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with MyLab BusinessCommunication®

• Reporting Dashboard—View, analyze, and report learning outcomes clearly and easily, and get the information you need to keep your students on track throughout the course with the new Reporting Dashboard. Available via the MyLab Gradebook and fully mobile- ready, the Reporting Dashboard presents student performance data at the class, section, and program levels in an accessible, visual manner.

• Pearson eText—Keeps students engaged in learning on their own time, while helping them achieve greater conceptual understanding of course material. The worked examples bring learning to life, and algorithmic practice allows students to apply the very concepts they are reading about. Combining resources that illuminate content with accessible self- assessment, MyLab with eText provides students with a complete digital learning experience—all in one place.

• Quizzes and Tests—Pre-built quizzes and tests allow you to quiz students without having to grade the assignments yourself.

• Video Exercises—These engaging videos explore a variety of business topics related to the theory students are learning in class. Quizzes assess students' comprehension of the concepts covered in each video.

• Learning Catalytics™—Is an interactive, student response tool that uses students' smartphones, tablets, or laptops to engage them in more sophisticated tasks and thinking. Now included with MyLab with eText, Learning Catalytics enables you to generate classroom discussion, guide your lecture, and promote peer-to-peer learning with real-time analytics. Instructors, you can:

■ ■■ Pose a variety of open-ended questions that help your students develop critical thinking skills

■ ■■ Monitor responses to find out where students are struggling ■ ■■ Use real-time data to adjust your instructional strategy and

try other ways of engaging your students during class ■ ■■ Manage student interactions by automatically grouping

students for discussion, teamwork, and peer-to-peer learning

A L W A Y S L E A R N I N G

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Giving Students the Skills and Insights They Need to Thrive in Today’s Digital Business Environment The essential skills of writing, listening, collaborating, and public speaking are as important as ever, but they’re not enough to succeed in today’s business world. As business communication continues to get rocked by waves of innovation—first digital media, then social media, now mobile communication, and watch out for the upcoming invasion of chatbots—the nature of communication is changing. And the changes go far deeper than the tools themselves.

In this exciting but complex new world, no other textbook can match the depth and range of coverage offered by Business Communication Today.

ChaPter 1 Professional communication in a Digital, social, Mobile World 15

the soCial CommuniCation model

The basic model presented in Figure 1.5 illustrates how a single idea moves from one sender to one receiver. In a larger sense, it also helps represent the traditional nature of much business communication, which was primarily defined by a publishing or broadcasting mindset. For external communication, a company issued carefully scripted messages to a mass audience that didn’t have many options for responding to those messages or initiating messages of their own. Customers and other interested parties had few ways to connect with one another to ask questions, share information, or offer support. Internal communication tended to follow the same “we talk, you listen” model, with upper managers issuing directives to lower-level supervisors and employees.

In recent years, however, a variety of technologies have enabled and inspired a new approach to business communication. In contrast to the publishing mindset, this social communication model is interactive, conversational, and usually open to all who wish to participate. Audience members are no longer passive recipients of messages but active participants in a conversation. Social media have given customers and other stake- holders a voice they did not have in the past. And businesses are listening to that voice. In fact, one of the most common uses of social media among U.S. businesses is monitoring online discussions about a company and its brands.19

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

The social communication model offers many advantages, but it has a number of disadvantages as well. Potential problems include information overload, a lower level

The conversational and inter- active social communication model is revolutionizing business communication.

The social communication model can increase the speed of com- munication, reduce costs, improve access to expertise, and boost employee satisfaction.

For all their advantages, social media tools also present a number of communication challenges.

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

Tendencies Publication, broadcast

Lecture Intrusion

Unidirectinal One to many; mass audience

Control Low message frequency

Few channels Information hoarding

Static Hierarchical Structured

Isolated Planned Resistive

Conventional Promotion: “We Talk, You Listen”

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

Tendencies Converstion Discussion Permission

Bidirectional, multidirectional One to one; many to many

Influence High message frequency

Many channels Information sharing

Dynamic Egalitarian Amorphous

Collaborative Reactive

Responsive

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Tools, Techniques, and Insights for Communicating Successfully in a Mobile, Digital, Social World

CHAPTER 7 Digital Media 183

aggregating the knowledge of groups ranging from individual departments to the public at large.

●● Blogging and microblogging. The ability to update content quickly and easily makes blogs and microblogs (such as Twitter) a natural medium when communicators want to get messages out in a hurry.

●● Online video. Digital and online video have transformed what used to be a fairly specialized tool into a mainstream business communication medium.

The first four of these—email, messaging, web content, and podcasting—are cov- ered in this chapter. Digital media with a strong social element, from social networks to microblogs, are addressed in Chapter 8. Online video, along with other visual media, is covered in Chapter 9.

Note that the lines between these media often get blurred as systems expand their capabilities or people use them in new ways. Moreover, the mobile variants of all these technologies add another layer of challenges and opportunities for business communica- tors. For example, the ability to scan coded labels such as barcodes or the similar Quick Response (QR) codes attached to printed materials, products, or store windows (or the ability to pick up radio signals from near-field communication tags) gives smartphone users a way to get more information—from companies themselves and from other con- sumers providing reviews on social websites.

Most of your business communication is likely to be via digital means, but don’t over- look the benefits of printed messages. (For more on formatting printed letters and memos, see Chapter 6 and Appendix A.) Here are several situations in which you should consider using a printed message rather than digital alternatives:

●● When you want to make a formal impression. For special messages, such as sending congratulations or condolences, the formality of printed documents usually makes them a much better choice than digital messages.

●● When you are legally required to provide information in printed form. Business con- tracts and government regulations sometimes require that information be provided on paper.

●● When you want to stand out from the flood of digital messages. If your audience’s computers are overflowing with Twitter updates, email messages, and messaging notifications, sometimes a printed message can stand out enough to get noticed.

●● When you need a permanent, unchangeable, or secure record. Letters and memos are reliable. Once printed, they can’t be erased with a single keystroke or surreptitiously modified the way some digital messages can be. Printed documents also require more effort to copy and forward.

COMPOSITIONAL MODES FOR DIGITAL AND SOCIAL MEDIA

As you practice using various media and channels in this course, it’s best to focus on the fundamentals of planning, writing, and completing messages, rather than on the specific details of any one medium or system.2 Fortunately, the basic communication skills required usually transfer from one system to another. You can succeed with written communication in virtually all digital media by using one of nine compositional modes:

●● Conversations. Messaging is a great example of a written medium that mimics spoken conversation. And just as you wouldn’t read a report to someone sitting in your office, you wouldn’t use conversational modes to exchange large volumes of information or to communicate with more than a few people at once.

●● Comments and critiques. One of the most powerful aspects of social media is the opportunity for interested parties to express opinions and provide feedback, whether by leaving comments on a blog post or reviewing products on an e-commerce site. Sharing helpful tips and insightful commentary is also a great way to build your

Even with the widespread use of digital media, printed memos and letters still play an important role in business communication.

Communicating successfully with digital media requires a wide range of writing approaches.

These tips will help you make the best choice in various business situations. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

REAL-TIME UPDATES

LEARN MORE BY READING THIS ARTICLE

Should you email, text, or pick up the phone?

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ChaPter 16 Developing Presentations in a social Media environment 477

incorporating technology in Your presentation Like much of the rest of business communication, presentations can be high-tech affairs in many companies. Two aspects you will most likely encounter on the job are the back- channel and online presentations.

emBraCing the BaCkChannel

Many business presentations these days involve more than just the spoken conversation between the speaker and his or her audience. Using Twitter and other digital media, audi- ence members often carry on their own parallel communication during a presentation via the backchannel, which the presentation expert Cliff Atkinson defines as “a line of com- munication created by people in an audience to connect with others inside or outside the room, with or without the knowledge of the speaker.”29 Chances are you’ve participated in an informal backchannel already, such as when texting with your classmates or live- blogging during a lecture.

The backchannel presents both risks and rewards for business presenters. On the negative side, for example, listeners can research your claims the instant you make them and spread the word quickly if they think your information is shaky. The backchannel also gives contrary audience members more leverage, which can cause presentations to spin out of control. On the plus side, listeners who are excited about your message can build support for it, expand on it, and spread it to a much larger audience in a matter of seconds. You can also get valuable feedback during and after presentations.30

By embracing the backchannel, rather than trying to fight it or ignore it, presenters can use this powerful force to their advantage. Follow these tips to make the backchannel work for you:31

●● Integrate social media into the presentation process. For example, you can create a website for the presentation so that people can access relevant resources during or after the presentation, create a Twitter hashtag that everyone can use when sending tweets, or display the Twitterstream during Q&A so that everyone can see the ques- tions and comments on the backchannel.

●● Monitor and ask for feedback. Using a free service such as TweetDeck to organize tweets by hashtag and other variables, you can monitor comments from the audience. To avoid trying to monitor the backchannel while speaking, you can schedule “Twitter breaks,” during which you review comments and respond as needed.

●● Review comments to improve your presentation. After a presentation is over, review comments on audience members’ Twitter accounts and blogs to see which parts con- fused them, which parts excited them, and which parts seemed to have little effect (based on few or no comments).

●● Automatically tweet key points from your presentation while you speak. Add-ons for presentation software can send out prewritten tweets as you show specific slides during a presentation. By making your key points readily available, you make it easy for listeners to retweet and comment on your presentation.

●● Establish expectations with the audience. Explain that you welcome audience participation but that to ensure a positive experience for everyone, comments should be civil, relevant, and productive.

giving PreSentationS online

Online presentations offer many benefits, including the opportunity to communicate with a geographically dispersed audience at a fraction of the cost of travel and the ability for a project team or an entire organization to meet at a moment’s notice. However, this format also presents some challenges for the presenter, thanks to that

4 learning oBjeCtiveExplain the growing importance of the backchannel in presentations, and list six steps for giving effective presentations online.

Twitter and other social media are dramatically changing busi- ness presentations by making it easy for all audience members to participate in the backchannel.

Resist the urge to ignore or fight the backchannel; instead, learn how to use it to your advantage.

Online presentations give you a way to reach more people in less time, but they require special preparation and skills.

moBile app

SlideShark lets you present and share PowerPoint slides with mobile and PC users.

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CHAPTER 9 Visual Media 251

Producing Business Videos No matter what career path you pursue, chances are you’ll have the need or opportunity to produce (or star in) a business video. For videos that require the highest production quality, companies usually hire specialists with the necessary skills and equipment. For most routine needs, however, any business communicator with modest equipment and a few basic skills can create effective videos.

The three-step process adapts easily to video; professionals refer to the three steps as preproduction, production, and postproduction (see Figure 9.15). You can refer to one of the many books available on basic video production techniques for more detail, but here are the key points to consider in all three steps. (A note on terminology: digital video- graphy has inherited a number of terms from film that don’t make strict technical sense but are in common use anyway, including footage to indicate any amount of recorded video and filming to indicate video recording.)

STEP 1: PREPRODUCTION

When you’re recording speeches, seminars, and other events, planning is crucial because you have only one opportunity to get the footage you need. And even when you have the flexibility to retake footage, thoughtful planning will save time and money and lead to bet- ter-looking results. For any video, be sure to think through the following seven elements:

●● Purpose and scope. With every communication effort, of course, it’s essential to iden- tify the purpose of your message and define the scope of what you will address before

6 LEARNING OBJECTIVEIdentify the most important considerations in the preproduction, production, and postproduction stages of producing basic business videos.

The process of creating videos is divided into preproduction, pro- duction, and postproduction.

Figure 9.15 Creating Effective Business Videos By following a methodical process in the preproduction, production, and postproduction stages, any business communicator with even basic equipment can create effective videos.

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ChaPter 8 social Media 217

adaPting the three-steP ProCess for sUCCessfUl Blogging

The three-step writing process is easy to adapt to blogging. The planning step is particularly important if you’re considering starting a blog because you’re planning an entire commu- nication channel, not just a single message. Pay close attention to your audience, your pur- pose, and your scope.

●● Audience. Except with team blogs and other efforts that have an obvious and well- defined audience, defining the target audience for a blog can be challenging. You want an audience that is large enough to justify the time you’ll be investing but nar- row enough that you can provide a clear focus. For instance, if you work for a firm that develops computer games, would you focus your blog on “hardcore” players, the types who spend thousands of dollars on super-fast PCs optimized for video games, or would you broaden the reach to include all video gamers? The decision often comes down to business strategy.

●● Purpose. A business blog needs to have a business-related purpose that is impor- tant to your company and to your chosen audience. Moreover, the purpose has to “have legs”—that is, it needs to be something that can drive the blog’s content for months or years—rather than focus on a single event or an issue of only tem- porary interest. For instance, if you’re a technical expert, you might create a blog to give the audience tips and techniques for using your company’s products more effectively—a never-ending subject that’s important to both you and your audience.

Before you launch a blog, make sure you have a clear understand- ing of your target audience, the purpose of your blog, and the scope of subjects you plan to cover.

Figure 8.2 Business Applications of Blogging This Xerox blog illustrates the content, writing style, and features that make an effective, reader-friendly company blog. Source: Courtesy of Xerox Corporation.

Like many large corporations, Xerox has a variety of blogs. This menu give quick access to all of them. The search box lets visitors quickly find posts on topics of interest. A large photo helps draw readers in.

Readers can subscribe to future posts via email or RSS newsfeed.

The post title is brief and clear, and it incorporates key terms likely to trigger hits in search engines (Internet of Everything and energy).

These links provide access to other posts by this author and other posts tagged with “innovation.” Social media share buttons make it easy for readers to share this post with their followers.

The sidebar lists recent posts and recent com- ments left by readers.

The post positions the company as an expert in an important technology field, without overtly selling Xerox products and services.

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CHAPTER 2 Collaboration, Interpersonal Communication, and Business Etiquette 45

by invitation only). Many intranets have now evolved into social networking systems that include a variety of communication and collaboration tools, from microblogging to video clip libraries. For example, the performance troupe Blue Man Group uses a social intranet to help its 500 employees plan, stage, and promote shows all over the world.30

Social Networks and Virtual Communities Social networking technologies are redefining teamwork and team communication by helping erase the constraints of geographic and organization boundaries. Some companies use social networks to form virtual communities or communities of practice that link employees with similar professional interests throughout the company and sometimes with customers and suppliers as well.

Social networks foster collaboration by identifying and connecting the best people to work on each problem or project, no matter where they are around the world or what their official roles are in the organization. Such communities are similar to teams in many respects, but one major difference is in the responsibility for accumulating organizational knowledge over the long term, beyond the duration of any specific project. For example, the pharmaceutical company Pfizer has a number of permanent product-safety commu- nities that provide specialized advice on drug safety issues to researchers throughout the organization.31

Social networking can also help a company maintain a sense of community even as it grows beyond the size that normally permits extensive daily interaction. At the online retailer Zappos, fostering a supportive work environment is the company’s top priority. To encourage the sense of community among its expanding workforce, Zappos uses social networking tools to track employee connections and encourage workers to reach out and build relationships.32

Collaboration via Mobile Devices Mobile devices add another layer of options for collaborative writing and other commu- nication projects, particularly when used with cloud computing. Today’s mobile systems can do virtually everything that fixed-web collaboration systems can do, from writing on virtual whiteboards to sharing photos, videos, and other multimedia files.33 Mobility lets workers participate in online brainstorming sessions, seminars, and other formal or infor- mal events from wherever they happen to be at the time (see Figure 2.3). This flexibility can

A community of practice links professionals with similar job interests; a key benefit is accumu- lating long-term organizational knowledge.

Internal social networks help companies assemble the best resources for a given task, regard- less of where the employees are located.

Collaboration apps for mobile devices support nearly all the features of computer-based platforms.

Figure 2.3 Collaboration on Mobile Devices Mobile connectivity is transforming collaboration activities, helping teams and work groups stay connected no matter where their work takes them. For example, this team was able to discuss and edit a press release using their tablets in different locations.

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The Unique Demands of Mobile Business

Communication

Intriguing Glimpses into the Future of Business Communication

16 Part 1 Understanding the Foundations of business communication

of engagement with tasks and other people, fragmented attention, information secu- rity risks, reduced productivity, and the difficulty of maintaining a healthy boundary between personal and professional lives.20 All business professionals and managers need to choose and use digital tools wisely to control the flow of information they receive.

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

You can learn more about business uses of social media in Chapter 8.

the mobile Revolution As much of a game changer as social media have been, some experts predict that mobile communication will change the nature of business and business communication even more. The venture capitalist Joe Schoendorf says that “mobile is the most disruptive technology that I have seen in 48 years in Silicon Valley.”21 The researcher Maribel Lopez calls mobile “the biggest technology shift since the Internet.”22

Companies recognize the value of integrating mobile technology, from communica- tion platforms to banking to retail. Mobile apps and communication systems can boost employee productivity, help companies form closer relationships with customers and busi- ness partners, and spur innovation in products and services (see Figure 1.8). Given the advantages and the rising expectations of employees and customers, firms on the leading edge of the mobile revolution are working to integrate mobile technology throughout their organizations.23

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

4 leaRninG oBJeCtiVeOutline the challenges and opportunities of mobile communication in business.

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

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ChaPter 1 Professional communication in a Digital, social, Mobile World 17

the rise of moBile as a CommuniCation Platform

Whether it’s emailing, social networking, watching videos, or doing research, the percent- age of communication and media consumption performed on mobile devices continues to grow. For millions of people around the world, a mobile device is their primary way, if not their only way, to access the Internet. Globally, more than 80 percent of Internet users access the web with a mobile device at least some of the time.24

Mobile has become the primary communication tool for many business professionals, including a majority of executives under age 40.25 Email and web browsing rank first and second in terms of the most common nonvoice uses of smartphones, and more email mes- sages are now opened on mobile devices than on PCs.26 Roughly half of U.S. consumers use a mobile device exclusively for their online search needs, and many online activities that eventually migrate to a PC screen start out on a mobile screen.27 For many people, the fact that a smartphone can make phone calls is practically a secondary consideration; data traffic from mobile devices far outstrips voice traffic.28

Moreover, mobile phones—particularly smartphones—have become intensely per- sonal devices in ways that PCs never did. For many users, the connection is so close they feel a sense of panic when they don’t have frequent access to their phones.29 When people are closely attached to their phones, day and night, they are more closely tied to all the information sources, conversations, and networks that those phones can connect to. As a result, mobile connectivity can start to resemble a continuous stream of conversations that never quite end, which influences the way businesses need to interact with their stakeholders. If wearable technologies become mainstream devices, they will contribute even more to this shift in behaviors (see Figure 1.9).

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

hoW moBile teChnologies are Changing Business CommuniCation

The rise of mobile communication has some obvious implications, such as the need for websites to be mobile friendly. If you’ve ever tried to browse a conventional website on a tiny screen or fill in complicated online forms using the keypad on your phone, you know how frustrating the experience can be. Users increasingly expect websites to be mobile friendly, and they’re likely to avoid sites that aren’t optimized for mobile.30

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

Will wearable technologies influence business and business communication? These presentations explore the potential. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

real-time uPdates

Learn MOre by vieWing these PresentatiOns

exploring the potential of wearable technologies

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

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ChaPter 1 Professional communication in a Digital, social, Mobile World 17

the rise of moBile as a CommuniCation Platform

hoW moBile teChnologies are Changing Business CommuniCation

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

Will wearable technologies influence business and business communication? These presentations explore the potential. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

real-time uPdates

Learn MOre by vieWing these PresentatiOns

exploring the potential of wearable technologies

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144 PART 2 Applying the Three-Step Writing Process

In some instances combining approaches in a single para- graph is an effective strategy. Notice how the example pro- vided for “Problem and solution” in Table 5.6 also includes an element of illustration by listing some of the unique products that could be part of the proposed solution. When combining approaches, however, do so carefully so that you don’t lose readers partway through the paragraph.

In addition, before settling for the first approach that comes to mind, consider alternatives. Think through various methods before committing yourself, or even write several test

paragraphs to see which method works best. By avoiding the easy habit of repeating the same old paragraph pattern time after time, you can keep your writing fresh and interesting.

Writing Messages for Mobile Devices One obvious adaptation to make for audiences using mobile devices is to modify the design and layout of your messages to fit smaller screen sizes and different user interface features(see Chapter 6). However, modifying your approach to writing is also an important step. Reading is more difficult on small screens, and consequently users’ ability to compre- hend what they read on mobile devices is lower than it is on larger screens.18 In fact, research shows that comprehension can drop by 50 percent when users move from reading on a full-size screen to reading on a smartphone, and they can scroll right past vital information without noticing it.19 Use these five techniques to make your mobile messages more effective:

●● Use a linear organization. In a printed document or on a larger screen, readers can easily take in multiple elements on a page, such as preview or summary boxes, tables and other supporting visuals, and sidebars with related information. All these elements are in view at the same time, so readers can jump around the page to read various parts without feel- ing lost. With small mobile device screens, however, a complicated organization requires readers to zoom in and out and pan around to see all these elements at readable text sizes. This makes reading slower and increases the odds that readers will get disoriented and lose the thread of the message because they can’t see the big picture. In addition, using a touch screen momentarily obscures some of the information, so the more that users have to hunt and scroll, the more likely they will miss something.20 To simplify reading, organize with a linear flow from the top to the bottom of the message or article.

●● Prioritize information. Small screens make it difficult for readers to scan the page to find the information they want most. Prioritize the information based on what you know about their needs and put that information first.21 Use the inverted pyra- mid style favored by journalists, in which you reveal the most important information briefly at first and then provide successive layers of detail that readers can consume if they want. Note that you may need to avoid using the indirect approach (see page 114) if your message is complicated because it will be more difficult for readers to follow your chain of reasoning.

●● Write shorter and more focused messages and documents. Mobile users often lack the patience or opportunity to read lengthy messages or documents, so keep it short.22 In some cases this could require you to write two documents, a shorter executive sum- mary (see page 425) for mobile use and a longer supporting document that readers can access with their PCs if they want more details.

●● Use shorter subject lines and headings. Mobile devices, particularly phones, can’t display as many characters in a single line of text as the typical computer screen can. Depending on the app or website, email subject lines and page headings will be truncated or will wrap around to take up multiple lines. Both formats make reading more difficult. A good rule of thumb is to keep subject lines and headlines to around 25 characters.23 This doesn’t give you much text to work with, so make every word count and make sure you start with the key words so readers can instantly see what the subject line or heading is about.24

●● Use shorter paragraphs. In addition to structuring a message according to discrete blocks of information, paragraphs have a visual role in written communication as

7 LEARNING OBJECTIVEList five techniques for writing effective messages for mobile readers.

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

REAL-TIME UPDATES

LEARN MORE BY VISITING THIS WEBSITE

Expert advice on making technologies usable

To write effectively for mobile devices • Use a linear organization • Prioritize information • Write short, focused messages • Use short subject lines and

headings • Use short paragraphs

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168 PART 2 Applying the Three-Step Writing Process

Regarding, is sometimes used instead of Subject.) Memos usually don’t use a salutation, complimentary close, or signature, although signing your initials next to your name on the From line is standard practice in most companies. Bear in mind that memos are often distributed without sealed envelopes, so they are less private than most other message formats.

DESIGNING MESSAGES FOR MOBILE DEVICES

In addition to making your content mobile-friendly using the writing tips in Chapter 4 (see page 108), you can follow these steps in formatting that content for mobile devices:

●● Think in small chunks. Remember that mobile users consume information one screen at a time, so try to divide your message into independent, easy-to-consume bites. If readers have to scroll through a dozen screens to piece together your message, they might miss your point or just give up entirely.

●● Make generous use of white space. White space is always helpful, but it’s critical on small screens because readers are trying to get the point of every message as quickly as possible. Keep your paragraphs short (four to six lines), and separate them with blank lines so the reader’s eyes can easily jump from one point to the next.6

●● Format simply. Avoid anything that is likely to get in the way of fast, easy reading, including busy typefaces, complex graphics, and complicated layouts.

●● Consider horizontal and vertical layouts. Most phones and tablets can automatically rotate their screen content from horizontal to vertical as the user rotates the device. A layout that doesn’t work well with the narrow vertical perspective might be acceptable at the wider horizontal perspective.

Compare the two messages in Figure 6.4; notice how much more difficult the screen in Figure 6.4a is to read.

Figure 6.4 Designing for Mobile Devices Compare the readability of Figures 6.4a and 6.4b. Even simple changes such as revising with shorter paragraphs, choosing cleaner typefaces, and making generous use of white space in and around the text can dramatically improve readability on mobile screens.

Figure 6.4a Figure 6.4b

White space between the heading and the body text helps readers perceive the heading as a single block of text.

The sans serif typeface (right) is easier to read than the serif typeface (left).

Shorter paragraphs simplify reading and allow for more white space breaks between paragraphs.

Generous margins reduce the visual clutter on screen.

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chaPter 17 enhancing Presentations with slides and Other visuals 499

Completing slides and support materials Just as you would review any message for content, style, tone, readability, clarity, and conciseness, you should apply the same quality control to your slides and other visuals. As you look over your presentation for the final time, make sure that all visuals are

●● Readable. Can text be read from the back of the room? Does the text stand out from the background?

●● Consistent. Are colors and design elements used consistently? ●● Simple. Is each slide and the entire presentation as simple as possible? Can you elimi-

nate any slides? ●● Audience centered. Are the message and the design focused on the audience? ●● Clear. Is the main point of a slide obvious? Easy to understand? Can the audience

grasp the main point in just a few seconds?19 ●● Concise and grammatical. Is text written in concise phrases? Are bulleted phrases

grammatically parallel? ●● Focused. Does each slide cover only one thought, concept, or idea (or summarize a

group of related ideas)? Does the slide grab the viewer’s attention in the right place and support the key points of the message? Are arrows, symbols, or other techniques used to draw the audience’s attention to the key sections of a chart or diagram?

●● Fully operational. Have you verified every slide in your presentation? Do all the ani- mations and other special effects work as you intended?

The slide sorter view (different programs have different names for this feature) lets you see some or all of the slides in your presentation on a single screen. Use this view to add and delete slides, reposition slides, check slides for design consistency, and verify the operation of any effects. Moreover, the slide sorter is a great way to review the flow of your story.20

With your slides working properly and in clear, logical order, you’re just a few steps away from being ready. Now is a good time to think about a backup plan. What will you do if your laptop won’t turn on or the projector dies? Can you get by without your slides? For important presentations, consider having backup equipment on standby, loaded with

5 learninG objeCtiVeExplain the role of navigation slides, support slides, and handouts.

Review each slide carefully to make sure it is clear and readable.

Use the slide sorter view to verify and modify the organization of your slides.

Figure 17.6 Using Mobile Devices in Presentations A variety of mobile apps and cloud-based systems can free presenters and audiences from the constraints of a conventional conference room.

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518 Part 7 Writing employment Messages and interviewing for jobs

buiLding your netWork

Networking is the process of making informal connections with mutually beneficial busi- ness contacts. Networking takes place wherever and whenever people talk: at industry functions, at social gatherings, at alumni reunions—and all over the Internet, from LinkedIn and Twitter to Facebook and Google+. In addition to making connections through social media tools, you might get yourself noticed by company recruiters.

Networking is more essential than ever because the vast majority of job openings are never advertised to the general public. To avoid the time and expense of sifting through thousands of applications and the risk of hiring complete strangers, most companies prefer to ask their employees for recommendations first.5 The more people who know you, the better chance you have of being recommended for one of these hidden job openings.

Start building your network now, before you need it. Your classmates could end up being some of your most valuable contacts, if not right away, then possibly later in your career. Then branch out by identifying people with similar interests in your target profes- sions, industries, and companies. Read news sites, blogs, and other online sources. Follow industry leaders on Twitter. You can also follow individual executives at your target com- panies to learn about their interests and concerns.6 Be on the lookout for career-oriented Tweetups, in which people who’ve connected on Twitter get together for in-person net- working events. Connect with people on LinkedIn and Facebook, particularly in groups

Start thinking like a networker now; your classmates could turn out to be some of your most important business contacts.

Put your network in place before you need it.

digitaL + SoCiaL + mobiLe: today’S CommuniCation environment

The mobile business communication revolution is changing the way employers recruit new talent and the way job candi- dates look for opportunities. Many companies have optimized their careers websites for mobile access, and some have even developed mobile apps that offer everything from background information on what it’s like to work there to application forms that you can fill out right on your phone.

However, don’t be too quick to abandon a job applica- tion or an investigation into an employer just because the firm doesn’t have a careers app or a mobile-friendly job site. Creat- ing apps and mobile-friendly websites takes time and money, and many employers are still in the process of optimizing their online career materials for mobile devices. In a recent survey, 40 percent of mobile users said they would abandon a non- mobile job application—a distressingly high number in a slow job market. Don’t miss a great opportunity just because an employer hasn’t caught up to your mobile habits.

In addition to researching companies and applying for openings, integrating a mobile device into your job-search strategy can help with networking and staying on top of your active job applications. For instance, some companies don’t wait long after extending an offer; if they don’t hear from the top candidate in a short amount of time, they’ll move on their next choice. By staying plugged in via your mobile device, you won’t let any opportunities pass you by.

Think of ways to use your mobile device to enhance your personal brand and your online portfolio. If you want to work in retail, for example, you could take photos of par- ticularly good or particularly bad merchandizing displays and post them with commentary on your social media accounts. Employers doing background research on you on will see these posts and recognize you as a candidate who is invested in his or

her career and the industry as a whole. Many of the tools you can use to build your personal brand are available as mobile apps, including blogging platforms, Twitter, Facebook, and LinkedIn.

Dozens of apps are available to help with various aspects of your job search. Résumé creation apps let you quickly modify your résumé if you come across a good opportunity. Business card scanning apps make it easy to keep digital cop- ies of business cards, so you’ll never lose important contact information. Note-taking apps are a great way to plan for interviews and record your postinterview notes. Use your phone’s scheduling capability to make sure you never miss an interviewing or a filing deadline. Polish your interviewing skills with your phone’s audio- and video-recording features or a practice-interview app. If an employer wants to interview you via Cisco WebEx or another online meeting system, those apps are available for your phone or tablet as well.

You’ve been paying a lot for your mobile service—now make that mobile work for you by helping you land a great job.

Career appliCations 1. Would it be a good idea to present your online portfolio

on your smartphone during a job interview? Why or why not?

2. Is it wise for applicants to shun a company that doesn’t have a mobile-friendly careers website or a career app? Why or why not?

Sources: David Cohen, “Social Recruiting Goes Mobile,” AllFacebook blog, 23 December 2013, allfacebook.com; Ryan Rancatore, “The 33 Best iPhone Apps for Personal Branding,” Personal Branding 101 blog, 27 December 2009, personal branding101.com; Jule Gamache, “The Rise of Mobile Job Search,” Come Recommended blog, 12 June 2013, comerecommended.com.

job-search strategies: Maximize Your Mobile

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278 PART 4 Brief Messages

Figure 10.6 Announcing Good News Encouraging online conversations is an important element of brand socialization. In this Facebook post celebrating its inaugural flight from Boston to Detroit, JetBlue asked residents of Detroit to recommend their favorite places around the city.

THE FUTURE OF COMMUNICATION

The bots are back. Automated bots (short for robots) made a small wave a decade or so ago when “chatbots” began appear- ing on websites to help companies handle online conversations with customers. Ikea’s Anna, perhaps the first chatbot to get widespread attention, was built to answer routine questions from customers looking for advice regarding the chain’s fur- niture products. Other chatbots followed, smartphones gained virtual “voicebot” assistants, and non-chatty bots continued to do automated work of various kinds on the Internet, but bots didn’t really take off as a mainstream technology.

With advances in artificial intelligence and the growing use of messaging systems for both consumer and business communication, however, a new wave of bots as personal digital assistants has taken off. Microsoft CEO Satya Nadella goes so far as to say, “Bots are the new apps,” suggesting they’ll transform technology usage the same way mobile apps have. As bot capability is added to more messaging systems— through which a growing number of employees now conduct increasing amounts of their routine business communica- tion—bots are finally entering the mainstream.

Bots are wildly popular on the Slack messaging system (see page 181), for example, where they can do everything from ordering lunch to monitoring the mood of team conversations. The Howdy bot, for example, can perform such tasks as simul- taneously interviewing all the members of a project team to give the team leader a real-time status update. On Slack, bots are treated just like human team members in many ways— they can send and receive messages, be assigned tasks, and be invited to join specific groups and communication channels.

As bots get better at understanding language, they’ll be able to contribute to conversations, such as finding background information that could help solve a problem colleagues are discussing, without anyone asking for their help.

How far this bot revolution will go is anybody’s guess, but the appeal of this new generation of digital genies is unde- niable. They are more connected to the systems that people use every day on the job, and they can reduce the need to navigate yet another website or learn yet another app in order to get something done. Instead, you just message your bot and let it figure out how to make things happen.

To see a chatbot in action, check out BusCommBot, created by Courtland L. Bovée, one of the authors of this book. Log onto Facebook and search for his name, then on his page, select “Message” under the photo at the top of the page.

WHAT’S YOUR PREDICTION? Research the current state of bot communication to iden- tify one way in which the technology is changing or has the potential to change business communication practices. Do you agree with the predictions the experts make? Why or why not?

Sources: Kelly Evans,” “Chatbots Rise, and the Future May be ‘Re-written,’” CNBC, 10 April 2016, www.cnbc.com; Casey Newton, “The Search for the Killer Bot,” The Verge, 6 January 2016, www.theverge.com; Clint Boulton, “How Mes- saging Bots Will Change Workplace Productivity,” CIO, 1 February 2016, www .cio.com; Ben Brown, “Your New Digital Coworker,” Howdy blog, 20 October 2015, blog.howdy.ai; “Bot Users,” Slack, accessed 10 April 2016, www.slack.com; Molly McHugh, “Slack Is Overrun with Bots. Friendly, Wonderful Bots.” Wired, 21 August 2015, www.wired.com.

Communication Bots

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14 Part 1 Understanding the Foundations of business communication

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

First, the recipient has to remember the message long enough to act on it. Simplifying greatly, memory works in several stages: Sensory memory momentarily captures incom- ing data from the senses; then, whatever the recipient pays attention to is transferred to short-term memory. Information in short-term memory quickly disappears if it isn’t transferred to long-term memory, which can be done either actively (such as when a per- son memorizes a list of items) or passively (such as when a new piece of information con- nects with something else the recipient already has stored in long-term memory). Finally, the information needs to be retrieved when the recipient wants to act on it.18 In general, people find it easier to remember and retrieve information that is important to them per- sonally or professionally. Consequently, by communicating in ways that are sensitive to your audience’s wants and needs, you greatly increase the chance that your messages will be remembered and retrieved.

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

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

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

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

the future of CommuniCation

The Internet of Things (IoT) refers to the billions of devices now connected to the Internet and the networking potential of having all these gadgets communicate with each other, feed data into vast information warehouses, and interact with peo- ple and the physical environment. These “things” range from simple sensors that measure temperature, location, and other parameters all the way up to robots and other complex systems. People and animals with Internet-capable sensors (such as implanted chips) or devices also qualify as things in this model.

Imagine you walk into a department store and your mobile phone automatically gives you directions to the aisle where you could find the clothing styles you have recently been browsing online or discussing in social media. When you reach that aisle and start browsing, a coupon pops up on your phone, offering discounts on the specific items you’re considering. When you pull a garment off the rack, the store’s customer database checks other purchases you’ve made and suggests which items you already own that coordinate with this piece. If you could use an accessory to complete the outfit, the store’s computers can tell your phone just where to take you. And if you need more advice, you can text or talk—and possibly not know whether you’re conversing with a store employee or an automated chatbot on a computer somewhere.

Now imagine this simple concept expanded and applied in various ways to industrial facilities, agriculture, transporta- tion, buildings, health care, and other systems. By relying on

networked IoT devices for such communication functions as observing, measuring, and reporting, these enhanced systems can supplement or replace communication flows that were previously carried out by human participants.

IoT is poised to reshape many business processes on a scale that some experts compare to the Industrial Revolution of the 19th century. It also seems likely to influence business communication as it takes over some routine tasks and brings the power of smart networking and computing to others. Basic communication skills will remain as essential as ever, but don’t be surprised if some of the conversations you have in the future aren’t with your fellow humans.

What’s YouR pRediCtion? Research the current state of IoT innovation to identify one way in which the technology has the potential to change busi- ness communication practices, such as automated report writing or conversational bots that mimic human speech or writing. Do you agree with the predictions the experts make? Why or why not?

Sources: Stacey Higginbotham, “IBM Is Bringing in Watson to Conquer the Internet of Things,” Fortune, 15 December 2015, fortune.com; Jacques Bughin, Michael Chui, and James Manyika, “An Executive’s Guide to the Internet of Things,” McKinsey Quarterly, August 2015, www.mckinsey.com; Cora Cloud, “Internet of Things (IOT) Role in Business Communications,” Digium, 9 April 2015, blogs.digium.com; Danial Burrus, “The Internet of Things Is Far Bigger Than Anyone Realizes,” Wired, accessed 3 March 2016, www.wired.com.

the internet of things

processes, including business communication. Go to real- timeupdates.com/bct14 and select Learn More in the Students section.

real-time uPdates

Learn MOre by Watching this viDeO

the internet of things

See how the IoT is reshaping numerous business

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16 Part 1 Understanding the Foundations of business communication

You can learn more about business uses of social media in Chapter 8.

4 leaRninG oBJeCtiVeOutline the challenges and opportunities of mobile communication in business.

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82 Part 1 Understanding the Foundations of business communication

action Details to Consider

Understand social customs ●● How do people react to strangers? Are they friendly? Hostile? Reserved? ●● How do people greet each other? Should you bow? Nod? Shake hands? ●● How do you express appreciation for an invitation to lunch, dinner, or someone’s home? Should you bring a gift?

Send flowers? Write a thank-you note? ●● Are any phrases, facial expressions, or hand gestures considered rude? ●● How do you attract the attention of a waiter? Do you tip the waiter? ●● When is it rude to refuse an invitation? How do you refuse politely? ●● What topics may or may not be discussed in a social setting? In a business setting? ●● How do social customs dictate interaction between men and women? Between younger people and older people?

Learn about clothing and food preferences

●● What occasions require special attire? ●● What colors are associated with mourning? Love? Joy? ●● Are some types of clothing considered taboo for one gender or the other? ●● How many times a day do people eat? ●● How are hands or utensils used when eating? ●● Where is the seat of honor at a table?

Assess political patterns ●● How stable is the political situation? ●● Does the political situation affect businesses in and out of the country? ●● Is it appropriate to talk politics in social or business situations?

Understand religious and social beliefs

●● To which religious groups do people belong? ●● Which places, objects, actions, and events are sacred? ●● Do religious beliefs affect communication between men and women or between any other groups? ●● Is there a tolerance for minority religions? ●● How do religious holidays affect business and government activities? ●● Does religion require or prohibit eating specific foods? At specific times?

Learn about economic and business institutions

●● Is the society homogeneous or heterogeneous? ●● What languages are spoken? ●● What are the primary resources and principal products? ●● Are businesses generally large? Family controlled? Government controlled? ●● What are the generally accepted working hours? ●● How do people view scheduled appointments? ●● Are people expected to socialize before conducting business?

Appraise the nature of ethics, values, and laws

●● Is money or a gift expected in exchange for arranging business transactions? ●● Do people value competitiveness or cooperation? ●● What are the attitudes toward work? Toward money? ●● Is politeness more important than factual honesty?

table 3.1 doing business in Other cultures

the future Of cOMMunicatiOn

If you’ve ever tried to converse in a language other than you native tongue, you know what a challenge this can be. As a listener, you have to convert the incoming sounds to discrete words and assemble these words into coherent phrases and sentences in order to extract the meaning. And unlike reading a written document, you have to do all this processing almost instantaneously, without the luxury of going back over some- thing you didn’t get. As a speaker, you have to find the right words, assemble them into phrases and sentences using the second language’s grammar rules, and then pronounce them all correctly enough so they make sense to the other party. Reaching this level of proficiency can take years of study and practice.

Translating speech in real time is a challenging technical proposition, but a number of companies are making prog- ress. Perhaps most notable so far is Skype Translator, which can translate voice and video calls and instant messages in

multiple languages. A variety of smartphone and smartwatch apps offer translation, where speakers take turns talking to the device, then listen as it outputs the translated speech. The technology promises to keep evolving, becoming more versa- tile and more accurate, but it has already reached the point of being a useful business communication tool.

WHat’s Your preDiCtion? Research several apps and other solutions that offer real-time translation. Are they being used successfully in business com- munication? Do you think they will ever make it unnecessary to learn other languages in order to communicate effectively with diverse, global audiences?

Sources: “Skype Translator,” Skype, accessed 14 March 2016, www.skype.com; Stu Robarts, “Google Translate App Now Translates Street Signs and Real-Time Conversations,” Gizmag, 14 January 2015, www.gizmag.com; iTranslate Voice website, accessed 14 March 2016, itranslatevoice.com.

real-time translation

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ChaPter 12 Writing Persuasive Messages 343

relations. However, you may be called on to review the work of these specialists or even to write such messages in smaller companies, and having a good understanding of how these messages work will help you be a more effective manager.

Planning Marketing and SaleS MeSSageS

Everything you’ve learned about planning messages applies in general to marketing and sales messages, but the planning steps for these messages have some particular aspects to consider as well:

●● Assessing audience needs. As with every other business message, successful marketing and sales messages start with an understanding of audience needs. Depending on the product and the market, these needs can range from a few functional considerations (such as the size, weight, and finish of office paper) to a complicated mix of emotional and logical issues (all the factors that play into buying a house, for example).

●● Analyzing your competition. Marketing and sales messages nearly always compete with messages from other companies trying to reach the same audience. When Nike plans a marketing campaign to introduce a new shoe model to current customers, the company knows its audience has also been exposed to messages from Adidas, New Balance, Reebok, and other shoe companies. Finding a unique message in crowded markets can be quite a challenge.

●● Determining key selling points and benefits. With some insight into audience needs and the alternatives offered by your competitors, your next step is to decide which features and benefits to highlight. Selling points are the most attractive features of a product, whereas benefits are the particular advantages purchasers can realize from those features. In other words, selling points focus on what the product does. Benefits focus on what the user experiences or gains. Benefits can be practical, emotional, or a combination of the two. For example, the feature of a thin, flexible sole in a running shoe offers the practical benefit of a more natural feel while running. In contrast, the visual design features of the shoe offer no practical benefits but can offer the emo- tional benefit of wearing something stylish or unusual.

●● Anticipating purchase objections. Marketing and sales messages usually encounter objec- tions, and as with persuasive business messages, the best way to handle them is to identify

Understanding the purchase deci- sion from the buyer’s perspective is a vital step in framing an effec- tive marketing or sales message.

Marketing and sales messages have to compete for the audi- ence’s attention.

Selling points focus on the prod- uct; benefits focus on the user.

Anticipating objections is crucial to effective marketing and sales messages.

Assessing an audience’s emotional response is an important step in judging the success of many communication efforts. If you’re presenting a new idea to upper management, for exam- ple, you can try to read facial clues and other nonverbal signals to determine whether the executives seem excited, annoyed, bored, or anywhere in between.

But what if you’re not there in person and your message has to stand on its own? How can you judge the audience’s reaction? This challenge has been taken up by a range of artificial intelli- gence software tools that attempt to measure people’s emotional states based on their facial gestures or voice tones. This capabil- ity is being incorporated into mobile apps and other systems to measure such things as emotional reactions to TV commercials and other video material, stress levels, and emotional states as people interact with new products. The technology also holds some promise for people on the autism spectrum who have difficulty deciphering emotions from facial gestures.

Like many emerging technologies, emotion recognition has to navigate some complex issues surrounding ethics,

privacy, accuracy, and what might be called the “creepiness factor” of knowing that a device is trying to read your feel- ings. On the plus side, having apps that respond to user moods could make device usage more satisfying and give businesses a powerful tool for improving communication.

What’s YouR pReDiCtion? Research the current state of emotion recognition to identify one way in which the technology has the potential to change business communication practices. Do you agree with the pre- dictions the experts make? Why or why not?

Sources: Hannah Jane Parkinson, “Happy? Sad? Forget Age, Microsoft Can Now Guess Your Emotions,” Guardian, 11 November 2015, www.theguardian .com; Microsoft Cognitive Services, accessed 19 April 2016, www.microsoft .com; Eyeris website, accessed 19 April 2016, emovu.com; Bill Doerrfeld, “20+ Emotion Recognition APIs That Will Leave You Impressed, and Concerned,” Nordic APIs blog, 31 December 2015, nordicapis.com; Nederlandse Omroep Stichting, “Computer Leert Autisten Emoties Herkennen,” 14 November 2015, nos.nl.

emotion recognition software

the future of CoMMuniCation

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CHAPTER 5 Writing Business Messages 145

well. Shorter paragraphs are less intimidating and let readers take frequent “micro rests” as they move through a document. Because far less text is displayed at once on a mobile screen, keep paragraphs as short as possible so readers don’t have to swipe through screen after screen before getting to paragraph breaks.

Compare the two messages in Figure 5.6 to get a sense of how to write reader-friendly mobile content.

For a reminder of the tasks involved in writing messages, see “Checklist: Writing Business Messages.”

Figure 5.6 Writing for Mobile Devices Messages and documents created for printed pages and full-sized screens can be difficult and frustrating on mobile devices (Figure 5.6a and b). For mobile audiences, rewrite with short headlines and concise, linear content (Figure 5.6c).

Figure 5.6a Figure 5.6b

The text from this conven- tional report page is too small to read on a phone screen.

However, zooming in to read forces the reader to lose con- text and repeatedly move around to find all the pieces of the page.

Figure 5.6c

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

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

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

Readers who want more detail can swipe down for background infor- mation on the five points.

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Business Communication Today

Courtland L. Bovée Professor of Business CommuniCaTion

C. allen Paul DisTinguisheD Chair

grossmonT College

John V. Thill Chairman anD Chief exeCuTive offiCer

gloBal CommuniCaTion sTraTegies

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Dedication

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Brief Contents

Preface 21 Prologue 41

PART 1 understanding the foundations of Business Communication 49

1 Professional Communication in a Digital, Social, Mobile World 51 2 Collaboration, Interpersonal Communication, and Business Etiquette 85 3 Communication Challenges in a Diverse, Global Marketplace 117

PART 2 applying the Three-step Writing Process 143 4 Planning Business Messages 145 5 Writing Business Messages 173 6 Completing Business Messages 201

PART 3 Digital, social, and visual media 227 7 Digital Media 229 8 Social Media 253 9 Visual Media 277

PART 4 Brief messages 311 10 Writing Routine and Positive Messages 313 11 Writing Negative Messages 341 12 Writing Persuasive Messages 377

PART 5 reports and Proposals 409 13 Finding, Evaluating, and Processing Information 411 14 Planning Reports and Proposals 435 15 Writing and Completing Reports and Proposals 463

PART 6 Developing and Delivering Business Presentations 505 16 Developing Presentations in a Social Media Environment 507 17 Enhancing Presentations with Slides and Other Visuals 533

PART 7 Writing employment messages and interviewing for Jobs 559 18 Building Careers and Writing Résumés 561 19 Applying and Interviewing for Employment 593

appendix A Format and Layout of Business Documents 626 appendix B Documentation of Report Sources 640 appendix C Correction Symbols 646

handbook of grammar, mechanics, and usage 649 Brand, organization, name, and Website index 678 subject index 681

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Preface 21 Prologue 41

PART 1 understanding the foundations of Business Communication 49

1 Professional Communication in a Digital, Social, Mobile World 51

CommuniCaTion Close-uP aT KLM 51

understanding Why Communication matters 52 Communication Is Important to Your Career 52 Communication Is Important to Your Company 53 What Makes Business Communication Effective? 54

Communicating as a Professional 54 Understanding What Employers Expect from You 56 Communicating in an Organizational Context 57 Adopting an Audience-Centered Approach 57

exploring the Communication Process 58 The Basic Communication Model 58 The Social Communication Model 63

The mobile revolution 64 The Rise of Mobile as a Communication Platform 65 How Mobile Technologies Are Changing Business

Communication 65 using Technology to improve Business Communication 67

Keeping Technology in Perspective 68 Guarding Against Information Overload 68 Using Technological Tools Productively 68 Reconnecting with People 69

Committing to ethical and legal Communication 74 Distinguishing Ethical Dilemmas from Ethical Lapses 74 Ensuring Ethical Communication 75 Ensuring Legal Communication 77

CommuniCaTion Challenges aT KLM 78

Quick learning guide 79 Test Your Knowledge 81 apply Your Knowledge 81 Practice Your skills 81 expand Your skills 82

ThE FuTurE OF COMMuniCaTiOn The internet of Things 62

DiGiTaL + SOCiaL + MOBiLE: TODaY’S COMMuniCaTiOn

EnVirOnMEnT it’s all fun and games—and effective Business Communication 69

2 Collaboration, Interpersonal Communication, and Business Etiquette 85

CommuniCaTion Close-uP aT Cemex 85

Communicating effectively in Teams 86 Advantages and Disadvantages of Teams 86 Characteristics of Effective Teams 87 Group Dynamics 88

Collaborating on Communication efforts 91 Guidelines for Collaborative Writing 91 Technologies for Collaborative Writing 91 Giving—and Responding to—Constructive Feedback 94

making Your meetings more Productive 94 Preparing for Meetings 95 Conducting and Contributing to Efficient Meetings 95 Putting Meeting Results to Productive Use 96

using meeting Technologies 98 improving Your listening skills 99

Recognizing Various Types of Listening 99 Understanding the Listening Process 100 Overcoming Barriers to Effective Listening 100

improving Your nonverbal Communication skills 102

Recognizing Nonverbal Communication 102 Using Nonverbal Communication Effectively 103

Developing Your Business etiquette 104 Business Etiquette in the Workplace 104 Business Etiquette in Social Settings 107 Business Etiquette Online 107 Business Etiquette Using Mobile Devices 108

CommuniCaTion Challenges aT Cemex 109

Quick learning guide 110 Test Your Knowledge 112 apply Your Knowledge 112 Practice Your skills 112 expand Your skills 114

EThiCS DETECTiVE how Did “We” Turn into “i”? 87

ThE arT OF PrOFESSiOnaLiSM Being a Team Player 90

COMMuniCaTinG aCrOSS CuLTurES Kiasu 106

Contents .Prod .FrontMat .Toc .TocProdBody .TocChapBack .TocSide .Pageref

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12 Contents

3 Communication Challenges in a Diverse, Global Marketplace 117

CommuniCaTion Close-uP aT Siemens aG 117

understanding the opportunities and Challenges of Communication in a Diverse World 118

Opportunities in a Global Marketplace 118 Advantages of a Diverse Workforce 119 The Challenges of Intercultural Communication 119

Developing Cultural Competency 120 Understanding the Concept of Culture 120 Overcoming Ethnocentrism and Stereotyping 121

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

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

improving intercultural Communication skills 128

Studying Other Cultures 129 Studying Other Languages 129 Respecting Preferences for Communication Style 129 Writing Clearly 131 Speaking and Listening Carefully 132 Using Interpreters, Translators, and Translation Software 135 Helping Others Adapt to Your Culture 137

CommuniCaTion Challenges aT Siemens aG 137

Quick learning guide 138 Test Your Knowledge 139 apply Your Knowledge 139 Practice Your skills 139 expand Your skills 140

COMMuniCaTinG aCrOSS CuLTurES us versus Them: generational Conflict in the Workplace 125

ThE FuTurE OF COMMuniCaTiOn real-Time Translation 130

PART 2 applying the Three-step Writing Process 143

4 Planning Business Messages 145 CommuniCaTion Close-uP aT Wolff Olins 145

understanding the Three-step Writing Process 146

Optimizing Your Writing Time 147 Planning Effectively 147

analyzing the situation 147 Defining Your Purpose 148 Developing an Audience Profile 148

gathering information 150 Uncovering Audience Needs 151 Finding Your Focus 151 Providing Required Information 151

selecting the Best Combination of media and Channels 153

The Most Common Media and Channel Options 153 Factors to Consider When Choosing Media and

Channels 157 organizing Your information 160

Defining Your Main Idea 161 Limiting Your Scope 161 Choosing Between Direct and Indirect Approaches 162 Outlining Your Content 163 Building Reader Interest with Storytelling Techniques 165

CommuniCaTion Challenges aT Wolff Olins 168

Quick learning guide 169 Test Your Knowledge 170 apply Your Knowledge 170 Practice Your skills 170 expand Your skills 172

EThiCS DETECTiVE am i getting the Whole story? 152

ThE arT OF PrOFESSiOnaLiSM maintaining a Confident, Positive outlook 157

5 Writing Business Messages 173 CommuniCaTion Close-uP aT She Takes on the World 173

adapting to Your audience: Being sensitive to audience needs 174

Using the “You” Attitude 174 Maintaining Standards of Etiquette 175 Emphasizing the Positive 176 Using Bias-Free Language 177

adapting to Your audience: Building strong relationships 178

Establishing Your Credibility 178 Projecting Your Company’s Image 179

adapting to Your audience: Controlling Your style and Tone 180

Creating a Conversational Tone 180 Using Plain Language 182 Selecting the Active or Passive Voice 182

Composing Your message: Choosing Powerful Words 183

Understanding Denotation and Connotation 184 Balancing Abstract and Concrete Words 184 Finding Words That Communicate Well 185

Composing Your message: Creating effective sentences 187

Choosing from the Four Types of Sentences 187 Using Sentence Style to Emphasize Key Thoughts 188

Composing Your message: Crafting unified, Coherent Paragraphs 189

Creating the Elements of a Paragraph 189 Choosing the Best Way to Develop Each Paragraph 191

Writing messages for mobile Devices 192

CommuniCaTion Challenges aT She Takes on the World 194

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Contents 13

Quick learning guide 195 Test Your Knowledge 197 apply Your Knowledge 197 Practice Your skills 197 expand Your skills 199

ThE arT OF PrOFESSiOnaLiSM Being Dependable and accountable 180

6 Completing Business Messages 201 CommuniCaTion Close-uP aT Type Together 201

revising Your message: evaluating the first Draft 202

Evaluating Your Content, Organization, Style, and Tone 202 Evaluating, Editing, and Revising the Work of Others 205

revising to improve readability 205 Varying Your Sentence Length 206 Keeping Your Paragraphs Short 206 Using Lists to Clarify and Emphasize 207 Adding Headings and Subheadings 208

editing for Clarity and Conciseness 208 Editing for Clarity 208 Editing for Conciseness 210

Producing Your message 212 Designing for Readability 212 Formatting Formal Letters and Memos 215 Designing Messages for Mobile Devices 216

Proofreading Your message 217 Distributing Your message 218

CommuniCaTion Challenges aT Type Together 219

Quick learning guide 220 Test Your Knowledge 222 apply Your Knowledge 222 Practice Your skills 222 expand Your skills 225

ThE FuTurE OF COMMuniCaTiOn haptic Technologies 212

PART 3 Digital, social, and visual media 227

7 Digital Media 229 CommuniCaTion Close-uP aT Futurice 229

Digital media for Business Communication 230 Digital and Social Media Options 230 Compositional Modes for Digital and Social Media 231 Optimizing Content for Mobile Devices 233

email 234 Planning Email Messages 235 Writing Email Messages 235 Completing Email Messages 237

messaging 238 Advantages and Disadvantages of Messaging 238 Guidelines for Successful Messaging 239

Website Content 240 Organizing Website Content 240 Drafting Website Content 243

Podcasting 244 Understanding the Business Applications of Podcasting 244 Adapting the Three-Step Process for Successful Podcasting 244

CommuniCaTion Challenges aT Futurice 245

Quick learning guide 246 Test Your Knowledge 247 apply Your Knowledge 247 Practice Your skills 247 expand Your skills 249

DiGiTaL + SOCiaL + MOBiLE: TODaY’S COMMuniCaTiOn

EnVirOnMEnT Will emoticons give Your Career a frowny face? 236

ThE FuTurE OF COMMuniCaTiOn Telepathic Communication 241

8 Social Media 253 CommuniCaTion Close-uP aT Starbucks 253

Writing strategies for social media 254 social networks 255

Business Communication Uses of Social Networks 256 Strategies for Business Communication on Social

Networks 260 information- and Content-sharing sites 260

User-Generated Content Sites 261 Content Curation Sites 261 Community Q&A Sites 262

Blogging 262 Understanding the Business Applications of Blogging 263 Adapting the Three-Step Process for Successful Blogging 265

microblogging 267 Wikis 269

Understanding the Wiki Philosophy 269 Adapting the Three-Step Process for Successful Wiki Writing 269

CommuniCaTion Challenges aT Starbucks 270

Quick learning guide 271 Test Your Knowledge 272 apply Your Knowledge 272 Practice Your skills 272 expand Your skills 273

ThE FuTurE OF COMMuniCaTiOn augmented reality and virtual reality 261

DiGiTaL + SOCiaL + MOBiLE: TODaY’S COMMuniCaTiOn

EnVirOnMEnT Community manager: Keeping a Company Connected to its stakeholders 263

9 Visual Media 277 CommuniCaTion Close-uP aT GoPro 277

understanding visual Communication 278 The Power of Images 278 The Visual Evolution in Business Communication 279 Visual Design Principles 280 The Ethics of Visual Communication 281

identifying Points to illustrate 284 selecting visuals for Presenting Data 285

Tables 285 Line and Surface Charts 286

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14 Contents

Bar Charts, Pictograms, and Gantt Charts 288 Scatter and Bubble Diagrams 290 Pie Charts 290 Data Visualization 290

selecting visuals for Presenting information, Concepts, and ideas 292

Flowcharts and Organization Charts 292 Maps 292 Illustrations, Diagrams, and Photographs 294 Infographics 294

Producing and integrating visuals 295 Creating Visuals 295 Integrating Visuals with Text 295 Verifying the Quality of Your Visuals 297 Visual Media on Mobile Devices 297

Producing Business videos 299 Step 1: Preproduction 299 Step 2: Production 301 Step 3: Postproduction 302

CommuniCaTion Challenges aT GoPro 303

Quick learning guide 304 Test Your Knowledge 306 apply Your Knowledge 306 Practice Your skills 306 expand Your skills 308

ThE FuTurE OF COMMuniCaTiOn gestural Computing 280

EThiCS DETECTiVE solving the Case of the hidden numbers 283

PART 4 Brief messages 311

10 Writing Routine and Positive Messages 313

CommuniCaTion Close-uP aT Productivity report 313

strategy for routine requests 314 Stating Your Request up Front 314 Explaining and Justifying Your Request 315 Requesting Specific Action in a Courteous Close 315

Common examples of routine requests 315 Asking for Information and Action 315 Asking for Recommendations 317 Making Claims and Requesting Adjustments 317

strategy for routine and Positive messages 319 Starting with the Main Idea 320 Providing Necessary Details and Explanation 320 Ending with a Courteous Close 321

Common examples of routine and Positive messages 322

Answering Requests for Information and Action 322 Granting Claims and Requests for Adjustment 322 Providing Recommendations and References 322 Sharing Routine Information 324 Announcing Good News 325 Fostering Goodwill 327

CommuniCaTion Challenges aT Productivity report 329

Quick learning guide 330 Test Your Knowledge 331 apply Your Knowledge 331 Practice Your skills 331 expand Your skills 333

EThiCS DETECTiVE solving the Case of the imaginary good news 320

ThE FuTurE OF COMMuniCaTiOn Communication Bots 326

11 Writing Negative Messages 341 CommuniCaTion Close-uP aT hailo 341

using the Three-step Writing Process for negative messages 342

Step 1: Planning a Negative Message 342 Step 2: Writing a Negative Message 344 Step 3: Completing a Negative Message 344

using the Direct approach for negative messages 345

Opening with a Clear Statement of the Bad News 345 Providing Reasons and Additional Information 345 Closing on a Respectful Note 347

using the indirect approach for negative messages 347

Opening with a Buffer 347 Providing Reasons and Additional Information 348 Continuing with a Clear Statement of the Bad News 349 Closing on a Respectful Note 350

maintaining high standards of ethics and etiquette 350 sending negative messages on routine Business matters 352

Making Negative Announcements on Routine Business Matters 352

Rejecting Suggestions and Proposals 353 Refusing Routine Requests 353 Handling Bad News About Transactions 353 Refusing Claims and Requests for Adjustment 354

sending negative organizational news 356 Communicating Under Normal Circumstances 356 Responding to Negative Information in a Social Media

Environment 357 Communicating in a Crisis 359

sending negative employment messages 359 Refusing Requests for Employee References and

Recommendation Letters 360 Refusing Social Networking Recommendation Requests 360 Rejecting Job Applications 361 Giving Negative Performance Reviews 362 Terminating Employment 363

CommuniCaTion Challenges aT hailo 364

Quick learning guide 365 Test Your Knowledge 367 apply Your Knowledge 367 Practice Your skills 367 expand Your skills 369

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Contents 15

EThiCS DETECTiVE soft sell–hard results 351

12 Writing Persuasive Messages 377 CommuniCaTion Close-uP aT red ants Pants 377

using the Three-step Writing Process for Persuasive messages 378

Step 1: Planning Persuasive Messages 378 Step 2: Writing Persuasive Messages 381 Step 3: Completing Persuasive Messages 381

Developing Persuasive Business messages 382 Strategies for Persuasive Business Messages 382 Avoiding Common Mistakes in Persuasive Communication 386 Common Examples of Persuasive Business Messages 388

Developing marketing and sales messages 390 Planning Marketing and Sales Messages 391 Writing Conventional Marketing and Sales Messages 392 Writing Promotional Messages for Social Media 392 Creating Promotional Messages for Mobile Devices 394

maintaining high standards of ethics, legal Compliance, and etiquette 394

CommuniCaTion Challenges aT red ants Pants 396

Quick learning guide 397 Test Your Knowledge 399 apply Your Knowledge 399 Practice Your skills 399 expand Your skills 400

EThiCS DETECTiVE solving the Case of the incredible Credibility 382

ThE FuTurE OF COMMuniCaTiOn emotion recognition software 391

PART 5 reports and Proposals 409

13 Finding, Evaluating, and Processing Information 411

CommuniCaTion Close-uP aT Strategyzer 411

Planning Your research 412 Maintaining Ethics and Etiquette in Your Research 413 Familiarizing Yourself with the Subject 413 Identifying Information Gaps 414 Prioritizing Research Needs 414

Conducting secondary research 414 Evaluating Sources 414 Locating Sources 415 Documenting Your Sources 420

Conducting Primary research 420 Gathering Information with Surveys 420 Gathering Information with Interviews 421

Processing Data and information 423 Quoting, Paraphrasing, and Summarizing 423 Analyzing Numeric Data 424

applying Your findings 425 Summarizing Your Research 426 Drawing Conclusions 426

Making Recommendations 427 Managing Information 427

CommuniCaTion Challenges aT Strategyzer 428

Quick learning guide 429 Test Your Knowledge 431 apply Your Knowledge 431 Practice Your skills 431 expand Your skills 433

DiGiTaL + SOCiaL + MOBiLE: TODaY’S COMMuniCaTiOn

EnVirOnMEnT research on the go with mobile Devices 419

14 Planning Reports and Proposals 435

CommuniCaTion Close-uP aT Warby Parker 435

applying the Three-step Writing Process to reports and Proposals 436

Analyzing the Situation 437 Gathering Information 440 Selecting the Best Media and Channels 440 Organizing Your Information 441

Planning informational reports 443 Organizational Strategies for Informational Reports 444 Creating Successful Business Plans 444

Planning analytical reports 445 Organizational Strategies for Analytical Reports 447 Effective Analytical Reports: An Example 450

Planning Proposals 451 Organizational Strategies for Proposals 452 Effective Proposals: An Example 453

CommuniCaTion Challenges aT Warby Parker 458

Quick learning guide 459 Test Your Knowledge 460 apply Your Knowledge 460 Practice Your skills 460 expand Your skills 462

EThiCS DETECTiVE solving the Case of the overblown Proposal 453

15 Writing and Completing Reports and Proposals 463

CommuniCaTion Close-uP aT WPP 463

Writing reports and Proposals: adapting to Your audience 464

Being Sensitive to Your Audience’s Needs 464 Building Strong Relationships with Your Audience 466 Controlling Your Style and Tone 466

Drafting report Content 466 Drafting Proposal Content 469 Completing reports and Proposals 472

Producing Formal Reports and Proposals 472 Distributing Reports and Proposals 474

Writing requests for Proposals 477

rEPOrT WriTEr’S nOTEBOOK analyzing a Formal report 479

CommuniCaTion Challenges aT WPP 494

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16 Contents

Quick learning guide 495 Test Your Knowledge 496 apply Your Knowledge 496 Practice Your skills 496 expand Your skills 497

PART 6 Developing and Delivering Business Presentations 505

16 Developing Presentations in a Social Media Environment 507

CommuniCaTion Close-uP aT Barnett international 507

Planning a Presentation 508 Analyzing the Situation 509 Selecting the Best Combination of Media and Channels 511 Organizing a Presentation 512

Crafting Presentation Content 515 Adapting to Your Audience 516 Developing Your Presentation 517

Delivering a Presentation 520 Choosing Your Presentation Method 521 Practicing Your Delivery 521 Preparing to Speak 522 Overcoming Anxiety 522 Handling Questions Responsively 524

incorporating Technology in Your Presentation 525 Embracing the Backchannel 525 Giving Presentations Online 525

CommuniCaTion Challenges aT Barnett international 527

Quick learning guide 528 Test Your Knowledge 530 apply Your Knowledge 530 Practice Your skills 530 expand Your skills 531

COMMuniCaTinG aCrOSS CuLTurES making sure Your message Doesn’t get lost in Translation 511

ThE arT OF PrOFESSiOnaLiSM recovering from Disasters 523

17 Enhancing Presentations with Slides and Other Visuals 533

CommuniCaTion Close-uP aT Duarte 533

Planning Your Presentation visuals 534 Selecting the Type of Visuals to Use 534 Verifying Your Design Plans 536

Choosing structured or free-form slides 537 Advantages and Disadvantages of Structured Slides 537 Advantages and Disadvantages of Free-Form Slides 538

Designing effective slides 538 Designing Slides Around a Key Visual 539 Selecting Design Elements 539 Maintaining Design Consistency 542

Creating effective slide Content 542 Writing Readable Content 543 Creating Charts and Tables for Slides 544 Adding Animation and Multimedia 544 Integrating Mobile Devices in Presentations 546

Completing slides and support materials 547 Creating Navigation and Support Slides 548 Creating Effective Handouts 550

CommuniCaTion Challenges aT Duarte 551

Quick learning guide 552 Test Your Knowledge 554 apply Your Knowledge 554 Practice Your skills 554 expand Your skills 555

ThE FuTurE OF COMMuniCaTiOn holograms 535

ThE arT OF PrOFESSiOnaLiSM Being a Team Player 546

PART 7 Writing employment messages and interviewing for Jobs 559

18 Building Careers and Writing Résumés 561

CommuniCaTion Close-uP aT Burning Glass 561

finding the ideal opportunity in Today’s Job market 562

Writing the Story of You 563 Learning to Think Like an Employer 563 Researching Industries and Companies of Interest 563 Translating Your General Potential into a Specific Solution for Each

Employer 565 Taking the Initiative to Find Opportunities 565 Building Your Network 566 Seeking Career Counseling 568 Avoiding Mistakes 568

Planning Your résumé 568 Analyzing Your Purpose and Audience 570 Gathering Pertinent Information 570 Selecting the Best Media and Channels 570 Organizing Your Résumé Around Your Strengths 570 Addressing Areas of Concern 571

Writing Your résumé 572 Keeping Your Résumé Honest 572 Adapting Your Résumé to Your Audience 572 Composing Your Résumé 573

Completing Your résumé 580 Revising Your Résumé 580 Producing Your Résumé 580 Proofreading Your Résumé 583 Distributing Your Résumé 583

CommuniCaTion Challenges aT Burning Glass 585

Quick learning guide 586 Test Your Knowledge 587 apply Your Knowledge 587 Practice Your skills 587 expand Your skills 588

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Contents 17

DiGiTaL + SOCiaL + MOBiLE: TODaY’S COMMuniCaTiOn

EnVirOnMEnT Job-search strategies: maximize Your mobile 566

ThE arT OF PrOFESSiOnaLiSM striving to excel 568

19 Applying and Interviewing for Employment 593

CommuniCaTion Close-uP aT VMWare 593

submitting Your résumé 594 Writing Application Letters 594 Following Up After Submitting a Résumé 600

understanding the interviewing Process 600 The Typical Sequence of Interviews 600 Common Types of Interviews 601 Interview Media 602 What Employers Look for in an Interview 603 Preemployment Testing and Background Checks 603

Preparing for a Job interview 604 Learning About the Organization and Your Interviewers 604 Thinking Ahead About Questions 605 Boosting Your Confidence 607 Polishing Your Interview Style 607 Presenting a Professional Image 608 Being Ready When You Arrive 610

interviewing for success 611 The Warm-Up 611 The Question-and-Answer Stage 611 The Close 612 Interview Notes 613

following up after the interview 614 Follow-Up Message 614 Message of Inquiry 614 Request for a Time Extension 614 Letter of Acceptance 614 Letter Declining a Job Offer 616 Letter of Resignation 617

CommuniCaTion Challenges aT VMWare 618

Quick learning guide 619 Test Your Knowledge 620 apply Your Knowledge 620 Practice Your skills 620 expand Your skills 621

COMMuniCaTinG aCrOSS CuLTurES Cross-Cultural employee selection 609

aPPEnDiX A Format and Layout of Business Documents 626 first impressions 626

Paper 626 Customization 626 Appearance 626

letters 627 Standard Letter Parts 627 Additional Letter Parts 631 Letter Formats 632

envelopes 634 Addressing the Envelope 634 Folding to Fit 635 International Mail 636

memos 638 reports 638

Margins 638 Headings 638 Page Numbers 639

aPPEnDiX B Documentation of Report Sources 640 Chicago humanities style 640

In-Text Citation—Chicago Humanities Style 640 Bibliography—Chicago Humanities Style 641

aPa style 643 In-Text Citation—APA Style 643 List of References—APA Style 643

mla style 643 In-Text Citation—MLA Style 643 List of Works Cited—MLA Style 644

aPPEnDiX C Correction Symbols 646 Content and style 646 grammar, mechanics, and usage 647 Proofreading marks 648

handbook of grammar, mechanics, and usage 649 Diagnostic Test of english skills 649 assessment of english skills 651 essentials of grammar, mechanics, and usage 651 1.0 grammar 651

1.1 Nouns 651 1.2 Pronouns 653 1.3 Verbs 655 1.4 Adjectives 659 1.5 Adverbs 660 1.6 Other Parts of Speech 661 1.7 Sentences 662

2.0 Punctuation 666 2.1 Periods 666 2.2 Question Marks 666 2.3 Exclamation Points 666 2.4 Semicolons 666 2.5 Colons 666 2.6 Commas 667 2.7 Dashes 668 2.8 Hyphens 668 2.9 Apostrophes 669 2.10 Quotation Marks 669 2.11 Parentheses and Brackets 670 2.12 Ellipses 670

3.0 mechanics 670 3.1 Capitalization 670 3.2 Underscores and Italics 672 3.3 Abbreviations 672 3.4 Numbers 672 3.5 Word Division 673

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18 Contents

4.0 vocabulary 674 4.1 Frequently Confused Words 674 4.2 Frequently Misused Words 675 4.3 Frequently Misspelled Words 676 4.4 Transitional Words and Phrases 677

Brand, organization, name, and Website index 678

subject index 681

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real-Time updates—learn more

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

REAL-TIME UPDATES

learn more BY reaDing This arTiCle

Google’s research into effective teamwork 88 Three factors that distinguish smart teams 89 Ten tips to help resolve workplace conflict 89 The benefits of mobile collaboration 94 Legal aspects of religion in the workplace 126 Study the seven habits of effective intercultural

communicators 134 Building credibility online 178 Ten tips for conversational writing 181 Practical tips for more effective sentences 189 Improve your document designs by learning the fundamentals of

typography 215 Should you email, text, or pick up the phone? 231 Telling compelling stories on social media 232 The security worries behind the surge in business messaging 239 How social media have changed business communication 254 Tips for ensuring a positive Twitter experience 268 Four communication challenges where visuals can be more

effective than text 284 New thinking on data visualization 291 Using Snapchat for business communication 300 Using Twitter for routine customer communication 321 Simple rules for writing effective thank-you notes 328 A better way to say no 342 In-depth advice on issuing an apology 347 These templates make it easier to turn down recommendation

requests 360 IBM crowdsources a replacement for its annual performance

reviews 362 Open doors with these seven magic words 381 Using stories to persuade 385 Building audience relationships with content marketing 394 Launch that new business idea with solid research 423 Seven steps to successful proposals 452 Build your company with effective responses to RFPs 470 Engage the audience for a more successful presentation 510

Don’t let anxiety hold back your presentations 522 Two secrets to presenting like a pro 523 Design tips from presentation pro Garr Reynolds 538 Give your audience “soft breaks” to keep them alert

and engaged 544 Smart strategies to explain gaps in your work history 572 Tempted to twist the truth on your resume? 572 Does your résumé shout “I’m unprofessional”? 580 Make friends with the résumé robots 581 Don’t let these mistakes cost you an interview 583 The ultimate interview preparation checklist 604 Prepare your answers to these tough interview questions 606 Details that can make or break a job interview 608

REAL-TIME UPDATES

learn more BY lisTening To These PoDCasTs

Tips for proofing your papers 217 Get daily tips on using social media in your business 256 Expert tips for successful phone interviews 611

REAL-TIME UPDATES

learn more BY WaTChing These viDeo

The fundamentals of emotional intelligence 58 The Internet of Things 62 Dining etiquette simplified 107 More advice from communication coach Gina Barnett 509 How to establish an emotional connection with any audience 516 Get started with Prezi 534 Nancy Duarte’s low-tech approach to slide design 544 Five TED talks that will help you prepare for interviews 602

REAL-TIME UPDATES

learn more BY reaDing This PDf

Dig deep into audience needs with this planning tool 149 Get detailed advice on using bias-free language 178 Starbucks’s social media guidelines 256 Crafting your “wow” statement 445

REAL-TIME UPDATES

learn more BY vieWing This PresenTaTion

Exploring the potential of wearable technologies 65 Smart advice for brainstorming sessions 161 Get helpful tips on creating an outline for any project 163 Simple tips for a professional interview look 610

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20 real-Time updates—learn more

REAL-TIME UPDATES

learn more BY exPloring This inTeraCTive WeBsiTe

Take a closer look at how the United States is changing 119 How are your global travel skills? 129 Mine the web to piece together stories on any topic 167 Grammar questions? Click here for help 184 Wondering how to get started with business research? 417 Use this powerful tool for easier online searches 418 Explore one of the best annual reports ever published 464 See how well your résumé matches a target job description 573 How much are you worth? 599 Prepare for your next interview with these Pinterest pins 600

REAL-TIME UPDATES

learn more BY reaDing This infograPhiC

How not to behave in 15 countries 120 Seven common hand gestures that will stir up trouble in

other cultures 124 Social shaming in today’s business landscape 260 The color of persuasion 392

REAL-TIME UPDATES

learn more BY visiTing This WeBsiTe

Check out the cutting edge of business communication 53 Guidelines for trouble-free blogging 77 Looking for jobs at diversity-minded companies? 119 Explore the Corporate Equality Index 126 Expert advice on making technologies usable 192 Editing and proofreading tips, with an error treasure hunt 206

See the newest designs from some of the brightest minds in typography 215

Examples of effective one-page web design 241 Intrigued by the challenge of designing effective websites? 243 Big companies that blog well 263 Data visualization and infographics gateway 291 Ideas for using Instagram for business communication 294 Ten tools for creating infographics 294 Great advice for getting started in digital video 301 Insight into mobile strategies for routine communication 315 LinkedIn’s advice for college students 317 Get expert tips on writing (or requesting) a letter of

recommendation 324 Is there any truth to that rumor? 357 Best practices in mobile marketing 394 Get clear answers to murky copyright questions 413 Use Google more effectively 418 Step-by-step advice for developing a successful

business plan 444 Get practical advice on developing research reports 469 Quick tips for a variety of speaking situations 519 Advice and free templates for more effective

slideuments 539 The latest tools and trends in presentations 542 Converting your résumé to a CV 570 Find the keywords that will light up your résumé 574 Addressing international correspondence 630

REAL-TIME UPDATES

learn more BY visiTing This WiKi

Get the latest news on gamification 69

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Preface

Major Changes and improvements in This Edition Here are the major changes in the 14th Edition of Business Communication Today:

■● Twelve new chapter-opening vignettes with accompanying end-of-chapter individual and team challenges: ■❍ KLM Royal Dutch Airlines’ use of mobile technology in business communica-

tion, including its 24/7 social media services strategy during the 2010 Icelandic volcano Eyjafjallajökull eruption (Chapter 1)

■❍ Siemens AG strategic approach to communicating with its diverse stakeholder groups (Chapter 3)

■❍ Wolff Orlis’s use of storytelling in business communication, including using an award-winning novelist as its chief storytelling officer (Chapter 4)

■❍ Type Together’s contemporary typeface designs, emphasizing readability in busi- ness documents and other messages (Chapter 6)

■❍ Futurice workplace messaging system, which is changing the way many organiza- tions communicate (Chapter 7)

■❍ Jill Duffy’s advice for handling the daily deluge of routine messages more pro- ductively (Chapter 10)

■❍ Strategyzer’s revolutionary alternative to the traditional annual report, now embraced by thousands of entrepreneurs (Chapter 13)

■❍ Warby Parker’s whimsical and audience-focused approach to annual reports (Chapter 14)

■❍ WPP’s use of web interactivity to create one of the most readable annual reports ever published (Chapter 15)

■❍ Gina Barnett’s “whole-body” public speaking advice, which can help all business professionals improve their onstage presence (Chapter 16)

■❍ Nancy Duarte’s timeless advice for creating audience-friendly presentation slides (Chapter 17)

■❍ Burning Glass’s application of artificial intelligence to the critical job-search challenge of matching employer needs and employee skill sets (Chapter 18)

■❍ VMWare’s enthusiastic embrace of social media to transform its approach to em- ployee recruiting (Chapter 19)

■● A new highlight box theme, The Future of Communication, giving students a glimpse into some fascinating technologies that could reshape the practice of business com- munication in the coming years: the Internet of Things, real-time translation, haptic communication, telepathy, virtual and augmented reality, gestural computing, smart communication bots, emotion recognition, and holograms

■● More than 70 new or redesigned business communication examples and figures. The 14th Edition includes ■❍ 26 examples of mobile communication in business communication ■❍ 25 examples of social media in business communication

■● Revised annotations for all the before/after model document pairs, making it easier for students to see the specific changes made to transform ineffective messages into effective ones

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22 Preface

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

and take responsibility for their errors.

Be dependable

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

great career.

Be the best

Be ethical Responsible pros work to avoid ethical lapses and weigh their options carefully when facing

ethical dilemmas.

Be positive You owe it to yourself,

your colleagues, and your company to maintain a

positive outlook even when the going gets tough.

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

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

Be a team player

Pros know how to contribute to a larger

cause and make others around them better.

■● Updated coverage of the advantages and disadvantages of teams (Chapter 2), overcoming resistance (Chapter 2), gender differences (Chapter 3), digital messag- ing (Chapter 7), the business communication uses of social networks (Chapter 8), content curation (Chapter 8), and effective and ethical apologies (Chapter 11)

■● 24 New communication cases

■● More than three dozen new end-of-chapter questions and exercises

Preparing the next Generation of Professional Communicators with the Most Current and Most Comprehensive Text in the Field Communication is the most valuable skill that graduates can bring into the workforce, and it is one of the six cornerstones of true professionalism emphasized in Business Communication Today. The business communication course is uniquely positioned to help students develop as professionals because it addresses such vital topics as respect, credibility, dependability, ethical decision making, and collaboration.

An essential part of being a professional is being conversant in the methods and practices of the contemporary workplace. To this end, Business Communication Today presents the full range of on-the-job skills that today’s communicators need, from writ- ing conventional printed reports to using the latest digital, social, mobile, and visual media (including a concise primer on producing digital business video). Each chapter adapts the fundamentals of effective writing to specific workplace challenges and media applications, so students will be better prepared to succeed from their first day on the job.

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Preface 23

Although it stays on the leading edge of workplace practices and communication tools, Business Communication Today never loses sight of the fact that communication is a human activity in the deepest sense. It emphasizes the importance of developing a strong sense of etiquette, recognizing ethical dilemmas, advancing ethical communication, and respecting the rights and needs of audience members at every stage of the writing process.

By integrating all the key skills and insights that students need in order to succeed in today’s dynamic workplace, Business Communication Today is an unmatched resource for preparing the next generation of business professionals.

Why Business Communication instructors Continue to Choose Bovée and Thill

■● Market-leading innovation. For more than three decades, Bovée and Thill texts have pioneered coverage of emerging trends and their implications for business communi- cation. Bovée and Thill were the first authors in the field to give in-depth coverage to digital media, social media, and mobile communication.

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

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

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24 Preface

■● Engaging coverage of real companies and contemporary issues in business commu- nication. Bovée and Thill texts emphasize companies and issues students already know about or are likely to find intriguing. For example, cases in recent editions have addressed Comic-Con, location-based social networking, employer restrictions on social media, the use of Twitter in the job-search process, video gaming, alternative energy, and the challenges of reading and writing on smartphones.

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

■● Added value with unique, free resources for instructors and students. From the groundbreaking Real-Time Updates to Business Communication Headline News to videos specially prepared for instructors, Bovée and Thill adopters can take advan- tage of an unmatched array of free resources to enhance the classroom experience and keep course content fresh. Please see pages 33–34 for a complete list.

in-Depth Coverage of Digital, Social, and Mobile Media Topics in the 14th Edition Business Communication Today offers in-depth coverage of new and emerging media skills and concepts. These tables show where you can find major areas of coverage, fig- ures, and communication cases that expose students to professional use of social media, mobile media, and other new technologies.

Major Coverage of Digital, Social, and Mobile Media

Topic Page

Backchannel in presentations 525

Blogging and microblogging 262–268

Collaboration technologies 91–94

Community Q&A websites 262

Compositional modes for digital media 231–233

Content curation 261–262

Creating content for social media 260

Data visualization 290–292

Digital, social, and mobile media options 230–231

Email 234–237

Infographics 294

Instant messaging, text messaging, and workgroup messaging 238–240

Interview media 602–603

Meeting technologies 98–99

Mobile devices in presentations 546

Mobile etiquette 108

Mobile media 64–66, 156–157

Online and social media résumés 582–583

(continued)

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Preface 25

Topic Page

Online etiquette 107–108

Podcasting 244–245

Social communication model 63–64

Social networking 255–260

User-generated content 261

Web writing 243–245

Wikis 269

Writing and designing messages for mobile devices 70–73, 216

Writing Promotional Messages for Social Media 392–394

Creating Promotional Messages for Mobile Devices 394

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

Title Figure Page

The Social Communication Model 1.7 63

Mobile Communication Tools 1.8 64

Wearable Technology 1.9 65

Mobile Communication: Opportunities and Challenges 1.10 67

Unethical Communication 1.11 75

Ethical Communication 1.12 76

Powerful Tools for Communicating Effectively Feature 70–73

Shared Online Workspaces 2.2 92

Collaboration on Mobile Devices 2.3 93

Capturing Key Decisions and Discoveries from a Meeting 2.5 97

Virtual Meetings 2.6 98

Telepresence 2.7 99

Mobile Language Tools 3.3 131

Writing for Multilingual Audiences 3.5 136

Using Audience Analysis to Plan a Message 4.2 149

Media and Channel Choices: Written + Digital 4.4 155

Mind Mapping 4.5 162

Business Communicators Innovating with Mobile Feature 158–159

Fostering a Positive Relationship with an Audience 5.1 175

Building Credibility 5.2 179

Plain Language at Creative Commons 5.3 183

Making Effective Word and Phrase Choices 5.4 185

Writing for Mobile Devices 5.6 193

Designing for Readability 6.3 213

Designing for Mobile Devices 6.4 216

Compositional Modes: Status Updates and Announcements 7.1 233

Augmented Reality 7.2 234

Reader-Friendly Web Design 7.5 242

Writing for the Web 7.6 243

Mobile Podcasting 7.7 245

Community Building via Social Media 8.1 255

Business Applications of Blogging 8.2 265

(continued)

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26 Preface

Title Figure Page

Business Applications of Microblogging 8.3 267

Business Communicators Innovating with Social Media Feature 258–259

Data Visualization 9.10 292

Geographic Information Systems 9.12 293

Infographics 9.13 295

Visual Displays on Mobile Devices 9.14 298

Framing Your Shots: Finding the Right Range 9.16 301

Framing Your Shots: Finding the Right Balance 9.17 302

Announcing Good News 10.6 326

Goodwill Messages 10.7 327

Internal Message Providing Bad News About Company Operations 11.6 358

Appealing to Audience Needs 12.1 379

Promotional Messages in Social Media 12.6 393

Executive Dashboards 14.3 441

Executive Summary 15.2 473

Nonlinear Presentations 16.3 513

Using Mobile Devices in Presentations 17.6 547

Mobile Job-Search Tools 18.2 567

Job Task Simulations 19.4 603

Interview Simulators 19.5 608

Communication Cases Involving Digital, Social, Mobile, or Video Media (not including email, IM, or PowerPoint slides)

Case Media Page

7.27 Mobile media 250

7.29 Web writing 251

7.30 Web writing, mobile media 251

7.31 Web writing 251

7.32 Podcasting 251

7.33 Podcasting 251

8.24 Social networking 274

8.25 Social networking 274

8.26 Social networking 274

8.27 Blogging 274

8.28 Blogging 274

8.29 Blogging, mobile media 274

8.30 Blogging 275

8.31 Microblogging 275

8.32 Microblogging 275

8.33 Microblogging 275

8.34 Wiki writing 275

10.30 Blogging 334

10.42 Podcasting 336

10.43 Blogging 336

(continued)

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

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Preface 27

Case Media Page

10.45 Microblogging 336

10.47 Social networking 337

10.48 Web writing 337

10.49 Blogging 337

10.50 Social networking 338

10.51 Social networking 338

11.35 Microblogging 370

11.40 Microblogging 371

11.41 Blogging 371

11.43 Podcasting 372

11.45 Social networking 372

11.48 Microblogging 373

11.49 Blogging 373

11.50 Blogging 373

11.51 Blogging 373

11.52 Social networking 374

11.53 Social networking 374

11.56 Mobile media 374

12.37 Microblogging 402

12.38 Blogging 402

12.51 Web writing 405

12.52 Web writing/mobile skills 405

12.53 Podcasting 405

12.55 Web writing 405

12.56 Web writing 406

12.57 Social networking 406

12.58 Microblogging 406

12.59 Social networking 406

12.60 Microblogging 406

18.24 Video 590

19.29 Video 622

19.31 Microblogging 622

19.33 Blogging 622

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28 Preface

Extending the Value of Your Textbook with Free Multimedia Content Business Communication Today’s unique Real-Time Updates system automatically provides weekly content updates, including interactive websites, infographics, podcasts, PowerPoint presentations, online videos, and articles. You can subscribe to updates chap- ter by chapter, so you get only the material that applies to your current chapter. Visit real-timeupdates.com/bct14 to subscribe.

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

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

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

2 Click on any chapter to see the updates and media items for that chapter. 3 Scan headlines and click

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

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http://real-timeupdates.com/bct14

Preface 29

For instructors: Features and resources to Enhance the Course Experience TARgET AUDIEnCE

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

With its treatment of business communication in the broadest sense (including digi- tal video and managerial issues such as crisis communication), Business Communication Today is ideal for comprehensive business communication and managerial communica- tion courses in any curriculum, in any format—in class, online, or hybrid.

For courses with a particular emphasis on written communication, you may find the authors’ 16-chapter text Excellence in Business Communication to be an optimal fit. And for introductory courses that emphasize business English, the 14-chapter Business Communication Essentials offers balanced coverage of basic business English, communi- cation strategies, and cutting-edge technologies. Its compact organization is particularly well suited to quarter calendars as well as to longer courses in which an instructor wants to have time available to supplement the text with service projects, business plan develop- ment, or other special activities.

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

A ToTAL TEAChIng AnD LEARnIng SoLUTIon

Business Communication Today has helped more than 2 million students master essen- tial skills for succeeding in the workplace. This 14th Edition continues that tradition by offering an unmatched set of tools that simplify teaching, promote active learning, and stimulate critical thinking. These components work together at four levels to provide seamless coverage of vital knowledge and skills: previewing, developing, enhancing, and reinforcing.

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

After the learning objectives, a compelling Communication Close-Up vignette fea- turing a successful professional role model shows students how the material they will encounter in the chapter is put to use in actual business situations.

Developing Chapter content develops, explains, and elaborates on concepts with a carefully orga- nized presentation of textual and visual material. The three-step process of planning, writing, and completing is clearly explained and reinforced throughout the course. Some texts introduce a writing process model and then rarely, if ever, discuss it again, giving students few opportunities to practice it and leaving them to wonder just how important

A01_BOVE5341_14_GE_FM.indd 29 6/7/17 4:43 PM

the process really is. Business Communication Today adapts the three-step process to every category of messages in every medium, from traditional letters and reports to email, blogs, IM, podcasts, wikis, and online videos.

Enhancing Contemporary examples show students the specific elements that contribute to—or detract from—successful messages. Business Communication Today has an unmatched portfolio of realistic examples for students to emulate. In addition, Real-Time Updates— Learn More connects students with dozens of carefully selected online media elements that provide examples and insights from successful professionals.

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

reinforcing Hundreds of realistic exercises and activities help students practice vital skills and put newfound knowledge to immediate use. Unique features include downloadable Word documents, podcasts, PowerPoint presentations for students to analyze, and the inno- vative Bovée and Thill wiki simulator. Interactive Document Makeovers, pioneered by Bovée and Thill, let students experience firsthand the elements that make a document successful, giving them the insights they need in order to analyze and improve their own business messages. More than 140 communication cases, featuring dozens of real com- panies, encourage students to think about contemporary business issues as they put their skills to use in a variety of media, including blogging, social networking, and podcasting.

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

30 Preface

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

Learning objectives (beginning of chapter) •

Communication Close-up (beginning of chapter) •

Concise presentations of fundamentals (within chapter) •

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

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

Real-life examples (within chapter) •

Annotated model documents (within chapter) •

Highlight boxes (within chapter) •

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

Learn More media resources (online) •

MyLab BusinessCommunication (online) • •

Real-Time Updates (online) • •

Marginal notes for quick review (within chapter) •

Checklists (within chapter) •

Communication Challenges (end of chapter) •

Quick Learning Guide (end of chapter) •

Test Your Knowledge questions (end of chapter) •

Apply Your Knowledge questions (end of chapter) •

(continued)

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

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

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

Bovée and Thill wiki simulator (online) •

Cases (following Chapters 7, 8, 9, 10, 11, 12, 15, 17, 18, and 19) •

Document Makeovers (online) •

Preface 31

FULL SUPPoRT FoR AACSB LEARnIng STAnDARDS

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

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

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

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

UnMATChED CovERAgE oF ESSEnTIAL CoMMUnICATIon TEChnoLogIES

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

■● Applicant tracking systems ■● Assistive technologies ■● Automated reputation analysis ■● Backchannel ■● Blogs ■● Cloud computing ■● Community Q&A websites ■● Computer animation ■● Content curation ■● Crowdsourcing ■● Crowdspeaking ■● Data visualization ■● Digital documents (PDFs) ■● Digital whiteboards ■● Email

■● Emoticons ■● Emotion recognition software ■● Enterprise instant messaging ■● E-portfolios ■● Extranets ■● Gamification ■● Geographic information systems ■● Gestural computing ■● Graphics software ■● Groupware and shared online

workspaces ■● Haptic communication ■● Holograms ■● Infographics ■● Information architecture

■● Instant messaging ■● Intellectual property rights ■● Interactivity ■● Internet of Things ■● Internet telephony (Skype) ■● Interview simulators ■● Intranets ■● Knowledge management systems ■● Linked and embedded documents ■● Location-based social networking ■● Microblogs ■● Mobile business apps ■● Multimedia documents ■● Multimedia presentations ■● Multimedia résumés

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■● Newsfeeds ■● Online brainstorming systems ■● Online research techniques ■● Online survey tools ■● Online video ■● Podcasts ■● PowerPoint animation ■● Really Simple Syndication (RSS) ■● Real-time translation ■● Screencasts ■● Search and metasearch engines ■● Search engine optimization (SEO) ■● Security and privacy concerns in

digital media

■● Sentiment analysis ■● Smart communication bots ■● Social bookmarking ■● Social commerce ■● Social media ■● Social media résumés ■● Social networking ■● Tagging ■● Teleconferencing and telepresence ■● Telepathy ■● Text messaging ■● Translation software ■● User-generated content ■● Video interviews

■● Video résumés ■● Videoconferencing ■● Virtual and augmented reality ■● Virtual communities ■● Virtual meetings ■● Virtual whiteboards ■● Web content management

systems ■● Webcasts ■● Web directories ■● Website accessibility ■● Wikis ■● Workforce analytics ■● Workplace messaging systems

32 Preface

CoURSE PLAnnIng gUIDE

Although Business Communication Today follows a conventional sequence of topics, it is structured so that you can address topics in whatever order best suits your needs. For instance, if you want to begin by reviewing grammar, sentence structure, and other writ- ing fundamentals, you can ask students to read Chapter 5, Writing Business Messages, and then the Handbook of Grammar, Mechanics, and Usage. Conversely, if you want to begin with employment-related communication, you can start with the Prologue, Build- ing a Career with Your Communication Skills, followed by Chapters 18 and 19.

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

Chapter/Section Number and Title Hours Devoted to Each Chapter/Section

30-Hour Course 45-Hour Course 60-Hour Course

Prologue Building a Career with Your Communication Skills 1 1 1

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

2 Collaboration, Interpersonal Communication, and Business Etiquette

1 1 2

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

4 Planning Business Messages 2 3 4

5 Writing Business Messages 2 3 4

6 Completing Business Messages 2 3 4

Handbook of Grammar, Mechanics, and Usage 1 2 2

A Format and Layout of Business Documents 1 1 1

7 Digital Media 1 2 3

8 Social Media 1 2 3

9 Visual Media 1 1 2

10 Writing Routine and Positive Messages 2 2 3

11 Writing Negative Messages 2 2 3

12 Writing Persuasive Messages 2 2 3

13 Finding, Evaluating, and Processing Information 1 2 3

14 Planning Reports and Proposals 1 2 3

15 Writing and Completing Reports and Proposals 1 2 3

B Documentation of Report Sources 1 1 2

16 Developing Presentations in a Social Media Environment 1 3 3

(continued)

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Preface 33

Chapter/Section Number and Title Hours Devoted to Each Chapter/Section

30-Hour Course 45-Hour Course 60-Hour Course

17 Enhancing Presentations with Slides and Other Visuals 1 1 1

18 Building Careers and Writing Résumés 2 3 3

19 Applying and Interviewing for Employment 1 3 3

InSTRUCToR RESoURCES AnD SUPPoRT oPTIonS

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

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

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

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

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

■● The unique Real-Time Updates content-updating service (see page 28) ■● The popular Business Communication Headline News service (see page 33–34) ■● A variety of videos and PowerPoint presentations on SlideShare ■● More than 500 infographics, videos, articles, podcasts, and PowerPoints on Business

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

We also invite you to peruse Bovée & Thill’s Online Magazines for Business Communica- tion on Scoop.it:

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

Links to all these services and resources can be found at blog.businesscommunicationnetwork .com/resources.

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

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

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http://blog.businesscommunicationnetwork.com/resources

http://bchn.businesscommunicationnetwork.com

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

■● Keep current with the latest information and trends in the field ■● Easily update your lecture notes with fresh material ■● Create visuals for your classroom presentations ■● Supplement your lectures with cutting-edge handouts ■● Gather podcasts, online video, and other new media examples to use in the classroom ■● Enhance your research projects with the newest data ■● Compare best practices from other instructors ■● Improve the quality and effectiveness of your teaching by reading about new teaching

tips and techniques

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

■● Business Communication Web Search, featuring a revolutionary approach to searching developed by the authors that automatically formats more than 325 specific types of online search requests. The tool uses a simple and intuitive interface engineered to help business communication instructors find precisely what they want, whether it’s Power- Point files, PDF files, Microsoft Word documents, Excel files, videos, podcasts, or more.

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

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

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

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

instructor’s resource Center At the Instructor Resource Center, www.pearsonglobaleditions.com/Bovee, instructors can access a variety of digital and presentation resources available with this text in downloadable format. As a registered faculty member, you can download resource files and receive immedi- ate access and instructions for installing course management content on your campus server.

If you ever need assistance, our dedicated technical support team is ready to help with the media supplements that accompany this text. Visit support.pearson.com/getsupport for answers to frequently asked questions and toll-free user support phone numbers.

The following supplements are available to adopting instructors (for detailed de- scriptions, please visit www.pearsonglobaleditions.com/Bovee):

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

34 Preface

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http://www.pearsonglobaleditions.com/Bovee):

http://www.pearsonglobaleditions.com/Bovee

mailto:[email protected]

http://blog.businesscommunicationnetwork.com

http://support.pearson.com/getsupport

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

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

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

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

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

how To SUCCEED In ThIS CoURSE

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

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

APPRoAChIng EACh ASSIgnMEnT

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

■● First, don’t panic! If the thought of writing a report or giving a speech sends a chill up your spine, you’re not alone. Everybody feels that way when first learning busi- ness communication skills, and even experienced professionals can feel nervous

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news:Every

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

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

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

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

■● Use the three-step writing process. Those essential planning tasks are the first step in the three-step writing process, which you’ll learn about in Chapter 4 and use throughout the course. This process has been developed and refined by professional writers with decades of experience and thousands of projects ranging from short blog posts to 500-page textbooks. It works, so take advantage of it.

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

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

using This Textbook Package This book and its accompanying online resources introduce you to the key concepts in business communication while helping you develop essential skills. As you read each chapter, start by studying the learning objectives. They will help you identify the most important concepts in the chapter and give you a feel for what you’ll be learning. Each learning objective corresponds to one major heading within the chapter, so you can easily find the information it relates to. After the learning objectives, a compelling Communi- cation Close-Up vignette featuring a successful company or professional shows you how the material you will encounter in the chapter is put to use in actual business situations.

At the end of each chapter, the Summary of Learning Objectives gives you the chance to quickly verify your grasp of important concepts. Following that, you’ll see two sets of

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questions that will help you test and apply your knowledge, and two sets of projects that will help you practice and expand your skills. Nine chapters also feature communication cases, which are more involved projects that require you to plan and complete a variety of messages and documents. All these activities are tagged by learning objective, so if you have any questions about the concepts you need to apply, just revisit that part of the chapter.

Several chapters have activities with downloadable media such as presentations and podcasts; if your instructor assigns these elements, follow the instructions in the text to locate the correct files.

In addition to the 19 chapters of the text itself, here are some special features that will help you succeed in the course and on the job:

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

■● Handbook. The Handbook of Grammar, Mechanics, and Usage (see page 649) is a convenient reference of essential business English.

■● Real-Time Updates. You can use this unique newsfeed service to make sure you’re always kept up to date on important topics. Plus, at strategic points in every chapter, you will be directed to the Real-Time Updates website to get the latest information about specific subjects. To sign up, visit real-timeupdates.com/bct14.

■● Business Communication Web Search. With our unique web search approach, you can quickly format more than 325 specific types of online searches. This tool uses a simple and intuitive interface engineered to help you find precisely what you want, whether it’s PowerPoint files, PDF files, Microsoft Word documents, Excel files, videos, podcasts, or social bookmarks. Check it out at websearch . businesscommunicationnetwork.com.

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

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

Courtland Bovée and John Thill were recently awarded proclamations from the gov- ernor of Massachusetts for their lifelong contributions to education and for their com- mitment to the summer youth baseball program that is sponsored by the Boston Red Sox.

acknowledgments The 14th Edition of Business Communication Today reflects the professional experience of a large team of contributors and advisors. We express our thanks to the many individuals whose valuable suggestions and constructive comments influenced the success of this book.

REvIEwERS oF MoDEL DoCUMEnTS

Thank you to these professors for their thoughtful reviews of model documents: Zenobein Adams, Cleveland State University and Cuyahoga Community College; Judy

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http://real-timeupdates.com/bct14

http://websearch.businesscommunicationnetwork.com

Bello, Lander University; Scott Buechler, Elon University; Herb Brown, Appalachian State University; Terry Engebretsen, Idaho State University; Linda Gregory, Seminole State College of Florida; Kathleen Norris, Loyola Marymount University; Elisabeth Power, Saint Martin’s University; Joanne M. Slutsky, University at Buffalo; Melvin Charles Washington, Howard University; and Gail Yosh, Montclair State University.

REvIEwERS oF PREvIoUS EDITIonS

Thank you to the following professors: Lydia E. Anderson, Fresno City College; Victo- ria Austin, Las Positas College; Faridah Awang, Eastern Kentucky University; Jeanette Baldridge, University of Maine at Augusta; Diana Baran, Henry Ford Community College; JoAnne Barbieri, Atlantic Cape Community College; Kristina Beckman, John Jay College; Judy Bello, Lander University; Carol Bibly, Triton College; Nancy Bizal, University of Southern Indiana; Yvonne Block, College of Lake County; Edna Boroski, Trident Technical College; Nelvia M. Brady, Trinity Christian College; Arlene Broeker, Lincoln University; David Brooks, Indiana University Southeast; Carol Brown, South Puget Sound Community College; Domenic Bruni, University of Wisconsin; Jeff Bruns, Bacone College; Gertrude L. Burge, University of Nebraska; Sharon Burton, Brookhaven College; Robert Cabral, Oxnard College; Dorothy Campbell, Brevard Community College; Linda Carr, University of West Alabama; Alvaro Carreras Jr., Florida Interna- tional University; Sharon Carson, St. Philip’s College; Rick Carter, Seattle University; Dacia Charlesworth, Indiana University–Purdue University Fort Wayne; Jean Chenu, Genesee Community College; Connie Clark, Lane Community College; Alvin Clarke, Iowa State University; Jerrie Cleaver, Central Texas College; Clare Coleman, Temple University; Michael P. Collins, Northern Arizona University; M. Cotton, North Central Missouri College; Pat Cowherd, Campbellsville University; Pat Cuchens, University of Houston–Clear Lake; Walt Dabek, Post University; Cathy Daly, California State University–Sacramento; Linda Davis, Copiah–Lincoln Community College; Christine R. Day, Eastern Michigan University; Harjit Dosanjh, North Seattle Community Col- lege; Amy Drees, Defiance College; Cynthia Drexel, Western State College of Colo- rado; Lou Dunham, Spokane Falls Community College; Donna Everett, Morehead State University; Donna Falconer, Anoka–Ramsey Community College; Kate Ferguson Marsters, Gannon University; Darlynn Fink, Clarion University of Pennsylvania; Bobbi Fisher, University of Nebraska–Omaha; Laura Fitzwater, Community College of Phila- delphia; Lynda K. Fuller, Wilmington University; Matthew Gainous, Ogeechee Techni- cal College; Yolande Gardner, Lawson State Community College; Gina Genova, University of California–Santa Barbara; Lonny Gilbert, Central State University; Ca- mille Girardi-Levy, Siena College; Nancy Goehring, Monterey Peninsula College; Dawn Goellner, Bethel College; Robert Goldberg, Prince George’s Community College; Jef- frey Goldberg, MassBay Community College; Helen Grattan, Des Moines Area Com- munity College; Barbara Grayson, University of Arkansas at Pine Bluff; Deborah Griffin, University of Houston–Clear Lake; Alice Griswold, Clarke College; Bonnie Grossman, College of Charleston; Lisa Gueldenzoph, North Carolina A&T State Uni- versity; Wally Guyot, Fort Hays State University; Valerie Harrison, Cuyamaca College; Tim Hartge, The University of Michigan–Dearborn; Richard Heiens, University of South Carolina–Aiken; Maureece Heinert, Sinte Gleska University; Leighanne Heisel, University of Missouri–St. Louis; Gary Helfand, University of Hawaii–West Oahu; Cynthia Herrera, Orlando Culinary Academy; Kathy Hill, Sam Houston State Univer- sity; Pashia Hogan, Northeast State Tech Community College; Sarah Holmes, New England Institute of Technology; Ruth Hopkins Zajdel, Ohio University–Chillicothe; Sheila Hostetler, Orange Coast College; Michael Hricik, Westmoreland County Com- munity College; Rebecca Hsiao, East Los Angeles College; Mary Ann Hurd, Sauk Val- ley Community College; Pat Hurley, Leeward Community College; Harold Hurry, Sam Houston State University; Marcia James, University of Wisconsin–Whitewater; Frank Jaster, Tulane University; Jonatan Jelen, Parsons The New School For Design; Irene Joanette Gallio, Western Nevada Community College; Edgar Dunson Johnson III,

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Augusta State University; Mark Johnson, Rhodes State College; Joanne Kapp, Siena College; Jeanette A. Karjala, Winona State University; Christy L. Kinnion, Lenior Community College; Deborah Kitchin, City College of San Francisco; Lisa Kirby, North Carolina Wesleyan College; Claudia Kirkpatrick, Carnegie Mellon University; Betty Kleen, Nicholls State University; Fran Kranz, Oakland University; Jana Langemach, University of Nebraska–Lincoln; Joan Lantry, Jefferson Community College; Kim Laux, Saginaw Valley State University; Kathryn J. Lee, University of Cincinnati; Anita Leffel, The University of Texas, San Antonio; Ruth Levy, Westchester Community Col- lege; Nancy Linger, Moraine Park Technical College; Jere Littlejohn, University of Mis- sissippi; Dana Loewy, California State University–Fullerton; Jennifer Loney, Portland State University; Susan Long, Portland Community College; Sue Loomis, Maine Mari- time Academy; Thomas Lowderbaugh, University of Maryland– College Park; Jayne Lowery, Jackson State Community College; Lloyd Matzner, University of Houston– Downtown; Ron McNeel, New Mexico State University at Alamogordo; Dr. Bill McPherson, Indiana University of Pennsylvania; Phyllis Mercer, Texas Woman’s University; Donna Meyerholz, Trinidad State Junior College; Annie Laurie I. Meyers, Northampton Community College; Catherine “Kay” Michael, St. Edward’s University; Kathleen Miller, University of Delaware; Gay Mills, Amarillo College; Julie Mullis, Wilkes Community College; Pamela Mulvey, Olney Central College; Jimidene Mur- phey, Clarendon College; Cindy Murphy, Southeastern Community College; Dipali Murti-Hali, California State University–Stanislaus; Shelley Myatt, University of Cen- tral Oklahoma; Cora Newcomb, Technical College of the Lowcountry; Ron Newman, Crafton Hills College; Linda Nitsch, Chadron State College; Leah Noonan, Laramie County Community College; Mabry O’Donnell, Marietta College; Diana Oltman, Central Washington University; Ranu Paik, Santa Monica College; Lauren Paisley, Gen- esee Community College; Patricia Palermo, Drew University; John Parrish, Tarrant County College; Diane Paul, TVI Community College; John T. Pauli, University of Alaska– Anchorage; Michael Pennell, University of Rhode Island; Sylvia Beaver Perez, Nyack College; Melinda Phillabaum, Indiana University; Ralph Phillips, Geneva Col- lege; Laura Pohopien, Cal Poly Pomona; Diane Powell, Utah Valley State College; Christine Pye, California Lutheran University; Norma Pygon, Triton College; Dave Rambow, Wayland Baptist University; Richard David Ramsey, Southeastern Louisiana University; Charles Riley, Tarrant County College–Northwest Campus; Jim Rucker, Fort Hays State University; Dr. Suzan Russell, Lehman College; Danielle Scane, Orange Coast College; Calvin Scheidt, Tidewater Community College; Nancy Schneider, Uni- versity of Maine at Augusta; Brian Sheridan, Mercyhurst College; Melinda Shirey, Fresno City College; Bob Shirilla, Colorado State University; Joyce Simmons, Florida State University; Gordon J. Simpson, SUNY Cobleskill; Peggy Simpson, Dominican University; Eunice Smith, Bismarck State College; Jeff Smith, University of Southern California; Lorraine M. Smith, Fresno City College; Harvey Solganick, LeTourneau University–Dallas campus; Stephen Soucy, Santa Monica College; Linda Spargo, Uni- versity of Mississippi; W. Dees Stallings, Park University; Sally Stanton, University of Wisconsin–Milwaukee; Mark Steinbach, Austin Community College; Angelique Stevens, Monroe Community College; Steven Stovall, Wilmington College; Alden Talbot, Weber State University; Michele Taylor, Ogeechee Technical College; Wilma Thomason, Mid-South Community College; Ed Thompson, Jefferson Community College; Ann E. Tippett, Monroe Community College; Lori Townsend, Niagara County Community College; Lani Uyeno, Leeward Community College; Wendy Van Hatten, Western Iowa Tech Community College; Jay Wagers, Richmond Community College; John Waltman, Eastern Michigan University; Jie Wang, University of Illinois at Chicago; Chris Ward, The University of Findlay; Dorothy Warren, Middle Tennessee State Uni- versity; Glenda Waterman, Concordia University; Kellie Welch, Jefferson Community College; Bradley S. Wesner, Nova Southeastern University; Mathew Williams, Clover Park Technical College; Beth Williams, Stark State College of Technology; Brian Wilson, College of Marin; and Sandra D. Young, Orangeburg–Calhoun Technical College.

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REvIEwERS oF DoCUMEnT MAkEovERS

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

MyLAB ConTRIBUToRS

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

PERSonAL ACknowLEDgMEnTS

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

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

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

In addition, we thank Susan Schanne of Eastern Michigan University, Christine Laursen of Red Rocks Community College, and Laura A. LeDoux of Fullerton College for their assistance in preparing supplements for this new edition.

We extend our warmest appreciation to the devoted professionals at Pearson Higher Education for their commitment to producing high-value, student-focused texts, including Donna Battista, Vice President, Business Publishing; Stephanie Wall, Director of Portfolio Management; Daniel Tylman, Portfolio Manager; Ashley Santora, Managing Producer, Business; Linda Albelli, Editorial Assistant; Jeff Holcomb, Director of Production, Busi- ness; Becky Brown, Product Marketer; and Lenny Ann Kucenski, Field Marketing Manager. We are also grateful to Nicole Suddeth and Julie Kidd of SPi Global.

Courtland L. Bovée John V. Thill

Global Edition acknowledgments ConTRIBUToRS

Dave Lees, University of Derby; and Louise Stansflied, Helsinki Metropolia University of Applied Sciences.

REvIEwERS

Anushia Chelvarayan, Multimedia University; Kitty Szeto, Chinese University of Hong Kong; and Magda Sylwestrowicz, IUBH School of Business and Management.

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BuilDing a Career WiTh Your CommuniCaTion sKills

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

UnDERSTAnDIng ThE ChAngIng woRLD oF woRk

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

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

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

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

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

As you navigate this uncertain future, keep two vital points in mind. First, don’t wait for your career to just happen: Take charge of your career and stay in charge of it. Explore all your options and have a plan, but be prepared to change course as opportunities and

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threats appear on the horizon. Second, don’t count on employers to take care of you. The era of lifetime employment, in which an employee committed to one company for life with the understanding it would return the loyalty, is long gone. From finding opportuni- ties to developing the skills you need in order to succeed, it’s up to you to manage your career and look out for your own best interests.

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

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

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

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

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

■● Communication skills. The reason this item is listed first isn’t that you’re reading a business communication textbook. Communication is listed first because it is far and away the most commonly mentioned skill set when employers are asked about

42 Prologue

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

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what they look for in employees. Improving your communication skills will help in every aspect of your professional life.

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

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

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

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

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

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

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

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

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

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44 Prologue

TABLE 1 Career Self-Assessment

activity or Situation Strongly agree agree Disagree no Preference

1. I want to work independently.

2. I want variety in my work.

3. I want to work with people.

4. I want to work with technology.

5. I want physical work.

6. I want mental work.

7. I want to work for a large organization.

8. I want to work for a nonprofit organization.

9. I want to work for a small business.

10. I want to work for a service business.

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

12. I want regular, predictable work hours.

13. I want to work in a city location.

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

15. I want to work in another country.

16. I want to work outdoors.

17. I want to work in a structured environment.

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

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

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

whAT Do yoU wAnT To Do?

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

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

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

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

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

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

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

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Prologue 45

whAT Do yoU hAvE To oFFER?

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

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

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

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

how CAn yoU MAkE yoURSELF MoRE vALUABLE?

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

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

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

BUILDIng An EMPLoyMEnT PoRTFoLIo

Employers want proof that you have the skills to succeed on the job, but even if you don’t have much relevant work experience, you can use your college classes to assemble that proof. Simply create and maintain an employment portfolio, which is a collection of projects that demonstrate your skills and knowledge. You can create a print portfolio and an e-portfolio; both can help with your career effort. A print portfolio gives you some- thing tangible to bring to interviews, and it lets you collect project results that might not be easy to show online, such as a handsomely bound report. An e-portfolio is a multime- dia presentation of your skills and experiences.7 Think of it as a website that contains your résumé, work samples, letters of recommendation, relevant videos or podcasts you have recorded, any blog posts or articles you have written, and other information about

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46 Prologue

you and your skills. The portfolio can be burned on a CD or DVD for physical distribu- tion or, more commonly, it can be posted online—whether on a personal website, your college’s site (if student pages are available), or a specialized portfolio hosting site such as Behance. To see a selection of student e-portfolios from colleges around the United States, go to real-timeupdates.com/bct14, select Student Assignments, and locate the link to student e-portfolios.

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

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

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

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

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

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

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

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

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

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

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

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Prologue 47

BUILDIng yoUR PERSonAL BRAnD

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

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

You will have multiple opportunities to plan and refine your personal brand dur- ing this course. For example, Chapter 8 offers tips on business applications of social media, which are key to personal branding, and Chapters 18 and 19 guide you through the process of creating a résumé, building your network, and presenting yourself in interviews. To get you started, here are the basics of a successful personal branding strategy:9

■● Figure out the “story of you.” Simply put, where have you been in life, and where are you going? Every good story has dramatic tension that pulls readers in and makes them wonder what will happen next. Where is your story going next? Chapter 18 of- fers more on this personal brand-building approach.

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

■● Reach out and connect. Major corporations spread the word about their brands with multimillion-dollar advertising campaigns. You can promote your brand at little or no cost. The secret is networking, which you’ll learn more about in Chapter 18. You build your brand by connecting with like-minded people, sharing information, dem- onstrating skills and knowledge, and helping others succeed.

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

USIng ALL ThE JoB-SEARCh TooLS AT yoUR DISPoSAL

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

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

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48 Prologue

Endnotes 1. Ryan Kim, “By 2020, Independent Workers Will Be the Majority,” GigaOm, 8 December 2011, gigaom.com. 2. Darren Dahl, “Want a Job? Let the Bidding Begin,” Inc., March 2011, 93–96; Thomas W. Malone, Robert J. Laubacher, and Tammy Johns, “The Age of Hyperspecialization,” Harvard Business Review, July–August 2011, 56–65; Jennifer Wang, “The Solution to the Innovator’s Dilemma,” Entrepreneur, August 2011, 24–32. 3. “LiveOps and Vision Perry Create New Work Opportunities for Rural Tennessee,” LiveOps press release, 18 July 2011, www.liveops.com; Malone et al., “The Age of Hyperspecialization.” 4. Adapted from Dahl, “Want a Job? Let the Bidding Begin”; Malone et al., “The Age of Hyperspecial- ization”; Wang, “The Solution to the Innovator’s Dilemma”; Marjorie Derven, “Managing the Matrix in the New Normal,” T+D, July 2010, 42–47. 5. Courtland L. Bovèe and John V. Thill, Business in Action, 5th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2010), 18–21; Randall S. Hansen and Katharine Hansen, “What Do Employers Really Want? Top Skills and Values Employers Seek from Job-Seekers,” QuintCareers.com, accessed 17 Au- gust 2010, www.quintcareers.com. 6. Nancy M. Somerick, “Managing a Communication Internship Program,” Bulletin of the Associa- tion for Business Communication 56, no. 3 (1993): 10–20. 7. Jeffrey R. Young, “‘E-Portfolios’ Could Give Students a New Sense of Their Accomplishments,” The Chronicle of Higher Education, 8 March 2002, A31. 8. Mohammed Al-Taee, “Personal Branding,” Al-Taee blog, accessed 17 August 2010, altaeeblog.com. 9. Pete Kistler, “Seth Godin’s 7-Point Guide to Bootstrap Your Personal Brand,” Personal Branding blog, 28 July 2010, www.personalbrandingblog; Kyle Lacy, “10 Ways to Building Your Personal Brand Story,” Personal Branding blog, 5 August 2010, www.personalbrandingblog; Al-Taee, “Personal Brand- ing”; Scot Herrick, “30 Career Management Tips—Marketing AND Delivery Support Our Personal Brand,” Cube Rules blog, 8 September 2007, cuberules.com; Alina Tugend, “Putting Yourself Out There on a Shelf to Buy,” New York Times, 27 March 2009, www.nytimes.com.

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http://www.nytimes.com

http://www.personalbrandingblog

http://www.quintcareers.com

http://www.liveops.com

http://gigaom.com

http://www.QuintCareers.com

http://altaeeblog.com

http://cuberules.com

1 CHAPTER 1 Professional Communication in a Digital,

Social, Mobile World

CHAPTER 2 Collaboration, Interpersonal Communication, and Business Etiquette

CHAPTER 3 Communication Challenges in a Diverse, Global Marketplace

Understanding the Foundations of Business Communication

PART

N o other skill can help your career in as many

ways as communication. Discover what

business communication is all about, why

communication skills are essential to your career,

how social and mobile technologies are revolutionizing

business communication, and how to adapt your

communication experiences in life and college

to the business world. Improve your skills

in such vital areas as team interaction,

etiquette, listening, and nonverbal

communication. Explore the

advantages and the challenges of a

diverse workforce and develop the

skills that every communicator needs

to succeed in today's global, multicultural business

environment.

El Nariz/Shutterstock

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1 Learning Objectives

After studying this chapter, you will be able to

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

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

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

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

5 List four general guidelines for using communication tech- nology effectively.

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

Professional communication in a Digital, social, Mobile World

CommuniCation Close-up at

Klm twitter.com/KLM If you have ever served a customer, you know how challenging it can be to ensure they have a positive experience with your com- pany, and come back for more. Imagine the challenge of handling hundreds, maybe even thousands, of comments and questions a day via multiple social media channels and across 14 languages. That’s what KLM Royal Dutch Airlines aims to do in its one-stop social media service, checking specific details for individual cus- tomers and responding to them promptly.

KLM is at the forefront of the airline industry in Europe and is the oldest airline in the world to still be operating under its original name. Customers are at the heart of KLM’s business and the company prides itself on offering them innovative products and a safe, efficient, customer-centric experience.

The airline was one of the first to really get social media and understand the power of interacting with its customers. KLM Social Media started in 2009 as a tiny department using Facebook and Twitter posting photos of planes or occasional campaigns. In April, 2010, the Icelandic volcano Eyjafjallajökull erupted and ash clouds seriously disrupted air traffic. KLM immediately provided a full social media service via Facebook and Twitter for passengers and their families.

The company then soon became one of the first airlines to offer customers a 24/7 service in social media, especially Twitter. In fact, KLM became the first airline ever to reschedule a passen- ger flight following a request from a user on Twitter.

MyLab BusinessCommunication Improve Your Grade! More than 10 million

students improved their results using Pearson MyLabs. Visit mybcommlab.com for simulations, tutorials, and end- of- chapter problems.

eo n

W eg

g el

aa r.

S hu

tt er

st o ck

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52 Part 1 Understanding the Foundations of business communication

understanding Why Communication matters Whether it’s as simple as a smile or as ambitious as KLM’s social media program (pro- filed in the chapter-opening Communication Close-Up), communication is the process of transferring information and meaning between senders and receivers, using one or more media and communication channels. The essence of communication is sharing— providing data, information, insights, and inspiration in an exchange that benefits both you and the people with whom you are communicating.2 As Figure 1.1 indicates, this sharing can happen in a variety of ways, including simple and successful transfers of information, negotiations in which the sender and receiver arrive at an agreed-on meaning, and unsuccessful attempts in which the receiver creates a different message than the one the sender intended.

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

CommuniCation is imPortant to Your Career

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

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

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

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

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

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

KLM now has one of the biggest social media service depart- ments. KLM Royal Dutch Airlines’ official Facebook page has 11.5 million likes and offers personal service in 12 languages. The main Twitter account has 2.2 million followers but each of its coun- try accounts has a strong follower base. Social media agents are ready to interact 24/7 with over two million travellers who follow the company across their various channels. They aim to answer questions on KLM products and services and resolve problems within 30 minutes. If a customer requires specific help with service issues the agents encourage him/her to share personal details only in direct messages. Furthermore, KLM’s “Meet & Seat” social seating service really puts the “social” in social media, allowing

passengers to share their Facebook or LinkedIn profile details to find interesting people on board the same flight.

Mobile communication has become a core element of KLM’s communication strategy. Its one-stop-shop principle in social media ensures passengers receive a prompt, tailored reply, not just a link through to other channels. The KLM app for smart- phone, tablet or smartwatch also gives customers direct access to KLM Customer Support. Customers can get all the travel informa- tion they need, book flights and check in from their mobile device. As KLM innovates, its focus will be on complementing its one- to-many social media channels with one-to-few digital services in various applications.1

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ChaPter 1 Professional communication in a Digital, social, Mobile World 53

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

“The new app is on schedule.”

“Everything is fine.”

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

“I think everything is

fine.”

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

Great! It’s on schedule, and I

don’t need to worry.

“So you are still on schedule, but now there

is some risk of a slip.”

“Are you worried about anything?”

Re-created Meaning

Negotiated Meaning

Transmitted Meaning

In fact, improving your communication skills may be the single most important step you can take in your career. The world is full of good marketing strategists, good accountants, good engineers, and good attorneys—but it is not full of good communi- cators. View this as an opportunity to stand out from your competition in the job market.

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

CommuniCation is imPortant to Your ComPanY

Aside from the personal benefits, communication should be important to you because it is important to your company. Effective communication helps businesses in numerous ways, by promoting5

●● A stronger sense of trust between individuals and organizations ●● Closer ties with important communities in the marketplace

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

Effective communication yields numerous business benefits.

This Pinterest board created by the authors highlights some of the most important changes taking place in the field of business communication. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

real-time uPdates

Learn MOre by visiting this Website

Check out the cutting edge of business communication

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54 Part 1 Understanding the Foundations of business communication

●● Opportunities to influence conversations, perceptions, and trends ●● Increased productivity and faster problem solving ●● Better financial results and higher return for investors ●● Earlier warning of potential problems, from increasing business costs to critical safety

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

tion and lower employee turnover

What makes Business CommuniCation effeCtive?

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

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

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

●● Present information in a concise, efficient manner. Concise messages show respect for people’s time, and they increase the chances of a positive response. Do your best to simplify complex subjects to help your readers, and make sure you don’t inadvertently complicate simple subjects through careless writing.7 The ability to explain a complex subject in simple terms is immensely valuable, whether you’re training new employees or pitching a business plan to investors.

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

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

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

Communicating as a professional You’ve been communicating your entire life, of course, but if you don’t have a lot of work experience yet, meeting the expectations of a professional environment might require some adjustment. A good place to start is to consider what it means to be a professional. Professionalism is the quality of performing at a high level and conducting oneself with purpose and pride. It means doing more than putting in the hours and collecting a pay- check: True professionals go beyond minimum expectations and commit to making meaningful contributions. Professionalism can be broken down into six distinct traits: striving to excel, being dependable and accountable, being a team player, demonstrating a sense of etiquette, making ethical decisions, and maintaining a positive outlook (see Figure 1.3 on page 56).

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

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

2 leaRninG oBJeCtiVeExplain what it means to communicate as a professional in a business context.

Communication is an essen- tial part of being a successful professional.

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ChaPter 1 Professional communication in a Digital, social, Mobile World 55

Figure 1.2 Effective Professional Communication At first glance, the top email message here looks like a reasonable attempt at communicating with the members of a project team. However, compare it with the bottom version by referencing the notes lettered (a) through (h) to see just how many problems the original message really has.

(a) The vague subject line fails to alert people to the upcoming meeting.

(b) The greeting is cold and off-putting.

(d) A negative, accusatory tone puts readers on the defensive, and the request for action fails to clarify who needs to do what by when.

(e) The meeting information includes the day, but not the date, which could lead to confusion.

(f) The wording here assumes that people who won’t attend don’t want to, which might not be true. The writer also fails to invite questions ahead of the meeting.

(g) The lack of a closing (such as “Thank you,”) con- tributes to the harsh, abrupt tone.

(h) The writer fails to provide alternative contact infor- mation or invite questions about the meeting.

(a) An informative subject line helps people grasp important details immediately.

(b) The greeting is friendly without being too casual.

(e) The date eliminates scheduling uncertainty.

(d) This upbeat paragraph emphasizes the positive value of the meeting, and the request provides enough information to enable readers to respond.

(f) The writer offers everyone a chance to participate, without making anyone feel guilty about not being able to attend in person. The closing paragraph invites questions ahead of time so they don’t derail the meeting.

(g) Like the greeting, the close has a warm and personal tone, without being too casual.

(h) The email signature provides additional infor- mation and alternative contact options.

Inef fect

ive Inef

fect ive

Effe ctive

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56 Part 1 Understanding the Foundations of business communication

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

understanding What emPloYers exPeCt from You

Today’s employers expect you to be competent at a wide range of communication tasks. Fortunately, the skills employers expect from you are the same skills that will help you advance in your career:8

●● Recognizing information needs, using efficient search techniques to locate reliable sources of information (particularly from online sources), and using gathered infor- mation ethically; this collection of skills is often referred to as digital information fluency9

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

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

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

news that people don’t want to hear

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

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

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

and take responsibility for their errors.

Be dependable

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

great career.

Be the best

Be ethical Responsible pros work to avoid ethical lapses and weigh their options carefully when facing

ethical dilemmas.

Be positive You owe it to yourself,

your colleagues, and your company to maintain a

positive outlook even when the going gets tough.

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

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

Be a team player

Pros know how to contribute to a larger

cause and make others around them better.

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ChaPter 1 Professional communication in a Digital, social, Mobile World 57

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

tively in order to form logical conclusions and make sound recommendations

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

CommuniCating in an organizational Context

In addition to having the proper skills, you need to learn how to apply those skills in the business environment, which can be quite different from the social and scholastic environ- ments you are accustomed to. Every organization has a formal communication network, in which ideas and information flow along the lines of command (the hierarchical levels) in the company’s organization structure (see Figure 1.4). Throughout the formal network, informa- tion flows in three directions. Downward communication flows from executives to employees, conveying executive decisions and providing information that helps employees do their jobs. Upward communication flows from employees to executives, providing insight into prob- lems, trends, opportunities, grievances, and performance, thus allowing executives to solve problems and make intelligent decisions. Horizontal communication flows between depart- ments to help employees share information, coordinate tasks, and solve complex problems.10

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

adoPting an audienCe-Centered aPProaCh

An audience-centered approach involves understanding and respecting the members of your audience and making every effort to get your message across in a way that is mean- ingful to them. This approach is also known as adopting the “you” attitude, in contrast

A company’s formal communica- tion network mirrors its organiza- tional structure.

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

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

Line C supervisor

Line B supervisor

Line A supervisor

Director of sales

Accounting manager

Vice president of finance

Vice president of production

President

Vice president of research and development

Vice president of marketing

Advertising manager

Industrial sales

manager

Examples of downward communication

Examples of upward communication

Examples of horizontal communication

E-commerce manager

Retail sales

manager

Plant manager

Director of advertising and

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58 Part 1 Understanding the Foundations of business communication

to messages that are about “me.” Learn as much as possible about the biases, education, age, status, style, and personal and professional concerns of your receivers. If you’re address- ing people you don’t know and you’re unable to find out more about them, try to project yourself into their position by using common sense and imagination. This ability to relate to the needs of others is a key part of emotional intelligence, a combination of emotional and social skills that is widely considered to be a vital characteristic of successful managers

and leaders.11 The more you know about the people you’re communicating with, the easier it is to concentrate on their needs—which, in turn, makes it easier for them to hear your message, understand it, and respond positively.

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

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

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

the BasiC CommuniCation model

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

●● The sender has an idea. Whether a communication effort will ultimately be effective starts right here and depends on the nature of the idea and the motivation for sending it.

Etiquette, the expected norms of behavior in a particular situation, can have a profound influence on your company’s success and your career.

3 leaRninG oBJeCtiVeDescribe the communication process model and the ways social media are changing the nature of business communication.

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

Understand the five elements that make up this essential quality for business success. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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the fundamentals of emotional intelligence

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

1. Sender has an idea

2. Sender encodes that idea

in a message

3. Sender produces that message in a medium

5. Audience receives the

message

6. Audience decodes the

message 7. Audience

responds to the message

e 7. Audience

responds to the e

responds to message

4. Sender transmits the

message through a channel

8. Audience might also provide

feedback to the sender

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ChaPter 1 Professional communication in a Digital, social, Mobile World 59

For example, if your motivation is to offer a solution to a problem, you have a better chance of crafting a meaningful message than if your motivation is merely to com- plain about a problem.

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

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

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

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

●● The audience decodes the message. After a message is received, the receiver needs to extract the idea from the message, a step known as decoding. “How Audiences Decode Messages” (page 61) takes a closer look at this complex and subtle step in the process.

●● The audience responds to the message. By crafting messages in ways that show the benefits of responding, senders can increase the chances that recipients will respond in positive ways. However, as “How Audiences Respond to Messages” (page 62) points out, whether a receiver responds as the sender hopes depends on the receiver (1) remembering the message long enough to act on it, (2) being able to act on it, and (3) being motivated to respond.

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

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

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

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

●● Noise and distractions. External distractions range from uncomfortable meeting rooms to computer screens cluttered with instant messages and reminders popping up all over the place. Internal distractions are thoughts and emotions that prevent audiences from focusing on incoming messages. The common habit of multitask- ing—attempting more than one task at a time—is practically guaranteed to create communication distractions. Multitasking dramatically increases the workload on

The medium is the form a mes- sage takes, whereas the channel is the system used to deliver the message.

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

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60 Part 1 Understanding the Foundations of business communication

your brain because you’re forcing it to constantly switch between sets of rules and contexts, which requires it to reorient each time.12 Rather than getting more done, research shows that chronic multitasking often reduces productivity and increases errors.13 As more communication takes place on mobile devices, the need to insulate yourself from noise and distractions will keep growing.

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

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

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

Everyone in an organization can help minimize barriers and distractions. As a com- municator, try to be aware of any barriers that could prevent your messages from reaching their intended audiences. As a manager, keep an eye out for any organizational barriers that could be inhibiting the flow of information. A small dose of common sense and cour- tesy goes a long way in any situation. Silence your phone before you step into a meeting. Don’t talk across the tops of other people’s cubicles. Be sensitive to volume when you’re listening to music or podcasts or watching videos; even if you’re wearing headphones, audio that leaks into your colleagues’ spaces can disrupt their workflow and concentration.

Finally, take steps to insulate yourself from distractions. Don’t let messages interrupt you every minute of the day. Instead, set aside time to attend to messages all at once so that you can focus the rest of the time. If the environment is noisy or busy, find ways to block out distractions, such as wearing noise-canceling headphones.

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

How Audiences Receive Messages For an audience member to receive a message, three events need to occur: The receiver has to sense the presence of a message, select it from all the other messages clamoring for attention, and perceive it as an actual message (as opposed to random, pointless noise).14 You can appreciate the magnitude of this challenge by driving down any busy street in a commercial section of town. You’ll encounter hundreds of messages—billboards, posters, store window displays, car stereos, pedestrians waving or talking on mobile phones, car horns, street signs, traffic lights, and so on. However, you’ll sense, select, and perceive only a small fraction of these messages.

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

●● Consider audience expectations. Deliver messages using the media and channels that the audience expects. If colleagues expect meeting notices to be delivered by email, don’t suddenly switch gears and start delivering the notices via blog postings without telling anyone. Of course, sometimes going against expectations can stimulate audi- ence attention, which is why advertisers sometimes do wacky and creative things to

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

To truly receive a message, audi- ence members need to sense it, select it, then perceive it as a message.

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

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ChaPter 1 Professional communication in a Digital, social, Mobile World 61

get noticed. For most business communication efforts, however, following the expecta- tions of your audience is the most efficient way to get your message across.

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

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

●● Practice empathy. Make sure your messages speak to the audience by clearly address- ing their wants and needs—not yours. People are inclined to notice messages that relate to their individual concerns.15

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

How Audiences Decode Messages A received message doesn’t “mean” anything until the recipient decodes it and assigns meaning to it, and there is no guarantee the receiver will assign the same meaning the sender intended. Even well-crafted, well-intentioned communication efforts can fail at this stage because assigning meaning through decoding is a highly personal process that is influenced by culture, individual experience, learning and thinking styles, hopes, fears, and even temporary moods. Moreover, audiences tend to extract the meaning they expect to get from a message, even if it’s the opposite of what the sender intended.16 In fact, rather than “extract” your meaning, it’s more accurate to say that your audience members re-create their own meaning—or meanings—from the message.

Cultural and personal beliefs and biases influence the meaning audiences get from messages. For instance, the human brain organizes incoming sensations into a mental “map” that represents the person’s individual perception of reality. If an incoming detail doesn’t fit into that perception, a message recipient may simply distort the information to make it fit rather than rearrange his or her mental map—a phenomenon known as selective perception.17 For example, an executive who has staked her reputation on a partic- ular business strategy might distort or ignore evidence that suggests the strategy is failing.

Differences in language and usage also influence received meaning. If you ask an employee to send you a report on sales figures “as soon as possible,” does that mean within 10 seconds, 10 minutes, or 10 days? By clarifying expectations and resolving poten- tial ambiguities in your messages, you can minimize such uncertainties. In general, the more experiences you share with another person, the more likely you are to share percep- tion and thus share meaning (see Figure 1.6).

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

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

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

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

Little shared experience

Misunderstanding

Meanings dissimilar

Average amount of shared experience

Average degree of understanding

Meanings similar

Large amount of shared experience

High degree of understanding

Meanings very similar

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62 Part 1 Understanding the Foundations of business communication

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

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

the future of CommuniCation

Now imagine this simple concept expanded and applied in various ways to industrial facilities, agriculture, transporta- tion, buildings, health care, and other systems. By relying on

the internet of things

processes, including business communication. Go to real- timeupdates.com/bct14 and select Learn More in the Students section.

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the internet of things

See how the IoT is reshaping numerous business

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http://www.mckinsey.com

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http://fortune.com

http://blogs.digium.com

ChaPter 1 Professional communication in a Digital, social, Mobile World 63

the soCial CommuniCation model

The social communication model offers many advantages, but it has a number of disadvantages as well. Potential problems include information overload, a lower level

The conversational and inter- active social communication model is revolutionizing business communication.

The social communication model can increase the speed of com- munication, reduce costs, improve access to expertise, and boost employee satisfaction.

For all their advantages, social media tools also present a number of communication challenges.

Tendencies Publication, broadcast

Lecture Intrusion

Unidirectinal One to many; mass audience

Control Low message frequency

Few channels Information hoarding

Static Hierarchical Structured

Isolated Planned Resistive

Conventional Promotion: “We Talk, You Listen”

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

Tendencies Converstion Discussion Permission

Bidirectional, multidirectional One to one; many to many

Influence High message frequency

Many channels Information sharing

Dynamic Egalitarian Amorphous

Collaborative Reactive

Responsive

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64 Part 1 Understanding the Foundations of business communication

You can learn more about business uses of social media in Chapter 8.

4 leaRninG oBJeCtiVeOutline the challenges and opportunities of mobile communication in business.

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the rise of moBile as a CommuniCation Platform

hoW moBile teChnologies are Changing Business CommuniCation

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

Will wearable technologies influence business and business communication? These presentations explore the potential. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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exploring the potential of wearable technologies

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66 Part 1 Understanding the Foundations of business communication

As mobile access overtakes computer-based access, some companies now take a mobile- first approach, in which websites are designed for optimum viewing on smartphones and tablets rather than conventional PC screens.31 Another successful approach is creating mobile apps that offer a more interactive and mobile-friendly experience than a conven- tional website can provide.

However, device size and portability are only the most obvious changes. Just as with social media, the changes brought about by mobile go far deeper than the technology itself. Mobile changes the way people communicate, with profound implications for virtu- ally every aspect of business communication.

The social media pioneer Nicco Mele coined the term radical connectivity to describe “the breathtaking ability to send vast amounts of data instantly, constantly, and glob- ally.”32 Mobile plays a major and ever-expanding role in this phenomenon by keeping people connected 24/7, wherever they may be. People who’ve grown up with mobile com- munication technology expect to have immediate access to information and the ability to stay connected to their various social and business networks.33

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

●● Constant connectivity is a mixed blessing. As with social media, mobile connectivity can blur the boundaries between personal and professional time and space, prevent- ing people from fully disengaging from work during personal and family time. On the other hand, it can give employees more flexibility to meet their personal and professional obligations.34 In this regard, mobile plays an important role in efforts to reduce operating costs through telecommuting and other nontraditional work models.35

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

●● Mobile users are often multitasking—roughly half of mobile phone usage happens while people are walking, for instance—so they can’t give full attention to the infor- mation on their screens.36 Moreover, mobile use often occurs in environments with multiple distractions and barriers to successful communication.

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

●● Mobile devices can serve as sensory and cognitive extensions.37 For example, they can help people experience more of their environment (such as augmented reality apps that superimpose information on a live camera view) and have instant access to information without relying on faulty and limited human memory. The addition of location-aware content, such as facility maps and property information, enhances the mobile experience.

●● Mobile devices create a host of security and privacy concerns for end users and cor- porate technology managers alike.38 Companies are wrestling with the “bring your own device” or “BYOD” phenomenon, in which employees want to be able to access company networks and files with their personal smartphones and tablets, both in the office and away from it. These devices don’t always have the rigorous security con- trols that corporate networks need, however, and users don’t always use the devices in secure ways.

●● Mobile tools can enhance productivity and collaboration by making it easier for employees to stay connected and giving them access to information and work tasks during forced gaps in the workday or while traveling.39

●● Mobile apps can assist in a wide variety of business tasks, from research to presenta- tions40 (see Figure 1.10). Companies aren’t restricted to commercially available apps, either. With digital publishing tools, companies can create custom apps with content and capabilities geared specifically toward their customers or employees.41

People who grew up with mobile phones often expect to have the same level of connectivity in their roles as both customers and as employees.

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

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●● Mobile connectivity can accelerate decision making and problem solving by putting the right information in the hands of the right people at the right time. For exam- ple, if the people in a decision-making meeting need more information, they can do the necessary research on the spot.42 Mobile communication also makes it easier to quickly tap into pockets of expertise within a company.43 Customer service can be improved by making sure technicians and other workers always have the informa- tion they need right at hand.44 Companies can also respond and communicate faster during crises.45

●● With interactivity designed to take advantage of the capabilities of mobile devices (including cameras, accelerometers, compasses, and GPS), companies can create more engaging experiences for customers and other users.46

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

using technology to improve Business Communication Today’s businesses rely heavily on technology to enhance communication. In fact, many of the technologies you might use in your personal life, from microblogs to video games, are also used in business. Technology is discussed extensively throughout this book, with specific advice on using both common and emerging tools. The four-page photo essay

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

5 leaRninG oBJeCtiVeList four general guidelines for using communication technology effectively.

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

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68 Part 1 Understanding the Foundations of business communication

“Powerful Tools for Communicating Effectively” (see pages 70–73) provides an over- view of the technologies that connect people in offices, factories, and other business settings.

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

keePing teChnologY in PersPeCtive

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

guarding against information overload

The overuse or misuse of communication technology can lead to information overload, in which people receive more information than they can effectively process. Information overload makes it difficult to discriminate between useful and useless information, reduces productivity, and amplifies employee stress both on the job and at home, even to the point of causing health and relationship problems.47

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

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

using teChnologiCal tools ProduCtivelY

Facebook, Twitter, YouTube, and other technologies are key parts of what has been called the information technology paradox, in which information tools can waste as much time as they save. Social media are a particular source of concern: While they offer great oppor- tunities for connecting with customers and other stakeholders, the potential for distrac- tion can waste significant amounts of employee time.

Inappropriate web use not only distracts employees from work responsibilities, it can leave employers open to lawsuits for sexual harassment if inappropriate images are dis- played in or transmitted around the company.48 Social media have created another set of managerial challenges, given the risk that employee blogs or social networking pages can expose confidential information or damage a firm’s reputation in the marketplace. With all these technologies, the best solution lies in developing clear policies that are enforced evenly for all employees.49

Managers need to guide their employees in the productive use of information tools because the speed and simplicity of these tools are also among their greatest weaknesses. The flood of messages from an expanding array of digital sources can significantly affect employees’ ability to focus on their work. In one study, workers exposed to a constant barrage of emails, instant messages, and phone calls experienced an average 10-point drop in their functioning intelligence quotient.50

moBile app

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

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

Information overload results when people receive more infor- mation than they can effectively process.

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

moBile app

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

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

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ChaPter 1 Professional communication in a Digital, social, Mobile World 69

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

reConneCting With PeoPle

Even the best technologies can hinder communication if they are overused. For instance, a common complaint among employees is that managers rely too heavily on email and don’t communicate face to face often enough.51 Speaking with people over the phone or in person can take more time and effort and can sometimes force you to confront unpleasant situations directly, but it is often essential for solving tough problems and maintaining productive relationships.52

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

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

digital 1 soCial 1 moBile: todaY’s CommuniCation environment

The fact that millions of people spend billions of hours play- ing games on their mobile devices is not lost on companies looking for ways to enhance communication with employ- ees and customers. Whether they feature skill, chance, or compelling story lines, successful games try to engage users intellectually and emotionally—just as successful business communicators try to do.

Gamification is the addition of game-playing aspects to an activity or a process with the goal of increasing user engagement, and it’s a natural fit for social media and mobile devices. Foursquare’s check-in competitions, in which the per- son who “checks in” using Foursquare the most times during a certain time window is crowned the “mayor” of that location, were an early use of gamification. Foursquare wasn’t invented as a way for people to become imaginary mayors of places where they shop or eat, of course. It is an advertising plat- form that relies on user activity and user-generated content, and the game element encourages people to use the app more frequently.

Foursquare is a simple example of gamification, but other companies are pushing the concept in new ways to engage and motivate employees and other stakeholders. For example, Bunchball’s Nitro software applies gamification concepts to a number of business communication platforms. On a cus- tomer-service system, the software rewards employees for increasing their productivity, meeting their service commit- ments to customers, and sharing knowledge with their col- leagues. On several collaboration and brainstorming systems, gamification encourages people to make more connections, share ideas, and boost their influence within a community. Employee orientation systems can use game concepts to help new hires learn their way around the organization.

Gamification is also a key strategy for many companies trying to improve customer loyalty. Badgeville’s Reputation Mechanics system, for example, boosts the profile of knowl- edgeable customers who share expertise on social media sites and other online forums. By rewarding their product champi- ons (see page 393) this way, companies encourage them to keep contributing their expertise, thereby helping other customers be successful and satisfied.

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

CaReeR appliCations 1. Gamification is about influencing employee and customer

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

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

Sources: Bunchball website, accessed 3 March 2016, www.bunchball.com; Bad- geville website, accessed 3 March 2016, badgeville.com; Foursquare for Business website, accessed 3 March 2016, business.foursquare.com; Christopher Swan, “Gamification: A New Way to Shape Behavior,” Communication World, May– June 2012, 13–14.

it’s all Fun and games—and effective business communication

gamification concepts and examples across a variety of industries. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

real-time uPdates

Learn MOre by visiting this Wiki

Get the latest news on gamification

The Gamification Wiki offers information on

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http://www.bunchball.com

http://badgeville.com

http://business.foursquare.com

http://real-timeupdates.com/bct14

REDEFINING THE OFFICE

Thanks to advances in mobile and distributed communication, the “office” is no longer what it used to be. Technology lets today’s professionals work on the move while staying in close contact with colleagues, customers, and suppliers. These technologies are also redefining the very nature of some companies, as they replace traditional hierarchies with highly adaptable, virtual networks.

Powerful Tools for CommuniCaTing effeCTively

The tools of business communication evolve with every advance in digital technology. The 20 technologies highlighted on the next four pages help businesses redefine the office, collaborate and share information, connect with stakeholders, and build communities of people with shared interests and needs. For more examples of business uses of social media tools in particular, see pages 255–262 in Chapter 8.

Web-Based Meetings

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

Videoconferencing and Telepresence

Shared Online Workspaces

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

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

Voice Technologies

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

Mobile Business Apps

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

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Instant Messaging

Instant messaging (IM) is one of the most widely used digital communication tools in the business world, replacing many conver- sations and exchanges that once took place via email or phone calls. Enterprise IM sys- tems are similar to consumer IM systems in many respects but have additional security and collaboration features. Group messag- ing systems add file sharing and information- management tools to help teams work more efficiently.

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

COLLABORATING AND SHARING INFORMATION

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

Crowdsourcing and Collaboration Platforms

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

The Internet of Things (IoT) refers to the billions of smart, autonomous devices that are now connected via the Internet. These “things” are sensors, con- trollers, and other devices that send, receive, or process data. This machine-based communica- tion can support or even replace conventional methods of busi- ness communication.

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

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Applicant Tracking Systems

Blogging

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Podcasting

CONNECTING WITH STAKEHOLDERS

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

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

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

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

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

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

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User-Generated Content Sites

BUILDING COMMUNITIES

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

Gaming Technologies

Community Q&A Sites

Social Networking

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

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

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

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

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74 Part 1 Understanding the Foundations of business communication

Committing to ethical and legal Communication Ethics are the accepted principles of conduct that govern behavior within a society. Ethical behavior is a companywide concern, but because communication efforts are the public face of a company, they are subjected to particularly rigorous scrutiny from regulators, legislators, investors, consumer groups, environmental groups, labor orga- nizations, and anyone else affected by business activities. Ethical communication includes all relevant information, is true in every sense, and is not deceptive in any way. In contrast, unethical communication can distort the truth or manipulate audiences in a variety of ways:53

●● Plagiarizing. Plagiarism is presenting someone else’s words or other creative product as your own. Note that plagiarism can be illegal if it violates a copyright, which is a form of legal protection for the expression of creative ideas.54

●● Omitting essential information. Your audience must have all the information neces- sary to make an intelligent, objective decision.

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

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

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

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

The widespread adoption of social media has increased the attention given to the issue of transparency, which in this context refers to a sense of openness, of giving all participants in a conversation access to the information they need to accurately process the messages they are receiving. In addition to the information itself, audiences deserve to know when they are being marketed to and who is behind the messages they read or hear.

For example, with stealth marketing, companies recruit people to promote products to friends and other contacts in exchange for free samples or other rewards, without requiring them to disclose the true nature of the communication. This can range from paying consumers to give product samples as “gifts” to paying popular Vine contributors to work products and brand names into the segments they post on the popular video- sharing service.55 Critics of stealth marketing, including the U.S. Federal Trade Commis- sion (FTC), assert that such techniques are deceptive because they don’t give targets the opportunity to raise their instinctive defenses against the persuasive powers of marketing messages.56

Aside from ethical concerns, trying to fool the public is simply bad for business. As the LaSalle University communication professor Michael Smith puts it, “The public backlash can be long, deep, and damaging to a company’s reputation.”57

distinguishing ethiCal dilemmas from ethiCal laPses

Some ethical questions are easy to recognize and resolve, but others are not. Decid- ing what is ethical can be a considerable challenge in complex business situations. An ethical dilemma involves choosing among alternatives that aren’t clear-cut. Perhaps two conflicting alternatives are both ethical and valid, or perhaps the alternatives lie some- where in the gray area between clearly right and clearly wrong. Every company has respon- sibilities to multiple groups of people inside and outside the firm, and those groups often have competing interests. For instance, employees naturally want higher wages and more

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

Misleading audiences in any way is unethical.

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

An ethical dilemma is a choice between alternatives that may not be clearly right or clearly wrong.

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ChaPter 1 Professional communication in a Digital, social, Mobile World 75

benefits, but investors who have risked their money in the company want management to keep costs low so that profits are strong enough to drive up the stock price. Both sides have a valid ethical position.

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

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

ensuring ethiCal CommuniCation

Ensuring ethical business communication requires three elements: ethical individuals, ethi- cal company leadership, and the appropriate policies and structures to support employees’ efforts to make ethical choices.58 Moreover, these three elements need to work in harmony. If employees see company executives making unethical decisions and flouting company guidelines, they might conclude that the guidelines are meaningless and emulate their bosses’ unethical behavior.

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

moBile app

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

(e) This paragraph also mixes the McMahon’s opinions and conclusions with O’Leary and Caruthers’s own opinions.

(b) The opening paragraph is dishonest, as you’ll see in Figure 1.12. The phrase “as we predicted” also suggests that O’Leary and Caruthers had their minds made up before the research even started. Plus, the writers don’t provide any background on the research or offer ways for readers to see the results for themselves.

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

(f) The writers bias the conver- sation again by implying that the executive committee would be making a mistake if it dis- agreed with them.

(a) The subject line is mis- leading. As you’ll see, the research did not confirm the market potential for the new Pegasus product.

(c) The writers present McMahon’s experience in a way that suggests it supports their claim, which isn’t true. Plus, they don’t provide any of McMahon’s original text, so readers can’t verify for themselves.

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

Figure 1.11 Unethical Communication The writers of this memo clearly want the company to continue funding their pet project, even though the marketing research doesn’t support such a decision. By comparing this memo with the version shown in Figure 1.12 (be sure to read the lettered annotations), you can see how the writers twisted the truth and omitted evidence in order to put a positive “spin” on the research.

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76 Part 1 Understanding the Foundations of business communication

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

However, whether or not formal guidelines are in place, every employee has a respon- sibility to communicate in an ethical manner. In the absence of clear guidelines, ask your- self the following questions about your business communications:59

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

affected by it? ●● Will the message achieve the greatest possible good while doing the least possible

harm? ●● Will the assumptions you’ve made change over time? That is, will a decision that

seems ethical now seem unethical in the future?

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

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

(b) Rather than hardselling a conclusion that isn’t even true, this opening offers a quick overview of the re- search and emphasizes the experience of the researcher. In the second paragraph, the writers continue by offering full disclosure of all background information related to the research project.

(d) The numbers here show how the original memo skewed the results. Just because one-third had no interest in the product does not mean two-thirds did. Moreover, the second paragraph from the researcher clearly indicates that she is concerned about the product’s viability in the marketplace—a critical point completely missing in the origi- nal memo.

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

(a) This neutral subject line doesn’t try to sell the conclu- sion before readers have the opportunity to review the evidence for themselves.

(c) By providing the com- plete text of the researcher’s summary, the memo allows readers to reach their own conclusions about what she wrote.

(e) The writers are careful to separate the researcher’s observations and opinions from their own, even to the point of grouping them under separate subheadings.

(g) The close invites further discussion of the situation, without assuming agreement of the writers’ conclusions.

Figure 1.12 Ethical Communication This version of the memo from Figure 1.11 presents the evidence in a more honest and ethical manner.

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ChaPter 1 Professional communication in a Digital, social, Mobile World 77

●● Are you comfortable with your decision? Would you be embarrassed if it were printed in tomorrow’s newspaper or spread across the Internet? Think about a person whom you admire and ask yourself what he or she would think of your decision.

ensuring legal CommuniCation

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

●● Promotional communication. Marketing specialists need to be aware of the many laws that govern truth and accuracy in advertising. These laws address such issues as product reviews written by bloggers who receive compensation from the companies involved, false and deceptive advertising, misleading or inaccurate labels on product packages, and bait-and-switch tactics in which a store advertises a lower-priced prod- uct to lure consumers into a store but then tries to sell them a more expensive item.60 Chapter 12 explores this area in more detail.

●● Contracts. A contract is a legally binding promise between two parties in which one party makes a specified offer and the other party accepts. Contracts are fundamental to virtually every aspect of business, from product sales to property rental to credit cards and loans to professional service agreements.61

●● Employment communication. A variety of local, state, and federal laws govern communication between employers and both potential and current employees. For example, job descriptions must be written in a way that doesn’t intentionally or unin- tentionally discriminate against women, minorities, or people with disabilities.62

●● Intellectual property. In an age when instant global con- nectivity makes copying and retransmitting digital files effortless, the protection of intellectual property has become a widespread concern. Intellectual property (IP) includes patents, copyrighted materials, trade secrets, and even Internet domain names.63 Bloggers and social media users in particular need to be careful about IP pro- tection, given the carefree way that some post the work of others without offering proper credit.

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

●● Defamation. Negative comments about another party raise the possibility of defamation, the intentional communication of false statements that damage character or reputa- tion.64 (Written defamation is called libel; spoken defamation is called slander.) Someone suing for defamation must prove (1) that the statement is false, (2) that the language is injurious to the person’s reputation, and (3) that the statement has been published.

●● Transparency requirements. Governments around the world are taking steps to help ensure that consumers and other parties know who is behind the information they receive, particularly when it appears online. The European Union, for instance, out- laws a number of online marketing tactics, including “flogs,” short for “fake blogs,” in which an employee or a paid agent posing as an independent consumer posts positive stories about a company’s products.65 In the United States, FTC guidelines require bloggers and other social media users who review products to disclose if they receive compensation for writing reviews.66

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

For the latest information on ethical and legal issues in business communication, visit real-timeupdates.com/bct14 and select Chapter 1.

Business communication is gov- erned by a wide variety of laws designed to ensure accurate, com- plete messages.

Guide for Bloggers. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

real-time uPdates

Learn MOre by visiting this Website

Guidelines for trouble-free blogging

The Electronic Frontier Foundation offers a free Legal

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http://real-timeupdates.com/bct14

78 Part 1 Understanding the Foundations of business communication

Imagine that you work on the KLM social media team, which is responsible for answering and solving queries and complaints from customers worldwide. Use what you’ve learned in this chapter to discuss and address the following challenges.

INDIVIDUAL CHALLENGE: Find a recent Twitter or Facebook conversation dealing with a question or complaint between a passenger and KLM. You can use the main KLM account or a country account for this. How well do you think KLM handled the conversation? Does the conversation reflect well on KLM? If you’d been the passenger, would you have been satisfied with the outcome? Why or why not?

TEAM CHALLENGE: Work in a team assigned by your instructor. Find and select a KLM Twitter account in any language you can read. Analyze the writing style of KLM tweets. Choose another airline’s Twitter account and analyze a series of its tweets. How do the two companies compare in terms of the general tone of their social media writing? Is one more formal than the other? Does one emphasize self-promotion more than the other? Does one engage with customers more? Summarize your analysis with examples from both companies.

cOMMUnicatiOn chaLLenges at Klm

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Quick learning Guide

summarY of learning oBjeCtives

1 Explain the importance of effective communication to your career and to the companies where you will work. Effective communication is important to your career because no matter what line of work you pursue, you need to be able to share information with other people. You can have the greatest business ideas in the world, but they’re no good to anyone if you can’t express them clearly and persuasively. In addition to benefiting you personally, your communication skills will help your company in multiple ways, offering (1) closer ties with important communities in the marketplace; (2) opportunities to influence conversa- tions, perceptions, and trends; (3) increased productivity and faster problem solving; (4) bet- ter financial results; (5) earlier warning of potential problems; (6) stronger decision making; (7) clearer and more persuasive marketing messages; and (8) greater employee engagement with work.

2 Explain what it means to communicate as a professional in a business context. Com-municating as a professional starts with being a professional, which embodies striving to excel, being dependable and accountable, being a team player, demonstrating a sense of etiquette, making ethical decisions, and maintaining a positive outlook.

As a professional, you will be expected to apply a wide range of communication skills, including organizing ideas and information; expressing yourself coherently and persuasively in a variety of media; building persuasive arguments; critically evaluating data and informa- tion; actively listening to others; communicating effectively with diverse audiences; using communication technologies; following accepted standards of grammar, spelling, and other aspects of high-quality writing and speaking; adapting your messages and communication styles as needed; demonstrating strong business etiquette; communicating ethically; respect- ing confidentiality; following applicable laws and regulations; and managing your time wisely and using resources efficiently.

Applying these skills effectively in an organizational context involves learning how to use both the formal and informal communication networks in your organization. The for- mal network mirrors the official hierarchy and structure of the organization; the informal network involves all the communication among members of the organization, regardless of their job positions. Adopting an audience-centered approach involves understanding and respecting the members of your audience and making every effort to get your message across in a way that is meaningful to them. This approach is also known as adopting the “you” atti- tude (where “you” is the recipient of the message you are sending).

3 Describe the communication process model and the ways social media are changing the nature of business communication. Communication is a complex and subtle pro- cess, and any attempt to model it involves some simplification, but it is helpful to view the process as eight steps: (1) the sender starts with an idea to share; (2) the sender encodes the meaning of that idea as a message; (3) the sender produces the message in a transmittable medium; (4) the sender transmits the message through a channel; (5) the audience receives the message; (6) the audience decodes the message to extract its meaning; (7) the audience responds to the message; and (8) the audience provides feedback to the sender.

Social media are transforming the practice of business communication and chang- ing the nature of the relationships between companies and their stakeholders. Traditional business communication can be thought of as having a “publishing” mindset, in which a company produces carefully scripted messages and distributes them to an audience that has few options for responding to the company or interacting with one another. In contrast, the social model uses social media tools to create an interactive and participatory environment in which all parties have a chance to join the conversation. Many of the old rules and expec- tations, including tight control of the content and distribution of the message, no longer apply in this new environment.

4 Outline the challenges and opportunities of mobile communication in business. The challenges of mobile communications in business include the need for websites to be mobile friendly, the difficulty of creating and consuming content on small screens and key- boards, the potential for always-on connectivity to blur the lines between personal and pro- fessional time, the difficulty of getting and keeping the attention of multitasking audiences, and a variety of security and privacy concerns. The opportunities include giving employees more flexibility to meet their personal and professional obligations, using mobile devices as sensory and cognitive extensions, enhancing productivity and collaboration, assisting in a

keY terms

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

code of ethics A written set of ethical guidelines that companies expect their employees to follow

communication The process of transferring information and meaning using one or more media and communication channels

communication barriers Forces or events that can disrupt communication, includ- ing noise and distractions, competing messages, filters, and channel breakdowns

communication channels Systems used to deliver messages

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

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

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

decoding Extracting the idea from a message

defamation The intentional communication of false statements that damage some- one’s character or reputation

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

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

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

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

that govern behavior within a society ethics audits Ongoing efforts to monitor

ethical progress and to point out any weaknesses that need to be addressed

etiquette The expected norms of behavior in a particular situation

feedback Information from receivers regarding the quality and effectiveness of a message

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wide variety of business tasks, accelerating decision making and problem solving, and creat- ing more engaging experiences for customers and other users.

5 List four general guidelines for using communication technology effectively. First, keep technology in perspective. Make sure it supports the communication effort rather than overwhelming or disrupting it. Second, guard against information overload and information technology addiction. Third, learn how to use technological tools productively—and avoid using them in deliberately unproductive ways. Fourth, reconnect in person from time to time to ensure that communication is successful and that technology doesn’t come between you and the people you need to reach.

6 Define ethics, explain the difference between an ethical dilemma and an ethical lapse, and list six guidelines for making ethical communication choices. Ethics are the accepted principles of conduct that govern behavior within a society. Ethical communication is particularly important in business because communication is the public face of a company, which is why communication efforts are intensely scrutinized by company stakeholders. The difference between an ethical dilemma and an ethical lapse is a question of clarity. An ethical dilemma occurs when the choice is unclear because two or more alternatives seem equally right or equally wrong. In contrast, an ethical lapse occurs when a person makes a conscious choice that is clearly unethical.

To make ethical choices in any situation, ask yourself these six questions: (1) Have I defined the situation fairly and accurately? (2) What is my intention in communicating this message? (3) What impact will this message have on the people who receive it or who might be affected by it? (4) Will the message achieve the greatest possible good while doing the least possible harm? (5) Will the assumptions I’ve made change over time? That is, will a decision that seems ethical now seem unethical in the future? (6) Am I truly comfortable with my decision?

formal communication network Commu- nication channels that flow along the lines of command

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

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

intellectual property (IP) Assets includ- ing patents, copyrighted materials, trade secrets, and even Internet domain names

message The “container” in which an idea is transmitted from a sender to a receiver

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

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

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

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

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

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

“you” attitude Communicating with an audience-centered approach; creat- ing messages that are about “you,” the receiver, rather than “me,” the sender

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ChaPter 1 Professional communication in a Digital, social, Mobile World 81

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

1-1. What benefits does effective communication give you and your organization? [LO-1]

1-2. What process identifies the negotiated meaning between a sender and a receiver? [LO-1]

1-3. In an organization, what are the functions of a rumor mill? [LO-2]

1-4. Why should communicators take an audience-centered approach to communication? [LO-2]

1-5. What steps have to occur before an audience member per- ceives the presence of an incoming message? [LO-3]

1-6. What are the most common barriers to successful com- munication? [LO-3]

1-7. List some of the ways that mobile technology is impacting business communications. [LO-4]

1-8. How is communication affected by information overload? [LO-5]

1-9. What is an ethical dilemma? [LO-6] 1-10. What is an ethical audit? [LO-6]

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

1-11. Why are communication skills important for your career in relation to the changing nature of employment? [LO-1]

1-12. Explain, with examples, how etiquette is relevant even today in audience-centered communication. [LO-2]

1-13. How would multiple messages interfere with the process of communication and lead to a misunderstanding?[LO-3]

1-14. What changes would you make to your email messages if you know your recipients are typically walking or riding on mass transit when they read your messages? [LO-4]

1-15. You’re a part of an interview panel for a unique and pivotal position in your organization and have reached a stage at in which the final choice is between two candidates. Candidate1 is from outside your organization, matching the essential criteria advertised, and is better qualified than Candidate 2. Candidate 2 is from within your orga- nization and has been in the role of a temporary ‘acting’ employee and does not match the essential criteria being looked for. However, Candidate 2 has been very good dur- ing the ‘acting’ period. Discuss how this might, or might not, be an ethical lapse. [LO-6]

practice Your skills 1-16. Message for Analysis: Analyzing Communication Effec-

tiveness [LO-1] Read the following blog posting, and then (1) analyze whether the message is effective or ineffective (be sure to explain why) and (2) revise the message so that it follows this chapter’s guidelines.

It has come to my attention that many of you are lying on your time cards. If you come in late, you should not put 8:00 on your card. If you take a long lunch, you should not put 1:00 on your time card. I will not stand for this type of cheat- ing. I simply have no choice but to institute an employee monitoring system. Beginning next Monday, video cameras will be installed at all entrances to the building, and your entry and exit times will be logged each time you use elec- tronic key cards to enter or leave.

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

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

Exercises

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

1-17. Writing: Compositional Modes: Summaries [LO-1], Chapter 4 Write a paragraph introducing yourself to your instructor and your class. Address such areas as your background, interests, achievements, and goals. Submit your paragraph using an email, blog, or social network, as indicated by your instructor.

1-18. Media Skills: Microblogging [LO-1], Chapter 8 Imagine that you have just been asked to construct four micro- blogs (that must not exceed 140 characters each) with the intent of supporting a class on the importance of communication for your careers. The microblogs will be sent every other day following your class on the subject. Your content should follow the principles of the four- tweet summary67 and include all of the key information required.

1-19. Fundamentals: Analyzing Communication Effectiveness [LO-1] Identify a video clip (on YouTube or another online source) that you believe represents an example of effective communication. It can be in any context, busi- ness or otherwise, but make sure it is something appro- priate to discuss in class. Post a link to the video on your class blog, along with a brief written summary of why you think this example shows effective communication in action.

1-20. Planning: Assessing Audience Needs [LO-2], Chapter 3 Assume that you are running for president of a local sports club, for which there is another contender. Although you have administrative experience in managing sports clubs, the other contender is a professional sportsperson. Most of the club members consist of retired sports personnel, commentators, and sports journalists, most of whom

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82 Part 1 Understanding the Foundations of business communication

feel that the club lacks the latest equipment, proper rest- rooms, and secure locker facilities. Write a statement to be emailed to each member, clearly stating what you would do for the club once elected. Remember that you need to understand the profile of your audience before you com- mit to writing.

1-21. Communication Etiquette: Communicating with Sensitiv- ity and Tact [LO-2] Following a career development dis- cussion that you have had with your manager, you have been set a task designed to help you develop your written communication skills. You wish to explore the functions of a more senior role in another department in your orga- nization to assess whether it is a viable career step for your personal development. Your manager has tasked you with writing a half-page email asking the present incumbent of this position to allow you to shadow her for two days, recognizing the extra pressure this might cause for her.

1-22. Collaboration: Team Projects; Planning: Assessing Audi- ence Needs [LO-2], Chapter 2, Chapter 4 Your boss has asked your work group to research and report on corporate child-care facilities. Of course, you’ll want to know who (besides your boss) will be reading your report. Working with two team members, list four or five other things you’ll want to know about the situation and about your audience before starting your research. Briefly explain why each of the items on your list is important.

1-23. Planning: Constructing a Persuasive Argument [LO-2], Chapter 12 Blogging is a popular way for employees to communicate with customers and other parties outside the company. In some cases employee blogs have been quite beneficial for both companies and their customers by pro- viding helpful information and “putting a human face” on other formal and imposing corporations. In other cases, however, employees have been fired for posting informa- tion that their employers said was inappropriate. One particular area of concern is criticism of the company or individual managers. Should employees be allowed to criti- cize their employers in a public forum such as a blog? In a brief email message, argue for or against company policies that prohibit critical information in employee blogs.

1-24. Fundamentals: Analyzing Communication Effectiveness [LO-4] Imagine you have to prepare a teaching exercise for two groups of people—your classmates and a group of tutors from a different faculty to yours. Using the five principles to consider how audiences receive a message, analyze the two types of audience groups and make rec- ommendations on the approach, medium, and design for delivering the exercise to each group. Please consider the reasoning for your ideas highlighting any differences that may be evident.

1-25. Fundamentals: Analyzing Communication Effectiveness [LO-4] Using a mobile device, visit the websites of five companies that make products or provide services you buy or might buy in the future. Which of the websites is the most user friendly? How does it differ from the other sites? Do any of the companies offer a mobile shopping app for your device?

1-26. Technology: Using Communication Tools [LO-5] Find a free online communication service that you have no expe- rience using as a content creator or contributor. Services

to consider include blogging (such as Blogger), microblog- ging (such as Twitter), community Q&A sites (such as YahooAnswers), and user-generated content sites (such as Flickr). Perform a basic task such as opening an account or setting up a blog. Was the task easy to perform? Were the instructions clear? Could you find help online if you needed it? Is there anything about the experience that could be improved? Summarize your conclusions in a brief email message to your instructor.

1-27. Communication Ethics: Distinguishing Ethical Dilemmas and Ethical Lapses [LO-6] A work colleague, prone to exaggeration and playing pranks, tells you that they bor- rowed an important piece of the company’s equipment overnight to use at home without seeking permission. While using it, they dropped it, causing some damage, which will require expensive re-calibration, but put it back and have told no-one but you about it. Discuss the poten- tial and existing ethical dilemmas and lapses within this situation.

1.28. Communication Ethics: Distinguishing Ethical Dilemmas and Ethical Lapses [LO-6] Briefly explain why you think each of the following is or is not ethical. a. Keeping quiet about a possible environmental hazard

you’ve just discovered in your company’s processing plant

b. Overselling the benefits of instant messaging to your company’s managers; they never seem to understand the benefits of technology, so you believe it’s the only way to convince them to make the right choice

c. Telling an associate and close friend that she needs to pay more attention to her work responsibilities, or management will fire her

d. Recommending the purchase of equipment your department doesn’t really need in order to use up your allocated funds before the end of the fiscal year so that your budget won’t be cut next year, when you might have a real need for the money

1-29. Communication Ethics: Providing Ethical Leadership [LO-6] Cisco, a leading manufacturer of equipment for the Internet and corporate networks, has developed a code of ethics that it expects employees to abide by. Visit the company’s website at www.cisco.com and find its Code of Conduct. In a brief paragraph describe three specific examples of things you could do that would violate these provisions; then list at least three opportunities that Cisco provides its employees to report ethics violations or ask questions regarding ethical dilemmas.

expand Your skills Critique the Professionals

Locate an example of professional communication from a repu- table online source. It can reflect any aspect of business commu- nication, from an advertisement or a press release to a company blog or website. Evaluate this communication effort in light of any aspect of this chapter that is relevant to the sample and inter- esting to you. For example, is the piece effective? Audience-cen- tered? Ethical? Using whatever medium your instructor requests,

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ChaPter 1 Professional communication in a Digital, social, Mobile World 83

write a brief analysis of the piece (no more than one page) citing specific elements from the piece and support from the chapter.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com, is a unique

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1-30. Why is critical thinking considering an essential communication skill? [LO-3] 1-31. How is mobile technology changing the practice of business communication?

[LO-4]

research tool designed specifically for business communication research. Use the Web Search function to find a website, video, article, podcast, or presentation that describes an innovative use of mobile technology in business communication. Write a brief email message to your instructor or a post for your class blog describing the item and summarizing the information you found.

FitzPatrick, “What Should Be the Competency of Your IC Team?” white paper, 2007, competentcommunicators.com. 9. “Digital Information Fluency Model,” 21cif.com, accessed 11 February 2014, 21cif.com. 10. Philip C. Kolin, Successful Writing at Work, 6th ed. (Boston: Houghton Mifflin, 2001), 17–23. 11. “The Explainer: Emotional Intelligence,” Harvard Business Review video, 18 August 2015, accessed 2 March 2016, hbr.org; Laura L. Myers and Mary L. Tucker, “Increasing Awareness of Emotional Intelligence in a Business Curriculum,” Business Com- munication Quarterly, March 2005, 44–51. 12. Walter Frick, “The Curious Science of When Multitasking Works,” Harvard Business Review, 6 January 2015, hbr.org. 13. Pete Cashmore, “10 Web Trends to Watch in 2010,” CNN Tech, 3 December 2009, www.cnn.com. 14. Paul Martin Lester, Visual Communication: Images with Mes- sages (Belmont, Calif.: Thomson South-Western, 2006), 6–8. 15. Michael R. Solomon, Consumer Behavior: Buying, Having, and Being, 6th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2004), 65. 16. Anne Field, “What You Say, What They Hear,” Harvard Man- agement Communication Letter, Winter 2005, 3–5. 17. Chuck Williams, Management, 2nd ed. (Cincinnati: Thomson South-Western, 2002), 690. 18. Charles G. Morris and Albert A. Maisto, Psychology: An Intro- duction, 12th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2005), 226–239; Saundra K. Ciccarelli and Glenn E. Meyer, Psychol- ogy (Upper Saddle River, N.J.: Prentice Hall, 2006), 210–229; Mark H. Ashcraft, Cognition, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2006), 44–54. 19. Ben Hanna, 2009 Business Social Media Benchmarking Study, Business.com, 2 November 2009, 11. 20. “Managing Yourself: Conquering Digital Distraction,” Harvard Business Review, June 2015, 110–113, hbr.org; Michael Killian, “The Communication Revolution—‘Deep Impact’ About to Strike,” Avaya Insights blog, 4 December 2009, www.avayablog.com. 21. “The Mobile Revolution Is Just Beginning,” press release, World Economic Forum, 13 September 2013, www.weforum.org. 22. Maribel Lopez, “Three Trends That Change Business: Mobile, Social and Cloud,” Forbes, 28 January 2012, www.forbes.com.

endnotes 1. KLM Blog, https://blog.klm.com/what-has-klm-learned-from- 5-years-of-social-media-service/, accessed 3 February 2017; Steve Olenski, “KLM: A Company That ‘Gets’ Social Media,” Forbes, 27 February 2012, www.forbes.com; KLM Web site, “KLM Meet & Seat,” https://www.klm.com/travel/gb_en/prepare_for_travel/ on_board/your_seat_on_board/meet_and_seat.htm, accessed 3 February 2017; KLM Company Profile, accessed 3 February 2017, https://www.klm.com/corporate/en/about-klm/profile/index.html; KLM Royal Dutch Airlines, “KLM: 2015 Annual report,” accessed 3 February 2017, https://www.klm.com/corporate/nl/publications/ 2015_Annual_Report.html. 2. Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 580. 3. “Employers: 13 Common Complaints About Recent Grads,” Youturn, 2 October 2012, www.youturn.com. 4. Julie Connelly, “Youthful Attitudes, Sobering Realities,” New York Times, 28 October 2003, E1, E6; Nigel Andrews and Laura D’Andrea Tyson, “The Upwardly Global MBA,” Strategy + Business 36 (Fall 2004): 60–69; Jim McKay, “Communication Skills Found Lacking,” Pittsburgh Post-Gazette, 28 February 2005, www .delawareonline.com. 5. Martin Zwilling, “How Effective Is Your Business Communica- tion Skill?” Forbes, 20 January 2015, www.forbes.com; Brian Solis, Engage! (Hoboken, N.J.: John Wiley & Sons, 2010), 11–12; “Major- ity of Global Companies Face an Engagement Gap,” Internal Comms Hub website, 23 October 2007, www.internalcommshub .com; Gary L. Neilson, Karla L. Martin, and Elizabeth Powers, “The Secrets to Successful Strategy Execution,” Harvard Business Review, June 2008, 61–70; Nicholas Carr, “Lessons in Corporate Blogging,” BusinessWeek, 18 July 2006, 9; Susan Meisinger, “To Keep Employ- ees, Talk—and Listen—to Them!” HR Magazine, August 2006, 10. 6. Daft, Management, 147. 7. Zwilling, “How Effective Is Your Business Communication Skill?” 8. Susan Adams, “How to Communicate Effectively at Work,” Forbes, 17 November 2015, www.forbes.com; “CEOs to Commu- nicators: ‘Stick to Common Sense,’” Internal Comms Hub web- site, 23 October 2007, www.internalcommshub.com; “A Writing Competency Model for Business,” BizCom101.com, 14 December 2007, www.business-writing-courses.com; Sue Dewhurst and Liam

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https://www.klm.com/corporate/en/about-klm/profile/index.html

https://www.klm.com/travel/gb_en/prepare_for_travel/on_board/your_seat_on_board/meet_and_seat.htm

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https://blog.klm.com/what-has-klm-learned-from-5-years-of-social-media-service

http://www.forbes.com

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http://www.cnn.com

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84 Part 1 Understanding the Foundations of business communication

23. Kevin Custis, “Three Ways Business Can Be Successful on Mobile,” Forbes, 15 November 2013, www.forbes.com; “IBM Survey: Speed and Analytics Key Drivers in Mobile Adoption for Organiza- tions,” press release, IBM, 19 November 2013, www.ibm.com. 24. “More Than Nine in 10 Internet Users Will Go Online via Phone,” eMarketer, 6 January 2014, www.emarketer.com. 25. Christina “CK” Kerley, The Mobile Revolution & B2B, white paper, 2011, www.b2bmobilerevolution.com. 26. Jordie van Rijn, “The Ultimate Mobile Email Statistics Over- view,” Emailmonday.com, accessed 9 February 2014, www.emailmonday.com. 27. Jessica Lee, “46% of Searchers Now Use Mobile Exclusively to Research [Study],” Search Engine Watch, 1 May 2013, searchenginewatch.com. 28. Dennis McCafferty, “10 Awesome Facts About the Mobile Revo- lution,” CIO Insight, 6 December 2013, www.cioinsight.com. 29. Yun-Sen Chan, “Smartphones Are Changing Person-to-Person Communication,” Modern Media Mix, 23 April 2013, modern mediamix.com. 30. “Mobile Facts and Market Stats,” Mocapay, accessed 10 February 2014, www.mocapay.com. 31. Richa Jain, “Making a Case for Mobile First Designs,” Site- point, 21 November 2014, www.sitepoint.com; Mobile Revolution (Nashua, NH: Extron, 2011, PDF ebook). 32. Nicco Mele, The End of Big: How the Internet Makes David the New Goliath (New York: St. Martin’s Press, 2013), 1–2. 33. “JWT’s 13 Mobile Trends for 2013 and Beyond,” J. Walter Thompson website, 2 April 2013, www.jwt.com. 34. The Changing Role of Mobile Communications in the Work- place, white paper, Frost & Sullivan, accessed 8 February 2014, www.frost.com. 35. Top 10 Ways Successful Small Businesses Use Mobile Tech, white paper, T-Mobile, 2012. 36. Armen Ghazarian, “How Do Users Interact with Mobile Devices,” Medium.com, 29 November 2013, medium.com. 37. “JWT’s 13 Mobile Trends for 2013 and Beyond.” 38. “Bring Your Own Device: BYOD Is Here and You Can’t Stop It,” Garner, accessed 9 February 2014, www.garner.com. 39. Jessica Twentyman, “Deploying Smartphones, Tables, and Apps for a New Employee Communication Era,” SCM, January/February 2013, 28–29; The Changing Role of Mobile Communications in the Workplace. 40. Aaref Hilaly, “The Biggest Opportunity in Mobile That No One Is Talking About,” LinkedIn, 17 December 2013, www.linkedin .com. 41. Adobe Digital Publishing Solution, accessed 3 March 2016, www.adobe.com. 42. Michael Saylor, The Mobile Wave: How Mobile Intelligence Will Change Everything (New York: Vanguard Press, 2012), 10. 43. The Changing Role of Mobile Communications in the Workplace. 44. Top 10 Ways Successful Small Businesses Use Mobile Tech. 45. Milton Kazmeyer, “The Impact of Wireless Communication in the Workplace,” Houston Chronicle, accessed 10 February 2014, smallbusiness.chron.com.

46. Gregg Hano, “The Power of Corporate Communications on Mobile Apps,” Mag+, 1 August 2013, www.magplus.com. 47. Tara Craig, “How to Avoid Information Overload,” Person- nel Today, 10 June 2008, 31; Jeff Davidson, “Fighting Information Overload,” Canadian Manager, Spring 2005, 16+. 48. Eric J. Sinrod, “Perspective: It’s My Internet—I Can Do What I Want,” News.com, 29 March 2006, www.news.com. 49. Eric J. Sinrod, “Time to Crack Down on Tech at Work?” News .com, 14 June 2006, www.news.com. 50. Jack Trout, “Beware of ‘Infomania,’” Forbes, 11 August 2006, www.forbes.com. 51. “Many Senior Managers Communicate Badly, Survey Says,” Internal Comms Hub, 6 August 2007, www.internalcommshub .com. 52. Mike Schaffner, “Step Away from the Computer,” Forbes, 7 August 2009, www.forbes.com. 53. Philip C. Kolin, Successful Writing at Work, 6th ed. (Boston: Houghton Mifflin, 2001), 24–30. 54. Nancy K. Kubasek, Bartley A. Brennan, and M. Neil Browne, The Legal Environment of Business, 3rd ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 172. 55. Kurt Wagner, “Stealth Marketing: How Brands Infiltrate Vine With Product Placement,” Mashable, 22 July 2014, mashable.com. 56. Word of Mouth Marketing Association, “WOM 101,” accessed 2 June 2010, womma.org; Nate Anderson, “FTC Says Stealth Mar- keting Unethical,” Ars Technica, 13 December 2006, arstechnica .com; “Undercover Marketing Uncovered,” CBSnews.com, 25 July 2004, www.cbsnews.com; Stephanie Dunnewind, “Teen Recruits Create Word-of-Mouth ‘Buzz’ to Hook Peers on Products,” Seattle Times, 20 November 2004, www.seattletimes.com. 57. Linda Pophal, “Tweet Ethics: Trust and Transparency in a Web 2.0 World,” International Association of Business Communicators, 1 September 2009, www.iabc.com. 58. Daft, Management, 155. 59. Based in part on Robert Kreitner, Management, 9th ed. (Boston: Houghton Mifflin, 2004), 163. 60. Henry R. Cheeseman, Contemporary Business and E-Commerce Law, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 841–843. 61. Cheeseman, Contemporary Business and E-Commerce Law, 201. 62. John Jude Moran, Employment Law: New Challenges in the Business Environment, 2nd ed. (Upper Saddle River, N.J.: Prentice Hall, 2002), 186–187; Kubasek et al., The Legal Environment of Business, 562. 63. Cheeseman, Contemporary Business and E-Commerce Law, 325. 64. Kubasek et al., The Legal Environment of Business, 306. 65. Robert Plummer, “Will Fake Business Blogs Crash and Burn?” BBC News, 22 May 2008, news.bbc.co.uk. 66. Liza Darwin, “Why Those FTC Blogger Requirements Aren’t Working,” Refinery29, 7 April 2015, www.refinery29.com. 67. The concept of a four-tweet summary is based on Cliff Atkinson, The Backchannel (Berkeley, Calif.: New Riders, 2010), 120–121.

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http://www.mocapay.com

http://www.cioinsight.com

http://www.emailmonday.com

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http://womma.org

1 List the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

2 Offer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback.

3 List the key steps needed to ensure productive team meetings.

4 Identify the major technologies used to enhance or replace in-person meetings.

5 Identify three major modes of listening, describe the listen- ing process, and explain the problem of selective listening.

6 Explain the importance of nonverbal communication, and identify six major categories of nonverbal expression.

7 Explain the importance of business etiquette, and identify four key areas in which good etiquette is essential.

Learning Objectives

After studying this chapter, you will be able to CommuniCation Close-up at Cemex www.cemex.com You probably have been on a lab team or other project team that had trouble collaborating. Maybe you couldn’t get everyone in the same room at the same time, or important messages got buried in long email threads, or good ideas were lost because the right information didn’t get to the right people at the right time.

Imagine trying to collaborate when you have thousands of potential team members spread across dozens of countries. The Mexican company Cemex is one of the world’s largest produc- ers of concrete and its two primary components, cement and aggregates (crushed stone, sand, and gravel). Cemex faces teamwork challenges on a global scale, with 44,000 employees in more than 50 countries. After a period of worldwide expansion that began in the 1990s, the century-old company now operates quarries, cement plants, and other facilities on every continent except Antarctica.

Concrete and cement are two of the oldest products on earth and might not spring to mind when most people think of innovation. However, innovation is key to Cemex’s long-term success, for several reasons. First, architects and builders continue to push the envelope by creating designs that require concrete with new performance and handling qualities. Second, Cemex’s ability to operate profitably depends on running efficient operations, from raw material extraction to processing to transportation. Third, the production and distribution of concrete-related products have significant environmental

collaboration, interpersonal communication, and business etiquette

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An innovative collaboration platform helps the global cement company Cemex operate with the agility and flexibility of a small company.

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86 Part 1 Understanding the Foundations of business communication

impacts, including the acquisition and consumption of heating fuels required by high-temperature cement kilns.

To stay competitive and profitable and to minimize the envi- ronmental effects of its operations, Cemex knew it needed to accelerate the pace of innovation. Company leaders figured the way to do that was to enable better collaboration, and the way to do that was to enable better communication.

The company’s response to this multilayered challenge is a comprehensive online collaboration platform called Shift, which combines social networking, wikis, blogs, a Twitter-like microblog- ging system, social bookmarking, videoconferencing, a trend- spotting tool called Shift Radar, and more. A custom mobile app lets employees access the system wherever their work takes them.

By connecting people and information quickly and easily, Shift helps overcome the barriers of geography, time zones, and organizational boundaries. Employees and managers can tap into expertise anywhere in the company, workers with similar responsibilities can share ideas on improving operations, and problems and opportunities can be identified and brought to management’s attention in much less time.

Technology is only part of the solution, however. Many companies that have implemented social platforms struggle to get employees to change ingrained behaviors and use the new tools. By getting top-level executives on board early, Cemex achieved nearly universal adoption, with 95 percent of employ- ees using Shift and forming more than 500 online communities based on technical specialties and shared interests. That level of engagement is paying off in numerous ways, such as launch- ing a new global brand of ready-mix concrete in one-third the expected time, nearly tripling the company’s use of renewable energy, and reducing carbon dioxide emissions by almost 2 million metric tons.

Perhaps most impressive, Shift has lived up to its name by shifting the entrenched hierarchical culture of a large, old-school company to a more agile and responsive social business that is better prepared to face the future in its highly competitive mar- kets. As Gilberto Garcia, Cemex’s innovation director, puts it, social collaboration “can make a big company look like a small company” by connecting people and ensuring the free exchange of ideas.1

Communicating effectively in teams The interactions among the employees at Cemex (profiled in the chapter-opening Communication Close-Up) represent one of the most essential elements of interpersonal communication. Collaboration—working together to meet complex challenges—is a prime skill expected in a wide range of professions. No matter what career path you pur- sue, it’s a virtual guarantee that you will need to collaborate in at least some of your work activities. Your communication skills will pay off handsomely in these interactions because the productivity and quality of collaborative efforts depend heavily on the communication skills of the professionals involved.

A team is a unit of two or more people who share a mission and the responsibility for working to achieve a common goal.2 Problem-solving teams and task forces assemble to resolve specific issues and then disband when their goals have been accomplished. Such teams are often cross-functional, pulling together people from a variety of departments who have different areas of expertise and responsibility. The diversity of opinions and experiences can lead to better decisions, but competing interests can cause tensions that highlight the need for effective communication. Committees are formal teams that usually have a long life span and can become a permanent part of the organizational structure. Committees typically deal with regularly recurring tasks, such as an executive committee that meets monthly to plan strategies and review results.

advantages and disadvantages Of teams

When teams are successful, they can improve productivity, creativity, employee involve- ment, and even job security.3 Teams are often at the core of participative management, the effort to involve employees in the company’s decision making. A successful team can provide a number of advantages:4

●● Increased information and knowledge. By pooling the experience of several individu- als, a team has access to more information.

●● Increased diversity of views. Team members can bring a variety of perspectives to the decision-making process—as long as these diverse viewpoints are guided by a shared goal.5

Collaboration—working together to solve complex problems—is an essential skill for workers in nearly every profession.

1 learning objeCtiveList the advantages and disadvantages of working in teams, describe the characteristics of effective teams, and highlight four key issues of group dynamics.

Team members have a shared mission and are collectively responsible for their work.

Effective teams can pool knowl- edge, take advantage of diverse viewpoints, increase acceptance of solutions the team proposes, and achieve higher performance.

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●● Increased acceptance of a solution. Those who participate in making a decision are more likely to support it and encourage others to accept it.

●● Higher performance levels. Working in teams can unleash new levels of creativity and energy in workers who share a sense of purpose and mutual accountability. Effective teams can be better than top-performing individuals at solving complex problems.6

Although teamwork has many advantages, it also has a number of potential disadvan- tages. At the worst, working in teams can be a frustrating waste of time. Teams and business leaders need to be aware of and work to counter the following potential disadvantages:

●● Groupthink. Like other social structures, business teams can generate tremendous pressure to conform with accepted norms of behavior. Groupthink occurs when peer pressure causes individual team members to withhold contrary or unpopular opin- ions. Teams afflicted with groupthink can be so focused on protecting group harmony that they oversimplify problems, ignore information that threatens consensus, and fail to consider risks and negative consequences.7

●● Hidden agendas. Some team members may have a hidden agenda—a private, counter- productive motive, such as a desire to take control of the group, to undermine someone else on the team, or to pursue a business goal that runs counter to the team’s mission.

●● Cost. Aligning schedules, arranging meetings, and coordinating individual parts of a project can eat up a lot of time and money.

●● Overload. Some companies have embraced collaborative work approaches to such an extent that they’re overloading employees with team assignments. Moreover, as a com- pany’s best contributors gain a reputation for helping others and getting things done, they often find themselves assigned or invited to even more team efforts. As a result, team activities can take up so much of a person’s day that individual responsibilities get pushed to nights and weekends, leading to exhaustion and lower productivity.8

CharaCteristiCs Of effeCtive teams

The most effective teams have a clear objective and shared sense of purpose, have a strong sense of trust in each other, communicate openly and honestly, reach decisions by consen- sus, think creatively, know how to resolve conflict, and believe that their work matters.9 Teams that have these attributes can focus their time and energy on their work, without being disrupted by destructive conflict (see page 89).

Teams need to avoid the negative impact of groupthink, hidden agendas, excessive costs, and employee overload.

Effective teams have a clear sense of purpose, open and honest communication, consensus-based decision making, creativity, and effective conflict resolution.

ethiCs deteCtive

You are employed in the marketing department of a multina- tional company with its regional office in Oman (Jordan). The head of the department called you to say that you will both be working together on a new product launch. After that he gave you certain guidelines and asked you to prepare a marketing plan. You spent almost two weeks and made a very compre- hensive plan to market the product. Although your boss did not participate in the development phase, he appreciated your effort toward the plan and asked you to give him a printed copy as well as an electronic copy. While you were preparing the final copy you included the name of your boss along with your name as plan initiators. You gave him the hard copy as well as the electronic copy of the plan.

Three weeks later, your boss was out of the office when you received a phone call from the CEO’s secretary, who asked you, as the number-two person in the department, to change some things in the plan. The secretary sent you the

electronic copy of the marketing plan through email. Once you saw the plan, you were shocked to see that your boss removed your name from the document, so that only his name was included as the plan initiator. You also noticed that the author name on the soft copy was also changed. You were furious. You spoke to one of your friends about this matter, but she could not give you any advice.

analysis 1. Is it ethical to remove a person’s name from a docu-

ment when that person has worked hard to produce that document? Is your boss’s action correct?

2. What should your reaction be in this situation? Will you query your boss? Or will you bring the matter to the notice of the CEO’s secretary while discussing the requested changes? What consequences will you face if you discuss this matter with the CEO’s secretary?

How Did “We” turn into “i”?

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In contrast, teams lacking one or more of these attributes can get bogged down in conflict or waste time and resources pursuing unclear goals. Common reasons for dysfunctional team efforts include management expectations that are either unclear or not accepted by all team members, a reluctance by team members to prioritize team goals over their personal goals, reward systems that don’t recognize team contribu- tions, and leadership that tolerates negative and counterpro- ductive behaviors.10

grOuP dynamiCs

The interactions and processes that take place among the members of a team are called group dynamics. Productive teams tend to develop clear norms, informal standards of con- duct that members share and that guide member behavior. Group dynamics are influenced by several factors: the roles team members assume, the current phase of team development, the team’s success in resolving conflict, and the team’s success in overcoming resistance.

assuming team roles Members of a team can play various roles, which fall into three categories (see Table 2.1). Members who assume self-oriented roles are motivated mainly to fulfill personal needs, so they tend to be less productive than other members. “Dream teams” comprising multiple superstars often don’t perform as well as one might expect because high-performing individu- als can have trouble putting the team’s needs ahead of their own.11 In addition, highly skilled and experienced people with difficult personalities might not contribute, for the simple reason that other team members may avoid interacting with them.12 Far more likely to contribute to team goals are members who assume team-maintenance roles to help everyone work well together and those who assume task-oriented roles to help the team reach its goals.13

allowing for team evolution Teams typically evolve through a number of phases on their way to becoming productive. A variety of models have been proposed to describe the evolution toward becoming a productive team. Figure 2.1 shows how one commonly used model identifies the phases a problem-solving team goes through as it evolves:14

1. Orientation. Team members socialize, establish their roles, and begin to define their task or purpose. Team-building exercises and activities can help teams break down barriers and develop a sense of shared purpose.15 For geographically dispersed vir- tual teams, creating a “team operating agreement” that sets expectations for online meetings, communication processes, and decision making can help overcome the dis- advantages of distance.16

Group dynamics are the interactions and processes that take place within a team.

Each member of a group plays a role that affects the outcome of the group’s activities.

Teams typically evolve through a variety of phases, such as orien- tation, conflict, brainstorming, emergence, and reinforcement.

Google used its world-class data analysis capabilities to identify five factors that most effective teams consistently exhibit. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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Dysfunctional: self-oriented roles Functional: team-maintenance roles Functional: task-oriented roles

Controlling: Dominating others by exhibiting superiority or authority

Withdrawing: Retiring from the team either by becoming silent or by refusing to deal with a particular aspect of the team’s work

Attention seeking: Calling attention to oneself and demanding recognition from others

Diverting: Focusing the team’s discussion of topics of interest to the individual rather than of those relevant to the task

Encouraging: Drawing out other members by showing verbal and nonverbal support, praise, or agreement

Harmonizing: Reconciling differences among team members through mediation or by using humor to relieve tension

Compromising: Offering to yield on a point in the interest of reaching a mutually acceptable decision

Initiating: Getting the team started on a line of inquiry

Information giving or seeking: Offering (or seeking) information relevant to questions facing the team

Coordinating: Showing relationships among ideas, clarifying issues, and summarizing what the team has done

Procedure setting: Suggesting decision- making procedures that will move the team toward a goal

table 2.1 team roles—functional and dysfunctional

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 89

2. Conflict. Team members begin to discuss their positions and become more assertive in establishing their roles. Disagreements and uncertainties are natural in this phase.

3. Brainstorming. Team members air all the options and fully discuss the pros and cons of each. At the end of this phase, members begin to settle on a single solution to the problem. Note that although group brainstorming remains a highly popular activity in today’s companies, it may not always be the most productive way to generate new ideas. Some research indicates that having people brainstorm individually and then bring their ideas to a group meeting is more successful.17

4. Emergence. Consensus is reached when the team finds a solution that all members are willing to support (even if they have reservations).

5. Reinforcement. The team clarifies and summarizes the agreed-on solution. Mem- bers receive their assignments for carrying out the group’s decision, and they make arrangements for following up on those assignments.

You may also hear the process defined as forming, storm- ing, norming, performing, and adjourning, the phases identi- fied by researcher Bruce Tuckman when he proposed one of the earliest models of group development.18 Regardless of the model you consider, these stages are a general framework for team development. Some teams may move forward and back- ward through several stages before they become productive, and other teams may be productive right away, even though some or all members are in a state of conflict.19

resolving Conflict Conflict in team activities can arise for a number of reasons: competition for resources, disagreement over goals or responsibilities, poor communication, power struggles, or fundamental differences in values, attitudes, and personalities.20 Although the term conflict sounds negative, conflict isn’t necessarily bad. It can be constructive if it forces important issues into the open, increases the involvement of team members, and generates creative ideas for solving a problem. Teamwork isn’t necessarily about happiness and harmony; even teams that have some interpersonal friction can excel with effective leader- ship and team players who are committed to strong results. As the teamwork experts Andy Boynton and Bill Fischer put it, “Virtuoso teams are not about getting polite results.”21

In contrast, conflict is destructive if it diverts energy from more important issues, destroys the morale of teams or individual team members, or polarizes or divides the team.22 Destructive conflict can lead to win-lose or lose-lose outcomes, in which one or both sides lose, to the detriment of the entire team. If you approach conflict with the idea that both sides can satisfy their goals to at least some extent (a win-win strategy), you can minimize losses for everyone. For a win-win strategy to work, everybody must believe that (1) it’s possible to find a solution that both parties can accept, (2) cooperation is better for the organization than competition, (3) the other party can be trusted, and (4) greater power or status doesn’t entitle one party to impose a solution.

Conflict in teams can be either constructive or destructive.

Destructive conflict can lead to win-lose or lose-lose outcomes.

Common sense might tell you that smarter individuals make for a smarter team, but these researchers discovered otherwise. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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three factors that distinguish smart teams

Use these techniques to defuse conflict and help people focusing on solving problems. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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ten tips to help resolve workplace conflict

Figure 2.1 Phases of Group Development Groups generally progress through several stages on their way to becoming productive and reaching their objectives. Sources: B. Aubrey Fisher, Small Group Decision Making: Communication and the Group Process, 2nd ed. (New York: McGraw-Hill, 1980), 145–149; Stephen P. Robbins and David A. DeCenzo, Fundamentals of Management: Essential Concepts and Applications, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2004), 334–335; Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 602–603.

1. Orientation Team members

get to know each other and establish roles.

3. Brainstorming Team members

explore their options and

evaluate alternatives.

4. Emergence The team reaches a consensus on

the chosen decision.

5. Reinforcement The team

re-establishes harmony and

makes plans to put the decision

into action.

2. Conflict Different

opinions and perspectives

begin to emerge.

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90 Part 1 Understanding the Foundations of business communication

The following seven measures can help team members successfully resolve conflict:

●● Proactive behavior. Deal with minor conflict before it becomes major conflict. In team settings, conflict between two people can spread if it isn’t addressed early.

●● Communication. Get those directly involved in a conflict to participate in resolving it. These participants should choose their words and nonverbal gestures carefully in order to maintain focus on the problem at hand and to avoid further inflaming an already uncomfortable situation.23

●● Openness. Get feelings out in the open before dealing with the main issues. ●● Research. Seek factual reasons for a problem before seeking solutions. ●● Flexibility. Don’t let anyone lock into a position before considering other solutions. ●● Fair play. Insist on fair outcomes; don’t let anyone avoid a fair solution by hiding

behind the rules. ●● Alliance. Get opponents to fight together against an “outside force” instead of against

each other.

overcoming resistance One particular type of conflict that can impede progress is resistance to change. Sometimes this resistance is clearly irrational, such as when people resist any kind of change, whether the change makes sense or not. Sometimes, however, resistance is perfectly logical. A change may require someone to relinquish authority or give up comfortable ways of doing things.

Whenever you encounter resistance, your first instinct might be to argue even more force- fully for the proposed change. However, this approach is often counterproductive because it doesn’t get at the roots of the resistance, and the other party is likely to dig in even deeper.

Rather than pushing harder, stop talking and start listening. Apply the active listening skills discussed on page 100, and let people express their reservations about the change. Make sure the other party knows you are listening, too, by choosing your nonverbal ges- tures carefully and by expressing interest in and sympathy for their concerns. Listening encourages others to open up about their worries, which can help you address them, and it can unveil legitimate issues that you have failed to consider.

With a line of communication open, recognize that your primary goal is not to win the argument but rather to build a relationship that can lead to solving the dilemma at hand.24 Even if you have the authority to force the change, if you rely on force alone you’ll create resentment and probably fail to get the level of emotional agreement needed for true success.

As you establish a comfortable working relationship, continue to be aware of ele- ments of resistance that remain unspoken. For example, employees who bring up techni- cal reasons for resisting a plan to improve efficiency may be worried deep down that the

When you encounter resistance or hostility, try to maintain your composure and address the other person’s emotional needs.

the art Of PrOfessiOnalism

Professionals know that they are contributors to a larger cause, that it’s not all about them. Just as in athletics and other team efforts, being a team player in business is some- thing of a balancing act. On the one hand, you need to pay enough attention to your own efforts and skills to make sure you’re pulling your own weight. On the other hand, you need to pay attention to the overall team effort to make sure the team succeeds. Remember that if the team fails, you fail, too.

Great team players know how to make those around them more effective, whether it’s by lending a hand during crunch time, sharing resources, removing obstacles, making introductions, or offering expertise. In fact, the ability to help others improve their performance is one of the key attributes executives look for when they want to promote people into management.

Being a team player also means showing loyalty to your organization and protecting your employer’s reputation—one of the most important assets any company has. Pros don’t trash their employers in front of customers or in their per- sonal blogs. When they have a problem, they solve it; they don’t share it.

Career appliCations 1. If you prefer to work by yourself, should you take a job in

a company that uses a team-based organization structure? Why or why not?

2. You can see plenty of examples of unprofessional business behavior in the news media and in your own consumer and employee experiences. Why should you bother being professional yourself?

being a team Player

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 91

company will get so efficient it will no longer need them. Through the various types of active listening described later in the chapter, you can get a better idea of what’s really behind the reluctance to change. Ask questions to make sure you understand the resistance and to confirm your understanding of it, then acknowledge the other party’s concerns.

With a better understanding of the resistance, the next step is to move toward a resolu- tion through collaborative effort. Resisters will be more likely to listen to your reasoning after you’ve shown a willingness to listen to theirs, so calmly explain again why the change is in the organization’s best interests. Even if you pursue the original plan without modi- fication, those who initially resisted will now be more likely to cooperate and contribute.

Collaborating on Communication efforts When a team collaborates on reports, websites, presentations, and other communication projects, the collective energy and expertise of the various members can produce results that transcend what each individual could do alone.25 However, collaborating on team messages requires special effort and planning.

guidelines fOr COllabOrative Writing

In any collaborative effort, team members coming from different backgrounds may have different work habits or priorities: A technical expert may focus on accuracy and scientific standards, an editor may be more concerned about organization and coherence, and a manager may focus on schedules, costs, and corporate goals. In addition, team members differ in writing styles, work habits, and personality traits.

To collaborate effectively, everyone must be flexible and open to other opinions, focus- ing on team objectives rather than on individual priorities.26 Successful writers know that most ideas can be expressed in many ways, so they avoid the “my way is best” attitude. The following guidelines will help you collaborate more successfully:27

●● Select collaborators carefully. Whenever possible, choose a combination of people who together have the experience, information, and talent needed for each project.

●● Agree on project goals before you start. Starting without a clear idea of what the team hopes to accomplish inevitably leads to frustration and wasted time.

●● Give your team time to bond before diving in. If people haven’t had the opportunity to work together before, make sure they can get to know each other before being asked to collaborate.

●● Clarify individual responsibilities. Because members will be depending on each other, make sure individual responsibilities are clear.

●● Establish clear processes. Make sure everyone knows how the work will be managed from start to finish.

●● Avoid composing as a group. The actual composition is the only part of collaborative communication that does not usually benefit from group participation. Brainstorm- ing the wording of short pieces of text such as headlines and slogans can be an effec- tive way to stimulate creative word choices. For longer projects, however, it is usually more efficient to plan, research, and outline together but assign the task of writing to one person or divide larger projects among multiple writers. If you divide the writing, try to have one person do a final revision to ensure a consistent style.

●● Make sure tools and techniques are ready and compatible across the team. Even minor details such as different versions of software can delay projects.

●● Check to see how things are going along the way. Don’t assume that everything is working just because you don’t hear anything negative.

teChnOlOgies fOr COllabOrative Writing

A variety of tools and systems are available to help writers collaborate on everything from short documents to entire websites. The simplest tools are software features such as commenting (which lets colleagues write comments in a document without modifying the

2 learning objeCtiveOffer guidelines for collaborative communication, identify major collaboration technologies, and explain how to give constructive feedback.

mobile app

The Basecamp app provides mobile access to this popular proj- ect management system.

Successful collaboration on writ- ing projects requires a number of steps, from selecting the right partners and agreeing on project goals to establishing clear pro- cesses and avoiding writing as a group.

A wide variety of collaboration tools now exist to help profes- sionals work on reports, presenta- tions, and other communication efforts.

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92 Part 1 Understanding the Foundations of business communication

document text) and tracking changes (which lets one or more writers propose changes to the text while keeping everyone’s edits separate and reversible). The widely used Adobe Acrobat digital document system (PDFs) also has group review and commenting features, including the option for live collaboration.

Collaboration systems Writing for websites often involves the use of a content management system, which orga- nizes and controls website content and can include features that help team members work together on webpages and other documents. These tools range from simple blogging systems to more extensive enterprise systems that manage web content across an entire corporation. Many systems include workflow features that control how pages or docu- ments can be created, edited, and published.

In contrast to the formal controls of a content management system, a wiki, from the Hawaiian word for quick, is a website that allows anyone with access to add new material and edit existing material. Public wikis (Wikipedia is the best known) allow any registered user to edit pages; private wikis are accessible only with permission. A key benefit of wikis is the freedom to post new or revised material without prior approval. Chapter 8 offers guidelines for effective wiki collaboration.

Teams and other work groups can also take advantage of a set of broader technolo- gies often referred to as groupware or collaboration platforms. These technologies let people communicate, share files, review previous message threads, work on documents simultaneously, and connect using social networking tools. These systems help companies capture and share knowledge from multiple experts, bringing greater insights to bear on tough challenges.28 Collaboration systems often take advantage of cloud computing, a somewhat vague term that refers to on-demand capabilities delivered over the Internet, rather than through conventional on-site software.29

Shared workspaces are online “virtual offices” that give everyone on a team access to the same set of resources and information (see Figure 2.2). You may see some of these workspaces referred to as intranets (restricted-access websites that are open to employees only) or extranets (restricted sites that are available to employees and to outside parties

Wiki benefits include simple operation and the ability to post new or revised material instantly without a formal review process.

Figure 2.2 Shared Online Workspaces Shared online workspaces give employees instant access to the all the files they need, from company reports to website content.

C o ur

te sy

o f S

A P

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 93

social networks and virtual Communities Social networking technologies are redefining teamwork and team communication by helping erase the constraints of geographic and organization boundaries. Some companies use social networks to form virtual communities or communities of practice that link employees with similar professional interests throughout the company and sometimes with customers and suppliers as well.

Collaboration via mobile Devices Mobile devices add another layer of options for collaborative writing and other commu- nication projects, particularly when used with cloud computing. Today’s mobile systems can do virtually everything that fixed-web collaboration systems can do, from writing on virtual whiteboards to sharing photos, videos, and other multimedia files.33 Mobility lets workers participate in online brainstorming sessions, seminars, and other formal or infor- mal events from wherever they happen to be at the time (see Figure 2.3). This flexibility can

A community of practice links professionals with similar job interests; a key benefit is accumu- lating long-term organizational knowledge.

Internal social networks help companies assemble the best resources for a given task, regard- less of where the employees are located.

Collaboration apps for mobile devices support nearly all the features of computer-based platforms.

C o

ur te

sy o

f C af

e R

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94 Part 1 Understanding the Foundations of business communication

table 2.2 giving Constructive feedback

How to be Constructive explanation

Think through your suggested changes carefully. Many business documents must illustrate complex relationships between ideas and other information, so isolated and superficial edits can do more harm than good.

Discuss improvements rather than flaws. Instead of saying “this is confusing,” for instance, explain how the writing can be improved to make it clearer.

Focus on controllable behavior. The writer may not have control over every variable that affected the quality of the message, so focus on those aspects the writer can control.

Be specific. Comments such as “I don’t get this” or “Make this clearer” don’t give the writer much direction.

Keep feedback impersonal. Focus comments on the message, not on the person who created it.

Verify understanding. If in doubt, ask for confirmation from the recipient to make sure that the person understood your feedback.

Time your feedback carefully. Respond in a timely fashion so that the writer has sufficient time to implement the changes you suggest.

Highlight any limitations your feedback may have. If you didn’t have time to give the document a thorough edit, or if you’re not an expert in some aspect of the content, let the writer know so that he or she can handle your comments appropriately.

effectively. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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the benefits of mobile collaboration

Going mobile helps teams work faster and more

be particularly helpful during the review and production stages of major projects, when deadlines are looming and decisions and revisions need to be made quickly.

An important aspect of mobile collaboration and mobile communication in general is unified communication, which integrates such capabilities as voice and video calling, voice and video conferencing, instant messaging, and real-time collaboration software into a single system. By minimizing or eliminating the need to manage multiple communication sys- tems and devices, unified communication promises to improve response times, productivity, and collaboration efforts.34

giving—and resPOnding tO—COnstruCtive feedbaCk

Aside from processes and tools, collaborative communication often involves giving and receiving feedback about writing efforts. Constructive feedback, sometimes called constructive criticism, focuses on the process and outcomes of communication, not on the people involved (see Table 2.2). In contrast, destructive feedback delivers criticism with no guidance to stimulate improvement.35 For example, “This proposal is a confusing mess, and you failed to convince me of anything” is destructive feedback. The goal is to be more constructive: “Your proposal could be more effective with a clearer description of the manufacturing process and a well-organized explanation of why the positives out- weigh the negatives.” When giving feedback, avoid personal attacks and give the person clear guidelines for improvement.

When you receive constructive feedback, resist the understandable urge to defend your work or deny the validity of the feedback. Remaining open to criticism isn’t easy when you’ve invested lots of time and energy in a project, but good feedback provides a valuable opportunity to learn and to improve the quality of your work.

making your meetings more productive Much of your workplace communication will occur during in-person or online meetings, so your ability to contribute to the company—and to be recognized for your contribu- tions—will depend to a large degree on your meeting skills. Well-run meetings can help companies solve problems, develop ideas, and identify opportunities. Meetings can also be a great way to promote team building through the experience of social interaction.36 As

When you give writing feedback, make it constructive by focus- ing on how the material can be improved.

When you receive constructive feedback on your writing, keep your emotions in check and view it as an opportunity to improve.

3 learning objeCtiveList the key steps needed to ensure productive team meetings.

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 95

useful as meetings can be, though, they can be a waste of time if they aren’t planned and managed well. You can help ensure productive meetings by preparing carefully, conducting meetings efficiently, and using meeting technologies wisely.

PreParing fOr meetings

The first step in preparing for a meeting is to make sure the meeting is really necessary. Meetings can consume hundreds or thousands of dollars of productive time while taking people away from other work, so don’t hold a meeting if some other form of communica- tion (such as a blog post) can serve the purpose as effectively.37 If a meeting is truly necessary, proceed with these four planning tasks:

●● Define your purpose. Meetings can focus on exchanging information, reaching decisions, or collaborating to solve problems or identify opportunities. Whatever your purpose, define the best possible result of the meeting (such as “we carefully evaluated all three product ideas and decided which one to invest in”). Use this hoped-for result to shape the direction and content of the meeting.38

●● Select participants for the meeting. The rule here is simple: Invite everyone who really needs to be involved, and don’t invite anyone who doesn’t. For decision-making meet- ings, for example, invite only those people who are in a direct position to help the meeting reach its objective. The more people you have, the longer it will take to reach consensus. Meetings with more than 10 or 12 people can become unmanageable if everyone is expected to participate in the discussion and decision making.

●● Choose the venue and the time. Online meetings (see page 98) are often the best way—and sometimes the only way—to connect people in multiple locations or to reach large audiences. For in-person meetings, review the facility and the seating arrangements. Is theater-style seating suitable, or do you need a conference table or some other layout? Pay attention to room temperature, lighting, ventilation, acoustics, and refreshments; these details can make or break a meeting. If you have control over the timing, morning meetings are often more productive because people are generally more alert and not yet engaged with the work of the day.

●● Set the agenda. The success of a meeting depends on the preparation of the partici- pants. Distribute a carefully written agenda to participants, giving them enough time to prepare as needed (see Figure 2.4 on the next page). A productive agenda answers three key questions: (1) What do we need to do in this meeting to accomplish our goals? (2) What issues are of greatest importance to all participants? (3) What infor- mation must be available in order to discuss these issues?39

COnduCting and COntributing tO effiCient meetings

Everyone in a meeting shares the responsibility for making the meeting productive. If you’re the leader, however, you have an extra degree of responsibility and accountability. The following guidelines will help leaders and participants contribute to more effective meetings:

●● Keep the discussion on track. A good meeting draws out the best ideas and informa- tion the group has to offer. Good leaders occasionally need to guide, mediate, probe, stimulate, summarize, and redirect discussions that have gotten off track.

●● Follow agreed-on rules. The larger the meeting, the more formal you need to be to maintain order. Formal meetings use parliamentary procedure, a time-tested method for planning and running effective meetings. The best-known guide to this procedure is Robert’s Rules of Order.

●● Encourage participation. You may discover that some participants are too quiet and others are too talkative. Draw out nonparticipants by asking for their input. For the overly talkative, you can say that time is limited and others need to be heard.

●● Participate actively. Make a point to contribute to the progress of the meeting and the smooth interaction of participants. Use your listening skills and powers of observa- tion to size up the interpersonal dynamics of the group, then adapt your behavior to

To ensure a successful meeting, decide on your purpose ahead of time, select the right participants, choose the venue and time, and set a clear agenda.

Everyone shares the responsibility for successful meetings.

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96 Part 1 Understanding the Foundations of business communication

help the group achieve its goals. Speak up if you have something useful to say, but don’t talk or ask questions just to demonstrate how much you know about the subject at hand.

●● Use mobile devices respectfully. Tweeting key points from a convention speech or using your phone or tablet to jot down essential ideas and follow-up questions can be productive and respectful ways to use a device during a meeting. Checking Facebook or working on unrelated tasks is not. If you intend to use your device to take notes during a meeting, consider letting the meeting leader know that’s what you’re doing.40

●● Close effectively. At the conclusion of the meeting, verify that the objectives have been met or arrange for follow-up work, if needed. Summarize the general conclusion of the discussion and any actions that need to be taken. Make sure all participants have a chance to clear up any misunderstandings.

Putting meeting results tO PrOduCtive use

In most cases, the value of a meeting doesn’t end when the meeting ends. For example, problems or opportunities brought up during a meeting need to be addressed, any action items assigned during the meeting need to be acted on, and key decisions and announce- ments should be distributed to anyone who is affected but was unable to attend. Having a written, audio, or video record of a meeting also gives the participants a chance to verify their impressions and conclusions.

The conventional method of recording meetings is through written minutes, a sum- mary of the important information presented and the decisions made. One person is usually assigned to keep notes as the meeting progresses and then to share them after- ward. The specific format of the minutes is less important than making sure you record all the key information, particularly regarding responsibilities that were assigned during

Minutes are written summaries of important information pre- sented and the decisions made in meetings.

Figure 2.4 Typical Meeting Agenda Agenda formats vary widely depending on the complexity of the meeting and the presentation technologies that will be used. One good approach is to first distribute a detailed planning agenda so that presenters know what they need in order to prepare, then create a simpler display agenda such as this PowerPoint slide to guide the progress of the meeting. Note how the agenda includes the time limit for each topic.

The agenda title clearly identifies the scope of the meeting.

The clear and concise outline format identifies the topics that will be addressed and the order of discussion, which helps participants plan questions and suggestions.

Establishing a time limit for each section helps keep the meeting on track and ensures that time will be available for every topic.

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 97

the meeting. Typical elements include a list of those present and a list of those who were invited but didn’t attend, followed by the times the meeting started and ended, all major decisions reached at the meeting, all tasks assigned to meeting participants, and all sub- jects that were deferred to a later meeting. In addition, the minutes objectively summarize important discussions, noting the names of those who contributed major points. Any handouts, slides, or supporting documents can be attached to the minutes when they are distributed.

Depending on the meeting technologies at your disposal, you may have software spe- cifically designed to record, distribute, and store meeting minutes (see Figure 2.5). Some systems automatically forward action items to each employee, record audio discussions for future playback, and make all the relevant documents and files available in one con- venient place.41

To review the tasks that contribute to productive meetings, refer to “Checklist: Improving Meeting Productivity.”

A. Prepare carefully. ●● Make sure the meeting is necessary ●● Decide on your purpose ●● Select participants carefully ●● Choose the venue and the time ●● Establish and distribute a clear agenda

B. Lead effectively and participate fully. ●● Keep the meeting on track ●● Follow agreed-on rules

●● Encourage participation ●● Participate actively ●● Close effectively

C. Put the results to effective use. ●● Distribute meeting minutes to participants and other

interested parties ●● Make sure task assignments are clearly communicated

CheCklist ✓ improving Meeting Productivity

Figure 2.5 Capturing Key Decisions and Discoveries from a Meeting Meeting technologies such as the MeetingBooster system help teams and other groups capture decisions and discoveries from meetings and put this information to productive use.

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using meeting technologies Today’s companies use a number of technologies to enhance or even replace traditional in-person meetings. Holding virtual meetings can dramatically reduce costs and resource usage, reduce wear and tear on employees, and give teams access to a wider pool of expertise (see Figure 2.6).

Instant messaging (IM) and teleconferencing are the simplest forms of virtual meet- ings. Videoconferencing lets participants see and hear each other, demonstrate products, and transmit other visual information. Telepresence (see Figure 2.7) enables realistic con- ferences in which participants thousands of miles apart almost seem to be in the same room.42 The ability to convey nonverbal subtleties such as facial expressions and hand gestures makes these systems particularly good for negotiations, collaborative problem solving, and other complex discussions.43

The most sophisticated web-based meeting systems combine the best of real-time communication, shared workspaces, and videoconferencing with other tools, such as virtual whiteboards, that let teams collaborate in real time. Such systems are used for everything from spontaneous discussions among small groups to carefully planned formal events such as press conferences, training sessions, sales presentations, and webinars (web- based seminars).44 One of the newest virtual tools is online brainstorming, in which a company can conduct “idea campaigns” to generate new ideas from people across the organization.

Conducting successful virtual meetings requires extra planning beforehand and more diligence during the meeting. Recognizing the limitations of the virtual meeting format is a key to using it successfully.45 Because virtual meetings offer less visual contact and nonverbal communication than in-person meetings, for example, leaders need to make sure everyone stays engaged and has the opportunity to contribute. Participants have a responsibility to pay attention and avoid the temptation to work on other tasks. To keep everyone focused, make sure the meeting time is dedicated to discussion and interaction, rather than getting everyone up to speed on the issues. Distribute back- ground information before the meeting so that participants can join the meeting ready to collaborate.46

For the latest information on meeting technologies, visit real-timeupdates.com/bct14 and select Chapter 2.

Virtual meeting technologies con- nect people spread around the country or around the world.

4 learning objeCtiveIdentify the major technologies used to enhance or replace in-person meetings.

mobile app

Cisco WebEx gives you mobile access to one of the world’s most popular online meeting platforms.

Conducting successful virtual meetings requires extra planning and more diligence during the meeting.

Figure 2.6 Virtual Meetings With broadband wireless connections, virtual meetings are easy to conduct using smartphones or tablets.

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 99

improving your listening skills Your long-term career prospects are closely tied to your ability to listen effectively. In fact, some 80 percent of top executives say listening is the most important skill needed to get things done in the workplace.47 Plus, today’s younger employees place a high premium on being heard, so listening is becoming even more vital for managers.48

Effective listening strengthens organizational relationships, alerts the organization to opportunities for innovation, and allows the organization to manage growing diver- sity both among the workforce and among the customers it serves.49 Companies whose employees and managers listen effectively are able to stay informed, up to date, and out of trouble. Conversely, poor listening skills can cost companies millions of dollars per year as a result of lost opportunities, legal mistakes, and other errors. Effective listening is also vital to the process of building trust between organizations and between individuals.50

reCOgnizing variOus tyPes Of listening

Effective listeners adapt their listening approaches to different situations. The primary goal of content listening is to understand and retain the information in the speaker’s mes- sage. Because you’re not evaluating the information at this point, it doesn’t matter whether you agree or disagree, approve or disapprove—only that you understand. Try to overlook the speaker’s style and any limitations in the presentation; just focus on the information.51

The goal of critical listening is to understand and evaluate the meaning of the speaker’s message on several levels: the logic of the argument, the strength of the evidence, the validity of the conclusions, the implications of the message, the speaker’s intentions and motives, and the omission of any important or relevant points. If you’re skeptical, ask questions to explore the speaker’s point of view and credibility. Be on the lookout for bias that could color the way the information is presented, and be careful to separate opinions from facts.52

The goal of empathic listening is to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view, regardless of whether you share that perspective. By listening with empathy, you help the individual vent the emotions that

5 learning objeCtiveIdentify three major modes of listening, describe the listening process, and explain the problem of selective listening.

Listening is one of the most important skills in the workplace.

To be a good listener, adapt the way you listen to suit the situation.

Figure 2.7 Telepresence How many people are actually in this conference room in Chicago? Only the two people in the foreground are in the room; the other participants are in Atlanta or London. Virtual meeting technologies such as this telepres- ence system connect people spread across the country or around the world.

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100 Part 1 Understanding the Foundations of business communication

prevent a calm, clear-headed approach to the subject. Avoid the temptation to jump in with advice unless the person specifically asks for it. Also, don’t judge the speaker’s feel- ings, and don’t try to tell people they shouldn’t feel this or that emotion. Instead, let the speaker know that you appreciate his or her feelings and understand the situation. After you establish that connection, you can help the speaker move on to search for a solution.53

No matter what mode they are using at any given time, effective listeners try to engage in active listening, making a conscious effort to turn off their own filters and biases to truly hear and understand what the other party is saying. They ask questions to verify key points and encourage the speaker through positive body language.54

understanding the listening PrOCess

Listening is a far more complex process than most people think—and most of us aren’t very good at it. People typically listen at no better than a 25 percent efficiency rate, remem- ber only about half of what’s said during a 10-minute conversation, and forget half of that within 48 hours.55 Furthermore, when questioned about material they’ve just heard, they are likely to get the facts mixed up.56

Why is such a seemingly simple activity so difficult? The reason is that listening is not a simple process, by any means. Listening follows the same sequence as the general communication process model described in Chapter 1 (page 58), with the added challenge that it happens in real time. To listen effectively, you need to successfully complete five steps:57

1. Receiving. You start by physically hearing the message and acknowledging it. Physical reception can be blocked by noise, impaired hearing, or inattention. Some experts also include nonverbal messages as part of this stage because these factors influence the listening process as well.

2. Decoding. Your next step is to assign meaning to the words and phrases, which you do according to your own values, beliefs, ideas, expectations, roles, needs, and personal history. Decoding is also influenced by the circumstances, the speaker’s tone, facial gestures, and other nonverbal signals. For example, if someone says, “Well, that’s just lovely,” a sarcastic tone signals that the intended meaning is the opposite of the literal meaning of the words.

3. Remembering. Before you can act on the information, you need to store it for future processing. As you learned in Chapter 1, incoming messages must first be captured in short-term memory before being transferred to long-term memory for more per- manent storage.

4. Evaluating. The next step is to evaluate the message by applying critical thinking skills to separate fact from opinion and evaluate the quality of the evidence.

5. Responding. After you’ve evaluated the speaker’s message, you react. If you’re com- municating one-on-one or in a small group, the initial response generally takes the form of verbal feedback. If you’re one of many in an audience, your initial response may take the form of applause, laughter, or silence. Later, you may act on what you have heard.

If any one of these steps breaks down, the listening process becomes less effective or may even fail entirely. As both a sender and a receiver, you can reduce the failure rate by recognizing and overcoming a variety of physical and mental barriers to effective listening.

OverCOming barriers tO effeCtive listening

Good listeners look for ways to overcome potential barriers throughout the listening process (see Table 2.3). You may not be able to control some factors, such as conference room acoustics or poor phone reception. You can control other factors, however, such as not interrupting speakers and not creating distractions that make it difficult for others to pay attention. And don’t think you’re not interrupting just because you’re not talking.

Listening actively means making the effort to turn off your internal “filters” and biases to truly hear and understand what the other person is saying.

Listening involves five steps: receiving, decoding, remember- ing, evaluating, and responding.

Good listeners actively try to overcome barriers to successful listening.

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 101

Such actions as texting or checking your watch can interrupt a speaker and lead to com- munication breakdowns.

Selective listening is one of the most common barriers to effective listening. If your mind wanders, you may stay tuned out until you hear a word or phrase that gets your attention again. But by that time, you’re unable to recall what the speaker actually said; instead, you remember what you think the speaker probably said.58

One reason listeners’ minds tend to wander is that people think faster than they speak. Most people speak at about 120 to 150 words per minute, but listeners can process audio information at up to 500 words per minute or more.59 Consequently, your brain has a lot of free time whenever you’re listening, and if left unsupervised, it will find a thousand other things to think about. Make the effort to focus on the speaker and use the extra time to analyze and paraphrase what you hear or to take relevant notes.

Overcoming interpretation barriers can be difficult because you may not even be aware of them. As Chapter 1 notes, selective perception leads listeners to mold messages to fit their own conceptual frameworks. Listeners sometimes make up their minds before fully hearing the speaker’s message, or they engage in defensive listening—protecting their egos by tuning out anything that doesn’t confirm their beliefs or their view of themselves.

Even when your intentions are good, you can still misinterpret incoming messages if you and the speaker don’t share enough language or experience. When listening to a speaker whose native language or life experience is different from yours, try to paraphrase that person’s ideas. Give the speaker a chance to confirm what you think you heard or to correct any misinterpretation.

If the information you hear will be important to use later, write it down or otherwise record it. Don’t rely on your memory. If you do need to memorize, you can hold informa- tion in short-term memory by repeating it silently or organizing a long list of items into several shorter lists. Four techniques can help to store information in long-term memory: (1) associate new information with something closely related (such as the restaurant in which you met a new client), (2) categorize the new information into logical groups (such as alphabetizing a list of names), (3) visualize words and ideas as pictures, and (4) create mnemonics such as acronyms or rhymes.

For a reminder of the steps you can take to overcome listening barriers, see “Checklist: Overcoming Barriers to Effective Listening.”

Your mind can process informa- tion much faster than most speak- ers talk, so you need to focus to listen effectively.

effective listeners ineffective listeners

Listen actively Listen passively

Take careful and complete notes, when applicable Take no notes or ineffective notes

Make frequent eye contact with the speaker (depends on culture to some extent)

Make little or no eye contact—or inappropriate eye contact

Stay focused on the speaker and the content Allow their minds to wander, are easily distracted, work on unrelated tasks

Mentally paraphrase key points to maintain attention level and ensure comprehension

Fail to paraphrase

Adjust listening style to the situation Listen with the same style, regardless of the situation

Give the speaker nonverbal cues (such as nodding to show agreement or raising eyebrows to show surprise or skepticism)

Fail to give the speaker nonverbal feedback

Save questions or points of disagreement until an appropriate time Interrupt whenever they disagree or don’t understand

Overlook stylistic differences and focus on the speaker’s message Are distracted by or unduly influenced by stylistic differences; are judgmental

Make distinctions between main points and supporting details Are unable to distinguish main points from details

Look for opportunities to learn Assume they already know everything that’s important to know

Sources: Madelyn Burley-Allen, Listening: The Forgotten Skill (New York: Wiley, 1995), 70–71, 119–120; Judi Brownell, Listening: Attitudes, Principles, and Skills (Boston: Allyn & Bacon, 2002), 3, 9, 83, 89, 125; Larry Barker and Kittie Watson, Listen Up (New York: St. Martin’s, 2000), 8, 9, 64.

table 2.3 What makes an effective listener?

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improving your nonverbal Communication skills Nonverbal communication is the interpersonal process of sending and receiving informa- tion, both intentionally and unintentionally, without using written or spoken language. Nonverbal signals play a vital role in communication because they can strengthen a verbal message (when the nonverbal signals match the spoken words), weaken a verbal message (when nonverbal signals don’t match the words), or replace words entirely. For example, you might tell a client that a project is coming along nicely, but your forced smile and nervous glances will send an entirely different message.

reCOgnizing nOnverbal COmmuniCatiOn

You’ve been tuned in to nonverbal communication since your first contact with other human beings. Paying special attention to nonverbal signals in the workplace will enhance your ability to communicate successfully. Moreover, as you work with a diverse range of people in the global marketplace, you’ll also need to grasp the different meanings of com- mon gestures, expressions, and other signals in various cultures. Six types of signals are particularly important:

●● Facial expression. Your face is the primary vehicle for expressing your emotions; it reveals both the type and the intensity of your feelings.60 Your eyes are especially effec- tive for indicating attention and interest, influencing others, regulating interaction, and establishing dominance.61

●● Gesture and posture. The way you position and move your body expresses both spe- cific and general messages, some voluntary and some involuntary. Many gestures—a wave of the hand, for example—have specific and intentional meanings. Other types of body movement are unintentional and express more general messages. Slouching, leaning forward, fidgeting, and walking briskly are all unconscious signals that can reveal whether you feel confident or nervous, friendly or hostile, assertive or passive, powerful or powerless.

●● Vocal characteristics. Voice carries both intentional and unintentional messages. A speaker can intentionally control pitch, pace, and stress to convey a specific message. For instance, compare “What are you doing?” and “What are you doing?” Uninten- tional vocal characteristics can convey happiness, surprise, fear, and other emotions (for example, fear often increases the pitch and pace of your speaking voice).

●● Personal appearance. People respond to others on the basis of their physical appear- ance, sometimes fairly and other times unfairly. Although an individual’s body type and facial features impose some limitations on appearance, you can control grooming, clothing, accessories, piercings, tattoos, and hairstyle. To make a good impression, adopt the style of the people you want to impress. Many employers also have guide- lines concerning attire, body art, and other issues, so make sure you understand and follow them.62

●● Touch. Touch is an important way to convey warmth, comfort, and reassurance—as well as control. Touch is so powerful, in fact, that it is governed by cultural customs

Nonverbal communication can supplement or even replace verbal messages (those that use words).

6 learning objeCtiveExplain the importance of nonverbal communication, and identify six major categories of nonverbal expression.

Nonverbal signals include facial expression, gesture and posture, vocal characteristics, personal appearance, touch, and time and space.

●● Lower barriers to message reception whenever you can (such as avoiding interrupting speakers by asking ques- tions or by exhibiting disruptive nonverbal behaviors).

●● Avoid selective listening by focusing on the speaker and carefully analyzing what you hear.

●● Keep an open mind by avoiding any prejudgment and by not listening defensively.

●● Don’t count on your memory; write down or record important information.

●● Improve your short-term memory by repeating informa- tion or breaking it into shorter lists.

●● Improve your long-term memory by using association, categorization, visualization, and mnemonics.

CheCklist ✓ Overcoming barriers to effective Listening

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 103

that establish who can touch whom and how in various circumstances. Even within each culture’s norms, however, individual attitudes toward touch vary widely. A man- ager might be comfortable using hugs to express support or congratulations, but his or her subordinates could interpret those hugs as a show of dominance or sexual interest.63 Touch is a complex subject. The best advice: When in doubt, don’t touch.

●● Time and space. Like touch, time and space can be used to assert authority, imply intimacy, and send other nonverbal messages. For instance, some people try to dem- onstrate their own importance or disregard for others by making other people wait; others show respect by being on time. Similarly, taking care not to invade private space, such as standing too close when talking, is a way to show respect for others. Keep in mind that expectations regarding both time and space vary by culture.

using nOnverbal COmmuniCatiOn effeCtively

Paying attention to nonverbal cues makes you a better speaker and a better listener. When you’re talking, be more conscious of the nonverbal cues you could be sending. Are they effective without being manipulative? Consider a situation in which an employee has come to you to talk about a raise. This situation is stressful for the employee, so don’t say you’re interested in what she has to tell you and then spend your time glancing at your computer or checking your watch. Conversely, if you already know you won’t be able to give her the raise, be honest in your expression of emotions. Don’t overcompensate for your own stress by smiling too broadly or shaking her hand too vigorously. Both nonverbal signals would raise her hopes without justification. In either case, match your nonverbal cues to the tone of the situation.

Also consider the nonverbal signals you send when you’re not talking—the clothes you wear, the way you sit, the way you walk (see Figure 2.8). Are you talking like a serious business professional but dressing like you belong in a dance club or a frat house? Whether or not you think it is fair to be judged on superficial matters, the truth is that you are judged this way. Don’t let careless choices or disrespectful habits undermine all the great work you’re doing on the job.

When you listen, be sure to pay attention to the speaker’s nonverbal cues. Do they amplify the spoken words or contradict them? Is the speaker intentionally using nonverbal

Work to make sure your non- verbal signals match the tone and content of your spoken communication.

What signals does your personal appearance send?

Figure 2.8 Nonverbal Signals The nonverbal signals you send in any business setting influence how others perceive you and your ideas.

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signals to send you a message that he or she can’t put into words? Be observant, but don’t assume that you can “read someone like a book.” Nonverbal signals are powerful, but they aren’t infallible, particularly if you don’t know a person’s normal behavioral pat- terns.64 For example, contrary to popular belief, avoiding eye contact and covering one’s face while talking are not reliable clues that someone is lying. Even when telling the truth, most people don’t make uninterrupted eye contact with the listeners, and various gestures such as touching one’s face might be normal behavior for particular people.65 Moreover, these and other behaviors may be influenced by culture (in some cultures, sustained eye contact can be interpreted as a sign of disrespect) or might just be ways of coping with stressful situations.66

If something doesn’t feel right, ask the speaker an honest and respectful question; doing so may clear everything up, or it may uncover issues you need to explore further. See “Checklist: Improving Nonverbal Communication Skills” for a summary of key ideas regarding nonverbal skills.

Developing your business etiquette You may have noticed a common thread running through the topics of successful team- work, productive meetings, effective listening, and nonverbal communication: All these activities depend on mutual respect and consideration among all participants. Nobody wants to work with someone who is rude to colleagues or an embarrassment to the com- pany. Moreover, shabby treatment of others in the workplace can be a huge drain on morale and productivity.67 Poor etiquette can drive away customers, investors, and other critical audiences—and it can limit your career potential.

This section addresses some key etiquette points to remember when you’re in the workplace, out in public, online, and using mobile devices. Long lists of etiquette rules can be difficult to remember, but you can get by in almost every situation by remembering to be aware of your effect on others, treating everyone with respect, and keeping in mind that the impressions you leave behind can have a lasting effect on you and your company. As the etiquette expert Cindy Post Senning points out, “The principles of respect, con- sideration, and honesty are universal and timeless.”68

business etiquette in the WOrkPlaCe

Workplace etiquette includes a variety of behaviors, habits, and aspects of nonverbal communication. Although it isn’t always thought of as an element of etiquette, your personal appearance in the workplace sends a strong signal to managers, colleagues, and customers (see Figure 2.9). Pay attention to the style of dress where you work and adjust your style to match. Expectations for specific jobs, companies, and industries can vary widely. The financial industries tend to be more formal than high-tech firms, for instance, and sales and executive positions usually involve more formal expectations than positions in engineering or manufacturing. Observe others, and don’t be afraid to ask for advice. If you’re not sure, dress modestly and simply—earn a reputation for what you can do,

Etiquette is an essential element of every aspect of business communication.

7 learning objeCtive Explain the importance of business etiquette, and identify four key areas in which good etiquette is essential.

Personal appearance can have considerable impact on your success in business.

●● Understand the roles that nonverbal signals play in com- munication, complementing verbal language by strength- ening, weakening, or replacing words.

●● Note that facial expressions (especially eye contact) reveal the type and intensity of a speaker’s feelings.

●● Watch for cues from gestures and posture. ●● Listen for vocal characteristics that can signal the emo-

tions underlying the speaker’s words.

●● Recognize that listeners are influenced by physical appearance.

●● Be careful with physical contact; touch can convey posi- tive attributes but can also be interpreted as dominance or sexual interest. If there is any doubt, don’t touch.

●● Pay attention to the use of time and space.

CheCklist ✓ improving nonverbal communication skills

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 105

not for what you wear. Table 2.4 offers some general guidelines on assembling a business wardrobe that’s cost-effective and flexible.

Grooming is as important as attire. Pay close attention to cleanliness, and avoid using products with powerful scents, such as perfumed soaps, colognes, shampoos, and after- shaves (many people are bothered by these products, and some are allergic to them).

IM and other text-based tools have taken over many exchanges that used to take place over the phone, but phone skills are still essential. Because phone calls lack the visual richness of face-to-face conversations, you have to rely on your attitude and

Your telephone skills will be vital to your business success.

1 smooth and Finished (start with this)

2 elegant and refined (add this to Column 1)

3 Crisp and starched (add this to Column 2)

4 up-to-the-minute trendy (add this to Column 3)

●● Choose well-tailored clothing that fits well; it doesn’t have to be expensive, but it does have to fit and be appropriate for business.

●● Keep buttons, zippers, and hemlines in good repair.

●● Select shoes that are comfort- able enough for long days but neither too casual nor too dressy for the office; keep shoes clean and in good condition.

●● Make sure the fabrics you wear are clean, are carefully pressed, and do not wrinkle easily.

●● Choose colors that flatter your height, weight, skin tone, and style; sales advisors in good clothing stores can help you choose.

●● Choose form-fitting (but not skin-tight) clothing—not swing- ing or flowing fabrics, frills, or fussy trimmings.

●● Choose muted tones and soft colors or classics, such as a dark blue suit or a basic black dress.

●● If possible, select a few classic pieces of jewelry (such as a string of pearls or diamond cuff links) for formal occasions.

●● Wear jackets that complement an outfit and lend an air of formality to your appearance. Avoid jackets with more than two tones; one color should dominate.

●● Wear blouses or shirts that are or appear starched.

●● Choose closed top-button shirts or button-down shirt col- lars, higher-neckline blouses, or long sleeves with French cuffs and cuff links.

●● Wear creased trousers or skirts with a lower hemline.

●● Supplement your foundation with pieces that reflect the lat- est styles.

●● Add a few pieces in bold colors but wear them sparingly to avoid a garish appearance.

●● Embellish your look with the latest jewelry and hairstyles but keep the overall effect looking professional.

table 2.4 assembling a business Wardrobe

Figure 2.9 Showing Respect for Organizational Culture Being aware of expectations for personal appearance in a business setting is not only a sign of respect; it will help keep you from making career-limiting mistakes.

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106 Part 1 Understanding the Foundations of business communication

tone of voice to convey confidence and professionalism. Here are some important tips for using phones at work (for etiquette points specifically about mobile devices, see page 108):69

●● Be conscious of how your voice sounds. Don’t speak in a monotone; vary your pitch and inflections so people know you’re interested. Slow down when conversing with people whose native language isn’t the same as yours.

●● Be courteous when you call someone. Identify yourself and your organization, briefly describe why you’re calling, and verify that you’ve called at a good time. Minimize the noise level in your environment as much as possible. For important or complicated conversations, plan what you want to say before calling.

●● Convey a positive, professional attitude when you answer the phone. Answer promptly and with a smile so that you sound welcoming. Identify yourself and your company (some companies have specific instructions for what to say when you answer). Estab- lish the needs of your caller by asking, “How may I help you?” If you know the caller’s name, use it. If you can’t answer the caller’s questions, either forward the call to a colleague who can or advise the caller on how to get his or her questions resolved. If you do forward a call, put the caller on hold and call the next person yourself to verify that he or she is available.

●● End calls with courtesy and clarity. Close in a friendly, positive manner and double- check all vital information such as meeting times and dates.

●● Use your own voicemail features to help callers. Record a brief, professional-sounding outgoing message for regular use. When you will be away or unable to answer the phone for an extended period, record a temporary greeting that tells callers when you will respond to their messages. If you don’t check your messages regularly or at all,

Basic courtesy on the phone makes communication more effi- cient and more pleasant for every- one involved.

If you never or rarely check your voicemail, disable it or record an outgoing message advising callers to reach you another way.

COmmuniCating aCrOss Cultures

Visitors to Singapore quickly realize that Singaporeans tend to walk fast. In fact, one researcher claimed that Singapor- eans are the world’s fastest walkers. One reason might be that life in Singapore is stressful and competitive. Singapore is known for its Kiasu (the fear of losing) culture, in which the main goal is for a person to do better than other people and to improve his or her standing in society. The effect of the Kiasu mentality is so embedded in Singaporeans’ lives that it has become critical to their survival. People are competing in pursuit of the 5 Cs—cash, condominium, car, credit card, and country club.

The education of the next generation is also a main concern of parents. Parents desire that their children excel in their studies. In pursuit of winning entrance to the desired school, parents commit themselves to the school’s volunteer program. At a very young age, children attend tuition classes after school. In addition to cognitive skills, children are asked to learn skills such as dancing, playing musical instruments, and self-defense techniques. This Kiasu trend among parents

in Singapore has spilled over to its neighboring country, Malaysia, especially to those living in the city. The competi- tive Kiasu culture is reflected in one of the highest-grossing movies in Singapore, I Not Stupid. Although Singapore is not rich in natural resources to boost its economy, it has emerged as one of the Asia’s “four little dragons”—the most industri- alized countries in East Asia. Singapore is known as a clean, safe, and efficient society. Its infrastructure facilities, urban planning, and transportation system are organized and well planned. Although Singapore is geographically the smallest country in Asia, it is voted as one of the highest-quality-of- life places to live.

Career appliCations 1. Discuss the pros and cons of the Kiasu culture. 2. Explain how watching a movie from another country

could help you to interpret and understand its culture.

Kiasu

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 107

disable your voicemail. Letting messages pile up for days or weeks without answering them is extremely thoughtless.

●● Be considerate when leaving voicemail messages. Retrieving voicemail messages can be a chore, so be thoughtful about leaving them. Unless voicemail is the best or only choice, consider leaving a message through other means, such as text messag- ing or email. If you do leave a voicemail message, make it as brief as possible. Leave your name, number (don’t assume the recipient has caller ID), reason for calling, and times you can be reached. State your name and telephone number slowly so the other person can easily write them down; repeat both if the other person doesn’t know you.

business etiquette in sOCial settings

From business lunches to industry conferences, you may be asked to represent your com- pany in public. Make sure your appearance and actions are appropriate to the situation. Get to know the customs of other cultures when it comes to meeting new people. For example, in North America, a firm handshake is expected when two people meet, whereas a respectful bow of the head is more appropriate in Japan. If you are expected to shake hands, be aware that the passive “dead fish” handshake creates an extremely negative impression for many people. If you are physically able, always stand when shaking some- one’s hand.

When introducing yourself, include a brief description of your role in the company. When introducing two other people, speak their first and last names clearly and then offer some information (perhaps a shared professional interest) to help the two people ease into a conversation.70 Generally speaking, the lower-ranking person is introduced to the senior-ranking person, without regard to gender.71

Business is often conducted over meals, and knowing the basics of dining etiquette will make you more effective in these situations.72 Start by choosing foods that are easy to eat. Avoid alcoholic beverages in most instances, but if drinking one is appropriate, save it for the end of the meal. Leave business documents under your chair until entrée plates have been removed; the business aspect of the meal doesn’t usually begin until then.

Remember that business meals are a forum for business. Don’t discuss politics, religion, or any other topic likely to stir up emotions. Don’t complain about work, don’t ask deeply personal questions, avoid profanity, and be careful with humor—a joke that entertains some people could eas- ily offend others.

business etiquette Online

Digital media seem to be a breeding ground for poor etiquette. Learn the basics of profes- sional online behavior to avoid mistakes that could hurt your company or your career. Here are some guidelines to follow whenever you are representing your company while using digital media:73

●● Avoid personal attacks. The anonymous and instantaneous nature of online com- munication can cause even level-headed people to strike out in blog postings, social networks, and other media.

●● Stay focused on the original topic. If you want to change the subject of an email exchange, a forum discussion, or a blog comment thread, start a new message.

●● Don’t present opinions as facts, and support facts with evidence. This guideline applies to all communication, of course, but online venues in particular seem to tempt people into presenting their beliefs and opinions as unassailable truths.

Etiquette is particularly impor- tant when you represent your company in public.

mobile app

The Good Manners iPhone app helps you make appropriate choices in a variety of social situations.

When you represent your com- pany online, you must adhere to a high standard of etiquette and show respect for others.

help you get comfortable at business lunches and dinners. Go to real- timeupdates.com/bct14 and select Learn More in the Students section.

real-time uPdates

Learn MOre by WatcHing tHis viDeO

Dining etiquette simplified

The etiquette expert Barbara Pachter offers tips to

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108 Part 1 Understanding the Foundations of business communication

●● Follow basic expectations of spelling, punctuation, and capitalization. Sending care- less, acronym-filled messages that look like you’re texting your high school buddies makes you look like an amateur.

●● Use virus protection and keep it up to date. Sending or posting a file that contains a computer virus puts others at risk.

●● Use difficult-to-break passwords on email, Twitter, and other accounts. If someone hacks your account, it can create spam headaches—or worse—for your contacts and followers.

●● Ask if this is a good time for an IM chat. Don’t assume that just because a person is showing as “available” on your IM system that he or she wants to chat at this moment.

●● Watch your language and keep your emotions under control. A single indiscretion could haunt you forever.

●● Avoid multitasking while using IM and other tools. You might think you’re saving time by doing a dozen things at once, but you’re probably making the other person wait while you bounce back and forth between IM and your other tasks.

●● Never assume privacy. Assume that anything you type will be stored forever, could be forwarded to other people, and might be read by your boss or the company’s security staff.

●● Don’t use “Reply All” in email unless everyone can benefit from your reply. If one or more recipients of an email message don’t need the information in your reply, remove their addresses before you send.

●● Don’t waste others’ time with sloppy, confusing, or incomplete messages. Doing so is disrespectful.

●● Respect boundaries of time and virtual space. For instance, don’t start using an employee’s personal Facebook page for business messages unless you’ve discussed it beforehand, and don’t assume people are available to discuss work matters around the clock, even if you do find them online in the middle of the night.

●● Be careful of online commenting mechanisms. For example, many blogs and web- sites now use your Facebook login to let you comment on articles. If your Facebook profile includes your job title and company name, those could show up along with your comment.

business etiquette using mObile deviCes

Like every other aspect of communication, your mobile device habits say a lot about how much respect you have for the people around you. Selecting obnoxious ringtones, talking loudly in open offices or public places, using your phone right next to someone else, mak- ing excessive or unnecessary personal calls during work hours, invading someone’s privacy by using your phone’s camera without permission, taking or making calls in restrooms and other inappropriate places, texting during a meal or while someone is talking to you, allowing incoming calls to interrupt meetings or discussions—these are all disrespectful choices that reflect negatively on you.74 In general, older employees, managers, and cus- tomers are less tolerant of mobile device use than younger people are, so don’t assume that your habits will be universally acceptable.75

Virtual assistants, such as the Siri voice recognition system in Apple iPhones, raise another new etiquette dilemma. From doing simple web searches to dictating entire memos, these systems may be convenient for users, but they can create distractions and annoyances for other people.76 As with other public behaviors, think about the effect you have on others before using these technologies.

Note that expectations and policies regarding mobile device use vary widely from company to company. At one extreme, the venture capitalist Ben Horowitz fines his employees if they even look at a mobile device while an entrepreneur is pitching a business plan because he considers it disrespectful to people making presentations.77 Not all bosses are quite so strict, but make sure you understand the situation in your workplace.

Respect personal and professional boundaries when using Facebook and other social networking tools.

Your mobile phone habits send a signal about the degree of respect you have for those around you.

Virtual assistants and other mobile phone voice features can annoy and disrupt the workplace and social settings if not used with respect for others.

mobile app

Locale can “geofence” your smart- phone, automatically changing set- tings based on your location—such as activating silent mode when you arrive at your office.

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 109

You recently joined Cemex and quickly became an enthusiastic user of the company’s Shift collaboration platform, particularly its wiki capability. In your brief time being involved with the wiki, you have observed some behavior that runs counter to the spirit of collaborative writing. Study these two scenarios and decide how to respond.

INDIVIDuAL CHALLENGE: An employee in Spain keeps editing your pages on the wiki, often making changes that seem to add no value as far as you can tell. She doesn’t seem to be editing other employees’ pages nearly so often, so you are beginning to wonder whether she has a personal grudge against you. You want to address this uncomfortable situation without dragging your boss into it. First, decide how to approach your contentious colleague. Should you call her on the phone, send her an email message, or perhaps insert a sarcastic comment about exces- sive editing on one of her wiki pages? Second, whichever mode of communication you’ve chosen, outline the message you think you should share with her.

TEAM CHALLENGE: A common dilemma in every form of col- laborative writing is deciding how soon to share early drafts

with your colleagues to get their feedback and contributions. Should you send out an unpolished rough draft for the team’s input before investing a lot of time in polishing and formatting, or should you do a second or third draft to enhance read- ability—knowing the team might delete entire sections you’ve worked hard to polish? On one of the Cemex wikis where you collaborate with colleagues, some contributors seem to go into “grammar attack mode” whenever a rough draft appears. They seem to ignore the message and content altogether and instead focus on punctuation, grammar, and formatting concerns. With a small team of fellow students, draft some brief guidelines for wiki contributors, conveying these three points: (1) Punctuation, grammar, and formatting are definitely important, but worrying about them too early in the writing process can hamper the free exploration of ideas and information. (2) When reviewing early drafts, wiki users need to make a conscious effort to look past the presentation and focus on the information. (3) Contributors who post rough drafts seeking input should make the pages at least minimally readable so that reviewers can focus on the content and ideas. (To learn more about editing and working with wikis, you can peek ahead to page 269 in Chapter 8.)

cOMMUnicatiOn cHaLLenges at Cemex

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110

active listening Making a conscious effort to turn off filters and biases to truly hear and understand what someone is saying

collaboration Working together to meet complex challenges

committees Formal teams that usually have a long life span and can become a perma- nent part of the organizational structure

constructive feedback Critique that focuses on the process and outcomes of commu- nication, not on the people involved

content listening Listening to understand and retain the speaker’s message

content management systems Computer systems that organize and control the content for websites

critical listening Listening to understand and evaluate the meaning of the speaker’s message

destructive feedback Criticism deliv- ered with no guidance to stimulate improvement

empathic listening Listening to understand the speaker’s feelings, needs, and wants so that you can appreciate his or her point of view

group dynamics Interactions and processes that take place among the members of a team

groupthink Situation in which peer pressure causes individual team members to with- hold contrary or unpopular opinions

hidden agenda Private, counterproductive motives, such as a desire to take control of a group

minutes Written summary of the important information presented and the decisions made during a meeting

nonverbal communication Information sent and received, both intentionally and unintentionally, without using written or spoken language

norms Informal standards of conduct that group members share and that guide member behavior

parliamentary procedure A time-tested method for planning and running effective meetings; the best-known guide to this procedure is Robert’s Rules of Order

participative management An effort to involve employees in a company’s decision making

problem-solving teams Teams that assemble to resolve specific issues and then disband when their goals have been accomplished

selective listening Listening to only part of what a speaker is saying; ignoring the parts one doesn’t agree with or find interesting

key terms summary Of learning ObjeCtives

1 List the advantages and disadvantages of working in teams, describe the character-istics of effective teams, and highlight four key issues of group dynamics. Teams can achieve a higher level of performance than individuals because of the combined intelligence and energy of the group. Motivation and creativity can flourish in team settings. Moreover, individuals tend to perform better because they achieve a sense of purpose by belonging to a group. Teams also bring more input and a greater diversity of views, which tends to result in better decisions. And because team members participate in the decision process, they are more committed to seeing the team succeed. Teams are not without disadvantages, however. Poorly managed teams can be a waste of everyone’s time. For example, if members are pres- sured to conform, they may develop groupthink, which can lead to poor-quality decisions and ill-advised actions. Some members may let their private motives get in the way.

Four important aspects of group dynamics are assuming team roles, allowing for team evolution, resolving conflict, and overcoming resistance.

2 Offer guidelines for collaborative communication, identify major collaboration technolo-gies, and explain how to give constructive feedback. Key guidelines for collaborative writing include (1) carefully selecting collaborators, (2) agreeing on project goals before starting, (3) giving the team time to bond before starting the work, (4) clarifying individual responsibilities, (5) establishing clear processes, (6) avoiding composing as a group, (7) mak- ing sure tools and techniques are ready and compatible, and (8) checking to see how things are going along the way.

Major collaboration technologies include web content management systems, wikis, groupware, and shared workspaces.

To give constructive feedback, focus on the work and how it can be improved, rather than on the person and the mistakes.

3 List the key steps needed to ensure productive team meetings. The most important step in planning a meeting is to make sure that a meeting is necessary and is the best way to accomplish the given objective. If it is, proceed by identifying the purpose of the meeting, selecting the right mix of participants to accomplish the goal, choosing the venue and time carefully, and setting a clear agenda.

Once the meeting is under way, work to keep the discussion on track, follow agreed- upon rules, encourage participation, participate actively yourself, and close the meeting effectively to make sure all decisions and action items are clearly understood.

4 Identify the major technologies used to enhance or replace in-person meetings. Meet-ing enhancement and replacement technologies range from simple audio teleconferenc- ing and IM chat sessions to videoconferences, telepresence systems, web-based meetings, and virtual worlds such as realistic-looking online conference rooms.

5 Identify three major modes of listening, describe the listening process, and explain the problem of selective listening. Content listening is listening to understand and retain the information in the speaker’s message. Critical listening is listening to understand and evaluate the meaning of the speaker’s message on several levels, including the logic of the argument and the strength of the evidence. Empathic listening is listening to understand the speaker’s feelings, needs, and wants. Regardless of the mode used, effective listeners try to engage in active listening, making a conscious effort to turn off their own filters and biases to truly hear and understand what the other party is saying.

The listening process involves five activities: (1) receiving (physically hearing the mes- sage), (2) decoding (assigning meaning to what you hear), (3) remembering (storing the mes- sage for future reference), (4) evaluating (thinking about the message), and (5) responding (reacting to the message, taking action, or giving feedback).

The listening process can be hampered by a variety of barriers, one of the most com- mon of which is selective listening. When people listen selectively, they hear only parts of the speaker’s message, because either they allow their minds to wander or they engage in defen- sive listening by tuning out information that threatens their beliefs or egos.

6 Explain the importance of nonverbal communication and identify six major categories of nonverbal expression. Nonverbal communication is important because nonverbal signals can strengthen, weaken, or even replace verbal messages. The major categories of

Quick learning guide

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111

self-oriented roles Unproductive team roles in which people are motivated mainly to fulfill personal needs

shared workspaces Online “virtual offices” that give everyone on a team access to the same set of resources and information

task forces A form of problem-solving teams, often with members from more than one organization

task-oriented roles Productive team roles directed toward helping a team reach its goals

team A unit of two or more people who share a mission and the responsibility for working to achieve a common goal

team-maintenance roles Productive team roles directed toward helping everyone work well together

unified communication A single system of communication that integrating voice and video calling, voice and video conferenc- ing, instant messaging, real-time collabo- ration software, and other capabilities

virtual meetings Meetings that take place online rather than in person

wiki Special type of website that allows anyone with access to add new material and edit existing material

nonverbal signals are facial expression, gestures and posture, vocal characteristics, personal appearance, touch, and the use of time and space.

7 Explain the importance of business etiquette and identify four key areas in which good etiquette is essential. Attention to etiquette is essential to success in every form of busi- ness communication—so much so that etiquette is considered an important business skill. Poor etiquette can hinder team efforts, drain morale and productivity, drive away custom- ers and investors, and limit your career potential. Four key areas in which good etiquette is essential are the workplace, social settings in which you represent your employer, online interactions in which you represent your employer, and when using mobile devices.

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112 Part 1 Understanding the Foundations of business communication

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

2-1. How can organizations and employees benefit from suc- cessful teamwork? [LO-1]

2-2. What is groupthink, and how can it affect an organiza- tion? [LO-1]

2-3. How can a shared workspace help teams in an organiza- tion increase their efficiency and output? [LO-2]

2-4. What is parliamentary procedure? [LO-3] 2-5. What are the advantages of virtual meetings? [LO-4] 2-6. What are the main activities that make up the listening

process? [LO-5] 2-7. How would the process of selective listening cause issues

in communication? [LO-5] 2-8. What are the six major categories of nonverbal commu-

nication? [LO-6] 2-9. Why do mobile devices present unique etiquette chal-

lenges? [LO-7]

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

2-10. An enthusiastic project team has been created to imple- ment the design for a piece of equipment with a specific function as part of machinery being manufactured for a client. One team member has specific and vital technical expertise, but is always quiet during meetings. A decision on a design element within his area of expertise has been made and he has, apparently, acquiesced to this decision, but looks very uncomfortable. As an inclusive team mem- ber, evaluate what you should do in such a situation, with appropriate reasoning. [LO-1]

2-11. You supervise a positive and enthusiastic new team leader who has sent an email to one of her team members and has copied you in it. The message is very short, with a demanding tone, and requires the completion of a rather complex piece of work within a very short deadline. You think the deadline will be very difficult to achieve and, knowing the recipient of message, you expect that the request might cause a very negative reaction, resulting in conflict within the team. Outline a course of action you could take to minimize a negative response and summa- rize appropriate developmental feedback for the new team leader. [LO-2]

2-12. How can nonverbal communication help you run a meeting? How can it help you call a meeting to order, emphasize important topics, show approval, express res- ervations, regulate the flow of conversation, and invite a colleague to continue with a comment? [LO-3], [LO-6]

MyLab BusinessCommunication® Go to mybcommlab.com to complete the problems marked with this icon .

2-13. What should you consider if you make a phone call and hear a voicemail asking you to leave a message? [LO-7]

2-14. One of your colleagues begins to frequently receive long, personal calls on their mobile device, which they take outside the office perimeters. However, they talk in much louder tones than normal and you hear everything, includ- ing personal details. What should you do? [LO-7]

practice your skills 2-15. Message for Analysis: Planning Meetings [LO-3]

Having led a meeting you want to ensure that, unlike many meetings, there is a definite follow-up process to ensure the meeting had value. Place the following actions in order of timing providing a brief explanation for each decision.

●● Send minutes and thanks to attending participants. ●● Write a comprehensive set of minutes which high-

light the main actions agreed during the meeting and who has responsibility for each action.

●● Contact stakeholders, share the minutes with them and brief them on immediate and future outcomes.

●● Minute the date, time and place of the next meeting.

●● Create entries in your calendar to check on interim progress on all agreed actions.

●● Send an email to participants and stakeholders in the meeting to update them on progress since the meeting.

●● Seek feedback from participants on how the meet- ing progressed and ask for their ideas on improving productivity in future meetings.

●● Seek views on what items need to be included in the agenda for the next meeting.

●● Brief, personally, any participants who could not at- tend the meeting if required to act.

Exercises

2-16. Collaboration: Working in Teams; Media Skills: Shared Workspace [LO-1], [LO-2] The corporate office, market- ing, and finance departments of your company are scat- tered across three locations in the city. There is a need to motivate and engage employees in an information exchange. Each department is requested to form a team and conduct a search on the Internet to find ways people

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 113

could be motivated. Tabulate the findings of each team and narrow down to the 10 most popular motivational employee engagement activities that can be further dis- cussed with the teams. Collaborate in a shared workspace with these departments on the details of these 10 best activities.

2-17. Negotiation and Conflict Resolution: Resolving Conflicts; Communication Ethics: Providing Ethical Leadership [LO-1], Chapter 1 During team meetings, one member constantly calls for votes or decisions before all the mem- bers have voiced their views. As the leader, you asked this member privately about his behavior. He replied that he is trying to move the team toward its goals, but you are concerned that he is really trying to take control. How can you deal with this situation without removing the member from the group?

2-18. Collaboration: Collaborating on Writing Projects; Media Skills; Blogging [LO-2] You are asked to create team of four people within an organization which is seeking to develop an internal company blog. Your role is to create an environment that supports the pro-active use of the blog by employees to help sponsor a sense of belonging, create ideas and engage the employees of the business in the functioning of that business. Choose a team of four colleagues following the guidelines in this chapter for selecting collaborators and work together to develop a set of guiding principles you will all follow to produce engaging and vibrant content.

2-19. Communication Etiquette: Etiquette in the Workplace; Participating in Meetings [LO-3], [LO-7] You are asked by the chairperson of a group to observe a meeting she runs regularly and make suggestions to improve the effec- tiveness of the meeting because it is un-productive. The meeting of twenty people starts at 16.45, fifteen minutes late because of late arrivals with the agenda being verbal- ized by the chair in terms of subjects to be discussed. The chair invites individuals to talk after they raise a hand, but interruptions are frequent and some participants talk to each other at any moment in the meeting. Some partici- pants contribute nothing. Write a brief, diplomatic email offering helpful advice to the chairperson.

2-20. Collaboration: Participating in Meetings [LO-3] With a classmate, attend a local community or campus meeting where you can observe a group discussion, vote, or take other group action. Take notes individually during the meeting and, afterward, work together to answer the fol- lowing questions.

a. What is your evaluation of this meeting? In your answer, consider (1) the leader’s ability to clearly articulate the meeting’s goals, (2) the leader’s ability to engage members in a meaningful discussion, (3) the group’s dynamics, and (4) the group’s listening skills.

b. How did group members make decisions? Did they vote? Did they reach decisions by consen- sus? Did those with dissenting opinions get an opportunity to voice their objections?

c. How well did the individual participants listen? How could you tell?

d. Did any participants change their expressed views or their votes during the meeting? Why might that have happened?

e. Did you observe any of the communication bar- riers discussed in Chapter 1? Identify them.

f. Compare the notes you took during the meeting with those of your classmate. What differences do you notice? How do you account for these differences?

2-21. Collaboration: Leading Meetings [LO-3], Chapter 3 Every month, each employee in your department is expected to give a brief oral presentation on the status of his or her project. However, your department has recently hired an employee who has a severe speech impediment that pre- vents people from understanding most of what he says. As the department manager, how will you resolve this dilemma? Please explain.

2-22. Collaboration: Using Collaboration Technologies [LO-4] In a team assigned by your instructor, use Zoho (free for personal use) or a comparable system to collaborate on a set of directions that out-of-town visitors could use to reach a specific point on your campus, such as a stadium or dorm. The team should choose the location and the mode(s) of transportation involved. Be creative—brain- storm the best ways to guide first-time visitors to the selected location using all the media at your disposal.

2-23. Interpersonal Communication: Listening Actively [LO-5] Your name has been proposed for the position of school representative for the next academic term. You have been told by management to improve your listening abilities. Identify six areas of improvement and rate yourself on a scale of 1 to 5, where 1 = always, 2 = frequently, 3 = sometimes, 4 = rarely, 5 = never. Analyze the findings and prepare a report of not more than 250 words that commu- nicates areas of improvement where you feel you should begin immediately.

2-24. Nonverbal Communication: Analyzing Nonverbal Sig- nals [LO-6] Select a business letter and envelope you have received at work or home. Analyze their appearance. What nonverbal messages do they send? Are these mes- sages consistent with the content of the letter? If not, what could the sender have done to make the nonverbal communication consistent with the verbal communica- tion? Summarize your findings in a post on your class blog or in an email message to your instructor.

2-25. Communication Etiquette: Etiquette in the Workplace [LO-7] As the regional manager of an international accounting firm, you place high priority on professional etiquette. Not only does it communicate respect to your clients, it also instills confidence in your firm by showing that you and your staff are aware of and able to meet the expectations of almost any audience. Earlier today you took four new employees to lunch with an impor- tant client. You’ve done this for years, and it’s usually an upbeat experience for everyone, but today’s lunch was a

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114 Part 1 Understanding the Foundations of business communication

disaster. One of the employees made not one, not two, but three calls on his mobile phone during lunch. Another interrupted the client several times and even got into a mild argument. The third employee kept telling sarcastic jokes about politics, making everyone at the table uncomfortable. And the fourth showed up dressed like she was expecting to bale hay or work in a coal mine, not have a business lunch in a posh restaurant. You’ve already called the client to apologize, but now you need to coach these employees on proper business etiquette. Draft a brief memo to these employees, explaining why etiquette is so important to the company’s success—and to their individual careers.

expand your skills Critique the Professionals

Celebrities can learn from successful businesses when it comes to managing their careers, but businesses can learn from suc- cessful celebrities, too—particularly when it comes to building

communities online using social media. Locate three celebrities (musicians, actors, authors, or athletes) who have sizable fan bases on Facebook and analyze how they use the social network. Using whatever medium your instructor requests, write a brief analysis (no more than one page) of the lessons, positive or nega- tive, that a business could learn from these celebrities. Be sure to cite specific elements from the Facebook pages you’ve chosen, and if you think any of the celebrities have made mistakes in their use of Facebook, describe those as well.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business communication research. Use the Web Search function to find a website, video, article, podcast, or presentation that offers advice on improv- ing your active listening skills in business situations. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

MyLab BusinessCommunication Go to mybcommlab.com for the following Assisted-graded writing questions:

2-26. Should teams try to resolve all conflicts that come up in the course of doing their work? Why or why not? [LO-1]

2-27. Considering what you’ve learned about nonverbal communication, what are some of the ways in which communication might break down during an online meeting in which the participants can see video images of only the person presenting at any given time—and then only his or her head? [LO-6]

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ChaPter 2 collaboration, interpersonal communication, and business etiquette 115

endnotes 1. “Company Profile,” Cemex website, accessed 8 March 2016, www.cemex.com; “Transforming the Way We Work,” Cemex web- site, accessed 8 February 2015, www.cemex.com; Cemex: Building the Future, accessed 11 May 2013, www.cemex.com; Cemex Shift Twitter account, accessed 11 May 2013, twitter.com/CX_Shift; Dion Hinchcliffe, “Social Business Success: CEMEX,” ZDNet, 1 February 2012, www.zdnet.com; “Cemex and Becoming a Social Business with IBM Software,” video embedded in Jesus Gilberto Garcia, Miguel Angel Lozano Martinez, and Arturo San Vicente, “Shift Changes the Way Cemex Works,” Management Exchange, 15 July 2011, www.managementexchange.com; Debra Donston- Miller, “Social Business Leader Cemex Keeps Ideas Flowing,” Infor- mationWeek, 6 November 2012, www.informationweek.co.uk. 2. Courtland L. Bovée and John V. Thill, Business in Action, 5th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2011), 172. 3. “Five Case Studies on Successful Teams,” HR Focus, April 2002, 18+. 4. Stephen R. Robbins, Essentials of Organizational Behavior, 6th ed. (Upper Saddle River, N.J.: Prentice Hall, 2000), 98. 5. Max Landsberg and Madeline Pfau, “Developing Diversity: Les- sons from Top Teams,” Strategy + Business, Winter 2005, 10–12. 6. “Groups Best at Complex Problems,” Industrial Engineer, June 2006, 14. 7. Natalie D. Brecher, “Breaking Bad: Stop Deceptive Groupthink,” Journal of Property Management 80, no. 6 (November–December 2015): 45. 8. Rob Cross, Reb Rebele, and Adam Grant, “Collaborative Over- load,” Harvard Business Review, January–February 2016, 74–79. 9. Martha Mendoza and Michael Liedtke, “Google Study of Team- work Finds ‘How’ Is More Important Than ‘Who,”’ Columbus Dis- patch, 23 November 2015, www.dispatch.com; Nicola A. Nelson, “Leading Teams,” Defense AT&L, July–August 2006, 26–29; Larry Cole and Michael Cole, “Why Is the Teamwork Buzz Word Not Working?” Communication World, February–March 1999, 29; Patri- cia Buhler, “Managing in the 90s: Creating Flexibility in Today’s Workplace,” Supervision, January 1997, 241; Allison W. Amason, Allen C. Hochwarter, Wayne A. Thompson, and Kenneth R. Harrison, “Conflict: An Important Dimension in Successful Management Teams,” Organizational Dynamics 24, no. 2 (August 1995): 201. 10. David Dye, “Broken Teamwork,” Leadership Excellence Essen- tials, February 2016, 16. 11. Geoffrey Colvin, “Why Dream Teams Fail,” Fortune, 8 June 2006, 87–92. 12. Tiziana Casciaro and Miguel Sousa Lobo, “Competent Jerks, Lovable Fools, and the Formation of Social Networks,” Harvard Business Review, June 2005, 92–99. 13. Stephen P. Robbins and David A. DeCenzo, Fundamentals of Management: Essential Concepts and Applications, 4th ed. (Upper Saddle River, N.J.: Prentice Hall, 2004), 266–267; Jerald Greenberg and Robert A. Baron, Behavior in Organizations, 8th ed. (Upper Saddle River, N.J.: Prentice Hall, 2003), 279–280. 14. B. Aubrey Fisher, Small Group Decision Making: Communica- tion and the Group Process, 2nd ed. (New York: McGraw-Hill, 1980), 145–149; Robbins and DeCenzo, Fundamentals of Manage- ment, 334–335; Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 602–603. 15. Michael Laff, “Effective Team Building: More Than Just Fun at Work,” Training + Development 6, no. 8 (August 2006): 24–35. 16. Claire Sookman, “Building Your Virtual Team,” Network World, 21 June 2004, 91.

17. Jared Sandberg, “Brainstorming Works Best if People Scramble for Ideas on Their Own,” Wall Street Journal, 13 June 2006, B1. 18. Mark K. Smith, “Bruce W. Tuckman—Forming, Storming, Norming, and Performing in Groups,” Infed.org, accessed 5 July 2005, www.infed.org. 19. Robbins and DeCenzo, Fundamentals of Management, 258–259. 20. Daft, Management, 609–612. 21. Andy Boynton and Bill Fischer, Virtuoso Teams: Lessons from Teams That Changed Their Worlds (Harrow, UK: FT Press, 2005), 10. 22. Thomas K. Capozzoli, “Conflict Resolution—A Key Ingredi- ent in Successful Teams,” Supervision 56, no. 12 (November 1999), 14–16. 23. Amy Gallo, “Choose the Right Words in an Argument,” Har- vard Business Review, 16 June 2014, hbr.org. 24. Mark Goulston, “Practical Tips for Overcoming Resistance,” Harvard Business Review, 1 July 2013, hbr.org. 25. Jon Hanke, “Presenting as a Team,” Presentations, January 1998, 74–82. 26. William P. Galle Jr., Beverly H. Nelson, Donna W. Luse, and Maurice F. Villere, Business Communication: A Technology-Based Approach (Chicago: Irwin, 1996), 260. 27. Mary Beth Debs, “Recent Research on Collaborative Writing in Industry,” Technical Communication 38, no. 4 (November 1991): 476–484. 28. Rob Koplowitz, “Building a Collaboration Strategy,” KM World, November/December 2009, 14–15. 29. Eric Knorr and Galen Gruman, “What Cloud Computing Really Means,” InfoWorld, 3 May 2012, www.infoworld.com; Lamont Wood, “Cloud Computing Poised to Transform Communication,” LiveScience, 8 December 2009, www.livescience.com. 30. “How Blue Man Group Gets Creative with Its Social Intranet,” Socialtext website, accessed 1 May 2012, www.socialtext.com. 31. Richard McDermott and Douglas Archibald, “Harnessing Your Staff’s Informal Networks,” Harvard Business Review, March 2010, 82–89. 32. Tony Hsieh, “Why I Sold Zappos,” Inc., 1 June 2010, www.inc .com. 33. “Adobe Connect Mobile,” Adobe website, accessed 27 February 2014, www.adobe.com. 34. Parks Associates, “Mobile Collaborative Communications for Business,” white paper, accessed 27 February 2014, www.parksassociates.com. 35. Chuck Williams, Management, 2nd ed. (Cincinnati: Thomson South-Western, 2002), 706–707. 36. Ron Ashkenas, “Why We Secretly Love Meetings,” Harvard Business Review blogs, 5 October 2010, blogs.hbr.org. 37. Douglas Kimberly, “Ten Pitfalls of Pitiful Meetings,” Payroll Manager’s Report, January 2010, 1, 11; “Making the Most of Meet- ings,” Journal of Accountancy, 28 February 2009, 22. 38. Cyrus Farivar, “How to Run an Effective Meeting,” BNET website, accessed 12 August 2008, www.bnet.com. 39. “Better Meetings Benefit Everyone: How to Make Yours More Productive,” Working Communicator Bonus Report, July 1998, 1. 40. Janine Popick, “Business Meeting Etiquette: 8 Pet Peeves,” Inc., 9 April 2012, www.inc.com. 41. “Features Overview,” MeetingSense website, accessed 11 May 2013, www.meetingsense.com. 42. Roger O. Crockett, “The 21st Century Meeting,” BusinessWeek, 26 February 2007, 72–79. 43. Steve Lohr, “As Travel Costs Rise, More Meetings Go Virtual,” New York Times, 22 July 2008, www.nytimes.com.

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http://www.inc.com

http://www.nytimes.com

http://www.meetingsense.com

http://www.inc.com

http://www.bnet.com

http://www.parksassociates.com

http://www.adobe.com

http://www.inc.com

http://www.socialtext.com

http://www.livescience.com

http://www.infoworld.com

http://www.infed.org

http://www.dispatch.com

http://www.informationweek.co.uk

http://www.managementexchange.com

http://www.zdnet.com

http://www.cemex.com

http://twitter.com/CX_Shift

http://Infed.org

http://hbr.org

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116 Part 1 Understanding the Foundations of business communication

64. Mary Ellen Slayter, “Pamela Meyer on the Science Behind ‘Lies- potting,”’ SmartBlog on Workforce, 14 September 2010, smartblogs .com. 65. Slayter, “Pamela Meyer on the Science Behind ‘Liespotting.”’ 66. Joe Navarro, “Body Language Myths,” Psychology Today, 25 October 2009, www.psychologytoday.com; Richmond and McCroskey, Nonverbal Behavior in Interpersonal Relations, 2–3. 67. John Hollon, “No Tolerance for Jerks,” Workforce Manage- ment, 12 February 2007, 34. 68. Linton Weeks, “Please Read This Story, Thank You,” NPR, 14 March 2012, www.npr.org. 69. Alan Cole, “Telephone Etiquette at Work,” Work Etiquette website, 14 March 2012, www.worketiquette.co.uk; Alf Nucifora, “Voice Mail Demands Good Etiquette from Both Sides,” Puget Sound Business Journal, 5–11 September 2003, 24; Ruth Davidhizar and Ruth Shearer, “The Effective Voice Mail Message,” Hospital Material Management Quarterly 22, no. 2 (2000): 45–49; “How to Get the Most Out of Voice Mail,” CPA Journal 70, no. 2 ( February 2000): 11; Jo Ind, “Hanging on the Telephone,” Birmingham Post, 28 July 1999, PS10; Larry Barker and Kittie Watson, Listen Up (New York: St. Martin’s Press, 2000), 64–65; Lin Walker, Telephone Techniques (New York: AMACOM, 1998), 46–47; Dorothy Neal, Telephone Techniques, 2nd ed. (New York: Glencoe McGraw-Hill, 1998), 31; Jeannie Davis, Beyond “Hello” (Aurora, Colo.: Now Hear This Inc., 2000), 2–3; “Ten Steps to Caller-Friendly Voice Mail,” Managing Office Technology, January 1995, 25; Rhonda Finniss, “Voice Mail: Tips for a Positive Impression,” Administrative Assistant’s Update, August 2001, 5. 70. Dana May Casperson, Power Etiquette: What You Don’t Know Can Kill Your Career (New York: AMACOM, 1999), 10–14; Ellyn Spragins, “Introducing Politeness,” Fortune Small Business, November 2001, 30. 71. Tanya Mohn, “The Social Graces as a Business Tool,” New York Times, 10 November 2002, sec. 3, 12. 72. Casperson, Power Etiquette, 44–46. 73. “Are You Practicing Proper Social Networking Etiquette?” Forbes, 9 October 2009, www.forbes.com; Pete Babb, “The Ten Commandments of Blog and Wiki Etiquette,” InfoWorld, 28 May 2007, www.infoworld.com; Judith Kallos, “Instant Messaging Eti- quette,” NetM@ blog, accessed 3 August 2008, www.netmanners .com; Michael S. Hyatt, “E-Mail Etiquette 101,” From Where I Sit blog, 1 July 2007, www.michaelhyatt.com. 74. J. J. McCorvey, “How to Create a Cell Phone Policy,” Inc., 10 February 2010, www.inc.com. 75. Chad Brooks, “Poor Mobile Manners Not Lost on Bosses,” Fox Business, 29 October 2013, smallbusiness.foxbusiness.com. 76. Nick Wingfield, “Oh, for the Good Old Days of Rude Cellphone Gabbers,” New York Times, 2 December 2011, www.nytimes.com. 77. Cromwell Schubarth, “VC Ben Horowitz on What He Wants in a Startup and Why Rap Genius Is It,” Silicon Valley Business Jour- nal, 4 February 2014, www.bizjournals.com.

44. GoToMeeting website, accessed 3 May 2012, www.gotomeeting .com; “Unlock the Full Power of the Web Conferencing,” CEO World, 20 November 2007, www.ceoworld.biz. 45. Nick Morgan, “How to Conduct a Virtual Meeting,” Harvard Business Review blogs, 1 March 2011, blogs.hbr.org. 46. Keith Ferrazzi, “How to Run a Great Virtual Meeting,” Harvard Business Review, 27 March 2015, www.hbr.org. 47. Judi Brownell, Listening, 2nd ed. (Boston: Allyn & Bacon, 2002), 9, 10. 48. Carmine Gallo, “Why Leadership Means Listening,” Business- Week, 31 January 2007, www.businessweek.com. 49. Augusta M. Simon, “Effective Listening: Barriers to Listening in a Diverse Business Environment,” Bulletin of the Association for Business Communication 54, no. 3 (September 1991): 73–74. 50. Robyn D. Clarke, “Do You Hear What I Hear?” Black Enter- prise, May 1998, 129. 51. Dennis M. Kratz and Abby Robinson Kratz, Effective Listening Skills (New York: McGraw-Hill, 1995), 45–53; J. Michael Sproule, Communication Today (Glenview, Ill.: Scott Foresman, 1981), 69. 52. Brownell, Listening, 230–231. 53. Kratz and Kratz, Effective Listening Skills, 78–79; Sproule, Com- munication Today, 69. 54. Bill Brooks, “The Power of Active Listening,” American Sales- man, June 2003, 12; “Active Listening,” Study Guides and Strategies website, accessed 5 February 2005, www.studygs.net. 55. Bob Lamons, “Good Listeners Are Better Communicators,” Marketing News, 11 September 1995, 13+; Phillip Morgan and H. Kent Baker, “Building a Professional Image: Improving Listening Behavior,” Supervisory Management (November 1985): 35–36. 56. Clarke, “Do You Hear What I Hear?”; Dot Yandle, “Listening to Understand,” Pryor Report Management Newsletter Supplement 15, no. 8 (August 1998): 13. 57. Brownell, Listening, 14; Kratz and Kratz, Effective Listening Skills, 8–9; Sherwyn P. Morreale and Courtland L. Bovée, Excel- lence in Public Speaking (Orlando, Fla.: Harcourt Brace, 1998), 72–76; Lyman K. Steil, Larry L. Barker, and Kittie W. Watson, Effective Listening: Key to Your Success (Reading, Mass.: Addison Wesley, 1983), 21–22. 58. Patrick J. Collins, Say It with Power and Confidence (Upper Saddle River, N.J.: Prentice Hall, 1997), 40–45. 59. Morreale and Bovée, Excellence in Public Speaking, 296. 60. Dale G. Leathers, Successful Nonverbal Communication: Prin- ciples and Applications (New York: Macmillan, 1986), 19. 61. Gerald H. Graham, Jeanne Unrue, and Paul Jennings, “The Impact of Nonverbal Communication in Organizations: A Survey of Perceptions,” Journal of Business Communication 28, no. 1 (Winter 1991): 45–62. 62. Danielle S. Urban, “What to Do About ‘Body Art’ at Work,” Workforce Management, 24 March 2010, www.workforce.com. 63. Virginia P. Richmond and James C. McCroskey, Nonverbal Behavior in Interpersonal Relations, 4th ed. (Boston: Allyn & Bacon, 2000), 153–157.

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http://www.gotomeeting.com

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http://www.michaelhyatt.com

http://www.netmanners.com

http://www.infoworld.com

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http://www.psychologytoday.com

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117

1 Discuss the opportunities and challenges of intercultural communication.

2 Define culture, explain how culture is learned, and define ethnocentrism and stereotyping.

3 Explain the importance of recognizing cultural variations, and list eight categories of cultural differences.

4 List four general guidelines for adapting to any business culture.

5 Identify seven steps you can take to improve your intercul- tural communication skills.

Learning Objectives

After studying this chapter, you will be able to CommuniCation Close-up at siemens aG siemens.com The future needs ideas, innovations, sustainability, curiosity, ambition, values and answers. This is what Siemens, who cel- ebrated its 200th birthday in 2016, believes. Siemens knows that its unique strength as a global industrial powerhouse lies in the creative potential and dedication of its 351,000 employees spread across more than 200 countries. As the largest manufac- turing and electronics company in Europe with office buildings, warehouses, research and development facilities or sales offices in almost every country in the world, Siemens employees are as global as its locations, employing staff from 167 countries. In Germany alone, employees represent over 121 nations and approximately 8,100 employees have a foreign passport. The internationality of the workforce is reflected in all regions and on all levels—the global management team consists of employees from over 127 countries.

Siemens values diversity in its workforce as the inclusion and collaboration of different thinking, backgrounds, experiences, expertise, and individual qualities across all organizational lev- els. Diversity is seen as strengthening the company’s innovative

capacity. Diverse teams increase the wealth of ideas within the company, unleashing the potential of Siemens’ employees and so directly contribut- ing to business success.

Employees receive continu- ous support from their managers in a friendly and open workplace in which they can discuss their ideas and thoughts openly with colleagues across the world. They are actively encouraged to gain international experience and to discover other countries, whether through a perma- nent position or a temporary assign- ment. Every year, approximately 100,000 employees take the oppor- tunity to work abroad in another Sie- mens location. Employees are also encouraged to take advantage of opportunities for professional devel- opment so they can realize their diverse potential in the long term. In

communication challenges in a Diverse, global Marketplace

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118 Part 1 Understanding the Foundations of business communication

its “Moments that FIT” mentoring program, Siemens lets young potentials shadow senior managers from another country for a week. This program is an excellent example of employees work- ing together from different operating units, functions and locations across the company.

In 2015, through her TEDXBerlin talk “Using the power of being different,” Siemens’ Chief Human Resources Officer, Janina Kugel, urged potential leaders to adapt to and understand different people. If you want to manage a global organisation,

you need to listen to people. She also believes that the system- atic prevention of unconscious bias at work allows managers to make fairer decisions.

Kugel recognizes that there cannot be a single culture in a company that operates in more than 200 countries. Siemens Chile has a different culture than Siemens China or Siemens Ger- many. It fees that their values are their common core and unite them. They state exactly what they stand for and what their strat- egy is. Leaders then adapt those for their teams.1

understanding the opportunities and Challenges of Communication in a Diverse World Siemens AG (profiled in the chapter-opening Communication Close-Up) illustrates diver- sity in an organization’s workforce and collaboration of different thinking across all orga- nizational levels. Although the concept is often framed in terms of ethnic background, a broader and more useful definition of diversity includes “all the characteristics and experi- ences that define each of us as individuals.”2 As one example, the pharmaceutical com- pany Merck identifies 19 separate dimensions of diversity, including race, age, military experience, parenting status, marital status, and thinking style.3 As you’ll learn in this chapter, these characteristics and experiences can have a profound effect on the way busi- nesspeople communicate.

Intercultural communication is the process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs differently. Every attempt to send and receive messages is influenced by culture, so to communicate successfully, you need a basic understanding of the cultural differences you may encounter and how you should handle them. Your efforts to recognize and bridge cultural differences will open up business opportunities throughout the world and maxi- mize the contributions of all the employees in a diverse workforce.

OPPOrtunities in a GlObal MarketPlace

Chances are good that you’ll be working across international borders sometime in your career. Thanks to communication and transportation technologies, natural boundaries and national borders are no longer the impassable barriers they once were. Local markets are opening to worldwide competition as businesses of all sizes look for new growth oppor- tunities outside their own countries. Thousands of U.S. businesses depend on exports for significant portions of their revenues. Every year, these companies export hundreds of bil- lions of dollars’ worth of materials and merchandise, along with billions more in personal and professional services. If you work in one of these companies, you may well be called on to visit or at least communicate with a wide variety of people who speak languages other than English and who live in cultures quite different from what you’re used to. Among the United States’s top 10 global trading partners, only Canada and Great Britain have English as an official language; Canada also has French as an official language.4

Not surprisingly, effective communication is important to cross-cultural and global business. In a recent survey, nearly 90 percent of executives said their companies’ profits, revenue, and market share would all improve with better international communication skills. In addition, half of these executives said communication or collaboration break- downs had affected major international business efforts in their companies.5 The good news here is that improving your cultural communication skills could make you a more valuable job candidate at every stage of your career.

Diversity includes all the characteristics that define people as individuals.

1 learninG objeCtiveDiscuss the opportunities and challenges of intercultural communication.

mobile app

Culture Compass offers insights into more than 100 countries around the world.

You will communicate with people from many other cultures throughout your career.

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chaPter 3 communication challenges in a Diverse, global Marketplace 119

advantaGes Of a diverse WOrkfOrce

Even if you never visit another country or transact business on a global scale, you will inter- act with colleagues from a variety of cultures and with a wide range of characteristics and life experiences. Many innovative companies are changing the way they approach diversity, from seeing it as a legal requirement (providing equal opportunities for all) to seeing it as a strategic opportunity to connect with customers and take advantage of the broadest possible pool of talent.6 Smart business leaders recognize the competitive advantages of a diverse workforce that offers a broader spectrum of viewpoints and ideas, helps businesses understand and identify with diverse markets, and enables companies to benefit from a wider range of employee talents. “It just makes good business sense,” says Gord Nixon, the CEO of the Royal Bank of Canada.7

Diversity is simply a fact of life for all companies. The United States has been a nation of immigrants from the beginning, and that trend continues today. The western and northern Europeans who made up the bulk of immigrants during the nation’s early years now share space with people from across Asia, Africa, Eastern Europe, and other parts of the world. Across the United States, the term minority as it is traditionally applied to nonwhite residents makes less and less sense every year. Non-Hispanic white Americans now account for about 60 percent of the overall U.S. population, but that figure will drop below 50 percent in two or three decades. Caucasian Americans already make up less than half the population in hundreds of cities and counties.8

However, you and your colleagues don’t need to be recent immigrants to constitute a diverse workforce. Differences in everything from age and gender identification to religion and ethnic heritage to geography and military experience enrich the workplace. Immigration and workforce diversity create advantages—and challenges—for business communicators throughout the world.

the challenGes Of intercultural cOMMunicatiOn

Today’s increasingly diverse workforce encompasses a wide range of skills, traditions, back- grounds, experiences, outlooks, and attitudes toward work—all of which can affect com- munication in the workplace. Supervisors face the challenge of connecting with these diverse employees, motivating them, and fostering cooperation and harmony among them. Teams face the challenge of working together closely, and companies are challenged to coexist peacefully with business partners and with the community as a whole.

The interaction of culture and communication is so pervasive that separating the two is virtually impossible. The way you communicate is deeply influenced by the culture in which you were raised. The meaning of words, the significance of gestures, the importance of time and space, the rules of human relationships—these and many other aspects of communication are defined by culture. To a large degree, your culture influences the way you think, which naturally affects the way you communicate as both a sender and a receiver.9 Intercultural communication is much more complicated than simply matching language between sender and receiver; it goes beyond mere words to beliefs, values, and emotions.

Elements of human diversity can affect every stage of the communication process, from the ideas a person deems important enough to share to the habits and expecta- tions of giving feedback. In particular, your instinct is to encode your message using the assumptions of your culture. Members of your audience, however, decode your message according to the assumptions of their culture. The greater the difference between cultures, the greater the chance for misunderstanding.10

Throughout this chapter, you’ll see examples of how communication styles and hab- its vary from one culture to another. These examples are intended to illustrate the major

The diversity of today’s work- force brings distinct advantages to businesses: • A broader range of views and

ideas • A better understanding of

diverse, fragmented markets • A broader pool of talent from

which to recruit

A company’s cultural diversity affects how its business messages are conceived, composed, deliv- ered, received, and interpreted.

Culture influences everything about communication, including • Language • Nonverbal signals • Word meaning • Time and space issues • Rules of human relationships

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120 Part 1 Understanding the Foundations of business communication

themes of intercultural communication, not to give an exhaustive list of the styles and habits of any particular culture. With an understanding of these major themes, you’ll be prepared to explore the specifics of any culture.

Developing Cultural Competency Cultural competency includes an appreciation for cultural differences that affect com- munication and the ability to adjust one’s communication style to ensure that efforts to send and receive messages across cultural boundaries are successful. In other words, it requires a combination of attitude, knowledge, and skills.11 Siemens AG, profiled at the beginning of the chapter, is a good example of a contemporary organization that values cultural competency so highly that it makes it a high-level strategic imperative.

Achieving cultural competency can take time and effort, but the good news is you’re already an expert in culture—at least the culture in which you grew up. You understand how your society works, how people are expected to communicate, what common ges-

tures and facial expressions mean, and so on. The bad news is that because you’re such an expert in your own culture, your communication is largely automatic; that is, you rarely stop to think about the communication rules you’re following. An important step toward successful intercultural communica- tion is becoming more aware of these rules and the way they influence your communication.

understandinG the cOncePt Of culture

Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior. Your cultural background influences the way you prioritize what is important in life, helps define your attitude toward what is appropriate in a given situation, and estab- lishes rules of behavior.12

Actually, you belong to several cultures. In addition to the culture you share with all the people who live in your own country, you belong to other cultural groups, including an ethnic group, possibly a religious group, and perhaps a profession that has its own special language and customs. With its large population and long history of immigration, the United States is home to a vast array of cultures (see Figure 3.1).13 In contrast, Japan is much more homogeneous, having only a few distinct cultural groups.14

Members of a given culture tend to have similar assumptions about how people should think, behave, and communicate, and they all tend to act on those assumptions in much the same way. Cultures can vary in their rate of change, degree of complexity, and tolerance toward outsiders. These differences affect the level of trust and openness you can achieve when communicating with people of other cultures.

People learn culture directly and indirectly from other members of their group. As you grow up in a culture, you are taught by the group’s members who you are and how best to function in that culture. Sometimes you are explicitly told which behaviors are acceptable. At other times you learn by observing which values work best in a particular group. In these ways, culture is passed on from person to person and from generation to generation.15

In addition to being automatic, culture tends to be coherent; that is, a culture seems to be fairly logical and consistent when viewed from the inside. Certain norms within a cul- ture may not make sense to someone outside the culture, but they probably make sense to those inside. Such coherence generally helps a culture function more smoothly internally, but it can create disharmony between cultures that don’t view the world in the same way.

Finally, cultures tend to be complete; that is, they provide their members with most of the answers to life’s big questions. This idea of completeness dulls or even suppresses curiosity about life in other cultures. Not surprisingly, such completeness can complicate communication with other cultures.16

Cultural competency requires a combination of attitude, knowl- edge, and skills.

2 learninG objeCtiveDefine culture, explain how culture is learned, and define ethnocentrism and stereotyping.

Culture is a shared system of symbols, beliefs, attitudes, val- ues, expectations, and behavioral norms.

You belong to several cultures, each of which affects the way you communicate.

You learn culture both directly (by being instructed) and indi- rectly (by observing others).

Cultures tend to offer views of life that are both coherent (internally logical) and complete (able to answer all of life’s big questions).

help keep you out of trouble. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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How not to behave in 15 countries

These brief and occasionally humorous pointers will

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chaPter 3 communication challenges in a Diverse, global Marketplace 121

OvercOMinG ethnOcentrisM and stereOtyPinG

Ethnocentrism is the tendency to judge other groups according to the standards, behaviors, and customs of one’s own group. Given the automatic influence of one’s own culture, when people compare their culture with others, they often conclude that their own is superior.17 An even more extreme reaction is xenophobia, a fear of strangers and foreigners. Clearly, busi- nesspeople who take these views are not likely to communicate successfully across cultures.

Distorted views of other cultures or groups also result from stereotyping, assigning a wide range of generalized attributes to an individual on the basis of membership in a particular culture or social group. For instance, assuming that an older colleague will be out of touch with the youth market or that a younger colleague can’t be an inspiring leader would be stereotyping age groups.

Those who want to show respect for others and to communicate effectively in business need to adopt a more positive viewpoint in the form of cultural pluralism—the practice of accepting multiple cultures on their own terms. When crossing cultural boundaries, you’ll be more effective if you move beyond simple acceptance and adapt your communi- cation style to that of the new cultures you encounter—even integrating aspects of those cultures into your own.18 A few simple habits can help:

●● Avoid assumptions. Don’t assume that others will act the same way you do, use lan- guage and symbols the same way you do, or even operate from the same values and beliefs. For instance, in a comparison of the 10 most important values in three cul- tures, people from the United States had no values in common with people from Japanese or Arab cultures.19

Ethnocentrism is the tendency to judge all other groups according to the standards, behaviors, and customs of one’s own group.

Stereotyping is assigning general- ized attributes to an individual on the basis of membership in a particular group.

Cultural pluralism is the accep- tance of multiple cultures on their own terms.

You can avoid ethnocentrism and stereotyping by avoiding assump- tions, withholding judgment, and accepting differences.

Figure 3.1 Language Diversity in the United States Language is one of the distinguishing factors of population diversity. This chart shows the trend in the relative ranking of a number of languages other than English spoken in the United States since 1980. Source: “Top Languages Other than English Spoken in 1980 and Changes in Relative Rank, 1990-2010,” U.S. Census Bureau, 14 February 2013, www.census.gov.

1980

Rank in 1980

Spanish

Italian

Number of speakers

Change in rank between 1980 and 2010

Gain

Loss

10,000,000

1,000,000

100,000

5 to 8

2 to 4

−1 to 1

−2 to −4

−5 to −7

German

French

Polish

Chinese

Tagalog

Greek

Portuguese

Japanese

Yiddish

Korean

Vietnamese

Russian

Serbo-Croatian

Persian

Armenian

1990 2000 2010

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122 Part 1 Understanding the Foundations of business communication

●● Withhold judgment. When people act differently, don’t conclude that they are in error or that their way is invalid or inferior.

●● Acknowledge distinctions. Don’t ignore the differences between another person’s culture and your own.

Unfortunately, overcoming ethnocentrism and stereotyping is not a simple task, even for people who are highly motivated to do so. Moreover, research suggests that people often have beliefs and biases that they’re not even aware of—and that may even conflict with the beliefs they think they have.20

recognizing variations in a Diverse World You can begin to learn how people in other cultures want to be treated by recognizing and accommodating eight main types of cultural differences: contextual, legal and ethical, social, nonverbal, age, gender, religious, and ability.

cOntextual differences

Every attempt at communication occurs within a cultural context, which is the pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning between two members of the same culture. However, cultures around the world vary widely in the role that context plays in communication.

In a high-context culture, people rely less on verbal communication and more on the context of nonverbal signals and environmental setting to convey meaning. For instance, a Chinese speaker often expects the receiver to discover the essence of a message and uses indirectness and metaphor to provide a web of meaning.21 The indirect style can be a source of confusion during discussions with people from low-context cultures, who are more accustomed to receiving direct answers. Also, in high-context cultures the rules of everyday life are rarely explicit; instead, as individuals grow up, they learn how to recog- nize situational cues (such as gestures and tone of voice) and how to respond as expected.22 The primary role of communication in high-context cultures is building relationships, not exchanging information.23

In a low-context culture such as the United States, people rely more on verbal com- munication and less on circumstances and cues to convey meaning. In such cultures rules and expectations are usually spelled out through explicit statements such as “Please wait until I’m finished” or “You’re welcome to browse.”24 The primary task of communication in low-context cultures is exchanging information.25

Contextual differences are apparent in the way businesspeople approach situations such as decision making, problem solving, negotiating, interacting among levels in the organizational hierarchy, and socializing outside the workplace.26 For instance, business- people in low-context cultures tend to focus on the results of the decisions they face, a reflection of the cultural emphasis on logic and progress (for example, “Will this be good for our company? For my career?”). In comparison, higher-context cultures emphasize the means or the method by which a decision will be made. Building or protecting relation- ships can be as important as the facts and information used in making the decisions.27 Consequently, negotiators working on business deals in such cultures may spend most of their time together building relationships rather than hammering out contractual details.

The distinctions between high and low context are generalizations, of course, but they are important to keep in mind as guidelines. Communication tactics that work well in a high-context culture may backfire in a low-context culture and vice versa.

leGal and ethical differences

Cultural context influences legal and ethical behavior, which in turn can affect communi- cation. For example, the meaning of business contracts can vary from culture to culture. Whereas a manager from a U.S. company would tend to view a signed contract as the end of the negotiating process, with all the details resolved, his or her counterpart in many Asian

3 learninG objeCtiveExplain the importance of recognizing cultural variations, and list eight categories of cultural differences.

Cultural context is the pattern of physical cues, environmental stimuli, and implicit understand- ing that conveys meaning between members of the same culture.

High-context cultures rely heavily on nonverbal actions and environ- mental setting to convey meaning; low-context cultures rely more on explicit verbal communication.

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chaPter 3 communication challenges in a Diverse, global Marketplace 123

cultures might view the signed contract as an agreement to do business—and only then begin to negotiate the details of the deal.28

As you conduct business around the world, you’ll find that both legal systems and ethical standards differ from culture to culture. Making ethical choices across cultures can seem complicated, but you can keep your messages ethical by applying four basic principles:29

●● Actively seek mutual ground. To allow the clearest possible exchange of information, both parties must be flexible and avoid insisting that an interaction take place strictly in terms of one culture or another.

●● Send and receive messages without judgment. To allow information to flow freely, both parties must recognize that values vary from culture to culture, and they must trust each other.

●● Send messages that are honest. To ensure that information is true, both parties must see things as they are—not as they would like them to be. Both parties must be fully aware of their personal and cultural biases.

●● Show respect for cultural differences. To protect the basic human rights of both par- ties, each must understand and acknowledge the other’s needs and preserve the other’s dignity by communicating without deception.

sOcial differences

The nature of social behavior varies among cultures, sometimes dramatically. Some behav- ioral rules are formal and specifically articulated (table manners are a good example), whereas others are informal and learned over time (such as the comfortable distance to stand from a colleague during a discussion). The combination of formal and informal rules influences the overall behavior of most people in a society most of the time. In addition to the factors already discussed, social norms can vary from culture to culture in the following areas:

●● Attitudes toward work and success. In the United States, for instance, a widespread view is that people who attain success through individual effort and initiative are to be admired.

●● Roles and status. Culture influences the roles people play, including who communi- cates with whom, what they communicate, and in what way. Culture also dictates how people show respect and signify rank. For example, it would sound odd to address your boss in the United States as “Manager Jones,” but including a professional title is common in China.30

●● Use of manners. What is polite in one culture may be considered rude in another. For instance, asking a colleague “How was your weekend?” is a common way of making small talk in the United States, but the question sounds intrusive to people in cultures in which business and private lives are seen as separate spheres.

●● Concepts of time. People in low-context cultures see time as a way to plan the busi- ness day efficiently, often focusing on only one task during each scheduled period and viewing time as a limited resource. However, executives from high-context cultures often see time as more flexible. Meeting a deadline is less important than building a business relationship.31

●● Future orientation. Successful companies tend to have a strong future orientation, planning for and investing in the future, but national cultures around the world vary widely in this viewpoint. Some societies encourage a long-term outlook that empha- sizes planning and investing—making sacrifices in the short term for the promise of better outcomes in the future. Others are oriented more toward the present, even to the point of viewing the future as hopelessly remote and not worth planning for.32

●● Openness and inclusiveness. At the national level as well as within smaller groups, cultures vary on how open they are to accepting people from other cultures and people who don’t necessarily fit the prevailing norms within the culture. An unwillingness to accommodate others can range from outright exclusion to subtle pressure to conform to majority expectations.

Honesty and respect are corner- stones of ethical communication, regardless of culture.

Formal rules of etiquette are explicit and well defined, but informal rules are learned through observation and imitation.

Respect and rank are reflected dif- ferently from culture to culture in the way people are addressed and in their working environment.

The rules of polite behavior vary from country to country.

Attitudes toward time, such as strict adherence to meeting sched- ules, can vary throughout the world.

Cultures around the world exhibit varying degrees of open- ness toward both outsiders and people whose personal identities don’t align with prevailing social norms.

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124 Part 1 Understanding the Foundations of business communication

●● Use of communication technologies. Don’t assume that colleagues and customers around the world use the same communication tools you do. For example, although mobile phone usage is high in most countries around the world, the percentage of users with smartphones and the broadband service required for communication ser- vices such as video varies widely.33

nOnverbal differences

As discussed in Chapter 2, nonverbal communication can be a helpful guide to determining the meaning of a message—but this situation holds true only if the sender and receiver assign the same meaning to nonverbal signals. For instance, the simplest hand gestures have differ- ent meanings in different cultures. A gesture that communicates good luck in Brazil is the equivalent of giving someone “the finger” in Colombia.34 Don’t assume that the gestures you grew up with will translate to another culture; doing so could lead to embarrassing mistakes.

When you have the opportunity to interact with people in another culture, the best advice is to study the culture in advance and then observe the way people behave in the following areas:

●● Greetings. Do people shake hands, bow, or kiss lightly (on one side of the face or both)? Do people shake hands only when first introduced or every time they say hello or goodbye?

●● Personal space. When people are conversing, do they stand closer together or farther apart than you are accustomed to?

●● Touching. Do people touch each other on the arm to emphasize a point or slap each other on the back to show congratulations? Or do they refrain from touching altogether?

●● Facial expressions. Do people shake their heads to indicate “no” and nod them to indicate “yes”? This is what people are accustomed to in the United States, but it is not universal.

The meaning of nonverbal signals can vary widely from culture to culture, so you can’t rely on assumptions.

Find out what gestures that have positive meanings in the United States can have intensively negative meanings in other cultures. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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seven common hand gestures that will stir up trouble in other cultures

●● Eye contact. Do people make frequent eye contact or avoid it? Frequent eye contact is often taken as a sign of honesty and openness in the United States, but in other cultures it can be a sign of aggressiveness or disrespect.

●● Posture. Do people slouch and relax in the office and in public, or do they sit up and stand up straight?

●● Formality. In general, does the culture seem more or less formal than yours?

Following the lead of people who grew up in the culture is not only a great way to learn but a good way to show respect as well.

aGe differences

In U.S. culture youth is often associated with strength, energy, possibilities, and freedom, and age is sometimes associated with declining powers and the inability to keep pace. Older workers can, however, offer broader experience, the benefits of important business relation- ships nurtured over many years, and high degrees of “practical intelligence”—the ability to solve complex, poorly defined problems.35

In contrast, in cultures that value age and seniority, longevity earns respect and increasing power and freedom. For instance, in many Asian societies the oldest employ- ees hold the most powerful jobs, the most impressive titles, and the greatest degrees of freedom and decision-making authority. If a younger employee disagrees with one of these senior executives, the discussion is never conducted in public. The notion of “saving face”—avoiding public embarrassment—is too strong. Instead, if a senior person seems to be in error about something, other employees will find a quiet, private way to com- municate whatever information they feel is necessary.36

The multiple generations within a culture present another dimension of diversity. Today’s workplaces can have three, four, or even five generations working side by side.37

A culture’s views on youth and aging affect how people commu- nicate with one another.

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chaPter 3 communication challenges in a Diverse, global Marketplace 125

Each has been shaped by dramatically different world events, social trends, and techno- logical advances, so it is not surprising that they often have different values, expectations, and communication habits. For instance, Generation Y workers (see “Us Versus Them: Generational Conflict in the Workplace”) have a strong preference for communicating via short digital messages, but Baby Boomers and Generation Xers sometimes find these brief messages to be abrupt and impersonal.38

Gender differences

Gender influences workplace communication in several important ways. First, the percep- tion of gender roles in business varies from culture to culture, and gender bias can range from overt discrimination to subtle and even unconscious beliefs.

Second, although the ratios of men and women in entry-level professional positions is roughly equal, the share of management roles held by men increases steadily the further

cOMMunicatinG acrOss cultures

The way adults view the world is profoundly shaped by the social and technological trends they experienced while grow- ing up, so it’s no surprise that each generation entering the workforce has a different perspective than the generations already at work. Throw in the human tendencies to resist change and to assume that whatever way one is doing some- thing must be the best way to do it, and you have a recipe for conflict. Moreover, generations in a workplace sometimes feel they are competing for jobs, resources, influence, and con- trol. The result can be tension, mistrust, and communication breakdowns.

Lumping people into generations is an imprecise science at best, but it helps to know the labels commonly applied to various age groups and to have some idea of their broad char- acteristics. These labels are not official, and there is no general agreement on when some generations start and end, but you will see and hear references to the following groups (approxi- mate years of birth are shown in parentheses):

●● The Radio Generation (1925–1945). People in this group are beyond what was once considered the tradi- tional retirement age of 65, but some want or need to continue working.

●● Baby Boomers (1946–1964). This large segment of the workforce, which now occupies many mid- and upper-level managerial positions, got its name from the population boom in the years following World War II. The older mem- bers of this generation have now reached retirement age, but many will continue to work beyond age 65—meaning that younger workers waiting for some of these manage- ment spots to open up might have to wait a while longer.

●● Generation X (1965–1980). This relatively smaller “MTV generation” is responsible for many of the innovations that have shaped communication habits today but sometimes feels caught between the large mass of baby boomers ahead of them and the younger Generation Y employees entering the workforce. As Generation X begins to take over the management ranks, it is managing in a vastly dif- ferent business landscape—one in which virtual organiza- tions and networks of independent contractors replace much of the hierarchy inherited from the Baby Boomers.

●● Generation Y (1981–1995). Also known as millennials, this youngest generation currently in the workforce is noted for its entrepreneurial instincts and technological savvy. This generation’s comfort level with social media and other communication technologies is helping to change business communication practices but is also a source of concern for managers worried about informa- tion leaks and employee productivity.

●● Generation Z (after 1996). If you’re a member of Generation Y, those footsteps you hear behind you are coming from Generation Z, also known as Generation I (for Internet) or the Net Generation. Those in the first full generation to be born after the World Wide Web was invented are now entering the workforce.

These brief summaries can hardly do justice to entire generations of workers, but they give you some idea of the different generational perspectives and the potential for com- munication problems. As with all cultural conflicts, success- ful communication starts with recognizing and understanding both differences and similarities. Beneath the superficial dif- ferences in technology usage and other factors, various gen- erations are a lot more alike than they are different.

Career appliCations 1. How would you resolve a conflict between a Baby

Boomer manager who worries about the privacy and productivity aspects of social networking and a Generation Y employee who wants to use these tools on the job?

2. Consider the range of labels from the Radio Generation to the Net Generation. What does this tell you about the possible influence of technology on business communica- tion habits?

Sources: Rebecca Knight, “Managing People from 5 Generations,” Harvard Busi- ness Review, 25 September 2014, hbr.org; Anne Fisher, “When Gen X Runs the Show,” Time, 14 May 2009, www.time.com; Deloitte, “Generation Y: Powerhouse of the Global Economy,” research report, 2009, www.deloitte.com; “Generation Y,” Nightly Business Report website, 30 June 2010, www.pbs.org; Sherry Posnick- Goodwin, “Meet Generation Z,” California Educator, February 2010, www.cta .org; Ernie Stark, “Lost in a Time Warp,” People & Strategy 32, no. 4 (2009): 58–64.

Us versus them: generational conflict in the Workplace

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http://www.pbs.org

http://www.deloitte.com

http://www.time.com

http://hbr.org

126 Part 1 Understanding the Foundations of business communication

one looks up the corporate ladder. This imbalance can significantly affect communication in such areas as mentoring, which is a vital development opportunity for lower and middle managers who want to move into senior positions. In one survey, for example, some men in executive positions expressed reluctance to mentor women, partly because they find it easier to bond with other men and partly out of concerns over developing relationships that might seem inappropriate.39

Third, evidence suggests that men and women tend to have somewhat different communication styles. Broadly speaking, men emphasize content and outcomes in their communication efforts, whereas women place a higher premium on relationship mainte- nance.40 As one example, men are more likely than women to try to negotiate a pay raise. Moreover, according to research by Linda Babcock of Carnegie Mellon University, both men and women tend to accept this disparity, viewing assertiveness as a positive quality in men but a negative one in women. Changing these perceptions could go a long way toward improving communication and equity in the workplace.41

Fourth, outdated concepts of gender and sexual orientation continue to be a source of confusion, controversy, and discrimination. Many people do not fit or wish to be fit into a simplistic heterosexual, male/female categorization scheme, but discriminatory company policies and the behaviors and attitudes of supervisors and coworkers can deprive these individuals of a fair and satisfying work experience. In response, many companies have

taken steps to ensure equal opportunities and fair treatment for lesbian, gay, bisexual, and transgender (LGBT) job appli- cants and employees. Companies can also take steps to make sure their nondiscrimination policies protect employees’ right to gender expression based on personal gender identity.42 Communication plays a critical role in all these efforts, from listening to the needs of diverse employee groups to providing clear policies and educating employees on important issues.

reliGiOus differences

As one of the most personal and influential aspects of life, religion brings potential for controversy and conflict in the workplace setting—as evidenced by a significant rise in the number of religious discrimination lawsuits in recent years.43 Many employees believe they

should be able to follow and express the tenets of their faith in the workplace. However, companies may need to accommo- date employee behaviors that can conflict with each other and with the demands of operating the business. The situation is complicated, with no simple answers that apply to every situ- ation. As more companies work to establish inclusive work- places, you can expect to see this issue being discussed more often in the coming years.

ability differences

Colleagues and customers with disabilities that affect communication represent an impor- tant aspect of the diversity picture. People whose hearing, vision, cognitive ability, or physi- cal ability to operate electronic devices is impaired can be at a significant disadvantage in today’s workplace. As with other elements of diversity, success starts with respect for indi- viduals and sensitivity to differences.

Employers can also invest in a variety of assistive technologies that help people with disabilities perform activities that might otherwise be difficult or impossible. These tech- nologies include devices and systems that help workers communicate orally and visu- ally, interact with computers and other equipment, and enjoy greater mobility in the workplace. For example, designers can emphasize web accessibility, taking steps to make websites more accessible to people whose vision is limited. Assistive technologies create a vital link for thousands of employees with disabilities, giving them opportunities to pursue a greater range of career paths and giving employers access to a broader base of talent.44

Broadly speaking, men tend to emphasize content in their messages, whereas women tend to emphasize relationship maintenance.

U.S. law requires employers to accommodate employees’ reli- gious beliefs to a reasonable degree.

Assistive technologies help employers create more inclusive workplaces and benefit from the contributions of people with physical or cognitive impairments.

policies and practices regarding equal rights and opportunities for LGBT employees. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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explore the Corporate equality index

The Human Rights Campaign assesses corporate

expression in the workplace. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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legal aspects of religion in the workplace

Get an overview of the laws that govern religious

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chaPter 3 communication challenges in a Diverse, global Marketplace 127

adapting to other business Cultures Whether you’re trying to work productively with members of another generation in your own office or with a business partner on the other side of the world, adapting your approach is essential to successful communication. This section offers general advice on adapting to any business culture and specific advice for professionals from other cultures on adapting to U.S. business culture.

Guidelines fOr adaPtinG tO any business culture

You’ll find a variety of specific tips in “Improving Intercultural Communication Skills” on page 128, but here are four general guidelines that can help all business communicators improve their cultural competency:

●● Become aware of your own biases. Successful intercultural communication requires more than just an understanding of the other party’s culture; you need to understand your own culture and the way it shapes your communication habits.45 For instance, knowing that you value independence and individual accomplishment will help you communicate more successfully in a culture that values consensus and group harmony.

●● Be careful about applying the “Golden Rule.” You probably heard this growing up: “Treat people the way you want to be treated.” The problem with the Golden Rule is that other people don’t always want to be treated the same way you want to be treated, particularly across cultural boundaries. The best approach: Treat people the way they want to be treated.

●● Exercise tolerance, flexibility, and respect. As IBM’s Ron Glover puts it, “To the great- est extent possible, we try to manage our people and our practices in ways that are respectful of the core principles of any given country or organization or culture.”46

●● Practice patience and maintain a sense of humor. Even the most committed and attuned business professionals can make mistakes in intercultural communication, so it is vital for all parties to be patient with one another. As business becomes ever more global, even people in the most tradition-bound cultures are learning to deal more patiently with outsiders and to overlook occasional cultural blunders.47 A sense of humor is a helpful asset as well, allowing people to move past awkward and embar- rassing moments. When you make a mistake, simply apologize and, if appropriate, ask the other person to explain the accepted way; then move on.

Guidelines fOr adaPtinG tO u.s. business culture

If you are a recent immigrant to the United States or grew up in a culture outside the U.S. mainstream, you can apply all the concepts and skills in this chapter to help adapt to U.S. business culture. Here are some key points to remember as you become accustomed to business communication in this country:48

●● Individualism. In contrast to cultures that value group harmony and group success, U.S. culture generally expects individuals to succeed by their own efforts, and it rewards individual success. Even though teamwork is emphasized in many companies, competition between individuals is often expected and even encouraged.

●● Equality. Although the country’s historical record on equality has not always been positive and some inequalities still exist, equality is considered a core American value. This principle applies to race, gender, social background, and even age. To a greater degree than people in many other cultures, Americans believe that every person should be given the opportunity to pursue whatever dreams and goals he or she has in life.

●● Privacy and personal space. Although this seems to be changing somewhat with the popularity of social networking and other personal media, people in the United States are accustomed to a fair amount of privacy. That also applies to their “personal space” at work. For example, they expect you to knock before entering a closed office and to avoid asking questions about personal beliefs or activities until they get to know you well.

4 learninG objeCtiveList four general guidelines for adapting to any business culture.

An important step in understand- ing and adapting to other cultures is to recognize the influences that your own culture has on your communication habits.

The values espoused by American culture include individualism, equality, and privacy.

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128 Part 1 Understanding the Foundations of business communication

●● Time and schedules. U.S. businesses value punctuality and the efficient use of time. For instance, meetings are expected to start and end at designated times.

●● Religion. The United States does not have an official state religion. Many reli- gions are practiced throughout the country, and people are expected to respect each other’s beliefs.

●● Communication style. Communication tends to be direct and focus more on content and transactions than on relationships or group harmony.

As with all observations about culture, these are generalizations, of course. Any nation of more than 300 million people will exhibit a wide variety of behaviors. However, fol- lowing these guidelines will help you succeed in most business communication situations.

improving intercultural Communication skills Communicating successfully between cultures requires a variety of skills (see Figure 3.2). You can improve your intercultural skills throughout your career by studying other cultures and languages, respecting preferences for communication styles, learning to write and speak clearly, listening carefully, knowing when to use interpreters and translators, and helping others adapt to your culture.

5 learninG objeCtiveIdentify seven steps you can take to improve your intercultural communication skills.

Figure 3.2 Components of Successful Intercultural Communication Communicating in a diverse business environment is not always an easy task, but you can continue to improve your sensitivity and build your skills as you progress in your career.

Recognize cultural variations.

Overcome ethnocentrism.

Effective Communication Across Cultures

Enhance sensitivity to culture and diversity.

Improve intercultural communication skills.

Use interpreters, translators, and

translation software.

Help others adapt to your

culture.

Respect style preferences.

Listen carefully.

Study other cultures and languages.

Write and speak clearly.

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chaPter 3 communication challenges in a Diverse, global Marketplace 129

studyinG Other cultures

Effectively adapting your communication efforts to another culture requires not only knowledge about the culture but also the ability and motivation to change your personal habits as needed.49 Fortunately, you don’t need to learn about the whole world all at once. Many companies appoint specialists for countries or regions, giving employees a chance to focus on just one culture at a time. And if your employer conducts business internationally, it may offer training and support for employees who need to learn more about specific cultures.

Even a small amount of research and practice will help you get through many busi- ness situations. In addition, most people respond positively to honest effort and good intentions, and many business associates will help you along if you show an interest in learning more about their cultures. Don’t be afraid to ask questions. People will respect your concern and curiosity. You will gradually accumulate considerable knowl- edge, which will help you feel comfortable and be effective in a wide range of business situations.

Numerous websites and books offer advice on traveling to and working in specific cultures. Also try to sample newspapers, magazines, and even the music and movies of another country. For instance, a movie can demonstrate nonverbal customs even if you don’t grasp the language. (However, be careful not to rely solely on entertainment prod- ucts. If people in other countries based their opinions of U.S. culture only on the silly teen flicks and violent action movies that the United States exports around the globe, what sort of impression do you imagine they’d get?) For some of the key issues to research before doing business in another country, refer to Table 3.1 on the next page.

studyinG Other lanGuaGes

As commerce continues to become more globalized and many countries become more linguistically diverse, the demand for multilingual communicators continues to grow as well. The ability to communicate in more than one language can make you a more competitive job candidate and open up a wider variety of career opportunities.

Even if your colleagues or customers in another country speak your language, it’s worth the time and energy to learn common phrases in theirs. Doing so not only helps you get through everyday business and social situations but also demonstrates your com- mitment to the business relationship. After all, the other person probably spent years learning your language.

Mobile devices can be a huge help in learning another language and in communicat- ing with someone in another language. A wide variety of apps and websites are available that help with essentials words and phrases, grammar, pronunciation, text translation, and even real-time audio translation (see Figure 3.3 on page 131).

Finally, don’t assume that people from two countries who speak the same language speak it the same way. The French spoken in Québec and other parts of Canada is often noticeably different from the French spoken in France. Similarly, it’s often said that the United States and the United Kingdom are two countries divided by a common language. For instance, period (punctuation), elevator, and gasoline in the United States are full stop, lift, and petrol in the United Kingdom.

resPectinG Preferences fOr cOMMunicatiOn style

Communication style—including the level of directness, the degree of formality, media pref- erences, and other factors—varies widely from culture to culture (see Figures 3.4a–d on pages 132–135). Knowing what your communication partners expect can help you adapt to their particular style. Once again, watching and learning are the best ways to improve your skills. However, you can infer some generalities by learning more about the culture. For instance, U.S. workers typically prefer an open and direct communication style; they

Successful intercultural commu- nication can require the modifica- tion of personal communication habits.

Making an effort to learn about another person’s culture is a sign of respect.

mobile app

iTranslate translates more than 80 languages and features voice input and output.

English is the most prevalent lan- guage in international business, but don’t assume that everyone understands it or speaks it the same way.

like a pro. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

real-tiMe uPdates

Learn MOre by expLOring this interactive Website

How are your global travel skills?

Take this quiz to see if you have the knowledge to travel

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130 Part 1 Understanding the Foundations of business communication

action Details to Consider

Learn about clothing and food preferences

Understand religious and social beliefs

Learn about economic and business institutions

Appraise the nature of ethics, values, and laws

table 3.1 doing business in Other cultures

the future Of cOMMunicatiOn

real-time translation

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chaPter 3 communication challenges in a Diverse, global Marketplace 131

find other styles frustrating or suspect. Directness is also valued in Sweden as a sign of efficiency, but heated debates and confrontations are unusual. Italian, German, and French executives usually don’t put colleagues at ease with praise before they criticize; doing so seems manipulative to them. Meanwhile, professionals from high-context cultures, such as Japan or China, tend to be less direct.50 Finally, in general, business correspondence in other countries is often more formal than the style used by U.S. businesspeople.

WritinG clearly

Writing clearly is always important, of course, but it is essential when you are writing to people whose first language is not English. Follow these recommendations to make sure your message can be understood (see Figure 3.5 on page 136):51

●● Choose words carefully. Use precise words that don’t have the potential to confuse with multiple meanings. For instance, the word right has several dozen different mean- ings and usages, so look for a synonym that conveys the specific meaning you intend, such as correct, appropriate, desirable, moral, authentic, or privilege.52

●● Be brief. Use simple sentences and short paragraphs, breaking information into smaller chunks that are easier for readers to process.

●● Use plenty of transitions. Help readers follow your train of thought by using transi- tional words and phrases. For example, tie related points together with expressions such as in addition and first, second, and third.

●● Address international correspondence properly. Refer to Appendix A for more information.

●● Cite numbers and dates carefully. In the United States, 12-05-18 means December 5, 2018, but in many other countries it means May 12, 2018. Dates in Japan and China are usually expressed with the year first, followed by the month and then the day; therefore, to write December 5, 2018, in Japan, write it as 2018-12-05. Similarly, in the United States and Great Britain, 1.000 means one with three decimal places, but it means one thousand in many European countries.

●● Avoid slang, idiomatic phrases, and business jargon. Everyday speech and writing are full of slang and idiomatic phrases—phrases that mean more than the sum of their literal parts. Examples from U.S. English include “Knocked one out of the park” and “More bang for the buck.” Your audience may have no idea what you’re talking about when you use such phrases.

●● Avoid humor and references to popular culture. Jokes and references to popular entertainment usually rely on culture-specific information that might be completely unknown to your audience.

Although some of these differences may seem trivial, meeting the expectations of an international audience illustrates both knowledge of and respect for the other cultures.

Clarity and simplicity are essen- tial when writing to or speaking with people who don’t share your native language.

Humor does not “travel well” because it usually relies on inti- mate knowledge of a particular culture.

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Figure 3.3 Mobile Language Tools Translation apps are handy tools for working in multilingual business settings. Even if you don’t speak a word of a particular language, you can get fast translations of essential phrases.

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132 Part 1 Understanding the Foundations of business communication

sPeakinG and listeninG carefully

Languages vary considerably in the significance of tone, pitch, speed, and volume, which can create challenges for people trying to interpret the explicit meaning of words themselves as well as the overall nuance of a message. The English word progress can be a noun or a verb, depending on which syllable you emphasize. In Chinese the meaning of the word mà changes depending on the speaker’s tone; it can mean mother, pileup, horse, or scold. And routine Arabic speech can sound excited or angry to an English-speaking U.S. listener.53

To ensure successful conversations between parties who speak different native lan- guages or even regional variations of the same language, speakers and listeners alike need to make accommodations.54 Speakers should adjust the content of their messages and the style of their delivery to accommodate the needs of their listeners and the cir- cumstances of the conversation. For example, if you are speaking in person or over an

Speaking clearly and getting plenty of feedback are two of the keys to successful intercultural conversations.

Figures 3.4a Intercultural Business Letter: Ineffective Original Draft This letter (from a Kentucky company that designs radio-controlled airplanes) exhibits a number of problems that would create difficulties for its intended reader (the manager of a manufacturing company in China). Follow the changes in Figure 3.4b, c, and d to see how the letter was adapted and then translated for its target audience.

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chaPter 3 communication challenges in a Diverse, global Marketplace 133

electronic connection that includes a video component, you can use hand gestures and other nonverbal signals to clarify your spoken message. When you don’t have a visual con- nection, however, you must take extra care to convey your meaning through words and vocal characteristics alone. Conversely, listeners need to be tolerant of accents, vocabulary choices, gestures, and other factors that might distract them from hearing the meaning of a speaker’s message.

When talking with people whose native language is different from yours, remember that the processing of even everyday conversations can be difficult. For instance, speakers from the United States sometimes string together multiple words into a single, mystifying pseudoword, such as turning “Did you eat yet?” into “Jeetyet?” In spoken French, many word pairs are joined as a matter of rule, and the pronunciation can change depending on which words are next to one another. In these instances, nonnative French speakers can have a hard time telling when one word ends and the next one begins.

Figure 3.4b Intercultural Business Letter: First Revision This version eliminates most of the problems with overly informal phrases and potentially offensive language. With these revisions, it would function well as a message between native speakers of English, but it still has some wording and formatting issues that could create difficulties for a Chinese reader. Compare with Figure 3.4c.

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134 Part 1 Understanding the Foundations of business communication

Figure 3.4c Intercultural Business Letter: Final Revision Here is the final English version, revised to ensure more successful translation into Chinese and to conform to standard practices in Chinese business communication (including removing the inside address).

To be more effective in intercultural conversations, speak slowly and clearly, but avoid talking down to the other person by overenunciating words or oversimplifying sentences. Don’t rephrase until it’s obviously necessary, because immediately rephrasing something you’ve just said doubles the translation workload for the listener. As the conversation progresses, look for and ask for feedback to make sure your message is getting through. At the end of the conversation, double-check to make sure you and the listener agree on what has been said and decided.

As a listener, you’ll need some practice to get a sense of vocal patterns. The key is simply to accept what you hear, without jumping to conclusions about meaning or moti- vation. Let other people finish what they have to say. If you interrupt, you may miss some- thing important. You’ll also show a lack of respect. If you do not understand a comment,

To listen more effectively in inter- cultural situations, accept what you hear without judgment and let people finish what they have to say.

The willingness to take risks is a key habit; see what the other six are. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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study the seven habits of effective intercultural communicators

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ask the person to repeat it. Any momentary awkwardness you might feel in asking for extra help is less important than the risk of unsuccessful communication.

usinG interPreters, translatOrs, and translatiOn sOftWare

You may encounter business situations that require using an interpreter (for spoken com- munication) or a translator (can be used for both spoken and written communication). Interpreters and translators can be expensive, but skilled professionals provide invaluable assistance for communicating in other cultural contexts.55 Keeping up with current language usage in a given country or culture is also critical to avoid embarrassing blunders. In market- ing and advertising, where being in tune with contemporary culture is critical, companies sometimes use transcreation, which essentially amounts to re-creating the material for a new cultural context, rather than simply translating the text.56

For important business commu- nication, use a professional inter- preter (for oral communication) or translator (for oral or written communication).

Figure 3.4d Intercultural Business Letter: Translated Version Here is the translated version, formatted in accordance with Chinese business communication practice.

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136 Part 1 Understanding the Foundations of business communication

Some companies use back-translation to ensure accuracy. Once a translator encodes a message into another language, a different translator retranslates the same message into the original language. This back-translation is then compared with the original message to discover any errors or discrepancies.

The time and cost required for professional translation has encouraged the develop- ment of computerized translation tools. Dedicated software tools, mobile apps, and online services such as WorldLingo and Google Translate offer various forms of automated

Figure 3.5 Writing for Multilingual Audiences In today’s global and diversified work environment, chances are that many of your messages will be read by people whose native language is not Eng- lish. Notice how specific wording changes and modifications to sentence structure make the “Effective” version easier for nonnative speakers to read.

(a) The subject line tries to be clever regarding the three factors discussed in the message, but the message is not clear.

(b) Folded is an example of an English word with multiple meanings, which complicate translation and can lead to confusion.

(c) The second sentence is complicated and forces readers to follow multiple ideas at once, making it difficult to translate.

(d) The idiomatic phrase “hit one out of the park” might not make sense to readers who aren’t familiar with baseball.

(f) Nonstandard language (“ain’t” and “gonna”) and the idiomatic phrase “cut it” may confuse some readers.

(e) Spelling out numbers instead of using numerals creates more work for readers. Also, the three indicators referred to in paragraph above are buried in various places in the bullet points, making it harder for readers to find the key ideas.

(a) The subject line is simple and easy to understand.

(b) Merged is easier to translate because it has fewer mean- ings and doesn’t need the preposition into.

(c) The simplified structure of the second sentence is easier to translate and doesn't force the reader to process so many ideas at once.

(d) The idiomatic phrase “hit one out of the park” is replaced with clear, straightforward language.

(f) This sentence is clear to anyone who can read standard English, plus it avoids the accusatory tone of the original.

(e) Using numerals (and the % symbol rather than percent) makes quantities and values easier to read. Also, the first bullet is reworded in order to use declined to match the term used in the introductory sentence immediately above, which simplifies interpretation. In the bullet points the three areas referred to in the introductory sentence now appear at the beginning of each statement.

Eff ec tiv e

Ine ffe cti ve

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translation. Major search engines let you request translated versions of the websites you find. Although none of these tools can translate as well as human translators, they are getting better all the time.

helPinG Others adaPt tO yOur culture

Everyone can contribute to successful intercultural communication. Whether a younger person is unaccustomed to the formalities of a large corporation or a colleague from another country is working on a team with you, look for opportunities to help people fit in and adapt their communication style. For example, if a nonnative English speaker is making mistakes that could hurt his or her credibility, you can offer advice on the appropriate words and phrases to use. Most language learners truly appreciate this sort of assistance, as long as it is offered in a respectful manner. Moreover, chances are that while you’re helping, you’ll learn something about the other person’s culture and language, too.

You can also take steps to simplify the communication process. For instance, oral communication in a second language is usually more difficult than written forms of communication, so instead of asking a foreign colleague to provide information in a conference call, you could ask for a written response instead of or in addition to the live conversation.

For a brief summary of ideas to improve intercultural communication in the work- place, see “Checklist: Improving Intercultural Communication Skills.” For additional information on communicating in a world of diversity, visit real-timeupdates.com/bct14 and select Chapter 3.

Help others adapt to your culture; it will create a more productive workplace and teach you about their cultures as well.

●● Understand your own culture so that you can recognize its influences on your communication habits.

●● Study other cultures so that you can appreciate cultural variations.

●● Study the languages of people with whom you commu- nicate, even if you can learn only a few basic words and phrases.

●● Help nonnative speakers learn your language. ●● Respect cultural preferences for communication style. ●● Write clearly, using brief messages, simple language, gener-

ous transitions, and appropriate international conventions.

●● Avoid slang, humor, and references to popular culture. ●● Speak clearly and slowly, giving listeners time to translate

your words. ●● Ask for feedback to verify that communication was

successful. ●● Listen carefully and ask speakers to repeat anything you

don’t understand. ●● Use interpreters and translators for important messages.

CheCklist ✓ improving intercultural communication skills

As leader of an international team in one of Siemens’ Munich offices, you’ve learned to listen and adapt to different people and use your good intercultural skills to help resolve any prob- lems of internal integration. How would you address these challenges?

InDIVIDUAL ChALLenge: Aleksei Petrikov joined your team six months ago as junior business analyst, just after graduation from university in Russia. He has a brilliant, analytical mind but he resists working with other employees, even in team settings where collaboration is expected. Given the importance that you place on teamwork, how should you handle the situation? List several alternatives for addressing this dilemma, identify which

one you would choose, and explain why you would choose this approach.

TeAM ChALLenge: Some members of your team have recently begun breaking into various ethnic groups at lunch and company social events. These groups also occasionally chat in their native languages during the working day. You appreciate how this may give them a sense of community, but you worry that these infor- mal communication channels will exclude and alienate other team members and fragment the flow of information. How can you encourage a stronger sense of community and teamwork across your department? Brainstorm at least three steps you can take to encourage better intercultural communication in your group.

cOMMUnicatiOn chaLLenges at siemens

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cultural competency An appreciation for cultural differences that affect communi- cation and the ability to adjust one’s com- munication style to ensure that efforts to send and receive messages across cultural boundaries are successful

cultural context The pattern of physical cues, environmental stimuli, and implicit understanding that convey meaning between two members of the same culture

cultural pluralism The practice of accept- ing multiple cultures on their own terms

culture A shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior

diversity All the characteristics and experi- ences that define each of us as individuals

ethnocentrism The tendency to judge other groups according to the standards, behav- iors, and customs of one’s own group

high-context culture Culture in which people rely less on verbal communication and more on the context of nonverbal actions and environmental setting to con- vey meaning

idiomatic phrases Phrases that mean more than the sum of their literal parts; such phrases can be difficult for nonnative speakers to understand

intercultural communication The process of sending and receiving messages between people whose cultural backgrounds could lead them to interpret verbal and nonverbal signs differently

low-context culture Culture in which peo- ple rely more on verbal communication and less on circumstances and nonverbal cues to convey meaning

stereotyping Assigning a wide range of generalized attributes to an individual on the basis of membership in a particular culture or social group

xenophobia Fear of strangers and foreigners

key terMs suMMary Of learninG Objectives

1 Discuss the opportunities and challenges of intercultural communication. The global marketplace spans natural boundaries and national borders, allowing worldwide compe- tition between businesses of all sizes. Therefore, today’s businesspeople are likely to commu- nicate across international borders with people who live in different cultures. Moreover, even domestic workforces are becoming more diverse, with employees having different national, religious, and ethnic backgrounds. In this environment, companies can benefit from a broad range of viewpoints and ideas, get a good understanding of diverse markets, and recruit workers from the broadest possible pool of talent. However, intercultural communication presents challenges as well, including motivating diverse employees to cooperate and to work together in teams as well as understanding enough about how culture affects language to prevent miscommunication.

2 Define culture, explain how culture is learned, and define ethnocentrism and stereo-typing. Culture is a shared system of symbols, beliefs, attitudes, values, expectations, and norms for behavior. Culture is learned by listening to advice from other members of a society and by observing their behaviors. This double-edged method uses direct and indi- rect learning to ensure that culture is passed from person to person and from generation to generation.

Ethnocentrism is the tendency to judge other groups according to the standards, behav- iors, and customs of one’s own group. Stereotyping is assigning a wide range of generalized attributes to individuals on the basis of their membership in a particular culture or social group, without considering an individual’s unique characteristics. To overcome ethnocen- trism and stereotyping, work to avoid assumptions, withhold judgment, and acknowledge distinctions.

3 Explain the importance of recognizing cultural variations and list eight categories of cultural differences. People from different cultures encode and decode messages differ- ently, increasing the chances of misunderstanding. By recognizing and accommodating cul- tural differences, we avoid automatically assuming that everyone’s thoughts and actions are just like ours. Begin by focusing on eight categories of differences: contextual differences (the degree to which a culture relies on verbal or nonverbal actions to convey meaning), legal and ethical differences (the degree to which laws and ethics are regarded and obeyed), social dif- ferences (how members value work and success, recognize status, define manners, and think about time), nonverbal differences (differing attitudes toward greetings, personal space, touching, facial expression, eye contact, posture, and formality), age differences (how mem- bers think about youth, seniority, and longevity), gender differences (how men and women communicate and the spectrum of gender identification), religious differences (how beliefs affect workplace relationships), and ability differences (inclusive strategies that enable people with disabilities to communicate more fully with the rest of the workforce).

4 List four general guidelines for adapting to any business culture. You can adapt to any business culture by (1) becoming aware of your own cultural biases so that you can understand how these forces shape your communication habits; (2) ignoring the Golden Rule (treating people the way you want them to treat you) and instead treating them the way they want to be treated; (3) exercising tolerance, flexibility, and respect; and (4) practicing patience and maintaining a sense of humor to get you through the bumpy spots.

5 Identify seven steps you can take to improve your intercultural communication skills. Communicating successfully between cultures requires a variety of skills, all of which you can continue to improve throughout your career. Make your intercultural communica- tion effective by (1) studying other cultures; (2) studying other languages; (3) respecting your audience’s preferences for communication style; (4) writing as clearly as possible; (5) speaking as clearly as you can; (6) listening carefully and using interpreters, translators, and translation software when necessary; and (7) helping others adapt to your own culture.

Quick learning Guide

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organization in Dubai. Recently, you received new, transferred employees from Jordan, Egypt, and Leba- non. Your boss wants to send an email to all recently transferred employees in your department. The employ- ees understand English, but your boss asks you to review his message for clarity. What changes would you suggest to your boss and why? Would you consider this message to be audience centered? Why or why not? (Hint: Do some quick research on Dubai to identify the style of English that people from Jordan, Egypt, and Lebanon are likely to speak.) The email is as follows:

I wanted to welcome you ASAP to our little family here in Dubai. It is high time we shook hands in person and not just across countries. I am pleased about getting to know you all, and I will do my level best to see you well in Dubai.

exercises

3-15. Intercultural Communication: Recognizing Cultural Vari- ations [LO-1], [LO-3], [LO-4] Review the definitions of the generations on page 125. Based on your year of birth, to which generation do you belong? Do you feel a part of this generation? Why or why not? If you were born outside the United States, do the generational boundaries seem accurate to you? Now consider the biases that you might have regarding other generations. For example, if you are a member of Generation Y, what do you think about the Baby Boomers and their willingness to embrace new ideas? Identify several of your generational biases that could create friction in the workplace. Summarize your responses to these questions in a post on your class blog or an email message to your instructor.

3-16. Intercultural Communication: Adapting to Cultural Vari- ations [LO-4] You are a new manager at K & J Brick, a masonry products company that is now run by the two sons of the man who founded it 50 years ago. For years, the co-owners have invited the management team to a wil- derness lodge for a combination of outdoor sports and annual business planning meetings. You don’t want to miss the event, but you know that the outdoor activities weren’t designed for someone like you, whose physical impairments prevent participation in the sporting events. Draft a short email message to the rest of the manage- ment team, suggesting changes to the annual event that will allow all managers to participate.

3-17. Intercultural Communication: Writing for Multiple-Lan- guage Audiences [LO-5] Reading English-language con- tent written by nonnative English speakers can be a good reminder of the challenges of communicating in another

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

3-1. What are the potential advantages of a diverse workforce? [LO-1]

3-2. What is cultural competence? [LO-2] 3-3. How is cultural pluralism a better option than cultural

stereotyping? [LO-2] 3-4. How do high-context cultures differ from low-context

cultures? [LO-3] 3-5. What are the seven areas of nonverbal differences high-

lighted in Chapter 3? [LO-3] 3-6. How does a sense of humor come in handy during inter-

cultural communication? [LO-4] 3-7. How will a patient approach help improve intercultural

communication? [LO-4] 3-8. Why is it better to avoid slang terms, idioms, business jar-

gon, and humor in intercultural communications? [LO-5]

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

3-9. In order to experience and highlight how cultures can dif- fer, even between close friends, find someone who lives close to you with whom you can discuss cultural differ- ences. Create a list of similarities and differences between the ways of taking vacations; family values (for example, living with different generations apart or together); atti- tudes towards the older generations; hours of work and times of work; formality at work; and the level of respect accorded to supervisors. How do you think the most dif- ferent items on your lists may cause both misunderstand- ings and possible conflicts between you and your friend? [LO-2]

3-10. How do you think different ethnocentric approaches to doing business might damage international business rela- tionships? [LO-5]

3-11. Why would it be better not to treat other people the way you would want to be treated? [LO-4]

3-12. Imagine that you are responsible for the launch of a prod- uct into at least two other markets with very different cul- tures from your own. What reasons can you identify for studying the different cultures of the two new markets? [LO-5]

3-13. Considering a professional translator or computer trans- lation for written translation purposes, which would you choose and why? [LO-5]

practice Your skills 3-14. Message for Analysis: Adapting to Cultural Differ-

ences [LO-5] You are working in a culturally diverse

MyLab BusinessCommunication® Go to mybcommlab.com to complete the problems marked with this icon .

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140 Part 1 Understanding the Foundations of business communication

language. The writing can be confusing or even amus- ing at first glance, but the key to remember here is that your writing might sound just as confusing or amusing to someone else if your roles were reversed.

Identify a company that is based in a non-English- speaking country but that includes English-language text on its website. (The advanced search capabilities of your favorite search engine can help you locate websites from a particular country.) Study the language on this site. Does it sound as though it was written by someone adept at English? If the first site you’ve found does have writing that sounds natural to a native U.S. English speaker, find another company whose website doesn’t. Select a section of text (at least several sentences long) and rewrite it to sound more “American.” Submit the original text and your rewritten version to your instructor.

3-18. Intercultural Communication: Writing for Multiple- Language Audiences; Collaboration: Team Projects [LO-5], Chapter 2 With a team assigned by your instruc- tor, review the Facebook pages of five companies and look for words and phrases that might be confusing to a non- native speaker of English. If you (or someone on the team) are a nonnative speaker, explain to the team why those word choices could be confusing. Choose three sentences, headlines, company slogans, or other pieces of text that contain potentially confusing words and rewrite them to minimize the chances of misinterpretation. As much as possible, try to retain the tone of the original—although you may find that this is impossible in some instances. Use Google Docs to compile the original selections and your revised versions, then email the documents to your instructor.

3-19. Intercultural Communication: Speaking with Multiple- Language Audiences; Collaboration: Team Projects [LO-5], Chapter 2 Seek two colleagues or friends, ideally who speak different first languages, one person speaking the local language. Then find a local newspaper article which is about 200 words long. Work together to change the article into simple language that you all understand and then present to your class the original article and your new simplified version. When making your presentation, ensure that you explain all the idiom and native expressions used in the original article, showing how you have simplified each.

3-20. Intercultural Communication: Writing for Multiple- Language Audiences [LO-5] Explore the powers and limitations of free online translation services such as Google Translate. Enter a sentence from this chapter, such as “It gets even more daunting when you add the challenges of communication among medical staff and between patients and their caregivers, which often takes place under stressful circumstances.” First, translate the sentence from English to Spanish. Next, copy the Span- ish version and paste it into the translation entry box and back-translate it from Spanish to English. Now repeat this test for another language. Did the sentence survive the round trip? Does it still sound like normal business writ- ing when translated back into English?

(a) What are the implications for the use of automated translation services for international correspondence? (b) Would you feel comfortable using an online tool such as this to translate an important business message? (c) How might you use this website to sharpen your intercultural communication skills? Summarize your findings in a brief report.

3-21. Intercultural Communication: Speaking with Multiple- Language Audiences; Media Skills: Podcasting [LO-5], Chapter 7 Your company was one of the first to use podcasting as a business communication tool. Execu- tives frequently record messages (such as monthly sales summaries) and post them on the company’s intranet; employees from the 14 offices in Europe, Asia, and North America then download the files to their music players or other devices and listen to the messages while riding the train to work, eating lunch at their desks, and so on. Your boss asks you to draft the opening statement for a pod- cast that will announce a revenue drop caused by intensive competitive pressure. She reviews your script and hands it back with a gentle explanation that it needs to be revised for international listeners. Improve the following state- ment in as many ways as you can:

Howdy, comrades. Shouldn’t surprise anyone that we took a beating this year, given the insane pricing moves our knucklehead competitors have been making. I mean, how those clowns can keep turning a profit is beyond me, what with steel costs still going through the roof and labor costs heating up—even in coun- tries where everybody goes to find cheap labor—and hazardous waste disposal regs adding to operating costs, too.

expand Your skills Critique the Professionals

Find an online business document—such as a company web- page, blog post, Facebook Info tab, or LinkedIn profile—that you believe commits an intercultural communication blunder by failing to consider the needs of at least some of its target readers. For example, a website might use slang or idiomatic language that could confuse some readers, or it might use language that offends some readers. In a post on your class blog, share the text you found and explain why you think it does not succeed as effective intercultural communication. Be sure to include a link back to the original material.

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com, is a unique research tool designed specifically for business communication research. Use the Web Search function to find a website, video, article, podcast, or presentation that offers advice on commu- nicating with business contacts in another country or culture. Write a brief email message to your instructor, describing the item you found and summarizing the career skills information you learned from it.

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chaPter 3 communication challenges in a Diverse, global Marketplace 141

MyLab BusinessCommunication Go to mybcommlab.com for the following Assisted-graded writing questions:

3-22. What three habits can help you develop a sense of cultural pluralism? [LO-2] 3-23. What four principles apply to ethical intercultural communication? [LO-3]

endnotes 1. Siemens Web site, About Siemens, https://www.siemens.com/ global/en/home/company/about.html, accessed 11 January 2017; “Annual Report 2016,” Siemens, http://www.siemens.com/investor/ pool/en/investor_relations/Siemens_AR2016.pdf, accessed 11 January 2017; Siemens Worldwide, https://m.siemens.com/en/about/world- wide/, accessed 11 January 2017; Siemens Web site “Diversity brings more competition, innovation, and variety to Siemens,” Siemens, accessed 11 January 2017, http://www.siemens.com/global/en/home/ company/sustainability/diversity.html; Janina Kugel, “Using The Power Of Being Different,” TedxBerlin, accessed 11 January 2017. 2. Michael R. Carrell, Everett E. Mann, and Tracey Honeycutt- Sigler, “Defining Workforce Diversity Programs and Practices in Organizations: A Longitudinal Study,” Labor Law Journal 57, no. 1 (Spring 2006): 5–12. 3. “Dimensions of Diversity—Workforce,” Merck website, accessed 4 January 2011, www.merck.com. 4. “Top Trading Partners - January 2016,” U.S. Census Bureau web- site, accessed 12 March 2016, www.census.gov. 5. Economist Intelligence Unit, “Competing Across Borders: How Cultural and Communication Barriers Affect Business,” Economist, 2012, 4, www.economistinsights.com. 6. Nancy R. Lockwood, “Workplace Diversity: Leveraging the Power of Difference for Competitive Advantage,” HR Magazine, June 2005, special section, 1–10. 7. Alan Kline, “The Business Case for Diversity,” USBanker, May 2010, 10–11. 8. “Quick Facts: United States,” U.S. Census Bureau website, accessed 12 March 2016, www.census.gov; Paul Taylor, “The Next America,” Pew Research Center, 10 April 2014, www.pewresearch .org; “More Than 300 Counties Now ‘Majority–Minority,’” press release, U.S. Census Bureau website, 9 August 2007, www.census .gov; Robert Kreitner, Management, 9th ed. (Boston: Houghton Mifflin, 2004), 84. 9. Tracy Novinger, Intercultural Communication: A Practical Guide (Austin: University of Texas Press, 2001), 15. 10. Larry A. Samovar and Richard E. Porter, “Basic Principles of Intercultural Communication,” in Intercultural Communication: A Reader, 6th ed., edited by Larry A. Samovar and Richard E. Porter (Belmont, Calif.: Wadsworth, 1991), 12. 11. Arthur Chin, “Understanding Cultural Competency,” New Zealand Business, December 2010/January 2011, 34–35; Sanjeeta R. Gupta, “Achieve Cultural Competency,” Training, February 2009, 16–17; Diane Shannon, “Cultural Competency in Health Care Organizations: Why and How,” Physician Executive, September– October 2010, 15–22. 12. Linda Beamer and Iris Varner, Intercultural Communication in the Workplace, 2nd ed. (New York: McGraw-Hill Irwin, 2001), 3. 13. “Summary by Country,” Ethnologue website, accessed 12 March 2016, www.ethnologue.com.

14. Philip R. Harris and Robert T. Moran, Managing Cultural Differences, 3rd ed. (Houston: Gulf, 1991), 394–397, 429–430. 15. Lillian H. Chaney and Jeanette S. Martin, Intercultural Business Communication, 2nd ed. (Upper Saddle River, N.J.: Prentice Hall, 2000), 6. 16. Beamer and Varner, Intercultural Communication in the Work- place, 4. 17. Chaney and Martin, Intercultural Business Communication, 2nd ed., 9. 18. Richard L. Daft, Management, 6th ed. (Cincinnati: Thomson South-Western, 2003), 455. 19. Lillian H. Chaney and Jeanette S. Martin, Intercultural Business Communication, 4th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2007), 53. 20. Project Implicit website, accessed 29 December 2010, implicit .harvard.edu/implicit. 21. Linda Beamer, “Teaching English Business Writing to Chinese- Speaking Business Students,” Bulletin of the Association for Busi- ness Communication 57, no. 1 (1994): 12–18. 22. Edward T. Hall, “Context and Meaning,” in Intercultural Communication, 6th ed., edited by Larry A. Samovar and Richard E. Porter (Belmont, Calif.: Wadsworth, 1991), 46–55. 23. Daft, Management, 459. 24. Charley H. Dodd, Dynamics of Intercultural Communication, 3rd ed. (Dubuque, Ia.: Brown, 1991), 69–70. 25. Daft, Management, 459. 26. Hannah Seligson, “For American Workers in China, a Culture Clash,” New York Times, 23 December 2009, www.nytimes.com. 27. Beamer and Varner, Intercultural Communication in the Work- place, 230–233. 28. Ed Marcum, “More U.S. Businesses Abandon Outsourcing Overseas,” Seattle Times, 28 August 2010, www.seattletimes.com. 29. Guo-Ming Chen and William J. Starosta, Foundations of Inter- cultural Communication (Boston: Allyn & Bacon, 1998), 288–289. 30. Joyce Millet, “Chinese Etiquette & Protocol,” Protocol Profes- sionals, accessed 12 March 2016, www.protocolprofessionals.com. 31. Chaney and Martin, Intercultural Business Communication, 2nd ed., 122–123. 32. Mansour Javidan, “Forward-Thinking Cultures,” Harvard Busi- ness Review, July–August 2007, 20. 33. “The 100 Million Club 2013: The Top 14 Mobile Markets by Number of Mobile Subscriptions and 3G/4G Subscribers,” Mobi- Thinking, 26 November 2013, www.mobithinking.com. 34. Novinger, Intercultural Communication, 54. 35. Peter Coy, “Old. Smart. Productive.” BusinessWeek, 27 June 2005, www.businessweek.com; Beamer and Varner, Intercultural Communication in the Workplace, 107–108. 36. Beamer and Varner, Intercultural Communication in the Workplace, 107–108. 37. Rebecca Knight, “Managing People from 5 Generations,” Harvard Business Review, 25 September 2014, hbr.org.

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http://www.census.gov

http://www.pewresearch.org

http://www.siemens.com/global/en/home/company/sustainability/diversity.html

https://m.siemens.com/en/about/world-wide

http://www.businessweek.com

http://www.mobithinking.com

http://www.protocolprofessionals.com

http://www.seattletimes.com

http://www.nytimes.com

http://www.ethnologue.com

http://www.census.gov

http://www.pewresearch.org

http://www.census.gov

http://www.economistinsights.com

http://www.census.gov

http://www.merck.com

http://www.siemens.com/global/en/home/company/sustainability/diversity.html

https://m.siemens.com/en/about/world-wide

http://www.siemens.com/investor/pool/en/investor_relations/Siemens_AR2016.pdf

https://www.siemens.com/global/en/home/company/about.html

http://www.siemens.com/investor/pool/en/investor_relations/Siemens_AR2016.pdf

http://mybcommlab.com

http://hbr.org

http://implicit .harvard.edu/implicit

142 Part 1 Understanding the Foundations of business communication

38. Steff Gelston, “Gen Y, Gen X and the Baby Boomers: Workplace Generation Wars,” CIO, 30 January 2008, www.cio.com. 39. Joanna Barsh and Lareina Yee, “Changing Companies’ Minds About Women,” McKinsey Quarterly, no. 4 (2011): 48–59. 40. John Gray, Mars and Venus in the Workplace (New York: HarperCollins, 2002), 10, 25–27, 61–63. 41. Jennifer Luden, “Ask for a Raise? Most Women Hesitate,” NPR, 14 February 2011, www.npr.org. 42. “First Step: Gender Identity in the Workplace,” Catalyst, June 2015, www.catalyst.org. 43. “Religious Bias a Growing Issue,” Business Insurance, 13 February 2012, 8; Mark D. Downey, “Keeping the Faith,” HR Magazine, January 2008, 85–88. 44. IBM Accessibility Center, accessed 24 August 2006, www-03 .ibm.com/able; AssistiveTech.net, accessed 24 August 2006, www .assistivetech.net; Business Leadership Network website, accessed 24 August 2006, www.usbln.org; National Institute on Disability and Rehabilitation Research website, accessed 24 August 2006, www .ed.gov/about/offices/list/osers/nidrr; Rehabilitation Engineering & Assistive Technology Society of North America website, accessed 24 August 2006, www.resna.org. 45. Daphne A. Jameson, “Reconceptualizing Cultural Identity and Its Role in Intercultural Business Communication,” International Journal of Business Communication 44, no. 3 (July 2007): 199–235. 46. Leslie Knudson, “Diversity on a Global Scale,” HR Manage- ment, accessed 17 August 2008, www.hrmreport.com.

47. Craig S. Smith, “Beware of Green Hats in China and Other Cross-Cultural Faux Pas,” New York Times, 30 April 2002, C11. 48. Sana Reynolds and Deborah Valentine, Guide for Internationals: Culture, Communication, and ESL (Upper Saddle River, N.J.: Pearson Prentice Hall, 2006), 3–11, 14–19, 25. 49. P. Christopher Earley and Elaine Mosakowsi, “Cultural Intelli- gence,” Harvard Business Review, October 2004, 139–146. 50. Bob Nelson, “Motivating Workers Worldwide,” Global Work- force, November 1998, 25–27. 51. Mona Casady and Lynn Wasson, “Written Communication Skills of International Business Persons,” Bulletin of the Associa- tion for Business Communication 57, no. 4 (1994): 36–40. 52. Lynn Gaertner-Johnston, “Found in Translation,” Business Writing blog, 25 November 2005, www.businesswritingblog.com. 53. Myron W. Lustig and Jolene Koester, Intercultural Competence, 4th ed. (Boston: Allyn & Bacon, 2003), 196. 54. Pamela Rogerson-Revell, “‘Can You Spell That for Us Nonna- tive Speakers?’ Accommodation Strategies in International Business Meetings,” International Journal of Business Communication 47, no. 4 (October 2010): 432–454. 55. James Wilfong and Toni Seger, Taking Your Business Global (Franklin Lakes, N.J.: Career Press, 1997), 232. 56. “Transcreation Services,” Lionbridge, accessed 14 March 2016, www.lionbridge.com; Nataly Kelly, “Six Ways Transcreation Differs from Translation,” Smartling, 21 July 2014, www.smartling.com.

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www.assistivetech.net

www-03.ibm.com/able

http://www.smartling.com

http://www.lionbridge.com

http://www.businesswritingblog.com

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http://www.cio.com

http://AssistiveTech.net

Photobee/Fotolia

2 CHAPTER 4 Planning Business Messages CHAPTER 5 Writing Business Messages CHAPTER 6 Completing Business Messages

Applying the Three-Step Writing Process

PART

E very professional can learn to write more effectively

while spending less time and energy in creating

successful messages. Discover a proven writing process

that divides the challenge of communicating into three simple

steps: planning, writing, and completing messages.

The process works for everything from blog

posts to formal reports to your résumé. With

a bit of practice, you’ll be using the process

to write more effectively without even thinking

about it.

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145

1 Describe the three-step writing process. 2 Explain why it’s important to analyze a communication

situation in order to define your purpose and profile your audience before writing a message.

3 Discuss information-gathering options for simple messages, and identify three attributes of quality information.

4 List the factors to consider when choosing the most appropriate medium for a message.

5 Explain why good organization is important to both you and your audience, and list the tasks involved in organizing a message.

Learning Objectives

After studying this chapter, you will be able to CommuniCation Close-up at Wolff olins www.wolffolins.com What do the following activities have in common: watching a movie, reading a novel, and listening to a friend tell you how she learned about herself during an amazing summer she spent vol- unteering? The common thread is dramatic tension—the need to know how the story is going to turn out. If you care about the per- son in the story, chances are you’ll want to stick around to the end.

Storytelling might sound like an odd topic for a business communication course, but storytelling is at the heart of some of the most-effective communication efforts, from heart-tugging TV commercials to engaging training materials to rousing motiva- tional speeches. With more and more professionals and compa- nies recognizing the power of storytelling, storytelling techniques have become a hot topic in the business communication field.

As one of the most respected novelists and essayists of his generation, it’s no surprise that the Pakistani writer Mohsin Hamid is an expert at storytelling. But it might come as a surprise to his many fans that he has a second career as the chief storytelling officer (CSO) for Wolff Olins, an international creativity consultancy based in London. In this role Hamid helps business professionals

and executives use the art of story- telling as a means to engage with both internal and external audiences.

For example, the company heard from a number of top execu- tives about the challenges of con- veying to employees a clear sense of their companies’ purpose and empowering them to apply their indi- vidual creative energies to achieving that purpose. Hamid explains that’s it unrealistic to expect an executive to give everyone in the organization explicit task assignments. Instead, he or she can tell the company’s story—where it came from, the rea- son it exists, and where it is head- ing—to help employees align their efforts in that shared mission.

Hamid advises executives to engage in this sort of strategic storytelling at three key stages of a company’s evolution: when it is first

Planning business Messages

MyLab BusinessCommunication® Improve Your Grade! More than 10 million

students improved their results using the Pearson MyLabs. Visit mybcommlab.com for simulations, tutorials, and end-of- chapter problems.

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

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146 Part 2 applying the three-step Writing Process

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

The three-step writing process (see Figure 4.1) helps ensure that your messages are both effective (meeting your audience’s needs and getting your points across) and efficient (making the best use of your time and your audience’s time):

●● Step 1: Planning business messages. To plan any message, first analyze the situation by defining your purpose and developing a profile of your audience. When you’re sure what you need to accomplish with your message, gather the information that will meet your audience’s needs. Next, select the best combination of medium and

1 learning oBJeCtiVeDescribe the three-step writing process.

launched, so that everyone knows where and how the company intends to grow; whenever major changes occur, so that everyone understands how the narrative has changed; and whenever the company’s growth trajectory stalls, to reiterate what the company stands for and how it can overcome the odds. For instance, if a company is facing new competition, the CEO could relate a story from the company’s past about how people came together to find better ways to satisfy customers and thereby protect the business.

Figure 4.1 The Three-Step Writing Process This three-step process will help you create more effective messages in any medium. As you get more practice with the process, it will become easier and more automatic. Sources: Based in part on Kevin J. Harty and John Keenan, Writing for Business and Industry: Process and Product (New York: Macmillan Publishing Company, 1987), 3–4; Richard Hatch, Business Writing (Chicago: Science Research Associates, 1983), 88–89; Richard Hatch, Business Communication Theory and Technique (Chicago: Science Research Associates, 1983), 74–75; Center for Humanities, Writing as a Process: A Step-by-Step Guide (Mount Kisco, N.Y.: Center for Humanities, 1987); Michael L. Keene, Effective Professional Writing (New York: D. C. Heath, 1987), 28–34.

Analyze the Situation Define your purpose and develop an audience profile.

Gather Information Determine audience needs and obtain the information necessary to satisfy those needs.

Choose Medium and Channel Identify the best combination for the situation, message, and audience.

Organize the Information Define your main idea, limit your scope, select a direct or an indirect approach, and outline your content.

Adapt to Your Audience Be sensitive to audience needs by using a “you” attitude, politeness, positive emphasis, and unbiased language. Build a strong relationship with your audience by establishing your credibility and projecting your company’s preferred image. Control your style with a conversational tone, plain English, and appropriate voice.

Compose the Message Choose strong words that will help you create effective sentences and coherent paragraphs.

Revise the Message Evaluate content and review readability, edit and rewrite for conciseness and clarity.

Produce the Message Use effective design elements and suitable layout for a clean, professional appearance.

Proofread the Message Review for errors in layout, spelling, and mechanics.

Distribute the Message Deliver your message using the chosen medium; make sure all documents and all relevant file sare distributed successfully.

Plan Write Complete1 2 3

By the way, business storytelling has an important personal angle as well. You can map out your career using storytelling (see page 165), and when you’re interviewing for jobs you should be prepared in case an interviewer pops the classic question, “So, what’s your story?” By visualizing a satisfying ending to your own career story, you’ll have a better idea of what it takes to get there.1

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

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ChaPter 4 Planning business Messages 147

channel to deliver your message. Then organize the information by defining your main idea, limiting your scope, selecting the direct or indirect approach, and outlining your content. Planning messages is the focus of this chapter.

●● Step 2: Writing business messages. After you’ve planned your message, adapt to your audience by using sensitivity, relationship skills, and an appropriate writing style. Then you’re ready to compose your message by choosing strong words, creating effective sentences, and developing coherent paragraphs. Writing business messages is discussed in Chapter 5.

●● Step 3: Completing business messages. After writing your first draft, revise your message by evaluating the content, reviewing readability, and editing and rewrit- ing until your message comes across concisely and clearly, with correct grammar, proper punctuation, and effective format. Next, produce your message. Put it into the form that your audience will receive and review all design and layout decisions for an attractive, professional appearance. Proofread the final product to ensure high quality and then distribute your message. Completing business messages is discussed in Chapter 6.

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

OPtimizing YOur Writing time

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

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

Planning effeCtivelY

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

analyzing the situation Every communication effort takes place in a particular situation, meaning you have a specific message to send to a specific audience under a specific set of circumstances. For example, describing your professional qualifications in an email message to an executive in your own company differs significantly from describing your qualifica- tions in your LinkedIn profile. The email message is likely to be focused on a single goal, such as explaining why you would be a good choice to head up a major project,

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

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

2 learning oBJeCtiVeExplain why it’s important to analyze a communication situation in order to define your purpose and profile your audience before writing a message.

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148 Part 2 applying the three-step Writing Process

and you have the luxury of focusing on the needs of a single, personally identifiable reader. In contrast, your social networking profile could have multiple goals, such as connecting with your peers at other companies and presenting your qualifications to potential employers, and it might be viewed by hundreds or thousands of readers, each with his or her own needs.

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

Defining YOur PurPOse

All business messages have a general purpose: to inform, to persuade, or to collaborate with the audience. This purpose helps define the overall approach you’ll need to take, from gathering information to organizing your message. Within the scope of its general pur- pose, each message also has a specific purpose, which identifies what you hope to accom- plish with your message and what your audience should do or think after receiving your message. For instance, is your goal simply to update your audience about some upcoming event, or do you want people to take immediate action? State your specific purpose as precisely as possible, even to the point of identifying which audience members should respond, how they should respond, and when.

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

●● Will anything change as a result of your message? Don’t contribute to information overload by sending messages that won’t change anything. For instance, if you don’t like your company’s latest advertising campaign but you’re not in a position to influ- ence it, sending a critical message to your colleagues won’t change anything and won’t benefit anyone.

●● Is your purpose realistic? Recognizing whether a goal is realistic is an important part of having good business sense. For example, if you request a raise while the company is struggling, you might send the message that you’re not tuned in to the situation around you.

●● Is the time right? People who are busy or distracted when they receive your message are less likely to pay attention to it. Many professions and departments have recur- ring cycles in their workloads, for instance, and messages sent during peak times may be ignored.

●● Is your purpose acceptable to your organization? Your company’s business objec- tives and policies, and even laws that apply to your particular industry, may dictate whether a particular purpose is acceptable. For example, if you work for a discount stock brokerage, one that doesn’t offer investing advice, it would be inappropri- ate to write a newsletter article on the pros and cons of investing in a particular company.

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

DevelOPing an auDienCe PrOfile

Before audience members will take the time to read or listen to your messages, they have to be interested in what you’re saying. They need to know the message is relevant to their needs—even if they don’t necessarily want to read or see it. The more you know about

Business messages have both a general purpose and a specific purpose.

After defining your purpose, ver- ify that the message will be worth the time and effort required to create, send, and receive it.

Ask yourself some key questions about your audience: • Who are they? • How many people do you need

to reach? • How much do they already

know about the subject? • What is their probable reaction

to your message?

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ChaPter 4 Planning business Messages 149

your audience members, their needs, and their expectations, the more effectively you’ll be able to communicate with them. Follow these steps to conduct a thorough audience analysis (see Figure 4.2):

●● Identify your primary audience. For some messages, certain audience members may be more important than others. Don’t ignore the needs of less influential members, but make sure you address the concerns of the key decision makers.

●● Determine audience size and geographic distribution. A message aimed at 10,000 people spread around the globe will probably require a different approach than one aimed at a dozen people down the hall.

●● Determine audience composition. Look for similarities and differences in culture, language, age, education, organizational rank and status, attitudes, experience, moti- vations, biases, beliefs, and any other factors that might affect the success of your message (see Figure 4.3 on the next page).

●● Gauge audience members’ level of understanding. If audience members share your general background, they’ll probably understand your material without dif- ficulty. If not, your message will need an element of education to help people understand it.

●● Understand audience expectations and preferences. For example, will members of your audience expect complete details or just a summary of the main points? In general, for internal communication, the higher up the organization your message goes, the fewer details people want to see.

●● Forecast probable audience reaction. As you’ll read later in the chapter, potential audience reaction affects mes- sage organization. If you expect a favorable response, you can state conclusions and recommendations up front and offer minimal supporting evidence. If you expect skep- ticism, you can introduce conclusions gradually and provide more proof.

If audience members have differ- ent levels of understanding of the topic, aim your message at the most influential decision makers.

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

real-time uPDates

Learn MOre by reading this PdF

Dig deep into audience needs with this planning tool

Figure 4.2 Using Audience Analysis to Plan a Message For simple, routine messages, you usually don’t need to analyze your audience in depth. However, for complex messages or messages for indifferent or hostile audiences, take the time to study their information needs and potential reactions to your message.

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150 Part 2 applying the three-step Writing Process

Figure 4.3 Predicting the Effects of Audience Composition As just one example of why it’s important to analyze the composition of your audience, the attitudes and beliefs of individual audience members can have a significant impact on the success of a message. In this scenario, for instance, a seemingly positive message about employee benefits can generate a wide range of responses from employees with different beliefs and concerns.

“Great news! We’re starting an employee

wellness program that will reward you with lower insurance

cost for meeting various healthy living goals.”

Our profits are alreadt down. Why are they adding another

expensive perk?

This is an invasion of employee privacy! They have no right to monitor our personal

lives.

This is good news. This is my year to start

eating right and working out.

This will help the company long term by reducing health-care

cost—great ides!

We’re about to adopt a baby with

special needs. How will this program

affect us?

gathering information When you have a clear picture of your audience, your next step is to assemble the informa- tion to include in your message. For simple messages, you may already have all the infor- mation at hand, but for more complex messages, you may need to do considerable research and analysis before you’re ready to begin writing. Chapter 13 explores formal techniques for finding, evaluating, and processing information, but you can often use a variety of informal techniques to gather insights and guide your research efforts.

●● Consider the audience’s perspective. Put yourself in the audience’s position. What are these people thinking, feeling, or planning? What information do they need to move forward? If you are initiating a conversation in a social media context, what informa- tion will stimulate discussion among your target communities?

●● Listen to the community. For almost any subject related to business these days, chances are there is a community of customers, product enthusiasts, or other people who engage in online discussions. Find them and listen to what they have to say.

●● Read reports and other company documents. Annual reports, financial statements, news releases, blogs by industry experts, marketing reports, and customer surveys are just a few of the many potential information sources. Find out whether your company has a knowledge management system, a centralized database that collects the experi- ences and insights of employees throughout the organization.

●● Talk with supervisors, colleagues, or customers. Fellow workers and customers may have information you need, or they may have good insights into the needs of your target audience.

●● Ask your audience for input. If you’re unsure what audience members need from your message, ask them, if possible. Admitting you don’t know but want to meet their needs will impress an audience more than guessing and getting it wrong.

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

3 learning oBJeCtiVeDiscuss information-gathering options for simple messages, and identify three attributes of quality information.

moBile app

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

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ChaPter 4 Planning business Messages 151

unCOvering auDienCe neeDs

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

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

finDing YOur fOCus

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

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

The techniques listed under “Defining Your Main Idea” on page 161 can also be help- ful if you don’t know where to start.

PrOviDing requireD infOrmatiOn

After you have defined your audience’s information needs, your next step is to satisfy those needs completely. One good way to test the thoroughness of your message is to use the journalistic approach: Check to see whether your message answers who, what, when, where, why, and how. Using this method, you can quickly tell whether a message fails to deliver. For example, consider this message requesting information from employees:

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

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

Be sure the information is accurate The quality of the information you provide is every bit as important as the quantity. Inac- curate information in business messages can cause a host of problems, from embarrassment and lost productivity to serious safety and legal issues. You might commit the organization

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

Use free writing and other discov- ery techniques if you need to the find the focus of a new writing project.

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

You have a responsibility to pro- vide quality information to your readers.

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152 Part 2 applying the three-step Writing Process

to promises it can’t keep—and the error could harm your reputation as a reliable busi- nessperson. Thanks to the Internet, inaccurate information may persist for years after you distribute it.

You can minimize mistakes by double-checking every piece of information you collect. If you are consulting sources outside the organization, ask yourself whether the informa- tion is current and reliable. As Chapter 13 notes, you must be particularly careful when using sources you find online. Be sure to review any mathematical or financial calcula- tions. Check all dates and schedules and examine your own assumptions and conclusions to be certain they are valid.

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

Messages can also be unethical if important information is omitted (see “Ethics Detective: Am I Getting the Whole Story?”). Of course, as a business professional, you may have legal or other sound business reasons for not including every detail about every matter. Just how much detail should you include? Make sure you include enough to avoid misleading your audience. If you’re unsure how much information your audience needs, offer as much as you believe best fits your definition of complete and then offer to provide more upon request.

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

Omitting important information can be an unethical decision.

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

Recently you read a report that states, “Obesity has reached epidemic proportions globally, with more than 1 billion adults overweight—at least 300 million of them clinically obese— and is a major contributor to the global burden of chronic disease and disability.”

You are overweight but not obese; although you tried vari- ous diets, you could not lose weight. One of your friends told you that there is a paid program on one of the TV channels about a medication that can reduce weight by up to 18 pounds per month. You watched the TV show, and you noticed that the spokesperson and his visitors were emphasizing only one point—that with this medication you can lose weight without cutting any food from your diet or without doing any exercise. Second, the spokesperson guaranteed that if the medication does not work, you will get your money back.

You decided to telephone the company and you asked them about the advertisement and the claim that exercising or changing your diet is not required. The company represen- tative confirmed this claim and assured you that if you do not lose weight within the prescribed period they will return your

money. You paid the fee with your credit card, and the next day you received the medication. When you opened the package, you found a brochure stating that to lose weight you have to follow the instructions; otherwise, the medication will not be effective and you will not be able to get your money back. The instructions were as follows:

You have to take the medicine according to the Medicine Chart. You have to cut out all food except the one described in the Nutrition Chart. You have to do certain exercises on a regular basis as pre- scribed in the Exercise Chart.

analysis Were the TV spokesperson and the company representative guilty of an ethical lapse in this case? If you think so, explain what you think the lapse is and why you believe it is unethical. If you don’t think so, explain why you think the statements given by the spokesperson or company representative qualify as ethical business practices.

am i getting the Whole story?

ethiCs DeteCtive

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ChaPter 4 Planning business Messages 153

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

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

selecting the Best Combination of media and Channels With the necessary information in hand, your next decision involves the best combina- tion of media and channels to reach your target audience. As you recall from Chapter 1, the medium is the form a message takes and the channel is the system used to deliver the message. The distinction between the two isn’t always crystal clear, and some people use the terms in different ways, but these definitions are a useful way to think about the pos- sibilities for business communication.

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

the mOst COmmOn meDia anD Channel OPtiOns

The simplest way to categorize media choices is to divide them into oral (spoken), writ- ten, and visual. Each of these media can be delivered through digital and nondigital channels, which creates six basic combinations, discussed in the following sections. Table 4.1 on the next page summarizes the general advantages and disadvantages of the six medium/channel combinations. Specific options within these categories have their own strengths and weaknesses to consider as well.(For simplicity’s sake, subsequent chapters occasionally use “digital media” to indicate any of the three media types deliv- ered through digital channels.)

oral medium, in-person Channel The oral medium, in-person combo involves talking with people who are in the same location, whether it’s a one-on-one conversation over lunch or a more formal speech or pre- sentation. Being in the same physical space is a key distinction because it enables the nuances of nonverbal communication more than any other media/channel combo. As Chapter 2 points out, these nonverbal signals can carry as much weight in the conversation as the words being spoken.

By giving people the ability to see, hear, and react to each other, in-person commu- nication is useful for encouraging people to ask questions, make comments, and work together to reach a consensus or decision. Face-to-face interaction is particularly helpful in complex, emotionally charged situations in which establishing or fostering a business relationship is important.2 Managers who engage in frequent “walk-arounds,” chatting with employees face-to-face, can get input, answer questions, and interpret important business events and trends.3

oral medium, Digital Channel Oral media via digital channels include any transmission of voice via electronic means, both live and recorded, including telephone calls, podcasts, and voicemail messages. Live phone conversations offer the give-and-take of in-person conversations and can be the best

4 learning oBJeCtiVeList the factors to consider when choosing the most appropriate medium for a message.

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

The nonverbal and interactive aspects of in-person communi- cation are difficult to replicate in most other media/channel combinations.

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154 Part 2 applying the three-step Writing Process

medium/Channel advantages Disadvantages

Oral, in-person ●● Provide opportunity for immediate feedback ●● Easily resolve misunderstandings and negotiate meanings ●● Involve rich nonverbal cues (both physical gesture and vocal

inflection) ●● Allow expression of the emotion behind your message

●● Restrict participation to those physically present ●● Unless recorded, provide no permanent, verifiable

record of the communication ●● Reduce communicator’s control over the message

Oral, digital ●● Can provide opportunity for immediate feedback (live phone or online conversations)

●● Not restricted to participants in the same location ●● Allow time-shifted consumption (for example, podcasts)

●● Lack nonverbal cues other than voice inflections ●● Can be tedious to listen to if not audience focused

(recorded messages)

Written, printed ●● Allow writers to plan and control their messages ●● Can reach geographically dispersed audiences ●● Offer a permanent, verifiable record ●● Minimize the distortion that can accompany oral messages ●● Can be used to avoid immediate interactions ●● Deemphasize any inappropriate emotional components ●● Give recipients time to process messages before respond-

ing (compared to oral communication)

●● Offer limited opportunities for timely feedback ●● Lack the rich nonverbal cues provided by oral media ●● Often take more time and more resources to create

and distribute ●● Can require special skills to prepare or produce if

document is elaborate

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

●● Fast delivery ●● Can reach geographically dispersed audiences ●● Flexibility of multiple formats and channels, from microblogs

to wikis ●● Flexibility to structure messages in creative ways, such as

writing a headline on Twitter and linking to the full message on a blog

●● Ability to link to related and more in-depth information ●● Can increase accessibility and openness in an organization

through broader sharing ●● Enable audience interaction through social media features ●● Ease of integrating with other media types, such as embed-

ded videos or photos

●● Can be limited in terms of reach and capability (for example, on Twitter you can reach only those people who follow you or search for you)

●● Require Internet or mobile phone connectivity ●● Vulnerable to security and privacy problems ●● Are easy to overuse (sending too many messages to

too many recipients) ●● Create privacy risks and concerns (exposing con-

fidential data, employer monitoring, accidental forwarding)

●● Entail security risks (viruses, spyware; network breaches)

●● Create productivity concerns (frequent interruptions, nonbusiness usage)

Visual, printed ●● Can quickly convey complex ideas and relationships ●● Often less intimidating than long blocks of text ●● Can reduce the burden on the audience to figure out how

the pieces of a message or concept fit ●● Can be easy to create in spreadsheets and other software

(simple charts and graphs), then integrate with reports

●● Can require artistic skills to design ●● Require some technical skills to create ●● Can require more time to create than equivalent

amount of text ●● Can be expensive to print

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

●● Can personalize and enhance the experience for audience members

●● Offer the persuasive power of multimedia formats, particu- larly video

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

table 4.1 medium/Channel Combinations: advantages and Disadvantages

alternative to talking in person. Without a video component, however, they can’t provide the nuances of nonverbal communication. Podcasts can be a good way to share lectures, commentary, and other spoken content.You can read about podcasting in Chapter 7.

Written medium, print Channel Written, printed documents are the classic format of business communication. Memos are brief printed documents traditionally used for the routine, day-to-day exchange of informa- tion within an organization. Letters are brief written messages sent to customers and other recipients outside the organization. Reports and proposals are usually longer than memos and letters, although both can be created in memo or letter format. These documents come in a variety of lengths, ranging from a few pages to several hundred, and usually have a fairly formal tone.

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ChaPter 4 Planning business Messages 155

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

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

Obviously, if you can’t reach a particular audience electronically, you’ll need to use a printed message. Appendix A offers guidelines on formatting printed memos and letters.

Written medium, Digital Channel Most of your business communication efforts will involve written digital messages, with everything from super-short tweets to website content to book-length reports distributed as portable document format (PDF) files (see Figure 4.4). Business uses of written digital messages keep evolving as companies look for ways to communicate more effectively. For

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

Most of your business commu- nication efforts will involve the combination of written medium and digital channel.

Figure 4.4 Media and Channel Choices: Written + Digital Harley-Davidson could’ve chosen a variety of media/channel combinations to share this information about Harley fans taking a cross-country ride on vintage motorcycles. Facebook was an appealing choice because of the company’s huge fan base (more than 7 million people) and the ease of sharing the message on the social network.

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156 Part 2 applying the three-step Writing Process

example, email has been a primary business medium for several decades, but it is being replaced in many cases by a variety of other digital formats.4 Chapters 7 and 8 take a closer look at various written-digital combinations, from email to instant messaging (IM) to social networks.

Visual medium, print Channel Photographs and diagrams can be effective communication tools for conveying emotional content, spatial relationships, technical processes, and other content that can be difficult to describe using words alone. You may occasionally create visual printed messages as stand- alone items, but most will be used as supporting material in printed documents.

Visual medium, Digital Channel Business messages can come alive when conveyed by visual media in digital channels. Info- graphics, interactive diagrams, animation, and digital video have the potential to engage audiences in ways that other formats can’t, which is why the use of visual elements in busi- ness communication continues to grow.

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

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

the unique Challenges of Communication on mobile Devices Mobile devices can be used to create and consume virtually every digital form of oral, writ- ten, and visual media. Thanks to the combination of portability and the flexibility enabled by a wide array of business-focused apps, mobile devices have become a primary tool in business communication. In addition to the factors discussed on pages 65–67 in Chapter 1, consider these issues whenever your messages are likely to be viewed on mobile devices:

●● Screen size and resolution. The screen resolution of phones and tablets has improved considerably in recent years, but the limited size of these screens still presents a chal- lenge simply because many messages are significantly larger than the screens they will be viewed on. The result is a dilemma that pits clarity against context. Readers can zoom in to make text readable and visuals understandable, but the inability to see an entire document page or visual at once—particularly on phone screens—can limit a reader’s ability to grasp its full meaning. This can be particularly troublesome if you are collaborating on writing or presentation projects and team members need to review documents or slides.

●● Input technologies. Even for accomplished texters, typing on mobile keyboards can be a challenge. Voice recognition is one way around the keyboard limitation, but anyone using it in public areas or in communaloffices runs the risk of sharing private message content and annoying anyone within earshot. Moreover, voice recognition software can make mistakes that require manual editing, particularly for users who don’t enunciate clearly or when there is a lot of competing background noise. Using a stylus is an option for many devices, but this can be a slow and laborious process. If your website content or other messages and materials require a significant amount of input activity from recipients, make it as easy as possible for them. Even simple steps such as increasing the size of buttons and text-entry fields can help.

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

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

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ChaPter 4 Planning business Messages 157

●● Bandwidth, speed, and connectivity limitations. The speed and quality of mobile connectivity varies widely by device, carrier, service plan, and geographic location. Even users with high-bandwidth service don’t always enjoy the advertised transfer speeds they are paying for. Moreover, mobile users can lose connectivity while travel- ing, passing through network “dead spots,” or during peak-demand hours or events (trade shows and conventions are notorious for this). Don’t assume that your mobile recipients will be able to satisfactorily consume the content that you might be creating on a fast, reliable, in-office network.

●● Data usage and operational costs. As the amount of video traffic in particular increases (video requires much higher bandwidth than text or audio), data consump- tion is becoming a key concern for mobile carriers and customers alike. Many mobile users do not have unlimited data-usage plans and have to manage their data consump- tion carefully to avoid excess fees. Some carriers offer unlimited data plans, but even those can come with restrictions such as bandwidth throttling that reduces the speed of a user’s connection.5 Given these factors, be careful about expecting or requiring mobile users to consume a lot of video or other data-intensive content.

faCtOrs tO COnsiDer When ChOOsing meDia anD Channels

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

●● Richness. Richness is a medium’s ability to (1) convey a message through more than one informational cue (visual, verbal, vocal), (2) facilitate feedback, and (3) establish personal focus.6 Face-to-face communication is a rich medium because it delivers information both verbally and nonverbally, it allows immediate feedback through both verbal and nonverbal responses, and it has the potential to be intimate and personal, at least in one-on-one and small-group settings. In contrast, lean media are limited in one or more of these three aspects. For example, texting and IM allow rapid feedback and can easily be personalized. However, they usually deliver information through only one informational cue (words), which can lead to misinterpretation. Emoticons (see page 236), which attempt to add emotional nuances that might other- wise be conveyed through visual means such as facial expressions, are a response to the one-dimensional leanness of text-only messages. In general, use richer media to

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

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

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

Your energy, positive or negative, is contagious. Both in person and online, you’ll spend as much time with your

colleagues as you spend with family and friends. Personal demeanor is therefore a vital element of workplace harmony. No one expects (or wants) you to be artificially upbeat and bubbly every second of the day, but one negative personality can make an entire office miserable and unproductive. Every person in a company has a responsibility to contribute to a positive, energetic work environment.

Career appliCations 1. Do you have an ethical obligation to maintain a positive

outlook on the job? Why or why not? 2. How can you lift your spirits when work is dragging you

down?

the art Of PrOfessiOnalism

Maintaining a confident, Positive Outlook

(continued on page 160)

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158

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

Business CommuniCators innovating with moBile

Training

In the face of changing markets, government regulations, and other forces in the business environment, developing and maintaining em- ployee skill sets is an ongoing challenge for most companies. The challenge is made even more difficult when employees are constantly on the move or geographically dispersed. With training materials de- veloped specifically for mobile devices, companies can deliver training content when and where it helps employees the most.

Distributed Decision Making

A complementary aspect to managing remote workers via mobile apps is giving employ- ees the authority to make decisions in the field, rather than relying on managers back in the office. In the oil and gas industry, for instance, specialized mobile apps include tools for data visu- alization, collaboration, and data collection to help on-site employees and supervisors communicate and coordinate their efforts. This capability can be particularly vital after

accidents or other crisis events, because it lets employees who are on the scene choose the best course of action without delay.

Mobile Glossary

In addition to terms defined elsewhere in the book, here are some helpful mobile terms.

3G, 4G, and 5G

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

Android and iOS

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

Bandwidth

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

Cellular Versus Mobile

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

Context Awareness

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

Geofencing

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

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Remote Workforce Management

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

Over-the-Top (OTT) Application

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

Phablet

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

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

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

Project Management

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

Recruiting

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

How do you deal with difficult team members?

Recording

Next Question

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Projects Progress

Project: Gigabit High-Powered Router

View: Critical Path Tasks

Sort order: Highest-Impact First

1. Task: Debug beamforming feature Behind schedule: 2 wks Reason: No performance difference at mid distances; root cause still unknown Owner: Janet Li

2. Task: 802.11ac certification test Behind schedule: 1 wk Reason: Family emergency and short staffing delayed application submission Owner: Todd Thurber

3. Task: Mobile network app Behind schedule: 1 wk Reason: Delays in debugging

titioion test

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160 Part 2 applying the three-step Writing Process

send nonroutine or complex messages, to humanize your presence throughout the organization, to communicate caring to employees, and to gain employee commit- ment to company goals. Use leaner media to send routine messages or to transfer information that doesn’t require significant explanation.7

●● Formality. Your media choice is a nonverbal signal that affects the style and tone of your message. For example, a printed memo or letter is likely to be perceived as a more formal gesture than an IM or email message.

●● Media and channel limitations. Every medium and channel has limitations. For instance, IM is perfect for communicating simple, straightforward messages between two people, but it is less effective for complex messages or conversations that involve three or more people.

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

●● Cost. Cost is both a real financial factor and a perceived nonverbal signal. For exam- ple, depending on the context, extravagant (and expensive) video or multimedia pre- sentations can send a nonverbal signal of sophistication and professionalism—or careless disregard for company budgets.

●● Audience preferences. If you know that your audience prefers a particular media and channel combination, use that format if it works well for the message and the situation. Otherwise you risk annoying the audience or having your message missed or ignored.

●● Security and privacy. Your company may have restrictions on the media and channels that can be used for certain types of messages, but even if it doesn’t, think carefully whenever your messages include sensitive information. Never assume that your email, IM, and other digital communications are private. Many companies monitor these channels, and there is always the risk that networks could get hacked or that messages will be forwarded beyond their original recipients.

organizing your information Organization can make the difference between success and failure. Good organization helps your readers or listeners in three key ways. First, it helps them understand your mes- sage by making the main point clear at the outset, presenting additional points to support that main idea, and satisfying all their information needs. But if your message is poorly organized, your meaning can be obscured, and your audiences may form inaccurate con- clusions about what you’ve written or said.

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

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

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

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

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

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

5 learning oBJeCtiVeExplain why good organization is important to both you and your audience, and list the tasks involved in organizing a message.

Good organization benefits your audiences by helping them under- stand and accept your message in less time.

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

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ChaPter 4 Planning business Messages 161

Defining YOur main iDea

The topic of your message is the overall subject, and your main idea is a specific statement about that topic (see Table 4.2). For example, if you believe that the current system of using paper forms for filing employee insurance claims is expensive and slow, you might craft a message in which the topic is employee insurance claims and the main idea is that a new web-based system would reduce costs for the company and reduce reimbursement delays for employees.

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

●● Brainstorming. Working alone or with others, generate as many ideas and ques- tions as you can, without stopping to criticize or organize. After you capture all these pieces, look for patterns and connections to help identify the main idea and the groups of supporting ideas. For example, if your main idea concerns whether to open a new restaurant in Denver, you’ll probably find a group of ideas related to financial return, another related to competition, and so on. Identifying such groups helps you see the major issues that will lead you to a conclusion you can feel confident about.

●● Journalistic approach. The journalistic approach (see page 151) asks who, what, when, where, why, and how questions to distill major ideas from unorganized information.

●● Question-and-answer chain. Start with a key question, from the audience’s perspec- tive, and work back toward your message. You’ll often find that each answer generates new questions until you identify the information that needs to be in your message.

●● Storyteller’s tour. Some writers find it best to talk through a communication challenge before they try to write. Record yourself as you describe what you intend to write. Then listen to the playback, identify ways to tighten and clarify the message, and repeat the process until you distill the main idea down to a single concise message.

●● Mind mapping. You can generate and organize ideas using a graphic method called mind mapping (see Figure 4.5 on the next page). Start with a main idea and then branch out to connect every other related idea that comes to mind. You can find a number of free mind-mapping tools online.

limiting YOur sCOPe

The scope of your message is the range of information you present, the overall length, and the level of detail—all of which need to correspond to your main idea. The length of some business messages has a preset limit, whether from a boss’s instructions, the technology

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

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

table 4.2 topics versus main ideas

general purpose example of specific purpose example of topic example of main idea

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

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

To persuade Convince top managers to increase spending on research and development

Funding for research and development

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

To collaborate Solicit ideas for a companywide incentive system that ties wages to profits

Incentive pay Tying wages to profits motivates employees and reduces compensation costs in tough years.

tips. Go to real-timeupdates.com/bct14 and selectLearn More in the Students section.

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smart advice for brainstorming sessions

Generate better ideas in less time with these helpful

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162 Part 2 applying the three-step Writing Process

you’re using, or a time frame such as individual speaker slots during a seminar. Even if you don’t have a preset length, it’s vital to limit yourself to the scope needed to convey your main idea—and no more.

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

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

ChOOsing betWeen DireCt anD inDireCt aPPrOaChes

After you’ve defined your main idea and supporting points, you’re ready to decide on the sequence you will use to present your information. You have two basic options:

●● The direct approach starts with the main idea (such as a recommendation, a conclu- sion, or a request) and follows that with supporting evidence.

●● The indirect approach starts with the evidence and builds up to the main idea.

To choose between these two alternatives, analyze your audience’s likely reaction to your purpose and message (see Figure 4.6). Bear in mind, however, that Figure 4.6 pres- ents only general guidelines; always consider the unique circumstances of each message and audience situation. The following sections offer more insight on choosing the best approach.

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

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

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

Figure 4.5 Mind Mapping Mind-mapping tools such as Mindjet MindManager make it easy to explore the organization of your material, and mobile apps (see inset) bring this capability to tablets and other mobile devices.

M in

d je

t® is

a r

eg is

te re

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em ar

k o f M

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ith p

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ChaPter 4 Planning business Messages 163

Figure 4.6 Choosing Between the Direct and Indirect Approaches Think about the way your audience is likely to respond before choosing your approach.

Ne ut

ra l

Di sp

le as

Un in te

re st ed

Un wi

llin g

Pl ea

se d

In te

re st ed

Ea ge

Direct Approach

Eager/interested/ pleased/neutral

Start with the main idea, the request, or

the good news.

Provide necessary details.

Close with a cordial comment, a reference to the good news, or a statement about the

specific action desired.

Audience Reaction

Message Opening

Message Body

Message Close

Indirect Approach

Displeased

Start with a neutral statement that acts as a transition to the

reasons for the bad news.

Give reasons to build up to the negative answer or

announcement. State or imply the bad news, and

make a positive suggestion.

Close cordially.

Uninterested/unwilling

Start with a statement or question that captures

attention.

Arouse the audience’s interest in the subject. Build the audience’s

desire to comply.

Request action.

Outlining YOur COntent

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

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

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

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

moBile app

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

Outlining saves time and helps you create more effective messages.

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

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164 Part 2 applying the three-step Writing Process

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

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

provide examples and evidence After you’ve defined the main idea and identified major supporting points, think about examples and evidence that can confirm, illuminate, or expand your supporting points. Choose examples and evidence carefully so that these elements support your overall mes- sage without distracting or overwhelming your audience. One good example, particularly if it is conveyed through a compelling story (see the next section), is usually more powerful than several weaker examples. Similarly, a few strong points of evidence are usually more persuasive than a large collection of minor details. Keep in mind that you can back up your major supporting points in a variety of ways, depending on the subject material and the available examples and evidence (see Table 4.3).

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

Figure 4.8 on page 166 illustrates several of the key themes about organizing a message: helping readers get the information they need quickly, defining and conveying the main idea, limiting the scope of the message, choosing the approach, and outlining your information.

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

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

Figure 4.7 Organizing Your Thoughts with a Clear Outline No matter what outlining format you use, think through your major supporting points and the examples and evidence that can support each point.

I. First major point

A. First subpoint

B. Second subpoint

1. Examples and evidence

2. Examples and evidence

a. Detail

b. Detail

3. Examples and evidence

C. Third subpoint

II. Second major point

A. First subpoint

1. Examples and evidence

2. Examples and evidence

B. Second subpoint

Subpoint B is supported with three sets of examples and evidence (1, 2, and 3), the second of which is further subdivided with two detail sections.

The first major point is divided into three sub- points (A, B, and C).

The particular message is divided into two major points (I and II).

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ChaPter 4 Planning business Messages 165

type of Detail Comment example

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

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

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

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

Description Helps audience visualize the subject by creating a sensory impression

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

Narration (storytelling) Stimulates audience interest through the use of dramatic tension; in many instances, must be supplemented with facts and figures in order to convincingly prove a point convincingly

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

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

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

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

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

table 4.3 six types of Detail

builDing reaDer interest With stOrYtelling teChniques

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

You’ve already been on the receiving end of thousands of business stories: Storytelling is one of the most common structures used in television commercials and other advertise- ments. People love to share stories about themselves and others, too, which makes social media ideal for storytelling.10

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

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

In addition, stories can demonstrate cause-and-effect relationships in a compelling fashion.12 Imagine attending a new-employee orientation and listening to the trainer read off a list of ethics rules and guidelines. Now imagine the trainer telling the story of

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

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166 Part 2 applying the three-step Writing Process

Figure 4.8 Improving the Organization of a Message This writer is following up on a conversation from the previous day, in which he and the recipient discussed which of two forms of ownership, a partnership or a corporation, they should use for their new company. (Partnership has a specific legal meaning in this context.) That question is the topic of the message; the main idea is the recommendation that they incorporate, rather than form a partnership. Notice how the Effective version uses the direct approach to quickly get to the main idea and then supports that by comparing the advantages and disadvantages of both forms of ownership. In contrast, the Ineffective version contains irrelevant information, makes the comparison difficult to follow, and buries the main idea in the middle of the message.

(a) The vague subject line wastes an opportunity to begin building the message.

(b) The opening has an irrelevant discussion, doesn’t explain what research this refers to, and fails to introduce the topic of the message.

(c) The beginning of this paragraph suggests it will discuss partnerships, but instead then digresses with another personal observation.

(d) The main idea, that the pair should incorpo- rate, is delayed until the middle of the message.

(e) With the pros of partnerships in one para- graph and the cons of partnership, cons of incor- poration, then pros of incorporation in the next paragraph.

(a) The subject line conveys the topic (incorpora- tion vs. partnership) and the main idea (incorpo- ration is the better choice).

(e) The support points are clearly organized: pros and cons of partnerships, then pros and cons of corporations.

(b) The opening provides some brief context by referencing their previous conversation, then immediately shares the main idea. (c) Avoiding any digressions, the message moves right into key support points. (d) With the main idea already expressed, the writer can devote the bulk of the message to supporting information.

This organization makes it easy for him to explain how incorporation overcomes all three key disadvantages of partnerships.

He completes the comparison by identifying two disadvantages of incorporation but states that these are outweighed by the advantages.

Inef fect

ive Inef

fect ive

Effe ctive

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ChaPter 4 Planning business Messages 167

someone who sounds a lot like you in the near future: fresh out of college and full of energy and ambition. Desperate to hit demanding sales targets, the person in the story began entering transactions before customers had actually agreed to purchase, hoping the sales would eventually come through and no one would be the wiser. The scheme was exposed dur- ing a routine audit, however, and the rising star was booted out of the company with an ethical stain that would haunt him for years. You may not remember all the rules and guide- lines, but chances are you will remember what happened to that person who sounded a lot like you. This ability to share organizational values is one of the major benefits of using storytelling in business communication, particularly across diverse workforces.13

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

By the way, even though these are “stories,” they must not be made-up tales. Telling stories that didn’t happen to people who don’t exist while presenting them as real-life events is a serious breach of ethics that damages a company’s credibility.15

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

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

For fresh ideas and media materials on planning messages, visit real-timeupdates .com/bct14 and select Chapter 4. For a quick refresher on message-planning tasks, see “Checklist: Planning Business Messages.”

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

A. Analyze the situation. ●● Determine whether the purpose of your message is to

inform, persuade, or collaborate. ●● Identify what you want your audience to think or do

after receiving the message. ●● Make sure your purpose is worthwhile and realistic. ●● Make sure the time is right for your message. ●● Make sure your purpose is acceptable to your

organization. ●● Identify the primary audience. ●● Determine the size and composition of your audience. ●● Estimate your audience’s level of understanding and

probable reaction to your message. B. Gather information.

●● Decide whether to use formal or informal techniques for gathering information.

●● Find out what your audience needs to know.

●● Provide all required information and make sure it’s accurate, ethical, and pertinent.

C. Select the best combination of medium and channel for your message. ●● Understand the advantages and disadvantages of oral,

written, and visual media distributed through both digital and nondigital channels.

●● Consider media richness, formality, media limita- tions, urgency, cost, and audience preference.

D. Organize your information. ●● Define your main idea. ●● Limit your scope. ●● Choose the direct or indirect approach. ●● Outline content by starting with the main idea, add-

ing major points, and illustrating with evidence. ●● Look for opportunities to use storytelling to build

audience interest.

CheCklist✓ Planning business Messages

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

real-time uPDates

Learn MOre by eXPLOring this interactive Website

mine the web to piece together stories on any topic

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168 Part 2 applying the three-step Writing Process

You’ve joined the Wolff Olins team at the company’s New York office, where you work as a creative consultant helping entre- preneurs and company leaders write and tell stories. Use what you’ve learned in this chapter to address these two challenges.

INDIVIDUAL CHALLENGE: Look ahead to “Writing the Story of You” on page 536 in Chapter 18. You’ve been asked to write your career story as an example that Wolff Olins can use to teach clients about applying storytelling in a business context. If you are already established in your career, you can tell the story of how you got to where you are now, or you can imagine a ficti- tious career or a path you didn’t take and write that story. If you have yet to start your business career, visualize where you’d like to be in 20 or 25 years and imagine the steps it would take to get there. Write your story in 150–200 words, making up whatever

details you need. Be as creative as you want, and feel free to make your story a cautionary tale if you’d prefer—as in, “don’t make the mistakes I made.”

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

cOMMunicatiOn chaLLenges at Wolff olins

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169

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

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

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

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

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

letters Brief written messages sent to cus- tomers and other recipients outside an organization

main idea A specific statement about the topic of a message

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

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

specific purpose Identifies what you hope to accomplish with your message and what your audience should do or think after receiving your message

topic The overall subject of a message

KeY terms summarY Of learning ObjeCtives

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

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

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

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

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

Quick learning guide

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170 Part 2 applying the three-step Writing Process

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

4-1. What are the three major steps in the writing process? [LO-1]

4-2. What key elements constitute the third step of the writing process: completing a business message? [LO-1]

4-3. Why do you need to be attentive to the timing of an important message? [LO-2]

4-4. How does the choice of channel impact the three messag- ing media? [LO-4]

4-5. Why should you use a journalistic approach to writing a message? [LO-3]

4-6. What might be missed by the use of an oral–only, digital means of communication? [LO-4]

4-7. What are four disadvantages of written, printed mes- sages? [LO-4]

4-8. How does the topic of a message differ from its main idea? [LO-5]

4-9. Why is it important to limit the scope of a message? [LO-5]

4-10. What three elements do you need to consider when choos- ing between the direct and indirect approaches? [LO-5]

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

4-11. As the chief executive of a leading magazine, what are the four levels of introspection that you would expect from your editorial team in planning their messages? [LO-2]

4-12. Your advertising department has posted an advertise- ment of the financial results that contains some inac- curacies. As the public relations manager responsible for the subsequent press release, what are the areas that you would be cautious about in now gathering quality information? What are the sources you would tap in your organization to derive this information and how would you rectify the error on the part of your adver- tising team through your press note? [LO-3]

4-13. You are organizing an exploratory in-person meeting with engineering representatives from a dozen manufacturers around the world to discuss updates to a technical stan- dard that all the companies’ products must adhere to. The representatives have a wide range of firmly held opinions on the subject, because the changes could help some com- panies and hurt others. They can’t even agree on what should be addressed in the first meeting, so you need to develop a minimum level of consensus on what should be on the agenda. Which combination of media and chan- nels would you use to move the conversation forward and finalize the agenda? Each company has one representative, and any discussions need to be kept confidential. [LO-4]

4-14. When sending out marketing messages about a highly technical and valuable piece of equipment, what sort of media channel choices might be considered best options and why? [LO-4]

4-15. Imagine the CEO of a company commissioned you to review the internal organizational communications. You discover that messages from managers are poorly con- structed and received. You must present findings and rec- ommendations at a managers meeting; you must also have a well-defined idea and supporting points for your presenta- tion. Will you choose a direct or indirect approach? [LO-5]

practice your skills 4-16. Message for Analysis: Outlining Your Content [LO-5] A writer is working on an insurance information bro-

chure and is having trouble grouping the ideas logically into an outline. Using the following information, prepare the outline, paying attention to the appropriate hierarchy of ideas. If necessary, rewrite phrases to make them all consistent.

Accident Protection Insurance Plan ●● Coverage is only pennies a day ●● Benefit is $100,000 for accidental death on common carrier ●● Benefit is $100 a day for hospitalization as result of motor vehicle or common carrier accident

●● Benefit is $20,000 for accidental death in motor vehicle accident

●● Individual coverage is only $17.85 per quarter; family coverage is just $26.85 per quarter

●● No physical exam or health questions ●● Convenient payment—billed quarterly ●● Guaranteed acceptance for all applicants ●● No individual rate increases ●● Free, no-obligation examination period ●● Cash paid in addition to any other insurance carried ●● Covers accidental death when riding as fare-paying passenger on public transportation, including buses, trains, jets, ships, trol- leys, subways, or any other common carrier

●● Covers accidental death in motor vehicle accidents occurring while driving or riding in or on automobile, truck, camper, motor home, or nonmotorized bicycle

Exercises

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

4.17. Planning: Identifying Your Purpose [LO-2], As student representatives, your colleagues have suggested the follow- ing six presentation purposes for a staff–student confer- ence. Summarize your choice giving reasons:

MyLab BusinessCommunication Go to mybcommlab.com to complete the problems marked with this icon .

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ChaPter 4 Planning business Messages 171

a. Your purpose is to show the audience that the qual- ity of the teaching at our competitor establishment is much better.

b. To ask for a return of paid fees if a module or course is failed.

c. To request introduction of a reading week to help im- prove student’s exam success.

d. To get the library to double their stock of current course books immediately.

e. To reduce average class sizes by half within three months.

f. To allow students to re-decorate their rooms in estab- lishment owned accommodation blocks.

4.18. Planning: Assessing Audience Needs [LO-2] For each communication task that follows, write brief answers to three questions: Who is the audience? What is the audi- ence’s general attitude toward my subject? What does the audience need to know? a. A final-notice collection letter from an appliance man-

ufacturer to an appliance dealer that is 3 months be- hind on payments, sent 10 days before initiating legal collection procedures

b. An advertisement for smartphones c. A proposal to top management, suggesting that the

four sales regions in the United States be combined into just two regions

d. Fliers announcing reduced rates for chimney clean- ing or repairs, to be attached to doorknobs in the neighborhood

e. A cover letter sent along with your résumé to a poten- tial employer

f. A website that describes the services offered by a con- sulting firm that helps accounting managers comply with government regulations

4-19. Planning: Assessing Audience Needs; Collaboration: Team Projects [LO-2], [LO-3], Chapter 2. Your website design start-up has been commissioned to create a distinct profile page for a client. You have mandated your team to visit the profile pages of three client competitors. Analyze the style and content of each profile page. What are the techniques these competitors might have adopted in col- lating their information? How else would you go about collecting information for your client’s profile page? Pre- pare a presentation showcasing the information these competitors display on their home page.

4-20. Planning: Analyzing the Situation; Collaboration: Plan- ning Meetings [LO-2], Chapter 2 How can the material discussed in this chapter also apply to meetings, as dis- cussed in Chapter 2? Outline your ideas in a brief presen- tation or a post for your class blog.

4-21. Planning: Creating an Audience Profile; Collaboration: Team Projects [LO-2], [LO-3], Chapter 2 You, with three other colleagues, are to present your ideas on minimiz- ing costs at a company meeting. You know that audience will consist of various roles and seniority in the company and they know the background details of your presenta- tion subject and you expect some resistance to your ideas.

Identify the extra information (provide reasons and most likely information sources) that you will need to help pro- file your audience for a class presentation.

4-22. Planning: Analyzing the Situation, Selecting Media; Media Skills: Email [LO-2], [LO-4], Chapter 11 A large and successful organization has suffered a drop in sales for a sustained period during a period of economic decline. This has resulted in several stages of concern and action by the board of the organization. In the first instance, they informed their large workforce that the economy was causing difficult operating conditions and so a reduc- tion in waste was required. While this did help initially, later on it became necessary to inform employees about intended redundancies. Summarize the reasons why an email to employees might be an appropriate choice for the first instance and not so for the second and submit your report to your instructor.

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

4-24. Planning: Limiting Your Scope [LO-5] Suppose you are preparing to recommend that top management install a new heating system that uses the cogeneration process. The following information is in your files. Eliminate top- ics that aren’t essential and then arrange the other topics so that your report will give top managers a clear under- standing of the heating system and a balanced, concise justification for installing it. ●● History of the development of the cogeneration heat-

ing process ●● Scientific credentials of the developers of the process ●● Risks assumed in using this process ●● Your plan for installing the equipment in the head-

quarters building ●● Stories about the successful use of cogeneration tech-

nology in comparable facilities ●● Specifications of the equipment that would be installed ●● Plans for disposing of the old heating equipment ●● Costs of installing and running the new equipment ●● Advantages and disadvantages of using the new process ●● Detailed 10-year cost projections ●● Estimates of the time needed to phase in the new system ●● Alternative systems that management might want to

consider 4.25. Planning: Choosing the Direct or Indirect Approach

[LO-5] Indicate whether the direct or indirect approach would be best in each of the following situations and briefly explain why. Would any of these messages be inap- propriate for email? Explain.

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172 Part 2 applying the three-step Writing Process

a. A message to the owner of an automobile dealership, complaining about poor service work

b. A message from a recent college graduate requesting a letter of recommendation from a former instructor

c. A message turning down a job applicant d. A message announcing that because of high air-con-

ditioning costs, the plant temperature will be held at 78°F during the summer

e. A message from an advertising agency to a trouble- some long-term client, explaining that the agency will no longer be able to work on the client’s account

4-26. Planning: Using Storytelling Techniques; Communica- tion Ethics: Providing Ethical Leadership; Media Skills: Podcasting [LO-5], Chapter 1 You have been mentored by a director as part of a company program to develop talented staff and were promoted recently. Your mentor wants you to produce a 3-minute podcast highlighting the value of the program for you, while informing listeners of the additional work required by the mentee, so that other people in the organization are encouraged to join in the scheme. Write a script for him to assess and approve for the podcast to be produced.

expand your skills Critique the Professionals

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

Sharpening Your Career Skills Online

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

MyLab BusinessCommunication Go to mybcommlab.com for the following Assisted-graded writing questions:

4-27. Email lacks both the visual element and the instantaneous connection of some other media. Could these supposed shortcomings actually help some employees commu- nicate more comfortably and effectively? Explain your answer. [LO-4]

4-28. Would you use the direct or indirect approach to ask employees to work overtime to meet an important deadline? Please explain. [LO-5]

endnotes 1. Michael Grothaus, “Why Companies Need Novelists,” Fast Com- pany, 1 May 2015, www.fastcompany.com; Wolff Olins website, accessed 17 March 2016, www.wolffolins.com; Haniya Rae, “Inside the Agency Wolff Olins,” Digiday, 13 February 2014, digiday.com; “Is Corporate Storytelling Replacing the News Business?” Fast Company, 8 May 2014, www.fastcompany.com. 2. Carol Kinsey Gorman, “What’s So Great About Face-to-Face?” Communication World, May–June 2011, 38–39. 3. Linda Duyle, “Get Out of Your Office,” HR Magazine, July 2006, 99–101. 4. Caroline McCarthy, “The Future of Web Apps Will See the Death of Email,” Webware blog, 29 February 2008, news.cnet.com; Kris Maher, “The Jungle,” Wall Street Journal, 5 October 2004, B10; Kevin Maney, “Surge in Text Messaging Makes Cell Operators,” USA Today, 28 July 2005, B1–B2. 5. Roger Cheng, “Verizon CEO: Unlimited Data Plans Just Aren’t Sustainable,” CNET, 24 September 2013, news.cnet.com; Brian Bennet, “Sprint Officially Outs New Unlimited Plans,” CNET, 11 July 2013, reviews.cnet.com; footnotes on Sprint website, accessed 2 March 2014, shop.sprint.com. 6. Laurey Berk and Phillip G. Clampitt, “Finding the Right Path in the Communication Maze,” IABC Communication World, October 1991, 28–32.

7. Samantha R. Murray and Joseph Peyrefitte, “Knowledge Type and Communication Media Choice in the Knowledge Transfer Process,” Journal of Managerial Issues 19, no. 1 (Spring 2007): 111–133. 8. Holly Weeks, “The Best Memo You’ll Ever Write,” Harvard Management Communication Letter, Spring 2005, 3–5. 9. Steve Tobak, “How to Be a Great Storyteller and Win Over Any Audience,” BNET, 12 January 2011, www.bnet.com. 10. Debra Askanase, “10 Trends in Sustainable Social Media,” Community Organizer 2.0 blog, 13 May 2010, www.communityorganizer20.com. 11. Chip Heath and Dan Heath, Made to Stick: Why Some Ideas Survive and Others Die (New York: Random House, 2008), 214. 12. Heath and Heath, Made to Stick, 206, 214. 13. Randolph T. Barker and Kim Gower, “Strategic Application of Storytelling in Organizations,” Journal of Business Communication 47, no. 3 (July 2010): 295–312. 14. David Meerman Scott, “Effective Storytelling for Business,” WebInkNow blog, 18 February 2013, www.webinknow.com. 15. Jennifer Aaker and Andy Smith, “7 Deadly Sins of Business Storytelling,” American Express Open Forum, accessed 21 March 2011, www.openforum.com.

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http://www.openforum.com

http://www.webinknow.com

http://www.communityorganizer20.com

http://www.bnet.com

http://www.fastcompany.com

http://www.wolffolins.com

http://www.fastcompany.com

http://websearch.businesscommunicationnetwork.com

http://mybcommlab.com

http://digiday.com

http://news.cnet.com

http://reviews.cnet.com

http://shop.sprint.com

173

1 Identify the four aspects of being sensitive to audience needs when writing business messages.

2 Explain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience.

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

4 Describe how to select words that are both correct and effective.

5 Define the four types of sentences, and explain how sen- tence style affects emphasis within a message.

6 Define the three key elements of a paragraph, and list five ways to develop unified, coherent paragraphs.

7 List five techniques for writing effective messages for mobile readers.

Learning Objectives

After studying this chapter, you will be able to CommuniCation Close-up at

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

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

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

Plenty of entrepreneurs, executives, and other experts offer advice on launching businesses, so what sets MacNeil apart?

Writing business Messages

MyLab BusinessCommunication® Improve Your Grade! More than 10 million students

improved their results using Pearson MyLabs. Visit mybcommlab.com for simulations, tutorials, and end-of- chapter problems.

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

Im ag

e b

y A

sh le

y W

es se

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174 Part 2 applying the three-step Writing Process

One key element is a clear idea of who her audience is and the type of information these readers are likely to need. When pro- moting her book, for example, she emphasizes that no business book can appeal to every reader, and she lists the specific types of readers who can benefit from her book. She also does some- thing that many business “how-to” writers don’t: She addresses the personal side of being a successful entrepreneur.

Another key element is her positive writing style. The editor of ForbesWoman calls MacNeil’s blog and book “smart, upbeat, inspirational, and full of practical advice for women who want to own their dream careers.” As someone who came of age in the postdigital economy, MacNeil is also tuned in to the new world of

work, where individuals must manage their personal brands and take control of their careers. In fact, one of her target audiences is college students who might want to create their own companies right out of college, without ever pursuing traditional employment.

The content and style of her messages is clearly connect- ing with readers. She Takes on the World has grown to include several dozen bloggers who cover every aspect of managing an entrepreneurial career in the new economy. The site was named one of Forbes magazine’s top 10 entrepreneurial websites for women, among numerous other awards and recognitions it has received. MacNeil shows no signs of slowing down, either, with new investors behind her and ambitious expansion plans.1

adapting to Your audience: Being sensitive to audience needs Natalie MacNeil (profiled in the chapter-opening Communication Close-Up) knows it takes more than just a great idea to change the way people think. Expressing ideas clearly and persuasively starts with adapting to one’s audience.

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

Using the “YoU” attitUde

Chapter 1 introduced the notion of audience-centered communication and the “you” attitude—speaking and writing in terms of your audience’s wishes, interests, hopes, and preferences. On the simplest level, you can adopt the “you” attitude by replacing terms such as I, me, mine, we, us, and ours with you and yours:

Instead of This Write This

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

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

We offer MP3 players with 50, 75, or 100 gigabytes of storage capacity.

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

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

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

Instead of This Write This

You failed to deliver the customer’s order on time.

The customer didn’t receive the order on time.

You must correct all five copies by noon. All five copies must be corrected by noon.

1 learning oBjeCtiveIdentify the four aspects of being sensitive to audience needs when writing business messages.

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

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

Avoid using you and your if doing so • Will make you sound

dictatorial • Will make someone else feel

guilty • Goes against your

organization’s style

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ChaPter 5 Writing business Messages 175

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

Maintaining standards of etiqUette

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

Instead of This Write This

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

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

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

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

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

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

Use extra tact when communi- cating with people higher up in the organization or outside the company.

Figure 5.1 Fostering a Positive Relationship with an Audience CD Baby, the world’s largest retailer of independent music, uses clear, positive language to help musicians understand the process of selling their music through the company and its affiliates. By making the effort to communicate clearly and succinctly, the company encourages a positive response from its target readers.

C o ur

te sy

o f C

D B

ab y.

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176 Part 2 applying the three-step Writing Process

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

eMPhasizing the Positive

During your career, you will have many occasions in which you need to communicate bad news. However, there is a big difference between delivering negative news and being nega- tive. When the tone of your message is negative, you put unnecessary strain on business relationships. Never try to hide negative news, but always be on the lookout for positive points that will foster a good relationship with your audience:2

Instead of This Write This

It is impossible to repair your laptop today. Your computer can be ready by Tuesday. Would you like a loaner until then?

We wasted $300,000 advertising in that magazine.

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

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

Instead of This Write This

The problem with this department is a fail- ure to control costs.

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

You failed to provide all the necessary infor- mation on the previous screen.

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

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

Instead of This Write This

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

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

I am tired of seeing so many errors in the customer service blog.

Proofreading your blog postings will help you avoid embarrassing mistakes that generate more customer service complaints.

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

Euphemisms can bring a tone of civility to unpleasant communication, but they must be used with great care because they are so easy—and so tempting—to misuse. Euphemisms can be annoying if they force readers to “read between the lines” to get the message, and they can be unethical if they obscure the truth. For instance, one of the toughest messages a manager ever has to write is an internal memo or email announcing layoffs. This is a difficult situation for everyone involved, and managers can be tempted to resort to euphemisms such as streamlining, restructuring, improving efficiency, reducing layers, or eliminating redundancies to avoid using the word layoff.3 Doing so might ease

You can communicate negative news without being negative.

Show audience members how they will benefit by responding to your message.

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

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ChaPter 5 Writing business Messages 177

the emotional burden on the writer and promote the illusion that the message isn’t as negative as it really is. However, these euphemisms can fail the “you” attitude test, as well as the standards of ethical information, by failing to answer the question every reader in these situations has, which is simply, Am I going to lose my job?

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

Using Bias-free LangUage

Bias-free language avoids words and phrases that unfairly and even unethically categorize or stigmatize people in ways related to gender, race, ethnicity, age, disability, or other personal characteristics. Contrary to what some may think, biased language is not simply about “labels.” To a significant degree, language reflects the way we think and what we believe, and biased language may well perpetuate the underlying stereotypes and preju- dices it represents.4 Moreover, because communication is all about perception, simply being fair and objective isn’t enough. To establish a good relationship with your audience, you must also appear to be fair.5 Good communicators make every effort to change biased language (see Table 5.1). Bias can come in a variety of forms:

●● Gender bias. Avoid sexist language by using the same labels for everyone, regardless of gender. Don’t refer to a woman as chairperson and then to a man as chairman. Use chair, chairperson, or chairman consistently. (Note that it is not uncommon to use chairman when referring to a woman who heads a board of directors. Archer

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Dragon Dictation uses voice recog- nition to convert speech to text up to five times faster than typing.

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

examples unacceptable preferable

Gender Bias

Using words containing man

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

Identifying women by marital status

Man-made Mankind Manpower Businessman Salesman Foreman Actress, stewardess Woman doctor, male nurse The average worker . . . he The typical executive spends four hours of his day in meetings. the consumer . . . she the nurse/teacher . . . she Mrs. Norm Lindstrom Norm Lindstrom and Ms. Drake

Artificial, synthetic, manufactured, constructed, human-made Humanity, human beings, human race, people Workers, workforce Executive, manager, businessperson, professional Sales representative, salesperson Supervisor Actor, flight attendant Doctor, nurse The average worker . . . he or she OR Average workers . . . they Most executives spend four hours a day in meetings.

consumers . . . they nurses/teachers . . . they Maria Lindstrom OR Ms. Maria Lindstrom Norm Lindstrom and Maria Drake OR Mr. Lindstrom and Ms. Drake

Racial and Ethnic Bias

Assigning stereotypes

Identifying people by race or ethnicity

Not surprisingly, Shing-Tung Yau excels in mathematics. Mario M. Cuomo, Italian American politician and ex-governor of New York

Shing-Tung Yau excels in mathematics.

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

Age Bias

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

Mary Kirazy has just joined our trust department.

Disability Bias

Putting the disability before the person

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

Workers with physical disabilities face many barriers on the job.

Tracy’s epilepsy has no effect on her job performance.

taBLe 5.1 overcoming Bias in Language

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178 Part 2 applying the three-step Writing Process

Daniels Midland’s Patricia Woertz and Xerox’s Ursula Burns, for example, both refer to themselves as “chairman.”6) Reword sentences to use they or to use no pronoun at all rather than refer to all individuals as he. Note that the preferred title for women in business is Ms. unless the individual asks to be addressed as Miss or Mrs. or has some other title, such as Dr.

●● Racial and ethnic bias. Avoid identifying people by race or ethnic origin unless such a label is relevant to the matter at hand—and it rarely is.

●● Age bias. Mention the age of a person only when it is relevant. Moreover, be careful of the context in which you use words that refer to age; such words carry a variety of positive and negative connotations. For example, young can imply energy, youthful- ness, inexperience, or even immaturity, depending on how it’s used.

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●● Disability bias. Physical, mental, sensory, or emotional impairments should never be mentioned in business mes- sages unless those conditions are directly relevant to the subject. If you must refer to someone’s disability, put the person first and the disability second.7 For example, by saying “employees with physical handicaps,” not “handi- capped employees,” you focus on the whole person, not the disability. Finally, never use outdated terminology such as crippled or retarded.

adapting to Your audience: Building strong relationships Successful communication relies on a positive relationship between sender and receiver. Establishing your credibility and projecting your company’s image are two vital steps in building and fostering positive business relationships.

estaBLishing YoUr CrediBiLitY

Audience responses to your messages depend heavily on your credibility, a measure of your believability based on how reliable you are and how much trust you evoke in others. With audiences who don’t know you and trust you already, you need to establish credibility before they’ll accept your messages (see Figure 5.2). On the other hand, when you do estab- lish credibility, communication becomes much easier because you no longer have to spend time and energy convincing people that you are a trustworthy source of information and ideas. To build, maintain, or repair your credibility, emphasize the following characteristics:

●● Honesty. Demonstrating honesty and integrity will earn you the respect of your audi- ences, even if they don’t always agree with or welcome your messages.

●● Objectivity. Show that you can distance yourself from emotional situations and look at all sides of an issue.

●● Awareness of audience needs. Let your audience members know, directly or indirectly, that you understand what’s important to them.

●● Credentials, knowledge, and expertise. Audiences need to know that you have what- ever it takes to back up your message, whether it’s education, professional certifica- tion, special training, past successes, or simply the fact that you’ve done your research.

●● Endorsements. An endorsement is a statement on your behalf by someone who is accepted by your audience as an expert.

2 learning oBjeCtiveExplain how establishing your credibility and projecting your company’s image are vital aspects of building strong relationships with your audience.

People are more likely to react positively to your message when they have confidence in you.

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

voice. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

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Building credibility online

Follow these steps to build your credibility as an online

●● Performance. Demonstrating impressive communication skills is not enough; people need to know they can count on you to get the job done.

●● Sincerity. When you offer praise, don’t use hyperbole, such as “you are the most fantastic employee I could ever imagine.” Instead, point out specific qualities that war- rant praise.

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ChaPter 5 Writing business Messages 179

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

Instead of This Write This

We hope this recommendation will be helpful.

We’re pleased to make this recommendation.

We trust that you’ll want to extend your service contract.

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

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

ProjeCting YoUr CoMPanY’s iMage

When you communicate with anyone outside your organization, it is more than a conver- sation between two individuals. You represent your company and therefore play a vital role in helping the company build and maintain positive relationships with all its stake- holders. Most successful companies work hard to foster a specific public image, and your

Figure 5.2 Building Credibility Gregg Fraley is a highly regarded expert in the field of creativity and business innovation, but because his services are intangible, potential clients can’t “test drive” those services before making a purchase decision. He therefore takes special care to build credibility as part of his communication efforts.

C o ur

te sy

o f G

re g g F

ra le

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180 Part 2 applying the three-step Writing Process

external communication efforts need to project that image. As part of this responsibility, the interests and preferred communication style of your company must take precedence over your own views and personal communication style.

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

adapting to Your audience: Controlling Your style and tone Your communication style involves the choices you make to express yourself: the words you select, the manner in which you use those words in sentences, and the way you build paragraphs from individual sentences. Your style creates a certain tone, or overall impres- sion, in your messages. The right tone depends on the nature of your message and your relationship with the reader.

Creating a ConversationaL tone

The tone of your business messages can range from informal to conversational to formal. When you’re communicating with your superiors or with customers, your tone may tend to be more formal and respectful.8 However, that formal tone might sound distant and cold if used with close colleagues.

Compare the three versions of the message in Table 5.2. The first is too formal for today’s audiences, whereas the third is inappropriately casual for business. The second message demonstrates the conversational tone used in most business communication— plain language that sounds businesslike without being stuffy at one extreme or too laid- back and informal at the other extreme. You can achieve a tone that is conversational but still businesslike by following these guidelines:

●● Understand the difference between texting and writing. Texting can be an efficient way to communicate quickly, particularly on mobile devices with cramped keyboards.

Your company’s interests and reputation take precedence over your personal views and commu- nication style.

3 learning oBjeCtiveExplain how to achieve a tone that is conversational but businesslike, explain the value of using plain language, and define active voice and passive voice.

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

the art of ProfessionaLisM

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

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

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

Career appliCations 1. What steps could you take to make realistic commit-

ments on tasks and projects in which you have little or no experience?

2. Does being accountable mean you never make mistakes? Explain your answer.

being dependable and accountable

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ChaPter 5 Writing business Messages 181

tone example

Stuffy: too formal for today’s audiences Dear Ms. Navarro:

Enclosed please find the information that was requested during our telephone communication of May 14. As was mentioned at that time, Midville Hospital has significantly more doctors of exceptional quality than any other health facility in the state.

As you were also informed, our organization has quite an impressive network of doctors and other health-care professionals with offices located throughout the state. Should you need a specialist, our professionals will be able to make an appropriate recommendation.

In the event that you have questions or would like additional information, you may certainly contact me during regular business hours.

Most sincerely yours,

Samuel G. Berenz

Conversational: just right for most business communication

Dear Ms. Navarro:

Here’s the information you requested during our phone conversation on Friday. As I mentioned, Mid- ville Hospital has the highest-rated doctors and more of them than any other hospital in the state.

In addition, we have a vast network of doctors and other health professionals with offices throughout the state. If you need a specialist, they can refer you to the right one.

If you would like more information, please call any time between 9:00 and 5:00, Monday through Friday.

Sincerely,

Samuel G. Berenz

Unprofessional: too casual for business communication

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

FYI, we also have a large group of doctors and other health professionals w/ offices close to U at work/home. If U need a specialist, they’ll refer U to the right one.

Any? just ring or msg.

L8R,

taBLe 5.2 finding the right tone

However, it’s best to view texting as a mode of conversation, rather than as a mode of writing—and to keep the two modes clear in your mind when you are writing. Communication effectiveness and your personal credibility can suffer if you let texting habits (such as using sentence fragments, sloppy punctuation, and lots of acronyms) creep into your business writing.

●● Avoid stale and pompous language. Most companies now shy away from such dated phrases as “attached please find” and “please be advised that.” Similarly, avoid using obscure words, stale or clichéd expressions, and overly complicated sentences designed only to impress others (see Table 5.3 on the next page).

●● Avoid preaching and bragging. Readers tend to get irritated by know-it-alls who like to preach or brag. However, if you need to remind your audience of something that should be obvious, try to work in the information casually, perhaps in the middle of a paragraph, where it will sound like a secondary comment rather than a major revelation.

●● Be careful with intimacy. Business messages should generally avoid intimacy, such as sharing personal details or adopting a casual, unprofessional tone. However, when you have a close relationship with audience members, such as among the members of a close-knit team, a more intimate tone is sometimes appropriate and even expected.

●● Be careful with humor. Humor can easily backfire and divert attention from your message. If you don’t know your audience well or you’re not skilled at using humor in a business setting, don’t use it at all. Avoid humor in formal messages and when you’re communicating across cultural boundaries.

business-friendly conversational tone. Go to real-timeupdates .com/bct14 and select Learn More in the Students section.

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ten tips for conversational writing

These easy-to-use ideas will help you achieve a

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182 Part 2 applying the three-step Writing Process

Using PLain LangUage

An important aspect of creating a conversational tone is using plain language (or plain English specifically when English is involved). Plain language presents information in a simple, unadorned style that allows your audience to easily grasp your meaning— language that recipients “can read, understand and act upon the first time they read it.”9 You can see how this definition supports using the “you” attitude and shows respect for your audience. In addition, plain language can make companies more productive and more profitable because people spend less time trying to figure out messages that are confusing or aren’t written to meet their needs.10 Plain language is also easier for nonnative speakers to read, a major benefit when you’re addressing diverse, global audiences.

Creative Commons, a not-for-profit organization that provides content creators with an alternative to traditional copyright law, offers a great example of adapting to readers with plain language. Its licensing terms are available in three versions: a complete “legal code” document that spells out contractual details in specific legal terms that meet the needs of legal professionals, a “human readable” version that explains the licensing terms in nontechnical language that anyone can understand, and a “machine readable” version fine-tuned for search engines and other systems (see Figure 5.3).11

seLeCting the aCtive or Passive voiCe

Your choice of the active or passive voice affects the tone of your message. In active voice, the subject performs the action and the object receives the action: “Jodi sent the email message.” In passive voice, the subject receives the action: “The email message was sent by Jodi.” As you can see, the passive voice combines the helping verb to be with a form of the verb that is usually similar to the past tense.

Using the active voice helps make your writing more direct, livelier, and easier to read (see Table 5.4). In contrast, the passive voice is often cumbersome, can be unnecessarily vague, and can make sentences overly long. In most cases, the active voice is your best choice.12 Nevertheless, using the passive voice can help you demonstrate the “you” attitude in some situations:

●● When you want to be diplomatic about pointing out a problem or an error of some kind (the passive version seems less like an accusation)

●● When you want to point out what’s being done without taking or attributing either the credit or the blame (the passive version shifts the spotlight away from the person or persons involved)

●● When you want to avoid personal pronouns in order to create an objective tone (the passive version may be used in a formal report, for example)

The second half of Table 5.4 illustrates several other situations in which the passive voice helps you focus your message on your audience.

Audiences can understand and act on plain language without read- ing it over and over.

Active sentences are usually stron- ger than passive ones.

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

obsolete phrase up-to-Date replacement

we are in receipt of we received

kindly advise please let me/us know

attached please find enclosed is or I/we have enclosed

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

the undersigned I/we

in due course (specify a time or date)

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

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

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

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

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

taBLe 5.3 Weeding out obsolete Phrases

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ChaPter 5 Writing business Messages 183

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

Dull and indirect in passive voice lively and Direct in active voice

The new procedure was developed by the opera- tions team.

The operations team developed the new procedure.

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

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

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

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

accusatory or self-Congratulatory in active voice

more Diplomatic in passive voice

You lost the shipment. The shipment was lost.

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

We are investigating the high rate of failures on the final assembly line.

The high rate of failures on the final assembly line is being investigated.

taBLe 5.4 Choosing active or Passive voice

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

4 learning oBjeCtiveDescribe how to select words that are both correct and effective.

Figure 5.3 Plain Language at Creative Commons Creative Commons uses this diagram and text to explain the differences among its three versions of content licenses.

The introductory sentence expresses the main idea, that the licenses are built in three layers (note that “use” would be a simpler alternative to “incorporate”).

The paragraph on the “human readable” version explains why it exists and whom it benefits.

The purpose and function of the “machine readable” version are less obvious than in the other two versions, so this paragraph offers a more exten- sive explanation.

The notion of three layers is carried through the text and reinforced with the diagram.

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184 Part 2 applying the three-step Writing Process

If you get stuck and feel unable to write, try to over- come writer’s block by jogging your brain in creative ways. The introduction is often the hardest part to write, so put it aside and work on whichever parts of the document you’re most comfortable with at any given moment. In most cases you don’t need to write the sections in any particular order.13 Work on nontext elements such as graphics or your cover page. Revisit your purpose and confirm your intent in writing the message. Give yourself a mental break by switching to a

different project. Sometimes all you need to do is start writing without worrying about the words you’re using or how they will sound to the audience. Words will start flowing, your mind will engage, and the writing will come easier.

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

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

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

In addition to using words correctly, successful writers and speakers take care to use the most effective words and phrases. Selecting and using words effectively is often more challenging than using words correctly because doing so is a matter of judgment and experience. Careful writers continue to work at their craft to find words that communicate with power (see Figure 5.4).

Understanding denotation and Connotation

A word may have both a denotative and a connotative meaning. The denotative meaning is the literal, or dictionary, meaning. The connotative meaning includes all the associations and feelings evoked by the word.

The denotative meaning of desk is “a piece of furniture with a flat work surface and various drawers for storage.” The connotative meaning of desk may include thoughts associated with work or study, but the word desk has fairly neutral connotations—neither strong nor emotional. However, some words have much stronger connotations than others and should be used with care. For example, the connotations of the word fail are negative and can have a dramatic emotional impact. If you say the sales department failed to meet its annual quota, the connotative meaning suggests that the group is inferior, incompe- tent, or below some standard of performance. However, the reason for not achieving 100 percent might be an inferior product, incorrect pricing, or some other factor outside the control of the sales department. In contrast, by saying the sales department achieved 85 percent of its quota, you clearly communicate that the results were less than expected without triggering all the negative emotions associated with failure.

BaLanCing aBstraCt and ConCrete Words

Words vary dramatically in their degree of abstraction or concreteness. An abstract word expresses a concept, quality, or characteristic. Abstractions are usually broad, encompassing a category of ideas, and they are often intellectual, academic, or philosophical. Love, honor,

Correctness is the first consider- ation when choosing words.

Effectiveness is the second consid- eration when choosing words.

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

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ChaPter 5 Writing business Messages 185

progress, tradition, and beauty are abstractions, as are such important business concepts as productivity, profits, quality, and motivation. In contrast, a concrete word stands for some- thing you can touch, see, or visualize. Most concrete terms are anchored in the tangible, material world. Chair, table, horse, rose, kick, kiss, red, green, and two are concrete words; they are direct, clear, and exact. Things don’t need to have a physical presence to be consid- ered concrete, by the way; software, database, and website are all concrete terms as well.

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

finding Words that CoMMUniCate WeLL

By practicing your writing, learning from experienced writers and editors, and reading extensively, you’ll find it easier to choose words that communicate exactly what you want to say. When you compose your business messages, think carefully to find the most power- ful words for each situation and to avoid obscure words, clichés, and buzzwords that are turning into clichés (see Table 5.5 on the next page):

●● Choose strong, precise words. Choose words that express your thoughts clearly, spe- cifically, and dynamically. If you find yourself using a lot of adjectives and adverbs, you’re probably trying to compensate for weak nouns and verbs. Saying that sales

Try to use words that are power- ful and familiar.

Figure 5.4 Making Effective Word and Phrase Choices The opening paragraphs of this blog post from Slack, the maker of a popular group messaging service, illustrate a number of effective word and phrase choices. Slack’s usual communication tone is upbeat and casual, even a little bit playful, but data and network security is a critically important issue that had already affected the young company by this point in time, so this post strikes a balance between conversational and serious.

Instilling confidence that Slack can keep customer data safe is the spe- cific purpose (see page 148) of this message. To help build this percep- tion, the post uses variations on the word “confidence” three times in the first two paragraphs.

Even though this is an announcement about company matters (the executive hire), the message starts with a strong “you” ori- entation. The opening uses “you” and “your” and addresses an important reader concern (data security).

Uses third-party endorsements to help build the credibility of the message.

The last two sentences in this paragraph have a whimsical tone but they convey an important message, which is that this per- son eats, sleeps, and breathes data security —which in turn supports the specific pur- pose of the blog post.

The article continues with a list of security- related accomplishments the company made in the previous year, which supports the claim of “busy and transformational.”

“Happy days” is a casual alternative to “Fortunately” or similar wording. Note that this is at the casual extreme of conversational business style, and some companies would consider it too casual for a message such as this.

This paragraph is devoted to the new executive’s qualifications, which lend support to the “getting better” mes- sage conveyed in the headline and help bolster the confidence message that is the underlying purpose of the entire post.

“Transformational” suggests a funda- mental shift in the way the company approaches security, so it’s stronger than something like “we made numer- ous changes to improve security.”

Courtesy of Slack Technologies, Inc.

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186 Part 2 applying the three-step Writing Process

potentially Weak Words and phrases stronger alternatives (effective usage Depends on the situation)

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

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

Large, small (Use a specific number, such as $100 million)

Good Admirable, beneficial, desirable, flawless, pleasant, sound, superior, worthy

Bad Abysmal, corrupt, deficient, flawed, inadequate, inferior, poor, substandard, worthless

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

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

unfamiliar Words Familiar Words

Ascertain Find out, learn

Consummate Close, bring about

Peruse Read, study

Circumvent Avoid

Unequivocal Certain

Clichés and Buzzwords plain language

An uphill battle A challenge

Writing on the wall Prediction

Call the shots Lead

Take by storm Attack

Costs an arm and a leg Expensive

A new ball game Fresh start

Fall through the cracks Be overlooked

Think outside the box Be creative

Run it up the flagpole Find out what people think about it

Eat our own dog food Use our own products

Mission-critical Vital

Disintermediate Get rid of

Green light (as a verb) Approve

Architect (as a verb) Design

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

Blocking and tackling Basic skills

Trying to boil the ocean Working frantically but without focus

Human capital People, employees, workforce

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

Pushback Resistance

taBLe 5.5 examples of finding Powerful Words

plummeted is stronger and more efficient than saying sales dropped dramatically or sales experienced a dramatic drop.

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

●● Avoid clichés and be careful with buzzwords. Although familiar words are gener- ally the best choice, avoid clichés—terms and phrases so common that they have

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

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ChaPter 5 Writing business Messages 187

lost some of their power to communicate. Buzzwords, newly coined terms often associated with technology, business, or cultural changes, are slightly more difficult to handle than clichés, but they can be useful in small doses and in the right situa- tion. The careful use of a buzzword can signal that you’re an insider, someone in the know.15 However, buzzwords quickly become clichés, and using them too late in their “life cycle” can mark you as an outsider desperately trying to look like an insider. When people use clichés and overuse buzzwords, they often sound as though they don’t know how to express themselves otherwise and don’t invest the energy required for original writing.16

●● Use jargon carefully. Jargon, the specialized language of a particular profession or industry, has a bad reputation, but it’s not always bad. Using jargon is usually an efficient way to communicate within the specific groups that understand these terms. After all, that’s how jargon develops in the first place, as people with similar interests devise ways to communicate complex ideas quickly. For instance, when a recording engineer wants to communicate that a particular piece of music is devoid of reverbera- tion and other sound effects, it’s a lot easier to simply describe the track as “dry.” Of course, to people who aren’t familiar with such insider terms, jargon is meaningless and intimidating—one more reason it’s important to understand your audience before you start writing.

Composing Your message: Creating effective sentences Arranging your carefully chosen words in effective sentences is the next step in creating powerful messages. Start by selecting the best type of sentence to communicate each point you want to make.

Choosing froM the foUr tYPes of sentenCes

Sentences come in four basic varieties: simple, compound, complex, and compound- complex. A simple sentence has one main clause (a single subject and a single predicate), although it may be expanded by nouns and pronouns that serve as objects of the action and by modifying phrases. Here’s an example with the subject noun underlined once and the predicate verb underlined twice:

Profits increased in the past year.

A compound sentence has two main clauses that express two or more independent but related thoughts of equal importance, usually joined by a conjunction (such as and, but, or or). In effect, a compound sentence is a merger of two or more simple sentences (independent clauses) that are related. For example:

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

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

A complex sentence expresses one main thought (the independent clause) and one or more subordinate, related thoughts (dependent clauses that cannot stand alone as valid sentences). Independent and dependent clauses are usually separated by a comma:

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

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

A compound-complex sentence has two main clauses, at least one of which contains a subordinate clause:

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

5 learning oBjeCtiveDefine the four types of sentences, and explain how sentence style affects emphasis within a message.

A simple sentence has one main clause.

moBile app

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

A compound sentence has two main clauses.

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

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

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188 Part 2 applying the three-step Writing Process

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

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

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

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

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

Using sentenCe stYLe to eMPhasize KeY thoUghts

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

The chairperson called for a vote of the shareholders.

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

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

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

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

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

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

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

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

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

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

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

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

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

moBile app

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

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

Emphasize specific parts of sentences by • Devoting more words to them • Putting them at the beginning

or at the end of the sentence • Making them the subject of the

sentence

The best placement of a depen- dent clause depends on the rela- tionship between the ideas in the sentence.

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ChaPter 5 Writing business Messages 189

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

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

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

Composing Your message: Crafting unified, Coherent paragraphs Paragraphs organize sentences related to the same general topic. Readers expect every paragraph to be unified—focusing on a single topic—and coherent—presenting ideas in a logically connected way. By carefully arranging the elements of each paragraph, you help your readers grasp the main idea of your document and understand how the specific pieces of support material back up that idea.

Creating the eLeMents of a ParagraPh

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

topic sentence An effective paragraph deals with a single topic, and the sentence that introduces that topic is called the topic sentence (see Figure 5.5). In informal and creative writing the

6 learning oBjeCtiveDefine the three key elements of a paragraph, and list five ways to develop unified, coherent paragraphs.

Most paragraphs consist of • A topic sentence that reveals

the subject of the paragraph • Related sentences that support

and expand the topic • Transitions that help readers

move between sentences and paragraphs

Wisconsin offers tips on writing clear, concise sentences. Go to real-timeupdates.com/bct14 and select Learn More in the Students section.

reaL-tiMe UPdates

Learn MOre by reading this articLe

practical tips for more effective sentences

The Writer’s Handbook from the University of

Figure 5.5 Topic Sentences This article from Walmart’s website uses topic sentences effectively. Note how the first two sentences are actually multipurpose topic sentences.

This sentence serves as both a topic sentence for this para- graph and as a statement about the main idea of the entire message. Note that because she is inviting her colleagues to have a brain- storming session, she doesn’t try to impose a solution in this message.

This sentence is an introduc- tion to the Walmart web article that she would like her readers to review.

This sentence functions as a transition from the discussion about Walmart and as a topic sentence for the paragraph.

The request for action here is the topic sentence of this paragraph.

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190 Part 2 applying the three-step Writing Process

topic sentence may be implied rather than stated. In business writing the topic sentence is generally explicit and is often the first sentence in the paragraph. The topic sentence gives readers a summary of the general idea that will be covered in the rest of the paragraph. The following examples show how a topic sentence can introduce the subject and suggest the way the subject will be developed:

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

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

In addition to helping your readers, topic sentences help you as a writer because they remind you of the purpose of each paragraph and thereby encourage you to stay focused. In fact, a good way to test the effectiveness of your writing is to prepare a summary version that consists of only the first sentences of all your paragraphs. If this summary commu- nicates the essence of your message in a sensible, compelling way, you’ve probably done a good job of presenting your information.17

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

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

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

transitions Transitions connect ideas by showing how one thought is related to another. They also help alert the reader to what lies ahead so that shifts and changes don’t cause confusion. In addition to helping readers understand the connections you’re trying to make, transi- tions give your writing a smooth, even flow.

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

●● Use connecting words. Use conjunctions such as and, but, or, nevertheless, however, in addition, and so on.

●● Echo a word or phrase from a previous paragraph or sentence. “A system should be established for monitoring inventory levels. This system will provide . . . ”

●● Use a pronoun that refers to a noun used previously. “Ms. Arthur is the leading can- didate for the president’s position. She has excellent qualifications.”

●● Use words that are frequently paired. “The machine has a minimum output of . . . Its maximum output is . . . ”

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

Additional detail: moreover, furthermore, in addition, besides, first, second, third, finally

Transitional elements include • Connecting words

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

paired

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ChaPter 5 Writing business Messages 191

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

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

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

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

Choosing the Best WaY to deveLoP eaCh ParagraPh

You have a variety of options for developing paragraphs, each of which can convey a specific type of idea. Five of the most common approaches are illustration, comparison or contrast, cause and effect, classification, and problem and solution (see Table 5.6).

Five ways to develop paragraphs: • Illustration • Comparison or contrast • Cause and effect • Classification • Problem and solution

technique Description example

Illustration Giving examples that demonstrate the general idea

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

Comparison or contrast

Using similarities or differences to develop the topic

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

Cause and effect Focusing on the reasons for something

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

Classification Showing how a general idea is broken into specific categories

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

Problem and solution

Presenting a prob- lem and then dis- cussing the solution

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

taBLe 5.6 five techniques for developing Paragraphs

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192 Part 2 applying the three-step Writing Process

In addition, before settling for the first approach that comes to mind, consider alternatives. Think through various methods before committing yourself, or even write several test

paragraphs to see which method works best. By avoiding the easy habit of repeating the same old paragraph pattern time after time, you can keep your writing fresh and interesting.

Writing messages for mobile Devices One obvious adaptation to make for audiences using mobile devices is to modify the design and layout of your messages to fit smaller screen sizes and different user interface features(see Chapter 6). However, modifying your approach to writing is also an important step. Reading is more difficult on small screens, and consequently users’ ability to compre- hend what they read on mobile devices is lower than it is on larger screens.18 In fact, research shows that comprehension can drop by 50 percent when users move from reading on a full-size screen to reading on a smartphone, and they can scroll right past vital information without noticing it.19 Use these five techniques to make your mobile messages more effective:

●● Prioritize information. Small screens make it difficult for readers to scan the page to find the information they want most. Prioritize the information based on what you know about their needs and put that information first.21 Use the inverted pyra- mid style favored by journalists, in which you reveal the most important information briefly at first and then provide successive layers of detail that readers can consume if they want. Note that you may need to avoid using the indirect approach (see page 162) if your message is complicated because it will be more difficult for readers to follow your chain of reasoning.

●● Write shorter and more focused messages and documents. Mobile users often lack the patience or opportunity to read lengthy messages or documents, so keep it short.22 In some cases this could require you to write two documents, a shorter executive sum- mary (see page 473) for mobile use and a longer supporting document that readers can access with their PCs if they want more details.

●● Use shorter paragraphs. In addition to structuring a message according to discrete blocks of information, paragraphs have a visual role in written communication as

7 learning oBjeCtiveList five techniques for writing effective messages for mobile readers.

reaL-tiMe UPdates

Learn MOre by visiting this Website

expert advice on making technologies usable

To write effectively for mobile devices • Use a linear organization • Prioritize information • Write short, focused messages • Use short subject lines and

headings • Use short paragraphs

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ChaPter 5 Writing business Messages 193

Compare the two messages in Figure 5.6 to get a sense of how to write reader-friendly mobile content.

For a reminder of the tasks involved in writing messages, see “Checklist: Writing Business Messages.”

Figure 5.6a

M S

O ffi

ce 3

6 5 , ©

M ic

ro so

Figure 5.6b

The text from this conven- tional report page is too small to read on a phone screen.

However, zooming in to read forces the reader to lose con- text and repeatedly move around to find all the pieces of the page.

Figure 5.6c

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

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

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

Readers who want more detail can swipe down for background infor- mation on the five points.

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194 Part 2 applying the three-step Writing Process

A. Adapt to your audience. ●● Use the “you” attitude. ●● Maintain good etiquette through polite

communication. ●● Emphasize the positive whenever possible. ●● Use bias-free language. ●● Establish credibility in the eyes of your audience. ●● Project your company’s preferred image. ●● Use a conversational but still professional and re-

spectful tone. ●● Use plain language for clarity.

B. Compose your message. ●● Choose strong words that communicate efficiently.

●● Pay attention to the connotative meaning of your words.

●● Balance abstract and concrete terms to accurately convey your meaning.

●● Avoid clichés and trendy buzzwords. ●● Use jargon only when your audience understands it

and prefers it. ●● Vary your sentence structure for impact and interest. ●● Develop coherent, unified paragraphs. ●● Use transitions generously to help your audience fol-

low your message. ●● As needed, adapt your writing for the limitations of

mobile devices.

CheCklist ✓ Writing business Messages

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

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

TEAM CHALLENGE: You’re reviewing a draft that encourages college students who are about to graduate to consider starting a business rather than applying for conventional jobs. The writer has two main reasons for making this suggestion. First, the cur- rent job market is tough in many professions, and some gradu- ates will be forced to take jobs that are outside their intended fields and perhaps below the level of their qualifications. Second, the nature of employment is changing in many professions and

industries, and many companies now engage independent con- tractors (also known as freelancers) for short durations, rather than hiring employees for the long term. Which of these state- ments is the most sensitive to the audience’s needs as they relate to this specific topic? What specific words and phrases make it the most sensitive?

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

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

c. What could be more fun than creating your own job the min- ute you graduate?

d. Chances are you’ll be facing a tough job market when you graduate, and many traditional jobs are converting to con- tract work. Why not convert a challenge into opportunity and create your own job?

cOMMunicatiOn chaLLenges at she takes on the World

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195

abstract word Word that expresses a con- cept, quality, or characteristic; abstrac- tions are usually broad

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

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

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

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

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

concrete word Word that represents some- thing you can touch, see, or visualize; most concrete terms related to the tan- gible, material world

connotative meaning All the associations and feelings evoked by a word

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

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

denotative meaning The literal, or diction- ary, meaning of a word

euphemisms Words or phrases that express a thought in milder terms

passive voice Sentence structure in which the subject receives the action

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

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

tone The overall impression in your mes- sages, created by the style you use

topic sentence Sentence that introduces the topic of a paragraph

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

KeY terMs sUMMarY of Learning oBjeCtives

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

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

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

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

5 Define the four types of sentences, and explain how sentence style affects emphasis within a message. The four types of sentences are simple (one main clause), compound (two main clauses that express independent but related ideas of equal importance), complex (one main clause and one subordinate clause of lesser importance), and compound-complex (two main clauses, at least one of which contains a subordinate clause). Sentence style affects emphasis by playing up or playing down specific parts of a sentence. To emphasize a certain point, you can place it at the end of the sentence or make it the subject of the sentence. To deemphasize a point, put it in the middle of the sentence.

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

Quick learning guide

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196

7 List five techniques for writing effective messages for mobile readers. Five techniques for writing effective messages for mobile readers are using a linear organization so read- ers don’t have to jump around the screen to find important message elements; prioritizing information and delivering the most important information first; writing short, focused mes- sages; using short subjects lines and headings; and using short paragraphs.

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ChaPter 5 Writing business Messages 197

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

5-1. Why is the “you” attitude important in business commu- nication? [LO-1]

5-2. Why is it important to establish your credibility when communicating with an audience of strangers? [LO-2]

5-3. Why is using plain language an advantage in communica- tion? [LO-3]

5-4. How does an abstract word differ from a concrete word? [LO-4]

5-5. Why is it a better option to avoid clichés and buzzwords in communication? [LO-4]

5-6. How can you use sentence style to emphasize key thoughts? [LO-5]

5-7. What type of word is ‘nevertheless’? [LO-6] 5-8. In what ways can transitions be established? [LO-6] 5-9. Why does the use of mobile phones require the prepara-

tion of short concise messages? [LO-7]

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

5-10. The United Kingdom Government provides valuable advice to employers on how to avoid bias with regard to employing older workers in the form of a booklet.25 Please find this booklet through the internet and read the con- tent paying particular attention to the recruitment advice on page 9. Compare the booklet with the advice given in this chapter and then, providing suitable reasons for your ideas, create a summary of why it is a good idea to avoid age bias in language when creating recruitment material for employment processes. [LO-1]

5-11. When composing business messages, how can you com- municate with an authentic voice and project your com- pany’s image at the same time? [LO-2]

5-12. Explain the important differences between texting and formal writing on paper or email. [LO-3]

5-13. Should you bother using transitions if the logical sequence of your message is obvious? Why or why not? [LO-6]

5-14. Why can it be difficult to use the indirect approach for a complex message that will be read on mobile devices? [LO-7]

practice Your skills 5-15. Messages for Analysis: Creating a Businesslike Tone

[LO-1], [LO-3] Read the following email draft, then (a) analyze the strengths and weaknesses of each sentence and (b) revise the document so that it follows this chap- ter’s guidelines. The message was written by the market- ing manager of an online retailer of baby-related products

in the hope of becoming a retail outlet for Inglesina stroll- ers and high chairs. As a manufacturer of stylish, top- quality products, Inglesina (based in Italy) is extremely selective about the retail outlets through which it allows its products to be sold.

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

Exercises

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

Writing: Communicating with Sensitivity and Tact [LO-1] Substitute a better phrase for each of the following:

5-16. You claim that 5-17. It is not our policy to 5-18. You neglected to 5-19. In which you assert 5-20. We are sorry you are dissatisfied 5-21. You failed to enclose 5-22. We request that you send us 5-23. Apparently you overlooked our terms 5-24. We have been very patient 5-25. We are at a loss to understand

Writing: Demonstrating the “You” Attitude [LO-1] Rewrite these sentences to reflect your audience’s viewpoint:

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

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

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

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

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

MyLab BusinessCommunication Go to mybcommlab.com to complete the problems marked with this icon .

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198 Part 2 applying the three-step Writing Process

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

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

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

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

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

Writing: Emphasizing the Positive [LO-1] Revise the following sentences to be positive rather than negative:

5-36. You have not filled in every section of the questionnaire we sent you.

5-37. It’s clear that you have not understood the question. 5-38. It is very obvious that you are doing everything you can to

avoid your responsibility for refunding all my costs. 5-39. You failed to specify the color of the blouse that you ordered. 5-40. You must understand that by using the mower without

reading the instructions carefully means that you are very likely to damage the mower or possible cause injury to yourself through incorrect operation.

Writing: Using Unbiased Language [LO-1] Rewrite each of the following to eliminate bias:

5-41. For an Indian, Maggie certainly is outgoing. 5-42. He needs a wheelchair, but he doesn’t let his handicap

affect his job performance. 5-43. A pilot must have the ability to stay calm under pressure,

and then he must be trained to cope with any problem that arises.

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

5-45. Even at his age, Sam Nugent is still an active salesman. 5-46. Writing: Establishing Your Credibility; Microblogging

Skills [LO-2], Chapter 8 Search LinkedIn for the profile of an expert in any industry or profession. Now imagine that you are going to introduce this person as a speaker at a convention. You will make an in-person introduction at the time of the speech, but you decide to introduce him or her the day before on Twitter. Write four tweets: one that introduces the expert and three that cover three key sup- porting points that will enhance the speaker’s credibility in the minds of potential listeners. Make up any informa- tion you need to complete this assignment, and then email the text of your proposed tweets to your instructor.

5-47. Writing: Using Plain Language; Communication Ethics: Making Ethical Choices, [LO-3], Chapter 1 Your com- pany has been a major employer in the local community

for years, but shifts in the global marketplace have forced some changes in the company’s long-term direction. In fact, the company plans to reduce local staffing by as much as 50 percent over the next 5 to 10 years, starting with a small layoff next month. The size and timing of future layoffs have not been decided, although there is lit- tle doubt that more layoffs will happen at some point. In the first draft of a letter aimed at community leaders, you write that “this first layoff is part of a continuing series of staff reductions anticipated over the next several years.” However, your boss is concerned about the vagueness and negative tone of the language and asks you to rewrite that sentence to read “this layoff is part of the company’s ongoing efforts to continually align its resources with global market conditions.” Do you think this suggested wording is ethical, given the company’s economic influ- ence in the community? Explain your answer in an email message to your instructor.

5-48. Writing: Creating Effective Sentences: Media Skills: Social Networking [LO-4], Chapter 8 If you are interested in business, chances are you’ve had an idea or two for start- ing a company. If you haven’t yet, go ahead and dream up an idea now. Make it something you are passionate about, something you could really throw yourself into. Now write a four-sentence summary that could appear on the Info tab on a Facebook profile. Make sure the first sentence is a solid topic sentence, and make sure the next three sentences offer relevant evidence and examples. Feel free to make up any details you need. Email your sum- mary to your instructor or post it on your class blog.

Writing: Choosing Powerful Words [LO-4] Write a concrete phrase for each of these vague phrases:

5-49. Sometime this spring 5-50. A substantial savings 5-51. A large number attended 5-52. Increased efficiency 5-53. Expanded the work area 5-54. Flatten the website structure

Writing: Choosing Powerful Words [LO-4] List terms that are stronger than the following:

5-55. Ran after 5-56. Seasonal ups and downs 5-57. Bright 5-58. Suddenly rises 5-59. Moves forward

Writing: Choosing Powerful Words [LO-4] Rewrite the following phrases or sentences using more precise or stronger words so that they become more quantifiable or definitive for the reader:

5-60. I wrote a good set of minutes for the meeting, which was pulled together with not much time allowed to get ready.

5-61. The increase in numbers of people working on the manu- facturing lines helped to push up production rates.

5-62. We think it is in our best interest to increase our produc- tion capability so that we can fulfill future orders.

5-63. The concept of decreasing the capacity of the tank in order to save on heating bills was bad thinking.

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ChaPter 5 Writing business Messages 199

5-64. Lessening the size of the workforce in order to take into account the lowering of demand in the retail sector proved to be quite a good idea.

Writing: Choosing Powerful Words [LO-4] Suggest short, simple words to replace each of the following:

5-65. Inaugurate 5-66. Terminate 5-67. Utilize 5-68. Anticipate 5-69. Assistance 5-70. Endeavor 5-71. Ascertain 5-72. Procure 5-73. Consummate 5-74. Advise 5-75. Alteration 5-76. Forwarded 5-77. Fabricate 5-78. Nevertheless 5-79. Substantial

Writing: Choosing Powerful Words [LO-4] Write up-to-date, less-stuffy versions of these phrases; write “none” if you think there is no appropriate substitute or “delete” if the phrase should simply be deleted:

5-80. As per your instructions 5-81. Attached herewith 5-82. In lieu of 5-83. In reply I wish to state 5-84. Please be advised that

Writing: Creating Effective Sentences [LO-5] Rewrite each sentence so that it is active rather than passive:

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

5-86. High profits are publicized by management. 5-87. The policies announced in the directive were implemented

by the staff. 5-88. Our computers are serviced by the Santee Company. 5-89. The employees were represented by Tamika Hogan. 5-90. Writing: Crafting Unified, Coherent Paragraphs; Collabo-

ration: Evaluating the Work of Others [LO-6], Chapter 6 Working with four other students, divide the following five topics among yourselves and each write one paragraph on your selected topic. Be sure each student uses a different technique when writing his or her paragraph: One student should use the illustration technique, one the comparison or contrast technique, one a discussion of cause and effect, one the classification technique, and one a discussion of problem and solution. Then exchange paragraphs within the team and pick out the main idea and general purpose of the paragraph one of your teammates wrote. Was everyone able to correctly identify the main idea and purpose? If not, suggest how the paragraph could be rewritten for clarity.

●● Types of phablets available for sale ●● Advantages and disadvantages of eating at fast-

food restaurants ●● Finding that first full-time job

●● Good qualities of my car (or house, or apart- ment, or neighborhood)

●● How to make a dessert (or barbecue a steak or make coffee)

Writing: Using Transitions [LO-6] Add transitional elements to the following sentences to improve the flow of ideas. (Note: You may need to eliminate or add some words to smooth out your sentences.)

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

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

5-93. Media Skills: Writing for Mobile Devices [LO-7] Find an interesting website article on any business topic. Write a three-paragraph summary that would be easy to read on a phone screen.

expand Your skills Critique the Professionals

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

Sharpening Your Career Skills Online

Bovée and Thill’s Business Communication Web Search, at websearch.businesscommunicationnetwork.com, is a unique

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200 Part 2 applying the three-step Writing Process

effective sentences. Write a brief email message to your instruc- tor, describing the item that you found and summarizing the career skills information you learned from it.

research tool designed specifically for business communication research. Use the Web Search function to find a website, video, article, podcast, or presentation that offers advice on writing

MyLab BusinessCommunication Go to mybcommlab.com for the following Assisted-graded writing questions:

5-94. Why are email, texting, and other forms of digital communication so prone to inad- vertent etiquette breakdowns in which even well-intentioned writers insult or confuse readers? [LO-1]

5-95. What steps can you take to make abstract concepts such as opportunity feel more concrete in your messages? [LO-4]

endnotes 1. Personal communication, Natalie MacNeil, 10 February 2015; She Takes on the World, accessed 20 March 2016, shetakesontheworld .com; Prashanth Gopalan, “Natalie MacNeil Vs. the World,” Tech- Vibes, 29 September 2010, www.techvibes.com; Natalie MacNeil website, accessed 9 June 2013, nataliemacneil.com; product page for She Takes on the World: A Guide to Being Your Own Boss, Working Happy, and Living on Purpose, accessed 9 June 2013, www.amazon .com; Natalie MacNeil bio, Huffington Post, accessed 9 June 2013, www.huffingtonpost.com/natalie-macneil. 2. Annette N. Shelby and N. Lamar Reinsch Jr., “Positive Emphasis and You Attitude: An Empirical Study,” Journal of Business Com- munication 32, no. 4 (1995): 303–322. 3. Quinn Warnick, “A Close Textual Analysis of Corporate Layoff Memos,” Business Communication Quarterly 73, no. 3 (September 2010): 322–326. 4. Sherryl Kleinman, “Why Sexist Language Matters,” Qualitative Sociology 25, no. 2 (Summer 2002): 299–304. 5. Judy E. Pickens, “Terms of Equality: A Guide to Bias-Free Lan- guage,” Personnel Journal, August 1985, 24. 6. Xerox website, accessed 20 March 2016, www.xerox.com; ADM website, accessed 20 March 2016, www.adm.com. 7. Lisa Taylor, “Communicating About People with Disabilities: Does the Language We Use Make a Difference?” Bulletin of the Associa- tion for Business Communication 53, no. 3 (September 1990): 65–67. 8. Susan Benjamin, Words at Work (Reading, Mass.: Addison Wes- ley, 1997), 136–137. 9. Plain English Campaign website, accessed 28 June 2010, www .plainenglish.co.uk. 10. Plain Language website, accessed 13 May 2016, www.plainlanguage .gov; Irene Etzkorn, “Amazingly Simple Stuff,” presentation, 7 November 2008, www.slideshare.net.

11. Creative Commons website, accessed 20 March 2016, creativecommons.org. 12. Susan Jaderstrom and Joanne Miller, “Active Writing,” Office Pro, November/December 2003, 29. 13. Mary Munter, Guide to Managerial Communication, 7th ed. (Upper Saddle River, N.J.: Pearson Prentice Hall, 2006), 41. 14. Portions of this section are adapted from Courtland L. Bovée, Techniques of Writing Business Letters, Memos, and Reports (Sherman Oaks, Calif.: Banner Books International, 1978), 13–90. 15. Catherine Quinn, “Lose the Office Jargon; It May Sunset Your Career,” The Age (Australia), 1 September 2007, www.theage.com.au. 16. Robert Hartwell Fiske, The Dimwit’s Dictionary (Oak Park, Ill.: Marion Street Press, 2002), 16–20. 17. Beverly Ballaro and Christina Bielaszka-DuVernay, “Building a Bridge over the River Boredom,” Harvard Management Communi- cation Letter, Winter 2005, 3–5. 18. Jakob Nielsen, “Mobile Content Is Twice as Difficult,” Nielsen Norman Group, 28 February 2011, www.nngroup.com. 19. Jakob Nielsen and Raluca Budiu, Mobile Usability (Berkeley, Calif.: New Riders, 2013), 10, 102. 20. Nielsen and Budiu, Mobile Usability, 23. 21. “Mobile Web Best Practices,” W3C website, accessed 12 March 2014, www.w3.org. 22. “Mobile Message Mayhem,” Verne Ordman & Associates, accessed 12 March 2014, www.businesswriting.biz. 23. “Mobile Message Mayhem.” 24. Marieke McCloskey, “Writing Hyperlinks: Salient, Descriptive, Start with Keyword,” Nielsen Norman Group, 9 March 2014, www.nngroup.com. 25. Department for Work & Pensions, “Employing Older Workers: An Employer’s Guide to Today’s Multi-Generational Workforce,” accessed 10 December 2016, https://www.gov.uk/government/uploads/system/ uploads/attachment_data/file/142751/employing-older-workers.pdf.

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http://www.nngroup.com

http://www.businesswriting.biz

http://www.w3.org

http://www.nngroup.com

http://www.theage.com.au

http://www.slideshare.net

http://www.plainlanguage.gov

http://www.adm.com

http://www.xerox.com

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

http://www.amazon.com

http://www.techvibes.com

http://www.amazon.com

http://www.plainlanguage.gov

www.plainenglish.co.uk

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/142751/employing-older-workers.pdf

http://mybcommlab.com

http://shetakesontheworld.com

http://nataliemacneil.com

http://creativecommons.org

201

1 Discuss the value of careful revision, and describe the tasks involved in evaluating your first drafts and the work of other writers.

2 List four techniques you can use to improve the readability of your messages.

3 Describe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise.

4 List four principles of effective design, and explain the role of major design elements in document readability.

5 Explain the importance of proofreading and give eight tips for successful proofreading.

6 Discuss the most important issues to consider when dis- tributing your messages.

Learning Objectives

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

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

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

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

completing business Messages

MyLab BusinessCommunication® Improve Your Grade! More than 10 million

students improved their results using Pearson MyLabs. Visit mybcommlab.com for simulations, tutorials, and end-of- chapter problems.

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

C o ur

te sy

T yp

eT o g et

he r

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202 Part 2 applying the three-step Writing Process

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

Burian and Scaglione focus on the challenge of making type that is highly readable while offering fresh new person- alities and meeting the technical demands of contemporary

digital publishing. As individual designers and together as the cofounders of Type Together, Burian and Scaglione have achieved international recognition for their designs and their contribution to the art of type design through workshops, teaching, and publications. Their commissioned work has ranged from customizing e-reader type for Apple’s iBooks to creating a font that Levi’s could use in multiple languages for a global ad campaign.

Your business audiences may not think about typefaces often, but their responses to your messages and documents depend more than they might imagine on the efforts of type designers such as Burian and Scaglione—and on your skill in using their designs.1

Revising Your message: evaluating the First Draft Veronika Burian and José Scaglione (profiled in the chapter-opening Communication Close-Up) lend their creativity and talents to an essential stage of the writing process— producing professional-quality messages that convey the intended message both verbally and nonverbally. You’ll read more about document design and production, including choosing and using typefaces, later in the chapter.

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

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

With more complex messages, try to put your draft aside for a day or two before you begin the revision process so that you can approach the material with a fresh eye. Then start with the “big picture,” making sure that the document accomplishes your overall goals before moving to finer points such as readability, clarity, and conciseness. Compare the letters in Figures 6.1 and 6.2 on the next two pages for an example of how careful revision improves a letter to a customer.

Evaluating Your ContEnt, organization, StYlE, and tonE

When you begin the revision process, focus your attention on content, organization, style, and tone. To evaluate the content of your message, answer these questions:

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

1 leaRning objeCtiveDiscuss the value of careful revision, and describe the tasks involved in evaluating your first drafts and the work of other writers.

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

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ChaPtEr 6 completing business Messages 203

Figure 6.1 Improving a Letter Through Careful Revision Careful revision makes this draft shorter, clearer, and more focused. The proofreading symbols you see here are still widely used whenever printed documents are edited and revised; you can find a complete list of symbols in Appendix C. Note that many business documents are now “marked up” using such software tools as revision marks in Microsoft Word and comments in Adobe Acrobat. No matter what the medium, however, careful revision is key to more effective messages.

important

your piano’s

dealer

Sincerely,

Owner

adjustment

strikethrough Delete text

Delete individual character or a circled block of text

Insert text (text to insert is written above)

Insert period

Insert comma

Start new line

Start new paragraph

Capitalize

Common Proofreading Symbols (see page 648 for more)

Delauny Music 56 Commerce Circle Davenport, IA 52806 (563) 555-4001 delaunymusic.net

June 21, 2018

Ms. Claudia Banks 122 River Heights Drive Bettendorf, IA 52722

Dear Ms. Banks:

On behalf of everyone at Delauny Music, it is my pleasure to thank you for your

recent purchase of a Yamaha CG1 grand piano. The Cg1 carries more than a

century of Yamaha’s heritage in design and production of world-class musical

instruments and you can bet it will give you many years of playing and listening

pleasure. Our commitment to your satisfaction doesn’t stop with your purchase,

however. Much to the contrary, it continues for as long as you own your piano,

which we hope, of course, is for as long as you live. As a vital first step, please

remember to call us

your local Yamaha dealer, sometime within three to eight months after your

piano was delivered to take advantage of the free Yamaha ServicebondSM

Assurance Program. This free service program includes a thorough evaluation

and adjusting of the instrument after you’ve had some time to play your piano

and your piano has had time to adapt to its environment.

In addition to this vital service appointment, a regular program of tuning is

absolutely essential to ensure its impeccable performance. Our piano specialists

recommend four tunings during the first year and two tunings every year

thereafter that. As your local Yamaha we are ideally positioned to provide you

with optimum service for both regular tuning and any maintenance or repair

needs you may have over the years.

All of us at Delauny Music thank you for your recent purchase and wish you

many many, years of satisfaction with your new Yamaha CG1 grand piano.

Respectfully yours in beautiful music,

Madeline Delauny

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204 Part 2 applying the three-step Writing Process

Figure 6.2 Professional Business Letter Here is the revised and finished version of the edited letter from Figure 6.1. Note that the block format used here is just one of several layout options; Appendix A also describes the modified block format and the simplified format.

Delauny Music 56 Commerce Circle Davenport, IA 52806 (563) 555-4001 delaunymusic.net

●● Is there a good balance between general information (giving readers enough back- ground information to appreciate the message) and specific information (giving read- ers the details they need to understand the message)?

When you are satisfied with the content of your message, you can review its organiza- tion. Answer another set of questions:

●● Are all the points covered in the most logical order? ●● Do the most important ideas receive the most space, and are they placed in the most

prominent positions? ●● Would the message be more convincing if it were arranged in a different sequence? ●● Are any points repeated unnecessarily? ●● Are details grouped together logically, or are some still scattered through the

document?

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

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ChaPtEr 6 completing business Messages 205

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

Evaluating, Editing, and rEviSing thE Work of othErS

At many points in your career, you will be asked to evaluate, edit, or revise the work of others. Whether you’re suggesting improvements or actually making the improvements yourself (as you might on a wiki site, for example), you can make a contribution by using all the skills you are learning in Chapter 4 through Chapter 6.

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

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

You can read more about using these skills in the context of wiki writing in Chapter 8.

Revising to improve Readability After confirming the content, organization, style, and tone of your message, make a second pass to improve readability. Most professionals are inundated with more reading material than they can ever hope to consume, and they’ll appreciate your efforts to make your documents easier to read. You’ll benefit from this effort, too: If you earn a reputa- tion for creating well-crafted documents that respect the audience’s time, people will pay more attention to your work.

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

Readability indexes offer a useful reference point, but they are limited by what they are able to measure: word length, number of syllables, sentence length, and paragraph length. They can’t measure any of the other factors that affect readability, such as document

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

2 leaRning objeCtiveList four techniques you can use to improve the readability of your messages.

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206 Part 2 applying the three-step Writing Process

design, the “you” attitude, clear sentence structure, smooth transitions, and proper word usage. Compare these two paragraphs:

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

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

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

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

varYing Your SEntEnCE lEngth

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

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

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

kEEPing Your ParagraPhS Short

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

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

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

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

rEal-timE uPdatES

Learn MOre by visiting this Website

editing and proofreading tips, with an error treasure hunt

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http://real-timeupdates.com/bct14

ChaPtEr 6 completing business Messages 207

they make your writing look inviting. You can also emphasize ideas by isolating them in short, forceful paragraphs.

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

uSing liStS to ClarifY and EmPhaSizE

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

Narrative List

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

Owning your own business has three advantages:

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

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

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

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

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

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

The decline in company profit is attributable to four factors:

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

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

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

Parallel List Items (all verb phrases)

●● Improve our bottom line ●● Identification of new foreign markets for

our products ●● Global market strategies ●● Issues regarding pricing and packaging size

●● Improving our bottom line ●● Identifying new foreign markets for our

products ●● Developing our global market strategies ●● Resolving pricing and packaging issues

Lists are effective tools for high- lighting and simplifying material.

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208 Part 2 applying the three-step Writing Process

Parallel forms are easier to read and skim. You can create parallelism by repeating the pattern in words, phrases, clauses, or entire sentences (see Table 6.1).

adding hEadingS and SubhEadingS

A heading is a brief title that tells readers about the content of the section that follows. Subheadings are subordinate to headings, indicating subsections within a major section. Headings and subheadings serve these important functions:

●● Organization. Headings show your reader at a glance how the document is organized. They act as labels to group related paragraphs and organize lengthy material into shorter sections.

●● Attention. Informative, inviting, and in some cases intriguing headings grab the read- er’s attention, make the text easier to read, and help the reader find the parts he or she needs to read—or skip.

●● Connection. Using headings and subheadings together helps readers see the relation- ship between main ideas and subordinate ones so that they can understand your message more easily. Moreover, headings and subheadings visually indicate shifts from one idea to the next.

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

editing for Clarity and Conciseness After you’ve reviewed and revised your message for readability, your next step is to make your message as clear and as concise as possible.

Editing for ClaritY

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

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

Informative headings are gener- ally more helpful than descriptive ones.

3 leaRning objeCtiveDescribe eight steps you can take to improve the clarity of your writing, and give four tips on making your writing more concise.

Clarity is essential to getting your message across accurately and efficiently.

method example

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

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

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

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

tablE 6.1 achieving Parallelism

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ChaPtEr 6 completing business Messages 209

See Table 6.2 for examples of the following tips:

●● Break up overly long sentences. If you find yourself stuck in a long sentence, you’re probably trying to make the sentence do more than it reasonably can, such as express- ing two dissimilar thoughts or peppering the reader with too many pieces of support- ing evidence at once. (Did you notice how difficult this long sentence was to read?)

●● Rewrite hedging sentences. Hedging means pulling back from making a confident, definitive statement about a topic. Granted, sometimes you have to write may or seems to avoid stating a judgment or prediction as a fact. When you hedge too often or with- out good reason, however, you come across as being unsure of what you’re saying.

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

●● Correct dangling modifiers. Sometimes a modifier is not just an adjective or an adverb but an entire phrase modifying a noun or a verb. Be careful not to leave this type of modifier dangling, with no connection to the subject of the sentence.

●● Reword long noun sequences. When multiple nouns are strung together as modifiers, the resulting sentence can be hard to read. See if a single well-chosen word will do the job. If the nouns are all necessary, consider moving one or more to a modifying phrase, as shown in Table 6.2.

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

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

issues to Review ineffective effective

Overly Long Sentences (taking compound sentences too far)

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

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

Hedging Sentences (overqualifying sentences)

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

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

Unparallel Sentences (using dissimilar construction for similar ideas)

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

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

Dangling Modifiers (placing modifiers close to the wrong nouns and verbs)

Walking to the office, a red sports car passed her. [suggests that the car was walking to the office] Reduced by 25 percent, Europe had its lowest semi- conductor output in a decade. [suggests that Europe shrank by 25 percent]

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

Long Noun Sequences (stringing too many nouns together)

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

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

Camouflaged Verbs (changing verbs into nouns)

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

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

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

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

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

Modifier Separation (putting adjectives, adverbs, or prepo- sitional phrases too far from the words they modify)

Our antique desk lends an air of strength and sub- stance with thick legs and large drawers.

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

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

The Law Office and the Accounting Office distribute computer supplies for paralegals and accountants, respectively.

The Law Office distributes computer supplies for paralegals; the Accounting Office distributes them for accountants.

tablE 6.2 revising for Clarity

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210 Part 2 applying the three-step Writing Process

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

●● Clarify sentence structure. Keep the subject and predicate of a sentence as close together as possible. When the subject and predicate are far apart, readers may need to read the sentence twice to figure out who did what. Similarly, adjectives, adverbs, and prepositional phrases usually make the most sense when they’re placed as close as possible to the words they modify.

●● Clarify awkward references. If you want readers to refer to a specific point in a docu- ment, avoid vague references such as the above-mentioned, as mentioned above, the aforementioned, the former, the latter, and respectively. Use a specific pointer such as “as described in the second paragraph on page 210.”

Editing for ConCiSEnESS

Many of the changes you make to improve clarity also shorten your message by removing unnecessary words. The next step is to examine the text with the specific goal of reducing the number of words. Readers appreciate conciseness and are more likely to read your documents if you have a reputation for efficient writing. See Table 6.3 for examples of the following tips:

●● Delete unnecessary words and phrases. To test whether a word or phrase is essential, try the sentence without it. If the meaning doesn’t change, leave it out.

●● Shorten long words and phrases. Short words and phrases are generally more vivid and easier to read than long ones. Also, by using infinitives (the “to” form of a verb) in place of some phrases, you can often shorten sentences while making them clearer.

●● Eliminate redundancies. In some word combinations, the words say the same thing. For instance, “visible to the eye” is redundant because visible is enough without fur- ther clarification; “to the eye” adds nothing.

●● Rewrite “It is/There are” starters. If you start a sentence with an indefinite pronoun such as it or there, chances are the sentence could be shorter and more active. For instance, “We believe . . . ” is a stronger opening than “It is believed that . . . ” because it is shorter and because it identifies who is doing the believing.

As you rewrite, concentrate on how each word contributes to an effective sentence and on how each sentence helps build a coherent paragraph. For a reminder of the tasks involved in revision, see “Checklist: Revising Business Messages.”

Subject and predicate should be placed as close together as pos- sible, as should modifiers and the words they modify.

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

A. Evaluate content, organization, style, and tone. ●● Make sure the information is accurate, relevant, and

sufficient. ●● Check that all necessary points appear in logical order. ●● Verify that you present enough support to make the

main idea convincing and compelling. ●● Be sure the beginning and ending of the message are

effective. ●● Make sure you’ve achieved the right tone for the

audience and the situation. B. Review for readability.

●● Consider using a readability index, but be sure to interpret the answer carefully.

●● Use a mix of short, medium, and long sentences. ●● Keep paragraphs short. ●● Use bulleted and numbered lists to emphasize key

points.

●● Make the document easy to skim with headings and subheadings.

C. Edit for clarity. ●● Break up overly long sentences and rewrite hedging

sentences. ●● Impose parallelism to simplify reading. ●● Correct dangling modifiers. ●● Reword long noun sequences and replace camou-

flaged verbs. ●● Clarify sentence structure and awkward references.

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

“There are.”

CheCklist ✓ revising business Messages

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ChaPtEr 6 completing business Messages 211

issues to Review less effective more effective

Unnecessary Words and Phrases

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

for if before soon now because because when about

Using too many relative pro- nouns (such as that or who)

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

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

Using too few relative pronouns

The project manager told the engineers last week the specifications were changed.

The project manager told the engineers last week that the specifications were changed. OR The project manager told the engineers that last week the specifications were changed

Long Words and Phrases

Using overly long words During the preceding year, the company accelerated productive operations.

The action was predicated on the assumption that the company was operating at a financial deficit.

Last year the company sped up operations.

The action was based on the belief that the company was losing money.

Using wordy phrases rather than infinitives

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

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

Redundancies

Repeating meanings absolutely complete

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

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

Using double modifiers modern, up-to-date equipment modern equipment

It Is and There Are Starters

It would be appreciated if you would sign the lease today.

Please sign the lease today.

Starting sentences with It or There

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

Five employees in this division were late to work today.

tablE 6.3 revising for Conciseness

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212 Part 2 applying the three-step Writing Process

thE futurE of CommuniCation

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

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

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

Mobile devices and wearables such as smartwatches are incorporating haptic input and output in ways that simulate the nuances of human touch. For instance, you can use a smartwatch to send specific, personalized “touch messages” to other smartwatch wearers with complete privacy. The ability

to remotely manipulate objects and machines through simu- lated touch (rather than abstracted devices such as joysticks) is another intriguing promise of haptics.

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

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

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

haptic technologies

producing Your message Now it’s time to put your hard work on display. The production quality of your mes- sage—the total effect of page or screen design, graphical elements, typography, and so on—plays an important role in its effectiveness. A polished, inviting design not only makes your material easier to read but also conveys a sense of professionalism and importance.2

dESigning for rEadabilitY

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

Effective design helps you establish the tone of your document and helps guide your readers through your message (see Figure 6.3). To achieve an effective design, pay careful attention to the following design elements:

●● Consistency. Throughout each message, be consistent in your use of margins, type- face, type size, and space. Also be consistent when using recurring design elements, such as vertical lines, columns, and borders. In many cases you’ll want to be consistent from message to message as well; that way, audiences who receive multiple messages from you recognize your documents and know what to expect.

●● Balance. Balance is an important but subjective issue. One document may have a for- mal, rigid design in which the various elements are placed in a grid pattern, whereas another may have a less formal design in which elements flow more freely across the

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

4 leaRning objeCtiveList four principles of effective design, and explain the role of major design elements in document readability.

mobile app

Genius Scan lets you scan docu- ments with your phone and create PDFs on the go.

Good design enhances the read- ability of your material.

For effective design, pay atten- tion to • Consistency • Balance • Restraint • Detail

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http://www.macworld.com

http://www.forbes.com

http://www.fastcodesign.com

ChaPtEr 6 completing business Messages 213

page—and both could be in balance. Like the tone of your language, visual balance can be too formal, just right, or too informal for a given message.

●● Restraint. Strive for simplicity in design. Don’t clutter your message with too many design elements, too many typeface treatments, too many colors, or too many decora- tive touches. Let “simpler” and “fewer” be your guiding concepts.

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

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

White space Any space that doesn’t contain text or artwork, both in print and online, is considered white space. (Note that “white space” isn’t necessarily white; it is simply blank.) These unused areas provide visual contrast and important resting points for your readers. White

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

dESigning for rEadabilitY

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

4 leaRning objeCtiveList four principles of effective design, and explain the role of major design elements in document readability.

mobile app

Genius Scan lets you scan docu- ments with your phone and create PDFs on the go.

Good design enhances the read- ability of your material.

For effective design, pay atten- tion to • Consistency • Balance • Restraint • Detail

Figure 6.3 Designing for Readability The website of the web development firm Iron to Iron is a model of elegant design that promotes easy reading.

C o ur

te sy

o f I

ro n

to Ir

o n.

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214 Part 2 applying the three-step Writing Process

space includes the margins, paragraph indents, space around images, open areas surround- ing headings, vertical space between columns, and horizontal space between paragraphs or lines of text. To increase the chance that readers will read your messages, be generous with white space; it makes pages and screens feel less intimidating and easier to read.3

margins and justification Margins define the space around text and between text columns. In addition to their width, the look and feel of margins are influenced by the way lines of text are arranged. They can be set (1) justified (which means they are flush, or aligned vertically, on both the left and the right), (2) flush left with a ragged right margin, (3) flush right with a ragged left margin, or (4) centered. This paragraph is justified, whereas the paragraphs in Figure 6.2 on page 204 are flush left with a ragged right margin.

Magazines, newspapers, and books often use justified type because it can accommo- date more text in a given space. However, justified type needs to be used with care. First, it creates a denser look because the uniform line lengths decrease the amount of white space along the right margin. Second, it produces a more formal and less personalized look. Third, unless it is used with some skill and attention, justified type can be more difficult to read because it can produce large gaps between words and excessive hyphenation at the ends of lines. The publishing specialists who create magazines, newspapers, and books have the time and skill needed to carefully adjust character and word spacing to eliminate these problems. (In some cases sentences are even rewritten to improve the appearance of the printed page.) Because most business communicators don’t have that time or skill, it’s best to avoid justified type in routine business documents.

In contrast to justified type, flush-left, ragged-right type creates a more open appear- ance on the page, producing a less formal and more contemporary look. Spacing between words is consistent, and only long words that fall at the ends of lines are hyphenated.

Centered type is rarely used for text paragraphs but is commonly used for headings and subheadings. Flush-right, ragged-left type is rarely used in business documents.

typefaces Typeface refers to the visual design of letters, numbers, and other text characters. As the Type Together vignette at the beginning of the chapter noted, typeface and font are often used interchangeably, but typeface is the design of the type itself, and a font is a collection of characters using that design.

Typefac