveraging Technology for Better Writing 577
Chapter 13 introduced you to many resources for conducting secondary research— databases, reference materials, library catalogs, company webpages, listservs, profes- sional organizations, social networking sites (e.g., Facebook, LinkedIn, and Twitter), and other helpful websites.
While these resources are great places to go for information, it’s also convenient to have information come to you. An RSS (Really Simple Syndication) feed is one such way to gather information quickly and effi ciently. When you go to a news site, blog, or other webpage and subscribe to its RSS feed, that site will push content through its RSS feed to a reader such as Google Reader (Figure 17-3) , My Yahoo, or Outlook. By using RSS feeds,
Figure 17–2
Illustration of an Electronic Calendar Using Microsoft Outlook
Figure 17–3
Illustration of Google’s RSS Feed Reader
ren03210_ch17_573-591.indd 577ren03210_ch17_573-591.indd 577 1/11/13 3:11 PM1/11/13 3:11 PM
578 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
you can avoid having to go to multiple sites individually to access information; you just open your reader, and the information from all of the sites you subscribe to is there.
In addition, smartphones and tablets provide apps such as Zite that let you develop a custom news magazine by selecting topics that interest you (e.g., business, communi- cation, world news). Unlike an RSS feed where you subscribe to sites and then receive content, Zite pulls news articles to your categories based on activity in your Twitter and Google Reader accounts and on your response to articles in your Zite categories. Figure 17–4 illustrates the variety of information that can appear in a Zite magazine.
Of course, some companies and organizations have individual apps that you can download to your mobile devices as well to receive the latest news or data you need.
Figure 17–4
Illustration of a Zite Magazine SOURCE: http://www.zite.com/
Technology can help a writer create effective business messages .
ren03210_ch17_573-591.indd 578ren03210_ch17_573-591.indd 578 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER 17 Leveraging Technology for Better Writing 579
Whatever method you choose, these options off er an opportunity to continually be up- dated on the latest trends, news, and research in your fi eld and have ready information for your writing needs.
Organizing Your Information. Once you have gathered the facts, you will want to store them in some organized fashion so you can retrieve them readily when needed. Database tools will help you immensely here. For instance, if your company is inter- ested in developing a product for a newly defi ned market niche, you may want to collect information about the targeted market, potential suppliers of components of your new product, sites for producing the product, projected labor costs, and so on. You could organize your information by entering your notes about target markets, names of sup- pliers, and other data in an individually designed form created with database tools. Th e information you have collected will be available whenever you need it. You can search and sort it on any of the categories (called fi elds) you set up on your data entry screen.
Variations of the generic database are specialty tools such as EndNote, ProCite, and Ref Works. Th ese specialty programs allow you to transfer bibliographic infor- mation automatically from a wide variety of online databases. Microsoft Word 2010 also provides a database for managing sources ( Figure 17–5 ). To use the database, click References . Citations & Bibliography tab . Insert Citation. Aft er you have inserted your citations, you can organize them by clicking the Manage Sources icon. (An advisory, though: Th e bibliography of your sources is saved in a master list in an .xml fi le on the computer where you created the list. Th e list does not travel with your document if you save the document somewhere else, such as on a fl ash drive. To ensure that your document and sources travel together, you will need to copy and paste the sources.xml fi le from its location on the computer where you created it to the new device where your document is located.)
Organizing Your Ideas. Organizing your ideas is essential for writing a clear message. You may fi nd it helpful to organize ideas using an outlining or concept- mapping program ( Figure 17–6 ). Some, such as Edraw, have both free and at-cost programs available. Once you have captured your ideas and grouped related ideas, you can rearrange them into a meaningful order, organizing with the reader in mind.
Figure 17–5
Illustration of the References Tool in Word 2010
ren03210_ch17_573-591.indd 579ren03210_ch17_573-591.indd 579 1/11/13 3:11 PM1/11/13 3:11 PM
580 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Computer Tools for Presenting Information Once you’ve gathered and organized your information, you need to think about how you will present the information to your audience. Deciding how to present your data requires that you think about how you will organize your data and content to best meet your audience’s needs.
Statistical programs such as SPSS and SAS are now user friendly, allowing writers to organize raw numbers into meaningful pictures of their data. In addition, spread- sheet programs such as Excel will compute a broad range of statistics to help writers give meaningful interpretation to the data and to present the data to the reader in a visually accessible way ( Figure 17–7 ).
In addition, as you think about presenting your information, you’ll need to consider how diff erent computer tools meet diff erent needs. Picking the right tool makes your work as a writer easier and helps ensure that your message is communicated in ways appropriate for the genre or medium of communication.
• To develop multimedia presentations , consider programs such as Microsoft MovieMaker, Camtasia, PowerPoint, or Jing; you’ll also want to consider programs such as Audacity to record and edit audio. All of these allow you to integrate video, music, still photos, screen captures, and narration into one presentation. Keep in mind, though, that with multimedia presentations you want to make them accessible to people of all abilities. For example, if you’re creating a multimedia presentation that includes narration, you will want to accommodate listeners with hearing impairments by providing a transcription of your narration or include the text of the narration in the presentation. Likewise, if your presentation contains Flash elements, which are not recognized by screen readers used by people with visual impairments, you’ll want to provide a transcript as well.
• To give your documents a professionally designed look , consider desktop publishing programs such as Microsoft Publisher or Adobe InDesign. Word-processing programs provide many layout and formatting options, but desktop publishing programs provide superior fl exibility and precision for placing information on the page, formatting your text, and placing visual elements.
• To create documents for online publication , you can use programs such as Dreamweaver, Weebly, or SeaMonkey; however, programs such as Microsoft Word or Publisher let you save documents as .html fi les for Web publication. Word and Publisher also let you save documents as blog posts.
LO3 Use tools to help you interpret and present information.
Figure 17–6
Illustration of a Concept Mapping Tool for Organizing Ideas SOURCE: http://www. edrawsoft.com/examples.php
ren03210_ch17_573-591.indd 580ren03210_ch17_573-591.indd 580 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER 17 Leveraging Technology for Better Writing 581
Choosing the right technology for a writing task makes at least part of your job easier. Th e following section describes some of the more common tools that can help you craft any business message.
Computer Tools for Drafting You are likely familiar with Microsoft Word or another word-processing program as a technology for creating your documents. In addition to the basics of using the soft ware to open fi les, draft , edit, cut and paste, change a font size and style, and print a docu- ment, this soft ware off ers many more options for helping you with the draft ing process. Because of its popularity, we reference Microsoft Word, but many of the tools we dis- cuss are readily available in other word-processing programs as well.
Use the Help Menu. When using your soft ware, be sure that you control the soft - ware rather than letting it control you. Th at is, if you need your soft ware to do something, look for a way to accomplish the task. “Th e computer wouldn’t let me” is really not an issue anymore. For example, in Microsoft Word 2010, the default line spacing is 1.15 spaces, and the default paragraph spacing is 10 points. If you are not a profi cient user of Word, you may think that you are stuck with this spacing. However, if you search the Help menu or think logically that the controls for line and paragraph spacing would be under Paragraph , you can quickly make changes.
Take Advantage of Built-in Styles and Themes. Word-processing programs also off er a variety of styles, document themes, and templates that you may use to ensure consistency in your documents. Th e built-in styles in Word 2010 are particularly useful not only to ensure consistency but also to create a table of contents. If you use the styles (or create your own using the Styles tool), Word can use them to automatically generate a table of contents. Styles also let you use Word’s outline view ( Figure 17–8 ) to move text just by clicking and dragging the heading to a new location in the outline. If you
LO4 Make good use of drafting tools, especially those in your word- processing program.
Figure 17–7
Illustration of Data Visualization Using Excel
ren03210_ch17_573-591.indd 581ren03210_ch17_573-591.indd 581 1/11/13 3:11 PM1/11/13 3:11 PM
582 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
use the themes and templates, though, be aware that many of these have specially set formatting for line and paragraph spacing, bullets, and alignment. You can manipulate these settings to meet your preferences, but if you are not comfortable doing so, you may fi nd it easier to create your own formatting. Again, the Help menu can help you make these changes.
Explore Other Interesting Features. Microsoft Word 2010 off ers the following additional features (if you use other word-processing soft ware, you may have access to similar features as well):
• Equation builder: lets you write equations. • Quick Parts (also called Quick Words and AutoText in other soft ware): lets you
create a collection of information that you frequently use in documents so that you do not have to retype the information every time you create a document.
• Word count: allows you to keep track of your document’s length. • Collaboration: enables you to merge, view, or compare multiple documents. • Digital signature: validates the authenticity of the writer much like the signature on
a printed document. • Smart Art, Clip Art, Charts: let you create appealing, informative visuals. • Multiple Save options: allow you to save your document as a Word fi le, .PDF, or
.html fi le. Word 2010 also enables users to create blog posts.
Figure 17–9 shows the various ribbons and their tools in Word 2010. Some people may fi nd it useful to take courses to learn how to use word processing soft ware, but many learn successfully by exploring the soft ware and using the Help menu to accomplish their tasks.
Save Your Document Correctly. If your readers are getting printed copies of your document, you can save your fi le in whatever soft ware format you are using. However, if your readers will view your document electronically, you need to save it in a format that your reader’s soft ware will recognize. For instance, Word 2010 fi les save as .docx fi les. If your reader has an earlier version of Word that recognizes only .doc fi les, he or she will not be able to open your fi le without fi rst downloading a special utililty pro- gram. To accommodate this reader, you will need to do a File . Save As and save your document as a .doc fi le—though if you save your .docx fi le as a .doc, you may lose some
Figure 17–8
Illustration of Microsoft Word’s Outline View Using Styles
ren03210_ch17_573-591.indd 582ren03210_ch17_573-591.indd 582 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER 17 Leveraging Technology for Better Writing 583
of the formatting from the themes or Smart Art that are not recognized by earlier ver- sions of Word. If your reader’s soft ware is not compatible with your current version of Word, you may want to save your document as a .pdf (portable document format) fi le so that your reader can open it and so that you preserve the formatting. As with the actual composing process itself, saving your documents is an audience-centered eff ort. You don’t want your reader to be angry and frustrated at not being able to open your documents, nor do you want to spend time (and the reader’s time) backtracking to save the document in another format and then resending it.
Use Speech Recognition Tools. If you have mobility issues or fi nd it easier to talk through your thoughts as you draft , you may want to consider using a speech recogni- tion tool. You train the soft ware to recognize your voice and speech patterns so that it can enter text in your document as you speak. Some programs, such as Dragon Natu- rally Speaking, are available at cost, while others, such as e-Speaking, are free.
Computer Tools for Revising and Editing Word-processing soft ware also off ers several tools for proofi ng and editing your docu- ments. If your editing consists of reading from the computer monitor or printing a document and simply reading it, you may be missing issues or errors that could be quickly fi xed. Furthermore, although your soft ware may help you identify some of the things you need to revise, you still need to be able to revise for issues your soft ware does not detect. Again, we use Word 2010 as our reference, but the tools we address are readily available in other soft ware as well.
The Find Feature. Th e Find feature (Ctrl1F, or Home . Editing . Find) can search for and highlight parts of the text you want to check. Let’s say that you are writing a let- ter, and you know you have a problem with comma splices. You could have the soft ware fi nd and highlight every comma in the letter and then check to see whether you have two independent clauses on either side of the comma with no conjunction to link them. If you do, then you could replace the comma with a period or semicolon.
LO5 Use tools in your word-processing software to revise and edit your documents and send them in the appropriate format to your audience.
Figure 17–9
Illustration of the Many Tools in MS Word 2010
ren03210_ch17_573-591.indd 583ren03210_ch17_573-591.indd 583 1/11/13 3:11 PM1/11/13 3:11 PM
584 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
The Find and Replace Feature. Th is feature (Ctrl1H, or Home . Editing . Replace) allows you to make multiple changes simultaneously (see Figure 17–10 ). You can fi nd and replace words or text formatting. If, for example, you spelled internet with a lowercase i and want to capitalize it instead, you would tell Word to search for all instances of internet and replace them with Internet . You can also fi nd and replace line spacing, paragraph formatting, tabs, styles, and special characters much more ef- fi ciently than selecting all individual instances of a word, sentence, or paragraph and making changes one at a time.
The Comments and Track Changes Features. Th ough these features can be used separately, they are oft en used together when writers collaborate on documents, as Chapter 11 explains (see page 386). However, you may also want to use them to leave comments for yourself (e.g., “check the date of this source”) or keep a record of your changes. Because you can accept or reject the changes, you are not committed to them, and because you still have a record of your earlier work, you can simply reject a change and revert to your original version.
Auto Correct Features. As we discussed in Chapter 7, the Auto Correct feature lets you enable the soft ware to recognize common errors you may make. For example, if you type quotation marks inside a period (e.g., ”. ), you can set the auto correct feature to always correct your text to read .” instead.
Spelling Checkers. Along with Quick Parts, AutoText, and QuickWords, spelling checkers are tools business writers rely on daily. However, they are only eff ective at identifying words that are not in their dictionary. Th erefore, spell checkers will not identify as errors words that are spelled correctly but used in the wrong sense. For example, a spell checker will not identify wrong-word errors such as compliment for complement or imply for infer . A spelling checker also will miss errors such as desert for dessert or misused words such as good for well . Th erefore, careful proofreading is still in order aft er a document has been checked with a spelling checker.
Thesaurus Software. Most word processors include a thesaurus; however, sev- eral good Web-based programs are available. For example, the Merriam-Webster website ( www.m-w.com ) includes a free online thesaurus, as well as a dictionary and
Figure 17–10
Illustration of the Find and Replace Feature
ren03210_ch17_573-591.indd 584ren03210_ch17_573-591.indd 584 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER 17 Leveraging Technology for Better Writing 585
other tools. Th e thesaurus is a powerful writing aid, and the computer has made it easier to use.
Grammar and Style Checkers. Grammar and style checkers identify possible problems and give suggestions for revision. It is then your responsibility to decide whether the possible problem is a problem and whether the suggestion is the best solution. Making this decision requires that you have a good understanding of basic grammar (See Chapter 18).
Most writers know how diffi cult it is to create a document, much less recreate it, so they are willing to spend a little time to protect their investment. In the Save Options dia- log box of Word (Microsoft Offi ce Button . Word Options . Save in Offi ce 2010), a writer can set up the program to have Word always create a backup fi le, to run these backups every 10 minutes, and to do it in the background. This writer could have also asked Word to allow fast saves, which saves only the changes but takes more disk space. This type of saving helps protect you from losing your work if your computer goes down unexpectedly whether from crashes, power outages, accidents, or viruses.
To protect your documents further, you might want to vary the backup media you use so that if your computer is damaged or becomes infected with a computer virus, you still have copies of your fi les. This media could range from simple backups on disks or USB drives to backups at off- site locations. Individuals can do this with subscriptions on Internet hosts, such as idrive, or on school networks or space provided by an Internet service provider. You might also back up your work by saving it to online services such as Dropbox or Google Docs. Backing up is an easy, inexpensive form of insurance for a writer.
TECHNOLOGY IN BRIEF
Backing Up Frequently Is the Writer’s Responsibility
ren03210_ch17_573-591.indd 585ren03210_ch17_573-591.indd 585 1/11/13 3:11 PM1/11/13 3:11 PM
586 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
In addition to checking grammar, style, word usage, and punctuation, these pro- grams now report readability indexes. Th ey also perform sentence structure analysis, suggesting that you use simpler sentences, vary the sentence beginnings, use more or fewer prepositional phrases, and make various other changes. Grammar and style checkers also identify possible problems with specifi c words that might be slang, jar- gon, misspelled, misused, negative, or diffi cult for readers to understand. A comple- mentary feature, Word Count, reports statistics for number of pages, words, characters, paragraphs, and lines. An example of the interactive use of one grammar checker is shown in Figure 17–11 .
Recent versions of grammar and style checkers are much more fl exible than older ver- sions. In Word 2010 you can customize your grammar and style settings to fi x common errors or to adapt your writing to your company’s style preferences. For example, if you are writing in an environment where your boss fi nds beginning sentences with “And” and “But” acceptable, you can turn off the rule that would identify those beginnings as problems. Also, you can choose the level of writing your intended audience wants. To customize your settings in Word 2010, go to File . Options . Proofi ng and then click the Settings button. See Chapter 3, page 55, for more information on customizing your grammar and spell checker in Word 2010.
Grammar and style checkers are defi nitely important for the business writer. As with all tools, the more appropriately you use them, the better the job they do for you.
Information Rights Management (IRM). Following the lead of Microsoft ’s Offi ce Professional 2003, many writing programs now give writers the ability to specify how their documents are shared, controlled, and used. Until this time writers had little con- trol over a document once it was transmitted; one could password-protect a document or perhaps encrypt it, but both were awkward and a bit complicated to do. Th e new set of IRM tools is easy to use and much more powerful than these old methods. As you can see in Figure 17–12 , Word 2010 off ers several levels of security for a document.
Writers can determine how their documents are shared by specifying who can read, change, or have full control over them. Additionally, the writer can set an expiration date on these permissions. Not only do these features help businesses prevent sensitive information from getting into the wrong hands either accidentally or intentionally, but they also give writers control over documents once they leave their computers. If only certain people have permissions, forwarded and copied fi les will be protected from unauthorized use.
Figure 17–11
Illustration of a Spelling and Grammar Checker
ren03210_ch17_573-591.indd 586ren03210_ch17_573-591.indd 586 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER 17 Leveraging Technology for Better Writing 587
IRM tools have prompted many businesses to establish practices or policies on the kinds of permissions required for various types of information to protect their intel- lectual property. Th ese tools also help decrease in-box clutter because they force writers to think about who really needs the document and for how long.
Technology is certainly an important tool for constructing messages. While word processing is the writer’s primary tool, a wide variety of other tools can help with the planning, gathering and organizing, presenting, draft ing, and revising and editing. By using the tools discussed above, you will fi nd that your writing process is more effi cient and your writing more polished.
COMPUTER TOOLS FOR COLLABORATION As discussed in Chapter 11, collaborative writing or group writing tasks occur regu- larly in business, and they vary widely in terms of the form and nature of the work. Fortunately, a variety of computer tools is available to support various aspects of the collaborative process. Th ese tools for computer-supported collaborative writing may allow members to work in asynchronous or synchronous environments. Asynchro- nous tools are used for diff erent-time/diff erent-place collaboration; synchronous tools, are used for same-time/anyplace collaboration.
Many tools for collaborative writing have already been discussed in this text: blogs, other social networks, Word’s Comments and Track Changes features, and virtual meeting programs such as Microsoft ’s Lync. Th e following tools may also be helpful.
Collaborative Writing Programs Google Docs, Zoho Writer, Gobby, Socialtext, and Microsoft Groove are just a few of the free or at-cost collaborative writing tools that let you and your group members edit documents, spreadsheets, .html documents, and images. Other features may include simultaneous editing, chat, RSS feeds, privacy and security settings, and email updates. Programs such as Google Docs allow users to upload documents and edit them simul- taneously only with other team members whom you have invited to edit the document.
LO6 Take advantage of computer tools for online collaboration.
Figure 17–12
Illustration of Information Rights Management for Writing
ren03210_ch17_573-591.indd 587ren03210_ch17_573-591.indd 587 1/11/13 3:11 PM1/11/13 3:11 PM
588 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Some programs, such as Google Docs (see Figure 17–13 ), let you upload all docu- ments associated with a project such as a schedule and to-do list. By locating all of your documents centrally, you and your team members will not have to deal with multiple versions of a document or multiple email attachments. Plus, everyone will have access to a common schedule, and contact among group members will be convenient. Th ese collaborative programs can streamline your writing process, save time, and make the writing process more effi cient.
Discussion Boards Discussion boards such as those in blogs or online learning platforms (e.g., Blackboard, WebCT, or Desire2Learn) are also useful when groups have a diffi cult time meeting due to distance and time. To begin, the lead writer enters some text. Others then access the system, review the text, and enter their own comments that other group members can view.
Unlike blogs, which list posts chronologically, discussion boards generally list post- ings by threaded topics. If you are in a discussion board, it is helpful to coordinate with other group members to devise a strategy for threading and naming posts. For instance, if you and your group members are collaborating on a draft and every member names his or her part of the report “My Section,” group members may become confused re- garding which draft to view. Deciding on naming conventions in advance can prevent a lot of confusion.
A LOOK TO THE FUTURE Given the recent explosion of communication-related technologies, you can anticipate further rapid advancements in how businesses use technology to support or enhance communication.
For example, innovative social media sites such as Pinterest and Instagram are con- tinually being developed as businesses seek new and creative communication channels to help them achieve their business goals. And mobile applications such as those that
Figure 17–13
Illustration of Google Docs, an Online Collaboration Tool
ren03210_ch17_573-591.indd 588ren03210_ch17_573-591.indd 588 1/11/13 3:11 PM1/11/13 3:11 PM
CHAPTER 17 Leveraging Technology for Better Writing 589
let people photograph checks and then use the photograph to deposit the funds into their bank accounts are changing how people access and use companies’ products and services. In addition, cloud computing continues to change the way business commu- nicators access and store their soft ware and their work. For instance, because soft ware and information are stored on websites— in the cloud —rather than on the computer nearly everyone has access to the soft ware programs (e.g., Microsoft Word) used most frequently to communicate in business. Because cloud applications have no system requirements and require no soft ware on the user’s computer, be sure that you have a plan for backing up your data just as you would if you were working locally from your own computer.
Whatever technologies develop, human minds will still need to control communi- cation using good judgment and skill. As Chapter 1 points out, the need for eff ective
Odds are you’ve sent text messages using standard tex- ting abbreviations. If you do this frequently, do you wonder whether your common use of text messaging has compro- mised your understanding of standard English conventions and usage? A recent study in New Media and Society indi- cates that tweens’ use of texting language may affect their use of standard English. Though this is only one study, its implications are interesting in that it underscores the im- portance of not becoming so comfortable with one style of writing or one technology that we neglect to tailor our mes- sages to our audiences and communication goals.
Texting is used in business every day—and rightly so given its speed and effi ciency. Standard English usage and spelling, though, are still expected. If you don’t know your audience or context well enough to know whether you can use a smiley face or text-message speak, you’ll want to use a more standard writing style. Otherwise, the response you get might be “C U L8r.”
SOURCE: Drew P. Cingel, and S. Shyam Sundar, “Texting, Techspeak, and Tweens: The Relationship between Text Messaging and English Grammar Skills” New Media & Society 14.8 (2012): 1304–1320. Print.
COMMUNICATION MATTERS
Do U Txt?
Smaller, smarter technology lets people be mobile in their work.
ren03210_ch17_573-591.indd 589ren03210_ch17_573-591.indd 589 1/11/13 3:11 PM1/11/13 3:11 PM
problem solving through skillful use of technology is dramatically increasing. Business- people who use technologies in ways that promote clear, professional communication will be assets to their companies and increase their odds of success in their careers.
THERE’S MORE . . . Would you like tutorials on various soft ware features discussed in this chapter? Would you like to learn more about collaborative work online? Scan the QR code with your smartphone or use your Web browser to visit www.mhhe.com/lesikar13e. Choose Chapter 17 . Bizcom Tools & Tips.
1. Good business writers plan their writing projects using tools such as the following: • Gantt charts • Microsoft Outlook calendar
2. Writers have many tools at their disposal to help them fi nd and organize information: • Databases, reference materials library catalogs, company webpages, listservs,
professional organizations, social networking sites (e.g., Facebook, LinkedIn, and Twitter), and other websites
• RSS feeds and mobile apps 3. Information must be presented in ways that are visually appealing and in the right
medium. • Statistical programs such as SPSS help writers manage statistical data. • Programs such as Jing or Dreamweaver allow writers to present information in a
variety of media. 4. Several draft ing tools help writers do their work more effi ciently:
• Help • Styles and themes • Other tools such as Equation Builder, Quick Parts, and multiple options for
saving a document 5. Writers will fi nd the following tools helpful for revising, editing, and saving their
documents: • Find and replace, comments and track changes, auto correct, and styles features • Spelling checker, Th esaurus, information rights management, speech
recognition soft ware. 6. A range of soft ware tools assists groups of writers in asynchronous and
synchronous writing environments. • Soft ware such as Google Docs and Groove let writers collaborate
asynchronously or simultaneously to compose, edit, and publish documents.
• Discussion boards can also support collaborative writing eff orts.
1 Use appropriate tools for planning a writing project.
2 Use tools to help you fi nd and organize information.
3Use tools to help you interpret and present information.
4Make good use of drafting tools, especially those in your word- processing program.
5Use tools in your word-processing software to revise and edit your documents and send them in the appropriate format to your audience.
6 Take advantage of computer tools for online collaboration.
S U M M A R Y B Y L E A R N I N G O B J E C T I V E S
590 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
ren03210_ch17_573-591.indd 590ren03210_ch17_573-591.indd 590 1/11/13 3:12 PM1/11/13 3:12 PM
CHAPTER 17 Leveraging Technology for Better Writing 591
K E Y T E R M S
project planning tools, 575
electronic calendar, 575
database tools, 579
outlining or concept-mapping program, 579
statistical programs, 580
multimedia presentations, 580
online publication, 580
collaborative writing or group writing, 587
asynchronous or synchronous, 587
cloud computing, 589
1 Explain how technology can help the writer with both creative and tedious writing tasks. LO1–LO6
2 Identify specifi c soft ware tools that assist with con- structing written messages. Explain what each does. LO1–LO4
3 Word processing programs are the writer’s primary tool. Identify fi ve basic features and two advanced features useful to business writers. LO4, LO5
4 Discuss the advantages and disadvantages of spelling checkers and grammar and style checkers. LO5
5 Brainstorm some practices or policies that businesses might develop for using the Information Rights Manage- ment (IRM) tool eff ectively. LO5
6 How have text messaging or other technologies aff ected your writing? LO1–LO6
7 How can technology assist in collaboration? LO3
C R I T I C A L T H I N K I N G Q U E S T I O N S
S K I L L S B U I L D I N G E X E R C I S E S
1 Investigate your school and/or local libraries to deter- mine what current (or future) computer sources will help you fi nd information about businesses. Report your fi nd- ings to the class.
2 Compile an annotated list of at least 10 websites with good links to business sources. Th ree of these links should be for local business information.
3 Locate six examples of video and audio clips you might use in a business document. Describe the examples along with a brief explanation of a good use in a business document.
4 Select a multimedia technology, and as your instructor directs, write a memo discussing considerations for ac- commodating audiences with special needs (e.g., those with visual, hearing, or mobility impairments).
5 Choose a feature from your word processor (such as index, table of contents, templates, or citation builder) that you have not used much. Learn how to use it and create an example of its use in a business document. Write a brief description of its application.
6 From a current computer magazine, fi nd an article that relates to communication in business. Write a one- paragraph reaction to it and post it to a blog specifi ed by your instructor.
ren03210_ch17_573-591.indd 591ren03210_ch17_573-591.indd 591 1/11/13 3:12 PM1/11/13 3:12 PM
Learning Objectives Upon completing this chapter, you will be able to use accepted standards of English in business writing and speaking. To reach this goal, you should be able to
1 Punctuate messages correctly.
2 Write complete, grammatically correct sentences, avoiding such problems as awkward construction, dangling modifi ers, and misuse of words.
3 Determine when to spell out numbers and when to express them in numeral form.
4 Spell words correctly by applying spelling rules and using a dictionary or spelling checker.
5 Use capital letters for all proper names, fi rst words of sentences, and fi rst words of complimentary closes.
CHAPTER EIGHTEEN
Conveying Professionalism Through Correctness
ren03210_ch18_592-623.indd 592ren03210_ch18_592-623.indd 592 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 593
THE IMPORTANCE OF CORRECTNESS Th e correctness of your communication will be important to both you and your com- pany. It will be important to you because people will judge you by it, and how they judge you will in part determine your professional success. It will also be important to your company because correctness in communication will help convey the image of competence that companies require. People judge a company by how its employ- ees act, think, talk, and write, and company executives want such judgments to be favorable.
THE NATURE OF CORRECTNESS While companies’ styles and preferences for written communication will vary, busi- nesspeople generally accept the standards for correct usage that educated people have developed and that you have studied in your English composition classes. Business- people expect you to follow them.
Th ese standards of correctness have one basic purpose: to help you communicate clearly and professionally. Take, for example, the following two sentences. Th eir words are the same; only their punctuation diff ers. But what a diff erence the punctuation makes!
“The manager,” said the employee, “is conscientious.” The manager said, “The employee is conscientious.”
Play the role of Mike Rook, a purchasing agent for Hewlett-Packard, and read through today’s mail. The fi rst letter comes from Joe Spivey, sales manager, B and B Manufacturing Company. You have not met the writer, though you talked to him on the phone a few days ago. At that time, you were favorably impressed with Joe’s enthu- siasm and ability and with B and B. In fact, you assumed that, after he gave you the information you needed about B and B’s products and services, you become one of its customers. As you read Joe’s letter, however, you are startled. “Could this be the same person I talked with?” you ask yourself. There in the fi rst paragraph is between Kyle and I , a clear error in pronoun case. Farther down, it’s is used to show possession rather than its . Joe apparently uses the sprinkle system for placing commas—that is, he sprinkles them wherever his whims direct. His commas often fall in strange places. For example, he writes, “Our salespeople,
say the Rabb Company engineers, will verify the durability of Ironskin protective coating,” but you think he means “Our salespeople say the Rabb Company engineers will verify the durability of Ironskin protective coating.” The two sentences, which differ only in their punctuation, have distinctly different meanings. Joe’s message is fi lled with such errors. In general, you now have a lower opinion of Joe and his company. Perhaps you’ll have to take a long look at B and B’s products and services. Are they careless about other things as well? The problem just described is a very real one in busi- ness. Image does infl uence the success of both compa- nies and people. And correctness in writing infl uences image. Thus, you will want to make certain that your writ- ing is correct so that it helps form a favorable image both of you and of your company. The material presented in the pages that follow should help you in that effort.
INTRODUCTORY CHALLENGE
The Effects of Correctness on Communication
ren03210_ch18_592-623.indd 593ren03210_ch18_592-623.indd 593 1/8/13 2:07 PM1/8/13 2:07 PM
594 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Or what about the following pair of sentences? Who is rude, the clients or the cus- tomer service associates? Th e placement of commas determines the meaning of each sentence.
The clients, say the customer service associates, are rude. The clients say the customer service associates are rude.
Because correctness is important to your communication in business, this chapter reviews the major standards for correct punctuation and grammar. Th e standards are coded with symbols (letters and numbers) so that your instructor can use them as grad- ing marks to identify errors.
You probably already know many of the standards of correctness. To help you determine how much you know and do not know, you should take the self-analysis test or complete the review exercises at the end of the chapter. Th is will enable you to study the standards as you need to.
STANDARDS FOR PUNCTUATION Th e following explanations cover the most important standards for correct punctuation.
Apostrophe: Apos 1 Use the apostrophe to show the possessive case of nouns and indefi nite pronouns. Whether the apostrophe goes before or aft er the s depends on whether the possessive noun is singular or plural.
If the possessive noun is singular, just add an ’s .
one company’s sales one employee’s desk someone’s pen one boss’s policy Texas’s state laws Sue Jones’s car Joe’s report
LO1 Punctuate messages correctly.
Call me Karla. Call me, Karla.
The groom was asked to call the guests names as they arrived. The groom was asked to call the guests’ names as they arrived.
A clever dog knows it’s master. A clever dog knows its master.
Everyone, I know, has a problem. Everyone I know has a problem.
No matter what, I know I will graduate in June. No matter what I know, I will graduate in June.
She ate a half-fried chicken. She ate a half fried chicken.
I left him convinced he was a fool. I left him, convinced he was a fool.
The play ended, happily. The play ended happily.
Thirteen people knew the secret, all told. Thirteen people knew the secret; all told.
COMMUNICATION MATTERS
Can You Detect the Difference that Punctuation Makes?
ren03210_ch18_592-623.indd 594ren03210_ch18_592-623.indd 594 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 595
If the possessive noun is plural and already ends in an s , just add the apostrophe aft er the s .
Singular Plural Plural Possessive
company companies six companies’ sales
employee employees three employees’ desks
boss bosses two bosses’ policies
Jones Joneses the Joneses’ cars
If the plural noun does not end in an s , add an ’s .
Singular Plural Plural Possessive
child children children’s
person people people’s
Note: A popular practice is to place only an apostrophe at the end of singular pos- sessive nouns that end in s (e.g., one boss’ policy). However, until you’re comfortable distinguishing between singular and plural possessives, you may prefer to use the more standard punctuation. If a noun is singular, you don’t have to think about putting the apostrophe inside or outside the s ; just add the ’s and move on because you’ll know that your punctuation is correct.
Apos 2 Use an apostrophe to mark the place in a contraction where letters are omitted. Do not use it to make personal pronouns possessive (its, hers).
it is 5 it’s has not 5 hasn’t cannot 5 can’t
Apos 3 Use the apostrophe to indicate time, value, or measurement of a noun. Th e placement of the apostrophe before or aft er the s depends on whether the pos- sessive is singular or plural (see Apos 1).
today’s newspaper three weeks’ vacation last year’s sales 20 pounds’ worth
Brackets: Bkts Use brackets to set off words of your own that you wish to insert in another’s quotation.
“The use of this type of mentor [the personal coach] may still be increasing.” “Direct supervision has diminished in importance during the past decade [the report was written in 2005], when 63 percent of the reporting business fi rms that started programs used teams.”
You will project a professional image when you incorporate standards for correctness into your business messages .
ren03210_ch18_592-623.indd 595ren03210_ch18_592-623.indd 595 1/8/13 2:07 PM1/8/13 2:07 PM
596 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Colon: Cln 1 Use the colon to introduce an enumeration , a formal quotation , or a statement of explanation .
Enumeration: Working in this department are three classes of support: clerical support, computer support, and customer support. Formal quotation: President Hartung had this to say about the proposal: “Any such movement that fails to get the support of the workers from all divisions fails to get my support.” Explanation: At this time the company was pioneering a new marketing idea: It was attempting to sell customized products directly to consumers through its website.
Cln 2 An independent clause (complete sentence) should precede a colon. Do not use the colon when the thought of the sentence should continue without interruption. If you are introducing a list with a colon, precede the colon with a word that explains or iden- tifi es the list.
Not this: Cities in which new sales offi ces are in operation are: Fort Smith, Texarkana, Lake Charles, Jackson, and Biloxi. But this: Cities in which new sales offi ces are in operation are Fort Smith, Texarkana, Lake Charles, Jackson, and Biloxi. Or this: Cities with new sales offi ces are as follows: Fort Smith, Texarkana, Lake Charles, Jackson, and Biloxi.
In today’s age of texting and other informal communi- cation, you may wonder if standards for correctness re- ally apply anymore. After all, if everybody is violating the standards in favor of less standard usage, then why not change the standards, right? If someone still understands your message regardless of whether you use its or it’s cor- rectly, then what’s the big deal? As it turns out, standards for business English are a big deal, and business leaders have become espe- cially vocal recently about the need for employees to know them. As a result, pre-employment grammar tests are becoming popular. Kyle Wiens, CEO of iFixit, the world’s largest online repair community, uses a pre- employment grammar exam as a “litmus test” for po- tential hires, saying, “If it takes someone more than 20 years to notice how to properly use it’s , then that’s not a learning curve I’m comfortable with.” Further, he fi nds that applicants who do not value good grammar are less detail oriented and likely to place less value on other important workplace matters than those who do value good grammar.
In another article, columnist Sue Schellenbarger cites a survey indicating that “about 45 percent of 430 employers said they were increasing employee-training programs to improve employees’ grammar and other skills.” She fur- ther cites that many times it’s not just a matter of people not knowing the rules; instead, it’s a matter of people not knowing the contexts where texting or informal conversa- tion is appropriate. Over time, it becomes habit for these employees to use more nonstandard English even when standard English is expected. Fortunately, you do not need to be the applicant who cannot pass a grammar test or the employee who is known to need remedial training. You have a variety of resources available through this chapter that can help you be the ap- plicant or employee who is admired for his or her skill.
SOURCES: Kyle Wiens, “I Won’t Hire People Who Use Poor Grammar. Here’s Why.,” Harvard Business Review Blog Network , Harvard Business Publishing, 20 July 12, Web, 31 July 2012; and Sue Schellenbarger, “This Embarrasses You and I: Grammar Gaffes Invade the Offi ce in an Age of Informal Email, Texting and Twitter,” The Wall Street Journal: Work and Family , Dow Jones & Company, Inc., 19 June 2012, Web, 3 July 2012.
COMMUNICATION MATTERS
Good Grammar: Your Ticket to Getting and Keeping a Job
ren03210_ch18_592-623.indd 596ren03210_ch18_592-623.indd 596 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 597
Comma: Cma 1 Use the comma to separate independent (main) clauses connected by a coordinating conjunction . Some coordinating conjunctions are and, but, or , and nor . (An indepen- dent clause has a subject and a verb and stands by itself as a sentence. A coordinating conjunction connects clauses, words, or phrases of equal rank.)
Only two components of the index declined, and these two account for only 12 percent of the total weight of the index. New hybrid automobiles are moving at record volumes, but used-car sales are lagging behind the record pace set two years ago.
Make exceptions to this rule, however, in the case of compound sentences consisting of short and closely connected clauses.
We sold and the price dropped. Sometimes we win and sometimes we lose.
Cma 2–1 Use commas to separate items in a series. To avoid misinterpretation of the instances in which some of the items listed have compound constructions, it is always good to include the comma between the last two items (before the fi nal conjunction).
Good copy must cover facts with accuracy, sincerity, honesty, and conviction. Direct advertising can be used to introduce salespeople, fi ll in between salespeople’s calls, cover territory where salespeople cannot be maintained, and keep pertinent reference material in the hands of prospects. The DuPont Color Popularity Report conducted in 2005 indicated that silver, white, blue, and black were the top four car colors favored by the public.
Cma 2–2 Use a comma to separate coordinate adjectives in a series if they modify the same noun and if no and connects them. A good test to determine whether adjectives are coordinate is to insert an and between them. If the and does not change the meaning, the adjectives are coordinate.
Miss Pratt has been a reliable, faithful, effi cient employee for 20 years. We guarantee that this is a good, clean car. Blue offi ce furniture is Mr. Orr’s recommendation for the new conference room. ( Blue and offi ce furniture does not make sense.) A big crescent wrench proved to be best for the task. (The and won’t fi t between big and crescent .)
Cma 3 Set off nonrestrictive clauses with commas. By a nonrestrictive clause we mean a clause (a group of words with a subject and a verb) that could be omitted from the sentence without changing its meaning. Restrictive clauses (those that would change the mean- ing of a sentence if they were omitted) are not set off by commas.
Restrictive: The salesperson who sells the most will get a bonus. (Not every salesperson will get a bonus. Only the person who sells the most will get a bonus. Therefore, the clause restricts the meaning of the sentence.) Nonrestrictive: Diana Chan, who was the company’s top salesperson for the year , was awarded a bonus. (If the clause who was the company’s top salesperson for the year is omitted, the meaning of the sentence is not changed.) Restrictive: J. Ward & Company is the fi rm that employs most of the seasonal workers in this area . Nonrestrictive: J. Ward & Company, which employs most of the seasonal workers in this area , has gained the admiration of the community.
ren03210_ch18_592-623.indd 597ren03210_ch18_592-623.indd 597 1/8/13 2:07 PM1/8/13 2:07 PM
598 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Notice that some clauses can be either restrictive or nonrestrictive, depending on the writer’s intended meaning.
Restrictive: All the cars that were damaged in the fl ood were sold at a discount. (Not all cars were sold at a discount, only the cars damaged in the fl ood.) Nonrestrictive: All the cars, which were damaged by the fl ood, were sold at a discount. (Implies that the entire fl eet of cars was damaged.)
Note: Th at usually indicates a restrictive clause that is not set off with commas. Which usually indicates a nonrestrictive clause that is set off with commas. Who , which should be used to refer to people, may indicate either a restrictive or nonre- strictive clause.
Cma 4–1 Use commas to set off parenthetical expressions . A parenthetical expression consists of words that interrupt the normal fl ow of the sentence. In a sense, they appear to be “stuck in.” In many instances, they are simply words out of normal order. For example, the sentence “A full-page, black-and-white advertisement was run in the Daily Bulletin ” contains a parenthetical expression when the word order is altered: “An advertisement, full-page and in black and white, was run in the Daily Bulletin .”
This practice, it is believed, will lead to fi nancial ruin. Merck, as The Wall Street Journal reports, has sharply increased its alliance activity.
Although in such cases you may use dashes or parentheses in place of commas, the three marks diff er in the degree to which they separate the enclosed words from the rest of the sentence. Th e comma is the weakest of the three, and it is best used when the material set off is closely related to the surrounding words. Parentheses and dashes are used to more obviously separate material from the rest of the sentence than would be indicated by commas. Parentheses are used when a writer wants to de-emphasize the material, while dashes are used when the writer wants to emphasize it.
Cma 4–2 Use commas to set off an appositive (a noun or a noun and its modifi ers inserted to rename another noun) from the rest of the sentence. In a sense, appositives are paren- thetical expressions because they interrupt the normal fl ow of the sentence.
UPS, our primary shipper, is leasing a new distribution center in China. St. Louis, home offi ce of our Midwest district, will be the permanent site of our annual sales meeting. President Cartwright, a self-educated woman, is the leading advocate of online training for employees.
But appositives that are required for the sentence meaning are not set off by commas.
The word liabilities is not understood by most people. Our next shipment will come on the ship Alberta .
Cma 4–3 Set off parenthetical words including such transitional expressions as however, in fact, of course, for example , and consequently with commas.
It is apparent, therefore, that the buyers’ resistance was caused by an overvigorous sales campaign. After the fi rst experiment, for example, the traffi c fl ow increased 10 percent. The company, however, will be forced to adopt a more competitive pricing strategy.
ren03210_ch18_592-623.indd 598ren03210_ch18_592-623.indd 598 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 599
Included in this group of parenthetical words may be introductory interjections ( oh, wow ) and responsive expressions ( yes, no, surely, indeed, well , and and so on ). But if the words are strongly exclamatory or are not closely connected with the rest of the sen- tence, they may be punctuated as a sentence. ( No. Yes. Indeed .)
Yes, the decision to increase product placement advertising has been made. Oh, contribute whatever you think is appropriate.
Cma 4–4 When more than one unit appears in a date or an address , set off the units with commas.
One unit: December 30 is the date of our annual inventory. One unit: The company has one outlet in Ohio. More than one unit: December 30, 1906, is the date the Johnston Company fi rst opened its doors. More than one unit: Tuesday, June 30, is the project deadline. More than one unit: Richmond, Virginia, is the headquarters of the new sales district.
Cma 5–1 Use the comma aft er a subordinate clause that precedes the main clause. A subordinate clause is a dependent clause (subordinating conjuntion 1 subject 1 verb). Examples of subordinating conjunctions are although, since, because , and while .
Although it is durable, this package does not have eye appeal. Since there was little store traffi c on aisle 13, the area was converted into storage space.
Cma 5–2 Place a comma aft er an introductory phrase . An introductory phrase may be a parti- cipial phrase, an infi nitive phrase, or a prepositional phrase of fi ve words or more.
Participial phrase: Realizing his mistake, Ron instructed his direct reports to keep a record of all salvaged equipment.
Failing to observe standards for correctness in presentations and visuals projects a negative, unpolished image .
ren03210_ch18_592-623.indd 599ren03210_ch18_592-623.indd 599 1/8/13 2:07 PM1/8/13 2:07 PM
600 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Infi nitive phrase: To increase the turnover of automobile accessories, we must fi rst improve their display area. Prepositional phrase: Before the annual ABC board meeting, we met to discuss the agenda.
Cma 6–1 Use the comma only for good reason. As a rule, the use of commas should be justifi ed by one of the standard practices previously noted.
In particular do not put a comma between the subject and the verb.
The thought that he could not afford to fail spurred him on. (No comma after fail .)
Cma 6–2 Take exception to the preceding standards wherever the insertion of a comma will help clarity of expression.
Not this: From the beginning inventory methods of Hill Company have been haphazard. But this: From the beginning, inventory methods of Hill Company have been haphazard.
Not this: Ever since she has been a model worker. But this: Ever since, she has been a model worker.
Dash: Dsh 1 Use the em dash to set off an element for emphasis or to show interrupted thought. In particular, use it with long parenthetical expressions or parenthetical expressions containing internal punctuation (see Cma 4–1).
Budgets for some past years—2006, for example—were prepared without consulting the department heads. The test proved that the new process is simple, effective, accurate—and more expensive. Only one person—the supervisor in charge—has authority to approve a policy exception. If you want a voice in the government—vote.
Dsh 2 Th e en dash is longer than a hyphen but shorter than an em dash and is used to indi- cate ranges such as those that involve dates, times, or page numbers. Generally, if you can use the words to or through between dates, times, or page numbers, you can use the en dash.
The conference will be held Monday–Thursday. Please read pages 1–50 before tomorrow’s meeting.
See the Technology in Brief box, page 605, for tips on how to use Word to help you insert em dashes and en dashes correctly.
Exclamation Mark: Ex Use the exclamation mark at the end of a sentence or an exclamatory fragment to show strong emotion . In business writing, the exclamation point is used sparingly, usually to convey good news or positive emotions.
We’ve done it again! Congratulations! Your outstanding performance review qualifi es you for merit pay.
ren03210_ch18_592-623.indd 600ren03210_ch18_592-623.indd 600 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 601
Hyphen: Hpn 1 Use the hyphen to indicate the division of a word at the end of the line. You must divide between syllables. It is generally impractical to leave a one-letter syllable at the end of a line ( a-bove ) or to carry over a two-letter syllable to the next line ( expens-es ).
If you turn on the hyphenation feature of your word-processing soft ware, you can let it automatically take care of hyphenating words and specify the amount of space aft er the hyphen at the end of a line. You also have the option of controlling the hyphenation you desire. Th at is, you can accept what the program recommends, suggest a diff erent place to hyphenate, or tell it not to hyphenate.
Hpn 2–1 Place hyphens between the parts of some compound words . Generally, the hyphen is used whenever its absence would confuse the meaning of the words.
Compound nouns: brother-in-law, cure-all, city-state Compound numbers twenty-one through ninety-nine: fi fty-fi ve, eighty-one Compound adjectives (two or more words used before a noun as a single adjective): long-term contract, 50-gallon drum, fi ve-day grace period, end-of-month clearance Prefi xes (most have been absorbed into the word): co-organizer, ex-chairperson, anti-infl ation, self-suffi cient
Hpn 2–2 A proper name used as a compound adjective needs no hyphen or hyphens to hold it together as a visual unit for the reader. Th e capitals perform that function.
Correct: a Lamar High School student Correct: a United Airlines pilot
Hpn 2–3 Two or more modifi ers in normal grammatical form and order need no hyphens. Spe- cifi cally, adverbs ending in -ly are not followed by a hyphen. But an adverb not ending in ly is joined to its adjective or participle by the hyphen.
No hyphen needed: a poorly drawn chart Use the hyphen: a well-prepared chart
Italics: Ital 1 For the use of italics for book titles, see QM 4. Note that italics also are used for titles of periodicals , works of art , long musical compositions , and names of naval vessels and aircraft .
Ital 2 Italicize rarely used foreign words ( wunderbar, keiretsu, oobeya ). Aft er a foreign word is widely accepted, however, it does not need to be italicized (carpe diem, faux pas). A current dictionary is a good source for information on which foreign words are italicized.
Ital 3 Italicize a word, letter, or fi gure used as its own name. Without this device, we could not write this set of rules. Note the use of italics throughout to label name words.
The word success has many defi nitions. The pronoun which should always have a noun as a clear antecedent. (Without the italics, this one becomes a fragment.)
ren03210_ch18_592-623.indd 601ren03210_ch18_592-623.indd 601 1/8/13 2:07 PM1/8/13 2:07 PM
Becoming an expert in grammar is much like becoming an expert in sports or music—it takes a lot of practice. Indeed, even experts seek opportunities to practice and keep their skills sharp. Technology certainly makes practice more con- venient. Whenever you’re online and have a few minutes, consider taking a quick quiz or listening to a short podcast on business writing. If you have more time, you may want to visit a business writing blog to learn from the answers to others’ questions or even to share your expertise by responding to someone’s post or discussing a topic. You could also get the RSS feeds available at many sites so that the topics come right to you. The websites here are only a few of the many available. Whether you use these or others, you’ll likely fi nd that your practice results in sharp, polished business docu- ments that elicit a positive response from your audiences.
Online Quizzes
• Capital Community College: http://grammar.ccc .commnet.edu/GRAMMAR/quiz_list.htm
• Purdue Online Writing Lab: http://owl.english.purdue .edu/owl/
• GrammarBook.com www.grammarbook.com/ interactive_quizzes_exercises.asp
• Facebook Business Writing Daily Quiz: www.facebook .com/home.php?#/pages/Writing-for-Business-Daily- Grammar-Quiz/33633651366?ref=ts
Grammar Podcasts
• Grammar Girl: http://grammar.quickanddirtytips.com/ . (See the screenshot below.)
• Grammar Grater (Minnesota Public Radio): http://minnesota.publicradio.org/radio/podcasts/ grammar_grater/
Business Writing Blogs
• Writing for Business: http://itknowledgeexchange .techtarget.com/writing-for-business/
• Business Writing: www.businesswritingblog.com/
• Society for the Promotion of Good Grammar: http://spogg.org/ (The blog is not specifi c to business writing, but many of the examples on the blog are from professional contexts.)
General Business Writing Tips:
• Business Writer’s Free Library: http://managementhelp .org/commskls/cmm_writ.htm
TECHNOLOGY IN BRIEF
Using the Internet to Improve Your Grammar
SOURCE: Screenshot of Grammar Girl from www.grammar.quickanddirtytips.com. Reprinted by permission of Quick and Dirty Tips™. Quick & Dirty Tips™ and related trademarks appearing on this website are the property of Mignon Fogarty, Inc. and Macmillan Holdings, LLC.
602 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
ren03210_ch18_592-623.indd 602ren03210_ch18_592-623.indd 602 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 603
Parentheses: Parens Use parentheses to set off words that are inserted to explain or supplement the principal message (see Cma 4–1).
David Rick’s phenomenal illustrations ( Blunders in International Business , 2006) show readers that even large corporations make disastrous mistakes. As soon as Owen Smith was elected chairperson (the vote was almost 2 to 1), he introduced his plan for reorganization.
Period: Pd 1 Use the period to indicate the end of a declarative sentence or an imperative statement .
Declarative sentence: The survey will be completed and returned by October 26. Imperative statement: Complete and return the survey by October 26.
Pd 2 Use periods aft er abbreviations or initials .
Co., Inc., a.m., etc.
But omit the periods and use all capitals in the initials or acronyms of agencies, net- works, and associations: IRS, NBC, OPEC, EEC.
Pd 3 Use ellipses (a series of periods) to indicate the omission of words from a quoted pas- sage. If the omitted part consists of something less than a sentence, three periods are customarily placed at the point of omission (a fourth period is added if the omission is a sentence or more). In all cases, the periods are separated by spaces.
Logical explanations, however, have been given by authorities in the fi eld. Some attribute the decline to recent changes in the state’s economy. . . . . . . Added to the labor factor is the high cost of raw material, which has tended to eliminate many marginal producers. Moreover, the rising cost of electric power in recent years may have shifted the attention of many industry leaders to other forms of production.
Question Mark: Q Place a question mark at the end of sentences that are direct questions.
What are the latest quotations on Disney common stock? Will this campaign help sell Microsoft products?
But do not use the question mark with indirect questions.
The president was asked whether this campaign would help sell Microsoft products. He asked me what the latest quotations on Disney common stock were.
Quotation Marks: QM 1 Use quotation marks to enclose the exact words of a speaker or, if the quotation is short, the exact words of a writer.
Short written quotations are quotations of four lines or less, although authorities do not agree on this point. Some suggest three lines; others, up to eight. Longer written quotations are best displayed without quotation marks and with an indented right and left margin.
Short written quotation: Ben Bernanke sums up his presentation with this statement: “The central bank will remain vigilant to ensure that recent increases in infl ation do not become chronic.” Oral quotation: “This really should bring on a production slowdown,” said Ms. Kuntz.
ren03210_ch18_592-623.indd 603ren03210_ch18_592-623.indd 603 1/8/13 2:07 PM1/8/13 2:07 PM
604 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
If a quotation is broken by explanation or reference words, each part of the quota- tion is enclosed in quotation marks.
“Will you be specifi c,” he asked, “in recommending a course of action?”
QM 2 Enclose a quotation within a quotation with single quotation marks .
Professor Dalbey said, “It has been a long time since I have heard a student say, ‘Prof, we need more writing assignments.’ ”
QM 3 Always place periods and commas inside quotation marks. Place semicolons and colons outside the quotation marks. Place question marks and exclamation points inside if they apply to the quoted passage only and outside if they apply to the whole sentence.
“If we are patient,” he said, “we will reach this year’s goals.” ( The comma and the period are within the quotation marks .) “Is there a quorum?” he asked. ( The question mark belongs to the quoted passage .) Which of you said, “I know where the error lies”? ( The question mark applies to the entire sentence .) I conclude only this from the union’s promise to “force the hand of management”: A strike will be its trump card.
QM 4 Enclose in quotation marks the titles of parts of publications (articles in a magazine, chapters in a book). But italicize the titles of whole publications or underline them if you are handwriting.
The third chapter of the book Elementary Statistical Procedure is titled “Concepts of Sampling.” Anne Fisher’s timely article, “Fatal Mistakes When Starting a New Job,” appears in the current issue of Fortune .
Semicolon: SC 1 Use the semicolon to separate closely related independent clauses that are not con- nected by a conjunction. Although writers generally use periods to separate indepen- dent clauses, a semicolon can be used to indicate a smaller break in thought than a period would.
The new contract provides wage increases; the original contract emphasized shorter hours.
Covered by this standard are independent clauses connected by conjunctive adverbs (transitional expressions) such as however, nevertheless, therefore, then, moreover , and besides .
The survey fi ndings indicated a need to revise the policy; nevertheless, the president did not approve the proposed revision. Small-town buyers favor the old model; therefore, the board concluded that both models should be marketed.
SC 2 You may use the semicolon to separate independent clauses joined by and, but, or , or nor (coordinating conjunctions) if the clauses are long or if they have other punctuation
ren03210_ch18_592-623.indd 604ren03210_ch18_592-623.indd 604 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 605
in them. In such situations, you may need the semicolon to make your message clear. If you visualize the example below with a comma instead of a semicolon, you can see that your message would be visually confusing.
The OCAW and the NUPNG, rivals from the beginning of the new industry, have shared almost equally in the growth of membership; but the OCAW predominates among workers in the petroleum-products crafts, including pipeline construction and operation, and the NUPNG leads in memberships of chemical workers.
The hyphen, en dash, and em dash are regularly con- fused. Visually, the hyphen is the shortest. The em dash (the width of the letter m in the font you’re using) is the longest, and the length of the en dash (the width of the letter n in the font you’re using) is in between. This chapter discusses the use of the hyphen, em dash, and en dash (page 600), so if you know when to use them, the trick be- comes how to insert them into your documents. Microsoft Word will occasionally help. In fact, you may have noticed that when you type two hyphens, Word sometimes auto- matically inserts the em dash. However, sometimes the
software does not convert hyphens to a dash or may con- vert the hyphens to an en dash when you really need an em dash or vice versa. To ensure that you control the dash and use it correctly, use the Symbols list in Microsoft Word. Whether you are in Word 2010 or an earlier version, go to Insert . Symbol . More Symbols . Special Characters. You can then select the mark you need based on whether you’re dividing a word or connecting adjectives (hyphen), emphasizing information (em dash), or indicating a range (en dash). Generally, when you insert the hyphen or dash, you do not need a space before or after the mark.
TECHNOLOGY IN BRIEF
Hyphen, Small Dash, or Big Dash?
ren03210_ch18_592-623.indd 605ren03210_ch18_592-623.indd 605 1/8/13 2:07 PM1/8/13 2:07 PM
606 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
SC 3 Use a semicolon to separate items in a list that already have punctuation in them.
The following gains were made in the February year-to-year comparison: Fort Worth, 7,300; Dallas, 4,705; Lubbock, 2,610; San Antonio, 2,350; Waco, 2,240; Port Arthur, 2,170; and Corpus Christi, 1,420.
Elected for the new term were Anna T. Zelnak, attorney from Cincinnati; Wilbur T. Hoffmeister, stockbroker and president of Hoffmeister Associates of Baltimore; and William P. Peabody, a member of the faculty of the University of Georgia.
SC 4 Use the semicolon between equal (coordinate) units only. Do not use it to attach a de- pendent clause or phrase to an independent clause.
Not this: The fl ood damaged much of the equipment in Building 113; making it necessary for management to close the area and suspend some employees.
But this: The fl ood damaged much of the equipment in Building 113, making it necessary for management to close the area and suspend some employees.
Or this: The fl ood damaged much of the equipment in Building 113; thus, management closed the area and suspended some employees.
STANDARDS FOR GRAMMAR Like the review of punctuation standards, the following summary of grammatical standards is not intended as a complete handbook on the subject. Rather, it is a sum- mary of the major trouble spots that business writers encounter. If you learn these grammatical principles, you should be able to write with the correctness expected in business.
Adjective–Adverb Confusion: AA Do not use adjectives for adverbs or adverbs for adjectives. Adjectives modify only nouns and pronouns; and adverbs modify verbs, adjectives, or other adverbs .
Possibly the chief source of this confusion occurs in statements in which the modi- fi er follows the verb. If the modifi er refers to the subject, an adjective should be used. If it refers to the verb, an adverb is needed.
Not this: She fi led the records quick . But this: She fi led the records quickly . (Refers to the verb.)
Not this: John doesn’t feel badly . But this: John doesn’t feel bad . (Refers to the noun.)
Not this: The new cars look beautifully . But this: The new cars look beautiful . (Refers to the noun.)
It should be noted that many words are both adjective and adverb ( little, well, fast, much ).
Adverb: The time went fast. Adjective: She drives a fast car.
Subject–Verb Agreement: Agmt SV Subjects and their verbs must agree in number . A plural subject must be paired with a plural verb form; a singular subject must be paired with a singular verb form.
LO2 Write complete, grammatically correct sentences, avoiding such problems as awkward construction, dangling modifi ers, and misuse of words.
ren03210_ch18_592-623.indd 606ren03210_ch18_592-623.indd 606 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 607
Nouns in prepositional phrases (i.e., phrases that begin with words such as for, of, on, with, in, about , and between ) and nouns in phrases that are separated from the sentence with commas will not be the subjects of your sentences.
Not this: Expenditures for miscellaneous equipment was expected to decline. (Expenditures is plural, so its verb must be plural.) But this: Expenditures for miscellaneous equipment were expected to decline.
Not this: The president , as well as the staff, were not able to attend. ( President is the singular subject, and the number is not changed by the modifying phrase.) But this: The president , as well as the staff, was not able to attend.
In a there is or there are sentence, the subject follows the verb.
Not this: There is several reasons why we should act. But this: There are several reasons why we should act.
Compound subjects joined by and require plural verbs.
Not this: The salespeople and their manager is in favor of the proposal. ( Salespeople and manager make a compound subject, but is is singular.) But this: The salespeople and their manager are in favor of the proposal.
Not this: Received in the morning delivery was an ink cartridge and two reams of copy paper. ( Ink cartridge and reams are the subjects; the verb must be plural.) But this: Received in the morning delivery were an ink cartridge and two reams of copy paper.
When a sentence has a compound subject joined with or , the singular or plural nature of the verb is determined by the subject closest to the verb.
Not this: Either the shift supervisors or the department’s manager are allowed to alter a time card. (Even though there are two subjects, the verb or means that you need to look only at the subject closest to the verb.) But this: Either the shift supervisors or the department’s manager is allowed to alter a time card. ( Manager is closer to the verb and is singular, so the singular verb is is correct.) Or this: Either the department’s manager or the shift supervisors are allowed to alter a time card. (The word supervisors is closer to the verb and is plural, so the plural verb are is correct.)
Collective nouns may be either singular or plural, depending on the meaning intended.
The committee have carefully studied the proposal. ( Committee is thought of as separate individuals.) The committee has carefully studied the proposal. (The committee is thought of as a unit.)
An indefi nite pronoun does not refer specifi cally to another person or object or to groups of people and objects but to people, objects, or groups more generally. Some indefi nite pronouns are always singular (e.g., each, every, either, neither ), and any pro- noun ending in - body, -one , or - thing (such as anyone, anybody, anything, everyone, everybody, everything, someone, somebody, something, no one, nobody , and nothing ).
Either of the campaigns is costly. ( Note: If you have trouble fi nding the subject, remember that anything in a prepositional phrase can’t be the subject of your sentence. Campaigns is in a prepositional phrase, so it cannot be the subject of your sentence.) Nobody who watches the clock is successful.
Other indefi nite pronouns such as both, few, many , and several are always plural.
Many were qualifi ed for the job, but only three did well in the interview.
ren03210_ch18_592-623.indd 607ren03210_ch18_592-623.indd 607 1/8/13 2:07 PM1/8/13 2:07 PM
608 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Some indefi nite pronouns are either singular or plural (e.g., all, any, most, none, some ), depending on what they refer to.
None of the workers were ready for their assignments. None of the work was completed.
Adverbial Noun Clause: AN Do not use an adverbial clause as a noun clause. Clauses beginning with because, when, where, if , and similar adverbial connections are not properly used as subjects, objects, or complements of verbs.
Not this: The reason was because he did not submit a report. But this: The reason was that he did not submit a report.
Not this: A time-series graph is where (or when ) changes in an index such as wholesale prices are indicated. But this: A time-series graph is the picturing of . . .
Awkward: Awk Avoid awkward writing. By awkward writing we mean word arrangements that are unconventional, uneconomical, or simply not the best for quick understanding.
Dangling Modifi ers: Dng Avoid the use of modifi ers that do not clearly modify the right word in the sentence. Such modifi ers are said to dangle . You can usually correct sentences containing dan- gling constructions by inserting the noun or pronoun that the modifi er describes or by changing the dangling part to a complete clause.
Not this: Believing that credit customers should have notice of the sale, special letters were mailed to them. But this: Believing that credit customers should have notice of the sale, we mailed special letters to them. (Inserting the pronoun we makes clear who did the believing.) Or this: Because we believed that credit customers should have notice of the sale, special letters were mailed to them. (Changing the dangling element to a complete clause makes clear who did the believing.)
Dangling modifi ers are of four principal types: participial phrases, elliptical clauses, gerund phrases, and infi nitive phrases.
Not this: Believing that District 7 was not being thoroughly covered, an additional salesperson was assigned to the area. ( Dangling participial phrase .) But this: Believing that District 7 was not being thoroughly covered, the sales manager assigned an additional salesperson to the area.
Not this: By working hard, your goal can be reached. ( Dangling gerund phrase .) But this: By working hard, you can reach your goal.
Not this: To succeed at this job, long hours and hard work must not be shunned. ( Dangling infi nitive phrase .) But this: To succeed at this job, one must not shun long hours and hard work.
Not this: While waiting on a customer, the watch was stolen. ( Dangling elliptical clause—a clause without a noun or verb .) But this: While the salesperson was waiting on a customer, the watch was stolen.
However, several generally accepted introductory phrases are permitted to dangle. Included in this group are generally speaking, confi dentially speaking, taking all things into consideration , and such expressions as in boxing, in welding , and in farming .
ren03210_ch18_592-623.indd 608ren03210_ch18_592-623.indd 608 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 609
Generally speaking, business activity is at an all-time high. In farming, the land must be prepared long before planting time. Taking all things into consideration, this applicant is the best for the job.
Misplaced Modifi ers: Mispl Unlike dangling modifi ers, which do not clearly modify anything, misplaced modi- fi ers do have a clear referent but are placed in the sentence in such a way that the sen- tence reads awkwardly or is unclear. Frequently, misplaced modifi ers are prepositional phrases (e.g., phrases that begin with prepositions such as in, on, with, for, over, under, near , or by ) or are adverbs such as only, just, almost , or oft en .
Unclear: New employees who demonstrate initiative often are promoted more quickly than those who don’t. Better: New employees who often demonstrate initiative are promoted more quickly than those who don’t. Better: New employees who demonstrate initiative are often promoted more quickly than those who don’t.
Mixed Construction: MixCon A mixed construction occurs when a writer inappropriately changes point of view, voice, tense, or sentence structure.
Mixed: If one is often late for work, you may receive a poor performance review. (The sentence mixes third person, one , and second person, you .) Consistent: If you are often late for work, you may receive a poor performance review.
See Chapter 4, page 82, for additional examples.
Incomplete Constructions: IncCon An incomplete construction occurs when a writer sets up a sentence that promises a certain kind of content but then does not deliver that content.
Incomplete: More companies in the food and beverage industry are using viral marketing. ( More than what?) Better: More companies in the food and beverage industry are using viral marketing than ever before. Or: More companies in the food and beverage industry are using viral marketing than those in the construction business.
See Chapter 4, page 83, for additional examples.
Sentence Fragment: Frag Avoid the sentence fragment. Although the sentence fragment may sometimes be used to good eff ect, as in sales writing, business writers generally express their thoughts in com- plete sentences rather than in fragments. Th e sentence fragment consists of any group of words that are used as if they were a sentence but are not a sentence. Probably the most frequent cause of sentence fragments is the use of a subordinate clause as a sentence.
Not this: Believing that you will want an analysis of sales for November. We have sent you the fi gures. But this: Believing that you will want an analysis of sales for November, we have sent you the fi gures.
Not this: He declared that such a procedure would not be practical. And that it would be too expensive in the long run. But this: He declared that such a procedure would not be practical and that it would be too expensive in the long run.
ren03210_ch18_592-623.indd 609ren03210_ch18_592-623.indd 609 1/8/13 2:07 PM1/8/13 2:07 PM
610 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Pronouns: Pn 1 Make certain that the word each pronoun refers to (its antecedent ) is clear. Failure to conform to this standard causes confusion, particularly in sentences in which two or more nouns are possible antecedents or the antecedent is far away from the pronoun.
Not this: When the president objected to Mr. Carter, he told him to mind his own business. ( Who told whom? ) But this: When the president objected to Mr. Carter, Mr. Carter told him to mind his own business. Not this: The mixture should not be allowed to boil; so when you do it, watch the temperature gauge. ( It doesn’t have an antecedent.) But this: The mixture should not be allowed to boil; so when conducting the experiment, watch the temperature gauge. Not this: The Model Q is being introduced this year. Ads in USA Today, The Wall Street Journal , and big-city newspapers throughout the country are designed to get sales off to a good start. It is especially designed for the businessperson who is not willing to pay a big price. But this: The Model Q is being introduced this year. Ads in USA Today, The Wall Street Journal , and big-city newspapers throughout the country are designed to get sales off to a good start. The new model is especially designed for the businessperson who is not willing to pay a big price.
Confusion may sometimes result from using a pronoun with an implied antecedent .
Not this: Because of the disastrous freeze in the citrus belt, it is necessary that most of them be replanted. But this: Because of the disastrous freeze in the citrus belt, most of the citrus orchards must be replanted.
Except when the reference of which, that , and this is perfectly clear, avoid using these pronouns to refer to the whole idea of a preceding clause. Many times you can make the sentence clear by using a clarifying noun following the pronoun.
Not this (following a detailed presentation of the writer’s suggestion for improving the company suggestion plan): This should be put into effect without delay. But this: This suggested plan should be put into effect right away.
When a noun can be either singular or plural because it refers to a group of people, use a singular pronoun if group members are acting as one and a plural pronoun if they are acting as individual group members.
For reference to the group acting as one unit
Not this: The committee gave their decision on the new proposal they reviewed. But this: The committee gave its decision on the new proposal it reviewed.
For reference to the group as individual units
Not this: The presenter polled the audience for its interpretation of the data. But this: The presenter polled the audience for their interpretation of the data.
Pn 2 Th e number of the pronoun should agree with the number of its antecedent (the word it stands for). If the antecedent is singular, its pronoun must be singular. If the antecedent is plural, its pronoun must be plural.
Not this: Taxes and insurance are expenses in any business, and it must be considered carefully in anticipating profi ts.
ren03210_ch18_592-623.indd 610ren03210_ch18_592-623.indd 610 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 611
But this: Taxes and insurance are expenses in any business, and they must be considered carefully in anticipating profi ts. Not this: Everybody should plan for their retirement. (Such words as everyone, everybody , and anybody are singular.) But this: Everybody should plan for his or her retirement.
Pn 3 Take care to use the correct case of the pronoun . If the pronoun serves as the subject of the verb, or if it follows a form of the linking verb be (e.g., is, are, was, were, being, have been ), use a pronoun in the nominative case. Th e nominative personal pronouns are I, you, he, she, it, we, who, whoever , and they .
He will record the minutes of the meeting. I think it will be he who is promoted.
If the pronoun is the object of a preposition or a verb , use the objective case. Th e objective personal pronouns are me, you, him, her, it, us, whom, whomever , and them .
Not this: This transaction is between you and he . ( He is nominative and cannot be the object of the preposition between .) But this: This transaction is between you and him . Not this: Because the investigator praised Ms. Smith and I , we were promoted. But this: Because the investigator praised Ms. Smith and me , we were promoted.
Many writers are intimidated by the use of who and whom . However, their use is really no diff erent from that of any other pronoun. As with all other pronouns, their use depends on whether they function as subjects or objects. Who and Whoever are nominative pronouns and are used as subjects or following a form of the linking verb be (e.g., am, is, are, were, was, be, been, being ). Whom and Whomever are objective pro- nouns and are used as objects of verbs or prepositions. One trick for using who/whom is to substitute a common personal pronoun for the word and then choose who/whom based on which form of the substituted pronoun worked.
Example: George Cutler is the salesperson who won the award. ( He , nominative, could be substituted for who because the pronoun is the subject of the verb won . You could say “ he won the award”; therefore, who is the right choice.) Example: Whom should we notify? (Turn the question into a statement: We should notify whom. Him , objective, could be substituted for whom because the pronoun is the object of the verb should notify . You could say “we should notify him ”; therefore, whom is the right choice).
Sometimes, though, the choice is not as clear. What would you choose in the follow- ing case?
George is the person who/whom you recommended.
If you substitute he/him here, you might not know whether to choose who or whom because the substitution of he or him sounds equally awkward. Th e solution is to notice that who/whom is part of its own clause ( who/whom you recommended ?). To identify how who/whom is being used in the clause, see if it already has a subject. If it does, then you probably need whom because the clause won’t need two subjects in a row. In the ex- ample above, you is the subject of the dependent clause, so the correct solution is whom :
George is the person whom you recommended.
Here is a contrasting example:
George is the person who recruited the most volunteers. (Here, the verb of the dependent clause, recruited , has no other possible subject, so who is the subject of the clause.)
ren03210_ch18_592-623.indd 611ren03210_ch18_592-623.indd 611 1/8/13 2:07 PM1/8/13 2:07 PM
612 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
And here is the exception:
I can’t remember who the president was. (Using the advice above, you might think the correct form would be whom since, otherwise, the clause would seem to have two subjects, who and president . But notice that the pronoun follows a verb that is a form of be . In such cases, you need the nominative [subject] form.)
Th e possessive case is used for pronouns that immediately precede a gerund (a verbal noun ending in -ing ).
Our selling of the stock frightened some of the conservative members of the board. Her accepting the money ended her legal claim to the property. I appreciate your offering to take my place on the committee.
Pn 4 Pronouns must agree in number with antecedents that are indefi nite pronouns (see defi nition in Agmt SV section, page 606).
Neither of the candidates released his or her tax returns. (Note: If you have trouble fi nding the antecedent, remember to disregard the preposition. Candidates is in a prepositional phrase, so it cannot be the antecedent of your pronoun.)
Other indefi nite pronouns such as both, few, many , and several are always plural.
Several candidates released their tax returns at the beginning of the campaign.
Some indefi nite pronouns are either singular or plural (e.g., all, any, most, none, some ), depending on what they refer to.
Most of the student body spends its time studying. Most of the students spend their time studying.
Parallelism: Prl Parts of a sentence that express equal thoughts should be parallel (the same) in gram- matical form . Parallel constructions are logically connected by the coordinating con- junctions and, but , and or . Care should be taken to see that the sentence elements connected by these conjunctions are of the same grammatical type. Th at is, if one of the parts is a noun, the other parts also should be nouns. If one of the parts is an infi nitive phrase, the other parts also should be infi nitive phrases.
Not this: The company objectives for the coming year are to match last year’s sales volume, higher earnings, and improving customer relations. But this: The company objectives for the coming year are to match last year’s sales volume, to increase earnings, and to improve customer relations.
Not this: Writing copy may be more valuable experience than to make layouts. But this: Writing copy may be more valuable experience than making layouts.
Not this: The questionnaire asks for this information: number of employees, what is our union status, and how much do we pay. But this: The questionnaire asks for this information: number of employees, union affi liation, and pay rate.
Tense: Tns Th e tense of each verb, infi nitive, and participle should refl ect the logical time of hap- pening of the statement. Every statement has its place in time. To communicate that place exactly, you must select your tenses carefully.
ren03210_ch18_592-623.indd 612ren03210_ch18_592-623.indd 612 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 613
Tns 1 Use present tense for statements of fact that are true at the time of writing.
Not this: Boston was not selected as a site for the headquarters because it was too near the coast. (Boston is still near the coast, isn’t it?) But this: Boston was not selected as a site for the headquarters because it is too near the coast.
Tns 2 Use past tense in statements covering a defi nite past event or action.
Not this: Mr. Burns says to me, “Bill, you’ll never become an auditor.” But this: Mr. Burns said to me, “Bill, you’ll never become an auditor.”
Tns 3 Th e time period refl ected by the past participle ( having been . . . ) is earlier than that of its governing verb. Th e present participle ( being . . . ) refl ects the same time period as that of its governing verb.
Not this: These debentures are among the oldest on record, being issued in early 1937. But this: These debentures are among the oldest on record, having been issued in early 1937.
Not this: Ms. Sloan, having been the top salesperson on the force, was made sales manager. (Possible but illogical.) But this: Ms. Sloan, being the top salesperson on the force, was made sales manager.
Tns 4 Verbs in combined clauses should be in the same tense. For instance, when the fi rst verb is in the past tense, you should usually also place the second verb in a past tense (past, past perfect, or present perfect).
I noticed [past tense] the discrepancy, and then I remembered [same time as main verb] the incidents that had caused it.
If the time of a subordinate clause is earlier than that of the main verb in past tense, use past perfect tense for the subordinate verb.
Not this: In early July we noticed [past] that he exceeded [logically should be previous to main verb] his quota three times. But this: In early July we noticed that he had exceeded his quota three times.
Th e present perfect tense is used for the subordinate clause when the time of this clause is subsequent to the time of the main verb.
Not this: Before the war we contributed [past] generously, but lately we forget [should be a time subsequent to the time of the main verb] our duties. But this: Before the war we contributed generously, but lately we have forgotten our duties.
Tns 5 Th e present perfect tense does not logically refer to a defi nite time in the past. Instead, it indicates time somewhere in the indefi nite past.
Not this: We have audited your records on July 31 of 2005 and 2006. But this: We audited your records on July 31 of 2005 and 2006. Or this: We have audited your records twice in the past.
ren03210_ch18_592-623.indd 613ren03210_ch18_592-623.indd 613 1/8/13 2:07 PM1/8/13 2:07 PM
614 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Word Use: WU Misused words call attention to themselves and detract from the writing. Th e possibili- ties of error in word use are infi nite; the following list contains only a few of the com- mon errors of this kind.
Don’t Use Use
a long ways a long way
and etc. etc.
anywheres anywhere
continue on continue
different than different from
have got to must
in back of behind
in hopes of in hope of
in regards to in regard to or regarding
inside of within
kind of satisfi ed somewhat satisfi ed
nowhere near not nearly
nowheres nowhere
over with over
seldom ever seldom
try and come try to come
Wrong Word: WW Be careful not to use one word but mean another. Sometimes people confuse these words by their spelling and sometimes by their meanings. Since the spell checker won’t fi nd these errors , you need to proofread carefully to eliminate them. Here are a few examples:
affect effect
among between
bow bough
capital capitol
cite sight, site
collision collusion
complement compliment
cooperation corporation
deferential differential
desert dessert
except accept
implicit explicit
imply infer
plane plain
principal principle
stationary stationery
STANDARDS FOR THE USE OF NUMBERS Quantities may be spelled out or expressed as numerals. Whether to use one form or the other is oft en a perplexing question. It is especially perplexing to business writers, whose work oft en deals with quantitative subjects.
LO3 Determine when to spell out numbers and when to express them in numeral form according to standards of correctness.
ren03210_ch18_592-623.indd 614ren03210_ch18_592-623.indd 614 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 615
Numbers: No 1 A common guide for using numbers in business writing is to follow the rule of nine. By this rule, you spell out numbers nine and below. You use fi gures for numbers 10 and above.
The auditor found 13 discrepancies in the stock records. The auditor found nine discrepancies in the stock records.
Apply the rule to both ordinal and cardinal numbers:
She was the seventh applicant. She was the 31st applicant.
No 2 Make an exception to the rule of nine when a number begins a sentence. Spell out all numbers in this position.
Seventy-three bonds and six debentures were destroyed. Eighty-nine strikers picketed the north entrance.
No 3 If you have numbers in a sentence or paragraph that refer to related items, be consis- tent. If one of the numbers is 10 or greater, use numbers for all of the related items even if the other items are 9 or fewer.
We managed to salvage 3 printers, 1 scanner, and 13 monitors.
No 4 Use numerals for all percentages .
Sales increases over last year were 9 percent on automotive parts, 14 percent on hardware, and 23 percent on appliances.
Authorities diff er on whether to use the percent sign (%) or the word. One good rule to follow is to use the percentage sign in papers that are scientifi c or technical and the word in all others. Also, the convention is to use the sign following numbers in graphics and presentations. Consistent use of either is correct.
No 5 Present days of the month in number form when the month precedes the day or when the date precedes both month and year.
June 29, 2008 29 June 2008
When days of the month appear alone or precede the month, they may be either spelled out or expressed in numeral form according to the rule of nine. Th e th, rd , and st follow the day only when the day is used by itself or precedes the month. Th ese suffi xes are never used when the month precedes the day.
I will be there on the 13th. The union scheduled the strike vote for the eighth. Ms. Millican signed the contract on July 7. Sales have declined since the 14th of August.
No 6 Use either of two accepted orders for date information. One, preferred by Th e Chicago Manual of Style , is day, month, and year:
On 29 June 2008 we introduced a new product line.
ren03210_ch18_592-623.indd 615ren03210_ch18_592-623.indd 615 1/8/13 2:07 PM1/8/13 2:07 PM
616 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
Th e other is the sequence of month, day, and year. Th is order requires that the year be set off by commas:
On June 29, 2008, we introduced a new product line.
No 7 Present money amounts as you would other numbers. If you spell out the number, also spell out the unit of currency.
Twenty-seven dollars
If you present the number as a fi gure, use the $ with U.S. currency and the appropri- ate abbreviation or symbol with other currencies.
U.S., Canada, and Mexico US $27.33, Can $27.33, Mex $27.33
Euro countries 202.61
Japan ¥2,178.61
Thailand B⁄ 7,489.91
No 8 Usually spell out indefi nite numbers and amounts .
Over a million people live there. The current population is about four hundred thousand. Bill Gates’s net worth is in the billions.
No 9 Spell out a fraction such as one-half that stands alone (without a whole number) or begins a sentence. Represent mixed numbers as fi gures.
Two-thirds of all jobs in the United States are in the information industry. The median price of a home rose by 6½ percent this year.
No 10 Except in legal documents, do not express amounts in both fi gures and words .
For legal purposes: 25 (twenty-fi ve) For business use: either the fi gure or the word, depending on circumstance
No 11 Represent times as follows:
2:00, 2:30 two o’clock
2 p.m., 2:30 p.m. not: 2:00 o’clock
2 o’clock
SPELLING: SP Misspelling is probably the most frequent error in writing. And it is the least excusable. It is inexcusable because all one needs to do to eliminate the error is to use a dictionary or a spell checker.
You can improve your spelling signifi cantly with relatively little eff ort. Studies show that fewer than 100 words account for most spelling errors, so if you learn to spell these most troublesome words, you will go a long way toward solving your spelling problems. Eighty of these words appear in Figure 18–1 .
LO4 Spell words correctly by applying spelling rules and using a dictionary or spelling checker.
ren03210_ch18_592-623.indd 616ren03210_ch18_592-623.indd 616 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 617
Rules for Word Plurals 1. To form the plurals of most words, add s .
price, prices quote, quotes
2. To form the plurals of words ending in s, sh, ch , and x , usually add es to the singular.
boss, bosses relinquish, relinquishes glitch, glitches tax, taxes
3. To form the plural of words ending in y , if a consonant precedes the y , drop the y and add ies . But if the y is preceded by a vowel, add s .
company, companies medley, medleys key, keys
Other Spelling Rules 1. Words ending in ce or ge do not drop the e when ous or able is added.
charge, chargeable change, changeable notice, noticeable service, serviceable
2. Words ending in l do not drop the l when ly is added. fi nal, fi nally principal, principally
3. Words ending in silent e usually drop the e when a suffi x beginning with a vowel is added.
have, having believe, believable
Figure 18–1
Eighty of the Most Frequently Misspelled Words
absence
accessible
accommodate
achieve
analyze
argument
assistant
balloon
benefi ted
category
cede
changeable
committee
comparative
conscience
conscious
deductible
defi nitely
dependent
description
desirable
despair
development
disappear
disappoint
discriminate
drunkenness
embarrassment
equivalent
exceed
existence
forty
grammar
grievous
holiday
incidentally
indispensable
insistent
irrelevant
irresistible
irritable
leisure
license
misspelling
necessary
ninety
noticeable
occasionally
occurrence
panicky
parallel
paralyze
pastime
persistent
possesses
predictable
privilege
proceed
professor
pronunciation
pursue
questionnaire
receive
recommend
repetition
ridiculous
seize
separate
sergeant
sheriff
succeed
suddenness
superintendent
supersede
surprise
truly
until
vacuum
vicious
weird
ren03210_ch18_592-623.indd 617ren03210_ch18_592-623.indd 617 1/8/13 2:07 PM1/8/13 2:07 PM
618 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
dine, dining time, timing
4. Place i before e except aft er c . relieve conceive
believe receive
Exception : when the word is sounded as a long a .
neighbor weigh
Exceptions:
ancient
codeine
counterfeit
defi cient
effi cient
either
Fahrenheit
fi nancier
foreign
forfeit
height
leisure
neither
science
seismograph
seize
seizure
sovereign
suffi cient
surfeit
weird
CAPITALIZATION: CAP In text and instant messaging environments, writers may forego standard capitalization in informal circumstances. In all other communication situations, standard capitaliza- tion is expected. Always capitalize the fi rst word of a sentence, a person’s name, and the pronoun I . Generally, the more specifi c the noun, the more likely it is to require capitalization. Th e following table presents a guide for basic principles of capitaliza- tion; however, capitalization practices vary widely, so be sure to know your company’s preferences.
Capitalize Don’t Capitalize
Proper names:
• Richard Thompson
Common names:
• the dean
Geographic places:
• St. Paul, Minnesota, United States
• Streets: 317 East Boyd Avenue
• Chippewa River
• Midwest, East Coast
General directions:
• north side of town
• travel east on Highway 29
Companies:
• Qualcomm, Microsoft
Company names that intentionally begin with a lowercase letter:
• eBay, iOmega
Titles preceding names when the title and name are not separated by commas:
• President Watkins
Titles separated from the name by a comma:
• Karen Watkins, president of the company,
• company president, Karen Watkins
Important words in book, article, and poem titles:
• Getting Things Done : The Art of Stress- Free Productivity
Conjunctions ( a, an, the ) and short prepositions ( in, on, to, for ) in book, article, and poem titles unless they are the fi rst or last word of the title or the fi rst word after a colon
Words preceding most numbers:
• Room 418
• No. 10 envelopes
• Figure 2
Words preceding page, verse, and paragraph numbers:
• page 32
• paragraph three
LO5 Use capital letters for all proper names, fi rst words of sentences, and fi rst words of complimentary closes.
ren03210_ch18_592-623.indd 618ren03210_ch18_592-623.indd 618 1/8/13 2:07 PM1/8/13 2:07 PM
Capitalize Don’t Capitalize
Offi cial department names:
• the Department of Human Resources
General references to a department:
• the human resources department
Offi cial degree names and course titles:
• Bachelor of Business Administration
• Principles of Accounting
Majors, minors, and general references to degrees or courses:
• bachelor’s degree
• accounting class
• marketing major
Races, nationalities, and ethnicities:
• Caucasian, African American
• German, Japanese
White and black when referring to people
Names of months
• November
Names of seasons
• winter, spring, fall, summer
First words of complimentary closes:
• Sincerely yours,
Subsequent words of complimentary closes:
• Yours truly
As noted earlier, other standards are useful in clear communication. But those cov- ered in the preceding pages will help you through most of your writing problems. By using them, you can give your writing the precision that good communication requires.
THERE’S MORE . . . Would you like to learn more about standard English grammar? Are you seeking opportu- nities to practice your grammar skills? Scan the QR code with your smartphone or use your Web browser to visit www.mhhe.com/lesikar13e. Select Chapter 18 > Bizcom Tools & Tips.
CHAPTER 18 Conveying Professionalism Through Correctness 619
K E Y T E R M S
standards for correct usage, 593
possessive case, 594
contraction, 595
time, value, or measurement, 595
enumeration, 596
formal quotation, 596
explanation, 596
independent clause, 596
coordinating conjunction, 597
series, 597
coordinate adjectives, 597
nonrestrictive clauses, 597
restrictive clauses, 597
parenthetical expressions, 598
appositive, 598
date or an address, 599
subordinate clause, 599
dependent clause, 599
introductory phrase, 599
clarity, 600
em dash, 600
emphasis, 600
en dash, 600
division of a word, 601
compound words, 601
proper name, 601
declarative sentence, 603
imperative statement, 603
direct questions, 603
indirect questions, 603
compound subjects, 607
collective nouns, 607
indefi nite pronoun, 607
adverbial clause, 608
awkward writing, 608
participial phrases, 608
elliptical clauses, 608
gerund phrases, 608
infi nitive phrases, 608
misplaced modifi ers, 609
mixed construction, 609
incomplete construction, 609
sentence fragment, 609
antecedent, 610
implied antecedent, 610
ren03210_ch18_592-623.indd 619ren03210_ch18_592-623.indd 619 1/8/13 2:07 PM1/8/13 2:07 PM
620 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
correct case of the pronoun, 611
object of a preposition or a verb, 611
nominative pronouns, 611
objective pronouns, 611
gerund, 612
parallel (the same) in grammatical form, 612
tense, 612
present tense, 613
past tense, 613
present participle, 613
combined clauses, 613
present perfect tense, 613
rule of nine, 615
percentages, 615
indefi nite numbers, 616
amounts, 616
fraction, 616
mixed numbers, 616
Correct any punctuation or grammar errors you can fi nd in the following sentences. Explain your corrections. LO1–LO5
1 Charles E. Baskin the new member of the advisory committee has been an employee for seven years.
2 Th e auditor asked us, “If all members of the work group had access to the petty cash fund?”
3 Our January order consisted of the following items; two dozen Post-it pads, cube size, one dozen desk blotters, 20 by 32 inches, and one dozen gel roller pens, permanent black.
4 Th e truth of the matter is, that the union representative had not informed the workers of the decision.
5 Sales for the fi rst quarter were the highest in history, profi ts declined for the period.
6 We suggest that you use a mild soap for best results but detergents will not harm the product.
7 Employment for October totaled 12,741 an increase of 3.1 percent over September.
8 It would not be fair however to consider only this point. 9 It is the only shrink resistant antiwrinkle and inexpen-
sive material available.
10 Todd Th atcher a supervisor in our company is accused of the crime.
11 Mr. Goodman made this statement, “Contrary to our expectations, Smith and Company will lose money this year.”
12 I bought and he sold. 13 Soon we saw George Sweeney who is the auditor for
the company.
14 Sold in light medium and heavy weight this paper has been widely accepted.
15 Because of a common belief that profi ts are too high we will have to cut our prices on most items.
16 Such has been the growth of the cities most prestigious fi rm, H.E. Klauss and Company.
17 In 2006 we were advised in fact we were instructed to accept this fi ve year contract.
18 Henrys goofi ng off has gotten him into trouble. 19 Cyrus B. Henshaw who was our leading salesperson
last month is the leading candidate for the position.
20 Th e sales representative who secures the most new accounts will receive a bonus.
21 Th e word phone which is short for telephone should be avoided in formal writing.
22 In last months issue of Fortune appeared Johnson’s latest article Tiger! Th e Sky’s the Limit for Golf.
23 Yes he replied this is exactly what we mean. 24 Why did he say John it’s too late? 25 Place your order today, it is not too late. 26 We make our plans on a day to day basis. 27 Th ere is little accuracy in the 60 day forecast. 28 Th e pre Christmas sale will extend over twenty six days. 29 We cannot tolerate any worker’s failure to do their duty. 30 An assortment of guns, bombs, burglar tools, and am-
munition were found in the seller.
31 If we can be certain that we have the facts we can make our decision soon.
32 Th is one is easy to make. If one reads the instructions carefully.
33 Th is is the gift he received from you and I. 34 A collection of short articles on the subject were
printed.
35 If we can detect only a tenth of the errors it will make us realize the truth.
36 She takes criticism good.
C R I T I C A L T H I N K I N G Q U E S T I O N S
ren03210_ch18_592-623.indd 620ren03210_ch18_592-623.indd 620 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 621
37 Th ere was plenty of surprises at the meeting. 38 It don’t appear that we have made much progress. 39 Th e surface of these products are smooth. 40 Everybody is expected to do their best. 41 Th e brochures were delivered to John and I early Sunday
morning.
42 Who did he recommend for the job. 43 We were given considerable money for the study. 44 He seen what could happen when administration breaks
down.
45 One of his conclusions is that the climate of the region was not desirable for our purposes.
46 Smith and Rogers plans to buy the Moline plant. 47 Th e committee feels that no action should be taken. 48 Neither of the workers found their money. 49 While observing the employees, the work fl ow was oper-
ating at peak perfection.
50 Th e new building is three stories high, fi ft een years old, solid brick construction, and occupies a corner lot.
51 They had promised to have completed the job by noon.
52 Jones has been employed by Kimberly Clark for twenty years.
53 Wilson and myself will handle the job. 54 Each man and woman are expected to abide by this
rule.
55 Th e boiler has been inspected on April 1 and May 3. 56 To fi nd problems and correcting them takes up most of
my work time.
57 Th e case of canned goods were distributed to the homeless.
58 Th e motor ran uneven. 59 All are expected except John and she. 60 Everyone here has more ability than him.
S K I L L S B U I L D I N G E X E R C I S E S
NOTE: See Chapter 3 for exercises on choosing the right word and Chapter 4 exercises related to awkward writing and misplaced modifi ers.
Punctuation
Insert commas, colons, and semicolons as needed in the following sentences. As your instructor directs, cite punc- tuation standards from this chapter to support your choices. LO1
1 If your credit card is stolen call your bank credit union or other card carrier immediately.
2 We will develop the training course this fall but will not off er it until spring.
3 Our company specializes in management consulting employee development and leadership training.
4 Your payment is 15 days past due please make your payment immediately.
5 Rosa needs to submit her application immediately if she wants to be admitted for the fall semester.
6 Our goal is to have branch offi ces in the following cit- ies Hayward Wisconsin Golden Colorado and Helena Montana.
7 New employees usually complete their hiring paper- work before they start however they have until the end of their fi rst week at work to fi nish it.
8 In August 2014 we will begin the soft ware conversion and we expect to complete it by October 1.
9 If we exceed our sales quota we receive a $1000 quar- terly bonus but if we only meet our quota we receive a $500 bonus.
10 Because the bank approved our request for a loan we were able to purchase our dream house.
Apostrophes
Select the word that correctly completes the sentence. LO1
1 Many of the (businesses, business’s, businesses’) in town are closed for the holiday.
2 I share my (bosses, boss’s, bosses’) opinion that he and I should get the corner offi ce suite.
3 Many (peoples, people’s, peoples’) lake homes are sub- ject to high property taxes.
4 In two (weeks, week’s, weeks’) we leave for the conference.
5 Our (company’s, companies, companies’) policy is to let employees work from home one day per week.
6 Kyle frequently works evenings because (its, it’s, its’) not possible for him to fi nish his work during the day.
7 Carolyn’s severance package included six (months, month’s, months’) salary and health insurance.
ren03210_ch18_592-623.indd 621ren03210_ch18_592-623.indd 621 1/8/13 2:07 PM1/8/13 2:07 PM
622 PART 6 Elements of Professionalism: Technological Proficiency and Correctness
8 She worked her way up to the manager of the (womens, women’s, womens’) clothing department.
9 We were all impressed by (Joes, Joe’s, Joes’) presentation. 10 According to (todays, today’s, todays’) newspaper, gas
prices are expected to rise in the coming weeks.
Pronouns
Select the pronoun that correctly completes the sentence. LO2
1 Our supervisor assigned the project to Jim and (I/me). 2 Do you know (who/whom) will lead today’s meeting? 3 We want (she/her) to lead the meeting today. 4 (He/Him) and Rebecca are two of the hardest workers
in our offi ce.
5 Th e university told (we/us) students about the tuition increase.
6 (We/Us) employees are happy about the results of the union negotiations.
7 Lara said, “Because the agreement between (she/her) and (I/me) is confi dential, I am not comfortable dis- cussing the details of the contract.”
8 I really appreciated (him/his) telling me about the job opening.
9 Matt is the type of employee (who/whom) we want to promote to management.
10 It was (she/her) who inquired about the open position.
Pronoun–Antecedent Agreement
First identify the antecedent. Th en select the pronoun that agrees with its antecedent. LO2
1 Each employee received (his or her/their) performance review last week.
2 Th e staff gave (its/their) recommendations. 3 Joe and Sam shared (his/their) thoughts on Facebook. 4 All staff members should focus (its/their) energy on
attracting new clients.
5 Whenever an employee signs up for one of the com- pany intramural sports teams, (he or she/they) must sign a form releasing the company from any liability.
6 If every member of the committee votes “yes,” (it/they) will be the fi rst committee to have a unanimous vote.
7 Th e membership dues and maintenance fees are two separate assessments; (it/they) must be paid for your membership to be activated.
8 Th e condominium association publishes (its/their) bylaws in the January newsletter.
9 Rogers and Associates, Inc., off ers health and dental insurance to (its/their) employees.
10 When a businessperson gives a professional presen- tation, (he or she/they) should speak clearly and use visuals to maintain the audience’s interest.
Subject–Verb Agreement
First identify the subject. Th en select the verb that agrees with the subject. LO2
1 A lot of time and energy (is/are) required for this project to succeed.
2 Sarah, along with several members of her staff , ( support/supports) the policy change.
3 Neither the 20 vacation days nor the salary (was/were) enough to persuade Jorge to take the job.
4 Th e staff (has/have) considered all of the options and will give their opinions at the next meeting.
5 Each of the interns (receives/receive) a monthly sti- pend and a parking permit.
6 Th e cost and the timeline of the project (makes/make) it unlikely that we will proceed.
7 Th e report on the costs associated with the technology updates (is/are) due next Friday.
8 Either Marla or her associates (is/are) available to talk with you.
9 Th e jury (is/are) expected to return with a verdict this aft ernoon.
10 Barr, Douglass, and Company (is/are) going out of business.
ren03210_ch18_592-623.indd 622ren03210_ch18_592-623.indd 622 1/8/13 2:07 PM1/8/13 2:07 PM
CHAPTER 18 Conveying Professionalism Through Correctness 623
A S E L F - A D M I N I S T E R E D D I A G N O S T I C T E S T O F C O R R E C T N E S S
Th e following test is designed to give you a quick measure of your ability to handle some of the most troublesome punc- tuation and grammar situations. First, correct all the errors in each sentence. Th en turn to Appendix A for the recommended corrections and the symbols for the punctuation and grammar standards involved. Next, review the relevant standards.
1 An important fact about this keyboard is, that it has the patented “ergonomic design”.
2 Goods received on Invoice 2741 are as follows; 3 dozen blue denim shirts, sizes 15–33, 4 mens gortex gloves, brown, size large, and 5 dozen assorted socks.
3 James Silver President of the new union had the privi- ledge of introducing the speaker.
4 We do not expect to act on this matter however until we hear from you.
5 Shipments through September 20, 2013 totaled 69,485 pounds an increase of 17 percent over the year ago total.
6 Brick is recommended as the building material but the board is giving serious consideration to a substitute.
7 Markdowns for the sale total $34,000, never before has the company done anything like this.
8 Aft er long experimentation a wear resistant high grade and beautiful stocking has been perfected.
9 Available in white green and blue this paint is sold by dealers all over the country.
10 Julie Jahn who won the trip is our most energetic salesperson.
11 Good he replied, sales are sure to increase.
12 Hogan’s article Retirement? Never!, printed in the cur- rent issue of Management Review, is really a part of his book A Report on Worker Security.
13 Formal announcement of our Labor Day sale will be made in thirty-two days.
14 Each day we encounter new problems. Although they are solved easily.
15 A list of models, sizes, and prices of both competing lines are being sent to you.
16 Th e manager could not tolerate any employee’s failure to do their best.
17 A series of tests were completed only yesterday. 18 Th ere should be no misunderstanding between you
and I.
19 He run the accounting department for fi ve years. 20 Th is report is considerable long. 21 Who did you interview for the position? 22 Th e report concluded that the natural resources of the
Southwest was ideal for the chemical industry.
23 Th is applicant is six feet in height, 28 years old, weighs 165 pounds, and has had eight years’ experience.
24 While reading the report, a gust of wind came through the window, blowing papers all over the room.
25 Th e sprinkler system has been checked on July 1 and September 3.
26 Our meeting is at 9:00 o’clock a.m. tomorrow.
ren03210_ch18_592-623.indd 623ren03210_ch18_592-623.indd 623 1/8/13 2:07 PM1/8/13 2:07 PM
624 Appendix A
A P P E N D I X A
Corrections for the Self-Administered Diagnostic Test of Correctness
Following are the corrected sentences for the diagnostic test at the end of Chapter 18. Th e errors are underscored, and the symbols for the standards explaining the correc- tion follow the sentences.
1. An important fact about this keyboard is , that it has the patented “ergonomic design” . An important fact about this keyboard is that it has the patented “ergonomic design.” Cma 6–1, QM 3
2. Goods received on Invoice 2741 are as follows ; 3 dozen blue denim shirts, sizes 15–33 , 4 men’s gortex gloves, brown, size large and 5 dozen assorted socks.
Goods received on Invoice 2741 are as follows: three dozen blue denim shirts, sizes 15–33; four men’s gortex gloves, brown, size large; and fi ve dozen assorted socks. Cln 1, Apos 1, SC 3, No 1
3. James Silver Pr esident of the new union_had the priviledge of introducing the speaker. James Silver, president of the new union, had the privilege of introducing the speaker. Cma 4–2, Cap, SP
4. We do not expect to act on this matter_however_until we hear from you. We do not expect to act on this matter, however, until we hear from you. Cma 4–3
5. Shipments through September 20, 2013_totaled 69,485 pounds_an increase of 17 percent over the year_ago total. Shipments through September 20, 2013, totaled 69,485 pounds, an increase of 17 percent over the year-ago total. Cma 4–4, Cma 4–1, Hpn 2–1
6. Brick is recommended as the building material_but the board is giving serious consideration to a substitute. Brick is recommended as the building material, but the board is giving serious consideration to a substitute. Cma 1
7. Markdowns for the sale total $34,000 , never before has the company done anything like this. Markdowns for the sale total $34,000; never before has the company done anything like this. SC 1
8. Aft er long experimentation a wear_resistant_high_grade_and beautiful stocking has been perfected. Aft er long experimentation a wear-resistant, high-grade, and beautiful stocking has been perfected. Hpn 2–1, Cma 2–2
ren03210_appA_624-625.indd 624ren03210_appA_624-625.indd 624 1/8/13 1:54 PM1/8/13 1:54 PM
Corrections for the Self-Administered Diagnostic Test of Correctness 625
9. Available in white_green_and blue_this paint is sold by dealers all over the country. Available in white, green, and blue, this paint is sold by dealers all over the country. Cma 2–1, Cma 3
10. Julie Jahn_who won the trip_is our most energetic salesperson . Julie Jahn, who won the trip, is our most energetic salesperson. Cma 3
11. _Good_he replied, sales are sure to increase . “Good,” he replied. “Sales are sure to increase.” QM 1, Pd 1, Cap
12. Hogan’s article_Retirement? Never!,_printed in the current issue of Management Review , is really a part of his book A Report on Worker Security . Hogan’s article, “Retirement? Never!,” printed in the current issue of Management Review, is really a part of his book, A Report on Worker Security. Cma 4–2, QM 4, Ital 1
13. Formal announcement of our Labor Day sale will be made in thirty-two days. Formal announcement of our Labor Day sale will be made in 32 days. No 1
14. Each day we encounter new problems. A lthough they are solved easily. Each day we encounter new problems, although they are solved easily. Cma 5–1, Frag
15. A list of models, sizes, and prices of both competing lines are being sent to you. A list of models, sizes, and prices of both competing lines is being sent to you. Agmt SV
16. Th e manager could not tolerate any employee’s failure to do their best. Th e manager could not tolerate any employee’s failure to do his or her best. Pn 2
17. A series of tests were completed only yesterday. A series of tests was completed only yesterday. Agmt SV
18. Th ere should be no misunderstanding between you and I . Th ere should be no misunderstanding between you and me. Pn 3
19. He run the accounting department for fi ve years. He ran the accounting department for fi ve years. Tns 2
20. Th is report is considerable long. Th is report is considerably long. AA
21. Who did you interview for the position? Whom did you interview for the position? Pn 3
22. Th e report concluded that the natural resources of the Southwest was ideal for the chemical industry. Th e report concluded that the natural resources of the Southwest are ideal for the chemical industry. Agmt SV, Tns 1
23. Th is applicant is six feet in height, _28 years old, weighs 165 pounds, and has had eight years’ experience. Th is applicant is six feet in height, is 28 years old, weighs 165 pounds, and has had eight years’ experience. Prl
24. While _ reading the report, a gust of wind came through the window, blowing papers all over the room. While she was reading the report, a gust of wind came through the window, blowing papers all over the room. Dng
25. Th e sprinkler system has been checked on July 1 and September 3. Th e sprinkler system was checked on July 1 and September 3. Tns 5
26. Our meeting is at 9:00 o’clock a.m. tomorrow. Our meeting is at 9:00 a.m. (or 9 a.m. ) tomorrow. No 11
ren03210_appA_624-625.indd 625ren03210_appA_624-625.indd 625 1/8/13 1:54 PM1/8/13 1:54 PM
626 Appendix B
A P P E N D I X B
Physical Presentation of Letters, Memos, and Reports
Th e appearance of a letter, memo, or report plays a signifi cant role in communicating a message. Attractively presented messages refl ect favorably on the writer and the writer’s company. Th ey give an impression of competence and care, and they build credibil- ity for the writer. Th e material presented here will help you present your documents attractively and appropriately in whatever medium you choose.
Today’s word processors include automated formatting for a full range of docu- ments and templates that can be customized to serve the precise needs of a business. A word of warning, though: Features such as templates and styles that are intended to make your work easier will do so only if you know how to control them. Many writers fi nd these templates and styles helpful, but others become frustrated if they are not familiar enough with the soft ware to tweak the templates and styles to their needs. A word-processing soft ware’s Help menu can help you learn the advanced features, as can written and video tutorials you can easily fi nd on the Internet. Remember, too, that company styles and preferences will also infl uence the format of your document. See Chapter 17 for more information on how you can use technology to aid your writing process.
Learning the features of your soft ware will help you use the font, layout, visuals, and document design most appropriate for your document and audience.
LAYOUT DECISIONS Common layout decisions involve grids, spacing, and margins. Grids are the non- printed horizontal and vertical lines that help you place elements of your document precisely on the page. Th e examples shown in Figure B–1 illustrate the placement of text on two-, three-, and six-column grids. You can readily see how important it is to plan for this element. While it’s true that much of the time you’ll be writing corre- spondence or reports that do not require multiple columns, when you place infor- mation on a page, you’ll want to consider whether multiple columns (such as in a newsletter or brochure) will better present information to your audience. Programs such as Microsoft Publisher let you view gridlines as you work so that you can easily map and align your text.
In addition, to make your document look its best, you must consider both ex- ternal and internal spacing. External spacing is the white space on a page. Just as the amount of text denotes importance in writing, so, too, does white space. Sur- rounding text or a graphic with white spaces sets it apart, emphasizing it to the reader. Used eff ectively, white space also has been shown to increase the readability of your documents. Ideally, white space should be a careful part of the design of your document.
ren03210_appB_626-640.indd 626ren03210_appB_626-640.indd 626 1/8/13 1:55 PM1/8/13 1:55 PM
Physical Presentation of Letters, Memos, and Reports 627
Internal spacing refers to both vertical and horizontal spacing. Th e spacing between letters on a line is called kerning . With word-processing programs, you can adjust how close the letters are to each other. Th ese programs also allow you to adjust how close the lines are to each other vertically, which is called leading . Currently, many still refer to spacing in business documents as single or double spacing. However, this is a car- ryover from the typewriter era when a vertical line space was always 1⁄6 inch or when six lines equaled an inch. Today’s soft ware and hardware allow you to control this aspect of your document much more exactly. Deciding on the best spacing to use depends on the typeface you decide to use. In any case, you need to make a conscious decision about the spacing of the text in your documents.
Another aspect of layout is your margin settings. Ideally, you want your document to look like a framed picture. Th is arrangement calls for all margins to be equal. However, some businesses use a fi xed margin on all documents regardless of their length. Some do this to line up with design features on their letterhead; others believe it increases productivity. In either case, the side margins will be equal. And with today’s word pro- cessors, you can easily make your top and bottom margins equal by telling the program to center the document vertically on the page. Although all margins will not be exactly equal, the page will still have horizontal and vertical balance. And some word proces- sors have a “make it fi t” feature. With this feature, the writer tells the program the number of pages, allowing it to select such aspects as margins, font size, and spacing to fi t the message to the desired space.
Two-column grid
Three-column grid
Six-column grid
Subhead
Heading
Heading
Heading
Figure B–1
Layouts Using Different Grids
ren03210_appB_626-640.indd 627ren03210_appB_626-640.indd 627 1/8/13 1:55 PM1/8/13 1:55 PM
628 Appendix B
How you align your type at the margins or in the center is called justifi cation. Left justifi cation aligns every line at the left , right justifi cation aligns every line at the right, and full justifi cation aligns every line at both the left and the right (Figure B–2). Full jus- tifi cation takes the extra spaces between the last word and the right margin and distrib- utes them across the line. Th is justifi cation increases the amount of white space between words across the line, stopping most readers’ eyes a bit. Th erefore, it is usually best to set a left -justifi ed margin with a ragged right margin.
CHOICE OF MEDIUM Th e media you choose to transmit your documents also communicate. For example, text and instant messaging are perceived as informal media, but at the same time con- vey that you are a user of current technology. Or, assuming you know your audience will be able to read it, using the html option rather than plain text option to format an email shows that you know how to use technology to make information visually ap- pealing. And using a formatted attachment shows consideration for your reader’s need to have a formatted message—especially if you think your audience has only a plain text view of his or her email. Also, sending a formatted document, an rtf fi le, or a pdf document as an attached fi le both conveys your message while giving you some control over your document’s display.
Today, paper is still a common choice of medium. In the United States, standard business paper size is 8½ by 11 inches; international business A4 (210 3 297 mm) re- sults in paper sized slightly narrower than 8½ inches and slightly longer than 11 inches. Occasionally, half-size (5½ 3 8½) or executive size (7¼ 3 10½) is used for short mes- sages. Other than these standards, you have a variety of choices to make regarding color, weight, and texture.
Th e most conservative color choice is white. Of course, you will fi nd that there are numerous variations of white. In addition, there are all the colors of the palette and many tints of these colors. You want your paper to represent you, your business, and its brand but not to distract your reader from the message. Th e color you choose for the fi rst page of your document should also be the color you use for the second and con- tinuing pages. Th is is the color you would usually use for envelopes, too.
Th e weight and texture of your paper also communicate. While “cheap” paper may denote control of expenses to one reader, it may denote cost cutting to another. Usually
Figure B–2
Different Forms of Justifi cation
Left-justified Right-justified Fully justified
ren03210_appB_626-640.indd 628ren03210_appB_626-640.indd 628 1/8/13 1:55 PM1/8/13 1:55 PM
Physical Presentation of Letters, Memos, and Reports 629
businesses use paper with a weight of 16 to 20 pounds and a rag or cotton content of 25 to 100 percent. Th e higher the numbers, the higher the quality. And, of course, many readers oft en associate a high-quality paper with a high-quality product or service.
Th e choice of medium to use for your documents is important because it, too, sends a message. By being aware of these subtle messages, you will be able to choose the most appropriate medium for your situation.
FORM OF BUSINESS LETTERS Th e layout of a letter (its shape on the page) accounts for a major part of the impres- sion that the appearance of the letter makes. A layout that is too wide, too narrow, too high, too low, or off -center may impress the reader unfavorably. Th e ideal letter lay- out is one that fi ts that space much as a picture fi ts a frame. Th at is, a rectangle drawn around the processed letter has the same shape as the space under the letterhead. Th e top border of the rectangle is the dateline, the left border is the line beginnings, the right border is the average line length, and the bottom border is the last line of the notations.
As to the format of the layout, any generally recognized one is acceptable. Auto- mated formatting allows you to choose your own format preferences. Generally, the most popular formats are block, modifi ed block, and simplifi ed. Th ese are illustrated in Figure B–3. In all formats, single-spacing in paragraphs and double-spacing between paragraphs is the general rule.
Th e following suggestions represent common practice; however, you can expect some variation according to company or industry styles and preferences.
Return Address. Th e return address is the writer’s address. In business letters, the return address appears in your company letterhead. In personal letters, the return ad- dress goes at the top of the page. It does not contain your name, just your street address, city, state, and zip code.
Dateline. You should use the conventional date form, with month, day, and year (September 7, 2014). When you are using a word processor’s date feature, be sure to select the appropriate one. If you choose to insert a date code, decide whether you want it to record when the document was created (CreateDate), last printed (PrintDate), or last saved (SaveDate). Also, recognize that abbreviated date forms such as 9-7-14 or Sept. 7, ’14 are informal and leave unfavorable impressions on some people. Further, 9-7-14 in the United States is September 7; in other cultures, it’s July 9. Spelling out the date is the surest way to be clear. Most word processors allow you to set up your preference and will use that preference when you use the date feature.
Inside Address. Th e mailing address, complete with the courtesy title of the person being addressed, makes up the inside address. Preferably, form it without abbrevia- tions, except for commonly abbreviated words ( Dr., Mr., Ms. ). In Word, you can use its smart tag feature to quickly and easily enter addresses stored in Outlook.
Attention Line. Some executives prefer to emphasize the company address rather than the individual. Th us, they address the letter to the company in the inside address and then use an attention line to direct the letter to a specifi c offi cer or department. Th e attention line is placed two lines below the inside address and two lines above the salutation. When used, the typical form of the attention line is
Attention: Mr. Donovan Price, Vice President
Salutation. Th e salutation you choose should be based on your familiarity with the reader and on the formality of the situation. As a general rule, remember that if
ren03210_appB_626-640.indd 629ren03210_appB_626-640.indd 629 1/8/13 1:55 PM1/8/13 1:55 PM
630 Appendix B
3 Blank Lines
DOUGLAS SPELL PRODUCTION MANAGER
Triple
Space
Double
Space
Letterhead
Sales Manager Midwest Novelty Distributors, Inc. 4171 North 41st Street Chicago, IL 60602
Dear Sales Manager:
Sincerely,
3 Blank Lines
Richard A. Constantine Purchasing Agent
C. Joan O. Dodge
Letterhead
Double
Space
Single
Space
Double
Space
Double
Space
Sincerely,
3 Blank Lines
Calvin C. DeWitte Secretary-Treasurer
Double
Space
Double
Space
Double
Space
Single
Space
Letterhead Vary spacing to lengthen or shorten
April 9, 20–
Vary spacing to lengthen or shorten
Ms. Mary A. Smitherman, President Smitherman and Sons, Inc. 3107 Western Avenue New London, CT 04320-4133
Dear Ms. Smitherman:
Subject: Your April 14 inquiry about Mr. H.O. Abel
Full Block
Ms. Loretta R. Gunnison, President Port City Investments, Inc. 3117 Avenue E Seattle, WA 20103
Dear Ms. Gunnison:
Sincerely,
THE SWANSON COMPANY
3 Blank Lines
C.I. Breen, President
Enc.
Letterhead
Double
Space
Single
Space
Double
Space
Double
Space
Modified Block, Blocked Paragraphs
deifilpmiSshpargaraP detnednI ,kcolB deifidoM
Vary spacing to lengthen or shorten
November 17, 20– –
Vary spacing to lengthen or shorten
Ms. Stephanie Palmore, President Palmore Management Services 4110 Black Forest Road Cincinnati, OH 48519-5539
ILLUSTRATION OF AMS SIMPLIFIED STYLE
Vary spacing to lengthen or shorten
September 17, 20––
Vary spacing to lengthen or shorten
Vary spacing to lengthen or shorten
September 28, 20––
Vary spacing to lengthen or shorten
apc
jep
rii
htl
Helen Toohey Manager
Figure B–3
Standard Letter Formats
ren03210_appB_626-640.indd 630ren03210_appB_626-640.indd 630 1/8/13 1:55 PM1/8/13 1:55 PM
Physical Presentation of Letters, Memos, and Reports 631
the writer and the reader know each other well, the salutation may be by fi rst name, as in Dear Joan . A salutation by last name, Dear Mr. Baskin , is appropriate in most cases.
If you do not know and cannot fi nd out the name of the person to whom you are sending the letter, use a position title. By directing your letter to Director of Human Resources or Public Relations Manager, you are helping your letter reach the appropriate person.
Women’s preferences have sharply reduced the use of Mrs . and Miss. Many writers ask why we distinguish between married and single women when we make no such distinction between married and single men. Th e logical solution is to use Ms. for all women, just as Mr. is used for all men. If you know that the woman you are writing has another preference, however, you should adhere to that preference.
Mixed or Open Punctuation. Th e punctuation following the salutation and the closing is either mixed or open. Mixed punctuation employs a colon aft er the salutation and a comma aft er the complimentary close. Open punctuation, on the other hand, uses no punctuation aft er the salutation and none aft er the complimentary close. Th ese two forms are used in domestic communication. In international communication, you may see letters with closed punctuation—punctuation distinguished by commas aft er the lines in the return and inside addresses and a period at the end of the complimen- tary close.
Subject Line. So that both the sender and the receiver may quickly identify the subject of the correspondence, many writers use the subject line in their letters. Th e subject line tells what the letter is about. In addition, it contains any specifi c identifying material that may be helpful: date of previous correspondence, invoice number, order number, and the like. It is usually placed two lines below the salutation.
Subject lines are generally written as fragments. Th ey may be capitalized as book titles (every important word capitalized), or they may be capitalized as sentences (the fi rst word and proper nouns capitalized). Remember that using all capital letters in a subject line may create the impression that you are shouting at your reader.
Th e block may be headed in a number of ways, of which the following are representative:
Subject: Your July 2 inquiry about . . . RE: Please Refer to Invoice H-320.
Second Page Heading. When the length of a letter must exceed one page, you should set up the following page or pages for quick identifi cation. Always print such pages on plain paper (no letterhead). Th ese two forms are the most common :
Ms. Helen E. Mann 2 May 7, 2012
Ms. Helen E. Mann May 7, 2012 Page 2
Most standard templates automatically insert this information—name of addressee, date, and page number—on the second and following pages of your letter.
Closing. By far the most commonly used complimentary close is Sincerely . Sincerely yours is also used, but in recent years the yours has been used less frequently, as some see it as too personal. Truly (with and without the yours ) is also used, but it also has lost popularity for the same reason. Such closes as Cordially and Respectfully are appropri- ate when their meanings fi t the writer–reader relationship. A long-standing friendship, for example, would justify Cordially; the writer’s respect for the position, prestige, or accomplishments of the reader would justify Respectfully.
ren03210_appB_626-640.indd 631ren03210_appB_626-640.indd 631 1/8/13 1:55 PM1/8/13 1:55 PM
632 Appendix B
Signature Block. Th e printed signature conventionally appears on the fourth line below the closing, beginning directly under the fi rst letter for the block form. Most templates will insert the closing. A short name and title may appear on the same line, separated by a comma. If either the name or title is long, the title appears on the follow- ing line, blocked under the name. Th e writer’s signature appears in the space between the closing and the printed signature.
Some people prefer to have the fi rm name appear in the signature block—especially when the letter continues on a second page without the company letterhead. Th e con- ventional form for this arrangement places the fi rm name in solid capitals and blocked on the second line below the closing phrase. Th e typed name of the person signing the letter is on the fourth line below the fi rm name.
Information Notations. Below the signature block and aligned at the left are notes for the reader regarding the document. Enclosure, Enc., Enc.—3, and so on indicate materials enclosed with the letter. If the writer and the typist are not the same person, the initials of the writer and the typist may be noted (e.g., WEH:ga ). Indications of cop- ies prepared for other readers also may be included: cc: (or bcc:) Sharon Garbett, copy to (or blind copy:) Sharon Garbett .
Postscripts. Postscripts, commonly referred to as the PS, are placed aft er any nota- tions. While rarely used in most business letters because they look like aft erthoughts, they can be very eff ective as added punch in sales letters.
Folding. Th e carelessly folded letter creates a bad fi rst impression with the reader. Neat folding will complete the planned eff ect by (1) making the letter fi t snugly in its cover, (2) making the letter easy for the reader to remove, and (3) making the letter ap- pear neat when opened.
Th e two-fold pattern is the easiest. It fi ts the standard sheet for the long (Number 10) envelope as well as some other envelope sizes. As shown in Figure B–4, the fi rst fold of the two-fold pattern is from the bottom up, taking a little less than a third of the sheet. Th e second fold goes from the top down, making exactly the same panel as the bottom segment. (Th is measurement will leave the recipient a quarter-inch thumbhold for easy
Figure B–4
Two Ways of Folding and Inserting Letters (See Text Descriptions for Dimensions)
Two-fold way (for long envelopes)
Three-fold way (for short envelopes)
ren03210_appB_626-640.indd 632ren03210_appB_626-640.indd 632 1/8/13 1:55 PM1/8/13 1:55 PM
Physical Presentation of Letters, Memos, and Reports 633
unfolding of the letter.) Th us folded, the letter should be slipped into its envelope with the second crease toward the bottom and the center panel at the front of the envelope.
Th e three-fold pattern is necessary to fi t the standard sheet into the commonly used small (Number 6¾) envelope. Its fi rst fold is from the bottom up, with the bottom edge of the sheet riding about a quarter inch under the top edge to allow the thumbhold. (If the edges are exactly even, they are harder to separate.) Th e second fold is from the right side of the sheet toward the left , taking a little less than a third of the width. Th e third fold matches the second: from the left side toward the right, with a panel of exactly the same width. (Th is fold will leave a quarter-inch thumbhold at the right, for the user’s convenience.) So that the letter will appear neat when unfolded, the creases should be neatly parallel with the top and sides, not at angles that produce “dog-ears” and irregular shapes. In the three-fold form, it is especially important for the side panels produced by the second and third folds to be exactly the same width; otherwise, the vertical creases are off -center and tend to throw the whole carefully planned layout off -center.
Th e three-fold letter is inserted into its cover with the third crease toward the bottom of the envelope and the loose edges toward the stamp end of the envelope. From habit, most recipients of business letters slit envelopes at the top and turn them facedown to extract the letter. Th e three-fold letter inserted as described thus gives its reader an easy thumbhold at the top of the envelope to pull it out by and a second one at the top of the sheet for easy unfolding of the whole.
Envelope Address. So that optical character recognition (OCR) equipment may be used in sorting mail, the U.S. Postal Service requests that all envelopes be typed as follows (Figure B–5).
1. Place the address in the scannable area as shown in the white box in Figure B–5. It is best to use a sans serif font in 10 to 12 points.
2. Use a block address format. 3. Single-space. 4. Use all uppercase letters (capitals). While today’s OCR equipment can read
lowercase, the post offi ce prefers uppercase. 5. Do not use punctuation, except for the hyphen in the nine-digit zip code. 6. Use the two-letter abbreviations for the U.S. states and territories and the Canadian
provinces.
TATUM SAYERS 7165 HERMES LANE NEW BERLIN IL 62670-3762
(OPTIONAL) Non-Address Data (OPTIONAL) Information/Attention
Name of Recipient Delivery Address
Post Office, State, ZIP
CRPS 03672 MS ANNA CHAN MCGRAW-HILL/IRWIN INC 1333 BURR RIDGE PARKWAY BURR RIDGE IL 60521-0101
1/2" 1/2"
5/8
2 3/4"
Bar Code Clear Area 4 1/2"
Postage AreaReturn Address Area
Figure B–5
Form for Addressing Envelopes Recommended by the U.S. Postal Service, Publication 28
ren03210_appB_626-640.indd 633ren03210_appB_626-640.indd 633 1/8/13 1:55 PM1/8/13 1:55 PM
634 Appendix B
Use other address abbreviations as shown in the most recent edition of the Post Offi ce Directory (see www.usps.com). When sending to a foreign country, include only the country name in uppercase on the bottom line.
States and Possessions of the United States
Alabama AL
Alaska AK
American Samoa AS
Arizona AZ
Arkansas AR
California CA
Colorado CO
Connecticut CT
Delaware DE
District of Columbia DC
Federated States of Micronesia FM
Florida FL
Georgia GA
Guam GU
Hawaii HI
Idaho ID
Illinois IL
Indiana IN
Iowa IA
Kansas KS
Kentucky KY
Louisiana LA
Maine ME
Marshall Islands MH
Maryland MD
Massachusetts MA
Michigan MI
Minnesota MN
Mississippi MS
Missouri MO
Montana MT
Nebraska NE
Nevada NV
New Hampshire NH
New Jersey NJ
New Mexico NM
New York NY
North Carolina NC
North Dakota ND
Northern Mariana Islands MP
Ohio OH
Oklahoma OK
Oregon OR
Palau PW
Pennsylvania PA
Puerto Rico PR
Rhode Island RI
South Carolina SC
South Dakota SD
Tennessee TN
Texas TX
Utah UT
Vermont VT
Virginia VA
Virgin Islands VI
Washington WA
West Virginia WV
Wisconsin WI
Wyoming WY
Canadian Provinces and Territories
Alberta AB
British Columbia BC
Manitoba MB
New Brunswick NB
Newfoundland NF
Northwest Territories NT
Nova Scotia NS
Ontario ON
Prince Edward Island PE
Quebec PQ
Saskatchewan SK
Yukon Territory YT
7. Type the return address in the left corner, beginning on the second line from the top of the envelope and three spaces from the left edge of the envelope.
8. Print any on-arrival instructions (Confi dential, Personal) four lines below the return address.
9. Place all notations for the post offi ce (Special Delivery) below the stamp and at least three lines above the mailing address.
FORM OF MEMORANDUMS Memorandums (memos) have basic components in common, but their form varies widely from organization to organization. Th e basic components are the heading and body. Th e heading has four elements: To, From, Date, and Subject . Th ese elements are arranged in various placements, but all are present.
Th e body of the memo is usually single-spaced with double-spacing between para- graphs. First-level headings are frequently used in long memos. And notations for typ- ist and enclosures are included just as they are in letters but they are noted diff erently: Attachment or Att. rather than Enclosure is used to indicate items attached to the memo, and the cc: or bcc: notation is included as a heading element. Chapter 6 provides ex- amples of memo formats.
ren03210_appB_626-640.indd 634ren03210_appB_626-640.indd 634 1/8/13 1:55 PM1/8/13 1:55 PM
Physical Presentation of Letters, Memos, and Reports 635
FORM OF LETTER AND MEMORANDUM REPORTS Informal business reports may be written in letter or memo format, depending on the audience. Th e letter report contains the return address or company letterhead, date, inside address, and salutation; it may also contain a subject line. Th e memo report con- tains the standard To, From, Date, and Subject lines.
Beginning with the second page, letter and memo reports must have a header that contains the reader’s name, the date, and a page number. Use your word-processing soft ware’s heading feature. In Word 2010 you can fi nd the heading feature by going to Insert . Header. From here type the text of your header and insert a page number. Because you do not want this information on the fi rst page of your report, also check “Diff erent First Page.”
Both letter and memorandum reports may use headings to display the topics cov- ered. Th e headings are usually displayed in the margins, on separate lines, and in a diff erent style (Figure B–6). Memorandum and letter reports also may diff er from or- dinary letters and memos by having illustrations (charts, tables), an appendix, and/or a bibliography.
FORM OF FORMAL REPORTS Like letters, formal reports should be pleasing to the eye. Well-arranged reports give an impression of competence—of work professionally done.
General Information on Report Presentation Since your formal reports are likely to be prepared with word-processing programs, you will not need to know the general mechanics of manuscript preparation if you use automated formatting, as shown in the Word 2010 template in Figure B–7. However, even if you do not have to format your own reports, you should know enough about report presentation to be sure your work is done right.
Conventional Page Layout. For the typical text page in a report, a conventional layout appears to fi t the page as a picture fi ts a frame (Figure B–8). Th is eye-pleasing
Figure B–6
Levels of Headings. Use the placement and form of headings to indicate the structure of your report’s contents. One way to do so is shown. You can modify your word processor’s heading styles to suit your preferences and then easily format your different headings with these styles.
First-Level Head
Second-Level Head
Third-Level Head.
Fourth-Level head.
ren03210_appB_626-640.indd 635ren03210_appB_626-640.indd 635 1/8/13 1:55 PM1/8/13 1:55 PM
636 Appendix B
Figure B–7
Illustration of an MLA Report Template for Word 2010 B
IN D
IN G
A LL
O W
A N
C E
grocery store owners and managers either to buy Sunshine products initially
(in the case of new stores), or to switch to Sunshine (in the case of stores
which are buying from a competitor). Ordinarily, a grocery store handles
only one line of ice cream. Experience has convinced most grocery store
managers that from the standpoint of availability of space and economy of
operation, only one brand of ice cream should be offered grocery customers.
Typically, the ice cream company supplies the cold storage cabinet used by
the store. More than one cabinet in a store might cause wasted space and
become a burden to efficient store layout.
SUNSHINE'S CHANNELS OF DISTRIBUTION: A DETAILED TREATMENT
Perhaps at this point it would be well to amplify the problems and
conditions which exist in each of the four marketing channels used by
Sunshine Ice Cream.
Wholesale Sales to Cafes and Retail Outlets
As has been emphasized, this area of sales is the core of the company's
success. For that reason, primary sales emphasis is placed on developing new
accounts and maintaining established ones. In fact, Mr. Miller's duties revolve,
to a great measure, around public-relations aspects of meeting new grocery
store owners in the sales area and showing them the merits of adopting
Sunshine as their ice cream brand. This persuading takes the form of (1) naming
other grocery stores which handle Sunshine (testimonials, etc.), (2) showing the
grocery store owner the relative position of Sunshine in the ice cream market in
1/2" 1" 1"
1"
1"
2
B IN
D IN
G
A
LL O
W A
N C
E
component parts. Where logical, cross-analyses are made. Once forecasts for each component have been determined, the combined effects of all components are projected in terms of gross national product and its parts. Extension of this projection through December provides a specific, graphic forecast of business conditions for the year.
WHAT THE EXPERTS THINK
It is commonly accepted that the turns in business cycles are to some extent geared to the emotions of the businesspeople. Thus, any forecast of business conditions must give some consideration to what the people in business think is in store for them. As these people are subject to be influenced by the predictions and opinions of the leading business analysts, a review of the forecasts of these analysts is presented.
Mild Slowdown Seen by Professionals
Generally, the most qualified forecasters are in substantial agreement. Their anticipation is for a slight increase in physical production, prices, and total income for the first half of the coming year. By fall they expect to see this movement reversed with a leveling off in business activity and moderate price and production downturn.
Babson There will be no more than a moderate downturn in business for 20–, according to analyst Roger Babson. The total volume for the year will be down 5% from last year's figure, but the important point to note is that “we are rounding the top. The trend will soon be down.”
Alexander Hamilton According to the forecast of the Alexander Institute Hamilton Institute, the final half of the year is likely to be a period of readjustment for business. Industrial activity is due for a decline - - a result of layoffs, contraction of farm purchasing power, and increasing resistance of consumers to high prices.
Brookmire As Brookmire analysts see the business situation for next year, a substantial setback will take place in the fall. Price weaknesses and increasing reports of layoffs add to the evidence of deteriorating conditions in the economy. Steadily increasing inventories, already at record high levels, provide still another sign of the impending downturn. In addition, Brookmire points to the current decreases in durable
1/2" 1" 1"
1"
1"
Double-Spaced Page Single-Spaced Page
Figure B–8
Recommended Page Layouts
ren03210_appB_626-640.indd 636ren03210_appB_626-640.indd 636 1/8/13 1:55 PM1/8/13 1:55 PM
Physical Presentation of Letters, Memos, and Reports 637
layout, however, is arranged to fi t the page space not covered by the binding of the re- port. Th us, you must allow an extra half inch or so on the left margins of the pages of a single-sided left -bound report and at the top of the pages of a top-bound report.
Special Page Layouts. Certain text pages may have individual layouts. Pages dis- playing major titles (fi rst pages of chapters, tables of contents, executive summaries, and the like) conventionally have an extra half inch or so of space at the top. Figure B–9 illustrates that some special pages can be created with templates.
Letters or memos of transmittal and authorization also may have individual layouts. Th ey are arranged in any conventional letter or memos form. In the more formal re- ports, they may be carefully arranged to have the same general shape as the space in which they appear using the “make-it-fi t” feature.
Choice of Spacing. Th e convention of double-spacing reports is becoming less pop- ular. Th is procedure stems from the old practice of double-spacing to make typed man- uscripts more readable for the proofreader and printer. Th e practice has been carried over into work that is not to be reproduced. Th e remaining advocates of double-spacing claim that it is easier to read than single-spacing.
In recent years, single-spacing has gained in popularity. Th e general practice is to single-space within paragraphs, double-space between paragraphs, and triple-space above all centered heads. Supporters of single-spacing contend that it saves space and facilitates reading, as it is like the printing that most people are accustomed to reading.
Patterns of Indentation. You should indent the paragraph beginnings of double- spaced typing. On the other hand, you should block single-spaced material because its paragraph headings are clearly marked by the blank lines between paragraphs.
No generally accepted distance of indentation exists. Some sources suggest ½ inch, and others 1 inch and more. Any decision as to the best distance to use is up to you, though you should follow the practice established in the offi ce, group, or school for which you write the report. Whatever your selection, you should be consistent.
Figure B–9
Word 2010 Provides Report Templates Available Online
ren03210_appB_626-640.indd 637ren03210_appB_626-640.indd 637 1/8/13 1:55 PM1/8/13 1:55 PM
638 Appendix B
Numbering of Pages. Two systems of numbers are used in numbering the pages of the written report. Small Roman numerals are standard for the front matter of the report. Although these prefatory pages are all counted in the numbering sequence, the numbers generally do not appear on the pages before the table of contents. Arabic numerals are conventional for the main part of the report, normally beginning with the fi rst page of the introduction and continuing through the appendix. See the text website for specifi c instructions on how to number pages in Word.
Placement of the numbers on the page varies with the binding used for the report. In reports bound at the top of the page, you should center all page numbers at the bottom of the page, two or three lines below the body and usually in a footer.
For left -sided binding, you should place the numbers in the upper-right corner, two or three lines above the top line, usually in the header, and right justifi ed. Exception to this placement is customarily made for special-layout pages that have major titles and an additional amount of space displayed at the top. Such pages may include the fi rst page of the report text; the executive summary; the table of contents; and, in very long and formal works, the fi rst page of each major division or chapter. Numbers for these pages are centered two or three lines below the imaginary line marking the bottom of the layout.
In documents printed back-to-back, page numbers are usually placed at the top of the page even with the outside margin. Not only are word-processing programs capable of automatically placing page numbers this way if directed, but many printers are also capable of two-sided printing.
Display of Headings. Headings are the titles of the parts of the report. Designed to lead the readers through the report, they must show at a glance the importance of the information they cover.
In showing heading importance by position, you have many choices. If your soft - ware and printer make available a variety of typefaces, you can select various progres- sions of font sizes and styles to fi t your needs. Your goal, of course, should be to select forms that show diff erences in importance at fi rst.
You can use any combination of form and placement that clearly shows the rela- tive importance of the heading (Figure B–6 demonstrates one way). One impor- tant rule for using headings is that all headings of the same level (e.g., First-level Heading) must have the same placement on the page and the same formatting. In addition, each heading level must have a format that is distinct from other heading levels.
When you create your headings, use your word-processing program’s built in au- tomatic styles feature to generate your table of contents. You can also create your own automatic heading formats using your soft ware’s styles feature and still automatically generate the table, but if you manually format your text (e.g., select the text and click the “B” icon to make it bold), you will have to manually type the table, which is not effi cient. In Word 2010 you can also create a table of contents by marking individual headings that you have formatted in your text and then using the marked headings to generate the table. You will fi nd the feature in References . Table of Contents . Add Text.
Mechanics and Format of the Report Parts Th e advice above on physical appearance applies generally to all parts of the report. But as Chapter 12 illustrates, the prefatory sections and appended material of formal reports have special formatting considerations. Below we elaborate on the formatting advice in that chapter.
Title Fly. Th e title fl y contains only the report title. Print the title in the highest- ranking form used in the report, and double-space it if you need more than one line. If your report cover has a window for the title, make sure you place the title in the window.
ren03210_appB_626-640.indd 638ren03210_appB_626-640.indd 638 1/8/13 1:55 PM1/8/13 1:55 PM
Physical Presentation of Letters, Memos, and Reports 639
Title Page. Th e title page normally contains four main areas of identifi cation. In the typical title page, the fi rst area of identifi cation contains the report title. Preferably, use the highest-ranking form used in the report.
Th e second area of identifi cation names the individual (or group) for whom the report has been prepared. Precede it with an identifying phrase indicating that indi- vidual’s role in the report, such as “Prepared for” or “Submitted to.” In addition to the recipient’s name, include the identifi cation of the recipient by title or role, company, and address, particularly if you and the recipient are from diff erent companies.
Th e third area of identifi cation names you, the writer of the report. It is also pre- ceded by an identifying phrase—“Prepared by,” “Written by,” or similar wording de- scribing your role in the report—and it also may identify title or role, company, and address. Th e fourth and fi nal part of this area of information is the date of presentation or publication. Placement of the four areas of identifi cation on the page should make for an eye-pleasing arrangement. Most word processors will help you align the text vertically on the page.
Letters or Memos of Transmittal and Authorization. As their names imply, the letters or memos of transmittal and authorization are actual letters or memos. Th e authorization message should be included in its original form.
Acknowledgments. When you are indebted to the assistance of others, it is fi tting that you acknowledge the indebtedness somewhere in the report. If you have only a few people to acknowledge, you may acknowledge them in the introduction of the report or in the letter of transmittal. If you need to make numerous acknowledgments, you may construct a special section for this purpose. Th is section, bearing the simple title “Acknowledgments,” has the same layout as any other text page on which a title is displayed.
Table of Contents. Th e table of contents is the report outline in its polished, fi nished form. It lists the major report headings with the page numbers on which those headings appear. Although not all reports require a table of contents, one should be a part of any report long enough to make such a guide helpful to the readers. Most word processors are capable of generating a table of contents—complete with page numbers. See the textbook website for a short tutorial on how to create one in Word.
Th e table of contents is appropriately titled “Contents” or “Table of Contents.” Th e layout of the table of contents is the same as that used for any other report page with a title display. Below the title, set up two columns. One contains the outline headings, generally beginning with the fi rst report part following the table of contents; the other contains the page numbers. You have the option of including or leaving out the outline letters and numbers.
In the table of contents, as in the body of the report, you may vary the form to dis- tinguish diff erent heading levels. But the form variations of the table of contents need not be the same as those used in the text of the report. Th e highest level of headings is usually distinguished from the other levels, and sometimes typeface diff erences are used to distinguish second-level headings from lower-level headings. If you use inden- tation to show the levels of headings, it is acceptable to use plain capitals and lowercase for all levels of headings.
As mentioned in “Display of Headings,” if you have used your word-processing pro- gram’s styles feature to create automatic headings, you can automatically generate the table of contents quickly.
Table of Illustrations. Th e table (list) of illustrations may be either a continuation of the table of contents or a separate table. Such a table lists the graphics presented in the report in much the same way as the table of contents lists the report parts.
In constructing this table, head it with an appropriately descriptive title, such as “Table of Charts and Illustrations,” or “List of Tables and Charts,” or “Table of Figures.” If you place the table of illustrations on a separate page, layout for this page is the same
ren03210_appB_626-640.indd 639ren03210_appB_626-640.indd 639 1/8/13 1:55 PM1/8/13 1:55 PM
640 Appendix B
as that for any other text page with a displayed title. And if you place it as a continued part of the table of contents, you should begin it aft er the last contents entry.
Th e table consists of two columns, the fi rst for the graphics titles and the second for the pages on which the graphics appear. Th e look of the table should match the format and layout of the table of contents. Preceding the title of each entry, place that entry’s number; and should these numbers be Roman or otherwise require more than one digit, align the digits at the right. If your report contains two or more illustration types (tables, charts, maps, and the like) and you have given each type its own numbering sequence, you should list each type separately.
As with your table of contents, you can use your word-processing program’s auto- matic features to create the titles for your illustrations, fi gures, and charts. If you do so, you can automatically generate a list of fi gures.
References (or Bibliography). Anytime you use another’s idea, you need to give credit to the source. Sometimes business writers interweave this credit into the nar- rative of their text, and oft en they use footnotes to convey their source information. But oft en these sources are listed in a reference or bibliography section at the end of the report. Typically, these sections are organized alphabetically, but they also can be organized by date, subject, or type of source.
As Appendix E illustrates, the format and content of citations vary depending on which citation method you use. Among the widely used formats are Chicago, MLA (Modern Language Association), and APA (American Psychological Association). Th e content for most items on the list of references is similar to that of the footnote. Word 2010’s Reference ribbon includes a reference management tool that will help you gener- ate a bibliography in these standard formats—but see Appendix E for cautionary advice about such tools.
ren03210_appB_626-640.indd 640ren03210_appB_626-640.indd 640 1/8/13 1:55 PM1/8/13 1:55 PM
General Grading Symbols 641
A P P E N D I X C
General Grading Symbols: Punctuation, Grammar, Numbers, Spelling, Proofreading, Technique, Strategy, and Formatting
Listed below are general grading symbols and their descriptions. Th ese symbols give you a general idea of how to im- prove your writing. You will fi nd more detailed information in your text, particularly in Chapter 18, which provides guides for punctuation, grammar, spelling, numbers, and capitalization.
Symbol Explanation Description
Apos Apostrophe Use the apostrophe to show the possessive case of nouns and indefi nite pronouns.
Use an apostrophe to mark the place in a contraction where letters are omitted.
Bkts Brackets Set off in brackets words that you wish to insert in a quotation.
Cln Colon Use the colon to introduce a statement of explanation, an enumeration, or a formal quotation.
But only use a colon before a list if the colon follows an independent clause.
Cma Comma
Dsh Dash Use the dash to set off an element for emphasis or to show interrupted thought.
Ex Exclamation mark Use the exclamation mark at the end of a sentence or exclamatory fragment to show strong emotion.
Hpn Hyphen
Ital Italics
Parens Parentheses
Pd Period
Q Question mark Place a question mark at the end of sentences that are direct questions.
QM Quotation marks Use quotation marks to enclose the exact words of a speaker or, if the quotation is short, the exact words of a writer.
SC Semicolon
ren03210_appC_641-644.indd 641ren03210_appC_641-644.indd 641 1/8/13 1:55 PM1/8/13 1:55 PM
642 Appendix C
Symbol Explanation Description
AA Adjective–adverb Do not use adjectives for adverbs or adverbs for adjectives. confusion Adjectives modify only nouns and pronouns; adverbs modify
verbs, adjectives, or other adverbs.
Agmt SV Subject–verb agreement Make nouns and their verbs agree in number.
AN Adverbial noun clause
Awk Awkward Avoid awkward writing where word arrangements are unconventional, uneconomical, or not quickly understandable.
Dng Dangling modifi er Avoid the use of modifi ers that do not logically modify a word in the sentence.
Frag Sentence fragment Avoid words used as a sentence that are not a sentence.
Pn Pronoun
Prl Parallelism Express equal thoughts in parallel grammatical form.
Tns Tense
Symbol Explanation
No Number
Symbol Explanation Description
SP Spelling Spell words correctly.
Cap Capitalization Capitalize all proper names and the beginning words of sentences.
Symbol Explanation Description
Align Align Line up text or visual elements horizontally or vertically.
Stet � et . . . . Let original stand Don’t delete.
Close ( )
Close up Close up space.
Del Delete Delete.
Ins ^ Insert Insert space, punctuation, text, or graphic.
Keep Keep together Keep text and/or graphic together.
LC lc y Lowercase Use lowercase.
Caps cap Capitalize Make all caps.
Mv L Move left Move left.
Mv R Move right Move right.
Cntr Center Center.
Nl nl New line Start new line.
Run Run together Run text together.
Par Paragraph Start new paragraph.
Sp O � Spell out Spell out.
Trp tr Transpose Transpose.
ren03210_appC_641-644.indd 642ren03210_appC_641-644.indd 642 1/8/13 1:55 PM1/8/13 1:55 PM
General Grading Symbols 643
Symbol Explanation Description
Adp Adaptation Adapt words to the one reader. These are (1) above or (2) below your reader.
Acc Accuracy Check for correct information.
Assign Assignment Follow the assignment instructions.
AV Active voice Use active voice.
Blky Bulky arrangement Make your paragraphs more inviting by breaking them into shorter units of thought.
Blame Blaming Avoid blaming or accusing the reader.
Chop Choppy writing Make writing smoother by varying sentence structures and styles and avoiding a succession of short sentences.
Coh Coherence Make the writing easier to follow by using clear, logical development.
Copy Copying Avoid copying or following examples too closely. Organize around the unique facts of the case.
CTone Conversational tone Be natural or less formal in your word choice.
Dis Discriminatory Avoid using words that discriminate unnecessarily against gender, age, race, disability, or sexual orientation.
DL Dull writing Bring your writing to life with vivid, concrete words.
Doc Documentation Cite the source of information.
Emp2 Emphasis too little Give appropriate emphasis with placement, volume, words, or mechanical means.
Emp1 Emphasis too much Give appropriate emphasis with placement, volume, words, or mechanical means.
GW Goodwill Build more goodwill.
Intp Interpretation Do more than just present facts. Make the data meaningful in terms of the reader’s situation.
Jargon Jargon Avoid using jargon.
Los Loose writing Use words more economically. Write concisely.
Neg Negative Try wording more positively.
Ob Obvious Include only necessary information or detail.
Ord Order of presentation Use clear, logical order.
Org Organization Use clearer, tighter organization with setup and follow through.
Pomp Pompous Use more humble, sincere words.
Pre Precise Be more precise or concrete.
RB Reader benefi t Incorporate more reader benefi t.
Red Redundant Avoid unnecessary repetition.
Resale Resale Use more resale here.
RS Rubber-stamp expression Avoid overused phrases and timeworn words from the past.
Trans Transition Avoid abrupt shift of thought here.
Var Variety Vary the words and sentence patterns.
WU Word use Use words correctly. Misused words call attention to themselves and detract from the writing.
WW Wrong word Use the right words. Wrong words refer to meaning one word and using another.
YVP You-viewpoint Revise with the reader in mind.
ren03210_appC_641-644.indd 643ren03210_appC_641-644.indd 643 1/8/13 1:55 PM1/8/13 1:55 PM
644 Appendix C
Symbol Explanation Description
O Dir Directness needed The opening is too slow in getting to the goal.
O Ind Indirectness needed The opening gets to the goal too fast.
O Qual Quality The opening could be improved by making it more on subject, logical, or interesting. It should also set up the rest of the message.
C Ex Excess information You have included too much information or irrelevant information.
C Exp Explanation You need to provide more or better explanation.
C Id Identifi cation You need to completely identify the situation this message addresses.
C Inc Incomplete You need to cover the information more completely. Discussion of some topics is missing.
E AC Action close A drive for action is appropriate in this situation.
E AC S Action strong This action drive is too strong.
E AC W Action weak This action drive is too weak.
E IT Individually tailored The ending needs to be specifi c to this case.
E OS Off subject These words recall unpleasant things in the reader’s mind.
Symbol Explanation Description
Lay Layout Use standard or specifi ed format.
T Type Select a readable font for size and style.
Media Media Use a medium appropriate for the reader and the context.
ren03210_appC_641-644.indd 644ren03210_appC_641-644.indd 644 1/8/13 1:55 PM1/8/13 1:55 PM
Grading Codes and Checklists: Messages and Reports 645
A P P E N D I X D
Grading Codes and Checklists: Messages and Reports
MESSAGES Th e Opening O Dir Directness needed. Th is opening is too slow in getting to the goal. O Ind Indirectness needed. Th is opening gets to the goal too fast. O Qual Quality. Th is opening could be improved by making it more
(1) on subject, (2) logical, or (3) interesting.
Coverage C Ex Excess information. You have included too much information or
irrelevant information. C Exp Explanation. Provide more or better explanation. C Id Identifi cation. Completely identify the situation this message addresses. C Inc Incomplete. Cover the information more completely. Discussion of some
topics is missing.
Ending E AC Action close. A drive for action is appropriate in this situation. E AC S Action strong. Th is action drive is too strong. E AC W Action weak. Th is action drive is too weak. E IT Individually tailored. Th e ending needs to be specifi c to this case. E OS Off subject. Th ese words recall unpleasant things in the reader’s mind.
Technique Adp Adaptation. Adapt words to the one reader. Th ese are (1) above or
(2) below your reader. Awk Awkward word arrangement. Blky Bulky arrangement. Make your paragraphs more inviting by breaking
them into shorter units of thought. Chop Choppy writing. Make your writing smoother by varying sentence
structures and styles and avoiding a succession of short sentences. DL Dull writing. Bring your writing to life with vivid, concrete words.
ren03210_appD_645-648.indd 645ren03210_appD_645-648.indd 645 1/8/13 1:56 PM1/8/13 1:56 PM
646 Appendix D
Emp 1 Emphasis, too much. Emp 2 Emphasis, too little. You give too much or too little (as marked)
emphasis by (1) placement, (2) volume, or (3) words or mechanical means. Intp Interpretation. Do more than just present facts. Make the data
meaningful in terms of the reader’s situation. Los Loose writing. Use words more economically. Write concisely. Ord Order of presentation. Use clear, logical order. RS Rubber-stamp expression. Avoid overused phrases and outdated words. Trans Transition. Avoid the abrupt shift of thought here.
Eff ect Conv Conviction. Th is is less convincing than it should be. More fact or a
more skillful use of words is needed. GW Goodwill. Th e message needs more goodwill. Try to make your words
convey friendliness. Here you tend to be too dull and matter-of-fact. Hur Hurried treatment. Your coverage of the problem appears to be hurried.
Th us, it tends to leave an eff ect of routine or brusque treatment. Conciseness is wanted, of course, but you must not sacrifi ce your objectives for it.
Log Logic. Is this really logical? Would you do it this way in business? Neg Negative eff ect. By word or implication, this part is more negative than it
should be. Pers 1 Too persuasive. Your words are too high-pressure for this situation. Pers 2 Not persuasive enough. More persuasion, by either words or facts,
would help your message. Ton Tone of the words. Your words create a bad impression on the reader.
Words work against the success of your message if they talk down, lecture, argue, accuse, and the like.
YVP You-viewpoint. More you-viewpoint wording and adaptation would help the overall eff ect of your message.
REPORTS Title T 1 Complete? Th e title should tell what the report contains. Use the fi ve Ws
and 1 H as a check for completeness ( who, what, where, when, why —sometimes how ).
T 2 Too long. Th is title is longer than it needs to be. Check it for uneconomical wording or unnecessary information.
Transmittal LT 1 More directness is needed in the opening. Th e message should present the
report right away. LT 2 Content of the message needs improvement. Comments that help the
readers understand or appreciate the report are appropriate. LT 3 Do not include fi ndings unless the report has no executive summary. LT 4 A warm statement of your attitude toward the assignment is appropriate—
oft en expected. You either do not make one, or the one you make is weak. LT 5 A friendlier, more conversational style would improve the transmittal.
ren03210_appD_645-648.indd 646ren03210_appD_645-648.indd 646 1/8/13 1:56 PM1/8/13 1:56 PM
Grading Codes and Checklists: Messages and Reports 647
Executive Summary ES 1 (If the direct order is assigned) Begin directly—with a statement of
fi ndings, conclusion, or recommendation. ES 2 (If the indirect order is assigned) Begin with a brief review of
introductory information. ES 3 Th e summary of highlights should be in proportion and should include
major fi ndings, analyses, and conclusions. Your coverage here is (1) scant or (2) too detailed.
ES 4 Work for a more interesting and concise summary.
Organization—Outline/Table of Contents O 1 Th is organization plan is not the best for this problem. Th e main sections
should form a logical solution to the problem. O 2 Th e order of the parts of this organizational plan is not logical. Th e parts
should form a step-by-step route to the goal. O 3 One major section should not account for the entire body of the report. O 4 One-item subdivisions are illogical. You cannot divide an area without
coming up with at least two parts. O 5 Th ese parts overlap. Each part should be independent of the other parts.
Although some repetition and relating of parts may be desirable, outright overlap is a sign of bad organization.
O 6 More subparts are needed here. Th e subparts should cover all the information in the major part.
O 7 Th is subpart does not fi t logically under this major part. O 8 Th ese parts are not equal in importance. Do not give them equal status in the
outline. O 9 (If talking headings are assigned) Th ese headings do not talk well. O 10 Coordinate headings should be parallel in grammatical structure. O 11 Th is (these) heading(s) is (are) too long. O 12 Wording of the headings should vary to avoid monotonous repetition. O 13 Th e structure of the heading levels is incorrect (e.g., some headings
formatted as Level 1 headings should be formatted as Level 2 headings).
Introduction I 1 Th is introduction does not cover exactly what the readers need to know.
Although the readers’ needs vary by problem, these topics are usually important: (1) origin of the problem, (2) statement of the problem, (3) scope and limitations, (4) methods used in researching the problem, and (5) preview of the presentation.
I 2 Coverage of this part is (1) scant or (2) too detailed. I 3 Important information has been left out. I 4 Findings, conclusions, and other items of information are not a part of the
introduction.
Coverage C 1 Th e coverage here is (1) scant or (2) too detailed. C 2 More analysis is needed here. C 3 Here you rely too heavily on a graphic. Th e text should cover the important
information. C 4 Information needs to be related to the goals of the report.
ren03210_appD_645-648.indd 647ren03210_appD_645-648.indd 647 1/8/13 1:56 PM1/8/13 1:56 PM
648 Appendix D
C 5 Facts should be distinguished from opinions; opinions should be identifi ed as your opinions.
C 6 Your analyses and conclusions need the support of more fact and authoritative opinion.
Writing W 1 Adapt your writing to the reader. It appears to be (1) too heavy or (2) too
light for your readers. W 2 Avoid the overuse of passive voice. W 3 Work for more conciseness. Try to cut down on words without sacrifi cing
meaning. W 4 Use a more formal writing style for this report. You should write
consistently in impersonal (third-person) style. W 5 Use a more personal style for this report. Th at is, you should use more
personal pronouns ( I’ s, we’ s, you’ s). W 6 Do not abruptly change the thought. (1) Between major parts, use introductions, summaries, and conclusions to
guide the readers’ thinking. (2) Use transitional words, phrases, or sentences to relate minor parts. W 7 Check the paragraphs for unity. Look for topic sentences.
Visuals VI 1 You have (1) not used enough visuals or (2) used too many visuals. VI 2 For the information presented, this visual is (1) too large or (2) too small. VI 3 Th is type of visual is not the best for presenting the information. VI 4 Th e visual needs to be placed near the place where its contents are discussed. VI 5 Th e text must tell the story, so don’t just refer the reader to a visual and let it
go at that. VI 6 Th e appearance of this visual needs improvement. VI 7 Readers should be referred to the visual at the times that the readers should
look at them. VI 8 Interpretation is needed for patterns in the visual. Note central tendencies,
exceptions, ranges, and trends. VI 9 Visuals should be referred to incidentally, in subordinate parts of sentences that
comment on their content (for example, “. . . as shown in Figure 5” or “see Figure 5”).
Layout and Mechanics LM 1 Th e margins are (1) too wide, (2) too narrow, or (3) too low, high, or off -
center (as marked). LM 2 Make the margins straighter. Th e raggedness here is visually distracting. LM 3 Neat? Smudges and light type detract from the message or the print quality
is poor. LM 4 Th e spacing here needs improvement. (1) Too much space here. (2) Not
enough space here. LM 5 Th e page numbering is incorrect or incorrectly formatted. See the text for
specifi c instructions. LM 6 Th e text and white space are not balanced. (1) Too much white space.
(2) Too much text. LM 7 Th e selection of type placement and style for the headings is not the best. LM 8 Th is item or form is not generally acceptable.
ren03210_appD_645-648.indd 648ren03210_appD_645-648.indd 648 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 649
A P P E N D I X E
Documentation and the Bibliography
When writing reports and other business documents, you will frequently use infor- mation from other sources. Because this material is not your own, you may need to acknowledge it. Whether and how you should acknowledge it are the subject of this brief review.
WHEN TO ACKNOWLEDGE Your decision to acknowledge or not acknowledge a source should be determined mainly on the basis of giving credit where credit is due. If you are quoting verbatim (in the original author’s exact words), you must give credit. If you are paraphrasing (using someone else’s ideas in your own words), you should give credit unless the material covered is general knowledge.
Today many colleges have academic honesty or academic integrity policies. Busi- nesses, too, have similar ethics policies and codes. Following the policies not only ensures that you get full credit for your own work; it also helps you build an ethical character. Th is character leads others to trust you, serving you well both professionally and personally.
Plagiarism and falsifying data are two unethical practices plaguing schools and businesses alike. Th ese practices range from carefully planned, intentional acts to careless, unintentional acts. Whether intentional or not, such mispresentations can have damaging results. Plagiarism, or presenting others’ work as your own, steals from the real authors, depriving them of credit for their work and sometimes of the fi nancial rewards they have earned. Additionally, being caught for or even accused of plagiarism aff ects your reputation as well as the reputation of your company or your school. Falsifying data is equally harmful, especially when others rely on the infor- mation you present to make decisions. Worse yet, if you are successful in passing off falsifi ed or plagiarized work as your own, it tempts you to behave unethically in the future. Being sloppy or deceitful is a slippery slope toward potential disgrace and loss of your job.
In your writing tasks, you can eliminate such problems by following these guidelines.
Write Your Own Papers. Do not buy, beg, or borrow papers from others. Not only are instructors adept at spotting plagiarism, they now have powerful search engines and access to large databases of student papers. Th ese databases even contain papers submitted recently. Tweaking these papers to fi t your assignment does not get past these tools, which report percentages of similarity to other works. If you are going to go to all this work to copy a paper, you might as well do the work yourself and gain the benefi ts.
ren03210_appE_649-668.indd 649ren03210_appE_649-668.indd 649 1/8/13 1:56 PM1/8/13 1:56 PM
650 Appendix E
Give Credit to All Ideas That Are Not Your Own. Not only do you need to cite exact quotes, but you also need to cite paraphrased material when the ideas come from someplace else. Changing a few words does not make an idea either original or para- phrased. Also be sure to cite charts, tables, photos, and graphics. Give credit to adapted material as well. When in doubt, cite the source.
Keep Accurate Records of Your Sources Some unintentional problems arise when writers cannot retrieve the information they know they have collected, leading them to cite inaccurately or falsely. While making the information-gathering phase of research easier, the Internet has made managing the vast amount of information one fi nds a major task. By disciplining yourself to follow strict organizing practices, you will fi nd retrieving the information easier when you need it. Tools such as EndNote or RefWorks (discussed here and in Chapter 17) help tremendously, but only if you use the tools faithfully and with a good style guide as a reference.
Ask Your Instructor or School’s Librarian When You Need Help. Both these people want to help you learn how to document appropriately. Th ey will probably be more approachable if you have shown you have tried to fi nd the answer to your ques- tion and if you are asking well before the fi nal hour.
For both ethical and complete communication, you should make clear where your words and content come from. To decide whether to use quotation marks, a citation (naming the source of the material), both, or neither, follow these rules of thumb:
• When the content is general knowledge and you use your own words, you need neither quotation marks nor a citation.
Example: Microsoft is a developer of computer technology.
You have not borrowed any special words, so you do not need quotation marks. And since anyone would agree with this general claim, you do not need to cite a source.
• When the content is specialized knowledge but you use either your own words or the only words that can be used, you need to cite but do not need quotation marks.
Example: Microsoft was founded in 1975 (“Microsoft at 30”).
This is not a generally known fact, so you need a citation, but your words are a common way to state this plain fact, so you do not need quotation marks.
• When you use striking or biased language from a source, whether about a well-known fact or not, you need both a citation and quotation marks.
Example: Microsoft “was founded upon an ambitious dream” in 1975 (“Microsoft at 30”).
Here, you are using Microsoft’s own evocative language, so you need quotation marks—and whenever you have a quote, you need to cite the source.
The chart below summarizes this advice:
COMMUNICATION MATTERS
Quotation Marks, Citation, Both, or Neither?
You . . . Use Quotation Marks Cite the Source Do Neither
Used a well-known fact and your own or ordinary language ✓
Used a special fact from a source; used your own language ✓
Used the source’s unique wording (whether for a well-known or special fact)
✓ ✓
ren03210_appE_649-668.indd 650ren03210_appE_649-668.indd 650 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 651
HOW TO ACKNOWLEDGE In brief, informal documents, it is oft en acceptable to cite your sources informally in the text. For example, you might simply include a phrase like “according to a recent article in eMarketer ” in the sentence that conveys the information you found there. But in longer, more formal documents based on more extensive research, you will need to cite your sources more formally.
You can choose one of a number of citation styles to acknowledge your sources. Th ree of the most commonly used systems are Chicago ( Th e Chicago Manual of Style ), MLA (Modern Language Association), and APA (American Psychologi- cal Association) styles. Although their citations contain similar information, they diff er in format. Because students tend to be most familiar with MLA format, we will review it in detail. 1 At the end of this appendix, we briefl y compare the three systems.
Aft er you have selected a citation style, you must choose a method of acknowl- edgment. Two methods are commonly used in business: (1) parenthetical references within the text and (2) footnote references. A third method, endnote references, is sometimes used, although it appears to be losing favor. Only the fi rst two are dis- cussed here.
Th e Parenthetical Citation Method Th e parenthetical method of citing sources is widely used in both academia and busi- ness. It is called “parenthetical” because it involves putting the author’s last name or other identifying information in parentheses immediately following the cited mate- rial. Th is reference is keyed to an alphabetical reference list—variously labeled “Works Cited,” “References,” or “Bibliography,” or given a custom-made title—that appears at the end of the document. Readers thus see a brief reference to your sources as they read your text, and, if and when they are interested in the full reference information, they go to the list of references and use your citation to fi nd that information in the alphabeti- cal list.
Th e following examples in MLA format show how in-text citations and reference-list entries work together. (For a fuller discussion of how to prepare the reference list, see “Th e Reference List or Bibliography” on pages 662–666.)
A work with one author: In-text citation: (Jensen 25) If you are citing the whole work, omit the page number. If you are citing more than one work by the same author, provide a short form of the title as well, as in “(Jensen, Winning 25).” Reference-list entry: Jensen, Peter. The Winning Factor: Inspire Gold Medal Performance in Your Employees. New York: AMACOM, 2012. Print.
A work with two or three authors or editors: In-text citation: (Kimmel, Weygandt, and Kieso 22) Reference-list entry: Kimmel, Paul D., Jerry J. Weygandt, and Donald E. Kieso. Financial Accounting: Tools for Business Decision Making . Hoboken, NJ: John Wiley & Sons, 2011. Print.
1 Examples included here have been adapted to business communication from the MLA Handbook for Writers of Research Papers, 7th ed. (New York: MLA, 2009), print; Diana Hacker, and Barbara Fister, Research and Documentation Online , 5th ed., Bedford/St. Martin’s, n.d., Web, 19 July 2012; and Linn-Benton Community College, “MLA Citation Guide,” Scribd , Scribd Inc., 2012, Web, 24 July 2012. When these sources did not agree, we used the model that seemed to fi t best with the logic used for other entries.
ren03210_appE_649-668.indd 651ren03210_appE_649-668.indd 651 1/8/13 1:56 PM1/8/13 1:56 PM
652 Appendix E
A work with more than three authors or editors: In-text citation: (Bjelland et al. 497) Reference-list entry: Bjelland, Melissa, et al. “Employer-to-Employer Flows in the United States: Estimates Using Linked Employer–Employee Data.” Journal of Business & Economic Statistics 29.4 (2011): 493–505. Print.
A work by a government or corporate author: In-text citation: (United States 1) Reference-list entry: United States. Small Business Administration. How to Write a Business Plan. U.S. Small Business Administration. US SBA, n.d. Web. 18 July 2012. In-text citation: (Janus 3) Reference-list entry: Janus. U.S. Equities: Focus on Fundamentals. Janus. Janus, 20 June 2012. Web. 18 July 2012. [authored by the company] In-text citation: (Sant 2) Reference-list entry: Sant, Tom. The Seven Deadly Sins of Proposal Writing . Qvidian. Qvidian, 2011. Web. 25 July 2012. [authored by a specifi c person on behalf of a company]
A work with no author identifi ed (and here, with no page numbers provided in the source):
In-text citation: (“Total Quality Management”) Reference-list entry: “Total Quality Management (TQM).” Encyclopædia Britannica Online. Encyclopædia Britannica Inc., 2012. Web. 18 July 2012.
If citing more than one work in one parenthetical reference: In-text citation: (Aigrain 140; Jeon and Ryoo) Notice that the authors for the diff erent works are put in alphabetical order, separated by a semicolon (multiple authors for one work stay in their original order). Reference-list entries: Aigrain, Phillippe. Sharing: Culture and the Economy in the Internet Age. Amsterdam: Amsterdam University Press, 2012. Print. Jeon, Jin Q., and Juyoun Ryoo. “How Do Foreign Investors Affect Corporate Policy?: Evidence from Korea.” International Review of Economics & Finance , 25 (2012): 52–65. Print.
In practice, you may fi nd that it feels more natural to work your sources of informa- tion into your sentences rather than naming them in parentheses. For example, rather than write “E-learning has become a multibillion-dollar industry (Jacobs 8),” you might write “According to Jeff Jacobs, e-learning has become a multibillion-dollar industry (8).” Or, if you were citing the whole work rather than a particular page, you would not even need the parenthetical citation. Th e reader could still fi nd the corresponding entry in the reference list by using the source information in the sentence—in this case, the author’s name. Use your sense of good style and readability to decide whether to work the source into the sentence or to name it in parentheses.
Remember that the goal of this, or any, citation method is to enable your readers to identify, verify, and evaluate the sources of your information. At every point in your document, your reader should be able to tell exactly where the information came
ren03210_appE_649-668.indd 652ren03210_appE_649-668.indd 652 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 653
from. Include citations whenever you believe that the source isn’t understood. If you are providing lengthy information from one source, you usually need to cite it only once per paragraph. When you move to a new paragraph, though, you should cite it again, just to confi rm for your reader that you are still basing your discussion on that source.
When placing parenthetical references in your text, put them at the end of a sen- tence or in some other logical break in your text, and put them before any mark of punctuation that occurs there. Here are two examples:
Palmeri observes that particular organizational contexts “will often both hinder and support the organization’s writing goals” (60). Collaborative writing is pervasive in the workplace (Couture and Rymer; Ede and Lunsford), and it can be particularly diffi cult when the collaborators come from different organizational cultures (Spilka).
Th e Footnote Method Footnotes are a second means used to acknowledge sources. Two types of footnotes are used in business documents: citation footnotes and discussion footnotes. Th e emphasis here is on the citation footnote, but the uses of the discussion footnote also will be briefl y discussed.
Citation Footnotes. A common way to acknowledge sources is by footnotes; that is, the references are placed at the bottom of the page, and Arabic numbers in superscript (small raised type) indicate which part of the text they go with. Th e sequence of the numbers is consecutive throughout the document. Th e footnotes are placed above the bottom margin and single-spaced, with commas between their components.
If your footnotes include the complete facts about the cited sources, then you do not need to include a bibliography unless you believe that your reader would appreci- ate one. Th us, in addition to saving time and trouble for the writer, footnotes can be a convenience to business readers, keeping them from having to fl ip back and forth from the text to a bibliography as they read. While the latest version of MLA style excludes citation footnotes, we still recommend their use for business readers. Today’s word- processing programs feature easy-to-use tools for creating superscripts and placing the footnotes at the bottom of the page.
Th e following lists show how you would use MLA style to create footnotes for dif- ferent kinds of sources.
Note: Figure E–1 helps you identify what footnote form you need. To see the fol- lowing examples in bibliographic form, consult the sample “Works Cited” list on pages 662–666.
Print Book (Hard Copy or Accessed Online) 1. Name of the author, in normal order . If a source has two or three authors,
all are named. If a source has more than three authors, the name of the fi rst author followed by the Latin et al. or its English equivalent “and others” may be used.
2. Capacity of the author. Needed only when the person named is actually not the author of the book but an editor, compiler, or the like.
3. Chapter name (italicized). Necessary only in the rare instances in which the chapter title helps the reader fi nd the source.
4. Book title (italicized). 5. Edition. 6. Location of publisher. If more than one city is listed on the title page, the one listed
fi rst should be used. If the population exceeds half a million, the name of the city is suffi cient; otherwise, include both the city and the state.
ren03210_appE_649-668.indd 653ren03210_appE_649-668.indd 653 1/8/13 1:56 PM1/8/13 1:56 PM
6 5
4 A
ppendix E
Reference Material
Article
EmailSpeechInterviewLetter
Whole Site
Part of Site
Blog Entry Podcast Video
Other Media
In Electronic Form OnlyPrinted
Accessed via the WebHard Copy
Magazine News JournalMagazine News Journal
Magazine News Journal
In Electronic Form OnlyPrinted
Accessed via the WebHard Copy
Book or Other Stand-Alone Document
(Whole or Part)
Website
Interpersonal Communication
Figure E–1
Flowchart for Citing Sources in MLA Style. Start at the top and work your way down to fi gure out what kind of source you have and which format to use.
ren03210_appE _649-668.indd 654
ren03210_appE _649-668.indd 654
1/8/13 1:56 P M
1/8/13 1:56 P M
Documentation and the Bibliography 655
7. Publishing company. 8. Date. Year of publication. If revised, year of latest revision. 9. Page or pages. Specifi c page or inclusive pages on which the cited material is
found.
If citing a hard copy, add
10. Th e word “print.”
If citing a print book or document accessed online, add
10. Title of the website (italicized). 11. Th e word “Web.” 12. Th e date accessed.
Th e following are examples of book entries:
Book by one to three authors: 1 Peter Jensen, The Winning Factor: Inspire Gold Medal Performance in Your Employees (New York: AMACOM, 2012) 25, print. 1 Ford Saeks, Superpower: How to Think, Act, and Perform with Less Effort and Better Results (Hoboken, NJ: John Wiley & Sons, 2012) 47, Safari Books Online, Web, 20 July 2012. 1 Paul D. Kimmel, Jerry J. Weygandt, and Donald E. Kieso, Financial Accounting: Tools for Business Decision Making (Hoboken, NJ: John Wiley & Sons, 2011) 14, print. Book by four or more authors or editors: 1 Hiroyuki Odagiri et al., eds., Intellectual Property Rights, Development, and Catch Up: An International Comparative Study (Oxford, UK: Oxford UP, 2010) 421, print. Edited collection (if citing the whole work): 1 Greg N. Gregoriou and Nigel Finch, eds., Best Practices in Management Accounting (New York: Palgrave Macmillan, 2012), print. A page or pages from a specifi c article or chapter in an edited work: 1 Michael O’Brochta, “Proven Business-Leader Actions for Project Success,” Organizational Project Management, ed. Rosemary Hossenlopp (Vienna, VA: Management Concepts, 2010) 60, print. 1 Hanane Fathi, “Security and Privacy Challenges in Globalized Wireless Communications,” Globalization of Mobile and Wireless Communications: Today and in 2020, ed. Ramjee Prasad, Sudhir Dixit, Richard van Nee, and Tero Ojanpera (Netherlands: Springer, 2011) 91, OhioLink Scholarly & Reference E-Book Collection, Web, 19 July 2012.
Electronic Book or Document When citing books or documents (whole works, chapters, or sections) from the Web for which no print publication information is provided, include the fi rst four items as you would for a print book ( author , capacity of the author , chapter name in quote marks, book/document title italicized ) and then provide the following:
5. Page or pages (if provided). 6. Title of the website (italicized). 7. Site sponsor or publisher. Use “n.p.” if not evident. 8. Date on the document. Use “n.d.” if no date is provided. 9. Th e word “Web.” 10. Th e date accessed.
ren03210_appE_649-668.indd 655ren03210_appE_649-668.indd 655 1/8/13 1:56 PM1/8/13 1:56 PM
656 Appendix E
Here are some examples: 1 Janus, U.S. Equities: Focus on Fundamentals, Janus, Janus, 20 June 2012, Web, 18 July 2012. 1 Tom Sant, The Seven Deadly Sins of Proposal Writing, Qvidian, Qvidian, 2011, Web, 19 July 2012. 1 United States, Small Business Administration, How to Write a Business Plan , U.S. Small Business Administration, US SBA, n.d., Web, 18 July 2012. 1 “Total Quality Management (TQM),” Encyclopædia Britannica Online, Encyclopædia Britannica Inc., 2012, Web, 18 July 2012.
Print Magazine, Journal, or Newspaper Article (Hard Copy or Accessed Online) When citing a periodical article for which print publication information exists, include these elements (when available) in this order:
1. Author name. If no author is given, the entry may be skipped. 2. Article title (within quotation marks). 3. Periodical title (italicized). 4. Publication identifi cation. Complete date for magazines. For newspapers, complete
date and edition (such as Nat’l ed. ) For journals, volume number and issue number, followed by the year in parentheses.
5. Page or pages (if applicable).
If using a hard copy, add
6. Th e word “print.”
If using a version accessed online, add
6. Title of database or website (italicized). 7. Th e word “Web.” 8. Th e date accessed.
Examples of magazine, journal, and newspaper entries are shown below:
Print magazine article: 1 Gerald Richards, “If Training Is Expensive, What’s the Cost of Ignorance?” Training 1 Development Apr. 2012: 17, print. 1 Wayne Rash, “AT&T’s Bid for T-Mobile Suffers Another Setback,” eWeek 5 Dec. 2011: 12, Academic Search Complete , Web, 18 July 2012.
Print journal article: 1 Christopher Jones, “Written and Computer-Mediated Accounting Communication Skills: An Employer Perspective,” Business Communication Quarterly 74.3 (2011): 261, print. 1 Kelly Martin, Jean Johnson, and Joseph French, “Institutional Pressures and Marketing Ethics Initiatives: The Focal Role of Organizational Identity,” Journal of the Academy of Marketing Science 39.4 (2011): 574, Communication & Mass Media Complete , Web, 18 July 2012. 1 Ephraim Okoro, rev. of Outsourcing Technical Communication: Issues, Policies and Practices, ed. Barry L. Thatcher and Carlos Evia, Business Communication Quarterly 75.1 (2012): 108, print.
ren03210_appE_649-668.indd 656ren03210_appE_649-668.indd 656 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 657
Word 2010 makes it very easy to insert footnotes into your documents. You simply put your cursor where you
want the footnote number to go in the text and click References . Insert Footnote, as shown.
TECHNOLOGY IN BRIEF
Using Microsoft 2010 to Add Footnotes
Word will enter the raised footnote number in super- script type in your text and also provide a corresponding
place at the bottom of the page where you can enter your source information, as in this example:
When you enter more footnotes, Word will number them consecutively for you—and if you decide to delete one or insert a new one in an earlier part of your text, it will renumber them automatically.
Footnotes are a great convenience to your reader, and they give your research documents a professional appearance. Use them whenever they’re appropriate.
ren03210_appE_649-668.indd 657ren03210_appE_649-668.indd 657 1/8/13 1:56 PM1/8/13 1:56 PM
658 Appendix E
Print newspaper article: 1 “Cash-Strapped States Cut College Financial Aid,” The Wall Street Journal 29 Jan. 2012, Sunday ed.: 2, print. 1 Jean Eaglesham, “Regulators Serve Up Alphabet Soup,” The Wall Street Journal 21 Apr. 2011, Eastern ed.: C1, ProQuest , Web, 18 July 2012.
When citing a full-text article from a database (rather than an exact visual copy of the article) that does not show where the page breaks are, just cite the full page range, as in the following example.
Full-text article from a database: Jason Childs, “Demonstrating the Need for Effective Business Ethics: An Alternative Approach,” Business and Society Review 117.2 (Summer 2012): 221, ProQuest Research Library , Web, 20 July 2012.
Online Periodical Articles When citing a magazine or news article for which no print publication information is provided, include the fi rst three items as you would for a print article ( author, article title in quotation marks, periodical or website title in italics ) and then provide the following:
4. Publisher or sponsor of the database or website. If not evident, use “n.p.” 5. Date of publication (day, month, and year if available). If no date is provided, use “n.d.” 6. Th e word “Web.” 7. Th e date accessed.
Here are some examples.
Article from an online magazine: 1 Howard Kurtz, “USA Today’s Digital Gamble,” The Daily Beast, The Newsweek/Daily Beast Company LLC, 16 July 2012, Web, 20 July 2012. Article from the companion website for a print magazine: 1 Victor Luckerson, “How LinkedIn Makes Money Off Your Résumé—And Why That’s Good For You,” TIME Business , Time Inc., 20 July 2012, Web, 24 July 2012. Article from an online news source: 1 John D. Sutter, “Can Skype ‘Wiretap’ Video Calls?,” CNN Tech , Cable News Network, 24 July 2012, Web, 25 July 2012. Article from the companion website for a print newspaper: 1 Catherine Rampell, “Report Details Woes of Student Loan Debt,” The New York Times , The New York Times Company, 20 July 2012, Web, 20 July 2012.
When citing an article in a scholarly journal for which there is no print counterpart (that is, the resource exists solely online), format as you would a print article but replace “print” with “Web” and add the date accessed. If there are no page numbers, put “n. pag.” (no pagination) in place of the page number or numbers. Here is an example:
Journal article for which there is no print version: 1 Stefanie Quade, “Improving Collaborative Learning and Global Project Management in Small and Medium Enterprise,” International Journal of Advanced Corporate Learning 5.2 (2011): n. pag., Web, 20 July 2012.
When citing material from a database that has no print counterpart, use the same form as you would for an online periodical article, as in the example below.
Database material with no print counterpart: “Starbucks: Earnings Estimates and Forecast,” Hoover’s Online , Hoover’s, 2012, Web, 20 July 2012.
ren03210_appE_649-668.indd 658ren03210_appE_649-668.indd 658 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 659
A Website or Part of a Website As you may have already noticed, the current MLA citation guidelines for citing elec- tronic sources no longer include URLs (Internet addresses). One reason is that many URLs for the Web either change quickly or are password protected, which means that providing the URL oft en doesn’t really help the reader get to the Web source. Another is that today’s search engines make it quite easy to fi nd documented sources without using the URL. If you’re used to typing or copying and pasting the extremely long URLs of some online sources into your documents, this will be a welcome change.
If your instructor directs you to include the URLs for your Web sources, though, include them at the end of each entry, in angle brackets, as in the example below. Oth- erwise, include just the following items in a citation for a website or other Web-based material: 1. Author’s name (if available). 2. Title of the specifi c page or element in quotation marks (if applicable). 3. Title of the site (italicized). 4. Sponsor of the site . 5. Date of publication or last update (if no date, use “n.d.”). 6. Th e word “Web” (or, if downloaded, the medium, such as “MP3 fi le”). 7. Th e date accessed. Here are various examples:
A corporate website: 1 TQL, home page, Total Quality Logistics, n.d., Web, 18 July 2012. Part of a website: 1 “Careers with TQL,” TQL , Total Quality Logistics, n.d., Web, 18 July 2012. A part of a website for which the reader requests the URL: 1 “Careers with TQL,” TQL, Total Quality Logistics, n.d., Web, 18 July 2012 <http://jobs.tql.com/>. A blog entry: 1 Bruce Mayhew, “Tone. Do You Proofread for Email Tone?,” Bruce Mayhew Blog: Business Communication, Bruce Mayhew, 11 Apr. 2011, Web, 19 July 2012. A Facebook post: 1 Jacqueline Rodriguez. “Have you nominated Starbucks for the 2012 NSHMBA Brillante Awards yet? Nominate today! www.nshmba.org/ brillante,” Facebook.com , 19 July 2012, Web, 20 July 2012. A Twitter post: 1 KimEl, “How to Manage Your Smartest, Strangest Employee: http://bit.ly/ Nx3aGj,” Twitter.com, 12 July 2012, Web, 20 July 2012. An online map: 1 “Damascus, Syria,” map, Google Maps , Google, 18 July 2012, Web, 18 July 2012. A podcast: 1 Grammar Girl, “Tips for Editing and Revising,” Grammar Girl Podcasts, Quick and Dirty Tips, MacMillian Holdings, LLC, 21 June 2012, Web, 20 July 2012. (If downloaded, put “MP3 fi le” instead of “Web.”) Online video: 1 “The Welcome Party,” The Offi ce, Hulu.com, Hulu, 12 Apr. 2012, Web, 18 July 2012. (If seen on television instead, replace the items following title of the program with the network [e.g., NBC], the call letters for the local station on which the program was viewed [e.g. WNET], the city of the TV station, the date viewed, and the word “televison.”)
ren03210_appE_649-668.indd 659ren03210_appE_649-668.indd 659 1/8/13 1:56 PM1/8/13 1:56 PM
660 Appendix E
1 Best Buy, “The Company as Wiki,” You Tube, You Tube, 27 Aug. 2008, Web, 19 July 2012. A public wiki: 1 “Copyrights and Trademarks,” SmallBusiness.com , MediaWiki, 4 Jan. 2010, Web, 18 July 2012. A posting to a listserv: 1 Sarah Read, “Social Media Thread,” The Association of Teachers of Technical Writing Listserv , ATTW, 1 Jan. 2012, Web, 18 July 2012. An online radio program: 1 Theo Francis, “Capital One’s Credit Card Settlement, In Context,” NPR.org , Natl. Public Radio, 18 July 2012, Web, 19 July 2012. (If downloaded, put “MP3 fi le” instead of “Web.” If heard live, put “radio” after the date of broadcast and omit “Web” and the access date.)
Interpersonal Communications Media for interpersonal communication abound in today’s business environment. Th e following examples and those given above should enable you to create an acceptable citation for any type you wish to reference. ( Note: Your reader may fi nd it helpful if you include the author’s title along with his or her name.)
A letter: 1 Gregory H. Williams, President, University of Cincinnati, letter to the author, 5 Oct. 2012. TS. ( TS stands for “typescript.”) An email message: 1 Jim Dubinsky, Executive Director, Association for Business Communication, “Revised Operational Guidelines,” message to the author, 15 July 2012, email. An interview: 1 Hans Bender, personal interview, 7 Aug. 2012. A speech or presentation: 1 Conan O’Brien, Commencement Address, Dartmouth College, Hanover, NH, 12 June 2011. (If there is an actual speech title, include it in quotation marks after the speaker’s name. Add “speech” or “address” at the end of the note unless already obvious.) 1 Deborah Roebuck, “Building Ethical Leaders from the Inside Out,” Association for Business Communication Annual Meeting, Incline Village, NV, Nov. 2008, conference presentation.
The types of entries discussed in the preceding paragraphs are the ones you’ll use most often. But so many different forms of communication are now available that you may need to prepare a citation for which no standard format is available (e.g., for a print or online ad, a photograph, or a computer program). When you do, you should adapt one of the more common citation formats to cite the unusual source. Label the item (e.g., advertisement, abstract , not italicized) if you think that will help.
Subsequent References. Writers used to use the Latin abbreviations Ibid . (which means “in the same place”) and Op. cit. (“in the work cited”) to refer back to earlier footnotes. Th ese have largely been replaced by abbreviated forms of the original foot- note entries. Usually the author’s last name followed by the relevant page number is adequate for a previously cited work:
4 Beehr and Glaser 34.
ren03210_appE_649-668.indd 660ren03210_appE_649-668.indd 660 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 661
If you happen to have cited two or more works by the same author, simply add a short form of the title aft er the author’s name to distinguish this source from the others:
4 Beehr and Glaser, “Organization” 34.
Discussion Footnotes. A second type of footnote is the discussion footnote. Th rough discussion footnotes, the writer strives to explain a part of the text, to amplify the discussion of a certain topic, to make cross-references to other parts of the report, or to add other commentary. Th e following examples illustrate some possibilities for this footnote type.
Cross-Reference: 1 See the principle of infl ection points on page 72. Amplifi cation of Discussion and Cross-Reference: 2 Lyman Bryson says the same thing: “Every communication is different for every receiver even in the same context. No one can estimate the variation of understanding that there may be among receivers of the same message conveyed in the same vehicle when the receivers are separated in either space or time” (see Communication of Ideas 5).
Because discussion footnotes interrupt the reading of your document, you should use them sparingly. When possible, work such material into the text itself, or just omit it.
PRESENTATION OF QUOTED AND PARAPHRASED INFORMATION You may use data obtained from secondary sources in two ways. You may paraphrase the information (cast it in your own words), or you may use it verbatim (exactly as the original author worded it). In typing paraphrased material, you need not distin- guish it from the rest of the text. Material you use verbatim, however, must be clearly distinguished.
If the quoted passage is short (about 10 lines or less), place it within the text and with quotation marks before and aft er it. Set off longer quotations from the margins, without quotation marks, as shown in the example below. If the text is double-spaced, you may further distinguish the quoted passage by single-spacing it.
Professor Logan Wilson, an expert on academic assessment, makes this observation:
It is a curious paradox that academicians display a scientifi c attitude toward every universe of inquiry except that which comprises their own profession. . . . Lacking precise qualitative criteria, administrators are prone to fall back upon rather crude quantitative measures as a partial substitute. For example, student evaluations of teachers often lack acceptable reliability and validity statistics. And when they are administered is quite illogical. Moreover, most statements on them relate to contextual factors—e.g., offi ce hours, fairness of tests—and not to acquiring knowledge itself. Yet administrators use quantitative scores from these instruments to the minute fraction of a point to assess teaching quality. Multiple measures of teaching performance with an emphasis on student learning would bring a more rational approach to teaching as one dimension of academic responsibility. (201)
He then proposes a combination of methods for assessing student-learning outcomes.
Frequently, you will fi nd it best to break up or use only fragments of the quoted author’s work. Because omissions may distort the meaning of a passage, you must clearly indicate them, using ellipsis points (a series of three periods typed with intervening spaces) where material is left out. If an omission begins before or aft er a sentence, you must use four periods—one for the fi nal punctuation plus three for the ellipsis points.
ren03210_appE_649-668.indd 661ren03210_appE_649-668.indd 661 1/8/13 1:56 PM1/8/13 1:56 PM
662 Appendix E
A passage with such omissions is the following excerpt from Jim Collins’s bestselling book Good to Great :
Perhaps your quest to be part of building something great will not fall in your business life. But fi nd it somewhere. . . . For in the end, it is impossible to have a great life unless it is a meaningful life. (209–10)
THE REFERENCE LIST OR BIBLIOGRAPHY A bibliography is an orderly list of resources on a particular subject. Usually it pro- vides the full reference information for sources cited in parentheses in the text, as described in the section on parenthetical citation, and is labeled “References” or “List of Works Cited.”
Sometimes the bibliography itself will be the main information product. For ex- ample, if someone asked you to compile a list of resources on e-learning, you would prepare your fi ndings in the form of a bibliography, probably preceded by some intro- ductory text. And if someone asked you to provide a brief description with each entry as well, you would prepare what is known as an annotated bibliography. If your bibli- ography is extensive, you might precede it with a fl y page containing the title (“Bibliog- raphy” or a custom title such as “List of E-learning Sources”). You could also organize your entries by category, with subheadings (for example, “Books,” “Periodicals,” and “Internet Resources”). If your document has an appendix, the bibliography follows it.
As with footnotes, variations in bibliographic style are numerous, but in MLA style, the information for a bibliography entry follows the order described in this chapter’s section on citation footnotes (pages 653–660). Th ere are signifi cant diff erences, however, between footnote and bibliography format. Th e latter uses periods rather than commas between the major components of an entry. Bibliographies also have these distinguishing traits:
1. Th e author’s name is listed in reverse order—surname fi rst—for the purpose of alphabetizing. If an entry has more than one author, however, only the name of the fi rst author is reversed in MLA and Chicago format (in APA format, all the authors’ names are inverted).
2. Th e entry is generally presented in hanging-indention form. Th at is, the second and subsequent lines of an entry begin some uniform distance (usually about one- half inch) to the right of the beginning point of the fi rst line. Th e purpose of this indented pattern is to make the alphabetized fi rst line stand out.
3. Th e entry gives the inclusive pages of articles, but not for books, and does not refer to any one page or passage.
4. Second and subsequent references to publications of the same author are indicated by a line formed by three hyphens. But this line may be used only if the entire authorship is the same in the consecutive publications. For example, the line could not be used if consecutive entries have one common author but diff erent coauthors.
Below is a bibliography made up of the footnote citation examples presented in this chapter. (Th e material in brackets at the end of each entry should not be included in actual citations; it is included here to identify each type of entry.)
Works Cited
Aigrain, Phillippe. Sharing: Culture and the Economy in the Internet Age. Amsterdam: Amsterdam UP, 2012. Print. [Print book]
Bender, Hans. Personal interview. 7 Aug. 2012. [Interview] Best Buy. “The Company as Wiki.” YouTube. YouTube, 27 Aug. 2008.
Web. 19 July 2012. [Online video] Bjelland, Melissa, et al. “Employer-to-Employer Flows in the United
States: Estimates Using Linked Employer–Employee Data.” Journal of Business & Economic Statistics 29.4 (2011): 493–505. Print. [Print journal article]
ren03210_appE_649-668.indd 662ren03210_appE_649-668.indd 662 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 663
As Chapter 17 points out, computerized tools for build- ing citation lists (e.g., bibliography, list of works cited) abound. You can fi nd such tools on the Internet, at com- puter stores, in your own word processing program, and even inside research databases. The top window below shows RefWorks, a widely used online citation- management program, which you may be able to access for free through your school library’s website. You can import or create references here and then have RefWorks generate your bibliography from them, as shown. Below that is an illustration of the citation-creation function in ABI/INFORM , a ProQuest database. With this function, you can create citations in the desired citation style right from the record you’re viewing (in this database, by
clicking the “Cite this” link at the bottom of the record) and then either export the citations to a program like RefWorks or copy and paste them into a document. But a strong note of caution is in order: Such tools can be limited or misleading, and they can make mistakes. In the RefWorks example, the date of publication is correct only because the writer who entered the information in RefWorks knew to skip the Pub year fi eld and enter the full date into the Pub Date Free Form fi eld instead; otherwise, the year would have appeared twice in the entry. In the ABI/INFORM example, ProQuest’s citation creator left off the pages cov- ered by the article and mistakenly abbreviated July . But none of these tools is perfect. You will need to carefully check their output against a good citation handbook.
COMMUNICATION MATTERS
Citation Management Tools: Use with Caution
ren03210_appE_649-668.indd 663ren03210_appE_649-668.indd 663 1/8/13 1:56 PM1/8/13 1:56 PM
664 Appendix E
“Careers with TQL.” TQL. Total Quality Logistics, n.d. Web. 18 July 2012. [Part of a website]
“Careers with TQL.” TQL. Total Quality Logistics, n.d. Web. 18 July 2012 <http://jobs.tql.com/>. [Part of a website. In MLA format, provide the URL only at reader’s request.]
“Cash-Strapped States Cut College Financial Aid.” The Wall Street Journal 29 Jan. 2012, Sunday ed.: 2. Print. [Print newspaper article]
Childs, Jason. “Demonstrating the Need for Effective Business Ethics: An Alternative Approach.” Business and Society Review 117.2 (Summer 2012): 221–32. ProQuest Research Library . Web. 20 July 2012. [Print journal article provided by a database]
“Copyrights and Trademarks.” SmallBusiness.com . MediaWiki, 4 Jan. 2010. Web. 18 July 2012. [Public wiki]
“Damascus, Syria.” Map. Google Maps . Google, 18 July 2012. Web. 18 July 2012. [Online map]
Dubinsky, Jim. “Revised Operational Guidelines.” Message to author. 15 July 2012. Email. [Email message]
Eaglesham, Jean. “Regulators Serve Up Alphabet Soup.” The Wall Street Journal 21 Apr. 2011, Eastern ed.: C1. ProQuest . Web. 18 July 2012. [Print newspaper article provided by a database]
Fathi, Hanane. “Security and Privacy Challenges in Globalized Wireless Communications.” Globalization of Mobile and Wireless Communications: Today and in 2020 . Ed. Ramjee Prasad, Sudhir Dixit, Richard van Nee, and Tero Ojanpera. Netherlands: Springer, 2011: 91–102. OhioLink Scholarly & Reference E-Book Collection. Web. 19 July 2012. [Chapter from a print collection accessed online]
Francis, Theo. “Capital One’s Credit Card Settlement, In Context.” NPR.org . National Public Radio, 18 July 2012. Web. 19 July 2012. [Online radio program]
Grammar Girl. “Tips for Editing and Revising.” Grammar Girl Podcasts, Quick and Dirty Tips . MacMillian Holdings, LLC, 21 June 2012. Web. [If downloaded, put “MP3 fi le” instead] 20 July 2012. [Podcast]
Gregoriou, Greg N., and Nigel Finch, eds. Best Practices in Management Accounting. New York: Palgrave Macmillan, 2012. Print. [Print collection]
Janus. U.S. Equities: Focus on Fundamentals. Janus. Janus, 20 June 2012. Web. 18 July 2012. [Electronic document accessed via the Web]
Jensen, Peter. The Winning Factor: Inspire Gold Medal Performance in Your Employees. New York: AMACOM, 2012. Print. [Print book]
Jeon, Jin Q., and Juyoun Ryoo. “How Do Foreign Investors Affect Corporate Policy?: Evidence from Korea.” International Review of Economics & Finance 25 (2012): 52–65. Print. [Print journal article]
Jones, Christopher. “Written and Computer-Mediated Accounting Communication Skills: An Employer Perspective.” Business Communication Quarterly 74.3 (2011): 247–71. Print. [Print journal article]
KimEl. “How to Manage Your Smartest, Strangest Employee: http://bit.ly/ Nx3zGj.” Twitter.com . 12 July 2012. Web. 20 July 2012. [Twitter post]
Kimmel, Paul D., Jerry J. Weygandt, and Donald E. Kieso. Financial Accounting: Tools for Business Decision Making. Hoboken, NJ: John Wiley & Sons, 2011. Print. [Print book]
Kurtz, Howard. “USA Today’s Digital Gamble.” The Daily Beast. The Newsweek/Daily Beast Company LLC, 16 July 2012. Web. 20 July 2012. [Article from an online magazine]
ren03210_appE_649-668.indd 664ren03210_appE_649-668.indd 664 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 665
Luckerson, Victor. “How LinkedIn Makes Money Off Your Résumé—And Why That’s Good For You.” TIME Business . Time Inc., 20 July 2012. Web. 24 July 2012. [Article from the companion website for a print magazine]
Martin, Kelly, Jean Johnson, and Joseph French. “Institutional Pressures and Marketing Ethics Initiatives: The Focal Role of Organizational Identity.” Journal of the Academy of Marketing Science 39.4 (2011): 574–91. Communication & Mass Media Complete . Web. 18 July 2012. [Print journal article provided by a database]
Mayhew, Bruce. “Tone. Do You Proofread for Email Tone?” Bruce Mayhew Blog: Business Communication. Bruce Mayhew, 11 Apr. 2011. Web. 19 July 2012. [Blog entry]
O’Brien, Conan. Commencement Address. Dartmouth College, Hanover, NH. 12 June, 2011. [Speech]
O’Brochta, Michael. “Proven Business-Leader Actions for Project Success.” Organizational Project Management . Ed. Rosemary Hossenlopp. Vienna, VA: Management Concepts, 2010. 57–72. Print. [Chapter from a print collection]
Odagiri, Hiroyuki et al., eds. Intellectual Property Rights, Development, and Catch Up: An International Comparative Study. Oxford, UK: Oxford UP, 2010. Print. [Print book, more than three editors]
Okoro, Ephraim. Rev. of Outsourcing Technical Communication: Issues, Policies and Practices. Ed. Barry L. Thatcher and Carlos Evia . Business Communication Quarterly 75.1 (2012): 108–13. Print. [Print book review]
Quade, Stefanie. “Improving Collaborative Learning and Global Project Management in Small and Medium Enterprise.” International Journal of Advanced Corporate Learning 5.2 (2011): n. pag. Web. 20 July 2012. [Article in an online scholarly journal that has no print counterpart]
Rampell, Catherine. “Report Details Woes of Student Loan Debt.” The New York Times . The New York Times Company, 20 July 2012. Web. 20 July 2012. [Article from the companion website for a print newspaper]
Rash, Wayne. “AT&T’s Bid for T-Mobile Suffers Another Setback.” eWeek 5 Dec. 2011: 12. Academic Search Complete . Web. 18 July 2012. [Print magazine article provided by a database]
Read, Sarah. “Social Media Thread.” The Association of Teachers of Technical Writing Listserv . ATTW, 1 Jan. 2012. Web. 18 July 2012. [Posting to a listserv]
Richards, Gerald. “If Training Is Expensive, What’s the Cost of Ignorance?” Training 1 Development Apr. 2012: 16–17. Print. [Print magazine article]
Rodriguez, Jacqueline. “Have you nominated Starbucks for the 2012 NSHMBA Brillante Awards yet? Nominate today! www.nshmba.org/ brillante.” Facebook.com . 19 July 2012. Web. 21 July 2012. [Facebook post]
Roebuck, Deborah. “Building Ethical Leaders from the Inside Out.” Association for Business Communication Annual Meeting. Incline Village, NV. Nov. 2008. Conference presentation. [Presentation]
Saeks, Ford. Superpower: How to Think, Act, and Perform with Less Effort and Better Results. Hoboken, NJ: John Wiley & Sons, 2012. Safari Books Online . Web. 20 July 2012. [Print book accessed online]
Sant, Tom. The Seven Deadly Sins of Proposal Writing . Qvidian . Qvidian, 2011. Web. 25 July 2012. [Electronic document accessed via the Web]
ren03210_appE_649-668.indd 665ren03210_appE_649-668.indd 665 1/8/13 1:56 PM1/8/13 1:56 PM
666 Appendix E
“Starbucks: Earnings Estimates and Forecast.” Hoover’s Online . Hoover’s, 2012. Web. 20 July 2012. [Material from a database with no print counterpart]
Sutter, John D. “Can Skype ‘Wiretap’ Video Calls?” CNN Tech . Cable News Network, 24 July 2012. Web. 25 July 2012. [Article from an online news source.]
“Total Quality Management (TQM).” Encyclopædia Britannica Online. Encyclopædia Britannica Inc., 2012. Web. 18 July 2012. [Article from an electronic reference work]
TQL. Home page. Total Quality Logistics, n.d. Web. 18 July 2012. [Corporate website]
United States. Small Business Administration. How to Write a Business Plan . U.S. Small Business Administration . US SBA, n.d. Web. 18 July 2012. [Electronic document accessed via the Web]
“The Welcome Party.” The Offi ce. Hulu.com . Hulu, 12 Apr. 2012. Web. 18 July 2012. [Online video]
Williams, Gregory H. Letter to the author. 5 Oct. 2012. TS. [Letter]
DIFFERENCES BETWEEN MLA, CHICAGO, AND APA FORMATS As noted previously, the Chicago and APA systems diff er somewhat from the MLA style presented in the preceding pages. Th e MLA style seems to be the most up to date on popular electronic media, and because it excludes URLs, it has the simplest format for citing online material. Th e APA favors current scholarly research, especially in the sciences, while the Chicago style gives the most formatting options.
Th e business fi eld does not have its own citation style. Th erefore, you should choose or even create one that will suit your purpose and audience best.
Th e primary diff erences among the MLA, Chicago, and APA formats are shown in the following illustrations.
Parenthetical Citation MLA: (Kimmel, Weygandt, and Kieso 14) Chicago: (Kimmel, Weygandt, and Kieso 2011, 14) APA: (Kimmel, Weygandt, & Kieso, 2011, p. 14)
Footnote—Book MLA: 1Paul D. Kimmel, Jerry J. Weygandt, and Donald E. Kieso, Financial Accounting: Tools for Business Decision Making (Hoboken, NJ: John Wiley & Sons, 2011) 14, print.
Note: As pointed out on page 653, MLA style no longer includes citation footnotes. Nevertheless, we recommend their use as a convenience to readers.
Chicago: 1Paul D. Kimmel, Jerry J. Weygandt, and Donald E. Kieso, Financial Accounting: Tools for Business Decision Making (Hoboken, NJ: John Wiley & Sons, 2011), 14. APA: (Does not use citation footnotes)
ren03210_appE_649-668.indd 666ren03210_appE_649-668.indd 666 1/8/13 1:56 PM1/8/13 1:56 PM
Documentation and the Bibliography 667
Footnote—Periodical: MLA: 1 Donovan A. McFarlane, “The Art of Connecting: How to Overcome Differences, Build Rapport, and Communicate Effectively with Anyone,” Journal of Applied Management and Entrepreneurship 12.2 (2007): 114, print. Chicago: 1 Donovan A. McFarlane, “The Art of Connecting: How to Overcome Differences, Build Rapport, and Communicate Effectively with Anyone,” Journal of Applied Management and Entrepreneurship 12, no. 2 (2007): 114. APA: (Does not use citation footnotes)
Bibliography Entry—Print Book MLA: Kimmel, Paul D., Jerry J. Weygandt, and Donald E. Kieso. Financial
Accounting: Tools for Business Decision Making. Hoboken, NJ: John Wiley & Sons, 2011. Print.
Chicago: Kimmel, Paul D., Jerry J. Weygandt, and Donald E. Kieso. Financial
Accounting: Tools for Business Decision Making. Hoboken, NJ: John Wiley & Sons, 2011.
Note: In Chicago style, the footnotes–bibliography citation method and the paren- thetical citations–reference list method put the publication date in diff erent places. Th e entry above is for the former system (used with footnotes). With a parenthetical citation, the bibliography entry would look like this:
Kimmel, Paul D., Jerry J. Weygandt, and Donald E. Kieso. 2011. Financial Accounting: Tools for Business Decision Making. Hoboken, NJ: John Wiley & Sons.
APA: Kimmel, P. D., Weygandt, J. J., & Kieso, D. E. (2011). Financial accounting:
Tools for business decision making. Hoboken, NJ: John Wiley & Sons.
Bibliography Entry—Print Periodical Article Found Online: MLA: McFarlane, Donovan A. “The Art of Connecting: How to Overcome
Differences, Build Rapport, and Communicate Effectively with Anyone.” Journal of Applied Management and Entrepreneurship 12.2 (2007): 114–16. ABI/INFORM Complete . Web. 25 July 2012.
Chicago: McFarlane, Donovan A. “The Art of Connecting: How to Overcome
Differences, Build Rapport, and Communicate Effectively with Anyone.” Journal of Applied Management and Entrepreneurship 12, no. 2 (2007): 114–116. http://search.proquest.com/docview/ 203918925?accountid=2909.
With the parenthetical citations–reference list method, the Chicago entry would look like this:
McFarlane, Donovan A. 2007. “The Art of Connecting: How to Overcome Differences, Build Rapport, and Communicate Effectively with Anyone.” Journal of Applied Management and Entrepreneurship 12 (2): 114–116. http://search.proquest.com/docview/203918925?accountid=2909.
ren03210_appE_649-668.indd 667ren03210_appE_649-668.indd 667 1/8/13 1:56 PM1/8/13 1:56 PM
668 Appendix E
APA: McFarlane, D. A. (2007). The art of connecting: How to overcome
differences, build rapport, and communicate effectively with anyone. Journal of Applied Management and Entrepreneurship , 12(2), 114–116. Retrieved from http://search.proquest.com/docview/ 203918925?accountid=2909
Note: Th e Chicago and APA styles recommend using the Digital Object Identifi er (DOI), if possible, when citing all electronic sources. Th e DOI is a long number that serves as a more stable identifi er than a URL. If the source has a DOI, it will be on the electronic record for the source. Your readers can then use this number to fi nd the source on the Internet and/or in research databases. If there is no DOI, provide the stable URL—the one provided by the database—as in the examples above.
Bibliography Entry—Online Reference Work: MLA: “Total Quality Management (TQM).” Encyclopædia Britannica Online.
Encyclopædia Britannica Inc., 2012. Web. 18 July 2012. Chicago: Encyclopædia Britannica Online. 2012.
Note: In Chicago, in both the footnotes–bibliography and the parenthetical citations– reference list method, the article title (“Total Quality Management (TQM)”), the URL for the source, and the date accessed would be provided in the footnote or parenthetical citation, along with the encyclopedia title.
APA: “Total quality management (TQM).” (2012). In Encyclopædia Britannica
online. Retrieved from http://www.britannica.com/EBchecked/topic/ 1387320/Total-Quality-Management-TQM
Bibliography Entry—Blog Posting MLA: Mayhew, Bruce. “Tone. Do You Proofread for Email Tone?” Bruce Mayhew
Blog: Business Communication. Bruce Mayhew, 11 Apr. 2011. Web. 19 July 2012.
Chicago: (Not usually included in the bibliography. Th e footnote or parenthetical citation would include the author name, title of posting, title of blog, the date the entry was posted, the URL, and the access date.) APA: Mayhew, B. (2011, 11 April). Tone. Do you proofread for email tone? [Web
log post]. Retrieved from http://brucemayhew.wordpress.com/2011/ 04/11/do-you-proofread-your-email-for-tone/
Whatever system you decide to use, use only one within a document, and always be complete, accurate, and consistent.
ren03210_appE_649-668.indd 668ren03210_appE_649-668.indd 668 1/8/13 1:56 PM1/8/13 1:56 PM
669
P H O T O C R E D I T S
Page 1: Facebook Internal Photo Page 11: © Creatas/JupiterImages Page 13: © Saxpix.com/age
footstock Page 29: © Jack Hollingsworth/
Corbis Page 33: © arabianEye/Getty
Images Page 47: © ZUMA Wire Service/
Alamy Page 50: © Richard Cummins/
Corbis Page 60: © amana images inc./
Alamy Page 62: © Digital Visions/Getty
Images Page 74: © Jon Parker Lee/Alamy Page 76: © Freudenthal Verhagen/
Getty Images Page 80: © Th omas Tolstrup/Getty
Images Page 99: © LWA/Larry Williams/
Blend Images/Corbis Page 104: © Jose Luis Pelaez Inc/
Blend Images Page 113: Photo courtesy of Lynn
Marmer Page 120: © Image Source/
PunchStock Page 124: © Photodisc/Getty
Images Page 131: © David J. Green -
technology/Alamy
Page 144: © Biddiboo/Getty Images Page 165: © Purestock/Getty
Images Page 194: Courtesy of the authors Page 198: © Blend Images/Alamy Page 208: © D Hurst/Alamy Page 230: © Jim Whitmer Page 237: © Red Chopsticks/Getty
Images Page 241: © Milk Processors of
America/AP Images Page 242: both photos: Courtesy of
Marie Flatley Page 256: © Photodisc/age
footstock Page 288: © Robert Nickelsberg/
Alamy Page 326: © Simon Potter/
Purestock/SuperStock Page 341: © Dawn Schubert/
Courtesy of Caroline Molina-Ray
Page 347: © Jose Luis Pelaez/Blend Images
Page 349: © Steve Cole/Getty Images
Page 367: © Stockbyte/Getty Images Page 381: © Erik Isakson/Tetra
Images/Corbis Page 407: © Image Source/Getty
Images Page 408: © Jose Luis Pelaez/Getty
Images
Page 414: © Ian Dagnall/Alamy Page 475: © Digital Vision/Alamy Page 483: © Spencer Grant/
PhotoEdit Page 512: © Leslie Richard Jacobs/
Corbis Page 517: © NAN/Alamy Page 523: © Nancy Kaszerman/
ZUMA Press/Newscom Page 528: © Digital Vision/Getty
Images Page 534: © Jacobs Stock
Photography/ JupiterImages
Page 538: © BananaStock/ Masterfi le
Page 553: Photodisc/Getty Images Page 557: © Ryan McVay/Getty
Images Page 558: © Eric Audras/PhotoAlto/
Getty Images Page 561: © Dynamic Graphics
Value/SuperStock Page 567: © Digital Vision/Getty
Images Page 573: © Jeff Chiu/ AP Images Page 578: © Paul Bradbury/Getty
Images Page 589: © Brand New Images/
Getty Images Page 595: Ingram Publishing Page 599: Keith Morris/age
fotostock
ren03210_credit_669-669.indd 669ren03210_credit_669-669.indd 669 1/9/13 10:01 AM1/9/13 10:01 AM
670 Index
A
Abbreviations for money, 616 periods with, 603 for states, 634 for text messages, 130–131
ABI/Inform , 470, 663 Accomplishments/achievements résumé
layout, 301, 306 Acronyms, 53–54 Active verbs, 57–59 Active voice, 57–59 Adaptation
illustration of, 49–50 importance of, 49, 71, 528 for multiple readers, 50
Addresses, 599, 629, 633–634 Adjectives, 606 Adjustment grants
approaches to, 168 considerations for, 166 explanation of, 166 illustration of, 167 organization of, 166
Adjustment refusals closings for, 204–205 explanation of, 203 general plan for, 205 illustrations of, 205–207 strategies for, 203–204
Adler, Ronald B., 548n Adverbial clauses, 608 Adverbs, 606 Age stereotypes, 64 AIDA (attention, interest, desire, action)
model, 252 Almanacs, 472 Analytical skills, 7 Animation, 512, 561 Anonymity, 484 Antecedents, 610–611 Anxiety, 526 APA style, 651, 666–668 Apostrophes, 594–595 Appendices, 412, 430 Appositives, 598 Area charts, 507, 508 Area sampling, 475 Aristotle, 228 Asher, Joey, 550n Attention line, on letters, 629 Audience
analysis of, 117, 118 for email, 126–127 for oral reports, 549, 550, 554–555 for persuasive requests, 227
Audience analysis checklist, 118 AutoCorrect (Word), 147, 584 Awkward writing, 608 Axtell, Roger E., 30n
B
Baby boomers, 6, 64 Back-channeling, 537 Background, in visuals, 496 Back translating, 38 Bad-news messages
adjustment refusals as, 202–207 general indirect plan for, 190–192 indirect claims as, 196–199 negative announcements as, 207–212 overview of, 190 refused requests as, 192–196, 200–202
Bar charts, 503–505 Baseness, Louis, 504n Before–aft er design, 480–481 Berne, Eric, 102 Bibliographies
documentation styles for, 667–668 example of, 662–666 for reports, 412, 640
Bilateral column charts, 503, 504 Biographical directories, 472 BizMiner , 471 Blame, 103 Blogs, 132, 133, 467, 580 Body language, 29–31, 540, 558 Body positions/movements, 29–31 Bollier, David, 6n Boolean logic, 458, 460 Brackets, 595 Buff ers, bad-news, 190–191 Buff ett, Warren E., 47 Bulleted lists, 501 Bullets, 145 Business cards, 30 Business communication. See also
Cross-cultural communication; Oral communication; Written communication
categories of, 8–12 challenges for, 5–8, 20–21 choosing right level of formality for,
96–98 cultural diversity and, 36 importance of, 3–5 model of, 16–18 networks of, 12–14 print vs. online, 133–136 problem-solving approach to, 16, 116 process of, 18–19 strategies for, 20 variations in, 14–15
Business ethics increased focus on, 7–8 positive emphasis and, 108 in representation of visuals, 512–517 research and, 484 you-viewpoint and, 100
Business etiquette, 96, 129, 533–536 Business goals, 117
Business letters. See also Cover letters
attention line in, 629 closing in, 631 dateline in, 629 envelope address for, 633–634 explanation of, 123 folding of, 632–633 formality of, 124 format of, 123 forms of, 629–635 information notations in, 632 inside address in, 629 layout decisions for, 626–628 medium choices for, 628–629 postscripts in, 632 punctuation in, 631 return address in, 629 salutation in, 629, 631 second page heading in, 631 signature block in, 632 subject line in, 631
Business paper, 628–629 Business reports. See also Oral reports
acknowledgments in, 639 classifi cation plan for, 375–376 collaborative, 365–369 components of, 376–381 determining problem and purpose
of, 344–345 electronic tools for, 348, 368 executive summary for, 378–381 explanation of, 343–344, 375 factors to investigate for, 345–347 format for, 635–640 grading symbols for, 645–648 heading for, 357–359, 638 information gathering for, 347, 349 interpreting fi ndings of, 349–352 long and formal, 407–430 ( See also
Long reports) objectivity for, 361–362 outline techniques for, 352–357 page layout for, 635–637 page numbering for, 638 patterns of indentation on, 637 predesigned templates for, 384 references or bibliography in, 640 Sarbanes-Oxley Act (2002) and, 345 short, 381–406 ( See also Short reports) spacing for, 637 table of contents for, 357–360, 378 table of contents in, 639 table of illustrations in, 639–640 time consistency in, 362–363 title fl y for, 638 title page for, 376–377, 639 transitions in, 363–365 transmittal message for, 377 writing strategies for, 360–361, 365
Business Source Premiere , 470
I N D E X
Note: Page numbers followed by n refer to material found in notes.
ren03210_index_670-680.indd 670ren03210_index_670-680.indd 670 1/9/13 10:07 AM1/9/13 10:07 AM
Index 671
C
Camoufl aged verbs, 60–61 Capitalization, 618–619 Captions, in visuals, 497–498 Career centers, 289 Career fairs, 288 Cartoons, 512 Casserly, Meghan, 327n Castro, Amy, 537n Casual language, 128 Caukin, Jennifer, 529n Cell phones, 105, 535–536 Change, openness to, 43–44 Character-based appeals, 228, 240 Chartjunk, 514 Charts. See also Visuals
bar and column, 503–505 combination, 510 fl owcharts, 501, 502 line, 507, 508 pie, 506–507
Chatzky, Jean, 286n Th e Chicago Manual of Style , 615 Chicago style, 651, 666–668 Choi, Sejung Mariana, 36n Chu, Shu-Chuan, 36n Citations. See also Documentation
APA style for, 651, 666–668 Chicago style for, 651, 666–668 footnote style of, 653–661, 666–667 function of, 652–653 MLA style for, 651, 654, 666–668 parenthetical style of, 651–652, 666 technological tools to manage, 663
Claims direct, 162–164 indirect, 196–199
Clarke, Monica, 244 Classifi ed advertisements, 289 Clauses
adverbial, 608 dependent, 79, 599 elliptical, 608 independent, 79, 596 nonrestrictive, 597–598 noun, 608 restrictive, 597–598
Clichés, 52, 53 Clip art, 496 Closed-ended questions, 483–484 Closing, in letters, 631 Cloud computing, 588–589 Clustered bar charts, 503, 504 Cluster sampling, 475 Cluttering phrases, 74–75 Coherence, 88–89 Collaborative presentations, 566–567 Collaborative report writing
computer tools for, 587–588 ground rules for, 366 group makeup for, 365–366 process of, 366–368 project plan for, 367 steps in, 367–369
Collaborative tagging, 468 Collective nouns, 607 Collectivism, 34
Colloquialisms, 40 Colons, 596 Color
of business paper, 628 in visuals, 496
Combination charts, 510 Combined clauses, 613 Commas, 597–600 Common-ground persuasion technique, 230 Communication. See also Business
communication; Cross-cultural communication; Nonverbal communication; Oral communication; Written communication
business activity and variation in, 14–15 channels of, 19 contexts of, 16–18 correctness in, 593–594 external-operational, 9–10 forms of, 119 internal-organizational, 8–9 personal, 10–12 problem-solving approach to, 20 process of, 18–19
Communication Matters active/passive voice, 59 business etiquette, 96 business report tips, 383 channel choice, 19 chartjunk, 514 citation management tools, 663 clichés, 52, 53 cultural dimensions, 34 documentation, 650 email, 130, 162 emotional intelligence, 366 Facebook and Twitter messages, 244 fonts, 146 fundraisers, 232 grammar, 596 handshakes, 537 high-context vs. low-context
cultures, 33 hiring practices, 287 idioms, 58 importance of business communication, 4 infographics, 497 interview mistakes, 329 linear-actives, multi-actives, and
reactives, 35 lost in translation, 54 misplaced modifi ers, 83 negative announcements, 209 negotiation, 527 Periodic Table of Visualization Methods, 516 personal appearance, 63 professional portfolios, 321 proposals, 259 sales message vividness, 247 selling in white papers, 240 stringy and see-saw sentences, 73 surplus words, 75 talking voice, 526 TED.com, 552 text messages, 589 there is , there are , 77 this , 87 transactional analysis, 102
visuals, 248 workplace diversity, 65
Communication networks explanation of, 12 formal, 12–13 informal, 13–14
Communicators, relationship of, 17 Competence, 555–556 Compound subjects, 607 Compound words, 601 Compromise, in refused requests, 194 Computational thinking, 7 Computer tools. See Technological tools Conclusions, for long reports, 411–412 Confi dence, 555 Confi dentiality, research practices and, 484 Conjunctions, coordinating, 598 Connotation, 56 Contractions, 595 Controlled before–aft er design, 481 Convenience sampling, 475 Conventional outlines, 352 Coordinated, 79 Coordinating conjunctions, 598 Corporate social responsibility, 8 Correct idioms, 57 Country Reports , 471 Courtesy
avoiding blame and, 103 avoiding preaching and, 104 do more than is expected and, 104–105 function of, 103 mobile devices and, 105 in phone use, 533–536 sincerity and, 106
Cover letters. See also Business letters; Email cover messages
bad and good illustrations of, 324–325 closing for, 322–324 content of, 321–322 email, 325 examples of, 317–320 opening for, 316, 321 organization of, 322 types of, 313, 316
Crabb, Stuart, 1 Cross-cultural communication. See also
Cultural diversity attitudes toward odors and, 32 attitudes toward space and, 32 body positions/movements and, 29–31 cultural dimensions and, 34 cultural diversity and, 27, 29 eff ects of, 36 emotional expression and, 35–36 English-language use and, 38–40 frankness and, 32 high-context/low-context cultures and, 32, 33 language issues and, 36–38 overview of, 26–27 persuasive strategies for, 250 resources for, 42 social hierarchy and, 32–34 strategies for success in, 41–44 views of time and, 31–32 Web tools for, 28 workplace values and, 34–35
Cross-cultural competency, 6
ren03210_index_670-680.indd 671ren03210_index_670-680.indd 671 1/9/13 10:07 AM1/9/13 10:07 AM
672 Index
Cross-hatching, 496 Cullen, Mary, 52 Cultural diversity. See also Cross-cultural
communication; Workplace diversity business communication and, 36 business etiquette and, 96 dimensions of, 27, 29–36 emotional expression and, 35–36 gender roles and, 34 language issues and, 36–38 persuasive strategies and, 250 social hierarchy and, 32–34 strategies to deal with, 41–42 in workplace, 6, 34–35, 65
Culture explanation of, 27 factors that aff ect, 27, 29 high-context, 32, 33 low-context, 32, 33
D
Dangling modifi ers, 83–84, 608–609 Dashes, 600, 605 Data, 454–455 Data analysis, 351–352 Databases, 470–471 Database tools, 579 Dateline, on letters, 629 Dates, 599 Davidson, Janet E., 15n Decimal outline system, 352–353 Decision trees, 501 Declarative sentences, 602 De-hua, Wang, 31n Delaney, Laurel, 26n Delicious.com, 468 Demographic information, 227 Demonstrative pronouns, 88 Denotation, 56 Dependent clauses, 79, 599 Descriptive statistics, 351 Details
in paragraphs, 87–88 in sentences, 81–82
DeVol, Ross C., 6n Diagrams, 512, 513 Dickson, Carl, 257n Dictionaries, 472 Digg.com, 468 Digital natives, 539 DIKA (data, information, knowledge,
and action), 454 Direct approach, 227 Direct claims
explanation of, 162–163 illustration of, 163–164 organization of, 163
Direct-mail messages, 241–243, 245. See also Sales messages
Direct messages, 146, 172. See also Good- news and neutral messages
Direct order explanation of, 142 for short reports, 381–383
Direct questions, 603 Disabilities. See Individuals with disabilities Discriminatory words, 61, 64, 65
Discussion boards, 588 Diversity. See Cultural diversity Documentation
APA style for, 651, 666–668 Chicago style for, 651, 666–668 footnote method for, 653–661, 666 function of, 652–653 MLA style for, 651, 654, 666–668 parenthetical citation method for,
651–653, 666 of quotes and paraphrases, 661–662 reference lists and bibliographies and,
662, 664–668 when to acknowledge and, 649–651
Dogpile, 460–461 Doh, Jonathan, 36n Draft s
computer tools for, 581–583 elements of, 119 guidelines for, 119–120
Dreamweaver, 580 Drucker, Peter, 4 Duarte, Nancy, 553n Dugas, Jonathan, 515n
E
Edgar, 461 Editing
computer tools for, 583–586 explanation of, 120
Educational attainment job search and, 286–287 on résumé, 296, 298
eJob-search strategies, 286 Electronic books, 655–656 Electronic résumés. See also Résumés
attached to job application, 312 email to send, 311–312 function of, 311 unformatted, 311 on Web pages or social networking
sites, 303, 312 Ellipses, 603 Elliptical clauses, 608 Elmhorst, Jeanne Marquardt, 548n Email
challenges related to, 5 etiquette for, 129 explanation of, 126–127 formality of, 128–130 format for, 127–128 permission-based, 238 tips for writing, 130 visuals in, 249
Email cover messages, 325 Email lists, 252 Email reports, 395, 398 Email sales messages, 238, 249, 251, 252.
See also Sales messages Email selling. See Sales messages Em dash, 600, 605 Emoticons, 131 Emotional appeals, 228, 235, 240 Emotional expression, 35–36 Emotional intelligence (EI), 366 Emphasis
by position, 107
for positive eff ect, 106 sentence structure and, 107–108 short sentences for, 79 space and, 108 thinking logically to determine, 79–80
Employment agencies, 289 Employment interviews. See Job interviews Encyclopedias, 472 En dash, 600, 605 Ending summary, for long reports, 411 English-language issues
adapting to audience as, 43 slang and colloquialisms as, 40 two-word verbs as, 38–40
Enron scandal, 7 Enumeration, 596 Envelope address, 633–634 Ethics. See Business ethics Ethos , 228 Etiquette
cultural diversity and, 96 email, 129 in phone use, 533–536
Evans, Will, 308n Evans-Raoul, Kali, 63 Ewald, Helen Rothschild, 238n Exaggeration, 106 Excel (Microsoft ), 580, 581 Exclamation marks, 600 Executive search consultants, 289 Executive summary, for business
reports, 378–381, 419 Experiments, 480–481 Extemporaneous presentation, 554 External-operational
communication, 9–10 External proposals
explanation of, 256 solicited, 262–267
Extrinsic benefi ts, 228 Eye contact, 31, 540, 558
F
Facebook, 1, 132, 244, 464 Facial expressions, 558 Factiva , 470 Factors, division by, 355 Facts of authorization, 408 Farrington, Jonathan, 4n Faulty idioms, 57 Faulty parallelism, 84 Favorable responses
arrangement in, 151 beginning for, 150 closing for, 151 goal of, 150 goodwill in, 151 handling negatives in, 151 identifying message for, 150 illustrations of, 152–155 order for, 152
Feasibility studies, 403 Femininity, 34 Filtering, 536 FindLaw, 461 Five Ws, 497–498 Fjeldheim, Norm, 573
ren03210_index_670-680.indd 672ren03210_index_670-680.indd 672 1/9/13 10:07 AM1/9/13 10:07 AM
Index 673
Flood, Tim, 130n Flowcharts, 501, 502 Focus groups, 483 Folding, of letters, 632–633 Folksonomies, 468 Fonts, 146, 495 Footnotes
citation styles for, 666–667 discussion, 661 in electronic books or documents, 655–656 function of, 653 in interpersonal communication, 660 in periodical articles, 658 in printed books, 653, 655 in print magazines, journals, or
newspaper articles, 656, 658 soft ware to add, 567 for subsequent references, 660–661 in visuals, 498 in websites, 659–660
Formality of business letters, 124 of business reports, 549 choosing right level of, 96–98 of email, 128–130 of memos, 125, 126, 634, 635 of oral reports, 549 of proposals, 259
Formal language style, 130 Formal network, 12–13 Formal reports. See Long reports Formal research, 455 Formal speeches
appearance and, 557–558 audience feedback for, 554–555 collaborative, 566–567 handouts for, 564 nature of, 548 planning for, 549–550 preparation for, 551–554 presentation method for, 554 strategies for, 555–557 topics and purpose for, 550–551 visuals for, 560–563 voice and, 559–560 Web presentations and, 564–566 written reports vs., 549
Format. See also Layout for business letters, 123, 629–634 for business reports, 357, 635–640 for email, 127–128 errors in, 516–517 grading symbols for, 644 for memos, 125, 126, 634, 635 for print vs. online documents, 134–136 for proposals, 259 readability and, 121–122
Fractions, 616 Frankness, 32 Friedman, Th omas L., 27n Friendliness, 557 Functional résumé layout, 301, 305 Fundraisers, 232
G
Gantt charts, 501, 502, 575, 576 Gender-neutral words, 61–63 Gender roles, 34
General direct plan, 142–143 General grading symbols, 641–644 General indirect plan, 190–192 General libraries, 469 Generation Y, 6 Genres, 13 Geographic maps, 509–510 Gerund phrases, 608 Gerunds, 612 Gestures, 540, 558 Ghauri, Pervez N., 43n Globalization, 6 Goals, 117 Good-news and neutral messages
for adjustment grants, 165–168 for direct claims, 162–164 for favorable responses, 150–155 general direct plan for, 142–143 for internal operational messages, 169–172 for order acknowledgments, 155–160, 162 overview of, 142 preliminary assessment of, 142 for routine inquiries, 143–149 for thank-you message, 157, 161
Goodwill. See also Positive eff ect ending messages with, 143, 145 to end refused requests, 194–195 explanation of, 95 in favorable responses, 151 to maintain positive relationship, 198 methods to build, 96–98, 106 in order acknowledgments, 155, 156
Google, 28, 457–459 Google Docs, 587, 588 Google Scholar, 458, 459 Government publications, 472 Grading codes, 645–648 Grading symbols, 641–644 Graham, Leah, 463n Grammar
adjective–adverb confusion, 606 adverbial noun clauses, 608 dangling modifi ers, 608–609 grading symbols for, 642 incomplete constructions, 609 misplaced modifi ers, 609 mixed construction, 609 nouns, 594–595, 606–608 number use, 614–616 parallelism, 84, 359, 612 pronouns, 61–62, 88, 594, 606–612 sentence fragments, 609 subject–verb agreement, 606–608 tenses, 612–613 verbs, 38–40, 57–61, 296, 297, 606–608 word use, 614
Grammar checkers, 55, 72, 585–586 Grapevine, 13–14 Graphics. See Visuals Grouping, 352 Group report writing. See Collaborative
report writing
H
Hand gestures, 30–31 Handouts, 564 Handshakes, 31, 537
Hayes, John R., 15n Helmers, Marguerite, 247n Help-wanted advertisements, 289 Heuristics, 15 Hierarchy, 352 High-context culture, 32, 33 Hill, Charles A., 239n, 247n Hodgetts, Richard M., 36n Hoff man, Jan, 555n Hofstede, Geert, 27, 27n, 34 Hoover’s Online , 470 Hui, Li, 31n Human-interest stories, 552 Humor, in oral presentations, 552 Hypertext markup language (HTML), 291 Hyphens, 601, 605 Hypotheses, 346
I
Icons, 512 Idioms, 57, 58 Imperative statements, 602 Impersonal writing, 361–362 Implied antecedents, 610 Incomplete constructions, 609 Indefi nite numbers, 616 Indefi nite pronouns, 607–608, 612 Independent clauses, 79, 596 Indirect claims
building goodwill in, 198 explanation of, 197 illustrations of, 199 strategies for, 197–198 tone for, 197
Indirect messages, 145, 171–172. See also Bad- news messages; Persuasive messages
Indirect order, 227, 233 Indirect questions, 603 Individualism, 34 Individuals with disabilities, words that
typecast, 65 Inferential statistics, 351 Infi nitive phrase, 600 Infi nitive phrases, 608 Infographics, 497 Informal language, 128–129 Informal network, 13–14 Informal talking, 455, 526 Information gathering
computer tools for, 576–579 elements of, 117–119
Information notations, 632 Information rights management (IRM), 586–587 - ing , 359, 612 Initials, 53 Inspiration (concept mapping tool), 353 Instagram, 588 Instant messages, 132 Intangible rewards, 227–228 Interest inventory, 288 Internal communication, 124–125. See also
Memorandums (memos) Internal operational communication
casual, 169 explanation of, 8–9, 169 formal, 170–171 illustrations of, 171–172
ren03210_index_670-680.indd 673ren03210_index_670-680.indd 673 1/9/13 10:07 AM1/9/13 10:07 AM
674 Index
moderately formal, 169–170 structure for, 171
Internal proposals explanation of, 255–256 unsolicited, 261
Internet. See Web-based research; Websites; World Wide Web
Internships, 286 Interpretive skills, 7 Interviews
job, 323, 326–331 for research purposes, 483–484
Intrinsic benefi ts, 228 Introductions
in long reports, 407–410, 420–421 to oral reports, 551–553 to routine inquiries, 143–144
Introductory phrases, 599–600 Inverted pyramid style, 134, 135 Italics, 601
J
Job acceptance message, 330–331 Job advertisements, 289, 332 Job agents, 291 Job applications, 330 Job interviews
control of dialogue during, 329 control of emotions during, 329 importance of, 326 online advice for, 323 personal appearance for, 326–327 questions and answers for, 327–329 research prior to, 326 thank-you messages following, 330
Job refusal messages, 331 Job resignation, 331–332 Job search
building network of contacts for, 285 cover messages for, 313, 316–325 employer searches as, 289–291 for future jobs, 332 identifying appropriate jobs prior to,
286–289 interviews and, 326–330 interview thank-you messages and, 330 job-acceptance messages and,
330–331 job applications and, 292 job-refusal messages and, 331 résumés and, 292–315 ( See also Résumés)
Job-search counseling, 289 Johnson, Larry, 65n Johnson, Meagan, 65n Johnson-Sheehan, Richard, 259n Journals, footnotes in, 656, 658 Justifi cation, 628
K
Kameda, Naoki, 38n Keane, Jim, 6n Kerning, 627 Kim, Yoojung, 36n King, Julia, 500n Kyd, Charley, 514
L
Lampton, Bill, 552n Language issues
English-based, 38–40 lack of equivalent as, 36–38
Language use. See also Formality active verbs, 57–59 appropriate words, 56–57 camoufl aged verbs, 60–61 to convey blame, 103 discriminatory terms, 65 familiar words, 51 formality levels of, 128–130 grammar and style checkers for, 55, 72 nondiscriminatory, 61–66 precision in, 54, 56 slang and clichés, 53 stereotypes in, 64 technical words and acronyms, 53–54 use of short words, 52
Layman, Tonya, 550n Layout. See also Format
for business letters, 626–628 for business reports, 635–637 elements of, 626 for memos, 626–628 for résumés, 301, 306 for visuals, 495
Leaderwork, 499 Legends, in charts, 503 Letter reports
explanation of, 395 illustration of, 396–397
Letters. See Business letters; Cover letters Letunic, Niko, 383n Lewis, Richard D., 35 LexisNexis , 470 Libraries
catalogs for, 469, 470 general, 469 online databases in, 470–471 reference materials in, 471, 472 as research tools, 469 special, 469
Library of Congress subject headings, 469 Liebman, Jessica, 329 Linear-actives, 35 Line charts, 507, 508 LinkedIn, 132, 290, 291, 465, 466 Listening skills
elements of, 536 strategies to improve, 536–539
Listservs, 468 Logical appeals, 228, 240 Logos , 228 Long reports. See also Business reports
appendices to, 412, 430 body of, 410–411 collecting information for, 409 conclusion to, 411–412 defi nitions, initialisms, and acronyms
in, 409 explanation of, 375, 407 historical background of, 409 illustration of, 415–430 introduction in, 407–410, 420–421 limitations of, 409
origin of, 408 preview of, 409–410 problem and purpose of, 408 scope of, 409 structural coherence plan for, 412–414 table of contents for, 410, 418
Long-term orientation, 34 Low-context culture, 32, 33 Luthans, Fred, 36n
M
Maggiani, Rich, 4n Maps, 509–510 Margins, 627 Marmer, Lynn, 113 Martin, Chuck, 4n Masculinity, 34 Mattock, John, 27n Mayor, Tracy, 500n Mediafi nder, 461 Media literacy, 5–6 Meeting reports, 404–406 Meetings
agenda for, 530, 533 function of, 528–529 minutes for, 531, 532 tips for participation in, 533 tips to lead, 529–531 virtual, 529
Memorandum reports, 395, 398, 635 Memorandums (memos)
explanation of, 124–125 formality of, 126 format for, 125, 126, 634, 635 layout decisions for, 626–628 medium choices for, 628–629 of transmittal and authorization, 639
Memorization, 554 Memory, listening and, 536 Metasearch tools, 460–461 Metaxas, Panagiotis Takis, 463n Millennials, 64 Minnesota Vocational Interest Inventory, 288 Minutes, meeting, 404–406 Misplaced modifi ers, 83–84, 609 Misspelling, 616–617 Mixed constructions, 609 MLA style, 651, 654, 666–668 Modifi ers
dangling, 83–84, 608–609 misplaced, 609
Money amounts, 616 Monster.com, 289, 323 Mullen, John K., 539n Multi-actives, 35 Multimedia, 561 Multimedia presentations, 580 Multiple bar charts, 503
N
National Science Foundation, 456 Negative announcements. See also Bad-news
messages balance in, 209 closings for, 209 function of, 207–208
Internal operational communication (cont.)
ren03210_index_670-680.indd 674ren03210_index_670-680.indd 674 1/9/13 10:07 AM1/9/13 10:07 AM
Index 675
illustrations of, 210–212 strategies for, 208–209
Negative news. See also Bad-news messages alternative solutions for, 191 method to handle, 151 method to set up, 191 positive presentation for, 191
Negative test, 351 Negative words, 100–101 Negotiation, 527 Neutral buff ers, 190 Neutral messages. See Good-news and
neutral messages New media, 5–6 Newspaper articles, footnotes in, 656, 658 Nielsen, Jakob, 134 Nightingale, Florence, 497 Nominative pronouns, 611 Nondiscriminatory language
to avoid stereotypes, 64 to avoid typecasting individuals with
disabilities, 65 gender-neutral words and, 61–63 overview of, 61
Nonprobability sampling, 474 Nonrestrictive clauses, 597–598 Nonverbal communication
body language as, 29–31, 540, 558 explanation of, 539–540 handshakes as, 31, 537 paralanguage as, 541 physical arrangements as, 542 use of space as, 540–541 use of time as, 541
Noun clauses, 608 Nouns
agreement in number with verbs, 606–608 collective, 607 possessive, 594–595
Numbers indefi nite, 616 standards for use of, 614–616 in visuals, 496–497
O
Objective pronouns, 611 Objectivity, in reports, 361–362 Object of preposition, 611 Observation, 482 Occupational Outlook Handbook (Bureau of
Labor Statistics), 290 Odors, 32 O’Leary, Kevin, 527n Online databases, 289 Online documents, 134–136 Online publication, 580 Open-ended questions, 484 Openings. See Introductions Opportunity Outlook Handbook , 292 Oral communication. See also Business
communication; Communication importance of, 5, 525 informal talking and, 526–528 listening and, 536–539 in meetings, 528–533 nonverbal communication and, 539–542 on phones, 533–536
Oral reports audience and, 549, 550, 554–555 collaborative, 566–567 explanation of, 548 planning for, 549–550 preparation for, 551–554 presentation delivery tools for, 556 presentation method for, 554 strategies for, 555–557 topics and purpose of, 550–551 visuals for, 560–563 voice and, 559–560 written vs., 459
Order acknowledgments directness and goodwill in, 156 explanation of, 155–156 illustrations of, 158–160 structure of, 157–158 tact in, 156–157
Ordering, 352 Organizational contexts, 17 Organizational culture, 14–15 Organization charts, 501 Organizations
dependency on business by, 4–5 focus on ethics and social responsibility
in, 7–8 Outlines/outlining
by combination and multiple division, 356–357
by conventional relationships, 354–355 by division, 353, 354 explanation of, 352 soft ware for, 353, 579 systems of, 352–353
P
Page headings, 631 Panas, Jerold, 232 Paper, 628–629 Paragraphs
avoiding unnecessary detail in, 87–88 coherence in, 88–89 topic sentences in, 86–87 unity in, 85
Paralanguage, 541 Parallelism
explanation of, 359, 612 faulty, 84
Paraphrases, 661–662 Parentheses, 603 Parenthetical citation method, 651–653.
See also Documentation Parenthetical expressions, 598 Parliamentary procedure, 529–530 Participial phrases, 599, 607, 608 Particular contexts, 17 Passive voice, 57–59 Past tense, 613 Pathos , 228 Pease, Allan, 31n Pease, Barbara, 31n People Search, 461 Percentages, 615 Periodical articles, footnotes in, 658 Periodic Table of Visualization
Methods, 516
Periods, 603, 604 Personal appearance, 63 Personal communication, 10–12 Personal contexts, 17–18 Personal interviews, 483–484 Personality tests, 287 Personal qualities
analysis of, 287–288 identifi cation of, 286
Personal search agents, 291 Personal space, attitudes toward, 32 Personal writing, 361–362 Persuasive appeals
development of, 231 in sales messages, 239–241 types of, 228
Persuasive messages appeals for, 228 approaches to, 227 in cover letters, 322 ease of compliance to, 228–229 knowledge of audience for, 227 proposals as, 254–269 sales messages as, 237–254 targeted reader benefi ts and, 227–228
Persuasive requests appeal development in, 231 clarity in, 231–232 function of, 229 illustration of, 232–236 openings for, 231 strategy for, 229–231
Phone techniques cell phones and, 535–536 courtesy and, 533–536 voice mail and, 535 voice quality and, 533
Photographs, 511–512, 561 Phrases
cluttering, 74–75 gerund, 608 infi nitive, 600, 608 introductory, 599–600 participial, 599, 607, 608 prepositional, 600, 607
Physical appearance eff ects of, 326–327, 540 oral presentations and, 557–558
Physical arrangements, 542 Physical format, 121 Physical maps, 509–510 Pie charts, 506–507 Pilot studies, 479–480 Pinterest, 588 Pitch, 527, 559 Place division, 355 Plagiarism, 484, 649 A Plain English Handbook: How to Create Clear
SEC Disclosure Documents (Securities and Exchange Commission), 51
Plain language, 51 Plunkett Research Online , 471 Plurals, 617 Porter, Richard E., 27n Portfolios, development of, 321 Positive buff ers, 190 Positive eff ect
avoiding blame and, 103–104
ren03210_index_670-680.indd 675ren03210_index_670-680.indd 675 1/9/13 10:07 AM1/9/13 10:07 AM
676 Index
conversational style for, 96–98 courtesy for, 103–106 doing more than is expected and, 104–105 ethics and, 108 focus on positive news for, 101–102 formality and, 96–98 importance of, 95 managing emphasis for, 106–108 positive words for, 100–101 preachiness and, 104 rubber stamps and, 98 sincerity and, 106 you-viewpoint and, 98–100
Positive words, 99–101 Possessive case, 594–595 Post, Anna, 105n Post, Emily, 105 Post, Lizzie, 105n Post, Peggy, 105n Postscripts, 252, 632 Posture, 540, 558 Power distance, 33–34 PowerPoint, 556, 562, 566 Preachiness, 104 Precise language, 54, 56 Prefatory pages, 375 Prepositional phrases, 600, 607 Presentation soft ware, 562–563 Presenter view, 556 Present participle, 613 Present perfect tense, 613 Present tense, 613 Primary research
experiments as, 480–481 explanation of, 455, 456 observation as, 482 qualitative research as, 456, 482–484 surveys as, 474–480
Print cover letters. See Cover letters Print documents, 134–136 Printed books, footnotes in, 653, 655 Print magazines, footnotes in, 656, 658 Print résumés. See Résumés Privacy, 586–587 Probability sampling, 474 Problem solving, 15–16 Problem-solving reports
explanation of, 402–403 sample form for, 404
Problem statement, 344 Process of writing. See Writing process Professional contexts, 17 Professional organizations, 468 Progress reports, 400–402 Pronouns
agreement with antecedents, 610–611 case of, 611–612 demonstrative, 88 indefi nite, 594, 607–608, 612 nominative, 611 objective, 611 sexism in use of, 61–62
Proofreading, 120 Proofreading symbols, 642 Proper names, 601 Proposals
components of, 260, 268–269
content for, 259–260 format for, 259 function of, 254–255 illustration of, 261–267 internal or external, 255–256 problems related to, 260 solicited or unsolicited, 256–257, 259
Psychographic information, 227 Public speaking. See Oral reports Publisher (Microsoft ), 580 Pull quotes, 500 Punctuation
apostrophes, 594–595 brackets, 595 in business letters, 631 colons, 596 commas, 597–600 dashes, 600, 605 ellipses, 603 exclamation marks, 600 grading symbols for, 641 hyphens, 601, 605 italics, 601 parentheses, 603 periods, 603 question marks, 603 quotation marks, 603, 604 semicolon, 604, 606
Purcell, Kristen, 126n Purposeful sampling, 475–476 Purpose statement, 344
Q
Qualitative research explanation of, 456, 482 focus groups for, 483 personal interviews for, 483–484
Quantity divisions, 355 Question marks, 603 Questionnaires
design of, 477–479 guidelines to construct, 476–477
Questions closed-ended, 483–484 job interview, 327–329 open-ended, 484 punctuation of, 603 for routine inquiries, 144–145 survey, 478, 479
Quotation marks, 603, 604, 650 Quotations
documentation for, 661–662 in oral presentations, 552 punctuation of, 596, 603–604
R
Ranking technique, 477 Rating technique, 477–478 Reactives, 35 Readability
elements of, 72 formatting and, 121–122 word length and, 5
Readability statistics, 72 Recommendations, in long reports, 412 Recursive process, 18
Redish, Janice, 134, 135 Reference list
example of, 662–666 explanation of, 651, 662 in-text citations and entries in, 651–652
Reference lists, for reports, 640 Reference material. See Research tools References, on résumé, 298, 300, 301 Referral sampling, 476 Refused requests
compromise for, 194 general plan for, 195 goals of, 193 goodwill closings for, 194–195 illustrations of, 195–196, 200–202 method to handle, 193–194
Reiff enstein, Kathy, 555n Reklaitis, Victor, 290n Religion, culture and, 29 Repetition
in paragraphs, 88 in sentences, 77–78
Reports. See Business reports; Oral reports Request for proposal (RFP)
example of, 258 explanation of, 257, 260
Requests persuasive, 229–236 refused, 193–196, 200–202
Research for collaborative reports, 367–369 data analysis and, 351–352 ethical issues related to, 484 formal, 455 guidelines for, 347, 349 overview of, 454–455 primary, 455, 456, 474–484 qualitative, 456, 482–484 quantitative, 456 secondary, 455–456
Research methods experiments as, 480–481 observation as, 482–484 surveys as, 474–479
Research participants, 484 Research tools
libraries as, 469–473 social networks as, 464–468 for specifi c types of information, 473 Web-based, 456–468 ( See also Web-
based research) Resonance, 527 Restrictive clauses, 597–598 Résumés
content of, 292–299, 301 electronic, 311–312 maintaining your, 332 organization of, 301–307 printed, 307–311 scannable, 312–314
Reverse chronological résumé format, 301–304
Revision computer tools for, 583–586 function of, 120–121
Rewards, tangible, 227 Ricks, David A., 37n Roam, Dan, 15n
Positive eff ect (continued)
ren03210_index_670-680.indd 676ren03210_index_670-680.indd 676 1/9/13 10:07 AM1/9/13 10:07 AM
Index 677
Roundabout constructions, 76–77 Routine inquiries
beginnings for, 143–144 contrasting examples of, 145–147 ending for, 145 favorable responses to, 150–155 illustrations of, 148, 149 informing and explaining in, 144 order for, 145 question structuring in, 144–145
Routine operational reports, 399, 402 RSS (Really Simple Syndication) feeds, 461,
463, 577–578 Rubber stamps, 98 Rule of nine, 615
S
Sales messages acceptability of, 238–239 building persuasive case in, 244, 246 central appeal in, 239–241 cultural diversity and, 250 driving for sale in, 250–252 gaining attention in, 243–244 general sales plan review for, 252–253 illustrations of, 245, 248–251, 253–254 information included in, 250 makeup of mailing of, 241–243 off ering name removal from list for, 252 overview of, 237–238 postscripts to, 252 preparation to write, 239 stressing you-viewpoint in, 246–247 visuals in, 248 vividness in, 247 word choice in, 247
Salutation, 629–630 Samovar, Larry A., 27n Samples, 474 Sampling techniques, 474–476.
See also Surveys Sanstad, Katherine Haynes, 6n Sarbanes-Oxley Act (2002), 345 Savitz, Eric, 539n Scale, errors of, 513–515 Scale distortion, 514 Scaling, 477 Scannable résumés. See also Résumés
features of, 312–313 illustration of, 314–315
Scatter diagrams, 508 Scenario painting, 228 Schein, Edgar H., 14n Schellenbarger, Sue, 596n Schwabel, Dan, 287n SeaMonkey, 580 Search engines
explanation of, 457–458 new forms of, 460–461 specialized, 461 use of, 458–460
Secondary research, 455–456 See-saw sentences, 73 Self-administered diagnostic test of
correctness, 623–625 Semicolons, 604–606 Sentence fragments, 609
Sentences avoiding errors in, 82–84 cluttering phrases in, 74–75 dangling or misplaced modifi ers in, 83–84 declarative, 602 economizing on words in, 74–78 emphasis on, 78–80, 107–108 faulty parallelism in, 84 imperative, 602 incomplete constructions in, 83 limiting content in, 71–74 mixing constructions in, 82–83 repetition and, 77–78 roundabout construction and, 76–77 see-saw, 73 short, 79 stringy, 73 surplus words and, 75–76 topic, 86–87 transitions in, 363 unity in, 81–82
Sherr, Ian, 514 Short message service (SMS), 130. See also
Text messages Short reports. See also Business reports
construction mechanisms for, 395 email and memo reports as, 395, 398 explanation of, 376, 381 features of, 381–382 forms of, 385 illustration of, 386–394 letter reports as, 395–397 meeting reports as, 404–406 online newsletter as, 398, 399 problem-solving reports as, 402–403 progress reports as, 400–402 routine operational, 399, 402 structure of, 385 writing style for, 383, 385
Short-term orientation, 34 Signature block, 632 Simple random sampling, 474 Sincerity
in oral presentations, 556–557 positive eff ect and, 106
Slang, 40, 53 Slides, 562–563 Smiling, 31 Social bookmarking websites, 468 Social hierarchy, 32–34 Social intelligence, 6 Social media
explanation of, 132 messages on, 132–133 as research tool, 464–468
Social responsibility, 8 Solicited proposals
explanation of, 256–257 external, 262–267
Source acknowledgments, in visuals, 499 Source citations. See Documentation Space
devoted to topic, 108 use of, 540–541
Spam, 127 Speaking engagements. See Oral reports Specialized search engines, 461 Special libraries, 469
Specifi c language, 54 Speech recognition soft ware, 583 Spelling
grading symbols for, 642 guidelines for, 616–618
Spelling checker, 584 St. Amant, Kirk, 36n Stacked column charts, 503, 505 Standard & Poor’s Industry Surveys , 471 Statistical programs, 580 Statistical techniques, 351–352 Stereotypes
explanation of, 41–43 word use and, 64
Sternberg, Robert J., 15n Stratifi ed random sampling, 474–475 Stringy sentences, 73 Strong Campbell Interest Inventory, 288 Structured coherence plan
function of, 412–414 use of, 385
Style, voice, 527 Style checkers, 55, 72, 585–586 Sub-bullets, 501 Subcultures, 27 Subdivided column charts, 503, 505 Subject line, 631 Subjects, compound, 607 Subject–verb agreement, 606–608 Subordinate clauses. See Dependent clauses Subordinated, 79 Surplus words, 75–76 Survey channel, 479 SurveyMonkey.com, 478 Survey plans, 479 Surveys
function of, 474 pilot studies for, 479–480 questionnaire construction
for, 476–479 sampling techniques for, 474–476
Sword, Helen, 53n Symbols, grading, 641–644 Systematic sampling, 475
T
Table of contents, for reports, 357–360, 378, 410, 418, 639
Table of contents generators, 410 Table of illustrations, 639–640 Tables
construction of, 499–500 function of, 156, 499
Tagging, 468 Talking
courtesy in, 528 elements of professional, 526–528 informal, 526
Tangible rewards, 227 Taylor, Shirley, 4n Technical words, 53–54 Technique, grading symbols for, 643 Technological tools. See also Web-based
research; Websites AutoCorrect, 147 for collaboration, 587–588 for commenting and reviewing, 368
ren03210_index_670-680.indd 677ren03210_index_670-680.indd 677 1/9/13 10:07 AM1/9/13 10:07 AM
678 Index
communication challenges from, 5–6 for cross-cultural communication, 28 for draft ing, 581–583 email, 5, 115, 126–130 future outlook for, 588–590 for gathering and organizing
information, 576–579 grammar, 602 grammar and style checkers as, 55, 72,
584, 605 instant messages as, 132 interview advice on websites as, 323 IRM, 586–587 LinkedIn, 290 Microsoft Word (symbols), 657 mobile devices as, 105 for outlining, 353, 579 for predesigned templates, 384 for presentation delivery, 556, 562–563,
580–581 for project planning, 575–576 readability statistics as, 72 for report writing, 348, 368 for revision and editing, 583–586 social media as, 115, 132–133, 464–468 table of contents generators, 410 text messages as, 115, 130–132 for virtual meetings, 529 for virtual presentations, 565 Web-based survey tools as, 478 word-processing programs, 156, 581–586 Zotero, 462–463
TED.com, 552 Tense, 612–613 Test of experience, 351 Text messages
explanation of, 105, 130–132 language usage in, 589
Text tabulations, 500 Th ank-you messages
following job interviews, 330 illustration of, 161 strategies for, 157 structure of, 157–158
there is , there are , 77 Th esaurus soft ware, 584–585 this , 87 Th ompson, Clive, 467n Th ompson, Derek, 290n Th ree-dimensional visuals, 510–511 Time division, 354–355 Time viewpoint, 31–32, 362–363, 541 Title fl y, 638 Title pages, for business reports, 376–377,
416, 639 Titles, in visuals, 497–498 Topic sentences, 86–87 Topography, 27 Touching, 31 Trade directories, 472 Transactional analysis, 102 Transitional words, 88–89, 364–365 Transitions, in reports, 363–365 Transmittal message, for business reports, 377 Trompenaars, Fons, 27n True question form, 145 Tucker, Ross, 515n
Tuft e, Edward, 514 Twitter, 132, 244, 464–466 Two-word verbs, 38–40 Type, in visuals, 495
U
Uncertainty avoidance, 34 Unity
in paragraphs, 85 in sentences, 81–82
Unsolicited proposals explanation of, 257, 259 internal, 261 strategies for, 268
Usability testing, 482 User testing, 482 Usunier, Jean-Claude, 34n, 43n
V
Vague language, 54 Vann, Roberta, 238n Vascellaro, Jessica E., 514 Verbal cues, 549 Verbs
active, 57–59, 296, 297 agreement in number with nouns,
606–608 camoufl aged, 60–61 object of, 611 passive, 58, 59 two-word, 38–40
Verb tense, for résumés, 296 Video clips, 512 Virtual meetings, 529 Virtual presentations, 565 Visual cues, 549 Visual literacy, 7 Visuals
animation as, 512, 561 background in, 496 bar and column charts as, 503–505 bulleted lists as, 501 cartoons as, 512 clip art in, 496 color and cross-hatching in, 496 combination charts as, 510 construction of, 494–499 diagrams as, 512, 513 ethical use of, 512–517 fl owcharts and process charts as, 501, 502 footnotes and acknowledgment in, 498–499 icons as, 512 layout of, 495 line charts as, 507, 508 maps as, 509–510 numbering in, 496–497 for oral presentations, 560–566 photographs as, 511–512, 561 pictographs as, 506 pie charts as, 506–507 placement and interpretation of, 517–518 planning for, 494 presentation soft ware and, 562–563 pull quotes as, 500 rules and borders of, 495–496 in sales messages, 248, 249
scatter diagrams as, 508 size of, 495 tables as, 499–500 techniques to use, 561–562 three-dimensional, 510–511 titles and captions in, 497–498 types of, 495, 560–561 video clips as, 512
Vividness, in sales messages, 247 Voice
active and passive, 57–59 oral presentations and, 559–560 phone use and, 533 quality of, 527 strategies to improve, 526
Voice messages, 535
W
Walker, Danielle Medina, 43n Walking, 558 Web-based research
miscellaneous resources for, 461–463 search engines and, 457–461 social networks and, 464–468 Website evaluation and, 463–464
Webcast, 564 Webinars, 564–565 Web meeting, 564 Web presentations
explanation of, 564 guidelines for use of, 566 types of, 564–565
Websites cross-cultural communication, 42 evaluation of, 463–464 footnotes in, 659–660 organization of, 134, 135 résumé posting on, 291 social bookmarking, 468
WebspirationPro, 353 Webster, Tom, 465n Weebly, 580 Wesley, Paula, 115n We-viewpoint, 99, 100 White papers, 240 Wiens, Kyle, 596n Wikipedia, 461 Wikis, 467 Women, 6, 34 Woog, Dan, 63n Woolliams, Peter, 27n Word (Microsoft ), 580–583, 657 Word-processing programs, 156, 581–586 Words
abstract, 54 acronyms, 53–54 appropriate, 56–57 choice of, 527–528 cliché, 52, 53 compound, 601 concrete, 54, 56 denotation and connotation of, 56 derived from masculine words, 62–63 discriminatory, 61, 64, 65 economizing on, 74–78 familiar, 51 gender-neutral, 61–63
Technological tools (continued)
ren03210_index_670-680.indd 678ren03210_index_670-680.indd 678 1/9/13 10:07 AM1/9/13 10:07 AM
Index 679
like-meaning, 38 misused, 614 multiple-meaning, 37 negative, 100–101 nondiscriminatory, 61–65 positive, 100–101, 247 repetition of, 77–78 short, 52 slang, 53 specifi c, 54 surplus, 75–76 technical, 53–54 transitional, 88–89, 364–365 vague, 54
Workplace diversity. See also Cultural diversity
age and, 65 communication challenges related to, 6 values and, 34–35
Works Cited example of, 662–666 explanation of, 651 in long reports, 429
WorldCat, 461 WorldCom scandal, 7 World Factbook , 471 World Wide Web, 456–457. See also
Web-based research World Wide Web Consortium (W3C), 456–457 Writing
awkward, 608 grading symbols for, 641–644 personal vs. impersonal, 361–362
Writing process draft ing and, 119–120 elements of, 116 message planning and, 116–119 revision and, 120–121
Written communication. See also specifi c type of written communication
audience analysis for, 117 business letters as, 123–124 email as, 126–130 goals for, 117 importance of, 5, 115 information gathering for, 117–118
instant messages as, 132 memos as, 124–126 nondiscriminatory, 61–65 oral vs., 549 print vs. online, 133–136 readable formatting for, 121–122 short report, 383, 385 social media and, 132–133 text messages as, 130–132
Y
Yates, JoAnne, 123n You-viewpoint
explanation of, 98–100 for sales messages, 246–247
Yunxia, Zhu, 250n
Z
Zhao, Jensen J., 38n Zite, 578 Zotero, 462–463
ren03210_index_670-680.indd 679ren03210_index_670-680.indd 679 1/9/13 10:07 AM1/9/13 10:07 AM
- Cover
- Title
- Copyright
- Contents
- Preface
- PART ONE: Introduction
- CHAPTER ONE: Understanding Workplace Communication
- INTRODUCTORY CHALLENGE
- THE ROLE OF COMMUNICATION IN BUSINESS
- The Importance of Communication Skills
- Why Business Depends upon Communication
- Current Challenges for Business Communicators
- Main Categories of Business Communication
- Communication Networks of the Organization
- Variation in Communication Activity by Business
- THE BUSINESS COMMUNICATION PROCESS
- Business Communication as Problem Solving
- A Model of Business Communication
- BUSINESS COMMUNICATION: THE BOTTOM LINE
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Communication Matters: Peter Drucker on the Importance of Communication in Business
- Communication Matters: What One CEO Looks for in Job Candidates
- Communication Matters: Channel Choice Affects Message Success
- CHAPTER TWO: Communicating Across Cultures
- INTRODUCTORY CHALLENGE
- THE GROWING IMPORTANCE OF CROSS-CULTURAL COMMUNICATION
- DIMENSIONS OF CULTURAL DIFFERENCE
- Three Major Factors That Affect Culture
- Body Positions and Movements
- Views and Practices Concerning Factors of Human Relationships
- Effects on Business Communication
- PROBLEMS OF LANGUAGE
- Lack of Language Equivalency
- Difficulties with English
- ADVICE FOR COMMUNICATING ACROSS CULTURES
- Do Your Research
- Know Yourself and Your Company
- Be Aware—and Wary—of Stereotypes
- Adapt Your English to Your Audience
- Be Open to Change
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Technology in Brief: Web Tools for Cross-Cultural Communication
- Communication Matters: Carefully Present and Receive a Business Card in Japan
- Communication Matters: High-Context versus Low-Context Cultures: Edward T. Hall
- Communication Matters: Five Dimensions of Culture: Geert Hofstede
- Communication Matters: Linear-actives, Multi-actives, and Reactives: Richard D. Lewis
- Communication Matters: Blundering with Words
- PART TWO: Fundamentals of Business Writing
- CHAPTER THREE: Adapting Your Words to Your Readers
- INTRODUCTORY CHALLENGE
- THE IMPORTANCE OF ADAPTATION
- Adaptation Illustrated
- Adapting to Multiple Readers
- SUGGESTIONS FOR SELECTING WORDS
- Use Familiar Words
- Prefer Short Words
- Use Slang and Popular Clichés with Caution
- Use Technical Words and Acronyms Appropriately
- Use Precise Language
- Select Words for Appropriate Usage
- Prefer Active Verbs
- Avoid Overuse of Camouflaged Verbs
- SUGGESTIONS FOR NONDISCRIMINATORY WRITING
- Use Gender-Neutral Words
- Avoid Words That Stereotype by Race, Nationality, or Sexual Orientation
- Avoid Words That Stereotype by Age
- Avoid Words That Typecast Those with Disabilities
- Some Final Words about Words
- THERE'S MORE…
- SUMMAR Y BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Communication Matters: The Most Annoying Business Clichés
- Communication Matters: Lost in Translation
- Technology in Brief: Grammar and Style Checkers Help Writers with Word Selection
- Communication Matters: The Trouble with Idioms
- Communication Matters: Everything You Wanted to Know about Active and Passive Voice
- Communication Matters: How Diverse Is Too Diverse?
- Communication Matters: Understanding the Different Generations in the Workplace
- CHAPTER FOUR: Constructing Clear Sentences and Paragraphs
- INTRODUCTORY CHALLENGE
- THE IMPORTANCE OF ADAPTATION
- CARE IN SENTENCE DESIGN
- Limit Sentence Content
- Economize on Words
- Manage Emphasis in Sentence Design
- Give Sentences Unity
- Word Sentences Logically
- CARE IN PARAGRAPH DESIGN
- Give Paragraphs Unity
- Keep Paragraphs Short
- Make Good Use of Topic Sentences
- Leave Out Unnecessary Detail
- Make Paragraphs Coherent
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Technology in Brief: Readability Statistics Help Writers Evaluate Document Length and Difficulty
- Communication Matters: Avoiding Stringy and See-Saw Sentences
- Communication Matters: Is That a Surplus Word?
- Communication Matters: There Is, There Are … Do You Really Need Them?
- Communication Matters: Don't Make Me Laugh
- Communication Matters: Beware the Vague orIllogical "This"
- CHAPTER FIVE: Writing for a Positive Effect
- INTRODUCTORY CHALLENGE
- THE IMPORTANCE OF A POSITIVE EFFECT
- USING A CONVERSATIONAL STYLE
- Choosing the Right Level of Formality
- Cutting Out "Rubber Stamps"
- USING THE YOU-VIEWPOINT
- Sample Uses of the You-Viewpoint
- Ethical Use of the You-Viewpoint
- ACCENTUATING THE POSITIVE
- Use Positive Words
- Focus on What You Can Do
- BEING COURTEOUS
- Avoid Blaming the Reader
- Refrain from Preaching
- Do More Than Is Expected
- Be Sincere
- MANAGING EMPHASIS FOR A POSITIVE EFFECT
- Emphasis by Position
- Sentence Structure and Emphasis
- Space and Emphasis
- THE ETHICS OF POSITIVE EMPHASIS
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Communication Matters: Business Etiquette—It Depends on Where You Are
- Communication Matters: Parent, Child, or Adult?
- Technology in Brief: Courtesy in the Age of Mobile Devices
- PART THREE: Basic Patterns of Business Messages
- CHAPTER SIX: Choosing the Best Process and Form
- INTRODUCTORY CHALLENGE
- THE IMPORTANCE OF SKILLFUL WRITING
- THE PROCESS OF WRITING
- Planning the Message
- Drafting
- Revising
- THE IMPORTANCE OF READABLE FORMATTING
- LETTERS
- Letters Defined
- Letter Form
- Letter Formality
- MEMORANDUMS (MEMOS)
- Memorandums Defined
- Memorandum Form
- Memorandum Formality
- Email Defined
- Email Form
- Email Formality
- THE NEWER MEDIA IN BUSINESS WRITING
- Text Messaging
- Instant Messaging
- Social Media
- PRINT VERSUS ONLINE DOCUMENTS
- Comparing Print and Online Text
- Organizing Content
- Presenting the Content
- Making Your Web Writing Accessible
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Technology in Brief: Using Good Email Etiquette Helps Writers Achieve Their Goals
- Communication Matters: Composing an Email: The Top 10 Mistakes
- Communication Matters: "Twitiquette": New Technologies, New Expectations
- CHAPTER SEVEN: Getting to the Point in Good-News and Neutral Messages
- THE PREVALENCE OF GOOD-NEWS AND NEUTRAL MESSAGES IN BUSINESS
- PRELIMINARY ASSESSMENT
- THE GENERAL DIRECT PLAN
- Beginning with the Objective
- Covering the Remaining Part of the Objective
- Ending with Goodwill
- ROUTINE INQUIRIES
- INTRODUCTORY CHALLENGE
- Choosing from Two Types of Beginnings
- Informing and Explaining Adequately
- Structuring the Questions
- Ending with Goodwill
- Reviewing the Order
- Contrasting Examples
- FAVORABLE RESPONSES
- INTRODUCTORY CHALLENGE
- Identifying the Message Being Answered
- Beginning with the Answer
- Logically Arranging the Answers
- Skillfully Handling the Negatives
- Considering Extras
- Closing Cordially
- Reviewing the Plan
- Contrasting Illustrations
- ORDER ACKNOWLEDGMENTS AND OTHER THANK-YOU MESSAGES
- INTRODUCTORY CHALLENGE
- Order Acknowledgments
- Directness and Goodwill Building in Order Acknowledgments
- Tact in Order Acknowledgments
- Strategies for Other Thank-You Messages
- Summarizing the Structure of Order Acknowledgments and Other Thank-You Messages
- Contrasting Acknowledgments
- DIRECT CLAIMS
- INTRODUCTORY CHALLENGE
- Using Directness for Claims
- Organizing the Direct Claim
- Reviewing the Plan
- Contrasting Examples of Claim Messages
- ADJUSTMENT GRANTS
- INTRODUCTORY CHALLENGE
- Considering Special Needs
- Reviewing the Plan
- Contrasting Adjustments
- INTERNAL-OPERATIONAL MESSAGES
- INTRODUCTORY CHALLENGE
- Casual Operational Messages
- Moderately Formal Messages
- Formal Messages
- Summarizing the Structure of Internal-Operational Messages
- Contrasting Examples of Internal-Operational Messages
- OTHER DIRECT MESSAGE SITUATIONS
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- PROBLEM-SOLVING CASES
- Communication Matters: Choosing the Right Font
- Technology in Brief: Shortcut Tools Help Writers Improve Productivity and Quality
- Technology in Brief: Tables Help Writers Organize Data for Easy Reading
- Communication Matters: A Workplace without Email? One Company's Strategy
- CHAPTER EIGHT: Maintaining Goodwill in Bad-News Messages
- APPROACHES TO WRITING BAD-NEWS MESSAGES
- THE GENERAL INDIRECT PLAN
- Using a Strategic Buffer
- Setting Up the Negative News
- Presenting the Bad News Positively
- Offering an Alternative Solution
- Ending on a Positive Note
- Apologizing
- REFUSED REQUESTS
- INTRODUCTORY CHALLENGE
- Developing the Strategy
- Setting Up the Explanation in the Opening
- Presenting the Explanation Convincingly
- Handling the Refusal Positively
- Using a Compromise When Practical
- Closing with Goodwill
- Fitting the General Plan to Refused Requests
- Contrasting Refusals
- INDIRECT CLAIMS
- INTRODUCTORY CHALLENGE
- Choosing the Right Tone
- Leading into the Problem in the Beginning
- Describing the Problem Clearly
- Requesting the Correction
- Building Goodwill with a Fair-Minded Close
- Outlining the Indirect Claim Message
- Contrasting Examples of Indirect Claim Messages
- ADJUSTMENT REFUSALS
- INTRODUCTORY CHALLENGE
- Determining the Strategy
- Setting Up Your Reasoning
- Making Your Case
- Refusing Positively and Closing Courteously
- Adapting the General Plan
- Contrasting Adjustment Refusal Messages
- NEGATIVE ANNOUNCEMENTS
- INTRODUCTORY CHALLENGE
- Determining the Strategy
- Setting Up the Bad News
- Positively Presenting the Bad News
- Focusing on Next Steps or Remaining Benefits
- Closing on a Positive or Encouraging Note
- Reviewing the Plan
- Contrasting Negative Announcements
- Using Directness in Some Cases
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- PROBLEM-SOLVING CASES
- Technology in Brief: Outlook Quick Parts Tool Allows Writers to Reuse Content
- Communication Matters: Balance, Not "Spin," in Negative Announcements
- CHAPTER NINE: Making Your Case with Persuasive Messages and Proposals
- THE PREDOMINANCE OF INDIRECTNESS IN PERSUASIVE MESSAGES
- GENERAL ADVICE ABOUT PERSUASION
- Know Your Readers
- Choose and Develop Targeted Reader Benefits
- Make Good Use of Three Kinds of Appeals
- Make It Easy for Your Readers to Comply
- PERSUASIVE REQUESTS
- INTRODUCTORY CHALLENGE
- Determining Your Strategy
- Gaining Attention in the Opening
- Developing the Appeal
- Making the Request Clearly and Positively
- Summarizing the Plan for Requests
- Contrasting Persuasive Requests
- SALES MESSAGES
- INTRODUCTORY CHALLENGE
- Questioning the Acceptability of Sales Messages
- Preparing to Write a Sales Message
- Determining the Central Appeal
- Determining the Makeup of the Mailing
- Gaining Attention Before the Message Begins
- Gaining Attention in the Opening of the Message
- Building a Persuasive Case
- Stressing the You-Viewpoint
- Choosing Words Carefully
- Enhancing Your Message with Visuals
- Including All Necessary Information
- Driving for the Sale
- Adding a Postscript
- Offering Name Removal to Email Readers
- Reviewing the General Sales Plan
- Evaluating Contrasting Examples
- PROPOSALS
- INTRODUCTORY CHALLENGE
- Types of Proposals
- Proposal Format and Contents
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- PROBLEM-SOLVING CASES
- Communication Matters: The Ingredients of Successful Fundraising
- Communication Matters: Sophisticated Selling in White Papers
- Communication Matters: Gaining—and Keeping—Readers' Attention on Facebook and Twitter
- Communication Matters: The Importance of Vividness in Sales Messages
- Communication Matters: Persuasive Strategies Vary across Cultures
- Technology in Brief: Web Resources for Proposal Writing
- Communication Matters: Wise Words from a Professional Proposal Writer
- Communication Matters: The Seven Deadly Sins of Proposal Writing
- CHAPTER TEN: Conducting a Winning Job Campaign
- INTRODUCTORY CHALLENGE
- THE JOB SEARCH
- Building a Network of Contacts
- Obtaining an Internship
- Identifying Appropriate Jobs
- Finding Your Employer
- PREPARING THE APPLICATION DOCUMENTS
- CONSTRUCTING THE RÉSUMÉ
- Résumé Content
- Printed (Hardcopy) Résumés
- Electronic Résumés
- Scannable Résumés
- WRITING THE COVER MESSAGE
- Cover Letters
- Email Cover Messages
- HANDLING THE INTERVIEW
- Investigating the Company
- Making a Good Appearance
- Anticipating Questions and Preparing Answers
- Putting Yourself at Ease
- Helping to Control the Dialogue
- FOLLOWING UP AND ENDING THE APPLICATION
- Other Job-Search Messages
- Continuing Job-Search Activities
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- PROBLEM-SOLVING CASES
- Communication Matters: The Where, What, and Whys of Hiring
- Technology in Brief: Make Your LinkedIn Profile Work for You
- Communication Matters: The Most Important Six Seconds in Your Job Search
- Communication Matters: Developing a Professional Portfolio
- Technology in Brief: Websites Offer Valuable Interview Advice
- Communication Matters: Answers to the 10 Toughest Interview Questions
- Communication Matters: What's the Number One Interviewing Mistake?
- PART FOUR: Fundamentals of Report Writing
- CHAPTER ELEVEN: Preparing Informative and Influential Business Reports
- INTRODUCTORY CHALLENGE
- REPORTS AND YOUR FUTURE
- DEFINING REPORTS
- DETERMINING THE REPORT PROBLEM AND PURPOSE
- The Preliminary Investigation
- The Need for Clear Problem and Purpose Statements
- DETERMINING THE FACTORS
- Use of Subtopics in Information Reports
- Hypotheses for Problems Requiring Solution
- Bases of Comparison in Evaluation Studies
- GATHERING THE INFORMATION NEEDED
- INTERPRETING THE FINDINGS
- Advice for Avoiding Human Error
- Appropriate Attitudes and Practices
- Statistical Tools for Data Analysis
- ORGANIZING THE REPORT INFORMATION
- The Nature and Benefits of Outlining
- Organization by Division
- Division by Conventional Relationships
- Combination and Multiple Division Possibilities
- From Outline to Table of Contents
- WRITING THE REPORT
- Beginning and Ending
- Being Objective
- Being Consistent with Time
- Including Transitions
- Maintaining Interest
- COLLABORATIVE REPORT WRITING
- Determining the Group Makeup
- Creating the Ground Rules
- Choosing the Means of Collaboration
- Making a Project Plan
- Researching and Writing the Report
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Communication Matters: Report-Writing Practices and the Sarbanes-Oxley Act
- Technology in Brief: Report-Writing Tools Help Businesses Succeed
- Technology in Brief: Brainstorm and Outline with Visualization Tools
- Communication Matters: Formal, Informal, or Somewhere in Between?
- Communication Matters: Choice Lines Gleaned from Accident Reports Submitted to Insurance Companies
- Communication Matters: Does Your Group Have Emotional Intelligence?
- Technology in Brief: Comment and Review Tools Help Writers Track Changes to Their Documents
- CHAPTER TWELVE: Choosing the Right Type of Report
- INTRODUCTORY CHALLENGE
- AN OVERVIEW OF REPORT COMPONENTS
- The Report Classification Plan
- The Report Components
- CHARACTERISTICS OF THE SHORTER REPORTS
- Little Need for Introductory Information
- Predominance of the Direct Order
- A More Personal Writing Style
- Less Need for a Structured Coherence Plan
- FORMS FOR SHORT TO MID-LENGTH REPORTS
- The Short Report
- Letter Reports
- Email and Memo Reports
- Written Reports in Other Forms
- COMMON TYPES OF SHORT REPORTS
- Routine Operational Reports
- Progress Reports
- Problem-Solving Reports
- Meeting Minutes
- COMPONENTS OF LONG, FORMAL REPORTS
- The Report Introduction
- The Report Body
- The Ending of the Report
- Appended Parts
- THE STRUCTURAL COHERENCE PLAN
- THE FORMAL REPORT ILLUSTRATED
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- PROBLEM-SOLVING CASES
- ADDITIONAL TOPICS FOR REPORTS
- Communication Matters: Creating a Report Title with the 5 Ws and 1 H
- Communication Matters: Tips from a Professional Explainer
- Technology in Brief: Using a Report Template for a Polished Look
- Communication Matters: Knowledge Management Gives Companies the Competitive Edge
- Technology in Brief: Using a Table of Contents Generator for Speed and Accuracy
- CHAPTER THIRTEEN: Conducting Research for Decision Makers
- INTRODUCTORY CHALLENGE
- WHY RESEARCH MATTERS
- WHAT RESEARCH IS
- Primary versus Secondary Research
- Quantitative versus Qualitative Strategies
- HOW TO FIND EXISTING RESEARCH
- Searching the Web
- Evaluating Websites
- Taking Advantage of Social Networks
- Using the Library
- HOW TO DO NEW RESEARCH
- Conducting a Survey
- Conducting an Experiment
- Using Observation
- Conducting Qualitative Research
- CONDUCTING ETHICAL BUSINESS RESEARCH
- Treating Research Participants Ethically
- Reporting Information Accurately and Honestly
- THERE'S MORE. . .
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Technology in Brief: Managing Citations with Zotero
- Technology in Brief: Web-Based Survey Tools Help Writers Design, Analyze, and Report Results of Questionnaires
- CHAPTER FOURTEEN: Using Visuals to Make Your Point
- INTRODUCTORY CHALLENGE
- PLANNING THE VISUALS
- DETERMINING THE GENERAL MECHANICS OF CONSTRUCTION
- Size
- Orientation
- Type
- Rules and Borders
- Color and Cross-Hatching
- Clip Art
- Background
- Numbering
- Construction of Titles and Captions
- Placement of Titles and Captions
- Footnotes and Acknowledgments
- CONSTRUCTING TEXTUAL VISUALS
- Tables
- Pull Quotes
- Bulleted Lists
- Flowcharts and Process Charts
- CONSTRUCTING CHARTS, GRAPHS, AND OTHER VISUALS
- Bar and Column Charts
- Pictographs
- Pie Charts
- Line Charts
- Scatter Diagrams
- Maps
- Combination Charts
- Three-Dimensional Visuals
- Photographs
- Other Visuals
- Visual Integrity
- PLACING AND INTERPRETING THE VISUALS
- THERE'S MORE. . .
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Communication Matters: Infographics: Everything Old Is New Again
- Communication Matters: Avoiding Chartjunk
- Communication Matters: The Periodic Table of Visualization Methods
- PART FIVE: Oral Forms of Business Communication
- CHAPTER FIFTEEN: Communicating Effectively in Meetings and Conversations
- INTRODUCTORY CHALLENGE
- THE PREVALENCE OF ORAL COMMUNICATION ON THE JOB
- INFORMAL WORKPLACE TALKING
- Elements of Professional Talking
- Courtesy in Talking
- CONDUCTING AND PARTICIPATING IN MEETINGS
- Techniques of Conducting Meetings
- Techniques for Participating in a Meeting
- USING THE PHONE
- Professional Voice Quality
- Courtesy
- Effective Phone Procedures
- Effective Voice Mail Techniques
- Courteous Use of Cell Phones
- LISTENING
- The Nature of Listening
- Improving Your Listening Ability
- THE REINFORCING ROLE OF NONVERBAL COMMUNICATION
- The Nature of Nonverbal Communication
- Types of Nonverbal Communication
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Communication Matters: Finding Your Professional Voice
- Communication Matters: The Art of Negotiation
- Technology in Brief: Collaborative Tools Support Virtual Meetings
- Communication Matters: What 's in a Handshake?
- CHAPTER SIXTEEN: Delivering Oral Reports and Business Speeches
- INTRODUCTORY CHALLENGE
- MASTERING FORMAL SPEAKING
- REPORTING ORALLY
- Defining Oral Reports
- Understanding the Differences between Oral and Written Reports
- Planning the Oral Report
- GIVING SPEECHES AND PRESENTATIONS
- Determining the Topic and Purpose
- Preparing the Presentation
- Choosing the Presentation Method
- Choosing the Means of Audience Feedback
- PREPARING YOURSELF TO SPEAK
- Appealing Personal Traits
- Appropriate Appearance and Physical Actions
- Pleasant Voice and Speaking Style
- SUPPORTING YOUR TALK WITH VISUALS
- What Kinds of Information to Present Visually
- Techniques for Using Visuals
- Use of Presentation Software
- Use of Handouts
- DELIVERING WEB-BASED PRESENTATIONS
- Varieties of Web Presentations
- Special Guidelines for Web Presentations
- GIVING TEAM (COLLABORATIVE) PRESENTATIONS
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Communication Matters: Have You Met TED?
- Technology in Brief: Presentation Delivery Tools Help You Convey Your Message Effectively
- Communication Matters: Look Like a Pro with PowerPoint Keyboard Shortcuts
- Technology in Brief: Virtual Presentations: The Next Best Thing to Being There
- PART SIX: Elements of Professionalism: Technological Proficiency and Correctness
- CHAPTER SEVENTEEN: Leveraging Technology for Better Writing
- INTRODUCTORY CHALLENGE
- TECHNOLOGICAL SUPPORT FOR WRITING TASKS
- TOOLS FOR CONSTRUCTING MESSAGES
- Computer Tools for Planning a Writing Project
- Computer Tools for Gathering and Organizing Information
- Computer Tools for Presenting Information
- Computer Tools for Drafting
- Computer Tools for Revising and Editing
- COMPUTER TOOLS FOR COLLABORATION
- Collaborative Writing Programs
- Discussion Boards
- A LOOK TO THE FUTURE
- THERE'S MORE…
- SUMMARY BY LEARNING OBJECTIVES
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- Technology in Brief: Backing Up Frequently Is the Writer's Responsibility
- Communication Matters: Do U Txt?
- CHAPTER EIGHTEEN: Conveying Professionalism Through Correctness
- INTRODUCTORY CHALLENGE
- THE IMPORTANCE OF CORRECTNESS
- THE NATURE OF CORRECTNESS
- STANDARDS FOR PUNCTUATION
- Apostrophe: Apos 1
- Apos 2
- Apos 3
- Brackets: Bkts
- Colon: Cln 1
- Cln 2
- Comma: Cma 1
- Cma 2–1
- Cma 2–2
- Cma 3
- Cma 4–1
- Cma 4–2
- Cma 4–3
- Cma 4–4
- Cma 5–1
- Cma 5–2
- Cma 6–1
- Cma 6–2
- Dash: Dsh 1
- Dsh 2
- Exclamation Mark: Ex
- Hyphen: Hpn 1
- Hpn 2–1
- Hpn 2–2
- Hpn 2–3
- Italics: Ital 1
- Ital 2
- Ital 3
- Parentheses: Parens
- Period: Pd 1
- Pd 2
- Pd 3
- Question Mark: Q
- Quotation Marks: QM 1
- QM 2
- QM 3
- QM 4
- Semicolon: SC 1
- SC 2
- SC 3
- SC 4
- STANDARDS FOR GRAMMAR
- Adjective–Adverb Confusion: AA
- Subject–Verb Agreement: Agmt SV
- Adverbial Noun Clause: AN
- Awkward: Awk
- Dangling Modifi ers: Dng
- Misplaced Modifi ers: Mispl
- Mixed Construction: MixCon
- Incomplete Constructions: IncCon
- Sentence Fragment: Frag
- Pronouns: Pn 1
- Pn 2
- Pn 3
- Pn 4
- Parallelism: Prl
- Tense: Tns
- Tns 1
- Tns 2
- Tns 3
- Tns 4
- Tns 5
- Word Use: WU
- Wrong Word: WW
- STANDARDS FOR THE USE OF NUMBERS
- Numbers: No 1
- No 2
- No 3
- No 4
- No 5
- No 6
- No 7
- No 8
- No 9
- No 10
- No 11
- SPELLING: SP
- Rules for Word Plurals
- Other Spelling Rules
- CAPITALIZATION: CAP
- THERE'S MORE…
- KEY TERMS
- CRITICAL THINKING QUESTIONS
- SKILLS BUILDING EXERCISES
- A SELF-ADMINISTERED DIAGNOSTIC TEST OF CORRECTNESS
- Communication Matters: Can You Detect the Difference that Punctuation Makes?
- Communication Matters: Good Grammar: Your Ticket to Getting and Keeping a Job
- Technology in Brief: Using the Internet to Improve Your Grammar
- Technology in Brief: Hyphen, Small Dash, or Big Dash?
- APPENDIXES
- A: Corrections for the Self-Administered Diagnostic Test of Correctness
- B: Physical Presentation of Letters, Memos, and Reports
- C: General Grading Symbols: Punctuation, Grammar, Numbers, Spelling, Proofreading, Technique, Strategy, and Formatting
- D: Grading Codes and Checklists: Messages and Reports
- E: Documentation and the Bibliography
- Communication Matters: Quotation Marks, Citation, Both, or Neither?
- Technology in Brief: Using Microsoft 2010 to Add Footnotes
- Communication Matters: Citation Management Tools: Use with Caution
- Photo Credits
- Index
- A
- B
- C
- D
- E
- F
- G
- H
- I
- J
- K
- L
- M
- N
- O
- P
- Q
- R
- S
- T
- U
- V
- W
- Y
- Z
-
- 2015-05-26T17:19:29+0000
- Preflight Ticket Signature
